MASTER’S DEGREE IN SOCIAL WORKS

1.
A. Review the history of social work development in Europe, with
emphasis on the United Kingdom.
Social work developed in Europe during the nineteenth century by offering support to
struggling working-class families. It emerged in England and spread through Christian social
networks, initially in Western Europe and later in Central Europe. It became professionalized
in the 1920s with the appearance of the first social workers (who were mostly female at the
time). Throughout the twentieth century, social work combined efforts to offer material
assistance with a moral approach of “readapting” working-class families. Taking over for
private initiatives, the state and public administrations encouraged the development of social
services during the 1960s. Social work thus gradually moved away from Christian charitable
methods, its moral dimension being supplanted by an approach increasingly relying on socio-
economic and psychological knowledge.
The origins of social work
Social work has its roots in the philanthropic movement of the nineteenth century. In the
industrialized societies of Germany, England, and France, the misery of the working classes
raised concerns among the elite. It was seen as a source of suffering but also as a potential
trigger for political revolts on the part of workers. Many charitable organizations flourished
in the second half of the nineteenth century. They offered both material relief and moral
advice to poor families, thereby marking the beginnings of social work. Two types of female
figures are the “ancestors” of social workers: the sisters of religious congregations devoted to
an apostolic mission, and charitable ladies of the upper class, who used their free time to visit
poor families.
During the last decades of the nineteenth century, philanthropic reformers wondered how to
organize charity with more “rational” and “scientific” means of action. The Charity
Organization Society (COS), which was born in England in 1869, advocated inquiries for
families requesting material relief in order to distinguish between the “good” and the “bad”
poor. The investigation had to evaluate the needs and morality of potential “clients” and
conclude whether they deserved the relief being sought. Members of the COS were the first
to use the term “social work” and “social workers” to refer to such investigators. The COS
proved appealing abroad: it took root in the United States, while in France the public
assistance congresses held from 1889 onward praised the COS’s method as a tool for
modernizing charity.
However, social work was not exclusively the successor of charitable relief. It was also
inspired by the settlement movement, which emerged in England during the 1880s and in
France at the turn of the century. Its purpose was to bring members of the upper class and the
working-class together, namely by having the former move to poor neighborhoods. For
French Social Catholics, it was a way to promote the class reconciliation advocated by the
Rerum Novarum of 1891. Members of the settlement movement thus wanted to fight poverty
as well as to engage into popular education.
Finally, a third foundational model were the societies specialized in handling “deviant”
populations: several organizations offered support to former prisoners, prostitutes, and
juvenile delinquents by supervising them upon their exit from these institutions. In England,
this form of social work was recognized very early on by the state. The Probation Act of 1908
sanctioned the existence of social workers called “probation officers”: they were to supervise
underage delinquents who were spared prison sentences. The emergence of social work thus
accompanied the turning point identified by Michel Foucault between the “disciplinary”
paradigm, which is to say supervision within closed institutions, and systems of
“governmentality” marked by diffuse control of the general population.
The birth of social work during the interwar period
Professionalized social work emerged during the interwar period. The first schools of social
work appeared in England, France, Belgium, and Eastern European countries such as
Romania and Poland, where the social reform network was highly active. Conversely,
professional social work was in its infancy in Portugal until the 1940s, and did not genuinely
appear in Italy until the 1950s. The directors of these schools created a European and
American network through “international conferences on social work.” The first one was held
in Paris in 1928. Its members promoted social work as a new tool for solving the “social
question.” In their opinion, neither private charity nor state social protection were sufficient.
They believed that the response to the difficulties of the working classes called for
individualized support provided by social work professionals.
The struggle against pauperism was combined during the interwar period with that of social
plagues such as tuberculosis, infant mortality, alcoholism, and unhealthy housing. While this
hygienist approach had already emerged in the late nineteenth century, the First World War
accentuated the desire to protect the social body. New categories of social workers emerged
in connection with the war. Factory superintendents in England and France were tasked with
supervising female laborers at work. Visiting nurses dealt with the health issues of the civilian
population; they worked in free clinics throughout the territory, and were in charge of follow-
up care for patients. From 1916 onward the American Red Cross and the Rockefeller
Foundation promoted this new figure across Europe.
Social workers, who were mostly women of the bourgeoisie or petty bourgeoisie, appeared in
all kinds of institutions during the interwar period and became a familiar figure for working-
class families. They played a dual role: before providing assistance, they investigated their
potential “clients”; after the enquiry, they organized the social monitoring of assisted
families. They adopted a moral approach to dealing with their “clients,” and believed that the
social risks faced by the working-class were partly due to the loose morals and lack of
foresight of such individuals. Only a few English Labor circles and socialists in the Weimar
Republic criticized the “bourgeois” approach to social work. During the 1930s and 1940s, the
dictatorial regimes of Salazar, Hitler, and Petain used social workers as relays for the
implementation of their social policies.
Development and the limits of social work since 1945
The postwar years saw a sharp rise in the number of schools of social work, while states
encouraged the development of social workers amongst public administrations. Countries
from the Soviet bloc was an exception: professionalized social work was abolished because it
was seen as a “bourgeois” instrument that had become superfluous thanks to the socialist
system of social protection. It was not until the fall of the USSR that social work was reborn,
taking Western European practices as a model. In Western Europe, the 1950s and 1960s were
marked by a struggle against social “inadaptation.” Europe was experiencing a phase of
economic prosperity during the post-war boom, but the persistence of poor communities was
seen as an anomaly due to a “culture of poverty.” Social work thus took on a psychosocial
aspect, as social workers sought to “reintegrate” poor families into society.
The political movements of May 1968, along with critical sociology and the work of Michel
Foucault in the 1970s, helped call social work into question. Social workers were seen as a
tool of social control exerted on working-class families. The same political movements
encouraged local experiments, such as day children’s homes for juvenile delinquents. The
economic crisis of the 1980s challenged methods of relief as social workers were confronted
with the so-called “new poor”: victims of unemployment who had suddenly become
impoverished. But social work was also transforming from within. The profession
democratized as it opened itself to a new generation of employees: in France, the number of
social workers rose by 50% between 1970 and 1980, and the occupation opened up to women
from both the lower middle class and the working class.
Since the 1990s, social services increasingly rely on interdisciplinary teams in which social
workers work alongside psychologists and doctors. The psychological and psychoanalytical
paradigm gradually took precedence over the consideration of social determinants that
prevailed during the 1970s. Finally, with the budget cuts justified by the economic crisis, a
new management logic of social action has taken hold in Europe.
OR

B. Predict the future direction of social work in Asia-Pacific

region.

