fieldwork in community setting
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Social work, Fieldwork in Bangladesh,Community Setting,Social welfare, Fieldwork in Community SettingTRANSCRIPT
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Seminar Paper On
Field Practice in Community Setting: Problems
and Prospects
Supervised by Professor Dr. Md. Nurul Islam
Director, Institute of Social Welfare and Research
University of Dhaka
Institute of Social Welfare and Research
University of Dhaka
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Seminar Paper On
Field Practice in Community Setting: Problems
and Prospects
Course # 803(b) Seminar
Supervised by Professor Dr. Md. Nurul Islam
Director, Institute of Social Welfare & Research
University of Dhaka
Submitted by Group “A”
Serial No. Name Exam Roll
01 Shekh Farid 3501
02 Aflatun Kawsar Chowdhury 3523
03 Md. Shaalam 3542
04 Maria Binte Mobarak 3577
05 Sharmin Akter 3567
B.S.S (Honors), 8th Semester
Session: 2010-11
Institute of Social Welfare and Research
University of Dhaka
Date of Submission: 5th January, 2015
Institute of Social Welfare and Research
University of Dhaka
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Table of Contents
Contents Page
no.
1.
Introduction……………………………………………………………………………0
1
2. Conceptual Analysis of the Key
Terms……………………………………………….01
2.1. Fieldwork in Social Work
Education……………………………………….………01
2.2.
Community………………………………………………………………….………02
2.3. Community
Setting………………………………………………………….………03
2.4. Community
Organization……………………………………………….…………...03
2.5. Community
Development…………………………………………….……………..03
3. Types of placement in Community
Setting……………………………………...……04
4. Approaches to Fieldwork in Community
Setting……………………………………..05
5. Process of Fieldwork in Community
Setting…………………………………….……06
6. Supervisory Input in Community
Placement…………………………………….……07
7. Field Work in Community Setting: A Developmental
Framework……………...……09
8. Role of Fieldworker in Community
Setting………………………………...…………11
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9. Skills Needed for the Students in Community Setting
……………………………….13
10. Scope of Fieldwork in Community Setting in
Bangladesh…………………………..16
11. Advantages of Fieldwork in Community Setting over Other
Settings……...……….20
12. Limitations of Community-based Field Placement in
Bangladesh………..…………21
13.
Recommendations……………………………………………………………………23
14.
References…………………………………………………………………...……….24
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1. Introduction Social work as an international profession has always embraced with academic and practical
components. Social work education comprises of both theoretical component taught in the
classroom and field- based education. So, students of social work, after completing their
theoretical courses taught in the classroom or concurrently with classroom learning, are sent
to the professional field practice through which the apprentice social workers get
opportunities to apply the theoretical knowledge into practice under the guidance of one or
more supervisors. It is designed to help the students to develop their skills and competencies
to become professional social workers. Students are generally placed under the agencies
practicing social work or without any formal agencies in diverse settings including medical,
correctional, psychiatric and community setting etc. Community setting is a form of field
placement where students practice community organization and community development
approach as part of students in community setting are different from that of other settings. In
community setting students are to work with diverse people and apply their knowledge, skills
and values in working with community rather than individual or group based. Students find it
more difficult to work with community that needs huge knowledge about community, skill in
communication and resource mobilization.
In this paper, after conceptualizing the key terms, we will try to explore the nature,
supervisory input, approaches and process of fieldwork in community setting along with its
scope, practices, problems and prospect in the perspective of Bangladesh.
2. Conceptual Analysis of the Key Terms
2.1. Fieldwork in Social Work Education
Generally, fieldwork means the work by going into the field to gain practical
experiences and knowledge. It involves going outside the classroom or laboratory to
study something in a real environment. It is very much used in social work and is
considered as an integral part of social work education. In social work, Field work is
an educationally sponsored attachment of social work students to an institution,
agency or a section of community, in which they are helped to extend their
knowledge and understanding, and experience the impact of human needs (Brown
and Gloyne, 19666). It is a way of getting social work used to with the diverse fields
of social work intervention. It is a kind of practical experience in a social
organization or agency where students of social work apply their theoretical
knowledge, skills, values and principles with a view to acquire practical knowledge
and skill to be a professional social worker.
Fieldwork, therefore, may be defined as an educationally planned and professionally guided
program of interaction of a student with the real life situation experienced through welfare,
institutional , multi organizational and people based systems in order to help him perceive
understand and appreciate existing human conditions and work to bring about desired
improvement and change in them (Singh, 1985). It is considered as the crucial component of
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social work education and it is in the field that academic knowledge, skills and values are
integrated with a real world in a planned way to produce competent social workers.
Fieldwork implies both training and education. It is a science of practice without
which only knowledge is like knowing how to ride a bicycle without practicing it.
Field work is designed to integrate the academic knowledge, practical understanding and
personal skills of the student by personal contact and to direct the clients (Friedlander; 1962).
The procedure is to structure an assignment through which the student has responsibility for a
definite piece of work in agency which he conducts on a relatively self directing basis under
the supervision and guidance of the supervisors (Momen, 1970). Thus fieldwork helps social
work students to acquire skill to be a professional social worker.
Field work has two types i.e. concurrent field work and block field work. Concurrent field
work refers to gain experience through practice as well as classroom lessons. Whereas block
field work is a type where a students are sent to a specific agency to practice their theoretical
knowledge after completing a specific session in classroom.
