Syllabus for
MSc (Clinical Psycho-Oncology)
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 framework 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. Assessments and examinations follow the principle of constructive alignment and outcomes are mapped to higher-order thinking skills. The 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 practised 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 organises joint conferences, webinars, faculty and student exchange and visits, Guest lectures and scholarship opportunities for students.

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 MSc in Clinical Psycho-oncology is an multidisciplinary programme designed for those planning careers in psychosocial care of persons affected by cancer and pallatieve care. The programme is especially useful for psychologists, Counsellors, social workers, nurses, doctors, and persons from allied health fields with an interest in oncology. The programme is benchmarked to International Standards in Psycho - oncology practise and contexualised to meet local and regional needs.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Demonstrate consultative decision making with empathy, clarity and comprehensiveness while respecting diversity among various stakeholders in the field of psycho-oncology

PO3: Demonstrate ethical and analytical research skills and contribute to knowledge sharing among various stakeholders

PO4: Demonstrate professional competencies and practise skills needed in a multidisciplinary team in psycho-oncology settings

PO5: Demonstrate skills in evaluating research from a critical perspective, exhibit proficiency in evidence-based clinical practices and participate in community-oriented action research in psycho-oncology settings

PO6: Illustrate the relation between physiological and psychological domains of oncology

PO7: Demonstrate skills to work with individuals and families of people with oncological conditions at different stages of their lifespan

This course introduces students to various aspects of health setting. It is aimed at giving students an understanding of what actually goes on in health psychology practice. It will involve a series of lectures from practitioners in the field. This course is meant to enhance their professional development as they work to becoming practising health and well being specialists.

Professional development seminars led by experts in the field of health and wellbeing.

Professional development seminars led by experts in the field of health and wellbeing.

CIA 1: 10 marks

CIA2: 15 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

This course introduces students to the various systems of the body. A basic understanding of how the body works is essential to understand health, diseases and how a health psychologist can contribute to the health and wellness of clients.

Endocrine System: Overview, Hormones and their mechanisms of action, Hypothalamus, Pituitary Gland, Thyroid Gland, Parathyroid Gland, Adrenal Glands, Pancreas, Gonads (Ovaries & Testis)

Digestive System: Overview, Parts of the digestive system, Accessory organs, Functioning of the Digestive System, Brief mechanisms of digestion of macronutrients (Carbohydrates, proteins, and lipids) 

Endocrine System: Overview, Hormones and their mechanisms of action, Hypothalamus, Pituitary Gland, Thyroid Gland, Parathyroid Gland, Adrenal Glands, Pancreas, Gonads (Ovaries & Testis)

Digestive System: Overview, Parts of the digestive system, Accessory organs, Functioning of the Digestive System, Brief mechanisms of digestion of macronutrients (Carbohydrates, proteins, and lipids) 

Cardiovascular System:  Overview, Blood and its constituents, Structure and functions of the heart and blood vessels, types of circulation, Lymphatic system

Respiratory System: Overview, Structure and Functions, Control and mechanism of breathing

Cardiovascular System:  Overview, Blood and its constituents, Structure and functions of the heart and blood vessels, types of circulation, Lymphatic system

Respiratory System: Overview, Structure and Functions, Control and mechanism of breathing

Immune System: Overview, Types of immunity (active and passive; natural and artificial), antigens and antibodies, production of antibodies, Cell mediated immunity and humoral immunity

Nervous System:  Overview, cells of the nervous system (neurons and glia), propagation of the nerve impulse, neuromuscular junction, neurotransmitters, CNS and PNS, anatomy of the brain, lobes and key functions, blood supply to the brain, structure and function of the spinal cord, reflex action

Genetics: Overview, Chromosomes, mitosis and meiosis, DNA, RNA, transcription and translation, chromosomal aberrations, chromosomal mutations, gene mutations, concept of inheritance and patterns of inheritance

Immune System: Overview, Types of immunity (active and passive; natural and artificial), antigens and antibodies, production of antibodies, Cell mediated immunity and humoral immunity

Nervous System:  Overview, cells of the nervous system (neurons and glia), propagation of the nerve impulse, neuromuscular junction, neurotransmitters, CNS and PNS, anatomy of the brain, lobes and key functions, blood supply to the brain, structure and function of the spinal cord, reflex action

Genetics: Overview, Chromosomes, mitosis and meiosis, DNA, RNA, transcription and translation, chromosomal aberrations, chromosomal mutations, gene mutations, concept of inheritance and patterns of inheritance

Renal System: Overview, Structure and Functions, Kidneys, nephrons, process of urine formation

Reproductive System: Female reproductive system – Overview, ovaries, menstrual cycle. Male reproductive system – Overview, testes, accessory organs, spermatogenesis, fertilization and gestation.

Renal System: Overview, Structure and Functions, Kidneys, nephrons, process of urine formation

Reproductive System: Female reproductive system – Overview, ovaries, menstrual cycle. Male reproductive system – Overview, testes, accessory organs, spermatogenesis, fertilization and gestation.

