March 2013 -SKH cover Page

Editorial-Dr. R. Shivappa

The word ‘development’ was used for many years to explain or refer to economic development. After M. K Gandhi defined a simple development formula viz. Economic Development - Social Development = No Development (ED-SD=ND) Economic Development + Social Development = Development (ED+SD=D).

Now, the concept of social development is different from economic development arouse out of many discussions on community development at regional, national and international levels. The schools of social work have also defined social development as trained social work professionals got hands on experiences from time to time in working with different developmental projects starting from community development programme of 1952.  Social work itself was traditionally relief and rehabilitation oriented and focussed on the especially vulnerable sections of the society.

Today social work professionals are having better clarity on the concept of social development. The concept of social development is also understood as social security measures in terms of society’s health except national security.  The concept of Social development is inclusive of economic development.  Social development is an integrated view of the scope of development which should embrace development in all its varied facets. Social development means something more than merely socio-economic, political and environmental development.

National development plans provide for economic, physical, infrastructural, educational, health and welfare targets of growth or expansion. Social development planning requires the perception and delineation of the nature of inter-relationships between the different institutions and sectors. Thus, social development is an integrative concept and this integration depends upon a clear emancipation of the values and the type of society toward which planning is to be undertaken.

The social change required for achieving social development implies, and is sustained by a change in the dominant social values. These should be based on rational, secular and egalitarian system of values instead of casteism, racial, religious narrow-mindedness.  The acceptance of these values has implications for all policies and programmes of growth and development.

The goal of Social Development should be to create a new society where living conditions of people are improved, removal of tribal-rural-urban and regional imbalance and meeting the basic needs of the people at all levels – especially poorest and deprived segment of the society. To achieve the above, economic development is essential, rural development is an integral part of social development. Budgetary provisions should be made equally for both rural urban, offcourse not to desert the tribes and their development.

Social development should include programmes for universal literacy or primary education, comprehensive health measures – facilities for housing; also include population policy and family planning. Social development implies a substantial investment in social services and preservation of ecological balance too. People’s participation is the key and need of the day – this requires real decentralization of power, especially financial and administrative power at lower tier of panchaythi raj.

Participation in the context of development has two distinct interpretations. They are; a) participation as an input to development; and b). as a means of empowering the rural poor to play an effective role in rural development. Thus, participation is recognised as an intrinsic part of the process of development rather than merely facilitator. Dr. D. Srinivasa Reddy’s article discusses the importance & process of people’s participation, different stages in the process of people’s participation, and various factors affecting people’s participation in the context of development process.

Dr. Gangadhar Sonar discusses in his paper on women, their challenges and the role of social workers in the light of present development paradigm. Systematically, status of women has been undermined in our society. Now, everyone talks, writes on the issue of women empowerment. The concern shown and relevance discussed in the article is of great importance today and near future too.

Dr. R. Bhaskar discusses the issue of Juvenile delinquency. Juvenile delinquency is a global issue which is a serious issue of concern. There is no exception in case of juvenile delinquents presence either in developed nations, developing or under developed nations. This is a major issue of social concern which affects the very basis of our society. Social Problems that exist in our society like wrecked families, illiteracy, unemployment, alcoholism leads to emergence of Juvenile delinquency. These children are future citizens of the country thus it becomes very important to reform them so that they become valuable citizens. These children are either homeless, runaway and have no one to take care of. Thus it is very important to intervene with them so as to bring them up as good citizens.

A study done on Decentralisation of Power- Panchayathi Raj Sytem by Denmark resident Ms. Rekha Das (native of Karnataka) has been included here which is of great relevance. Other relevant articles are included here which would be of interest to understand the theme of social development and its different dimensions.

I am sure that this issue would be an important source of information for all those interested in social development especially social work professionals and students.

                                                                        

Dr. R. Shivappa                                                                                                                      Associate Professor and Chairman

Department of Studies in Social Work

University of Mysore, Manasagangothri,

Mysore-570 006

E-mail - shivappar@gmail.com

Cell Phone:  94481 84914

Karnataka NGO’s Directory

Karnataka NGO’s Directory

Compiled by M.H Ramesh,Ponnswammy N 
 Niruta publications,
 Bengaluru 2012, 
Price: Rs.750

1. 

After more than a year’s painstaking work and persistence, this Directory has been published. It contains information about NGO’s in Karnataka, such as name, address, contact person with phone number, the objectives of the NGO, and the services provided by them. Not all the NGO’s cooperated by the information especially about the types of services provided.

