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1 Semester - 2020 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MPC111 | ACADEMIC WRITING AND RESEARCH SEMINAR | Skill Enhancement Courses | 2 | 2 | 50 |
MPC121 | PROFESSIONAL DEVELOPMENT - I | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
MPC131 | FOUNDATIONS OF COUNSELLING PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
MPC132 | LIFE-SPAN PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
MPC133 | QUANTITATIVE RESEARCH METHODS | Core Courses | 4 | 4 | 100 |
MPC134 | COUNSELLING THEORIES AND TECHNIQUES - I (INDIVIDUAL) | Core Courses | 4 | 4 | 100 |
MPC151 | MULTICULTURAL COUNSELLING SKILLS - I | Core Courses | 4 | 4 | 100 |
MPC181 | COMMUNITY SERVICE - I | Ability Enhancement Compulsory Courses | 4 | 2 | 50 |
2 Semester - 2020 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MPC211 | APPLICATION OF STATISTICS IN BEHAVIOURAL SCIENCES | Skill Enhancement Courses | 2 | 2 | 50 |
MPC221 | PROFESSIONAL DEVELOPMENT-II | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
MPC231 | QUALITATIVE RESEARCH METHODS IN COUNSELLING PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
MPC232 | POSITIVE PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
MPC233 | SOCIAL AND CULTURAL FOUNDATIONS FOR COUNSELLING | Core Courses | 4 | 4 | 100 |
MPC234 | MENTAL HEALTH DISORDERS | Core Courses | 4 | 4 | 100 |
MPC235 | COUNSELLING THEORIES AND TECHNIQUES - II (GROUP) | Core Courses | 4 | 2 | 100 |
MPC251 | MULTICULTURAL COUNSELLING SKILLS - II | Skill Enhancement Courses | 4 | 4 | 100 |
MPC271 | RESEARCH PROPOSAL AND SUPERVISION | Skill Enhancement Courses | 2 | 2 | 50 |
3 Semester - 2019 - 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 |
MPC333 | COUNSELLING INTERVENTIONS FOR SPECIAL POPULATIONS | - | 4 | 4 | 100 |
MPC351 | PSYCHOLOGICAL ASSESSMENT | - | 4 | 4 | 100 |
MPC352 | SUPERVISED PRACTICUM | - | 2 | 4 | 100 |
MPC371 | RESEARCH SUPERVISION | - | 2 | 2 | 50 |
4 Semester - 2019 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MPC411 | INTEGRATED SKILLS TRAINING | - | 4 | 4 | 100 |
MPC441A | ASIAN HEALING PRACTICES | - | 2 | 2 | 50 |
MPC441B | LIFE COACHING | - | 2 | 2 | 50 |
MPC441C | COUNSELLING IN HEALTH SETTINGS | - | 2 | 2 | 50 |
MPC441D | CRISIS INTERVENTION AND TRAUMA COUNSELLING | - | 2 | 2 | 50 |
MPC471 | COUNSELLING SUPERVISION SEMINAR | - | 2 | 2 | 50 |
MPC481 | COUNSELLING INTERNSHIP | - | 0 | 8 | 200 |
MPC482 | BLOCK INTERNSHIP | - | 0 | 2 | 50 |
MPC483 | DISSERTATION | - | 2 | 4 | 100 |
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Introduction to Program: | ||||||||||||||||||||||||||||||||||||||||||
The Department of Psychology offers two year full-time M.Sc Course in Counselling Psychology. Masters course in Counselling Psychology is an advanced course aimed at competence building among the students from a holistic and an interdisciplinary perspective. | ||||||||||||||||||||||||||||||||||||||||||
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO1: Demonstrate knowledge of the theoretical foundations of counselling psychology and its application in diverse contexts and populations.PO2: Practice evidence-based and culturally-sensitive counselling based in a holistic model of mental health services for individuals, couples, families, and groups. PO3: Exhibit an emerging professional identity and an openness to ongoing personal and professional development through engagement in relevant professional organisations, continued learning, and reflexive practices. PO4: Design, implement, evaluate, interpret, and disseminate psychological research to solve real world problems PO5: Demonstrate a critical understanding of professional, ethical, and legal policies and procedures in mental health and counselling practice PO6: Demonstrate skills of leadership, creativity, and social sensitivity to recognise the needs of the community and become active agents of change. | ||||||||||||||||||||||||||||||||||||||||||
Assesment Pattern | ||||||||||||||||||||||||||||||||||||||||||
The department follows a pattern of 70 % marks for Continuous Internal Assessment (CIA) and 30 % marks for End Semester Examinations (ESE).
