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1 Semester - 2019 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MPC111 | ACADEMIC WRITING AND RESEARCH SEMINAR | - | 2 | 2 | 50 |
MPC121 | PROFESSIONAL DEVELOPMENT - I | - | 2 | 2 | 50 |
MPC131 | FOUNDATIONS OF COUNSELLING PSYCHOLOGY | - | 4 | 4 | 100 |
MPC132 | LIFE-SPAN PSYCHOLOGY | - | 4 | 4 | 100 |
MPC133 | QUANTITATIVE RESEARCH METHODS | - | 4 | 4 | 100 |
MPC134 | COUNSELLING THEORIES AND TECHNIQUES - I (INDIVIDUAL) | - | 4 | 4 | 100 |
MPC151 | MULTICULTURAL COUNSELLING SKILLS - I | - | 4 | 4 | 100 |
MPC181 | COMMUNITY SERVICE - I | - | 4 | 2 | 50 |
2 Semester - 2019 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MPC211 | APPLICATION OF STATISTICS IN BEHAVIOURAL SCIENCES | - | 2 | 2 | 50 |
MPC221 | PROFESSIONAL DEVELOPMENT-II | - | 2 | 2 | 50 |
MPC231 | QUALITATIVE RESEARCH METHODS IN COUNSELLING PSYCHOLOGY | - | 4 | 4 | 100 |
MPC232 | POSITIVE PSYCHOLOGY | - | 4 | 4 | 100 |
MPC233 | SOCIAL AND CULTURAL FOUNDATIONS FOR COUNSELLING | - | 4 | 4 | 100 |
MPC234 | MENTAL HEALTH DISORDERS | - | 4 | 4 | 100 |
MPC235 | COUNSELLING THEORIES AND TECHNIQUES - II (GROUP) | - | 4 | 2 | 100 |
MPC251 | MULTICULTURAL COUNSELLING SKILLS - II | - | 4 | 4 | 100 |
MPC271 | RESEARCH PROPOSAL AND SUPERVISION | - | 2 | 2 | 50 |
3 Semester - 2018 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MPC331 | CHILD AND ADOLESCENT COUNSELLING | - | 4 | 4 | 100 |
MPC332 | COUNSELLING THEORIES AND TECHNIQUES - III (COUPLES AND FAMILIES) | - | 4 | 4 | 100 |
MPC351 | PSYCHOLOGICAL ASSESSMENT | - | 4 | 4 | 100 |
MPC352 | SUPERVISED PRACTICUM | - | 2 | 4 | 100 |
MPC372 | RESEARCH SUPERVISION | - | 2 | 2 | 50 |
MPC381 | COMMUNITY SERVICE - II (SUMMER PLACEMENT) | - | 0 | 2 | 50 |
4 Semester - 2018 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MPC411 | INTEGRATED SKILLS TRAINING | - | 4 | 4 | 100 |
MPC431 | COUNSELLING INTERVENTIONS FOR SPECIAL POPULATIONS | - | 4 | 4 | 100 |
MPC441A | ASIAN HEALING PRACTICES | - | 2 | 2 | 50 |
MPC441B | LIFE COACHING | - | 2 | 2 | 50 |
MPC471 | COUNSELLING SUPERVISION SEMINAR | - | 2 | 2 | 50 |
MPC481 | COUNSELLING INTERNSHIP | - | 0 | 8 | 200 |
MPC483 | DISSERTATION | - | 2 | 4 | 100 |
MPC111 - ACADEMIC WRITING AND RESEARCH SEMINAR (2019 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: This Course will introduce students to the domain of academic writing and its intricacies. Every student, regardless of his or her area of interest, will be called upon to use an academic style of writing at different levels and at various points in time. This course will therefore seek to impart such knowledge about the styles of writing used in the current academic scenario. It will provide students with opportunities in the classroom setting to practice such styles, both individually and in collaboration with others. In doing so, it will allow students to delve deeper into scientific literature, while also preparing them for efforts in research. The insights gained from such a course can be used by students as a foundation in their specialized line of work.
Course objectives:
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Course Outcome |
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Course outcomes: By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:5 |
Introduction to Academic Writing
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An overview of the current status of academic writing and its importance; different approaches and processes; key issues: plagiarism, biases and frequent errors | |
Unit-2 |
Teaching Hours:10 |
Guidelines and rules in Academic Writing
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Introduction to style and formatting guidelines from the American Psychological Association (APA); specific guidelines pertaining to in-text citations, references, and structures of academic papers
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Unit-3 |
Teaching Hours:8 |
Reporting
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Abstract writing; summarization; review of literature; scientific poster presentations; reflective, analytic and descriptive reports; book review; film review; tables and graphs in academic papers. | |
Unit-4 |
Teaching Hours:7 |
Experiential Learning as Assessment Strategies
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Individual/Group presentations on forms and issues in Academic Writing; classroom assignments in generating abstracts, posters, reviews, etc | |
Text Books And Reference Books: APA. (2010). Publication manual of the American Psychological Association (6th Ed.).Washington, DC: American Psychological Association.
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Essential Reading / Recommended Reading
Hartley, J. (2008). Academic Writing and Publishing: A Practical Guide. Taylor and Francis. ISBN 0 203927982 | |
Evaluation Pattern For 2 credit papers (50 marks) CIA-1 (15 marks) CIA-2 (15 marks) Class participation & Attendance (5 marks) Summative Assessment (15 marks) | |
MPC121 - PROFESSIONAL DEVELOPMENT - I (2019 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course description: This course has been conceptualized in order to shape students to ultimately serve clients of counselling services effectively. It is necessary to monitor the student’s academic progress in the domains that are both personal and professional. These qualities will enhance their counselling skills. The most important aspect of this process is for the counsellor to grow as a person and then a professional. This course will help the students to understand their skills and developing new skills to become a professional counselor. Life skills and basic counselling skills will be the focus of this course. Course objectives: This course will help the learner to
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Course Outcome |
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By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
Unit 1
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Self-awareness, Self-image, Self-development, / Identity (oldvs. new), Empathy,/ problem solving and decision making,/ Creativity, critical thinking,/ Effective helpers;/ Building relationships. / Practicum: Designing and developing training modules on Psycho-Educational Prevention Programs for adolescents, teachers and parents. | |
Unit-2 |
Teaching Hours:15 |
Unit 2
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Self-awareness, Self-image, Self-development, / Identity (oldvs. new), Empathy,/ problem solving and decision making,/ Creativity, critical thinking,/ Effective helpers;/ Building relationships. / Practicum: Designing and developing training modules on Psycho-Educational Prevention Programs for adolescents, teachers and parents. | |
Text Books And Reference Books: Feltham, C. (2007). Professional skills for counselors – understanding the counseling relationships. Los Angeles: Sage publication Goud, N. & Arko, A. (2006). Psychology and personal growth, Pearson, MA. Inskipp, F. (2004). Skills training for Counselling. London: Sage publications. | |
Essential Reading / Recommended Reading Evans, T. (2015). Counselling skills for Becoming A wiser Practitioner-Tools, techniques and reflections For building practice wisdom. Philadelphia:Jessica Kingsley Publishers. Jones, R. N. (2005). Practical counseling and helping skills - text and activities for the lifeskills counselling model.(5th ed).London: Sage publications. Nair. A. Radhakrishnan, (2010). Life Skills Training for Positive Behaviour, Rajiv Gandhi National Institute of Youth Development, Tamil Nadu Nair.V.Rajasenan, (2010). Life Skills, Personality and Leadership, Rajiv Gandhi National Institute of Youth Development, Tamil Nadu. | |
Evaluation Pattern For 2 credit papers (50 marks) CIA-1 (15 marks) CIA-2 (15 marks) Class participation & Attendance (5 marks) Summative Assessment (15 marks)
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MPC131 - FOUNDATIONS OF COUNSELLING PSYCHOLOGY (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This course will give students an insight into topics that provide a foundation for counselling psychology and lays down the ground concepts for their journey towards becoming a professional in this field. It is provided to the students in the first semester and will give them the basic competencies and understanding for future courses as well as internships. Topics covered include, understanding the meaning of counselling, its settings and aspects, the historical roots of this field, an Indian Perspective, ethical components, and current trends. This course is the steppingstone for students to gain a foundation towards understanding their roles and requirements to provide services to those in need of them. Course objectives: This course provides students with an understanding of:
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Course Outcome |
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By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
Introduction
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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 | |
Unit-2 |
Teaching Hours:15 |
Historic Perspectives
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Development of the profession: Stages of the development of the profession; Traditional activities of counsellors; Counselling in India | |
Unit-3 |
Teaching Hours:15 |
Counselling Relationship & Ethical and Legal Guidelines
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The importance of relationship; Components of relationship; Facilitative conditions for the counselling relationship; Ethical issues, Ethical dilemmas, Legal concerns of counsellors | |
Unit-4 |
Teaching Hours:15 |
Current trends in counselling
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Diversity issues in counselling; Different formats of counselling; Counselling and Liasoning fields; Trauma Counselling | |
Text Books And Reference Books: · Neukrug, E. (2011). The world of the counselor: An introduction to the counseling profession. Nelson Education. Bond, T. (1997) Standards and Ethics for counsellors in action, New Delhi: Sage Charles, G.J., & Bruce, F.R. (1995), Counselling Psychology, Harcourt Brace Publishers, U S A | |
Essential Reading / Recommended Reading · Felthman, C., & Horton, I. (2000) (Ed), Handbook of Counselling and Psychotherapy, New Delhi: Sage Robert, G. L., & Marianne, M.H. (2003), Introduction to Counselling and Guidance, Pearson education, Inc Sharma, R .N.,& Sharma,R. (2004), Guidance and Counselling in India. | |
Evaluation Pattern For 4 credit core papers (100 marks) CIA-1 (30 marks) CIA-2 (30 marks) Class Participation (5 marks) Attendance (5 marks) ESE (30 marks) All CIAs are must pass assessments, A grade of 50% is required to pass. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40% | |
MPC132 - LIFE-SPAN PSYCHOLOGY (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This course has been conceptualized in order to introduce trainee counsellors to human development across the lifespan with a focus on normal and atypical development, developmental transitions, the socio-economic context of development and wellness at each stage of development. This course looks at life span development through the lenses of social, cognitive and biological theories. The course aims at providing conceptual understanding of healthy development and practical understanding of how to help children, adolescents, and adults address the developmental challenges they face across the life span. This course provides counselling students with a foundation to conceptualize and apply developmental theory and research.
Course objectives: This course will help the learner to understand
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Course Outcome |
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By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:10 |
Introduction to Life-Span Development
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Importance of studying Life-Span Development, Characteristics of life-span development, Nature of Development, Scope of Life span development Social contexts of lifespan development. | |
Unit-2 |
Teaching Hours:20 |
Biological Processes in Human Development
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Part 1: Biological Bases to explain Human Development (10 hours)- Heredity-Environment Correlations; Important physical changes; Challenges for psychological development. 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. | |
Unit-3 |
Teaching Hours:10 |
Cognitive Processes and Development
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Piaget and Vygotsky’s theory of cognitive development; Age related challenges to cognitive development | |
Unit-4 |
Teaching Hours:20 |
Socio-Emotional Processes and Development Across Life Span
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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 | |
Text Books And Reference Books: Berk, L. E. (2016). Exploring lifespan development. Pearson. Santrock, J.W. (2011). A topical Approach to life-Span Development. New Delhi: Tata McGraw-Hill Edition. | |
Essential Reading / Recommended Reading Broderick, P.C., & Blewitt, P. (2010). The life span: Human development for helping professionals. (3rd Ed.). Boston: Pearson. Feldman, R. S. (2015). Discovering the life span. (3rd Eds). Pearson Global Education. Newman & Newman (2003). Development through life: A Psychosocial Approach. USA: Thomson Wadsworth. | |
Evaluation Pattern For 4 credit core papers (100 marks) CIA-1 (30 marks) CIA-2 (30 marks) Class Participation (5 marks) Attendance (5 marks) ESE (30 marks) All CIAs are must pass assessments, A grade of 50% is required to pass. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40% | |
MPC133 - QUANTITATIVE RESEARCH METHODS (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This course 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. Course objectives: This course will help the learner
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Course Outcome |
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Course outcomes: By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
Foundations of Quantitative Research
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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 | |
Unit-2 |
Teaching Hours:15 |
Process of Quantitative Research
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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 | |
Unit-3 |
Teaching Hours:15 |
Sampling Techniques and Data Collection
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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 | |
Unit-4 |
Teaching Hours:15 |
Experimental Designs
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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 | |
Text Books And Reference Books: Bordens, K.S., & Abbott, B.B. (2006). Research and 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 | |
Essential Reading / Recommended Reading 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.
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Evaluation Pattern For 4 credit core papers (100 marks) CIA-1 (30 marks) CIA-2 (30 marks) Class Participation (5 marks) Attendance (5 marks) ESE (30 marks) All CIAs are must pass assessments, A grade of 50% is required to pass. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40% | |
MPC134 - COUNSELLING THEORIES AND TECHNIQUES - I (INDIVIDUAL) (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This course has been conceptualized with an intention to orient students to the theoretical foundations, processes and techniques underlying different counselling approaches for the treatment and care of clients that they will see. Course objectives: This course will help the learner understand
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Course Outcome |
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Course outcomes: By the end of the course the learner will be able to: Demonstrate awareness and understanding of the theoretical foundations underlying various psychotherapeutic approaches Demonstrate knowledge and application of evidence-based practices specific to particular mental health conditions. Demonstrate knowledge and application of therapeutic skills and techniques specific to each psychotherapeutic approach Demonstrate the ability to conceptualize cases using different therapeutic approaches Critically evaluate the strengths, limitations and the unique features associated with each form of psychotherapy. |
Unit-1 |
Teaching Hours:15 |
Unit 1
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Psychoanalytic psychotherapy: Introduction to Freud and his personality theory – Therapeutic process – Techniques – Application of techniques and procedures – therapy with diverse populations. Adlerian psychotherapy: Introduction to Adler and his personality theory – Therapeutic process – Techniques – Application of techniques and procedures – Adlerian therapy with diverse populations.
