The document summarizes a 7-day tribal sensitization camp organized by the Department of Social Work at Amrita Vishwa Vidhyapeetham. Over 19 trainees and 6 faculty members participated in visits and activities with tribal communities in Idukki District, Kerala. The camp's goal was to provide exposure to tribal traditions and culture, and identify opportunities for positive intervention. Each day consisted of visits to tribal settlements, surveys, awareness programs, cultural events, and evaluation sessions. Activities included interacting with tribal families, an inauguration, talks on social issues, and traditional tribal dance and music performances.
This document discusses the evolution of social work education in India. It outlines key milestones and developments from the 19th century to present. Some of the major events include the establishment of the first social work school, Tata Institute of Social Sciences, in 1936. The 20th century saw the growth of various social reform movements led by Gandhi that emphasized community development. Formal social work education expanded across India in the mid-20th century with new schools opening. National organizations were formed to coordinate social work education efforts. Government reviews helped standardize curriculum and accreditation processes. Today there are over 200 social work institutions across stages of initiation, experimentation, expansion, and recent explosion in growth.
The document provides details of a rural camp conducted by social work students in Chhapadanda Village, Lamjung District, Nepal from April 28 to May 3, 2019. It includes a profile of the village with information on demographics, occupations, education, health facilities, religious sites, and organizations working in the area. The objectives of the rural camp were to conduct surveys, raise awareness through street plays, apply theoretical knowledge practically, and understand rural life and problems. Students engaged in preparation activities before the camp and participated in opening ceremonies, cultural programs, interactions, surveys, and closing ceremonies during the camp. The document describes the activities conducted on each day of the rural camp.
Evolution of social work education in indiaSimrankaur741
The development of professional social work education in India can be viewed in three stages: 1) the pre-independence period from 1936-1947 when the first school was established in Bombay; 2) the post-independence period after 1947 when several other schools were established across the country; and 3) ongoing efforts to further develop social work education by linking curriculum to social realities and increasing the number of institutions.
The document provides an overview of social casework including its history, definitions, objectives, components, techniques, and types of problems addressed. Some key points:
- Social casework aims to help clients better adjust their relationships and develop self-sufficiency through understanding their full circumstances and motivations.
- It originated in religious/charitable work and evolved into a scientific approach focused on treating each person as a unique individual.
- The main objectives are helping clients mobilize their own capacities to solve problems and achieve a healthy adjustment between their situation and environment.
- It involves understanding clients' problems in the context of internal/external forces and social functioning, while also considering their resources and agency/community support
This document provides a consolidated report on the field work conducted by Abubakkar Sidhiq at a Special School for mentally challenged children in Mannar Gudi. The report includes an introduction describing the objectives of field work and an overview of the agency. It then details the various activities conducted by the trainee such as case studies, observations, and skills developed. Some challenges faced include language barriers and agency holidays. Overall, the field work placement provided valuable practical experience for the trainee to enhance their social work skills and knowledge.
Social group work recording involves documenting relevant information about clients, problems addressed, treatment processes, and outcomes. Maintaining records allows social workers to improve their skills, evaluate their work, and demonstrate their efforts to agencies. Effective social work records include details on group atmosphere, member participation, conflicts, decision-making, techniques used, and evaluations of the worker, members, and program activities.
The document summarizes the evolution of social work in India from ancient times to the present. It discusses how social work originated from humanitarian ideals of equality, worth and dignity. It describes various social welfare activities undertaken during ancient and medieval India as well as during the British period, which largely focused on relief for the poor. It then outlines the development of professional social work education starting from the establishment of the Tata Institute of Social Sciences in 1936. Currently, there are over 500 institutions providing social work education across India. However, issues remain such as influence of foreign models, lack of focus on rural areas, and lack of a regulatory council for social work.
This document discusses the evolution of social work education in India. It outlines key milestones and developments from the 19th century to present. Some of the major events include the establishment of the first social work school, Tata Institute of Social Sciences, in 1936. The 20th century saw the growth of various social reform movements led by Gandhi that emphasized community development. Formal social work education expanded across India in the mid-20th century with new schools opening. National organizations were formed to coordinate social work education efforts. Government reviews helped standardize curriculum and accreditation processes. Today there are over 200 social work institutions across stages of initiation, experimentation, expansion, and recent explosion in growth.
The document provides details of a rural camp conducted by social work students in Chhapadanda Village, Lamjung District, Nepal from April 28 to May 3, 2019. It includes a profile of the village with information on demographics, occupations, education, health facilities, religious sites, and organizations working in the area. The objectives of the rural camp were to conduct surveys, raise awareness through street plays, apply theoretical knowledge practically, and understand rural life and problems. Students engaged in preparation activities before the camp and participated in opening ceremonies, cultural programs, interactions, surveys, and closing ceremonies during the camp. The document describes the activities conducted on each day of the rural camp.
Evolution of social work education in indiaSimrankaur741
The development of professional social work education in India can be viewed in three stages: 1) the pre-independence period from 1936-1947 when the first school was established in Bombay; 2) the post-independence period after 1947 when several other schools were established across the country; and 3) ongoing efforts to further develop social work education by linking curriculum to social realities and increasing the number of institutions.
The document provides an overview of social casework including its history, definitions, objectives, components, techniques, and types of problems addressed. Some key points:
- Social casework aims to help clients better adjust their relationships and develop self-sufficiency through understanding their full circumstances and motivations.
- It originated in religious/charitable work and evolved into a scientific approach focused on treating each person as a unique individual.
- The main objectives are helping clients mobilize their own capacities to solve problems and achieve a healthy adjustment between their situation and environment.
- It involves understanding clients' problems in the context of internal/external forces and social functioning, while also considering their resources and agency/community support
This document provides a consolidated report on the field work conducted by Abubakkar Sidhiq at a Special School for mentally challenged children in Mannar Gudi. The report includes an introduction describing the objectives of field work and an overview of the agency. It then details the various activities conducted by the trainee such as case studies, observations, and skills developed. Some challenges faced include language barriers and agency holidays. Overall, the field work placement provided valuable practical experience for the trainee to enhance their social work skills and knowledge.
Social group work recording involves documenting relevant information about clients, problems addressed, treatment processes, and outcomes. Maintaining records allows social workers to improve their skills, evaluate their work, and demonstrate their efforts to agencies. Effective social work records include details on group atmosphere, member participation, conflicts, decision-making, techniques used, and evaluations of the worker, members, and program activities.
The document summarizes the evolution of social work in India from ancient times to the present. It discusses how social work originated from humanitarian ideals of equality, worth and dignity. It describes various social welfare activities undertaken during ancient and medieval India as well as during the British period, which largely focused on relief for the poor. It then outlines the development of professional social work education starting from the establishment of the Tata Institute of Social Sciences in 1936. Currently, there are over 500 institutions providing social work education across India. However, issues remain such as influence of foreign models, lack of focus on rural areas, and lack of a regulatory council for social work.
