Tribhuvan University

Faculty of Humanities and Social Sciences

Master in Social Work (MSW)

Courses of Study 2017

Tribhuvan University
MASTER IN SOCIAL WORK PROGRAMME
Kirtipur, Kathmandu, Nepal
Phone: 01-4333228

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 Master in Social Work Programme
The Master of Social Work (MSW) Programme is a 65 credit-hour degree program in
combination of theoretical and practical knowledge and skills and it has been designed to meet
the current needs of the communities and state in the areas of social work. This course intends to
produce professional social workers by offering a broad range of knowledge, skills, and tools
that prepares the advanced level professional social workers. The course also offers areas of
specialization keeping pace with the demands of today’s students.
The students can choose for the field work practicum or research as of their interest in
health, children, youth and families, child juvenile delinquency, rehabilitation, social service
organizations, elderly and community development, NGOs and INGOs. The field practicum
provides opportunities to the students to practice their theoretical knowledge obtained in the
classroom into the field and enhance practical skills and enrich their ability to deal with different
social issues and problems.
The course offers altogether 34 papers and a compulsory thesis in fourth semester. Out of
them there are 11 compulsory papers from first to fourth semester. The student may opt for
different optional courses in the third and the fourth semester.
Objectives
The overall objective of these courses is to impart up-to-date knowledge of the theories and
methods of Social Work to the students along with training in field-work practicum to produce
capable human resource as professional social workers. The course aims to:
• Enable students to comprehend the knowledge, develop skills, and values necessary for
advanced social work practice with individuals, families, groups and communities.
• Develop an integrative, holistic approach to social work practice that permits versatility
in the choice and application of intervention methods.
• Develop the attitudes, and analytical skills necessary for self-critical, accountable and
effective practice and research skills among the students.
• Help students develop self-awareness, professional values and the skills required to
engage in social work practice and apply social work professional values and ethics.
• Allow students to observe and participate in the full range of functions, responsibilities,
challenges and opportunities experienced by today’s social workers.

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 • Understand and be able to critically appreciate relevant theories and knowledge of human
behavior and development used to guide the practice.
• Examine how historical and societal contexts influence policy and service delivery and
articulate and apply this knowledge (e.g. culture, group memberships, environment, and
social positions within society) in work on individual, interpersonal, group,
organizational, or community dynamics.
Admission Criteria
Admission to Master in Social Work (MSW) program is open to the students from any
disciplines who have completed a 3 years or 4 years Bachelor degree or similar equivalent
degree from recognized universities. The students must have a minimum of second division in
Bachelor’s degree to appear in the entrance examination of admission in MSW program.
Admission Procedures
The candidate will be selected for admission on the basis of merit which will be decided as
follows:
• Performance in the written test
• Performance in the group discussion/interaction
• Performance in the interview
• Performance of academic qualifications (certificates)
Entrance Examination
Written examination of 3 hours will be taken for admission in MSW program. The written
entrance examination will contain both objective and subjective questions. The entrance
examination will also consist group discussion/interaction and interview as designed by the
programme.

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 Distribution of Courses by Semester
First Semester
Paper Code No. Title of Course Credit hr Remarks
1. SW551 History and Philosophy of Social Work 3
2. SW552 Social Case Work 3 **Required
3. SW 553 Social Group Work 3
4. SW 554 Foundation of Human Behavior 3
5. SW 555 Research Methods in Social Work 3
6. SW 556 Field Work Practicum (IRC) 3
Second Semester
Paper Code No. Title of Course Credit hrs Remarks
1. SW 561 Social Work with Community 3
2. SW 562 Social Action and Social Movements 3 **Required
3. SW 563 Social Welfare Administration and 3
Management
4. SW 564 Socio-cultural Foundations of Human Behavior 3
5. SW 565 Field Work Practicum (OAP) 3
Third Semester
Paper Code No. Title of Course Credit hrs Remarks
1. SW 571 Analysis of Social Problems and Policy 3
2. SW 572 Peace Building and Conflict Management 3 **Required
3. SW 573-A Foundation of Mental Health Social Work 3
4. SW 573-B Social Work Practice with Children Youth 3 *Optional
and Family
5. SW 574-A Psycho-diagnosis and Assessment in Social 3
Work Practice
6. SW 574-B Social Policies and Services for Children, 3
Youth and Family
7. SW 575-A Disaster Management and Social Work 3
8. SW 575-B Social Legislation, Policy and Human Rights 3
SW 576 Field Work Practicum (RUC) 3
Fourth Semester
Paper Code No. Title of Course Credit Remarks
hrs
1. SW 581 Nepali Society, Culture and Development 3
2. SW 582 Thesis 6 **Required
3. SW 583-A Psychosocial Interventions and Referral 3
SW 583-B Social Work with Children and Youth 3
4 SW 584-A Community Mental Health 3 *Optional
SW 584-B Social Work with Elderly 3
5 SW 585-A Policy Legislation, Human Rights and Mental 3
Health
SW 585-B Social Work with the Family 3

*Optional courses will be offered on the basis of availability of teaching faculty and number of students.

** This course may require additional teaching faculty and teaching hours as per the number of group of
students formed for the purpose of group work in theory and practical class.

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Evaluation Criteria and Procedures
Evaluation will be on the basis of 40 percent internal and 60 percent external. Forty percent
internal evaluation will be done by the department/faculty on the basis of the following criteria:
A. Class attendance 10 marks
B. Class participation, discussion, term paper and presentation 15 marks
C. Class test (writing) 15 marks
The 60 percent external evaluation will be done by the Dean’s office on the basis of final written
examination. However, in case of practical courses 60 percent external will also be done
practically by the programme itself which will be entirely based on all the requirements
mentioned in the course.

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 (First Semester)
SW551: History and Philosophy of Social Work
Credit hours: 3
Teaching hours: 48
Description
This paper has been intended to enrich the knowledge on generalist social work practice, origin
and emergence of social work practice, philosophy of Nepali and international practitioner. This
course also deals with ancient eastern and western social philosophy with particular emphasis on
the concept of collectivism and individualism in Nepali context. Furthermore, the student has
been expected to learn the philosophical guidelines for everyday life in different societies across
the world in different socio-historical context

Objectives
• To understand the concept of integrated aspect of Social work
• to develop knowledge about origin and growth of social work in eastern and western
society
• To develop an understanding on the Eastern and western philosophy
• To help students comprehend multiple philosophical bases, adapt and apply them into
social work intervention

Contents
Unit I: History of Social work practice [12 LH]
• Introduction to Social work
• Principles and Values of Social work
• History of Social work in UK, USA, India
• History of social work in Nepal
Unit II: Philosophical Orientation in Social Work [16 LH]
• Bisweshwor Prasad Koirala
• Buddha
• Confucius
• Dayabirsingh Kangsakar
• Dayananda Saraswati
• Gandhi
• Tulsi Meher Shrestha
• Yogmaya
Unit IV: Western Philosophy [10 LH]
• Embeddedness and Reflexivity
• Power and Patholization of Vision, Foucault’s debate
• Kantian Approach to code of Ethics

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 • Professional values and ethics; Reconstructing post modern understanding.
Unit V: Ancient Eastern Philosophy [10 LH]
• Veda and Revivalist Nature
• New Hindu Religious Movement
• Transcendent Philosophy of Hindu
• Politics of Persuade in Buddhism
• Embodied morality in Puran

Note: Since this paper is a foundation for the students from other discipline and an advanced
refresher for the students from social work, it requires additional inside and outside classroom
works and this paper also requires lectures from multiple faculties as per the varieties of
philosophical orientations included in the course, it demands additional lecture hours for
effective completion of the course.

Essential Readings
Karen KayKirst-Ashman.et.al. (2006). Understanding Generalist practice, Belmont CA:
Thomson Brooks/Cole (4thEd.)
Aziz N, Barbara. (2001). Heir to silent song: Two Rebel Women of Nepal, Kathmandu: Center
for Nepal and Asian Studies, Tribhuvan University.
Adhikari, Dilli Ram (2001) An Introduction to social work, Kathmandu, Nepal: Dilli Ram
Adhikari (pp 146-196)
Lewandowski, J D. (2000). Thematizing Embeddedness: Reflexive Sociology as Interpretation.
Philosophy of the Social Sciences; 30; 49
John N. Gray (1993). Dharma and domestic practice in Nepal, South Asia: Journal of South
Asian Studies,16:1, 73-88
Hacker, P. (2006). Dharma in Hinduism, Journal of Indian Philosophy (2006) 34:479–496
Leve, Lauren G. 'Subjects, Selves, and the Politics of Personhood in TheravadaBuddhism in
Nepal, The Journal of Asian Studies, Vol. 61, No. 3 (Aug., 2002), pp. 833-860
Sharma, Prayag R. (1983). Contributions to Nepalese Studies, Vol. 10, No. 1 & 2.
Sinha, Y. (2010). Vi‚~u, the Transcendent, International Journal of Hindu Studies 14, 2–3: 229–
52
Thursby, Gene R. (2011). The Study of Hindu New Religious Movements, The Journal of
Alternative and Emergent Religions, Vol. 15, No. 2, pp. 6-19
Reamer, Frederic G. (1998). "The Evolution of Social Work Ethics". Faculty Publications. Paper
170.
Torczyner, J. (1991). Discretion, Judgment, and Informed Consent: Ethical and Practice Issues in
Social Action. Social Work, Vol. 36, No. 2, pp. 122-128
Parton, N. (2008). Changes in the Form of Knowledge in Social Work: From the 'Social' to the
'Informational'? The British Journal of Social Work, Vol. 38, No. 2, pp. 253-269

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Tillich, P. (1962). The Philosophy of Social Work. Social Service Review, Vol. 36, No. 1, pp.
13-16
L'Etang, J. (1992). A Kantian Approach to Codes of Ethics. Journal of Business Ethics, Vol. 11,
No. 10, pp. 737-744
Banks, S. (2008). Critical Commentary: Social Work Ethics. British Journal of Social Work 38,
1238–1249
Banks, S. (1998). Professional Ethics in Social Work—What Future? The British Journal of
Social Work, Vol. 28, No. 2, pp. 213-231
Hugman, R. (2003). Professional Values and Ethics in Social Work: Reconsidering
Postmodernism? The British Journal of Social Work, Vol. 33, No. 8, pp. 1025-1041.
Boehm, W. W., (1958). The Nature of Social Work. Social Work, Vol. 3, No. 2, pp. 10-18.

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 SW552: Social Case Work
Credit hours: 3
Teaching hours: 48
Description
This paper intends to enhance the knowledge, capacity and skills to apply the theoretical
approaches to intake, assess and intervene the individual cases. It helps students to practice social
case work in different context and perspectives with individual problems. In addition, it also
equips students with technical knowledge, skills and professional values to select various
intervention strategies as well as evaluation approaches.

Objectives
1. To develop the knowledge on the concept, values, principles of Social Casework.
2. To enhance psycho-social analytical and practical skills and knowledge of students
understand case work process, methods and techniques.
3. To equip students with different intervention techniques of social casework for the practice

Contents
Unit I: Introduction of Casework (6 LH)
• Casework: Concept, objectives, characteristics
• Development of casework practice,
• Knowledge, skills and values and principles needs for social case work,
• Relationship in social casework,
• Phases of Casework (social investigation, problem diagnosis and treatment)
• Components of Casework
Unit II: Concepts and Theoretical approaches in Social Casework (16 LH)
• Functional and Diagnostic schools in Social casework.
• Psychoanalytic theory, Ego psychology, psycho-social theory, functional theory, behavior
modification theory, cognitive theory, role theory, Developmental theory
• Crisis intervention approach, task centered approach, Vedanta approach, system
approach, social psychological approach, integrated model approach
Unit III: Causes of Human Problems and the role of Case Worker (4 LH)
• lack of material resources, misconceptions about situations and relationships and lack of
appropriate information, health related handicaps, emotional distress resulting from
stressful situations, personality features or deficiencies
• Three roles of caseworker
Unit IV: Interview, communication and Recording in social Case Work (8 LH)
• Interviewing: concept, purpose, skills in interviewing: listening, observation, giving
feedback; multiple interviewing, home visits, collateral contacts.

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 • Communication: Definition and principles, messages (clear, contradictory, incongruent),
Feedback, Double-level messages, receiving messages, Interpreting and Evaluating
messages, Active listening
• Recording: principles and types, structure and content, narrative, condensed, analytical,
process, summary. Use of Genogram and eco-map.
Unit V: Intervention Techniques in Social Case Work (14 LH)
• Supportive techniques: acceptance, assurance, ventilation, emotional support, ego
support, action oriented support and advocacy.
• Enhancing resources techniques: procuring material help, environment modification and
enhancing information.
• Counseling techniques: Reflective discussion, advise, motivation, clarification, modeling,
role-playing, reality orientation, partialization, confrontation, and reaching out.
• Rational Emotive Therapy (RET), Self-Control and Self Management Therapy, Family
Therapy, Psychotherapy, Transference and counter transference

Essential Readings
Upadhyay, R.K (2012).Social Casework. New Delhi:Rawat Publication
Bhattacharya, Sanjay (2012). Social Work: An Integrated Approach.New Delhi: Deep & Deep
Publication
Perlman, H.H (1959). Social Case Work: A Problem Solving Process. Chicago: University of Chicago
Press.
Bellack, A.S. & M. Harsen (eds.) (1998). Behavioral Assessment: A practical Handbook 4th ed. Boston:
Allyn& Bacon.
Turner, F.J (Ed) (1979). Social Work Treatment Inter-looking Theoretical Approaches. New York :The
Free Press
Richmond, M. (1922). What Is Social Case Work. An Introductory Description .N.Y. Russell Age
Foundation.
Cournoyer, Barry (2000). The Social Work Skills Work Book (3rd. ed.). US: Wads Worth Publishing
Comp.
Connolly, Mari, & Harms, Louise (2009). Social Work: Context and Practice (2nd. eds.). Honkong:
SheckWah Tong Printing Press Ltd.
Hamilton, Gordon (1970). Theory and Practice of Social Case Work. New York and London : Columbia
University Press.
Hamilton, Gordon(2013).Theory and Practice of Social Case Work(2nd.eds.).New Delhi: Rawat
Publication.
Roberts, Robert, W. & Nee Robert, H. (1970).Theories of Social Case Work. Chicago: The University
of Chicago Press.
Payne, Malcolm, (1997). Modern Social Work Theory (2nd. ed..). Hampshire: MacMillamPresss Ltd.
Roberts & Nee (eds.) (1970). Theories of Social Case Work. Chicago: University of Chicago Press

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Additional Readings
Nelson Jones, Richard, (1984). Practical Counseling and Helping Skills.London : Harper and
Row
Grace,M., (1992). An introduction to Social Case Work.Bombay: Tata Institute of Social
Sciences.
Biestek, Felix (1968). The Casework Relationship.London :Unwin University Book
Richmond, Mary (1970) .Social Diagnosis. New York: Free Press
Reamer, Frederic, G.(2005). Social Work Values and Ethics (2nded.). New Delhi: Rawat
Publication.
Orme, Joan &Coulshed, Veronica, (1998). Social Work Practice (3rd eds.): An introduction.
New York: Palgrave Publication.
Bogo, Marion (2007). Social Work Practice: Concept, processes, & Interviewing. Jaipur: Rawat
Publication.
Segal, Elizabeth, A., Gerdes, Karen, E. & Steiner, Sue (2004). Social Work: In Introduction to
the Profession. US: Thomsom Learning Inc.

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 SW553: Social Group Work
Credit hours: 3
Teaching hours: 48
Description
This paper intends to develop knowledge and skills of students on social group work practice
with social groups and families in terms of process, methods, interventions skills, and group
mobilization. It aims to equip social group workers with the knowledge and skills on different
techniques of group work. It also provides values essential to direct practice with groups, family
and other variety of settings to achieve social justice.

Objectives
1. To empower students with knowledge on group work methods, techniques, tools needed
to practice with groups, families, organizations and communities.
2. To educate students with group work theories, principles, approaches, communication
skills, and group dynamics.
3. To motivate students to develop the ability to apply the theoretical knowledge into social
group work practice.

Contents
Unit I: Introduction to Social Group Work (8 LH)
• Concept, Scope, Objectives
• History of Social Group Work
• Principles, Ethics, Values and Skills in Social Group Work Practice
• Relationship of Social Group Work with other social work methods
Unit II: Group Dynamics (10 LH)
• Group and its Dynamics, Types, Formation, Structure and Functions, Pattern and process
of group interaction
• Group Work Process - Planning Phase, Beginning Phase, Middle Phase, Ending Phase
• Group climate, Socio-metric pattern and its use, Social mapping, Eco-map, Genogram.
Unit III: Practice of Social Group Work ` (10LH)
• Roles of group worker: Facilitator, Leader, Moderator, Manager, Administrator, Enabler,
Therapist, Helper, Resource mobilizer and Evaluator
• Approaches and Models in Group Work Practice: Social Treatment, Developmental
Group and Task Oriented Group.
• Contemporary theories and methods of group work practice in social work, evaluation
and assessment of group functioning
• Concept and principles therapy in groups, process in group work, contemporary theories
and methods of group work practice in social work., evaluation and assessment of group
functioning.
• Recording in Group work and its importance & Methods

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Unit IV: Group Work Intervention in Different Settings (14 LH)
• Group work practices with Families: family dynamics, assessment and intervention.
• Group Work practices among Children, Youth and Elderly
• Group work practices with Self Help Groups, Women group, Cooperative group,
Correctional setting, and Group work communities
• Group work in institutional settings like educational institutions, hospitals, and youth
development settings, child settings, family service agencies, municipality, DDC/VDC,
social welfare organizations, labor organizations, NGOs and community.
• Program Laboratory (Program Media in Social Group Work): Play, games, Singing,
Dancing, Role Play, Story Telling, Puppetry, Group Discussion and Excursion etc.
Unit V: Leadership, Power and Conflict (6 LH)
• Concept of leadership and power; Quality and importance of leadership, Leadership
theories
• Decision making process; consensus, majority, compromise e.t.c.
• Conflict in groups, handling conflict in group, conflict resolution.

