Assignment Code: BSW-125/ASST/2021-22

Course Code: BSW-125

Assignment Name: Social Case Work and Social Group Work

Year: 2021-2022

Verification Status: Verified by Professor

Note:

(i) Answer any five of the following questions in about 300 words each.

(ii) All questions carry equal marks.

Q2. Briefly trace the history of social casework process. (20)

Ans) According to Richmond, the procedure began with the acquisition of evidence or investigation, which was followed by a critical review and comparison of the evidence. The diagnosis was the next step, in which an attempt was made to define the social situation, gain knowledge of the causes, and determine the personality of a certain client. The final step was to interpret it and define the social challenge. Richmond used the word diagnosis more often when describe the entire process, believing that it was a better word than research because the latter belonged at the conclusion. However, social work writers such as Florence Hollis, Evelyn Davison, and others claimed that the term diagnosis was stolen from medical and thus gave the caseworker a false impression. It necessitated the investigation of the genesis of each "disease" as if it were an inside infection. Then the focus of treatment shifted to dealing with an inside germ that was causing fever and aches and pains.

The caseworker does not diagnose pathology or prescribe a treatment, but instead works with the client to gain a better knowledge of the client and his or her condition over time. According to opponents, diagnosis in medicine implies a comprehensive assessment prior to therapy, which may not be true in casework. Both diagnosis and treatment are carried out concurrently in casework. Treatment begins when the client and the worker first meet and continues as long as the case is current, because the client-worker relationship is the medium through which support is provided. Because clients and problems change over time, casework diagnosis must be a continuous process. Furthermore, when the term 'treatment' was used virtually interchangeably with the phrase 'diagnostic,' it was perceived that the worker controlled the client, doing something to him/her rather than with him/her. The concept of cooperation was absent, as was respect for the client's ability to control his or her own affairs.

For numerous years, caseworkers attempted to apply their knowledge of the reasons. It aided in the comprehension of the evolution of behaviour. It was also employed as a stand-in for intervention knowledge, based on the notion that understanding how an issue arose also provides insight into how to solve it. Understanding a body of information such as Freudian theory, for example, was adequate for treatment or action. Casework opponents quickly realised that causal information is rarely associated with treatment or intervention knowledge, and that it cannot be equated with treatment. To carry out an intervention, a separate and altogether different set of principles and processes was required. Several authors, including Gordon Hamilton, Hollis, Turner, and others, developed a variety of intervention processes and approaches for facilitating clients' development.

As a result of the socio-economic events of the 1920s and 1930s, as well as the emergence of social theory, the approach gradually changed. It shifted the focus back to the notion that people live in the here and now, or in a sequence of events. "Interaction between an individual and other individuals" is defined as "living in a sequence of situations." Following that, the application of the interaction principle resulted in a dynamic vision of social casework as a helping process.

Q3. Discuss the academic problems faced by students in today’s contemporary time. (20)

Ans) The academic problems faced by students in today’s contemporary time are as follows:

Psychological

The social case worker works with not only the clients but also the parents to first evaluate the cause of psychological trauma. The social case worker ensures safety by proving timely interventions with the help of the parents and this may be an on-going process. The case worker along with the parents then evaluates the effectiveness of the crisis intervention and chalk out future interventions for the overall development of the child. The main aim of the social case worker is to improve the mental health of the victim and ensure perceptions of safety.

Academic

In such a situation, the social case worker is of great relevance in the educational setting and helps the clients by teaching them effective study habits, effective memorising skills, effective note taking skills, handling examination anxiety, time management and relaxation training sessions. With the technological development in the society and a vast network of world wide web opened to clients, the most common difficulty faced by adolescents of school going age is academic in nature, i.e., retention of what is being taught and concentration, failing in subjects, under performance in class, etc. As compared to before, there are many things which take away the concentration of school going children in terms of virtual games, online sites and various other multimedia options, and books then take a back seat.

Social/Behavioural

The role of the parents is more important than that of the child but the social case worker may have difficulty in working with the parents if the parents are not willing to accept that there is a problem in the first place. For the social worker, working with the parents is of great help as it will help understand the root cause of the problem and work towards developing coping strategies for the child. The child may then grow up to be a social embarrassment for the family.

Emotional/Personal

The social case worker may conduct specific prevention programmes and deal with child abuse victims, children coming from broken family and substance abuse issues by involving the parents and the child in question. Those who are able to express emotions tend to have a better personal life and those who are unable to express emotions-good or bad-have problems in adjusting to life situations. Some of the minor problems faced by children may be due to lack of proper coping skills and the social case worker may resort to teaching them life skills which may act as a preventive measure. For effective treatment, the social case worker must therefore be clear that his/her responsibility is to help the child to bring about a change in his/her attitude towards life and situations.

