KRISHNA KANAT HANDIQUI STATE OPEN UNIVERSITY

EDUCATION
MA COURSE

Paper-I: Philosophical Foundations of Education

Course Objectives:
To enable the learners to develop an understanding about the

1. Contribution of Philosophy to the field of education
2. Contribution of Indian Philosophy to the field of education.
3. Contribution of Philosophyto the field of education.
4. Contributions of the great Indian thinkers

Course Contents

Unit1. Nature and scope of philosophy, Relationship between philosophy and science,
philosophy and education, functions of educational philosophy.

Unit2. Philosophy of vedic education:
Samkhya, Vedanta and Nyaya- its concept and educational implications

Unit3. Buddhism, Jainism and Islamic philosophy- its concept and educational implications

Unit4. Idealism, Naturalism, Pragmatism and Existentialism as school philosophy, their
educational implications with special reference to metaphysics, epistemology and
axiology.

Unit5.Realism and Marxism as a school of philosophy and their educational implications.


Unit6 Contribution of Vivekanada , Aurobindo, Gandhi and Tagore to educational thought
and practice.
References:
1. Bhatia, Kamala & Bhatia, Baldev: Philosophical and Sociological Foundation of
Education, Doaba House, 1999
2. Brubachar, JS: Modern Philosophies of Education. Mc. Graw hill, NC 4
th
Edition 1969.
3. Chaube, Dr. S.P. &Chaube, Dr. A : Philosophical and Sociological Foundation of
Education,, VinodPustakMandir, Agra-2

4. Pandey, R.S.: An Introduction to Major Philosophies of Education, Agra
VinodPustakMandir, 1996

Paper-II: Psychological Foundations of Education

Course Objectives:
To enable the learners to develop an understanding about the
1. Nature, scope and methods of educational psychology.
2. Different theories of learning.
3. Creativity and its development
4. Importance of mental health and hygiene.


Course Content:

1. Educational psychology-its nature and scope.Methods of educational psychology: -
experimental method, observation method and case study method and its implications in
classroom practices. .
2. Theories of learning: connectionism, conditioning and gestalt theory.
3. Attention and interest; motivation and learning.
4. Thinking, reasoning and problem solving
5. Meaning and nature of creativity, development of creative thinking abilities,intelligence
and creativity.
6. Personality deviation, its causes and coping strategies. Adjustment mechanism and
mental health and hygiene.


References:

1. Bhatia, B.D. and Safaya R.N.: Educational Psychology and
Guidance,DhanpatRai& Sons, Delhi
2. Kuppuswamy, B: Advanced Educational Psychology, JalandharUniversity
Publication 1963
3. Mangal, S.K. Essential of Educational Psychology, Prentice hall of India,
2007

4. Rathur, S.P. Essential of Psychology, Guwahati, Nivedita DK
Distributors.2002

5. Skinner, C.E.: Educational Psychology, Prentice University



Paper-III: Sociological Foundations of Education


Course Objectives:

To enable the learners to develop an understanding about the
1. Meaning and nature of educational sociology and social organizations.
2. Group dynamics and social interaction
3. Various agents of socialisation

Course Contents:

1. Concept of educational sociology, theories of EmileDurkheim, Talcott Parsons and R.K.
Merton.
2. Concept and factors influencing social organization and social disorganization. Role of
education in the prevention and control of social disorganization.
3. Social interactions and their educational implications; group dynamics, social group and
inter-group relationship
4. Agents of socialization-Family and School
5. Social stratifications-concepts and theories of social stratifications
6. Culture: meaning and nature of culture, role of education in cultural context; cultural
determinants of education, education and cultural change.

References:
1. Ogburn , W.F. &Nimkoff: A Handbook of Sociology,Eurasia Publishing House. N.D.
1964
2. Rao, C.N. Shankar: Sociology, Primary Principles, S. Chand & Company Ltd.2001
3. Srinivas, M.N.: Social Change in Modern India, oriental Longman2006.
4. Brown : Educational Sociology






Paper-IV: Methods and Techniques of Teaching and
Teaching Practical

50= theory
30= Teaching Practice
20= Viva

Course Objectives:
To enable the learners to develop an understanding about the

1. Various teaching methods and teaching skills
2. Ways to prepare lesson plans for various subjects like Mathematics, English, Social
Studies and Physical Sciences.

Course Contents:
Part-A
1. General principles of teaching, marks of good teaching, factors influencing learning.
2. Taxonomy of educational objectives
3. Teaching Techniques-Maxims of teaching
4. Teaching devices: Explanation, Questioning, Illustration, Narration and Demonstration.
5. Teaching Aids and Evaluation
6. Lesson Plan: Essential of a good lesson unit, types of lesson, skill-knowledge
appreciation. Methods of teaching in different subjects-Lanquage, Mathematics, General
Science and Social Science.
Part- B
Teaching Practice, including Viva.
References:

1. Asthana, B.: Measurement and Evaluation in Psychology and
Education.VinodPustakMandir, Agra-2
2. Bhatia, K & Bhatia B.D.: Principles and methods of Teaching. Doaba House 1988.
Naisarak Delhi 1959.
3. Barnard, HC: An Introduction to Teaching. LondonUniversity Press. Lond 1961.
4. Kochar, S.K. Methods and Techniques of Teaching, Sterling
5. Ryburn, W.H. Principles of Teaching,OxfordUniversity Press 1955.

1


MA English Syllabus

KKHSOU, Guwahati


The M A English syllabus has been designed keeping in mind that learners who take up this
course are to be introduced to the main ideas of English Literature. The M A English Programme
begins with a basic introduction to English literature, its various sources and forms. However, as
the Semesters progress, new areas of literatureand literary studies are also introduced. The M A
English Programme aims to generate an interest in literature, inculcatea spirit of critical enquiry
and develop analytical, critical and creative faculties in learners.

The MA English Programme will also deal with the English critical traditions starting with
classical criticism to the theoretical concerns in the later part of the twentieth century. The
syllabus thus prescribes some of the basic texts which contribute to the understanding of
criticism and literary theory. Other than these, this syllabus includes compulsory papers on
Language and Linguistics, Indian English Literature and American Literature. In Semester IV,
learners will get an opportunity to take optional course.

The MA English Syllabus comprises 4 Semesters with 16 courses. Each Semester will have 4
courses. All courses are compulsory. Each course will carry 100 marks out of which 20 marks
will be reserved for Home Assignment. For each course, learners will have to answer five long
questions of 12 marks each and four short notes/Explanation with reference to context of 5 marks
each. However, the distribution of marks per question may also vary.





Semester I

Course 1 History of English Literature and Its Contexts
Course 2 Literary Forms
Course 3 English Poetry from Chaucer to the Neoclassical
Course 4 English Drama from Elizabethan to Restoration









2


Semester I


Course 1: History of English Literature and Its Contexts


This paper is designed to introduce you to English social, cultural and literary history. This paper
is divided into two sections that comprise total 11 units. The two Sections will roughly cover the
period after the Norman Conquest till our own times in the Twentieth century. Thus, this course
has to be understood in terms of ideas, cultural formations and politics, and literary practices, all
of which have shaped the large gamut of English literature.