Essential Reading
Karen KayKirst-Ashman.et.al. (2006). Understanding Generalist practice, Belmont CA:
Thomson Brooks/Cole (4thEd.)
Trecker, H.B. (1972). Social Group Work: Principles and Practices. New York: Associates
Press.
Douglas, T. (1972). Group Processes in Social Work: A Theoretical Synthesis. Chicester: Johan
Wiley & Sons.
Wilson, G. & Ryland, G. (1949). Social Group Work Practice. Cambridge: Houghton Mifflin
Company.
Toseland,R.& Rivas, R. (2003). An introduction to group work practice. Boston: Allyn& Bacon.
Lindsay, A. W. (1952). Group Work Recording: Principles and Practices. New York: Women
Press.
Phillips, Helen (1962). Essentials of Social Group Work Skills. New York: Associate Press.
Gravin, Charles D. and Lorriae M. Gulier (Ed.) (2007).A Hand Book of Social Work with
Groups. Jaipur:Rawat Publication.
Balgopal, P.R.&Vassil, T.V.(1983). Groups in Social Work: An Ecological Perspective. New
York: Macmillan.

Additional Readings
Brown, Allan (1994). Group Work.Hamphshire: Ashgate.
Geoffrey, L.G. & Ephross, P.H. (1997).Group Work with Population at Risk. New York: Oxford
University Press.
Konopka, G. (1963). Social Group Work: A Helping Process. Englewood Cliffs: Prentice.

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Toseland, R.W. & Rivas, R. (1984). An Introduction to Group Work Practice. New York:
MacMillian.
Berman-Rossi, T. (1993). The tasks and skills of the social worker across stages of group
development. New
York: Haworth Press.
Corey, M., & Corey, G. (1987). Groups: Process and Practice (3rd ed.). California:
Brooks/Cole.
Coyle, G. L. (1947). Group Experience and Democratic Values. New York: The Women’s Press
Konopka, G. (1972). Social Group Work: A Helping Process. (2nd ed).New Jersey: Prentice Hall
Inc.
Pallassana, R. B. &Vassil, T.V. (1983). Groups in Social Work: An Ecological Perspective. New
York:Macmillan Publishing Co Inc.
Dougles ,Tom (1978). Basic Group Work.London :Tavistock Publication
Barhard (1975) .The Use of Groups in Social Work Practice.USA :Routlede&Kegan Paul Ltd
Northen, Helene, Roberts (1976). Theory of Social Work with Groups. New York: Columbia
University Press.
Reid E. Kenneth (1996). Social Work Practice with Groups - A Clinical Perspective. USA:
Brook/Cole
Publishing Company.
Borkman,T.J. (1999). Understanding self-help/mutual aid: Experiential learning in the
commons. New Brunswick, NJ: Rutgers University Press.
Barker, R.L. (2003) The Social Work Dictionary. (5th edn.) Washington, DC: NASW Press

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 SW554: Foundation of Human Behavior
Credit hours: 3
Teaching hours: 48
Description
This course offers basic understanding of the concepts of human psychology in terms of various
bases of human behavior as well as developmental psychology. Human behavior is the product
of biological, psychological and social factors. This multidimensional view of human behavior
takes into consideration the basic psychological processes, stressors and adjustment tasks over
the life span and various issues related with individual personality. More clearly, the course
emphasizes the role of heredity, culture, ethnicity, gender and their social environment in
shaping human behavior. In addition, it aims at providing comprehensive knowledge of different
dimensions of individual behavior along with universal pattern of human development.

Objectives
1. To understand the basic concept and processes of psychology in general.
2. To develop an understanding of the normal developmental stages throughout the life
span.
3. To develop critical understanding of individual differences.
4. To acquire knowledge for applying concepts of psychology in social work practice.

Contents
Unit I: Psychology as a science of behavior and mental process [4 LH]
a) Concept, Nature and Goal
b) Field and Scope: Pure and Applied
c) Social work and psychology
d) Current trends: Cognitive, Evolutionary and Positive psychology
Unit II: Basis of Human Behavior [12 LH]
a) Biological: Role of Nervous System, Glandular System, Genetics and Physique
b) Social: Family, Neighborhood, Peer influence, School, Work place
c) Cultural: Caste/ethnicity, Religion, Customs/Rituals, Child rearing practices, Mass Media
d) Eco-cultural: Geography, Residence Pattern, Weather, Food
e) Nature versus Nurture Debate: Individual differences, Variation across cultures.
Unit III: Basic Psychological Concepts and Processes [12 LH]
a) Sensation and Perception, b) Emotion, c) Motivation, d) Learning, e) Remembering and
Forgetting, f) Intelligence, and g) Personality.
Unit IV: Growth and Development [10 LH]
a) Concept, Meaning and Principles of Growth, Maturity and Development
b) Stages of Human Development and characteristics: Physical and Psychological
development, Developmental Tasks and Social Expectations, Developmental Hazards
and Adjustment Procedures

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Unit V: Theories of Human Development [8 LH]
a) Psychodynamic Theory – Sigmund Freud
b) Psychosocial Theory – Eric Erickson
c) Cognitive Development Theory – Jean Piaget
d) Socio-cultural Contextual Theory - Vygotsky
Unit VI: Psychology and Social Case Work: Study and Presentation [2 LH]

Essential Readings
Baron, R.A. (1994). Psychology. Pearson Education, India.
Ciccarelli, S.K. (2009). Psychology. New Delhi: Glenn E. Meyer Pvt. Ltd.
Feldman, R.S. (2001). Understanding psychology. New Jersey: Prentice Hall
Hurlock, E.B. (1997). Personality development. New Delhi: Tata McGraw Hill Co. Ltd.
Hurlock, E.B. (2007). Developmental psychology, a life span approach. 39th reprint. New Delhi:
Tata McGraw Hill Co. Ltd.
Ingleby, E. (2010). Applied Psychology for Social Work. Learning Matters Co. Ltd, Great Britain
Morgan and King (1979). Introduction to Psychology. New Delhi: Tata McGraw Hill Co. Ltd.

Additional Readings
Claridge, G., Canter, S. and Hume, W.L. (1973). Personality differences and biological
variations, a study of twins. Oxford: Pergamon Press Ltd.
Hall and Lindzey (1978). Theories of personality, New York, John Wileyand Sona.
John D. Mullen (2006). Nature, Nurture, and Individual Change. Behavior and Philosophy,Vol.
34, pp. 1-17. Cambridge Center for Behavioral Studies. Stable URL:
http://www.jstor.org/stable/27759517
Kail, R. V. and Cavanaugh, J. C. (1996). Human Development.CA: Brooks/ Core publishing
Company.
Maltby, J., Day, L. and Macaskill, A. (2007). Personality, Individual Differences and
Intelligence. England: Pearson Education Limited.
Mathur and Sharma (1995). Health Hazards, Gender and Society, Jaipur, Rawat.
Naidu, G.S and Nakhate, V.S (1985). Child Development Studies in India. Bombay, TISS.
Paliwal S., (2002). Social Psychology. RBSA Publishers, Jaipur.
Sharif (2006). Personality Development and Social Work. Raj Publishing House, Jaipur, India.
Simone A. de Roos, Jurjen Iedema and Siebren Miedema (2004). Influence of Maternal
Denomination, God Concepts, and Child-Rearing Practices on Young Children's God
Concepts. Journal for the Scientific Study of Religion, Vol. 43, No. 4 (Dec., 2004), pp. 519-
535. Stable URL: http://www.jstor.org
Skinner B F (1938). The Behavior of Organism, New York, Appleton- Country Crafts.
Smolack, L. (1993). Adult Development. New Jersey: Prentice-Hall
Terman, L.M (1925). Genetic Studies of Genius Stanford, Stanford University Press

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Weiner, E. A. and Stewart, B. J. (1984). Assessing Individuals: Psychological and Educational
Tests and Measurements. Boston, Little, Brown and Co.

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 SW555: Research Methods in Social Work
Credit hours: 3
Teaching hours: 48
Description
The course ‘Research Methods in Social Work’ familiarizes the students with fundamental
concepts, approaches, and designs of social work research, its steps and the procedures
applicable in social work fields. It begins with introducing social work research and enters into
the techniques of formulating research problem based on the major issues relevant in the areas of
social work in Nepal or in the world and ends with qualitative and quantitative research methods
in social work. During this process it enables students to design, implement research project and
write research report from both qualitative and quantitative approaches.

Objectives
At the end of this course, students will be able to:
• Understand and elaborate the concept and types of social work research,
• Explain the key steps/procedures of conducting research in social work fields with
appropriate research logics, and
• Design and implement the social work research project in any social work research issue
in everyday life.

Contents
Unit I: Social Work Research (6hrs)
a) Concept of social work research: science and research
b) Types of social work research: pure/basic vs. applied
c) Alternatives to social work research: authority, tradition, common sense, media myth and
personal experience
d) Science and the scientific community: evidence based practice
e) The utility of scientific inquiry in social work

Unit II: Action and Evaluation Research (6hrs)

a) Applied research in social work
b) Action research: techniques and procedures
c) Evaluation research: techniques and procedures
Unit III: Designing Social Work Research (6 hrs)
a) Identification of research area/issue/topic
b) Review of literature: why and how
c) Ethics in social work research
d) Referencing: APA style guide
e) Formulating research problem/questions
f) Formulating objectives/hypothesis

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 g) Conceptualization: measurement and relationship
Unit IV: Choosing Methodology/ Methods (6hrs)
a) Ontology, epistemology and methodology
b) Philosophy and theory in social work research
c) Qualitative research approaches
d) Quantitative research approaches
e) Mixed method approaches
Unit V: Qualitative Research Methods (6 hrs)
a) Field research: key informant interview; case study; focus group; ethnography
b) Data collection tools/techniques: interview checklist, observation, case study, life history,
c) Data analysis: content analysis, narrative analysis, conversation analysis, discourse
analysis
d) Relations to participants: emic and etic perspectives
Unit VI: Designing and Conducting Survey Research (12 hrs)
a) Survey research: designing a survey
b) Survey instrumentation: constructing a good questionnaire
c) Determining sample and sampling techniques
d) Data enumeration: collecting data from the field
e) Data processing: editing, entry and cleaning
f) Data analysis (rationale and application of): frequency distribution, measures of central
tendency, measures of dispersion, z, t and F-tests, correlation, regression, ANOVA)
g) Interpretation and generalization
Unit VII: Writing a Research Report (6 hrs)
a) Conceptualizing research report
b) Structure of research report
c) Writing style: organization of ideas, language, tense, etc.

Essential Readings:
Unit I: Social Work Research
Rubin, Allen & Babbie, Earl. (2011). Methodology for Social Work Research. Chapter 1, pp. 14-
32; Chapter 2, pp. 33-47. New Delhi: Cengage Learning India.
Neuman, W. L. (2008). Social Research Methods. Chapter 1, pp. 1-22. Delhi: Pearson Education.
Somekh, Bridget and Lewin, Cathy (eds.). (2005). Research methods in the social sciences. Part
I: Introduction. New Delhi: SAGE Publications.
Unit II: Action Research and Evaluation Research
Rubin, Allen & Babbie, Earl. (2011). Methodology for Social Work Research. Chapter 13, pp.
282-310. New Delhi: Cengage Learning India.
Owen, John M. & Rogers, Patricia J. 1999. Program Evaluation: Forms and Approaches. Second
edition. Chapter 1, 2 & 3, pp. 1-38. Sydney, Australia: ALLEN & UNWIN.
Unit III: Designing a Research

19
Hofstee, E. (2006). The Literature Review. In Constructing a Good Dissertation: A Practical
Guide to Finishing a Master’s, MBA or PhD on Schedule.
Available Online at: www.exactica.co.za. Retrieved on 1 Feb 2010.
American Psychological Association. 2010. American Psychological Association Style Guide. 6th
ed. Washington, DC: American Psychological Association.
Publication Manual of the American Psychological Association, 6th ed. Washington, DC:
American Psychological Association, 2010.
Reference Desk Reserve 808.06615 p976m 2010 (at Reference Desk)
Unit IV: Choosing Methodology/Methods
Cresswell, John W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches. Second Edition. Chapter One. New Delhi: SAGE Publications.
Grix, Jonathan. (2002). Introducing Students to the Generic Terminology of Social Research.
POLITICS: 2002 VOL 22(3), 175–186.
Rubin, Allen & Babbie, Earl. (2011). Methodology for Social Work Research. Chapter 3, pp. 48-
72; Chapter 2, pp. 33-47. New Delhi: Cengage Learning India.
Crotty, Michael. (n. d.). The Foundations of Social Research: Meaning and Perspective in the
Research Process. New Delhi: SAGE Publications.
Neuman, W. L. (2008). Social Research Methods. Chapter 4, pp. 79-109. Delhi: Pearson
Education.
Morgan, David L. (2007). Paradigms Lost and Pragmatism Regained: Methodological
Implications of Combining Qualitative and Quantitative Methods. Journal of Mixed
Methods Research Volume 1 Number 1January 2007 48-76.
DOI: 10.1177/2345678906292462. http://jmmr.sagepub.com
hosted at http://online.sagepub.com
Unit V: Qualitative Research Methods
Rubin, Allen & Babbie, Earl. (2011). Methodology for Social Work Research. Chapter 18, pp.
404-419; Chapter 19, pp. 420-440; Chapter 20, pp. 442-445. New Delhi: Cengage Learning
India.
Swidler, Ann and Lamont, Michele. (2014). Methodological Pluralism and the Possibilities and
Limits of Interviewing. New York: Springer Science + Business Media. Qual Sociol. DOI
10.1007/s11133-014-9274-z.
Woodside, Arch G. (2010). Case study research: theory, method and practice. UK: Emerald
Group Publishing Limited.
Morgan, David L. (1996). Focus groups. Annu. Rev. Sociol. 1996. 22:129–52.
Somekh, Bridget and Lewin, Cathy (eds.). (2005). Research methods in the social sciences. Part
II: Chapter 1-ethnography. New Delhi: SAGE Publications.
Unit VI: Designing and Conducting a Survey
Rubin, Allen & Babbie, Earl. (2011). Methodology for Social Work Research. Chapter 15, pp.
342-362; Chapter 20, pp. 442-445. New Delhi: Cengage Learning India.

20
Singleton, Royce A. Jr. and Bruce C. S. (2010). Methods of Data Collection: Survey
Instrumentation. In Approaches to Social Research (5th Ed.), pp. 309–353. New York:
Oxford University Press.
Singleton, Royce A. Jr. and Bruce C. S. (2010). Survey Design. In Approaches to Social
Research (5th Ed.), pp. 84–130. New York: Oxford University Press.
Moore, Davis S. (2007). The Basic Practice of Statistics. Selected Chapters only. New York:
W.H. Freeman and Company.
Babbie, Earl. (1990). Survey Research Methods. Second Edition. Selected Chapters only.
California: Wadsworth Publishing Company.
Rosenberg, Morris. (1968). The Logic of Survey Research. Chapters 8 & 9. New York: Basic
Books.
Unit VII: Writing a Research Report
Neuman, W. L. (2008). Social Research Methods. Chapter 15, pp. 513-546. Delhi: Pearson
Education.
Kumar, Ranjit. (2011). Research Methodology: a step-by-step guide for begineers. Chapter 17,
pp. 311-322. New Delhi: Cengage Learning India.

21
 SW556: Field Work Practicum (IRC)
Credit hours: 3

Description
Field work practicum is the required course in the masters of social work program which are
included in the First, Second and Third semester’s course syllabus with 100 full marks provided
with general description and objectives. This guideline is intended to make the
teachers/supervisors, administrative staffs and the students informed about the nature, duration
and goal of field work practicum in each semester. Three different types of modality of field
work practicum have been designed in the MSW program – Intensive Research Camp,
Organization Agency Placement and Rural/Urban Camp.
In this semester Intensive Research Camp is to be carried out, objective and modality of
which are as follows;

Objective:
To familiarize students with the basic concepts of Research Methods in Social Work and to make
them acquainted with various research methods.

Field Work Practicum: Intensive Research Camp (IRC)

This type of field work named as IRC is intended to help students apply the knowledge of
research methodology from the classroom into the field. Students have to go outdoor (away from
their home and college staying overnights) for intensive research work in various areas in
different themes of studies related with social work theories and practices. After the completion
of the field work the students will be familiar with various methods and methodologies of
research in the field setting. They will practice research planning and designing, preparing of
data collection tools and techniques, using them in the field and finally preparing a research
report in standard format.
Ø The duration of the Intensive Research Camp should be 15 working days, i.e. 8 hours a
day (120 Hours) including preparation and visit to the field, compilation of the journal of
daily research activities and preparation of a first report draft.
Ø Students have to submit their finalized research report within 7 days after the completion
of the field work activities.
Ø In the Intensive Research Camps students are divided into various groups based on the
research themes and the various themes of the research are selected during the
preparation phase of the field work before the journey to the field.
Ø Themes for the research will be drawn mainly from the subject matters of the course of
study particularly associated with various contemporary social issues in Nepal.

22
Ø Students shall prepare for the field work (selection of various research themes and
research designs, research questions and data collection tools/techniques) beforehand in
the guidance of Research Supervisors in the college.
Ø During the field work the students are accompanied by Research Supervisor/s, who will
facilitate them to execute their research plan and compile the necessary information
required in the given theme.
Ø Similarly, students will prepare the Research Report working together with the assigned
supervisor. Though the themes of the research and data collection activity and research
reporting are carried out in the groups based on the themes of the research, each student
are supposed to prepare a separate research report of their own including their unique
individual reflection of the research experience and findings.
Ø Working modality:
o Daily Journal: All students in the field shall prepare the everyday log of their
daily activities by the end of the day. It should contain the field notes, filled up
questionnaires, observed information as well as the reflection
(learning/experience, challenges and outcomes) of the day.
o Draft and Final Report: Students will prepare a draft of field report in the field
including the details of field work activities and experiences in the given standard
format. Then with the consultation of the supervisor a Final Report should be
prepared.
Ø Finally, all the trainees have to go through Viva Voce with their supervised final report as
a part the university evaluation system.

