FACULTY OF HUMANITIES AND SOCIAL SCIENCE TRIBHUWAN

UNIVERSITY

KATHMANDU, NEPAL

2024

Report on Social group work

(As a requirement for the partial fulfillment of BASW 2nd year practical for Social work
practices, BSW 424)

Submitted To

Orchid International College

Department of Social Work

Gaushala, Kathmandu, Nepal

Submitted by:

Safal Kunwar, Sweta Bhujel, Sandip Magar, Sojit Mandal, Supriya Lama

BSW 2nd Year

Symbol Number:

T.U Registration Number:

Mangsir 2080
 Chapter 1

Introduction

This report provides a comprehensive overview of the group activities carried out during

the camp organized by Orchid International College to Sirubari, Syangja. The camp

aimed to provide students with a unique learning experience outside the traditional

classroom environment, enabling them to explore nature, develop life skills, and foster a

sense of community. The camp took place from 19 December, 2023 to 22 December,

2023 and involved students of 1st, 2nd, and 3rd year of BSW faculty along with a dedicated

team of teachers and support staffs. The camp was compulsory for all students as

practical marks of the relative subjects were given according to the performance during

the camp.

The group work method is considered as the primary method of social work practice.

Group work helps towards betterment of social functioning of individuals. It is a method

that uses groups as a medium to achieve the end. Group work is a method that social

workers use to help people of all ages and all sections of society to improve their social

functioning and to cope more effectively with their problems. With their targeted work,

social workers have become critical members of clinical teams responding to social,

emotional and mental problems. In addition, social workers also work in non-clinical

settings in which they work towards social integration. In these settings they may work

with various groups such as children, women and youth in a community. These groups

become conducive for mitigating problems at hand or for community change and
development. Many luminaries of the field have tried to provide social group work

definition; few of them have been discussed later in the article.

Professional social workers use their knowledge of group formation and functioning to

affect the performance and adjustment of the individual. The focus is always on the

individual and the group is the medium to bring that change. The aim is enhancement of

social functioning. Social worker with their intensive experience programs to improve

member interaction so that they are at ease with each other. To attain the aim of group,

worker is not limited to therapeutic interventions and treatment of emotional problems

(see Barker, 1995). The objectives could be sharing of information, development of

social and manual skills, changing of attitudes and values, and diverting energies towards

positive and productive channels. A score of activities can be part of group activities such

as discussions on area of relevance and common interest, sports, educational activities

and arts and crafts.

During the camp, all the students of 1 st, 2nd, and 3rd year of BSW faculty, worked in

groups to carry out the given tasks and researches.

 Chapter 2

Objectives

i. To understand Social and physical structure of the village.

ii. To study the culture, agricultural activities and income sources of of the

community.

iii. To work in the group and for the groups.

 Chapter 3

3.1 Activities

Day 1

The boarding time for the camp was 6:30 am sharp, where the students had to be present
in the college premises. Once the bus arrived, we took off for the camp. Every student
were excited for the camp and the activities to be carried out. We had several stops for
lunches and breaks during the travel. Around the evening, we stopped at Pokhara to
change buses to reach Sirubari, as the previous bus would not withstand the roads to
Sirubari. Enjoying the rough roads, we ended up in Sirubari village around 8.45 pm. We
then walked up to a monastery where everyone gathered up and were offered welcome
snacks and drinks by the local Gurung community.

After a short welcome program, everyone were given their respective rooms in the
homestay of the Gurung community. After a short break, lunch was served in the
respective houses. After lunch, we were informed that there was a cultural community
program being held at the monastery and all of the students gathered, sang and danced
along with the community members. At the end of the day all students proceeded to their
respective rooms ending a long travel day.

Day 2

The following day, we woke up to a local Gurung breakfast, kodo ko roti, aalu and boiled
eggs, which was really appetizing. Some of the students went for a hike to the top of the
village and some were having fun and preparing for the group activities to be carried out.
Once all the students gathered, our coordinator, Mr. Anush Subedi then briefed us about
the activities and research activities to be carried out on that day.

Once briefed, all the students were handed research tools regarding their subjects and
were assigned to research the community. Among them, us 2 nd year students, had the
subject matter of mental health status to be researched according to our subject. We were
divided into 2 groups and we parted to complete the assignment. Among all, our group
visited the nearby Dalit community to research the mental health status of the community
people. Our group consisted of 5 members including Safal, Sweta, Sandip, Sojit and
Supriya.