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 all the CIA components with a minimum overall CIA mark of 33/65 including class participation marks, 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)

The course on ‘Neurobiological Basis of Cognition, Affect and Behaviour’ orients the student to the Neurobiological understanding of human behaviour, emotion, and cognition. This course is offered in the first semester and introduces the student to the Human Nervous system and the neurophysiological underpinnings of psychological processes. This course is also designed to help the learner apply this understanding to the field of Health Psychology

The biological approach to behaviour, affect and learning; Basic structure of the nervous system; The cells of the nervous system: Neurons, Glia, The blood-brain barrier; The Nerve Impulse: The resting potential, The Action Potential; Synapses: Properties of Synapses, The role of Neurotransmitters

The biological approach to behaviour, affect and learning; Basic structure of the nervous system; The cells of the nervous system: Neurons, Glia, The blood-brain barrier; The Nerve Impulse: The resting potential, The Action Potential; Synapses: Properties of Synapses, The role of Neurotransmitters

The physiological basis of the biological clock; Stages of Sleep; The physiological basis of Hunger; The physiological Basis of Thirst; The physiological Basis of Reproductive Behaviours; Implications of the physiological bases of human behaviour in the field of Health Psychology.

The physiological basis of the biological clock; Stages of Sleep; The physiological basis of Hunger; The physiological Basis of Thirst; The physiological Basis of Reproductive Behaviours; Implications of the physiological bases of human behaviour in the field of Health Psychology.

Emotions and autonomic arousal; The functions of emotions; The physiological basis of aggression; The physiological basis of fear and anxiety; The role of stress on health; Implications of the physiological bases of human affect in the field of Health Psychology

Emotions and autonomic arousal; The functions of emotions; The physiological basis of aggression; The physiological basis of fear and anxiety; The role of stress on health; Implications of the physiological bases of human affect in the field of Health Psychology

The Neurophysiological Basis of Learning and Memory: The role of the hippocampus; Intelligence; Language; Lateralization; Understanding circuitry pathways of the brain; Implications of the physiological bases of human cognition in the field of Health Psychology.

The Neurophysiological Basis of Learning and Memory: The role of the hippocampus; Intelligence; Language; Lateralization; Understanding circuitry pathways of the brain; Implications of the physiological bases of human cognition in the field of Health Psychology.

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 all the CIA components with a minimum overall CIA mark of 33/65 including class participation marks, 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)

Professional health psychologists require a working knowledge of research skills in specific applications to health and health care. This course provides an introduction to research in healthcare. The course will include both qualitative and quantitative research methods, using examples of research across a range of areas in health. Students will be introduced to the most common research designs used in health care service, evaluation and public health. This course will be followed by an advanced course in Evidence-based research in health and wellness in the second semester, building upon the foundations laid in this course. This course will be supplemented by the course Biostatistics as well as the course in Ethics offered in the current semester.

Foundations of Health Research

Qualitative and Quantitative methods

Research Planning

The Research Process

Formulation of Research Questions

Sampling Methods, Recruitment Procedures and External Validity

Foundations of Health Research

Qualitative and Quantitative methods

Research Planning

The Research Process

Formulation of Research Questions

Sampling Methods, Recruitment Procedures and External Validity

Experimental Designs and Randomized Controlled Trials (Intervention Studies) Surveys and Quasi-Experimental Designs

              Single Case (n=1) Designs

Experimental Designs and Randomized Controlled Trials (Intervention Studies) Surveys and Quasi-Experimental Designs

              Single Case (n=1) Designs

Epidemiological Research Observational Research ( Case-Control studies, Case-Crossover studies) Cohort Studies (Cross-Sectional studies, Ecological studies)

Epidemiological Research Observational Research ( Case-Control studies, Case-Crossover studies) Cohort Studies (Cross-Sectional studies, Ecological studies)

Questionnaires and survey designs

Measurements

Appraising trustworthiness of quantitative evidence

Structure of quantitative research reports

Reporting guidelines for quantitative studies

Questionnaires and survey designs

Measurements

Appraising trustworthiness of quantitative evidence

Structure of quantitative research reports

Reporting guidelines for quantitative studies

End semester examination (ESE) - 30%

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks

All CIAs 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 33/65 including class participation marks 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).

To provide students with foundational knowledge and skills in ethical and professional behaviour that will enable them to competently reflect upon, address and resolve the socio-cultural issues that students will confront during their training and professional practice. This ethics course involves the teaching of rudimentary knowledge and skills in ethical theory and practice in health care

The history and development of clinical ethics; modern research ethics, codes and guidelines; role of religion in ethics – Islam, Hinduism, Christianity, Judaism; culture and bioethics

The history and development of clinical ethics; modern research ethics, codes and guidelines; role of religion in ethics – Islam, Hinduism, Christianity, Judaism; culture and bioethics

   Public health ethics – conceptual foundations and practical challenges,

   Incorporating ethics into health policy, National health policy: major objectives, scope, features and analysis,

   Indian laws and its implication on clinical practice

    Issues with respect to resource allocation and access to health care.

                   Discussion of cases on public health ethics (national and global contexts)

   Public health ethics – conceptual foundations and practical challenges,

   Incorporating ethics into health policy, National health policy: major objectives, scope, features and analysis,

   Indian laws and its implication on clinical practice

    Issues with respect to resource allocation and access to health care.

                   Discussion of cases on public health ethics (national and global contexts)

IRB and its functions; ethical issues in health care; vulnerable populations, risks and benefits; authorship; contemporary issues in research ethics, Medical council of India, ICMR guidelines for research

IRB and its functions; ethical issues in health care; vulnerable populations, risks and benefits; authorship; contemporary issues in research ethics, Medical council of India, ICMR guidelines for research

Functions of a clinical ethics committee; ethical issues at the end of life; ethical issues at the beginning of life; reproductive medicine and ethics; euthanasia; professionalism, Ethical issues in cancer care, improving quality of life, Ethical Decision Making Models

Functions of a clinical ethics committee; ethical issues at the end of life; ethical issues at the beginning of life; reproductive medicine and ethics; euthanasia; professionalism, Ethical issues in cancer care, improving quality of life, Ethical Decision Making Models

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 all the CIA components with a minimum overall CIA mark of 33/65 including class participation marks, 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 opportunity for students to practise basic counselling and communication skills (under supervision) required while working in health care settings with patients, family members and significant others. Based on communication models in psychology, this course is hands-on and experiential and used competence- mastery training model in a lab setting. This course will have a continuation in the second semester where the students will be introduced to advanced counselling skills. 