Social work in the Asia-pacific region

Today, most Asian-Pacific countries have some form of social work training and practice that
reflect the dominant global model of social work education (Midgley 2000, Healy 2001,
Lyons 1999). Borrowing social work curriculum from the industrialized nations, such as the
United Kingdom, the United States of America, Australia and Aotearoa/New Zealand social
work programs are evident in India, the Philippines, Singapore, Japan and more recently
Korea, Vietnam, Thailand, Indonesia, Papua New Guinea, Samoa and other Pacific Islands.
While many share a commitment to the generalist philosophical and practice educational
model there are some differences in approach. For example social work education in India is
highly standardized around the master’s degree while Australia, Aotearoa/New Zealand, the
Philippines, Singapore, Japan and more recently Korea, Vietnam, Thailand, Indonesia teach
social work at undergraduate university-level and Papua New Guinea, Samoa and other
Pacific Island states have adopted a more vocationally, non-university approach focusing on
preparing students to work in government community development programs (Midgley 2000)
and NGOs. While there is a growing trend internationally to formalize social work education
at the tertiary level many Asia-Pacific countries still face geographic isolation, lack of access
to mass communication technologies and language and cultural barriers which means that
setting global guidelines for social work education, as currently proposed, could represent a
particular challenge to the continued development of social work in the region.
The Asia-Pacific region is a complex mixture of countries, each encompassing different
cultures and cultural heritages, identities, religions, language groups, histories, and economic,
political, and social developments. We know from Midgley’s work that although the Asian
countries have the highest GNP in the developing world many countries also have the highest
number of people living in poverty and that political and military conflict has eroded many
existing welfare systems considerably (Midgley 1997, 2000). We also know that many of
these countries have no direct experience of a welfare state which is unanimously regraded as
essential to the social work project. Additionally, there are great differences between
educational levels and economic development and the way social problems such as housing,
unemployment, pollution and related health problems and the movement of refugees and
asylum seekers impact on the social conditions. However, we do not yet fully understand is
how these different historical, cultural and political differences will be addressed in
international guidelines and whether it is in the interest of different countries developing
social work programmed to be guided in this way.
In preparation for this discussion I asked, by email, heads of program in various social work
schools across the Asia-Pacific region several questions about their support for global
standard setting and its usefulness and relevance to their social work program. This was to
provide specific information for this article, not to overtake or undermine the extensive
consultation already undertaken by the IASSW/IFSW GQS committee. In particular I asked
if they were familiar with the document, whether they had a further comment as to the
content, whether they regarded the content and intent useful for their purpose; whether they
have any difficulties with the content, intent and purpose; and would they use this document
and, if so for what purposes? I also asked whether the document allows for the consideration
of cultural differences across the region and, finally, how useful overall is it for their current
and future development. I received comments from the Philippines, Hong Kong and China,
Sri Lanka, India and Korea. I complement these responses from my own understandings of
social work programmed in Australia and Aotearoa/New Zealand. The discussion that follows
identifies issues raised from this research.
First, all respondents from the Philippines, Hong Kong and China, Sri Lanka, India and
Korea indicated that they were currently teaching a variety of practice philosophies congruent
to the global core curricula criteria outlined the draft document such as ecological, strengths-
based approach and/or feminist and human rights and social justice focus and all commented
that they taught a mixture of the traditional, Anglo-western practice methods of casework,
group and family work, community development and organizational work with varying
degrees of emphasis. No one respondent identified a different cultural approach to social
work theory and practice. All had a significant fieldwork component included as core
curricula. This is consistent with my knowledge of most programmed in Australia and
Aotearoa/New Zealand.
Overall, there was general support for the document’s aspirational tenet and content and most
indicated that they already incorporated many, but not all of the aspirations outlined in the
draft document. Two respondents suggested that it “could be improved” by being more
specific with regard to core curricula to help with future curriculum development. All agreed
that global guidelines would, as this one respondent articulates, “help us negotiate with the
higher authorities to convince them on the nature, scope and structures of social work
educational institutions” and thus provide a substantial argument for negotiation for the
consolidation and future development of their social work programmed. Several indicated
that they felt that there was flexibility in adapting the guidelines to their own cultural context
while two respondents said that “it is up to us to work out how cultural differences can be
applied to social work (in our county)” while one respondent wanted independent
development in how culture could be incorporated in their programmed as yet “we have not
been able to do it”. Two respondents said they were “unsure” about the how useful the global
standards would be overall in teaching social work in the region, given differences in stages
of development and specific cultural and political contexts. All the other respondents agreed
with this particular comment that as a general guideline “it was the best it could be”.
Some reservations, however, were expressed especially with regard to fulfilling all the
categories set out in the document as several respondents indicated “it’s difficult to meet
these all these standards when social work has such a short history in our country” and “I was
wondering if it is possible to have different standards for countries at different developmental
stages?” Further, there was some concern about the actual feasibility of providing as much
infrastructure support with regard to structure, administration, staff, governance and resources
as there were stringent financial constraints in the developing world.
It is my belief that any resistance for introducing global standards/guidelines is more likely to
come from the westernized countries of Australia and Aotearoa/New Zealand where there is
an emerging body of literature informed by a postmodernist and post colonialist perspective
that is having an important impact on the theoretical and practice-based constructs in social
work education, and by implication to any ongoing support for a commitment to global and
indeed national standards (Munford & Nash 1994, Noble & Briskman 1996, Healy 2000,
Fook, Ryan and Hawkins 2000). Epistemological and ontological challenges are being
directed against the certainty of perceived social work knowledge where an exploration of a
more reflective and inclusive discourse is disrupting what is seen as essentially an
ethnocentric knowledge and philosophical base. This postmodern ‘turn’ is gradually
impacting on social work curricula, particularly in Australia where current social work
scholars are asking for a disruption between previous ways of knowing so that new
knowledges and new subject positions can emerge (Healy 2000, Fook et al 2000). A more
discursive dialogue is being encouraged emphasizing reflectivity in knowledge exploration
and encouraging the speaking from various subject locations previously excluded from the
dominant western knowledge base for example clients, service providers and ethnic and
indigenous voices (Healy 2000, Nash 1994) representing a move away from universalizing a
particular social work dogma (Ife 1997, Healy 2000). This development is leading to new
ways of talking about social work education in many Schools across the country where core
social work curricula is being developed that stresses interaction, reciprocity, respect for
difference, support for the emergence of multiple voices and the non-interference in the
development of a decolonized social work paradigm (Noble 2003a, Healy 2000, Fook et al
2000). This is true for Aotearoa/New Zealand as well (see Munford & Nash 1994).
Australia and Aotearoa/New Zealand’s move towards a decolonized approach to knowledge
exploration is important in this discussion as it raises pertinent questions about the dominance
of the ‘white voice’ in contemporary curriculum content. Responding to an influx of
migration from European and Mediterranean and more latterly Asian and Middle Eastern
countries many social work programs in these two countries are demonstrating a growing
commitment to a discursive scholarship in anti-racist/cross-cultural social work education
(Noble 2003a). This is being influenced by the reawakening of indigenous politics of
resistances from the Aboriginal and Torres Strait Islander peoples in Australia and the Māori
peoples in Aotearoa/New Zealand where indigenous voices are mostly absent from
contemporary theory development (Briskman 2003, Munford & Nash 1994). This ontological
challenge to what is regarded as largely an ethnocentric social work theory and practice
paradigm is and will continue to have a significant impact on the content of courses as well as
the ontological and epistemological foundations of social work training and education. In
fact, Aotearoa/New Zealand is well in advance of Australia in developing a bi-cultural model
of social work education. (Nash 1994, Noble & Briskman 1996). This emerging discourse is
occurring, at the same moment that IASSW/IFSW is developing their global guidelines.
The introduction and development of international social work guidelines as being developed
by the IASSW and IFSW is seen by many in the selected Asian-Pacific countries surveyed as
playing a significant role in fostering international dialogue around the maintenance of
professional standards of practice and the development of policies and initiatives in support
of individual, community and societal well-being. However, as scholars in Australia and
Aotearoa/New Zealand are currently arguing there may be many more who are excluded from
any discussion about global guidelines by isolation and cultural and language barriers or who
are excluding themselves (as a commitment to a more diffuse and undifferentiated concept of
social work) from this dialogue but nevertheless will be directly affected by these
developments. This concern will be developed further in the next section.
Global position in education, training and standards: suggestions for future
development
There is little argument that the world is now linked in ways that local-global conversations
are both inevitable and essential. For social work there is now awareness that what happens in
one country can and does have an impact on their own countries practices and policies. There
are obvious advantages to working across borders as the literature on social movements
identifies. Moreover, there are issues that transcend national boundaries and limit the capacity
of individuals to devise and implement solutions or even develop ideas to address problems,
for example, the international social problems resulting from crippling foreign debt and loss
of local culture which is obviously more than can be effectively deal with locally. Issues such
as HIV/AIDS, international crime, migration and environmental issues become every one’s
concern because of the very nature of moving across borders. Individual social worker’s
practice is now agreed to be limited by the effects of globalization in the broader sense and in
the local sense, as countries can no longer ‘solve’ their social problems in isolation to
international developments. Improving international communication and exchange between
and across social work programs as each country grapples with the forces of globalization
will be the key to developing models of practice that are able to address emerging social
issues where the impact and effects on globalization on individual lives is held in common.
Likewise, the importance of recognizing the constantly changing nature of the realities of
social work practice as more communication opens up between and among international
educators needs to be ever present. These issues can be seen to support any initiative to set
international guidelines for social work education and training.
This brief discussion of social work programs in the Asia-Pacific region highlights the fact
that not all social work practice follows the same patterns in all parts of the region.
Guidelines cannot be comprehensively global because social work in the Asia-Pacific region
is a complex and varied activity invariably influenced by the socio-economic and political
contexts of each country and is always mediated through differing cultural imperatives and
theoretical perspectives. This is especially pertinent in the Asia-Pacific region where
colonialism still is a recent legacy in many of the counties and where the negative impacts of
globalization of the world economy is having such a dire impact on many of the country’s
social and economic problems.
So, if we take together the general issues identified from this overview of social work courses
in this region what can we pull together that will have resonance with the future development
and ongoing discussions and consultation for setting global guidelines?
Many of these difficulties are acknowledge in the comments within the document and are
flagged for more discussions and recommendations. But the core mission of equipping social
work practitioners to practice in globalized social situations by reinforcing a commitment to
identify generic principles of practice that are deemed culturally neutral is still clearly
evident. As the draft document (IASSW/IFSW GQ doc. 2002, Aug 2002) states.
However, the suggestion that all counties in the complex region comprising the Asia-Pacific
to adopt the one epistemic model of Anglo-western social work needs challenging especially
in those countries across the region where national policies and practices and theoretical
developments differ significantly. That is not to say that these countries are incapable of
reason and critique for themselves or that a desire to explore international guidelines is totally
redundant or contraindicated. It is possible as the draft document (Aug 2002) states that a
continuing dialogue with the IASSW/IFSW consultative committee will, in time, bring
developing and developed social work schools in touch with each other’s development in a
way that can contextualized their concerns within and outside these guidelines. It is and can
be used as a point for social dialogue and reciprocal learning. My point here is that a respect
and appreciation for differences, not only needs to be acknowledged and accepted by the
dominant discourse but incorporated as a core principle in any attempts to exchange
standards and guidelines for educational practices.
The preamble in the draft document (Aug 2002, p.1) indicates there is a desire to do this and
extensive consultation is still a focus of the committee. However, as the document currently
stands, the specifications regarding core curricula and minimum standards about resources,
standards of educational achievement and governance do not really reflect the possible
difficulties in achieving these goals or indeed reflect any uncertainty as to the appropriateness
of this position in the diverse and diffuse Asia-Pacific region. If promoting global guidelines
in social work education across nations is core business for the IASSW/IFSW then this
activity must be measured against an ever-present awareness of the possibility of cultural
imperialism especially as the Western voice is constantly in the forefront of many such
developments. Awareness about the tension between core universalistic characteristics and
the resurrection of indigenous voices and the postmodern challenge must also be present.
However, even if these concerns are addressed there is still no consensus as to how to avoid
the trap of preventing the Western voice from dominating the present and future development
or consultation process for the setting of international professional standards in social work
education, even if a postmodern critique and decolonized curricula are encouraged to form a
basis of core curricula Even the commitment to ‘letting others speak’ and engaging in
‘inclusive dialogue’ can be viewed as another form of colonialism, as the underlying control
in the dissemination and construction of knowledge or in ‘letting go’ of privilege and power
can still be seen as a process dominated by Western ideology. It is difficult to hear and respect
other knowledges when they are still marginalized and coming from a subordinated subject
position.

