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1 Semester - 2023 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MPC111 | ACADEMIC WRITING AND RESEARCH SEMINAR | Skill Enhancement Courses | 2 | 2 | 50 |
MPC121 | PROFESSIONAL DEVELOPMENT - I | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
MPC131 | FOUNDATIONS OF COUNSELLING PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
MPC132 | LIFE-SPAN PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
MPC133 | QUANTITATIVE RESEARCH METHODS | Core Courses | 4 | 4 | 100 |
MPC134 | COUNSELLING THEORIES AND TECHNIQUES - I (INDIVIDUAL) | Core Courses | 4 | 4 | 100 |
MPC151 | MULTICULTURAL COUNSELLING SKILLS - I | Core Courses | 4 | 4 | 100 |
MPC181 | COMMUNITY SERVICE - I | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
2 Semester - 2023 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MPC221 | PROFESSIONAL DEVELOPMENT-II | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
MPC231 | QUALITATIVE RESEARCH METHODS IN COUNSELLING PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
MPC232 | COUNSELLING THEORIES AND TECHNIQUES - II (GROUP) | Core Courses | 4 | 4 | 100 |
MPC233 | SOCIAL AND CULTURAL FOUNDATIONS FOR COUNSELLING | Core Courses | 4 | 4 | 100 |
MPC234 | MENTAL HEALTH DISORDERS | Core Courses | 4 | 4 | 100 |
MPC251 | MULTICULTURAL COUNSELLING SKILLS - II | Skill Enhancement Courses | 4 | 4 | 100 |
MPC252 | PSYCHOLOGICAL ASSESSMENT | Skill Enhancement Courses | 4 | 4 | 100 |
MPC271 | RESEARCH PROPOSAL AND SUPERVISION | Skill Enhancement Courses | 2 | 2 | 50 |
3 Semester - 2022 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MPC331 | CHILD AND ADOLESCENT COUNSELLING | Core Courses | 4 | 4 | 100 |
MPC332 | COUNSELLING THEORIES AND TECHNIQUES - III (COUPLES AND FAMILIES) | Core Courses | 4 | 4 | 100 |
MPC351 | PSYCHOLOGICAL ASSESSMENT | Core Courses | 4 | 4 | 100 |
MPC352 | SUPERVISED PRACTICUM | Core Courses | 2 | 4 | 100 |
MPC371 | RESEARCH MANUSCRIPT | Skill Enhancement Courses | 2 | 4 | 100 |
MPC381 | COMMUNITY SERVICE - II (SUMMER PLACEMENT) | Skill Enhancement Courses | 0 | 2 | 50 |
4 Semester - 2022 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MPC431 | COUNSELLING INTERVENTIONS FOR SPECIAL POPULATIONS | Core Courses | 2 | 2 | 50 |
MPC432 | TRAUMA INFORMED COUNSELLING | Core Courses | 4 | 4 | 100 |
MPC433 | ENTREPRENEURIAL SKILLS FOR COUNSELLING PRACTISE | Core Courses | 2 | 2 | 50 |
MPC441A | ACCEPTANCE AND COMMITMENT THERAPY | Discipline Specific Elective Courses | 2 | 2 | 50 |
MPC441B | COGNITIVE ANALYTIC THERAPY | Discipline Specific Elective Courses | 2 | 2 | 50 |
MPC441C | SEX THERAPY | Discipline Specific Elective Courses | 2 | 2 | 50 |
MPC441D | DIALECTICAL BEHAVIOUR THERAPY | Discipline Specific Elective Courses | 2 | 2 | 50 |
MPC441E | GRIEF THERAPY | Discipline Specific Elective Courses | 2 | 2 | 50 |
MPC471 | COUNSELLING SUPERVISION SEMINAR | Skill Enhancement Courses | 2 | 2 | 50 |
MPC481 | COUNSELLING INTERNSHIP | Ability Enhancement Compulsory Courses | 0 | 8 | 200 |
MPC482 | BLOCK INTERNSHIP | Ability Enhancement Compulsory Courses | 0 | 2 | 50 |
MPC483 | SEMINAR AND PUBLICATION | Ability Enhancement Compulsory Courses | 0 | 2 | 50 |
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Introduction to Program: | ||||||||||||||||||||||||||||||||||||||||||||||||||||
The Department of Psychology offers two year full-time M.Sc Course in Counselling Psychology. Masters course in Counselling Psychology is an advanced course aimed at competence building among the students from a holistic and an interdisciplinary perspective. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO1: Demonstrate knowledge of the theoretical foundations of counselling psychology and its application in diverse contexts and populations.PO2: Practice evidence-based and culturally-sensitive counselling based in a holistic model of mental health services for individuals, couples, families, and groups. PO3: Exhibit an emerging professional identity and an openness to ongoing personal and professional development through engagement in relevant professional organisations, continued learning, and reflexive practices. PO4: Design, implement, evaluate, interpret, and disseminate psychological research to solve real world problems. PO5: Demonstrate a critical understanding of professional, ethical, and legal policies and procedures in mental health and counselling practice. PO6: Demonstrate skills of leadership, creativity, and social sensitivity to recognise the needs of the community and become active agents of change. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
Assesment Pattern | ||||||||||||||||||||||||||||||||||||||||||||||||||||
Assessment Pattern
For two credit courses the breakup of CIA is as follows Grading Pattern
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Examination And Assesments | ||||||||||||||||||||||||||||||||||||||||||||||||||||
Formative and Summative assessments are conducted by the department to ascertain the readiness for learning and the attainment of learning outcomes. Assessments are examinations are based on competency frame work and principles of outcome-based education. Attainment of learning outcomes/ expected competencies is evaluated using either holistic or analytic rubrics, grading schemes or attainment criteria specified to the students at the beginning of the semester. Learning outcomes (Course outcomes) of each course are mapped to programme outcomes and programme specific outcomes. Assessments and examinations follow the principle of constructive alignment and outcomes are mapped to higher order thinking skills. Most common frameworks used in this programme include Revised Blooms Taxonomy, and Structure of Observed Learning outcomes (SOLO) and ICAP framework. |
MPC111 - ACADEMIC WRITING AND RESEARCH SEMINAR (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: This Course will introduce students to the domain of academic writing and its intricacies. Every student, regardless of his or her area of interest, will be called upon to use an academic style of writing at different levels and at various points in time. This course will therefore seek to impart such knowledge about the styles of writing used in the current academic scenario. It will provide students with opportunities in the classroom setting to practice such styles, both individually and in collaboration with others. In doing so, it will allow students to delve deeper into scientific literature, while also preparing them for efforts in research. The insights gained from such a course can be used by students as a foundation in their specialized line of work. Course objectives:
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Course Outcome |
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CO1: Scientifically acknowledge different sources of information in their writings CO2: Write a document in APA format CO3: Avoid plagiarism |
Unit-1 |
Teaching Hours:5 |
Introduction to Academic Writing
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An overview of the current status of academic writing and its importance; different approaches and processes; key issues: plagiarism, biases and frequent errors | |
Unit-2 |
Teaching Hours:10 |
Guidelines and rules in Academic Writing
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Introduction to style and formatting guidelines from the American Psychological Association (APA); specific guidelines pertaining to in-text citations, references, and structures of academic papers
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Unit-3 |
Teaching Hours:8 |
Reporting
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Abstract writing; summarization; review of literature; scientific poster presentations; reflective, analytic and descriptive reports; book review; film review; tables and graphs in academic papers. | |
Unit-4 |
Teaching Hours:7 |
Experiential Learning as Assessment Strategies
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Individual/Group presentations on forms and issues in Academic Writing; classroom assignments in generating abstracts, posters, reviews, etc | |
Text Books And Reference Books: American Psychological Association. (2020). Publication manual of the American Psychological Association: the official guide to APA style (Seventh edition. ed.). American Psychological Association. | |
Essential Reading / Recommended Reading Hartley, J. (2008). Academic writing and publishing: A practical guide. Routledge. | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course. | |
MPC121 - PROFESSIONAL DEVELOPMENT - I (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course description: This course has been conceptualized in order to shape students to ultimately serve clients of counselling services effectively. It is necessary to monitor the student’s academic progress in the domains that are both personal and professional. These qualities will enhance their counselling skills. The most important aspect of this process is for the counsellor to grow as a person and then a professional. This course will help the students to understand their skills and developing new skills to become a professional counselor. Life skills and basic counselling skills will be the focus of this course. Course objectives: This course will help the learner to
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Course Outcome |
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CO1: Identify their values, Skills, and beliefs as a Professional counselor. CO2: Be more reflective and self- aware. CO3: To utilize life skills in professional growth. CO4: To design training modules on psycho-educational training programmes.