2.2. Community
A community may defined as a group of people living together within a geographical area
sharing common interest of life and possessing certain social institutions which help them to
meet their basic needs (Hussain and Alauddin, 1970). The important characteristics of
community that flow from above definitions are: geographical area, common interest, certain
social institutions and participation of the members of the community in some common
interest. But the community in social work does not emphasis on the geographical boundary
of the community. It is a group of people who live in a common territorial area and have
considerable degree of interpersonal acquaintance and contact and some special basis of
coherence that separates it from neighboring group (Ghafur and Mannan, 1968). That is, it
does not necessarily mean a geographical entity. It may mean a community of interest or
functions cutting across the geographical lines. True, much of social work planning and
coordination are done according to geographical units, because of the fact that many types of
voluntary and government agencies are set up along the geographical boundaries. But with
the rapid development of the means of transportation and communication “physical
proximity” has lost much of significance and so many community programs have come to be
developed around interest or functions, rater than geographical unit (Hussain and Alauddin,
1970).
A community is a social unit of any size that shares common values. Although embodied or
face-to-face communities are usually small, larger or more extended communities such as a
national community, international community and virtual community are also studied. In
human communities, intent, belief, resources, preferences, needs, risks, and a number of other
conditions may be present and common, affecting the identity of the participants and their
degree of cohesiveness.
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2.3. Community Setting
Community setting is a form of field placement where students work with a community and
practice community organization and community development approach. Community setting
might be any single or multiple agencies or any citizen or activists group working community
based and trying to prevent community problems and bring progress of that community. It
might also be open society field work wherein students are placed in a community directly
from the school or institute in order to solve community problems and ensure community
development by planning, organizing, coordinating, assessing and mobilizing resources with
direct intervention of fieldworkers. Understanding the structure, functions and characteristics
of the community; identification of the resources, needs and key persons of the community;
formulation of community plan; initiation and implementation of community program;
organization, coordination, utilization and mobilization of community resources with fullest
participation of community people are the basic functions of community setting
(Singh;1985). Community placement might be task oriented, target group oriented and self
directive.
2.4. Community Organization
Community organization is one of the basic methods of social work. This method is applied
due to solve the problems of a community by enabling them to utilize the resources. A social
worker uses this method to eliminate greater social problems, using the knowledge, skills and
techniques of social work. Actually community organization is a process (or ranks) these
needs or objectives, develops the confidence and will to work at these needs or objectives,
finds the resources (internal and / or external) to deal with these needs or objectives, takes
actions in respect to them and in doing so extends and develops co-operative and
collaborative attitudes and practices in the community (Ross; 1955). The aim of community
organization is to develop the capacity in the community by making it more organized to
handle its own needs and problems. Community organization is a well orientation and the
practice that is guided by a set of principles. So, community organization is an intervention
process used by social work and other professions also to help individual, groups and
collective of people with common interest or from the same geographic areas to deal with and
to enhance social well being through planned collective actions (Barker: 1995) .
2.5. Community Development
Community development is an attempt, the objective of which is to develop the community
of developing and under-developed countries. Community development is a process designed
to create condition of economic and social programs for the whole community with its active
participation and the fullest possible reliance on the community's initiative (United Nations:
1955). Community development is a process where community members come together to
take collective action and generate solutions to common problems. Community wellbeing
(economic, social, environmental and cultural) often evolves from this type of collective
action being taken at a grassroots level. Community development ranges from small
initiatives within a small group to large initiatives that involve the broader community.
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Community development may be defined as organized efforts to improve the conditions of
community like primarily through the enlistment of self help and co-operative effort from the
villagers, but with technical assistance from government or voluntary organization (Dunham,
1951). Community development plays a crucial role in supporting active democratic life by
promoting the autonomous voice of disadvantaged and vulnerable communities. It has a set
of core values/social principles covering human rights, social inclusion, equality and respect
for diversity; and a specific skills and knowledge base. Good community development is
action that helps people to recognize and develop their ability and potential and organize
themselves to respond to problems and needs which they share. It supports the establishment
of strong communities that control and use assets to promote social justice and help improve
the quality of community life.
3. Types of placement in Community Setting
Community setting is a farm of field placement where students of social work practice
community organization and community development approach of social work. Fieldwork in
community may be on different forms due to the differences in nature of field practicum and
in nature community by definition. It might be on agency basis or without any agency or any
citizen or activist group based (Singh; 1985). The basic forms of fieldwork in Community
Setting can be shown through following illustration:
Fieldwork in Community Setting
Figure: Types of Fieldwork in Community Setting
3.1. Fieldwork in Community without Any Formal Agency
This type of fieldwork is also known as open society fieldwork. Students are placed to a
community - rural community, urban community or community without any physical
structure, directly from the institute or schools. It might be tasks oriented, target oriented and
non-directive placement. For instance students are placed to a rural community where they
are asked to initiate community development programs and implement their programs. After
going to the community students get acquainted with the community resources, needs and
problems. They formulate community plan through full participation of community people;
Community
without Any
Formal Agency
Community with
Single Agency
Community with
Multiple
Agencies
Community with
Citizen/ Activists
Group
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use local leaders; raise fund; implement programs like setting schools, creating awareness,
forming co-operatives and mobilizing resources and evaluates activities. This kind of
placement is complex and needs greater knowledge and skills in mobilizing community
resources.
3.2. Fieldwork in Community with Single Agency
This is one kind of agency based field practicum. It is a block placement where students are
placed in a specific agency working with community and practicing community development
or community organization approach. In this type of placement do the activities assigned by
the specific agency where they were placed. This kind of setting might also be task oriented
or target group oriented and non directive. Sometimes students work under a community
development project undertaken by the agency or they directly intervene with the community
under the agency. In this type of placement students have little scope to enhance their
potentialities but they can exposes to realities in the community.