2.
A. Trace the history of distance education in social work.
Since its inception, social work education through ODL mode maintains a tension with regard
to its recognition, often debated in India for being offered in ODL mode and is plagued by
rigidities of the conventional institutions. But unfortunately, the social work in India is not
recognized as a full-fledged profession as compared to other professions like medicine,
engineering, law and others despite more than eight decades of its existence. Due to the
absence of a systematic study to evaluate the effectiveness of social work education through
ODL mode, it’s always considered inferior to the programs offered through regular/
conventional mode. However, the easy access, affordability and convenience for the
marginalized and disadvantaged sections of population the distance education system have
received immense popularity and growth. In this paper, the authors have described the
genesis of ODL mode of learning in India with particular reference to social work education.
The paper describes the current status of social work in respect of various modalities and
standards followed by various universities in India. Various aspects such as state wise
distribution, credit system, duration, fee structure, use of multimedia approach, programs on
offer were discussed. Besides secondary literature, University Grant Commission Report
(UGC), the study has relied on primary data collected through the use of questionnaires
administered to the heads of departments of social work of various universities. The
minimum and maximum tenure, number of credits, guidelines for fieldwork, revision of
materials, use of multimedia materials of various universities has been covered in the paper.
Besides that, the achievements and challenges of social work education through ODL mode
have been highlighted.
In the case of India, the social work institutions are concentrated mostly in urban areas and
the need to reach the rural and the tribal areas can be fulfilled through distance learning.
Besides, there has been a growing criticism of the elitist and urban slant in social work
education (University Grants Commission Second Review Committee on Social Work
Education, 1975). The existing systems of higher education have not been very accessible to
persons in disadvantaged positions whether socially, geographically or economically. In terms
of access and affordability social work through ODL (Open and Distance Learning) has the
potential to impart training to the disadvantaged sections of the society. Besides, it offers the
learners the flexibility of learning at one’s pace, and working and studying at the same time.
Social Work programs were offered in the conventional mode of education till the year 2004,
when it began to be offered in the open and distance learning mode by IGNOU and later by
some of the state open Universities. The BSW and MSW program at IGNOU (Indira Gandhi
National Open University, New Delhi) was developed in response to requests from social
service agencies across the country. The MSW program in IGNOU was started in 2008 also
offered in Nepal and Ethiopia both in Hindi and English medium. The BSW Program was
launched in the year 2004 also being offered both in the Hindi and English medium.
(Saumya, 2013). Besides IGNOU, other Universities also started offering social work
education through ODL mode (see table 3). Ramana (2012) reports because of high fee
structures of the self-financed institutions, distance education in social work is getting
promoted as many consider it as the most economical and best option of receiving a post
graduate degree in social work. In 2004, IGNOU launched the Bachelor in Social Work
(BSW) program through ODL. (Thomas, 2013). This is the first social work program
launched through ODL in India. The school of social work in IGNOU is the first school in
India. Gradually, the number of universities offering social work education through ODL has
increased. Till date only 25 Universities in India offer social work education through open
and distance learning. These universities are located in 14 states and most of them are
confined to their jurisdiction of their states only. Out of these, only 2 universities offer
education at the M. Phil and PhD level. Except one institution, all the institutes’ offers
master’s degree in social work and only 7 universities/Institutions offer Bachelor degree in
Social Work. Out of these 25 universities, only IGNOU is being the central university and
others are mostly state universities and private institutions. In India more than 256
institutes/universities offer various courses through ODL mode, but only 25 institutes offer
social work courses. Modalities and Standards of Social Work education through ODL Mode
ODL occupies a significant place in the Indian higher education system as it has played a
major role in enhancing the gross enrollment ratio and democratization of higher education to
large chunks of the Indian population. It has been successful in reaching out the unreached
and provided a viable option in providing opportunities particularly for the disadvantaged
groups such as those living in remote and rural areas, working people and women etc. for
lifelong learning which has become more of a necessity in the present-day globalized
knowledge society. It has gained wider acceptance in India as it offers college/university level
of education which is flexible and open in terms of methods and pace of learning; selection of
courses and subjects, eligibility for enrollment, age of entry, conduct of examination and
implementation of the programs of study. Besides providing opportunities for adding
qualifications, it has remained an important source for updating knowledge and acquiring
new knowledge in diverse disciplines. India has one of the largest DE systems in the world,
second only to China (UGC, 2017). Distance education in India is offered by various types of
educational institutions viz. National Open University, State Open Universities; Distance
Education Institutions (DEIs) at Institutions of National Importance; Central Universities; -
State Universities, deemed to be Universities and State Private Universities. Besides that,
distance education is also offered in various in various DEIs at Stand-alone Institutions like -
Professional Associations, Government Institutions; and Private institutions. In terms of
student learning and satisfaction, distance education courses have been found to be
comparable to traditional classroom courses (Schoech & Helton, 2001). Rafferty & Waldman
(2006) reiterated the need for social workers to stay abreast of communication technologies
that support virtual contact and practice. Distance education has become a critical method of
delivering social work education because it has opened access to education for many people,
including those in rural areas and in underserved communities, those who are far along in the
careers, and those who are financially strained. Recently social work education is being
completely delivered through distance education via online. The University of North Dakota
and Texas State University offer complete MSW program through online. The Metropolitan
State College Denver and Florida State University offers on line BSW and MSW program
respectively. Even in Canada, the University of Calgary offers a one-year MSW degree
online. In one study ‘online student’ outcomes were comparable to the outcomes for ‘face-to
face’ students in terms of knowledge and skills gained in class (Wile & Vinton, 2006). One of
the major limitations in the distance education in social work is the lack of effective field
work practice and supervision leading to lack of competency in doing work in the field. With
respect to assessing practice effectiveness, the profession faces a much more complex and
daunting task than those in professions where outcomes are more concrete. Documenting
those social workers interventions halted further delinquency or resolved marital conflicts is
usually more difficult than measuring whether an engineer’s plans produced a good bridge or
a surgeon’s operation cured a physical defect (Bisno & Cox, 1997). The social work
education through distance learning has minimal recognition in India. It is also a fact that
social work profession in India is struggling for professional status despite eight decades of
its existence (Dash, 2016).A number of studies have been conducted to evaluate the
effectiveness of distance education. The various aspects of distance education like learner
outcomes, cost effectiveness, growth of students have been studied by Garrison, 1987;
Fulford & Zhang, 1993; Holmberg, 1989; and Verduin & Clark, 1991 reveals the
effectiveness of distance education. Some other researchers conducted by Berman & Wilson,
1995; Forster & Rehner, 1998; Rooney & Macy, 1998; Wise & Petracchi,1998; Raymond,
1996; Thyer, Polk & Gaudin, 1997 have examined the quality of distance education programs
in social work in terms of technology related issues, faculty and students perceptions and cost
effectiveness revealed positives outcomes of distance education. It is gaining prominence
because it reaches a broader student audience, addresses student needs, saves money, and
uses principles of modern learning pedagogy . Although differences exist between distance
education and face-to-face instruction , evidence suggests that distance education can
make graduate study available to a larger number of students and that it is at least as
effective as classroom instruction, in terms of student learning (Weinbach, Gandy &
Tartaglia, 1984 quoted by Blakely 1992). However, in India, social work education through
open and distance mode is still looked at by social work educators and practitioners with
suspicion, some have rejected it altogether while some still question, exhibit inhibition, raise
doubts and concerns and are still not ready to accept it completely. Lange (1986, cited from
Pawar, 2000 cited in Saumya, 2013). There is no research available in India on effectiveness
of social work through distance education as it is still in its nascent stage. The flexibility of
the system and the rapid advancement of technology has contributed to the recognition of
ODL as an effective means of education. Though the technological facility to impart distance
education varies from Institutions to institutions, it is accepted by learners who are
marginalized and disadvantaged owing to various reasons. The demand for distance
education in India is growing as it provides flexibility in learning. ODL offers a more
convenient and cost effective method of learning to its students. Governments worldwide are
promoting more and more the use of open and distance learning as a complementary
approach to traditional educational structures in order to meet the new and changing demands
for education and training in the twenty fifth century.
 OR
B. Explain the development of ecological systems theory and the
life model in social work.
Ecological systems theory is a broad term used to capture the theoretical contributions of
developmental psychologist Urie Bronfenbrenner. Bronfenbrenner developed the foundations
of the theory throughout his career, published a major statement of the theory in American
Psychologist, articulated it in a series of propositions and hypotheses in his most cited book,
The Ecology of Human Development and further developing it in The Bioecological Model
of Human Development and later writings. A primary contribution of ecological systems
theory was to systemically examine contextual variability in development processes. As the
theory evolved, it placed increasing emphasis on the role of the developing person as an
active agent in development and on understanding developmental process rather than "social
addresses" (e.g., gender, ethnicity) as explanatory mechanisms. Ecological systems theory
was developed by Urie Bronfenbrenner. He divided the environment into five different levels.
The microsystem is the most influential, has the closest relationship to the person, and is the
one where direct contact occurs. The mesosystem consists of interactions between a person's
microsystems.
These systems include the microsystem, mesosystem, ecosystem, macrosystem, and
chronosystem, each representing different levels of environmental influences on an
individual’s growth and behavior.
1. The Microsystem
The microsystem is the first level of Bronfenbrenner’s theory and is the things that have
direct contact with the child in their immediate environment. It includes the child’s most
immediate relationships and environments. For example, a child’s parents, siblings,
classmates, teachers, and neighbors would be part of their microsystem. Relationships in a
microsystem are bi-directional, meaning other people can influence the child in their
environment and change other people’s beliefs and actions. The interactions the child has
with these people and environments directly impact development.
2. The Mesosystem
The mesosystem is where a person’s individual microsystems do not function independently
but are interconnected and assert influence upon one another. The mesosystem involves
interactions between different microsystems in the child’s life. For example, open
communication between a child’s parents and teachers provides consistency across both
environments.
3. The Exosystem
The exosystemic is a component of the ecological systems theory developed by Urie
Bronfenbrenner in the 1970s. It incorporates other formal and informal social structures.
While not directly interacting with the child, the exosystemic still influences the
microsystems. For instance, a parent’s stressful job and work schedule affects their
availability, resources, and mood at home with their child. Local school board decisions about
funding and programs impact the quality of education the child receives. Even broader
influences like government policies, mass media, and community resources shape the child’s
microsystems. For example, cuts to arts funding at school could limit a child’s exposure to
music and art enrichment. Or a library bond could improve educational resources in the
child’s community. The child does not directly interact with these structures, but they shape
their microsystems.
4. The Macrosystem
The macrosystem focuses on how cultural elements affect a child’s development, consisting
of cultural ideologies, attitudes, and social conditions that children are immersed in. The
macrosystem differs from the previous ecosystems as it does not refer to the specific
environments of one developing child but the already established society and culture in which
the child is developing. Beliefs about gender roles, individualism, family structures, and
social issues establish norms and values that permeate a child’s microsystems. For example,
boys raised in patriarchal cultures might be socialized to assume domineering masculine
roles. Socioeconomic status also exerts macro-level influence – children from affluent
families will likely have more educational advantages versus children raised in poverty.
5. The Chronosystem
The fifth and final level of Bronfenbrenner’s ecological systems theory is known as the
chronosystem. The chronosystem relates to shifts and transitions over the child’s lifetime.
These environmental changes can be predicted, like starting school, or unpredicted, like
parental divorce or changing schools when parents relocate for work, which may cause stress.
Historical events also fall within the chronosystem, like how growing up during a recession
may limit family resources or growing up during war versus peacetime also fall in this
system. As children get older and enter new environments, both physical and cognitive
changes interact with shifting social expectations. For example, the challenges of puberty
combined with transition to middle school impact self-esteem and academic performance.
Aging itself interacts with shifting social expectations over the lifespan within the
chronosystem.
The social ecological perspective posits that many factors from our environment come
together to create the unique circumstances that shape who we are, seeking to promote the
idea that we are all interdependent and must handle society’s issues in ways that consider all
parts of a functional system. Applying this ecological perspective in social work can benefit
your existing understanding. Often, those in need of social assistance are those at the bottom
of the hierarchy, such as deeply impoverished families. A holistic approach to finding out
how a person or group of people landed in the position they’re in will help a social worker by
giving them a look into some of society’s problems and what demographics they affect most.
This puts the social worker in a position to advocate for change and social justice at the
public policy level, as they have an intimate understanding of who social issues affect and
how they’re affected by them.