It is possible to generate more information about the NGOs by scrutinizing the available information and then project the total number of NGOs in the country. Five districts, Bangalore Urban (290), Mysore (150), South Kannada (153), Bijapur (145) and Raichur(110) have more than 100 NGO’s and together they have nearly 800 NGO’s i.e. more than half of the total number of NGO’s in Karnataka. There are three districts with less than ten NGO’s. They are: Chamaraja Nagar (9), Hassan (7), Chikkamagalur (9). Surprisingly a backward district like Bidar has 66 whereas more developed districts like Kodagu (28), North Kannada (22) and Udupi (29) have NGO’s numbering 20 to 30 and Mandya only 14.

The total number of NGO’s in Karnataka listed in the Directory is 1363. Districts like Yadagiri and Ramanagar are missing . These Districts may have been covered as part of the undivided original Districts. Making allowance for missed NGO’s for various reasons, there may be about 1500 to 1600 NGO’s. Taking this as a base, we may estimate that there may be 50,000 to 60,000 NGO’s in the country and more than half of them may be in Gujarat, Tamil Nadu, Maharashtra, Delhi, U.P., and West Bengal. A perusal of the information provided by the NGO’s indicate that about 10 per cent of these are providing the traditional social service like institutional and non-institutional care for the aged, women and children and counseling services for de-addiction and H.I.V affected population. Another two or three per cent of NGO’s which include multi-service, multi-location NGO’s, may be providing development-oriented services to the tribal women and children such as advocacy of rights, empowerment, income generation through self help groups and poverty alleviation. A total of 13 to 15 per cent of NGO’s may be considered as providing social and welfare services to the needy population.

                                                                                                           

Shankar Pathak

Social Policy,Social Welfare and Social Development by Shankar Pathak

Pedagogy of Social Work Education and Practice-Present Status and Future Strategies (10-11Feb.2011) Key Note Address

Pedagogy of Social Work Education  and Practice-Present Status and

Future  Strategies (10-11Feb.2011)  Key Note Address

Dear Kinsmen,

I thank you very sincerely for giving me an opportunity to share my thoughts, feelings and aspirations with you here under the auspices of Kuvempu University that bears the name of a great KANNADA poet and an humanitarian as also a protagonist of Sarvodaya Philosophy. And, again, it was here that I was given a forum to propose an action programme for social science teachers and students to take up developmental activities throughout the university area covering, then, the three districts, namely, Chikkamagalur, Chitradurga and Shivamogga with the kind moral and intellectual support of the first Vice-Chancellor, Dr.Shanthinatha K. Desai. I am happy to acknowledge the kind co-operation extended to me by Dr.S.A.Bari, the then professor of History and at present the Hon’ble Vice-Chancellor of this University.  I am sure professor Bari, now with all the powers he has with him, would take keen interest in supporting the social work department of his  university to grow from strength to strength so as to build itself into an instrument of change and development in this region of  Karnataka, and be a model to the rest of the state. Besides I ardently desire that he would assist the department in implementing the decisions taken in the light of the discussions held during this workshop.

The Workshop and certain questions

At the outset I have the pleasure to congratulate the organizers of this workshop for having chosen the theme: 'Pedagogy of social work education and practice-present status and future strategy ' as it is most appropriate and timely. I am happy to note that this workshop envisages to cover social work paradigms of the West vis-a-vis the prospect of indigenous model, evaluation of the present curricula, the growth of social work training institutes, examination of the educational component against the practice, and most importantly the social work professional organizations. It is heartening to know that the workshop is focusing on the status of social work situation in Karnataka; it is heartening because I am the one who strongly feel the need for laying greater stress on making those who are undergoing training in social work as also practising social work in Karnataka should be acquainted with the culture and social work situation in Karnataka for enriching their professional self and strengthening the roots of social work in Karnataka. This is, of course, applicable to any linguistic region of Bharath. 

               

Besides, I Congratulate the organizers of the workshop for their foresight in getting together at one place most of the highly experienced academics of social work particularly from Karnataka to participate in the deliberations. This ensures, I am sure, not merely the success of the workshop but also the possibility of building social work profession that too in Karnataka on strong footings. When I ponder over the objectives of the workshop, and before taking discussion on certain crucial areas, a number of questions arise in my mind. I place them for your insightful consideration.

The questions are:

                1) Are we really professional?

                2) Are we-the teachers, the students and the practitioners - organized? Organized well?

                3) Are we not apathetic, alienated and demoralized?

                4) Do we practise democracy, the basic philosophy of our profession, within various settings: family, training institute, agency and others?

                5) Do we have smooth communication among ourselves, particularly between the teachers and the students?

                6) Do we have required infrastructural facilities to teach, learn, research and practise?

                7) Is there any supervising and controlling agency to maintain quality of education?

                8) Do we have required literature particularly related to our society, its problems, resources available, etc., and particularly in our language?

                9) Have we contributed to theory development and how much?

                10) What are our commitments and devotion to our profession?

                The reason for placing these questions is that these and such others are bothering me day and night, and to seek your considered and thoughtful answers.