23
 Second Semester
SW561: Social Work with Community
Credit hours: 3
Teaching hours: 48
Description
This course is designed to enhance understanding of students about community organization, its
process, methods and principles. The course focuses on increasing their knowledge, skills and
attitude for planning and practicing essential measures for community organizations.

Objectives
1. To orient students with meaning, concept, features and forms of community.
2. To acquaint them with meaning, concept, historical background and approaches of
community organizations and community development.
3. To enable them to explain models and techniques of community organization and
community development.
4. To make them able to practice social work knowledge, skills and interventions regarding
community organization.

Contents
Unit I: Introduction to Community Organization [8 LH]
Community:
• Meaning, Definition and Concept
• Components, characteristics and problems
• Major forms: Adibasy/ Janajaty, Rural, urban and slum community
Community Development:
• Meaning, Definition and Concept
• Aims, objectives, features, values, scope and programs
Community Organization:
• Meaning, Definition and Concept
• Aims, objectives, features and basic elements
• Values and scope
• Assumptions and activities
• Techniques and activities
• Distinction between community organization and community development
Unit II: Historical background and theoretical perspectives [10 LH]
• History and Nature of Community organization and community development
in world and Nepalese Context
• Knowledge, skills and ethics in community organization
• Community organization and its relevance with other methods of social work
• Theories, principles, approaches and methods of community organization

24
 • Models of Community organization: Locality development model, Social
planning model, Participatory planning model and Social action model
Unit III: Theories and Approaches of Community Development [6 LH]
• Theories of community development
• Approaches of community development: Integrated community development
approach, Participatory development approach, Right based approach, Monitoring
and Evaluation
Unit IV: Practice of Community Organization [12 LH]
• Techniques for establishing working relationship with community
• Community problem solving process and models
• Practice at macro level
• Role of social worker and NGOs in Community problem solving
• Social action and advocacy practice for social justice
• Community resource mobilization: meaning, concept, process and role of social
worker
• Peoples Participation: Concept, obstacles and approaches
• Current issues in practice of community organization
• Extension: meaning, definition, concept and approaches
• Radical community organization: meaning, definition, concept and process
• Participatory planning: concept, process and steps
• Project management: meaning, concept and essential aspects
• Supervision, monitoring and evaluation
Unit V: Concept of Power [6 LH]
• Power: Concept, Dimensions and relevance of power to community organization
• Empowerment: Meaning, Concept, barriers for empowerment, process of
empowerment, empowerment of gender, marginalized and disadvantaged groups
and CBOs
• Community leadership: meaning, concept and types of community leadership,
role of Community leader in community organization
Unit VI: Social Conflict, Facilitation and social change [6 LH]
• Social Conflict: Meaning, definition, concept, types, causes, effects and
strategy for resolution
• Facilitation: meaning, definition, concept, skills and methods
• Social Change: meaning, concept, nature and process

Essential Reading
Hoefer, Richard (2006). Advocacy Practice for Social Justice. Chicago: Lyceum Books.
Bateman, N. (1995). Advocacy Skills: A Hand Book for Human Service Professionals.
Brookfield, VT: Ashgate Publishing.

25
Ross, Murray & Lappin, Ben (1967). Community Organization, Theory, Principles and Practice,
New York: Harper & Row.
Kumar, Somesh (2002). Methods for Community Participation: A complete guide for
practitioners, New Delhi: Sage Publication (Vistaar).
Korten, David C. (1980). Community Organization and Rural Development: A Learning Process
Approach, Public Administration Review, Vol. 40 No. 5 (Sep-Oct, 1980), pp. 480-511.
Lee, Judith (2001). The Empowerment Approach to Social Work Practice: Building The Beloved
Community. New York: Columbia University Press.
Vettivel, Surendra (1992). Community Participation: Empowering the Poorest: Role of NGOs,
New Delhi: Vetri Publishers.
Cox Fred (1987). Community Organization, Michigan: F.E. Peacock Publishers
Adhikari, D.R. (2001). An Introduction to Social Work. Kathmandu: Dilli Ram Adhikari.

Additional Readings
Dhama, O.P. & Bhatnagar, O.P. (1994). Education and Communication for Development New
Delhi: Oxford & IBG Pub. CO. Pvt. Ltd.
Arthur, Dunham (1962). Community Welfare Organization: Principles and Practice. New
York: Thomas Crowell.
Subedi, Nani Ram & Adhikari Dilli Ram (2006). Rural Development in Nepal: Prospects and
Challenges.Kathmandu: Center for Good Governance and Development.
Rothman, Jack, Erlich John & Tropman John (1987). Strategies for Community Organization.
Michigan:Peacock Publishers
Dunham, A. (1962). Community Welfare Organization: Principles and Practice. NewYork :
Thomas Crowell
Friedlander, W.A. (1978). Concepts and Methods in Social Work. New Delhi : Prentice Hall
International Inc.
Agar, M. (1981). New perspectives on Community Development. UK: McGraw-Hill Book Comp.
Warren, R. L. (1965). Studying Your Community. New York: Free Press.
Hardina, Donna (2000). Analytical Skills for Community Organization Practice. NewJersey:
Prentice Hall.
Ledwith, Margaret (2005). Community Development: A Critical Approach. Policy Press
Rivera & Erlich (1995). Community Organizing in a Diverse Society. Allyn and Bacon

26
 SW562: Social Action and Social Movements
Credit hours: 3
Teaching hours: 48
Description
This course is designed to offers skills and knowledge on understanding and application of
different tools and techniques of social action such as social policy advocacy, groups and
community mobilization for social change.

Objectives
1. Familiarizes with conceptual issues in defining social action and social movements. 

2. Provide an over view of evolution of social action as method in social work. 

3. Acquaint students with various theoretical perspectives on social movement 

4. Understand use of social policy advocacy tools and techniques for social policy change. 


Contents
Unit I: Understanding Social Action (15 LH)
Social Action: Concepts, Principles, Process; scope and strategies, Social Action and Social
Movements, Social action and social change. Models and Strategies of Social Action: Legislative
actions, sanction, direct mobilization, protests and demonstrations, dealing with authority,
lobbying and advocacy, Tactics and techniques of social action. Contemporary perspectives and
emerging trends in community work practice.
Unit II: Social Work and Social Action (8 LH)
History of Radical Social Work Practice and Anti-Oppressive Social work practice Critical
Social work and Structural Social Work practice
Unit III: Perspectives of Social Action (6 LH)
Concept of conscientization and critical awareness
Paulo Friere and Saul Alinskey’s
contribution to Social Action
Unit IV: Social Movements and Social Change (12 LH)
Concept, nature and Components of Social Movements
Classification of Social Movements in
Nepal, Social movement in Nepali society
Old and New Social Movements, Characteristics of
New Social Movements
Overview of Social Movements in Nepal and India
Peasant
Movements, Labor movements, Women’s movements, Dalit movements, Janjati movements,
Environmental Movements and religious movement.
Role of social workers in social change
Unit V: Tool development and class presentation (7 LH)
Students developed social advocacy concept, objective, techniques and tools like drama, street
drama, poster, leaflet, story, case study, design seminar, protest etc.

Essential Readings
Powell, F (2001). The Politics of Social Work. London: Sage Publications. 


27
Reisch, M & Andrews J. (2002). The Road Not Taken: A History of Radical Social Work in The
United 
States. New York: Brunner- Routledge. 

Random House Shah,G. (2002). Social Movements and the State. New Delhi: Sage. 

Shah,G (2004). Social Movements in India: A Review of Literature, New Delhi: Sage
Publication. 

Laird, S (2007). Anti-Oppressive Social Work. New Delhi: Sage. 

Lee, Judith (2001). The Empowerment Approach to Social Work Practice: Building The Beloved
Community 
. New York: Columbia University Press 

Reid, Norman (2000). Community Participation: How People Power Brings Sustainable 

Benefits to the Communities. USDA Rural Development. Washington DC: Office of Community

Development. 


Additional Readings
Khinduka, S.K & Coughlin, B,J (1975). A Conceptualization of Social Action. The Social
Review, 49 (1)1-14.
Freire, P (1970). Pedagogy of the Oppressed. New York: Continuum.

Mullaly, R.P. and Mullaly.B.(1998). Structural Social Work: Ideology, Theory, and Practice.
New York: Oxford University press.
Alinsky, S. (1972). Rules for Radicals. New York:

Siddique, H.Y. (1984). Social Work and Social Action, New Delhi : Harnam Publications.

Singh,R. (2001). Social Movements, Old and New: A Post- Modernist Critique. New Delhi:
Sage.

Bailey,R and Brake.M. (1975). Radical Social Work, London: Edward Arnold.

Langan, M. Lee, P. (Eds). (1989). Radical Social Work Today. Boston: Unwin Hyman.

Alinsky, S. (1971). Rules for Radicals: A Practice Primer for Realistic Radicals. Vintage
Books

Watson, David & Holloway, Richard (1989). Changing Focus: Involving Rural Poor in
Development Planning. New Delhi : OXFORD & IBH Publishing Co. Pvt. Ltd.

28
 SW563: Social Welfare Administration
Credit hours: 3
Teaching hours: 48
Description
The paper aims at developing the understanding on social welfare, social welfare Administration
as a method of social work, its principles to the students. This course is design to offers
understanding and competency in social organization administration.

Objectives
1. To develop an understanding of concept, principles and components of governance and
social welfare administration.
2. To build knowledge of social welfare administration as a method of social Work
3. To gain skill in social welfare and development services.

Contents
Unit I: Introduction (10 LH)
• Social Welfare Administration: Definition, Principles and scope, nature of social welfare
administration and Philosophy
• History of social welfare administration
• Governance: Definition, Principles, Characteristics, Philosophy
• Attributes of Good Governance
• Nepal as a welfare nation state
• Practice of Social Welfare Administration in different settings.
• Social welfare Administration as an instrument of Social Change
Unit II: Structures and Processes (10 LH)
• Philosophy, Sociology and the Theory of Social Welfare
• Social Policies and Social Welfare Administration
• Basic Administration Processes: Planning, Organizing, human resource development
planning, management, job security, motivation, team spirit, decision-making,
coordination, communication, monitoring, evaluation, public relations and networking.
• Policies and Programs relating to Welfare of the Marginalized, vulnerable and weaker
Sections
Unit III: Components in Welfare Administration in Nepal (10 LH)
• History of Social Welfare in Nepal
• Social welfare Organizations: Registration of Social organizations. Society Registration
Act.2034
• Social welfare Act 2063, rule 2064
• Function and responsibilities of social welfare council, committees and office bearers.
• Program of Social Welfare Council.
• Social Welfare Ministry
29
 • Financial and Office Administration: Budgeting, accounting, auditing, fundraising and
resource mobilization, office procedure and record maintenance.
Unit IV: Components of Nation State Administration (6 H)
State Actors
• Government
1. Center Government
2. Federal State Government
3. Local Government
a. Non State Actors
• Political Parties
• Civil Society/ Pressure Groups/Interest Groups
• NGOs/ INGOs/ CBOs
• Media
• Private Sectors/Market Forces
• Multinational Companies
Unit V: Project Management (12 LH)
• Concept of Project Management in Nepal
• Plan, Program, Project and Activity
• Project Formulation, Need Assessment, Proposal Writing
• Project Cycle: Formulation Phase, Planning Phase, Implementation phase and
Termination Phase
• Project Implementation – Time Management-Conflict management- stress management
• Staffing, Budgeting, Funding, Reporting
• Project Control: Monitoring and Evaluation of the Project

Essential readings
UNIT 1
Sachdeva, D.R. (1993). Social Welfare Administration in India. Allahabad: Kitab Mahal.
Louise C. Johnson., Charles L. Schwarth (1994). Social Welfare Administration Response to
Human Need. London: Allyn and Bacon.
Jagannadham, C (1978). Administration and Social Change. New Delhi: Uppal Publishing
House.
UNIT 2
Connaway R.S. & Gentry M.E.(1988). Social Work Practice. New Jersey: M.E. Prentice Hall.
Goel, S.L. and Jain, R.K (1988). Social Welfare Administration, Vol. I and II. New Delhi: Deep
Publications.
Siddiqui H.Y. (1990). Social Welfare in India. New Delhi: Harnam Publications.
Louise C. Johnson (1994). Social Work Practice: A Generalist Approach (4th ed.). London:
Allyn and Bacon.
UNIT 3

30
Ministry of Women, Children and Social welfare, Government of Nepal
K.C., K. (Ed.). (2000). The Institutionalization of Democratic Polity in Nepal. Kathmandu:
Modern Printing Press.
Reed, Ella W. ed., (1961). Social Welfare Administration. New York: Columbia University
Press.
Karla, K. M,: Michael O’Melia: Brenda L. DuBois (1995). Generalist Social Work Practice: An
Empowering Approach. London: Allyn and Bacon.
UNIT 4
Shrestha, A. (Ed.). (1998). The Role of Civil Society and Democratization in Nepal. Kathmandu:
Nepal Foundation for Advanced Studies, Friedrich-Ebert-Stiftung.
UNIT 5
Shrestha, S. K (2011) Social welfare Administration, Taleju Publication, Kathmandu

Additional Readings
Specht, Harry and Anne Vickery (1977), Integrating Social Work Methods. George Allen and
Unwin.
Gupta, N.S. (1979). Principles and Practice of Management, New Delhi: Light and Life
Publications.
Friedlander.W.A. (1958). Introduction to social welfare. New Delhi: Prentice Hall.
Dimitto, D.M. (2000). Social Welfare: Politics and Public Policy. MA: Allyn and Bacon
Prentice Hall.
Ambrosino Rosalie et al.5th eds (2005). Social Work and Social Welfare: An Introduction.
CA,USA: Thomson Learning.
Day,P.(2003). A new history of social welfare (4th ed.). Boston: Allyn and Bacon
Diehl, P. F. (Ed.). (2005). The Politics of Global Governance: International Organizations in an
Interdependent World, New Delhi: Viva Books Private Limited.
Goldin, I. (2013). Divided Nations: Why global governance is failing, and what we can do about
it? UK: Oxford.
Kaldor, M. (2003). Global Civil Society: An Answer to War. Cambridge UK: Polity.
Rizal, D. (2012). Contemporary Governance: Challenges and the United Nations: Peace Building
in Conflict and Post Conflict Societies. New Delhi: Adroit Publishers.
Rondinelli, D. A., & Heffron, J. M. (Eds.). (2008). Globalization & Change in Asia. New Delhi:
Viva Books.
World Bank. Civil Service Reform: A Review of World Bank Assistance. Washington: World
Bank, Operation Evaluation Department.

31
 SW564: Socio-cultural Foundations of Human Behavior
Credit hours: 3
Teaching hours: 48
Description
This course is focused on on the fundamentals of social psychology in interdisciplinary context.
Cross-cultural and multicultural issues as well as situational factors which influence human
behavior in the social context are the major elements of the course. For this purpose, the course
begins with the fundamentals of social psychology and the influence of culture and then applied
aspect of social psychology including some social psychological theoretical explanations.
Objective
To enable students to understand the concept of social psychology, cultural psychology and their
relationship with social work.

Contents
Unit I: Introduction (2 Hours)
a) Definition, Nature and Methods of Social Psychology
b) Social Psychology for Social Workers
Unit II: Fundamental Concepts (16ur)
a) Self Concept: Self in Social Context, Self Serving Biases, Attitude formation
b) Social Cognition and Perception: Schemas, Heuristics and Errors in Cognition
c) Stereotypes, Prejudice and Discrimination: Meaning, Causes and Cures
d) Personal Relationships: Interpersonal Attraction, Close Relationships and Love
e) Social Influence: Conformity, Compliance and Obedience
f) Prosocial Behavior: Meaning and Theories
g) Aggressive Behavior: Meaning and Theories
h) Group Dynamics: Formation, Decision making and Conflict in Group processes
Unit III: Culture and Human Behavior (14 Hours)
a) Introduction to the Study of Culture and Psychology
b) Family: Individual’s link to society.
c) Collective Memory and the Individual
d) Sociocultural Symbols and Meaning
e) Individualism and Collectivism
f) Culture and Mental Health
Unit IV: Theoretical Perspectives (10 Hours)
a) Social Constructionism
b) Social Representation
c) Social Identity Theory
d) Cross-Cultural Perspective
e) Multiculturalism and diversity
Unit V: Applied Social Psychology (6 Hours)

32
 a) Social Psychology of Health, Education and Legal Issues
b) Social Psychology in Nepal

Note: Additional teaching hours will be required to make students prepared to work in various
human service setting in organization placement, which will involve exploring social
psychological issues in Nepal and submitting of the term papers.