Section Awill introduce you to the larger social and historical issues related to the emergence of
literature so that you can make connections between the works of the authors and their contexts.
This section will thus give you an idea of the significant developments in English social and
cultural history. The purpose is to familiarise you with the conditions under which the English
authors were constrained to write and publish their works. You are strongly advised to
familiarise yourself with the significant socio-historical and cultural events that became
instrumental in bringing in certain marked changes in the intellectual pursuits of England.
Section B, in order to explore how every work has a proper historical context,seeks to explore
how writers at a given period tend to have certain similar concerns and attitudes. An awareness
of the historical and social contexts of the writer tells us what we expect to encounter in a
particular literary age. This section will help you to make a brief overview of the different
periods of English literary history with references to the important authors and their works.

Section A: English Social History

Contents:
Unit 1 Social and Cultural History of Medieval England I
Unit 2 Social and Cultural History of Medieval England II
Unit 3 Renaissance and Humanism
Unit 4 Enlightenment
Unit 5 Industrialism
Unit 6 Colonialism and Imperialism


Section B: History of English Literature

Contents:
Unit 7 The Medieval Age
Unit 8 The Renaissance
Unit 9 Restoration and After
Unit 10 The Romantic Age
Unit 11 The Victorian and Modern Age
Recommended Readings:

David Daiches : A Critical History of English LiteratureVol I & II
Andrew Sanders : A Short Oxford History of English Literature
G. M. Travellyan : English Social History
Asa Briggs : A Social History of England
3

Boris Ford (Ed.) : The New Pelican Guide to English Literature (All Vols)
BibhashChoudhury : English Social & Cultural History: An Introductory Guide
Denis Hays : The New Cambridge Modern History (All Vols)




Course 2: Literary Forms


There are at least two contexts under which a literary work has to be studiedthe Generic
context and the Historical context. A literary genre denotes a loose set of criteria for a category
of literary composition, depending on specific literary techniques, tone or content.In the classical
period, the major literary genres were recognized as epic, tragedy, lyric, comedy and satire. In
the modern period however, the main generic division of literature has been made into poetry,
drama, and novel. Each of these genres, at the same time, has several subgenres which have
enriched the scope of the particular genre. For example, poetry is subdivided into epic, lyric and
dramatic. Similarly, subdivisions of drama include comedy and tragedy, while comedy itself has
subgenres like farce,comedy of manners, burlesque, satire, and so on.To be even more flexible,
different hybrid terms have been used like prose poem,tragicomedy or speculative
fiction.Even fiction writing may involve a lot of innovations enriched by current scientific
theory, such as stories based on fasterthan-light travel. Aptly entitled Forms of Literature, this
course is intended to introduce you to the four basic forms of literature, namely Poetry, Drama,
Fiction and Non-fictional Prose.

We can never be too ambitious while presenting these units to you. This is because there has
never been and can never be a consistent division of works in the name of literary forms and
genres mainly because they may either be changed constantly or be challenged by both authors
and critics. While discussing these forms we have concentrated mainly on the English literary
tradition. We have also tried to avoid history and have relied more on the technical aspect of
each of the forms although reference to history is done only to discuss the formal development of
the particular genre. Poetry, Drama and Prose have been the most common literary types found
in any literary culture. However, the inclusion of Non-fictional Prose in this course is done
keeping in view the growing importance and popularity of Non-fictional writings like Travel
Narratives and Life Writing. We suggest that you read the four units of this course as a launch
pad to study the contents of the other courses prescribed in your syllabus in the light of what you
have learnt in this course.


Contents:

Unit 1 Poetry
Unit 2 Drama
Unit 3 Fiction
Unit 4 Non-Fictional Prose


Recommended Readings:


4

David Daiches : A Critical History of English LiteratureVols I & II
Andrew Sanders : A Short Oxford History of English Literature
M H Abrams : A Glossary of Literary Terms
John Peck and Martin Coyle : Literary Terms and Criticism
J A Cuddon : The Penguin Dictionary of Literary Terms and Literary Theory
: Princeton Encyclopedia of Poetry and Poetics
Boris Ford (Ed.) : The New Pelican Guide to English Literature (All Vols)



Course 3 English Poetry from Chaucer to the Neoclassical


This course intends to introduce you to the realm of English poetry from the time of Geoffrey
Chaucer of the fourteenth century to the Neoclassical poets like John Dryden and Alexander
Pope of the seventeenth and eighteenth century. If we start with Chaucer as the starting point of
English poetry, we find that Chaucer belongs to a period roughly called Medieval English that
spans from 1066 to about 1550. The most distinguishing feature of this period is that it is
markedly Christian. However, the essentially religious character of poetry starts to dissolve
during the Renaissance period which can be approximately dated back to 1500-1660. A new
stress on individuality and inwardness is an emerging element in the poetry of this period. This
makes us think that the seeds of modern literature began to sprout from this period mainly
because the kind of language used in this period resembles the language used today. This is also
the time for the flourish and perfection of the English sonnets the greatest exponent of which is
William Shakespeare. Shakespearean sonnets basically deal with the theme of love and the
problems faced by lovers.

Seventeenth century poets still recognized God as the source of order. Yet secular elements
began to emerge with the Metaphysical poets like John Donne who excelled in his use of witty
paradoxes and ingenious ideas. However, towards the end of the century, the focus of literature
becomes almost entirely secular. Explicitly religious poetry is replaced by social poetry best
represented by John Dryden and Alexander Pope. T. S. Eliot later very aptly observes that Donne
made poetry out of a learned but colloquial dialogic speech, Dryden out of the prose of political
oratory, and Pope out of the most polished drawing room manner. Milton and Dryden are also
hailed as the greatest prose writers of their time. Some critics tend to ignore the eighteenth
century poetry on grounds that it is prosaic. But, we have to use the term prosaic as meaning
not only like prose, but as lacking poetic beauty. So we ought to distinguish between poetry
which is like good prose, and which is like bad prose. It was however, Dryden who appeared
to cleanse the language of verse and bring it back to the prose order. For this reason, he has been
considered a great poet by none other than T. S. Eliot. Moreover, the tradition of English satire in
the hands of Dryden becomes almost the lampoon as he had a special gift for farce, while Pope is
more personal than the true satirist. Dryden is, in the modern sense, humorous and witty, while
Pope is witty though not humorous. The inclusion of two famous poems by Dryden and Pope in
this course serves the purpose of representing the extraordinarily rich neoclassical period of
English poetry that gave a proper shape to the English language in general.