The document summarizes the history and development of social work in India. It divides the history into three periods: ancient, medieval, and modern. In the ancient period, charity and religion formed the basis of social work. In the medieval period under Muslim rule, zakat and efforts by rulers to reform society continued social work. In the modern period, social reformers like Raja Ram Mohan Roy established organizations to develop the movement. Formal social work education began in the 1930s with the establishment of schools of social work. The number of such training institutions has now grown to over 100 across India.
This document provides an overview of the historical development of social work in the United States. It begins by defining social work and then discusses the early influences from European settlers in the 17th century who brought traditions of private charity. Local charities and poorhouses developed to provide aid. In the late 19th/early 20th century, the Charity Organization Societies and Settlement House movements emerged to provide more organized social services. The Great Depression prompted greater federal involvement and new programs like the New Deal. The development of social work as a distinct profession accelerated from the 1930s onward with new federal programs and legislation.
This document defines social group work and outlines its objectives and characteristics. Social group work is defined as a method that helps individuals enhance their social functioning through purposeful group experiences. It aims to develop individuals and help them cope with personal, group, and community problems. Objectives include developing individual skills and leadership while preparing people for social change. Characteristics include being practiced by the group itself and developing human personality. The document also lists Trecker's 10 principles of social group work and the skills required, such as establishing relationships, analyzing group situations, and using community resources.
National Education Policy 2020 & Social Work Education in IndiaDr NILESH TIWARI
National Education Policy 2020 & Social Work Education in India
By August 2021 by Dr. Nilesh K Tiwari, Former Consultant (SDGs) & Pubic Policy Researcher, State Planning Commission
Govt. of Chhattisgarh, India
The document provides information about the student's field work placement at the Composite Regional Centre (CRC) in Bemina, Kashmir. It includes details about the establishment of CRC such as its aims, objectives, services offered, departments, structure, and location. The student was placed at CRC's department of physiotherapy for their case study during their field work. The schedule outlines the student's activities over 13 days, including orientation, observation, meetings with clients, home visits, and lectures.
The document discusses three models of group work:
1) The social model prioritizes provision and prevention, addressing social problems in communities without hierarchy. The social worker acts as an enabler who stimulates social change and transfers leadership to members.
2) The remedial model is clinically oriented, supporting members to achieve individual change. It addresses dysfunction and helps maladjusted individuals improve relationships. The social worker motivates and drives the group.
3) The reciprocal model serves both individuals and society by recognizing their interdependency. It can include provision, prevention and restoration, viewing individuals as created and modified by relationships within systems.
Social action is a method of social work used to mobilize masses and bring about structural changes in society. It aims to solve mass problems and improve living conditions through organized efforts like social legislation, reforms, and community organization. Skills needed for social action include relational, analytical, intervention, communication, and training abilities. Some challenges are empowering clients, managing groups, remaining unbiased, and balancing micro and macro issues. The overall goal of social action is to create a society with richer opportunities and a better life for all citizens.
State Social Welfare Boards function in each state capital and union territory to implement schemes for women and children's welfare. Each board is headed by a renowned female social worker and includes members nominated by central and state governments. The chairperson plays an important role coordinating between the central board, state board, and state government. Key responsibilities include ensuring regular board meetings, representation across districts, and constitution of committees to oversee programs and finances.
The document summarizes an occupational therapy group work project with elders at an old-aged pensioner's home in Haxtanak village. Seven elders between 58-72 years old whose physical abilities could be improved were selected for the group. Over seven weeks, the elders participated in physical exercises to improve their functional mobility and ability to perform daily activities like going upstairs and downstairs. After the intervention, the clients showed improvement in their functional condition and found the exercises provided an alternative occupation and became part of their daily lives.
Social work, History of social work in the USA, History of social work, 5 phases of social work in the USA, Dorothea Lynde Dix, settlement movement, Definition of social work, global definition of social work, Colonial Period (1620-1776), Civil War and Industrial Revolution (1776-1860), Industrialism- The Human Side (1860-1900), Social Work seeking Professional Characteristics (1900-1930), Highly Professionalized Discipline (1930-2020)
The document discusses the role of school social workers. It begins by introducing school social workers and their qualifications, which include a master's degree in social work and specialized training. It then outlines the various services school social workers provide, such as counseling, crisis intervention, developing academic success strategies, and more. It also discusses school social worker intervention with the school environment, parents, and the community to help students succeed academically and socially.
The document discusses the various settings of social case work including family and child welfare, geriatric care, schools, and industrial settings. It defines social case work as assisting individuals in dealing with problems in their social environment. For each setting, it describes common problems and the role of the social worker in providing support such as counseling, advocacy, and referral services. The goal is to help individuals and families develop skills to address challenges through a team approach involving social workers, teachers, families, and the community.
Social Group Work with Educational Setting Solomon Raj
Group work is an effective method for working with children, youth, and the elderly in educational institutions. It can be used for remedial, supportive, and psychoeducational purposes. Common goals of group work in educational settings include helping slow learners, mainstreaming out-of-school youth, addressing dropout issues, developing life skills, and generating awareness around health issues. The social group worker's roles include facilitating the group, advocating for members, educating, and interpreting communications to help address issues like academic stress, relationship problems, and mental health concerns faced by students.
Learning resources compiled by S.Rengasamy for Social Group Work for the students doing their graduation course in Social Work in the colleges affiliated to Madurai Kamaraj University
International and national social work associations play an important role in the social work profession. At the international level, the International Federation of Social Workers (IFSW) and International Association of Schools of Social Work (IASSW) are the major organizations. The IFSW was formally established in 1956 and aims to represent social workers globally. The IASSW was founded in 1928 and works to promote excellence in social work education. Nationally, the Professional Social Workers' Association in India advocates for social workers and organizes events and seminars on challenges and practices in the field.
Psychiatric social work applies social work methods and practices in psychiatry settings. It is both a science and an art that treats patients through psychological and social means as psychiatric illness can disturb social conditions. Early psychiatric social workers collected case histories and acted as intermediaries between patients and families. Over time, psychiatric social work developed as a distinct profession with roles in hospitals, the military, and creating public awareness of mental health issues. In India, psychiatric social work began in 1937 with child guidance clinics and has since expanded, with specialized training beginning in the 1950s. Social work methods like casework, group work, and community organization are important in psychiatric services to help patients and families adjust.