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Unit-2 |
Teaching Hours:15 |
Unit 2
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Person Centred Psychotherapy: Introduction to Carl Rogers and Rogerian theory of personality – Therapeutic process – Techniques – Application of techniques and procedures – Therapy with diverse populations. Existential therapy: Introduction to Existentialism – Logotherapy - Therapeutic process – Techniques – Application of techniques and procedures – Therapy with diverse populations. Gestalt Therapy – Introduction to Gestalt therapy - Therapeutic process – Techniques – Application of techniques and procedures – Therapy with diverse populations. | |
Unit-3 |
Teaching Hours:15 |
Unit 3
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Behavior Therapy: Introduction to behavioral theories –Behavioral therapeutic process – Techniques – Application of behavioral techniques and procedures – Therapy with diverse populations. Lazarus Multimodal Approach to Psychotherapy: Introduction to Multimodal Psychotherapy theory – Therapeutic process – Application of techniques and procedures – Therapy with diverse populations. Cognitive Behavior Modification: Donald Meichenbaum’s approach to therapy | |
Unit-4 |
Teaching Hours:15 |
Unit 4
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Cognitive Therapy: Introduction to Albert Ellis Rational Emotive Behavioral (REBT) theory – Therapeutic process – Techniques – Application of techniques and procedures – REBT with diverse populations. Aaron Beck’s Cognitive Therapy: Introduction to Aaron Beck’s cognitive theory (CT) – therapeutic process – Techniques – Application of techniques and procedures – CT with diverse populations. Integrative Approach to Psychotherapy: Integration vs. Eclecticism –An introduction to therapy, techniques and applications. | |
Text Books And Reference Books: Corey, G. (2017). Theory and Practice of Counseling and Psychotherapy (10th ed.). Boston, USA: Cengage Learning. | |
Essential Reading / Recommended Reading Palmer, S. (ed.). (1999). Introduction to counselling and psychotherapy: The essential guide. New Delhi: Sage. | |
Evaluation Pattern For 4 credit core papers (100 marks) CIA-1 (30 marks) CIA-2 (30 marks) Class Participation (5 marks) Attendance (5 marks) ESE (30 marks)
ll CIAs are must pass assessments, A grade of 50% is required to pass If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%
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MPC151 - MULTICULTURAL COUNSELLING SKILLS - I (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This practical course has been conceptualized in order to train students in counselling skills. The developmental model of training is followed. Through this course the students are trained in basic counseling skills, such as attending skills, basic listening sequence, observation skills, along with ethics in a multicultural context through dyad and triad work. Course objectives : After the completion of this course, a student will be able to:
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Course Outcome |
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Course outcomes: By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
Unit 1
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Introduction to counselling skills; Micro skill approach to counselling; Ethics and multicultural issues in counselling. | |
Unit-2 |
Teaching Hours:15 |
Unit 2
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Attending Behaviours; Questions; Client observational Skills; Encouraging, Paraphrasing and Summarizing. | |
Unit-3 |
Teaching Hours:15 |
Unit 3
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Reflection of Content, Reflection of Feeling | |
Unit-4 |
Teaching Hours:15 |
Unit 4
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Integrating Listening Skills | |
Text Books And Reference Books: Ivey, A.E., & Ivey, M.B.(2007). Intentional Interviewing and Counselling. Thomson: Brooks/Cole. | |
Essential Reading / Recommended Reading Evans, D.R. , Hearn, M.T., Uhlemann, M.R., & Ivey, A.E. (2008). Essential Interviewing: A Programmed Approach to Effective Communication. Thomson: Brooks/Cole. | |
Evaluation Pattern For 4 credit core papers (100 marks) CIA-1 (30 marks) CIA-2 (30 marks) Class Participation (5 marks) Attendance (5 marks) ESE (30 marks) All CIAs are must pass assessments, A grade of 50% is required to pass . If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%. The ESE is a Viva Voce Examination
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MPC181 - COMMUNITY SERVICE - I (2019 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:4 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course description: In this course students will spend four hours a week or a total of 30 hours during the semester involved in supervised community service. Students are encouraged to work alongside NGO’s or other professional bodies. Students will engage in activities such as children, adolescents and youth teaching/tutoring, community organization, psychological assessment and mental health awareness. Reflections on their interactions are integral part of this course. Student engagement will be assessed by a supervisor. Course objectives: This course will help the learner:
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Course Outcome |
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Course outcomes: By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:2 |
Introduction
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Community service: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of psychologist in community service: Social Psychologist, Community Psychologist & Counselor. Outcomes of community service: Personal outcome; Social outcome, Learning outcome and Career outcome. | |
Unit-2 |
Teaching Hours:30 |
Fieldwork
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Students in groups will partner with various NGO’s and organizations working in the areas of education, development, interventions and mental health. As part of the course requirement the students will be involved in the community oriented activities of the organizations they affiliate with. The NGO’s or Organizations along with the faculty coordinator will be responsible for the process delivery. These placements will offer students hands-on experiences in working with various issues in community and facilitate meaningful learning. | |
Unit-3 |
Teaching Hours:13 |
Reflection
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Reflection is a core component of Community service. It is a period of critical thinking performed by the student and is based on a specific or overall experience of the student. It guides students towards greater personal development by coming to a better understanding of their own values, opinions, and assumptions. The types of reflection which can be used are, class discussion, brainstorming, sharing of critical personal and group incidents, directed writings, experiential research paper, student portfolios and so on. The students are expected to discuss in groups at the end of this course using the following guidelines. Reason for choosing the organization •The planning phase of service learning initiatives •Logistics for the initiative of the action •Stakeholders/beneficiaries •Execution of the action initiative •Specific learning outcome •Evaluation | |
Text Books And Reference Books: America’s Promise—The Alliance for Youth (2004). Connecting Communities with Colleges & Universities. 909 North Washington Street, Suite 400, Alexandria,VA 22314-1556. | |
Essential Reading / Recommended Reading Bringle, R. G. & Hatcher, J. A. (1996). Implementing Service Learning in Higher Education. The Journal of Higher Education, 67(2), 221-239. | |
Evaluation Pattern For 2 credit papers (50 marks) CIA-1 (15 marks) CIA-2 (15 marks) Class participation & Attendance (5 marks) Summative Assessment (15 marks) | |
MPC211 - APPLICATION OF STATISTICS IN BEHAVIOURAL SCIENCES (2019 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: This course is offered in the second semester. An understanding in Quantitative Research methods is a pre-requisite for this course. The course covers introduction to descriptive and inferential statistics along with computation skills in descriptive statistics and skills of plotting relevant graphs. Furthermore the course would enable the learners to answer the question on what, when and why various inferential statistics that can be used for quantitative research analysis in Behavioural sciences. Hands on experience in the usage of statistical packages for quantitative analysis is a core component of this course. Completion of this course would equip students to prepare the research proposal and conduct quantitative research with confidence and efficacy.
Course objectives: The learner will be able to
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Course Outcome |
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Course outcomes: At the end of the course the student will be able to |
Unit-1 |
Teaching Hours:15 |
DESCRIPTIVE STATISTICS
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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 | |
Unit-2 |
Teaching Hours:15 |
INFERENTIAL STATISTICS
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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 | |
Text Books And Reference Books: 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. | |
Essential Reading / Recommended Reading Garrett,H.E(2005).Statistics in psychology and Education .New Delhi: Paragon international publishers | |
Evaluation Pattern For 2 credit papers (50 marks) CIA-1 (15 marks) CIA-2 (15 marks) Class participation & Attendance (5 marks) Summative Assessment (15 marks) All CIAs are must pass assessments, A grade of 50% is required to pass the course. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the Summative Assessment | |
MPC221 - PROFESSIONAL DEVELOPMENT-II (2019 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course description: This course is an extension of the professional development course offered in the first semester and encourages students to continue to examine their developing identities as counsellors in training. Course objectives: This course will help the learner to:
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Course Outcome |
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By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
Unit 1
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Life Review Themes - 1 | |
Unit-2 |
Teaching Hours:15 |
Unit 2
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Life Review Themes - 2 | |
Text Books And Reference Books: NA | |
Essential Reading / Recommended Reading NA | |
Evaluation Pattern For 2 credit papers (50 marks) CIA-1 (15 marks) CIA-2 (15 marks) Class participation & Attendance (5 marks) Summative Assessment (15 marks)