We group members divided our tasks to each other and were ready to continue the
research. The people of the Dalit community were very humble, respectful, and polite,
and offered tea to each of us students. We, as in a group, firstly briefed the participants
from the Dalit community about the research objective, procedure, the questionnaire, and
the confidentiality of their information. We carried out research activities regarding social
mapping and seasonal calendar of the community.

During the research we all members of the group got the opportunity to study about the
culture, income sources, agricultural activities, social structure, and physical structure of
the village and the Dalit cimmunity. Concluding, we smoothly carried out all the
researches in 5 houses and concluded our assignment. We all reached the meeting point
after the assignment and submitted our researches to the assigned teacher and headed for
lunch.

After lunch, we had another activity, the treasure hunt for which everyone were the most
excited. Every students gathered in the meeting point and the teachers formed groups of
students, mixing students from each year, and briefed about the activity. We were
supposed to look for clues, placed by our teachers, in the village and find the hidden
treasures completing the tasks. We as a group, worked together without panicking,
showing our teamwork reached to our point of victory. We were the first ones to
complete the task on time and reach the destinations. Once every teams completed their
tasks and gathered, we were applauded and awarded with cash prize, being the winner of
the ‘Treasure hunt’.

After a long day of exciting activities, we headed to our rooms to take some rest and
energize ourselves. We then gathered in one of the houses to play ‘Dohori battle’, a
typical nepali folk battle of rhythmic words between two groups. The group of boys and
the group of girls were battling each other in this. This was a very fun activity showing
the fierce ability to play with words and present it in a rhythmic line. Eventually ending
the battle, we headed back to our rooms, had dinner and ended our day.

Day 3

The third day, we roamed around the village and left for Pokhara after lunch. Pokhara
was a free day. We reached Pokhara around the evening had dinner early and were given
rooms. Afterwards, we freshened up and were given time until 11pm to reach back to our
hotel. During the free time others went to roam around Fewa taal, while four of us,
Sandip, Sweta, Supriya, and Safal rented 2 bikes to roam around the city of Pokhara.
After certain time of roaming the city we all had a cup of tea and reached our hotel in the
given time. Once we reached the hotel, us students of 2 nd and 3rd year gathered in one
room shared our experiences and had fun singing and lauging.

Day 4

The day after we planned on to visit Sarangkot to get an amazing view of the Sunrise. All
the students departed to Sarangkot by bus, While 4 of us, Sandip, Sweta, Supriya and
Safal went on in Bikes at 5:20 am in the morning. There were many obstacles on our way
to Sarangkot as it was all dark and hard to see the roads up front. After 45 minutes to 1
hour we reached the view tower of Sarangkot which was very popular place to see the
sunrise. All of the students were present there and we clicked some photos and enjoyed
the view. After a while we headed back to return bikes and reached hotel after wards to
pack our bags and check-out. We gather in the hall and garden area for breakfast and
waited for the bus to depart to Kathmandu. We waited for a while outside the hotel and
once the bus arrived we got on and left for Kathmandu.

It was a long way travling until we stop for lunch in a resort on the way. We freshened
up, had lunch, took some rest, clicked some photos and headed back to Kathmandu. After
a long travel of dancing and singing on the bus we reach Kathmandu at around the night
3.2 Learning

Fieldwork in mental health involves gaining practical experience by working directly

with individuals and communities. This hands-on approach allows us to apply theoretical
knowledge, develop essential skills, and understand the complexities of mental health in
real-world settings.

It was lifelong learning to maintain and enhance our knowledge and skills which also
helps to enhance our communication skills to effectively interact with clients and
colleagues. It helps to develop problem-solving and critical-thinking skills to address
complex mental health issues. It taught us to practice self-care and maintain our mental
well-being by reflecting our experiences and emotional response. It helps to raise
awareness about mental health
 Chapter 4

Conclusion

The educational camp to Sirubari village, Syangja organized by Orchid International

College, provided students with a unique and enriching learning experience. Everyone
surely developed the leadership skills and teamwork skills. Through various activities,
students gained a deeper understanding of environmental conservation, cultural diversity,
and personal growth. The camp fostered a sense of community and equipped students
with valuable skills that will serve them well in their future endeavors.

Students were able to learn about the social, economic, and physical structure of the
village, researching for seasonal calendar and social mapping of the Sirubari village. In
addition, students were also able to learn about the status of mental health of the
community people and educate the members of the community about mental health, in
some extend, working in groups.

Overall, the camp was successful in achieving its objectives and creating a memorable
educational experience for all participants.