Contents:

Unit 1 Geoffrey Chaucer: The General Prologue
Unit 2 William Shakespeare: Sonnet 65 Since brass, nor stone, nor earth, nor
boundless sea&Sonnet 144 Two loves I have of comfort and despair
5

Unit 3 John Donne: The Sunne Rising& Death Be Not Proud
Unit 4 John Milton: Paradise Lost: BooksI
Unit 5 John Dryden: Absalom and Achitophel
Unit 6 Alexander Pope: The Rape of the Lock


Recommended Readings:

Helen Gardner : Metaphysical Poets
Boris Ford (Ed.) : The New Pelican Guide to English Literature,Vol.V, From
Dryden to Johnson
John Sitter (Ed.) : The Cambridge Companion toEighteenth Century Poetry
Bernard N. Schilling (Ed.) : Dryden: A Collection of Critical Essays
Ian Robert & James Jack :
Augustan Satire: Intention and Idiom in English Poetry, 1660-1750
Boris Ford (Ed.) : The New Pelican Guide to English Literature, Vol.V, From
Dryden to Johnson
Judith ONeill (Ed.) : Critics on Pope: Readings in Literary Criticism



Course 4 English Drama from Elizabethan to Restoration


This course intends to introduce the learners to four great early English dramatistsChristopher
Marlowe, Ben Jonson, William Shakespeare and William Congreve. While Shakespeare is
represented through three plays selected from three different representative periods of his
dramatic career, Marlowe, Jonson and Congreve are represented through their well-known plays.
Thus, this paper will introduce learners to the great dramatic culture of the 16
th
and 17
th
century
England.

Contents:

Unit 1 Christopher Marlowe: The Jew of Malta
Unit 2 Ben Jonson: Volpone
Unit 3 William Shakespeare: Macbeth *
Unit 4 William Shakespeare: Twelfth Night or What You Will
Unit 5 William Shakespeare: TheTempest *
Unit 6 William Congreve: The Way of the World *




Recommended Readings:

Douglas Bush : English Literature in the Earlier Seventeenth Century, 1600-1660
Harry Levin :The Overreacher: A Study of Christopher Marlowe
G. E. Bentley : Shakespeare and Jonson: Their Reputations in the Seventeenth Century
Compared
Ralph Kaufmann (Ed) : Elizabethan Drama: Modern Essays in Criticism
L. C. Knight : Drama and Society in the Age of Jonson.
G. Wilson Knight : The Wheel of Fire
6

David Riggs : Ben Jonson
Stephen Greenblatt : Shakespearean Negotiations
M. C. Bradbrook : "The Jew of Malta and Edward II." in Themes and Conventions of
Elizabethan Tragedy
Harold Bloom : Elizabethan Drama
Alexander Lindsay (Ed): William Congreve
Alexander Laggatt : English Stage Comedy 1490-1990
Gerald Maclean (Ed) : Culture And Society in the Stuart Restoration: Literature, Drama and
History
A C Bradley : Shakespearean Tragedy





KRISHNAKANTAHANDIQUISTATEOPENUNIVERSITY
M.A. PROGRAMME
SOCIOLOGY

The M.A. programme consists of a total of four semesters and a total of sixteen courses.
Each semester has four courses. To complete the M.A. programme a learner is required to
complete 4 X 4 = 16 Courses spreading over 4 semesters covering 2 academic years. The
first, second and third semesters are compulsory.
Each course is of 6 credits and a student is required to 24 credits in a semester. Hence,
student is required to complete 24 X 4 = 96 credits to complete the M.A. course.

Paper Distribution under Semester System

SEMESTER I

COURSE 1: INTRODUCTORY SOCIOLOGY
COURSE 2: SOCIOLOGICAL THEORIES I
COURSE 3: POLITICAL SOCIOLOGY
COURSE 4: SOCIOLOGY OF INDIAN SOCIETY I

SEMESTER II

COURSE 5: RESEARCH METHODOLOGY
COURSE 6: SOCIOLOGICAL THEORIES II
COURSE 7: SOCIOLOGY OF INDIAN SOCIETY II
COURSE 8: SOCIAL STRATIFICATION

SEMESTER - III

COURSE 9: ENVIRONMENTAL SOCIOLOGY
COURSE 10: GENDER AND SOCIETY
COURSE 11: RURAL SOCIOLOGY
COURSE 12: SOCIOLOGY OF DEVELOPMENT

SEMESTER IV

COURSE 13: FIELDWORK AND DISSERTATION
COURSE 14: SOCIOLOGY OF NORTHEAST INDIA
COURSE 15: SOCIAL DEMOGRAPGY
COURSE 16: INDUSTRIAL SOCIOLOGY (ELECTIVE)
COURSE 17: SOCIOLOGY OF HEALTH AND ILLNESS (ELECTIVE)

SEMESTER I

COURSE 1: INTRODUCTORY SOCIOLOGY


Unit-I: Meaning, Natureand Scope of Sociology
Unit-II: Basic Concepts: Society, Culture, Social Groups, Norms, Value, Role, Status,
Association, Institution, Organization
Unit III: Social Stratification, Social Change and Mobility
Unit IV:Social Institutions:Family, Marriage, Kinship, Religion,Polity and Economy.


COURSE 2: SOCIOLOGICAL THEORIES I

Unit I: Emergence of Sociological theories: Influence of Enlightenment and Industrial
revolution.
Unit II: Karl Marx: Dialectal Materialism; Capitalism and Community Production; Class
and Class Conflict.
Unit III: Max Weber: Theory of Social Action; theory of authority and power; religion
and social change.
Unit IV: Emile Durkheim: Sociology as Science; the Division of Labour and Forms of
Solidarity; theory of Suicide and Religion; Systems of Classification.

Course 3: Political Sociology

Unit I: Meaning and Scope of Political Sociology
Unit II: Relationship between political systems and other social systems.
Unit III: Pressure Group, Interest group and Political parties.
Unit IV: Power, Authority and Legitimacy: Weber, Pareto, C. Wright Mills, Gramsci




COURSE 4: SOCIOLOGY OF INDIAN SOCIETY I

Unit I: Development of sociology of India;
Unit II: Approaches to the study of Indian society: Indological (Ghurye), Functional
(Srinivas, Dube), Marxist (D.P.Mukherjee, A.R. Desai and R.K.Mukherjee),
Sublatern (Ambedkar, Hardiman and Ranjit Guha).
Unit III: The Caste System:
a) Characteristics and Origin of caste system, Caste and Varna, Jajmani System,
Concept of Dominant Caste, Mobility in the Caste system
b) Characteristics of Tribe, Tribe-Caste Interaction
c) Constitutional Provisions towards positive discrimination: Scheduled Caste,
Scheduled Tribe and Backward Classes.
Unit IV: Challenges of NationBuilding, Communalism and Development.



SEMESTER II


COURSE 5: RESEARCH METHODOLOGY

Unit I: Philosophical foundations of social research; Problems of Subjectivity and
Objectivity.

Unit II: Contemporary perspectives: Post-modernism, Post-structuralism, Hermeneutics.

Unit II: Types and Methods of Research.

a) Types of research
b) Methods of research
c) Elements of research design

Unit IV: Preparation of Research Design
a) Formulation of research problem
b) Formulation of hypothesis
c) Selection of the universe
d) Data collection and analysis
e) Report writing.