Early Christian communities established the first hospitals in Europe and Asia to care for travelers, abandoned children, and sick people. Over subsequent centuries, hospitals evolved from places that primarily provided shelter to institutions focused on treating acute medical cases. In the 19th century, hospitals began appointing social workers called "almoners" to investigate patients' financial and social circumstances. This led to the development of medical social work as a distinct profession aimed at addressing the complex psychosocial needs of patients and their families to minimize the impacts of illness and support overall well-being. Medical social work is now recognized as an essential part of comprehensive hospital care.
The document discusses the client-case worker relationship in social work. It defines relationship as the responsible and disciplined use of the case worker to help enable the client's capacities through open communication. There are two main elements to establishing a good relationship: the client's trust in the worker's competence and goodwill. Relationship is purposeful and time-limited, focusing on problem-solving, unlike social relationships which are open-ended. Characteristics of a good relationship include acceptance, support, honesty and dealing with issues from outside the work constructively. The overall goal of the relationship is to help clients address their psycho-social needs and problems through an individualized approach.
Community organization has a broad scope that can be applied to different types of communities from villages to cities. It is used across many fields including politics, art, education, economics, and more to help individuals and groups pool their resources and efforts to improve community life. Specifically, community organization can help with economic upliftment, education, health, corrections, infrastructure like roads and housing, recreation, culture, social services, industry, rural areas, and urban areas. The process of community organization generally involves assessing needs, prioritizing problems, developing objectives and plans, mobilizing resources, taking action, and evaluating outcomes.
Social case work recording involves documenting a client's history, treatment, and services provided. It serves several important purposes: to facilitate service delivery, act as a teaching tool, and ensure continuity of care. The principles of recording include accuracy, objectivity, simplicity, clarity, and brevity. Records should contain identifying details, referral information, assessments, services provided, and a closing summary. Forms of records include process notes, summaries, standardized forms, and case notes. Recording has advantages like accountability, research, and continuity of care when workers change.
The document summarizes a four-day residential community living camp held at a teacher education college. The camp aimed to promote cooperative living, personal and social skill development, and democratic values among student teachers. Each day covered activities like yoga, household surveys, cultural programs, debates, and mock parliaments centered around the theme of "Keraleeyam" and exploring Kerala's culture, society, education and environment. The camp concluded with students sharing their experiences and memories from participating in the successful residential program.
The document summarizes the history and development of social work in India. It divides the history into three periods: ancient, medieval, and modern. In the ancient period, charity and religion formed the basis of social work. In the medieval period under Muslim rule, zakat and efforts by rulers to reform society continued social work. In the modern period, social reformers like Raja Ram Mohan Roy established organizations to develop the movement. Formal social work education began in the 1930s with the establishment of schools of social work. The number of such training institutions has now grown to over 100 across India.
This document provides an overview of the historical development of social work in the United States. It begins by defining social work and then discusses the early influences from European settlers in the 17th century who brought traditions of private charity. Local charities and poorhouses developed to provide aid. In the late 19th/early 20th century, the Charity Organization Societies and Settlement House movements emerged to provide more organized social services. The Great Depression prompted greater federal involvement and new programs like the New Deal. The development of social work as a distinct profession accelerated from the 1930s onward with new federal programs and legislation.
This document defines social group work and outlines its objectives and characteristics. Social group work is defined as a method that helps individuals enhance their social functioning through purposeful group experiences. It aims to develop individuals and help them cope with personal, group, and community problems. Objectives include developing individual skills and leadership while preparing people for social change. Characteristics include being practiced by the group itself and developing human personality. The document also lists Trecker's 10 principles of social group work and the skills required, such as establishing relationships, analyzing group situations, and using community resources.
National Education Policy 2020 & Social Work Education in IndiaDr NILESH TIWARI
National Education Policy 2020 & Social Work Education in India
By August 2021 by Dr. Nilesh K Tiwari, Former Consultant (SDGs) & Pubic Policy Researcher, State Planning Commission
Govt. of Chhattisgarh, India
The document provides information about the student's field work placement at the Composite Regional Centre (CRC) in Bemina, Kashmir. It includes details about the establishment of CRC such as its aims, objectives, services offered, departments, structure, and location. The student was placed at CRC's department of physiotherapy for their case study during their field work. The schedule outlines the student's activities over 13 days, including orientation, observation, meetings with clients, home visits, and lectures.
The document discusses three models of group work:
1) The social model prioritizes provision and prevention, addressing social problems in communities without hierarchy. The social worker acts as an enabler who stimulates social change and transfers leadership to members.
2) The remedial model is clinically oriented, supporting members to achieve individual change. It addresses dysfunction and helps maladjusted individuals improve relationships. The social worker motivates and drives the group.
3) The reciprocal model serves both individuals and society by recognizing their interdependency. It can include provision, prevention and restoration, viewing individuals as created and modified by relationships within systems.
Social action is a method of social work used to mobilize masses and bring about structural changes in society. It aims to solve mass problems and improve living conditions through organized efforts like social legislation, reforms, and community organization. Skills needed for social action include relational, analytical, intervention, communication, and training abilities. Some challenges are empowering clients, managing groups, remaining unbiased, and balancing micro and macro issues. The overall goal of social action is to create a society with richer opportunities and a better life for all citizens.
State Social Welfare Boards function in each state capital and union territory to implement schemes for women and children's welfare. Each board is headed by a renowned female social worker and includes members nominated by central and state governments. The chairperson plays an important role coordinating between the central board, state board, and state government. Key responsibilities include ensuring regular board meetings, representation across districts, and constitution of committees to oversee programs and finances.
The document summarizes an occupational therapy group work project with elders at an old-aged pensioner's home in Haxtanak village. Seven elders between 58-72 years old whose physical abilities could be improved were selected for the group. Over seven weeks, the elders participated in physical exercises to improve their functional mobility and ability to perform daily activities like going upstairs and downstairs. After the intervention, the clients showed improvement in their functional condition and found the exercises provided an alternative occupation and became part of their daily lives.
Social work, History of social work in the USA, History of social work, 5 phases of social work in the USA, Dorothea Lynde Dix, settlement movement, Definition of social work, global definition of social work, Colonial Period (1620-1776), Civil War and Industrial Revolution (1776-1860), Industrialism- The Human Side (1860-1900), Social Work seeking Professional Characteristics (1900-1930), Highly Professionalized Discipline (1930-2020)
The document discusses the role of school social workers. It begins by introducing school social workers and their qualifications, which include a master's degree in social work and specialized training. It then outlines the various services school social workers provide, such as counseling, crisis intervention, developing academic success strategies, and more. It also discusses school social worker intervention with the school environment, parents, and the community to help students succeed academically and socially.
The document discusses the various settings of social case work including family and child welfare, geriatric care, schools, and industrial settings. It defines social case work as assisting individuals in dealing with problems in their social environment. For each setting, it describes common problems and the role of the social worker in providing support such as counseling, advocacy, and referral services. The goal is to help individuals and families develop skills to address challenges through a team approach involving social workers, teachers, families, and the community.