3. Answer any two of the following questions in about 300 words each :
A. What are the major issues of social work intervention in Asia
There are more than 25 countries in Asia. Many of them are developing countries and there is
little information available on their welfare systems. I will describe today social work
problems and issues of six Asian countries: India, Singapore, Hong Kong, Taiwan, South
Korea and Japan.
ISSUES FACING SOCIAL WORK IN INDIA NOW AND IN THE FUTURE
India is a nation with a population of 844 million. India has been improving economically in
recent years; however, the high growth rate of the population tends to offset the gains from
economic progress and puts severe pressures on resources for providing social services.
Family planning has not been successful. The birthrate has declined only 6.4 percent in the
past 19 years, while growth rate of the population increased 23.5 percent in 10 years. More
than one third of the population are categorized as poor, without the purchasing power to
meet basic needs of housing, adequate food, and clothing. The infant mortality rate is 81.
Although equality has been guaranteed by the Constitution, in reality, there is a large
incidence of malnutrition among poor women and children. Infant mortality is higher among
girls than among boys. The school dropout rate among girls is also higher than boys, yielding
an adult literacy rate among women of only 39.4 percent. Educated women are now seeking a
redefinition of their traditional roles and responsibilities, and are and will be demanding
equality.
ISSUES FACING SOCIAL WORK IN SINGAPORE, HONG KONG, TAIWAN Al'm
SOUTH KOREA
Singapore, Hong Kong, Taiwan and South Korea are newly industrializing countries (NICs)
and former colonies, and they share other similarities. Singapore, a small nation of 1000
square kilometers, became an independent nation from British rule in 1959. The official
language is English. Hong Kong, a British colony since 1842 and also a land of 1000 square
kilometers, is ruled by the British government and the official language is English. It will be
returned to China in 1997. Taiwan, a former colony of Japan, was proclaimed by Chiang Kai-
Shek as the Republic of China in 1949. South Korea was also colonized by Japan until 1945.
In the pursuit of national development since the end of the World War II, the governments of
these NICs have focused on economic growth and political development and social
development has been secondary as a residual element. Some issues and societal conditions
vary from country to country. Priorities of Singapore were to industrialize the nation, to lower
unemployment and raise income levels, to provide decent housing for all, and to build a
national identity., Singapore has achieved all of these goals. People are employed. Almost 90
percent of the Singaporeans who Currently live in public housing units hold title to those
units. The Singapore government has achieved the housing goal by establishing a system of
saving. Twenty percent of every employee's salary is withheld and saved. In addition, his/her
employer or company puts 20 percent of his/her income aside for saving on his/her behalf,
altogether a 40 percent saving for each employee. Although its economic policy is western,
Singapore's public policy is Confucian. Singapore has an authoritarian, well-running
government with many regulations. The government stresses sanitation, cleanliness, and
safety. For example, a person forgetting to flush a public toilet is fined $500. Chewing gum in
public is an offense and is punished by heavy fines. Possession of a gun is a criminal offense.
Pulling a trigger of a gun, even toward the sky, means a death sentence. Possession of drugs,
depending on kinds and amounts, also brings a death sentence. In Hong Kong, though
economically prosperous, housing and inadequate resources are the biggest problems. With a
population of 6.2. million in a small land, it is extremely overcrowded. Life expectancy is 76
years. As Hong Kong does not have a pension system, the care of the elderly is becoming a
serious problem. Many families are split and family members are being sent to Canada or
other countries for fear of the unknown future after 1997. Juvenile delinquency, disintegration
of the family and rehabilitation of the mentally ill are other problems which are currently
demanding the attention of social workers and will continue in the future. Taiwan's land
reform program, nationalization, and the provision of human services have produced an
equitable pattern of income distribution. Taiwan's standard of living has increased since the
1950s. Unemployment has virtually disappeared. Taiwan's social structure has undergone
dramatic changes with the creation of the new middle class. South Korea (S. Korea) is run by
an autocratic government and is split by religious conflicts which contribute to political
polarization and rigid policymaking. S. Korea is a nation of private companies with strong
industrial groups. The gap between the rich and the poor in S. Korea has grown wider since
the early 1980s . Except for Singapore, the rapid industrial growth in the NICs since the
1970s has resulted in worsening of the environment, including ruined fishing beds,
contaminated drinking water, uncontrolled use of pesticides and fertilizers, and heavy smog
in urban areas. By the early 1970s, the major causes of death in these nations were tumors
and diseases of the circulatory system . In order to protect the environment, Singapore forbids
anyone, including private land owners, to cut down any tree without governmental approval.
Every tree in Singapore was numbered. There are a growing number of working women in
these NICs, a change which will require more child care services and services for elderly
people. None of the NICs' family welfare programs provide benefits for needy families.
ISSUES FACING SOCIAL WORK IN JAPAN NOW AND IN THE FUTURE
Japan is situated in the far-east region of Asia. Japan has a population of 125 million people.
Imagine half of the U.S. population living in land the size of the state of California! Between
the 1960s and 1980s, Japan had remarkable economic progress. The standard of living has
improved with higher salaries and all kinds of technological inventions. Issues facing Japan
now are
1)the greying of the nation and the care of the elderly,
2) the increasing number of women in the labor force,
3) an increase in the divorce rate, and
4) Japanese "pressure-cooker" education.
Japan's average life expectancy is 79 years, 82 years for women and 76 years for men. In
2021 the percentage of the population over age 65 will peak at 23.6 percent. The infant
mortality rate is very low and the birthrate in 1994 was 1.3. Women's employment has been
increasing. The more women work outside the home, the more need there will be for the
society to provide child care services and services for the elderly. The divorce rate has also
been increasing. In 1988, there were 529,000 single parent (mother and children) families due
to divorce. This was approximately a 40 percent increase from 352,000 in 1983 (Yomiuri
Shinbun, 1990). The increase in divorce was also reflected in the increase of paternal single
parent families in one city in 1990, however, national data was not available. There are a
considerable number of children and high school students who refuse to attend classes or
drop out schools. Japanese education is very stressful to many children. Studying to pass
entrance exams in which they compete for a limited number of spaces causes unbearable
stress for them. Collaboration between education and social work is limited and no social
workers are employed at schools. Japan is faced with reshaping its social welfare services in
order to accommodate the emerging trends of the society.