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MPC231 - QUALITATIVE RESEARCH METHODS IN COUNSELLING PSYCHOLOGY (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This course 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. Along with courses on research in the first and second semester, this course intends to provide students with the theoretical background to develop their research proposal. Course objectives: This course will help the learner to:
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Course Outcome |
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Course outcomes: By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
Foundations of Qualitative Research
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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 3) Skill taining seminars | |
Unit-2 |
Teaching Hours:15 |
Qualitative Research Design
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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 | |
Unit-3 |
Teaching Hours:15 |
Methods of Collecting Qualitative Data
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What is qualitative data? Various methods of collecting qualitative data: participant observation, interviewing, focus groups, life history and oral history, documents, diaries, photographs, films and videos, conversation, texts and case studies (8 hrs) Research Lab (7 Hrs) 1) Simulated techniques on different data collection methods 2) Skill training seminars | |
Unit-4 |
Teaching Hours:15 |
Analyzing Qualitative Data
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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 | |
Text Books And Reference Books: Mcleod, J(2011).Qualitative Research inCounseling and Psychotherapy.NewDelhi: Sage Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches. Los Angeles, CA: Sage. Ritchie, J., Lewis, J., McNaughton Nicholls, C., & Ormston, R. (2014). Qualitative research Pactice A guide for social science students and researchers (2nd ed.). New Delhi: Sage Publication Limited. | |
Essential Reading / Recommended Reading Bryman,A (Ed.)(2007) Sage Benchmarks in social science research methods Vol.I,Vol.II ,Vol,III,and Vol. IV.New Delhi : Sage Publications Kvale,S.(Ed.) (1997).Psychology & Post-modernism. New Delhi:Sage Publications McGhee, P. (2001). Thinking critically about qualitative research in psychology. In P. McGhee, Thinking psychologically (pp.98-111). New York: Palgrave Smith,J.A.(ed.)(2003).Qualitative psychology: A practical guide to research methods.New Delhi: Sage. Smith,J.A., Harre,R., & Langenhove,L.V.(eds.).(1995).Rethinking methods in psychology. NewDelhi:Sage. Willig,C.(2001).Introducing qualitative research in psychology: Adventures in theory and\ method. Buckingham:Open University Press. | |
Evaluation Pattern For 4 credit core papers (100 marks) CIA-1 (30 marks) CIA-2 (30 marks) Class Participation (5 marks) Attendance (5 marks) ESE (30 marks) All CIAs are must pass assessments, A grade of 50% is required to pass . If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40% | |
MPC232 - POSITIVE PSYCHOLOGY (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This course 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. Course objectives: This course will help the learner to
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Course Outcome |
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By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
Introduction to Positive Psychology
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The context and subject matter of positive psychology; Western and Eastern perspectives on Positive Psychology; Theoretical background of positive psychology | |
Unit-2 |
Teaching Hours:15 |
Positive Emotional and Cognitive States
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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. | |
Unit-3 |
Teaching Hours:15 |
Promoting Positive Relationships
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Self and consciousness; mindfulness; positive personal traits; positive coping strategies; positive relationships: Love; Compassion, Forgiveness, Altruism, Gratitude, Empathy. *Case work, research article review. | |
Unit-4 |
Teaching Hours:15 |
Applications of Positive Psychology
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Ageing, Health, Work, Mental Health and Behavior, Stress Management, Communities- ME/WE balance. | |
Text Books And Reference Books: Snyder, C.R. & Lopez, S.J. (2002). Handbook of positive psychology. (eds.). New York: Oxford University Press. | |
Essential Reading / Recommended Reading Anderson, N.B. (2003). Emotional Longevity. New York: Viking. Andrews, F.M. and Withey, S.D. (1976). Social Indicators of Wellbeing. New York: Plenum Press. Baltes, P., & Staudinger, U.M. (2000). Wisdom: A metaheuristic (pragmatic) to orchestrate mind and virtue toward excellence. American Psychologist, 55, 122-136. Bradburn, N. and Caplovitz, D. (1965). Reports of Happiness. Chicago: Aldine. Buss, D.M. (2000). The Evolution of Happiness. American Psychologist, 55, 15-23. | |
Evaluation Pattern For 4 credit core papers (100 marks) CIA-1 (30 marks) CIA-2 (30 marks) Class Participation (5 marks) Attendance (5 marks) ESE (30 marks) All CIAs are must pass assessments, A grade of 50% is required to pass the course. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40% | |
MPC233 - SOCIAL AND CULTURAL FOUNDATIONS FOR COUNSELLING (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This course familiarizes the students with some of the major theoretical perspectives in social and cultural psychology. Appreciating interpersonal and group level psychological processes in the cultural context, this course analyzes multimodal influences on human behaviour. Applications to counselling will be discussed. Course objectives: This course will help the learner to gain a familiarity with
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Course Outcome |
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Course outcomes: By the end of the course the learner will be able to |
Unit-1 |
Teaching Hours:15 |
Social Self
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Self and identity : culture and development of self ; social identities , diverse identities ; Perception of Self and Others ; Social cognition; Impression management ; Attribution, bias and errors in attribution ; Prejudice, Stereotypes and Discrimination; Attitudes : attitude organization, methods of attitude change , persuasion and propaganda techniques. | |
Unit-2 |
Teaching Hours:15 |
Social Relationships
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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. | |
Unit-3 |
Teaching Hours:15 |
Culture and Behaviour
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Cross-cultural psychology: Diversity in socialization: Individualistic vs. collectivistic Cultures ; 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. | |
Unit-4 |
Teaching Hours:15 |
Social and Cultural Issues
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Complex worlds and social behaviour ; Social psychology and contemporary issues – globalization, gender and diversity ; Dealing with ethnic minorities – the cultural dimension of individual behaviour ; Social psychology in clinical health settings ; Social psychology at work- application in job satisfaction and performance. | |
Text Books And Reference Books: Baumeister,R.F. and Bushman, B.J. (2014). Social Psychology and human nature. Third edition. New Delhi : Cengage publishers. Fraser, C., and Burchell, B. (2001). Introducing Social Psychology. Cambridge: Polity. | |
Essential Reading / Recommended Reading Berry, J.W., Mishra, R.C. & Tripathi, R.C. (Eds). (2003). Psychology in human and social development: lessons from diverse cultures. New Delhi: Sage. Blaine, B.E. (2013). Understanding the psychology of diversity. Second edition. Thousand Oaks, California : Sage Publications Crisp, R.J. and Turner , R.N.(2014).Essential social psychology. New Delhi : Sage. Dalal, A.K. and Misra, G. (Eds.) (2002). New directions in Indian Psychology (Vol 1: Social Psychology). (pp.19-49). New Delhi: Sage. Dasen, P.R. Berry, J.W. & Sartorius, N. (1988) (Eds.). Health and cross- cultural psychology: toward applications. New Delhi: Sage. Gilbert, D.T., Fiske, S.T., and Lindzey. G. (Eds). (1998). The handbook of social psychology (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. Linda, S. (Ed) (2017). Applied social psychology : understanding and managing social problems. Cambridge ,UK: Cambridge university press Lott, B.E. (2010).Multiculturalism and diversity : a social psychological perspective : Chichester : UK ; Malden .MA : Wiley-Blackwell Matsumoto, D. & Juang, L. (2004). Culture and psychology. Australia: Thomson Wardsworth. Pandey, J. (Ed.) (2004). Psychology in India revisited (Vol-3). ND: Sage. 3 Saraswathi, T.S. (Ed). (1999). Culture, socialization and human development. New Delhi: Sage. Smith, P.B., Bond, M.H. & Kagitcibasi,C. (2006). Understanding social psychology across cultures. London: Sage. Tuffin, K. (2005). Understanding Critical Social Psychology. ND: Sage. Vindhya, U. (Ed). (2003).Psychology in India: Intersecting crossroads. New Delhi: Concept publishing company.
Nancy,A.R. (2013). Aversive racism and intergroup contact theories : Cultural competence in a segregated world . Journal of social work education, 49 (4), p564-579. Winnifred,R.L.(2009). Collective action and then what?. Journal of social issues, 65 (4); p727-748 | |
Evaluation Pattern For 4 credit core papers (100 marks) CIA-1 (30 marks) CIA-2 (30 marks) Class Participation (5 marks) Attendance (5 marks) ESE (30 marks) All CIAs are must pass assessments, A grade of 50% is required to pass the course. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40% | |
MPC234 - MENTAL HEALTH DISORDERS (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This course has been conceptualized in order to enable the students to understand the various mental health disorders affecting an individual from infancy to old age. Course objectives: This course will help the learner
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Course Outcome |
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Course outcomes: By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
Classification and Psychopathology of Neuro Psychological Conditions.
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Systems of classification, basic features; DSM 5, ICD-10, similarities, differences and critical evaluation; Dementia, delirium, head injury, epilepsy, other amnesic syndromes | |
Unit-2 |
Teaching Hours:15 |
Psychopathology of Addiction, Psychotic and Personality Disorders.
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Models of addiction, schizophrenia, delusion, other psychotic disorders. Clinical characteristics, etiology. Clinical characteristics, etiology and theories of cluster A, B and C personality disorders | |
Unit-3 |
Teaching Hours:15 |
Psychopathology of Mood and Anxiety Disorders
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Depression, bipolar affective disorders; Phobia, GAD, panic, OCD, PSTD, adjustment disorder; Clinical characteristics, etiology. Dissociative disorder, somatoform disorder, other neurotic disorder | |
Unit-4 |
Teaching Hours:15 |
Disorders of Infancy, Childhood and Adolescence.
