welcome

presentation
By
Ahmed Nuri Musa (3rd year)

Roda Mistry College of Social Work and

Research Centre (ICSW-AP)

Placed at
Ashray-Akruti
A voluntary organization working for hearing
impaired children
Sri Nagar Hyderabad.
• Acknowledgment
contents
• Introduction of Case Work
• Introduction of Agency (Ashray-Akruti)
• Definition of concepts
• Case work process
.Identification
.Social Study
.Social Assessment
.Strategy for Intervention
.Intervention
.Termination

• Evaluation of The Case

• Learning from the Case Work
• Evaluation of The Self of The worker
• Follow up
• Conclusion
Acknowledgement
First and foremost I would like to extend my
sincere thanks to my honorable faculty supervisor,
Dr. B.V Jagdish, for his guidance and support in the
field work process and also for compiling this case
work presentation.
Secondly, I want to give my special thanks to my
client for his cooperation and understandings.
I also would like to thank my coworker who
helped a lot to carry out my field work activities.
Lastly, I thank my agency supervisor, Miss
Shilpa and other staffs for their kind support.
Introduction of social case work
process
Social case work is a method of helping
people individually through a- one-to-one
relationship. It is used by professionally
trained social workers in social work agencies
or organizations to help people with their
problems of social functioning. Problems of
social functioning refer to situations
concerned with social roles and their
performance.
From the book of Grace Mathew
 Definition of Case Work
“Social Case Work Practice with
individuals is a method of Social Work and is a
personal service provided by trained and qualified
workers for individuals who require skill
assistance in resolving some emotional,
psychological and social problem”

Skidemore and Thackery

“Introduction of Social Work”
 Introduction Ashray-Akruti
Ashray Akruti is a registered non-profit, non-religious organization
working for hearing-impaired children and school dropouts (children
without hearing impairment) from slums in Hyderabad,A.P.,

India. In India, every year 25,000 children are born with hearing
impairment, which, being an unseen disability is difficult to recognize and
doesn’t evoke much support. Recognizing the need to provide fruitful
special education facilities to children with hearing impairment, “Little
Angels School for the Deaf” was founded by Ashray Akruti in 1996. The
school started with five children and now caters to the educational needs
of 153 children. Since the inception of the school, in 1996, more than 75
hearing-impaired children have been integrated into mainstream schools
and colleges. Hearing-impaired children from outside Hyderabad avail
residential facilities provided by Ashray Akruti.
Cont…

At Ashray Akruti, children are accepted

irrespective of cast, creed and religion.
The main purpose of the school is to
promote inclusion by teaching the hearing-
impaired children to communicate without
any reliance on sign language and by
providing education to underprivileged
children who learn alongside them.
 Contin……
Vision
 Empowering hearing-impaired and underprivileged children of
Andhra Pradesh to use their innate capacities to reach an optimum
level of independence both personally and professionally; thus
transforming a large group of people depending on lifelong
support from the State into a group of healthy, positive contributors
to the economy.
Mission
 We at Ashray Akruti believe in the dignity and potential of every
child- with or without hearing impairment. Our mission is to integrate
them into mainstream schools so that they can claim their rightful
place as equal citizens in future and in return contribute to our
society actively.
 Cont…..
Core Values
• Protect Rights and Dignity of the child
• Quality in services rendered
• Transparency
• Our unique teaching model
• Inclusive classes of hearing impaired and underprivileged
children
• Early learning intervention from the age of 3
• Special auditory training and speech therapy for students
with hearing loss
• Training in English and mother tongue (Telugu/Hindi)
• Training parents for teaching children at home
• Low student-teacher ratio to ensure high individual
attention to children
Introduction to Hearing
Impairment
A hearing impairment or hearing loss is a full
or partial decrease in the ability to detect or
understand sounds, caused by a wide range
of biological and environmental factors, loss
of hearing can happen to any organism that
perceives sound.
en.wikipedia.org/wiki/Hearing_impairment
 Case History

Name Madhu
Worker’s
Worker’s
Father Name Padanna
Mother Name: Narayana
Name:
Name:
Gender: Male Ahmed N.
Ahmed N.
Age: 13 years Musa
Musa
Class: 8the
Father’s Occupation Labor Case file
fileNo.
No.
Case
Mother’s Occupation House Wife
001
001
Religion: Hindu
Address: Yella Reddyguda,
Amerpet, Referred by
Referred by ::
Miss
Miss
Hyderabad
Shashikala,
Shashikala,
social study

 History of the Family

 GenoGram and Eco Map

 Education and School history

Family History
Madhu’s family was migrated from Ananda Pur District. They
came Hyderabad seeking for better life. Madhu’s Father is daily
wage earner and his mother is house wife. Madhu has elder sister,
Neela and younger brother, Ramanayullu. His grand parents are
living in the village.