3.3. Fieldwork in Community with Multiple Agencies
This is a kind of concurrent field placement wherein students are placed on many agencies
working with community and practicing community organization and community
development approach. In this type of field placement, students are not blocked in a single
agency rather they are placed in a multiple agency setting; such kind of placement might also
be tasks oriented, target group oriented or self-directive. Here students work under the agency
they were placed and do the activities assigned by their agency.
3.4. Fieldwork in Community with Citizen/ Activists Group
This is another form of field placement in community setting. Under this type of placement
students are not placed under a single agency or multiple agency rather they are placed under
a citizen/activist group working for the development of a community. This might also be task
oriented, target group oriented and self-directive. For instance, students can be placed in an
activist group working for the hermaphrodite community of Bangladesh or "Dalit
community” of Bangladesh or in co-operatives working in a rural community. This kind of
placement provided students more opportunities to use their knowledge, skills and
potentialities in formulations and implementation of community development planning.
4. Approaches to Community Setting
Not only the forms of placement vary in community setting but also there are different
approaches of working in community as the works and role of fieldworker differs from the
nature of field placement. There are mainly three approaches to community placement-task
oriented, target group oriented and non directive (Singh: 1985). These approaches are
described below:
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4.1. Task Oriented Approach to Community Setting
Under this approach definite tasks are given to the students by the agencies on institute such
as conducting community survey, identifying community needs and resources, formulating
community development planning on forming co-operatives etc. Under this approach,
students explore possible client system and their roles are mostly tasks oriented.
4.2. Target Group Oriented Approach to Community Setting
Under this approach, students are asked to work for the development specific target group in
the community like women, youth, marginal farmers, small farmers and children etc. In this
approach, criteria for selection of target group to be suggested by the institute, school or
agency. Students evolve structure conductive to development skills leading to problem-
solving and self-generating leadership in the community. Students after completing their
fieldwork terminate relationship with the target group.
4.3. Non-directive Approach of Field Placement
Under this approach, students are given full opportunities to initiate a community
development or community organization program. They stimulate process of self
determination and help. They emphasize on initiative and participation of community though
the entire process of exploration, assessment and action. This approach is known as self-
directive because students initiate and implement community development program with full
participation of the community people.
5. Process of Fieldwork in Community Setting
The process of fieldwork in community setting is not same as the field work in other settings.
The contents, supervisory inputs tasks of field workers at different phases are not like other
setting. The process of field work in community setting with its different phases, contents and
supervisory input of the phases are shown below (Singh; 1985):
Phase Content Supervisory Inputs
I. Orientation
Observation, community contacts,
knowledge regarding organizations within
and around the community, study with
reference to use and non-use of services.
1. Providing
background
information about the
field and field work.
2. Providing guideline
for observation.
II. Placement
induction
1. Acquaintance with different approaches
to community work (task, target group
and non-directive)
2. Framing objectives of work
1. Supervisory contacts
through visits and
introductory letters.
2. Assignment of tasks
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3. Identification of resources
4. Meeting leaders and significant others
5. Preparing plan of work
6. Preparing community history
7. Summarizing previous professional
effort.
3. Acquainting students
to different resources.
III. Exploration/
Assessment
1. Conducting different types of surveys
2. Exploring client systems
3. Collecting information on needs,
resources, power, structures
4. Recording and reporting
5. Initiation of action
6. Formulation of need based programs
7. Listening and observation
1. Guidance at different
stages
2. Encouraging positive
outlook
3. Strengthening
program planning
4. Providing
perspective.
IV. Planning and
implementati
on
1. Use of agencies, leaders, significant
individuals and groups as a means to
achieve stipulated objectives
2. Provision of concrete services
3. Activating groups for action projects
4. Evolving a structure conducive to
development of skills leading to problem
solving and generation of leadership
5. Determining priorities in terms of
problem, resources and action.
6. Participation, action and reflection.
1. Acting as enabler
and guide in
need/resource
identification
2. Providing
perspective guidance
3. Holding individual
and group conferences
and seminars.
4. Giving direction and
support.
V. Evaluation 1. Review of work and summary record
2. Evaluation
3. Future plan
1. Providing support in
learning situations
2. Encouraging
scientific approach
along with intuition
3. Review
4. Interpretation
6. Supervisory Input in Community Placement
The role of supervisor in community setting differs from other settings. The inputs that the
supervisors need to provide students placed in a community setting are shown below (Singh;
1985):
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The orientation phase
This phase required the following inputs:
a) Giving information about the community which was brief, yet adequate.
b) Inculcating in the students required values to work with groups.
c) Exposing students to various experiences to develop a new outlook to community
work.
d) Providing support to the student, clarifying his doubts and encouraging him to work
better which was to be done on the basis of feedback derived from him.
e) Providing the cue or stimulus.
The content of this phase would include sharing of ideas by teachers and exchange of views
on various community settings.
Placement phase
This phase referred primarily to the student being placed in the community.
This supervisory input included:
a) Exposure of students to the positive and negative aspects of earlier experience in the
area by the teacher.
b) Finding out appropriate agencies to cater to the needs of students.
c) Trying to convince the agency leadership as its role in helping students in the
development of field work process and content. (Language, familial and cultural
background of the student needed to be given due consideration during placement in a
community).
