Syllabus for
MSc (Counselling Psychology)
Academic Year  (2024)

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.

Assessment is based on the performance of the student throughout the semester.

Credit Structure
Normally 15 hours of classroom teaching in a semester is considered as one credit for theory courses.

• Courses with 30 hours per semester will earn the candidate 2 credits.
• Courses with 45-50 hours per semester will earn the candidate 3 credits.
• Courses with 51 hours and above per semester including practical will earn the candidate 4 credits.
• Dissertations/Practical equivalent to one course will earn the candidates 4-6 credits.

The Department of Psychology offers a range of programmes that include Open Electives, Undergraduate programmes, Post Graduate programmes with seven specializations and Research degrees in psychology (PhD). Through these programmes, we encourage students to consider careers and life missions that integrate psychological understanding into life. Our programmes integrate scholarship with professional practice and we offer courses that are cutting edge in the field of psychology. Students who complete programmes in Psychology from the University demonstrate high degrees of self-awareness are service-oriented and are encouraged to embrace humane values in their vocation. The Department realizes its vision to promote high academic standards through a continuous and dynamic curriculum review process based on feedback from regional, national and international peers, practitioners, potential employers, alumni and students. A variety of student-centered teaching and training pedagogies are practiced by the faculty members. Prominent among them is the use of seminars, experiential methods, laboratory training, conferences, workshops, field-based studies, film-based discussions, journal clubs, and professional development activities. All postgraduate students of he department prepare a publication ready research manuscript by the end of the third semester. Through its several MOUs with International Universities, the department organizes joint conferences, webinars, faculty and student exchange and visits, Guest lectures and scholarship opportunities for students and joint supervision of research projects.

The department adopts the vision of the University "Excellence and Service" and its Mission as "a nurturing ground for an individual's holistic development to make an effective contribution to the society in a dynamic environment". In doing so it strives to is to promote high academic standards and scholarship in psychology, by creating an optimal and enriching learning environment, foster ongoing professional and personal development, and contribute effectively to societal needs

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:

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.

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:

• This course will help the learner to gain a familiarity with different academic writing styles used in contemporary scientific journals.

• Students will gain better understanding about in-text and reference citations, APA formatting.

• Students will also be introduced to the concept of plagiarism and its different types to avoid such academic forgery.

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

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

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

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

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course.

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:

• The counsellor’s roles and responsibilities within evolving practice environments
• Historical development and its current status of counselling psychology
• Ethical issues and dilemmas in the field of counselling psychology

Origin and history of Counselling Psychology; Stages in the development of the profession: Western and Indian History 

Defining Features of the Profession of Counselling: the Five Unifying Themes; Difference between Guidance, Counselling, and Psychotherapy; Counselling psychology and its specialties: Distinctiveness and overlap

Facilitative conditions for a counselling relationship; Multicultural competence; Ethical & legal concerns in counselling; Ethical principles, codes of conduct; Ethical decision making; Ethics in online counselling

Different formats of Counselling services; Technological Advances in Counselling; Global diversity issues in counselling; Trauma Counselling; Mental Health Advocacy and Social Justice; Process-oriented Research in Counselling; The Scientist-Practitioner model of training

Different formats of Counselling services; Technological Advances in Counselling; Global diversity issues in counselling; Trauma Counselling; Mental Health Advocacy and Social Justice; Process Oriented Research in Counselling

Bhola, P., & Raguram, A. (Eds.). (2016). Ethical issues in counselling and psychotherapy practice: Walking the line. Springer.

Gelso, C. J., Williams, E. N., & Fretz, B. R. (2014). Counselling Psychology. American Psychological Association .

Gibson, R. L., & Mitchell, M. H. (2008). Introduction to Counselling and Guidance . Pearson .

Gladding, S. T. (2018). Counselling: A Comprehensive Profession . Pearson .

Gupta, K., Sinha, A., & Bhola, P. (2016). Intersections Between Ethics and technology: Online Client-Therapist Interactions. In P. Bhola, & A. Raguram, Ethical Issues in Counselling and Psychotherapy Practice: Walking the Line (pp. 169 - 186). Springer .

Mcleod, J. (2013). An Introduction to Counselling . McGraw Hill Publication .

Vinay, B., Lakshmi, J., & Math, S. B. (2016). Ethical and Legal Issues in Psychotherapy and Psychotherapy Practice: Walking the Line. In P. Bhola, & A. Raguram, Ethical Issues in Counselling (pp. 199 - 218). Springer.

Bond, T. (1997). Standards and Ethics for counsellors in action. Sage

Charles, G.J., & Bruce, F.R. (1995). Counselling Psychology. Harcourt Brace Publishers

Felthman, C., & Horton, I. (2000). Handbook of Counselling and Psychotherapy. Sage

Robert, G. L., & Marianne, M.H. (2003). Introduction to Counselling and Guidance. Pearson education, Inc.

Sharma, R .N.,& Sharma,R. (2004). Guidance and Counselling in India.

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course

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

• Atypical growth and healthy development, and practical understanding of how to help children, adolescents, and adults 
• Processes of human development and apply this knowledge to understand developmental needs of all diverse age groups
• Theories of individual development across the lifespan
• The systemic and environmental factors that affect human development, functioning, and behavior
• Biopsychosocial and eco-systems model of development across the lifespan.

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 

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.

Piaget and Vygotsky’s theory of cognitive development; Age related challenges to cognitive development; Play and play patterns

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

Santrock, J.W. (2011). A topical Approach to life-Span Development. Tata McGraw-Hill Edition.

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

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

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course. (CIA+ESE)

Course Description:

This course is offered to students in the first semester to introduce them to the tradition of quantitative research in psychology. It begins by discussing the philosophical foundations of quantitative research, followed by the scientific process  of research. Students are expected to identify the links between the scientific process of research and development of counseling psychology. Students will be introduced to research designs, data collection and sampling methods and application of basic statistical methods in quantitative psychology. The course also provides opportunities to practice skills of research in laboratory settings. 