Social Group Work with Educational Setting Solomon Raj
Group work is an effective method for working with children, youth, and the elderly in educational institutions. It can be used for remedial, supportive, and psychoeducational purposes. Common goals of group work in educational settings include helping slow learners, mainstreaming out-of-school youth, addressing dropout issues, developing life skills, and generating awareness around health issues. The social group worker's roles include facilitating the group, advocating for members, educating, and interpreting communications to help address issues like academic stress, relationship problems, and mental health concerns faced by students.
Learning resources compiled by S.Rengasamy for Social Group Work for the students doing their graduation course in Social Work in the colleges affiliated to Madurai Kamaraj University
International and national social work associations play an important role in the social work profession. At the international level, the International Federation of Social Workers (IFSW) and International Association of Schools of Social Work (IASSW) are the major organizations. The IFSW was formally established in 1956 and aims to represent social workers globally. The IASSW was founded in 1928 and works to promote excellence in social work education. Nationally, the Professional Social Workers' Association in India advocates for social workers and organizes events and seminars on challenges and practices in the field.
Psychiatric social work applies social work methods and practices in psychiatry settings. It is both a science and an art that treats patients through psychological and social means as psychiatric illness can disturb social conditions. Early psychiatric social workers collected case histories and acted as intermediaries between patients and families. Over time, psychiatric social work developed as a distinct profession with roles in hospitals, the military, and creating public awareness of mental health issues. In India, psychiatric social work began in 1937 with child guidance clinics and has since expanded, with specialized training beginning in the 1950s. Social work methods like casework, group work, and community organization are important in psychiatric services to help patients and families adjust.
Early Christian communities established the first hospitals in Europe and Asia to care for travelers, abandoned children, and sick people. Over subsequent centuries, hospitals evolved from places that primarily provided shelter to institutions focused on treating acute medical cases. In the 19th century, hospitals began appointing social workers called "almoners" to investigate patients' financial and social circumstances. This led to the development of medical social work as a distinct profession aimed at addressing the complex psychosocial needs of patients and their families to minimize the impacts of illness and support overall well-being. Medical social work is now recognized as an essential part of comprehensive hospital care.
The document discusses the client-case worker relationship in social work. It defines relationship as the responsible and disciplined use of the case worker to help enable the client's capacities through open communication. There are two main elements to establishing a good relationship: the client's trust in the worker's competence and goodwill. Relationship is purposeful and time-limited, focusing on problem-solving, unlike social relationships which are open-ended. Characteristics of a good relationship include acceptance, support, honesty and dealing with issues from outside the work constructively. The overall goal of the relationship is to help clients address their psycho-social needs and problems through an individualized approach.
Community organization has a broad scope that can be applied to different types of communities from villages to cities. It is used across many fields including politics, art, education, economics, and more to help individuals and groups pool their resources and efforts to improve community life. Specifically, community organization can help with economic upliftment, education, health, corrections, infrastructure like roads and housing, recreation, culture, social services, industry, rural areas, and urban areas. The process of community organization generally involves assessing needs, prioritizing problems, developing objectives and plans, mobilizing resources, taking action, and evaluating outcomes.
Social case work recording involves documenting a client's history, treatment, and services provided. It serves several important purposes: to facilitate service delivery, act as a teaching tool, and ensure continuity of care. The principles of recording include accuracy, objectivity, simplicity, clarity, and brevity. Records should contain identifying details, referral information, assessments, services provided, and a closing summary. Forms of records include process notes, summaries, standardized forms, and case notes. Recording has advantages like accountability, research, and continuity of care when workers change.
The document summarizes a four-day residential community living camp held at a teacher education college. The camp aimed to promote cooperative living, personal and social skill development, and democratic values among student teachers. Each day covered activities like yoga, household surveys, cultural programs, debates, and mock parliaments centered around the theme of "Keraleeyam" and exploring Kerala's culture, society, education and environment. The camp concluded with students sharing their experiences and memories from participating in the successful residential program.
Dr. Ram Kumar organized a health check-up camp at Shiv Shakti Ragunath Mandir in Delhi to promote homeopathy. The camp was held on August 24, 2014 from 10AM to 2PM in collaboration with Vanaprasth Foundation. A team of doctors from the Directorate of AYUSH and a homeopathic medical college provided checkups such as blood glucose and ECG tests to around 200 patients. Patients were prescribed homeopathic medicines and informed about follow-up care.
A free medical checkup camp was organized at IEC-CET on March 23rd in association with Green City Hospital. Over 200 faculty, staff, and students received free physical exams, blood sugar, blood pressure, and ECG tests. Doctors from the hospital also provided 50% discounts on additional medical tests. The successful camp was coordinated under the guidance of the Vice President and Director and aimed to promote health awareness on campus.
Fourteen disabled children attended Diema's Dream Summer Camp in Moscow from June to September 2009. The camp aimed to provide opportunities for the children to develop independence and skills in a supportive environment. Several children demonstrated new abilities, such as Vitalik learning to walk with a baby jumper and eat independently, and Olya helping with housework. All the children showed improved hygiene and skin condition from daily showers and tooth brushing. The children enjoyed activities like art, puzzles, swimming and spending time with peers.
The community living camp aims to provide housing and support for those experiencing homelessness. It will offer temporary shelter and access to services to help residents transition into more permanent housing. The goal is to get people off the streets and help them regain stability and independence through this supportive short-term living situation.
The document provides information about Amrita Vishwa Vidyapeetham university and its Amritapuri campus. It discusses the campus's commitment to providing value-based education through spiritual principles. It also summarizes campus facilities like the central library with over 30,000 volumes, on-campus housing including separate dorms for men and women, medical services, banking, and transportation. The campus aims to cultivate students' knowledge and character through spiritual teachings while also offering modern academic resources.
The document summarizes the activities of the NSS (National Service Scheme) unit from 2012-2017 at a government college for girls. It describes various events held each year such as Independence Day celebrations, tree planting events, eye camps, rallies, and a 7-day camp with daily activities like lectures and cultural programs. Over the 5 years, the NSS unit engaged in community service activities focused on health, cleanliness, and national pride while developing leadership skills of volunteers.
The document is an annual report from the National Service Scheme unit at Musaliar College of Engineering and Technology describing their activities in 2014-2015. It outlines their special 7-day camping program where students engaged in activities like cleaning schools, seminars on social issues, and cultural programs. Other activities included anti-ragging awareness, blood donation drives, cleaning their campus, and de-addiction programs. The unit aimed to develop social responsibility among students through community service.