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Unit-1 |
Teaching Hours:15 |
Unit 1
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Self-awareness, Self-image, Self-development, Identity (oldvs. new), Empathy, problem solving and decision making, Creativity, critical thinking,/ Effective helpers; Building relationships. Practicum: Designing and developing training modules on Psycho-Educational Prevention Programs for adolescents, teachers and parents. | |
Unit-2 |
Teaching Hours:15 |
Unit 2
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Leadership – characteristics of a leader, leadership styles, stress management and techniques, Influences of Culture in counselling relationships, Review and feedback session. | |
Text Books And Reference Books: Feltham, C. (2007). Professional skills for counselors – understanding the counseling relationships. Sage publication Goud, N. & Arko, A. (2006). Psychology and personal growth. Pearson, MA. Inskipp, F. (2004). Skills training for Counselling. Sage publications. | |
Essential Reading / Recommended Reading Evans, T. (2015). Counselling skills for Becoming A wiser Practitioner-Tools, techniques and reflections For building practice wisdom. Jessica Kingsley Publishers. Jones, R. N. (2005). Practical counseling and helping skills - text and activities for the life skills counselling model. (5th ed). Sage publications. Nair. A. Radhakrishnan, (2010). Life Skills Training for Positive Behaviour, Rajiv Gandhi National Institute of Youth Development, Tamil Nadu
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Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course. | |
MPC131 - FOUNDATIONS OF COUNSELLING PSYCHOLOGY (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This course will give students an insight into topics that provide a foundation for counselling psychology and lays down the ground concepts for their journey towards becoming a professional in this field. The course will also provide students with an in-depth examination of biological foundations of human behavior with specific focus on the intersection of biology and psychology in the context of counselling psychology. Topics covered include, understanding the meaning of counselling, its settings and aspects, the historical roots of this field, an Indian Perspective, ethical components, and current trends, structure of brain, neurons, transmission of signals. This course is the steppingstone for students to gain a foundation towards understanding their roles and requirements to provide services to those in need of them. Course objectives: This course provides students with an understanding of: •The counsellor’s roles and responsibilities within evolving practice environments •Historical development and its current status of counselling psychology •Ethical issues and dilemmas in the field of counselling psychology •Understand the key biological processes underlying emotional and cognitive processes. |
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Course Outcome |
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CO 1: Distinguish between guidance, psychotherapy and counselling CO 2: State the historical background and development of counselling psychology CO 3: Critically analyze ethical issues and debates in counselling psychology CO 4: Assess boundaries of the different types of counselling CO5: Integrate biological and psychological perspectives in counselling. |
Unit-1 |
Teaching Hours:15 |
Introduction
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Struggle, Growth and Diversity of the Profession; Defining Features of Counselling; Difference between guidance and counselling; Counselling and psychotherapy; Training, Job Settings, and Activities; Counselling psychology and other specialties and fields: Distinctiveness and overlap | |
Unit-2 |
Teaching Hours:15 |
Historic Perspectives
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Five Unifying Themes of Counselling Psychology; Stages in the Development of the Profession - Western History and Indian History; The Scientist-Practitioner Model | |
Unit-3 |
Teaching Hours:15 |
Counselling Relationship & Ethical and Legal Guidelines
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Facilitative conditions for a counselling relationship; Importance of Ethics; Ethical Principles, with Case Studies; Ethical Dilemmas; Ethics and Online Client-Counsellor Interactions; Ethical and Legal concerns; Multicultural competence | |
Unit-4 |
Teaching Hours:15 |
Current trends in counselling
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A. Biological Bases of Human Behavior Neurons, The transmission of Signal, Organization of Nervous System, Structure of Brain B. Current trends in counselling
Different formats of Counselling services; Technological Advances in Counselling; Global diversity issues in counselling; Trauma Counselling; Mental Health Advocacy and Social Justice; Process Oriented Research in Counselling | |
Text Books And Reference Books: · Chang, C. Y., Lambert, S., & Goodman-Scott, E. (2017). Advocacy and Social Justice. In S. J. Young, & C. S. Cashwell, Clinical Mental Health Counselling: Elements of Effective Practice (pp. 88 - 127). Sage. Gelso, C. J., Williams, E. N., & Fretz, B. R. (2014). Counselling Psychology. American Psychological Association. Gibson, R. L., & Mitchell, M. H. (2008). Introduction to Counselling and Guidance. Pearson. Gladding, S. T. (2018). Counselling: A Comprehensive Profession. Pearson. Gupta, K., Sinha, A., & Bhola, P. (2016). Intersections Between Ethics and Technology: Online Client-Therapist Interactions. In P. Bhola, & A. Raguram, Ethical Issues in Counselling and Psychotherapy Practice: Walking the Line (pp. 169 - 186). Springer. Mcleod, J. (2013). An Introduction to Counselling. McGraw Hill Publication. Vinay, B., Lakshmi, J., & Math, S. B. (2016). Ethical and Legal Issues in Psychotherapy and Psychotherapy Practice: Walking the Line. In P. Bhola, & A. Raguram, Ethical Issues in Counselling (pp. 199 - 218). Springer. | |
Essential Reading / Recommended Reading · Neukrug, E. (2011). The world of the counselor: An introduction to the counseling profession. Nelson Education. Bond, T. (1997). Standards and Ethics for counsellors in action. Sage Charles, G.J., & Bruce, F.R. (1995). Counselling Psychology. Harcourt Brace Publishers Felthman, C., & Horton, I. (2000). Handbook of Counselling and Psychotherapy. Sage Robert, G. L., & Marianne, M.H. (2003). Introduction to Counselling and Guidance. Pearson education, Inc. Sharma, R .N.,& Sharma,R. (2004). Guidance and Counselling in India. D'Amato, R.C., Davis, A.S., Power E.M. (2021). Understanding Biological Basis of Behavior: Developing Evidence Based Interventions for Clinical, Counselling and School Psychologist. Springer Publications | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 40% is required to pass the course. (CIA+ESE) | |
MPC132 - LIFE-SPAN PSYCHOLOGY (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This course has been conceptualized in order to introduce trainee counsellors to human development across the lifespan with a focus on normal and atypical development, developmental transitions, the socio-economic context of development and wellness at each stage of development. This course looks at life span development through the lenses of social, cognitive and biological theories. The course aims at providing conceptual understanding of healthy development and practical understanding of how to help children, adolescents, and adults address the developmental challenges they face across the life span. This course provides counselling students with a foundation to conceptualize and apply developmental theory and research.
Course objectives: This course will help the learner to understand
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Course Outcome |
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CO1: Describe systemic and environmental factors that affect human development and functioning CO2: Compare and contrast how different theories of development explain changes related to physical, cognitive, social, and emotional influences (such as socio-economic status, gender, special needs, culture, religion, schools, peers, and family) on physical, cognitive, social, and emotional development CO3: Apply the developmental theories and specific evidence-based research findings to understand counselling practice and social issues CO4: Apply developmental concepts and theories to everyday relationships and situations. |
Unit-1 |
Teaching Hours:10 |
Introduction to Life-Span Development
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Importance of studying Life-Span Development, Characteristics of life-span development, Nature of Development, Scope of Life span development; Social contexts of lifespan development-ecosystems model. Implications of Lifespan Development for Counselors, need for a developmental perspective | |
Unit-2 |
Teaching Hours:20 |
Biological Processes in Human Development
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Part 1: Biological Bases to explain Human Development (10 hours)- Heredity-Environment Correlations; Important physical changes; Challenges for psychological development. Bio-psychosocial model of health- Sleep, Eating, Obesity, health, illness and lifestyle issues across the life-span. Part 2: Endings of Life (10 hours)-Biological and social theories of aging, Successful aging; Death, Causes for death across life span, Suicide in adolescence and adulthood; Facing one’s own death, coping with the death of someone else.
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Unit-3 |
Teaching Hours:10 |
Cognitive Processes and Development
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Piaget and Vygotsky’s theory of cognitive development; Age related challenges to cognitive development; Play and play patterns | |
Unit-4 |
Teaching Hours:20 |
Socio-Emotional Processes and Development Across Life Span
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Development of Emotion, Emotional regulation and Temperament, Attachment and Love: Bowlby, Ainsworth, Sternberg. Development of Identity: Erickson’s theory; Marcia Identity status; Moral Development, Contexts of moral development: Kohlberg’s theory Parenting; Emerging adulthood and Adult life cycle theories, Fowlers Theory: Arnett, Levinson, quarter and midlife crisis | |
Text Books And Reference Books: Berk, L. E. (2016). Exploring lifespan development. Pearson. Santrock, J.W. (2011). A topical Approach to life-Span Development. Tata McGraw-Hill Edition. | |
Essential Reading / Recommended Reading Broderick, P.C., & Blewitt, P. (2010). The life span: Human development for helping professionals. (3rd Ed.). Pearson. Feldman, R. S. (2015). Discovering the life span. (3rd Eds). Pearson Global Education. Newman & Newman (2003). Development through life: A Psychosocial Approach. Thomson Wadsworth. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 40% is required to pass the course. (CIA+ESE) | |
MPC133 - QUANTITATIVE RESEARCH METHODS (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course is offered to students in the first semester to introduce them to the tradition of quantitative research in psychology. It begins by discussing the philosophical foundations of quantitative research, followed by the scientific process of research. Students are expected to identify the links between the scientific process of research and development of counseling psychology. Students will be introduced to research designs, data collection and sampling methods and application of basic statistical methods in quantitative psychology. The course also provides opportunities to practice skills of research in laboratory settings. |
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Course Outcome |
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CO1: Demonstrate knowledge of research designs in quantitative research and the scientific process of research. CO2: Apply knowledge about basic descriptive and correlational statistics and visualization of quantitative data. CO3: Design an experiment with manipulation that can control variables. CO4: Differentiate various data collection and sampling methods employed in quantitative research. |
UNIT 1 |
Teaching Hours:10 |
Foundations of Quantitative Research Methods in Psychology
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Philosophical roots of quantitative research; History of scientific research in psychology; Definition of research; Purpose and need of psychological research. Hypothesis generating and hypothesis testing research; Ethical issues in psychological research | |
UNIT 2 |
Teaching Hours:12 |
Study Conceptualization
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Conceptualization of a study aim and rationale; Purpose of causality and experimentation; Formulation of research problems; Definition and nature of variables, types - Independent and dependent; Operationally defining variables; Definition and types of hypotheses- null, alternate, directional versus non-directional; Visualization of data through graphs. Steps in quantitative research (5 hours of lab work dedicated to developing problem statement and a hypothesis is suggested) | |
UNIT 3 |
Teaching Hours:10 |
Sampling and Data Collection
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Population and sample: Basic assumptions of Sampling distribution; Sampling techniques such as -probability and non-probability sampling; Sample size, effect size and power Methods of data collection: observational methods, surveys, questionnaires, interviewing methods, case study methods and psychometric tests. | |
UNIT 4 |
Teaching Hours:13 |
Non-experimental and Quasi-experimental Research Designs
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Observational, Exploratory, Correlational and descriptive research in psychology; Evaluating reliability and validity in research design and measurement Application: Visualization of data through Histograms, Boxplots, Boxplots; Descriptive statistics - measures of central tendency and variability; Tests of relationship - Pearson’s and Spearman’s correlation. (Suggested Statistical software: SPSS or JAMOVI) | |
Unit-5 |
Teaching Hours:15 |
Experimental Research Design and Beyond
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Adequate vs Inadequate (faulty) research designs; types of experimental designs based on subjects and factors: Within-subject, between subjects, single-subject, single factors and factorial design; Source of error variance and its management in the various types of experimental designs; Mixed methods Statistical application: Measurement of difference: independent and dependent samples t-test. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 40% is required to pass the course. (CIA+ESE) | |
MPC134 - COUNSELLING THEORIES AND TECHNIQUES - I (INDIVIDUAL) (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course introduces the students to the various theoretical orientations to counselling. The major approaches like Psychoanalytic, Humanistic, Adlerian, Gestalt, Experiential, Cognitive, Behavioural, Multimodal and Integrative approaches are covered in this course. Specific techniques and interventions for each of the approaches are also covered. |
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Course Outcome |
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CO1: Understand the various approaches to counselling CO2: Implement at least three therapeutic techniques in each approach CO3: Critique various approaches to counselling |
UNIT 1 |
Teaching Hours:15 |
Unit I
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Psychoanalytic psychotherapy: Introduction to Freud and his personality theory, Therapeutic process, Techniques, Application of techniques and procedures, Therapy with diverse populations. Adlerian psychotherapy: Introduction to Adler and his personality theory, Therapeutic process, Techniques, Application of techniques and procedures, Adlerian therapy with diverse populations | |
UNIT 2 |
Teaching Hours:15 |
Unit 2
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Person Centred Psychotherapy: Introduction to Carl Rogers and Rogerian theory of personality; Therapeutic process ; Techniques ; Application of techniques and procedures ;Therapy with diverse populations. Existential therapy: Introduction to Existentialism; Logotherapy - Therapeutic process;Techniques; Application of techniques and procedures; Therapy with diverse populations. Gestalt Therapy: Introduction to Gestalt therapy; Therapeutic process ;Techniques ; Application of techniques and procedures; Therapy with diverse populations | |
UNIT 3 |
Teaching Hours:15 |
Unit 3
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Behavior Therapy: Introduction to behavioral theories ;Behavioral therapeutic process ; Techniques ; Application of behavioral techniques and procedures ;Therapy with diverse populations. Lazarus Multimodal Approach to Psychotherapy: Introduction to Multimodal Psychotherapy theory ; Therapeutic process; Application of techniques and procedures ;Therapy with diverse populations. Cognitive Behavior Modification: Donald Meichenbaum's approach to therapy | |
UNIT 4 |
Teaching Hours:15 |
Unit 4
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Cognitive Therapy: Introduction to Albert Ellis Rational Emotive Behavioral (REBT) theory; Therapeutic process ;Techniques; Application of techniques and procedures; REBT with diverse populations. Aaron Beck's Cognitive Therapy: Introduction to Aaron Beck's cognitive theory (CT); therapeutic process; Techniques; Application of techniques and procedures ; CT with diverse populations. Integrative Approach to Psychotherapy: Integration vs. Eclecticism ; An introduction to therapy, techniques and applications. | |
Text Books And Reference Books:
Corey, G. (2012). Theory and practice of counseling and psychotherapy (9th ed.). Belmont, CA: Brooks/Cole. Gilland, B.E., & James, R.K. (1998). Theories and Strategies in Counselling and Psychotherapy. Singapore: Allyn and Bacon.