Pedagogy

Pedagogy is related, as you know, to all the aspects and dimensions of teaching. It is concerned with imparting Knowledge, Values, Ideas, and esoteric ways to the novice, it is assumed, who has had no acquaintance with new sphere that he/she has entered into. It is, in a way , an edifying process to  consider it to be an indoctrination  process by not merely acquainting  him/her with the dimensions of the new world of knowledge and values, experience and style of living, aspirations and expectations, a range of possibilities of achievement but also of new directions to attain the goals set. The pedagogy is also concerned with the rights and responsibilities the entrant is required not only to be familiar with but also to be ready to imbibe them in full measure and express them in action. . It is the way to build a new and a vibrant personality so as to cope up with the challenges confronted in the world of operation  unknown to and not to scuttle the required functioning by the acolyte. The intrinsic aim of the process involved here is to arouse and strengthen conscentization. In other words, it is a process of transforming a person with raw endowment so as to develop in him/her a new world-view, a new perspective and equip him/her with sufficient strength and confidence to face with fortitude and comfort.

The process of imparting successfully whatever I have stated above depends on the kind of rapport established between the teacher and the student. It is assumed that the teacher is fully equipped and perspicacious, and capable of transferring his knowledge and experience to the student with no hesitation, inhibitions and/or reservations, and grow along with the latter so as to overcome his own limitations as well as of his ward. The ultimate goal of pedagogy, according to Bharath’s model (Guru-Sishya Parampara) is to prepare the student to defeat the teacher in the real sense of the term.  It is the fulfillment of this goal that is set for pedagogy process. The personalities of both the teacher and the student, as a consequence, become transparent and vibrant, full of mutual trust, concern; and the concern transcends both of them to be glowing souls. At the end they cease to be the teacher and the student; they become equal partners of the common task of sowing goodness in the world. It is appropriate, I consider, to remember what the ancient sages of Bharath have said about the teacher or the Guru:

" Gurur Brahma, Gurur Vishnu,

Gurur devo Maheshwarah,

Gurur Sakshat Parabrahma

Tasmai Shri Guravennamah."

The guru was treated to be par with the trinity of Sanatana / Hindu Dharma, namely Brahma, the creator of the universe. Vishnu, the protector or the maintainer of the universe and Parameshwara, the destroyer of the evil. Further the sages have this to say about the power of such a guru. The connected sloka thus runs.

"Ajnana timirandhasya

Jnananjana salakasya

Chakshurunmilitam  yena

Tasmai shri gurave nnamah."

The simple meaning of the sloka ‘as: the darkness of ignorance has covered my eyes; I am blinded with this darkness. The guru has given me a spectrum of light to my eyes with which the darkness is driven away. I bow with reservence to such a Guru. The guru has such a power of wisdom with which he can drive away whatever darkness of doubts, ignorance, aberrations, etc,. that the  student has. The guru, therefore, is such a person who is gracious enough to lead the student from the darkness of ignorance to the light of wisdom. Such a guru deserves all the reverence and adoration. In the light of what is said above, it is assumed, that the guru is the epitome of the good, the knowledge, the wisdom, the kindness, the mercy, the affection and of the nobility. The student would feel the warmth with which he/she is treated.  He/she tends ensconced. Between them there would be no blemish; if any that would be burnt out  during the spiritual-intellectual transactions. I wonder whether this model of Guru-Sishya Parampara built during the hoary past of Bharath could be suitably adapted or grafted to the social work pedagogy.

Social work Scenario

Right now we are concerned with the process of training the aspirants to be Professional Social Workers. The process is necessarily to be comprehensive enough to subsume all aspects of training:

1) The curriculum and the method of imparting it to the seekers;

2) The field work practice where theory is tested and purified and enriched;

3) The research undertaken to explore new areas of knowledge and values and ideologies and examine the veracity of the existing ones;

4) Getting acquaintance with the contours of practice areas;

5) The ways the professional social workers (including teachers, students and practitioners) are getting organized as also the ways of sustaining the organizations;

6) Evaluation of the kind of relationship needed between social work and other professions and related sciences;

7) etc.,

All these aspects of training expect the seeker to develop a transformed personality so as to make him/her fully equipped with the capacity to carry on the mission undertaken with a clear vision generated.

I take this opportunity to place before the erudite participants my thoughts on certain areas related to the growth of social work both education and practice components. I take up first for discussion the philosophy and ideology part against the societal background. When we trace the phases/stages of the growth of social work, as per my reading and understanding, there are four stages, namely, 1) Indistinguishable or role reversal; 2) polarization or consolidation of roles; 3) sharpening of the knowledge and skills; and 4) back to the modified original. This does not, however, pertain only to the modern social work but to the social work from the beginning (1*). There is no room here for me to lengthen the narration.