Micro skill approach to counselling; Multicultural issues in counselling

            Attending behaviour,Observation skills, Questioning Skills

Micro skill approach to counselling; Multicultural issues in counselling

            Attending behaviour,Observation skills, Questioning Skills

Encouraging, Paraphrasing & Summarising; Reflection of feeling

Integrating listening skills

Encouraging, Paraphrasing & Summarising; Reflection of feeling

Integrating listening skills

Kingdom: SAGE Publications.

CIA 1: 25 Marks

CIA 2: 25 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.

In this course, students will engage in supervised community service for 15 hours during the semester. Students are encouraged to work on any health care issue in the community and develop and implement a module for health promotion. Reflections on their interactions are an integral part of this course. Student engagement will be assessed by a supervisor

              Service-Learning: The Concept, Objectives, and Scope;

              Need for Community and Academia (University) Interface.

              The action plan for Service-Learning: Awareness, planning, prototype, support, expansion, and evaluation.

              Outcomes of service-learning: Personal, social, learning and career outcomes.

              Service-Learning: The Concept, Objectives, and Scope;

              Need for Community and Academia (University) Interface.

              The action plan for Service-Learning: Awareness, planning, prototype, support, expansion, and evaluation.

              Outcomes of service-learning: Personal, social, learning and career outcomes.

              Student identifies a community health issue, links the need identified with the field of study.

              Makes an intervention plan, implements in the community and evaluates the overall process. 

              Student identifies a community health issue, links the need identified with the field of study.

              Makes an intervention plan, implements in the community and evaluates the overall process. 

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

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. It will help students identify and practice the elements, style and language of academic writing. Students will have opportunities to practice academic writing, both individually and in collaboration with others. It will also help students learn how to review research articles through a seminar format.

Introduction to Academic Writing - Key issues: plagiarism, biases and frequent errors. Guidelines and rules in Academic Writing: Introduction to style and formatting guidelines from the American Psychological Association (APA); specific guidelines pertaining to in-text citations, references, and structures of academic courses. Forms of Academic Writing: Abstract writing; summarisation; review of literature; scientific poster presentations; reflective, analytic, and descriptive reports; book review; film review.

Reviewing of articles in the area of healthcare in small groups

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 all the CIA components with an overall CIA mark of 25/50 to pass the course.

This course gives a foundation for counselling and about the field of psycho-oncology, the basic theoretical orientation towards different schools of thoughts in counselling. Different philosophical, sociological and psychological foundations for counselling will be discussed in this course. The theoretical understanding of counselling across settings with special focus on cancer related settings.

Concept of counselling; difference between guidance, counselling and psychotherapy; Development of the profession of counselling: historical perspective and the stages; Relevance of counselling in different settings; perspectives of counselling in different specialties.

Philosophical foundations of counselling: dignity and value of individual; Sociological foundations: Social development, socialization, social approval, and social milieu; Psychological foundations of counselling: Psychoanalytic perspectives, Behaviouristic perspective, Humanistic and existential perspective; Cognitive and social perspective; Eclectic approach to counselling.

Evolution of Psycho-Oncology: International and national milestones of development. Meeting the psychosocial needs of persons with cancer to ensure whole patient care. Clinical Practice, Guidelines for Psychosocial Cancer Care.

Counselling for specific population in psycho-oncology: children, women, men, geriatric group. Different phases of counselling across the illness stages (Finding a suspicious symptom, Being informed about the diagnosis, Awaiting treatment, Change or end of treatment, Discharge from hospital, Surviving cancer, Failure of treatment, Recurrence or progression of disease, Advanced phase of illness, Approaching the end of life) and treatment settings. Role of psycho-oncologist in advanced care planning and making a living will.

Holland, J. C. (Ed.). (2010). Psycho-oncology. Oxford University Press.

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

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 all the CIA components with a minimum overall CIA mark

of 33/65 including class participation marks, 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)

The primary goal of this two-credit course is to provide the students support to develop a clear and concise research proposal that addresses an important health care issue. The research proposal is expected to be converted into a project which is then converted into a manuscript and ready for publication by the end of the third semester of their programme. Each student is attached to a faculty advisor who holds the lab once a week with a group of students attached to him/her/them. This course is followed by Research lab 2 in the third semester and the Manuscript and Publication course in the final semester of the programme. Students are encouraged to present their key research ideas in the form of poster presentations in colloquia organized by the Department of Psychology in association with health care centres. The course will use a seminar format and dwell on peer feedback and faculty supervision. This is not a lecture-based course.