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Essential Reading / Recommended Reading Corey, G. (2008). Student manual for Theory and Practice of Counselling and Psychotherapy (8th ed.). CA: Brooks/Cole. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 40% is required to pass the course. (CIA+ESE) | |
MPC151 - MULTICULTURAL COUNSELLING SKILLS - I (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This practical course has been conceptualized in order to train students in counselling skills. The developmental model of training is followed. Through this course the students are trained in basic counseling skills, such as attending skills, basic listening sequence, observation skills, along with ethics in a multicultural context through dyad and triad work. Course objectives : After the completion of this course, a student will be able to:
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Course Outcome |
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CO1: Demonstrate sensitivity and responsiveness to ways in which culture interacts with the counseling relationship. CO2: Identify expected outcomes of basic counseling skills (attending, questioning, observation, encouraging, paraphrasing, summarization, and reflection of feeling). CO3: Apply basic counseling skills (attending, questioning, observation, encouraging, paraphrasing, summarization, and reflection of feeling). CO4: Demonstrate self-awareness through reflective writing and journaling of skills progression and observation. |
Unit-1 |
Teaching Hours:10 |
Unit 1
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Introduction to counselling skills; Micro skill approach to counselling; Ethics and multicultural issues in counselling. | |
Unit-2 |
Teaching Hours:15 |
Unit 2
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Attending Behaviours; Questions; Client observational Skills; Encouraging, Paraphrasing and Summarizing. | |
Unit-3 |
Teaching Hours:15 |
Unit 3
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Reflection of Feeling; Focusing | |
Unit-4 |
Teaching Hours:20 |
Unit 4
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Integrating Listening Skills | |
Text Books And Reference Books: Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2017). Intentional interviewing and counseling: Facilitating client development in a multicultural society [9th Edition]. Cengage Learning. | |
Essential Reading / Recommended Reading Evans, D.R., Hearn, M.T., Uhlemann, M.R., & Ivey, A.E. (2008). Essential Interviewing: A Programmed Approach to Effective Communication. Thomson: Brooks/Cole. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 40% is required to pass the course. (CIA+ESE)
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MPC181 - COMMUNITY SERVICE - I (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course description: In this course students will spend four hours a week or a total of 30 hours during the semester involved in supervised community service. Students are encouraged to work alongside NGO’s or other professional bodies. Students will engage in activities such as children, adolescents and youth teaching/tutoring, community organization, psychological assessment and mental health awareness. Reflections on their interactions are integral part of this course. Student engagement will be assessed by a supervisor. Course objectives: This course will help the learner:
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Course Outcome |
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CO1: Understand the mental health related and other issues in our society. CO2: Identify the needs of underprivileged population. CO3: Address the mental health issues among various communities. |
Unit-1 |
Teaching Hours:2 |
Introduction
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Community service: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of psychologist in community service: Social Psychologist, Community Psychologist & Counselor. Outcomes of community service: Personal outcome; Social outcome, Learning outcome and Career outcome. | |
Unit-2 |
Teaching Hours:30 |
Fieldwork
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Students in groups will partner with various NGO’s and organizations working in the areas of education, development, interventions and mental health. As part of the course requirement the students will be involved in the community oriented activities of the organizations they affiliate with. The NGO’s or Organizations along with the faculty coordinator will be responsible for the process delivery. These placements will offer students hands-on experiences in working with various issues in community and facilitate meaningful learning. | |
Unit-3 |
Teaching Hours:13 |
Reflection
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Reflection is a core component of Community service. It is a period of critical thinking performed by the student and is based on a specific or overall experience of the student. It guides students towards greater personal development by coming to a better understanding of their own values, opinions, and assumptions. The types of reflection which can be used are, class discussion, brainstorming, sharing of critical personal and group incidents, directed writings, experiential research paper, student portfolios and so on. The students are expected to discuss in groups at the end of this course using the following guidelines. Reason for choosing the organization •The planning phase of service learning initiatives •Logistics for the initiative of the action •Stakeholders/beneficiaries •Execution of the action initiative •Specific learning outcome •Evaluation | |
Text Books And Reference Books: America’s Promise—The Alliance for Youth (2004). Connecting Communities with Colleges & Universities. 909 North Washington Street, Suite 400, Alexandria,VA 22314-1556. | |
Essential Reading / Recommended Reading Bringle, R. G. & Hatcher, J. A. (1996). Implementing Service Learning in Higher Education. The Journal of Higher Education, 67(2), 221-239. | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course. | |
MPC221 - PROFESSIONAL DEVELOPMENT-II (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course description: This course is an extension of the professional development course offered in the first semester and encourages students to continue to examine their developing identities as counsellors in training. Course objectives: This course will help the learner to:
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Course Outcome |
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CO1: Recognize adaptive strategies and apply it to their current needs and problems. CO2: Demonstrate higher levels of self-awareness. CO3: Listen Empathetically. CO4: Engage in reflective writing. CO5: Demonstrate higher levels of trust. |
Unit-1 |
Teaching Hours:15 |
Unit 1
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Life Review Themes - 1 | |
Unit-2 |
Teaching Hours:15 |
Unit 2
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Life Review Themes - 2 | |
Text Books And Reference Books: NA | |
Essential Reading / Recommended Reading NA | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course. | |
MPC231 - QUALITATIVE RESEARCH METHODS IN COUNSELLING PSYCHOLOGY (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course provides a theoretical foundation in qualitative research methods including an orientation to diverse research paradigms and research designs. The course will provide basic hands-on training in collecting, analyzing, and reporting qualitative data. Along with courses on research in the first and second semester, this course intends to provide students with the theoretical background to develop their research proposal. This course is also a pre-requisite for an advanced level course on qualitative data analysis. The course meets local needs of providing the necessary worldviews and skills to produce knowledge from the peripheries. As the importance of qualitative research in counseling psychology grows globally, the course also meets global needs. The course is interdisciplinary in nature, and draws from history and philosophy of science, sociology, anthropology, literature, cultural studies and performance studies. It also addresses cross-cutting issues through the use of exemplar research articles that problematize mainstream knowledge production in psychology from anti-capitalistic, anti-caste, decolonial, feminist, queer, and disability lenses. Course objectives: This course will help the learner to:
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Course Outcome |
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CO1: Demonstrate knowledge of the philosophical foundations of different traditions in qualitative research. CO2: Discuss the relationship between paradigms, methods, and knowledge produced in counselling psychology. CO3: Analyse different disciplinary influences on research designs and analysis in qualitative research CO4: Demonstrate skills of proposal writing and reporting qualitative research. CO5: Demonstrate skills of collecting, analyzing, and interpreting qualitative data, and using qualitative data analysis softwares. |
Unit-1 |
Teaching Hours:15 |
Foundations of Qualitative Research
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Defining qualitative research; Historical development of qualitative research; Key philosophical orientations/worldviews/paradigms in qualitative research (positivism, interpretivism, constructivism, critical theory, post-structural/post-modern); Contrasting qualitative and quantitative research | |
Unit-2 |
Teaching Hours:15 |
Conceptualizing qualitative research
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Components of a qualitative research proposal; Conceptualizing research questions, issues of paradigm, Designing samples, Theoretical sampling, Different traditions of qualitative research; Grounded theory, Narrative approach, Phenomenology, Ethnography, Case study, Action research; Issues of credibility and trustworthiness | |
Unit-3 |
Teaching Hours:15 |
Qualitative Data Collection Labs
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What is qualitative data? Various methods of collecting qualitative data: participant observation, interviewing, focus groups; Life history and oral history, documents, diaries, photographs, films and videos, conversation, texts and case studies. | |
Unit-4 |
Teaching Hours:15 |
Qualitative data analysis and writing
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Different traditions of qualitative data analysis; thematic analysis, Content analysis, Narrative analysis, discourse analysis, qualitative data analysis software, NVIVO, Reporting qualitative research data. | |
Text Books And Reference Books: Mcleod, J. (2011). Qualitative Research in Counseling and Psychotherapy. Sage Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches. Sage. Ritchie, J., Lewis, J., McNaughton Nicholls, C., &; Ormston, R. (2014). Qualitative research practice: A guide for social science students and researchers (2nd ed.). Sage Publication Limited. | |
Essential Reading / Recommended Reading Bryman, A (Ed.)(2007) Sage Benchmarks in social science research methods Vol.I,Vol.II ,Vol,III,and Vol. IV. Sage Publications Kvale, S. (Ed.) (1997).Psychology & Post-modernism.Sage Publications McGhee, P. (2001). Thinking critically about qualitative research in psychology. In P. McGhee, Thinking psychologically (pp.98-111). Palgrave Smith, J.A.(ed.)(2003).Qualitative psychology: A practical guide to research methods. Sage. Smith, J.A., Harre,R., & Langenhove,L.V.(eds.).(1995).Rethinking methods in psychology. Sage. Willig, C.(2001).Introducing qualitative research in psychology: Adventures in theory and method. Open University Press. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 40% is required to pass the course. (CIA+ESE) | |