COURSE 6: SOCIOLOGICAL THEORIES I

Unit I: Functionalism
a) Systemic view of Society: Parsons and Merton
b) Critique of Functionalism, Neo-functionalism
Unit II: Structuralism
a) Radcliffe-Brown, Levi Strauss.
b) Critique of Structuralism, Structuration, Post-structuralism
Unit III: Conflict Perspective
a) Simmel and Coser
b) Dahrendorf
c) Collins.
Unit IV: Subjective View of Society
a) Symbolic Interactionism: Mead, Blumer
b) Ethnomethodology: Garfinkel


COURSE 7: SOCIOLOGY OF INDIAN SOCIETY II

Unit I: Language, Religion and Region in India
Unit II: Family, Marriage and Kinship: Forms and regional variations
Unit III: Social organization of Agriculture
a) Organisation of Production
b) Agrarian Reforms
Unit IV: Social Movements in India
a) Social Reform Movements
b) Religious movements
c) Backward Class and Dalit movements
d) Agrarian and Peasant movements.




COURSE 8: SOCIAL STRATIFICATION

Unit I: Social Stratification and Social Inequality; Forms and Bases of Social
Stratification.
Unit II: Theories of Social Stratification
a) Conflict Perspective
b) Multi-dimensional Perspective
c) Functionalist Perspective
d) Evolutionary Perspective
Unit III: Social Mobility
a) Meaning and Types
b) Process and Evaluation of social mobility
Unit IV: Hierarchy and Stratification in Contemporary India.




SEMESTER - III

COURSE 9: ENVIRONMENTAL SOCIOLOGY

Unit I: Environment and Ecology
Unit II: Classical Sociological thoughts on Environment (Marx, Weber, Durkheim),
Emergence of Environmental Sociology.
Unit III: Environment and Development: The emerging conflict with special reference to
some specific case study), Alternative models of development
Unit IV: Environmental Justice and Policy



COURSE 10: GENDER AND SOCIETY

Unit I: Meaning and Social Construction of Gender and its Sociological Significance;
Unit II: Concept of Patriarchy; Feminism: Radical, Liberal, Multicultural.
Unit III: Gender abuse: Domestic violence, Rape, Abortion, Female infanticide,
Widowhood, Harassment and exploitation, Laws pertaining to violence of
women.
Unit IV: Changing Status and Role of women in Indian society; Statutory Provisions
safeguarding womens rights in India.


COURSE 11: RURAL SOCIOLOGY

Unit I: Introduction: Meaning, nature and scope of Rural sociology.
Unit II: Little Community, Peasant society, Folk-urban Continuum
Unit III: Indian Rural Society
a) Basic Features of the Indian Rural Society
b) Challenges of transformation in contemporary rural society
Unit IV: Rural power structure
a) Panchayati Raj, Local Self Government
b) Community Development Programme


COURSE 12: SOCIOLOGY OF DEVELOPMENT

Unit I: Meaning of Development; Difference between Growth and Development; Various
Concepts of Development: Economic, Human, Social, Sustainable.
Unit II: Perspectives on Development
a) Modernization
b) Ecological, Liberal and Marxian perspective on development
c) Critiques of development
Unit III: Theories of Development
a) Dependancy
b) Neo-liberalism
c) World System
Unit IV: Development and Culture; Role of Globalization; The Indian Experience.


SEMESTER IV

COURSE 13: FIELDWORK AND DISSERTATION

This course shall carry a total of 100 marks of which 70 marks shall be for dissertation
and 30 for viva-voce. The learner shall take up field work and based on it prepare a
dissertation on any topic of sociological significance.

COURSE 14: SOCIOLOGY OF NORTHEAST INDIA

Unit I: Northeast India: Social, Cultural and Geographical aspects.
Unit II: Understanding the Significance of the term northeast.
Unit III: Traditional Society and Economy: Emerging Trends (Pre-colonial, Colonial and
Post-Colonial Phases)
Unit IV: Issue of identity assertion and Homeland Politics
Unit V: Development in the Region: Issues and Concerns.

COURSE 15: SOCIAL DEMOGRAPHY

Unit I: Meaning and Significance Social Demography
Unit II: Meanings and aspects of Fertility, Mortality, Migration; Age and Sex Structure of
Population.
Unit III: Theories of Population: Ancient Thoughts, Pre-Malthusian, Malthusian,
Demographic Transition,
Unit IV: Demographic Structure of India with special reference to Assam/Northeast
Unit V: Population Policies in India.

COURSE 16: INDUSTRIAL SOCIOLOGY (ELECTIVE)

Unit I: Meaning and Significance of Industrial sociology
Unit II: Characteristics of an Industrial Society and Post-Industrial Society
Unit III: Industrial Organizations - Formal and Informal
Unit IV: Industrial Conflict:
a) Nature of Industrial Conflict
b) Trade Unions and Collective Bargaining
c) Concept of Joint Management
Unit V: Indian Industry
a) Industrialisation in India
b) Organized and Unorganized sectors
c) Industrial Disputes and Industrial Policies in India




COURSE 17: SOCIOLOGY OF HEALTH AND ILLNESS(ELECTIVE)

Unit I: Introduction toSociology of Health and Illness; Health: Definition and
dimensions of health
Unit II: Culture and Disease, Disease and social control, Medical Pluralism/ Alternative
medicines
Unit III: Physician patient relationship, Hospital as a social organization
Unit IV: Social Epidemiology, Community Health: Community health problems in India
Unit V: Women and health,health as a fundamental right; health policies in India.
.


Reading
Barry, A-M.& Yuill, C (eds) (2002) Understanding Health: a sociological introduction.
Sage
Bury, M. (1997) Health and Illness in a Changing Society. Routledge
Bury, M. and Gabe, J. (eds) (2004) The Sociology of Health and Illness: a reader.
Routledge.
Cockerham, W. C. 1997 Readings in Medical Sociology.Prentice Hall.New Jersey.
Conrad, P. et al. 2000 handbook of Medical Sociology.Prentice hall. NJ.
Davey, B. and Seale, C. (eds) (2002) Experiencing and Explaining Disease, 3rdedn. OUP
Lupton, D. (2002) Medicine as Culture. 2ndedn. Sage
Purdey,M. and Banks, D. (eds) (2001) The Sociology and Politics of Health: a Reader
Routledge
Scambler, G (ed) (2003) Sociology as Applied to Medicine, 5thedn. W.B.Saunders
Schwatz, H. 1994 Dominant Issues in Medical Sociology. McGraw Hill. NY.
White, K (2002) An Introduction to the Sociology of Health and Illness. Sage


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M. J. Herskovits : Cultural Anthropology

Rajmohan Nath : Background of Assamese Culture
P. C. Choudhury : History and Civilization of the People of Assam
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Surya Kumar Bhuyan Studies in the Literature of Assam

Birinchi Kumar Baruah History of Assamese Literature
Hem Baruah Assamese Literature
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Umesh Deka : Post-War Assamese Novel
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W. H. Hudson Introduction to the Study of Literature
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ZM[11] | 100
1 |+: | ||:+ || 20
2 | | ||:+ | |+ +|+| 20
3 +:-+ | +;|+ 15
4 ]:-+ | |: 15
5 |+|+| ( -- | |||-:)+ ||o+ |:|-| 15
6 +|-| : ==( -- | |||-:)+ ||o+ |:|-| 15

