Dr B.

R Ambedkar College
(Delhi University)

Department of Social Work

Block Placement Fieldwork Report, 2024

Agency:

Dr AV Baliga Memorial Trust, Delhi

Submitted by,
Jeffrin Ahmed, Roll No- 2135/22
 Acknowledgement

I would like to express my sincere gratitude to Mr. Ashok Kumar, the Executive
Director of AV Baliga Trust, for granting me the opportunity to undertake my
block placement at the organization. His support made this valuable experience
possible. I am also deeply thankful to Mrs. Anuradha Kushwaha, the Agency
Supervisor at AV Baliga Trust, for overseeing my weekly activities, assisting
with the orientation, and providing valuable knowledge about the NGO. Her
guidance and support were instrumental throughout the placement period.
Additionally, I am grateful to B.R. Ambedkar College, Delhi University, for
placing me with AV Baliga Trust and providing this opportunity to gain
practical experience. This experience has been both challenging and supportive,
helping me gain valuable work experience that will reflect in my academic and
professional endeavours. Throughout the two-week placement period, I
acquired significant knowledge and had the opportunity to sharpen my skills in
a professional working environment. Following this placement, I look forward
to working on an ongoing project with the Azim Premji Foundation, focusing
on preventing child labour and protecting children's rights in Mangal Puri,
Northwest Delhi.
 Dr. A.V Baliga Memorial Trust

Founded: 1968 by Bharat Ratna Aruna Asaf Ali

Mission and Vision:

The Trust aims to create a secular, nationally integrated, and egalitarian society
by empowering disadvantaged communities through education, awareness, and
employment opportunities. It focuses on eliminating barriers related to religion,
caste, and gender, ensuring universal access to elementary education, child
rights, and the empowerment of women.

Core Values:
Secularism, national integration, peace, accountability, transparency, and
commitment.

Areas of Work:

 Education: Offers Learning Centers, Balwadies, Remedial Classes,

Continuing Education Centers, and Cluster Resource Centers.
 Child Rights: Focuses on major rights such as survival, protection,
participation, and development through campaigns like Chuppi Todo and
Campaign Against Child Labour.
 Health and Sanitation: Emphasizes preventive, promotive, and curative
measures. Projects include the Young Health Program and mobile health
services.
 Women's Empowerment: Provides skill development, financial
inclusion, and legal literacy through initiatives like Mahila Panchayat,
Self Help Groups, and vocational training.
  Family Counseling and Legal Literacy: Offers support and counseling
for disadvantaged women.
 Art and Craft: Promotes and trains in conventional arts

Geographical Area:
Works across various slums and resettlement colonies in Delhi, including
Mangolpuri, Sultanpuri, Narela, Okhla, New Jaffrabad, and more.

Major Achievements:

 Adult Literacy: Over 20,000 women made literate.

 Mainstreaming Children: Over 18,000 out-of-school children enrolled
in regular schools.
 Financial Inclusion: Over 18,000 women organized in Self Help
Groups; more than 7,000 engaged in income-generating activities.
 Health Services: Over 100,000 underprivileged patients benefitted from
health services.

Campaigns and Networks:

 Campaign Against Child Labour (CACL)

 NEENV (Delhi Forces Network)
 Chuppi Todo – Campaign Against Child Sexual Abuse
 RTE Forum: Focuses on implementing and addressing gaps in the Right
to Education Act.

The Trust continues to blend rights-based and need-based approaches, focusing

on advocacy, awareness, capacity building, networking, and service delivery to
foster a democratic, non-violent, classless society free from discrimination.
 Fieldwork Report 1
(Dates: 6th, 8th, 9th, 10th, 11th)

Goals for the Week-

 Orientation and Understanding of the Organization (6th & 7th August):
Gained comprehensive knowledge about the Dr. A. V. Baliga Memorial Trust,
including its history, mission, various programs, and governance structure.

 Site Visits (9th August):

Visited key centers operated by the Trust, including different blocks in
Mangolpuri and Jamia Nagar, to observe and understand their operations and
ongoing projects.

