Syllabus for
Master of Science (Psychology-Counselling)
Academic Year  (2018)

Assessment pattern for PG programmes offered by Department of Psychology

Continuous Internal Assessment (CIA) for all courses : 70%

End-Semester Examination  (ESE): 30% (30 marks out of 100)

Continuous Assessment

The assessment and grading of the students will take place in the following manner:

• A formative assessment of the competencies is carried out the beginning of the course. This is not graded.
• Assessment of the acquisition of the competencies is done continuously throughout the course with a minimum of one assessment per month.
• Two of the assessments are graded for twenty (30) Marks each.

Class engagement: 05 marks

Attendance : 05 marks

CIA 1 and 2 are conducted by the respective faculty in the form of different types of assignments within the stipulated time for awarding the marks.

The students have to attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.

Marks scored by the students for CIA will be displayed in the student login within a week after the last date of submission of marks by the faculty. Any discrepancy shall be informed immediately to the faculty concerned for correction of marks.

Students who either fail   or do not appear for   CIA  will have to apply for repeat CIA immediately after publishing the results of each CIA component. Application to be forwarded  through the HoD and Dean to the Office of Examinations and obtain necessary approvals. Number of chances for repeating each CIA is only one

. Students who  fail in the  CIA  in a semester have to apply for CIA repeat of the whole course in the subsequent semester

End Semester Examination

• The End semester (competency) examination for the theory as well as practical courses is held at the end of the semesters .
• The End semester (competency) examination might take place in the form of written examination, project submission and Viva Voce examination and managed by Office of Examinations
• Generally the duration of is 2 hours but it may vary for certain courses.
• Absentee's parents will be alerted through SMS within 1 hour after the commencement of the examination.
• ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks
• Hall ticket with timetable and seating allotment is compulsory for ESCE which can be downloaded from the Student Login or obtained from the department office.
• Dress code of the University should be followed during the examination days except wearing ties.
• Permission for admission to the ESCE is granted only if
• A student has passed in CIA’s for that course.

o   A student has at least 85% of the attendance in aggregate at the end of the semester.

o   The Vice-Chancellor is satisfied with the character and conduct of the student.

For 2 and 8 credit courses, a similar system will be followed with marks adjusted accordingly. All Internships, practicum, seminars and research related courses will follow the same pattern.

Pass Criteria

A student shall pass each course with a minimum aggregate score of 50 marks with minimum of  50%  for CIA and 40 % for ESE. The overall aggregate to pass a semester is 50%.  Student failing a course due to less than minimum in ESE  shall repeat the ESE while his/her internal scores shall remain valid.

All other regulations pertaining to assessment and evaluation are same as other programmes of the CHRIST (Deemed to be University)

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

An overview of the current status of academic writing and its importance; different approaches and processes; key issues: plagiarism, biases and frequent errors

Introduction to style and formatting guidelines from the American Psychological Association (APA); specific guidelines pertaining to in-text citations, references, and structure of academic papers

Abstract writing; summarization; review of literature; scientific poster presentations; reflective, analytic and descriptive reports; book review; film review; tables and graphs in academic papers

Individual/Group presentations on forms and issues in Academic Writing; classroom assignments in generating abstracts, posters, reviews, etc

Hartley, J (2008) Academic Writing and Publishing: A Practical Guide. Taylor and Francis. ISBN 0 203927982

American Psychological Association (2010). Publication manual (6th ed.). Washington DC.

Continuous Internal Assessment  (50 marks)

The assessment and grading of the students will take place in the following manner:

CIA I : 15 marks – 2^nd Month of the semester

CIA II : 15 marks – 3^rd Month of the semester

CIA III : 15 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Attendance & Class engagement: 05 marks

Course Description: The counselling program is to shape responsible students to ultimately serve consumers of counselling services. 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 work. The most important aspect of this process of growing and becoming is the counsellor as a person and then a therapist. The program faculty therefore reiterates this as their duty and ethical responsibility to train students during the counselling course. A process of reflection of principles, values related to counselling and skills will be the focus of this course.

Identity (old vs. new); Effective helpers; Attachment theory and relevance to self and relationships. Self development

Verbal and Non Verbal skills in self: Communication (interpersonal); Influences of Culture in counselling relationships; Ethics in counselling

 Goud, N. & Arko, A. (2006). Psychology and personal growth, Pearson, MA.

1.      Jones, R. N. (2005). Practical counseling and helping skills - text and activities for the lifeskills counselling model.(5^th ed).London: Sage publications.

2.      Evans, T. (2015). Counselling skills for Becoming A wiser Practitioner-Tools, techniques and reflections For building practice wisdom. Philadelphia:Jessica Kingsley Publishers.

3.      Nair.V.Rajasenan, (2010). Life Skills, Personality and Leadership, Rajiv Gandhi National Institute of Youth Development, Tamil Nadu.

4.      Nair. A. Radhakrishnan, (2010). Life Skills Training for Positive Behaviour, Rajiv Gandhi National Institute of Youth Development, Tamil Nadu

Assessment pattern

Continuous Internal Assessment  (50 marks)

The assessment and grading of the students will take place in the following manner:

CIA I : 15 marks – 2^nd Month of the semester

CIA II : 15 marks – 3^rd Month of the semester

CIA III : 15 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester.

This course provides an overview of the Counselling profession in India, including its historical development and its current status. It provides students with an understanding of the counsellor's roles within evolving practice environments and across the spectrum of the field of counselling Psychology

1. Understand the differences between guidance and counselling

2. Critically analyze issues and debates in counselling psychology

3. Reflect on their role in different fields of counselling

Concept of counselling; Defining features of counselling; Major goals of counselling; Difference between guidance and counselling; Counselling and psychotherapy; Types of counselling; Counselling psychology and other specialties and fields; Distinctiveness and overlap; Training, job setting and activities

Development of the profession, Stages of the development of the profession; Traditional activities of counsellors, Counselling in India

The importance of relationship; components of relationship; Facilitative conditions for the counselling relationship. Ethical issues; Ethical dilemmas; Legal concerns of counsellors

Diversity issues in counselling, Different formats of counselling. Counselling and liasoning fields. Global Counselling and Trauma Counselling.

Charles, G.J., Williams,E.N. & Bruce, F.R. (2014), Counselling Psychology, Harcourt Brace Publishers, U S A

Corey, G. (2012). Theory and practice of counseling and psychotherapy (9th ed.). Belmont, CA: Brooks/Cole.

Brandes, B. (Ed.) (2016). Introduction to counselling (2nd Custom edition). Toronto, ON: Athabasca University/Pearson Education Canada. 

Nystul, M. S. (2011). Introduction to Counseling: An art and science perspective (4th ed.). Englewood Cliffs, NJ: Prentice-Hall.

Bond, T. (1997) Standards and Ethics for counselors in action, New Delhi: Sage

Continuous Internal Assessment (CIA) : 70%

End-Semester Competency Examination  (ESE): 30%

Continuous Internal Assessment

The assessment and grading of the students will take place in the following manner:

CIA I : 20 marks – 2^nd Month of the semester

CIA II : 20 marks – 3^rd Month of the semester

CIA III : 20 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Class engagement: 05 marks

Attendance: 05 marks

End Semester Competency Examination

• The End semester competency examination might take place in the form of written examination, project submission or Viva Voce examination
• Generally the duration of is 2 hours but it may vary for certain courses.
• ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks

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

Importance of studying Life-Span Development, Characteristics of life-span development, Nature of Development, Scope of Life span development , Social contexts of lifespan development

Part 1: Biological Bases to explain Human Development (10 hours) Heredity-Environment Correlations; Important physical changes; Challenges for psychological development. Sleep Disorders across life span; Eating disorders in Adolescence, Obesity in adulthood, Chronic diseases and disorders in the Aging process. Bio-psycho social model of health.

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.

Piaget and Vygotsky?s theory of cognitive development; Age related challenges to cognitive development

Part I: Development of Emotion, Temperament, Attachment and Love: Bowlby, Ainsworth, Sternberg. Development of Identity: Erickson?s theory; Parenting. Moral Development, Contexts of moral development: Kohlberg's theory, Fowlers Theory; life cycle theories: Levinson

Part 2: Introduction to counselling for developmental disorders

Broderick, P.C., & Blewitt, P. (2010). The life span: Human development for helping professionals. (3rd Ed.). Boston: Pearson.

Santrock, J. (2016). A topical approach to lifespan development, (8th revised edition). McGraw-Hill Higher Education.