Essential Readings
Unit I:
Baron, R.A. and Branscombe, N.R. (2012). Social Psychology. London: Pearson Education
Inc, 13th edition
Breakwell, G.M. and Rowett, Colin (1982). Social Work: The Social Psychological
Approach. England: Van Nostrand Reinhold
Unit II:
Baron, R.A. and Branscombe, N.R. (2012). Social Psychology. London: Pearson Education
Inc, 13th edition
Myers, D.G. (2012). Exploring Social Psychology. New York: McGrawHill, 6th edition
Unit III:
Chaudhary, N. (2007). Family, Negotiating Cultural Values. The Cambridge Handbook of
Sociocultural Psychology. Jaan Valsiner and Alberto Rosa edited. New York:
Cambridge University Press. pp.524-539
Eshun, S. and Gurung, R. (2009). Culture and Mental Health, Sociocultural Influences,
Theory and Practice. Sussie Eshun and Regan A.R. Gurung edited. Blackwell
Publishing, United Kingdom. Page 3-18.
Matsumato, D. (2001). Handbook of Culture and Psychology. New York: Oxford University
Press. Page 35-51
Matsumato, D. and Juang, L. (). Culture and Psychology, An Introduction. (page 1-27)
Wertsch, J.V. (2007). Collective Memory. The Cambridge Handbook of Sociocultural
Psychology. Jaan Valsiner and Alberto Rosa edited. New York: Cambridge University
Press. Pp.645-660
Zittoun, T. (2007). Role of Symbolic Resources in Human Lives. The Cambridge Handbook
of Sociocultural Psychology. Jaan Valsiner and Alberto Rosa edited. New York:
Cambridge University Press. Pp.343-361
Heine, S.J. (2010). Cultural Psychology. Handbook of Social Psychology Volume One. Susan
T. Fiske, Daniel T. Gilbert and Gardner Lindzey edited) New Jersey: John Wiley &
Sons. Fifth edition. Page 1423-1464
Unit IV:
Duveen, G. (2007). Culture and Social Representations. The Cambridge Handbook of
Sociocultural Psychology. Jaan Valsiner and Alberto Rosa edited. New York:
Cambridge University Press. Pp.543-559

33
 Gergen, K.J. (2001). Social Construction in Context. New Delhi:SAGE
Berry, J., Poortinga, Y., Segall, M., Dasen, P. (1992). Cross-cultural psychology, Research
and applications. New York: Cambridge University Press
Ridgeway, C.L. and Hogg, M.A. (2003). Social Identity, Sociological and Social
Psychological Perspectives. Social Psychology Quarterly, Vol. 66, No. 2 (June 2003).
American Sociological Association, pp. 97-100
Lott, B. (2010). Multiculturalism and diversity, A social psychological perspective. Sussex:
Blackwell
Moscovici, Serge (1988). Social Representation, Explorations in Social Psychology. Gerard
Duveen edited. Polity press, Cambridge:UK
Swann, W.B. and Bosson, J.K. (2010). Chapter 16 Self and Identity. Handbook of Social
Psychology Volume One. Susan T. Fiske, Daniel T. Gilbert and Gardner Lindzey
edited) New Jersey: John Wiley & Sons. Fifth edition. Page 589-628
Verkuyten, M. (2005). The Social Psychology of Ethnic Identity. Sussex: Psychology Press.
Page 39-73
Unit V:
Kool, V.K. and Agrawal, R. (2006). Applied Social Psychology, A Global Perspective.
Atlantic Publishers and Distributors (P) Ltd. Delhi, India
Levine, R. (1993). Social Psychology in Nepal, An Interview with Sarvagya Narayan
Shrestha, Murari Prasad Regmi, and Ayan Bahadur Shrestha. Contemporary Social
Psychology, Vol. 17, No.1, March 1993

34
 SW565: Field Work Practicum (OAP)
Credit hours: 3
Teaching hours: 48
Description
Field work practicum is the required course in the masters of social work program which are
included in the First, Second and Third semester’s course syllabus with 100 full marks provided
with general description and objectives. This guideline is intended to make the
teachers/supervisors, administrative staffs and the students informed about the nature, duration
and goal of field work practicum in each semester. Three different types of modality of field
work practicum have been designed in the MSW program – Intensive Research Camp,
Organization Agency Placement and Rural/Urban Camp.
In this semester Organization Agency Placement is to be carried out, objective and
modality of which are as follows;
Objectives
1. To make students observe general practice of social welfare administration in the field.
2. To help students learn the activities of various social development organization in terms
of their vision, mission and practices.
3. To facilitate students be familiar with the employment pool of various agencies.

Organization Agency Placement (OAP)

In this type of field work the students are placed for internship in various organizations both
governmental and nongovernmental working in the field of social development as a social work
trainee. After the completion of the field work the students shall be able to work independently
in their professional field.
Ø The selection of the organization is based on the sectorial specialization of the
organization related with the course syllabus, such as;
o Mental health,
o Children, Youth and Families,
o Other developmental issues (community organizations, educational issues,
disability etc.)
Ø The duration of the internship should be 35 working days, i.e. 8 hours a day (280 Hours).
Ø During the field work the student will work in the organizational setting given the
objectives and rules of the organization under the direction of the organizational
supervisor (concerned staff of the agency).
Ø During the field work, the trainees are assigned an academic supervisor (faculty in the
university/college) who will guide him throughout the field work placement. The students
have to report weekly about fieldwork activities, challenges and learning to the assigned
supervisor.
Ø During the field work, under the supervision of both academic and organizational
supervisor, the trainees will have to focus their learning on;

35
 o Working areas, Objectives and Activities of the organization,
o Documentation, Correspondences and Everyday organizational behavior,
o Funding sources, Support system and Partner organizations.
o Active participation in the organizational activities as per the rule.
Ø Reporting modality:
o Individual Conference (IC): The student has to have a formal conversation with
the field supervisor about the detail activities, overall learning about the field and
the experience sharing every week.
o Group Conference (GC): The students also have to present about their field work
activities among all the faculties and trainees twice during the field work.
o Summary Report (SR): By the end of the field work, all the trainees have to
submit a complete recorded and printed activity report of field work activities and
experiences in a given standard format.
Ø Finally, all the trainees have to go through Viva Voce with their supervised final report as
a part the university evaluation system.

36
 SW 571 ANALYSIS OF SOCIAL PROBLEMS AND POLICY

Credit Hours: 3
Lecture Hours: 48

Description
Societies in the world are not free of social problems and every society attempts to cope with
them by developing policies and practices of interventions. Nepal has also been facing various
types of problems regarding lower social and economic status in terms of food, shelter, health,
and security. Despite of investing economic resources, achievements are not satisfactory. Given
the situation, this course will provide an overview of social problems as the reflections of major
social concerns, issues and challenges. It attempts to examine the current social problems in the
as experienced by Nepali society in everyday life. This course is expected to help students
explore and critically analyze the prevalence, etiology and possible remedy to the social
problems at micro, mezzo and macro level. The instruction involves lectures, discussions, term
papers accompanied by field work practicum.
Objectives
The main objective of the course is to facilitate students comprehend social problems in relation
to various social facts and present their views and experiences in relation to various issues so as
to make students able to critically examine social problems as well as policies from the broader
perspectives connecting macro, mezzo and micro level. More specific objectives are to;
• Understand and explain various factors associated with social problems in Nepal. 

• Identify policy interventions in social, economic, political, and technological context.
• Apply principles and methods of social work toward solutions.

Contents
Unit I: Social Construction of Social Problems (10 Hours)
a) Perspectives on Social Problem
• The Functionalist Perspective,
• Interactionist Perspective,
• Conflict Perspective
• Human Rights Perspective
• Human Developmental Perspective
• Bio-psychosocial Perspective
b) The Nature of Claims and Claimsmakers
• Choices of Problem Construction
• Authoritative VS Democratic
• Evidence based claims
• Claims Appearance in the Media
Unit II: Dimensions Social Problems (10 Hours)

37
 a) Social Structural and System (Poverty, Unemployment, Corruption)
b) Techno-Economic (Migration and Globalization
c) Health and Wellbeing: Physical, Mental and Psychosocial
d) Life Course Development (Child, Youth and the Aging)
e) Environmental: Global warming/Climate change,
f) Catastrophic: Disasters and Emergencies
g) Socio-cultural Dynamics: Prejudice, Discrimination and Marginalization
h) Conflict: Violence, Crime, Terrorism and War
i) Geopolitical and Regional (Intra and Inter-national)
j) Analyzing Dimensions of Social Problems at Micro, Mezzo and Macro level and their
linkage
Unit III: Social Problems in Nepal (10 Hours)
Poverty, Unemployment and Joblessness; Laborer migration; Corruption; Earthquake, Flood,
Drought and Fertility; Epidemics and Diseases; Regional (Pahad-Madhesh), Ethnic Upsurge
(Khas-Bahun, Indigenous Group), Dalit and Women Issues; Economic blockade, Neighborhood
trap and Political Instability etc.
Unit IV: Policy Outcomes and Solution to Social Problems (10 Hours)
a) Global Policy about Social Problems (UN and Its related up to SDGs)
b) Regional Policy: European Union, SAARC, ASEAN, BIMISTEC
c) Nepali Context: Constitutional and Legal Provisions, National Plans and Policies
Unit V: Analysis and Intervention to Social Problems (8 Hours)
a) Problem Tree Analysis
b) Logical Framework Analysis
c) Planned Development in Nepal; Evolution of Priorities, Evaluation of Achievements.
d) Social Work for Social Problems: Bridging the Gap between Problems and Solutions

Notes: The course requires additional hours for the preparation of term paper on one dimension
of specific problems for each student. Given the diverse issues included in the paper
numbers of guest lectures from the experts in the specific area will be made including
regular classroom instructions.

Essential Readings:
Acemoglu, D., & Robinson, J. A. (2013). Why Nations Fail: The Origins of Power, Prosperity
and Poverty. London: Profile Books.
Beast, J., & Harrish, S. R. (2013). Making Sense of Social Problems. (J. Best, & S. R. Harrish,
Eds.) Delhi: Viva Books.
Blumer, H. (1971). Social Problems as Collective Behavior. Social Problems, 18 (3), 298-306.
Bonds, E. (2013). Grappling with structure, Social Construction and Morality: Towards a Human
Rights Approach to Social Problems Instruction. Societies Without Borders, Vol.8(1).
pp.137-162

38
Clarke, M. (1975). Social Problem Ideologies. British Journal of Sociology, 26 (4), 406-416.
Cox, D., & Pawar, M. (2006). International Social Work: Issues, Strategies, and Programs. New
Delhi: Vistaar Publications.
Dale, R. (2003). The Logical Framework: An Easy Escape, a Straitjacket, or a Useful Planning
Tool? Development in Practice, 57-70.
Dwyer, P. D., & Minnegal, M. (2010). Theorizing social change. The Journal of the Royal
Anthropological Institute, 629-645.
Eiensiedel, S. V., Malone, D. M., & Pradhan, S. (2012). Introduction. In S. V. Eiensiedel, D. M.
Malone, & S. Pradhan, Nepal in Transition: From People Wars to Fragile Peace (pp. 1-
33). New Delhi: Cambridge University Press.
Ford, T. R., & Hoban, T. J. (1987). Bridging The Gap Between Social Problem Analysis and
Social Problem Solution. Journal of Applied Sociology, 4, 63-70.
Fowler, A. (1996). Demonstrating NGO Performance: Problems and Possibilities. Development
in Practice, 58-65.
Giddens, A., & Sutten, P. (2013). Sociology (7th Edition ed.). New Delhi: Wiley.
Gilligan, P. A. (2007). Well Motivated Reformists or Nascent Radicals: How Do Applicants to
the Degree in Social Work See Social Problems, Their Origin and Solution? British
Journal of Social Work, 37 (4), 735-760.
Government Of Nepal. (2011). National Policies of Nepal Government/ Nepal Sarkarka Rastriya
Nitiharu. Kathmandu: PROSED.
Guttman, L. (1971). Social Problem Indicators. The Annals of the American Academy of Political
and Social Science, 393, 40-43.
Heidenheimer, A.J. and Johnston, M. (2002). Political Corruption, Concepts and Contexts. New
Jersey: Transaction Publishers
Heller, N.R. and Gitterman, A. eds. (2011). Mental Health and Social Problem, A Social Work
Perspective. New York: Routledge
Heyer, M. d. (2002). Modelling Learning Programmes. Development in Practice, 525-529.
Keohane, R. O., & Nye, J. S. (2000). Globalization: What's New? What's Not? (And So What?).
Foreign Policy, 104-119.
Kornblum, W. J. (2012). Social Problems (14 ed.). Delhi: Pearson.
Lopata, H.Z. and Levy, J.A. eds. (2003). Social Problems across the Life Course. Oxford:
Rowman and Littlefield
Macedo, S., & Williams, M. S. (2005). Introduction. In S. Mecedo, & M. S. Williams, Political
Exclusion and Domination (pp. 1-25). New York: New York University Press.
McKenney, C. R. (1959). Alchoholism as a Social Problems. Philippine Sociological Review,
17-25.
Merton, R. K. (1957). Social Theory and Social. Glencoe: Free Press.
Merton, R.K. (1958). Social structure and anomie. American Sociological Review. V.3(5),
pp672-82

39
Oreopoulos, P. (2008). Neighbourhood Effects in Canada: A Critique. Canadian Public Policy /
Analyse de Politiques , 237-258.
Parks, M. J. (2014). Urban Poverty Traps Neighborhoods and Violent Victimization and
Offending in Nairobi, Kenya. Urban Studies, 1812-1832.
Ping, H. (2002). Sociology and Social Problem Research. The Canadian Journal of Sociology /
Cahiers canadiens de sociologie , 27 (4), 573-576.
Problems, M. S. (2013). (J. Best, & S. R. Harrish, Eds.) Delhi: Viva Books.
Reid, W. J. (1977). Social work for social problems. Social Work, 22 (5), 374-381.
Seddon, D., Gurung, G., & Adhikari, J. (1998). Foreign Labour Migration and the Remittance
Economy of Nepal. Himalaya, the Journal of the Association for Nepal and Himalayan
Studies, 18 (2).
Siu, A. M., & Shek, D. T. (2010). Social Problem Solving as a Predictor of Well-Being in
Adolescents and Young Adults. Social Indicators Research, 393-406.
Smith, A. O. (1999). What is a Disaster? Anthropological Perspective on a Persistence Question.
In A. O. Smith, & S. M. Hoffman, The Angry Earth: Disaster in Anthropological
Perspective (pp. 18-34). London: Routledge.
Srivastava, N.L. (2008). Major turns in planned development of Nepal. The Journal of Nepalsese
Business Studies, Vol. V(1). pp.1-15
Topinard, P. (1998). Social Problems. The Monist , 8 (4), 556-595.

40
 SW 572 PEACE BUILDING AND CONFLICT MANAGEMENT
Credit Hours: 3
Lecture Hours: 48
Description
This course aims to enhance skills and knowledge of the students on peace building and conflict
management with various models, techniques, approach and tools as social interaction, and
models of practices--radical, ecological, system, generalist, and problems solving approaches.
This course will develop confidence of the students on managing conflict though advocacy,
negotiation and mediation. Different type of conflicts in groups, families, community, and
organizations will be discussed and create understanding of the students on conflict management.
The students learn theoretical aspects on the class room and practice at micro, macro and mezzo
level with the application of comprehensive set of conflict resolution techniques.
Objectives
1. To enhance knowledge and skills of students to identify range of conflict, conflict resolution
techniques, models, approaches and strategies.
2. To make students understand and use of principle of negotiations, mediation and advocacy
in order to promote social wellbeing of clients, marginalized and vulnerable population, and
for broader social change.

Contents
Unit I: Introduction of Conflict (10 LH)
a. Concept on Peace, Conflict and Violence
b. Types of Conflict and Conflict Situation
c. Causes of Conflict
d. Decision making theory and Social conflict theory
e. Dimensions of Social Conflict (Ethnicity, Religion, Class, Caste/Ethnicity, Gender)
Unit II: Conflict Analysis and Resolution (12 LH)
a. Conflict Dynamics, Basic Need and Rational Calculation
b. Triple R, M Approach
c. Conflict Mapping
d. Approaches to Conflict Resolution
e. Third party intervention (Power based, right based, interest based, identity based,
feminist informed, therapeutic and transformative models)
f. Negation, mediation, and advocacy between individuals, families and social systems
Unit III: Application of Conflict Resolution Techniques (12 LH)
a. Negotiation
b. Mediation
c. Facilitation
d. Indigenous and traditional mechanisms of dispute resolution

41
Unit IV: Language and communication in Social Work Practice (4 LH)
a. Concept of Peaceful Communication
b. Peaceful Language and Communication
c. Non Violence Communication
d. Values and ethical issues
Unit V: Conflict Transformation and Human Rights (10 LH)
a. Conflict Prevention and Peace building
b. Changes at four levels –Individual, Relational, Cultural and Structural
c. Reintegration, Reconciliation and Rehabilitation
d. Human rights issue and Gendering Justice
e. Role of social workers

Essential Readings
Barash, D. P., & Webel, C. P. (2002). Peace and Conflict Studies, New Delhi: Sage Publication
Galtun, Johan (1996). Peace by Peaceful Means: Peace and Conflict, Development and
Civilization. London: Sage.
Otomar, J., & Wehr, P. (2008). Using Conflict Theory. USA: Cambridge University Press.
Burton, J. (1990). Conflict: Resolution and Prevention. London: Macmillan.
Ohlson, T. (2006). Triple-R and Triple-M: Understanding Causes of war and Peace. European
Journal of International Relations 2008, 14, 133.
Rothman, J. and Olson, M. L. (2001). ‘From Interest to Identities: Towards a New Emphasis in
Interactive Conflict Resolution’, Journal of Peace Research.38 (3): 289-305.
Wallensteen, P. (2003). Understanding Conflict Resolution: War, Peace and the Global System.
London: Sage Publications.
Zartman, I., William (1989). Ripe for Resolution: Conflict and Intervention in Africa (updated
edn.). New York and Oxford: Oxford University Press.
Chhetri, R., & Kattel, S. P. (2004). Dispute Resolution in Nepal: A Socio-Cultural Practices.
Kathmandu: CVICT.
Fisher, R., Ury, W., & Patton, B. M. (1992). Getting to Yes: Negotiating Agreement without
Giving In. Penguin Books.
Moore, C. W. (2003). The Mediation Process: Practical Strategies for Resolving Conflicts (3rd
ed.). San Francisco: Jossey-Bass.
Pradhan, R. (2005). Legal Anthropology and Traditional Disputing Process in Nepal.
Kathmandu: Access to Justice Program, UNDP.
Schwarz, R. (2002). The Skilled Facilitator: A Comprehensive Resource for Consultants,
Facilitators, Managers, Trainers, and Coaches. New York: Jossey-Bass, John Wiley &
Sons.
Zartman, I., William and Berman Maureen R. (1982). The Practical Negotiator. New Haven,
CT, and London: Yale University Press.