 Engagement with Community Programs (10th August):

Participated in community activities, such as assisting in classes at learning
centers and attending Mahila Panchayat meetings, actively contributing to and
learning from these initiatives.

 Initial Interaction with Beneficiaries (11th August):

Interacted with children and women participating in the Trust's programs to
understand their experiences and the positive impact of the Trust's work on their
lives.

Work Done-
 Orientation (6th & 7th July):

The orientation phase involved comprehensive sessions that introduced the Dr. A. V.
Baliga Memorial Trust's foundational elements. I attended detailed presentations
outlining the organization's history, mission, and core values, which emphasize
secularism, national integration, and peace. We explored the Trust's operational
structure, focusing on its multidisciplinary approach to addressing socio-economic
challenges. The orientation provided insights into various programs, such as
education, women's empowerment, livelihood promotion, child rights, and health and
sanitation. This phase was crucial for understanding the Trust's commitment to socio-
economic rehabilitation, particularly for marginalized and disadvantaged
communities, including children, youth, and women from socio-economically weaker
sections.

 Site Visits (9th,10th July):

The site visits provided a practical understanding of the Trust's on-ground work and
its engagement with the community.

Mangolpuri S Block Centre:

At the Mangolpuri centre, I observed the "Preventing Child Labor and Protecting
Children's Rights" project, a collaboration with the Azim Premji Foundation. The
project focuses on enrolling and retaining children in school, targeting at-risk children
who might otherwise be engaged in child labour. I interacted with social workers and
community mobilizers who use a rights-based approach to advocate for the children's
right to education, safety, and well-being. The initiative also involves engaging with
families and the broader community to address the root causes of child labour, such as
economic hardship and lack of awareness. This highlighted the importance of
community involvement and advocacy in driving social change and protecting
vulnerable children.

Jamia Nagar Centre:

The visit to the Jamia Nagar vocational training centre, supported by Tech Mahindra's
CSR initiative, showcased efforts to provide job readiness skills to underprivileged
youth. The centre offers courses in computer training, spoken English, retail sales, and
workplace readiness. These programs aim to bridge the skills gap and enhance
employability for youth from disadvantaged backgrounds. The focus on soft skills,
such as communication and confidence-building, complements technical training,
making students more competitive in the job market. This visit underscored the
challenges of unemployment and underemployment in slum areas, where access to
quality education and job opportunities is limited.

 Community Engagement (11th August):

Community engagement was a critical component of the placement, providing hands-

on experience in interacting with the beneficiaries and understanding their challenges.

MAC Learning Centres:

At the MAC Learning Centres, I assisted in classes, engaging with children and
supporting their educational activities. This experience highlighted the disparities in
access to quality education, as many children in slum areas attend these centers as a
supplement to their formal schooling. The centers provide a crucial support system,
helping bridge gaps in learning and ensuring retention in schools. The engagement
also allowed me to observe the use of innovative teaching methods and the importance
of a nurturing environment for children's cognitive and emotional development.

Mahila Panchayat Meetings:

Attending the Mahila Panchayat meetings provided a deep dive into the issues faced
by women in the community. These meetings serve as a platform for women to voice
their concerns and seek support. Discussions ranged from domestic violence and
financial instability to accessing government schemes and legal rights. The Trust's role
in facilitating these meetings and providing legal and counseling support was evident,
highlighting the importance of empowerment and advocacy in addressing gender-
based violence and inequality. The interaction with the women revealed harsh
realities, such as the prevalence of substance abuse among men and its impact on
women's socio-economic status. It also demonstrated the resilience and solidarity
among women as they navigate these challenges.

