CONSOLIDATED FIELDWORK PRACTICUM REPORT

SEMESTER I

Submitted in partial fulfilment of the requirement in fieldwork practicum for the degree of
Masters in Social Work

Submitted To
Dr. SELVI NITHYA
Faculty Supervisor
Asst. Professor, Department of Social Work

Submitted By
SREELAKSHMI. V. DAS
MASW22R834
Department of Social Work

RAJIV GANDHI NATIONAL INSTITUTE OF YOUTH DEVELOPMENT

An Institute of National Importance by an Act of Parliament

Ministry of Youth Affairs and Sports, Government of India
Sriperumbudur-602 105, Tamil Nadu

February 2023
 DECLARATION

I SREELAKSHMI V DAS hereby declare that I have successfully completed my

observation visits and consecutive field work from 22 November 2022 to 26 February 2023
under the fieldwork supervision of Dr. SELVI NITHYA S.

Date: -27/02/2023
Place: RGNIYD
Signature of the Candidate
SREELAKSHMI V DAS
 CERTIFICATE

This is to certify that Ms. Sreelakshmi V Das has successfully completed her fieldwork
practicum at Individual Mode from 21 st November 2023 to 26st February 2023 under my field
work supervision and guidance.

Fieldwork Supervisor:

Date: 27/02/2023 DR. SELVI NITHYA S

Guest Faculty
Place: RGNIYD Department of Social Work

Dr. S. KUMARAVEL
Head of the Department of Social Work
 ACKNOWLEDGEMENT

I am grateful to the universe for this opportunity to conduct field work and understand in
depth regarding my area of interest, Social Work. I would like to take this opportunity to
express my profound gratitude and thanks to everyone who has supported, advised, and given
me ample time to complete my fieldwork. I thank Dr. S. Kumaravel, Chief of the Social
Work Department, for giving me this opportunity and chance to expand my understanding
of my field, both theoretically and practically. I also want to express my sincere gratitude to
my faculty advisor, Dr. Selvi Nithya S (Guest Faculty, Department of Social Work), who
always guide, advice, and assist me as I conduct my fieldwork meaningfully, her valuable
inputs was always an inspiration for me to work better.
I also thank my supervisor Dr. Rambabu Botcha (Assistant Professor and Field work
Coordinator, Department of Social Work) for his constant guidance and sincere support
and dedication despite his busy schedule. Without his directions, my field work would have
not becme this fruitful.
Also, I want to thank all the faculties for their assistance in providing me with ideas and
understanding of how to conduct this fieldwork in a professional manner .I express my
sincere thanks to my co-trainees for supporting and encouraging me, and also sharing their
ideas and their cooperation throughout the fieldwork days.

SREELAKSHMI V DAS
PART A- OBSERVATION VISIT
 TIME SCHEDULE FOR FIELD WORK PRACTICUM

Sl. No Name of agencies Date of field Attended Not Compensation

work days Attended
1 CSI 22/11/2022 1 0 0
2 KARUNAKARYA 02/12/2022 1 0 0
3 SOS 13/12/2022 1 0 0
4 SEVALAYA 15/12/2022 1 0 0
5 REHOBOTH 22/12/2022 1 0 0
6 IRCDS 29/12/2022 1 0 0
7 ARAN 03/01/2023 1 0 0
8 VEETHI 05/01/2023 1 0 0
VIRUTHU
VIZHA
9 KATCHIPATTU 04/02/2023 1 0 0
NOOK CENTRE
10 BOSCH 10/02/2023 1 0 0
 TABLE OF CONTENT

S.no CONTENT Page no

1 INTRODUCTION -

2 OBJECTIVES -

3 AGENCY PROFILE 1

4 OBSERVATIONS 14

5 LEARNINGS 15

6 RELEVANCE IN SOCIAL WORK 16

7 CHALLENGES 17

8 PERSONAL REFLECTION 18

9 SUGGESTIONS 19

10 CONCLUSION 19

11 APPENDICES 19
 INTRODUCTION

The social work trainees of Rajiv Gandhi National Institute of Youth Development started
their observation visits to different organizations on 22 November 2022 and completed it on
10 February 2023. Consecutive field work for the semester started on 13 February 2023 and
ended on 26 February 2023, accounting for a total of ten days of consecutive field work. This
consolidated report consists of two parts namely ‘Part A’ and ‘Part B’; Part A includes
written records of observation visits, while part B includes the records of 10 days consecutive
field work.

Observation visits and Fieldworks are the essential part of social work curriculum as it is the
practical application of the theories taught in the classroom. The field work practicum helps
the social work trainee to learn how to apply the social work methods, principles, values and
tools at the individual, group and community level. According to the trainee this was a great
opportunity for real time learning experience and also to know about how each organization
apply the theoretical knowledge of fieldwork into practice.

This semester the Social work trainee did observation visits with different organizations. The
Social work trainee observed the activities of Child Survival India, Karunakarya, SOS
children's Village, Sevalaya, Rehoboth, Integrated Rural Community Development Society,
Aran, Kachipattu Nook Centre, Bosch, and the cultural event VeethiViruthuVizha.
The trainee also experienced 10 days consecutive field work in Chellaperumal Nagar, a tribal
hamlet in Sriperumbudur, Kancheepuram district, Tamil Nadu, in collaboration with the
NGO Aran.

The Social work trainee have gained ground level experience in field work and have attained
the essence of social work through observation visits as well as concurrent field work. The
trainee is looking forward to further opportunities to explore more on youth and community
development as well as to develop their skills and ideas in social work.

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OBJECTIVES

 To understand the social problems and ground reality.

 To apply theoretical learnings to practical setting.

 To understand the mission, vision, objectives and innovative activities of the agency.

 To understand the role and functions of professional social workers working with the
people in different setting.

 To critically analyse the service of the organization and the impact created by them on
the community.

 To learn the applications of social work values, methods, and ethics while observing
and working with beneficiaries.

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 AGENCY PROFILE

CHILD SURVIVAL INDIA

1. Name of the organization: Child Survival India
2. Address: Plot No. A-20/2, SIPCOT Industrial Growth Centre, Oragadam,
Sriperumbudur
3. Field of practice: Corporate social responsibility
4. Problem areas: Education, Health, and Rural development
5. Population group: Rural community
6. Geographic area: Sriperumbudur
7. Method: Group work, Rural community development
8. Target group: Children, Youth and Old age people

Child Survival India (CSI) is a rights - based organisation working for the underprivileged
women and children in the rural as well as urban communities. The organisation started its
intervention in the year 1991 with focus on health of children, however in due course,
organisation took on an integrated community development approach with health, education
& gender as its key focus areas.
CSI works extensively with truckers across India through behaviour change communication
and other interactive interventions on their health and road safety. CSI’s approach is to
integrate the community and engage the population to work at its own development.

KEY ACTIVITIES AND PROGRAMS OF THE NGO

Child Survival India’s key areas of concentration includes health, education and gender but in
Sriperumbudur area it concentrated on wellbeing and progress of lives of truckers since it is
predominantly an industrial area. An orientation class was provided by the resource person,
Mr.Praful Kumar, when trainees visited the organisation. Mr Praful Kumar who was the
project manager of Sriperumbudur branch of CSI explained the following details:
 Child Survival India is a non-governmental organization funded by Asian Paints India
Limited and comes under the CSR project of Asian Paints.
 The Safar Project is an initiative by CSI; A Health & Road Safety Intervention started
in 2016.
 Now, over 36000 truckers have joined the Safar Project which indicates the affectivity
of the program.
 Developmental activities to make them aware of the value of their life, health and
social status have positively reflected in the Safar Clinic.
 Safe Clinic is a mobile clinic set up in areas where truck drivers camp.
 Lifestyle diseases, eyesight issues caused by late night driving, initiatives to relieve
back pain caused due to long hours of continuous driving etc. are kept on track and
appropriate solutions are found out.
 Regular tracking of lifestyle diseases and caring them with medicines free of cost,
equipment to relieve back pain, anti-glare glass provision to protect eyes etc. comes
under sustainable solutions for truck drivers' welfare.

