IGNOU MSW 005 Solved Assignment 2022-23 , MSW 005 Social Work Practicum and Supervision Solved Assignment 2022-23 Download Free : MSW 005 Solved Assignment 2022-23 , IGNOU MSW 005 Assignment 2022-23, MSW 005 Assignment 2022-23 , MSW 005 Assignment , MSW 005 Social Work Practicum and Supervision Solved Assignment 2022-23 Download Free IGNOU Assignments 2022-23- MASTER DEGREE IN SOCIAL WORK Assignment 2022-23 Gandhi National Open University had recently uploaded the assignments of the present session for MASTER DEGREE IN SOCIAL WORK Programme for the year 2022-23. MSW course or Master of Social Work is a post-graduation course majoring in the field of social work. MSW course is imparted with a two-year duration, which is typically divided into four semesters. Aspirants can pursue MSW courses after completing a Bachelor degree in the relevant field. A career in social work is all about giving and helping others in need. From various NGOs (non-government organizations) across the nation to social development, a Master of Social Work (MSW) course provides comprehensive knowledge about the work put into the development of humanity and social welfare. Students are recommended to download their Assignments from this webpage itself. IGNOU solved assignment 2022-23 ignou dece solved assignment 2022-23 ignou ma sociology assignment 2022-23 meg 10 solved assignment 2022-23 ts 6 solved assignment 2022-23 , meg solved assignment 2022-23 .
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IGNOU MSW 005 Solved Assignment 2022-23
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Important Note – IGNOU MSW 005 Solved Assignment 2022-23. You may be aware that you need to submit your assignments before you can appear for the Term End Exams. Please remember to keep a copy of your completed assignment, just in case the one you submitted is lost in transit.
Submission Date :
- 31st March 2033 (if enrolled in the July 2033 Session)
- 30th Sept, 2033 (if enrolled in the January 2033 session).
Answer all the five questions.
All questions carry equal marks.
Answers to question no. 1 and 2 should not exceed 600 words each.
Q.1. Discuss the significance of supportive supervision in field work practicum I open an distance learning mode.
OR
Explain the importance of code of ethics in social work practicum.
Introduction
Supervision of field work is an integral component in social work education. As field work is the core in social work training, similarly field work supervision is the core of effective field work practice. Supervision literally means “to oversee”. It is an interactive process between the supervisor and the supervisee and the effectiveness of supervision is highly dependent on the quality of relationship between the supervisor and supervisee (Cohen and Laufer, 1999). In conventional mode of teaching, the face-to-face component of supervision is common. However, this aspect becomes a challenge when social work is offered through the open and distance learning (ODL) mode.
Globally many universities like Florida State University (USA), Charles Sturt University, Australia, Cleveland State University and the University of Akron offer social work programmes through ODL. In ODL, since the supervisors and learners are at a distance, many of these universities have adopted the use of information and communication technology (ICT). For instance, at Florida State University, the learners are given online instruction by the faculty members and are helped during their internship by local field advisors. At Charles Sturt University, the programme is offered at distance by the use of ICT through the regional centres of the university. The learners are supervised by the university staff, and, where possible, the university contracts out field visits to local universities or senior social workers. Cleveland State University and the University of Akron, jointly offer social work programmes in the distance mode. The supervision of field practicum is done by the faculty, while administration is handled by field education coordinators at each site (Aara, 2012).
In India, the School of Social Work (SOSW) at Indira Gandhi National Open University (IGNOU) offers social work programmes (BSW, MSW and MSW Counselling) through the ODL mode. The SOSW was established on 16 August 2007 with the approval of the President of India (Thomas, 2015). The School aims to provide quality education in the areas of social work, family studies and tribal studies. The School is currently offering eight programmes of study in social work leading to various certificate, diploma and degree programmes. It started with offering bachelor degree in social work in 2004. Currently MSW and MSW (Counselling) courses are also offered through ODL. On an average, over 30,000 students currently pursue these programmes from within India and 12 countries from India’s neighbourhood and African continent. The School is the first in India in offering social work in ODL system and to take social work education to all the states and union territories in the country. It is the first school to have developed high-quality self-instructional material indigenously (www.ignou.ac.in/ignou/aboutignou/school/sosw/introduction). Apart from reaching the unreached, IGNOU has developed indigenous literature on social work.
Especially for field work supervision, a separate course titled, “Social Work Practicum and Supervision” at the MSW level is offered, and a “Practitioners Guide” for the field work supervisors (FWS) is provided. The social work programmes are offered through regional centres located in various states in the country. During application to a particular programme of study, students can choose the regional centre of their choice. The regional centre allots a study centre, operational under it and where the respective social work programme is activated. For field work practicum, study centres allot FWS to the students under whose guidance students complete the field work. The minimum qualification of an FWS is master’s degree in social work. Supervisors are approved by the faculty of SOSW.