 Initial Interaction with Beneficiaries (12th August):

This day focused on interacting directly with the beneficiaries, allowing for a deeper
understanding of the Trust's impact. Conversations with children and women revealed
the transformative effect of the Trust's programs. Many children expressed their
aspirations to continue education and pursue professional careers, attributing their
confidence to the support received at the learning centers. Women shared their
experiences of gaining financial independence through vocational training and
income-generating activities. These interactions provided a nuanced view of the socio-
economic challenges faced by slum communities, including limited access to
healthcare, education, and employment. It also highlighted the importance of
sustained support and follow-up to ensure long-term impact.
Observations and Analysis-
 Organizational Strengths:
o The Trust's long-standing presence and multi-disciplinary approach allow it to
address a wide range of social issues effectively.
o Strong focus on transparency, accountability, and community engagement.
o Collaborative efforts, such as the partnership with the Azim Premji
Foundation, enhance the reach and impact of the Trust's programs.
 Challenges:
o Ensuring consistent attendance and engagement of children in educational
programs, particularly those from highly marginalized backgrounds.
o Addressing the diverse needs of a heterogeneous population with varying
socio-economic challenges.
 Community Impact:
o The Trust's programs significantly contribute to the education and
empowerment of children and women in underserved areas.
o Vocational training initiatives are crucial in providing practical skills and
improving the employability of youth and women.
 Overview of Programs:
Future Plan-
 Deepen Engagement: Continue engaging with the children and women at the
learning centers and Mahila Panchayat meetings, aiming to build stronger
relationships and gain deeper insights into their needs and challenges.
 Program Evaluation: Assess the effectiveness of ongoing projects, particularly the
"Preventing Child Labor and Protecting Children's Rights" initiative, to identify areas
for improvement.
 Skills Development: Focus on developing skills that can contribute to the Trust's
work, such as facilitating workshops, providing educational support, or assisting in
community outreach efforts.
 Preparation for Week 2: Conduct workshops and classes on topics such as safe
touch vs. unsafe touch, mental health, social and emotional well-being, social media
addiction, and techniques to handle stress. This will help address the specific needs of
the community and enhance their overall well-being.
 Fieldwork Report 2
(Dates: 22nd, 23rd, 26th, 27th)

Goals for the Week-

1. Mental Health Sessions in Y and Q Block

 Objective: To educate children on mental health issues, recognize signs and

symptoms, and provide strategies for managing stress and emotions.
 Target Group: Children aged 10-15 from the Mangolpuri slum.

2. Meeting with Mahila Panchayat

 Objective: To discuss the importance of documentation, financial literacy, and

introduce various government schemes and pensions available for women.
 Target Group: Women from the community involved in the Mahila
Panchayat initiative.

3. Outreach in Jamia Nagar

 Objective: To work with mobilizers in identifying students who would benefit

most from the NGO's educational and vocational training programs,
recognizing their specific needs.
 Target Group: Students from economically disadvantaged backgrounds in
Jamia Nagar, Batla house, Okhla.

4. Session on Job Preparation

 Objective: To prepare students for job interviews, including guidance on body

language, enhancing speaking abilities, and overall presentation.
 Target Group: Young adults from the community looking for job trained
under AV Baliga Memorial Trust.

5. Session on Emotional Well-being and Social Media Addiction

 Objective: To address the impact of social media addiction on mental health,

provide techniques for avoiding excessive use, and promote emotional well-
being.
 Target Group: Adolescents from the Mangolpuri community, school going
kids and kids who attend the multi-activity centre

Work Done :
 1.Mental Health Sessions in Y and Q Block

The mental health session conducted on July 23rd was a crucial step in
addressing the mental health needs of children in the Y and Q Block.