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  Truck drivers are made aware of the risks of having multiple sex partners. Suitable
tests for diagnosis of sexually transmitted diseases, HIV are conducted. Privacy of
truck drivers are maintained during such medical diagnosis.
 Detection of HIV infection, if noted, patients are send to government hospitals.
 Detection of Sexually Transmitted Diseases, if noted, are treated by Safar Clinic
itself, completely free of any cost.

KARUNAKARYA
Name of the organization: Karunakarya
Address: VXP2+WX9, Eraiyur, Tamil Nadu, India, Kanchipuram, Tamil Nadu, 602105
Field of practice: Rural Community Development
Problem areas: Health, Education and Livelihood
Population group: Children, Youth
Geographic area: Navallur
Method: Community Organisation and Social Case Work
Target group: Children, Youth

Breaking the cycle of poverty is only possible by developing skills and building supportive
and meaningful relationships. Karunakarya believe in developing everyone on a holistic level
and providing them with opportunities to transform their lives.Programming and community
engagement are at the core of Karunakarya’s strategy. Karunakarya was started in 2001 as a
transit school providing non formal education through evening learning centres.It was funded
by Mr. Christopher Chellappa&Mrs. Cynthia Chellappa who are the founders of the
organization.The beginning stage of Karunakarya focused mainly on slum students and rural
communities within the outskirts of Tamil Nadu.Karunakarya impart values more than more
book education.

KEY ACTIVITIES AND PROGRAMS OF THE NGO

A brief orientation regarding the working of the NGO, its vision, mission, projects and
targeted groups was given by Mr.NewbinSanthosh, the program director of Karunakarya:
• The course curriculum followed at this organisation is corely different from
conventional system of book education.
• The organization follows more of a holistic development based education to
contribute to overall skill development.

The major projects of Karunakarya include:

1. The Ark Nursery and Primary School

The Ark is an English medium school on the village of Eraiyur with the primary objective of
building an environment where students feel comfortable to explore their strengths and
creative potential. The students are monitored based on the concept of RBM (Result Based
Management) which allows the teacher observe the development of their students and to
construct personalised learning plans to meet their needs. It is based on the holistic

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development of children. The six elements of holistic development are emotional,
intellectual, social, physical and linguistic development. Various events and meetings are
organised with parents and also the school staff to help them understand their role in their
children's development.The teachers of the ark primary school participate in many seminars
and workshops to ensure that they can upgrade their abilities and are updated with the latest
tools to enhance students’ learning experience. The teachers are encouraged to facilitate
learning rather than just teach a lesson.

2. Community Development (Evening Learning Centre and Community

Development)
Evening Learning Centre is a hub of developmental activities and exposures, where children
from various underprivileged communities come together to learn and develop their skills.
Children, are from poor background, school dropouts, and uneducated parents’ students who
are unable to cope up with study needs. The objectives of ELC is to develop holistically, to
stimulate children’s passion of learning and to equip the children to do self- learning. The
ELC last 2 hours daily in the evening. Children from standard I to XI utilize the ELC. The
children are divided into groups based on their level in literacy and numeracy skills. Children
also finish school homework. There are 9 ELC of Karunakarya and these work towards
community empowerment such as organising awareness programs, social casework,
counselling people, relief works during disasters, supporting people to find appropriate job
according to their skills and qualifications. Through this community empowerment, the
children transform as leaders in the community. The children become good role models for
the next generation. It prepares the community to take ownership for the development of
themselves and create a sustainable community. There were 14 facilitators and 300 students
under ELC project of Karunakarya.
3.Centre for Skill Development (Karunakarya Community College/Skill Development Centre
&Karunakarya Creations)
The programmes at the skill development centre works to empower children and prepare
them for a successful future. Skill Development Centre is a grass root approach for the
Karunakarya Community College to build awareness for the importance of higher education,
professional training and careers. Life skills and communication skills program are focused
on class 8th and 9th students to enhance confidence, problem solving and decision-making
skills. There are teens and youth program through which they meet twice in a month, on 2nd
and 4th Saturday. Talent workshops for health or activities including cycle repair, Jelly
making, calligraphy, volleyball techniques, etc. are conducted.
There is a program called creazone for talent exposure and development. There are craft and
cooking activities. Self- defence and music classes are also provided to equip their children.
There are short term courses like crash course on computer skills and English basics. Youth
leadership development program in villages and communities are also in progress.
Funds
The organization received donation mostly from foreign country. The organization also
receives funds from selling handicraft products made in Karana Creations.
Area of operation
Karunakarya is operating in many other communities. Eraiyur is at the centre working its way
through other places such as Panruti, Chennakuppam, Padappai and Sriperumbudur. The
Evening Learning Centre have also been operating another 9 places; Eraiyur, Navallur1,

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Navallur, Gunduperembedu, Kalangelacherry, Nattarasanpet, Ottangaranai, Vattambakkam
and Siruvanjur.

SOS CHILDREN’S VILLAGE

Name of the organization:SOS
Address: 13, Professor Colony, First main road, Tambaram East, Chennai , Tamil Nadu
Field of practice: Family setting
Problem areas: Education and Livelihood
Population group: Children, Youth
Geographic area: urban
Method: Community Organisation and Social Case Work
Target group: Children, Youth

SOS children’s village is an independent Non-Governmental and International organization.

SOS Children's Village was founded in 1949 by an Austrian philanthropist Herman Gmeiner
in Austria. This is an international organization spread across 135 countries. In India it started
functioning in the year 1964.SOS currently has 32 villages in India. . In Chennai, SOS
Children's Village- Chatnath homes was set up in January 1979.This was also the first SOS
Children's Village in South India. At present, there are 114 children living in 13 family
homes at the organization’s facility. Children at the village are placed under the loving care
of SOS Mothers, who are assisted by SOS Aunts in their daily household chores.The
organization was setup based on license under Juvenile Justice Act and Society Registration
Act. The children in the village is admitted through the Child Welfare Committee (CWC).
Each village has 12-15 family homes with every home having less than 10 children with an
SOS mother

KEY ACTIVITIES BY THE AGENCY

FSP-The Family Strengthening Programme is a community-based outreach approach, which
focus on empowering vulnerable families and communities so that they can adequately care
for their children. Children belonging to vulnerable families and communities are at a risk of
being abandoned and, therefore, through the programme, the focus is to prevent children from
losing parental care.
Family Like Care - It features personalised, individual quality care provided by a trained
caregiver (SOS mother). Children in an SOS Village are raised with all the inputs needed for
their safety, development, participation and path to independence. But most importantly, the
key feature in this model is the stronger socio-emotional relationship with a stable caregiver
(SOS mother). The lasting bond between children and their mothers contributes for better
physical and mental development outcomes for children.
SOS Villages- SOS Families form a supportive Village environment where children enjoy
happy childhood, healthcare and education.

SEVALAYA
Name of the organization: Sevalaya
Address: Sevalaya Campus, Kasuva Village, Pakkam, Chennai - 602024.