B. Kakati : Vaisnavite Myths and Legends

: Mother Goddess Kamakhya
|+| |+|+ ++ +|+|
M. Neog : Sankardev and His Times
|+| | |= |+ |:
+ ++ +a |+|+ |+ ||+
S. N. Sarma : Neo-Vaisnavite Movement and the Satra Institute of
Assam
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M. Neog(ed.) : Bhakti Ratnakara of Sankardeva and History of the
concept of Bhakti (Introduction only)
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-- | (||) ==
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Z:111
[11] | 100
1 || |=|- =| ||+ 20
2 ||:;+ |||| 20
3 |||=|- +-+ || .+ 20
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L. Bloomfield Language
F.H. Robins Linguistics: An Introductory Survey
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L. Abercrombie : Romanticism
Elizabeth Drew : The Design of T. S. Eliot's Poetry
L. Durrel : Key of Modern Poetry
Philip Thody : Albert Camus
B. Gascoigne : Twentieth Century Drama
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A. A. Mcdonell : A Sanskrit Grammar for Student
W. Geiger : Pali Language and Literature
A C Woolner : Introduction to Prakrit
Amulya Sen : Asokan Edicts
Vit Bubenik : The Structure and Development of Middle Indo-Aryan
Dialects
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1[11] | 100
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2 : || 15
3 : -| ||: 15
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5 ||-| + ( |+ |: ~+ |:|-|) 15
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A. B. Keith : History of Sanskrit Literature
: Sanskrit Drama
M. Winternitz : History of Indian Literature
C. K. Raja : Survey of Sanskrit Literature
R. N. Bandopadhyaya : Indian Campu Literature: Its Origin and Growth
N1nN[11] | 100
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2 | +|-:; |+ +|+|-~: ||++:- (| +|-, |+|- |+ :|+ =||=-, |+
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G. C. Goswami : Structure of Assamese
U N Goswami : An Introduction to Assamese
D P Pattanayak : A Controlled Historical Reconstruction of Oriya, Assamese,
Bengali and Hindi
L Bloomfield : Language
S K Chatterji : Origin and Development of Bengali Language
H Mishra : Historical Oriya Morphology

1n | 100
1 ||| |+ |+: ||| 25
(| |||+ |: :)
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T P Verma : Development of Script of Ancient Kamrupa
S M Katre : Introduction to Indian Textual Criticism
Mohendra Bora : Evolution of Assamese Script
Z( [11] | 100
1 |+|- | ||:+ || |+ |||: |+ 20
2 | |:|: |||: |+ 20
3 | -|:|||: |+ 20
4 | |-|: |||: |+ 20
5 | | ~v: |||: |+ 20

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L. Abercrombie : Romanticism
Elizabeth Drew : The Design of T. S. Eliot's Poetry
L. Durrel : Key to Modern Poetry
B. Gascoigne : Twentieth Century Drama
Pona Mahanta : Western Influence on Assamese Drama
Malcolm Bradbury &
James Macfarlane : Modernism
|+|- +|= (||) | ||:: |||: |+
Z1+N1n1+N[11] | 100
1 +|:; (+|:;, +|, ||:, ~, +, ||: | ||:+ |-|+, |||:, +|+|-~:
||++:-, |+ ||:, ~ |+ ||, |~, +~ |+ .~ |+ |+~: |)
25
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3 -, |, |+, |: |+ |:+ :-|, -| |+ -| +|, || 25
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||+| + | |+ |+ ||:;
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G. C. Goswami : Structure of Assamese
U N Goswami : An Introduction to Assamese
D P Pattanayak : A Controlled Historical Reconstruction of Oriya, Assamese,
Bengali and Hindi
L Bloomfield : Language
S K Chatterji : Origin and Development of Bengali Language
H Mishra : Historical Oriya Morphology
1[11] | 100
1 -|~|=- | + | |- 10
2 +-| o|+ =+:- : |=| 10
3 =+-|- -| ++ ||||| 10
4 =|-+ -| + -| =|:- 15
5 + :]|||+| |~ ~ 15
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l-ii ii i l-i

ilii ii -- -i
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Amiya Dev : Comparative Literature : Theory and Practice
K.M. George (ed.) : Comparative Indian Literature
:1n[11]
| 100
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: A Study on Kamrupi: A Dialect of Assamese
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Susan Bassnett : Translation Studies
Jeremy Munday : Introduction : Translation Studies : Theories and Applica
tions
P Mewmark : A Textbook of Translation
Sukanta Choudhury : Translation and Understanding
Katharine Reiss : Translation Across Culture
Surya Kumar Bhuyan Studies in the Literature of Assam
Birinchi Kumar Baruah History of Assamese Literature
Hem Baruah Assamese Literature
Lawence Venuti (Ed.) : Translation Studies Reader
Banikanta Kakati(Ed.) Aspects of Early Assamese Literature
3-[11] | 100
1 + |:: ||+ |+|+ ||+ 25
2 + |:: ||+ +|-:||; | 25
3 + |:: ||+ +|:||; | 25
4 | || |+ |:: ||+ +|-:; |+ +|:;+ :-| +- 25

|. ++| + ||
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U. N. Goswami : A Study on Kamrupi: A Dialect of Assamese
P. C. Bhattacharya : A Descriptive Analysis of Boro Language
S. N. Welfenden : Outline of Tibeto-Burman Linguistic Morphology
D. N. Bhatt : Boro Vocabulary
S. N. Goswami : Studies in Sino-Tibetan Language
Madhuram Boro : Assamese and Boro: A Comparative and Contrastive Study
Paul K Benedict : Sino-Tibetan
KRISHNA KANTA HANDIQUI STATE OPEN UNIVERSITY

M.A. PROGRAMME
SOCIAL WORK

All the 4 semesters shall consist of four courses of a total of 100 marks each. Each
course will also comprise an assignment or practicum of a total of 20 marks.

Total Semesters : 4
First Semester
Course 1: Social Work Profession
Course 2: Work with Individuals and Families (social case work)
Course 3: Social Group Work
Course 4: Personal and Professional Development for Social Work practice
Second Semester
Course 5: Social research and Statistics in Social Work
Course 6: Work with communities: Community Organization and Social Action
Course 7: Social work in India
Course 8: Social Policies and Indian Industries
Third Semester
Course 9: Medical Social Work
Course10: Psychiatric Social Work
Course 11: Social action as a method of Social Work and NGOs
Course 12: Social Policy and Social Planning and Legislation
Fourth Semester
Course 13: Human Development and Social Psychology
Course 14: Social Welfare Administration
Course 15: Tribal Social System
Course 16: Field Work and Dissertation

SEMESTER I

COURSE 1: SOCIAL WORK PROFESSION

Unit-I: Introduction Concept of Social Work
Concept, Definition, Objectives and Functions of Social Work, and Methods of Social
work.

Unit-II: History and Development of Social Work in India and Abroad
Origin & Development-Professional social work Charity, Philanthropy, social situations,
(Poverty, problems of immigrants, orphanhood-squalor, war victims etc.) Social reform
movements, Development-oriented social work, social activism, Human Rights
Perspective.

Unit- III: Goals of Social work
Generic Principles of Social work, Social work values and ethics; concepts in social
work social welfare, social services, social development and social change;
Fundamental Rights and directive principles of state policy in Indian Constitution.