(Workshop Structure and Activities):

 Energizers:
The session began with the 'Walk and Stop' energizer to engage the children
and create a lively and participatory atmosphere. This helped to break the ice
and set a positive tone for the session.
 Video Screening and Discussion:
A Hindi-language video from the series "It's Okay to Talk" was shown,
focusing on the concept of "mansik swasthiya" (mental health). This was
followed by a discussion to gauge the children's understanding and
preconceptions about mental health. The facilitator clarified misconceptions
and provided accurate information.
 Expression of Emotions through 'Inside Out':
The movie "Inside Out" was utilized to help children identify and understand
different emotions. The animated depiction of emotions facilitated a discussion
on the importance of acknowledging both positive and negative feelings. This
activity helped children articulate their emotions, making the concept more
tangible and relatable.
 Case Studies and Discussion:
Real-life scenarios were used to illustrate common mental health issues:
o Danish's Case: A 5-year-old experiencing separation anxiety due to his
mother's work commitments during the COVID-19 pandemic.
o Gayatri's Case: A 14-year-old dealing with emotional distress and
loneliness, possibly exacerbated by unreciprocated feelings during the
lockdown.

 Guest Speaker Session:

Suraj Bansal, who faced similar socio-economic challenges and mental health
issues, shared his personal journey. His story provided a relatable and inspiring
narrative, emphasizing resilience and the importance of seeking help.
 Activity: Understanding Hidden Emotions:
Children were given worksheets with various scenarios and asked to express
their feelings in those situations. This activity encouraged them to reflect on
and articulate their emotions, recognizing their significance.
 Discussion on Emotions:
Facilitators emphasized that both positive and negative emotions are integral to
our overall well-being. They discussed the role of these emotions in daily life
and the importance of not suppressing feelings.

2. Interaction With Mahila Panchayat

A workshop was held in the Y,Q,S, and P Blocks on July 23rd, focusing on
empowering women from diverse backgrounds, including housewives, working
women, and widows. The session aimed to address financial challenges,
introduce relevant government schemes, and provide a platform for open
discussion and support.

During the session with the Mahila Panchayat on July 23rd, Ms. Gayatri Das and
I facilitated a meeting with women from Y and Q Block. The session began with
an introduction to key government schemes aimed at empowering women,
followed by a Q&A round where the participants openly shared their concerns
and challenges.
 Introduction of Key Schemes:
1. SwadharGreh Scheme: Provides essential support such as shelter, food,
counseling, training, and legal aid to women in difficult circumstances,
facilitating their economic and emotional rehabilitation.
2. Indira Gandhi National Widow Pension Scheme: Offers financial
support to widows from Below Poverty Line (BPL) households, providing
a monthly pension.
3. One Stop Centres (OSCs): Deliver integrated services, including medical
aid, legal assistance, psycho-social counseling, and temporary shelter to
women affected by violence.
4. Pradhan Mantri Mudra Yojana (PMMVY): Offers collateral-free loans
for women to establish or expand businesses, promoting self-employment
and financial independence.
5. Atal Pension Yojana (APY): A social security scheme for women in the
unorganized sector, ensuring a regular pension post-retirement.
6. Manaswini Scheme: This scheme specifically supports unmarried women
over 30 years old by providing a monthly pension. It aims to offer financial
assistance to help them meet basic needs and improve their quality of life.
 Discussion and Venting: During the Q&A, many women expressed deep
concerns about financial instability, largely due to their husbands' control over
household finances and frequent substance addiction, with at least 85% of
husbands reported to have such issues. Additionally, nearly 90% of the women
revealed experiencing some form of physical or psychological abuse. The lack of
bank accounts and financial independence was a significant issue, with women
feeling trapped in a cycle of dependency. Concerns were also raised about
unfinished divorces and the desire for legal separation, but many women felt
constrained by societal and economic pressures.

3. Field Visit with Community Mobilizers

On July 24th, I accompanied a team of community mobilizers on a field visit to

Jamia Nagar, focusing on the underprivileged youth associated with the Baliga
Trust Tech Mahindra SMART Centre. The centre has been operational since April
2017, offering courses in Spoken English, Basic IT, Retail Sales, and Workplace
Readiness. Our primary aim was to identify students who required urgent
educational and resource support.