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Field of practice: Rural Community Development
Problem areas: Education, Rural Development, Livelihood and Health
Population group: Unemployed Youth, Children and Old- Age
Geographic area: Kasuva Village
Method: Community Organization and Social Case Work
Target group: Unemployed Youth, Children, and Old- Age

Sevalaya has been serving the rural underprivileged communities since 1988.
Today, Sevalaya operates in 16 centres in Tamil Nadu (10 districts) and Puducherry. The first
centre of operations was started in Kasuva village near Thiruninravur. Once largely inhabited
by brick kiln labourers, whose children often accompanied them to work, the area has now
been transformed into a vibrant community, with child labour totally abolished in Kasuva and
over 40+ surrounding villages. Over 4700 rural students have availed free education at
Sevalaya’s Mahakavi Bharathiyar Higher Secondary School. The school also has been
achieving excellent results in 10th and 12th board exams. . All of them are either employed or
pursuing higher education. Sevalaya runs a home for 200 plus destitute children, three old age
homes for 250+ destitute elders, two hospitals, a gaushala and 10 community colleges which
offer vocational training in 11 trades. Majority of the 4000+ qualified youth are placed on
jobs while some of them are self-employed. Medical camps, tuition centres and rescue-to-
rehabilitation support for victims of natural calamities, the COVID 19 pandemic are some of
the other services that are offered by Sevalaya. Along with the trust of the communities, CSR
partners and donors, Sevalaya has implemented several projects for the betterment of society
and their work has been acknowledged, for the impact it has been creating.

KEY ACTIVITIES AND PROGRAMS OF THE ORGANIZATION

1. School
The Mahakavi Bharathiyar Higher Secondary School is a free school with classes from
Balwadi (Pre-KG) up to 12th Std. for poor children from the neighbouring villages. The
children are provided with quality education completely free of cost. Even their text books,
notebooks and uniforms are provided for. Transport to and from the school is also free for
primary school children, Sevalaya are awaiting assistance from the government for the older
children. Sevalaya provide value-based education which enables the children to become self-
reliant and live ethical lives.
2. Library
The Swami Vivekananda library consists of over 20,000 volumes of valuable books including
the complete works of Mahatma Gandhi, Swami Vivekananda and Mahakavi Bharathiyar.
There are also books on various topics like self-improvement, physical and biological
science, computer, engineering and many other topics. The library is open to students of
colleges and people in the surroundings villages. The library services are free of charges.
3. Organic farming
Organic agriculture meets the needs of humans without any harm to the environment.
Sevalaya implemented organic farming in their campus which serves as a model for NGOs
and others to cultivate in tune with nature.
4. Gaushala

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 Vinobhaji Gaushala is a heaven for cows where Sevalaya rears cows which provide good
milk for everyone on campus. Sevalaya also protects cows that have out-lived their period
of “utility” and will otherwise be destined for the slaughter-house. The quality milk
produced is used for our children and senior citizens.
5. Medical camps
In association with many leading hospitals in Chennai, Sevalaya took experts and specialist
doctors to the interior villages, organized many camps besides camps in the Sevalaya
hospital. Each camp had hundreds of beneficiaries for free surgeries and medicines. Many
spectacles were distributed free of cost. Significantly, many villagers were detected having
cancer and hepatitis and treatment was organized with the help of city hospitals.

REHOBOTH
1. Name of the organization: Rehoboth
2. Address: No.22, Viswasa Nagar, Koluthuvenchery, Paraniputhur, Iyyapathangal,
Chennai, Tamil Nadu, 600122
3. Field of practice: Rehabilitation
4. Problem areas: Empowerment of mentally challenged women and child development.
5. Population group: Mentally disabled women and children
6. Geographic area: Iyyapathangal
7. Method: Social Case Work, Social group work
8. Target group: Mentally Disabled Women and Children

Rehoboth was founded in 1998 as a Public Charitable Trust with a desire to rescue,
rehabilitate and mainstream ‘women in distress’ and help them live life to its fullness with a
sense of belonging. Social stigma and poverty have driven many mentally challenged
individuals out of their families into the streets.
For over 20 years, Rehoboth has been working to uplift the lives of destitute women, who are
mentally differently abled. Rehabilitation & Reuniting are their primary goals. All rescued
women are first rehabilitated and if possible, reunited with their family once they recover
from their condition.

KEY ACTIVITIES AND PROGRAMS OF THE ORGANIZATION

1. Rehabilitation Work Shop: it is to provide rehabilitation training such as flower

making, candle making, tailoring, door hangings, and bag making other handicraft items.
2. Day Care Centre: These centres provide day care facility for the special children in
and around this area from the economically backward families. And to provide small
employment opportunities for their mothers.
3. Arise: To provide shelter facilities for those mentally challenged destitute women
along with their small children and the children are sent to the schools.
4. Health Care Centre: Free doctor consultation and subsidised medicines are provided
for the rural poor in spite of the women being benefited.
5. REST: Rehoboth Endeavour for Stigmatised and Traumatised.

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6. RESA: Rehoboth Eatery by Specially Abled.

Funding: The agency raises fund through donations and sponsors. Along with that the income
generated from hand craft items and agriculture is used.

INTEGRATED RURAL COMMUNITY DEVELOPMENT SOCIETY (IRCDS)

Name of the organization: IRCDS(integrated rural developmental society)
Address: 13, Dr Abdulkalamstreet,MMCColony,MGMNagar,Thiruvallur
Problem areas:Education, women empowerment, childhood care,childrights
protection,sustainable livelihood and climate change.
Population group: Rural community
Field of practice: Community setting
Geographic area: Thiruvallur
Method: Social group work and Community work
Target group: Women,children, differently abled and migrants
Vision: To uphold Love, Peace, Justice and Equality in Society
Mission: Build knowledge, skills and noble values.

Integrated Rural Community Development Society (IRCDS) is a non-governmental

organization (NGO) founded by Late Thiru.P.Titus in 1986.
It is a value-based organization building the capacity of the people to be responsible for their
own development. IRCDS works with and for children, women and persons with disabilities
particularly from socially excluded and marginalized communities who have been organized
into community-based organizations to actively participate in their development and well-
being education.The organization focuses on addressing the root causes of barriers to
education by promoting inclusive quality education for enhancing learning outcomes of
children in a child friendly environment / safe schools in collaboration with Education
Department in government schools, and other stakeholders. The organization enrol and retain
children in preschools and schools and empower students through career pathways.

KEY ACTIVITIES AND PROGRAMS OF THE ORGANIZATION

1. Early Childhood Care and Development (ECCD)

To address the root causes of nutritional deficiencies and inadequate parenting practices,
IRCDS is working with Govt. Anganwadi centres (Early childhood care centres), different
Govt. Institutions, Academic Institutions, NGOs and communities for creating awareness for
behavioural changes, building their capacities and create space for ANC/ Lactating mothers,
young fathers, communities and Govt. Institutions to share their concerns and find solutions
through awareness on nutritional outcome, nutri-garden in anganwadi centre, capacity
building programme for ANC/PNC mothers, young fathers and anganwadi workers for helps
on ECCD.

2. Child Rights Protection and Participation

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IRCDS’s program is designed to build a safe and enabling environment that promotes Child
friendly spaces in families, communities and institutions. The organization envisages children
as right holders and can claim their rights. IRCDS conducts activities to ensure protection and
participation of children by capacity building programmes for children and youth, campaign
for end child marriage, interface meeting between children, parents, community members and
child protection actors.

3. Women Empowerment
Deep rooted social structures around caste and gender and perceived low values of girls,
practices and culture around them make women and girls particularly as victims of violence.
Most of them lack skills to safeguard themselves when they are put to distress in vulnerable
situations. IRCDS is organizing women to amplify their voices to safeguard their rights,
building their capacities for enhancing their participation in family and community decision
making and in local governance. Also the organization working on breaking social and
gender norms. IRCDS organizes women into self-help groups (SHGs), provide capacity
building programme to achieve women rights, leadership and group management, financial
management and government schemes.

4. Sustainable Livelihood
The objective of the Sustainable Livelihood Program is to reduce poverty and inequality by
generating employment among poor households and by moving highly vulnerable households
into sustainable livelihoods and toward economic stability. In order to ensure this, the
organization closely working with Women SHGs, Panchayatlevel federations, Village
Development Committees, Government Banking Institutions, Government Institutions,
NGOs and academic Institutions. Activities of IRCDS are financial literacy among women,
facilitate women SHGs to access financial support from Govt. Banking Institutions in order
to address their life cycle needs/ relief from Debt-Bondage. And also marketable skill
trainings and facilitate needy families to access resources from Govt. Institutions and Civil
Society Organizations.