The social work anthropologists and sociologists agree that societal structure exists thanks to its functioning. That means, the functioning structure can only exist and survive. The social work educators and the workers are aware that the abstract form of human society expresses itself in the concrete forms of social person with personality, the human group and the human community. The individuals, the groups, the communities interact through their appropriate institutions and organizations in the light of the values, norms and ideologies and the total cultural ethos resulting in the formation and maintenance of the human society.  Therefore, the elements of social work were present even from the very beginning of the societal structure. When Auguste Compte was laying the foundation for the new science of society-i.e., Sociology- he was searching for solutions to the problems cropped up during his period of upheaval (1842). What he found, as a philosopher, were the elements of social work   (though not specifically worked in this fashion) that were needed to meet the exigencies.

The modern social work, I assume, was born along with sociology, the modern science of society. As sociology was born during 18-19 century so does modern social work. The modern social work became a new discipline with new ideology and philosophy, methodology and techniques, principles and skills, and identified certain areas for operation. Otherwise social work was in operation along with society, as it was indicated earlier, whatever ideology, values, philosophy, methodology, etc., as per the ethos of that period. Along with other societal activities, social work activities have also undergone appropriate changes.

A hypothesis: Origin and growth of modern social work

Coming to modern social work I have formulated a hypothesis which I place for year reflections. We normally divide the world into three segments, namely, the first, a developed world, the second, socialistic world, and the third, developing world. Modern social work thrived in the western, particularly, American, countries. There social work adopted democracy as its basic philosophy because of its socio - political background. The migrants from the main land wanted to be absolutely free from any control; the individual freedom was the upper most consideration; consequently democracy became the political philosophy and ideology (2*). Social work, therefore, adopted democracy as its basic philosophy which lays stress on the individual; consequently Case Work became the prime or mother methodology.  The other methods had to shape themselves under the influence of Case Work. Supposing history decided that social work to grow in the second or the socialist world, and the background was going to be socio-economic, where because of communistic – socialistic atmosphere the commune or the community would have been the important focal point for methodological consideration; case work was definitely going to be pushed back giving place to Community Organization. Imagine the modern social work had taken birth and developed in the third or the oriental world its background was being socio-religion or spiritual as a result of why devotion was going to be the core philosophy , (later during the Gandhian era it took the form of Sarvodaya) the group gaining the center-stage. In the oriental society it was the family and the caste that were the strong systems that dominated the life-style of the people. Even the panchayat was functioning like a group of elites. To summarize, socio-political background breeds democracy leading to individualism and formulating case-work to be prime method of social work; the socio-economic background to communism – socialism, commune becoming the main area of operation and the dominant method being community organization, and the socio-religious/spiritualism to devotion/ Bhakti, the prime place being occupied by group work.

In the light of what is presented above I desire to draw your attention to post-Independent Bharath situation. Because of British rule and American influence our independent country adopted democracy as its political philosophy and national ideology, and because of Russian relationship as also J.Nehru`s leaning towards socialism, Bharath grafted socialism to democracy. That is how and why democratic socialism became the basic philosophical ideology for the nascent nation on which to build a secular welfare state. Therefore, democracy, socialism, secularism and welfarism became the components of the ideology of the new nation.

The philosophy and ideology were accepted with no wryness as these were introduced to us during the freedom struggle. Secularism was assumed to be non-religious, though the Constitution declared it to be not anti-religious and treated all religions as equal. However it was superimposed against the caste system. However, because of deep-rooted religious sentiments, spiritual base, and the realization of the importance of head-count during the elections held the castes started donning the religious garb. (3*)

The British rule brought in radical changes in the political, legal, educational and economic systems. Against this changed background democratic socialistic ideology became a natural political philosophy of the new nation. The modern social work made its entrance during the period of freedom struggle (1936) with democracy as its basic philosophy. But, unfortunately, to borrow Will Durant`s observations of French Revolution and use them to the new nation`s scenario, “the sons of revolution have become sons-in-law of reaction”. Gradually, elections after elections held in independent Bharath, our society became fully politicized, and politics becoming criminalized, unscrupulous people who became the rulers started corrupt practices and became nouveau riche at the cost of well-being of the common masses. As a writer put it bluntly, “Abuse of discretion is the biggest source of corruption. The germ of corruption crept inside the belly of the body politic right after the country gained independence” (4*). As I have observed the society is infested with a large number of viruses generating and nurturing social problems which in turn are eating the very vitals. We can identify these as major viruses, namely, Apathy, Alienation, Selfishness, Demoralization and Imbalance of Rights and Responsibilities (5*). Social work field cannot remain immune to the polluted environment prevailing and expanding.