Choosing research questions based on evidence

C.A.R.S model

Literature review

Choosing Research design based on evidence

Consultation skills

Informed consent

The Institutional Review Board (IRB) and CHRIST University Code of research Conduct and Ethics

Choosing research questions based on evidence

C.A.R.S model

Literature review

Choosing Research design based on evidence

Consultation skills

Informed consent

The Institutional Review Board (IRB) and CHRIST University Code of research Conduct and Ethics

Scientific poster

Selecting journals for manuscript publication 

Publication ethics, predatory publishing, Community of Publication Ethics (COPE)

Indexing agencies, Impact Factor and publication indices

Scientific poster

Selecting journals for manuscript publication 

Publication ethics, predatory publishing, Community of Publication Ethics (COPE)

Indexing agencies, Impact Factor and publication indices

Aveyard, H. (2014) Doing a Literature Review in Health and Social Care: A Practical Guide. 3rd edition. New York: McGraw-Hill Education,

Ballenger, B, P.(2015) The Curious Researcher: A Guide to Writing Research Papers. 8th edition. Boston, MA: Pearson

Yagoda, B. (2013) How to Not Write Bad: The Most Common Writing Problems and the Best Ways to Avoid Them. New York: Riverhead Books.

Turabian, K. L. (2018) A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style for Students and Researchers. 9th edition. Chicago, IL: University of Chicago 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 all the CIA components with an overall CIA mark of 25/50 to pass the course.

The Journal club is a student-driven and faculty-supervised mandatory activity. Each student in the programme will choose a published empirical article in the area of health psychology or health care from a journal available in the University library and preferably indexed in PubMed. The students will present the article in turns weekly and facilitate a group discussion of the article. A research blog will be created on the Learning Management System of the University (Moodle) and the blog will be open till the end of the week. The student presenting the article must make article available for the class to read a week in advance after gaining approval of the instructor, and all students will place their critical views of the article in the discussion thread prior to the journal club meeting.

Critical evaluation and presentation of an empirical article in the area of and health care.

Critical evaluation and presentation of an empirical article in the area of and health care.

CIA2: 15 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

This course introduces the basic principles and methods of biostatistics, providing students a sound methodological foundation for practice in health care settings. The purpose of the course is to teach fundamental concepts and techniques of descriptive and inferential statistics with applications in health care, public health, and epidemiology. Basic statistics, including probability, descriptive statistics, inference for means and proportions, and regression methods are presented.

Looking at your data – Types of data, tables and graphs, central tendency and dispersion Probability – Bayes theorem, sensitivity and specificity, odds ratio and relative risk Distributions – Binomial, Poisson, normal, central limit theorem, standard scores/z scores

Looking at your data – Types of data, tables and graphs, central tendency and dispersion Probability – Bayes theorem, sensitivity and specificity, odds ratio and relative risk Distributions – Binomial, Poisson, normal, central limit theorem, standard scores/z scores

Statistical inference – Samples and populations, power, confidence intervals, p values, type 1 and type 2 error

One and two groups – One sample population mean, paired sample t-test, independent sample t test

Comparing more than two groups - One way ANOVA, two-way - ANOVA

Comparing two groups (categorical outcomes) -Chi-square, Mc Nemar’s test, odds ratio, relative risk

Correlation, Linear Regression, Multiple Regression

Nonparametric tests – sign test, Wilcoxon test, Kruskal Wallis, Rank Correlation

SPSS labs

Statistical inference – Samples and populations, power, confidence intervals, p values, type 1 and type 2 error

One and two groups – One sample population mean, paired sample t-test, independent sample t test

Comparing more than two groups - One way ANOVA, two-way - ANOVA

Comparing two groups (categorical outcomes) -Chi-square, Mc Nemar’s test, odds ratio, relative risk

Correlation, Linear Regression, Multiple Regression

Nonparametric tests – sign test, Wilcoxon test, Kruskal Wallis, Rank Correlation

SPSS labs

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

All CIA's 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 introduces trainee helping professionals to human growth and development across the lifespan, focusing on typical and atypical development, major milestones and life cycle stages. Students will gain an enhanced knowledge of the stages and domains of human development. We will examine major theories and approaches in physical, cognitive, and social-emotional development and emphasize the interdependence of all domains of development. We will also discuss the impact of chronic illness, adverse life events and developmental challenges individuals' face in the life cycle stage and its effects on growth and development. The lifespan developmental perspective provides students with a foundation to conceptualize and apply developmental theory and research, emphasizing its usefulness in answering questions that address changes in an individuals' health and wellbeing.

The study of human development; Biological foundations: heredity-environment correlations- twin studies, genetic influences, prenatal development, birth, physical milestones, and changes including growth spurts, puberty, brain development; critical and sensitive periods, the pattern of physical development; Challenges for cognitive and psycho-social development, the role of nutrition, poverty, illness, lifestyle and disability on development across the lifespan

The study of human development; Biological foundations: heredity-environment correlations- twin studies, genetic influences, prenatal development, birth, physical milestones, and changes including growth spurts, puberty, brain development; critical and sensitive periods, the pattern of physical development; Challenges for cognitive and psycho-social development, the role of nutrition, poverty, illness, lifestyle and disability on development across the lifespan

Cognitive development- Piaget and Vygotsky; Moral development and reasoning-Kohlberg and Gilligan; Development of identity- Erickson and Marcia, emerging adults-Arnett, positive youth development model, adolescent risk behaviour; Gender development and gender role socialization; the role of culture, play, education, and peers on development across the lifespan.

Cognitive development- Piaget and Vygotsky; Moral development and reasoning-Kohlberg and Gilligan; Development of identity- Erickson and Marcia, emerging adults-Arnett, positive youth development model, adolescent risk behaviour; Gender development and gender role socialization; the role of culture, play, education, and peers on development across the lifespan.