For two credit courses the breakup of CIA is as follows: Grading Pattern
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Examination And Assesments | ||||||||||||||||||||||||||||||||||||||||||
Formative and Summative assessments are conducted by the department to ascertain the readiness for learning and the attainment of learning outcomes. Assessments are examinations are based on competency frame work and principles of outcome-based education. Attainment of learning outcomes/ expected competencies is evaluated using either holistic or analytic rubrics, grading schemes or attainment criteria specified to the students at the beginning of the semester. Learning outcomes (Course outcomes) of each course are mapped to programme outcomes and programme specific outcomes. Assessments and examinations follow the principle of constructive alignment and outcomes are mapped to higher order thinking skills. Most common frameworks used in this programme include Revised Blooms Taxonomy, and Structure of Observed Learning outcomes (SOLO) and ICAP framework. |
MPC111 - ACADEMIC WRITING AND RESEARCH SEMINAR (2020 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: American Psychological Association. (2020). Publication manual of the American Psychological Association: the official guide to APA style (Seventh edition. ed.). American Psychological Association. | |
Essential Reading / Recommended Reading Hartley, J. (2008). Academic writing and publishing: A practical guide. Routledge. | |
Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.
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MPC121 - PROFESSIONAL DEVELOPMENT - I (2020 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. Sage publication Goud, N. & Arko, A. (2006). Psychology and personal growth. Pearson, MA. Inskipp, F. (2004). Skills training for Counselling. Sage publications. | |
Essential Reading / Recommended Reading Evans, T. (2015). Counselling skills for Becoming A wiser Practitioner-Tools, techniques and reflections For building practice wisdom. Jessica Kingsley Publishers. Jones, R. N. (2005). Practical counseling and helping skills - text and activities for the life skills counselling model. (5th ed). Sage publications. Nair. A. Radhakrishnan, (2010). Life Skills Training for Positive Behaviour, Rajiv Gandhi National Institute of Youth Development, Tamil Nadu
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Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course. | |
MPC131 - FOUNDATIONS OF COUNSELLING PSYCHOLOGY (2020 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, Technological advances in Counselling, Process Oriented Research in 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. Sage Charles, G.J., & Bruce, F.R. (1995). Counselling Psychology. Harcourt Brace Publishers | |
Essential Reading / Recommended Reading · Felthman, C., & Horton, I. (2000). Handbook of Counselling and Psychotherapy. Sage Robert, G. L., & Marianne, M.H. (2003). Introduction to Counselling and Guidance. Pearson education, Inc. Sharma, R .N.,& Sharma,R. (2004). Guidance and Counselling in India. | |
Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPC132 - LIFE-SPAN PSYCHOLOGY (2020 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-ecosystems model. Implications of Lifespan Development for Counselors, need for a developmental perspective | |
Unit-2 |
Teaching Hours:20 |
Biological Processes in Human Development
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Part 1: Biological Bases to explain Human Development (10 hours)- Heredity-Environment Correlations; Important physical changes; Challenges for psychological development. Bio-psychosocial model of health- Sleep, Eating, Obesity, health, illness and lifestyle issues across the life-span.
Part 2: Endings of Life (10 hours)-Biological and social theories of aging, Successful aging; Death, Causes for death across life span, Suicide in adolescence and adulthood; Facing one’s own death, coping with the death of someone else.