This paper presents the mechanism of field work supervision offered to the learners registered for social work programmes at IGNOU. It critically analyses the achievements and best practices adopted by IGNOU to provide effective field work supervision to the learners. Finally, the paper explains the challenges of field work supervision in ODL mode and offers recommendations for effective field work supervision.
Review of literature
Field work supervision is an integral component in social work education. The term supervision has derived from the Latin words – “super” meaning “over” and “vision” meaning “to see”. Thus the word supervision means “to oversee” (Fehmerling, 2013 as cited in Magnussen, 2018). A definition given by Itzhaky (2000) explains supervision as a helping process in which a skilled person (supervisor) helps a less skilled person (supervisee) with ideas and theoretical knowledge with the practice of which clients are enabled to receive highest quality service (Karpetis, 2010). Internationally, several official reports, journal articles and practice texts emphasize the importance of supervision in professional social work practice (O’Donoghue, 2015).
Field work with some supervision and guidance was the only source of learning during the training of apprenticeship offered by the Charity Organization Society (Kadushin and Harkness, 2002; Tsui, 2005). The origin of supervision is traced back to late nineteenth century in the USA in voluntary organizations (Magnussen, 2018). During this period, supervision was more of a “apprenticeship” where more experienced supervisors trained new, less experienced volunteers (Fehmerling, 2013 as cited in Magnussen, 2018). Throughout the first half of twentieth century, the concept of supervision expanded to welfare programmes serving both as an internal control measure for public sector social workers and as a criteria for professional growth (Byriel and Damgaard, 1999; Fehmerling, 2013 as cited in Magnussen, 2018). During the 1960s and 1970s, supervision became more of a supportive nature including psychological, treatment oriented understanding (Fehmerling, 2013 as cited in Magnussen, 2018). Presently supervision is firmly established in social work practice.
Field learning through social work practicum enables students to develop specific skills using individual approaches and socio cultural learning approaches (Papouli, 2014). Senge (1990) explains the process of adult learning in social work placements. Sandy Sieminski and Janet Seden (2011) explain how student overcome barriers during field work training and gain confidence. The student-centred teaching methods in social work education, namely, role play, case studies, group exercises and personal reflective activities enable them to draw on their own experiences and integrate them with the insights of others. The component of research dissertation in social work discipline helps in developing analytical problem solving and skills for conducting independent research (Offat and Zvidzai, 2013).
However, learning in social work practice is only effective if it is done under supervision. The outcome of the social work practice depends on how well the supervisor initiates the dialogue and the supervisee receives the supervision (Schulman, 2005). The relationship between a supervisor and supervisee has been termed as a “working alliance” (Mackrill, 2011 cited in Magnussen, 2018) and a “working relationship” based on rapport, trust and caring (Schulman, 2005 cited in Magnussen, 2018).
Magnussen (2018) mentions that the literature on supervision mostly comprises of understanding ontology and epistemology of supervision, theoretical insights on good practice of supervision to achieve best results and methodology books based on authors experiences. In international literature, the purpose of supervision has been accepted to support social workers, and to develop and govern social work (Magnussen, 2018).
Field work supervision in the ODL mode can face several challenges. The findings from a study conducted by Chen et al. (2018) highlight lack of designated time for supervision. Also a clear structure and formal supervision specifying “when, where, who and how much” are missing. A lack of professional supervision highlighting the importance of social work perspective in problem solving, task planning and implementation is also highlighted (Chen et al., 2018). Lack of effective field work practice and supervision leads to lack of competency in doing work in the field (Dash and Botcha, 2018). Other issues related to field work supervision are allocation of supervisors, less qualified supervisors (Bukaliya, 2012), the quality and frequency of feedback (Heeralal, 2015) and students not consulting regularly (Mafa and Mapolisa, 2012).
Methodology adopted to conduct the study
The study adopted a qualitative research methodology where content analysis and case study methods were adopted. Content analysis of programme guides and all field work practicum journals of BSW, MSW, MSWC programmes of IGNOU was conducted. Data were analysed using coding categories, which were derived directly from the text data. Table I shows the number of books used for content analysis.
In order to understand the importance of supervision in field work and challenges faced by students during field work, ten case studies of students were conducted during field work practicum workshops organized at ten different regional centres across the country, namely, Srinagar, Patna, Siliguri, Chennai, Bhopal, Jabalpur, Ranchi, Imphal, Kochin and Bhubaneswar.