Therefore, I consider that there is a need for this workshop to seriously reflect on the kind of social work philosophy and ideology as also the methodology of treatment that we need to adopt keeping our culture and tradition in view. I do not feel it to be inappropriate to suggest for experimentally at least, grafting the Bhakthi Yoga on further reflection we can take in sarvodaya as an ideology along with Bhakti Yoga. (See: H.S.Doreswamy, Sarvodaya Mantra, Sapna Book House, Bangalore-2010 as a suitable philosophy for social work in our society (6*).  It would suffice to quote an erudite social work educator who steadfastly believed in the strength of the Bhaktas in promoting the total well-being of the humanity. “Bhakti Yoga” she says, “is a process of totally surrendering to the Lord through devotion.Such a state of perfection of being a true Bhakta, calls for bringing of head and heart together through transcendental love. It is believed that love in a dormant state is in every heart. In Bhakti Yoga devotion and love is cultivated as a mode of expression for everything…

“In Bhakti Yoga humans, animals and all other living creatures in fact the entire creation is viewed as Lord`s manifestation. Hence, service to all is sacrifice for the Supreme Cause.

“In Bhakti Yoga there is no room for dislike or envy. Kindness flows in all actions, friendship is for all living entities, self is not thought of as a proprietor, and no false ego is sustained. In happiness and in distress the being is conscious, aware and satisfied. The experience is of being engaged in devotional service with determination.

“Bhakti Yoga is characterized with upasana-an inward act of attainment with the higher principle and completely merging with it. The process begins with faith-Shraddha and continues as perfect faith ever steadfast in worship and totally merged with God”. (7*)

Dr. Gokarna has given a descriptive account and analysis of the Bhaktas all over the country who have exhibited their nobility and guided masses to overcome their limitations and miseries. She has shown how, for example, Bhakti Yoga through the action taken by the Bhaktas (devotees) could bring about the development, we the modern social workers are deeply interested in(8*).

Kosha-System

Further, I desire to point out that the latest trend in treatment of mental patients particularly to incorporate the principles of Yoga.

I may be permitted to show how it would benefit the pairs of teacher-student and practitioner-client to get acquainted with the religious philosophy of Bharath that elaborately worked out the `Kosha System’. The internal life of the human being is so thoroughly and systematically studied as to show how the gross body could elevate to the level of blissful conditions. This system is given below:

1.            Annamaya  Kosha-  Physical or gross body level

2.            Pranamaya Kosha- Energy or bio-plasmic body level

3.            Manomaya Kosha-  Mental or emotional body level

4.            Vijnanamaya Kosha- Intellectual body with the power of discrimination

5.            Anandamaya Kosha- Blissful body level where complete tranquility and equanimity prevail. (9*)

               

The teacher of social work, if he can be grounded in this Yougic method he/she would be capable of elevating the student to his level. And the social work practitioner, who has reached the Anandamaya level would be great influence on the client or the one whom he/she is helping. He/she becomes a realized soul like Bhakta I have referred to while quoting Dr.Gokarna. I hasten to add that this, however, does not mean the teacher or the practitioner need to renounce the worldly life. For example, the Karnataka Shiva Sharanas and the Haribhaktas did not renounce the worldly life. They have shown the way of light by their exemplary style of living.

Strengthening Group work

Besides modifying ideology there is a need to concentrate on strengthening group work. It would help in finding ways to strengthen people to make their group more satisfying, meaningful and develop their group into an agent of change and development. Because of unhealthy changes people are engaged in competition, that too cut-throat competition instead of cooperating with each other; hating instead of loving; cultivating selfishness instead of altruism; despising other group member`s contribution instead of appreciating and encouraging. This kind of feelings and behaviuor is found in almost all group living. Even the family that has tested-base for centuries is experiencing cracks, and the bonds between the members are becoming weaker leading to breakdown. Consequently marital conflict, indiscipline among the youngsters, neglect of the elderly and the handicapped, etc., are on the increase. Centrifugal forces are gaining upper hand leading to desperateness. Social work intervention has become an urgency even in the tradition-bound society like Bharath. Therefore, concerted efforts need to be made in equipping the social workers with the knowledge, techniques and skills in helping small groups including family and kin-groups. Even the caste groups can be helped to overcome their prejudices against other castes and preventing them from cultivating feelings of casteism. Social workers can witness ineptitude among the co-workers in formal settings resulting in disorganization. Group morale is found totally absent in such situations. Group work becomes a must to deal with such situations. I need not go on giving illustrations to highlight the importance of group work. It would suffice to state that the oriental cultural ethos facilitates for practising group work than case work.

Organizing social workers 

Our country is great in several respects. It is great in size, in population, in history, in culture, in literature, in contribution to the world of philosophy. But unfortunately it has failed in building strong organizations with discipline and commitments. The professional social workers are either not organized or badly organized. Even those national level organizations have become defunct. Though they have realized the need for strong organizations at various levels they have not been making genuine efforts in building them.

