ABSTRACT
For the profession of social work to gain greater recognition in the Indian society, applying theoretical knowledge to practice and deliberating on its success stories, is an obvious task of social work educators. This paper highlights the relevance of applying theoretical knowledge in a ‘context-specific’ intervention programme focusing on the empowerment of rural women in South India by mapping two specific theories pertinent to social work.
Field instruction becomes more effective when ‘reflection’ during supervision keeps practitioners mindful in their actions and contemplative about the applicability of the theory in question. This, in turn, deepens their conviction of adapting theoretical orientations in specific contexts and in identifying contextual determinants. It is here that the social work educator/supervisor plays a crucial role in engaging with the student trainee in ‘reflective practice’, making connections with theories, carrying out reflections and getting involved in active learning. Mapping two theories to an intervention has led to comprehension of the ‘praxis’ element in social work and served as useful material for field instruction and practice-learning at the postgraduate level.