Findings
Field work practicum in social work education through ODL at IGNOU
Field work is an integral part in the BSW, MSW and MSW (Counselling) programmes offered by SOSW at IGNOU. Field work practicum comprises of 40–50 per cent of the total weightage in all the programmes of study in social work. IGNOU has gone beyond the minimum standard of 33–40 per cent as per the criteria of University Grants Commission (Dash and Botcha, 2018; Thomas, 2015). Each student is provided with a field work practicum journal where he/she needs to record his learnings/activities during field work. The student is required to read the instructions given in the journal before proceeding to write the journal. Nevertheless, it is mandatory for every student to be guided by a professional qualified supervisor having post-graduation in social work.
BSW programme is a three year programme. However, a student in ODL may complete BSW within three to six years. In total, 25 days of field work is mandatory in each of the three years in BSW programme. In ODL, a student in MSW programme may complete the programme within two to five years. In total, 45 days of field work is essential every year in MSW programme. In MSW (C), in the first year, a student has to do 45 days of concurrent field work and 30 days of block placement, and in the second year, one has to complete 45 days of concurrent field work and 30 days of internship.
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2. Describe any two models of social work practicum.
OR
Explain the competencies required in social work practicum with suitable example.
The following list of social work theories includes some of the most widely referenced theories used in social work.
1. Social learning theory
Social learning theory, which is also known as social cognitive theory, was developed by psychologist Albert Bandura.External link:open_in_new This theory posits that learning occurs by observing others and modeling their behavior.
In order for social learning to occur, a person must want to emulate the person they’re watching. The individual pays close attention to the action and retains the action in memory. Then, the individual must experience a situation where the behavior can be repeated and must be motivated to repeat the behavior.
Social learning theory relates to social work because social workers may want to understand how role models affect the behaviors and moods in those they work with. Social learning theory can also help social workers form intervention strategies that use positive modeling and reinforcement to create new positive behaviors in their clients.
2. Systems theory
Systems theory proposes that people are products of complex systems, rather than individuals who act in isolation. In this theory, behavior is influenced by a variety of factors that work together as a system. These factors include family, friends, social settings, religious structure, economic class and home environment, which can all influence how individuals act and think.
Systems theory can be used to treat issuesExternal link:open_in_new like eating disorders, depression, bipolar disorder, anxiety, school trauma and risky behavior. In ecological systems theory, individuals are observed in multiple environments so that behavior is fully understood. Family systems theory examines the family as a social system influencing behavior and thoughts.
Social workers using systems theory will work to understand how their clients are influenced by the systems they’re a part of. Social workers then identify where systemic breakdowns are affecting behavior.
Psychosocial development theory was introduced by German psychoanalyst Erik Erikson, who believed personality develops in a series of stages. Erikson created an eight-stage theory of psychosocial developmentExternal link:open_in_new. According to the theory, the eight stages of development that people pass through in life are:
- Trust versus mistrust
- Autonomy versus shame and doubt
- Initiative versus guilt
- Industry versus inferiority
- Identity versus confusion
- Intimacy versus isolation
- Generativity versus stagnation
- Integrity versus despair
In psychosocial development theory, humans are believed to go through these stages as they age. Psychosocial development theory can influence social workers, who can look at what stage of development their clients are going through and use the theory to better understand the challenges their clients are experiencing during certain stages of psychosocial development.
4. Psychodynamic theory
Psychodynamic theory was introduced by the founder of psychoanalysis, Sigmund Freud. This theory is founded on the idea that humans are biologically driven to seek gratification. The theory states that people do this based on processes that have developed outside of conscious awareness, with origins in childhood experiences. This drive influences everyday behavior, leading to actions like aggression, sex and self-preservation.
In social work, psychodynamic theory can help to explain the internal processesExternal link:open_in_new individuals use to guide their behavior, some of which may be unconsciously motivated. Social workers may also examine how early childhood experiences have played a role in influencing their clients’ behavior today.
5. Social exchange theory
Social exchange theory originates with Austrian sociologist George Homans. It says that relationships are based on cost-benefit analysis. Each person seeks to maximize their benefits and is expected to reciprocate for the benefits they’ve received. When risks outweigh potential rewards, relationships may be abandoned. When one person in a relationship has greater personal resources than another, that person is predicted to have greater power as well.
Social workers can use social exchange theory to understand the relationships their clients haveExternal link:open_in_new with others and why they continue to maintain certain relationships or abandon them.
Social exchange theory can also be applied to the techniques social workers use to connect with their clients. Social exchange theory can influence how social workers position the social worker-client relationship as one that benefits their clients.
6. Rational choice theory
Rational choice theory helps explain why people make the choices they do, as people weigh risks, costs and benefits before making decisions. This theory says that all choices are rational because people calculate the costs and benefits before making a decision. Even when a choice seems irrational, there was reasoning behind it.