42
Dematos, F. G. (2006). Language, Peace and Conflict Resolution. In Dutsh, M, Coleman, P.T.
and Marcus, E. C (Eds). The Handbook of Conflict Resolution: Theory and Practice (pp
158-176), USA: Jossey-Bass, A Wiley Imprint.
Rosenberg, M. B. (2003). Nonviolent Communication: A Language of Life (pp. 15-24), USA:
Puddle Dancer Press.
Boutros-Ghali, B. (1992). An agenda for Peace. New York: United Nations.
Howell, S. & Willis R. (1989). Society at Peace: Anthropological Perspective. London:
Routledge.
Lederach, J. P. (1997). Building Peace: Sustainable Reconciliation in Divided Societies.
Washington DC: United States Institute of Peace.
Lederach, J. P. (2003). The Little Book of Conflict Transformation. Intercourse, PA: Good Books

43
 SW 573-A FOUNDATION OF MENTAL HEALTH SOCIAL WORK
Credit Hours: 3
Lecture Hours: 48
Description
In the context of poor level of awareness of mental health problems as well as lack of sufficient
facilities and professional social workers in Nepal, it is necessary to equip social workers with
the basic knowledge of explanation of normal and abnormal behavior as well as widely used
diagnostic criteria which involves understanding of mental health issues prevalent in the
population over the life span. By having an understanding of the situation of mental health in
Nepali context, social workers can prepare themselves to define their role and create space to
contribute for more responsive and comprehensive mental health services at the local, regional,
and societal levels, particularly in the Nepali context.
Objectives
• To develop an understanding of a bio-psycho-social model in social work practice in the
field of health, mental health and mental health problems.
• To make students capable to comprehend diagnostic criteria and classification of diseases
adopted in the global context.
• To facilitate students, identify the mental health issues over the life span with particular
focus on children and elderly.

Contents
Unit I: Introduction to Mental Health (8 HR)
a) Terminologies: Concept of Mental Health and Psychosocial Problems; Mental Illness
and Mental Disorders; Disability and Psychopathology; Models of Abnormality; Signs,
Symptoms and Syndromes etc.
b) Diagnostic Criteria: Diagnostic and Statistical Manual of Mental Disorders (DSM) and
International Classification of Diseases (ICD); Relationship between DSM and ICD
Unit II: Explanation of Psychosocial Problems and Psychopathology (12 HR)
a) Biological: Assumptions and Etiology (Risk and Protective Factors)
• Imbalances of Brain Chemicals; Brain Dysfunction and Neural Plasticity
• Genetic Vulnerabilities
• The Implication of Psychiatric Explanation
b) Psychological: Assumptions and Etiology (Risk and Protective Factors)
• Psychoanalytical, Behavioral, Cognitive, Humanistic Perspectives
• Personality, Resilience and Coping
• Stress-Diathesis Model
c) The Sociocultural: Assumptions and Etiology (Risk and Protective Factors)
• Sociocultural Explanation of Abnormal Behavior
• Psychopathology across Cultures and Society

44
 • Culture, Family and Mass Media
d) Integrating Multiple Approaches: The Bio-psycho-social Model
Unit IV: General Mental Disorders (14 HR)
a) Stress and Adjustment Disorders
b) Anxiety Disorders
c) Mood Disorders
d) Substance Use Disorder
e) Cognitive Disorders
f) Personality Disorders
g) Psychotic Disorders
Unit V: Mental Disorders over the Life Span: Nature, Causes and Types (8 HR)
a) Disorders of Childhood and Adolescence
• The Classification of Childhood and Adolescent Disorders
• Common Disorders of Childhood (ADHD, Autism, Conduct Disorder, Learning
Disabilities, Intellectual Disability)
b) Mental Disorders of Old Age (Cognitive Impairment, Depression and Anxiety,
Substance, Multi-morbidity)
Unit VI: Mental Health Social Work in Nepal (6 HR)
• Situation of Mental Health in Nepal
• Knowledge, Attitude and Perception Toward Mental Health in Nepal
• Common Mental Health Issues in Nepalese Context
• Role of Social Workers in Mental Health Setting Nepal

Essential Readings
Ann, M. K and Sheri L. J. (2012). Abnormal Psychology (12’th edition). John Wiley & Sons, Inc.
U.S.A
APA (2013). Diagnostic and Statistical Manual for Mental Disorders, Fifth Edition DSM-5TM.
Arlington: American Psychiatric Association
Barlow, D. and Durand, V.M. (2008). Abnormal psychology: An Integrated Approach (2nd
Reprint). Thomson, Wadsworth, New Delhi
Campbell, W.H. and Rohrbaugh, R.M. (2006) The Biopsychosocial Formulation Manual, A
Guide for Mental Health Professionals. New York:Routledge
Caroline, Kinsella (2006). Introducing Mental Health: A Practical Guide: Jessica Kingsley
Publishers London, UK and Philadelphia, USA.
Carson, R. C., Butcher, J.N. & Mineka, S. (2000). Abnormal Psychology and Modern Life (11th
Edition). Pearson, India
Goldenberg, Herbert (1977). Abnormal Psychology: A Social/Community Approach.
Brooks/Cole Publishing Company, California !61
Kisker, George W. (1977). The Disorganized Personality (Third Edition). McGraw HIll
International Book Company, Tokyo.

45
Mahoney, Michael J. (1980). Abnormal psychology: Perspective on Human Variance. Harper
and Row, Publishers, San Francisco.
Pritchard, C. (2006). Mental Health Social Work: Evidence-based practice. Routledge Taylor
and Francis Group. London and New York.
Rosenhan, David L. (1973). On being sane in the insane places. Science, 1979 Pp. 250-8
Sarason, Irwin G. and Sarason Barbara A., (2008). Abnormal Psychology, the Problems of
Maladaptive behavior (11th eds): Ashok K. Ghosh PHI Learning Pvt. Ltd. New Delhi.
WHO (2007). The ICD-10 Classification of Mental and Behavioral Disorders, Clinical
description and Diagnostic guidelines: Delhi: A.I.T.B.S. Publishers

46
 SW 574-A PSYCHO-DIAGNOSIS AND ASSESSMENT IN SOCIAL WORK PRACTICE
Credit Hours: 3
Lecture Hours: 48
Description
Social workers practicing in mental health setting require basic assessment and diagnostic
knowledge and skills which helps them to early identification of mental health issues so as to
screen them and refer to concerned professionals. The introduction, classification and
administration of various assessment tools and techniques are necessary for the social workers in
Nepalese context where there is lack of mental health professionals in all parts of the country.
Given the context this paper is intended to meet the following objectives.
Objectives
- To help students carry out psychological assessment in various social work practice
setting.
- To equip students with knowledge and skills of screening and facilitating psycho-
diagnostic testing.
- To make students for early identification and referral of various mental health problems.

Contents
Unit I: Introduction (8 LH)
a) Definition, Nature and Purpose of Psycho-diagnosis and Assessment
b) Function of Psycho-diagnosis and Assessment in Mental Health Social Work
c) Fundamental Criteria for Diagnosis and Assessment
d) Assessment, Diagnosis and Testing
e) Scope and Application: Educational, Counseling, Clinical, Organizational, Legal and
Other settings
Unit II: Classification, Tools and Usages (12 LH)
a) Objective Test, Projective Test and Neuropsychological Test
b) Observation, Interviews and Rating Scales
c) Clinical Interview
d) Behavioral Assessment
e) Case History and Mental Status Examination
f) Issues in Test Use: of Reliability, Validity and Adequacy
g) Use of Computer and Modern Technology in Assessment
Unit III: Stages and Skills (12 LH)
h) Steps of Psycho-diagnostic and Assessment
i) Rapport and Interviewing Skills, Analogue Techniques etc.
j) Selection of Informants and Tools/Techniques
k) Psycho-diagnostic Screening Tools and Techniques
l) Ethical Consideration

47
 m) Referral
Unit IV: Administration of Specific Assessment Tools (10 LH)
a) Mental Health Screening Tool
b) Stressors Assessments
c) Anxiety and Depression Assessment
d) Case History Format
e) Mental Status Examination
f) Functional Assessment
Unit V: Case Practice and Reporting (6 LH)
a) Constructing Detailed Case History and Psychological Assessment of 10 Cases
b) Report Writing: Structure, Content and Formatting (APA style)

Essential Readings
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental
Disorders (DSM-5)
Baer, L. and Blais M.A. Eds. (2010). Handbook of Clinical Rating Scales and Assessment in
Psychiatry and Mental Health. New York: Springer
Corcoran, J. and Walsh, J. (2006). Clinical Assessment and Diagnosis in Social Work Practice.
Oxford University Press, Inc. Oxford New York
Fish (2007). Fish's Clinical Psychopathology. The Royal College of Psychiatric: UK
Groth-Marnat, G. (2003). Handbook of Psychological Assessment (4th Edition). John Wiley &
Sons, Inc.,Canada
Hecker. E. J & Thorpe G.L. (2007). Introduction to Clinical Psychology Science, Practice, and
Ethics. Pearson Education. India.
Kellerman, Henry & Anthony Burry (2007) Handbook of Psychodiagnostic Testing: Analysis of
Personality in the Psychological Report (4th Edition). Springer, USA.
Mental Health Screening and Assessment Tools for Primary Care (https://www.aap.org/en-
us/advocacy-and-policy/aap-health-initiatives/Mental-
Health/Documents/MH_ScreeningChart.pdf)
Singh A.K. (2006). Tests, Measurements and Research Methods in Behavioral Sciences (Sixth
Edition). Bharati Bhawan, India
World Health Organization (). International Classification of Diseases (ICD-10). Chapter 5
International Classification of Mental and Behavioral Disorders.
Zanda, Louis (2001). Psychologists Book of Personality Tests. John Wiley & Sons, Inc. New
York, USA

48
 SW 575-A DISASTER MANAGEMENT AND SOCIAL WORK

Credit Hours: 3
Lecture Hours: 48
Description
Nepal is highly prone to natural hazards such as floods, landslides, fires, extreme weather events
and earthquakes. Disaster preparedness activities are important as a precursor for a more
effective humanitarian response and for reducing humanitarian caseloads during disasters.
Experience confirms that an effective humanitarian response at the onset of a crisis is heavily
influenced by the level of preparedness planning of responding agencies, as well as the capacities
and resources available at all levels.
Nepal therefore should be prepared in case of emergencies and disasters due to natural
hazards or man-made causes to protect people from personal injury and loss of lives, and protect
property from damage. This course has been designed to develop skillful and knowledgeable
social workers who in turn will prepare a resilient society, deal with disaster affected & displaced
people through rescue, management & resettlement programs.
Objectives
o To enable students understanding about ecosystem equilibrium and disequilibrium,
disaster risk assessment and analysis, vulnerability assessment skills and knowledge.
o To enhance skills to analyze factors contributing to disaster, post disaster impact, and
developing resilience of disaster affected society.
o Perform disaster intervention policy analysis, intervention program development, and the
process of disaster management and resettlement intervention.
o To develop an understanding of the students about community based disaster
management, awareness building, policy advocacy, and human rights advocacy.
o To develop student’s comprehension on role of social workers’ team during disaster
management and resettlement.

Contents
Unit I: Introduction, Classification, and Impacts of Disaster (6 LH)
a) Introduction to Disaster, Classification, and Trends
b) Impacts of Disaster- Social, Economic, Psycho-Social, Ecological, and Physical.
c) Disaster Trends in Nepal and Its Impact
Unit II: Conventional Practices in Disaster Management (8 LH)
a) History, Concept, and Conventional Practices in Disaster Management, and Risk
Reduction.
b) GON National Disaster Management Act 2009 and Disaster Management Structure,
Roles and Responsibilities, and Coordination.
c) Pre-disaster Risk/Vulnerability Assessment Tool
Unit III: Disaster Management Cycle and Development (10 LH)

49
 a) Pre-Disaster Situation- Preparedness, Prevention, and Mitigation
b) During Disaster Situation- Rapid Appraisal (Multi-Cluster Initial Rapid Assessment,
Response, Search and Rescue, and Emergency Service
c) Post-Disaster Situation- Early Recovery, Recovery, Rehabilitation, & Recommendation
for Mitigation
d) Main-Streaming Disaster Risk Reduction in Development Programs
e) Vulnerability& Disaster Preparedness, Education, and Awareness
Unit IV: Stakeholder Analysis (6 LH)
a. Government Organizations, NGOs/INGOs, National/International Security Forces
b. Local Groups, Community Participation, Volunteers, and Social Workers
c. Issues: Policies, Politics of Aid, Gender, Ethnicity, and Culture
Unit V: Role of Social Workers in Disaster Management (4 LH)
a. Social and Psychological Effects of Disaster
b. Social Workers Role in Post- Disaster Intervention
Unit VI: Case Studies and Practical Exercises on Rescue and First Aid Techniques (14 LH)
a) Case study on Nepal Earthquake April 2015
b) Practical Exercise on Rescue & First Aid Techniques
c) Table Talk Exercise

Notes: Each student will write individually a 1500-word analytical paper on lesson learned from
the Social and Psychological Intervention of April 2015 Earthquake in Nepal. Paper is due on
the last day of class. Students will be taken to a disaster management unit and taught basic skills
in first aid & rescue techniques. At the end of the course a table talk exercise will be conducted
to reinforce the practical aspects of disaster impacts and social interventions.

Essential Readings
Nepal Hazard Risk Assessment Report Exposure, Vulnerability, & Risk Assessment Part1 & part
2(n.d): Government of Nepal.
Asian Disaster Preparedness Centre (APDC), Norwegian Geotechnical Institute(NGI), Centre for
International Studies & Cooperation.
National disaster Management Act 2009, GON
General Assembly Resolutions on Natural Disasters & Vulnerability(59/233 & 58/215)
National Strategy for Disaster Risk Management in Nepal, 2009, GON
Nepal Country Report(1999), MOHA
Shader, I & Schwartz, A. (1966). Management of Reaction to Disaster, Social Work, Vol 11, No
2, 99-1-4
UNDP, BCPR (2004), Reducing Disaster Risk, A challenge for Development
World Bank (2005), Natural Disaster Hot Spot, A Global Risk Analysis
Natural Disaster Relief Act 1992(2nd Amend), GON
Disaster Management in Nepal- A profile (1994), GON

50
Problems of Disaster Management in Nepal& Measures to Solve them (1998)
Additional Readings
Nepal Hazard Risk Assessment Report Part 1 & 2:GON
Acharya, S. (2007), Flow Structure in Nepal & Benefit to the Poor, Economic
Bulletin, Vol.15, No.17: 1-14
Alamgir, M. & Ra, S.(2005); Nepal Public Debt Sustainability Analysis, NRM Working Paper
No. 5, The Asian Development Bank, Manila
Arrow, K. & R. Lind(1970). Uncertainty & Evaluation of Public Investment Decisions, The
American Economic Review 60: 364-378
Arya A. S. & TEAC Consult(1994): Development of Alternative Buildings Material &
Technology of Nepal: Seismic Vulnerability Analysis (Appendix C) UNDP (1994),
GON
Benson C. & E. Clay(2004): Understanding the Economic & Financial Impacts of Natural
Disasters
Disaster Risk Management Series No. 4. World Bank, Washington D. C.
Riiddihough, I. Simpson, A. Teuatabo, N. Trotz, U. Van Alast, M(2006). Not if but When-
Adapting to Natural Hazards in the Pacific Islands Region
Bhatrai, D. & Chettri, M. B. (2001) : Mitigation & Management of Floods in Nepal(MOHA)
Bragga, F. Dolce & Liberatore, D(1986) Assessment of the Relationship between Macroseismic
Intensity Type of Building & Damage Base on Recent Italy Earthquake
Burby J R(1991), Sharing Environmental Risks: How to Control Governments Losses in Natural
Disasters
Coburn, A. & Spence, R. (1992): Earthquake Protection
CRED (2010), EMDAT. The OFDA/CRED International Disaster Database, www.em-dat.net-
University Catholique de Louvain- Brussels- Belgium
Cummings J & Mahul 0(2009): Catastrophe Risk Financing in Developing Countries, Principles
for Public Intervention, Washington DC , The World Bank
Czarneck, R M, Scholl, R E, & Malik, L E(1986): Techniques for Estimating Earthquake
Probable Loss For Buildings & Contents
DM Center(2005): towards a Safer Sri Lanka, Road Map For Disaster Risk Management, DM
Center, Ministry of DM, Government of Sri Lanka
Dong W. Shah, H. Klun J, & Gren S. (1995): Estimating Residential Dwelling Losses: California
Residential Earthquake Recovery Fund (CRERF)
Dutta, D., Herath, S. & Musiake, K. (2003): A mathematical Model for Flood Loss Estimation.
Journal of Hydrology 277(1-2) 24-49
Federal Emergency Management Agency(FEMA) (1999): Chapter 5: Direct Physical Damage-
General Building Stock

51
 SW 573-B SOCIAL WORK PRACTICE WITH CHILDREN, YOUTH AND FAMILY
Credit Hours: 3
Lecture Hours: 48
Description
This course aims to equip students with view the problems and issues related to children, youths
and families through a sound theoretical lens. Along with viewing children, youth and adults and
different categories of age-groups, this course is expected to encourage the students to view them
as groups in a particular socio-political-economic context. Ultimately this course will facilitate
the students to apply the tools and techniques of social work methods while directly working
with the target system.
Objectives
• To equip student with theoretical understanding on issues and problems related to
children, youth and families
• To prepare students for working with children, youth and adults through the application
of tools and techniques of social work methods (case work and group work)

Contents
Unit 1: Understanding children, youth and families (10 LH)
a) Theories of human development (childhood-adulthood),
b) Family life cycle
c) Family and Marriage in Changing Society
d) Socialization, development of self (personality), cultural practices (supportive and
hindering)
Unit 2: Children, Youth and Families in Nepalese Context (6 LH)
Definition by age, characteristics, social norms and values, social roles and expectations,
marriage and family, changing family types and associated issues
Unit 3: Emerging Problems among Children, Youth and Families (14 LH)
Problems in Childhood – child abuse, delinquent behaviours, identity formation
Problems in Youth – juvenile delinquency, substance abuse, alcoholism, identity conflict,
relationship with parents, relationship with peers, sexuality
Problems in Adulthood – midlife crisis, work-family balance, relationship crisis, domestic
violence
People with Disability – problems of children with disability, coping mechanisms of parent of
children with disability
Unit 5: Life Skills Approach (6 LH)
Decision-Making/Critical Thinking Skills, Inter-personal/Communication Skills, Coping and
self-management skills
Unit 6: Working with individuals (6 LH)

52
Application of tools and techniques of case work method (relationship building, interview,
observation, home visit, counseling)
Unit 7: Working with groups and families (6 LH)
Application of tools and techniques of group work method (group dynamics, coping
mechanisms)

Note: Additional teaching hours will be required to link the students work with various setting
related with children and families highlighting the social worker’s intervention in the respected
areas.