The document provides an overview and schedule for a 5-day community living camp held from December 12-15 and 19, 2018. The camp was organized by Mangalam College of Education to promote social skills, democratic values, and awareness of social issues among student teachers. The schedule details the daily activities, which included awareness sessions, community service activities like campus cleaning and visiting social sites, skill-building workshops, and recreational activities. The document emphasizes the educational goals of developing social responsibility and communal living skills among participants.
A two-day teacher training workshop was held in Lower Dibang Valley, Assam-Arunachal Pradesh to raise awareness about conserving the Eastern Hoolock gibbon. 32 teachers from government and private schools participated. They learned about the gibbon's ecology and importance through presentations. Teachers engaged in activities to help them develop education materials and effective awareness strategies. They were also introduced to other primate species in Arunachal Pradesh and best practices for training students. The workshop aimed to empower teachers to spread conservation messages to their students. Follow-up school visits are planned to assess the workshop's impact.
The UPF Character Education Initiative promotes comprehensive character education focusing on universal values. It advocates for schools and families to collaborate in character formation. The initiative is based on cultivating heart and character through developing spirituality, altruism, and the four spheres of love. It utilizes the Discovering the Real Me curriculum appropriate for different ages. The initiative held internships and educator workshops in several countries to train teachers and students in character education.
The document reports on activities carried out in May 2023 as part of the Erasmus+ project "Together, in Harmony". It details a learning activity hosted by Klaipedos Vites Progimnazija in Lithuania focused on healthy lifestyles. Students and teachers from Spain and partner schools participated in workshops, visits, and cultural exchanges around topics of physical and mental health. They also began work on a collaborative cookbook of healthy recipes from each country. Planning was undertaken for IESO Harevolar to lead the next local activity in June focused on nature.
The document summarizes an English Day program organized by a class for primary school students to motivate them to learn English. Around 40 students attended activities like icebreakers, games, presentations, and more throughout the day. The program was a success, with students actively using English and forming bonds. It ended with an emotional farewell as both groups wished to continue the program again the following year.
The whole purpose of education is to turn mirrors into windows. -Sydney J. Ha...AGSNoida
The document provides information about a school's commitment to high-quality international education through the International Baccalaureate (IB) programme. It introduces the IB Primary Years Programme (PYP) and mentions the school becoming a candidate for the IB Diploma Programme. It highlights how the IB programme develops student curiosity and prepares them to be lifelong learners and responsible global citizens.
Orbuzz - Orbis School Monthly Magazine - Vol. 3.2 June-July 2014Orbis School
Orbuzz has always aimed to set the budding minds free to roam in the realm of imagination and experience to create a world of beauty in words. Feedback and contribution from the readers will be always welcome to augment this aim of ours. Happy Reading!
Access microscholarship program, moldova april-september, 2013 actvitiesdoina_morari
The document summarizes the activities of the Access Microscholarship Program from April to September 2013. It describes that the program operated in 10 sites across Moldova with 200 students, 10 local teachers, and 10 teacher assistants. Key activities included a visit from US officials, dissemination of the program, collaboration with other US-funded exchange alumni, community service projects implemented by students, trainings for teachers, and an Access Summer Camp in June-August 2013. The program helped develop students' independence, as noted in feedback from a parent of students with special needs.
This document contains summaries of various events that took place at Viswajyothi CMI Public School. It discusses the school's achievements in competitions including basketball, cricket and chess tournaments where they secured first and second place rankings. It also describes other school events like an annual sports day, seminars on road safety and soft skills, cultural festivals hosted by the school, and a two-day spiritual retreat. The kindergarten hosted their own cultural event called "Vismaya" which had participation from 40 local kindergartens.
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The document summarizes a week-long rural winter camp organized by the Department of Social Work. Students were divided into groups and assigned tasks each day such as networking with schools, assessing village needs, organizing drawing competitions, preparing posters and slogans, performing a skit. The camp aimed to educate villagers on topics like health, education, farming and environment. It provided students an opportunity to identify local needs and enhance their observation, analysis, and group work skills through participating in community development activities. The rural experience helped students better understand rural issues.
International Women's Day is celebrated on March 8th each year to recognize women's achievements and bring attention to issues still facing women worldwide. It originated in the early 1900s as a Socialist political event but has since blended into many cultures. In some places, it is now a day for men to express appreciation for women, while in other regions it maintains its focus on political and social progress. The document provides background information on the history and celebrations of International Women's Day in different parts of the world.
Students at Satya Bharti School in Haryana organized a week-long campaign in their village to enact social change. Through discussions, the students identified key issues like disease and lack of access to services. They published a student newspaper to spread awareness of their campaign activities, which included opening savings accounts for villagers, providing medical treatment and immunizations, and hosting eye and dental checkup camps. Over a hundred villagers received aid through the various activities. The students felt they learned the importance of community work and how small initiatives can create meaningful change.
1. The newsletter provides summaries of events that took place at Modernites Vision school between April and June 2016, including Earth Day celebrations, workshops on internationalism and astronomy, trips to Bhutan and old age homes, and an investiture ceremony.
2. Students participated in various activities for Earth Day like tree plantation, poster making, and quiz competitions to raise awareness about environmental protection.
3. Workshops were held on topics like benefits of cultural exchange and observing the night sky through telescopes.
4. Educational trips were taken to Bhutan and old age homes to experience other cultures and bring joy to seniors.
5. Competitions and the investiture ceremony helped develop students' leadership skills.
Under One Roof Project was a compulsory activity for first year medical students in the Twinning Programme between Universiti Kebangsaan Malaysia and Universitas Padjadjaran in Indonesia. The project involved visiting residents of Jalan Kolanel Ahmad Syam village and an orphanage to improve quality of life and foster relationships. Students participated in icebreakers, games, prayers, and visiting homes alongside village residents and orphans. The project aimed to develop leadership, teamwork, empathy, and understanding between the universities and the community. It concluded with participants feeling they had learned valuable lessons through actively participating in the activities.
This document discusses community empowerment and sustainability in disaster management. It argues that empowering local communities by training them in disaster risk reduction tools allows communities to better deal with future risks. The most effective approach involves partnership, participation, empowerment and ownership by community members. Unless disaster management efforts are sustainable at the individual and community levels and involve communities in planning and implementation, it will be difficult to reduce losses from disasters. The document reviews literature on community empowerment programs and argues that while successful initially, many lack sustainability over time due to insufficient community participation and capacity building. True sustainability requires resilient communities that can organize responses and recover efficiently from disasters.
The document is an interview with Mr. Vivek C.K, a professional social worker with over 14 years of experience working internationally in disaster management. In the interview, he discusses his path to choosing social work, his philosophy that social work should empower and protect human dignity, and his current work in Afghanistan. He also shares an unexpected experience where he was caught in gunfire during a relief operation, but was able to safely evacuate. Mr. Vivek finds motivation in helping thousands of poor people worldwide and believes social work can influence policies that impact the lives of the vulnerable. His message to students is to gain experience working with communities to deepen their skills and not get discouraged by early challenges in finding jobs.