Philosophical roots of quantitative research; History of scientific research in psychology; Definition of research; Purpose and need of psychological research. Hypothesis generating and hypothesis testing research; Ethical issues in psychological research 

Conceptualization of a study aim and rationale; Purpose of causality and experimentation; Formulation of research problems; Definition and nature of variables, types - Independent and dependent; Operationally defining variables; Definition and types of hypotheses- null, alternate, directional versus non-directional; Visualization of data through graphs.

Steps in quantitative research (5 hours of lab work dedicated to developing problem statement and a hypothesis is suggested)

Population and sample: Basic assumptions of Sampling distribution; Sampling techniques such as -probability and non-probability sampling; Sample size, effect size and power

Methods of data collection: observational methods, surveys, questionnaires, interviewing methods, case study methods and psychometric tests.

Observational, Exploratory, Correlational and descriptive research in psychology; Evaluating reliability and validity in research design and measurement

Application: Visualization of data through Histograms, Boxplots, Boxplots; Descriptive statistics - measures of central tendency and variability; Tests of relationship - Pearson’s and Spearman’s correlation. (Suggested Statistical software: SPSS or JAMOVI)

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

Statistical application: Measurement of difference: independent and dependent samples t-test.

1. Gravetter,F. J., & Forzana, L. A. (2015). Research methods for behavioral sciences (5 ed.). Stamford, CT:Wordsworth cengage learning .
2. Bordens, K. S., & Abbott, B.B. (2006). Research and design methods: A process approach(6 ed.). New Delhi: Tata McGraw-Hill Company Limited
3. Goodwin, C. J. (2002). Research in psychology: Methods and design (3^rd ed.). New Jersey: John Wiley & Sons, Inc.
4. Coolican, H.(2004). Research methods and Statistics in Psychology. London: Hoddes Arnold
5. Kerlinger, N. (1996). Foundations of behavioural research. India: Prentice Hall

1. Breakwell, G. M., Hammond,  S., Fife-Shaw, C., & Smith, J. A. (Ed.). (2006). Research methods in  psychology (3 ed.). New Delhi: Sage.
2. Cohen, R. J., & Swerdlik, M. E. (2005). Psychological testing and assessment: An introduction to tests and measurement (6 ed.). New York: McGraw-Hill.
3. Heiman, G.W. (2001). Understanding research methods and statistics: An integrated introduction for psychology (2ed.). Boston: Houghton Mifflin Company.
4. Rosnow, R. L., & Rosenthal, R. (2002). Beginning behavioral research: A conceptual primer (4ed.). New Jersey: Prentice Hall.
5. Singh, A. K. (1997). Test, measurements and research methods in behavioural sciences.  Patna: Bharathi Bhavan Publishers and Distributors.

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course. (CIA+ESE)

Course Description:

This course introduces the students to the various theoretical orientations to counselling. The major approaches like Psychoanalytic, Humanistic, Adlerian, Gestalt, Experiential, Cognitive, Behavioural, Multimodal and Integrative approaches are covered in this course. Specific techniques and interventions for each of the approaches are also covered.

Psychoanalytic psychotherapy: Introduction to Freud and his personality theory, Therapeutic process, Techniques, Application of techniques and procedures, Therapy with diverse populations.

Adlerian psychotherapy: Introduction to Adler and his personality theory, Therapeutic process, Techniques, Application of techniques and procedures, Adlerian therapy with diverse populations

Person Centred Psychotherapy: Introduction to Carl Rogers and Rogerian theory of personality; Therapeutic process ; Techniques ; Application of techniques and procedures ;Therapy with diverse populations.

Existential therapy: Introduction to Existentialism; Logotherapy - Therapeutic process;Techniques; Application of techniques and procedures; Therapy with diverse populations.

Gestalt Therapy: Introduction to Gestalt therapy; Therapeutic process ;Techniques ; Application of techniques and procedures; Therapy with diverse populations

Behavior Therapy: Introduction to behavioral theories ;Behavioral therapeutic process ; Techniques ; Application of behavioral techniques and procedures ;Therapy with diverse populations.

Lazarus Multimodal Approach to Psychotherapy: Introduction to Multimodal Psychotherapy theory ; Therapeutic process; Application of techniques and procedures ;Therapy with diverse populations.

Cognitive Behavior Modification: Donald Meichenbaum's approach to therapy

Cognitive Therapy: Introduction to Albert Ellis Rational Emotive Behavioral (REBT) theory; Therapeutic process ;Techniques; Application of techniques and procedures; REBT with diverse populations.

Aaron Beck's Cognitive Therapy: Introduction to Aaron Beck's cognitive theory (CT); therapeutic process; Techniques; Application of techniques and procedures ; CT with diverse populations.

Integrative Approach to Psychotherapy: Integration vs. Eclecticism ; An introduction to therapy, techniques and applications.

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

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

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course. (CIA+ESE)

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

• The role of culture in understanding the development of the self and the multidimensional nature of social identities.
• The processes of social perception and social cognition involved in the way we understand our social world, form attitudes, make attributions, categorize and engage in intergroup comparisons, with specific focus on how these may impact the practice of professional counselling.
• Theoretical explanations of social behaviours such as prosocial behaviour, aggression and intimate relationships.
• The social issues prevalent in our cultural context and an understanding of how social psychological theories can be applied to develop scientific and community- oriented solutions , programmes and interventions.

Development of self; Self, narrative  and identity: Culture and social identities, diverse identities; Perception of Self and Others; Self-presentation

Social cognition: a)Attribution, bias and errors in attribution; b) Prejudice, Stereotypes, Stigma Discrimination; c) Attitudes: attitude organization, methods of attitude change, persuasion and propaganda techniques. Social Relationships: a) Nature, dimensions and dynamics of interpersonal relationships: interpersonal attraction, sexual orientation and gender identity,  Overview of queer affirmative therapy;c)Aggression: nature and characteristics; individual differences in aggression; Violence: sexual harassment, interpersonal violence, Violence and trauma in South Asia. 

Culture and mental health: Issues in cross-cultural psychology/psychiatry- Cultural competency, cultural humility, Cultural formulation interview, cultural brokers.

Dealing with ethnic minorities – the cultural dimension of individual behaviour: acculturation, assimilation, refugees, migrant workers and other marginalised sections in South Asia. 

a) Diversity in Socialization; b) Poverty, Deprivation and Disadvantage; c) Mental health & psychopathology: Global mental health and medical pluralism in South Asia:  Indian systems of medicine and other indigenous healing systems d) Diverse childhoods: disability, gender and other social locations in India.