Belsky, J. (2013). Experiencing the Lifespan (3rd Edition). New York, NY: Worth Publishers.

Feldman, R. S. (2015). Discovering the life span. (3rdEds). Pearson Global Education

Newman & Newman (2003). Development through life: A Psychosocial Approach. USA: Thomson Wadsworth.          

Continuous Internal Assessment (CIA) : 70%

End-Semester Competency Examination  (ESE): 30%

Continuous Internal Assessment

The assessment and grading of the students will take place in the following manner:

CIA I : 20 marks – 2^nd Month of the semester

CIA II : 20 marks – 3^rd Month of the semester

CIA III : 20 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Class engagement: 05 marks

Attendance: 05 marks

End Semester Competency Examination

• The End semester competency examination might take place in the form of written examination, project submission or Viva Voce examination
• Generally the duration of is 2 hours but it may vary for certain courses.
• ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks

Course Description:This course provides an introduction to quantitative research methods and its application in counselling psychology. It gives a comprehensive overview of the different types of research designs, sampling methods, and methods of data collection. The process of quantitative research with special emphasis on experimental design is covered in this course.

History of scientific research in psychology; Definition of research; Purpose and need of research in Psychological counselling. Experimental, Exploratory and descriptive research; Ethical issues in psychological counselling research (8 hrs)

Research lab (7 hrs ) 1) Review of research article 2) Code of ethics

Causality and experimentation; Definition and nature of variables; operationally defining variables; Independent variables; Dependent variables; formulation of research problems and hypothesis ; Different types of hypothesis ; Experimental manipulation and control of variables; steps in quantitative research (8 hrs)

Research lab (7 hrs) 1) formulation of research problem and hypothesis 2) proposal lab 1

Population and sample; Basic assumptions Sampling techniques: probability and non-probability sampling; Methods of data collection: observational methods, surveys, questionnaires, interviewing methods, case study methods, and psychometric tests. (8 hrs)

Research lab (7 hrs) 1) Simulation techniques for learning sampling technique and various data collection methods 2) Skills training seminars

Adequate vs Inadequate (faulty) research design; Types of experimental design based on subjects and factors; Within-subjects, between subjects, single-subject, single factor, and factorial design; Sources of error variance and its management in the various types of experimental designs; Mixed design (8 hrs )

Research lab (7 hrs) 1) APA style of writing 2) Skill training seminars on research design

Babbie, E. (2006). The practice of social reseach. Haryana :Thomson Wadsworth

Bordens, K.S., & Abbott, B.B. (2006). Researchand design methods: A process approach (6^th ed.). New Delhi: Tata McGraw-Hill Company Limited

Coolican ,H.(2004).Research methods and Statistics in Psychology .London:Hoddes Arnold

Goodwin, C.J. (2002). Research in psychology: Methods and design (3^rd ed.). New Jersey: John Wiley & Sons, Inc.

Gravetter,F.J.,& Forzana,L.A.B(2009). Research methods for behavioral sciences .United States :Wordsworth cengage learning .

Kerlinger, N. (1996). Foundations of behavioural research. India: Prentice Hall

Aron, A., & Aron, E.N. (1994). Statistics for psychology. New Jersey: Prentice Hall.

Breakwell, G.M., Hammond, S., Fife-Shaw, C., & Smith, J.A. (eds.). (2006). Research methods in psychology (3^rd ed.). New Delhi: Sage.

Cohen, R.J., & Swerdlik, M.E. (2005). Psychological testing and assessment: An introduction to tests and measurement (6^th ed.). New York: McGraw-Hill.

Gravetter, F.J., & Wallnau, L.B. (2002). Essentials of statistics for the behavioral sciences (4^th ed.). Pacific Grove, CA: Wadsworth/Thomson Learning.

Heiman, G.W. (2001). Understanding research methods and statistics: An integrated introduction for psychology (2^nd ed.). Boston: Houghton Mifflin Company.

King, B.M., & Minium, E.M. (2003). Statistical reasoning in psychology and education (4^th ed.). New Jersey: John Wiley & Sons, Inc.

Leong, F.T., & Austin, (1996). The psychology research handbook: A guide for graduate students and research assistants. Delhi: Sage Publications

Levin, J., & Fox, J.A. (2006). Elementary statistics in social research (10^th ed.). New Delhi: Pearson Education.

McCall, R.B. (2001). Fundamental statistics for behavioural sciences (8^th ed.). Belmont, CA: Wadsworth/Thomson Learning.

McGuigan, F.J. (1999). Experimental psychology: Methods of research (5^th ed.). New Delhi: Prentice Hall

Miles, J. (2001). Research methods and statistics. Exeter: Crucial

Murphy, K.R., & Davidshofer, C.O. (2001). Psychological testing: Principles and applications (5^th ed.). New Jersey: Prentice Hall. 

Rosnow, R.L., & Rosenthal, R. (2002). Beginning behavioral research: A conceptual primer (4^th ed.). New Jersey: Prentice Hall.

Schweigert, W.A. (1997). Research methods psychology: A handbook. Delhi: Sage Publications

Singh, A.K. (1997). Test, measurements and research methods in behavioural sciences. Patna: Bharathi Bhavan Publishers and Distributors.

Continuous Internal Assessment (CIA) : 70%

End-Semester Competency Examination  (ESE): 30%

Continuous Internal Assessment

The assessment and grading of the students will take place in the following manner:

CIA I : 20 marks – 2^nd Month of the semester

CIA II : 20 marks – 3^rd Month of the semester

CIA III : 20 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Class engagement: 05 marks

Attendance: 05 marks

End Semester Competency Examination

• The End semester competency examination might take place in the form of written examination, project submission or Viva Voce examination
• Generally the duration of is 2 hours but it may vary for certain courses.
• ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks

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.

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

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

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

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.

Corey, G. (2012). Theory and practice of counseling and psychotherapy (9th ed.). Belmont, CA: Brooks/Cole.

Corey,  G.  (2008). Student manual for Theory and Practice of Counselling and Psychotherapy (8^th ed.). CA: Brooks/Cole.

Gilland, B.E., & James, R.K. (1998). Theories and Strategies in Counselling and Psychotherapy. Singapore: Allyn and Bacon. 

James O. Prochaska  & John C. Norcross. (2007). Systems of Psychotherapy: A transtheoretical analysis. Belmont, CA: Brooks/Cole.

Palmer, S. (ed.). (1999). Introduction to counselling and psychotherapy: The essential guide. New Delhi: Sage.

Scharf, R.S.(2000). Theories of psychotherapy and counselling: Concepts and cases (2^nd ed.).Singapore: Brooks/Cole.Todd, J., & Bohart, A.C.(1999).Foundations of Clinical and counselling psychology (3rd ed.). New York. Longman.  

Continuous Internal Assessment (CIA) : 70%

End-Semester Competency Examination  (ESE): 30%

Continuous Internal Assessment

The assessment and grading of the students will take place in the following manner:

CIA I : 20 marks – 2^nd Month of the semester

CIA II : 20 marks – 3^rd Month of the semester

CIA III : 20 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Class engagement: 05 marks 

Attendance: 05 marks

End Semester Competency Examination

The End semester competency examination may take place in the form of a written examination, project submission or Viva Voce examination

Generally the duration of is 2 hours but it may vary for certain courses.

ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks

Course Description: This is a practical course to train students in counselling skills. The developmental model of training is followed.

Introduction to counselling skills, Micro skill approach to counselling, ethics and multicultural issues in counselling

Basic Communication Skills - Attending Behaviour, Questions , Observation Skills, Paraphrasing, Empathy and Basic Listening Sequence

Reflection of Content; Reflection of Feeling

Integrating Listening Skills

Ivey, A.E., & Ivey, M.B.(2007). Intentional Interviewing and Counselling. Thomson: Brooks/Cole.

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. New Delhi: Sage Publications.

Continuous Internal Assessment (CIA) : 70%

End-Semester Competency Examination  (ESE): 30%

Continuous Internal Assessment

The assessment and grading of the students will take place in the following manner:

CIA I : 20 marks – 2^nd Month of the semester

CIA II : 20 marks – 3^rd Month of the semester

CIA III : 20 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Class engagement: 05 marks 

Attendance: 05 marks

End Semester Competency Examination

The End semester competency examination may take place in the form of a written examination, project submission or Viva Voce examination

Generally the duration of is 2 hours but it may vary for certain courses.

ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks

Course Description: Students will undertake community service for a minimum of 30 hours in the semester. Their work will be based on the needs of the NGO they are attached to.