B. Discuss how moral development affects ethical orientation.

Interpersonal Influences
Children’s interactions with caregivers and peers have been shown to influence their
development of moral understanding and behavior. Researchers have addressed the influence
of interpersonal interactions on children’s moral development from two primary perspectives:
socialization/internalization (Grusec & Goodnow, 1994; Kochanska & Askan, 1995;
Kochanska, Askan, & Koenig, 1995) and social domain theory (Turiel, 1983; Smetana 2006).
Research from the social domain theory perspective focuses on how children actively
distinguish moral from conventional behavior based in part based on the responses of parents,
teachers, and peers (Smetana, 1997). Adults tend to respond to children’s moral
transgressions (e.g., hitting or stealing) by drawing the child’s attention to the effect of his or
her action on others and doing so consistently across various contexts.
In contrast, adults are more likely to respond to children’s conventional misdeeds (e.g.,
wearing a hat in the classroom, eating spaghetti with fingers) by reminding children about
specific rules and doing so only in certain contexts (e.g., at school but not at home) (Smetana,
1984; 1985). Peers respond mainly to moral but not conventional transgressions and
demonstrate emotional distress (e.g., crying or yelling) when they are the victim of moral but
not conventional transgressions (Smetana, 1984). Children then use these different cues to
help determine whether behaviors are morally or conventionally wrong

Moral Development in the Family

In the formation of children’s morals, no outside influence is greater than that of the family.
Through punishment, reinforcement, and both direct and indirect teaching, families instill
morals in children and help them to develop beliefs that reflect the values of their culture.
Although families’ contributions to children’s moral development are broad, there are
particular ways in which morals are most effectively conveyed and learned.

Justice
Families establish rules for right and wrong behavior, which are maintained through positive
reinforcement and punishment. Positive reinforcement is the reward for good behavior and
helps children learn that certain actions are encouraged above others. Punishment, by
contrast, helps to deter children from engaging in bad behaviors, and from an early age helps
children to understand that actions have consequences. This system additionally helps
children to make decisions about how to act, as they begin to consider the outcomes of their
behavior.

Fairness
The notion of what is fair is one of the central moral lessons that children learn in the family
context. Families set boundaries on the distribution of resources, such as food and living
spaces, and allow members different privileges based on age, gender, and employment. The
way in which a family determines what is fair affects children’s development of ideas about
rights and entitlements, and also influences their notions of sharing, reciprocity, and respect.

Personal Balance
Through understanding principles of fairness, justice, and social responsibilities, children
learn to find a balance between their own needs and wants and the interests of the greater
social environment. By placing limits on their desires, children benefit from a greater sense of
love, security, and shared identity. At the same time, this connectedness helps children to
refine their own moral system by providing them with a reference for understanding right and
wrong.

Social Roles
In the family environment, children come to consider their actions not only in terms of justice
but also in terms of emotional needs. Children learn the value of social support from their
families and develop motivations based on kindness, generosity, and empathy, rather than on
only personal needs and desires. By learning to care for the interests and well-being of their
family, children develop concern for society as a whole.

Morality and Culture

The role of culture on moral development is an important topic that raises fundamental
questions about what is universal and what is culturally specific regarding morality and moral
development. Many research traditions have examined this question, with social-cognitive
and structural-developmental positions theorizing that morality has a universal requirement to
it, drawing from moral philosophy. The expectation is that if morality exists, it has to do with
those values that are generalizable across groups and cultures. Alternatively, relativistic
cultural positions have been put forth mostly by socialization theories that focus on how
cultures transmit values rather than what values are applied across groups and individuals.

Intrapersonal Influences
Moral questions tend to be emotionally charged issues that evoke strong affective responses.
Consequently, emotions likely play an important role in moral development. However, there
is currently little consensus among theorists on how emotions influence moral development.
Psychoanalytic theory, founded by Freud, emphasizes the role of guilt in repressing primal
drives. Research on prosocial behavior has focused on how emotions motivate individuals to
engage in moral or altruistic acts. Social-cognitive development theories have recently begun
to examine how emotions influence moral judgments. Intuitionist theorists assert that moral
judgments can be reduced to immediate, instinctive emotional responses elicited by moral
dilemmas.

C. Explain the nature and purpose of social group work.

Social group work is a method of social work that enhance people's social functioning
through purposeful group experiences, and to cope more effectively with personal, group or
community problems. Social group work is a primary modality of social work in bringing
about positive change. It is defined as an educational process emphasizing the development
and social adjustment of an individual through voluntary association and use of this
association as a means of furthering socially desirable ends. It is a psychosocial process
which is concerned in developing leadership and cooperation with building on the interests of
the group for a social purpose. Social group work is a method through which individuals in
groups in a social agency setting are helped by a worker who guides their interaction through
group activities so they may relate to others and experience growth opportunities in line with
their needs and capacities of the individual, group and community development. It aims at the
development of persons through the interplay of personalities in a group setting and at the
creation of such group setting as provide for integrated, cooperative group action for common
ends. It is also a process and a method through which group life is affected by a worker who
consciously directs the interacting process towards the accomplishment of goals which are
conceived in a democratic frame of reference. Its distinct characteristics lies in the fact that
group work is used with group experience as a means of individual growth and development,
and that the group worker is concerned in developing social responsibility and active
citizenship for the improvement of democratic societies. Group work is a way to serving an
individual within and through small face to face groups in order to bring about the desired
change among client participants.
Different principles of social group work
Many scholars also describe various principles for social group work, but it isn’t easy to
describe them. So, here we are highlighting some important principles of social group work
described by the two most famous authors, Tracker and Douglas, that are mentioned below:
1. Planned for Formation of Group
The groups in social life are the only place where the work is done effectively. Members in
groups help each other for social development and improve social functioning by
collaborating with different activities. The social agency and workers are responsible for the
establishment of groups for the social work process.
2. Aims and objectives for achieving goals
The objectives and goals of an individual should be aligned with the aim of the social group
while proceeding with social work with harmony. The group member should help the group
achieve the goals of social work to guide the individual to grow and modify themselves for
the development.
3. Building Strong relationships within group worker
Social work cannot succeed if there is the status of a weak relationship between workers and
group agency. There should be established strong relationships by developing mutual
acceptance as well as mutual understanding
4. Giving importance to every individual
It is important to recognize every individual in group work and give importance to their
views and thoughts. It is necessary for the group agency to achieve the objectives of the
social work process by treating them equally and allowing them to participate in the decision-
making process.
5. Directed the group work
Social Group Work(working with groups) gives opportunities to different people to learn
many program activities in social life. Trained professional group workers guide every
individual in a group in implementing social group work methods as well as direct their
interaction process according to the participation of every individual for social work.
6. Program activities for experience
Social Group Work (working with groups) helps an individual function socially not only in
programs and events but also gain experience and improve social relations and interactions
and improve group engagement by putting interest in work.