MPC232 - COUNSELLING THEORIES AND TECHNIQUES - II (GROUP) (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This courseis an applied course with a focus on integration of theory and clinical group work, and discussion of clinical, professional, and ethical issues. This course is designed for students to gain group counselling skills and self-awareness about how one’s own qualities, needs, motivations, and values can either facilitate or interfere with one’s effectiveness as a group counsellor. Course objectives: This course will help the learner gain familiarity with
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Course Outcome |
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CO1: Plan a group session CO2: Open and close a small group CO3: Identify group dynamics as they occur within a group CO4: Identify the roles they play in group CO5: Demonstrate knowledge of group theory CO6: Demonstrate competence in group counselling skills
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Unit-1 |
Teaching Hours:15 |
Introduction
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Goals, Functions and Definitions of Group guidance, Group Counselling & Group Therapy; Group vs. Individual Counselling; Types of groups. Skills training Lab: Planning and Starting Groups; Exercises; Therapeutic Forces; Dealing with problem situations in groups. | |
Unit-2 |
Teaching Hours:15 |
Using Counselling Theories in Groups
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REBT, Reality Therapy, Adlerian Therapy, TA, Gestalt Therapy, Solution-Focused Therapy, Trans theoretical Model; Psychodrama. Skills training Lab: Attending and Observation Skills; Focusing, pacing, leading and linking skills. | |
Unit-3 |
Teaching Hours:15 |
Issues in Group Counselling
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Co leading, Ethical Considerations; Legal Issues; Training of Group Counsellors Skills training Lab: Leadership skills of basic listening sequence; Skills of structuring dimensions and stages of groups. | |
Unit-4 |
Teaching Hours:15 |
Application of Group Processes to Special Groups
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Children, Adolescents, Couples, Older Clients, Addiction Groups, Divorce Groups Skills training Lab: Skills and strategies for interpersonal influence; Closing a session or a group. | |
Text Books And Reference Books: Jacobs, Ed E., Masson, Robert L., Harvill, Riley L. (2009). Group Counselling: Strategies and skills. Thomson: Brooks/Cole. Corey, Gerald (2000). Theory and Practice of Group Counselling (5th Ed). Brooks/Cole. | |
Essential Reading / Recommended Reading Corey, M.S., Corey, Gerald (2006). Groups process and Practice (7th Ed). Thomson: Brooks/Cole. Capuzzi, Dave (2002). Approaches to Group Work: A Handbook for Practitioners. Prentice Hall. Ivey, A.E., Pedersen, P.B. & Ivey, M.B. (2001). Intentional group counselling: A micro skill approach. Wadsworth. Yalom, LD (1995). The theory and practice of group therapy (4th Ed). Basic books. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 40% is required to pass the course. (CIA+ESE) | |
MPC233 - SOCIAL AND CULTURAL FOUNDATIONS FOR COUNSELLING (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This course familiarizes the students with some of the major theoretical perspectives in social and cultural psychology. Appreciating interpersonal and group level psychological processes in the cultural context, this course analyzes multimodal influences on human behaviour. Applications to counselling will be discussed. Course objectives: This course will help the learner to gain a familiarity with
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Course Outcome |
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CO1: Understand the social and cultural roots of individual behaviour CO2: Demonstrate a range of interpersonal skills required in counselling psychology encounters. CO3: Examine their own attitudes, behaviours, perceptions, and biases to develop culturally aware approaches to teaching, counselling, and/or administration |
Unit-1 |
Teaching Hours:15 |
Self, society and personality
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Development of self; Self, narrative and identity: Culture and social identities, diverse identities; Perception of Self and Others; Self-presentation | |
Unit-2 |
Teaching Hours:15 |
Social Relationships
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Social cognition: a)Attribution, bias and errors in attribution; b) Prejudice, Stereotypes, Stigma Discrimination; c) Attitudes: attitude organization, methods of attitude change, persuasion and propaganda techniques. Social Relationships: a) Nature, dimensions and dynamics of interpersonal relationships: interpersonal attraction, sexual orientation and gender identity, Overview of queer affirmative therapy;c)Aggression: nature and characteristics; individual differences in aggression; Violence: sexual harassment, interpersonal violence, Violence and trauma in South Asia. | |
Unit-3 |
Teaching Hours:15 |
Society, Culture and Mental Health
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Culture and mental health: Issues in cross-cultural psychology/psychiatry- Cultural competency, cultural humility, Cultural formulation interview, cultural brokers. Dealing with ethnic minorities – the cultural dimension of individual behaviour: acculturation, assimilation, refugees, migrant workers and other marginalised sections in South Asia. a) Diversity in Socialization; b) Poverty, Deprivation and Disadvantage; c) Mental health & psychopathology: Global mental health and medical pluralism in South Asia: Indian systems of medicine and other indigenous healing systems d) Diverse childhoods: disability, gender and other social locations in India. | |
Unit-4 |
Teaching Hours:15 |
Globalisation, community and mental health
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Complex worlds and social behaviour; Social psychology and contemporary issues – globalization and its impact on mental health; Social psychology in (community) mental health settings; Social psychology at work- job satisfaction, performance, diversity, inclusion, recruitment, well-being at workplace. | |
Text Books And Reference Books: Baumeister,R.F. and Bushman, B.J. (2014). Social Psychology and human nature. Third edition. New Delhi : Cengage publishers. Fraser, C., and Burchell, B. (2001). Introducing Social Psychology. Cambridge: Polity. J. Bockmeier and D. Carbaugh (eds) Narrative and identity: Studies in autobiography, self, and culture. Mohanty, A. K., & Misra, G. (Eds.). (2000). Psychology of poverty and disadvantage (Vol. 2). Concept Publishing Company. Ranade, K. (2018). Growing Up Gay in Urban India: A Critical Psychosocial Perspective. Springer Nature: Singapore, ISBN 978-981-10-8365-5. Ranade, K., & Chakravarty, S. (2016). ‘Coming Out’of the Comfort Zone: Challenging Heteronormativity Through Affirmative Counselling Practice with Lesbian and Gay Clients. In Ethical Issues in Counselling and Psychotherapy Practice (pp. 141-154). Springer Singapore Curran, T., & Runswick-Cole, K. (2013). Disabled Children’s Childhood Studies. Critical Approaches in a Global context. Palgrave Macmilan. | |
Essential Reading / Recommended Reading Berry, J.W., Mishra, R.C. & Tripathi, R.C. (Eds). (2003). Psychology in human and social development: lessons from diverse cultures. New Delhi: Sage. Blaine, B.E. (2013). Understanding the psychology of diversity. Second edition. Thousand Oaks, California: Sage Publications Crisp, R.J. and Turner, R.N.(2014).Essential social psychology. New Delhi: Sage. Dalal, A.K. and Misra, G. (Eds.) (2002). New directions in Indian Psychology (Vol 1: Social Psychology). (pp.19-49). New Delhi: Sage. Dasen, P.R. Berry, J.W. & Sartorius, N. (1988) (Eds.). Health and cross-cultural psychology: toward applications. New Delhi: Sage. Gilbert, D.T., Fiske, S.T., and Lindzey. G. (Eds). (1998). The handbook of social psychology (4th ed.). New York: Oxford University Press. Kakar, S. (1982). Shamans, Mystics and Doctors. Delhi: Oxford University Press. Kao, H.S.R., Sinha, D. (Eds.) (1997). Asian perspectives on psychology. New Delhi: Sage. Linda, S. (Ed) (2017). Applied social psychology: understanding and managing social problems. Cambridge, UK: Cambridge university press Lott, B.E. (2010).Multiculturalism and diversity: a social psychological perspective: Chichester: UK; Malden.MA: Wiley-Blackwell Matsumoto, D. & Juang, L. (2004). Culture and psychology. Australia: Thomson Wardsworth. Pandey, J. (Ed.) (2004). Psychology in India revisited (Vol-3). ND: Sage. 3 Saraswathi, T.S. (Ed). (1999). Culture, socialization and human development. New Delhi: Sage. Smith, P.B., Bond, M.H. & Kagitcibasi,C. (2006). Understanding social psychology across cultures. London: Sage. Tuffin, K. (2005). Understanding Critical Social Psychology. ND: Sage. Vindhya, U. (Ed). (2003).Psychology in India: Intersecting crossroads. New Delhi: Concept publishing company. Kapur, R.L. (1994). Violence in India: A Psychological Perspective. D.L.N. Rao Murthy Oration, Indian Journal of Psychiatry, 36(4), 163-169. Nancy, A.R. (2013). Aversive racism and intergroup contact theories: Cultural competence in a segregated world. Journal of social work education, 49 (4), p 564-579. Winnifred, R.L.(2009). Collective action and then what?. Journal of social issues, 65 (4); p727-748 | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 40% is required to pass the course. (CIA+ESE) | |
MPC234 - MENTAL HEALTH DISORDERS (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This course has been conceptualized in order to enable the students to understand the various mental health disorders affecting an individual from infancy to old age. Course objectives: This course will help the learner
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Course Outcome |
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CO1: Understand various types of mental disorders. CO2: Make a provisional diagnosis of psychological conditions using the ICD 10. CO3: Clearly differentiate the manifestation of various disorders in children and adults CO4: provide the possible causal factors based on the psychosocial profile of the client.
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Unit-1 |
Teaching Hours:15 |
Classification and Psychopathology of Neuro Psychological Conditions.
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Systems of classification, basic features; DSM 5, ICD-10, similarities, differences and critical evaluation; Dementia, delirium, head injury, epilepsy, other amnesic syndromes | |
Unit-2 |
Teaching Hours:15 |
Psychopathology of Addiction, Psychotic and Personality Disorders.
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Models of addiction, schizophrenia, delusion, other psychotic disorders. Clinical characteristics, etiology. Clinical characteristics, etiology and theories of cluster A, B and C personality disorders | |
Unit-3 |
Teaching Hours:15 |
Psychopathology of Mood and Anxiety Disorders
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Depression, bipolar affective disorders; Phobia, GAD, panic, OCD, PSTD, adjustment disorder; Clinical characteristics, etiology. Dissociative disorder, somatoform disorder, other neurotic disorder | |
Unit-4 |
Teaching Hours:15 |
Disorders of Infancy, Childhood and Adolescence.
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Specific developmental disorder of scholastic skills; Pervasive developmental disorders Behavioral and emotional disorders; Disorders of social functioning | |
Text Books And Reference Books: Barlow, D.H., Durand, M.V. & Hofmann, S.G. (2018). Abnormal Psychology: An Integrative Approach. 8th Ed. Cengage. Ahuja, N. (2011). A Short Textbook of Psychiatry. Jaypee Brothers Medical Publishers (P) Ltd. World Health Organization. (1992). ICD-10 Classifications of Mental and Behavioural Disorder: Clinical Descriptions and Diagnostic Guidelines. World Health Organization. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Association. Sadock, B.J. & Sadock, V.A. (2003). Kaplan & Sadock’s Synopsis of psychiatry: Behavioral sciences/clinical psychiatry (9th. Ed.). Lippincott Williams & Wilkins.