1. Be sensitized to the needs of the community

2. learn how to change their roles to suit the needs of the community

Working with Disadvantaged groups

Assessment pattern

Continuous Internal Assessment  (50 marks)

The assessment and grading of the students will take place in the following manner:

CIA I : 15 marks – 2^nd Month of the semester

CIA II : 15 marks – 3^rd Month of the semester

CIA III : 15 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Attendance & Class engagement: 05 marks

Course Description:The student is introduced to descriptive and inferential statistics. They are also taught how to use the statistical package for social sciences (SPSS).

Definition and purpose of psychological statistics; scale of measurement; application of statistics in Behavioral science Measures of central tendency and variability;; Correlation: product-moment, point-biserial, phi, biserial, tetrachoric, spearman?s correlation coefficients. (8hrs)

Research lab (7 hrs)

1) SPSS- Data entry and Descriptive statistical analysis

Probability distribution and normal curve; , Levels of significance, type -I and type -II errors, one-and two-tailed tests; Parametric and non-parametric tests of significance; Statistical analysis of single - sample study: testing a sample mean by t-test,; Statistical analysis of two-sample experiments: the independent samples t-test, the dependent-sample t-test; Statistical analysis of complex experiments: analysis of variance - F test (computing and interpreting one-way, two-way ANOVA and their logic); MANOVA and Post-hoc tests. (8hrs)

Research lab (7 hrs)

1) SPSS- inferential statistical analysis

Aron, A., Coups, E. J., Aron, E., (2016). Statistics for psychology (6th ed.). Nj: Pearson education.

Coolican ,H.(2004).Research methods and Statistics in Psychology .London:Hoddes Arnold

Field, P. A. (2013). Discovering Statistics Using IBM SPSS Statistics (4th edi.). Thousand Oaks, CA : SAGE Publications.

Garrett,H.E(2005).Statistics in psychology and Education .New Delhi: Paragon international publishers

Gravetter, F.J., & Wallnau, L.B. (2002). Essentials of statistics for the behavioral sciences (4^th ed.). Pacific Grove, CA: Wadsworth/Thomson Learning

Bordens, K.S., & Abbott, B.B. (2006). Research and design methods: A process approach (6^th ed.). New Delhi: Tata McGraw-Hill Company Limited.

Cohen, R.J., & Swerdlik, M.E. (2005). Psychological testing and assessment: An introduction to tests and measurement (6^th ed.). New York: McGraw-Hill.

Gravetter, F.J., & Wallnau, L.B. (2002). Essentials of statistics for the behavioral sciences (4^th ed.). Pacific Grove, CA: Wadsworth/Thomson Learning.

Heiman, G.W. (2001). Understanding research methods and statistics: An integrated introduction for psychology (2^nd ed.). Boston: Houghton Mifflin Company.

Kerlinger, N. (1996). Foundations of behavioural research. India: Prentice Hall

King, B.M., & Minium, E.M. (2003). Statistical reasoning in psychology and education (4^th ed.). New Jersey: John Wiley & Sons, Inc.

Leong, F.T., & Austin, (1996). The psychology research handbook: A guide for graduate students and research assistants. Delhi: Sage Publications

Levin, J., & Fox, J.A. (2006). Elementary statistics in social research (10^th ed.). New Delhi: Pearson Education.

McCall, R.B. (2001). Fundamental statistics for behavioral sciences (8^th ed.). Belmont, CA: Wadsworth/Thomson Learning.

Miles, J. (2001). Research methods and statistics. Exeter: Crucial

Continuous Internal Assessment  (50 marks)

The assessment and grading of the students will take place in the following manner:

CIA I : 15 marks – 2^nd Month of the semester

CIA II : 15 marks – 3^rd Month of the semester

CIA III : 15 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Attendance & Class engagement: 05 marks

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 and psychotherapists

Personal vs Professional Values, Beliefs and Attitudes; Characteristics of effective helpers

Self awareness & interpersonal awareness; Exploring our Emotions and Feelings.

1.      Inskipp, F. (2004). Skills training for Counselling. London,Sage publications.

            Nair.V.Rajasenan, (2010). Life Skills, Personality and Leadership, Rajiv Gandhi National Institute of Youth Development, Tamil Nadu.

3.      Jones, R. N. (2005). Practical counseling and helping skills - text and activities for the lifeskills counselling model.(5^th ed).London: Sage publications.

4.      Evans, T. (2015). Counselling skills for Becoming A wiser Practitioner-Tools, techniques and reflections For building practice wisdom. Philadelphia:Jessica Kingsley Publishers.

Continuous Internal Assessment  (50 marks)

The assessment and grading of the students will take place in the following manner:

CIA I : 15 marks – 2^nd Month of the semester

CIA II : 15 marks – 3^rd Month of the semester

CIA III : 15 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Attendance & Class engagement: 05 marks

Course Description :This course provides a theoretical foundation on qualitative research methods. Different methods of collecting qualitative data are discussed. Methods of Qualitative data analysis are also touched upon.

Learning Outcomes:After the completion of this course, a student will be able to

 1.      understand various traditions of qualitative research methodologies in psychology

 2.      demonstrate skills on designing qualitative research

 3.      collect qualitative data using various methods

 4.      appreciate the importance of interdisciplinary research 

 5.      develop skills on analyzing qualitative data manually and using soft wares

 6.      develop skills on proposal writing and reporting qualitative research

Defining qualitative research; Historical development of qualitative research; Key philosophical and methodological issues in qualitative research; Different traditions of qualitative research; Grounded theory, Narrative approach, Ethnography ,Action research and Discourse analysis (8 hrs)

Research Lab (7 Hrs)

1)      Review of different article related to the different traditions of qualitative research

2)      Skill training seminars

Conceptualizing research questions, issues of paradigm, .Designing samples, Theoretical sampling, Contrasting qualitative with quantitative approach in research process  Issues of Credibility and trustworthiness (8 hrs)

Research Lab (7 Hrs)

1)      Qualitative research proposal  lab

2)      Simulated techniques on designing qualitative research

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 (8 hrs)

Research Lab (7 Hrs)

1)      Simulated techniques on different data collection methods

2)      Skill training seminars

Different traditions of qualitative data analysis   ; thematic analysis, Narrative analysis, Discourse analysis, Content analysis (8 hrs)

Research Lab (7 Hrs)

1)      Qualitative  data analysis software -NVivo

2)      Reporting qualitative research data

Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches. Los Angeles, CA: Sage.

Forrester, M. (2012). Doing qualitative research in psychology: A practical guide. New Delhi:Sage.

Mcleod,J.(2011).Qualitative research in counselling and psychotherapy research.New Delhi: SagePublication Limited.

Ritchie, J., Lewis, J., McNaughton Nicholls, C., & Ormston, R. (2014). Qualitative researchpractice A  guide for social science students and 

     researchers (2nd ed.). New Delhi: SagePublication Limited.

Bryman, A. (2007) Sage Benchmarks in social science research methods :Qualitative Research . Vol 1.New Delhi: Sage publications.

Bryman, A. (2007) Sage Benchmarks in social science research  methods :Qualitative Research . Vol 2.New Delhi: Sage publications.

Bryman, A. (2007) Sage Benchmarks in social science research  methods :Qualitative Research . Vol 3.New Delhi: Sage publications.:New Delhi

Bryman, A. (2007) Sage Benchmarks in social science research methods :Qualitative Research . Vol 4.New Delhi: Sage publications.

Creswell, J. W., & L., P. C. (2011). Designing and conducting mixed methods research. LosAngeles, Calif.:  Sage

Charmaz, K. (2014). Constructing grounded theory. Los Angeles: SAGE Publications

Miles, M. B., & Huberman, A. M. (2010). Qualitative data analysis: an expanded sourcebook. Thousand  Oaks: Sage.

Mauthner, M., Birch, M., & Miller, T. (2012). Ethics in Qualitative Research. Sage Publications.

Smith, J .A(2016).Qualitative psychology: A practical guide to research methods(3^rd ed.) .New Delhi: Sage.

Silverman, D. (2016). Qualitative research. London: Sage.

Silverman, D and Marvasti, A(2013).Doing qualitative research(4^th ed.) .New Delhi:Sage publication .

Stewart, D. W., & Shamdasani, P. N. (2015). Focus groups: theory and practice. Los Angeles: Sage publication.