Complex worlds and social behaviour; Social psychology and contemporary issues – globalization and its impact on mental health; Social psychology in (community) mental health settings; Social psychology at work- job satisfaction, performance, diversity,  inclusion, recruitment, well-being at workplace.

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

J. Bockmeier and D. Carbaugh (eds) Narrative and identity: Studies in autobiography, self, and culture.

Mohanty, A. K., & Misra, G. (Eds.). (2000). Psychology of poverty and disadvantage (Vol. 2). Concept Publishing Company.

Ranade, K. (2018). Growing Up Gay in Urban India: A Critical Psychosocial Perspective. Springer Nature: Singapore, ISBN 978-981-10-8365-5.

Ranade, K., & Chakravarty, S. (2016). ‘Coming Out’of the Comfort Zone: Challenging Heteronormativity Through Affirmative Counselling Practice with Lesbian and Gay Clients. In Ethical Issues in Counselling and Psychotherapy Practice (pp. 141-154). Springer Singapore

Curran, T., & Runswick-Cole, K. (2013). Disabled Children’s Childhood Studies. Critical Approaches in a Global context. Palgrave Macmilan.

Blaine, B.E. (2013). Understanding the psychology of diversity. Second edition. Thousand Oaks, California: Sage Publications

Crisp, R.J. and Turner, R.N.(2014).Essential social psychology. New Delhi: Sage.

Dalal, A.K. and Misra, G. (Eds.) (2002). New directions in Indian Psychology (Vol 1: Social Psychology). (pp.19-49). New Delhi: Sage.

Dasen, P.R. Berry, J.W. & Sartorius, N. (1988) (Eds.). Health and cross-cultural psychology: toward applications. New Delhi: Sage.

Gilbert, D.T., Fiske, S.T., and Lindzey. G. (Eds). (1998). The handbook of social psychology (4th ed.). New York: Oxford University Press.

Kakar, S. (1982). Shamans, Mystics and Doctors. Delhi: Oxford University Press.

Kao, H.S.R., Sinha, D. (Eds.) (1997). Asian perspectives on psychology. New Delhi: Sage.

Linda, S. (Ed) (2017). Applied social psychology: understanding and managing social problems. Cambridge, UK: Cambridge university press

Lott, B.E. (2010).Multiculturalism and diversity: a social psychological perspective: Chichester: UK; Malden.MA: Wiley-Blackwell

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

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

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

Smith, P.B., Bond, M.H. & Kagitcibasi,C. (2006). Understanding social psychology across cultures. London: Sage.

Tuffin, K. (2005). Understanding Critical Social Psychology. ND: Sage.

Vindhya, U. (Ed). (2003).Psychology in India: Intersecting crossroads. New Delhi: Concept publishing company.

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

Nancy, A.R. (2013). Aversive racism and intergroup contact theories: Cultural competence in a segregated world. Journal of social work education, 49 (4), p 564-579.

Winnifred, R.L.(2009). Collective action and then what?. Journal of social issues, 65 (4); p727-748

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course. (CIA+ESE)

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:

• Demonstrate Basic Counselling Skills.
• Reflect more on themselves as developing counsellors.
• Demonstrate a few counselling techniques.

Introduction to counselling skills; Micro skill approach to counselling; Ethics and multicultural issues in counselling.

Attending Behaviours; Questions; Client observational Skills; Encouraging, Paraphrasing and Summarizing.

Reflection of Feeling; Focusing

Integrating Listening Skills

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course. (CIA+ESE)

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: 

• build awareness about the requirements of the society.

• identify the needs of underprivileged communities.

• create mental health awareness among children, adolescents and youth.

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.

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.

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

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course.

Course description: This course is a professional development course to encourage students to examine their developing identities as counsellors in training.

Course objectives: This course will help the learner to:

• Explore parts of their self at a deeper level through guided autobiographical reading, having specific life review themes that are shared in a group.
• Engage in active listening as well as sharing life stories in a group setting.
• Generate new perspectives on different areas in their lives.

Life Review Themes - 1

Life Review Themes - 1

Life Review Themes - 2                                                                                    

Life Review Themes - 2                                                                                    

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course.

This course provides a theoretical foundation in qualitative research methods including an orientation to diverse research paradigms and research designs. The course will provide basic hands-on training in collecting, analyzing, and reporting qualitative data. Along with courses on research in the first and second semester, this course intends to provide students with the theoretical background to develop their research proposal. This course is also a pre-requisite for an advanced level course on qualitative data analysis. 

The course meets local needs of providing the necessary worldviews and skills to produce knowledge from the peripheries. As the importance of qualitative research in counseling psychology grows globally, the course also meets global needs. 

The course is interdisciplinary in nature, and draws from history and philosophy of science, sociology, anthropology, literature, cultural studies and performance studies. It also addresses cross-cutting issues through the use of exemplar research articles that problematize mainstream knowledge production in psychology from anti-capitalistic, anti-caste, decolonial, feminist, queer, and disability lenses. 

Course objectives: This course will help the learner to:

• Understand the philosophical foundations on which qualitative research methods are based
• gain familiarity with the conceptual foundations of qualitative research methods in counselling Psychology
• understand various traditions of qualitative research methodologies in counselling psychology.
• learn different methods of data collection
• understand different methods of data analysis in qualitative research methods

Defining qualitative research; Historical development of qualitative research; Key philosophical orientations/worldviews/paradigms in qualitative research (positivism, interpretivism, constructivism, critical theory, post-structural/post-modern); Contrasting qualitative and quantitative research 

Defining qualitative research; Historical development of qualitative research; Key philosophical orientations/worldviews/paradigms in qualitative research (positivism, interpretivism, constructivism, critical theory, post-structural/post-modern); Contrasting qualitative and quantitative research 

Components of a qualitative research proposal; Conceptualizing research questions, issues of paradigm, Designing samples, Theoretical sampling, Different traditions of qualitative research; Grounded theory, Narrative approach, Phenomenology, Ethnography, Case study, Action research; Issues of credibility and trustworthiness  

Components of a qualitative research proposal; Conceptualizing research questions, issues of paradigm, Designing samples, Theoretical sampling, Different traditions of qualitative research; Grounded theory, Narrative approach, Phenomenology, Ethnography, Case study, Action research; Issues of credibility and trustworthiness  

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.