Induction phase
The supervisory input in this phase included:
a) Meeting community leaders and bringing about an interaction between them and the
student, so that leaders could serve as resource persons.
b) The nature and infrastructure of the community should be explained to the student
before he was given an exposure to the existing conditions of the community.
c) Care should be taken to inform the student regarding precautions to be taken in the
community and not to get entangled with factions or groups and their differences. The
content of this phase included a brief outline of the following:
a) History of the community
b) Types of activities carried out in previous years
c) Structure of community, its dynamics etc.
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Exploration and identification phase
The supervisory input in this phase included:
a) Strengthening of relationship between student and the community.
b) Understanding of social, cultural and economic structure of the community and
c) Establishing priorities according to the felt needs of the community and also pay
attention to needs which are not yet felt.
Planning and implementation phase
This included:
a) Helping the student to cope with problems encountered while operating in the
community.
b) Helping the student to ascertain needs and resources of the community and the impact
of other agencies- governmental and voluntary-on the community.
Evaluation phase
In this phase a review of the entire field work performance of the student and the contribution
of the supervisor were to be highlighted:
a) The supervisory input in this phase consisted of the evaluation of the performance of
the student at various levels or stages.
b) Evaluation of the guidance given in terms of student’s requirements.
c) Discussion of evaluation criteria with the student.
7. Field Work in Community Setting: A Developmental Framework
A development framework is a theoretical framework that ranges from the area of learning of
the students placed in community setting to the task they do through the multiple approaches-
remedial, rehabilitative, and remedial preventive and developmental was developed and
suggested by R. R. Singh (1985) that provides an overview of students learning and roles in
community placement. This developmental framework of fieldwork in community setting is
illustrated below-
Objectives of Fieldwork (Area
of Learning)
Level of Intervention Learning Situations of
Tasks
i. Knowledge
Community-its population,
need, problems, resources,
power structure, and response
patters to problems and agent,
analysis and interpretation of
(Approaches)
1st Phase
Observation, contacts and
visits, preparation of the
socio-economic profile with
special reference to (religion,
caste, class, education and
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Objectives of Fieldwork (Area
of Learning)
Level of Intervention Learning Situations of
Tasks
problems, needs and resources
and planning suitable strategy
for intervention.
Remedial
Rehabilitative
Remedial Preventive
occupation), patterns of land
use, civic and welfare
facilities, identification of
problems and analysis of
resources, formation of small
groups, organization of
exhibition, demonstration of
nutrition, symposium,
debates, work with individual
cases, study of functional and
geographical aspects of the
community, role of tradition,
impediments to change,
problem-solving specially the
self-help efforts of the
community: social welfare
institutions in and around the
area, use of services, reasons
for non-use and suggestion
for effective service delivery
system.
ii. Attitudes
Rational approach to
community/needs/problems and
use of resources differential
approach to specific problems,
imaginative, innovative and
anticipatory approach.
Conscious use of self, use of
supervisory input, approaching
the community client groups as
learner, self-discipline,
tolerance, commitment and
assessment.
iii. Skills
Observation and study/ survey
establishment of rapport, rooting
the idea and developing a
consensus, determination of
priorities, initiative in
formulation, launching and
undertaking program.
Modification of program after
assessment, mobilization of
community/ agency/ clientele
resources and their use.
Coordination of resources
participation, public relations,
meetings and conferences.
Assumption of leadership roles
and preparedness to accept
others as leaders,
Interviewing
2nd
Phase
Use of agencies, leaders,
individuals and groups as
means to achieve stipulated
objectives, use of tradition as
resource for change,
assistance in the provision of
concrete services i.e.
vaccination, health
examination and education,
organization of parent-
teacher association,
vocational training, self-
employment project,
counseling service, youth
clubs, women’s clubs,
spe3cific study of existing
services, mode of delivery,
level of utilization, problems
in their administration,
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Objectives of Fieldwork (Area
of Learning)
Level of Intervention Learning Situations of
Tasks
Referral
Budgeting
Collaboration
Developmental
functions of councils,
collaborative work, use of
volunteers, ventilation of
grievances through
committees, public relations,
activation of citizen’s council
for action projects,
limitations of physical,
human and service resources,
their current use pattern, the
workers role as agents of, in
and with the community.
Planning, assessment and
intervention at a macro level
with long te3rm goals and
use of current action or
project strategies as a means,
areas of reflective action,
advocacy etc., involvement
in conflict situations/
confrontational practice as a
citizen in case professional
role is too restricting.
iv. Perspectives
Community as a sub-system of a
larger system, its exploitative or
exploited nature, prospect and
direction of development and
strategy for long term
intervention for change.
8. Role of Fieldworker in Community Setting
As an apprentice social worker, student play diverse role in community setting. They have
wide variety of scope of working with diverse people with diverse program. Students as
apprentice fieldworkers play the following roles in community setting.
Planner
Students of field work in community setting are assigned with diverse tasks including
formulation of community development plan. Community planning involves identification of
community resources - strength and weakness, future of the community, forecasting
community needs and actions for community development.
Researcher
Students in community setting are to conduct community survey assigned by the supervisor
or to explore resources and needs in order to formulate effective community development
planning.
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Coordinator
Sometimes students of fieldwork in community setting, co-ordinate various community
resources: and services provided by the different social welfare agencies working in the
community. They also co-ordinates various programs run for the community.
Administrator
In case of community settings, all the students are to do some administrative tasks of the
agency they are placed in. Here, they play the role of social welfare administrator. They keep
records of the agency tasks and do other management tasks of the agency. As an
administrator, they carry out plans, executive plans and administer the services (Hussain and
Alauddin, 1970)
Consultant
Consultant means expert talking with other workers (Hussain and Alauddin, 1970). As an
apprentice of social work, students might be involved in consultation with other professionals
including development workers, public relationship experts, sociologist, political scientist and
other professionals who have appropriate knowledge and skills related to community
problems and their solution.