5. Empowering Persons with Disabilities

IRCDS has been working for the inclusion of the disabled persons to protect their rights and
dignity. The organization is working to enable, equip and empowering children and adult
with range of disabilities through capacity building programme for Person with Disabilities
(PwDs), for their family members and community members on inclusiveness, rehabilitation
of PwDs by adopting CBR (Community Based Rehabilitation) matrix health, education,
livelihood, social and empowerment. Also organize PwDs as village level group, block level
federation and district level federation and extends mentoring support to district level
federation called ‘Vasantham federation of differently able persons’.
6. Support to Brick Kiln Workers
IRCDS has been working to ensure decent work for all people particularly from poor
marginalized sections of the society in both the formal and informal sector in line with
International Labour Organization’s (ILO’s) standards as follows: decent work involves
opportunities for work that are productive and deliver a fair income, security in the workplace
and social protection for families, better prospects for personal development and social
integration, freedom for people to express their concerns, organize and participate in the
decisions that affect their lives and equality of opportunity and treatment for all women and

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men. IRCDS provides various programmes like labour right education, create awareness and
facilitate migrant and local brick kiln workers to access social security programme from
government.

7. Disaster Risk Reduction (DRR) &Covid response

IRCDS provides emergency assistance to communities at risk in times of natural disasters
and during pandemic including COVID. An equally important aspect of our work is disaster
risk reduction, or building resilience among communities to natural disasters. The
organization do this by enhancing the preparedness of the program communities on the
ground, networks of humanitarian support providers, and of the communities themselves, to
cope with sudden natural disasters. The organization provide awareness on community based
DRR and response, public awareness campaign on COVID and vaccination and COVID
relief activities among most affected communities.

Funds
IRCDS get fund from different partners and institutional and individual donors. Some of the
current partners are CWSB/ Tamil Nadu social welfare board, CBR foundation, India
Literacy Project, Children Believe, AzimPremji Foundation, Federal Ministry for Economic
Cooperation and Development,Give India and Enable India.

ARAN
Name of the organization: ARAN
Address: 45,Pachalpattu,Sriperumadur,Kanchipuramdt,Tamilnadu
Field of practice: Community setting
Problem areas: Environmental conservation, education and downtrodden welfare
Population group: Semi-urban community
Geographic area: Sriperumbadur
Method: Social group work and community work
Target group: Rural community

ARAN is a Volunteer based Non-Governmental and a Non-Profit Social Service

organization based on Sriperumbudur formed by a group of likeminded volunteers for the
betterment of Society. The aim is to empower the society by focussing mainly on
Environment Conservation, Education and Downtrodden Welfare.

KEY ACTIVITIES BY THE AGENCY

1. Environmental Conservation
ARAN at the right time to conserve natural resources and the existing natural
environment, especially in Industrial Hubs like Sriperumbudur currently focusing on Tree
Plantations, Water Bodies Restoration, Cleanup Drives, Awareness Sessions.

2. Education

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Every child has the right to learn and ARAN is giving their best to encourage the kids to
learn. They are working on providing scholarships for Higher Education, guiding
Underprivileged Students for Govt Exams, Arranging basic needs to Govt Schools and
Conducting Sessions.

3. Empowerment of Marginalized
Every human being has the inherent right to life. No one shall be arbitrarily deprived of his
life. We are currently working on Learning Centres for Tribal Kids, Providing Basic Needs to
Downtrodden, Supporting to avail Govt Schemes & Services.

4. Blood Donation
Human blood is an essential element of human life and Blood Donation is a wonderful way to
give back life. We brings voluntary blood donors and those in need of blood on to a common
platform thereby arranging blood donors to fulfil any emergency blood request from public.

5. Traffic Regulation
Sriperumbudur being a growing industrial town is bustling with vehicles all around. During
the peak hour’s traffic is heavy and there is a need to regulate it. We assist traffic police and
work with them in such times by Volunteering to ease the traffic thereby providing much
needed service to the general public.

KATCHIPATTU NOOK CENTRE

The Katchipattu Nook is a fully operational self- learning space in the Katchipattu village of
Sriperumbudur in Tamil Nadu. The space began its operations in the Month of April 2022.
The nooks are always a place for the learners to find themselves through the pathways of self-
learning and community building. Since the beginning, we have completed the induction
phase in the nook. The induction phase is like kick-starting the learning processes by starting
the induction for the cycle.
The nook in order to facilitate the self-learning of the learners has the basic tools and
materials in a space not limited to but consisting of computers, internet, basic power tools,
hand tools, art supplies, and so on along with the Nook manager and innovation lead. The
physical learning space in the case of Kachipattu nook is a rented 400 sq feet space in a
building on the pattanul Chathram state highway near the Katchipattu village. The space is on
the first floor.
The partners of Katchipattu Nook Centre include IFNB and Hans Hermann Voss-
Stiftung.Their Partners for Change, IGCS (IIT Madras), and RGNIYD look forward to some
exciting collaborations in the future.

BOSCH

1. Name of the organization: BOSCH

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2. Address: Plot No. A-20/2, SIPCOT Industrial Growth Centre, Oragadam,
Sriperumbudur
3. Field of practice: Corporate social responsibility
4. Problem areas: Education, Health, and Rural development
5. Population group: Rural community
6. Geographic area: Sriperumbudur
7. Method: Group work, Rural community development
8. Target group: Children, Youth and Old age people

Bosch Electrical Drives India Private Limited is a Private incorporated on 25 April 2008. It is
classified as Non-governmental company and is registered at Registrar of Companies,
Chennai. It is involved in Manufacture of electric motors, generators and transformers. Over
the past 60 years, Bosch in India has created a space for itself in the society not just as a
technology and innovation pioneer, but also as a company that ‘cares’. Our corporate social
responsibility endeavours, known as ‘Bosch Social Engagement’.
The main aim of the company is to make a difference in the communities in which Bosch
operates.
Bosch Social Engagement has three pillars: Bosch Limited CSR, Primavera and Bosch India
Foundation.

KEY CSR ACTIVITIES OF BOSCH LIMITED

1.Vocational Training (BRIDGE)
In India, the challenges we face in the realm of education and training are enormous;
however, the shortage of people with employable skills is particularly alarming for us as a
nation. To address this specific issue, an exclusive job oriented training program is
designed, developed and delivered for underprivileged school dropout youth in NEET (Not in
Education, Employment and Training) category to bring them into the mainstream of the
economy.
2. Health, Hygiene & Education
The Health, Hygiene & Education program was started to address these problems among
underprivileged children, especially those studying in government schools. Issues relating to
poor sanitation, lack of clean water, and poor hygiene and health are closely interconnected.
3. Neighbourhood Projects
Wherever Bosch sets up location in India, it engages proactively in neighbouring and local
communities to provide sustainable solutions for the most important problems faced by them.
Bosch creates active participation in neighbouring and local communities to provide
sustainable solutions for identified local problems, such as clean & safe drinking water in
Rajasthan (RO plants), Check Dams in Nashik and Mid-Day Meals Kitchen in Bangalore.
These CSR initiatives reinforce us as a community-conscious, socially-responsible
and value-based organisation, committed to making the world a better place to live in. All our
CSR projects work towards the holistic development of the individual and society as a whole.