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Specific developmental disorder of scholastic skills; Pervasive developmental disorders Behavioral and emotional disorders; Disorders of social functioning | |
Text Books And Reference Books: World Health Organization. (1992). The ICD-10 classification of mental and behavioural disorders: Clinical descriptions and diagnostic guidelines. Geneva: World Health Organization. Sadock, B.J. & Sadock, V.A. (2003). Kaplan & Sadock’s Synopsis of psychiatry: Behavioral sciences/clinical psychiatry (9th. Ed.). Philadelphia: Lippincott Williams & Wilkins. | |
Essential Reading / Recommended Reading Adams, H.E., Sutker, P.B. (2001). Comprehensive handbook of psychopathology (3rd Ed.). New York: Kluwer Academic publishers. Hecker, S.E. & Thorpe, G.L. (2005). Introduction to clinical psychology: Science, practice & ethics. Delhi: Pearson Education, Inc. Millon, T., Blaney, P., & Davis, R.D. (1998). 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. | |
Evaluation Pattern For 4 credit core papers (100 marks) CIA-1 (30 marks) CIA-2 (30 marks) Class Participation (5 marks) Attendance (5 marks) ESE (30 marks) All CIAs are must pass assessments, A grade of 50% is required to pass the course. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40% | |
MPC235 - COUNSELLING THEORIES AND TECHNIQUES - II (GROUP) (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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Course description: This courseis an applied course with a focus on integration of theory and clinical group work, and discussion of clinical, professional, and ethical issues. This course is designed for students to gain group counselling skills and self-awareness about how one’s own qualities, needs, motivations, and values can either facilitate or interfere with one’s effectiveness as a group counsellor. Course objectives: This course will help the learner gain familiarity with
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Course Outcome |
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By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
Introduction
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Goals; Functions and Definitions of Group guidance, Group Counselling & Group Therapy; Group vs. Individual Counselling; Types of groups. Skills training Lab: Planning and Starting Groups; Exercises; Therapeutic Forces; Dealing with problem situations in groups. | |
Unit-2 |
Teaching Hours:15 |
Using Counselling Theories in Groups
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REBT, Reality Therapy, Adlerian Therapy, TA, Gestalt Therapy, Solution-Focused Therapy, Trans theoretical Model; Psychodrama. Skills training Lab: Attending and Observation Skills; Focusing, pacing, leading and linking skills. | |
Unit-3 |
Teaching Hours:15 |
Issues in Group Counselling
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Co leading, Ethical Considerations; Legal Issues; Training of Group Counsellors Skills training Lab: Leadership skills of basic listening sequence; Skills of structuring dimensions and stages of groups. | |
Unit-4 |
Teaching Hours:15 |
Application of Group Processes to Special Groups
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Children, Adolescents, Couples, Older Clients, Addiction Groups, Divorce Groups Skills training Lab: Skills and strategies for interpersonal influence; Closing a session or a group. | |
Text Books And Reference Books: Jacobs, Ed E., Masson, Robert L., Harvill, Riley L. (2009). Group Counselling: Strategies and skills. Thomson: Brooks/Cole. Corey, Gerald (2000). Theory and Practice of Group Counselling (5th Ed). Belmont CA: Brooks/Cole. | |
Essential Reading / Recommended Reading Corey, M.S., Corey, Gerald (2006). Groups process and Practice (7th Ed). Thomson: Brooks/Cole. Capuzzi, Dave (2002). Approaches to Group Work: A Handbook for Practitioners. London: Prentice Hall. Ivey, A.E., Pedersen, P.B. & Ivey, M.B. (2001). Intentional group counselling: A micro skill approach. Belmont CA: Wadsworth. Yalom, LD (1995). The theory and practice of group therapy (4th Ed). New York: Basic books. | |
Evaluation Pattern For 4 credit core papers (100 marks) CIA-1 (30 marks) CIA-2 (30 marks) Class Participation (5 marks) Attendance (5 marks) ESE (30 marks)
All CIAs are must pass assessments, A grade of 50% is required to pass. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%
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MPC251 - MULTICULTURAL COUNSELLING SKILLS - II (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This course is a continuation of the Multicultural Counselling Skills Course–I. Here the student is trained in the more advanced skills of influencing and bringing about client change. The student is also taught different models of problem conceptualization, and treatment planning. Course objectives : The aim of this course is to learn
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Course Outcome |
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Course outcomes: By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
Unit I
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Review; Confrontation Skills; Focusing the interview; Reflection of Meaning; Influencing Skills – Six Strategies for change. | |
Unit-2 |
Teaching Hours:15 |
UNIT II
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Skill Integration; Integrating Micro skills with Theory; Determining Personal Style & Future Theoretical/ Practical Integration. | |
Unit-3 |
Teaching Hours:15 |
UNIT III
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Case conceptualization using different models | |
Unit-4 |
Teaching Hours:15 |
UNIT IV
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Treatment Planning | |
Text Books And Reference Books: Ivey, A.E., & Ivey, M.B.(2007). Intentional Interviewing and Counselling. Thomson: Brooks/Cole. | |
Essential Reading / Recommended Reading Evans, D.R. , Hearn, M.T., Uhlemann, M.R., & Ivey, A.E. (2008). Essential Interviewing: A Programmed Approach to Effective Communication. Thomson: Brooks/Cole. Nelson-Jones, R. (2008). Basic Counselling Skills: A Helper’s Manual. New Delhi: Sage Publications.
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Evaluation Pattern For 4 credit core papers (100 marks) CIA-1 (30 marks) CIA-2 (30 marks) Class Participation (5 marks) Attendance (5 marks) ESE (30 marks) All CIAs are must pass assessments, A grade of 50% is required to pass. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%. The ESE is a Viva Voce Examination | |
MPC271 - RESEARCH PROPOSAL AND SUPERVISION (2019 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: This course is intended to help students develop skills of writing a research proposal and defending it. Students are supported as they progress through the different stages their research work which includes data collection, data analysis and writing up their dissertation.
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Course Outcome |
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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. |
Unit-1 |
Teaching Hours:20 |
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Proposal Lab
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Qualities of a good research proposal, Reviewing different models/ formats of proposals Issues in proposal writing Preparing and presenting the proposal
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Unit-2 |
Teaching Hours:10 |
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Manuscript Writing
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Writing the introduction, review of literature and methodology section of the manuscipt. | ||||||||
Text Books And Reference Books:
Coolican ,H.(2004).Research methods and Statistics in Psychology .London:Hoddes Arnold
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Essential Reading / Recommended Reading Garrett,H.E(2005).Statistics in psychology and Education .New Delhi: Paragon international publishers | ||||||||
Evaluation Pattern
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MPC331 - CHILD AND ADOLESCENT COUNSELLING (2018 Batch) | ||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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Course description: This course will provide trainee counsellors the knowledge and application of counselling techniques and skills to work with children and adolescents in a variety of settings: school/ educational, family and community. The course prepares trainee counsellors to address the specific needs of children and adolescents, with emphasis on developmental needs, specific therapeutic interventions, and common emotional issues. Courses including multicultural counselling skills, counselling theories and techniques (individual and groups), and Life span psychology are key foundational and pre requisite courses for this course. This course is taken along with supervised practicum in the third semester to provide students the opportunity to practice and develop specific skill sets to work with children and adolescents.