Organizer
Sometimes, students of social work in the fieldwork in community setting are to organize
various programs, arrange seminar, symposium, conference, debates, and hold meeting and
demonstration of new programs.
Educator
In community setting, students of fieldwork play their role as an educator to affect change in
the values, attitudes, knowledge and understanding of the people concerning their problems
and needs. Students do this by using some methods -conference, forums, workshops, in
service training and teaching (Hussain and Alauddin, 1970).
Social Actionist and Social Reformer
Students of fieldwork in community setting initiate social action to bring about social change,
formulate social legislation and social policy, and thus ensure social reform in order to
introduce something new instead of older one.
Negotiator
As the students in community settings are to work directly in the community, sometimes they
need to resolve conflict among the individuals and groups. The technique of interviewing and
discussion are employed in negotiation and in a variety of other situations in community
(Hussain & Alauddin, 1970). Sometimes, students are to play the role of mediator in the
community setting.
Initiator
In case of fieldwork in community without any formal agency, students are expected to
initiate appropriate programs for the development of community. They play the role of
initiator in community setting
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Facilitator
Students of fieldwork in community setting play the role of facilitator. They facilitate the
functions and programs of social welfare agencies working in that community and the
resources and activities of the community people.
Mobilizer
Mobilization refers to the mobilization of man power, of finances and of all other resources
necessary for the realization of the objectives of community organization (Hussain and
Alauddin, 1970). As a mobilizer, students of field practicum in community setting mobilize
the resources, man power of the community to get maximum benefit.
Advocate
While working on behalf of a particular community, students advocate on behalf of them to
undertake necessary steps like formulation and modification of social policy and social
legislation for ensuring development of that community.
Communicator & Public Speaker
In community based field placement students are to work directly with community people.
Hence, they need to be a good communicator and public speaker. As a communicator, they
create atmosphere and develop an understanding for community support. Sometimes, they
use public speaking and other means of communication.
Visitor
Students of fieldwork in community setting are assigned to visit community, different agency
of the community, by the agency they were placed in. As a visitor, they monitor and
supervise the programs of that agency and observe community structures and functions.
Trainer
To increase the efficiency of different clubs, forums, associations and cooperative and to
make proper use of community volunteers, students in community placement work as a
trainer that helps the community people to become self-dependent.
Counselor
This is the most frequents tasks done by the fieldworker in community. They provide
counseling to the individuals, groups and community level to solve their problems and to help
them to solve their own problems.
9. Skills Needed for the Students in Community Setting
Field work in social work is the process through which students acquire needed skills to be
professional social workers. While working in community setting, students are needed and
expected to have and gather the following skills.
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Skill in Communication
The most important skill needed for students of field practicum in community setting is skill
in communication. In this type of field placement students are to work with diverse people
with diverse nature directly staying in that community. The success of their efforts depends
on how much skill they are. They should also have skill in public relation and public
speaking and drawing attention of the people. If they fail to make people understand the
necessity of their efforts and the importance of their participation their efforts may not come
to a success.
Skill in Conducting Survey
One of the important tasks of community development is to conduct survey on the
community to identify its resources, problems and needs in order to undertake appropriate
programs for the community. To perform the task successfully they should be skill in
conducting survey, skill in interview and observation.
Skill of Establishing Rapport
Students placed under community setting should have the skill in establishing rapport as the
students need to work directly within the community and with the people. They need to have
skill in establishing professional relationship with the community people especially with
community leaders.
Skill in Rooting the Ideas
Fieldworker in community setting must ensure the participation of all people of the
community especially those who are marginalized. While formulating community plan they
should prioritize and accept the idea of root level people. So, while working community
based they should have skill in rooting the ideas given and accepted.
Skill in Evolving a Consensus
In community field placement students work to bring about community development and
they emphasize on fullest participation of the people. While undertaking community planning
and determining actions they need to make people united in a single action plan. So, students
placed in community based setting must have skill in evolving consensus of the people
regarding their needs and action plan.
Skill in Determination of Priorities
In community based field placement many action plan would be suggested by the people and
many alternatives might arise while undertaking a program for that community. Hence raises
the need of skill in determining priorities for the students while working in community based.
Skill in Initiation and Undertaking Program
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In community based field placement students are to initiate and undertake programs for
community development after assessment of community resources, problems and needs.
They should have been skill in initiation of new program with the fullest participation of
community people.
Skill in Assessment and Mobilization of Agency/ Community Resources
The most important task in community based field placement is to assess and mobilize
agency and community resources to solve community problems. So, it’s necessary for the
students of community setting is to be skill in assessing and mobilizing agency and
community resources to get maximum benefits to solve its problems.
Skill in Co-ordination of Resources
Coordination of community resources and activities and the activities of different social
welfare agencies of the community are the tasks usually done by students in their field
placement in community setting. So, fieldworkers in community setting should have the skill
in coordination of community resources.
Skill in leadership
In community based field placement, especially in open society field placement students need
to play the role of a leader and lead the whole community in their functions. Students should
have leadership skill in leading the community to acquire their rights.
Skill in Referral
While working as an apprentice community organizer or community development worker
students, in some cases, are to refer people to different agencies and services. So, they should
be skill in referring people to the available resources and services.
Skill in Recording
It is the prime responsibility of the students of social work to keep all the activities during
their field practicum in record so that it would be used for proper evaluation of students’
performance. Besides recording is a major task of community organization and community
development. So it is expected from the students to be skill in recording while placed in
community setting.