RECENT CSR INITIATIVES

1. Paramedics Training

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As part of Bosch’s ongoing support to India’s COVID-19 combat, the Paramedics training
program was started in 2020. The aim of this program is to offer soft skills through BRIDGE
and paramedic domain skills through partner hospitals and healthcare centres. 1,001
Paramedics have been trained and placed so far.
2. Industry-Academia Collaboration
Industry Academia Collaboration for Skill Development (IACSD) is a unique social
engagement initiative developed by Bosch India in 2019 to promote skill development in
institutes of higher learning in India in five areas including:
a) Skill Development of Youth,
b) Trainers Capacity Building,
c) Developing Industry-ready Social Service Professionals,
d) Capacity Building of Non-Profit Sector, and
e) MSME Capacity Building.
3. Support for combating COVID-19nies, Chennai. It is inolved in Manufacture of
electric motors, generators and transformers.
In the first wave, Bosch pledged INR 500 million to facilitate various COVID-combating
community welfare initiatives. With the second wave, we extend our support further. Bosch
focused on the pressing needs of the society in three major areas: healthcare support,
livelihood creation and distribution of essential supplies to underprivileged communities.
This includes: Distribution of 111,000 free meals to needy people during lockdowns,
Distribution of dry ration, PPE Kit and Sanitizers, Distribution of 25.9 lakh Bosch masks,
Refurbishment of 57 faulty ventilators, Facilitating re-employment of 12,035 migrant
workers, Training of 1,001 youth in Paramedic skills, Research-based interventions through
TDU, Bangalore.
4. PHC upgradation
Bosch has extended CSR assistance to Primary Health Centers aiming to ease their pressure
through infrastructural upgrades, process improvements and supply of medical equipment,
also to make them COVID-responsive. This intervention has benefitted 25 PHCs located
around Bosch plants in Bangalore, Naganathapura, Jaipur, Gangaikonadan, Chennai and
Coimbatore.
5. Skill Entrepreneurship
The Skill Entrepreneurship program by Bosch aims to help the training participants
understand the importance of Skilling and Entrepreneurship, comprehend India’s skilling
ecosystem and skilling needs, identify the requirements for setting up a Skilling Centre and
learn skill entrepreneurship management for sustainability and scalability.
6. NGO Capacity Building
Bosch offers a short-term course for NGOs known as ‘Saksham’. It is a series of five module
training of two-day duration of each module. Corporate, academic and NPO representatives
share experiences and best practices towards sustainable improvement of NGO operations.
7. CREDILA
Most of the people who move into bigger cities for better opportunities often find themselves
struggling out of poverty and despair. In order to address the problems faced by the people in
the bottom of the pyramid and needy elders in the society, Bosch India Social Engagement
conceptualized a program called CREDILA (Care for Rural Elders with Dignity Despite their

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Lower Aspirations) in 2020. Three key areas of intervention through CREDILA includes
supply of food, clothing and medicines. 250 families have been benefitted so far.
8. Cataract Surgeries for Rural Elders
To help needy elders with free cataract surgeries, Bosch has partnered with Aravind Eye Care
System in Madurai. The high-quality cataract surgery has benefitted 870 elders in nine
locations in and around Bangalore, Jaipur, Nashik, Chennai, Coimbatore, Bidadi,
Gangaikondan, Ahmedabad, and Pune. Bosch has fully taken care of the patients’ surgery
cost, besides their pre and post-operative expenses, including lab investigations, spectacles,
medicines, food, and transport.
9. Rural BRIDGE
It will be a game changer if job-seeking youth in villages are able to get at least entry-level
jobs preferably in their own or nearby villages, which will reduce migration. To achieve this,
Bosch is planning to extend its Flagship BRIDGE program to villages by setting up training
centre’s in partnership, which will provide BRIDGE (soft skills) and technical training.

VEETHI VIRUTHU VIZHAI

Veethi ViruthuVizhai is an award function conducted every year to felicitate the folk artists
from various parts of Tamil Nadu. Social work trainees of RGNNID witnessed this year’s
VeethiViruthuVizhai under the supervision Dr. Selvi Nithya, Assistant Professor, Department
of Social Work and Dr. S. Kumarvel, HOD & Assistant Professor, Department of Social
Work, RGNIND. Trainees reached the event space at Loyola college, spent their time
observing and watching the program on folk art.
Trainees got an opportunity to interact with transgender folk artists and understood their
commitment towards these arts. Also young artists who consider art as important as their
career was also present on and off the stage.

ACTIVITIES CARRIED OUT IN THE EVENT

Various cultural events like Moongilkuchaattam, Jikkaattam, Karakaattam and other

traditional art forms were played on the main stage
Art and craft works by the tribal or rural people of Tamil Nadu was exhibited and kept for
sale
Artists considered the art as a sacred emotion rather than taking it for monetary benefits.
Trainees interviewed artists from various art forms and also got a chance to interact with the
transgender community who were there to perform in the event.
Artists themselves got to know about different art forms after being part of the event
annually.

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 KEY OBSERVATIONS

• The trainee observed the poor infrastructure of the village –Kachippattu and the
possibilities of NOOK centres for extracurricular development and skill identification
of students.
• The trainee observed facilities like smart classroom, transport facility, art and
craft classes/baking classes, library etc. can improve the quality of education and
portrayed the extraordinary holistic development based curriculum of Karunakarya’s
education project.
• The trainee was acquainted with a concept called “family like care” at SOS
village, which is a family set up with a mother and children to make them feel the
security of family.
• The trainee observed advanced medical facilities provided completely free of
cost in the NGO “Sevalaya” and the healthy environment for the old age and orphan
children.
• The trainee observed care of volunteers in homes for mentally disabled women
and the numerous challenges they face to manage the mentally specially abled youth-
Rehoboth
• The trainee observed the NGO, IRCDS use the methodology -child friendly
accountability mechanism(CFAM)for providing safe and enabling environment for
children in families, communities and institutions.
• The trainee also observed IRCDS promote youth leadership for climate change,
climate resilience and carbon reduction in our communities.
• The trainee observed the living situation of Irula community during a visit and
the unavailability of basic needs.
• The trainee observed the organisation Smile provide awareness on problems
like early marriage, unwanted pregnancy and malnutrition.
• The trainee observed the funding source of the agencies visited and that some
organizations faced obstacles to get funding as well as affiliation and approval from
government.
• The trainee observed that there are so many social issues social issues that are
still prevailing in society and the trainee learned that there are so many NGOs that are
working for the upliftment of the same.
• The trainee was able to observe and understand that there are so many
organisations that works for the upliftment of women, youth and children.

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 KEY LEARNINGS

• The trainee learned organizational structure of agencies, how agency fulfil its
visions and missions and the contribution to society.
• The trainee learned the importance of social worker in school setting and also
involving the students in recreational activities to enhance their individual skills and
train them to work in a group.
• The trainee learned to integrate theory and practice by understanding that
linking theory to practice is important
• The trainee learned the importance of demonstrating the ability of engaging,
assessment and intervening and evaluation in different settings.
• The trainee learned the application of social work principles and values to
guide social work practice.
• The trainee learned the importance of social worker in a women welfare
institution to help destitute women who are abandoned by family and become violated
and exploited in the streets.
• The trainee learned the importance of rehabilitation programmes in a mental
welfare institutions to create a sense of responsibility and make the residents feel
productive
• The trainee learned the importance of bringing social justice in community
setting to create a healthy environment for empowering women, children and persons
with disabilities
• The trainee learned the phenomena of social exclusion faced by the vulnerable
group of the society including; women, children, migrants, marginalised community,
Scheduled Caste and Scheduled Tribe communities, elderly and differently abled
people etc.
• The trainee learnt the role of social worker in attaining UN’s sustainable
development goals(SDGs)through various initiation.
• The trainee learned the significance of fund for an organisation for the proper
management and functioning of an agency