Continuous Internal Assessment (CIA) : 70%

End-Semester Competency Examination  (ESE): 30%

Continuous Internal Assessment

The assessment and grading of the students will take place in the following manner:

CIA I : 20 marks – 2^nd Month of the semester

CIA II : 20 marks – 3^rd Month of the semester

CIA III : 20 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Class engagement: 05 marks 

Attendance: 05 marks

End Semester Competency Examination

The End semester competency examination may take place in the form of a written examination, project submission or Viva Voce examination

Generally the duration of is 2 hours but it may vary for certain courses.

ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks

Course Description: This course examines a paradigm shift from pathologies to positive subjective experience and positive individual traits to improve quality of life. A framework for a science of positive psychology is built on the aim to promote positive relationships which has implications in various areas of psychology

The context and subject matter of positive psychology; Western and Eastern perspectives on Positive Psychology; Theoretical background of positive psychology

Principles of pleasure; Positive emotions, happiness, subjective wellbeing; emotional states and positive health; emotional intelligence; quality of life; optimism and hope; self efficacy; wisdom and courage; faith; flow and spirituality. *Field study from an interdisciplinary way

Self and consciousness; mindfulness; positive personal traits; positive coping strategies; positive relationships: Love; Compassion, Forgiveness, Altruism, Gratitude, Empathy. *Case work, research article review

Ageing, Health, Work, Mental Health and Behavior, Stress Management, Communities- ME/WE balance

Snyder, C.R. & Lopez, S.J. (2014). Handbook of positive psychology. (eds.). New York: Oxford University Press.

Baumgardner, S. & Crothers, M. (2009). Positive Psychology. Pearson Education 

Peterson, C. (2006) A Primer in Positive Psychology. New York, Oxford University Press

Continuous Internal Assessment (CIA) : 70%

End-Semester Competency Examination  (ESE): 30%

Continuous Internal Assessment

The assessment and grading of the students will take place in the following manner:

CIA I : 20 marks – 2^nd Month of the semester

CIA II : 20 marks – 3^rd Month of the semester

CIA III : 20 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Class engagement: 05 marks 

Attendance: 05 marks

End Semester Competency Examination

The End semester competency examination may take place in the form of a written examination, project submission or Viva Voce examination

Generally the duration of is 2 hours but it may vary for certain courses.

ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks

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

Self and identity. Culture and Development of Self. Perception of Self and Others. Social Identity. Diverse identities. Social cognition; impression management Attribution, bias and errors in attribution. Prejudice, Stereotypes and Discrimination; Attitude organization Methods of attitudes change; persuasion and propaganda techniques Practical: Simulated group exercises; Advertisement/ film analysis; Field exposure; Bogardus social distance scale

Nature, dimensions and dynamics of interpersonal relationships; Interpersonal attraction; Sexuality and intimacy; Diverse and complex relationships ? alternate sexualities Altruism: Influences of helping; Long-term helpfulness Aggression: Nature and characteristics; Individual differences in aggression; Violence- sexual harassment, genocide, terrorism. Practical: Sociometry: Studying a volunteer behaviour through interview; Newspaper analysis

Cross-cultural psychology: Diversity in socialization: Individualistic vs. collectivistic culture: Poverty and deprivation. Culture, personality and psychopathology: Traditional healing methods: Cross- cultural aspects of coping: Acculturation and mental health: Childhood disability in the sociocultural context. Practical: Journal article reviews, Case works

Social psychology and contemporary issues ? globalization, gender and diversity Social psychology in clinical health settings Dealing with ethnic minorities ? the cultural dimension of individual behaviour Complex world and social behaviour Social psychology at work- application in job satisfaction and performance Practical : Field visits to the most populated areas in Bangalore; Visiting hospitals of different socioeconomic strata; Interview with unemployed youths; Panel discussion with lawyers

Aronson, E., Wilson, T.D., & Akert, R.M. (2002). Social psychology (4th ed.). Upper Saddle River, NJ: Prentice Hall.

Fraser, C., and Burchell, B. (2001). Introducing Social Psychology. Cambridge: Polity.

Berry, J.W., Mishra, R.C. & Tripathi, R.C. (Eds). (2003). Psychology in human and social development: lessons from diverse cultures. 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 (4^th 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.

Kapur, R.L. (1994). Violence in India: A Psychological Perspective. D.L.N. Rao Murthy Oration, Indian Journal of Psychiatry, 36(4), 163-169.

Matsumoto, D. & Juang, L. (2004). Culture and psychology. Australia: Thomson Wardsworth.

Misra, G. (Ed.). (1990). Applied social psychology in India. ND: Sage.

Moghaddam, F.M. (2005). The staircase to terrorism: a psychological exploration. American Psychologist, 60, 161-169.

Pandey, J. (Ed.) (2004). Psychology in India revisited (Vol-3). ND: Sage.

Saraswathi, T.S. (Ed). (1999). Culture, socialization and human development. New Delhi: Sage.

Semin, G. R. &Fiedler, K. (Eds.) (1996). Applied social psychology. London: 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.

Continuous Internal Assessment (CIA) : 70%

End-Semester Competency Examination  (ESE): 30%

Continuous Internal Assessment

The assessment and grading of the students will take place in the following manner:

CIA I : 20 marks – 2^nd Month of the semester

CIA II : 20 marks – 3^rd Month of the semester

CIA III : 20 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Class engagement: 05 marks 

Attendance: 05 marks

End Semester Competency Examination

The End semester competency examination may take place in the form of a written examination, project submission or Viva Voce examination

Generally the duration of is 2 hours but it may vary for certain courses.

ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks

Course Description : This course provides a students with various manifestations of mental health disorders across all ages. It provides different perspectives and models of aetiology.

Defining qualitative research; Historical development of qualitative research; Key philosophical and methodological issues in qualitative research; Different traditions of qualitative research; Grounded theory, Narrative approach, Ethnography ,Action research and Discourse analysis (8 hrs) Research Lab (7 Hrs) 1) Review of different article related to the different traditions of qualitative research 2) Skill training seminars

Systems of classification, basic features; DSM-IV TR, ICD-10, similarities, differences and critical evaluation; Dementia, delirium, head injury, epilepsy, other amnesic syndromes

Conceptualizing research questions, issues of paradigm, .Designing samples, Theoretical sampling, Contrasting qualitative with quantitative approach in research process Issues of Credibility and trustworthiness (8 hrs) Research Lab (7 Hrs) 1) Qualitative research proposal lab 2) Simulated techniques on designing qualitative research

Models of addiction, schizophrenia, delusion, other psychotic disorders. Clinical characteristics, etiology. Clinical characteristics, etiology and theories of cluster A, B and C personality disorders

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 (8 hrs) Research Lab (7 Hrs) 1) Simulated techniques on different data collection methods 2) Skill training seminars

Depression, bipolar affective disorders; Phobia, GAD, panic, OCD, PSTD, adjustment disorder; Clinical characteristics, etiology. Dissociative disorder, somatoform disorder, other neurotic disorder

Specific developmental disorder of scholastic skills; Pervasive developmental disorders Behavioral and emotional disorders; Disorders of social functioning

Specific developmental disorder of scholastic skills; Pervasive developmental disorders

Behavioral and emotional disorders; Disorders of social functioning

1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5. Washington, D.C: American Psychiatric Association.
2. World Health Organization. (1992). The ICD-10 classification of mental and behavioural disorders: Clinical descriptions and diagnostic guidelines. Geneva: World Health Organization
3. Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock's synopsis of psychiatry: Behavioral sciences/clinical psychiatry (Eleventh edition.). Philadelphia: Wolters Kluwer.

Adams, H.E., Sutker, P.B. (2001). Comprehensive handbook of psychopathology (3^rd Ed.). New York: Kluwer Academic publishers.

Hecker, S.E. & Thorpe, G.L. (2009). Introduction to clinical psychology: Science, practice & ethics. Delhi: Pearson Education, Inc.

Millon, T., Blaney, P., & Davis, R.D. (2014). The oxford textbook of psychopathology. London: Oxford University Press.

Smith, N.W. (2001). Current systems in psychology: History, theory, research & applications. USA: Wadsworth/Thomson learning.

Continuous Internal Assessment (CIA) : 70%

End-Semester Competency Examination  (ESE): 30%

Continuous Internal Assessment

The assessment and grading of the students will take place in the following manner:

CIA I : 20 marks – 2^nd Month of the semester

CIA II : 20 marks – 3^rd Month of the semester

CIA III : 20 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Class engagement: 05 marks 

Attendance: 05 marks

End Semester Competency Examination

The End semester competency examination may take place in the form of a written examination, project submission or Viva Voce examination

Generally the duration of is 2 hours but it may vary for certain courses.

ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks

Course Description: This course is 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.

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

REBT, Reality Therapy, Adlerian Therapy, TA, Gestalt Therapy, Solution-Focused Therapy, Tran theoretical Model; Psychodrama. Skills training Lab: Attending and Observation Skills; Focusing, pacing, leading and linking skills

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.

Children, Adolescents, Couples, Older Clients, Addiction Groups, Divorce Groups Skills training Lab: Skills and strategies for interpersonal influence; Closing a session or a group.

Corey, G. (2000). Theory and Practice of Group Counselling (5^th Ed). Belmont CA: Brooks/Cole.

Jacobs, E.E, Masson, R.L. & Harvill, R.L. (2009). Group Counselling: Strategies and skills. Thomson: Brooks/Cole.

Yalom, LD (1995). The theory and practice of group therapy (4th Ed). New York: Basic books

Corey, M.S., Corey, G.(2006). Groups process and Practice (7^th Ed). Thomson: Brooks/Cole. 

Capuzzi, Dave (2002). Approaches to Group Work: A Handbook for Practitioners. London: Prentice Hall.

Ivey, A.E., Pedersen, P.B. & Ivey, M.B. (2001). Intentional group counselling: A micro skill approach. Belmont CA: Wadsworth.

Continuous Internal Assessment (CIA) : 70%

End-Semester Competency Examination  (ESE): 30%

Continuous Internal Assessment

The assessment and grading of the students will take place in the following manner:

CIA I : 20 marks – 2^nd Month of the semester

CIA II : 20 marks – 3^rd Month of the semester

CIA III : 20 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Class engagement: 05 marks 

Attendance: 05 marks

End Semester Competency Examination

The End semester competency examination may take place in the form of a written examination, project submission or Viva Voce examination

Generally the duration of is 2 hours but it may vary for certain courses.

ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks

Course Description: This is a practical course to train students in counselling skills. The developmental model of training is followed.

Introduction to counselling skills, Micro skill approach to counselling, ethics and multicultural issues in counselling

Basic Communication Skills - Attending Behaviour, Questions , Observation Skills, Paraphrasing, Empathy and Basic Listening Sequence

Reflection of Content; Reflection of Feeling

Integrating Listening Skills

Ivey, A.E., & Ivey, M.B.(2007). Intentional Interviewing and Counselling. Thomson: Brooks/Cole.

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. New Delhi: Sage Publications.

Continuous Internal Assessment (CIA) : 70%

End-Semester Competency Examination  (ESE): 30%

Continuous Internal Assessment

The assessment and grading of the students will take place in the following manner:

CIA I : 20 marks – 2^nd Month of the semester

CIA II : 20 marks – 3^rd Month of the semester

CIA III : 20 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Class engagement: 05 marks 

Attendance: 05 marks

End Semester Competency Examination

The End semester competency examination may take place in the form of a written examination, project submission or Viva Voce examination

Generally the duration of is 2 hours but it may vary for certain courses.

ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks

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 their research work which includes data collection, data analysis and writing up their dissertation.

Learning Outcomes: After completion of the course, students should be able to

 1.      Develop relevant research questions

 2.      Critique their own and other peoples research work with regard to their research designs, data collection methods, sample etc.

Qualities of a good research proposal,

Reviewing different models/ formats of proposals

Issues in proposal writing

Preparing and presenting the proposal

Qualities of a good research proposal,

Reviewing different models/ formats of proposals

Issues in proposal writing

Preparing and presenting the proposal

Writing the Introduction, Review of Literature, Methodology chapters

Presentation of chapters (first three)

Writing the Introduction, Review of Literature, Methodology chapters

Presentation of chapters (first three)

Coolican ,H.(2004).Research methods and Statistics in Psychology .London:Hoddes Arnold

CIA 1 , 2 & 3 are flexible and decided by the course instructor and validated by the Head of the Department and Peers. All students are encouraged to participate actively in class and therefore marks are allotted for attendance as well. Detailed instructions, skills being assessed and evaluation criteria will be listed in the course plan.

Break up of CIA marks is as follows

CIA 1 = 15 points

CIA 2 = 15 points

CIA 3 = 15 points

Attendance = 5 points

TOTAL = 50 points

Course Description:This course will provide students with skills and principles to work with children and adolescents in a variety of settings: school/ educational, family and community. This course is a pre requisite and must be taken along with supervised practicum in the third semester.

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, therapeutic relation in child and adolescent counselling. Process of child therapy, Internal processes of children and therapeutic change, Child counselling skills, use of play and art with children, Child counselling skills: observation, active listening, dealing with resistance and transference, termination skills

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, therapeutic relation in child and adolescent counselling. Process of child therapy, Internal processes of children and therapeutic change, Child counselling skills, use of play and art with children, Child counselling skills: observation, active listening, dealing with resistance and transference, termination skills

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, therapeutic relation in child and adolescent counselling. Process of child therapy, Internal processes of children and therapeutic change, Child counselling skills, use of play and art with children, Child counselling skills: observation, active listening, dealing with resistance and transference, termination skills

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, therapeutic relation in child and adolescent counselling. Process of child therapy, Internal processes of children and therapeutic change, Child counselling skills, use of play and art with children, Child counselling skills: observation, active listening, dealing with resistance and transference, termination skills

Specific issues in educational setting: Career Counselling, Special needs children including intellectually different students (the gifted and the mentally handicapped); children with learning disabilities, children with behavioural problems, and those with communication disorders, sensory impairments.

Specific issues in educational setting: Career Counselling, Special needs children including intellectually different students (the gifted and the mentally handicapped); children with learning disabilities, children with behavioural problems, and those with communication disorders, sensory impairments.

Specific issues in educational setting: Career Counselling, Special needs children including intellectually different students (the gifted and the mentally handicapped); children with learning disabilities, children with behavioural problems, and those with communication disorders, sensory impairments.

Specific issues in educational setting: Career Counselling, Special needs children including intellectually different students (the gifted and the mentally handicapped); children with learning disabilities, children with behavioural problems, and those with communication disorders, sensory impairments.

Learning styles: VAK Model, Kolb?s Experiential Model, MBTI Pattern, Honey & Mumford Model, Hemispheric Dominance Model, Gregorc Model, Gardner?s Multiple Intelligence Model. Study skills: Reading, Writing, Note Making skills, Time Management. Cognitive issues: Factors influencing Attention and Concentration, Remembering, Forgetting

Learning styles: VAK Model, Kolb?s Experiential Model, MBTI Pattern, Honey & Mumford Model, Hemispheric Dominance Model, Gregorc Model, Gardner?s Multiple Intelligence Model. Study skills: Reading, Writing, Note Making skills, Time Management. Cognitive issues: Factors influencing Attention and Concentration, Remembering, Forgetting

Learning styles: VAK Model, Kolb?s Experiential Model, MBTI Pattern, Honey & Mumford Model, Hemispheric Dominance Model, Gregorc Model, Gardner?s Multiple Intelligence Model. Study skills: Reading, Writing, Note Making skills, Time Management. Cognitive issues: Factors influencing Attention and Concentration, Remembering, Forgetting

Learning styles: VAK Model, Kolb?s Experiential Model, MBTI Pattern, Honey & Mumford Model, Hemispheric Dominance Model, Gregorc Model, Gardner?s Multiple Intelligence Model. Study skills: Reading, Writing, Note Making skills, Time Management. Cognitive issues: Factors influencing Attention and Concentration, Remembering, Forgetting

Counsellor as Educational Consultant: Consultation Models and Skills, Career guidance and counselling: Theories of Career Development, Influences on Career Development. Behavioural Management: Functional Analysis and Techniques of Behaviour Modification. Individualized educational programmes, Play Therapy Promotive and preventive counselling strategies , Life skills education

Counsellor as Educational Consultant: Consultation Models and Skills, Career guidance and counselling: Theories of Career Development, Influences on Career Development. Behavioural Management: Functional Analysis and Techniques of Behaviour Modification. Individualized educational programmes, Play Therapy Promotive and preventive counselling strategies , Life skills education

Counsellor as Educational Consultant: Consultation Models and Skills, Career guidance and counselling: Theories of Career Development, Influences on Career Development. Behavioural Management: Functional Analysis and Techniques of Behaviour Modification. Individualized educational programmes, Play Therapy Promotive and preventive counselling strategies , Life skills education

Counsellor as Educational Consultant: Consultation Models and Skills, Career guidance and counselling: Theories of Career Development, Influences on Career Development. Behavioural Management: Functional Analysis and Techniques of Behaviour Modification. Individualized educational programmes, Play Therapy Promotive and preventive counselling strategies , Life skills education

Pattison S., Robson M., Beynon A. eds (2015): The handbook of counselling children and young people. SAGE, Los Angeles.
Studer J.R.(2015) The essential school counselor in a changing society. SAGE, Los Angeles.