May I take this opportunity to appeal to take up the matter seriously and start organization of teachers, and of students, and of practitioners. I have been pleading to organize social work educators for more than two decades under KASWE (Karnataka Association of Social Work Education). I am appending 10* to this speech my address delivered at Mangalore some time back. Kindly give some time to deliberate on this issue as the workshop is interested in discussing the issue of organization.

Social Work in Karnataka 

In the beginning itself I congratulated the organizers of this workshop for including an item to discuss Karnataka case. I feel that it is a must for anyone who inhabits here as one should know its language, its culture, its social problems, its social work situation, particularly those who are engaged in social work profession for several reasons. Karnataka is a unique culture that exhibits all the important elements of Bharatiya life and living; it is here that several experiments have been going on; it was here daring social reform movements had taken place; it was here that Ramanuja who fled from Tamil region in the 9-10 century realized his dream of cultivating socio-religious reforms; it was here that Sharana revolution took place in the 12th century; it was here Bhakti movement was further strengthened by Haridasas; it was here backward less movement gained prominence during the 20th century; it was here educational and social welfare activities were promoted by the state (particularly erstwhile Mysore state) and religious organizations; it is found that all over the state schools of social work in large number are engaged in training hundreds of social workers; it is again here voluntary sector in the welfare field is very active. Over and above Karnataka is known for its religious tolerance and harmony. It is, therefore, a special interest must be shown by the schools of social work in studying social work situation in Karnataka.

Social Policy Formulation

Social workers, not only in Karnataka, but also in all the states are least interested in participating in the formulation of public (social policy, and present it to the stated) Central Governments for consideration and implementation. Therefore, I urge you to take up the issue for discussion of formulating welfare policies by the social workers through their organisations.

Thanks

I express at the end, my sincere thanks to every one of you for having given me an opportunity to say what I desired to say. n

Sincerely Yours

H.M.Marulasiddaiah

Dr.H.M.Marulasiddaiah

Professor of Social Work (Rtd.)

FAMILY ENVIRONMENT AMONG UNDER-GARDUATE WOMEN TEACHERS IN MYSORE CITY

FAMILY ENVIRONMENT AMONG

UNDER-GARDUATE WOMEN TEACHERS IN MYSORE CITY

Abstract

                The present study reports the level of family environment of undergraduate women teachers in Mysore city.  A total of 264 women teachers working as permanent and temporary basis belonging to different age groups were randomly selected for the study.  They were administered family environment scale, consisting of 90 items measuring family environment in 10 dimensions.  The family environment was measured in following dimensions-cohesion, expressiveness, conflict, independence, achievement orientation, intellectual orientation, active recreational, moral religious emphasis, organization and control.  The data were subjected to t test and one-way ANOVA to find out the influence of job nature and age. Results revealed that those who were working on permanent basis had significantly higher cohesion, conflict, organization and control compared to those teachers who were working on a temporary basis.  Age-wise comparisons revealed that at least in 5 dimensions-cohesion, conflict, intellectual orientation, organization and control age had a direct influence, as the age increased the mean scores in the above 5 dimensions increased more or less linearly and significantly.  Further, improving family environment and they by increasing overall quality of life of women teachers have been discussed.

Key words: Women teachers, family environment

Introduction:

                Teaching is of the one of the noblest profession on earth. Teaching is a highly noble profession; most suited one especially for women. Teachers are always a boon to society. Teachers are the pillars of society for they educate and mould the future citizens of a country. Teaching is a revered profession in India also. Through their intelligence, patience and wisdom, they attempt to not only hone the learner’s intellect and aptitude but also, create a well rounded personality. Teaching has an influence in developing ones mind and character and also gives the satisfaction of having the clouds of ignorance. As this field is so vast having areas of specialization, different skills and types of training are required for different levels. A secure career, great monetary compensation and annual vacations are enticing hordes of promising young men and women to join this teaching profession. Teaching requires, apart from the requisite education and degree, a flair for interacting with the students and capability of explaining things in clear lucid terms to the students. Rousing the students from their apathetical slumber and watching their interest grow in studies is the greatest reward for a teacher. Teachers not only augment a students intellect but also contribute to the well rounded development of his or her personality.

                The uniqueness of a female teacher is that she has to attend house hold chores as well as the teaching assignment. Hence, the stress experienced by them will generally more than their counterparts. Further, a teacher at college level has to devote more time for preparation of classes and later delivering the teaching assignment in an effective manner. For that the teacher has to devote some of their time even at home for her academic work. In course of this she may not be able to take care of the family issues as effectively as a women who perform exclusively the role of a home maker.

In the back drop of the above it would be of high importance and relevant from the point of view of social work profession to understand the family atmosphere of female teacher which may be either related directly or indirectly by them in discharging their duties as an effective teacher. Hence, a study to explore the above areas is important.