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 SOCIAL WORK PRINCIPLES, VALUES AND SKILLS USED

• Principle of acceptance: Social workers frequently work with people who come
from diverse backgrounds which are quite different from their own. They may,
therefore, encounter people who come from cultural, religious, social and linguistic
contexts and backgrounds that are quite distinct as compared to their own. It is,
therefore, extremely important to both recognize and accept differences.
• Principle of individualization: This principle refers to the social worker's
recognition of each individual person as unique and different from all others having
their own qualities, including strengths and talents, as well as difficulties.
• Principle of non-judgmental attitude: This principle requires of the social
worker that s/he refrain from passing judgements by way of apportioning blame or
condemning the person or commenting on whether the person should or should not be
punished for their actions or the nature and extent of the punishment to be meted out.
• Principle of confidentiality: Social workers have access to a lot of sensitive
information about their clients/persons in need due to the nature of their work. In most
cases, having the sensitive information is crucial for the social worker so as to be able
to assist the person in need in an appropriate fashion. However, it is the social
worker's duty to ensure that information which confidential and sensitive which, if
shared, may harm the client/person in need in some way or hurt their sentiments be
kept safe and not let out to others.
• Principle of Controlled Emotional Involvement: Several a time, trainees
confronted situations in which they found it difficult to cope up seeing situations at
different organizations and communities, but trainee learnt to control these
emotions gradually.
• Dignity and worth of person: This value implies to be respectful of every
person and mindful of cultural and ethnic diversity.
• Service: Serve people in need and work to address social problems.
• Social justice: Challenge social injustice and work for social change on behalf
of vulnerable and oppressed people.
• Communication: Both verbal and non-verbal – is a vital skill for social
workers. The ability to communicate clearly with a wide range of people is essential.
It is the duty of social workers to advocate for their clients – in order to do this, social
workers must understand the client’s needs.
• Active listening: Active listening is necessary for social workers to understand
and identify a client’s needs. Listening carefully, concentrating, asking the right
questions, and utilizing techniques such as paraphrasing and summarizing also helps
social workers to engage and establish trust with clients.

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 CHALLENGES FACED BY THE AGENCIES

•In some agencies, funding for their work is not sufficient. Gaining access to appropriate
donors is a major component of this challenge.
• Agencies sometimes lack the technical and organizational capacity to implement and
fulfil their mission, and few are willing or able to invest in training for capacity
building .Weak capacity affects fundraising ability, governance, leadership and technical
areas.
• Many NGOs suffer from the lack of a cohesive, strategic plan that would facilitate
success in their activities and mission, rendering them unable to effectively raise and
capitalize on financial support.
• Lack of volunteers is yet another challenge faced by NGOs.

CHALLENGES FACED BY TRAINEE

• Language barrier often posed the biggest challenge to the trainee as it is the most
required component for any communication with the organization as well as the
beneficiaries.
• Transportation difficulties often resulted in incomplete observation visits due to time
constraints.
• Sincere attachment for beneficiaries resulted in emotional imbalance at times.
• The lack of power as trainee is at the student level prevents from taking many actions
for issues trainee witness.

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 PERSONAL REFLECTION

As trainee reflect on her personal experiences of observation visits to 10 different agencies,

trainee learnt different things as a social work trainee as well as personally.
The agencies the trainee visited gave an understanding of how an organisation is running and
how it create an impact in our society.
Trainee got to acknowledge the issues that is existing in our society and the role of social
worker in creating changes.
Trainee understood that though small changes are ignored in society, such small changes
would gradually result into bigger ones thereby creating an impact.
Trainee now have a broadened view regarding the society and her own knowledge regarding
the society has got upgraded to the next level

 
CONCLUSION

The trainee completed 10 Observation Visits organised by the Department of Social Work
under the faculty guidance of Dr. Selvi Nithya S. The fieldwork is an important aspect of the
social work course, which gives the trainee an understanding and knowledge about the
individual and society. The visits provided the trainee an opportunity to make an idea about
10 different organisation, their activities, programmes, functions, etc. The trainee had an
opportunity to use and understand the theoretical knowledge that the trainee had gained from
the classroom and its applicability within the field. Trainee also got to know about various
vulnerable communities that seek assistance in life, communities that trainee never had a
thought about have also fallen into this category (Truckers). Trainee’s insight regarding
behavioural norms that are to be followed at various settings has broadened and is reflected in
observational visits carried out towards the end. The impact of this part on social work
trainees’ lives will not suffice to their professional life alone but will be visible directly in
their developed personality.

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 APPENDICES

1. Child Survival India 2. Primary Health Centre- Sevalaya

3. Karunakarya’s Logo at Ark School 4. Montessori Class area at Karunakarya

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PART B – CONCURRENT FIELD WORK

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 DECLARATION

I SREELAKSHMI V DAS hereby declare that I have successfully completed my

observation visits and consecutive field work from 22 November 2022 to 26 February 2023
under the fieldwork supervision of Dr. SELVI NITHYA S (Guest Faculty, Department of
Social Work).

Date: -27/02/2023
Place: RGNIYD
Signature of the Candidate
SREELAKSHMI V DAS
 CERTIFICATE

This is to certify that Ms. Sreelakshmi V Das has successfully completed her fieldwork
practicum at Individual Mode from 21st November 2023 to 26st February 2023 under
my field work supervision and guidance.

Fieldwork Supervisor:
Date: 27/02/2023 Dr. RAMBABU
BOTCHA
Assistant Professor
Place: RGNIYD Department of Social Work

Dr. S. KUMARAVEL
Head of the Department of Social Work
TABLE OF CONTENTS
S.NO PARTICULARS PAGE NO

1 INTRODUCTION 1
2 ORGANIZATION PROFILE 2
3 PROGRAMS PLANNED 4
4 PROGRAMS EXECUTED 5
5 OBSERVATIONS & LEARNINGS 7
6 APPLICATIONS OF SOCIAL WORK 8
KNOWLEDGE
7 PERSONAL REFLECTIONS 10
8 KEY ACHIEVEMMENTS 10
9 CHALLENGES FACED BY TRAINEE & 11
SUGGESTIONS
10 CONCLUSION 12
11 ANNEXURE 13
 INTRODUCTION

Social Work is a practice-based academic discipline in the curriculum of Master of Social

Work. Every student is expected to work in an organization for a stipulated period and carry
out fieldwork as part of the course. Fieldwork Practicum exposes students to a variety of
modalities and system types, including working with people, families, small groups, and
societies in an organizational and collective environment.
Field practicum is considered the most valuable and significant part of social work education.
Students are given the opportunity to learn and to think systemically and to develop the skills
of a professional social worker. It is during the practicum that students face real challenges
and are afforded opportunities for professional responsibility and ethical practice.
Field Work Practicum is a form of community service that occurs under the direct
supervision of a social worker in a social service agency. Agencies are specifically chosen to
provide students the opportunity to engage in direct social work practice experiences with
individuals, families, groups, organizations, and communities. It is important to note that
fieldwork practicum is not meant to be on-the-job training or apprenticeship; rather it is an
educational process of guided experiential learning designed for a student’s personal and
professional growth as a social worker.

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 AGENCY PROFILE

ARAN NGO SRIPERUMBUDUR

A Volunteer based Non-Governmental and a Non-Profit Social Service organization based on
Sriperumbudur formed by a group of likeminded volunteers for the betterment of Society. We
are here to empower the society by focussing mainly on Environment Conservation,
Education and Downtrodden Welfare.
They are mainly focusing on 5 causes
1)Environmental Conservation
2)Education
3)Empowerment of Marginalized
4)Blood Donation
5)Traffic Regulation
Environmental Conservation
They are the right time to conserve natural resources and the existing natural environment
especially in industrial hub like Sriperumbudur they are currently focusing on tree
plantations, water body restoration, clean up drives, awareness sessions.
Education
Every child has the right to learn and they are giving their best to encourage the kids to learn.
They are working on providing scholarships for higher education guiding underprivileged
students for government exam. Arranging basic needs to government schools and conducting
sessions.
Empowerment of Marginalized
Every Human being has the inherent right to life. No one shall be arbitrarily deprived of his
life. We are currently working on Learning Centres for Tribal Kids, Providing Basic Needs to
Downtrodden, supporting to avail Govt Schemes and Services.
Blood Donation
Human blood is an essential element of human life and Blood Donation is a wonderful way to
give back life. We bring voluntary blood donors and those in need of blood on to a common
platform thereby arranging blood donors to fulfil any emergency blood request from public.
Traffic Regulation
Sriperumbudur being a growing industrial town is bustling with vehicles all around. During
peak hours traffic is heavy and there is a need to regulate it. Aran Volunteers assist traffic
police and work with them in such times by volunteering to ease the traffic thereby providing
much needed service to the general public.