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Essential Reading / Recommended Reading Adams, H.E., Sutker, P.B. (2001). Comprehensive handbook of psychopathology (3rd Ed.). Kluwer Academic publishers. Hecker, S.E. & Thorpe, G.L. (2005). Introduction to clinical psychology: Science, practice & ethics. Pearson Education, Inc. Millon, T., Blaney, P., & Davis, R.D. (1998). The oxford textbook of psychopathology. Oxford University Press. Smith, N.W. (2001). Current systems in psychology: History, theory, research & applications. Wadsworth/Thomson learning.
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Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 40% is required to pass the course. (CIA+ESE) | |
MPC251 - MULTICULTURAL COUNSELLING SKILLS - II (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This course is a continuation of the Multicultural Counselling Skills Course–I. The developmental model of training is followed. Here the student is trained in the more advanced skills of influencing and bringing about client change, case conceptualization and treatment planning through observation and roleplay. Course objectives: The aim of this course is to learn •Advanced individual counselling skills. •To use counselling techniques in applied settings. •Conceptualization of client problems and effectively work towards client change and growth. |
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Course Outcome |
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CO1: Identify expected outcomes of advanced counseling skills (empathic confrontation, reflection of meaning, reframing/interpretation; strategies for change). CO2: Apply advanced counselling skills (empathic confrontation, reflection of meaning, reframing/interpretation; strategies for change). CO3: Demonstrate integration of basic and advanced skills in practice counselling sessions. CO4: Construct case conceptualization, and treatment and session plans. |
Unit-1 |
Teaching Hours:15 |
Unit 1
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Review; Confrontation Skills; Reflection of Meaning; Influencing Skills – Six Strategies for change. | |
Unit-2 |
Teaching Hours:15 |
Unit 2
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Skill Integration; Integrating Micro skills with Theory; Determining Personal Style & Future Theoretical/ Practical Integration. | |
Unit-3 |
Teaching Hours:15 |
Unit 3
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Case history gathering, mental status examination, 4-P model, major symptoms/provisional diagnosis, choosing a modality of therapy. | |
Unit-4 |
Teaching Hours:15 |
Unit 4
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Incorporating conceptualization, creating goal/objectives, choosing modality, & intervention planning, treatment planning and session mapping. | |
Text Books And Reference Books: Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2017). Intentional interviewing and counseling: Facilitating client development in a multicultural society [9th Edition]. Cengage Learning | |
Essential Reading / Recommended Reading Evans, D.R. , Hearn, M.T., Uhlemann, M.R., & Ivey, A.E. (2008). Essential Interviewing: A Programmed Approach to Effective Communication. Thomson: Brooks/Cole. Nelson-Jones, R. (2008). Basic Counselling Skills: A Helper’s Manual. Sage Publications.
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Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 40% is required to pass the course. (CIA+ESE) | |
MPC252 - PSYCHOLOGICAL ASSESSMENT (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This is a practical course aimed at familiarizing students with different assessment methods including psychological tests. A range of Personality, Intelligence, Aptitude and Achievement tests are covered. This course provides an in-depth examination of projective techniques as a tool for psychological assessment in counselling. Through hands-on practice, students will develop the skills to administer and interpret projective techniques and integrate the results with other assessment methods to develop a comprehensive understanding of clients' psychological functioning. The course will also cover effective communication skills for presenting and discussing the results of projective techniques and other assessment with clients and their application in the development of treatment plans and interventions. Course objectives: The course is intended to help students:
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Course Outcome |
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CO1: Administer and interpret Intelligence, Personality, and Career interest and aptitude measures CO2: Integrate the results of psychological tests and projective techniques with other assessment methods to develop a comprehensive understanding of clients' psychological functioning. CO3: Demonstrate effective communication skills in presenting and discussing the results of psychological testing with clients. CO4: Apply psychological testing in the development of treatment plans and interventions. |
Unit-1 |
Teaching Hours:15 |
Unit 1
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The purpose of assessment in counselling. Assessment principles. Overview of assessment areas: Initial assessment in counselling – Case history, MSE: Identifying a clients problem using a clinical interview, suicide risk assessment | |
Unit-2 |
Teaching Hours:15 |
Unit 2
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Intelligence and general ability testing (WISC IV, Bhatia’s battery, Vineland Social Maturity Scale, Bharatraj Development Schedule). | |
Unit-3 |
Teaching Hours:15 |
Unit 3
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A. Assessment in career counselling (Comprehensive Interest Schedule), Measuring Achievement and aptitude (DBDA), Developmental Aptitude Test B. Assessments in Personality (16 PF, MAPS, EPQ and MBTI)
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Unit-4 |
Teaching Hours:15 |
Unit 4
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Projective techniques: Thematic Apperception Test, Sentence Completion Test, Child Apperception Test, Draw a Person Test, Rorschach- Demo only | |
Text Books And Reference Books: Test Manuals | |
Essential Reading / Recommended Reading Aiken, L.R., & Groth- Marnat, G. (2006). Psychological Testing and Assessment – twelfth edition. Boston, MA: Pearson. Anastasi, A. & Urbina, S. (1997). Psychological testing. N.D.: Pearson Education. Cormier, S.& Cormier, W.H. Interviewing Strategies for Helpers: Fundamental Skills And Cognitive- Behavioural Interventions (Counselling Series). Wadsworth Publishing Co. Kaplan, R.M. & Saccuzzo, D.P. (2007). Psychological Testing: Principles, Applications, and Issues. Australia: Thomson Wadsworth. Whiston, S.C (1999). Principles and applications of assessment in counselling, Wadsworth, Belmont. Brooks- Cole | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 40% is required to pass the course. (CIA+ESE) | |
MPC271 - RESEARCH PROPOSAL AND SUPERVISION (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: This course is intended to help students develop skills of writing a research proposal and defending it. Students are supported as they progress through the different stages of their research work which include data collection, data analysis and writing up their dissertation.
Course objectives: This course will help the learner to conceptualize a research problem and choose an appropriate research design to carry out the research.
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Course Outcome |
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CO1: Identify a research problem CO2: Select appropriate research design to study the problem CO3: Write a research proposal and defend it CO4: Collect data in an ethical manner |
Unit-1 |
Teaching Hours:30 |
UNIT 1
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Developing a Research Proposal Ethical Issues in Research Supervision of Research Process | |
Text Books And Reference Books: Coolican, H. (2004). Research methods and Statistics in Psychology. Hoddes Arnold
| |
Essential Reading / Recommended Reading Garrett, H. E. (2005). Statistics in psychology and Education. Paragon international publishers | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course. | |
MPC331 - CHILD AND ADOLESCENT COUNSELLING (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Course description: The course prepares trainee counsellors to address the specific needs of children and adolescents, emphasising developmental, academic and career-related issues. This paper appraises critical ethical and legal issues while working with children and adolescents. We will discuss various roles of a child and adolescent counsellor, including working with parents and school staff as a consultant and collaborator to provide services for children. Courses including multicultural counselling skills, counselling theories and techniques (individual and groups), and Life span psychology are critical foundational and prerequisite courses for this course. This course is taken along with a supervised practicum in the third semester to allow students to practice and develop specific skill sets to work with children and adolescents. |
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Course Outcome |
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CO1: Evaluate various ethical considerations, counselling strategies and the use of mediums while working with children and adolescents. CO2: Analyse different evidence-based preventive and promotive models to support behavioural, academic and career-readiness issues within the school and educational settings. CO3: Apply the knowledge of school-based consultation and collaboration models to develop services for students, school staff and families. CO4: Reflect on the role of a child and adolescent counsellor as a leader, advocate, consultant and service provider in Indian school systems. |
Unit-1 |
Teaching Hours:15 |
Counselling Process and Relationship
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Counselling needs of children and adolescents, locations of needs (School, Family, Residential care, community, at risk) and Nature of issues (Emotional, behavioural, conduct, developmental, learning). Characteristics of child and adolescent counsellor Use of mediums- play and art with children, Ethical and legal issues while working with minor clients
| |
Unit-2 |
Teaching Hours:15 |
Counselling in Educational Context
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Devising Tiered Model interventions for specific issues in an educational setting: Working with children with special needs. principles of special education, behavioural management. Individualized educational programmes.
Career Readiness: theories of career development, influences on career development.