Course objectives: This course will help the learner to · Demonstrate understanding of issues that may affect the development and functioning of students · Understand the principles and skills needed for counselling children and adolescents · Gain knowledge and application of evidence-based research and practice in child and adolescent to assist students, families, and educators in using resources that promote informed academic, career, and personal/social choices · Understand ethical and legal considerations related specifically to the practice of child and adolescent counselling · Coordination, collaboration, referral, and team-building efforts with teachers, parents, support personnel, and community resources to develop promotive and preventive interventions
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Course Outcome |
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Unit-1 |
Teaching Hours:15 |
Counselling Process and Relationship
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Counselling needs of children and adolescents, locations of needs (School, Family, Residential care, community, at risk) and Nature of issues (Emotional, behavioural, conduct, developmental, learning). Characteristics of child and adolescent counsellor, 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. | |
Unit-2 |
Teaching Hours:15 |
Counselling in Educational context
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Specific issues in educational setting: Career Counselling, Special needs children including intellectually different students; children with learning disabilities, children with behavioural problems, and those with communication disorders, sensory impairments. | |
Unit-3 |
Teaching Hours:15 |
Learning and Teaching
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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 | |
Unit-4 |
Teaching Hours:15 |
Psychosocial Interventions
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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 | |
Text Books And Reference Books: B Santrock, J.W. (2003). Educational Psychology. Boston: McGraw-Hill. Geldard, K., Geldard, D., & Foo, R. Y. (2013). Counselling Children: A Practical Introduction. SAGE Woolfolk, A. (2007). Educational psychology (10th ed.). Boston, MA: Allyn & Bacon. | |
Essential Reading / Recommended Reading American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author. Asch M (2000) Principles of guidance and counselling (1sted) New Delhi: Sarup & Sons Bowe Frank G (2000). Birth to five – early Childhood special education, New York Delmar Publishers Inc. Cohen, L.G., & Spenciner, L.J (2003). Assessment of Children and Youth with Special Needs. Boston: Allyn & Bacon. Ferguson, S. (2002). What parents need to know about children. Dallas, TX: Ludic. 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. Naar-King, S., & Suarez, M. (2011). Motivational interviewing with adolescents and young adults. New York: Guilford. Pattison S., Robson M., Beynon A. eds (2015): The handbook of counselling children and young people. SAGE, Los Angeles. Schmidt, J. (2008). Counseling in Schools: Comprehensive programs of responsive services for all students. Boston, MA, Allyn and Bacon. Sharry J. (2004) Counselling children, adolescents and families: A strengths-based approach. Sage Publications Ltd, London. Studer J.R.(2015) The essential school counselor in a changing society. SAGE, Los Angeles. Thompson, C. L., Rudolph, L. B., & Henderson, D. (2010). Counseling children. (8th ed.). Belmont, CA: Brooks/Cole. Vernon, A. (2009). Counseling children and adolescents (4th ed.). Denver, CO: Love Publishing. | |
Evaluation Pattern For 4 credit core papers (100 marks) CIA-1 (30 marks) CIA-2 (30 marks) Class Participation (5 marks) Attendance (5 marks) ESE (30 marks) All CIAs are must pass assessments, A grade of 50% is required to pass the course. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40% | |
MPC332 - COUNSELLING THEORIES AND TECHNIQUES - III (COUPLES AND FAMILIES) (2018 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This course has been conceptualized in order to provide an overview of the different family therapy models. Students will be encouraged to view the historical and cultural contexts within which family and marital therapy (including couples counseling) has emerged. Course objectives: This course will help the learner to
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Course Outcome |
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Course outcomes: By the end of the course the learner will be able to: Trace the historical development of family therapy Assess family dynamics in a structured manner Apply concepts from family system theories to understand family dynamics and thereby develop treatment plans for couples and families. |
Unit-1 |
Teaching Hours:15 |
Unit 1
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Historical evolution of the field of marriage and family therapy. Current and Future trends. Foundations of Family Therapy. Early models, Fundamental concepts (Cybernetics, Systems theory, Social constructivism, Attachment theory) | |
Unit-2 |
Teaching Hours:15 |
Unit 2
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Classical schools: Bowen, Strategic, Structural, Experiential, Psychoanalytic, Cognitive Behavioural. | |
Unit-3 |
Teaching Hours:14 |
Unit 3
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Recent Developments- Post modernism, Feminist critique, Solution focused therapy, Narrative Therapy, Integrative models | |
Unit-4 |
Teaching Hours:15 |
Unit 4
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Evaluation of Family Therapy, Family therapy research, Empirical foundations and Practice implications | |
Text Books And Reference Books: Nichols, P.M & Schwartz C.R (2006). Family Therapy –concepts and methods, 7th edition, Allyn and Bacon, Boston, Pearson education, Inc. | |
Essential Reading / Recommended Reading Carter, B. & McGoldrick, M. (1999). The changing family life cycle. 3rd. Ed. Boston: Allyn and Bacon. McGoldrick, M. & Gerson, R. (1999). Genograms in family assessment. 2nd. Ed. New York: Norton. Gehart, D.R. Mastering Competencies in Family Therapy: A Practical Approach to Theory and Clinical Case Documentation Satir.V.(2008) Satir Transformational Systemic Therapy. Publisher: Science & Behavior Books Steve de Shazer. (1982) Patterns of Brief Family Therapy: An Ecosystemic Approach. Guilford Publications Napier, A.Y & Whitaker, C. (1988). The Family Crucible: The Intense Experience of Family Therapy | |
Evaluation Pattern For 4 credit core papers (100 marks) CIA-1 (30 marks) CIA-2 (30 marks) Class Participation (5 marks) Attendance (5 marks) ESE (30 marks) All CIAs are must pass assessments, A grade of 50% is required to pass. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40% | |
MPC351 - PSYCHOLOGICAL ASSESSMENT (2018 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This is a practical course aimed at familiarizing students with different assessment methods including psychological tests. A range of Personality, Intelligence, Aptitude and Achievement tests are covered. Course objectives: The course is intended to help students
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Course Outcome |
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Course outcomes: By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:10 |
Unit 1
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The purpose of assessment in counselling. Assessment principles. Overview of assessment areas: Initial assessment in counselling – Case history, MSE: Identifying a clients problem using a clinical interview | |
Unit-2 |
Teaching Hours:20 |
Unit 2
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Intelligence and general ability testing (BKT, Bhatia’s battery, Vineland Social Maturity Scale, Bharatraj Development Schedule). Measuring Achievement and aptitude (DBDA) | |
Unit-3 |
Teaching Hours:10 |
Unit 3
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Assessment in career counselling (Comprehensive Interest Schedule), Developmental assessment in counselling and therapy (DCT). Spiritual assessment strategies | |
Unit-4 |
Teaching Hours:20 |
Unit 4
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Appraisal of personality (16PF, MAPS, MBTI, EPQ-R, TAT, SCT, CAT, Rorschach- Demo only) | |
Text Books And Reference Books: Test Manuals | |
Essential Reading / Recommended Reading Aiken, L.R., & Groth- Marnat, G. (2006). Psychological Testing and Assessment – twelfth edition. Boston, MA: Pearson. Anastasi, A. & Urbina, S. (1997). Psychological testing. N.D.: Pearson Education. Cormier, S.& Cormier, W.H. Interviewing Strategies for Helpers: Fundamental Skills And Cognitive- Behavioural Interventions (Counselling Series). Wadsworth Publishing Co. Kaplan, R.M. & Saccuzzo, D.P. (2007). Psychological Testing: Principles, Applications, and Issues. Australia: Thomson Wadsworth. Whiston, S.C (1999). Principles and applications of assessment in counselling, Wadsworth, Belmont. Brooks- Cole | |
Evaluation Pattern For 4 credit practical papers (100 marks) CIA-1 (30 marks) CIA-2 (30 marks) Class Participation (5 marks) Attendance (5 marks) ESE (30 marks) All CIAs are must pass assessments, A grade of 50% is required to pass. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40% | |
MPC352 - SUPERVISED PRACTICUM (2018 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: The students will be at practicum sites 2 days a week. They will engage in providing counselling services which include, individual counselling, group counselling and psycho-education. Two hours a week they will receive supervision at college in batches of 8-10 students. The students discuss cases seen at their practicum sites and elicit feedback from their peers and supervisors. Course objectives: This course will help the learner to gain a familiarity with various counseling skills, including assessment, conceptualization and planning interventions. It will also provide students an insight into transference and countertransference issues they may experience with their clients.