The family lives in small semi pucca house in slum, near

toYellaguda, Amerpet. The father is bread earner of the family and
their income is not stable.
Madhu was enrolled into the school as underprivileged
category and he is normal children. His elder sister has dropped out
from a governmental school near to the slum, at grade six and she
sometimes works as domestic worker. His younger brother is now
studying with him in "Little Angel’s school for the Deaf”
 Geno Gram
Vijay
Laxmi
Babu N/A

Narana Naray- Padanna

amma
1998

Key:
Neela Raman- Madhu
Male 15yrs janayullu 13yrs

Female

Client

Identified family
 Eco Map
Grand Teachers
Mother
On
street
friends
Relatives

Client Classm
ates
Siblings friends

Key:

Strong
Recreation
Temple
relationship

Tenuous relationship
Parents
Blank No relationship
 social assessment

What is the problem with Madhu?

How did he get it ?
What has been done to solve it?
 Social Assessment
It is obvious that the case is one of behavior
problem. The major factor that directly affected the client
his involvement in the friendship circle on the way to his
school. They always held him back and this in turn him
late-comer to the school.

Another factor was his teachers’ comment and the

frequent comparison with other students. All these were
factors that reinforced his low attendance. This low
attendance has also resulted in his poor academic
performance.
 Case History
The client was adolescent boy, identified wit truancy, late coming and
absenteeism. The client is studying in 8th class and was not regular in
attending classes. He has been warned for several time to be
suspended from the school. Mostly he comes late and teachers don’t let
him in and he always spends the time outside the class.
The client being first generation learner, did not get support from his
family. His father is daily wage earner and most of time they spent time
together. Mother being a house and attending the needs of another two
siblings, didn’t make efforts to find out her child’s reasons for being
absent and late comer to the school.
His performance and class participation was not as good as that of other
classmates and the frequent comparison with other students was painful
to him and adversely affected his will to come to school regularly and on
time.
Eventually, Madhu started forming circle of friends outside of the class
and this has made him come to school late and was the core and sole
reason for his continuous absenteeism.
finding the school environment unendurable and not supporting, the
Client habituated to late coming, absenteeism and truancy. The parents
was not in position to understand the boys difficulties and his urgent
need for emotional support.
Strategies for Intervention

Sessions 5
Home visits 2
Teacher Interaction
Rapport Building
client
• Mutual Trust (Rapport is built when there level of mutual trust)
• The client showed interest( meetings, appointments.
• The client participated adequately( giving information about
family, friends and about the class)
Worker
• Warm (voice, expression etc)
• Emotional bridge
• Respect
• The client is assisted to desire and achieve the fullest possible
development
• To assist the client to make better and more acceptable
adjustment to a personal problem
Intervention
Case Work Help
Emotional Bridge
Counseling
Family interaction
School interaction
Case work Help
the worker found that there was urgent need to give the client
assurance, love, and security, that seemed imperative.
The social worker set about to establish a warm relationship
with the client.
Strengthening the client’s all capacities to deal with the problem
and to achieve better adjustment with the school.
Giving emotional strength to client…….providing emotional
sustenance to the client with goal of making the client fully
affirmed and sufficiently strengthened to take next step.
Action-oriented support……discussing the matter with the
school principal and making it urgent need to address to
teachers to change their attitudes towards the client.
Making home visits and discussing the mother about the
underlying factors of her child’s problem.
Home visits

The worker made two home

visits with the aim of obtaining
information regarding the client and
to discover the family life. The
worker also tried to see how the
family answers to the school’s
complains about the client.
Counseling
 Advice
 Motivation….motivating the client’s parents,
(specially the mother)
 Modeling
 Removing guilt feelings
 Renewing family links
Learning From the Case Work
 Practice of social work theory.
 Fulfilling an academic requirement.
 Leaning techniques of interrelating theory
and practice.
 Understanding the nature of social casework
and the underlying values and techniques,
skills and principles.
Techniques used
Techniques of negotiation with the school principal
and his vice principal to reconsider the clients
situation in the class
Techniques of persuasion……persuading the
mother escort the client to school
Techniques of giving assurance to the client
Technique for enhancing resource ( e.g. the mother
accepting to bring the client to school)
Counseling techniques (advice, clarification,
motivation, role playing, etc.)
Evaluation
 Whether case work service has achieved the
desired result in a case.
 Has the client’s problem solved?
 Has the client been helped in accordance with the
philosophy assumptions and principles of case
work?
 What tools and techniques were used and why?
 If the client’s problem is still unsolved, has there
been any forward movement in the case situation?
 If casework help has not produced any result, what
are the reasons?
limitations
 Respect
 The language of the client and the family was
to be matched
 The nature of case work ( academic,
involuntary)
Termination

Planned termination
Coping skills
Conclusion

Madhu is happily living with his family in Hyderabad.

His studies are doing well and he is coping up with the school
requirements. He is now bettering of his attendance in the
school. He is also seen to be distancing himself from the street
circle friends.

He become also more open to share his tells with

teachers and school administration which he did not do before.
Anyhow the school administration is still keeping an eye on him
and the principal told me that teacher are ready to help him
continue in this way would also support to improve his academic
performance. He however, pointed out that his performance in
the monthly examinations would be given priority assessment.