Social Group work is the most important method to change an individual’s personality and
improve their leadership skills and abilities in the group in a social environment. Every
individual learns acceptance as well as interaction within the group while participating in
social work. They also learn to share their ideas and thoughts as well as emotions for solving
their problems and fulfilling their needs. Social group work is the different methods of the
educational process and recreation activities, and different events help individuals to live with
harmony in society.

D. Elaborate on the contribution of social work research to

practice.
Research and practice should be intertwined, with each affecting the other and improving
processes on both ends, so that it leads to better outcomes for the population we’re serving.
Social work practice provides the context and content for research. For example, agency staff
was concerned about the lack of nutritional food in their service area, and heard from clients
that it was too hard to get to a grocery store with a variety of foods, because they didn’t have
transportation, or public transit took too long. So, the agency applied for and received a grant
to start a farmer’s market in their community, an urban area that was considered a food
desert. This program accepted their state’s version of food stamps as a payment option for the
items sold at the farmer’s market. The agency used their passenger van to provide free
transportation to and from the farmer’s market for those living more than four blocks from
the market location. The local university also had a booth each week at the market with
nursing and medical students checking blood pressure and providing referrals to community
agencies that could assist with medical needs. The agency was excited to improve the health
of its clients by offering this programmed.
Research can guide practice to implement proven strategies. It can also ask the ‘what if’ or
‘how about’ questions that can open doors for new, innovative interventions to be developed
(and then research the effectiveness of those interventions).
The four categories of research used in social work are :
o Descriptive research is research in which social phenomena are defined and described.
A descriptive research question would be ‘How many homeless women with
substance use disorder live in the metro area?’
o Exploratory research seeks to find out how people get along in the setting under
question, what meanings they give to their actions, and what issues concern them. An
 example research question would be ‘What are the barriers to homeless women with
substance use disorder receiving treatment services?’
o Explanatory research seeks to identify causes and effects of social phenomena. It can
be used to rule out other explanations for findings and show how two events are
related to each other. An explanatory research question would be ‘Why do women
with substance use disorder become homeless?’
o Evaluation research describes or identifies the impact of social programs and policies.
This type of research question could be ‘How effective was XYZ treatment-first
program that combined housing and required drug/alcohol abstinence in keeping
women with substance use disorder in stable housing 2 years after the program
ended?’
Social work practice and research are and should remain intertwined. This is the only way we
can know what questions to ask about the programs and services we are providing, and
ensure our interventions are effective.
There are many opportunities to develop research skills while in school and while working in
the field, and these skills can lead to some interesting positions that can make a real
difference to clients, families and communities.

4. Answer any four of the following questions in about 150 words each :
A. Identify basic components of a profession.
A Profession is a disciplined group of individuals who adhere to ethical standards and who
hold themselves out as, and are accepted by the public as possessing special knowledge and
skills in a widely recognized body of learning derived from research, education and training
at a high level, and who are prepared to apply this knowledge and exercise these skills in the
interest of others. It is inherent in the definition of a Profession that a code of ethics governs
the activities of each Profession. Such codes require behavior and practice beyond the
personal moral obligations of an individual. They define and demand high standards of
behavior in respect to the services provided to the public and in dealing with professional
colleagues. Often these codes are enforced by the Profession and are acknowledged and
accepted by the community
The followings are the principal components of the profession:
 Initial professional education : Professionals generally begin their professional lives
by completing a university program in their chosen fields - law school, medical
school, engineering school, and so on.
 Accreditation: University programs are accredited by oversight bodies that determine
whether the programs provide adequate education. Accreditation assures that
graduates from accredited programs start their professional lives with the knowledge
they need to perform effectively.
 Skills Development: For most professions, education alone is not sufficient to develop
full professional capabilities. Nascent professionals need practice applying their
knowledge before they are prepared to take primary responsibility for performing
work in their fields. Physicians have a three-year residency. Certified public
 accountants (CPAs) must work one year for a board-approved organization before
receiving their licenses. Professional engineers must have at least four years of work
experience. Requiring some kind of apprenticeship assures that people who enter a
profession have practice performing work at a sensatory level of competence.
 Certification: After completion of education and skills development, a professional is
required to pass one or more exams that assure the person has attained a minimum
level of knowledge. Doctors take board exams. Accountants take CPA exams.
Professional engineers take a Fundamentals of Engineering exam at college
graduation time and then take an engineering specialty exam about four years later.
Some professions require recertification from time to time.
 Licensing: Licensing is similar to certification except that it is mandatory instead of
voluntary and is administered by a governmental authority.
 Professional development: Is learning to earn or maintain professional credentials
such as academic degrees to formal coursework, conferences and informal learning
opportunities situated in practice. It has been described as intensive and collaborative,
ideally incorporating an evaluative stage.
 Professional Societies: (also called a professional body, professional organization, or
professional society) is usually nonprofit organization seeking to further a particular
profession, the interests of individuals engaged -in that profession and the public
interest.
 Code of Ethics: The Code of Ethics and Standards of Professional Conduct ("Code
and Standards") are the ethical benchmark for investment professionals around the
globe, regardless of job title, cultural differences, or local laws. As a CFA Institute
member or CFA Program candidate, you are required to follow the Code and
Standards.
 Organizational Certification: In many professions, not only must individuals be
certified, their organizations must be certified. For fields as complex as accounting,
education, and medicine, organizational certification is a response to the reality that
individual competence is not sufficient to guarantee adequate levels of professional
service; organizational characteristics can have as much influence as individuals'
characteristics.

B. What is the importance of case work in contemporary society

Social casework plays a crucial role in our society by providing individualized assistance and
support to people facing various challenges. Here are some of the key importance of social
casework:
 Individualized Support: Social casework focuses on understanding the unique
circumstances and needs of individuals and families. By providing personalized
support, social workers can address specific issues and help clients develop coping
strategies and solutions tailored to their situation
 Empowerment: Social casework aims to empower individuals by helping them build
on their strengths, develop self-awareness, and enhance their problem-solving skills.
Through this process, clients can gain a sense of control over their lives and make
informed decisions to improve their well-being.
  Advocacy: Social workers in casework roles often advocate on behalf of their clients
to ensure they have access to resources, services, and opportunities that can enhance
their quality of life. This advocacy may involve navigating complex systems,
addressing barriers to services, and promoting social justice and equity.
 Crisis Intervention: Social caseworkers are trained to provide crisis intervention and
support during times of acute need, such as in cases of domestic violence, mental
health crises, or sudden loss. Their intervention can help stabilize situations, ensure
safety, and connect individuals to appropriate services.
 Prevention and Early Intervention: Social casework also plays a role in preventing
problems before they escalate by identifying early warning signs, addressing
underlying issues, and providing interventions to promote resilience and well-being.
 Linking to Resources: Social caseworkers help individuals navigate complex systems
of support by connecting them to community resources, such as healthcare services,
housing assistance, employment opportunities, and educational programs. This
linkage can help clients access the help they need to address their challenges
effectively.
 Promoting Social Change: Social casework contributes to broader social change
efforts by highlighting systemic issues, advocating for policy reforms, and promoting
social justice principles. By working with individuals and families, social workers can
address root causes of social problems and contribute to building a more just and
equitable society.
Overall, social casework is essential in our society for providing support, empowerment,
advocacy, and interventions that help individuals overcome challenges, improve their well-
being, and access the resources they need to lead fulfilling lives.

C. Differentiate between social action and community organization.

Community organization or community based organization refers to organization aimed at
making desired improvements to a community's social health, well-being, and overall
functioning. Community organization occurs in geographically, psychosocially, culturally,
spiritually, and digitally bounded communities. Community organization includes community
work, community projects, community development, community empowerment, community
building, and community mobilization. It is a commonly used model for organizing
community within community projects, neighborhoods, organizations, voluntary associations,
localities, and social networks, which may operate as ways to mobilize around geography,
shared space, shared experience, interest, need, and/or concern.
Social action is people coming together to tackle an issue, support other people, or improve
their local area. It involves people giving their time and other resources for the common
good, in a range of forms – from volunteering to community-owned services, and peer
networks to community organizing. It is a strategy used by groups or sub communities or
even national organizations that feel that they have inadequate power anc resources to meet
their needs so they confront with the power structure using conflict as a method to solve their
issues related to inequalities and deprivation