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Course Outcome |
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By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:30 |
Unit 1
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Case presentation and group supervision
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Text Books And Reference Books: Borders, L D & Brown, L .L (2005) New Handbook for Counselling Supervision, Lawrence Erlbaum Associates, New Jersey | |
Essential Reading / Recommended Reading Jongsma Jr, A.E., Peterson,L. M., & Bruce, T.J. (2006). The complete adult psychotherapy treatment planner, 4th Ed, Hoboken, NJ. Wiley. Jongsma Jr, A.E., Peterson,L. M.,Mc Innis, W.P., & Bruce, T.J. (2006). The adolescent psychotherapy treatment planner, 4th Ed, Hoboken, NJ. Wiley | |
Evaluation Pattern 1) Pre-course self assessment - 10 marks Write a two page paper assessing yourself as a developing counsellor. The paper should include the following: (a) your strengths as a counsellor in training, (b) learning goals for the semester, (c) counter-transference issues requiring additional examination and work, and (d) theoretical orientation(s) to which you subscribe.
2) Mid Semester Viva - 20 marks You will have a viva based on your work at the internship site and general counselling knowledge including theories and its application. 3) Group supervision presentation - 10 marks 4) Participation (inputs given to peers during supervision) -10 marks 5) Progress notes and Logs - 5 marks 6) Attendance- 5 marks 7) Final Cases - 10 marks 8) ESE viva - 30 marks
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MPC372 - RESEARCH SUPERVISION (2018 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: This course is intended to help students develop skills of writing a research proposal and defending it. Students are supported as they progress through the different stages of their research work which include data collection, data analysis and writing up their dissertation.
Course objectives: This course will help the learner to conceptualize a research problem and choose an appropriate research design to carry out the research. It will also provide supervision to students as they progress through the different stages of the research process.
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Course Outcome |
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Course outcomes: By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:30 |
UNIT 1
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Developing a Research Proposal Ethical Issues in Research Supervision of Research Process | |
Text Books And Reference Books: Coolican, H. (2004). Research methods and Statistics in Psychology. London: Hoddes Arnold
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Essential Reading / Recommended Reading Garrett, H. E. (2005). Statistics in psychology and Education. New Delhi: Paragon international publishers | |
Evaluation Pattern For 2 credit papers (50 marks) CIA-1 (15 marks) CIA-2 (15 marks) Class participation & Attendance (5 marks) Summative Assessment (15 marks) | |
MPC381 - COMMUNITY SERVICE - II (SUMMER PLACEMENT) (2018 Batch) | |
Total Teaching Hours for Semester:100 |
No of Lecture Hours/Week:0 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description Students will do volunteer work with any community / mental health agency at the end of the second semester during the summer holidays for a minimum period of 30 days. The student can choose a volunteer opportunity that best suits their skills, availability, and expectations. Course Objectives: The main objectives of the Internship are that
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Course Outcome |
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By the end of the course students will be able to |
Unit-1 |
Teaching Hours:100 |
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UNIT 1
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Volunteer Work | |||||||
Text Books And Reference Books: NA | |||||||
Essential Reading / Recommended Reading NA | |||||||
Evaluation Pattern Evaluation: 1) Students are expected to prepare a log book in the following format: Name of the Agency Date: Day: No. of Hrs:
Total No. of Days Total No. of Hrs Signature & Name of the Authority
2) They are required to get a certificate letter from the Agency for volunteer work/ internship. 3) Submit a final Reflective report in the following format: Name – Course – Name of External Supervisor - Name of Organization – Name of Internal Supervisor – Outline
Marks
Logbook – 10 marks | |||||||
MPC411 - INTEGRATED SKILLS TRAINING (2018 Batch) | |||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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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 Course Objectives: The course is intended to
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Course Outcome |
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At the end of the course the student will be able to |
Unit-1 |
Teaching Hours:30 |
UNIT 1
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Cognitive Analytical Therapy (CAT)
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Unit-2 |
Teaching Hours:30 |
UNIT II
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Any one of the below: 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 | |
Text Books And Reference Books: 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
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Essential Reading / Recommended Reading
Jellema, A. (2002) CAT and Attachment Theory: where are we now? ACAT News Summer 2002 (conference paper) Ryle, A. (1985) Cognitive Theory, object relations and the self. British Journal of Medical Psychology 58 pp 1-7 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 Simmons, J & Griffiths,R. CBT for beginners. Sage Publications Ltd | |
Evaluation Pattern For 4 credit core papers (100 marks) CIA-1 (30 marks) CIA-2 (30 marks) Class Participation (5 marks) Attendance (5 marks) ESE (30 marks) All CIAs are must pass assessments, A grade of 50% is required to pass. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to take the ESE. The passing grade for the ESE is 40%. The ESE is a Viva- Voce examination | |
MPC431 - COUNSELLING INTERVENTIONS FOR SPECIAL POPULATIONS (2018 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This course 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. This course in the final semester aims to help students to integrate learning from previous semester and apply to provide counselling interventions for specific population. Course objectives: This course will help the learner to
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Course Outcome |
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By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
Substance Abuse counselling
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Understanding Use, Abuse and Dependence; Types of Drugs; Early Identification (risk factors); Nicotine Dependence; Assessment tools and application; Counselling for Motivation Enhancement; Brief Intervention Therapy; Denial; Counselling Individuals; Relapse Dynamic & triggers ; Processes in Recovery (refusal skills) | |
Unit-2 |
Teaching Hours:15 |
Mental Health Counselling
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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 | |
Unit-3 |
Teaching Hours:15 |
Child Abuse and Trauma
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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 | |
Unit-4 |
Teaching Hours:15 |
Rehabilitation Counselling
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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 | |
Text Books And Reference Books: ASPAC. The ASPAC Handbook on Child Maltreatment, 3rd Edition. (2010) Sage Publications. Capuzzi, D., & Stauffer, M. D. (2014). Foundations of addictions counseling. Pearson. Claringbull, N. (2011). Mental health in counselling and psychotherapy. SAGE. Dunn, D. S. (2000). Social psychological issues in disability. In R. G. Frank & T. R. Elliott (Eds.), Handbook of Rehabilitation Psychology. Washington, D.C.: American Psychological Association. Miller, G. (2014). Learning the language of addiction counseling. John Wiley & Sons. Miller-Perrin, C.L. & Perrin R.D. (2007). Child maltreatment: An introduction. (2nd ed.). Sage: Thousand Oaks, CA. Myers, J. E., & Sweeney, T. J. (2005). Counseling for wellness: Theory, research, and practice. American Counseling Association. Scott, C. G. (2000). Ethical issues in addiction counseling. Rehabilitation Counseling Bulletin, 43(4), 209-214. Smart, J. (2012). Disability across the Developmental Life Span: For the rehabilitation counselor. New York: Springer Publishing Company | |
Essential Reading / Recommended Reading Aiken, L.R., & Groth- Marnat, G.(2006). Psychological Testing and Assessment – twelfth edition. Boston, MA: Pearson. Alcoholic Anonymous World Services, Inc. (1980). The twelve steps and the twelve traditions. New York: AA World Services, Inc. Carpener B, (2002). Families in Context, Emerging Trends in Family Support and Intervention, David Fulton Publishers Ltd., London. Community Based Rehabilitation and the health care referral services (1994), World health Organization Community Based rehabilitation for and with people with disabilities (1994), UNESCO (Special Education) , WHO Kaplan, R.M. & Saccuzzo, D.P. (2007). Psychological Testing: Principles, Applications, and Issues. Australia: Thomson Wadsworth. MacCluskie, K.C., & Ingersoll, R.E. (2001). Becoming a 21st century agency counselor. Belmont: Wadsworth. Palmo, A. J., Weikel, W. J., & Borsos, D. P. (Eds.). (2006). Foundations of mental health counseling. Charles C Thomas Publisher. Scannapieco, M., & Connell-Carrick, K. (2005). Understanding child maltreatment: An ecological and developmental perspective. New York, NY: Oxford University Press. Seligman, L. (2004). Diagnosis and treatment planning in counseling. (3rd ed.). New York: Kluwer Academic/Plenum Press Status of Disability in India – 2012, Rehabilitation Council of India, New Delhi. The Persons of Persons with Disabilities Act (2016). Ministry of Social Justice & Empowerment, Government of India, New Delhi. | |
Evaluation Pattern For 4 credit core papers (100 marks) CIA-1 (30 marks) CIA-2 (30 marks) Class Participation (5 marks) Attendance (5 marks) ESE (30 marks) All CIAs are must pass assessments, A grade of 50% is required to pass. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40% | |
MPC441A - ASIAN HEALING PRACTICES (2018 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course description: This course aims at providing students with an opportunity to understand the philosophical and logical foundations of health and illness conceptualized by Asian healing methods in relation to Western medicine. The course provides students hands on experiences in Yoga and Meditation and an opportunity to understand the possibilities of integrating Asian Healing Practices with Western Medicine.