Henderson D.A., Thompson C.L.: (2011) Counseling children. Brooks/Cole Cengage Learning, Belmont, CA .

McClure, F. & Teyber, E. (2003). Casebook in child and adolescent treatment: Cultural and familial contexts. Pacific Grove, CA: Brooks/Cole.

Bowe Frank G (2000). Birth to five – early Childhood special education, New York Delmar Publishers Inc.

Santrock, J.W. (2003). Educational Psychology. Boston: McGraw-Hill.

Woolfolk, A. (2007). Educational psychology (10th ed.). Boston, MA: Allyn & Bacon.

Cohen, L.G., & Spenciner, L.J (2003). Assessment of Children and Youth with Special Needs. Boston: Allyn & Bacon.

Mangal S.K (2008) Essentials of Educational Psychology, New Delhi, Prentice Hall of India Pvt ltd

Sharry J. (2004) Counselling children, adolescents and families: A strengths-based approach. Sage Publications Ltd, London.

Schmidt, J. (2008). Counseling in Schools: Comprehensive programs of responsive services for all students. Boston, MA, Allyn and Bacon.

Asch M (2000) Principles of guidance and counselling (1sted) New Delhi: Sarup & Sons

CIA 2 is the Mid Semester Examination which is a centralised examination. CIA 1 & 3 is flexible and decided by the course instructor and validated by the Head of the Department and Peers. All students are encouraged to participate actively in class and therefore marks are allotted for attendance as well. Detailed instructions, skills being assessed and evaluation criteria will be listed in the course plan.

 Break up of CIA marks is as follows

CIA 1 = 20 points

CIA 2 = 50 points

CIA 3 = 20 points

Attendance = 10 points

TOTAL = 100 points

This is halved to get a total CIA mark out of 50.

 End Semester Examination (ESE) is also of 100 points. The ESE is a must pass examination whereas the CIA is not. Overall the student must get 50% marks to pass the course.

Question Paper Pattern

End Semester Examination Pattern for All Theory Papers except electives

 Section A

 12 questions of two marks each, of which ten have to be answered by the candidate (10 X 2 = 20 Marks)

 Section B

Six questions of five marks each, of which four have to be answered by the candidate.  (4 X 5 = 20 Marks)

 Section C

Five questions of twenty marks each, of which three have to be answered by the students. (3 X 20 = 60 Marks)

Course Description:This course provides an overview of the different family therapy models It historically traces the development of family therapy, the main contributors and the theory as it stands today.

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)

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)

Classical schools: Bowen, Strategic, Structural, Experiential, Psychoanalytic, Cognitive Behavioural.

Classical schools: Bowen, Strategic, Structural, Experiential, Psychoanalytic, Cognitive Behavioural.

Recent Developments- Post modernism, Feminist critique, Solution focused therapy, Narrative Therapy, Integrative models

Recent Developments- Post modernism, Feminist critique, Solution focused therapy, Narrative Therapy, Integrative models

Evaluation of Family Therapy , Family therapy research , Empirical foundations and Practice implications

Evaluation of Family Therapy , Family therapy research , Empirical foundations and Practice implications

Nichols, P.M & Schwartz C.R (2008). Family Therapy –concepts and methods, 8^thedition, Allyn and Bacon, Boston, Pearson education, Inc. Press, Inc.

Essential Skills in Family Counselling. JoEllen Paterson, et al. New York, New York. Guilford Press. 2009.

Gehart,D.R.Mastering Competencies in Family Therapy: A Practical Approach to Theory and Clinical Case Documentation

Gladding, S.T.Family Therapy: History, Theory, and Practice (4th Edition)

Gottman, J.M.The Marriage Clinic: A Scientifically Based Marital Therapy

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

Satir.V.(2008) Satir Transformational Systemic Therapy. Publisher: Science & Behavior Books

Napier, A.Y & Whitaker, C. (1988). The Family Crucible: The Intense Experience of Family Therapy

This course has continuous internal assessment. (CIA) .There are 3 CIAs for this course

CIA 1 is the Mid Semester Examination which is a centralised examination. CIA 2 & 3 is flexible and decided by the course instructor and validated by the Head of the Department and Peers. All students are encouraged to participate actively in class and therefore marks are allotted for attendance as well. Detailed instructions, skills being assessed and evaluation criteria will be listed in the course plan.

Break up of CIA marks is as follows

CIA 1 = 20 points

CIA 2 = 50 points

CIA 3 = 20 points

Attendance = 10 points

TOTAL = 100 points

This is halved to get a total CIA mark out of 50.

End Semester Examination (ESE) is also of 100 points. The ESE is a must pass examination whereas the CIA is not. Overall the student must get 50% marks to pass the course.

Question Paper Pattern

End Semester Examination Pattern for All Theory Papers except electives

 Section A

 12 questions of two marks each, of which ten have to be answered by the candidate (10 X 2 = 20 Marks)

 Section B

Six questions of five marks each, of which four have to be answered by the candidate.  (4 X 5 = 20 Marks)

 Section C

Five questions of twenty marks each, of which three have to be answered by the students. (3 X 20 = 60 Marks)

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.

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

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

Intelligence and general ability testing ( BKT, Bhatia's battery, Vineland Social Maturity Scale, Bharatraj Development Schedule). Measuring Achievement and aptitude.(DBDA)

Intelligence and general ability testing ( BKT, Bhatia's battery, Vineland Social Maturity Scale, Bharatraj Development Schedule). Measuring Achievement and aptitude.(DBDA)

Assessment in career counselling (Comprehensive Interest Schedule), Developmental assessment in counselling and therapy (DCT).

Assessment in career counselling (Comprehensive Interest Schedule), Developmental assessment in counselling and therapy (DCT). Spiritual assessment strategies.

Appraisal of personality (16PF, MAPS, MBTI, EPQ-R,TAT, SCT, CAT, Rorschach- Demo only)

Appraisal of personality (16PF, MAPS, MBTI, EPQ-R,TAT, SCT, CAT, Rorschach- Demo only) ,

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.

Drummond, R. J., Sheperis, C. J., & Jones, K. D. (2015). Assessment procedures for counselors and helping professionals. Pearson.

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

Hays, D. G. (2014). Assessment in counseling: A guide to the use of psychological assessment procedures. John Wiley & Sons.

Course Description: The students will be at practicum sites 2 days a week. They will engage in counselling which includes, 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.

Case presentation and supervision

Borders, L D & Brown, L .L (2005) New Handbook for Counselling Supervision, Lawrence Erlbaum Associates, New Jersey

Jongsma Jr, A.E., Peterson,L. M.,Mc Innis, W.P., & Bruce, T.J. (2006). The adolescent psychotherapy treatment planner, 4^th Ed,  Hoboken, NJ. Wiley

This course has continuous internal assessment. (CIA) .There are 3 CIAs for this course

CIA 1 , 2 & 3 is flexible and decided by the course instructor and validated by the Head of the Department and Peers. All students are encouraged to participate actively in class and therefore marks are allotted for attendance as well. Detailed instructions, skills being assessed and evaluation criteria will be listed in the course plan.

 Break up of CIA marks is as follows

 CIA 1 = 15 points

 CIA 2 = 15 points

 CIA 3 = 15 points

 Attendance = 5 points

 TOTAL =  50 points

 End Semester Examination (ESE) is also of 50 points. The ESE is a must pass viva-voce examination whereas the CIA is not. Overall the student must get 50% marks to pass the course.

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 under the guidance of a faculty member.

The student must willingly accept to assist, support or help the agency in activities which may include the following 

• Working & supporting the client population
• assisting in administrative responsibilities
• assisting in the agency helpline
• any other activity as outlined by the agency

Choose a volunteer opportunity that best suits their skills, availability, and expectations.

 Identify an Interest

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

Jongsma Jr, A.E., Peterson,L. M., & Bruce, T.J. (2006). The complete adult psychotherapy treatment planner, 4th Ed,  Hoboken, NJ. Wiley

Evaluation:

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 Weeks

Total No. of Hrs

Signature & Name of the Authority

In addition they are required to get a certificate letter from the Agency for volunteer work/ internship.

