Course

Unit 1

Child Rights and Child Protection – Concept of child rights, importance, History of child rights and human rights. Understanding rights to survival, protection, development, and participation.Child rights in Indian Constitution, Indian Laws, policies and schemes related to children., Situational analysis of underprivileged children. Child Care & Protection – Concept, Need, Relevance & Importance. Role of families in Child Rearing, Change in Families and its Impact on Children, Institutional services for children, Boards and competent authorities established under legislation (e.g., CWC, JJB, DCPU, NCPCR, SCPCR, etc.). Role of Civil Society and Social Workers in the area of Child Care and Protection.

Unit 2

Introduction to Physical and Mental Health. Health – Definition, Indicators of health; Health challenges in India; Determinants of health; Social determinants of health; Theories of disease causation, Community Based health promotion and health education. Mental Health, Mental Illness, Causes and Features of mental illness; Neurosis and Psychosis, Trans-Cultural Psychiatry,Trauma informed care. Role of Social Worker in Physical and Mental Health Settings.

Unit 3

Disaster Management: Nature of Hazards and Disasters – Understanding the Concept and Definitions of Disaster, Hazard, Vulnerability, Risk, Resilience, Capacity, Mitigation Impact of Disasters, Relationship between disasters, vulnerability and development: Factors influencing Vulnerability – Understanding vulnerability. Vulnerability reduction. Frameworks to understand vulnerability: The double structure of Vulnerability – capacity and Vulnerability Analysis – The Pressure and Release Model – The Access Model – The Sustainable Livelihood Approach – The BBC Framework. Role of international agencies Global initiatives, National and regional level organizations, NDMA, SDMA, CBOs and other local level mechanisms. The Disaster Management Act and Code.

Unit 4

Introduction to Gender and Social Work. Introduction to Sex and Gender – Difference of Sex and Gender – Definitions of Gender roles – Gender Equality – Gender Parity – Gender Equity – Gender Mainstreaming – Gender norms – Gender stereotypes Gender Rights, Gender Justice. Introduction to Gender Based Violence –Types of GBV Violence against children & Violence against women & Men-Introduction to Gender Analysis.

Unit 5

Communication forSocial and Behavioral Change: Early theories and models of development, Contemporary theories of development, Human rights-based approach to development, Approaches to development in India, Communication for development: Theories, models and debates ,C4D theories. Communication for development in India- Print media, Audio-visual media, Community media & Digital media. Communication approaches-Advocacy, Social marketing, Media campaigns, Entertainment education, Peer education.

Text Books / References

Textbooks:

1. Chopra, G. (2016) Child rights in India: Challenges and social action. SPRINGER, India, Private.
2. Bajpai, A. (2017) Child rights in India: Law, policy, and Practice. New Delhi: Oxford University Press.
3. Berrick, J.D., Gilbert, N., and Skivenes, M. (2023). The Oxford Handbook of Child Protection Systems. New York: Oxford University Press. Child in Need of Special Protection, East Asia and the Pacific, A UNICEF perspective.
4. Puri, S. (2021a) Children in India: Opportunities and challenges. New York: Nova Science
5. To comprehend and differentiate the major classification systems for mental disorders (ICD-11, DSM-5, TR). 
6. To acquire detailed knowledge of the signs, symptoms, and multidisciplinary treatment of common and other mental disorders across the lifespan. 
7. To learn the principles and methods of psychosocial intervention and management at individual, group, family, and community levels. 
8. Altbach, P. G. (1993). The dilemma of change in Indian higher education. Higher Education, 26(1), 3-20
9. Campbell, Catherine and Scott, Kerry. 2012. Community health and social mobilization. In Obregon, Rafael and Waisbord, Silvio, Editors, The Handbook of Global Health Communication.
10. Wiley-Blackwell. Mayoux, Linda. 2005. Participatory action learning system (PALS): Impact assessment for civil society development and grassroots-based advocacy in Anandi, India, Journal of International Development 17 (2): 211-242
11. Prabhas C.Sinha, Disaster Vulnerabilities and Risks, Trends, Concepts, Classification & Approaches, SBS Publishers 2007. (1-22,122-149)
12. John Birkmann, United Nations University Press, Japan 2006 Measuring vulnerability to Natural disasters- Towards disaster resilience societies (1 to 198)
13. Sundar & T. Sezhiya, Disaster Management, Sarup & Sons Publishers, New Delhi, 2007 (153-178).
14. Cardoso, F. H. and E. Faletto. 1979. Dependency and Development in Latin America. Berkeley, CA: University of California Press
15. Gibson Timothy A. 2010. The Limits of Media Advocacy, Communication, Culture & Critique 3 (1):44- 65.
16. Edwards, Bob and John D. McCarthy 2004. “Resources and Social Movement Mobilization”. In Snow, Soule, and Kriesi, The Blackwell Companion to Social Movements, 116-152 Oxford: Blackwell.
17. Balatchandirane, G. (2003). Gender discrimination in education and economic development: A study of South Korea, China and India. International Studies, 40(4), 349- 378.
18. Heslop, L. (2014). Understanding India: The future of higher education and opportunities for international cooperation. British Council
19. Singal, N. (2006). Inclusive education in India: International concept, national interpretation. International Journal of Disability, Development and Education, 53(3), 351-369.
20. Vilanilam, John V. 2005. Mass communication in India: a sociological perspective.