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Unit-3 |
Teaching Hours:10 |
Cognitive Processes and Development
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Piaget and Vygotsky’s theory of cognitive development; Age related challenges to cognitive development; Play and play patterns | |
Unit-4 |
Teaching Hours:20 |
Socio-Emotional Processes and Development Across Life Span
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Development of Emotion, Emotional regulation and Temperament, Attachment and Love: Bowlby, Ainsworth, Sternberg. Development of Identity: Erickson’s theory; Marcia Identity status; Moral Development, Contexts of moral development: Kohlberg’s theory Parenting; Emerging adulthood and Adult life cycle theories, Fowlers Theory: Arnett, Levinson, quarter and midlife crisis | |
Text Books And Reference Books: Berk, L. E. (2016). Exploring lifespan development. Pearson. Santrock, J.W. (2011). A topical Approach to life-Span Development. Tata McGraw-Hill Edition. | |
Essential Reading / Recommended Reading Broderick, P.C., & Blewitt, P. (2010). The life span: Human development for helping professionals. (3rd Ed.). Pearson. Feldman, R. S. (2015). Discovering the life span. (3rd Eds). Pearson Global Education. Newman & Newman (2003). Development through life: A Psychosocial Approach. Thomson Wadsworth. | |
Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPC133 - QUANTITATIVE RESEARCH METHODS (2020 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.). Tata McGraw-Hill Company Limited Coolican ,H.(2004).Research methods and Statistics in Psychology . Hoddes Arnold Goodwin, C.J. (2002). Research in psychology: Methods and design (3 rd ed.). John Wiley & Sons, Inc. Gravetter,F.J.,& Forzana,L.A.B(2009). Research methods for behavioral sciences .Wordsworth cengage learning . Kerlinger, N. (1996). Foundations of behavioural research. Prentice Hall | |
Essential Reading / Recommended Reading Aron, A., & Aron, E.N. (1994). Statistics for psychology. Prentice Hall. Breakwell, G.M., Hammond, S., Fife-Shaw, C., & Smith, J.A. (eds.). (2006). Research methods in psychology (3 rd ed.). Sage. Cohen, R.J., & Swerdlik, M.E. (2005). Psychological testing and assessment: An introduction to tests and measurement (6 th ed.). McGraw-Hill. Gravetter, F.J., & Wallnau, L.B. (2002). Essentials of statistics for the behavioral sciences (4 th ed.). Wadsworth/Thomson Learning.
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Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPC134 - COUNSELLING THEORIES AND TECHNIQUES - I (INDIVIDUAL) (2020 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course introduces the students to the various theoretical orientations to counselling. The major approaches like Psychoanalytic, Humanistic, Adlerian, Gestalt, Experiential, Cognitive, Behavioural, Multimodal and Integrative approaches are covered in this course. Specific techniques and interventions for each of the approaches are also covered. |
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Course Outcome |
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After the completion of this course, a student will be able to: 1. Understand the various approaches to counselling 2. Implement at least three therapeutic techniques in each approach 3. Critique various approaches to counselling |
UNIT 1 |
Teaching Hours:15 |
Unit I
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Psychoanalytic psychotherapy: Introduction to Freud and his personality theory, Therapeutic process, Techniques, Application of techniques and procedures, Therapy with diverse populations. Adlerian psychotherapy: Introduction to Adler and his personality theory, Therapeutic process, Techniques, Application of techniques and procedures, Adlerian therapy with diverse populations | |
UNIT 2 |
Teaching Hours:15 |
Unit 2
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Person Centred Psychotherapy: Introduction to Carl Rogers and Rogerian theory of personality; Therapeutic process ; Techniques ; Application of techniques and procedures ;Therapy with diverse populations. Existential therapy: Introduction to Existentialism; Logotherapy - Therapeutic process;Techniques; Application of techniques and procedures; Therapy with diverse populations. Gestalt Therapy: Introduction to Gestalt therapy; Therapeutic process ;Techniques ; Application of techniques and procedures; Therapy with diverse populations | |
UNIT 3 |
Teaching Hours:15 |