Activities and Interactions:

1. Community Engagement:
o We engaged with local families, explaining the opportunities available
at the SMART Centre. Mobilizers emphasized the importance of
education and skill development for better job opportunities.
o Encouraged parents to prioritize their children's education and discussed
the potential long-term benefits of vocational training.
2. Student Identification:
o Through house-to-house visits, we identified several students who had
dropped out of school due to financial constraints or lack of awareness
about available support.
o We met with students currently enrolled in the SMART Centre, listening
to their experiences and understanding the challenges they face, such as
inadequate study spaces and lack of access to technology.
3. Needs Assessment:
o We conducted informal interviews with the students and their families to
assess their socio-economic conditions. Key factors considered included
family income, parental support, and access to educational resources.
 Identified a significant number of students who were struggling due to
o
financial instability, lack of access to basic educational tools, and
inadequate nutrition.
4. Encouragement and Motivation:
o We motivated students to continue their education and assured them of
support through various programs and interventions. The mobilizers
shared success stories of past students who had successfully secured
jobs after completing courses at the SMART Centre.

4. Job Preparation Workshop

On July 25th, at the Baliga Trust Tech Mahindra SMART Centre in Jamia
Nagar, we conducted a workshop focused on equipping students with essential
skills for job interviews. The objective was to enhance their body language,
communication abilities, and overall confidence. This session was designed to
prepare the students for the competitive job market by providing practical tools
and interactive experiences to help them succeed in interviews.

1. Introduction to Job Interview Skills:

 The session began with a brief introduction to the key elements of a successful job
interview. We emphasized the importance of first impressions, appropriate attire, and
punctuality.
 Ms. Gayatri Das and I facilitated the workshop, providing an overview of common
interview questions and the STAR method (Situation, Task, Action, Result) for
structuring answers.

2. Body Language and Non-Verbal Communication:

 We conducted an interactive segment on body language, highlighting the significance

of maintaining eye contact, offering a firm handshake, and sitting with a confident
posture.
 Students practiced these skills in pairs, receiving feedback on their non-verbal cues.

3. Enhancing Speaking Abilities:

 The workshop included exercises to improve speaking abilities, such as enunciation,

tone modulation, and articulation. We used role-playing activities where students
practiced introducing themselves and responding to interview questions.
 Students were encouraged to express their thoughts clearly and concisely, focusing on
delivering their responses with confidence.

4. Mock Interviews:

 We conducted mock interviews with the participants, simulating a real interview

environment. Each student had the opportunity to practice their responses and receive
constructive feedback.
 The mock interviews were followed by a group discussion on the experiences,
allowing students to share insights and learn from each other.

5. Q&A Session:

 The workshop concluded with a Q&A session, where students asked questions about
specific interview scenarios, appropriate questions to ask interviewers, and strategies
for handling difficult questions.

5.Session on Emotional Well-being and Social

Media Addiction

Address the impact of social media addiction on emotional well-being and

provide strategies for managing screen time and promoting mental health.

Introduction and Energizer:

The session began with an energizer activity to engage the participants and set a
positive tone. We used a quick icebreaker to encourage interaction and ease any initial
discomfort.

Discussion on Social Media Usage:

We initiated a group discussion on the participants' social media habits. Students and
community members shared their daily routines and how much time they spent on
platforms like Instagram, Facebook, and WhatsApp. The facilitators highlighted the
prevalence of social media addiction and its potential impact on mental health,
including anxiety, depression, and decreased productivity.

Identifying Signs of Addiction:

We discussed the signs of social media addiction, such as compulsive checking of

notifications, neglecting real-life responsibilities, and experiencing distress when
unable to access social media. Participants were encouraged to reflect on their own
behaviors and identify any signs of addiction.

Strategies for Managing Screen Time:

 We introduced practical strategies to manage screen time, such as setting specific time
limits, using apps to track usage, and scheduling "digital detox" periods. The session
emphasized the importance of balancing online and offline activities, encouraging
participants to engage in hobbies, sports, and face-to-face interactions.

Promoting Emotional Well-being:

The facilitators discussed the importance of maintaining emotional well-being,

including practices like mindfulness, regular physical activity, and maintaining a
healthy sleep schedule. We also explored the role of social media in influencing self-
esteem and body image, encouraging participants to critically evaluate the content
they consume.