Emotional regulation and dysregulation, temperament, attachment theories and styles- Bowlby, Ainsworth, factors that affect attachment, adult attachment patterns and relationship- Shaver and Fraley, Sternberg; Caregiving and parenting-Baumrind; Social contexts of lifespan development- Bronfenbrenner’s ecosystems model, the role of family patterns, adverse childhood experiences (ACEs), resilience on development across the lifespan

Emotional regulation and dysregulation, temperament, attachment theories and styles- Bowlby, Ainsworth, factors that affect attachment, adult attachment patterns and relationship- Shaver and Fraley, Sternberg; Caregiving and parenting-Baumrind; Social contexts of lifespan development- Bronfenbrenner’s ecosystems model, the role of family patterns, adverse childhood experiences (ACEs), resilience on development across the lifespan

Adult developmental tasks- Havighurst; Life stages-Levinson, quarter and mid-life crisis, sexuality and menopause; Gains and losses in later adult life, biological and social theories of ageing, positive and successful ageing Death, understanding of death and causes for death across the life span, grief, mourning and bereavement, facing one's death, coping with death and dying- Kubler Ross; Cultural issues; Dying with dignity- palliative care and hospice care.

Adult developmental tasks- Havighurst; Life stages-Levinson, quarter and mid-life crisis, sexuality and menopause; Gains and losses in later adult life, biological and social theories of ageing, positive and successful ageing Death, understanding of death and causes for death across the life span, grief, mourning and bereavement, facing one's death, coping with death and dying- Kubler Ross; Cultural issues; Dying with dignity- palliative care and hospice care.

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

Santrock, J.W. (2011). A topical approach to lifespan development. Tata McGraw-Hill Edition.

Papalia, D.E., Olds, S.W. & Feldman, R.D. (2017). Human Development (Ninth Edition). Tata McGraw-Hill

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 all the CIA components with a minimum overall CIA mark of 33/65 including class participation marks, 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 introduce students to mental health issues normally found in general health care. The course will address issues of comorbidity, common mental health issues found across populations seeking general health services

Introduction to Classification Systems (DSM V TR and ICD 11)

Pervasive Developmental, Emotional and Behavioral Disorders during Childhood:

Disorders of Intellectual Development, Autism Spectrum Disorder,  Attention Deficit Hyperactivity Disorder, Specific Learning Disability, Behavioural and Emotional Disorders during Childhood: Symptomatology, Causes, and Treatment 

Introduction to Classification Systems (DSM V TR and ICD 11)

Pervasive Developmental, Emotional and Behavioral Disorders during Childhood:

Disorders of Intellectual Development, Autism Spectrum Disorder,  Attention Deficit Hyperactivity Disorder, Specific Learning Disability, Behavioural and Emotional Disorders during Childhood: Symptomatology, Causes, and Treatment 

Addiction including behavioral addiction, schizophrenia, and other psychotic disorders, Personality Disorders: Clinical characteristics, etiology and theories/models, and Treatment.

Addiction including behavioral addiction, schizophrenia, and other psychotic disorders, Personality Disorders: Clinical characteristics, etiology and theories/models, and Treatment.

Depression, Bipolar Affective Disorders; Phobia, GAD, Panic Disorder, OCD, PSTD, Adjustment disorder; Dissociative disorder, Somatoform disorder, Unexplained medical symptoms

Clinical characteristics, etiology and theories/models, and Treatment.

Depression, Bipolar Affective Disorders; Phobia, GAD, Panic Disorder, OCD, PSTD, Adjustment disorder; Dissociative disorder, Somatoform disorder, Unexplained medical symptoms

Clinical characteristics, etiology and theories/models, and Treatment.

Delirium, Mild Cognitive Impairment, Amnestic Disorders, Dementia, Sleep disorders, Eating Disorders

Clinical characteristics, etiology and theories/models, and Treatment.

Delirium, Mild Cognitive Impairment, Amnestic Disorders, Dementia, Sleep disorders, Eating Disorders

Clinical characteristics, etiology and theories/models, and Treatment.

Sadock, B.J. & Sadock, V.A. (2003). Kaplan & Sadock’s Synopsis of psychiatry: Behavioral sciences/clinical psychiatry (9th. Ed.). Lippincott Williams & Wilkins

World Health Organization. (2024). Clinical descriptions and diagnostic requirements for ICD-11 mental, behavioural and neurodevelopmental disorders.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Association.

End semester examination (ESE) 30%

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 all the CIA components with a minimum overall CIA mark of 33/65 including class participation marks, 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 gives the students an opportunity to examine the foundations and application of evidence-based practices in healthcare.

Writing focused clinical questions.

Evidence-based point of care resources

Evidence-based practice in assessment and diagnosis

Types of diagnostic procedures

Diagnostic tool selection factors

Diagnostic guidelines, algorithms and standards of care

Diagnostic biostatistics

Writing focused clinical questions.

Evidence-based point of care resources

Evidence-based practice in assessment and diagnosis

Types of diagnostic procedures

Diagnostic tool selection factors

Diagnostic guidelines, algorithms and standards of care

Diagnostic biostatistics

Treatment research

Treatment selection

Studies of harm

Studies of prevention

Biostatistics In the treatment of harm and prevention

Implementation and evaluation in evidence-based practice

Treatment research

Treatment selection

Studies of harm

Studies of prevention

Biostatistics In the treatment of harm and prevention

Implementation and evaluation in evidence-based practice

Jolley, J. (2013). Introducing Research and Evidence-Based Practice for Nursing and Healthcare Professionals (2nd ed.). Routledge. https://doi.org/10.4324/9781315846996

APA Presidential Task Force on Evidence-Based Practice. Evidence-based practice in psychology. Am Psychol. 2006 May-Jun;61(4):271-85. doi: 10.1037/0003-066X.61.4.271. PMID: 16719673.