Essential Readings
Axinn, W. G., Ghimire, D. J., & Barber, J. S. (2008). The influence of ideational dimensions of
social change on family formation in Nepal. International family change: Ideational
perspectives, 251-280.
Brill, Naomi I. (1978) Working with People: The Helping Process. J. B. Lippincott Company,
Philadelphia, PA, U.S.A.
Cater B., & McGoldrick M., (Eds). (2005). The Expanded family life cycle. (3rd ed.). Boston:
Allyn and Bacon.
CCWB (2012), Balbalika sambandi Rastriya tatha antarastriya pramukh kanooni prabadhanharu
(in Nepali).
Central Child Welfare Board (2010). BalSamrakshan: Bal Samrakshanma Kriyashil Sangha
sanstha tatha Karyakartaharukolagi Shikshan Prasikshan Abam Swo-Adhyan Shrot
Pustak (Author: Chandrika Khatiwada), Kathmandu (in Nepali).
Colton M., Sanders R.; Williams M. (2001). An introduction to working with children: A guide
for Social Worker. Basingstoke: Palgrave.
Cowan, P. A., Field, D., Hansen, D. A., Skolnick, A., & Swanson, G. E. (Eds.). (2014). Family,
self, and society: Toward a new agenda for family research. Routledge.
DuBois, Benda & Karla Krogsrud Miley (2008). Social Work An Empowering Profession.
Boston, U.S.A.: Allyn & Bacon.
Elizabeth B. Hurlock (1997). Child Development (6th ed.). Delhi, India: Tata McGraw-Hill
Edition,
Hartman, A., & Laird, J. (1983). Family centered social work practice. London: Free Press.
Hepworth, Dean H., & Jo Ann Larsen (2006). Direct Social Work Practice: Theory and Skills
(4th ed). U.S.A.: Brooks /Cole Publishing Co.
Hutchison, Elizabeth D. (1999). Dimensions of Human Behavior: The Changing Life Course.
U.S.A.: Pine Forge Press.
J. Clare Wilson, Martine Powell (2001). A guide to Interviewing Children: Essentials skills for
Counsellors, Police, Lawyers and Social Workers. Allen & Unwin. Crows Nest, N.S.W.
Johnson, Louise C. Yanca, Stephen J. (2009). Social Work Practice: A generalist Approach.
Pearson Education (US), United States, 2009.

53
Mangrulkar, L., Vince Whitman, C., & Posner, M. (2001). Life skills approach to child and
adolescent healthy human development. Washington, DC: Pan American Health
Organization
Ministry of Youth and Sports (2015). National Youth Policy. Ministry of Youth and Sports.
Kathmandu, Nepal.
Nancy Boyd Webb (2011). Social Work Practice with Children and Families (3rd ed.).The
Guilford Press, New York.

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 SW 574-B SOCIAL POLICIES AND SERVICES FOR CHILDREN, YOUTH AND
FAMILY

Credit Hours: 3
Lecture Hours: 48
Description
Students in the Children, Youth and Families concentration are expected to work either in the
organizations working on providing services for children, youth and families or organization
working at policy reforms in favor of children, youth and families. The course will primarily
equip students with the understanding of the policy process, national and international
instruments aimed at improving the quality of life of children, youth and families, issues
pertaining to children, youth and families, existing services for children, youths and families and
adapt them with skills to work both at micro and macro level.
Objectives
• To equip students with the understanding on policy making process, its importance and
the how policies are formed in the national context
• To help student critically evaluate policies on determining its social and economic impact
on children, youth and families
• To understand the role of different public institutions and services provisioned by them
for children, youth and families to demand and monitor accountability

Contents
Unit 1: Introduction to Social Policy (4 LH)
Definition of policy, social policy, policy process, importance of policy making for social
workers
Unit 2: Paradigms, Perspectives and Approach to Social Welfare (10 LH)
Paradigms (Neo-conservatism, Liberalism, Social Democrats, Marxist), beliefs (social, economic
and political), perspective on social problems, social welfare approach
Unit 3: Policy Process in Nepal (8 LH)
History of policy making in Nepal, Actors of policy process in Nepal, devolved role of policy
making in the federated Nepal
Unit 4: Children, Youth and Families: Challenges and Opportunities (6 LH)
Conditions of children, youth and families, social and economic challenges faced by the target
groups, services provisioned to enhance the quality of life of children, youth and families,
targeted programs for children, youth and families
National and International Policies related to Children, Youth and Families (UNCRC,
CEDAW, Sthaniya Taha Sanchalan Ain 2074, JJ Act, Domestic Violence Act, Youth Policy,
National Action Plans etc)
Unit 5: Role of Public Institutions (12 LH)
• Concept of Right holders and duty bearers,

55
 • Public institutions and their role - National planning commission, Sectoral Ministries,
Central Child Welfare Board, Family Courts, Juvenile Justice Bench,
• Federated three spheres of Government – Federal, Provincial and Local
• Roles and Responsibilities of three tiers of Government – Coordination, Cooperation and
Coexistence among the three spheres/tiers of Government
• Municipalities, Rural Municipalities, Ward Service Center, Village Council, Municipal
Council,
Unit 6: Policy Analysis (8 LH)
Policy Analysis Framework, Preparation of policy products (policy briefs, factsheets),

Essential Readings:
Baldock, J., Mitton, L., Manning, N., & Vickerstaff, S. (Eds.). (2011). Social policy. Oxford
University Press.
Dreze, J., Sen, A., & Hussain, A. (1995). The political economy of hunger: selected essays.
Oxford University Press.
GoN. (2015). Constitution of Nepal.
Hill, M. (2014). Policy Process: A Reader. Routledge.
Hill, M. J., & Hupe, P. L. (2002). Implementing public policy: Governance in theory and
practice. London: Sage.
John, P. (2013). Analyzing public policy. Routledge.
Minkenberg, M. (2001). The radical right in public office: Agenda-setting and policy
effects. West European Politics, 24(4), 1-21.
Mullaly, R. P. (1997). Structural social work: Ideology, theory, and practice. Oxford University
Press, USA.
Mullaly, R. P. (2007). The new structural social work. Oxford University Press.
PROSED. (2011). National Policies of Nepal Government.
Sen, A. (1999). Development as freedom. Oxford University Press.
Shrestha, S. B. (1964). How Nepal is Governed. Kathmandu: SN Shah.
Stiller, L. F., & Yadav, R. P. (1979). Planning for people: A study of Nepal's planning
experience. Sahayogi Prakashan for Research Centre for Nepal and Asian Studies,
Tribhuvan University.
Sutton, R. (1999). The policy process: An overview. London: Overseas Development Institute.
Wade, R. (1985). The market for public office: why the Indian state is not better at development.
Documents from and related to the following Offices and Ministries
National Planning Commission, Office of the Prime Minister, Ministry of Finance
Ministry of Women, Children and Social Welfare, Ministry of Federal Affairs and Local
Development, Ministry of Health, Ministry of Education, Ministry of General Administration

56
 SW 575-B SOCIAL LEGISLATION, POLICY AND HUMAN RIGHTS
Credit Hours: 3
Lecture Hours: 48

Description
This course is designed to enhance understanding of students on concept of social legislation,
interlink of legislation with social work, social policy and human rights. Students improve
understanding and critical thinking on human rights, their application, strengths/weakness and its
application in human service organizations.
Objectives
After the completion of this course, the students will be able to;
o develop insights into the history and evolution of human rights discourse.
o understand legislative provisions involved in establishing and maintaining human rights.
o delineate the role of professional social workers in legal aid, legal assistance and social
advocacy.
o create critical thinking on human rights and link it up with social work practice.
o enhance the knowledge and skills in social rights based social development program, policy,
tools and technique to helping individual, group, communities

Contents
Unit I: Understanding Social Policy (10 LH)
a) Social Policy – Legislative process of policy formulation
b) Policy Position and Debate – with special reference to social policies related to women,
children, youth, elderly, social service, governance, health, labor.
c) Social Policy and Universal Declaration of Human Rights – Linkages and Implications
Unit II: Understanding Human Rights (5 LH)
a) Human Rights: Introduction
b) Three Generations of Human Rights: Positioning Social Work
c) Concept of human rights and social work
d) Social Movements & Human Rights in Nepal
e) Constitution of Nepal: Fundamental rights and duties
Unit III: Social Justice and Human Rights (5 LH)
a) Approaches to Social Justice (Budha, Gandhi, Marx, Friere).
b) Human Rights and Social Justice Concerns in Nepali Society.
c) Universal Human Rights: Covenant on Civil, Political, Economic, Social and Cultural
Right Rights of Migrant workers and Refugees, minorities, women, children and Dalit.
Unit IV: Social Legislation and Social Change (10 LH)
a) Social Legislation, Nature and Scope
b) Law, Society and Social Change
c) Emerging Issues and concerns of lesbians, gays, bi-sexual, trans-gendered (LGBT)

57
 d) Laws and Legal provision and Public and Social advocacy, Legal literacy, Free legal aid.
Unit V: Legal Provision (12 LH)
a) Legal Provision for women regarding marriage, dowry, and domestic violence, property
rights, reproductive health.
b) Legal provision for marginalized groups in Nepali society: Dalit, Minorities people
c) Legal Provision for disable and elderly people.
d) Statutory Bodies-National Human Rights Commission, National Commission for
Women, National Dalit Commission, Nepal Bar Association.
Unit VI: Mechanism and Strategies of Social Work Practice (6 LH)
a) Human Rights perspective in social work practice: ethnic sensitive practice, feminist
practice, social work with diverse groups
b) Human rights activism and civil society initiatives in Nepal

Essential Reading
Constitution of Nepal 2015
Labor Act 2017
Labor rules
Social Reform Act
Senior citizen Act 2063
Nepal Labor Policy
Policies from all the concerned ministries
Reichert, Elisabeth (2003). Social Work and Human Rights. Rawat Publication Jaupur and New
Delhi.
Freeman, M. (2002). Human Rights: An Interdisciplinary Approach. Cambridge Polity Press
(Indian Reprint, 2003).
Kohli, A.S. (Ed). (2004). Human Rights and Social Work: Issues, Challenges and response.
Kanishka Publishers, New Delhi.
Naseema, C. ( 2002) Human Rights Education: Conceptual and Pedagogical aspects. Kanishka
Publishing House, New Delhi.
Conrnoyer, B (1996) The Social Work Skills Workbook. Brooks/Cole Publishing Company,
Califonia.
Chandra, A. (2000) Human Rights Activism and Role of NGO’s. Rajat Publications, Delhi.
Harry Specht, (1988). New Direction for Social Work Practice. Prentice Hall of India Pvt. Ltd.
New Delhi.

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 SW 576 FIELD WORK PRACTICUM (RURAL/URBAN CAMP)

Credit Hours: 3
Lecture Hours: 48
Description
This type of field work named as RUC is intended to help students apply the knowledge of social
work in an integrated way into practice. Students will learn to apply various social work methods
(case, group, community, policy/problem analysis) as well as different social work intervention
activities (advocacy, awareness, research, action/movement) and their implication in this field
work practicum. In RUC students have to go outdoor (away from their everyday routines –
home, work and colleges) so as to develop life skills and adjustment in the neighborhood for
integrated social work practice.
Objectives
• To familiarize students with various social problems and help them understand the
techniques, processes, challenges and outcomes of various principles and methods of
social work in the practice.
• To make students practically able to integrate social work practice in this field which
includes surveys, intervention and social-cultural activities as well as equipping social
workers with basic life skills in practice.

Rural/Urban Camp
• The duration of the RUC shall be 30 working days, i.e. 10 hours a day (300 Hours)
excluding the time for the travel period. All the cost of travel, food, accommodation and
contingencies should be incurred by the students themselves.
• After the selection of appropriate location/s and time line, students have to fully and
actively present in the field with the given Field Supervisor in this camp.
• A detailed of activities schedule (Routine) and management plan of logistics has to be
done beforehand.
• Accommodations (lodging and food) during the rural/urban camp should be directed
toward enhancing participation of the students in the everyday life of the local
community neighborhood so as to learn indigenous practices of Nepali society. As far as
practicable the students themselves have to manage all the camp activities based on the
division of labor among the group.
• Generally, the everyday activities in the field work shall include the following items and
like;
o Survey on several themes in group particularly focused on Social problems and
policies,
o Application of Social Work Methods in the field toward problem solving,
o Practicing various social work intervention activities.

59
 o Team work, Decision making and Adjustment/Coping
o Working under Pressures and Late hours.
o Life skill development
• During the field work the students are accompanied by Supervisor/s, who will facilitate
them to execute their camp plan and assist them in learning more.
• Similarly, students will have to prepare a detailed Field Work Report as per the guideline
prescribed by the administration in the guidance of the assigned supervisor.
• Working modality:
o Daily Journal: All students in the field shall prepare the everyday log of their
daily activities by the end of the day. It should contain the field notes, filled up
questionnaires, observation information as well as the reflection
(learning/experience, challenges and outcomes) of the day.
o GC in the Field: Everyday all the students have to participate in the daily
reflection session so as to plan for the next day.
o Draft and Final Report: Students will prepare a draft of field report in the field
including the details of field work activities and experiences in the given standard
format. Then with the consultation of the supervisor a Final Report should be
prepared.
• Finally, all the trainees have to go through Viva-Voce with their supervised final report
as a part the university evaluation system.

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 (Fourth Semester)
SW 581: NEPALI SOCIETY, CULTURE AND DEVELOPMENT
Credit hours: 3
Teaching hours: 48
Description
This paper is based on the broader view toward different dimensions of Nepali society, culture and
development processes as well as historiography. It has attempted to cover various aspects of Nepali
society and culture such as epistemological development, political history, economic development and
various associated factors and activities of Nepal as a society, culture and state. It acknowledges the idea
that society, culture and development have multidimensional aspects at individual, cultural and
structural level, which opens the multiple debate on how Nepali society has evolved in the social,
political and historical context. The course has been designed to explain the development asan
economic, social and cultural process oriented toward sustaining the availability and distribution of both
tangible and non-tangible resources necessary to support lives and to increase the levels of living.

Objectives
• To familiarize the social workers with the knowledge of the history of Nepali society and state.
• To illustrate the dimensions and dynamics of structure of Nepali society and its relationship with
the politics of development through epistemological journey of the development practices.
• To equip the students with development discourse, the dominant ideas and the current
phenomenon on development at global and national level.
• To facilitate students, explore out the innovative ways of thinking about socio-historical
institutions and practices of development in Nepal.

Contents
Unit I: Nepali Society, State and Development [10 Hours]
• History of Nepali Society and the State
• State and Governance: State, Nation, Nationalism, Dharma, Secularism, Monism, Pluralism,
Democracy, Open Society

Essential Reading:

61
Oomen, T. (2010). Evolving Inclusive Societies through Constitutions: The Case of Nepal. Contribution
to Nepalese Studies, 37 (1).
Pandey, R. N. (1989). Ancient Nepal. In K. P. Malla, Nepal: Perspective on Continuity and Change.
Kathmandu: CNAS.
Skinner, J. (2004). Epilogue: Popper in the Open; Science, Morality, Culture and The Open Society.
Retrieved 10 07, 2016, from http://www.jstor.org/stable/43234924
Stiller, L. F. (1989). Modern Nepal. In K. Malla, Nepal: Perspective on Continuity and Change.
Kathmandu: CNAS.
Vajracharya, D. (1989). Medieval Nepal. In K. P. Malla (Ed.), Nepal: Perspectives on Continuity and
Change. Kathmandu: CNAS.
Further Readings:
Aacharya, M., Tripati, S., Tuladhar, I., & Thapa, M. (Eds.). (2014). Women in Transformation.
Kathmandu.
Ahearn, L. M. (2004). Invitation of Love: Literacy,love letter and social change in Nepal. New Delhi:
Adroit Books.
Gellner, D. (2016). The Idea of Nepal. MAhesh Chandra Regmi Lecture .
Misra, C. (2014). What Lead the Democratic Revolution in Nepal? Mahesh Chandra Regmi Lecture
Series .
Granger, L. B., Young, W., Mead, M., & Jones, E. (n.d.). Jstor. Retrieved 10 07, 2016, from
http://www.jstor.org/stable/43621715
Hachchhethu, K., & Gellner, D. (2017). Nepal: Trajectories of Democracy and Restructuring the State.
In P. R. Brass (Ed.), Routlage Handbook of South Asian Politics (pp. 137-161). New Delhi:
Routledge.
Orr, D. W., & Hill, S. (1978). Leviathan, the Open Society, and the Crisis of Ecology. The Western
Political Quarterly, Vol. 31, No. 4 (Dec., 1978), pp. 457-469 , 457-469.

Unit II: Nepali Culture and the State [8 Hours]

• Culture and Social Institutions of Nepal
• Concept of Homogeneity, Heterogeneity, Melting Pot, Salad Bowl etc.
• Processes of Enculturation, Acculturation, Accommodation, Assimilation

62
Essential Reading:
Acharya, B. (2070 B.S.). Nepalko Sanksipta Britant. Kathmandu: Srikrishna Acharya.
Regmi, M. C. (1999). Women's Problems. In Nepal: An Historical Miscellany (pp. 193-220). New
Delhi: Adroit Books.
Sharma, P. (2004). An Introduction to the Caste, Hierarchy,and the State in Nepal. In The State and the
Society in Nepal (pp. 151-166). Kathmandu: Himal Books. (Todaro & Smith, 2012)
Further Readings:
Bennett, L. (2002). Dangerous Wives and Sacred Sisters: Social and symbolic roles of high caste women
in Nepal. Kathmandu: Mandala.
Lietchty, M. (2008). Suitably Modern. Kathmandu: Martin Chautari.
Gray, J. N. (1995). The Householder's World: Purity, power, dominance in a Nepali Village. New Delhi:
Oxford University Press.
Pandey, B. B. (CNAS). Tyasa Bkhatako Nepal. Kathmandu: 2039.

Unit III: Perspectives on Development [16 Hours]

• Classic Theories of Economic Growth and Development:
- Development as Growth and the Linear-Stages Theories.
- Structural-Change Models
- The International-Dependence Revolution
- The Neoclassical Counter revolution: Market Fundamentalism
• Political Development: Liberalism, Constructivism, Socialism, Marxism, Communism,
Democracy
• Community Development Paradigms: Charity-based, Need-based, Welfare-based, Rights-based,
Sustainable Development.