Learning and Teaching Needs/Academic Readiness and advising: Learning styles: VAK Model, Kolb’s experiential model. study skills and academic advising: reading, writing, note making, time management. cognitive issues: factors influencing attention and concentration, remembering, forgetting; teacher-student relationship, school climate. | |
Unit-3 |
Teaching Hours:15 |
Counsellor as Educational Consultant
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Consultation Models and Skills- mental health, behavioural, process and organisational models | |
Unit-4 |
Teaching Hours:15 |
School-based Interventions and Policies
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School counselling models and policies- The ASCA National Model: A Framework for School Counseling Programs; UNCRC, National level initiatives-NCPCR; Advocating for minor clients, advocating for counselling for children and adolescents, their mental health needs. Roles of school counsellor and challenges. | |
Text Books And Reference Books: Santrock, J.W. (2003). Educational psychology. McGraw-Hill. Geldard, K., Geldard, D., & Foo, R. Y. (2013). Counselling children: A practical introduction. Sage. Woolfolk, A. (2007). Educational psychology (10th ed.). Allyn & Bacon. | |
Essential Reading / Recommended Reading American School Counselor Association (2012). The ASCA National Model: A framework for school counseling programs, Third Edition. Alexandria. Ferguson, S. (2002). What parents need to know about children. Dallas, TX: Ludic. Forman, S.G., & Crystal, C.D. (2015). Systems consultation for multitiered systems of supports (MTSS): Implementation issues. Journal of Educational and Psychological Consultation, 25(2-3), 276- 285. https://doi.org/10.1080/10474412.2014.963226 McClure, F. & Teyber, E. (2003). Casebook in child and adolescent treatment: Cultural and familial contexts. Pacific Grove, CA: Brooks/Cole. Naar-King, S., & Suarez, M. (2011). Motivational interviewing with adolescents and young adults. Guilford. Schmidt, J. (2008). Counseling in schools: Comprehensive programs of responsive services for all students. Allyn and Bacon. Sharry, J. (2004). Counselling children, adolescents and families: A strengths-based approach. Sage Publications Ltd. Studer, J.R. (2015). The essential school counselor in a changing society. Sage. Vernon, A. (2009). Counseling children and adolescents (4th ed.). Denver, CO: Love Publishing. | |
Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course. (CIA+ESE) | |
MPC332 - COUNSELLING THEORIES AND TECHNIQUES - III (COUPLES AND FAMILIES) (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This course has been conceptualized in order to provide an overview of the different family therapy models. Students will be encouraged to view the historical and cultural contexts within which family and marital therapy (including couples therapy) have emerged. Course objectives: This course will help the learner to:
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Course Outcome |
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CO1: Trace the historical development of family therapy. CO2: Assess family dynamics in a structured manner. CO3: Apply concepts from family system theories to understand family dynamics and thereby develop treatment plans for couples and families. |
Unit-1 |
Teaching Hours:15 |
Unit 1
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Historical evolution of the field of marriage and family therapy. Current and Future trends. Foundations of Family Therapy. Early models, Fundamental concepts (Cybernetics, Systems theory, Social constructivism, Attachment theory); Family therapy research | |
Unit-2 |
Teaching Hours:15 |
Unit 2
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Classical schools: Bowen, Structural, Experiential, Psychoanalytic, Cognitive-Behavioural. | |
Unit-3 |
Teaching Hours:15 |
Unit 3
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Recent Developments- Post modernism, Feminist critique, Solution focused therapy, Narrative Therapy. | |
Unit-4 |
Teaching Hours:15 |
Unit 4
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Contemporary approaches: the Gottman Method, Emotionally Focussed Couple Therapy, Integrative models | |
Text Books And Reference Books: Nichols, M. P., & Davis, S. (2017). Family therapy: Concepts and methods (11th Ed). Pearson. | |
Essential Reading / Recommended Reading Carter, B. & McGoldrick, M. (1999). The changing family life cycle. 3rd. Ed. Boston: Allyn and Bacon. McGoldrick, M. & Gerson, R. (1999). Genograms in family assessment. 2nd. Ed. New York: Norton. Gehart, D. R. (2013). Mastering competencies in family therapy: A practical approach to theory and clinical case documentation. Cengage Learning. Satir.V.(2008) Satir Transformational Systemic Therapy. Publisher: Science & Behavior Books Steve de Shazer. (1982) Patterns of Brief Family Therapy: An Ecosystemic Approach. Guilford Publications Napier, A.Y & Whitaker, C. (1988). The Family Crucible: The Intense Experience of Family Therapy. New York: Harper and Row. Gottman, J. M., & Gottman, J. S. (2015). Gottman couple therapy. In A. S. Gurman, J. L. Lebow, & D. K. Snyder (Eds.), Clinical handbook of couple therapy (pp. 129–157). The Guilford Press. Johnson, S. M. (2015). Emotionally focussed couple therapy. In A. S. Gurman, J. L. Lebow, & D. K. Snyder (Eds.), Clinical handbook of couple therapy (pp. 97–128). The Guilford Press. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course. (CIA+ESE) | |
MPC351 - PSYCHOLOGICAL ASSESSMENT (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Course description: This is a practical course aimed at familiarizing students with different assessment methods including psychological tests. A range of Personality, Intelligence, Aptitude and Achievement tests are covered. This course provides an in-depth examination of projective techniques as a tool for psychological assessment in counselling. Through hands-on practice, students will develop the skills to administer and interpret projective techniques and integrate the results with other assessment methods to develop a comprehensive understanding of clients' psychological functioning. The course will also cover effective communication skills for presenting and discussing the results of projective techniques and other assessment with clients and their application in the development of treatment plans and interventions. Course objectives: The course is intended to help students:
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Course Outcome |
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CO1: Administer and interpret Intelligence, Personality, and Career interest and aptitude measures CO2: Integrate the results of psychological tests and projective techniques with other assessment methods to develop a comprehensive understanding of clients' psychological functioning. CO3: Demonstrate effective communication skills in presenting and discussing the results of psychological testing with clients. CO4: Apply psychological testing in the development of treatment plans and interventions. |
Unit-1 |
Teaching Hours:15 |
Unit 1
|
|
The purpose of assessment in counselling. Assessment principles. Overview of assessment areas: Initial assessment in counselling – Case history, MSE: Identifying a clients problem using a clinical interview, suicide risk assessment | |
Unit-2 |
Teaching Hours:15 |
Unit 2
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Intelligence and general ability testing (WISC IV, Bhatia’s battery, Vineland Social Maturity Scale, Bharatraj Development Schedule). | |
Unit-3 |
Teaching Hours:15 |
Unit 3
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A. Assessment in career counselling (Comprehensive Interest Schedule), Measuring Achievement and aptitude (DBDA), Developmental Aptitude Test B. Assessments in Personality (16 PF, MAPS, EPQ and MBTI)
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Unit-4 |
Teaching Hours:15 |
Unit 4
|
|
Projective techniques: Thematic Apperception Test, Sentence Completion Test, Child Apperception Test, Draw a Person Test, Rorschach- Demo only | |
Text Books And Reference Books: Test Manuals | |
Essential Reading / Recommended Reading Aiken, L.R., & Groth- Marnat, G. (2006). Psychological Testing and Assessment – twelfth edition. Boston, MA: Pearson. Anastasi, A. & Urbina, S. (1997). Psychological testing. N.D.: Pearson Education. Cormier, S.& Cormier, W.H. Interviewing Strategies for Helpers: Fundamental Skills And Cognitive- Behavioural Interventions (Counselling Series). Wadsworth Publishing Co. Kaplan, R.M. & Saccuzzo, D.P. (2007). Psychological Testing: Principles, Applications, and Issues. Australia: Thomson Wadsworth. Whiston, S.C (1999). Principles and applications of assessment in counselling, Wadsworth, Belmont. Brooks- Cole | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70%
End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course. (CIA+ESE) | |
MPC352 - SUPERVISED PRACTICUM (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Course description: The students will be at practicum sites 2 days a week. They will engage in providing counselling services which include, individual counselling, group counselling and psycho-education. Two hours a week they will receive supervision at college in batches of 8-10 students. The students discuss cases seen at their practicum sites and elicit feedback from their peers and supervisors. Course objectives: This course will help the learner to gain a familiarity with various counseling skills, including assessment, conceptualization and planning interventions. It will also provide students an insight into transference and countertransference issues they may experience with their clients. |
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Course Outcome |
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CO1: Elicit information from a client and prepare a structured case history and mental status examination report. CO2: Conceptualize cases using various theoretical perspectives. CO3: Plan interventions based on case conceptualizations. |
Unit-1 |
Teaching Hours:30 |
Unit 1
|
|
Case presentation and group supervision
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Text Books And Reference Books: Borders, L.D. & Brown, L.L. (2005). New Handbook for Counselling Supervision. Lawrence Erlbaum Associates, New Jersey | |
Essential Reading / Recommended Reading Jongsma Jr, A.E., Peterson,L. M., & Bruce, T.J. (2006). The complete adult psychotherapy treatment planner, 4th Ed. Hoboken, NJ. Wiley. Jongsma Jr, A.E., Peterson,L. M., Mc Innis, W.P., & Bruce, T.J. (2006). The adolescent psychotherapy treatment planner, 4th Ed. Hoboken, NJ. Wiley | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% Continuous Internal Assessment 1) Pre-course self-assessment - 10 marks Write a two-page paper assessing yourself as a developing counsellor. The paper should include the following: (a) your strengths as a counsellor in training, (b) learning goals for the semester, (c) counter-transference issues requiring additional examination and work, and (d) theoretical orientation(s) to which you subscribe.
2) Mid-Semester Viva - 20 marks The viva is based on the students' work at their internship site and general counselling knowledge including theories and its application. 3) Group supervision presentation - 15 marks 4) Participation (inputs given to peers during supervision) -10 marks 5) Progress notes and Logs - 10 marks 6) Attendance- 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE. End Semester Examination: ESE viva - 30 marks The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE)
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MPC371 - RESEARCH MANUSCRIPT (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: The student engages in original research work and writes a manuscript based on a field study to publish in a nationally/internationally reputed journal. This course helps the students organize learnt concepts, conceptualize and work on short feasible projects by applying their knowledge of research methodology creatively. Course objectives :
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Course Outcome |
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CO1: Collect data in an ethical manner. CO2: Carry out a field study, conduct the necessary data analysis and discuss the results. CO3: Prepare a manuscript in scientific format for publication in a nationally/ internationally reputed journal |
Unit-1 |
Teaching Hours:30 |
Research Process
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Completing a field study, choosing a journal for publication, writing the manuscript as per journal requirements | |
Text Books And Reference Books:
APA. (2010). Publication manual of the American Psychological Association (6th Ed.).Washington, DC: American Psychological Association. | |
Essential Reading / Recommended Reading American Psychological Association. (2012). APA guide to electronic references (6th Ed.). Washington, DC: American Psychological Association Hartley, J. (2008). Academic Writing and Publishing: A Practical Guide. Taylor and Francis. ISBN 0 203927982 | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course. (CIA+ESE) | |
MPC381 - COMMUNITY SERVICE - II (SUMMER PLACEMENT) (2022 Batch) | |
Total Teaching Hours for Semester:0 |
No of Lecture Hours/Week:0 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: Students will do volunteer work with any community / mental health agency at the end of the second semester during the summer holidays for a minimum period of 30 days. The student can choose a volunteer opportunity that best suits their skills, availability, and expectations. Course Objectives: The main objectives of the Internship are that
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Course Outcome |
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CO1: Identify a client population they might like to work with. CO2: Work in an organisational setting. CO3: Demonstrate professionalism in the workplace. |
Unit-1 |
Teaching Hours:0 |
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UNIT 1
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Volunteer Work | |||||||
Text Books And Reference Books: NA | |||||||
Essential Reading / Recommended Reading NA | |||||||
Evaluation Pattern 1) Students are expected to prepare a log book in the following format: Name of the Agency Date: Day: No. of Hrs:
Total No. of Days Total No. of Hrs Signature & Name of the Authority
2) They are required to get a certificate letter from the Agency for volunteer work/ internship. 3) Submit a final Reflective report in the following format: Name – Course – Name of External Supervisor - Name of Organization – Name of Internal Supervisor – Outline
Marks Logbook – 10 marks Report – 40 marks An overall grade of 50% is required to pass the course. | |||||||
MPC431 - COUNSELLING INTERVENTIONS FOR SPECIAL POPULATIONS (2022 Batch) | |||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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Course description: This course provides an overview of counselling interventions for special populations. Various domains like Substance abuse counselling, health counselling, and queer affirmative practice are dealt with in this course. This course in the final semester aims to help students to integrate learning from the previous semester and apply it to provide counselling interventions for specific populations. Course objectives: This course will help the learner:
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Course Outcome |
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CO1: Identify and conceptualise substance use disorders and plan appropriate interventions CO2: Demonstrate the skills to work with LGBTQIA+ people employing queer-affirmative principles |
Unit-1 |
Teaching Hours:20 |
Substance Abuse counselling
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Understanding Use, Abuse and Dependence; Types of Drugs; Early Identification (risk factors); Nicotine Dependence; Assessment tools and application; Counselling for Motivation Enhancement; Brief Intervention Therapy; Denial; Counselling Individuals; Relapse Dynamic & triggers; Processes in Recovery (refusal skills) | |
Unit-2 |
Teaching Hours:20 |
Health Counselling
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Core issues in health psychology; psychoeducation; managing stigma, illness management; families, communities, promotion of mental health; Asian healing practices | |
Unit-3 |
Teaching Hours:20 |
Queer Affirmative Psychology Practice
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Sexual orientation and gender identity; Sexuality, genders and mental health disciplines in India; Queering psychological practice: Role of language; CBT, Family and couples Therapy, Person-Centred Therapy, Trans-affirmative practice; Guidelines and Manuals from India and outside.