D. What are the ethical aspects pertaining to social work research listed in
the code of ethics by NASW ?
The following broad ethical principles are based on social work’s core values of service,
social justice, dignity and worth of the person, importance of human relationships, integrity,
and competence. These principles set forth ideals to which all social workers should aspire.
Value: Service
Ethical Principle: Social workers’ primary goal is to help people in need and to address
social problems
Social workers elevate service to others above self-interest. Social workers draw on their
knowledge, values, and skills to help people in need and to address social problems. Social
workers are encouraged to volunteer some portion of their professional skills with no
expectation of significant financial return (pro bono service).
Value: Social Justice
Ethical Principle: Social workers challenge social injustice.
Social workers pursue social change, particularly with and on behalf of vulnerable and
oppressed individuals and groups of people. Social workers’ social change efforts are focused
primarily on issues of poverty, unemployment, discrimination, and other forms of social
injustice. These activities seek to promote sensitivity to and knowledge about oppression and
cultural and ethnic diversity. Social workers strive to ensure access to needed information,
services, and resources; equality of opportunity; and meaningful participation in decision
making for all people.
Value: Dignity and Worth of the Person
Ethical Principle: Social workers respect the inherent dignity and worth of the person.
Social workers treat each person in a caring and respectful fashion, mindful of individual
differences and cultural and ethnic diversity. Social workers promote clients’ socially
responsible self-determination. Social workers seek to enhance clients’ capacity and
opportunity to change and to address their own needs. Social workers are cognizant of their
dual responsibility to clients and to the broader society. They seek to resolve conflicts
between clients’ interests and the broader society’s interests in a socially responsible manner
consistent with the values, ethical principles, and ethical standards of the profession.
Value: Importance of Human Relationships
Ethical Principle: Social workers recognize the central importance of human
relationships.
Social workers understand that relationships between and among people are an important
vehicle for change. Social workers engage people as partners in the helping process. Social
workers seek to strengthen relationships among people in a purposeful effort to promote,
restore, maintain, and enhance the well-being of individuals, families, social groups,
organizations, and communities.
Value: Integrity
Ethical Principle: Social workers behave in a trustworthy manner.
Social workers are continually aware of the profession’s mission, values, ethical principles,
and ethical standards and practice in a manner consistent with them. Social workers should
take measures to care for themselves professionally and personally. Social workers act
honestly and responsibly and promote ethical practices on the part of the organizations with
which they are affiliated.
Value: Competence
Ethical Principle: Social workers practice within their areas of competence and develop
and enhance their professional expertise.
Social workers continually strive to increase their professional knowledge and skills and to
apply them in practice. Social workers should aspire to contribute to the knowledge base of
the profession.

E. Write on social welfare administration as a field of study.

Social welfare administration refers to the organized management and execution of
government or private-sector programs and initiatives aimed at enhancing the well-being and
quality of life for individuals and communities within a society. It involves the planning,
development, implementation, and monitoring of various social services, including
healthcare, education, housing, unemployment benefits, and more. Social welfare
administrators work to ensure that these programs are efficiently run, equitable, and
responsive to the changing needs of the population, with the goal of reducing poverty,
improving access to essential services, and promoting social justice. This field plays a crucial
role in addressing societal challenges and fostering a more inclusive and compassionate
society.
In social work, social welfare administration refers to the practice of managing and
overseeing social welfare programs and services to address the needs of individuals, families,
and communities. Social welfare administration is an integral part of the field of social work
and plays a crucial role in ensuring the effective delivery of social services and support to
those who require assistance. Here are key aspects of social welfare administration in social
work:
rogram Management: Social workers involved in administration are responsible for
designing, implementing, and managing various social welfare programs. This includes
developing policies, setting program goals, and coordinating resources to achieve desired
outcomes.
Resource Allocation: Administrators make decisions about how to allocate limited resources,
such as funding and personnel, to different programs and services. They must balance the
needs of clients with the available resources.
Quality Assurance: Ensuring the quality and effectiveness of social services is a critical
aspect of administration. Administrators often establish evaluation mechanisms to assess
program outcomes and make improvements as needed.
Policy Development: Social workers in administration may participate in the creation and
modification of social policies and regulations that govern social welfare programs. They
advocate for policies that promote social justice and the well-being of vulnerable populations.
Advocacy: Administrators often advocate for the rights and needs of their clients and the
broader community. This may involve working with policymakers, community leaders, and
stakeholders to influence policies and secure resources.
Coordination: Social welfare administrators collaborate with various stakeholders, including
other social workers, government agencies, nonprofit organizations, and community groups,
to provide comprehensive support to clients.
Ethical Considerations: Administrators in social work must adhere to the profession’s ethical
standards and principles. They must ensure that services are provided with respect for client
dignity and confidentiality.
Leadership: Social work administrators often serve in leadership roles within organizations,
guiding teams of social workers and other professionals in their efforts to address social
issues and provide services effectively.
Social welfare administration in social work aims to improve the well-being of individuals
and communities by efficiently managing resources, advocating for social justice, and
ensuring that social services are accessible, effective, and responsive to the needs of those
they serve. It is a vital component of the broader field of social work, working together with
direct practice and advocacy to create positive social change. Social welfare administration is
an integral and indispensable method within the field of social work, playing a pivotal role in
achieving the profession’s core objectives of enhancing human well-being, promoting social
justice, and addressing societal inequalities. It serves as a vital mechanism through which
social workers can implement, manage, and coordinate social welfare programs and services,
thereby directly impacting the lives of individuals, families, and communities in need.

One of the fundamental ways in which social welfare administration contributes to social
work is by providing a structured and organized framework for the delivery of services.
Social workers often operate within complex systems where various resources, including
financial, human, and infrastructural, must be effectively managed to meet the diverse needs
of clients. Through administration, social workers can ensure that resources are allocated
efficiently and equitably, allowing for a more targeted approach to addressing social issues
such as poverty, healthcare disparities, and education access. Moreover, social welfare
administration offers a platform for the implementation of evidence-based practices and the
utilization of data-driven decision-making. By collecting and analysing data on client
outcomes, program effectiveness, and resource utilization, administrators and social workers
can make informed choices about program design, improvement, and resource allocation.
This data-driven approach enhances accountability and transparency while promoting
continuous program evaluation and adaptation. Social welfare administration also enables
social workers to engage in advocacy and policy development. Administrators often
participate in shaping social welfare policies and regulations, advocating for changes that
align with the needs and rights of their clients. This advocacy extends to broader systemic
issues, addressing the root causes of social problems and inequalities. By influencing policies
and regulations, social workers can create a more just and equitable social welfare system.
 F. Conceptualize generalist practice.
Generalist practice is defined as the use of the problem solving process to intervene with
systems of various sizes, including individuals, families, groups, organizations, and
communities. By problem solving process, we are referring to a step-by-step model that
includes engaging with the client, assessing problem areas and identifying strengths, creating
and carrying out an intervention plan, evaluating the success of that intervention, and
terminating the client practitioner relationship. The generalist operates within the systems and
person-in-environment framework and recognizes that many problems require intervention
with more than one system (Boyle, Hull, Mather, Smith and Farley, 2009; CSWE, 2008). In
general, the student is taught to utilize the general problem solving method, underscored by a
combination of social work values, knowledge and skills, to help client systems maintain
positive transaction with their environments. The program places special emphasis upon
helping marginalized minority and at-risk clients successfully transact their rural
environments.
Through liberal arts content, students acquire the knowledge, values, skills and attitudes
consistent with the values of generalist social work practice and a generalist social work
perspective. Undergraduate liberal arts content in human biology, sociology, political science,
psychology, economics, English literature and composition, mathematics, the humanities and
history are prerequisites for a major in social work. Content from these disciplines permeate
the social work foundation curriculum. Content from the liberal arts is built upon throughout
the curricula.
Concepts and knowledge from human biology, psychology and sociology help students
understand the bio-psychosocial approach to working with client systems of all sizes. More
specifically, these three content areas help students understand issues related to people as
individuals, human development, human behavior in the social environment, family
functioning, life-cycle issues, group processes, social institutions, social change, human
sexuality, social inequality, cultural differences, social problems, communities and
organizations. Content from human biology helps students perceive the natural relationships,
among all living things and their environment with particular reference to man and his
utilization of living organisms. It also provides students with knowledge of and insights into
the hysiological functioning of human beings.
Content in English composition and literature also provide a firm foundation for our
curriculum. Writing is emphasized and required in all social work courses. Students must be
able to develop professional written communication skills. They do this by writing papers and
essays in their different classes. In field internships, they must be able to write professional
case recordings and reports. In addition, they must demonstrate oral facility during class
presentations. Students are also encouraged to submit proposals and make presentations at
professional conferences.
Literature and humanities content is included in Human Behavior in the Social Environment,
which deals with mezzo, macro and micro perspectives. Students are required to read relevant
books and articles and use the literature to discuss the development of institutions, and laws
and policy in society. They also learn to integrate knowledge of the visual arts, theater and
music into their understanding of values, beliefs and customs of specific cultures and
societies.
 5. write short notes on any five of the following in about 100 words each

A. Social network
Social networks are structures composed of relational patterns of interactions among a set of
actors. These actors may be communities, organizations, nations, populations, cultures, or any
other collective body connected through expressed ties that allow information and resources
to flow within and through the network. Considering a social network approach in research
and practice shifts the focus from the attributes of actors within the network to the relations
between them. In understanding how the relational ties influence issues of concern, we may
better understand phenomena and devise targeted interventions effectively and efficiently.