Drake, R. E., Merrens, M. R., & Lynde, D. W. (Eds.). (2005). Evidence-based mental health practice: A textbook. W. W. Norton & Company.

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 all the CIA components with an overall CIA mark of 25/50 to pass the course.

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 introduce students to the tradition of qualitative research in social sciences with an emphasis on its applicability in psychology. Different methods of collecting qualitative data are discussed. Methods of Qualitative data analysis are also touched upon. Along with courses on research in the second semester, this course intends to provide students with the theoretical background to develop their research proposal.

Course objectives: This course will help the learner will be able to:

Understand the philosophical foundations on which qualitative research methods are based

Gain familiarity with the conceptual foundations of qualitative research methods in Psychology

Understand various traditions of qualitative research methodologies in 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 and methodological issues in qualitative research; Different traditions of qualitative research; Grounded theory, Narrative approach, Ethnography ,Action research and Discourse analysis (8 hrs)

Research Lab (7 Hrs)

1.      Review of different articles related to the different traditions of qualitative research

2.      Skill training seminars

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

Research Lab (7 Hrs)

1.      Review of different articles related to the different traditions of qualitative research

2.      Skill training seminars

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

Research Lab (7 Hrs)

1.       research proposal lab

2.      Simulated techniques for designing qualitative research

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

Research Lab (7 Hrs)

1.       research proposal lab

2.      Simulated techniques for designing qualitative research

What is qualitative data? Various methods of collecting qualitative data: participant observation, interviewing, focus groups, life history and oral history, documents, diaries, photographs, films and videos, conversation, texts and case studies (8 hrs)

Research Lab (7 Hrs)

1.      Simulated techniques on different data collection methods

2.      Skill training seminars

What is qualitative data? Various methods of collecting qualitative data: participant observation, interviewing, focus groups, life history and oral history, documents, diaries, photographs, films and videos, conversation, texts and case studies (8 hrs)

Research Lab (7 Hrs)

1.      Simulated techniques on different data collection methods

2.      Skill training seminars

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

Research Lab (7 Hrs)

1.      Qualitative data analysis software NVivo

2.      Reporting qualitative research data

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

Research Lab (7 Hrs)

1.      Qualitative data analysis software NVivo

2.      Reporting qualitative research data

Ritchie, J., Lewis, J., McNaughton Nicholls, C., & Ormston, R. (2014). Qualitative research Pactice A guide                                                for social science students and researchers (2nd ed.). New Delhi:

,Vol,III,and Vol. IV.New Delhi : Sage Publications

Kvale,S.(Ed.) (1997).Psychology & Post-modernism. New Delhi:Sage Publications

McGhee, P. (2001). Thinking critically about qualitative research in psychology. In P. McGhee, Thinking psychologically (pp.98-111). New York: Palgrave

Smith,J.A. (ed.)(2003).Qualitative psychology: A practical guide to research methods. New Delhi: Sage.       

Smith,J.A., Harre,R., & Langenhove,L.V.(eds.).(1995).Rethinking methods in psychology. NewDelhi:Sage.

Willig,C.(2001).Introducing qualitative research in psychology: Adventures in theory and method. Buckingham:Open University Press.

 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 all the CIA components with a minimum overall CIA mark of 33/65 including class participation 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 is designed to provide students with an in-depth understanding and practical application of advanced counseling skills essential for effective therapeutic practice. Through a combination of theoretical exploration, experiential learning, and skill development exercises, students will enhance their ability to engage in therapeutic interactions with clients in health settings.

Focusing, Confrontation, Reflection of meaning, Interpretation/ reframing

Focusing, Confrontation, Reflection of meaning, Interpretation/ reframing

Self disclosure, Feedback, Strategies, Skill integration

Self disclosure, Feedback, Strategies, Skill integration

Case History taking with mental status examination

Psychodiagnostic formulation

Case conceptualization

Case History taking with mental status examination

Psychodiagnostic formulation

Case conceptualization

Breaking the bad news

Conveying the diagnosis

Facilitating behavior change

Breaking the bad news

Conveying the diagnosis

Facilitating behavior change

     Mayer & Gross format for case-taking

      Brown, J., Noble, L., Papageorgiou, A., & Kidd, J. (Eds.). (2016). Clinical   

     communication in medicine. John Wiley & Sons. 

Kingdom: 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 all the CIA components with a minimum overall CIA mark of 33/65 including class participation marks, 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)

Cancer is defined as uncontrollable cell growth. The complexities of the causes and the different types of cells that give rise to this disease have underscored the need for a better understanding of the basic biology of cancer. Advancements in basic and biomedical research have led to more effective treatments, enhanced detection methods, and better prevention strategies. This course aims to provide a comprehensive overview of the biology and pathology of cancer. This course will explore the role of mutations in cancer cells, and how they lead to the dysregulation of essential biological properties like programmed cell death, cell proliferation and differentiation. Classical treatment methods will be compared with newer treatment strategies like targeted therapies. This course will also explore the challenges associated with diagnosing cancers, as well as ways in which to prevent cancer. The ever-expanding role of “omics” and bioinformatics in areas such as tumor classification, prognosis and treatment will also be discussed.           