Skill in Budgeting
After assessing the community resources, problems and needs and undertaking a program,
students are expected to present a budget on estimated resources and expenditure for the
programs undertaken. Hence, they need to have skill in budgeting.
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Skill in Collaboration
Students in community placement are expected to work with collaboration of different
agencies, associations and organizations and with the government working in that
community. That’s why they need to have skill to work in collaboration with other agencies.
Skill in Problem Solving
The main objective of community organization and community development is to help people
solve their problems. Sometimes students in fieldwork solve individual, group and
community problems as a part of community development. So, students should be skill in
solving problem of the community people and the community itself.
10. Scope of Fieldwork in Community Setting in Bangladesh
In Bangladesh there is limited scope of field work in Community Setting. Some government
and non-government organization are working with community basis. But there are little
scope of practicing community development and community organization approach.
Although there is little practice of community development, community organization is not
practicing all. In Bangladesh, students of social work are usually placed under two basic
government programs namely- Urban Community Development (UCD) and Rural Social
Services (RSS). The overview and functions of these two programs are briefly discussed
below to depict a picture of existing practices of community based field work in Bangladesh.
Urban Community Development (UCD)
The Urban Community Development Program (UCD) is the oldest program of the DSS.
Initially community based social work has started with this program. Just after British regime
in 1947, the country faced huge social problems especially in urban areas. A high degree of
poverty, illiteracy, ill-health, limited resources, the great influx of refugees from India, lack
of employment opportunity and social prejudice were the common problems for the nation.
Problems of housing, sanitation, health, education, recreation, and unemployment problems
were cropped up in communities, making people poorer and more distressed. The planners
and social thinkers could foresee the resultant proliferation of lawlessness, dependency, and
its effect on economic development. To overcome these problems social thinkers initiated
social service activities especially in urban areas which are at last shaped as the Urban
Community Development Program.
The Community Development Program has gained wide appreciation from both the private
and the Government sector, because of its various programs like family planning, skill
training and adult education. This led to the birth of 12 more Urban Community projects
during 1959-60. By the year 1982 a total of 80 UCD units were established in the country.
However, the Government policy had changed later and the number of UCD units was
reduced to 43 units. The DSS has extended its services to 80 units again in 80 towns of the
country in the year 2002 (Ministry of Social Welfare, 2014).
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Programs of Urban Community Development (UCD):
a. Identifying the problems and needs through survey and improve the environmental
condition of the slum dwellers
b. Providing vocational training facilities and interest free micro-credit at the rate of
2000 to 5000 BDT for self employment of the poor for the slum dwellers
c. Organizing program for children in difficult circumstances for their education, health,
training and socio-economic development
d. Providing primary healthcare and family planning assistance
e. Motivating the immigrants from village to go back to their paternal houses
f. Co-ordinate among the slum dwellers and the service oriented organizations/
institutions
g. Building up local leadership and formation of Project Co-ordination Council and
Initiate welfare program making a balance between need and resources
Rural Social Services (RSS)
The RSS project was launched as a pilot project in 1974 in 19 selected Thanas of 19 Districts.
In 1984, Upazila Social Service Offices were established in all Upazilas. Later on under these
offices, the RSS Program was introduced all over the country.
The RSS Program is particularly designed for the vast majority of by-passed groups to
organize them and to build their capacity to fight against poverty, illiteracy, ill health,
unemployment and the population explosion. The direct target groups of the RSS are the
children, the youths, the women, the landless families and other disadvantaged groups who
do not directly get benefit from other development activities in the rural areas (Ministry of
Social Welfare, 2014).
Programs of Rural Social Services (RSS):
a. Identifying the target people (the disadvantaged and by passed community groups)
through socio-economic survey with a view to bring them within the orbit of
development activities of the Program
b. Organizing the identified target people through the survey into functional groups,
create awareness and help promote leadership and provide opportunities for their
active participation in development activities.
c. Creating self-employment and increase income by giving interest free micro-credit at
the rate of 2000 to 5000 BDT, motivation savings and income generating and
economically profitable activities
d. Providing informal education on health, nutrition, mother and child care, sanitation,
use of safe drinking water, motivation on family planning, social forestation, literacy
etc. for the improvement of the living standard of the people
e. Establishing democratically functioning Village Based Institutions (VBI) of different
target population and form Project Village Committee (PVC) and Village Executive
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Committees to identify the problems, needs and resources of the village and plan and
implement development activities to improve their socio-economic conditions
f. Providing skill training for increasing the income capabilities and productivity of
unemployed and underemployed persons
g. Motivating the target people, particularly the fertile couples to keep the size of their
families small with a view to raise the standard of their life and remain the same by
adopting family planning practices.
Besides these programs there are some other scopes of community setting where students of
social work could be placed as a part of their field practicum. Those scopes of fieldwork of
community setting in Bangladesh are discussed below:
Bangladesh Rural Development Board (BRDB)
Bangladesh Rural Development Board is the prime government agency engaged in rural
development and poverty alleviation. It works for the development of rural community
through integrated approach. BRDB basically operates by organizing the small and marginal
farmers into cooperative societies for increasing agricultural production through improved
means and by forming formal or informal groups of landless men and distressed women to
promote income generating activities in the rural areas. The system is based on the "Comilla
approach" to rural development, as conceived by the Bangladesh Academy for rural
Development (BARD) in the early 1960s. IRDP was introduced to promote economic growth
through increased agricultural production of the rural community. (Bangladesh Rural
Development Board, 2014) Students of social work could be placed in this board to practice
community development approach.