Essential Reading:
Cox, D., & Pawar, M. (2006). The Field of Development: Background and Issues. In International
Social Work: Issues, strategies and programs (pp. 107-160). New Delhi: Vistaar Publications.
Fukoyama, F. (2014). What is Political Development? In Political Order and Political Decay: From
industrial revolution to the globalization of democracy (pp. 23-51). London: Profile Books.
Huntington, S. (2009). Revolution and Political Order. In S. Huntington, Political Order in Changing

63
 Societies (pp. 264-343). New Delhi: Adrash Books.
Randall, V. (2014). Changing Anlaytical Approach to the Study of Politics in the Developing World. In
P. Burnell, L. Rakner, & V. Randall (Eds.), Politics in the Developing World (4th Edition ed., pp.
13-28). Oxford: Oxford University Press.
Ross, A. (2009). Modern Interpretations of Sustainable Development. Journel of Law and Society , 32-
54.
Sen, A. (1999). economics and the Family. In A. Sen, Resources, Values and Development (pp. 369-
386). New Delhi: Oxford University Press.
Todaro, M. P., & Smith, S. (2012). Classic Theories of Economic Growth and Development. In
Economic Development (11th Edition ed., pp. 109-139). Delhi: Pearson.

Further Readings:
Anderson, G. E. (1990). The Three Worlds Of Welfare Capitalism. London: Princeton University Press.
Kant, I. (1997). Groundwork of the Metaphysics of Moral. London: Cambridge.
Rostow, W. (2013). The Stages of Economic Growth: A Non-Communist Manifesto. Cambridge:
Cambridge University Press.
Wallerstain, I. (1977). The Modern World-System: Capitalist Agriculture and the Origins of the
European World-Economy in the Sixteenth Century. New York: Academic Press.
Williamson, J. (2004, January 13). Washington Consensus. Washington D.C.: Institute for International
Economics.

Unit IV: Anticipating Development Practices [12 Hours]

• International practices of Development: State-Centric top-down approach, People-Centric bottom
up approach, Participatory- Exclusive Development, Centralization-Decentralization, Positivist-
Inclusive practices of development (Case: Denmark, South Korea, and Nepal)
• Grounds of Development Practices in Nepal (Inbox and Outbox): Fatalism, Political Transition,
Conflict Trap, Poverty Trap, Capability Trap, and Exclusion.

Essential Readings:
Bista, D. B. (1991). Fatalism and Development: Nepal's struggle for modernization. New Delhi: Orient
Longman.

64
Panday, D. R. (1999). Nepal Failed Development: Reflections on the Mission and the Maladies.
Kathmandu: Nepal South Asia Centre.
Pritchett, L., & Woolcock, M. (2004). Solutions When the Solution is the Problem:Arraying the
Disarray in Development. World Development , 191-212.
Pritchett, L., Woolcock, M., & Andrews, M. (2010). Capability Traps?The Mechanisms of Persistent
Implementation Failure. Center for Global Development .
Sen, A. (1992). Commodities and capabilities . London: Harvard University Press.

65
 SW 582 THESIS
Credit Hours: 6
Teaching hours: 96
Full Marks: 100
Description
Students have to submit a thesis, a research report based on original research work under the
supervision of the assigned supervisor by the end of the course. Thesis work begins with the
preparation of concept notes and proposals followed by field work and data collection and report
submission. The thesis work from the preparation of concept notes to the preparation of final
proposal will be accompanied by classroom instructions for 32 teaching hours (i.e. 2 credit
hours).

Objective
• To help students apply the knowledge of research methodology studied in the classroom.
• To train students to prepare research proposal and finish report writing.
• To make students aware on the importance of research work in developing evidence based practice

Contents
• Selection of Areas and Topic of Research
• Developing of Concept Paper or Proposal Writing
• Review of Literatures and Gap Analysis
• Research Designing (Planning and Tool Development)
• Field Work and Data Collection
• Data Analysis (Quantitative and Qualitative)
• Report Writing and Formatting Guidelines
• Dissemination and Publication

Procedure

66
 • Students have to formally register a research proposal (or a concept note) to the Research
Committee within the first month (30 days) of the commencement of the Fourth semester
classes.
• Research Committee will then assign a supervisor within a week (7 days) for each student
to guide the entire research work regarding development of a final proposal, literature
reviews, field work, report preparation and viva voce examination.
• The students have to finalize the research proposal and formally register it to
administration after the acceptance and recommendation from the supervisor within the
second month of the semester.
• All the thesis students have to submit a detailed Literature Review, outline of a Research
Design and Research Plan as well as development of Data Collection Tools and
Techniques prior to the final examination of fourth semester.
• After formal registration of the research proposal the thesis students have to engage
themselves in their planned research activities for not less than three months (90 days) in
the continuous guidance of the supervisor.

Guidelines for Documents

A. Concept Paper/Interest Notes:
• Components: Area of Interest/Title, Context, Rationale, Fundamental
Questions/Objectives, Methods
• Up to 5 pages
B. Research Proposal
• Component:
Ø Title
Ø Introduction/Context/Background
Ø Statement of the Problem
Ø Research Questions/Hypothesis
Ø Objectives
Ø Rationale/Significance
Ø Review of Literature
Ø Conceptual Framework/Gap Analysis

67
 Ø Methodology – Location, Rationale, Design, Sampling, Analysis, Outline,
Limitations, Ethical Considerations
Ø Appendices (if any)
Ø References
• Other Requirements:
Ø Times New Roman 12 pt.
Ø Line Spacing 1.5 (Before and After Zero)
Ø Margin 1 inch at Four sides
Ø Not less than 5000 words (10 pages) excluding preliminary and post-script pages
C. Research Report
Ø Title
Ø Letters (Declaration, Recommendation, Approval)
Ø Acknowledgment
Ø Abstract
Ø Table of Contents
Ø List of Table of Figures
Ø List of Abbreviations
Ø Chapter 1: Introduction
Ø Chapter 2: Literature Review
Ø Chapter 3: Methodology
Ø Chapter 4: Results (Data Presentations) and Findings (Interpretation and
Analysis)
Ø Chapter 5: Summary and Conclusion
Ø Appendices
Ø References
• Research Report - Word/Pages Count
Ø Times New Roman 12 pt.
Ø Line Spacing 1.5 (Before and After Zero)
Ø Margin 1 inch at Four sides
Ø Within 30000 words (60 pages) to 50000 words (100 pages) excluding
preliminary pages, references, appendices.

68
Reference
FOHSS (2014). A Manual on Formatting and Organizing Dissertations. Faculty of
Humanities and Social Sciences, Tribhuvan University, Kathmandu, Nepal.

69
 SW 583-A: PSYCHOSOCIAL INTERVENTIONS AND REFERRAL

Credit Hours: 3
Lecturer Hours: 48
Course Descriptions
This course is designed to equip students with basic knowledge and skills on psychosocial
intervention and referral. The students practice though trainings, seminars, workshops and role
play. The students integrate the outcomes to develop relevant model, policy and program to meet
the needs of the communities.

Course Objectives
1. To provide appropriate knowledge on existing practices of psychosocial interventions and
referral.
2. To equip student with relevant and sufficient skills in psychosocial interventions.
3. To enhance critical thinking ability of the students on adopting, adapting and developing
appropriate strategies, tools, techniques, models, policy and program for psychosocial
interventions.

Contents

Unit I: Introduction to Psychosocial Intervention and Support (8 HR)

• Meaning, Definitions, Types, Theoretical Foundations
• Psychotherapy and Counseling
• Psychosocial Intervention in Nepal (History, Evidence Based Practices)
• Mental Health Professionals and Hierarchy
• Role of Social Workers in Psychosocial Intervention

Unit II: Counseling and Communication Skills (8 HR)

• Counseling Processes, Approaches and Skills
• Therapeutic relationship, Transference and Counter transference

70
 • Types of communication skills, Micro-communication Skills
• Barriers and Improvement Techniques for Effective communication
Unit III: Emotional support (6 HR)
Meaning and Nature, Significance and Challenges, Sources of Emotional Supports, Empathetic
listening, Challenges of Emotional support

Unit IV: Psycho-education (6 HR)

Meaning and Elements, Goals, Types, Strengths and Weaknesses, Psycho-educational
Assessment and Processes

Unit V: Crisis intervention (6 HR)

Meaning and History, Elements, Phases and Effects of Crisis in the Individual, Stages of Crisis
Intervention

Unit VI: Emergency support and Psychological First Aid (PFA) (6 HR)
Meaning, Screening and Need Identification, Emergency Support Framework, Stages and
Process, Evaluation.

Unit VII: Referral (8 HR)

Early Identification of Psychosocial Problems; Review of Best Practices, Availability of systems,
Developing Appropriate system; Case Management, Linkage, Collaboration and Referral;
Referral Mechanisms, Referrals among the Mental Health Professionals, Medical and
Paramedics

Notes: The units (II, III, IV, V, VI) are intensive training based chapters, which requires
additional hours (equal to the given teaching hours for each units) for various skill
development training activities and role plays as well as community visits.

Essential Readings
Elder, A. and Holmes, J. (2002). Mental Health in Primary Care—a new approach. Oxford
University Press. New York.

71
Framework for Psychosocial Support in Emergencies, 2016
Inter Agency Standing Committee (IASC) Guidelines for Mental Health and psychosocial
support in Emergency Settings
Patel, V. (2003). Where there is no psychiatrist: A mental health care manual. Royal College of
Psychiatrists, UK.
Rosen A. and Proctor E.K. (2003). Developing Practice Guidelines for Social Work Intervention.
Issues, Methods and Research Agents. New York: Columbia University Press
Save the Children Norway and CIVICT (2008). Integrating Psychosocial & Mental Health Care
in Primary Health Care System: Need Assessment. CVICT, Nepal.
Singaravelu, V. (n.d.). Psychological First Aid
Technical Resources Division Emergency Response Division (2013) Mental health and
psychosocial support interventions in emergency and post-crisis settings
WHO Mental Health Gap Action Program (mhGAP)
WHO Psychological First Aid: Guide for Field Workers
WHO and WONCA (2008). Integrating mental health into primary care: a global perspective.
World Health Organization and World Organization of Family Doctors.

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 SW 584-A: COMMUNITY MENTAL HEALTH
Credit Hours: 3
Teaching Hours: 48
Description
This course is designed to create knowledge and skills of the students on primary and tertiary
prevention and rehabilitation in the community.

Course Objective
1. To improve the quality of the people with psychosocial disabilities by early
identification, referral to affordable treatment, and improvement of social integration and
livelihood security. 

2. To reduce the incidence of preventable mental disorders. 

3. To empower and rehabilitate people with psychosocial disability, facilitate their
participation in the 
development of the community and emphasize the role of positive
mental health. 

`
Content

Unit I: Introduction to Community Mental Health (8 LH)

• Concept of Community Mental Health and Community Psychology
• Community Psychology Framework in Community Mental Health
• Development and Practices of Community Psychology
• Multidisciplinary Community Mental Health
• Preventive Community Mental Health and Types
Unit II: Mental Health Issues and Vulnerability in the Community 10 LH
• Social and Cultural Factors, Poverty, Stigma
• Prevalence of Mental Health Problems: Mild and Severe Problems, Substance Use,
Suicide etc.
• Health Seeking Behavior
Unit III: Prevention and Early Identification 10 LH

73
 • Preventive Practices (Global and Nepalese Context)
• Prevention of Specific Disorders (Mood, Anxiety, Schizophrenia and other psychotic
disorders, Substance abuse and behavior problems)
Unit IV: Promotion of Psychosocial Wellbeing in the Community 10 LH
• Identification of Risk and Protective Factors in the Community
• Primary mental health care: Primary care for mental health within a pyramid of health
care (WHO pyramid), reason for integrating mental health in to primary care, primary
care for mental care in practice.
• Alternative Practices in prevention: Complementary and alternative practices in
prevention: Ayurbed, Naturopathy, Acupuncture/acupressure, Yoga, and Traditional
Healing Practices.

Unit V: Tertiary Care and Psychiatric Rehabilitation 10 LH

• Concept, history, field of Psychiatric rehabilitation, the person in needs of Psychiatric
rehabilitation, distinction between treatments, rehabilitation, and other service
intervention. The needs for Psychiatric rehabilitation approach and Cultural competence
in Psychiatric rehabilitation.
• Ethics, values, principles, and models of rehabilitations, rehabilitation process, service
system, plans and interventions, personnel: Professionals involvement.

74
Essential Reading
Angela Foster and Vega Zagier Roberts (2005). Managing Mental health in the Community:
Chaos and Containment. Routledge Taylor and Francis Group. London and New York.
Arboleda-Flore and Sartorius, N. (2008). Understanding the Stigma of Mental Illness: Theory
and Interventions. John Wiley and Sons.
Bhatia, S. and Sethi, N. History and Theory of Community Psychology in India: An International
Perspective.
Burton, M., Boyle, S., Harris, C. and Kagan, C. Community Psychology in Britain
Catherine N. Dulmus and Lisa A. Rapp-Paglicci, Edited (2005). Hand Book of Preventive
Interventions of Adults:WILEY John Wiley & Sons, Inc. New Jersey and Canada.
Elder, A. and Holmes, J. (2002). Mental health in primary care, a new approach, New Yourk:
oxford university
Gridley, H. and Breen, L.J. So Far and Yet So Near? Community Psychology in Australia.
IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings
ICRC (2009). Community based psychosocial support, Participant’s book.
Mental Health Foundation (2016). Poverty and mental health, A review to inform the Joseph
Rowntree Foundation’s Anti-poverty Strategy
Nelson, G. and Prilleltensky, I. (…..). Community Psychology, In Pursuit of Liberation and Well
Being. Palgrave Macmillan. pp.4-24
Nelson, G., Kloos, B. and Ornelas, J. (2014). Transformative Change in Community Mental
Health, A Community Psychology Framework. Community Psychology and Community
Mental Health Towards Transformative Change. Geoffrey Nelson, Bret Kloos, and Jose
Ornelas (eds.). New York: Oxford pp.3-20
Orford, J. (2008). Community Psychology Challenges, Controversies and Emerging Consensus.
John Wiley & Sons, Ltd.
Reich et. al. eds.(2007). International Community Psychology, History and Theories. Stephanie
Reich, Manuel Riemer, Isaac Prilleltensky and Maritza Montero (eds.). California:
Springer Angelique, H.L. and Culley, M.R. History and Theory of Community
Psychology: An International Perspective of Community Psychology in the United
States, Returning to Political, Critical, and Ecological Roots.

75
Rosenberg, J. and Rosenberg, S. (2006). Community Mental Health: Challenges for the 21st
Century. Routledge Taylor and Francis Group. London and New York.
Sasao, T. and Yasuda, T. Historical and Theoretical Orientations of Community Psychology
Practice and Research in Japan.
Save the Children Norway and CVICT (2008). Integrating psychosocial and mental health care
in primary health care system, need assessment, CVICT, Nepal
Sheppard, M. (1991). Mental Health Work in the Community: Theory and Practice in Social
Work and Community Psychiatric Nursing.
Stephen M.Rose and Bruce L.Black (2002). Advocacy and Empowerment: Mental Health Care
in the Community. Taylor and Francis Group. London and New York.
Subba, S. (2003). Perception of Diseases and Illness among Health Providers and Health Seekers
in Jajarkot district of Nepal. Unpublished PhD dissertation.
Subba, S. (2007). Socio-cultural construction of diseases and illness.
Tom Burns (2004). Community Mental Health Teams. Oxford University Press

76
 SW 585-A: POLICY, LEGISLATION, HUMAN RIGHTS AND MENTAL HEALTH


Credit Hours: 3
Teaching Hours: 48

Course Description
This course is designed to equip students on global and local issues on mental health, policy,
program and human rights as described by world health Organization and Ministry of Health and
Population Government of Nepal.

Objective of course
• To provide students detailed knowledge on global and local mental health issues, problems,
and opportunities.
• To prepare students to advocate on issues related to mental health, legislation, empowerment,
and human rights.
• To enable students to be involved in policy making processes, policy design, programme.
development, evaluate program, policy and conduct research in current mental health issues.

Course contents

Unit I: Mental Health Policy, Plan and Program (10 LH)

• Concept of Mental Health, Burden of Mental Illness and Disability Adjusted Life Years
• Meaning, Principles and Importance of Mental Health Policy
• Recent Trends in Mental Health Policy and Program in the World
• Steps in Formulating Mental Health Policy, Plan and Programs

Unit II: Mental Health Legislation (8 LH)

• Role of legislation in developing mental health strategy
• Necessity of mental health legislation

77
 • Protecting vulnerable groups
• Approaches to mental health legislation
• Preliminary activities for formulation of legislation
• Key component of mental health legislation
• Drafting process, adoption of legislation, implementation and monitoring

Unit III: Human Rights and Mental Health (10 LH)

• Promoting the rights of people with mental disabilities
• UN principles for the protection of person with mental illness, and improvement of
mental health care, 1991
• UN Convention on the Rights of Persons living with Disabilities

Unit IV: Advocacy and Empowerment (10 LH)

• Concept, principles, and types of advocacy
• Techniques and tool of advocacy
• Specific application areas in mental health: Legal advocacy, program evaluation and
community organization.

Unit V: Mental Health Policy and Plan in Nepal (7 LH)

• Status of mental health in Nepal
• Critical review of mental health policy in Nepal
• Critical evaluation of Mental Health Action Plan 2013-2020 and Multi-sectorial action
plan (2014-2020)
• Existing Laws related to Mental Health, Supreme Court’s Decisions on Disability Rights

Essential Reading
Caroline Kinsella and Connor Kinsella (2006). Introducing Mental Health: A Practical Guide.
Jessica Kingsley Publishers London, UK and Philadelphia, USA.
Jenkins, R., McCulloch, R., Friedly, L. & Parker, C. (2001). Developing a national mental health
policy. East Sussex, UK: Psychology Press.