The social work trainees completed their block placement at Keystone Foundation in Kothagiri, Ooty. Keystone Foundation works with indigenous communities in the Nilgiri Biosphere Reserve on conservation, livelihoods, culture, governance and enterprises. The trainees studied the socio-economic status and farming practices of the Pillur people through surveys of 19 villages. They found that the community depends on agriculture and collection of non-timber forest products for livelihood. It was a valuable opportunity for the trainees to interact with the Irula tribe and understand their life, culture and challenges like lack of education and human-animal conflicts.
This newsletter provides updates from the Department of Social Work at Amrita Vishwa Vidyapeetham. It includes articles on social issues like the nuclear power plant controversy in Kudankulam, interviews with social work professionals, recaps of student research projects, announcements of upcoming workshops, and profiles of social organizations. The overall document aims to further discussion of social work practices and policies.
This document is a quarterly newsletter from the Department of Social Work at Amrita University. It provides summaries of activities from January to March 2012, including editorials, articles on health issues in India, feminism, corruption, interviews with social workers, fieldwork news, and more. It aims to reflect the work and discussions of the department over that time period through contributions from students, staff, and others.
The document summarizes a workshop for new MSW students that covered various topics to help them transition into their social work program and profession. Over the course of one day, the workshop included icebreakers, team building exercises, discussions, and activities to introduce concepts like empathy, social responsibility, time management, and healthy study habits. A variety of participatory methods like role-plays, games, and free-listing exercises were used across 10 sessions. Student feedback was gathered at the end to evaluate the workshop's effectiveness.
Department of Social Work proudly introduces its first newsletter under the auspices of Amrita Social Workers Association (ASWAS)..Its a joint effort of the 1st and 2nd year MSW students..
1. 1
REPORT
NIBODHITHA
A JOURNEY TO ENLIGHTMENT ON REALITIES OF LIFE
Tribal / Rural Camp 2014
Elamblassery, Mamalakandam, Idukki District
From 22nd
to 28th
April 2014
DEPARTMENT OF SOCIAL WORK
AMRITA VISHWA VIDYAPEETHAM
AMRITAPURI CAMPUS
2. 2
REPORT
NIBODHITHA
A JOURNEY TO ENLIGHTMENT ON REALITIES OF LIFE
Tribal/Rural Camp 2014
Elamblassery, Mamalakandam, Idukki District
From 22nd
to 28th
April 2014
Camp- Faculty In-charge : Mr. VS. Kochukrishna Kurup
Camp Coordinator : Mr. Nisanth M
Student Coordinators : Mr. Shibu P Abraham
Ms. Gopika Mohan
DEPARTMENT OF SOCIAL WORK
AMRITA VISHWA VIDYAPEETHAM
Amritapuri, Clappana Po,
Kollam
3. 3
“NIBODHITHA”- being enlightened, was suitably selected for the title of the Tribal
sensitization Camp of Department of Social Work, which was organized as a part of curriculum
of the first year MSW trainees in view of attaining an enlightened stage on the real life situations
of downtrodden people in the varied existence.
Tribal sensitization Camp was organized by Department of Social Work, Amritapuri as a
part of the curriculum for getting the first year Social Work trainees to be acquainted with the
traditions, culture and way of life of the tribal and also to explore deep into the possibilities of
positive intervention in the field. About 19 trainees and 6 faculties participated in the 7 day camp
in Idukki District. ‘Elamblassery’ and ‘Urulanthanni’ were the tribal settlements identified for
the camp site due to its diverse and changing nature of tribal culture and the consequential
problems in their life. With a number of tribal rehabilitation and welfare activities going on, it
was certain that the lives in these settlement will offer a unique and a life time learning
experience to the students of Social Work.
The planning stage of the camp was started early in the month of March, 2014
by selecting Shibu P Abraham & Gopika Mohan as Student coordinators and
Mr Nisanth M, Mr VS Kochukrishna Kurup as Camp Coordinator and Faculty In-charge of
the Camp respectively. All other students were entrusted with various responsibilities of the
activities of the camp by forming different committees. A pre-camp visit was made by the
faculty in-charge, Camp Coordinator and Student coordinator to the proposed settlement. It
enabled the finalization of camp site and ensuring
the basic facilities and permissions required for the
Camp. Subsequently the student coordinators
visited the proposed settlements for ensuring the
local support for the camp activities.
The journey started at 10 am on 22nd
April from Amritapuri Campus and reached the
4. 4
Camp site -Elamblassery at 6 pm on the same day
. The camping site was Government UP School,
Elamblassery, Mamalakandam which is situated
inside the forest area under the Neryamangalam
forest range. The team settled in the School with
its minimum facilities of accommodation and
stay. The provisions and other raw food supplies
were already mobilized and the food was
prepared by the team of students in rotation every
day.
The seven days programme schedule included Visits, Interaction, surveys, awareness
programmes and cultural programmes among two different Tribal settlements, two psycho-
social care institutions and a visit to plantation industry.
Every day started with rejuvenating yoga sessions followed by wonderful cuisines
prepared by the trainees themselves. Hamlet visits and Observation visits occupied majority of
the activities of each day but not without setting aside ample time for evaluation sessions end of
every day.
Day 2- ( 23-4-2014)- Elemblassery Tribal Settlement
Tribal settlement visit, Inauguration , Awareness Programme and Cultural programmes.
The formal Inaugural function was planned for afternoon session and all the students
were asked to start their hamlet visit for conduct a survey and also mobilized the tribal people
for a cultural programme in the afternoon at the community center within the tribal settlement.
Trainees attempted to study the socio-economic status and standard of living of “Muthuvans”
tribes at Elemblassery through a preliminary observation study and documented for their
individual reports.
The trainees grouped in to two teams and they went to different parts of the settlement and
interacted with nearly 45 families based on the following points,
Camp site –Govt. UP School ,Mamalakandam
5. 5
Economic :Main source of income ,Savings ,Financial assistant (Govt. & Private),
Annual income
Health :Child health (malnutrition, anemia) ,Adolescents ,Nursing & pregnant mother
Old age ,Mental health
Disaster - Previous history of the disaster
Waste management -Excreta disposal , Graved , Plastic waste disposal
Government -Election , Panchayath ,State government schemes, NGO’s and CBO’s
Culture
Marriage, Rituals & customs, First menstruation, Death ceremony, Festivals etc.
Interaction came to an end at 12.30pm and after the lunch in the camp site, the whole
team gathered at the community center and set up all arrangements for the programme
including Light and sound, seating etc. Just before the inaugural function, the team from Way
and truth Counselling center reached the spot for the Talk show with video presentation on
Alcoholism and use of drugs.