2
The trainee done the field work in IRULA tribal settlement community at Sriperumbudur.
Irula, also known as Iruliga, are a Dravidian ethnic group inhabiting the Indian states of
Tamil Nadu, Kerala and Karnataka. A scheduled tribe, their population in this region is
estimated at around 200,000 people. People of Irula ethnicity are called Irular, and speak
Irula, which belongs to the Dravidian family. Irular means "dark people" in Tamil and
Malayalam, from the root word irul, meaning "darkness".
1. The Community is primarily considered of Irula Tribal people of Tamil Nadu.
2. They are spreaded in almost five places in Sriperumbudur which have similar
geographical location that are near the water bodies.
4. The five hamlets are:
a. Chellaperumal Nagar
b. Sivanthangal
c. Bemanthangal
d. ChinnaYerikkarai
e. PeriyaYerikkarai.
5. They lack basic facilities like, water, electricity, and cooking gas.
6. The majority of the individuals are the women.
7. All the hamlets are headed by one or two individuals who are elderly.
8. Their primary occupation is Fishing, Tree cutting, Constructions works, Maid works,
Industrial works etc.
9. Their primary language is Tamil.
10. Their primary food is rice and due to economic situations, they cook only one meal a
day.

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 PLAN OF ACTION

• Day 1 - Field work orientation by ARAN Team and learning Centre visit.
• Day 2 - Plastics Clean-up Activity surrounding learning Centre and Environment
Cleanliness Awareness session.
• Day 3 - Plastics Clean-up Activity surrounding learning Centre and Environment
Cleanliness Awareness session.
• Day 4 – Supporting students in their Academics
• Day 5 - Supporting students in their Academics
• Day 6 - Supporting students in their Academics
• Day 7 – Cultural Program conducted in Chellaperumal Nagar
• Day 8 - Supporting students in their Academics
• Day 9 – Tree care and Maintenance Activity
• Day 10 - Tree care and Maintenance Activity

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 ACTIVITIES EXECUTED

1st Day (13/02/2023)

On 13 February at 2 o’clock trainees got a brief introduction about the NGO “Aran” at their
campus by the stakeholders of Aran. Mr. Bala Sir who is the managing director of ARAN and
Mr. Kartik Sir who is the vice president of the NGO gave information about the village
adoption program, how it started, motive of starting it. They gave information about how the
program is working and gave detailed information about the NGO. They have also given a
plan of action of the field work starting from 13 February to 26 February. The team of 34
trainees were subdivided into five groups allotting them to the five nearest tribal hamlets. The
activities and tasks for each group
Later the trainee visited learning centre which is in “Chellaperumal Nagar”. Trainee met
Mrs.Jyothi who is the coordinator of Chellaperumal Nagar learning centre and she gave a
brief idea about the Irula community. After that trainees interacted with the children.
2nd Day (14/02/2023)
The Trainee visited Chellaperumal Nagar by 3pm and met Mrs.Jyothi (admin and volunteer
of ARAN). She handed over garbage bags and gloves to the trainees and instructed them
areas for cleaning plastic waste. Later, the trainee brought up environmental awareness before
returning to the learning centre. They divided the students into groups, taught them for an
hour, and then returned by 7 p.m.
3rd Day (15/02/2023)
The trainee had arrived in the hamlet by 3 p.m. Along with Mrs. Jyothi, the trainees cleaned
the hamlet and raised awareness about the dangers of plastic waste, as well as involving tribal
people in the cleaning process. The trainee also talked with the tribal people about their
problems and about keeping the surrounding clean.  After that trainee went to the learning
centre to teach the children and at 7 pm, the trainee went back to campus.
4th Day (16/02/2023)
According to the action plan, the trainee arrived at the learning centre at 4 p.m. and was
greeted by students and ARAN volunteer Mr. Ganesh. The trainee assisted the children in
their daily homeworks and returned to campus by 7 p.m.
5th Day (21/02/2023)
By 6 p.m., the trainee had arrived in the hamlet and was assisting the children with their
academics as well as interacting with them. At 7:30 p.m., the trainee returned to campus.
6th Day (22/02/2023)
The trainee arrived at the learning centre at 4 p.m.Trainees began with usual routine of
teaching Later Dr. Rambabu Botcha (Assistant Professor, Department of Social Work)
visited the learning centre and interacted with the children. Dr. Botcha explained the trainees
the need for resource mobilization that was to be conducted next day. Trainees winded up the
tutoring section before fifteen minutes from the stipulated time and mobilized as many
resources as they could for distributing to kids. Trainee went back to campus at 8:00pm.
7th Day (23/02/2023)
On the day of the cultural program, the trainee arrived at Chellaperumal Nagar at 4:30 p.m.
and began making preparations and arrangements for the program. The program began at
5:15 p.m. with an inauguration session that included a birthday celebration for a child from

5
that hamlet. The inauguration session was led by Dr. S Kumaravel (Head of the Department,
Department of Social Work) and Dr. Rambabu Botcha (Assistant Professor, Department of
Social Work & Fieldwork Coordinator). Assistant Professor from Department of Social Work
Dr.M.Rex Sahayaraj also joined to cheer up the kids and encourage the trainees. Later,
students from four different hamlets performed various forms of art, and trainees joined in
and did some excellent performances which include dance performances and an informative
puppetry performance in Tamil language to make students understand the importance of
school education and waste management at their surroundings. The program ended at 6:20
p.m., and the trainee cleaned up the area and collected the waste. After safely accompanying
the children to their hamlets, the trainee returned to campus by 7:30.
8th Day (24/02/2023)
By 5 p.m., the trainee had arrived in the hamlet, trainees taught the children in the learning
centre and enquired regarding the last day’s program, students responded thet they enjoyed it
and also showed more attachment to their teachers. Trainees left the hamlet by 6 15 pm.
9th Day (25/02/2023)
By 3 p.m., the trainee had arrived at ARAN's urban forest named "Ezhilvanam," which is
located in Vadamangalam. They were divided into four groups: one for digging and
maintaining the pond, one for painting environmental awareness on the wall, and two for
watering the saplings. Mr. Bala, Mr. Srinivasan, Mr. Vijay, and Mr. Aravind, also assisted the
trainees in their work. The trainee returned to campus by 7:30 p.m. after completing various
tasks.
10th Day (26/02/2023)
On the last day of field work, the trainees went to Chellaperumal Nagar for impact
assessment. Trainees got positive response from people and children. Trainee promised to
come up for follow up and help with measures for waste management.

6
 OBSERVATIONS & LEARNINGS

• Social work trainee learnt how to coordinate and manage programs in short span of
time
• Social work trainee learnt how to interact with people without judging them and also
accepting them how they are.
• Social work trainee learnt the realities of the Irula Tribal Community who are in
deprived of basic human needs and living condition.
• Social work trainee learnt to apply social work principle, methods and core values in
the field.
• Social work trainee learnt how to implement the theories which the trainees learnt in
field.
• Social work trainee learnt how to manage the students with different behaviors and
attitude.
• Social work trainee learnt about Ezhilvanam and how the NGO maintain the forest
and creating an ecosystem.
• Social work trainee learnt about how to mobilize resources like financial support,
materialistic support etc., for the programs through sponsorships.

7
 APPLICATIONS OF SOCIAL WORK KNOWLEDGE

The Application of social work method in field work is an important aspect of the practice of
social work. Field work involves observing individuals, families, groups, or communities in
their natural environment to gather information about their needs, strengths and challenges.