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.

Different traditions of qualitative data analysis; thematic analysis, Content analysis, Narrative analysis, discourse analysis, qualitative data analysis software, NVIVO, Reporting qualitative research data.

Different traditions of qualitative data analysis; thematic analysis, Content analysis, Narrative analysis, discourse analysis, qualitative data analysis software, NVIVO, Reporting qualitative research data.

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.

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.

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course. (CIA+ESE)

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

• different types of groups that can be run for different populations
• the group process, including opening and closing groups, and group dynamics
• ethical, legal and training issues
• the application of theoretical approaches in groups

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.

Goals, Functions and Definitions of Group guidance, Group Counselling & Group Therapy; Group vs. Individual Counselling; Types of groups.

Skills training Lab:  

Planning and Starting Groups; Exercises; Therapeutic Forces; Dealing with problem situations in groups.

REBT, Reality Therapy, Adlerian Therapy, TA, Gestalt Therapy, Solution-Focused Therapy, Trans theoretical Model; Psychodrama.

Skills training Lab:

Attending and Observation Skills; Focusing, pacing, leading and linking skills.

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.

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.

Co leading, Ethical Considerations; Legal Issues; Training of Group Counsellors

Skills training Lab:

Leadership skills of basic listening sequence; Skills of structuring dimensions and stages of groups.

Children, Adolescents, Couples, Older Clients, Addiction Groups, Divorce Groups

Skills training Lab:

Skills and strategies for interpersonal influence; Closing a session or a group.

Children, Adolescents, Couples, Older Clients, Addiction Groups, Divorce Groups

Skills training Lab:

Skills and strategies for interpersonal influence; Closing a session or a group.

Corey, Gerald (2000). Theory and Practice of Group Counselling (5th Ed). 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.

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course. (CIA+ESE)

Course description: This course aims to introduce the learner to 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 critical foundational and prerequisite courses for this course. This course is taken along with a supervised practicum in the third semester to allow students to practice and develop specific skill sets to work with children and adolescents.

Case conceptualization children vs adults; Ethical and legal issues while working with minor clients; Common issues faced in Children and adolescents. 

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.

Case conceptualization children vs adults; Ethical and legal issues while working with minor clients; Common issues faced in Children and adolescents. 

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.

History of Child Therapy; Introduction to Play therapy; Major Modalities proven for Children & Adolescents (flipped classroom); Interventions for children & adolescents; Use of mediums- play and art with children.

History of Child Therapy; Introduction to Play therapy; Major Modalities proven for Children & Adolescents (flipped classroom); Interventions for children & adolescents; Use of mediums- play and art with children.

Specific issues in educational setting: Special needs children including intellectually different students; children with learning disabilities, children with behavioural problems, and those with communication disorders, sensory impairments. School Counselling Model. Behavioural Management: Functional Analysis and Techniques of Behaviour Modification & Individualized educational programmes .

Educational Counselling topics: Learning styles, study skills, time management, attention and concentration, & Career guidance and counselling: Theories of Career Development, Influences on Career Development. 

Specific issues in educational setting: Special needs children including intellectually different students; children with learning disabilities, children with behavioural problems, and those with communication disorders, sensory impairments. School Counselling Model. Behavioural Management: Functional Analysis and Techniques of Behaviour Modification & Individualized educational programmes .

Educational Counselling topics: Learning styles, study skills, time management, attention and concentration, & Career guidance and counselling: Theories of Career Development, Influences on Career Development. 

Supporting Parents and Stakeholders: Family systems theory; Parenting Training: CPRT & support groups & psychoeducation; Recognizing Childhood Trauma and supporting resilience. 

Supporting Parents and Stakeholders: Family systems theory; Parenting Training: CPRT & support groups & psychoeducation; Recognizing Childhood Trauma and supporting resilience. 

Geldard, K., Geldard, D., & Foo, R. Y. (2013). Counselling children: A practical introduction. Sage. 

Jongsma, A. E., Peterson, L. M., McInnis, W. P., & Bruce, T. J. (2014). The child psychotherapy treatment planner (5th ed.). John Wiley & Sons.

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

Ferguson, S. (2002). What parents need to know about children. Dallas, TX: Ludic.

Forman, S.G., & Crystal, C.D. (2015). Systems consultation for multitiered systems of supports (MTSS): Implementation issues. Journal of Educational and Psychological Consultation, 25(2-3), 276- 285. https://doi.org/10.1080/10474412.2014.963226

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

Kottman, Terry (2011). Play Therapy: Basics and Beyond. American Counseling Association.

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. eds (2015): The handbook of counselling children and young people. SAGE.

Sartor, Teri Ann, & McHenry, Bill (2016). Ethical and Legal Issues in Counseling Children and Adolescents, First Edition. Routledge Publishing.

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.

Steele, William, & Malchiodi, Cathy A., Trauma-Informed Practices with Children and Adolescents (2011). Routledge Publishing.

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.

Continuous Internal Assessment (CIA) - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 50% is required to pass the course. (CIA+ESE)

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

• understand about international classificatory systems of mental health disorders, diagnostic criteria & clinical manifestations
• gain an understanding about psycho social aetiology of mental health disorders. 

Systems of classification, basic features; DSM 5, ICD-10, similarities, differences and critical evaluation; Dementia, delirium, head injury, epilepsy, other amnesic syndromes

Systems of classification, basic features; DSM 5, ICD-10, similarities, differences and critical evaluation; Dementia, delirium, head injury, epilepsy, other amnesic syndromes

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

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

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

Dissociative disorder, somatoform disorder, other neurotic disorder

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

Dissociative disorder, somatoform disorder, other neurotic disorder

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

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

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.

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.

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course. (CIA+ESE)

Course description: This course is a continuation of the Multicultural Counselling Skills Course–I. The developmental model of training is followed. Here the student is trained in the more advanced skills of influencing and bringing about client change, case conceptualization and treatment planning  through observation and roleplay. 