Unit 3
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Behavior Therapy: Introduction to behavioral theories ;Behavioral therapeutic process ; Techniques ; Application of behavioral techniques and procedures ;Therapy with diverse populations. Lazarus Multimodal Approach to Psychotherapy: Introduction to Multimodal Psychotherapy theory ; Therapeutic process; Application of techniques and procedures ;Therapy with diverse populations. Cognitive Behavior Modification: Donald Meichenbaum's approach to therapy | |
UNIT 4 |
Teaching Hours:15 |
Unit 4
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Cognitive Therapy: Introduction to Albert Ellis Rational Emotive Behavioral (REBT) theory; Therapeutic process ;Techniques; Application of techniques and procedures; REBT with diverse populations. Aaron Beck's Cognitive Therapy: Introduction to Aaron Beck's cognitive theory (CT); therapeutic process; Techniques; Application of techniques and procedures ; CT with diverse populations. Integrative Approach to Psychotherapy: Integration vs. Eclecticism ; An introduction to therapy, techniques and applications. | |
Text Books And Reference Books:
Corey, G. (2012). Theory and practice of counseling and psychotherapy (9th ed.). Belmont, CA: Brooks/Cole. Gilland, B.E., & James, R.K. (1998). Theories and Strategies in Counselling and Psychotherapy. Singapore: Allyn and Bacon.
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Essential Reading / Recommended Reading Corey, G. (2008). Student manual for Theory and Practice of Counselling and Psychotherapy (8th ed.). CA: Brooks/Cole. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPC151 - MULTICULTURAL COUNSELLING SKILLS - I (2020 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 Evaluation Pattern: Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPC181 - COMMUNITY SERVICE - I (2020 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 Evaluation Pattern: Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.
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MPC211 - APPLICATION OF STATISTICS IN BEHAVIOURAL SCIENCES (2020 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; application of statistics in Behavioral science; scale of measurement; 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
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Unit-2 |
Teaching Hours:15 |
INFERENTIAL STATISTICS
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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; Correlation: product- moment, point-biserial, phi, biserial, tetrachoric, spearman’s correlation coefficients; 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.
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Text Books And Reference Books: Aron, A., Coups, E. J., Aron, E., (2016). Statistics for psychology (6th ed.). Pearson education. Coolican ,H.(2004).Research methods and Statistics in Psychology . Hoddes Arnold Field, P. A. (2013).Discovering Statistics Using IBM SPSS Statistics (4th ed.). SAGE Publications. | |
Essential Reading / Recommended Reading Garrett,H.E(2005).Statistics in psychology and Education . Paragon international publishers Gravetter, F.J., & Wallnau, L.B. (2002). Essentials of statistics for the behavioral sciences (4th ed.). Wadsworth/Thomson Learning Bordens, K.S., & Abbott, B.B. (2006). Research and design methods: A process approach (6th ed.). Tata McGraw- Hill Company Limited. Cohen, R.J., & Swerdlik, M.E. (2005). Psychological testing and assessment: An introduction to tests and measurement (6th ed.). McGraw-Hill. Gravetter, F.J., & Wallnau, L.B. (2002). Essentials of statistics for the behavioral sciences (4th ed.). Wadsworth/Thomson Learning6. Heiman, G.W. (2001). Understanding research methods and statistics: An integrated introduction for psychology (2nd ed.). Houghton Mifflin Company. Kerlinger, N. (1996). Foundations of behavioural research. Prentice Hall Leong, F.T., & Austin, (1996). The psychology research handbook: A guide for graduate students and research assistants. Sage Publications Levin, J., & Fox, J.A. (2006). Elementary statistics in social research (10th ed.). Pearson Education. McCall, R.B. (2001). | |
Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.
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MPC221 - PROFESSIONAL DEVELOPMENT-II (2020 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 Evaluation Pattern: Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.