I. SOCIAL WORK METHODS

• Social Group Work: As a part of social group work, the social work trainee initiated
two programs. Clean- up drive was the first program. In this program, villagers were joined
for collecting the wastes mainly plastic wastes. Through this the trainee, were able to convey
the importance of neat and tidy surroundings and given awareness about how to manage
wastes. The second program was the cultural program in Chellaperumal Nagar. In this
program, social work trainee were able to connect with the Irula community people located in
different areas and make them interact with each other and participate in different programs.
Through this program, children expressed their talents in the open stage and the appreciation
that received from the audience made a boost up in their self-confidence. Through this we
created an awareness among themselves that being together is better than standing alone. This
are the two situations were social work trainee
 

II. PRINCIPLES APPLIED BY THE ORGANIZATION

• Principles of acceptance: The social work trainee applied this principle in the field
work. Trainee accepted Irula people as the way they live in their hamlets. Trainees doesn’t
condemn or feels hostile towards them.
• Principles of non-judgmental attitude: While visiting the settlements of the tribal
communities, trainee didn’t possess a prejudiced attitude. The surroundings as well as the
conditions of their building were not clean. Trainee understood that they cannot be blamed
for that because it was their way of living. In learning centre also the students were from
different community (from Irula and nearby community), they were not treated differently
and did not judge them based on any aspects.
• Principle of individualization: The social work trainee used the principle of
Individualization during the time with children in learning centre. Trainee saw everyone as
individual with different qualities and talents and respected their uniqueness. When students
faced issues in studying, social work trainee guided them and encouraged them.
• Principle of Controlled emotional Involvement: Trainees tries to understand the
members and students feelings and emotions but restrain himself from involving emotionally
in his/her problem.
• Principle of Purposeful expression of feelings: The trainee recognized the members of
the community and students need to express his/ her feelings freely, especially the problems
that they are facing. Trainee listens to the people, without discouraging them.
• Principle of planned group formation: The trainee conducted Awareness program for
the Irula tribe community children and people to aware about cleaning their surrounding and

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management of waste. Trainee also conducted a clean-up drive as a part of awareness
program.

CORE VALUES USED BY THE ORGANIZATION

• Social Justice: Social justice encompasses fair access to resources and treatment
without prejudice and discrimination. Here the beneficiaries are supported to give basic
rights, protection, opportunities, obligations, and social benefits.
• Social Service: This has given trainee a true insight on how to render services for the
child and women in the tribal community. Their well-being and assisting people in need to
address personal and social problems
• Dignity and worth of person: The social work trainee maintain the dignity of the tribal
people by gave them respect and importance.
• Importance of human relationships: The social work trainee were able to make a good
rapport with the people of Irula tribal community.

SKILLS IMPROVED BY SOCIAL WORK TRAINEE

• Communication skill - Social worker were able to create an environment in which the
client or community people will feel comfortable in giving expression of her feelings.
Active listening was initially a problem for trainee but gradually in interview
intervention trainee practiced active listening and understood the difference between
listening and active listening.
• Documentation skill - Social worker have improved documentation skill during the 10
days consecutive field work.
• Resource Mobilization- Access to resources is very important in social work
profession. Trainee was able to find the financial sources and educational support for
the people of Irula community.
• Time Management- Trainees had to manage time properly in order to teach all the
kids in the learning centre within the stipulated one hour.

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 PERSONAL REFLECTIONS

The social work trainee got great exposure by working with ARAN for 10 days of
consecutive fieldwork. The fieldwork enables the social work trainee to understand the
lives of the Irula tribal community and to know about the activities of the NGO. The
insights that the trainee received are eye-opening.
The main reason for the pathetic condition of the Irula tribal community is their
insufficient awareness of the importance of education. They are used to unhealthy and
unhygienic conditions of living, and their view of the world is so narrow that they don't
want to improve on the current scenario.
The majority of the children are not interested in getting educated, and they lack
knowledge of Basic English. If some children are interested in studying, the family is not
able to provide the amenities, and they do not get sufficient opportunities.
The main source of income for the Irula tribal community is the wage that they receive
from daily work. Parents are rarely concerned about their children's education, and as a
result, the children are subjected to negative influences from the same community that
they live in. After their basic education, few of them only pursue higher education.
Through the learning centre, ARAN provides a platform for the children to enhance their
education.
The Ezhilvanam ecosystem is a created ecosystem in Vadamangalam. The reason for
introducing this urban forest is that Sriperumbudur has lost its greenery due to
industrialization. So the Ezhilvanam Project was launched to replenish the greenery.
There are numerous plant, tree, and grass habitats. They constructed small ponds for the
survival of birds and small creatures during summer through this they are convey a
message to the society that we should help in maintaining balance in the ecosystem.

KEY ACHIEVEMENTS FROM THE FIELDWORK

• Learned about Irula tribal community and their living conditions
• Social work trainee were able to create a good rapport with the children and the
people of Chellaperumal Nagar.
• Social work trainee got a teaching experience by interacting with students at the
learning centre
• Social work trainee were able to give an awareness about waste management to the
Irula tribal community through clean up drive
• Working in Ezhilvanam was an achievement for the social work trainee. Through this
activity social work trainee took part in protecting the environment and contributed indirectly
to Sustainable Development Goals (Goal 15 – life on land)
• Enhancement of leadership quality was another achievement for the social work
trainee
• Resource mobilization was another achievement for the social work trainee. For the
cultural program the social work trainees were able to mobilize resource like financial and
material things

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 CHALLENGES FACED BY TRAINEE
• Language was a challenge for the trainee. It limited the trainee to have a proper
interaction with Irula people especially with students.
• The allotted timing for field work was a challenge for social work trainee because
during that time most of the people went for work and they are daily wage workers.
So trainees were not able to interact with most of the people.
• Trainees after listening and observing the lack of basic amenities in the hamlet wanted
to take steps for improving their condition, but lack of power and limitations as a
student prevented them from executing it.

 SUGGESTIONS
• A dustbin need to be allotted in the tribal hamlet area for the proper waste
management.
• People need to get more awareness about the importance education. Then only
situation of the community will be changed.
• Irula Tribal community face many problems like lack of electricity, lack of sanitation
facilities etc., and these problems should be taken in front of the Government and the
problems need to be resolved.
• More number of Cultural programs need to be conducted in the Irula tribal
community through this they can socialize with the other people and they can create a good
rapport.

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 CONCLUSION

The trainee successfully completed the consecutive field work objectives. While working in
the community for ARAN NGO Sriperumbudur, the trainee felt optimistic and proud. The
trainee could learn about the dynamics of community social work. The trainee learned about
the Irula tribal community and interacted with them. Furthermore, trainees are eager to
participate in the ground-level activities of ARAN Learning Centers while keeping social
work principles in mind.
Finally, trainee is certain that consecutive field work will be a precious experience in both her
professional and personal life. The trainee recognized the significance of orientation
programs. Trainee was also able to understand importance of field work experience in social
work. The trainee could understand the importance community organization (Irula
community) in social work.
Moreover, it was a fantastic opportunity to collaborate with the Sriperumbudur tribal
communities. The trainee could comprehend the dynamics of a specific community. Field
experiences allowed trainees to gain confidence and skills. Furthermore, trainees could apply
professional skills, techniques, principles, and tools of social work in the field.
Trainee applied theoretical knowledge in real time situations, faced challenges, solved
complex situations, and eventually found peace in selfless service more than in anything.
With regular, constant guidance from faculties of the Department of Social Work and
coordination and cooperation from volunteers and stakeholders of ARAN, trainee
successfully completed the consecutive field work which imparted a hub of values and
societal knowledge.
A sense of accountability and service minded attitude has now newly aroused in trainee that
she wants to continue her work in Chellaperumal Nagar as the community seeks it and
changes are expectable with the already built rapport and the community’s cooperative
nature.

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 APPENDICES

1. Cleaning Drive 2. Learning Centre

3.Digging water pit at Ezhilvanam 4. Watering saplings at Ezhilvanam

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.Cultural Engagement for Community 6. Resource Mobilization
Transformation

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