Unit- IV: Fields of Social Work
Family & Child welfare, Medical and Psychiatric Social Work, Criminology and
Correctional Work, Human Resources Development and Human Resource
Management, Urban & Rural Community Development (URCD), Social welfare
Administration (SWA)

Unit- V: Personal and Professional Growth
Self and Self Awareness- Techniques of understanding self: (Intra and interpersonal)-
Self Development Communication for effective functioning-Development of
Professional Self-Attribution of Professional Personality-Stress and Burnout in
Professional Practice.

COURSE 2 : WORK WITH INDIVIDUALS AND FAMILIES (SOCIAL
CASE WORK)

Unit I: Social Casework as a Method of Social Work
Concept and Definition- Components of casework (Perlmans model)- Approaches to
social case work-Psychoanalytical-problem solving-behaviour modification crisis
intervention-eclectic approach.

Unit-II: Principles of Social Casework Practice
Begin where the client is- Individualization- Purposeful expression of feelings-Controlled
emotional involvement- Acceptance- Non-judgemental attitude-Client self determination-
Confidentiality.

Unit-III: Tools of Working with Individuals and Families
Intake-record/ Sheet and the Intake interview (client engagement)- Casework interview-
Home visit-collatoral contacts-Recording and its types-narrative, process, problem
oriented record keeping (PORK) Subjective-Objective Assessment plan (SOAP), use of
case work records as tool of intervention- Communication: verbal, non-verbal, eye
contact, body language.

Unit-IV: Phases of Social Case Work
Intake- Study- Continuous assessment and analysis- Psycho social diagnosis-
treatment or intervention-rehabilitation-Follow-up Termination Case presentation
based on field work practice.

Unit V: Essentials of working with Individuals and Families
Skills Techniques Qualities in the caseworker- Social casework and counseling
(similarities and differences)- Limitations of the method.

Unit-VI: Models of Casework Practice
Social diagnostic (Richmond)- Supportive and modificatory (Hamilton)-Problem solving
(Perlman)- Crisis intervention (Rappaport)-Classified treatment method (Floence Hollies
)- Competence based approach (Ellen Grabrill).


COURSE 3: SOCIAL GROUP WORK

Unit-I: Understanding Concepts of Social Group Work
Concept of group -Definition of social group work- Characteristics of social group work-
functions of group work-purpose of group work-Historical development of Group work in
India.

Unit-II: Social Group Work Method
Theories applicable to group work- Values and distinctive principles of Group Work-
Social group work in different fields- Types of groups in social group work practice-open
and closed groups; social treatment groups (Re-socialization, groups, therapeutic
group, T-groups): task oriented groups (forum, committees and work team): self-help
groups and developmental groups.

Unit-III: Group Work Process
Approaches of group work- Steps in Group formation: stages in group development
(pre-group stage, orientation stage, problem solving stage, termination stage) - Role of
social worker in different stages of group development-Skills of group worker (for group
development programme, planning and implementation).

Unit-IV: Programme in Social Group Work
Meaning and importance of programme in Group Work- Programme planning &
programme development (Principles of programme planning) - Importance of
programme in group work practice.


Unit-V: Group Process and Dynamics
Concept, Characteristics and Types of Groups- Group Processes: Steps in
understanding group processes, Group Decision Making- Increasing Group
Productivity- Analysis of group interaction-Leadership and its development in group
process: Leadership skills, Self-development, The Group and the Individual- Leadership
Theories- Communication in group Group dynamics: group bond, group hostility and
group contagion, sub group conflict, group conflict, confrontation, group support, apathy
and group control, Social Group control..

Unit VI: Techniques in Group work
Use of relationship-verbal and non-verbal communication- Fishbone technique-
Importance of recording in group work- Types of recording-Techniques of recording-
Importance of evaluation in group work- Types and Methods.


COURSE 4: PERSONAL AND PROFESSIONAL DEVELOPMENT FOR
SOCIAL WORK PRACTICE

Unit-I: Self and Self Awareness
Understanding self- Meaning of self: self concept, self esteem, self image and self
acceptance-Exploring Self as being and understanding the process of becoming -
Factors affecting self: Attitudes and values-Understanding ones own emotions and self
defeating behaviour- Reactions of self to various life situations - Achievements,
frustration, failures, crisis.

Unit-II: Techniques of understanding self: (Intra and Interpersonal)
Transactional Analysis- SWOT analysis- Jo-Hari window- Mirror reflection techniques-
Six thinking -Hats techniques.

Unit-III: Self Development
Concept and need for self development-Difference in real self and ideal self-Setting
goals for self development-Achievement orientation and striving behaviour-Use of yoga,
meditation for self development.

Unit- IV: Communication for effective functioning
Concept, definition and principles of communication-Elements of communication-Types
of communication-Blocks and distortions in communication-Developing skills for
effective interpersonal relationship, Listening, observation, use of appropriate language,
facilitation, responding-Written communication skills: formal writing and creative writing-
Public speaking: planning, preparation, presentation.

Unit-V: Development of Professional self
Concept of professional personality-Professional values and value conflict-Professional
ethics and ethical dilemmas-Attributes of professional personality: Qualities & traits-
Values and attitudes- Creativity- Habits- Skills.

Unit-VI: Professional Integrity, Competence and Internalization of professional
values.
Honesty, Professional knowledge, Lifelong Learning, Critical thinking, ethical decision
making, Self-Understanding, Acceptance of self and others, Self control.











SEMESTER II

COURSE 5: SOCIAL RESEARCH AND STATISTICS IN SOCIAL
WORK

Unit-I: Scientific Method, Social Research & Social Work Research
Meaning and characteristics of scientific method Basic elements of social
research concepts, constructs, variables,- hypothesis, theories, and operational
definitions -Distinction between social research and social work research
Importance of social work research.
Unit-II: Social Work Research
Use of research in social work, intervention research and practice based
research-Types of social work research-need assessment studies, situational
analysis, monitoring and evaluation, impact assessment, policy research- Steps
in Social Work Research:-identification of problem; need assessment selection of
social work research design, baseline study; intervention., assessment of
intervention effects/impact.

Unit-III: Research Design in Social Work Research
Experimental study design, logic of experimentation, causation and control-
randomization and matching internal validity-Qualitative and Quantitative
research design: - Grounded theory, case study, ethnography and
phenomenology- Action Research- Participatory research.

Unit-IV: Data collection and Processing
Sampling-Concepts related to sampling- population, universe, sampling frame
and sampling unit-Techniques and procedures in sample selection-Data
Collection- primary and Secondary sources- Univariate, bivariate, trivariate and
multivariate analysis of data- Measures of central tendency (mean, median,
mode) and dispersion- Inferential Analysis: measures of association, test of
significance (chi square, t-test), analysis of variance (ANOVA)

.Unit-V: Statistical Package for Social Sciences (SPSS)
Introduction, basic steps, defining data, data entry ,data transformation, data
analysis, graphical (diagrammatic)presentation, statistical application using
SPSS.
Unit-VI: Reporting Research
Structure of reports for differing readership, planning outline of report, editing for
accuracy and neatness, standard formats for referencing, footnotes and
bibliographies, preparing research abstract. Dissemination of research findings.