The Inaugural function was started at 2.40 PM at the community center situated within
the settlement. Mr.VS Kochukrishna Kurup -(Faculty in-charge of the Camp) welcomed the
gathering and introduced the objectives and purpose of the camp. The function was presided
over by Dr.Rajeev MM
(Head, Department of
Social Work). In his
presidential address he
quoted that, camp
would be a good
exposure to the
students as the title
“Nibodhitha” (being
“Enlightened) meant
for it.
Mr. VS Kochukrishna Kurup welcoming the gathering
6. 6
The Camp was formally inaugurated by
Mr.CV Joseph (the Headmaster of the Government
UP School Elemblassery) at 3.00 pm by lightning the
lamp. In the inaugural address, Mr.C.V Joseph
welcomed the efforts of Amrita University and its
departmental activities to make a positive impact on
the life of marginalized people. Mr.Joseph Punnoose
-(Chairman, Way &Truith Counselling Center,
Ernakulam) and Ms.Veena Suresh, (Faculty member,
Department of Social Work) delivered felicitation and
Mr. Nisanth M. (Camp Coordinator) concluded the
inaugural meeting by expressing vote of thanks to all
the degnitories, students and family members of the
tribal settlement. About 30-35 members participated
in the meeting from the settlement.
Awareness Programme
After the inaugural session, the Way and
Truth Counseling centre presented a talk and a short
film show on the topic “Alcoholism, Drug abuse”. The
talk was presented by C.C Joseph and Mr.Joseph
Punnose (Counselor of way and truth) Mr.CC Joseph
starts the programme with a magic show which
attracted the children and elder people equally and it
paved the way to maintain the interest and motivation
among the participants to ensure ‘community
participation’. There was a documentary show
followed by the talk on the same topic.
Mr.CV Joseph inaugurating the
Camp
Presidential Address by Dr.Rajeev.
MM
7. 7
The programme come to an end at 5.30 pm. with expression of vote of thanks by Mr. V S
Kochurishna kurup .
Cultural Programmes
On the same day, Cultural programmes started at 7. PM with an overwhelming
participation of the tribal people gathered at the spot. Nearly 35 tribal women and children were
enthusiastically performed different indigenous cultural activities including folk songs, Tribes
Documentary ShowMagic show by Mr. C C Joseph
Participants – Tribes family members participating in the Programmes
8. 8
Dance etc. During the programme students performed various musical and dance programmes
individually and along with tribes children. Ms. Anjali Mohan (MSW Student) performed
“Bharatha Natyam” and received a lot of applause and Mr.Arjun imitated actor Mohanlal for a
song and he became the star of the night.
Tribes also shown their own traditional dance named as ‘Kummipattu’. The students also
participated along with the tribes in Kummipattu. They performed their traditional folk song and
other dance forms. The cultural programmes came to an end at 9 pm.
The team returned to the Camp site after the days’ programmes and had a delicious
supper prepared by the student themselves.
Day 3- ( 24-4-2014)- Elemblassery Tribal Settlement
The days programme was re-schedule due to an unexpected” Hartal” declared by some
political organization in Idukki District. A Yoga session was conducted every day 6 am to 7 am,
some interested students were joined and others had gone for morning walk as regular.
As per the schedule of the day, students are assigned the task of collecting fire wood from
the forest with the help of local people. At 10 am , a group of 12 students and 4 faculty members
visited the nearby tribe houses and ensured the participation of few people from the hamlet in
the trekking and collection of firewood. The team went in to the forest and experienced the
Kummippattu
9. 9
nature’s pure and raw habitat. After trekking and collection of firewood, the team returned to
the camping site at 12 noon. The afternoon session was devoted for evaluation of the previous
days activities.
Evaluation Session
The evaluation session was started at 3.00pm. The evaluation meeting focused on the
camp experience of each and every student’s observation, experience , personal reflection and
suggestions. Everyone shared their camp experience, discussed on the hidden objectives of each
activity, Assessment in keeping time for every activity, Need of initiative , Group dynamism etc.
Students were reminded about the responsibility entrusted to them and the need of keeping real
vigor to achieve the camp objectives.
Day 4- ( 25-4-2014)- Urulanthanni Tribal Settlement
In the fourth day the trainees and faculty members made a visit to Urulanthanni Tribal
Settlement, at Kuttanpuzha. The journey started from Elamblassery at 9 am and reached
Urulanthanni at 10.45.am. The main objective of the visit was to interact and understand the real
life problems of the people of the tribal community at Urulanthanni. On reaching spot, the team
met the “Kaanikkaran” who is head of the ‘Muthuvan’ Community.
Urulanthanni tribal settlement, is a recently established one due to the rehabilitation
efforts of the Government of Kerala and department of forest. These people were migrated from
deep forest area as a result of man-animal conflict. The government offered them 2 acres of land
10. 10
for each family, but still now it has not been allotted due to various political reasons. The life
situations of the people in the settlement are too harder to withstand.
The “Kanikkaran” -head of the
tribes- had welcomed the team and
directed to a thatched hall, which is
constructed for having such meetings.
The trainees asked him a lot of basic
information about the community
including the Origin, life history, life
style , Marriage, Cultural activities,
Agriculture, other sources of daily
living, reasons for the relocation and
Man-animal conflict, Issues behind the delay in the land allotment, Water sources, Education of
children, Illness and Diseases, Cultural differences with other tribal communities like “Mannans”
etc.
There are two categories of tribes in
Urulanthanni; ‘Muthuvan’ tribal community and
‘Mannan’ tribal community. These people migrated
from “Variyam” which is a place 35 KM. away from
Urulanthanni, deep inside the forest. It was a
settlement of around 250 families of which 66
families were shifted to Urulanthanni on an
agreement with Government two months back. But
they are allowed to have a temporary settlement now
and the process of allotment of land for permanent
settlement is under process.
After the interaction with the ‘Kaani’, the
entire team were divided into two groups for
interaction with the two tribal groups. The first went
Trainees on interaction
A Typical house
Interaction with KANIKKARAN
11. 11
to Muthuvan’s houses and the second team went to Mannan’s houses.. Both the teams interacted
with the tribes about their Socio- Economic, health and governance support for the tribes and
also enquired about their culture, customs and the life style.
It is a community which includes 66 families around 230 population. This settlement
comes under Kuttampuzha panchayath. Even though most of the people are not educated, the
young generation is studying in schools in different places. At present 8 children are attending to
ICDS- Anganwadis. Nutrition deficiency was
not visible there. The toilet facility is limited
and the available one is constructed by a
voluntary agency, but not properly
constructed. They dump the vegetable wastes
and food waste in the pits and they burn the
plastics. Scarcity of water is big problem
faced by the community. Even though they
two new wells , the water is scarce.