Course objectives: This course will help the learner
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Course Outcome |
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By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:6 |
Introduction to Asian Healing Practices
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Science and scientific reasoning in healing. | |
Unit-2 |
Teaching Hours:8 |
Indigenous practices
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Naturopathy, Unani & Siddha and Reiki & Acupuncture. | |
Unit-3 |
Teaching Hours:8 |
Nature of Mental Illness- Debates on Psychiatry
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Philosophical foundation Problematizing the notion of mental illness Various conceptions of mental illness Anti-psychiatry movement | |
Unit-4 |
Teaching Hours:8 |
Asian Healing Practices and Psychotherapy
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1. Philosophy for counseling and psychotherapy Issues of integration Implications to Health Psychology Psychotherapy and medical treatment | |
Text Books And Reference Books: Furnham, A. (2005). Complementary and alternative medicine: shopping for health in post-modern times. In P. White. (Ed.). Bio psychosocial medicine: an integrated approach to understanding illness. Oxford: Oxford University Press. Cooper, R. (2007). Psychiatry and philosophy of science. Stocks field: Acumen. Howard, A. (2000). Philosophy for counseling and psychotherapy. Palgrave. White, P. (Ed.). (2005). Bio psychosocial medicine: an integrated approach to understanding illness. Oxford: Oxford University Press. Inglis, B. & West, R. (1983). The alternative health guide. London: Dorling Kindersley Ltd. | |
Essential Reading / Recommended Reading Agarwal, R.S. (2006). Secrets of Indian medicine. Pondicherry: Sri Aurobindo Ashram. Sri Aurobindo Ashram. Health and healing in Yoga. (2009). Pondicherry: Sri Aurobindo Ashram. Sharma, R.K. & Dash, B.(2007). Caraka Samhita. Vol.II. Varanasi: Chowkhamba Sanskrit Series Office.
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Evaluation Pattern For 2 credit papers (50 marks) CIA-1 (15 marks) CIA-2 (15 marks) Class participation & Attendance (5 marks) Summative Assessment (15 marks)
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MPC441B - LIFE COACHING (2018 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course description: This course has been conceptualized in order to give students an insight of tackling self-defeating thoughts and replace it with a problem-solving outlook/ solution-focussed approach. It would also equip students to help deal with their clients by developing the skills necessary for addressing these issues. The students would also be exposed to certain tools like CBT and NLP that can be used within the framework of life coaching. Course objectives: This course will help the learner to
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Course Outcome |
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Course outcomes: By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:10 |
Introduction to Life Coaching
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The Evolution of Professional coaching and coaching psychology. Integrating positive psychology in coaching. Indian concept in coaching/preventive mode. | |
Unit-2 |
Teaching Hours:10 |
Dealing with Troublesome Emotions
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Overcoming procrastination, Assertiveness, tackling poor time management, handling criticism constructively, taking risks and making better decisions. | |
Unit-3 |
Teaching Hours:10 |
CBT and NLP
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Cognitive Behaviour Coaching, NLP | |
Text Books And Reference Books: Dryden ,W. and Neenan,M. (2010). Life Coaching .New York: Routledge. | |
Essential Reading / Recommended Reading Palmer,S. and Whybrow,A. (2010). Handbook of Coaching Psychology. London: Routledge. | |
Evaluation Pattern For 2 credit papers (50 marks) CIA-1 (15 marks) CIA-2 (15 marks) Class participation & Attendance (5 marks) Summative Assessment (15 marks) | |
MPC471 - COUNSELLING SUPERVISION SEMINAR (2018 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course description: This course aims at providing group supervision to the counsellor trainees who are practicing in the field. It will follow a small group format where 6-8 students are supervised by one supervisor. Students will be asked to present cases they are seeing in the field. Course objectives: This course will help the learner
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Course Outcome |
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Course outcomes: By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:30 |
Supervision
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Case presentation and Group Supervision | |
Text Books And Reference Books: Borders, L D & Brown, L .L (2005) New Handbook for Counselling Supervision, Lawrence Erlbaum Associates, New Jersey | |
Essential Reading / Recommended Reading Jongsma Jr, A.E., Peterson,L. M., & Bruce, T.J. (2006). The complete adult psychotherapy treatment planner, 4th Ed, Hoboken, NJ. Wiley.
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Evaluation Pattern Students will be evaluated based on their level of engagement with their clients, their own personal and professional development over the course of the semester and their case presentations. Total Marks -50 1) Supervisor Evaluation (15 Marks) 2) Site Supervisor Evaluation (15 Marks) 3) Post Course Assessment (15 Marks) 4) Attendance (5 Marks)
*Supervisor Evaluation & Site Supervisor Evaluation is done using a prescribed form. | |
MPC481 - COUNSELLING INTERNSHIP (2018 Batch) | |
Total Teaching Hours for Semester:500 |
No of Lecture Hours/Week:0 |
Max Marks:200 |
Credits:8 |
Course Objectives/Course Description |
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Course description: This course has been conceptualized in order to provide students with a hands-on experience of working with clients. Students will be attached to various agencies where they will be trained and supervised in acquiring counselling skill competencies. They will be mentored by a supervisor at the University also. Students must periodically meet their supervisors, maintain case files and submit four case records at the end of their practicum period. Course objectives: This course will help the learner
The student must complete a minimum of 450 hours of supervised internship which includes 150 direct hours and 300 indirect hours. |
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Course Outcome |
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Course outcomes: By the end of the course the learner will be able to: Demonstrate competence of counselling skills in applied settings. Appreciate and respect the ethical guidelines of organizations with which they work Demonstrate amicable relationship with their colleagues and co-workers Co-ordinate effectively with their supervisors. Effectively conceptualize the client’s concerns, demonstrate and apply counselling skills and write reports |
Unit-1 |
Teaching Hours:0 |
Counselling Internship
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Students will engage in supervised practicum | |
Text Books And Reference Books: Borders, L D & Brown, L .L (2005) New Handbook for Counselling Supervision, Lawrence Erlbaum Associates, New Jersey
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Essential Reading / Recommended Reading Jongsma Jr, A.E., Peterson,L. M., & Bruce, T.J. (2006). The complete adult psychotherapy treatment planner, 4th Ed, Hoboken, NJ. Wiley. Jongsma Jr, A.E., Peterson,L. M.,Mc Innis, W.P., & Bruce, T.J. (2006). The adolescent psychotherapy treatment planner, 4th Ed, Hoboken, NJ. Wiley | |
Evaluation Pattern Evaluation would be done periodically by the supervisors. Students’ case reports would be evaluated and there will be a competency viva – voce. Total Marks- 200 End Semester Exam (ESE) - Comprehensive Counselling Viva based on 4 cases submitted and practicum (60 marks) Continuous Internal Assessment (140 marks) | |
MPC483 - DISSERTATION (2018 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: The student engages in original research work and writes a manuscript based on a field study to publish in a nationally/internationally reputed journal. This course help the students to organize learnt concepts, conceptualize and work on short feasible projects by applying their knowledge of research methodology creatively. Course objectives :
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Course Outcome |
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Course outcomes: By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:30 |
Dissemination
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Choosing a journal for publication, writing the manuscript as per journal requirements, sending the manuscript for publication, responding to review from the journal | |
Text Books And Reference Books:
APA. (2010). Publication manual of the American Psychological Association (6th Ed.).Washington, DC: American Psychological Association. | |
Essential Reading / Recommended Reading American Psychological Association (2012), APA guide to electronic references (6th Ed.). Washington, DC: American Psychological Association Hartley, J. (2008). Academic Writing and Publishing: A Practical Guide. Taylor and Francis. ISBN 0 203927982
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Evaluation Pattern CIA -70 marks ESE-30 marks
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