                Research in this area indicated that many teachers attributed high importance to both roles and had higher Work →Family than Family →Work conflict. Relations between teacher stress and support variables and work-family conflict diverged from patterns found in other occupations. School level and teacher experience contributed to explaining the conflict (Cinamon, & Rich, (2005). Balancing faculty careers and family work investigated by Schultz, (2007) among  Tenure-track women faulty members and found that how women's  experiences with balancing work and family in higher education relate to elements of job satisfaction. Specifically, the less comfortable women faculty caretakers are with family talk at work in general, the less satisfied they are with their role as faculty member overall, the less satisfied they are institutional support to balance work and family, and the less satisfied they are with job security and potential for promotion. Women faculty believe their experiences with balancing work and family in higher education represent the minority of women faculty experiences, when in reality, their experiences are  actually representative of the majority of self-reported women's experiences with balancing work and family. Further, using our understanding of families to strengthen family involvement investigated by  Knopf, &  Swick, (2008) and they describe the changing landscape of parenting and the stressors experienced by contemporary families.

                It is evident studied reviewed above are more of western, and we hardly come across study on Indian women teachers from the social point perspective.  Hence, the present study is aimed at assessing the family adjustment of female college teachers. Further the study is also aimed at suggesting measures to improve the quality of life of female teachers.

Sample: Under Graduate women teachers of Mysore city were selected for the present study.     Stratified Random Sampling was adopted to gather data; a total of 264 Under-graduate women teachers in Mysore City participated in the study.

Tool employed : Family Environment Scale (FES) Moos & Moos(1976):  The FES consists  90 true/false items that fall into ten subscales, each of which measures the emphasis on one dimension of family climate.  The cohesion, expressiveness and conflict subscales assess relationship dimensions.  These subscales assess the extent to which family members feel that they belong to and are proud of their family, the extent to which there is open expression within the family, and the degree to which there is open expression within the family and the degree to which conflictual  interactions are characteristics of the family.  The second group of subscales assesses personal development or personal growth dimensions.  They measure the emphasis within the family on certain developmental process that me be fostered by family living.  Independence measures the emphasis on autonomy and family members doing things on their own.  Achievement orientation measures the amount of emphasis on academic and competitive concerns.  Intellectual cultural orientation reflects the degree to which  the family is concerned with a variety of intellectual and cultural activities.  The active recreational orientation and moral religion emphasis sub scales measure other important dimensions of personal growth.  The last two sub scales  of organization and control measure system maintenance dimension.  These dimensions are system oriented in that they obtain information about the structure of organization within the family and about the degree of control usually exerted by family member’s vis-à-vis each other. The ten sub scales have adequate internal consistency (ranging from 64 to 79) show good eight week, test re-test reliability (ranging from 68 to 86) and show average sub scale inter correlations around 20 indicating that they measure distinct, though somewhat related aspects of family social environments.

 Procedure:

                The questionnaire was given to each participant, who was requested to fill up and to return the same in two days. They were also briefed about the purpose of the study and their informed consent was obtained. It was made sure that they would read each question carefully and answer later, rather than stereotyped answering.  Later, the answers were scrutinized, and incomplete questionnaires were rejected.  Scoring was done according to the manual provided.

Scoring and Analysis:

                The scale consists of 90 true-false questions.  Each sub-scale consist of  9 items that do not overlap with any other scale, with approximately half of the items written to score a `true’  response and half a `false’ response.  The items which elicit information pertaining to the negative aspect of the family are assigned a score of zero, whereas the items which obtain information pertaining to the positive aspects of the family are assigned a score one  which  indicates better environment in the family.  A higher score on the scale denotes healthy environment. Once the scores were graded into levels, ‘t’ test and one way ANOVA are employed using SPSS Windows to see the family environment of women teachers.         Table 1-3 present the results.

Results:

Descriptive statistics for the subscales of Family Environment scale of the total sample selected         

                The selected sample had a mean family environment score 3-6 with the standard deviation value 1.47, 1.44, 1.52 and 1.49 respectively in expressiveness, independence, active recreational and control falls under healthy  family environment as prescribed by the manual.

                Mean family environment score 6-9 with the standard deviation 1.51, 1.58,1.32, 1.57, 1.58.and 1.52 respectively  in cohesion, conflict, achievement orientation, intellectual cultural orientation, moral religious emphasis and organization falls under very healthy family environment as prescribed by the manual; hence the selected sample had healthy and very healthy family environment.

Mean scores on various components of family environment and results of Independent samples ‘t’ test

                As far as the influence of employment status on family environment is considered, employment status had significant influence over FES components –cohesion, conflict, organization and control.  In all these components women teachers in permanent position had significantly higher scores than women teachers in temporary positions. Independent samples t test revealed a significant differences for these 4 components (alpha=.05).  However, in other components expression, independence, achievement, intellectual cultural orientation, active recreational, and in moral religious emphasis, teachers in permanent and temporary positions did not differ significantly as the observed ‘t’ values failed to reach significance level criterion.