Observation and analysis-

1. Mental Health Sessions in Y and Q Block

6. Engagement and Participation:

The children's active participation and willingness to share personal experiences were
noteworthy. This enthusiasm suggests a latent need to discuss and understand mental
health issues, indicating that early intervention and support can have a significant
impact.
7. Emotional Vulnerability:
The sessions revealed that many children were grappling with emotional
vulnerabilities. Some shared stories of domestic issues or the loss of family members
during the pandemic, indicating a critical need for safe spaces where they can express
their feelings without fear of judgment.
8. Impact of Socio-economic Conditions:
The socio-economic background of the children was a significant factor in their
mental health challenges. Issues like overcrowded living conditions, lack of privacy,
and economic instability exacerbated feelings of anxiety and depression. The
discussions highlighted the limited access these children had to mental health
resources and support systems, underlining the importance of targeted interventions.
9. Perception of Mental Health:
There was a noticeable stigma associated with discussing mental health issues. Some
children hesitated to talk about their feelings, fearing judgment or ridicule. The
workshop played a crucial role in breaking down these barriers, promoting open
conversations about mental health, and normalizing the discussion of emotional well-
being.
2. Interaction With Mahila Panchayat

The session with the Mahila Panchayat was an eye-opening experience, highlighting
the multifaceted challenges faced by women in these communities. The need for
targeted interventions to improve financial literacy, access to formal employment, and
support for those facing domestic violence is evident. Future initiatives should focus on
providing comprehensive support, including legal assistance, financial training, and
access to social security schemes, to empower these women and promote their
economic independence

 Economic Barriers: The discussion revealed that most women were informally
employed, often in low-paying, insecure jobs like stitching, sewing, and factory work in
nearby industrial areas. This informal employment contributes to a widening gender
pay gap and limits their economic opportunities. The feminization of labour, where
women are confined to low-paid, insecure jobs, was evident, reflecting deep-rooted
patriarchal norms.
 Household and Childcare Responsibilities: Many women cited household duties
and childcare as significant barriers to seeking formal employment, further restricting
their economic potential.
 Lack of Financial Literacy: There was a noticeable lack of financial literacy
among the participants, with many unaware of how to access or utilize the available
government schemes. This gap is exacerbated by unsupportive policies and a lack of
access to necessary resources, such as finance and skills training.
 Socio-Cultural Constraints: The socio-cultural environment in the community
significantly affects women's economic opportunities. Many women are bound to
domestic roles, while men are more likely to migrate for work. This dynamic often
leaves women with fewer opportunities for economic and social mobility.
 3. Field Visit with Community Mobilizers

The field visit to Jamia Nagar underscored the critical need for targeted educational
support and resources for underprivileged youth. It highlighted the importance of
community mobilization in raising awareness and encouraging participation in
vocational training programs. Future efforts should focus on addressing the socio-
economic challenges faced by these students, ensuring access to necessary
educational resources, and promoting gender equity in educational opportunities.

1. Socio-Economic Challenges:

 The majority of students come from low-income families, with parents often
working in informal sectors with unstable incomes. This financial instability
significantly impacts the students' ability to focus on their studies and access
necessary resources.

2. Educational Barriers:

 Many students lack basic educational tools, such as textbooks, notebooks, and
access to the internet. This digital divide is a significant barrier, especially as
many educational resources are increasingly moving online.

3. Community Support:

 While there is a strong desire among students and parents for better education
and job prospects, there is often a lack of awareness about available support
systems. The field visit highlighted the need for increased community outreach
and support programs to bridge this gap.

4. Gender Disparities:

 We observed a noticeable gender disparity, with fewer girls being enrolled in

the SMART Centre courses. Cultural and social norms often limit girls' access
to education and vocational training, pointing to a need for targeted initiatives
to encourage female participation.