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MPC231 - QUALITATIVE RESEARCH METHODS IN COUNSELLING PSYCHOLOGY (2020 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 in Counseling and Psychotherapy. Sage Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches. Sage. Ritchie, J., Lewis, J., McNaughton Nicholls, C., & Ormston, R. (2014). Qualitative research Practice A guide for social science students and researchers (2nd ed.). Sage Publication Limited. | |
Essential Reading / Recommended Reading Bryman,A (Ed.)(2007) Sage Benchmarks in social science research methods Vol.I,Vol.II ,Vol,III,and Vol. IV. Sage Publications Kvale,S.(Ed.) (1997).Psychology & Post-modernism.Sage Publications McGhee, P. (2001). Thinking critically about qualitative research in psychology. In P. McGhee, Thinking psychologically (pp.98-111). Palgrave Smith,J.A.(ed.)(2003).Qualitative psychology: A practical guide to research methods. Sage. Smith,J.A., Harre,R., & Langenhove,L.V.(eds.).(1995).Rethinking methods in psychology. Sage. Willig,C.(2001).Introducing qualitative research in psychology: Adventures in theory and method. Open University Press. | |
Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPC232 - POSITIVE PSYCHOLOGY (2020 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.). Oxford University Press. | |
Essential Reading / Recommended Reading Anderson, N.B. (2003). Emotional Longevity. Viking. Andrews, F.M. and Withey, S.D. (1976). Social Indicators of Wellbeing. 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. Aldine. Buss, D.M. (2000). The Evolution of Happiness. American Psychologist, 55, 15-23. | |
Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPC233 - SOCIAL AND CULTURAL FOUNDATIONS FOR COUNSELLING (2020 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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Development of self; Self and identity: Culture and social identities, diverse identities; Perception of Self and Others; Social cognition; Self-presentation | |
Unit-2 |
Teaching Hours:15 |
Social Relationships
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Social Perception: a)Attribution, bias and errors in attribution ; b) Prejudice, Stereotypes and Discrimination; c)Attitudes : attitude organization, methods of attitude change , persuasion and propaganda techniques. Social Relationships: a) Nature, dimensions and dynamics of interpersonal relationships: interpersonal attraction , sexuality and intimacy; diverse and complex relationships, alternate sexualities ; b)Altruism: influences of helping; long-term helpfulness ; c)Aggression: nature and characteristics; individual differences in aggression ; Violence : sexual harassment, interpersonal violence
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Unit-3 |
Teaching Hours:15 |
Culture and Behaviour
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Overview of approaches in the study of culture: Cross cultural psychology, Cultural psychology; Individualistic Vs Collectivistic Cultures ; a) Diversity in Socialization b) Poverty & Deprivation c) Mental health & psychopathology: Traditional healing methods, Aspects of coping d) Acculturation e) Childhood disability
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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. Cengage publishers. Fraser, C., and Burchell, B. (2001). Introducing Social Psychology. 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. Sage. Blaine, B.E. (2013). Understanding the psychology of diversity. Second edition. Sage Publications Crisp, R.J. and Turner , R.N.(2014).Essential social psychology. Sage. Dalal, A.K. and Misra, G. (Eds.) (2002). New directions in Indian Psychology (Vol 1: Social Psychology). (pp.19-49). Sage. Dasen, P.R. Berry, J.W. & Sartorius, N. (1988) (Eds.). Health and cross- cultural psychology: toward applications. Sage. Gilbert, D.T., Fiske, S.T., and Lindzey. G. (Eds). (1998). The handbook of social psychology (4 th ed.). Oxford University Press. Kakar, S. (1982). Shamans, Mystics and Doctors. Oxford University Press. Kao, H.S.R., Sinha, D. (Eds.) (1997). Asian perspectives on psychology. Sage. Linda, S. (Ed) (2017). Applied social psychology : understanding and managing social problems. Cambridge university press Lott, B.E. (2010).Multiculturalism and diversity : a social psychological perspective. Wiley-Blackwell Matsumoto, D. & Juang, L. (2004). Culture and psychology. 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. Sage. Smith, P.B., Bond, M.H. & Kagitcibasi,C. (2006). Understanding social psychology across cultures. Sage. Tuffin, K. (2005). Understanding Critical Social Psychology. Sage. Vindhya, U. (Ed). (2003).Psychology in India: Intersecting crossroads. 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 Evaluation Pattern: Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPC234 - MENTAL HEALTH DISORDERS (2020 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: Barlow, D.H., Durand, M.V. & Hofmann, S.G. (2018). Abnormal Psychology: An Integrative Approach. 8th Ed. Cengage. Ahuja, N. (2011). A Short Textbook of Psychiatry. Jaypee Brothers Medical Publishers (P) Ltd. World Health Organization. (1992). ICD-10 Classifications of Mental and Behavioural Disorder: Clinical Descriptions and Diagnostic Guidelines. World Health Organization. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Association. Sadock, B.J. & Sadock, V.A. (2003). Kaplan & Sadock’s Synopsis of psychiatry: Behavioral sciences/clinical psychiatry (9th. Ed.). Lippincott Williams & Wilkins.