                Mean scores on various components of family environment of women teachers in different age groups  and results of one-way ANOVA

                Age of the working teachers had significant influence over few of the components of  FES       like cohesion, conflict, independence, intellectual cultural orientation, organization and control. In all these components a general observation was lower age groups had lower scores and higher age groups has higher scores on these components.  This was confirmed by one-way Analysis of variance test.  In other words age had a direct relationship where as the age increased scores on the above mentioned components increased more or less linearly.  However, for remaining components –expression, achievement, active recreational, and moral components as the F value obtained for these variables failed to reach significance level criterion.

DISCUSSION

Main findings of the study

                1. Family environment of teachers studied was found to be very healthy for Cohesion, Conflict, Achievement Orientation, Intellectual Cultural Orientation, Moral Religious Emphasis and Organization components and healthy for Expressiveness, Independence, Active Recreational and Control Components

                2. Teachers who were working on permanent basis had significantly higher cohesion, conflict, organization and control compared to those teachers who were working on a temporary basis. 

                3. Age-wise comparisons revealed that at least in 5 dimensions-cohesion, conflict, intellectual orientation, organization and control age had a direct influence, as the age increased the mean scores in the above 5 dimensions increased more or less linearly and significantly.

                Work-family researchers have distinguished between work-family conflict (work interfering with family) and family-work conflict (family interfering with work). Different types of spillover have been identified across the work and family domains: (a) negative spillover from work to family; (b) positive spillover from work to family; (c) negative spillover from family to work; and (d) positive spillover from family to work. Studies investigating the extent to which work and family stressors influence this dilemma have found significant, positive relationships between work stressors and work-family conflict, and between family stressors and family-work conflict. Examples of these stressors include work overload, time pressures, lack of emotional support, partner tension, and responsibility for child rearing. Generally self-report studies have shown that work interfered with family life more frequently than family life interfered with work.

                The problems of working women are multidimensional and differ from woman to woman. Many studies have been done related to women and their mental health. A study by Bhati and Gunthey (1999) on working women, family environment and mental health indicated that there were significant differences in the family environment and mental health of working and non-working women. Mental health scores highlight that working women are trapped in a situation where they are getting difficulty in coping strategies to deal with it effectively and get mentally strained. Excess work, less freedom, high need for motivation and working situations are powerful source of stress among working female. Therefore, emotional balance, adjustment process, tolerance level and other personality attributes are under great threat, which affect negatively the mental health in turn affecting family environment. Overall assessment on middle aged teachers in Varanasi reveals that though the subjects are normal in general, but a substantial proportion is at risk of developing psychosocial stress generated problems that may affect their mental health. Modification in coping strategies and planned interventions are desirable (Singh & Singh, 2006).  In the present study we find that women teachers had did not have any unhealthy component of family environment, which is quite contrary to the some of the studies done earlier.

                When a woman starts working outside also she bears dual responsibility that requires double labour. In this situation, if she cannot discharge her duties equally efficiently, she feels tense and continuous tension creates stress that in turn may affect her family environment. With growing age, problems may also grow. However, in the present study age had significant positive influence over some of the components of family environment. When they reach middle age years some kinds of changes starts in them. Now, dual role responsibility may generate irritation, frustration, anxiety, depression etc. Further, temporary working teachers had less scores on some of the components of family environment, cohesion, conflict, organization and control.  This is quite understandable in the sense that temporary job brings a kind of insecurity, present day selection processes; uncertainty over getting jobs, uncertainty over present job itself may reduce the family cohesion to some extent, which in turn bring down the family environment. There is a need to improve family environment by self and by the family members also. Programmed interventions like, meditation, relaxation and other sensitization programs may reduce stress and add quality of life to their years resulting in healthy family environment.

References:

                Bhati, H. and Gunthey, R. Working Women: Family Environment and Mental Hhealth. Indian Journal of Clinical Psychology, 1999; 26(2): 246-249.

                Cinamon, R. G.& Rich, Y.(2005). Work-family conflict among female teachers.   Teaching and Teacher Education, 21(4), 365-378.

                Elliott, M.(2008).Gender differences in the causes of work and family strain among                   academic  faculty. Journal of Human Behavior in the Social Environment, 17(1-2), 157-173.

                Knopf, H.T.& Swick, K.J.(2008). Using our understanding of families to strengthen family involvement. Early Childhood Education Journal, 35(5), 419-427.

By Noor Mubasheer C. A.  & Dr R. Shivappa

P G Dept. of social work, St. Philomena’s College, Mysore