5. Impact of the SMART Centre:

 The SMART Centre's courses have positively impacted many students,

providing them with essential skills for the job market. However, the demand
for such training exceeds the available resources, indicating a need for
expansion and increased funding.
 4. Job Preparation Workshop

Confidence and Self-Esteem:

 Many students displayed nervousness at the beginning of the workshop,

reflecting a lack of confidence in their communication skills. However, as the
session progressed, there was a noticeable improvement in their self-esteem
and willingness to participate.

2. Awareness of Body Language:

 The session highlighted the importance of body language in communication.

Some students were initially unaware of their non-verbal habits, such as
avoiding eye contact or slouching. Through practice and feedback, they became
more conscious of these aspects.
3. Communication Skills:

 The workshop revealed varying levels of communication skills among the

participants. While some were articulate, others struggled with clarity and
fluency. The exercises helped in identifying areas for improvement,
particularly in speaking confidently and structuring responses.

4. Need for Continued Practice:

 The mock interviews underscored the importance of continuous practice.

Students who had previously attended similar workshops performed better,
indicating that
 regular exposure to interview scenarios is crucial for skill development.

5. Practical Application:

 Students expressed appreciation for the practical nature of the workshop,

finding the role-playing and mock interviews particularly helpful. They valued
the real-time feedback and the opportunity to apply what they learned in a
simulated environment.
 5. Session on Emotional Well-being and Social
Media Addiction

1. Awareness of Social Media Impact:

 The discussion revealed that while most participants were aware of the negative
aspects of social media, many struggled to moderate their usage. The session helped
increase awareness of the addictive nature of these platforms and the importance of
self-regulation.

2. Emotional Well-being Concerns:

 Participants expressed concerns about the impact of social media on their emotional
well-being, particularly feelings of inadequacy and loneliness. The discussion
highlighted the need for more education on the healthy use of social media and the
importance of self-care.

3. Practical Strategies and Engagement:

 The practical strategies provided were well-received, with participants showing

interest in implementing them. The session fostered an engaging environment,
allowing participants to share their challenges and learn from each other's
experiences.

4. Community and Peer Support:

 The session underscored the importance of community and peer support in managing
social media addiction and promoting emotional well-being. Participants appreciated
the opportunity to discuss these issues openly and seek advice.

5. Need for Follow-Up:

 The session highlighted the need for ongoing support and follow-up sessions to
reinforce the strategies discussed and address emerging challenges.
 Conclusion

Reflecting on Two Weeks of Block Placement: A Social Worker's Perspective

The two weeks of block placement were incredibly fulfilling and provided an enriching
experience that deepened my understanding and practice of social work. Engaging directly
with the communities in Jamia Nagar and other areas allowed me to witness firsthand the
diverse challenges faced by marginalized groups and the resilience they exhibit in
overcoming these obstacles.

As a social worker, this experience was invaluable for several reasons:

1. Understanding the Realities of Marginalized Communities: Working closely with

women, youth, and children highlighted the socio-economic barriers that many face,
including financial instability, lack of access to education and healthcare, and issues
related to gender and social inequalities. These interactions provided a deeper
understanding of the structural challenges and the importance of addressing them
holistically.
2. Hands-on Experience with Community Engagement: The placement offered
practical exposure to community mobilization and engagement. From facilitating
sessions on financial literacy and job preparation to addressing sensitive topics like
social media addiction and emotional well-being, I learned how to effectively
communicate and connect with diverse groups. The opportunity to conduct workshops
and lead discussions honed my skills in facilitating group interactions and promoting
open dialogue.
3. Developing Empathy and Compassion: Listening to the stories of women facing
domestic abuse, financial dependency, and social stigmas was both heart-wrenching
and eye-opening. It reinforced the importance of creating safe spaces for individuals
to express their struggles and the need for empathetic listening. This experience
deepened my compassion and commitment to advocating for those who often feel
voiceless.
4. Application of Theoretical Knowledge: The placement allowed me to apply
theoretical knowledge in real-world settings. Understanding the practical aspects of
schemes like the Swadhar Greh Scheme, Indira Gandhi National Widow Pension
Scheme, and others, and seeing their impact on the ground, provided a concrete
understanding of social welfare programs' effectiveness and limitations.
5. Building Professional Skills: Collaborating with other professionals, such as
community mobilizers and facilitators, and handling unexpected challenges during
sessions enhanced my problem-solving abilities and adaptability. These experiences
are crucial for building a strong professional foundation in social work.
6. Reflecting on Ethical Practice: The placement also offered an opportunity to reflect
on ethical considerations in social work, such as respecting confidentiality, ensuring
informed consent, and being culturally sensitive. Navigating these aspects in a diverse
community setting was a critical learning experience.
 Consolidated Brief Report

