Mental health in postgraduate social work curriculum: Review of training contents in Indian schools of social work

2018 ◽  
Vol 12 (2) ◽  
pp. 108-115
Author(s):  
Bino Thomas ◽  
Pattanashetty Chandrashekar Pradeepkumar
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Curriculum Review ◽  
Indian Schools ◽  
Schools Of Social Work

scholarly journals A cross-cultural East-West appraisal of mental health curricula

2012 ◽  
Vol 10 (3) ◽  
pp. 55-77
Author(s):  
Peter Szto ◽  
Sara Ashencaen Crabtree ◽  
He Xuesong ◽  
Karen Rolf
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Belief Systems ◽  
Work Practice ◽  
Well Being ◽  
Social Work Practice ◽  
Cross Cultural ◽  
Culturally Congruent ◽  
Schools Of Social Work ◽  
Psychiatric Social Work

This paper considers findings from a cross-cultural project comparing mental health curricula across three schools of social work located in both China, specifically Shanghai, Hong Kong; and finally, Omaha, USA. Chinese philosophies and belief systems are reviewed as they pertain to mental illness and well-being. Additionally, the influence of dominant discourses informing professional practice and the development of indigenous social work practice are considered. Findings indicate that in the Chinese universities mental health social work curricula appears to balance pedagogical approaches towards providing students with up-to-date knowledge on psychopathology and psychiatric social work, while offering significant weighting to traditional philosophies and belief systems. The discussion revolves around the issue of developing Chinese practitioners equipped to work within medicalised, health settings but with sufficient indigenous knowledge to offer culturally congruent practice to local populations.

Contemporary Trends in PSW Teaching: Challenges and Opportunity to Expand

2018 ◽  
Vol 9 (2) ◽  
pp. 60
Author(s):  
Kamlesh Kumar Sahu
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Time Course ◽  
Full Time ◽  
Private Institutions ◽  
Centre Of Excellence ◽  
Part Time ◽  
The Government ◽  
National Mental Health ◽  
Psychiatric Social Work

Psychiatric Social Work teaching has completed seven decades in India which was started with master course in medical and psychiatric social work at Tata Institute of Social Sciences, Mumbai in 1948 followed by various schools of social work across the country but unfortunately even after two year full time or part time course they are not counted as a mental health professional; still they need two more years of specialized training in mental health as Master of Philosophy in Psychiatric Social Work (M.Phil. PSW) which was offered in just a few institutions. Recently the Government of India formulated manpower development schemes under the national mental health programme to address the shortage of men power in mental health. Under this scheme, 25 centre of excellence in mental health are already stabilised and various post graduate departments were upgraded and M.Phil. PSW course is started or will be started. This figure is in raise in Government intuitions and few private institutions also. The prominence of social work in mental health is expected to enhance by this effort as highly trained social workers will be available to practice in the mental health field but there are some challenges to overcome to get the maximum outcome from this opportunity to expand.    Keywords:Psychiatric social work, mental health, men power development, India  Â

scholarly journals Disenchantment, Buffering, and Spiritual Reductionism: A Pedagogy of Secularism for Counseling and Psychotherapy

Religions ◽  
2021 ◽  
Vol 12 (8) ◽  
pp. 612
Author(s):  
Waleed Y. Sami ◽  
John Mitchell Waters ◽  
Amelia Liadis ◽  
Aliza Lambert ◽  
Abigail H. Conley
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Counseling Psychology ◽  
Formal Education ◽  
Contemporary Society ◽  
Religion And Spirituality ◽  
Case Vignettes

The various mental health disciplines (e.g., counseling, psychology, social work) all mandate competence in working with clients from diverse religious and spiritual backgrounds. However, there is growing evidence that practitioners feel ill-equipped to meet the needs of their religiously- and spiritually-diverse clients. Furthermore, formal education on religion and spirituality remains optional within coursework. Research on religion and spirituality is also noted for its reductionism to observable outcomes, leaving much of its nuance uncovered. This paper will utilize philosophies of secularism and explore the concepts of disenchantment, buffering, and coercion, to help illuminate why our contemporary society and our disciplines struggle with this incongruence between stated values and implementation. Case vignettes and recommendations will be provided to help practitioners and educators.

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