Genetic basis of cancer

Mutagens, carcinogens, and mutations

Tumor viruses – RNA and DNA viruses, oncogenes and protooncogenes, mechanisms of oncogene activation

Tumor suppressor genes – Rb gene, p53 gene

Role of growth factors and receptors in carcinogenesis

RAS/RAF signalling in cancer, Myc signaling pathways

Multistep tumorigenesis

Apoptosis and cellular senescence

Role of telomeres in cancer

DNA repair mechanisms – BER, NER, HR, NHEJ

Importance of DNA repair in cancer pathogenesis and treatment

Chemotherapy, radiation therapy, and related challenges

Novel genomic and proteomic technologies in the risk assessment, screening, diagnosis, and treatment of cancer

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 all the CIA components with a minimum overall CIA mark of 33/65 including class participation marks, 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 has been conceptualized in order to equip the students with the necessary skills of publishing their manuscript in an academic journal and presenting their research work at a conference. The process will be supervised by the respective research supervisors.

Course Objective: 

To help the learner gain familiarity with the process of publication

To help the learner gain exposure to seminars and conferences

• Identifying types of journals, preparing a manuscript according to author guidelines provided by the journal,
• Preparing a scientific poster, preparing a presentation for an academic conference

• Identifying types of journals, preparing a manuscript according to author guidelines provided by the journal,
• Preparing a scientific poster, preparing a presentation for an academic conference

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 will equip students with diverse psychological assessment modalities in the field of Clinical Psycho-Oncology through a combination of theoretical study and practical application. Students will gain the knowledge and skills necessary to assess the psychological needs of individuals/family members affected by cancer during different phases ranging from cancer diagnosis, treatment, and survivorship.

 Course objectives:

To introduce assessment modalities in psycho-oncology.

To understand the application of various psychological tests in the field of psycho-oncology.

BDI,  Hamilton Anxiety Rating Scale. CAGE Alcoholism Screening Tool, Fagerstrom Tolerance Questionnaire for Nicotine Dependence, GHQ-General Health questionnaire, Suicide Screening Tool, Warwick-Edinburgh Mental Well-being Scale (WEMWBS).

Impact of Events Scales (Horowitz, Wilner, & Alvarez, 1979), Perceived stress scales (Cohen et al., 1983), Emotional Intelligence, Emotional Regulations, WHO Quality of Life Scale, Kingston Caregiver Stress Scale (KCSS), NIMH Needs Questionnaire.

Sleep assessments- Pittsburgh Sleep Quality Index (PSQI), Hospital Anxiety and Depression Scale (HADS), Distress thermometer and its usage, Pain assessment (Quantitative and Qualitative)

Myers-Briggs Type Indicator, Bhatia’s battery of intelligence tests, WAIS-IV India, Attention (PEBL), Stroop test (PEBL), Corsi (PEBL).

Montreal Cognitive Assessment, Mini Mental Status Examination (MMSE) /Hindi Mental Status Examination (HMSE), Addenbrooke’s Cognitive Examination

Bellack, A. S., & Hersen, M. (1998). Comprehensive clinical psychology Vol. 8 (Health Psychology). Elsevier Science Limited.

CIA 1: 25 Marks

CIA 2: 25 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 delves into the multifaceted aspects of working with children and families in the context of health and wellbeing. Through a blend of theoretical exploration, empirical research, and practical application, students will examine the psychological factors influencing child development, and family dynamics. Special emphasis will be placed on assessments, and skills when working with children and families. By the end of the course, students will have acquired advanced skills and knowledge to effectively support the psychological health and resilience of children and families within various healthcare and community settings.

 Course objectives:

To introduce diverse models of child development and family functioning

To understand and develop skills to assess psychosocial issues among children and families

To strategize interventions using evidence-based practices while working with children and families

Child-centered care in health settings: Agency, Participation, Decision Making & Communication  

Assessing psychosocial issues in children: Strengths and Difficulties Questionnaire, Child Behavior Checklist, Cognitive Emotion Regulation Questionnaire, Emotion Regulation Scale

Strategies to work with children and adolescents: Proactive Counseling Model, Utilization of Mediums, Creative and Symbolic Strategies

Child-centered care in health settings: Agency, Participation, Decision Making & Communication  

Assessing psychosocial issues in children: Strengths and Difficulties Questionnaire, Child Behavior Checklist, Cognitive Emotion Regulation Questionnaire, Emotion Regulation Scale

Strategies to work with children and adolescents: Proactive Counseling Model, Utilization of Mediums, Creative and Symbolic Strategies

Theories and Models of Family Functioning: Structural, Systemic and Strategic

Family Assessment: Understanding family dynamics, APGAR, Family Relationship Index 

Strategies for Working with Families: Circular Questioning, Family Mapping,  Structural/Systemic/Strategic Interventions

Caregiver-centered Interventions: Educational, Support, Psychotherapy and Respite 

Theories and Models of Family Functioning: Structural, Systemic and Strategic

Family Assessment: Understanding family dynamics, APGAR, Family Relationship Index 

Strategies for Working with Families: Circular Questioning, Family Mapping,  Structural/Systemic/Strategic Interventions

Caregiver-centered Interventions: Educational, Support, Psychotherapy and Respite 

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.

The students will be at practicum sites 2 days a week. They will engage in providing counselling services which include, individual counselling, group counselling, psycho-education and other psychosocial interventions focusing on health and wellness. They demonstrate social sensitivity and leadership skills through community engagement programs. 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 familiarity with various counselling skills, including assessment, conceptualization and planning interventions. It will also provide students with an insight into transference and countertransference issues they may experience with their clients.

Students learn through case presentations and faculty/peer 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 (CIA) - 70%

End semester examination (ESE) - 30%

Continuous Internal Assessment

1)  Pre-course self-assessment - 10 marks Write a two-page paper assessing yourself as a developing counsellor. The paper should include the following: (a) your strengths as a counsellor in training, (b) learning goals for the semester, (c) counter-transference issues requiring additional examination and work, and (d) theoretical orientation(s) to which you subscribe.