This theory can help social workers understand the decision-making processes and motivations of their clients. Using rational choice theory, social workers can examine how their clients make decisionsExternal link:open_in_new based on their rational preferences.
6 Practice Models in Social Work
Social work practice models are ways social workers can implement theories in their practice. Just like a social worker may use various theories to guide their interventions, social workers may also use various practice models depending on the problems their clients encounter.
1. Cognitive behavioral therapy
Cognitive behavioral therapyExternal link:open_in_new focuses on how thoughts and feelings influence behaviors, as well as how self-destructive behaviors can lead to psychological problems. Social workers using cognitive behavioral therapy methods help clients identify self-destructive thoughts and behaviors that influence negative emotions and behaviors.
Cognitive behavioral therapy is often used with individuals who are experiencing mental health issues, mental illness or depression resulting from crisis or trauma. Social workers using cognitive behavioral therapy help their clients eliminate destructive thoughts and behaviors and prevent negative outcomes from them.
2. Crisis intervention model
The crisis intervention model is used for clients who are experiencing crisis and trauma, such as victims of domestic violence, and for clients who require intervention to prevent physical harm or suicide. Albert R. Roberts, PhD, and Allen J. Ottens, PhD, developed a seven-stage crisis intervention modelExternal link:open_in_new with the following stages:
- Take a psychosocial and lethality assessment.
- Rapidly establish rapport.
- Identify the major crisis cause(s).
- Enable the client to express their feelings and emotions.
- Generate and explore safe alternatives for coping.
- Create an action plan.
- Follow up after the intervention.
This social work model is commonly used for clients who are experiencing thoughts of suicide or self-harm or who have undergone an acute crisis, like rape or violence.
3. Narrative therapy
Narrative therapyExternal link:open_in_new is the process of removing an individual from their problem(s) and helping the individual to see that they have the power to change their life story, also known as the narrative. Narrative therapy helps individuals realize that they are not their problems, but that they’re separate from them and can fix them when they view the narrative from an outside perspective.
Using narrative therapy, a social worker would help an individual to create a new narrative with different positive actions. The social worker helps an individual understand how the broader context is contributing to their narrative, so they can be aware of things to avoid and ways to tackle their problems.
4. Problem-solving model
The problem-solving model External link:open_in_new was created by Helen Harris Perlman, a social worker and author of “Social Casework: A Problem-solving Process.” With the problem-solving model, a social worker helps an individual identify a problem, create an action plan to solve it and implement the solution. Together, the social worker and individual discuss the effectiveness of the problem-solving strategy and adjust it as necessary.
The problem-solving model enables the social worker and individual to focus on one concrete problem at a time. Perlman argued that this method is effective because long-term psychotherapy isn’t always necessary and can hinder an individual’s progress.
5. Solution-focused therapy
Solution-focused therapy involves the social worker and client identifying a problem and creating a solution based on the individual’s strengths. It’s a short-term practice model that focuses on helping clients to cope with challenges using specific behaviors. Instead of focusing on changing who a client is, solution-focused therapy concerns changing a client’s actions in certain situations to achieve more favorable outcomes.
In solution-focused therapy, the social worker and the client work together to devise solutions. This gives the client the opportunity to play an essential role in the positive changes they’re going to make and helps them to implement those changes since they had a role in suggesting them.
6. Task-centered practice
With task-centered practice, a social worker breaks down a problem into manageable tasks. The individual has deadlines to complete the tasks and agrees to meet them. Task-centered practice is a goal-setting form of social work that helps individuals make constant gains toward improving their lives.
Task-centered practice is a form of social work brief therapy, that provides time-limited treatments to move individuals closer to success as they complete tasks. Instead of focusing on the past, social workers using task-centered practice focus on the present and how the work individuals do on certain tasks will positively impact their future.
3)Answer any two of the following questions in about 300 words each:
a) What are the problems faced by social work trainees undergoing field work practicum?
b) Explain the components of field practicum in IGNOU model.
c) Discuss the services for children in need of care and protection.
d) Why communication skills is essential for social workers? Explain.
4) Answer any four of the following questions in about 150 words each:
a) What are the areas of practice in correctional social work?
b) Explain different styles of supervision.
c) What are the objectives of field work?
d) List the guidelines for in-service placements in an organization.
e) What are the common stressors that lead to burnout?
f) Differentiate between basic research and evaluation.
5) Write short notes on any five of the following questions in about 100 words each:
a) Role of donor agencies
b) Social welfare administration
c) Lifelong learning
d) Nonverbal communication
e) Client social worker relationship
f) School social worker
g) Individual conference
h) Qualities of a supervisor
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