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Border conflict is the product of aggression between the nations. Borders are not just physical barriers, but also psychological barriers between the neighboring countries. The Union Territory Jammu and Kashmir (J&K) is experiencing hostility and displacement since independence of India and Pakistan in 1947. The uncertainty continues, especially for the villages close to the border where incidences of firing are quite frequent. During conflict in border areas, the rights of a children i.e. the right to life, the right to education, the right to be with family and community, the right to health and the right to be nurtured and protected are severely violated and compromised. This paper aims to understand the impact of border conflict on the education of children in the Jammu region. This study adopted qualitative method in which, thirty children living in the bordering villages, of the age group between 10-14 years were interviewed. Phenomenological analysis is used to explore the lived experiences of the children. The findings of the study described the impact of border conflict under four sections viz. (a) disturbed school functioning and student hood; (b) frequent dislocation due to intense concern for security; (c) multiple impediments in sustaining education during conflict; and (d) tangled aspirations and hope for future among the children.

Children living in border conflict areas of Jammu and Kashmir have been experiencing a continuous threat to life, insecurity, and witnessing violence due to border disputes between India and Pakistan. In this study, the authors utilised the social group work method to understand the issues and challenges faced by the children. Social group work practice plays a vital role in promoting the protection and well-being of children.Further, the need for collaboration has been discussed to enhance the protection and well-being of the children. Collaborative efforts among professionals, organizations, and communities have proven to be an effective catalyst in enhancing the outcomes of social group work interventions. This research article explores the significance of collaboration in supporting children's protection and well-being within the context of social group work. [ABSTRACT FROM AUTHOR]

In disaster response and rehabilitation programme one of the least prioritized groups for support is elderly survivors. In humanitarian responses the budgets spent for the elderly are quite meager and they become a silent victim with trauma, losses, injuries, insecurities, and inabilities. In India, while there is a lack of basic social security and protection measures, the elderly survivors become exposed to multiple challenging issues due to disasters. With several functional disabilities, ailment, and pre-existing social vulnerabilities, the disaster experiences make them double victims of the situation. Based on the author's experiences of working in disasters in India a longitudinal observational study is presented using a community-based participatory research approach with some case studies conducted, information collected through a daily, weekly, and monthly basis. Changes were tracked over time to develop a comprehensive understanding of the vulnerabilities and needs of the elderly survivors. In various disasters like earthquakes, communal riots, Tsunami, cloud blast, civil unrest, or terrorist attack, many elderly survivors were forced to presume parenting for grandchildren, reinitiate livelihood venture, or such daily life responsibilities with their personal geriatric issues and trauma of multiple irrecoverable losses. Elderly members often face abuse and neglect within the family during and in post-disaster situation. Some of the successful community-based rehabilitation models that have helped the elderly men and women to reintegrate with the social and community life are highlighted to explore the key learning for practice. The recent pandemic (COVID-19) has pushed the elderly population to a severely threatening situation. There are a few international commitments, policy documents about specific disaster response for elderly survivors, yet India lacks a specific guideline for the elderly survivors that could highlight, geriatric well-being, socio-economic support, rehabilitation, and recovery strategies in short and long-term to guarantee successful 'active ageing'. [ABSTRACT FROM AUTHOR]

It is difficult for many social work students to grasp the importance they and their traditional client base play in global environmental issues. International development generally focuses on supporting human development through the development of natural resources. However, increased human consumption everywhere in the world is disrupting the global system upon which all life depends. Continued Western consumption habits are simply unsustainable. It is therefore incumbent that any increase in consumption, even in the ‘developing’ world, be considered in terms of global environmental sustainability; change must also occur within the developed world. To address this problem, reflexive processes that support transnational analysis and action must be developed. This paper suggests classroom activities that help students analyze and problem solve around this process of Reflexive Development. [ABSTRACT FROM PUBLISHER]