Course objectives: The aim of this course is to learn 

•Advanced individual counselling skills.

•To use counselling techniques in applied settings.

•Conceptualization of client problems and effectively work towards client change and growth.

Review; Confrontation Skills; Reflection of Meaning; Influencing Skills – Six Strategies for change.

Review; Confrontation Skills; Reflection of Meaning; Influencing Skills – Six Strategies for change.

Skill Integration; Integrating Micro skills with Theory; Determining Personal Style & Future Theoretical/ Practical Integration.

Skill Integration; Integrating Micro skills with Theory; Determining Personal Style & Future Theoretical/ Practical Integration.

Case history gathering, mental status examination, 4-P model, major symptoms/provisional diagnosis, choosing a modality of therapy.

Case history gathering, mental status examination, 4-P model, major symptoms/provisional diagnosis, choosing a modality of therapy.

Incorporating conceptualization, creating goal/objectives, choosing modality, & intervention planning, treatment planning and session mapping.

Incorporating conceptualization, creating goal/objectives, choosing modality, & intervention planning, treatment planning and session mapping.

Nelson-Jones, R. (2008). Basic Counselling Skills: A Helper’s Manual. Sage Publications.

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course. (CIA+ESE)

Course description: This is a practical course aimed at familiarizing students with different assessment methods including psychological tests. A range of Personality, Intelligence, Aptitude and Achievement tests are covered. This course provides an in-depth examination of projective techniques as a tool for psychological assessment in counselling. Through hands-on practice, students will develop the skills to administer and interpret projective techniques and integrate the results with other assessment methods to develop a comprehensive understanding of clients' psychological functioning. The course will also cover effective communication skills for presenting and discussing the results of projective techniques and other assessment with clients and their application in the development of treatment plans and interventions.

Course objectives: The course is intended to help students: 

• Demonstrate competence in administering, scoring, and interpreting a range of psychological tests.
• Identify relevant tests to be used for specific counselling needs.

The purpose of assessment in counselling. Assessment principles. Overview of assessment areas: Initial assessment in counselling – Case history, MSE: Identifying a clients problem using a clinical interview, suicide risk assessment

The purpose of assessment in counselling. Assessment principles. Overview of assessment areas: Initial assessment in counselling – Case history, MSE: Identifying a clients problem using a clinical interview, suicide risk assessment

Intelligence and general ability testing (WISC IV, Bhatia’s battery, Vineland Social Maturity Scale, Bharatraj Development Schedule). 

Intelligence and general ability testing (WISC IV, Bhatia’s battery, Vineland Social Maturity Scale, Bharatraj Development Schedule). 

A. Assessment in career counselling (Comprehensive Interest Schedule), Measuring Achievement and aptitude (DBDA), Developmental Aptitude Test

B. Assessments in Personality (16 PF, MAPS, EPQ and MBTI)

A. Assessment in career counselling (Comprehensive Interest Schedule), Measuring Achievement and aptitude (DBDA), Developmental Aptitude Test

B. Assessments in Personality (16 PF, MAPS, EPQ and MBTI)

Projective techniques: Thematic Apperception Test, Sentence Completion Test, Child Apperception Test, Draw a Person Test, Rorschach- Demo only

Projective techniques: Thematic Apperception Test, Sentence Completion Test, Child Apperception Test, Draw a Person Test, Rorschach- Demo only

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

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course. (CIA+ESE)

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. 

Developing a Research Proposal

Ethical Issues in Research

Supervision of Research Process

Developing a Research Proposal

Ethical Issues in Research

Supervision of Research Process

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course.

Course description: This course aims to introduce the learner to 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 critical foundational and prerequisite courses for this course. This course is taken along with a supervised practicum in the third semester to allow students to practice and develop specific skill sets to work with children and adolescents.

Case conceptualization children vs adults; Ethical and legal issues while working with minor clients; Common issues faced in Children and adolescents. 

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.

History of Child Therapy; Introduction to Play therapy; Major Modalities proven for Children & Adolescents (flipped classroom); Interventions for children & adolescents; Use of mediums- play and art with children.

Specific issues in educational setting: Special needs children including intellectually different students; children with learning disabilities, children with behavioural problems, and those with communication disorders, sensory impairments. School Counselling Model. Behavioural Management: Functional Analysis and Techniques of Behaviour Modification & Individualized educational programmes .

Educational Counselling topics: Learning styles, study skills, time management, attention and concentration, & Career guidance and counselling: Theories of Career Development, Influences on Career Development. 

Supporting Parents and Stakeholders: Family systems theory; Parenting Training: CPRT & support groups & psychoeducation; Recognizing Childhood Trauma and supporting resilience. 

Geldard, K., Geldard, D., & Foo, R. Y. (2013). Counselling children: A practical introduction. Sage. 

Jongsma, A. E., Peterson, L. M., McInnis, W. P., & Bruce, T. J. (2014). The child psychotherapy treatment planner (5th ed.). John Wiley & Sons.

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

Ferguson, S. (2002). What parents need to know about children. Dallas, TX: Ludic.

Forman, S.G., & Crystal, C.D. (2015). Systems consultation for multitiered systems of supports (MTSS): Implementation issues. Journal of Educational and Psychological Consultation, 25(2-3), 276- 285. https://doi.org/10.1080/10474412.2014.963226

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

Kottman, Terry (2011). Play Therapy: Basics and Beyond. American Counseling Association.

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. eds (2015): The handbook of counselling children and young people. SAGE.

Sartor, Teri Ann, & McHenry, Bill (2016). Ethical and Legal Issues in Counseling Children and Adolescents, First Edition. Routledge Publishing.

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.

Steele, William, & Malchiodi, Cathy A., Trauma-Informed Practices with Children and Adolescents (2011). Routledge Publishing.

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.

Continuous Internal Assessment (CIA) - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 50% is required to pass the course. (CIA+ESE)

Course description: This course has been conceptualized in order to provide an overview of the different family therapy models. Students will be encouraged to view the historical and cultural contexts within which family and marital therapy (including couples therapy) have emerged.