Programs of DSS for Special Communities
The Department of Social Services (DSS) of Bangladesh has some programs for some special
communities like Horizon community, Dalit community, Gipsy (Bede) community,
Hermaphrodite (Hijra) community etcetera. The DSS works to develop the condition of this
communities working community based through its community development program.
Students of social work could be placed under these programs as a fieldwork in community
setting
Open Society Fieldwork
Students of social work after completing their academic courses could also be placed to a
community - rural community, urban community or community without any physical
structure, directly from the institute or schools. It might be tasks oriented, target oriented and
non-directive placement. After going to the community students get acquainted with the
community resources, needs and problems. They formulate community plan through full
participation of community people; use local leaders; raise fund; implement programs like
setting schools, creating awareness, forming co-operatives and mobilizing resources and
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evaluates activities. Although, in Bangladesh this kind of field placement is not usually
practiced, it would be a new form of field placement.
Citizen/ Activist Group
Students of social work might also be placed under a citizen/activist group working for the
development of a community. This might also be task oriented, target group oriented and
self-directive. For instance, students can be placed in an activist group working for the
hermaphrodite community of Bangladesh or "Dalit community” of Bangladesh. In
Bangladesh there are many citizen and activist groups that work for the protection of rights of
some marginalized and poor communities.
Co-operatives
In Bangladesh there are many cooperatives working in rural area for rural development.
Through rural cooperatives they undertake many programs for socio-economic development
of the community. Students of social work could also be placed under these cooperatives with
a view to mobilize its resources and undertake appropriate programs for their development.
Non Government Organizations (NGOs)
Many national and international NGOs are working in Bangladesh for the socio-economic
development of our country. Many NGOs are working community based in order to develop
the communities through undertaking many programs. BRAC, ASA, World Vision, Oxfam,
ESDO and many other NGOs are working for the rural community development of our
country. Students of social work could be placed under these NGOs in its program based on
the communities.
Micro-credit Program
In Bangladesh many government and non government organizations provide micro-credit to
the poor and destitute. They mainly work in rural community through organizing groups and
empowering them to be self reliant. Students of social work could be placed under this
program following task oriented approach during their field practicum to organize rural
community and diminish their poverty by providing micro-credit to them.
Disaster Management Program
Many government and non-government organizations are implementing Community Based
Disaster Management Program (CBDM) to increase the capacity of the communities in
disaster management by including them in planning and implementing disaster management
program. Community-based disaster management (CBDM) is an approach to building the
capacity of communities to assess their vulnerability to both human induced and natural
hazards and develop strategies and resources necessary to prevent and/or mitigate the impact
of identified hazards as well as respond, rehabilitate, and reconstruct following its onset.
Students of social work could be placed under these programs to practice community based
approach in disaster management.
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Public Health Program
Both in government and non- government level there are many public health programs like
Expanded Program of Immunization (EPI), maternal and child health program, nutritional
program, adolescent and reproductive health program, HIV-AIDS prevention program,
sexually transmitted infection prevention program working in community based. Students of
social work could also be placed under these programs in their community based field
placement.
Other Organization Working with Special Community
Besides these areas discussed above social work students could also be placed under the
organizations working with special communities like women community, ethnic community,
Horizon community, Dalit community, Gipsy (Bede) community, Hermaphrodite (Hijra)
community etcetera. Students may be placed to initiate programs for them or to work under
their programs.
11. Advantages of Fieldwork in Community Setting over Other Settings
There are different types of settings like medical, correctional, psychiatric and community
setting where students of social work are placed during their fieldwork. As students of social
work are to work directly with the community and with diverse people it provides students
greater opportunity to acquire skill in problem solving and working with real life situation as
a professional social worker. The advantages of fieldwork in community setting over other
settings are as follows.
a. It is an open-structured setting and more scope and freedom for experimentation is
possible
b. The students got a variety of experience in the community setting for organizing
programs, meeting people and developing communicative skills;
c. It gives a chance to work with a variety of problem at all level and with all age-
groups;
d. There is scope for learning more skills in decision-making. (Singh :1985)
e. In community based field placement, the area of practice for the students is wider than
other setting as the students are to work with diverse people and in wider area than
other settings
f. In case of community-based field placement students got a chance to work with local
leaders and special interest groups that help them acquire practical knowledge about
community problems and resources.
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g. In community-based field placement, students acquire more skills in communication
as they are to work with diverse people of diverse nature
h. Fieldwork in community setting gives more opportunity to examine the
appropriateness of social work theories, approaches, techniques and principles
i. Community based field placement provides students opportunity to understand
existing clientele system and how the problems of and individual are influenced of
and related to his family, neighbors, peer groups and his surroundings
j. In community based field placement students get more opportunities to apply social
work knowledge, skills and values
k. It is only in community setting where students can apply all the methods of social
work-social casework, social group work, community organization, social action,
social work administration and social research and all the techniques of social work
l. Community based field placement provides students opportunity to acquire practical
skill in problem solving both at micro and macro level
m. In case of community placement students have more opportunity to understand
existing community structure and functions
n. In case of an open society field placement in a community students are to assess
community problems, plan community needs, initiate programs by themselves
through fullest participation of the community people that provides students with
opportunity of having practical skills needed for a social worker
o. In case of community based field placement students are freer than in other settings
that help them maximize their potentialities.
p. As the field work in community setting is more practice oriented and students are to
work directly in problem solving, it provides them opportunities of self-evaluation.