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Essential Reading / Recommended Reading Adams, H.E., Sutker, P.B. (2001). Comprehensive handbook of psychopathology (3rd Ed.). Kluwer Academic publishers. Hecker, S.E. & Thorpe, G.L. (2005). Introduction to clinical psychology: Science, practice & ethics. Pearson Education, Inc. Millon, T., Blaney, P., & Davis, R.D. (1998). The oxford textbook of psychopathology. Oxford University Press. Smith, N.W. (2001). Current systems in psychology: History, theory, research & applications. Wadsworth/Thomson learning.
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Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPC235 - COUNSELLING THEORIES AND TECHNIQUES - II (GROUP) (2020 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). Brooks/Cole. | |
Essential Reading / Recommended Reading Corey, M.S., Corey, Gerald (2006). Groups process and Practice (7th Ed). Thomson: Brooks/Cole. Capuzzi, Dave (2002). Approaches to Group Work: A Handbook for Practitioners. Prentice Hall. Ivey, A.E., Pedersen, P.B. & Ivey, M.B. (2001). Intentional group counselling: A micro skill approach. Wadsworth. Yalom, LD (1995). The theory and practice of group therapy (4th Ed). Basic books. | |
Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPC251 - MULTICULTURAL COUNSELLING SKILLS - II (2020 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. Sage Publications.
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Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPC271 - RESEARCH PROPOSAL AND SUPERVISION (2020 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. Hoddes Arnold
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Essential Reading / Recommended Reading Garrett, H. E. (2005). Statistics in psychology and Education. Paragon international publishers | |
Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.
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MPC331 - CHILD AND ADOLESCENT 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 will provide trainee counsellors with 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 prerequisite courses for this course. This course is taken along with supervised practicum in the third semester to provide students with the opportunity to practice and develop specific skill sets to work with children and adolescents. 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 |
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 the educational setting: Dealing with children with Special needs. Behavioural management: functional analysis and techniques of behaviour modification. Individualized educational programmes. Career guidance and counselling: Theories of Career Development, Influences on Career Development. | |
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, Gardner’s Multiple Intelligence Model. Study skills and Academic advising: Reading, Writing, Note Making skills, Time Management. Cognitive issues: Factors influencing Attention and Concentration, Remembering, Forgetting; teacher-student relationship, school climate and dealing with issues in teaching and learning
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Unit-4 |
Teaching Hours:15 |
School based interventions and policies
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Counsellor as Educational Consultant: Consultation Models and Skills, School-based tired interventions- three-level prevention; School counselling models and polices- The ASCA National Model: A Framework for School Counseling Programs; Relevant policies of UNCRC, UNICEF, National level initiatives-NCPCR, NCERT and others that are applicable to school counselling | |
Text Books And Reference Books: Santrock, J.W. (2003). Educational psychology. McGraw-Hill. Geldard, K., Geldard, D., & Foo, R. Y. (2013). Counselling children: A practical introduction. Sage. Woolfolk, A. (2007). Educational psychology (10th ed.). Allyn & Bacon. | |
Essential Reading / Recommended Reading American School Counselor Association (2012). The ASCA National Model: A framework for school counseling programs, Third Edition. Alexandria. Asch, M. (2000). Principles of guidance and counselling (1st ed.). Sarup & Sons Bowe, F. G. (2000). Birth to five – early childhood special education. Delmar Publishers Inc. Cohen, L.G., & Spenciner, L.J. (2003). Assessment of children and youth with special needs. 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. McClure, F. & Teyber, E. (2003). Casebook in child and adolescent treatment: Cultural and familial contexts. Pacific Grove, CA: Brooks/Cole. Naar-King, S., & Suarez, M. (2011). Motivational interviewing with adolescents and young adults. Guilford. Pattison S., Robson M., & Beynon A. (2015). The handbook of counselling children and young people. Sage. Schmidt, J. (2008). Counseling in schools: Comprehensive programs of responsive services for all students. Allyn and Bacon. Sharry, J. (2004). Counselling children, adolescents and families: A strengths-based approach. Sage Publications Ltd. Studer, J.R. (2015). The essential school counselor in a changing society. Sage. Thompson, C. L., Rudolph, L. B., & Henderson, D. (2010). Counseling children. (8th ed.). Brooks & Cole. Vernon, A. (2009). Counseling children and adolescents (4th ed.). Denver, CO: Love Publishing. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% | |