COURSE 6: WORK WITH COMMUNITIES: COMMUNITY
ORGANIZATION

Unit-I: Understanding Community
Concept of community- Sociological, cultural and social work perspective of
community. Types of community: Geographical and functional community- Urban
community- Rural community-Tribal community- Functions of community-
Deconstruction concept of communities: Dalit, Feminist and Racial connotation of
communities, community and identity-the process of community integration and
disintegration.

Unit- II: Community Organization as Practice Method
Definition of community organization: community mobilization, community
participation, outreache, working with groups; community welfare, community
development, community centres and services -Processes in community
organization- steps and processes- Approaches and Modes: directive vs. non-
directive, external agent and internal resource; and Rothmans Models of
community organization.

Unit-III: Strategies in Community Organization Practice and Role of
Community organization Practitioner
Role of community organization practitioner in community centres (the guide,-
enabler, expert and social therapist) and in Rothmans models- Community
Organization Practice in the context of various settings (Health, education,
residential institution, working with tribal, rural, urban and displaced population)-

Unit-IV: Strategies and Techniques
Strategies and Techniques in community organization: PRA and related
techniques, formation and capacity building of communitybased organization
CBOs, capacity building of-community level institutions (e.g. PRI), strategies for
capacity building of the- marginalized groups, committee formations, leadership
and cadre building and networking.

Unit-V: Skills required in community organization practice
Interaction skills, information gathering and assimilation skills, observation skills,
analytical skills, skills in listening and responding skills, organizing skills,
resource mobilization (external and internal )skills, conflict resolution skills-
Planning, monitoring and evaluation in community work.


COURSE 7: SOCIAL WORK IN INDIA

Unit-I: Development of social work in India
Pre British period- British period- social work in post independent period till date-
Development of social work education in India.

Unit-II: Perspectives of Social Work Practice in India
Ideological influences of social reform movements, advent of Missionary
(Serampory Missonaries-1785 onwards), Gandhian, Tilak, Gokhale, Karve,
Phule, Shahu, Ambedkar thoughts, Marxist perspective, Feminist perspective,
Subaltern perspective (Dalit and Adivasi) and Post- modernism influence-Social
movement and development perspectives- Dalit movements, Tribal movements,
Peasants movement, Working class movement, Naxalite movements, Womens
movements, Environment and Ecological, Movements of project affected
persons.

Unit-III: Community Development in India
Rural Development - concept, problem and issues. Rural Community-rural urban
differences and continuum-types of Indian Village, community concept and need
of rural community development-approaches of rural development-Community
Development Administration-Organizational set up and administration from
national to block level-Central rural development ministry and community
development agencies and district level rural development agencies and district
planning authorities-functions of block development officer and extension officer-
role of voluntary agencies in rural community development-Schemes for rural
community development IRDP,ITDP,TRYSEM,DWACRA-In depth study on
centre and state current programmes, specially Assam.

Unit-IV: Concept and Problem of Urban Community Definition
Classification, Characterization and theories of Urbanization, Slum-definition,
theories causes and characteristics, housing, deviant behaviour, corruption,
prostitution, beggary, sanitation, healthy congestion, pollution-Relevance of
social work practice in community development in North East India.

Unit-VIII Urban Development Programmes
Urban development policies, Town Planning and Related Legislations; Town
planning Acts; Land Acquisition Act, programmers; A very Brief idea on
IUDP,UBS; in Depth study on recent programmes: Swarna Jayathi Shahari
Rozgar Yozna; Development of women and children in Urban areas, Urban self-
employment Scheme; National Slum Development programmes; Urban Wage
Employment Programme, JNNURM.

COURSE 8: SOCIAL POLICIES AND INDIAN INDUSTRIES

Unit-I Industry and its impact
Industrialization in India and its impact on the workers - approach to deal with
human problems in industries.

Unit-II: Social Work & Indian Industries
Welfare, social security and related legislation for industrial workers in India-
Intra-mural & extra mural measures-agencies of Labour Welfare-special
characteristics and facilities, Statutory and Non-statutory Labour Welfare
provisions/facilities/ & programmes.

Unit-III: Health & Hygiene and Safety management
Industrial hygiene and occupational health, Health at work and at home, problem
of hygiene and industrial safety in the factory, mines, plantation, safety
management-policy & programmes, safety climate, role of safety officer-
Prevention of industrial accident, rehabilitation of the disabled and their families,
statutory role and responsibilities of industry in reporting accidents. Occupational
Hazards and Diseases: nature, types, hazardous industries, prevention and
remedial measures.

Unit-IV: Functions and tasks of social worker in the Industry
Relevant social work skills in working with other professional workers in industry.
Place and status of social worker in the organization-employees counseling,
rehabilitation of employees, CSR activities- Recent developments in social work
practice in industries.

Unit-V: Role of the social worker in treatment employees problem
Problem of maladjustment-ill health and occupational diseases-mental health-
disorder-relationship in work setting-indiscipline-chronic absenteeism,
alcoholism-indebtedness-housing family problem-problem of specific group etc.

SEMESTER III

COURSE 9: MEDICAL SOCIAL WORK

Unit-I: Concept of Medical Social Work
Aim, Objectives, Scope, Uses and Growth as a field of Study, Medical Social
Work.: A challenging issue- Social work perspective on health-Evolution of
Medical social work in USA, UK and India.

Unit-II: Concept of Health and Health Education
Definition Changing concept of health-Indicators of health-Methods of
Assessing health status-public health and community medicine-Public health
programmes in India-Legislation and Policies regarding health in India - Health
and law Concepts of health education : Objectives Planning of health
education Importance of school health education.

Unit-III: Medical Social Work in Hospitals
Organization and administration of medical social work department in hospitals-
Medical Social Work in relation to different disciplines in hospitals- Teamwork in
hospitals-Patients right in health care. Social work practice in health care: The
helping process on going phase and Ending phase.

Unit-IV: Communicable and Non-communicable Disease
Epidemiology of communicable diseases: communicable diseases-Transmission
of Infectious agents-Control measures. The Psycho Social Problems and the role
of medical social worker in dealing patients with communicable disease:
TUBERCULOSIS. Leprosy,AIDS, and Poliomyelitis. Non-communicable disease-
meaning-Epidemiology- The Psycho Social Problem and the role of medical
social worker indealing patients with non-communicable disease: Cancer
Cardiovascular disease, Psychosomatic diseases, Hypertension, Asthma,
diabetes, Alzheimers disease, Parkinsons disease, Senile dementia -Physically
Challenged- spasticity.

Unit V: Role of Medical Social Worker in different settings
Medical Social Work practice in different settings-hospitals, out patient
department, emergency, Specialized Clinics, Community Health centres -
Hospice and Rehabilitation Centre. Problems encountered by medical social
workers in the field- Schools for the physically and mentally challenged.