12. Limitations of Community-based Field Placement in Bangladesh
Although fieldwork in community setting having wider scope to apply social work
knowledge, skill, values, theories and approaches has many advantages over other settings, it
has also some disadvantages that limits its practice in wider aspect. The limitations of
fieldwork in community setting are as follows-
a. There is insecurity felt by students when resistance from the clientele system in the
community arose;
b. There is discontinuity in the services;
c. More strains and stresses are involved as the student had to fix the target himself;
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d. There is lack of physical amenities like place etc (Singh: 1985).
e. In community base field placement students need to work with local leaders and
special interest groups. They might misguide and create problems for students
f. In community base field placement students need more skills and knowledge that
most of the students hardly have
g. Sometimes in community placement students are placed in the community of a remote
area that might create Problems for students
h. Acceptance of social worker by the community people is vital. But in Bangladesh, in
most cases, community people are not aware of social work profession. They don’t
co-operate students in their works.
i. In community base field placement students need prior knowledge about community
structure, resources, cultures and functions. Sometimes students do not find the
needed information about community
j. In Bangladesh, most of the community development programs are on paper. Students
have little opportunity to practice their professional knowledge, skills and values.
k. In Bangladesh, only community development approach is practiced. Community
organization approach is not practiced that limit area of students, work
l. In Bangladesh, when students are placed in an agency working community based, the
agency doesn't provide students opportunity to expose their potentialities in their work
as they compel students to do only the tasks they do.
m. While practicing community development approach, sometimes it needs technical and
financial helps from the government and other agencies which the students hardly get.
n. In Bangladesh, shortage of suitable agencies practicing community work is another
problem for field practice in community setting
o. The agency working in community development, while students are placed in, give
more importance on agency work rather than giving students opportunities to utilize
their potentialities in community development
p. While practicing community development, the community needs comprehensive
programs to be undertaken for sustainable community development. But most of the
agencies don’t have comprehensive program that hampers the success of the programs
q. In community based field placement, students have to work staying in the community
they work for; therefore, adaptation problems of students arise within the community.
This is most common in case of female students.
r. Most of the agencies practicing community development approach in Bangladesh
have limited resources comparing to the huge demands of that community.
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13. Recommendation to overcome the limitations of Fieldwork in
Community Setting in Bangladesh
Having some problems and limitations of community based field placement in Bangladesh,
students are rarely placed in community based agencies. As a result, community based
practice and community based programs have not developed widely. Though community
based field placement provides students with greater opportunities to apply social work
knowledge, skills and values and to learn skill needed for social workers, this form of field
placement is not widely practiced. Here are some recommendations to overcome limitations
of community placement and make this kind of placement effective.
a. Social work needs, first of all, to be recognized as a profession by government so that
the scope of social work practice could be wide people could know about the
activities of professional social work.
b. In Bangladesh, although students are placed in community setting but in most cases
they are placed under an agency. Opportunity of open society field work needs to be
created and students need to be placed in the communities with direct supervision of
the institute.
c. Funds for field practicum should be increased as in case of community placement
technical and financial supports are needed for the implementation of the program.
d. In case of community based field placement, students might feel insecure working in
the community. Proper security measures for the students need to be taken be the
institute with the help of government.
e. In case of community based field placement we see the discontinuity of services that
hampers obstructs to the proper implementation of the program. So, measures need to
be taken to ensure continuity of services
f. Before placing students in a community, all the needed information about the
community should be at hand and students should be given a prior idea about the
resources, problems and needs of the community.
g. More importance on community development programs rather than agency work
should be given by the agency so that students can acquire needed skill in working
with community.
h. Awareness about social work among general people especially among the people of
that community should be increased by the institute with the help of government.
i. As the approach of community organization is not practiced, in case of some
community the approach could be applied.
j. Students should be given more opportunities in planning and implementing of
community development programs.
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k. Technical and financial assistance by the agency and institute need to be regularly
ensured
l. Agencies should take more comprehensive program so that the actual efforts of
community development could come to a success.
m. Indigenous books and literature about the community development and community
organization approach need to be developed that will best suit the socio-economic
context of Bangladesh.
14. References
a. Bangladesh Rural Development Board, 2014. Annual Report: 2012-13. Palli Bhaban,
5, Karwan Bazar. Dhaka-1215
b. Barker, Robert L (1995). The Social Work Dictionary. NASW Press, Washington DC.
c. Brown, S. clement and Gloyne E. R. (1966). The Field Training of Social Workers: A
Survey. George Allen and Unwin. London
d. Dunham, Arthur (1951). The Outlook for Community Development. Social Welfare
Forum; New York.
e. Friedlander, WA (1962) “Introduction to Social Work”, 2nd edition. Prince Hall.
India.
f. Ghafur, M.A and Mannan, A.K.M.A (1968). Social Welfare. Pubali Prakashani,
Dhaka.
g. Hussain,M.Nurul and Mohammad Alauddin. (1970), “Introduction to Social Work
Methods”, College of Social Welfare and Research Centre, Dacca.
h. Ministry of Social Welfare (2014). “Two Yearly Report: 2011-12 and 2012-13” GOB,
Retrieved from http//www.msw.gov.bd
i. Momen, M.A (1957), “Field Work Supervision” in an Indian School of Social Work,
Delhi School Work. Delhi, India.
j. Ross, M.G (1955). Community Organization Theory and Principles. Harper and Row
Publishing; New York.
k. Singh, R. R, (1985). Field Work in Social Work Education: A Perspective for Human
Service Profession. Concept Publishing Company, New Delhi
l. United Nations Bureau of Social Affairs (1955). Social Progress through Community
Development. New York.