Course objectives: This course will help the learner to:  

• Gain familiarity with historical aspects of family therapies
• Assess and conceptualize dynamics that contribute to or maintain pathology in families
• Plan appropriate interventions to address pathology in families

Historical evolution of the field of marriage and family therapy. Current and Future trends. Foundations of Family Therapy. Early models, Fundamental concepts (Cybernetics, Systems theory, Social constructivism, Attachment theory); Family therapy research

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

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

Contemporary approaches: the Gottman Method, Emotionally Focussed Couple Therapy, Integrative models

McGoldrick, M. & Gerson, R. (1999). Genograms in family assessment. 2nd. Ed. New York: Norton.

Gehart, D. R. (2013). Mastering competencies in family therapy: A practical approach to theory and clinical case documentation. Cengage Learning.

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

Steve de Shazer. (1982) Patterns of Brief Family Therapy: An Ecosystemic Approach. Guilford Publications

Napier, A.Y & Whitaker, C. (1988). The Family Crucible: The Intense Experience of Family Therapy. New York: Harper and Row.

Gottman, J. M., & Gottman, J. S. (2015). Gottman couple therapy. In A. S. Gurman, J. L. Lebow, & D. K. Snyder (Eds.), Clinical handbook of couple therapy (pp. 129–157). The Guilford Press.

Johnson, S. M. (2015). Emotionally focussed couple therapy. In A. S. Gurman, J. L. Lebow, & D. K. Snyder (Eds.), Clinical handbook of couple therapy (pp. 97–128). The Guilford Press.

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

 An overall grade of 50% is required to pass the course. (CIA+ESE)

This course will be offered in the third semester only to students working on a quantitative dissertation. An understanding in quantitative research methods (MPC133) is a prerequisite for this course. The course introduces students to key statistical theory around probability and hypothesis testing in quantitative methods in psychology.

Learners will be able to load, clean and transform data as appropriate for their research questions and hypotheses. They will also be able to understand and evaluate statistical inferences and visualizations. The course covers descriptive statistics, assumptions of probability, hypothesis testing methods to measure relationships between variables and differences between variables. Hands-on experience in the usage of statistical packages (through JAMOVI) for quantitative analysis is a core component of this course. Completion of this course will equip students to further study advanced statistics, interpret and write statistical inferences as a quantitative report.

Relevance of statistics in counselling psychology, refresher on quantitative research design, refresher on variables - nominal, categorical, ordinal. Continuous versus discrete variables. 

Introduction to JAMOVI: Getting started with the software, loading data, cleaning data, setting types of variables. Transforming and recoding variables. 

Probability, normal distribution, standard error, z scores. Sampling - calculating power through G*Power; Relevance of effect size and degrees of freedom. Hypothesis testing - null and alternate hypothesis. One tailed versus two-tailed tests. Descriptive Statistics - measures of central tendency and variability. Visualization of data through graphs.

On JAMOVI: Calculate and interpret descriptive statistics such as measures of central tendency (Mean, Median, Mode) and variability (Skew, Kurtosis). Descriptives for categorical data (Tabular, Frequency). Visualize through use of appropriate graphs (Histogram, Boxplot etc.)

On Jamovi (can be supplemented by theory): T-statistic, Parametric measurement: one sample t-test, independent and dependent samples t-test. Non-parametric alternatives: Kurskal-wallis, Mann-Whitney U.

Interpretation and writing a t-test or non-parametric test of difference in an APA format.

On JAMOVI (can be supplemented with theory): correlation, Pearson’s and Spearman’s rank correlation, chi-square tests. 

Interpretation of findings and writing a correlation in an APA format.

Linear regression, writing linear regression findings in an APA format.

Tests of difference: Analysis of Variance (ANOVA), MANOVA

Tests of relationship: Multiple linear regression.

Writing findings in an APA format.

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.

This course provides a deeper, and more hands-on training in qualitative data analysis. The student will take up one approach to qualitative data analysis and deep dive into the same. Students will also be exposed to the importance of theory in qualitative data analysis, and post-qualitative research inquiry that critiques knowledge production based on methods employed. 

The course meets local needs of providing the necessary worldviews and skills to produce knowledge from the peripheries. As the importance of qualitative research in counseling psychology grows globally, the course also meets global needs. 

Diverse paradigmatic approaches to Content analysis, Thematic analysis, IPA, Narrative analysis, Discourse analysis, Conversation analysis

Theorizing data;  critique of method, post-qualitative inquiry, representational and anti-representational approaches to ‘reporting’ qualitative research

St. Pierre, E. A. (2018). Writing post qualitative inquiry. Qualitative inquiry, 24(9), 603-608. 

Clarke, V., & Braun, V. (2018). Using thematic analysis in counselling and psychotherapy research: A critical reflection. Counselling and psychotherapy research, 18(2), 107-110.

Larkin, M., Flowers, P., & Smith, J. A. (2021). Interpretative phenomenological analysis: Theory, method and research. Interpretative phenomenological analysis, 1-100.

Gee, J. P. (2014). An introduction to discourse analysis: Theory and method. routledge.

Gee, J. P. (2014). How to do discourse analysis: A toolkit. Routledge.

Sidnell, J. (2011). Conversation analysis: An introduction. John Wiley & Sons.

Emerson, P., & Frosh, S. (2004). Critical narrative analysis in psychology: A guide to practice. Springer.

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.

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.

Case presentation and group supervision

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

Continuous Internal Assessment

1)  Pre-course self-assessment - 10 marks

Course description: The student engages in original research work and writes a manuscript based on a field study to publish in a nationally/internationally reputed journal. This course helps the students organize learnt concepts, conceptualize and work on short feasible projects by applying their knowledge of research methodology creatively.

Course objectives : 

• This course will help the learner to gain familiarity with field research, analysis, and discussion writing.
• It also helps the students to prepare a manuscript based on the field study.

Completing a field study, choosing a journal for publication, writing the manuscript as per journal requirements

APA. (2010). Publication manual of the American Psychological Association (6th Ed.).Washington, DC: American Psychological Association.

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

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 50% is required to pass the course. (CIA+ESE)

Course Description:

Students will do volunteer work with any community / mental health agency at the end of the second semester during the summer holidays for a minimum period of 30 days. The student can choose a volunteer opportunity that best suits their skills, availability, and expectations. 