Suggested Readings:

1. The convention on the rights of the child: The children’s version (no date) UNICEF. Available at: https://www.unicef.org/child-rights-convention/convention-text-childrens-version.
2. Center for child rights law (no date) Why should we care for children. Available at: https://ccl.nls.ac.in/wp- content/uploads/2021/11/9.-Why-should-we-care-a-guide-for-india-civil-service-officers.pdf.
3. Blaikie, Piers et al, At Risk: Natural Hazards, People’s Vulnerabilities and Disasters, London, Routledge and Kegan, Paul, 1994.
4. Bankoff, G., Hilhorst. D. and Frerks. G, Mapping Vulnerability: Disasters, Development and People, James & James/ Earthscan, 2004.
5. Disaster Management: A status report, Government. of India, 2005
6. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response http://www.sphereproject.org/handbook/
7. Disaster Management in India, Ministry of Home Affairs, Government of India, 2011
8. Sendai Framework for Disaster Risk Reduction, 2015-30, http://www.unisdr.org/we/coordinate/sendai- framework.
9. Gupta, B., & Dubey, S. (2019). Contemporary Issues and Challenges in the Indian Education System. International Journal of Engineering and Management Research (IJEMR), 9(1), 190-194.

The objective of this course is to introduce students to the definition of a child, different perspectives on childhood, Parenting, behavior problems, vulnerable children and the role of the State, especially the legislative and administrative systems for child protection. In order to build a context for this vast set of knowledge and skills, this paper offers information about the concepts of needs and rights and an overview of the State systems, the Indian Constitution, child rights principles, and different national and international instruments to ensure the rights of the child.

Course Objectives:

1. Understand the foundational concepts of child rights, child protection systems, and the vulnerabilities faced by children in various contexts.
2. Gain conceptual clarity on physical and mental health, determinants of health, theories of disease causation, and the role of social workers in health-care settings.
3. Develop an understanding of disaster, hazard, vulnerability, resilience, and frameworks of disaster management, along with the roles of national and international agencies.
4. Understand key concepts of gender, gender justice, gender-based violence, and gender analysis in the context of social work.
5. Learn theories and approaches of communication for development and social behaviour change, with applications across various media platforms.

Course Outcome:

1. Explain the concepts of child rights, child protection systems, and the vulnerabilities of children in India.
2. Describe physical and mental health concepts, determinants, illnesses, and the role of social workers in health settings.
3. Analyse disaster-related concepts such as hazard, vulnerability, risk, resilience, and evaluate disaster management frameworks and institutional mechanisms.
4. Demonstrate an understanding of gender, gender norms, gender-based violence, and apply gender analysis within social work practice.
5. Apply communication for development theories and approaches to design strategies for social and behavioural change.

CO-PO Mapping: (Course Outcome and Program Outcome Mapping)