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Text Books And Reference Books: Capuzzi, D., & Stauffer, M. D. (2014). Foundations of addictions counseling. Pearson. Miller, G. (2014). Learning the language of addiction counseling. John Wiley & Sons. Narrain, A., & Chandra, V. (2015). Nothing to fix: Medicalisation of sexual orientation and gender identity. SAGE Publications India. | |
Essential Reading / Recommended Reading Alcoholic Anonymous World Services, Inc. (1980). The twelve steps and the twelve traditions. New York: AA World Services, Inc. American Psychological Association (APA) Guidelines for Psychological Practice with Transgender and Gender Nonconforming People. 2015 Ranade, K. (2018). Growing up gay in urban India. Critical Psychosocial perspectives. Springer Singapore. Kumar, P. (2021). Sexuality, Abjection and Queer Existence in Contemporary India. Routledge. | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course. | |
MPC432 - TRAUMA INFORMED COUNSELLING (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course aims to introduce the learner to trauma-informed counselling. This course will help learners gain knowledge on techniques relevant to crisis and trauma management and enable them to understand the clinical outcome of exposure to trauma events and plan interventions accordingly. Course Objectives: The course intends to provide learners:
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Course Outcome |
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CO1: Understand the multidimensional impact of trauma and devise appropriate strategies for assessment CO2: Develop integrated trauma treatment plans. CO3: Develop treatment and intervention plans to address child abuse and neglect. CO4: Illustrate the process involved in reporting child abuse and neglect. |
Unit-1 |
Teaching Hours:15 |
Introduction to trauma
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|
Understanding stress, crisis & trauma; Effects of traumatic stress; Assessing trauma & post-traumatic outcomes; Principles of trauma treatment; Ethical & professional issues: secondary trauma and self-care; Integrated approaches in working with trauma | |
Unit-2 |
Teaching Hours:15 |
Therapeutic Interventions for Trauma-I
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Psychoeducation; Stability interventions; Crisis Intervention; Cognitive interventions | |
Unit-3 |
Teaching Hours:15 |
Therapeutic Interventions for Trauma-II
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Cognitive & emotional processing of trauma; Interventions for issues in relational functioning & self-organisation; Specific applications of trauma treatment | |
Unit-4 |
Teaching Hours:15 |
Child Abuse & Trauma
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|
Understanding child abuse, neglect, and trauma; short- and long-term consequences of childhood trauma; ethical issues in working with child abuse and trauma; legislations related to child abuse; prevention, intervention, and treatment of child abuse
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Text Books And Reference Books: Myers, J.E.B. (2010). The ASPAC Handbook on Child Maltreatment, 3rd Edition. Sage Publications. Cohen, J. A., & Mannarino, A. P. (2015). Trauma-focused cognitive behaviour therapy for traumatized children and families. Child and Adolescent Psychiatric Clinics, 24(3), 557-570. | |
Essential Reading / Recommended Reading Levers, L. L. (2012). Trauma counseling: Theories and Interventions. New York: Springer Pub. Gilliland, Burl E. & James, Richard K. (1998). Crisis Intervention Strategies. Brooks/Cole Publishing Company: USA.
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Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course. (CIA+ESE) | |
MPC433 - ENTREPRENEURIAL SKILLS FOR COUNSELLING PRACTISE (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: This course will introduce students to the world of business entrepreneurship for varied counselling practices. Students will explore the skills and challenges related to planning, launching, and maintaining an entrepreneurial venture. Through faculty and guest lectures students will learn about logistics, legal and ethical issues, marketing and branding, and business planning related to running a counselling practice. Through this course students will have the opportunity to develop a business plan for their practice of choice, to implement, should they choose, after graduation. Course objectives: This course will help the learner to: 1.Understand the elements of a viable business plan (vision/mission, business description, market research, financial Plan, marketing & Goals) 2.Explain ethical and sustainable business practices. 3.Develop logistical systems and business materials related to the operation of a counselling practice. |
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Course Outcome |
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CO1: Assess the viability and challenges of a business in area markets. CO2: Generate an ethical and sustainable business plan for a counselling practice. CO3: Apply logistical, legal, and marketing knowledge and skills related to operation of a business. |
Unit-1 |
Teaching Hours:10 |
Unit 1
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“Challenges of running a counselling practice”, “Business Basics”, & “Ethical and Legal considerations of a sustainable business” | |
Unit-2 |
Teaching Hours:10 |
Unit 2
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“Business Planning”, “Market Research”, “Financial Planning”, & “Marketing and Branding” | |
Unit-3 |
Teaching Hours:10 |
Unit 3
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“Operational Logistics”, “Office Policies”, “Documentation” & “Serving Consumer/Clients” | |
Text Books And Reference Books: Grodzki, L. (2015). Building your ideal private practice: A guide for therapists and other healing professionals. WW Norton & Company. Pinson, L. (2008). Anatomy of a business plan: the step-by-step guide to building your business and securing your company's future. Aka associates. | |
Essential Reading / Recommended Reading Baumgarten, H. (2017). Private Practice Essentials: Business Tools for Mental Health Professionals. PESI Publishing & Media. | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course. | |
MPC441A - ACCEPTANCE AND COMMITMENT THERAPY (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This course will provide an in-depth overview of Acceptance and Commitment Therapy (ACT), a third wave cognitive behavioural therapy, which integrates acceptance and mindfulness with principles of behaviour change. This course will explore foundational ACT concepts as they apply to assessment and interventions with clients. Course Objectives: This course will help the learner to:
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Course Outcome |
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CO1: Understand basic theoretical concepts underlying acceptance and commitment therapy. CO2: Conceptualize how ACT processes play a role in psychopathology and therapeutic change. CO3: Articulate and demonstrate specific acceptance and commitment therapy techniques. |
Unit-1 |
Teaching Hours:15 |
Unit 1
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Introduction and history of ACT, Overview of the theoretical model, Acceptance-based processes: Present moment awareness, Self-acceptance, Cognitive defusion. | |
Unit-2 |
Teaching Hours:15 |
Unit 2
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Self as context, Values clarification and committed Action. ACT for anxiety, depression, and trauma. | |
Text Books And Reference Books: Luoma, J. B., Hayes, S. C., & Walser, R. D. (2017). Learning ACT: An acceptance and commitment therapy skills-training manual for therapists (Second Ed.). Oakland, CA: New Harbinger. | |
Essential Reading / Recommended Reading Hayes, S. C. (2004). Acceptance and Commitment Therapy, Relational Frame theory, and the third wave of behavioral and cognitive therapies. Behavior Therapy, 35, 637-638 Eifert, G. H., Forsyth, J. P., Arch, J., Espejo, E., Keller, M., & Langer, D. (2009). Acceptance and Commitment Therapy for anxiety disorders: Three case studies exemplifying a unified treatment protocol. Cognitive and Behavioral Practice, 16(4), 368–385. https://doi.org/10.1016/j.cbpra.2009.06.001 Feliu Soler, A., Montesinos, F., Gutiérrez-Martínez, O., Scott, W., McCracken, L., & Luciano, J. (2018). Current status of Acceptance and Commitment Therapy for chronic pain: a narrative review. Journal of Pain Research, 11, 2145–2159. https://doi.org/10.2147/jpr.s144631
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Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course. | |
MPC441B - COGNITIVE ANALYTIC THERAPY (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This course provides an introduction to Cognitive Analytic therapy (CAT) and its core concepts. It gives an overview of the stages in CAT therapy with a focus on the therapeutic alliance. The course also aims to increase the level of self-awareness for the learner from a CAT lens. Course objectives: The course intends to:
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Course Outcome |
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CO1: Think relationally when working with clients. CO2: Conceptualize cases using CAT. CO3: Use tools from the CAT model in their practice. CO4: Use the CAT framework to recognize one?s own procedures in relationships. |
Unit-1 |
Teaching Hours:10 |
Introduction to CAT
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Introduction to CAT- context of development, defining features; Development of the self and Reciprocal roles | |
Unit-2 |
Teaching Hours:12 |
CAT Procedures and Stages
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Procedures in CAT; Stages in CAT- Reformulation, recognition, revision; Letters and Maps in CAT | |
Unit-3 |
Teaching Hours:8 |
Therapeutic alliance and termination in CAT
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The therapeutic alliance in CAT; Exits, change and endings in CAT | |
Text Books And Reference Books: Ryle, A & Kerr, I. (2020) Introduction to Cognitive Analytic Therapy: Principles and Practice. 2nd ed. West Sussex: John Wiley & Sons Ltd. | |
Essential Reading / Recommended Reading Mikael Leiman (2019) How assisting client self-observation has changed in CAT. International journal of cognitive analytic therapy and relational mental health. Vol 3. Moran, C. (2019) ‘The sense of an ending’- death and endings in CAT. Reformulation, Summer, 23-25. Potter, S. (2018) Reciprocal roles: the mother of all ideas. Summer, 9-11. Rafi, A.T and Prabalkumari,S.S. (2022) Cognitive Analytic Therapy: an innovative psychotherapy framework in the Indian context. Indian journal of psychological medicine. DOI: 10.1177/02537176221081778 Hamill, M., Reid, M. and Reynolds,S. (2008) Letters in cognitive analytic therapy: The patient’s experience. Psychotherapy research. 18 (5): 573-583. Denman C. Cognitive Analytic Therapy. Advances in Psychiatric Treatment. 2001; 7: 243-256. Potter, S. Negotiator’s Mind. Reformulation. Summer. 2016: 29-32. Rafi, A.T., & Kerr, I.B. (2019) The challenge of psychotherapy across cultures: issues arising in cognitive analytic therapy (CAT) for an older male presenting with depression and sexuality-related problems with a younger female therapist in a south Indian context. International Journal of Cognitive Analytic Therapy & Relational Mental Health. 3, 107-128. Ryle, A. (1975) Self-to-self, self-to-other: The world’s shortest account of Object relations theory. New Psychiatry April 12-13. | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course. | |
MPC441C - SEX THERAPY (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This course, suitable for post graduate students of Counselling and Clinical Psychology, intends to deepen their theoretical understanding of sexual dysfunctions and sex therapy, train them in empirically proven techniques of individual and couple sex therapy across behavioural, cognitive, emotion focussed and systemic frameworks. The students will be equipped to critically appraise the research literature in the area, conceptualize research on sex therapy as well as get comfortable in handling clients with sexual dysfunctions. Course Objectives:
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Course Outcome |
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CO1: Critically evaluate the historical and current research in the area of sexuality and sex therapy. CO2: Delineate and describe culturally appropriate individual and couple sex therapy techniques. CO3: Conceptualize research on sexual dysfunctions and sex therapy. CO4: Appreciate the interplay of biological, social, and psychological factors in normal sexual behavior and in sexual dysfunction. |
Unit-1 |
Teaching Hours:8 |
Introduction to sexuality
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Psychosexual development. Models of sexual functioning (Medical, Cognitive behavioural, Experiential). Distinguishing between normal and dysfunctional sexual behaviour. Classification of male and female dysfunctions. | |