Course Objectives: 

The main objectives of the Internship are that

• Students willingly accept to assist, support or help the agency in activities which may include the following: 

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

• Students develop a sense of professionalism as they prepare to start their practicum in the third semester.

Volunteer Work

Name of the Agency

Date:                                                                                                       Day:

No. of Hrs:

Total No. of Days

Total No. of Hrs

Signature & Name of the Authority

2) They are required to get a certificate letter from the Agency for volunteer work/ internship.

3) Submit a final Reflective report in the following format:

Name –

Course –

Name of External Supervisor -

Name of Organization –

Name of Internal Supervisor –

Outline 

• Profile of The Organisation
• Policy of the Organization regarding volunteer work
• Activities that you did
• Experiential learning
• Integration with Counselling concepts & theories
• Summary and conclusion.

Marks

Logbook – 10 marks

Report – 40 marks

An overall grade of 50% is required to pass the course. 

Course description: This course provides an overview of counselling interventions for special populations. Various domains like Substance abuse counselling, health counselling, and queer affirmative practice are dealt with in this course. This course in the final semester aims to help students to integrate learning from the previous semester and apply it to provide counselling interventions for specific populations. 

Course objectives: This course will help the learner:

• Understand addiction and deal more effectively with people addicted to various substances
• Inculcate basic theoretical understandings of sexuality and gender from an intersectional perspective and engage with LGBTQIA+ people with enhanced sensitivity   

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)

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)

Core issues in health psychology; psychoeducation; managing stigma, illness management; families, communities, promotion of mental health; Asian healing practices

Core issues in health psychology; psychoeducation; managing stigma, illness management; families, communities, promotion of mental health; Asian healing practices

Sexual orientation and gender identity; Sexuality, genders and mental health disciplines in India; Queering psychological practice: Role of language; CBT, Family and couples Therapy, Person-Centred Therapy, Trans-affirmative practice; Guidelines and Manuals from India and outside.

Sexual orientation and gender identity; Sexuality, genders and mental health disciplines in India; Queering psychological practice: Role of language; CBT, Family and couples Therapy, Person-Centred Therapy, Trans-affirmative practice; Guidelines and Manuals from India and outside.

Miller, G. (2014). Learning the language of addiction counseling. John Wiley & Sons.

Narrain, A., & Chandra, V. (2015). Nothing to fix: Medicalisation of sexual orientation and gender identity. SAGE Publications India.

American Psychological Association (APA) Guidelines for Psychological Practice with Transgender and Gender Nonconforming People. 2015

Ranade, K. (2018). Growing up gay in urban India. Critical Psychosocial perspectives. Springer Singapore.

Kumar, P. (2021). Sexuality, Abjection and Queer Existence in Contemporary India. Routledge.

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course.

Course Description: This course aims to introduce the learner to trauma-informed counselling. This course will help learners gain knowledge on techniques relevant to crisis and trauma management and enable them to understand the clinical outcome of exposure to trauma events and plan interventions accordingly.

Course Objectives: The course intends to provide learners:

• An overview of trauma and traumatic stress
• Knowledge and skills for working with adult clients with trauma
• Appropriate knowledge and skills to respond to abuse and trauma in children and adolescents

Understanding stress, crisis & trauma; Effects of traumatic stress; Assessing trauma & post-traumatic outcomes; Principles of trauma treatment; Ethical & professional issues: secondary trauma and self-care; Integrated approaches in working with trauma

Understanding stress, crisis & trauma; Effects of traumatic stress; Assessing trauma & post-traumatic outcomes; Principles of trauma treatment; Ethical & professional issues: secondary trauma and self-care; Integrated approaches in working with trauma

Psychoeducation; Stability interventions; Crisis Intervention; Cognitive interventions 

Psychoeducation; Stability interventions; Crisis Intervention; Cognitive interventions 

Cognitive & emotional processing of trauma; Interventions for issues in relational functioning & self-organisation; Specific applications of trauma treatment

Cognitive & emotional processing of trauma; Interventions for issues in relational functioning & self-organisation; Specific applications of trauma treatment

Understanding child abuse, neglect, and trauma; short- and long-term consequences of childhood trauma; ethical issues in working with child abuse and trauma; legislations related to child abuse; prevention, intervention, and treatment of child abuse

Understanding child abuse, neglect, and trauma; short- and long-term consequences of childhood trauma; ethical issues in working with child abuse and trauma; legislations related to child abuse; prevention, intervention, and treatment of child abuse

Cohen, J. A., & Mannarino, A. P. (2015). Trauma-focused cognitive behaviour therapy for traumatized children and families. Child and Adolescent Psychiatric Clinics, 24(3), 557-570.

Gilliland, Burl E. & James, Richard K. (1998). Crisis Intervention Strategies. Brooks/Cole Publishing Company: USA.

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

 An overall grade of 50% is required to pass the course. (CIA+ESE)

This course provides an introduction to Cognitive Analytic therapy (CAT) and its core concepts. It gives an overview of the stages in CAT therapy with a focus on the therapeutic alliance. The course also aims to increase the level of self-awareness for the learner from a CAT lens. 

Course objectives: The course intends to:

• Introduce learners to the CAT framework
• Encourage learners to think/perceive relationally
• Help learners use the model as a way of understanding oneself
• Generate interest in the CAT model

Introduction to CAT- context of development, defining features; Development of the self and Reciprocal roles

Procedures in CAT; Stages in CAT- Reformulation, recognition, revision; Letters and Maps in CAT

The therapeutic alliance in CAT; Exits, change and endings in CAT

Moran, C. (2019) ‘The sense of an ending’- death and endings in CAT. Reformulation, Summer, 23-25.

Potter, S. (2018) Reciprocal roles: the mother of all ideas. Summer, 9-11.

Rafi, A.T and Prabalkumari,S.S. (2022) Cognitive Analytic Therapy: an innovative psychotherapy framework in the Indian context. Indian journal of psychological medicine. DOI: 10.1177/02537176221081778

Hamill, M., Reid, M. and Reynolds,S. (2008) Letters in cognitive analytic therapy: The patient’s experience. Psychotherapy research. 18 (5): 573-583.

Denman C.  Cognitive Analytic Therapy. Advances in Psychiatric Treatment. 2001; 7: 243-256. 