78
Jessica Rosenberg and Samuel Rosenberg Edited (2006). Community Mental Health Challenge
for the 21st Century: Routledge Taylor & Francis Group New York
Paudel, S. and Subedi, S. (2071 B.S.). A Collection of the Supreme Court Judgments on
Disability.. KOSHISH (in Nepali)
Stephen M. Rose & Bruce L. Black (1985). Advocacy and Empowerment Mental Health Care in
the Community: Routledge & Kegan Paul.
UN (2006) Convention on the Rights of Person with Disabilities Optional Protocol
Vandiver, V.L. (2009). Integrating health promotion and mental health: An introduction to
policies, principles and practice. NY, USA: Oxford University Press Inc.
World Health Organization (2003). Mental health policy and service Guide Package: Mental
Health legislation and Human Rights.
World Health Organization (2005b). World Health Organization Assessment Instrument for
Mental Health Systems (WHO-AIMS 2.2). Geneva, World Health Organization.
World Health Organization (2005c). Mental health policy and service guidance package: Mental
health policy, plans and programmes (update). Geneva, World Health Organization.
World Health Organization (2005d). Mental health policy and service guidance package:
Improving access and use of psychotropic medicines. Geneva, World Health
Organization.
World Health Organization (2005e). Mental health policy and service guidance package: Mental
health information systems. Geneva, World Health Organization.
World Health Organization (2005f). Mental health policy and service guidance package: Human
resources and training in mental health. Geneva, World Health Organization.

79
 SW 583-B: SOCIAL WORK WITH CHILDREN AND YOUTH
Credit Hours: 3
Teaching Hours: 48

Chapter 1: Introduction [4 HR]

• Children and youth
• Definition of Children and Youth (National and International)
• Theories of Human Development
• Psychological, Social, Physical/Biological, Economic and Role/Responsibilities
Perspectives

Chapter 2 Childhoods and Development [12 HR]

• Environment, Culture and Heredity
• Prenatal Development and Birth
• Bearing and Rearing
• Early child development and nutrition
• Needs of child- physical, emotional, mental, social and handicaps (children with special
needs)
• Learning
• Middle childhood development and Late Childhood development
• Psychosocial Development
• Biosocial Development
• Cognitive Development

Chapter 3: Problems in Childhood and Adulthood [10 HR]

• Childhood problems and their dimensions
• Juvenile Delinquencies
• Emerging Adulthood
• Crisis, gender role and social roles

80
 • Crisis management on Adulthood

Chapter 4: Relationship of social and emotional development to child functioning [10 HR]
• Relationship of social and emotional development to child functioning and well-being
• Issues on Childhood and Adulthood
• Universal practice and Contextual practice
• Child abuse, Violence against Child, Child prostitution, child labor
• Cultural, Social and Generation gaps among youth and Between Youth and other
• Youths of Nepal – Problems- employment, Drug abuse, Youth Abuse etc

Chapter 5: Child Welfare Legislations [12 HR]

• Child Welfare, school health programs, foster home, day care centers adoption
• School social work and social work practices with children
• Legislation relating to children-
o International- U.N. Convention on rights of child,
o National – Constitutional Provisions relating to Child, Children Act 2048, Child
Labor Act 2055 Child labor Rules 2062, Juvenile justice Rule 2063, National
Child policy and others
• Youth Welfare, Youth counseling, guidance, Vocational trainings, Self employment
measures, Youth leadership and training, Youth programmes and their implementations
• Legislation relating to youth – National Youth Policy 2072, National youth Council Act
2072, Nepal Scout Act, 2050
• Social work Practices with youth

Essential Readings
Bassetta, H. H., Thayera, S. K., Mincica, M. S., Sirotkina, Y. S., & Zinsser, K. (2012).
Observing preschoolers' social–emotional behavior: Structure, foundations, and
prediction of early school success. The Journal of Genetic Psychology: Research
and Theory on Human Development, 173(3), 246–278
Berger, K.S. (2009). The developing person through childhood and adolescence, 8th edition,
New York: Worth Publishers

81
Child Care and Early Education Research Connections. (2010). Head Start Family and Child
Experiences Survey (FACES) instrument matrix. Retrieved May 31, 2015, from
http://www.researchconnections.org/childcare/resources/18961/pdf Cicchetti, D.,
& Rogosch, F. A. (2002). A developmental psychopathology perspective on
adolescence. Journal of Consulting and Clinical Psychology, 70(1), 6–20.
Han & Kemple, 2006; Hemmeter, Ostrosky, & Fox, 2006; National Association for the
Education of Young Children, 2009
Jones, S. M., Bailey, R., & Partee, A. (2015). Mapping executive function: From constructs to
measures to behaviors: Office of Planning, Research and Evaluation,
Administration for Children and Families, U.S. Department of Health and Human
Services.
N. Yoder (2014) Teaching the whole child: Instructional practices that support social–emotional
learning in three teacher evaluation frameworks(2014) (Retrieved from American
Institutes for Research Center on Great Teachers and
Leaders http://www.gtlcenter.org/sites/default/files/TeachingtheWholeChild.pdf)
Retrived from : https://www.unicef.org/dprk/ecd.pdf ; retrived on 23rd March, 2018
Retrived from: https://ac.els-cdn.com/S0193397316300065/1-s2.0-S0193397316300065-
main.pdf?_tid=7e9e287b-efce-4d68-ab5b-
46551f1492f9&acdnat=1537761334_4664c295b0e45425328da8988694c702 ;
Retrived on July 31st, 2018
Sanson, A., Oberklaid, F., Pedlow, R. & Prior, M. (1991), “Risk indicators: assessment of
infancy predictors of preschool behavioural maladjustment”, Journal of Child
Psychology & Psychiatry, vol. 32, pp. 609-626.
VanderVen, 2008 K. VanderVen Promoting positive development in early childhood: Building
blocks for a successful start Springer, New York (2008)

82
 SW 584-B SOCIAL WORK WITH ELDERLY
Credit Hours: 3
Teaching Hours: 48
Course Description
This course attempts to bring a life course, resiliency, vulnerability and social security
perspective on a wide range of issues faced by senior citizens and their families in the changing
context of Nepal where there is gradual transformation in the economy (market economy, foreign
labor migration of youth) and family institutions (migration, nuclear families) are going on. The
course has been designed to provide students with an in-depth understanding of normal ageing
process as well as pathological aging resulting in various physical, intellectual, psychosocial and
economic functioning. In addition, the course also focuses on the establishment and management
of the senior citizen in the institutional context that has been growing day by day in Nepal. The
course is guided by the values and priorities agreed on international conventions on aging as well
as based on the bio-psychosocial approach to assessment and intervention.

Objectives
- To facilitate students, identify major biological, psychological and social aspects of aging
processes within the individual, and its impact on the family, community, and the state.
- To make student able to understand, articulate, and integrate principles, values, and ethics
of the social work profession into their work with old people and their families.
- To help students develop and demonstrate achievement of professional use of self in a
variety of case situations encountered when working with older adults and their families,
those systems that impact on them, and the potential and real value conflicts in their roles
as social workers.
- Describe, critique, and apply knowledge on the major psychosocial issues, problems, and
disorders in later life in work with older adults and their families.

Contents
Unit I: Diverse Perspectives on Ageing and Old Age [10 HR]
• Concept and Definition: Ageing, Aged, Old People, Elderly and Senior Citizen

83
 • Geriatrics and Gerontology
• Aging as Natural Process Over the Life Span (Adjustment Demands and Developmental
Hazards)
• General Theories of Ageing
• Religious: Four Stages (Ashrams) of Life (Vedic); Buddhism; Biblical; Islam etc.
• Cultural Variation and Historical Perspectives on Ageing process

Unit II: Problems and Issues of the Elderly [10 HR]

• Socio-demographics and Life Expectancy (Global, Nepal)
• Characteristics and Stereotypes of Old Age
• Universal Problems of the Elderly: Health and Physical Problems; Vulnerability (Social
Consequences of Physical Aging) – Effects of Poverty, Gender, Ethnicity etc; Abuse and
Violence; Disability in the Old age etc.
• Problems and Issues Worldwide (Cases from USA, Australia, India, China)
• Problems of the Elderly in Nepal (Rural - Poverty, Health, Youth Migration, Quality of
Life etc.; Urban: Abandonment, Lack of Activities, Loneliness etc.)

Unit III: Social Response and Care Practices for the Old Age Population [10 HR]
• Historical Practices of Geronticide in Context
• Family and Institutional Care Practices across Culture/Society
• Day Care and Residential Care Practices and Family reintegration
• Caregiving Practices for Old People in Nepal
• Situation of Day Care and Residential Care Institutions in Nepal

Unit IV: Evolution of Policies and Legal Framework on Ageing [6 HR]

• 1983, Vienna International Plan of Action on Ageing
• 1991, United Nations Principles for Older Persons
• 1999, Year of Older Persons
• 2002, Second World Assembly on Ageing
• 2002, MIPAA (Madrid International Plan of Action on Ageing)

84
 • 2006, National Action Plan for Senior Citizens, Nepal
• 2007, Senior Citizens Act, Nepal
• 2009, Senior Citizens Regulation, Nepal
• 2011, UN Resolution on Rights of Older People
• 2015, UN Convention on the Rights of Older Persons

Unit V: Social Work Practice with the Elderly [12 HR]

• Universal Role of Social Worker with the Elderly (Assistance, Advocacy, Counseling,
Link)
• Geriatric Social Work and Bio-psychosocial Assessment and Intervention (Depression,
Dementia, Delirium, Alzheimer’s, Elder Abuse, Suicide, Grief etc.)
• Key Considerations for Working with Elderly
- Acknowledgment of Contribution of Older Adults to Society;
- Social Justice – Promoting Care and Security;
- UN Principles for Older Persons - Independence, Participation, Care, Self-fulfillment,
Dignity;
- Customary Cultural Values and Expectations;
- Existing Legal Provisions.
• Ethical Principles/Dilemmas of Gerontological Social Work (Right to Self-determination,
Mutual Decision Making, Relative Degree of Risk for the Older Adult, Age Equitable
Society)

Essential Readings
AASW (2015). Scope of Social Work Practice, Social Work in Aged Care. Australian Association of
Social Workers
Acharya, P. (2008). Senior Citizens and the Elderly Homes: A Survey from Kathmandu. Dhaulagiri
Journal of Sociology and Anthropology, Vol. II. Pp. 211-226.
Beall, C. M., & Goldstein, M. C. (1982). Work, aging and dependency in a Sherpa population in
Nepal. Social Science & Medicine, 16(2), 141–147.
Bengston, V.L et al (1999). Handbook of Theories of Aging. Springer Publishing Company.
CBS. (2011). Preliminary report-census 2011. Center Bureau of Statistics, Nepal.

85
Chalise, H. N. (2006). Demographic situation of population ageing in Nepal. Retrieved from
http://imsear.hellis.org/handle/123456789/46569
Geriatric Centre Nepal. (2010). A Baseline Study on Reported Cases of Elder Abuse in Nepali
Press, National Human Rights Commission Nepal
Hokenstad, M.T. and Roberts, A.R. (2011). International policy on ageing and older persons,
implications for social work practice. International Social Work, 54(3). SAGE
Hurlock, E.B. (1953). Developmental Psychology, A Life Span Approach. 39th Reprint 2007. New Delhi:
Tata McGraw Hill. pp.389-450
Hurlock, E.B. (1953). Developmental Psychology, A Life Span Approach. 39th Reprint 2007. New Delhi:
Tata McGraw Hill. pp.389-450
Johnson, C., & Stephen, Y. J. (2013). Good Practice in Aging Services. In C. Johnson, & Y. J.
Stephen, Social Work Practice: A Generalist Approach (p. 398). Delhi: PHI Learning
Private Limited.
Lichtenberg, P.A. (ed.) Handbook of Assessment in Clinical Gerontology. New York:
ELSEVIER
Limbu, A. (2012). Age Structure Transition and Senior Citizens in Nepal: The Impending Challenges.
Policy Discussion Paper. Kathmandu: Alliance for Social Dialogue
Mirabelle, F. (2013). Cultural Differences in Elderly Care. ARCADA
Morrow-Howell, N. (1992). Multidimensional assessment with the elderly client. Families in
society, 395-406
Parker, S., & Pant, B. (2009). Ageing in Nepal: Emerging Issues and Challenges. Ageing in Asia,
89–108.
Parker, S., & Pant, B. (2011). Longevity in Nepal: Health, policy and service provision
challenges. International Journal of Society Systems Science, 3(4), 333–345.
Population Reference Bureau (2011). 2011 World Population Data Sheet. Population Reference
Bureau.
Segal, G. E., & Steiner. (2010). Gerontology:Working with people who are older. In G. E. Segal,
& Steiner, Professional Social Work (pp. 155-177). New-Delhi: Cengage Learning India
Private Limited.
Sharma, B. (2012). Elderly abuse, an emerging public health problem. Health Prospect, Vol. 11.

86
Sheafor, M. a. (1995). Fields of Social Work Practice: Aging. In M. a. Sheafor, Social Work: A
Profession of Many Faces (p. 108). United States of America: Simon & Schuster
Company.
Stuart-Hamilton, I. (2011). An Introduction to Gerontology. United Kingdom: Cambridge
The Context of Piloting Service Developments and Care of Elderly in Pharping, Kathmandu,
Nepal, A joint study undertaken by Ageing Nepal and Central Department of Population
Studies, Tribhuvan University for United Nations Population Fund (UNFPA), pp. 21-74
UN (1992). General Assembly Proclamation on Ageing, 42nd Plenary meeting, 16 October
UN (2002). Political declaration and Madrid International Plan of Action and Ageing, Second World
Assembly on Ageing, Madrid, Spain, 8-12 April 2002
UN (2007). Research Agenda on ageing for the 21st century, A joint project of the United Nations
Program on Ageing and the International Association of Gerontology and Geriatrics
UN (2011). Resolution on Rights of Older People
UN. (1982). Report of the world assembly on ageing, Vienna, 26 July to 6 August 1982
Uprety, L.P. (2010). A Final report on the effectiveness of non-contributory social pension in Nepal,
Nepal Participatory Action Network (NEPAN) Help Age International, pp. 20-30
WHO (2012.). Active ageing: a policy framework. Retrieved from http://www.who.int
WHO (n.d.) Definition of an older or elderly person. Retrieved February 10, 2014, from
http://www.who.int/healthinfo/survey/ageingdefnolder/en/

87
 SW 585-B: SOCIAL WORK WITH THE FAMILY
Credit hours: 3
Teaching hours: 48

Chapter 1: Introduction [LH 8]

• Family as a social institution
• Factors that changes structure and functioning of Family
• Impact of Urbanization, industrialization and modernization on Family
• Family Social Work Practice

Chapter 2: Needs and Problems of a family [LH 8]

• Children facing problems in Family
• Parents facing problems in Family
• Family facing problems in Society
• Problems among the members in Family
• Roles of Parents in upbringing a child
Chapter 3: Family Dynamics [LH 8]
• Family Diversity
• Family Life Cycles
• Changing roles and status of Women
• Crisis intervention in Family
• Different Methods for intervention in Family Setting
Chapter 4: Family Therapies [LH 8]
• Approaches and Therapies in Family Setting
• Social Institutional Linkages with Family
• Principles of family systemic practice
Chapter 5 Universal and Contextual problems [LH 8]

88
 • Problems of special groups of women and family elderly, abused, single parent, divorced
parents, Dowry practices, unmarried motherhood, trafficking among women and
prostitution
• Roles of Social worker in Family Setting – Family advocacy, family life system, family
counseling, family rights
Chapter 6: Law and policy [LH 8]
• Family court
• Family planning
• National policy family welfare
• Law relating to family, marriage, adoption, and constitutional provision
• UDHR, CEDAW ICCPR, ICESCR
• Marriage Registration Act 2028 Domestic Violence and Punishment act 2065 BS and
constitutional provisions

Essential Readings
(ICCPR), International Covenant on Economic Social and Cultural Rights (ICESCR)
Ainsworth M. D. S., Bleher M. C., Waters E., Wall S. (1978) Patterns of attachment: A
psychological study of the strange situation, Hillsdale, NJ Lawrence Erlbaum
Associates.
Beels C. (2009) Some historical conditions of narrative work, “Family Process”, 48 (3): 363–
378.
Bowlby J. (1969) Attachment and loss, vol. 1: Attachment, New York, Basic Books. Breunlin D.
C., Pinsof W., Russell W.,
Breunlin D. C., Schwartz R. C., Mac Kune-Karrer B. (1992) Metaframeworks: Transcending the
models of family therapy, San Francisco, Jossey-Bass.
Briar-Lawson K. (2016) Book Review: Social Work with Families: Content and Process (2nd
ed.) “Journal of Teaching in Social Work”, vol. 36, no. 3: 326–329.
Bubenzer, Donald L. & West, John D. (1993), Counselling Couples, Sage Publications, New
Delhi. Capps, Donald (Eds) ( 1987), The Family Therapist,
Burr W., Hill R., Nye F. I., Reiss I. L. (1979) Contemporary Theories about the Family, New
York, The Free Press.

89
Cohen P. (2014) The family: Diversity, inequality and social change, New York, W.W. Norton.
constitutional provisions
Discrimination Against Women (CEDAW), International Covenant on Civil and Political Rights
Ember, C. R., Ember, M., Peregrine, P.N., (2007), Anthropology, New Delhi; Tata McGraw Hill.
Fleming H. Revell Company, New Jersey. Herbert, Martin (1988), Working with Children and
Their Families, Lyceum Books Inc., Chicago.
John, Antony, D. (1994), Skills of Counselling, Anugraha Publications, Nagercoil.
Lebow J. (2013) Integrative problem-centered metaframeworks therapy I: Core concepts and
hypothesizing, “Family Process”, 50 (3): 293–313.
Marriage Registration Act 2028 Domestic Violence and Punishment act 2065 BS and
O’Loughlin, M. and O’Loughlin, S. (2008) Social work with children and Families, UK;
Learning Matters LTD.
Prashantham, B.J. (1988), Indian Case Studies in Therapeutic Counselling, Christaian
Counselling Centre, Vellore.
Universal Declaration of Human Rights (UDHR), Convention on Elimination of all forms of

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