Q4. What are the tasks performed by the social case worker in the industrial setting? (20)

Ans) Industrial social case work is a systematic approach to assisting individuals and groups in better adapting to their work environments. This investigates the function of social work in the workplace and the role(s) of social workers as case workers in order to maximise the use of social work skills, knowledge, and training. If industries recognise that they are more than profit-driven organisations with a social responsibility, social case workers can play a critical role in assisting them in achieving their social objectives, which may include the holistic development and progress of workers. Today's management is concerned not only with the production or sale of things, but also with the social environment within the organisation, the work culture, and the mental health of the personnel.

Despite the challenges, social case workers in industry and business have a bright future ahead of them. Social workers are no longer limited to serving as a link between management and managers but are now viewed as having knowledge in a wide range of occupations and work settings. It is a challenge for social case workers and social work as a profession to apply their skills and knowledge in new and inventive ways to these non-traditional domains in order to boost productivity and organisational success. In order to handle worker problems, social case workers must discover solutions to deal with pressures both inside and outside the workplace.

In an industrial setting, a social case worker's responsibilities include:

1. Counselling: Clients who exhibit indicators of having troubles both within and outside the job must be counselled by the social case worker.

2. Welfare: The social case worker strives to ensure the client's welfare in the organisation and seeks out numerous chances for the client to improve his or her performance.

3. Training: The social case worker should support the client in receiving suitable training in many fields in order to further their overall growth.

4. Facilitating: The social case worker should assist the client in every way possible so that he or she can heal completely.

Q5. Define a social group. List down the characteristics of group. (20)

Ans) A social group is a collection of more than two people who have the same social identity — they define who they are, what traits they have, and how they relate to and differ from certain outgroups in the same way.

Characteristics of Group

Shared Objectives:

The purpose of forming a group is to achieve a common goal. A group is made up of two or more people who gather together to achieve a common goal that would be difficult to achieve individually (Theodore, 1967). Members believe that being part of a group will help them achieve their goals, thus they work together.

Interpersonal Communication:

One of the most basic characteristics of a group is that its members speak with one another on a regular basis over time. Individuals in groups interact directly in order to have meaningful exchange. Members retain their relationships and influence one another through interaction. There are two primary forms of interactions in groups. One is 'task interaction,' in which communication is focused on the planning and execution of group tasks as well as the achievement of a common goal. The second sort of interaction is ‘relationship interaction,' which is concerned with the formation and maintenance of social bonds.

Shared Identity:

Members of a group may relate to one another because they are members of the same social groups, and they use group membership to promote and perpetuate the norms, attitudes, values, and beliefs that they identify with. Outsiders will recognise them as one social unit if at least two or more individuals confess that they are part of a group.

Social Interdependence:

Members of a group are interdependent on one another. In a group, each person's outcome is influenced not just by his or her own acts, but also by the actions of other members of the group. This is one of the most important characteristics of a group.

Structure:

A group structure refers to the explicit assignment of roles among the members, such as a group leader and a person in charge of spreading information among the members. A organised group will be governed by a code of conduct. It is critical for a group to have an agreed-upon norm so that members can work purposefully and methodically.

Q6. List down the qualities of a leader. (20)

Ans) The qualities of a leader are as follows:

Good Communicator

A competent communicator is an effective leader. A group leader can explain the group's objectives in basic and understandable language using strong verbal and written communication. A group leader's effective listening and speaking skills also allow him or her to accept suggestions or opinions, resulting in a cohesive working atmosphere.

Organised

A well-organized group leader instils discipline in the group and gives members more opportunities to engage in positive reinforcement.

Worker in a Group

A group leader is a self-assured individual. He or she collaborates with the other members of the group and believes in their potential and ability. He or she does not make decisions on his or her own, but rather seeks out the opinions and suggestions of the other members of the group.

Recognize the Importance of Each Individual in the Group.

A group leader is considerate to his followers. He or she has a non-judgmental attitude toward the members of his or her group and believes in the abilities of each and every one of them.

Assign Tasks to Others

Good leaders know how to delegate authority to others. Delegating responsibilities to members of the group helps the leader to concentrate on developing group unity and achieving the group's objectives.

Exceptional Facilitator

A group leader's role as a facilitator is to assist members in understanding their group's objectives. A good group leader also efficiently handles internal conflicts and establishes group rules among the members.

Humble

One of the traits that excellent group leaders exhibit is humility. Good leaders can confess when they're wrong and use criticism as a springboard for improvement. This virtue will also assist the worker in maintaining a pleasant working atmosphere with the other members of the group.