Potter, S. Negotiator’s Mind. Reformulation. Summer. 2016: 29-32.

Rafi, A.T., & Kerr, I.B. (2019) The challenge of psychotherapy across cultures: issues arising in cognitive analytic therapy (CAT) for an older male presenting with depression and sexuality-related problems with a younger female therapist in a south Indian context. International Journal of Cognitive Analytic Therapy & Relational Mental Health. 3, 107-128.

Ryle, A. (1975) Self-to-self, self-to-other: The world’s shortest account of Object relations theory. New Psychiatry April 12-13.

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course.

The Dialectical Behavior Therapy (DBT) Course is an exploration of DBT theory and an introduction to the role of a DBT therapist. To begin with, the strategies of the DBT approach and DBT treatments will be explored, including interpersonal effectiveness and mindfulness practices. The course will next discuss how to use psychotherapy, and DBT counselling approaches for solving common psychological disorders. Finally, the benefits and limitations of the DBT approach will be discussed. Throughout this course, the focus will be on essential problem-solving and clinical skills required for career advancement as a DBT practitioner.

Course Objectives: The course is intended to:

• Provide an in-depth understanding of DBT approaches to counseling.
• Help students gain mastery in using these theories to conceptualize and treat client issues. 

What is DBT? What is ‘dialectical’? History & Philosophy of DBT; Mindfulness’; DBT strategies and modules; Multistage approach of DBT; The Stages of Treatment in DBT; Prioritising Treatments Targets; How to set up a ‘learning environment’ for the client; How to conduct ‘Behavioural Analysis’

DBT in the treatment of Borderline Personality Disorder (BPD); DBT in the treatment of Depression and other disorders; Effectiveness of DBT; Criticism and Limitations of DBT; Skills training, in Mindfulness, Interpersonal Effectiveness, Emotion Regulation, Distress Tolerance, and Walking the Middle Path. Ordering competing priorities, Life-threatening behaviours, therapy-threatening behaviours, and behaviours that interfere with quality of life

Linehan, M.M. (2015). DBT® Skills Training Handouts and Worksheets: Second Edition. New York: Guilford Press.

Dimeff, L.A. & Koerner, K. (2007). Dialectical Behavior Therapy in Clinical Practice: Applications across Disorders and Settings. Guilford Press

Koerner, K. (2011). Doing Dialectical Behavior Therapy: A Practical Guide. Guilford Press

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course.

Course Description: This is an elective course aimed at  familiarizing students with emotion focused therapy (EFT), also known as process-experiential (PE) therapy. The course is designed to help students understand the theoretical underpinning and fundamental concepts of EFT, learn about specific processes and tasks pertaining to EFT, and apply EFT to their client work. 

Course Objectives: The students will be trained in:

●the overall relational attitudes and the ideas of facilitating change by process diagnosis and process directiveness 

●the underlying theory and typical client steps to successful resolution

●perceptual practice in recognizing markers, experiential states, and emerging signs of resolution

Introduction to EFT theory; Research on effectiveness of process-experiential theory; Client microprocesses; Therapist microprocesses. 

Introduction to specific EFT processes and tasks; Empathy & exploration; Care and feeding of therapeutic relationships; Accessing and allowing experiencing; Reprocessing problematic experiences; Two-chair work and empty-chair work for conflict splits.

Stage 1: Unfold the narrative and observe the client’s emotional processing style

Stage 2: Co-create a focus and identify the core emotion

Stage 3: Attend to process markers and new meaning

Greenberg, L. S. (2021). Changing emotion with emotion: A practitioner's guide. American Psychological Association. https://doi.org/10.1037/0000248-000

Greenberg, L. S., Rice, L. N., & Elliott, R. K. (1996). Facilitating emotional change: The moment-by-moment process. Guilford Press.

Goldman, R. N., & Greenberg, L. S. (2015). Case formulation in emotion-focused therapy: Co-creating clinical maps for change. American Psychological Association. https://doi.org/10.1037/14523-000

Goldman, R. N., Vaz, A., & Rousmaniere, T. (2021). Deliberate practice in emotion-focused therapy. American Psychological Association. https://doi.org/10.1037/0000227-000 

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.

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:

• Understand the importance of supervision
• View client issues with a multiple and wider perspective
• Understand how their personal lives are influencing and being influenced by their clients and therapy
• Receive supervision so that they provide an ethical service to their client

Case presentation and Group supervision

Case presentation and Group supervision

Total Marks -50

1) Supervisor Evaluation (15 Marks)

2) Site Supervisor Evaluation (15 Marks)

3) Post Course Assessment (15 Marks)

4) Attendance (5 Marks)

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

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course.

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:  

• Gain exposure to dealing with a wide variety of clients

• Gain experience of real-life issues in the workplace

• Enhance their counselling skills

 The student must complete a minimum of 450 hours of supervised internship which includes 150 direct hours and 300 indirect hours.

Students will engage in supervised practicum.

Students will engage in supervised practicum.

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%
End semester examination (ESE) - 30%   

Total Marks- 200

End Semester Exam (ESE) - Comprehensive Counselling Viva based on 2 cases submitted and practicum (60 marks)

The passing grade for the ESE is 40%

Continuous Internal Assessment (140 marks)

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. 

An overall grade of 50% is required to pass the course.(CIA+ESE)

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:

• Gain exposure to a new population that they may work with
• Integrate all they have learnt and apply it in practice
• Gain confidence in practicing as a counselling psychologist

Field Placement

Field Placement

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

Course description: The student engages in original research work and writes a manuscript based on a field study to publish in a nationally/internationally reputed journal. This course helps the students organize learnt concepts, conceptualize and work on short feasible projects by applying their knowledge of research methodology creatively.

Course objectives: This course will help the learner to:

• Prepare a manuscript based on the field study
• Disseminate their study findings through a suitable conference presentation

Choosing a journal for publication, writing the manuscript as per journal requirements, sending the manuscript for publication, responding to review from the journal.

Choosing a journal for publication, writing the manuscript as per journal requirements, sending the manuscript for publication, responding to review from the journal.

APA. (2010). Publication manual of the American Psychological Association (6th Ed.).Washington, DC: American Psychological Association.

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

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course.