1. Nature of Assignments:
The block placement at Dr. A. V. Baliga Memorial Trust encompassed a range of
assignments, providing a holistic view of the Trust's operations and the socio-economic
context of the communities served. The tasks included orientation sessions to understand the
organization's mission and programs, site visits to key centers, community engagement
through classes and meetings, and direct interaction with beneficiaries. The nature of these
assignments was both observational and participatory, allowing for an in-depth understanding
of the Trust's multidisciplinary approach to social work.

2. Skills Acquired During the Period of Training:

Throughout the placement, I developed a variety of essential skills:

 Communication and Interpersonal Skills: Engaging with diverse groups, including

children, women, and community leaders, enhanced my ability to communicate
effectively and empathetically.
 Assessment and Analytical Skills: Observing community programs and interacting
with beneficiaries provided practical experience in assessing needs, identifying issues,
and analysing the socio-economic factors affecting the communities.
 Advocacy and Counseling: Participation in Mahila Panchayat meetings and child
rights programs sharpened my advocacy and counseling skills, crucial for
empowering vulnerable groups.

3. Values Inculcated and Principles Used:

The placement reinforced core social work values such as social justice, equality, and respect
for diversity. The principles of human dignity, confidentiality, and ethical practice were
consistently applied in all interactions. The Trust's emphasis on transparency and
accountability resonated with the professional values upheld in social work, guiding all
aspects of practice and service delivery.

4. Methods of Social Work:

The agency employed a blend of social work methods:

 Case Work: Individual interactions with beneficiaries, particularly in counseling and

support sessions.
 Group Work: Facilitating and observing group activities at learning centers and
Mahila Panchayat meetings.
 Community Organization: Engaging with community mobilizers and leaders to
address collective issues, such as child labor and women's rights.
 Advocacy: Participation in campaigns and awareness programs, such as the
"Preventing Child Labor and Protecting Children's Rights" project, demonstrated the
use of advocacy to influence policy and social change.
5. Role of Agency:
Dr. A. V. Baliga Memorial Trust plays a pivotal role in providing comprehensive support to
marginalized communities in Delhi. The agency's programs span education, women's
empowerment, child rights, health, and sanitation. It acts as a catalyst for change, offering
resources and opportunities that enable socio-economic rehabilitation and empowerment. The
Trust's collaborative work with government and non-government organizations exemplifies
its commitment to holistic community development.

6. Proficiency in Translating Theory into Practice:

The placement allowed me to bridge theoretical knowledge with practical application.
Theories of social systems, empowerment, and human behaviour were actively applied in
assessing community dynamics and designing interventions. The practical experience of
engaging with diverse groups and addressing real-world issues provided a deeper
understanding of theoretical concepts and their relevance in field settings.

7. Learning Outcome in Terms of Overall Competencies Imbibed:

The placement experience was instrumental in developing overall competencies, including:

 Cultural Competency: Gaining insights into the socio-cultural context of slum

communities and the challenges they face.
 Critical Thinking: Applying critical thinking to analyse complex social issues and
develop appropriate intervention strategies.
 Leadership and Teamwork: Collaborating with agency staff, mobilizers, and
community members, and demonstrating leadership in facilitating activities.
 Empathy and Ethical Decision-Making: Cultivating empathy for beneficiaries'
experiences and making ethical decisions in practice.