COURSE10: PSYCHIATRIC SOCIAL WORK

Unit-I: Mental Health
Meaning and concept-Statistical, Psychological and cultural approaches- mental
illness and mental health- manifestation of mental health mental health and
adjustment, frustration and conflicts- Characteristics of mentally health individual
identification of mentally unhealthy individual-relevance of Defense mechanisms
to mental health-Different types of mental illness

Unit II: Social Work Perspective in Mental Health
Need and Scope of social work methods in the mental health programmes.
Application of social casework group work community organization problems
and prospects of these primary methods in the mental health in India- Present
practice of psychiatric social work in various clinical settings (Mental health
institutions, psychiatric departments in general hospitals, day care centres, half
way homes, child guidance clinics).

Unit-III: Counselling-I
Definition characteristics of counselling- Evolution of counselling- Foundations
of counselling-philosophical foundations- Sociological foundation-Psychological
foundations. Counselling as a process: Outcome Goals of Counselling-Stages of
the counselling process - Counselling techniques. Counselling in special situation
(family counselling, Alcoholic, Drug, Crisis, premarital and career counselling).

Unit-IV Counselling II
Theories of Counselling: psychodynamic counselling. (Sigmund Freud and
Adler.) Humanistic Counselling: person centered counselling (Carl Rogers)-
Transactional Analysis (Eric Berne)- Behavioral Counselling-rational Emotive
behavioral counselling (Albert Ellis). Eclectic and Integrative counselling:
Multimodal counselling. (Arnold Lazarus).

Unit-V: Community Mental Health
The Mental Hygiene movement-Scope of community-Mental health primary
prevention community mental health education-Community Mental Health
Programmes in India- Mental health act-Forensic psychiatry, community mental
health programmes.


COURSE 11: SOCIAL ACTION AS A METHOD OF SOCIAL WORK
AND NGOs


Unit-I: Social Action as a method
Definition and meaning of Social Action Social work and Social action-Typology
of social action Scope of social action-Different forms of protest- Various
contributions to the theory of social action.

Unit-II: Social Movements
Definition and meaning of social movements. Social Movements and
associations-social movement and social change. Norms of social movements.
Structure of social movements - Strategies of social action from various social
movements.

Unit-III: Advocacy
Concept of advocacy as a tool Strategies for advocacy, use of media and
public opinion and public building in advocacy.

Unit-IV: Role of pressure Groups & NGOS
Role of voluntary and governmental Organizations in social welfare. Voluntary
organizations-NGO; Meaning and its functions, types of NGOs- Promotion and
formation of NGOs- Management of the NGOs- General Body, Executive
Committee; Roles and functions- Financial Management: Sources of finance-
Governmental and Non-Governmental; Methods of resource mobilization.
Corporate Social Responsibility.(CSR)

Unit-V: NGOs- its history, philosophy and administration
History and Philosophy of Voluntary Organizations in India. Procedure to start an
NGO, various Acts governing NGOs. Code of Ethics of NGO, NGO
administration, and Fund raising methods. Planning, Organizing, Staffing,
Training, Coordinating, Monitoring, Evaluation and Public Relations.

Unit-VI: Strategies and Role of NGO in State, National, International
development
Strategies in Rural, Urban, Tribal and other settings. Role of Social workers in
NGO, s-administration, monitoring and evaluation of programs - Health, poverty
alleviation, awareness generation, research and policy advocacy-current status
of NGO in India and abroad-need for enlighting NGO- interaction between
educational institutions and NGOs-relevance of social work profession.





COURSE 12: SOCIAL POLICY AND SOCIAL PLANNING AND
LEGISLATION


Unit-I: Introduction
Need for social policy-objective of social policy-social policy and economic policy-
their relationship, Indian Constitution and Social Policy-Fundamental rights-
Directive Principles of State policy- - Historical perspectives of Social policy in
India- Sectoral social policies with reference to Health- social welfare-education,
women & environment.

Unit-II: Social Policy Formulation
Approaches to social policy-Unified social policy-Integrated and sectoral-Social
policy formulation-role of interest groups-role of professional social workers.

Unit-III: Social and Economic Planning in India
Social policy and social development-meaning of planning-kinds of planning-
Development planning-planning process- Federalism and Planning process-
Planning Commission-Centre state relation in planning- Panchayati raj and
planning.

Unit-IV: Social Legislation and social Justice
Objectives-social legislation as an instrument of social change-social legislation
in India-Meaning of social justice - delegated and subordinate legislation-
Subordinate legislation in India-an overview-social legislation for prevention if
crime.

Unit-V: Social Security
Nature of social security social assistance-social insurance-social security in
India.

SEMESTER IV

COURSE 13: HUMAN DEVELOPMENT AND SOCIAL
PSYCHOLOGY

Unit: I: Basic concepts
Introduction to Psychology Concept of Human Behaviour Various definitions
of Psychology Science of mind, behaviour, consciousness, subconscious
processes and motivation - Importance and need of psychology in social work.

Unit II: Personality
Definition of Personality, Personality structure-id, ego, and super ego. Types of
personality- Introvert, Extrovert. Factors influencing personality development.

Unit III: Human Development
Principles of growth and Development Role of heredity and environment on
human development Theories of Human Development (Adlers theory).

Unit IV: Social behaviour and attitudes
Definition and meaning of behaviour, attitudes, formation of attitudes and
behaviour, attitude change; Determinants of behaviour: Interest, norms and
values, perception, ability and learning, personality, habits, wishes and ideas.

Unit V: Areas of Human Development
Social, emotional, cognitive and physical Stages of Life Span Approach from
conception to old age, Characteristics, needs.

Unit VI: Maladjustment
Concept of adjustment and Maladjustment Behavioral problems of children.

COURSE 14: SOCIAL WELFARE ADMINISTRATION

Unit I: Social Welfare Administration
Basic concepts scope, principles, public administration and social welfare
administration as a method of social work.

Unit II: Public Welfare Programmes & Administration
State civil society & Market- Governments responsibility in promoting well being
and social development for all-welfare of disadvantaged and marginalized group.

Unit III: Basic administration process
Planning- Organization staffing-allocation of responsibilities-organizational
communication-decision making- coordination- impact assessment
communication-monitoring-evaluation-public relations and networking.

Unit IV: Financial Management & Social Welfare Organization
Fund raising practice-community resource mobilization-grant in aid from state
and central government & others-rukles regarding investment-preparation of
annual budget-accounting and auditing-record maintainance.

Unit-V: Change, Conflict Management
Organization change-conflict and innovation concept and definition-factors that
hinder change-theories of organizational change-management of inter group,
interpersonal conflicts-creativity and innovation.

Unit VI: Social welfare administration at various levels
Social welfare at the centre- State and local level-administrative organization-
activities and various social welfare schemes.



COURSE 15: TRIBAL SOCIAL SYSTEM

Unit I: Tribe
Definition and concept of tribe Characteristics demographic and geographic
distribution of tribes in India Major tribes of NE India Women status in tribal
society.

Unit II: Society and Organisation
Nature, structure and characteristics of tribal village family, marriage and
kinship and clan organisation of tribal society component of tribal culture
(customs, folkways, mores) nature and change in tribal culture.

Unit III: Economic and Political system
Tribal economy Tribal Power Structure.

Unit IV: Problems of tribal society
Society problems (major causes and challenges of tribal society) Economic
problems Political problems.


COURSE 16: FIELD WORK AND DISSERTATION








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