The final Reflective report may follow the following format:

Name –

Course –

Name of External Supervisor -

Name of Organization –

Name of Internal Supervisor –

Outline

Chapter I:  Introduction

§  General Introduction

Chapter II: Profile of The Organisation

§  Profile

§  Policy of the Organization regarding volunteer work

Chapter III: Volunteer Work

§  Activities that you did

§  Experiential learning

§  Integration with Counselling concepts & theories

Chapter IV:   Summary & Conclusion

• Summarize & Conclude

Marks

• Logbook – 10 marks
• Report – 40 marks

Course Description: This course covers 2 main theoretical approaches to counselling such as CAT, CBT, Satir Model of Transformational change or any other. The student is taught how to assess client issues, conceptualize client problems and provide therapeutic interventions using a particular theoretical framework

• Introduction and theoretical roots of CAT
• Integration of different modalities
• The shape of a CAT therapy
• The model of “self” at the heart of CAT
• Reciprocal roles : the building blocks of CAT
• Reformulation, identifying patterns and anticipating ruptures
• Diagrams to help with the recognition of harmful patterns  and with finding exits
• Traps, dilemmas and snags
• Specific presentations in CAT (1) Borderline  and Narcissistic Personality Disorder
• Specific presentations in CAT (2) Eating disorders and addictions
• Specific presentations in CAT (3)  Working with people who have physical illnesses or disability, including diabetes
• Endings, loss and bereavement
• Working with endings using the goodbye letter
• Using CAT to understand dynamics in teams and in the workplace

Satir Model of Transformational Change , Cognitive Behavior Therapy (CBT) Behavior Therapy, Developmental Counselling and Therapy (DCT) , Gestalt Therapy, Transactional Analysis (TA), Person-Centred Therapy , Psychodynamic Therapy

Jellema, A. (2002) CAT and Attachment Theory: where are we now? ACAT News Summer 2002 (conference paper)

Ryle,A. and Bennet, D. (2007) Case formulation in Cognitive Analytic Therapy ch in Eells,T. (ed) Handbook of Psychotherapy Case Formulation .Guildford Press New York pp 289-313

Simmons, J & Griffiths,R. CBT for beginners. Sage Publications Ltd

Ryle, A. (1995) Cognitive Analytic Therapy: history and recent developments ch in Ryle, A. (ed ) Cognitive Analytic Therapy : Developments in theory and Practice. Wiley London

This course has continuous internal assessment. (CIA) .

The CIA is flexible and decided by the course instructor and validated by the Head of the Department and Peers. All students are encouraged to participate actively in class and therefore marks are allotted for attendance as well. Detailed instructions, skills being assessed and evaluation criteria will be listed in the course plan.

Break up of CIA marks is as follows

CIA = 45

Attendance = 5 points

TOTAL =  50 points

End Semester Examination (ESE) is also of 50 points. The ESE is a must pass viva-voce examination whereas the CIA is not. Overall the student must get 50% marks to pass the course.

Course Description: This course provides an overview of counselling interventions for special populations. Various domains like Substance abuse counselling, mental health counselling, child abuse and trauma and rehabilitation counselling are dealt with in this course.                                

Learning Outcomes: On completion of this course students will be able to

1. Understand addictions and deal more effectively with people addicted to various substances
2. Assess mental health problems and convey diagnosis to patients and also psycho educate them and their families
3. Understand processes involved in reporting child abuse and neglect
4. Appreciate psychosocial aspects of disability and provide appropriate interventions

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; Counseling Individuals; Relapse Dynamic & triggers ; Processes in Recovery (refusal skills)

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; Counseling Individuals; Relapse Dynamic & triggers ; Processes in Recovery (refusal skills)

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; Counseling Individuals; Relapse Dynamic & triggers ; Processes in Recovery (refusal skills)

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; Counseling Individuals; Relapse Dynamic & triggers ; Processes in Recovery (refusal skills)

Identifying and assessing mental health problems, conveying of diagnoses, managing stigma, compliance counselling; Psychopharmacology: mechanisms, educating clients; psycho-education in families, communities, promotion of mental health

Identifying and assessing mental health problems, conveying of diagnoses, managing stigma, compliance counselling; Psychopharmacology: mechanisms, educating clients; psycho-education in families, communities, promotion of mental health

Identifying and assessing mental health problems, conveying of diagnoses, managing stigma, compliance counselling; Psychopharmacology: mechanisms, educating clients; psycho-education in families, communities, promotion of mental health

Identifying and assessing mental health problems, conveying of diagnoses, managing stigma, compliance counselling; Psychopharmacology: mechanisms, educating clients; psycho-education in families, communities, promotion of mental health

Types and characteristics of the various forms of child abuse and neglect, child abuse and neglect reporting laws and the reporting responsibilities of mandated reporters;  interaction of biological, psychological and societal factors in the causation of child maltreatment , appropriate treatment plans and intervention approaches,  community resources to aid in the prevention, intervention and treatment of child abuse

Types and characteristics of the various forms of child abuse and neglect, child abuse and neglect reporting laws and the reporting responsibilities of mandated reporters;  interaction of biological, psychological and societal factors in the causation of child maltreatment , appropriate treatment plans and intervention approaches,  community resources to aid in the prevention, intervention and treatment of child abuse

Types and characteristics of the various forms of child abuse and neglect, child abuse and neglect reporting laws and the reporting responsibilities of mandated reporters;  interaction of biological, psychological and societal factors in the causation of child maltreatment , appropriate treatment plans and intervention approaches,  community resources to aid in the prevention, intervention and treatment of child abuse

Types and characteristics of the various forms of child abuse and neglect, child abuse and neglect reporting laws and the reporting responsibilities of mandated reporters;  interaction of biological, psychological and societal factors in the causation of child maltreatment , appropriate treatment plans and intervention approaches,  community resources to aid in the prevention, intervention and treatment of child abuse

History of rehabilitation , Principles of psychiatric rehabilitation, Counselling theory, skills, and techniques, Psychosocial aspects of disability, Case management and rehabilitation planning, Disability assessment, Vocational evaluation and training, Job development and placement, Career counselling, CBR services , Family education, Awareness programs, Technological adaptation

History of rehabilitation , Principles of psychiatric rehabilitation, Counselling theory, skills, and techniques, Psychosocial aspects of disability, Case management and rehabilitation planning, Disability assessment, Vocational evaluation and training, Job development and placement, Career counselling, CBR services , Family education, Awareness programs, Technological adaptation

History of rehabilitation , Principles of psychiatric rehabilitation, Counselling theory, skills, and techniques, Psychosocial aspects of disability, Case management and rehabilitation planning, Disability assessment, Vocational evaluation and training, Job development and placement, Career counselling, CBR services , Family education, Awareness programs, Technological adaptation

History of rehabilitation , Principles of psychiatric rehabilitation, Counselling theory, skills, and techniques, Psychosocial aspects of disability, Case management and rehabilitation planning, Disability assessment, Vocational evaluation and training, Job development and placement, Career counselling, CBR services , Family education, Awareness programs, Technological adaptation

Ackerman, R.J. (1983). Children of alcoholics: A guidebook for educators, therapists, and parents (2nd ed.). Holmes Beach, FL: Learning Publications.

Aiken, L.R., & Groth- Marnat, G.(2006). Psychological Testing and Assessment – twelfth edition. Boston, MA: Pearson.

Alcoholic Anonymous World Services, Inc. (1976). Alcoholics Anonymous. The AA big book. New York: AA World Services, Inc.

Alcoholic Anonymous World Services, Inc. (1980). The twelve steps and the twelve traditions. New York: AA World Services, Inc.

Anastasi, A. & Urbina, S. (1997). Psychological testing. N.D.: Pearson Education.

Bellack S.A and Hersen M., Handbook of BT in the Psychiatric Setting, Plenum Press, New york, 1993

Black, C. (1981). It will never happen to me. Denver, CO: M.A. C.

Cormier,S.& Cormier,W.H. Interviewing Strategies For Helpers: Fundamental Skills And Cognitive- Behavioural Interventions (Counseling Series). Wadsworth Publishing Co.

Deutsch, C. (1981). Broken bottles...broken dreams. Hollywood, FL: Health Communications, Inc.

Galanter, M, & Kleber, H.D. (1994). Textbook of substance abuse treatment. Washington, D.C.: American Psychiatric Press, Inc.

Kaplan, R.M. & Saccuzzo, D.P. (2007). Psychological Testing: Principles, Applications, and Issues.    Australia: Thomson Wadsworth.

