Bøger af Murli Desai

This book presents unique semi-autobiographical narratives by leading social work educators and practitioners in India who have done innovative work in the field of child-centred social work (CSW). The practitioners narrate their career journeys and contributions to research, policy, and practice in this field, discuss innovations, achievements, and impact of the work done, and share reflections on the challenges faced, lessons learnt, and the way forward. The volume provides valuable insights into the indigenisation of CSW education and practice and offers suggestions towards developing effective CSW.The authors draw attention towards the need for expansion of preventive service systems for children in the family, community, and school settings, as well as support to and replication of the innovative sociolegal service projects, in coordination with reforms in the justice system to ensure child rights, and human resource planning for child-centred social workers. They also propose promoting CSW education in institutions of social work education to strengthen linkages between theory, research, policy, and practice, and creating a national association for child-centred social workers to build synergy between social work practitioners and educators.The book will be useful to policy makers, educators, students, and practitioners of social work, child development, and child rights. It will also be useful for CSW training institutions and counsellors in schools and government and voluntary organisations.

This Element first reviews the limitations of the concepts of problems in childhood. It proposes a universal, comprehensive, and longitudinal conceptual framework of problems in childhood, their differential context, and their cyclical effects. Based on the linkages identified in the children's problems, they are divided into three levels, primary, secondary, and tertiary. The Element then reviews the concepts and the limitations of the prevalent service delivery approaches of child welfare, protection, and justice, because of which these services have not helped to break the cycle of problems in childhood. The Element identifies the rights-based comprehensive, preventive, and systemic approach for child welfare, at primary, secondary and tertiary prevention levels, in order to break this cycle of problems. Finally, the Element goes into details of the tertiary prevention level integrated service delivery for children facing socio-legal problems.

The Sourcebook-IV provides training modules for rights-based integrated child protection service delivery systems at the secondary and tertiary prevention levels.

The aims of child rights education are to make children and their primary duty-bearers aware of child rights so that they both can be empowered to together advocate for and apply them at their family, school and community levels.

The aims of child rights education are to make children and their primary duty-bearers aware of child rights so that they both can be empowered to together advocate for and apply them at their family, school and community levels.

The book takes examples from India but makes significant contribution to training and reference material for child rights teachers, trainers, facilitators and field workers, across the world, especially in the developing countries.

This book examines the paradigm shift in international social development in two parts. Part 1 deconstructs the paradigm of economic development and then examines the paradigm shift to social development. In this broad context, Part 2 deconstructs the paradigm of residual welfare policy and then examines the paradigm shift to rights-based social policy.

Written with a unique focus on the rights of children, this volume presents a preventative framework for rights-based intervention for children's psychosocial well-being. The text integrates theories with practice and relevant teaching techniques from across the globe.