Presently they do collecting forest products (Bamboo) for their own uses and they
collects flower for producing ayurvedic oil by external buyers. They make mat with bamboo
collected from the forest. The people including females. are regularly using alcohol.
Around 3pm, on completion of the
visit at Urulanthanni, the entire team went
for visiting Snehalayam – a home for Old age
people- at Kuttampuzha. Snehalayam is an
organization which functions for abandoned
old age people. Trainees interacted with the
inmates of Snehalayam. The whole team
returned to Elamplassery at 6.30pm. The
regular evaluation was conducted after the
presentation by two groups of trainees at the
camp site and analysed the field observations, experience and reflections.
Trainees with tribes at Urulanthanni
12. 12
Day 5- ( 26-4-2014)- Visit to Sneha Mandiram, Murikkassery
The 5th
day of the camp devoted
for visiting a voluntary organization
cum psycho-social care center named
‘Sneha Mandiram’ situated at
Padamugham, Murikkassery in Idukki
district. The journey was started from
Elamblassery at 9 am. The journey
took around 2 hours to reach the
agency. After reaching the agency
trainees and faculty members interacted with the authorities of the ‘Sneha Mandhiram’. At that
time, the inmates were attending in their routine prayer, and the trainees observed the activities
in the agency. Mr.Nithin Raj- in-charge of the organization, introduced few inmates to the
students at a function arranged inside the ‘Chappal Hall’. After the brief introduction, Mr.VSK
Kurup delivered a speech by addressing all the inmates about the purpose of visit and role of
Social Work in such Organisations. A cultural program was also conducted with the participation
of both social work trainees and inmates. It was a good experience for all the inmates and the
trainees. From 1.30 PM onwards the lunch started. As a surprise to all , trainees served food for
all the inmates.
Trainees serving food for the inmatesChildren performing Action song
13. 13
After the lunch, trainees had an
interaction with the Mr.Joshi- a Professional
Social Worker who is working in the
Organisation for the last two years. Through
the interaction with the Social Worker, the
trainees got acquainted with the nature,
functioning and purpose of the organization.
The institution was established in 1995, with
only 5 inmates. The founder of the institution is Mr.
V.C Raju. The current strength of the agency is around
270 inmates and more than 30 staff. Among the
inmates 90 are women and 25 are children. Only one
disabled child is admitted in the institution. The
institution is having the part time service of 2
psychiatrist and 2 other consultants. They visit the
agency twice in a month. The service from the local
PHC also available for the inmates. Other medical expenses related to health, food, clothing is
provided by the Sneha Mandhiram. Recently the institution received license for psychiatric
treatment for mild mental illness.
14. 14
The team returned to the camp site at 4 PM and reached there at t6 PM. The evaluation
meeting was postponed to the next day morning due to ill health of a student.
Day 6- ( 27-4-2014, Sunday)- Voluntary cleaning service
The 6th
day (Sunday) of the camp
started with the touch of a fresh mist. After the
breakfast the team went for a trekking in the
near by forest area along with two local people
as guides.. The trainees spent 2 hours time in
the forest which rejuvenated minds of all
members of the For most of the students, this
was the first in lifetime experience.
Evaluation
The evaluation meeting, started at 2PM. And the team discussed about the visit to the
‘Snehamandiram’ on the previous day. The trainees and faculty members were discussed about
the profile of the agency, power structure, sources of income, daily activities, merits and
demerits and the role of Social Worker in the Organization. All the trainees shared their personal
reflections, observations and suggestions.
Cleaning of premises and Well at the UP School - The Camp Site
Trainees on trekking
15. 15
From 4PM onwards all
the students and faculty
members were engaged
in the cleaning of the
premises of the school
and the well – the
drinking water source.
With lot of physical
effort and enjoyment the
team was productively completed the cleaning work. JHI (Junior Health Inspector,
Kuttanpuszha) was also visited the camp site and acknowledged the cleaning work done by the
team.
Day 7- ( 28-4-2014, Monday)- Visit to–HML Tea Estate
Suryanelly
On the 7th
day of the camp, the team
started journey to Upper Suriyanelli
Harrison Malayalam Limited, Munnar .
and reached there at 1pm. The team
was welcomed by the Assistant
manager and the welfare officer of the
Oraganisation. They made the students
in to two group and given them an
orientation in the production process in
the factory. After the factory visit, the
entire team gathered at the conference
room for an interaction with HR manager and Deputy Manager of the Estate. The team had a
productive interaction on the areas of working conditions , labour welfare matters, Hygienic
measures, Absenteeism ,Safety measures, Health scheme and Labour policies.
The team at HML , Suryanelly
16. 16
The HR Manager explained the Labour policies and labour management strategies
implemented in the organization. The students had raised a lot of questions and points related to
the welfare programmes including CSR. and the functioning of different labour management
committees. The Deputy Manager patiently explained all the points raised by the students. The
interaction was extended for 2 hours and concluded at 4.30.PM
As this was the last ‘scheduled programme’ of the Camp, the team started the return
journey from Munnar at 6 PM on the same day.
Conclusion
Through the Camp the trainees understood the standard of living of the tribes and also
pondered upon the methods which can be implemented to improve their present condition.
Camp fire was conducted on 27th
evening, giving an enjoyable closure (formal) to the camp. The
visit to HML-Suryanelli on 28th
April provided an opportunity to understand the life situation of
plantation labour and also to enjoy the pristine beauty on Nature. A scope for positive
interventions by the trainees was also looked upon. Several new learning was procured during
the camp and many insights illuminated the minds of the Social Work trainees from the varied
real life experience.
*********
Interaction with Deputy Manager and HR Manager- HML Estate Suryanelly
17. 17
Student Coordinators : 1. Shibu P Abraham
2. Gopika Mohan
Camp Coordinator : Mr.Nisanth M
Camp Faculty Incharge : VS Kochukrishna Kurup
Faculty Menmbers Participated : Dr. Rajeev MM ( HOD)
: Ms.Veena Suresh
: Mr. Vivek S
: Ms.Aswathy S
: Ms. Juna
19. 19
Note of Thanks to;
The Director, Amrita Vishwa Vidyapeetham
University.Amritapuri.
Principal, Amrita School of Arts and Sciences
Dr.Rajeev MM (Chairman, Dept. Of Social Work)
Head Master,Govt. Up School, Mamalakandam
Mr.Nitin Raj, Snehamandiram,
Padamugam,Murikkassery.
Mr.Baburaj,Forest Range Officer,
Neryamangalam .
Tribes of Urulanthanni,
Tribes of Elemblassery,
ICTS Amritapuri
General Admin.
Mr.Sunil, Driver ………