Unit-2 |
Teaching Hours:8 |
Assessment in Sex Therapy
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Qualities of a sex therapist. Models of sex therapy. Clinical evaluation and Psychometric assessment in sex therapy. Techniques in sex therapy. Sex therapy with single individuals. | |
Unit-3 |
Teaching Hours:7 |
Couple Sexual Interactions
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Normal and dysfunctional couple sexual interactions. Systemic approaches to couple sex therapy. Processes in integration of sex and couple therapy. Challenges in sex therapy. | |
Unit-4 |
Teaching Hours:7 |
History and Evolution, Critical Evaluation
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History and evolution of sex therapy research. Critical evaluation. Current trends and future directions in the area of sex therapy. Conceptualising culturally sensitive process and outcome research in sex therapy. | |
Text Books And Reference Books: Masters, W. H., & Masters, V. J. (1980). Human sexual inadequacy. Bantam Books. | |
Essential Reading / Recommended Reading Hawton, K. (1985). Sex therapy: A practical guide. Oxford University Press. Hertlein, K. M., Weeks, G. R., & Gambescia, N. (Eds.). (2009). Systemic sex therapy. New York, NY: Routledge. LoPiccolo, J., & LoPiccolo, L. (Eds.). (2012). Handbook of sex therapy. Springer Science & Business Media. Weeks, G. R. (2013). Integrating sex and marital therapy: A clinical guide. Routledge. | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course. | |
MPC441D - DIALECTICAL BEHAVIOUR THERAPY (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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The Dialectical Behavior Therapy (DBT) Course is an exploration of DBT theory and an introduction to the role of a DBT therapist. To begin with, the strategies of the DBT approach and DBT treatments will be explored, including interpersonal effectiveness and mindfulness practices. The course will next discuss how to use psychotherapy, and DBT counselling approaches for solving common psychological disorders. Finally, the benefits and limitations of the DBT approach will be discussed. Throughout this course, the focus will be on essential problem-solving and clinical skills required for career advancement as a DBT practitioner. Course Objectives: The course is intended to:
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Course Outcome |
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CO1: Assess client issues, conceptualize client problems and provide therapeutic interventions using the DBT framework. CO2: Be able to evaluate and apply theoretical principles of DBT to practice. CO3: Demonstrate practical skills relevant to the DBT approach. |
Unit-1 |
Teaching Hours:10 |
Introduction to DBT
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What is DBT? What is ‘dialectical’? History & Philosophy of DBT; Mindfulness’; DBT strategies and modules; Multistage approach of DBT; The Stages of Treatment in DBT; Prioritising Treatments Targets; How to set up a ‘learning environment’ for the client; How to conduct ‘Behavioural Analysis’
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Unit-2 |
Teaching Hours:20 |
DBT for Psychological Disorders
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DBT in the treatment of Borderline Personality Disorder (BPD); DBT in the treatment of Depression and other disorders; Effectiveness of DBT; Criticism and Limitations of DBT; Skills training, in Mindfulness, Interpersonal Effectiveness, Emotion Regulation, Distress Tolerance, and Walking the Middle Path. Ordering competing priorities, Life-threatening behaviours, therapy-threatening behaviours, and behaviours that interfere with quality of life
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Text Books And Reference Books: Linehan, M.M. (2015). DBT® Skills Training Manual: Second Edition. New York: Guilford Press. Linehan, M.M. (2015). DBT® Skills Training Handouts and Worksheets: Second Edition. New York: Guilford Press.
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Essential Reading / Recommended Reading Linehan, M.M. (1993). Cognitive-Behavioral Treatment of Borderline Personality Disorder. New York, NY: Guilford Press. Dimeff, L.A. & Koerner, K. (2007). Dialectical Behavior Therapy in Clinical Practice: Applications across Disorders and Settings. Guilford Press Koerner, K. (2011). Doing Dialectical Behavior Therapy: A Practical Guide. Guilford Press
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Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course. | |
MPC441E - GRIEF THERAPY (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This course will provide the students with an opportunity to understand the foundations of grief in order to help persons experiencing grief and loss. |
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Course Outcome |
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CO1: Demonstrate understanding of contemproary models of grief. CO2: Demonstrate an in-depth understanding of death, dying, trauma, and grief. CO3: Learn the needs of the grieving and how to help others remember with more love than pain. CO4: Use tools to create and lead grief groups and mentor clients one on one. |
Unit-1 |
Teaching Hours:15 |
Models of Grief
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Contemporary models of grief. Types of Grief. Cultural foundations of grief. | |
Unit-2 |
Teaching Hours:15 |
Tools in grief education
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Dealing with grief. Contemporary approaches. | |
Text Books And Reference Books: Gobey, F. & Casdagli, P. (1995). Grief, bereavement, and change: A quick guide. Cambridge: Daniels Publishing Kessler, D. (2019) Finding meaning:the sixth stage of grief. New Delhi. Scribner | |
Essential Reading / Recommended Reading Dana, D. (2018). The polyvagal theory in therapy- Engaging the rhythm of regulation. New York. Norton | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course. | |
MPC471 - COUNSELLING SUPERVISION SEMINAR (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course description: This course aims at providing group supervision to the counsellor trainees who are practicing in the field. It will follow a small group format where 6-8 students are supervised by one supervisor. Students will be asked to present cases they are seeing in the field. Course objectives: This course will help the learner:
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Course Outcome |
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CO1: Conceptualize cases using multiple theoretical approaches. CO2: Recognize issues of transference and countertransference as it occurs. CO3: Engage in reflective practice. |
Unit-1 |
Teaching Hours:30 |
Supervision
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Case presentation and Group supervision | |
Text Books And Reference Books: Borders, L.D. & Brown, L.L. (2005). New Handbook for Counselling Supervision. Lawrence Erlbaum Associates, New Jersey | |
Essential Reading / Recommended Reading Jongsma Jr, A.E., Peterson,L. M., & Bruce, T.J. (2006). The complete adult psychotherapy treatment planner, 4th Ed, Hoboken, NJ. Wiley. | |
Evaluation Pattern Students will be evaluated based on their level of engagement with their clients, their own personal and professional development over the course of the semester and their case presentations. Total Marks -50 1) Supervisor Evaluation (15 Marks) 2) Site Supervisor Evaluation (15 Marks) 3) Post Course Assessment (15 Marks) 4) Attendance (5 Marks) *Supervisor Evaluation & Site Supervisor Evaluation is done using a prescribed form. All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course. | |
MPC481 - COUNSELLING INTERNSHIP (2022 Batch) | |
Total Teaching Hours for Semester:450 |
No of Lecture Hours/Week:0 |
Max Marks:200 |
Credits:8 |
Course Objectives/Course Description |
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Course description: This course has been conceptualized in order to provide students with a hands-on experience of working with clients. Students will be attached to various agencies where they will be trained and supervised in acquiring counselling skill competencies. They will be mentored by a supervisor at the University also. Students must periodically meet their supervisors, maintain case files and submit four case records at the end of their practicum period. Course objectives: This course will help the learner:
The student must complete a minimum of 450 hours of supervised internship which includes 150 direct hours and 300 indirect hours. |
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Course Outcome |
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CO1: Demonstrate competence in counselling skills in applied settings. CO2: Appreciate and respect the ethical guidelines of organizations with which they work CO3: Demonstrate amicable relationships with their colleagues and co-workers CO4: Coordinate effectively with their supervisors. CO5: Effectively conceptualize the client's concerns, demonstrate and apply counselling skills and write reports. |
Unit-1 |
Teaching Hours:0 |
Counselling Internship
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Students will engage in supervised practicum. | |
Text Books And Reference Books: Borders, L D & Brown, L .L (2005). New Handbook for Counselling Supervision, Lawrence Erlbaum Associates, New Jersey | |
Essential Reading / Recommended Reading Jongsma Jr, A.E., Peterson,L. M., & Bruce, T.J. (2006). The complete adult psychotherapy treatment planner, 4th Ed, Hoboken, NJ. Wiley. Jongsma Jr, A.E., Peterson,L. M., Mc Innis, W.P., & Bruce, T.J. (2006). The adolescent psychotherapy treatment planner, 4th Ed, Hoboken, NJ. Wiley | |
Evaluation Pattern Evaluation would be done periodically by the supervisors. Evaluation Pattern: Total Marks- 200 End Semester Exam (ESE) - Comprehensive Counselling Viva based on 2 cases submitted and practicum (60 marks) The passing grade for the ESE is 40% Continuous Internal Assessment (140 marks) All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPC482 - BLOCK INTERNSHIP (2022 Batch) | |
Total Teaching Hours for Semester:100 |
No of Lecture Hours/Week:0 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: This is a block placement for short field training. Students are required to search for, examine and carve their niche in the field related to their chosen specialization. The basic purpose is to create awareness for the students so that the career progression of the students and the growth of the discipline can both be realized. Course Objectives: The course is intended to help students:
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Course Outcome |
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CO1: Choose their career path CO2: Demonstrate competence in providing counselling services to clients |
Unit-1 |
Teaching Hours:100 |
Unit 1
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Field Placement | |
Text Books And Reference Books: NA | |
Essential Reading / Recommended Reading NA | |
Evaluation Pattern The students are expected to submit: 1) An interim report (minimum 15 days must be completed), summarising their learning and experiences at the internship site 2) A certificate of completion as soon as the internship is over. Total Marks-50 | |
MPC483 - SEMINAR AND PUBLICATION (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:0 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course description: The student engages in original research work and writes a manuscript based on a field study to publish in a nationally/internationally reputed journal. This course helps the students organize learnt concepts, conceptualize and work on short feasible projects by applying their knowledge of research methodology creatively. Course objectives: This course will help the learner to:
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Course Outcome |
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CO1: Prepare a manuscript in the scientific format for publication in a nationally/internationally reputed journal. CO2: Present and defend the study. |
Unit-1 |
Teaching Hours:30 |
Dissemination
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Choosing a journal for publication, writing the manuscript as per journal requirements, sending the manuscript for publication, responding to review from the journal. | |
Text Books And Reference Books:
APA. (2010). Publication manual of the American Psychological Association (6th Ed.).Washington, DC: American Psychological Association. | |
Essential Reading / Recommended Reading American Psychological Association. (2012). APA guide to electronic references (6th Ed.). Washington, DC: American Psychological Association Hartley, J. (2008). Academic Writing and Publishing: A Practical Guide. Taylor and Francis. ISBN 0 203927982 | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course. |