Contextualising Social Work Education in India

Francis, Véronique

doi:10.14198/altern2014.21.11

Cited by 12 publications

(5 citation statements)

References 3 publications

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“…This limits the students’ ability to learn problem‐solving skills, interventional skills, and professional role structures. Battiwala () and Adaikalam () both state that confusion over the roles of PSWs at postgraduate level is an unresolved aspect of social work education. In a few universities, the MSW course, although generic in nature, requires mental health as a paper for all students.…”

Section: Discussionmentioning

confidence: 99%

“…The absence of supervisory practices, established norms, and models of practice in fieldwork; uninvolved supervisors; lack of importance of fieldwork; lack of theory-practice integration; and non-existence of a fieldwork manual were reported as issues of social work training in scientific reviews in some parts of the country (Adaikalam, 2014;Baikady et al, 2014;Botcha, 2012;Dash, 2017;Manjunath, 2017;Ramesh & Sridevi, 2017;). Psychiatric social work in different institutions was reported to be neglected because of the attention given to specialized programs such as human resource management, a lack of basic infrastructure, disinterest among students, and commercialization of social work education (Adaikalam, 2014;Baikady et al, 2014;Jyothi, 2015;Manjunath, 2017). Work available at several institutes in India emphasizes the mental health discipline alone and was the only available higher education in the field after MSW and before PhD for some time.…”

Section: Challenges In Social Work Education In Indiamentioning

confidence: 99%

“…However, following the establishment of the Sir Dorabji Tata Graduate School of Social Work in Bombay in 1936 (Banerjee, ; Bhatt & Phukan, ), formal education and training in social work took on different dimensions of development. Three years ago, an estimated 525 institutions in India offered social work education with undergraduate, postgraduate, predoctoral, and doctoral programs (Adaikalam, ; Bhatt & Phukan, ). Specialized programs are offered at master's level, including human resource management, medical and psychiatric social work/clinical social work, community organization and development, family and child welfare, and correctional administration (Baikady, Pulla, & Channaveer, ).…”

Section: Introductionmentioning

confidence: 99%

“…Factors which could compromise the quality of the postgraduate social work program in general are applicable in specialized programs as well, such as higher numbers of admissions beyond infrastructural facilities, upper hand of popular specialization programs based on market demand, (Jyothi, ), emphasis on regional languages in teaching the course and insistence in writing the exams in English, and the absence of reading materials in local languages (Baikady et al., ; Dash, ; ). At present, a uniform curriculum for the postgraduate social work program is not available throughout India (Adaikalam, ; Baikady et al., ; Botcha, ; Thomas, ).…”

Section: Introductionmentioning

confidence: 99%

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Mental health in postgraduate social work curriculum: Review of training contents in Indian schools of social work

Thomas

Pradeepkumar

2018

Asian Soc Wrk & Pol Rev

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Training of social workers according to the changing needs of the society is important. To this end, we decided to review the adequacy of mental health training in postgraduate programme in social work. The Mental Health Care Act 2017 defines psychiatric social worker (PSW) in India to have additional higher qualification beyond post-graduation in social work. The number of such qualified PSWs appears to be limited due to small number of institutes that offer advanced training in the country. Though, the number of available PSWs with such qualifications is rising, the manpower in proportion to the mental health needs in the country continues to remain low. It is therefore, relevant to review the quality of psychiatric social work education at postgraduate level if this level is to be considered as the desirable qualification for PSW. In this context, postgraduate social work syllabi from 71 universities including autonomous institutions were reviewed using semi-structured assessment. The results show a lack of uniform teaching components, training methods and insufficient skill orientation towards mental health interventions. These observations suggest that curricula and training are modified with strengthening and enhancing the quality of training of mental health at post-graduate level in Social Work.

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Section: Discussionmentioning

confidence: 99%

Section: Challenges In Social Work Education In Indiamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Mental health in postgraduate social work curriculum: Review of training contents in Indian schools of social work

Thomas

Pradeepkumar

2018

Asian Soc Wrk & Pol Rev

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“…Social work education and practice in the country has been criticized for the adoption of Western concepts and practice models, and their failure to devise indigenous strategies for social work (Adikulam, 2014: 219; Mandal, 1989: 307; Nagpaul, 1993: 211). Many social workers feel social work education in India needs indigenization, strengthening the understanding of local issues and devising local strategies for addressing them.…”

Section: Social Work In Indiamentioning

confidence: 99%

Positioning structural social work in Indian context

Vareed

Plante

Sebastian³

2022

International Social Work

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Postmodern ideologies and human rights movements in the last quarter of the 20th century contributed to the development of a critical, radical approach in social work practice and education in North America. This ‘structural social work’ approach argues that social problems are largely the result of oppressive social structures, not individual deficiencies. Social workers are ethically obligated to change oppressive structures rather than simply helping clients to adjust to them. Structural social work, a transformative approach, can benefit Indian society. This article discusses introducing ‘structural social work’ into an Indian social work context and proposes a framework for its practice.

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