MPC332 - COUNSELLING THEORIES AND TECHNIQUES - III (COUPLES AND FAMILIES) (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 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:15 |
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 Continuous Internal Assessment (CIA) - 70%
End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPC333 - COUNSELLING INTERVENTIONS FOR SPECIAL POPULATIONS (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 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% | |
MPC351 - PSYCHOLOGICAL ASSESSMENT (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 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 Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPC352 - SUPERVISED PRACTICUM (2019 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 Continuous Internal Assessment (CIA) - 70% Continuous Internal Assessment 1) Pre-course self assessment - 10 marks Write a two page paper assessing yourself as a developing counsellor. The paper should include the following: (a) your strengths as a counsellor in training, (b) learning goals for the semester, (c) counter-transference issues requiring additional examination and work, and (d) theoretical orientation(s) to which you subscribe.
2) Mid Semester Viva - 20 marks The viva is based on the students work at their internship site and general counselling knowledge including theories and its application. 3) Group supervision presentation - 15 marks 4) Participation (inputs given to peers during supervision) -10 marks 5) Progress notes and Logs - 10 marks 6) Attendance- 5 marks End Semester Examination: ESE viva - 30 marks The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE)
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MPC371 - RESEARCH 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 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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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 Continuous Internal Assessment (CIA) | |
MPC411 - INTEGRATED SKILLS TRAINING (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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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:60 |
UNIT I
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Any three 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 Cognitive Analytic 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 Continuous Internal Assessment (CIA) - 70% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPC441A - ASIAN HEALING PRACTICES (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 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 Continuous Internal Assessment (CIA) | |
MPC441B - LIFE COACHING (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 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 Continuous Internal Assessment (CIA) | |
MPC441C - COUNSELLING IN HEALTH SETTINGS (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 helps counsellor understand their role in health settings. With a focus on the mind-body connect it helps students understand how psychological wellness is important to pbysical health Course Objectives:
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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:7 |
Introduction to health psychology
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Core Issues in Health Psychology | |
Unit-2 |
Teaching Hours:7 |
Communication in Health Care
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Motivational Interviewing | |
Unit-3 |
Teaching Hours:6 |
Chronic and Terminal Illness
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Pain and its impact CHD Cancer | |
Unit-4 |
Teaching Hours:10 |
Health Promotion & Health care interventions
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Relaxation training, meditation, yogasanas Hypnosis Biofeedback Behaviour modification Cognitive behavioural techniques | |
Text Books And Reference Books: Shelley, E. Taylor,(1986) Health Psychology, MGH
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Essential Reading / Recommended Reading Rollnick, S.,Miller, W.R,& Butlet, C.C (2008) Motivational Interviewing in Health Care. Guildford Press | |
Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) | |
MPC441D - CRISIS INTERVENTION AND TRAUMA COUNSELLING (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 aims at imparting knowledge on concepts of crisis and trauma. It will provide inputs on stages of crisis and trauma, and skills for dealing with crisis and trauma at personal,interpersonal and community levels. This course will also help the students gain knowledge on techniques relevant to crisis and trauma management and enable the students to understand the clinical outcome of crisis and trauma events so that they are able to plan out strategic interventions accordingly Course Objectives:
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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 Crisis and trauma
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Crisis Phases - Models of Crisis & Assessment ;Trauma Phases - models of trauma & Assessment | |
Unit-2 |
Teaching Hours:15 |
Interventions & Challenges in crisis & trauma management
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Different models of interventions;Issues and challenges in trauma management | |
Text Books And Reference Books: 1. Briere, J. & Scott, C. (2006). Principles of Trauma Therapy: A Guide to Symptoms,Evaluation, and Treatment. USA: Sage Publications. 2. Dass-Brailsford, P. (2007). A Practical Approach to Trauma: Empowering Interventions. USA: Sage Publications. 3. Gilliland, Burl E. & James, Richard K. (1998). Crisis Intervention Strategies. Brooks/Cole Publishing Company: USA. 4. Bisson JI, Roberts N, Macho G. The Cardiff traumatic stress initiative: an evidence-based approach to early psychological intervention following traumatic events. Psychiatric Bulletin. 2003;27:145–147. 5. Başoğlu M, Salcıoğlu E, Livanou M, et al. Single-session behavioural treatment ofearthquake-related posttraumatic stress disorder: a randomised controlled trial. J Trauma Stress. 2005;18(1):1–11. 6. Bryant RA. Early predictors of posttraumatic stress disorder. BiologicalPsychiatry. 2003;53:789–795. | |
Essential Reading / Recommended Reading 1. Levers, L. L. (2012). Trauma counseling: Theories and Interventions. New York: Springer Pub. 2. Briere, J. (2012). Working with trauma: Mindfulness and compassion. In C. K. Germer & R. D. Siegel (Eds.), Wisdom and compassion in psychotherapy (pp. 265 279). NewYork, NY: Guilford. | |
Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA)
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MPC471 - COUNSELLING SUPERVISION 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 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. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course. | |
MPC481 - COUNSELLING INTERNSHIP (2019 Batch) | |
Total Teaching Hours for Semester:450 |
No of Lecture Hours/Week:0 |
Max Marks:200 |
Credits:8 |
Course Objectives/Course Description |
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Course description: This course has been conceptualized in order to provide students with a hands-on experience of working with clients. Students will be attached to various agencies where they will be trained and supervised in acquiring counselling skill competencies. They will be mentored by a supervisor at the University also. Students must periodically meet their supervisors, maintain case files and submit four case records at the end of their practicum period. Course objectives: This course will help the learner
The student must complete a minimum of 450 hours of supervised internship which includes 150 direct hours and 300 indirect hours. |
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Course Outcome |
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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 Evaluation Pattern: Total Marks- 200 End Semester Exam (ESE) - Comprehensive Counselling Viva based on 2 cases submitted and practicum (60 marks) The passing grade for the ESE is 40% Continuous Internal Assessment (140 marks) All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA.
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MPC482 - BLOCK INTERNSHIP (2019 Batch) | |
Total Teaching Hours for Semester:100 |
No of Lecture Hours/Week:0 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: This is a block placement for short field training. Students are required to search for, examine and carve their niche in the field related to their chosen specialization. The basic purpose is to create awareness for the students so that the career progression of the students and the growth of the discipline can both be realized. Course Objectives The course is intended to help students
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Course Outcome |
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After completion of this internship students will be able to |
Unit-1 |
Teaching Hours:100 |
UNIT 1
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Field Placement | |
Text Books And Reference Books: NA | |
Essential Reading / Recommended Reading NA | |
Evaluation Pattern The students are expected to submit 1) An interim report (minimum 15 days must be completed), summarising their learning and experiences at the internship site 2) A certificate of completion as soon as the internship is over. Total Marks- 50 | |
MPC483 - DISSERTATION (2019 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 Evaluation Pattern: End Semester Examination (ESE) |