Lawson, G., Peterson, J.S., and Lawson, A. (1983). Alcoholism and the family. Rockville, MD: Aspen

Levin, J.D. (1995). Introduction to alcoholism counseling: A bio-psycho-social approach. New York: Taylor & Francis.

Liberman R.P., editor, Effective Psychiatric Rehabilitation. New Directions for Mental Health Services.53.San Francisco CA., Jossey-Bass,1992

Liberman R.P., Editor, Psychiatric Rehabilitation of Chronic Mental Patients. Washington DC:Americal Psychiatric Press, 1988

Lowinson, J.H., Ruiz, P., Millman, R. B., & Langrod, J.G. (1997). Substance abuse: A comprehensive textbook (3rd ed.). Baltimore, MA: Williams & Wilkins.

Rachel, V. (1987). Family secrets: Life stories of adult children of alcoholics. San Francisco: Harper & Row.

Wing J.K., Morris B., (ed) Handbook of Psychiatric Rehabilitation Practice. Oxford university press,1981 

Woititz, J.G. (1983). Adult children of alcoholics. Deerfield Beach: Health Communications, Inc.

Aiken, L.R., & Groth- Marnat, G.(2006). Psychological Testing and Assessment – twelfth edition. Boston, MA: Pearson.

CIA 1 is the Mid Semester Examination which is a centralised examination. CIA 2 & 3 is flexible and decided by the course instructor and validated by the Head of the Department and Peers. All students are encouraged to participate actively in class and therefore marks are allotted for attendance as well. Detailed instructions, skills being assessed and evaluation criteria will be listed in the course plan.

Break up of CIA marks is as follows

CIA 1 = 50 points

CIA 2 = 20 points

CIA 3 = 20 points

Attendance = 10 points

TOTAL = 100 points

This is halved to get a total CIA mark out of 50.

End Semester Examination (ESE) is also of 100 points. The ESE is a must pass examination whereas the CIA is not. Overall the student must get 50% marks to pass the course.

Question Paper Pattern

End Semester Examination Pattern for All Theory Papers except electives

Section A

 12 questions of two marks each, of which ten have to be answered by the candidate (10 X 2 = 20 Marks)

Section B

Six questions of five marks each, of which four have to be answered by the candidate.  (4 X 5 = 20 Marks)

Section C

Five questions of twenty marks each, of which three have to be answered by the students. (3 X 20 = 60 Marks)

1. Awareness about the philosophical and logical foundations of health and illness conceptualized by Asian healing methods in relation to Western medicine.
2. Critical understanding of holistic approach to health and healing based on the possibilities and availability of alternate methods of healing mainly of Eastern origin.
3. Develop understanding of the nature and significance of health psychology and highlight the importance of social and psychological perspectives of health and science.
4. Focus on indigenous and culturally accepted/ practiced therapeutic methods and its close relation to the theoretical positions of Psychology.
5. Rethinking the behavioural factors, disease prevention and health promotion in the context of holistic philosophy of health.

Science and scientific reasoning in healing; Origin and relevance of CAM. Concepts, Causes, Classification, Diagnosis and Treatment of Health & Illness in Ayurveda, Naturopathy, Unani & Siddha and Reiki & Acupuncture; Indigenous methods of healing – Shamanism, Religious based and Ritual art form based healing methods.

Philosophical foundations; Problematising the notion of mental illness; Various conceptions of mental illness; Anti-psychiatry movement

Philosophy for counselling and psychotherapy; Issues of integration; Implications to Health Psychology ; Psychotherapy and medical treatment

Backman, M.E.  The psychology of the physically ill patient: a clinician’s guide. Plenum Press. 

Cooper, R. (2007). Psychiatry and philosophy of science. Stocksfield: Acumen.

Furnham, A.(2005). Complementary and alternative medicine: shopping for health in post-modern times. In P. White. (Ed.). Biopsychosocial medicine: an integrated approach to understanding illness. Oxford: Oxford University Press.

Howard, A. (2000). Philosophy for counselling and psychotherapy. Palgrave  

Inglis, B.& West, R. (1983). The alternative health guide. London: Dorling Kindersely Ltd.

White, P. (Ed.). (2005). Biopsychosocial medicine: an integrated approach to understanding illness. Oxford: Oxford University Press.

This course has continuous internal assessment. (CIA) .There are 3 CIAs for this course

CIA 1, CIA 2 & CIA are flexible and decided by the course instructor and validated by the Head of the Department and Peers. All students are encouraged to participate actively in class and therefore marks are allotted for attendance as well. Detailed instructions, skills being assessed and evaluation criteria will be listed in the course plan.

 Break up of CIA marks is as follows

CIA 1 = 50 points

CIA 2 = 20 points

CIA 3 = 20 points

Attendance = 10 points

TOTAL = 100 points

This is halved to get a total CIA mark out of 50.

The objective of the course is to help the student to acquire skills to tackle self-defeating thinking and replace it with a problem-solving outlook.

The evolution of professional coaching and coaching psychology, integrating positive psychology in coaching, Indian concepts in coaching/preventative mode.

Dealing with troublesome emotions, overcoming procrastination, becoming assertive, tackling poor time management, handling criticism constructively, taking risks and making better decisions

Cognitive Behaviour Coaching, NLP Coaching

This course has continuous internal assessment. (CIA) .There are 3 CIAs for this course

CIA 1 ,CIA 2 & 3 are flexible and decided by the course instructor and validated by the Head of the Department and Peers. All students are encouraged to participate actively in class and therefore marks are allotted for attendance as well. Detailed instructions, skills being assessed and evaluation criteria will be listed in the course plan.

Break up of CIA marks is as follows

CIA 1 = 50 points

CIA 2 = 20 points

CIA 3 = 20 points

Attendance = 10 points

TOTAL = 100 points

This is halved to get a total CIA mark out of 50.

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

learning outcomes: On successful completion of this course students will be able to

1. Understand the importance of supervision
2. View client issues with a wider perspective
3. Understand how their personal lives are influencing and being influenced by their clients and therapy

Various models of Case conceptualization

Using the DSM and ICD to make provisional diagnosis

Treatment Planning

Transference and Counter Transference Issues

Cultural issues

Ethical dilemmas

Various models of Case conceptualization

Using the DSM and ICD to make provisional diagnosis

Treatment Planning

Transference and Counter Transference Issues

Cultural issues

Ethical dilemmas

Borders, L D & Brown, L .L (2005) New Handbook for Counselling Supervision, Lawrence Erlbaum Associates, New Jersey

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:

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.

Supervisor Evaluation (15 Marks)

Site Supervisor Evaluation (15 Marks)

Post Course Assessment (15 Marks)

Attendance (5 Marks)

Supervisor Evaluation & Site Supervisor Evaluation is done using a prescribed form .

Post-course self-assessment - Write a two paper reassessing yourself since you have completed two semesters as a counsellor trainee. Please make note of areas that are similar to and different from your initial assessment. The paper should include the following: (a) strengths, (b) growth edges, (c) learning goals for future training, (d) counter-transference issues, and (e) theoretical orientation(s). The paper must be written in APA style. 

Attendance: A student can miss a maximum of only one group supervision class in the to meet the university requirement of 85% attendance. Beyond which he / she will not be permitted to appear for the VIVA VOCE exam.

Course Description: Students have to undertake counselling internship during the duration of the course. 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 department also. Students have to periodically meet their supervisors and submit a report at the end of their practicum period. The format of the report and the type of cases to be presented will be decided by the Department Council.

Students have to complete 750 – 1000 hours of supervised practicum. The details are as follows:

Learning Outcomes: On completion of this course students will be able to

1. Demonstrate competence of counselling skills in applied settings.
2. Appreciate  and respect the ethical guidelines of organizations with which they work
3. Demonstrate amicable relationship with their colleagues and co-workers
4. Co-ordinate effectively with their supervisors.
5. Effectively conceptualize the client’s concerns, demonstrate and apply counselling skills and write reports.

Counselling Clients in various settings

Counselling Clients in various settings

Borders, L D & Brown, L .L (2005) New Handbook for Counselling Supervision, Lawrence Erlbaum Associates, New Jersey

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

Skills evaluation would be done periodically by the supervisors. Students’ case reports would be evaluated and there will be a competency viva – voce. 

*End Semester Exam (ESE) - Comprehensive Clinical Viva based on 5 cases submitted and practicum (100 marks)

Continuous Internal Assessment (100 Marks) which includes-

• Case records - 5 cases (75 Marks)
• Mid Semester Exam - Viva (25 Marks)