B. History of social work research

The social work profession originated in volunteer efforts to address the social question, the
paradox of increasing poverty in an increasingly productive and prosperous economy, in
Europe and North America during the late 19th century. By 1900, working for social
betterment had become an occupation, and social work achieved professional status by 1930.
By 1920, social workers could be found in hospitals and public schools, as well as in child
welfare agencies, family agencies, and settlement hoses. During the next decade, social
workers focused on the problems of children and families. As a result of efforts to
conceptualize social work method, expand social work education programs, and develop a
stable funding base for voluntary social service programs, social work achieved professional
status by the 1930s. The Great Depression and World War II refocused professional concerns,
as the crises of depression and war demanded the attention of social workers. After the war,
mental health concerns became important as programs for veterans and the general public
emphasized the provision of inpatient and outpatient mental health services. In the 1960s,
social workers again confronted the problem of poverty. Since then, the number of social
workers has grown even as the profession's influence on social welfare policy has waned.

C. Social movement
A social movement is a loosely organized effort by a large group of people to achieve a
particular goal, typically a social or political one. This may be to carry out a social change, or
to resist or undo one. It is a type of group action and may involve individuals, organizations,
or both. Social movements have been described as "organizational structures and strategies
that may empower oppressed populations to mount effective challenges and resist the more
powerful and advantaged elites". They Social represent a method of social change from the
bottom within nations. On the other hand, some social movements do not aim to make society
more egalitarian, but to maintain or amplify existing power relationships. For example,
scholars have described fascism as a social movement.

Political science and sociology have developed a variety of theories and empirical research
on social movements. For example, some research in political science highlights the relation
between popular movements and the formation of new political parties as well as discussing
the function of social movements in relation to agenda setting and influence monopolitics.
Sociologists distinguish between several types of social movement examining things such as
scope, type of change, method of work, range, and time frame.
Some scholars have argued that modern Western social movements became possible through
education (the wider dissemination of literature) and increased mobility of labor due to the
industrialization and urbanization of 19th-century societies.It is sometimes argued that the
freedom of expression, education and relative economic independence prevalent in the
modern Western culture are responsible for the unprecedented number and scope of various
contemporary social movements. Many of the social movements of the last hundred years
grew up, like the Mau Mau in Kenya, to oppose Western colonialism. Social movements have
been and continue to be closely connected with democratic political systems. Occasionally,
social movements have been involved in democratizing nations, but more often they have
flourished after democratization. Over the past 200 years, they have become part of a popular
and global expression of dissent.
Modern movements often use technology and the internet to mobilize people globally.
Adapting to communication trends is a common theme among successful movements.
Research is beginning to explore how advocacy organizations linked to social movements in
the U.S. and Canada use social media to facilitate civic engagement and collective action.

D. Social action
Social action is people coming together to tackle an issue, support other people, or improve
their local area. It involves people giving their time and other resources for the common
good, in a range of forms – from volunteering to community-owned services, and peer
networks to community organising. Social action is an action to which an individual attaches
meaning. The four types of social action are instrumentally rational, value rational,
traditional, and affectional.
The elements are as follows:
The person who plays them (Actor): That person is the one who puts up a show. One or more
people can act as the actor.
The ultimate objective: It is the goal or purpose of the action. An action is pointless without
an objective.
Situation on the social level in the presence of a circumstance: The actor plays their character.
A circumstance is a social action agent. The situations can be classified as controllable and
uncontrolled.
Orientation to the norm is carried out following some societal norms or customs: Norms of
society refer to all of these kinds. It is known as the norm because of the way it is done.
Energy: For the actors to function, they need energy which is pushed through physical
stamina and strength

E. Charity Organization Society

The Charity Organization Societies also called the Associated Charities was a private charity
that existed in the late 1800s and early 1900s as a clearing house for information on the poor.
The society was mainly concerned with distinction between the deserving poor and
undeserving poor. The society believed that giving out charity without investigating the
problems behind poverty created a class of citizens that would always be dependent on alms
giving. The society originated in Elberfeld, Germany and spread to Buffalo, New York
around 1877. The conviction that relief promoted dependency was the basis for forming the
Societies. Instead of offering direct relief, the societies addressed the cycle of poverty.
Neighborhood charity visitors taught the values of hard work and thrift to individuals and
families. The COS set up centralized records and administrative services and emphasized
objective investigations and professional training. There was a strong scientific emphasis as
the charity visitors organized their activities and learned principles of practice and techniques
of intervention from one another. The result led to the origin of social casework. Gradually,
over the ensuing years, volunteer visitors began to be supplanted by paid staff.
Charity Organization Societies were made up of charitable groups that used scientific
philanthropy to help poor, distressed or deviant persons. The Societies considered themselves
more than just alms givers. Their ultimate goal was to restore as much self-sufficiency and
responsibility as an individual could manage. Through their activities, the Societies tended to
be aware of the range of social services available in their communities. They thus became the
primary source of information and referral for all services. Through these referrals, a Society
often became the central agency in the social services of its community. For instance, the
Charity Organization Society of Denver, Colorado, the forerunner of the modern United Way
of America, coordinated the charitable activities of local Jewish, Congregational and Catholic
groups. Its work under the leadership of Frances Wisebart Jacobs ranged from work with
tuberculosis patients to the care and education of young children, and was funded in part by
direct assistance from the city itself.
The Charity Organization Society movement can be compared to the settlement house
movement which emphasized social reform rather than personal problems as the proper focus
of charity.

F. Advantages of group work

Group work is when two or more individuals collaborate to finish a task or project.
Employees typically receive distinct positions within the group to foster accountability
among team members. In some occupations, creativity can flourish when individuals openly
exchange ideas and benefit from the contributions of others. When properly assembled, teams
can produce high-quality output while encouraging constructive collaboration and support.
Effective groups may provide more innovative and efficient solutions than employees
working separately. Group work often offers members the opportunity to present their
individual qualities, skills, and ideas to help develop a unified strategy.
The benefits of group work
Here are some benefits of group work you may experience when working in a team:
Increased creativity
Brainstorming in a group can help foster creativity. Individuals may feel more confident and
comfortable offering unique and more innovative suggestions when they see their teammates
also contributing to the generation of ideas. Comments, opinions, and insight from other
members can help groups find more innovative and practical solutions.
Group interactions and debates may allow for the opportunity to assess issues from various
angles, which can aid in developing more rounded strategies. Members can also obtain
constructive criticism of their strengths and weaknesses, encouraging improved work in the
future.
Common objectives
When group members work together, they may accomplish more than if they were to work
separately. This collaboration can help promote a feeling of belonging and generate an
increased sense of accomplishment and satisfaction when working on projects. These feelings
often help improve individual well-being and contribute to overall job satisfaction in the
workplace.
Reduced tension and stress
Group members can seek counsel and moral support from each other. Guidance from peers
can help reduce tension, allowing individuals to concentrate on their jobs and projects.
Sharing work among group members can also help employees cope with stress and minimize
mental fatigue.
Trust-based relationships
Collaborating with and depending on your colleagues can help build trust and generate strong
bonds, which can foster a more positive work atmosphere. When a group is effective,
members typically feel comfortable asking questions and requesting assistance. This type of
work environment can enable employees to resolve conflicts more effectively and enhance
their interpersonal skills.

G. Importance of community work

Community service is work done by a person or group of people that benefits others. It is
often done near the area where you live, so your own community reaps the benefits of your
work. You do not get paid to perform community service, though sometimes food and small
gifts, like a t-shirt, are given to volunteers.
Community service can help any group of people in need: children, senior citizens, people
with disabilities, English language learners, and more. It can also help animals, such as those
at a shelter, and it can be used to improve places, such as a local park, historic building, or
scenic area as well. Community service is often organized through a local group, such as a
place of worship, school, or non-profit organization. You can also start your own community
service projects.
Community Work is “a developmental activity comprised of both a task and a process. The
task is social change to achieve equality, social justice and human rights, and the process is
the application of principles of participation, empowerment and collective decision making in
a structured and co-ordinated way

H. Ethical principles
The expression "basic ethical principles" refers to those general judgments that serve as a
justification for particular ethical prescriptions and evaluations of human actions.
1. Respect for Persons. -- Respect for persons incorporates at least two ethical convictions:
first, that individuals should be treated as autonomous agents, and second, that persons with
diminished autonomy are entitled to protection. The principle of respect for persons thus
divides into two separate moral requirements: the requirement to acknowledge autonomy and
the requirement to protect those with diminished autonomy.
2. Beneficence. -- Persons are treated in an ethical manner not only by respecting their
decisions and protecting them from harm, but also by making efforts to secure their well-
being. Such treatment falls under the principle of beneficence. Two general rules have been
formulated as complementary expressions of beneficent actions in this sense: (1) do not harm
and (2) maximize possible benefits and minimize possible harms. As with all hard cases, the
different claims covered by the principle of beneficence may come into conflict and force
difficult choices.
3. Justice. -- Who ought to receive the benefits of research and bear its burdens? This is a
question of justice, in the sense of “fairness in distribution” or “what is deserved.” An
injustice occurs when some benefit to which a person is entitled is denied without good
reason or when some burden is imposed unduly. Another way of conceiving the principle of
justice is that equals ought to be treated equally.