2)  Mid Semester Viva - 20 marks

The viva is based on the student's work at their internship site and general counselling knowledge including theories and their application.

3)  Group supervision presentation - 15 marks

4)  Participation (inputs given to peers during supervision) -10 marks

5)  Progress notes and Logs - 10 marks

6)Attendance- 5 marks

End Semester Examination:

ESE viva - 30 marks

The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE.

End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course. (CIA+ESE)

Course Description: Students shall complete an observership at an agency providing mental health services for a minimum of 30 days. 

Course Objectives: The course will give an opportunity to

• Observe clinical practice under the supervision of a mental health professional.
• Understand different facets of clinical practice 

Observing clinical practice, note taking, Reflection and analysis

Observing clinical practice, note taking, Reflection and analysis

Marks

Logbook – 10 marks 

Report – 40 marks

Students must obtain a minimum mark of 25/50 to pass the course.

The course aims at sensitizing the students to various psychological, psychosocial and cultural aspects of cancer. The students will

understand the differences in these factors among diverse cancer groups, with regard to the site of illness, stage of illness, gender, socio-

economic and cultural background of people affected with cancer. The students will be trained in designing culturally sensitive

psychosocial interventions for people diagnosed with cancer and their caregivers.

Psychological reaction to cancer diagnosis, impact of cancer- positive or negative, Phases in cancer journey , general distress and

psychological issues related to cancer, Fear of progression in cancer patients and survivors

Psychosocial issues in oncology: a historical perspective; Impact of culture on the patient role, participation, decision making and clinicians’ role in treatment. Guidelines for culturally competent care.

Complimentary and alternative medicines in cancer care in different cultures.

Myths, misconceptions and stigma about cancer- Beliefs about cancer causation

Quality of life -Improving quality of life of cancer patients and  survivors. 

Need for Evidence-based interventions, significance, Cognitive Behavioral Therapy, CBT-I , mindfulness-based stress reduction, Acceptance and Commitment Therapy,  Supportive Psychotherapy

Dignity therapy, exposure therapy, existential therapy, Gestalt therapy,  Rational Emotive Behaviour Therapy,  After completion therapy , life style changes, psycho eduction

This course aims to provide an understanding of the major sites of cancer, its prevalence, manifestation, prognosis, and conventional treatment.

It would orient students about the psychological implications of the respective condition and its management. The course would also prepare

students on the specific physical symptoms and its management.

Head & Neck Cancer, Brain Tumours: Aetiology, prevalence, manifestation, prognosis, specific psychological issues and treatment (medical and psychological).

Lung Cancer, Breast Cancer, Cancers of the Gastrointestinal tract: Aetiology, prevalence, manifestation, prognosis, specific psychological

issues and treatment (medical and psychological).

Colorectal Cancer, Gynaecological & Prostrate Cancers: Aetiology, prevalence, manifestation, prognosis, specific psychological issues and treatment (medical and psychological).

Pain, Nausea and vomiting, Fatigue, Body image, Sleep disturbances, Weight and Appetite loss, Sexuality after cancer

Holland, J. C. (Ed.). (2010). Psycho-oncology. Oxford University Press.

Holland, J. C. (Ed.). (2010). Psycho-oncology. Oxford University Press.

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 all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE.

End Semester Examination (ESE) The passing grade for the ESE is 40%

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

Advances in cancer screening, detection and prevention decreased the mortality associated with cancer, however, the incidence

remains high. Tobacco and other substance use are the major modifiable risk factors in cancer and lead to poor prognosis. This

course aims at training students in effective behavioural interventions for quitting tobacco and other substances. This orients

students to the model treatment programs and systematic follow-ups to ensure the prevention of cancer.

Course Objectives

This course provides students with an understanding of:

Impact of substance addiction on cancer incidence and treatment

Preventive strategies to quit addiction

Familial and societal role in primary prevention of cancer

Therapeutic psychosocial interventions in primary prevention related to addiction

Epidemiology of tobacco use and cancer; forms and types of tobacco use; health consequences of tobacco use; tobacco use, cancer and

other diseases: epidemiology and impact. prevalent tobacco use practices in India

Biopsychosocial aspects in Complete response, partial remission, recurrence and recovery in tobacco use and treatment. Psychosocial

measures to curtail tobacco use and thereby prevent cancer: policy level, environmental and treatment- related.

Tobacco cessation treatments: 5 ‘A’s, and other model treatment programs, stepped care models, motivational interviewing techniques.

Family interventions to support tobacco cessation programs. Follow-up and relapse prevention strategies.

School-based prevention programmes: The need, Purposes, models and outcome of school-based programmes.

Prevention programmes for youth: The need, Purposes, models and outcome of school-based programmes.

              National Tobacco Control Programme (NTCP) in India: The aim, plan, mechanism, guidelines, and monitoring strategies of NTCP.

The National Tobacco Cell (NTC): The aim, plan, mechanism, guidelines, and monitoring strategies of NTC.

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 all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE.

End Semester Examination (ESE) The passing grade for the ESE is 40%

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

This course provides an opportunity for students to understand and master core clinical skills in communication to facilitate conversations with patients, caregivers, and the entire healthcare team. Communication in cancer care requires training to handle difficult cancer trajectories.  The course aims to equip the students with better communication skills which facilitate better health care choices and the well-being of the persons with a diagnosis of cancer. 

Importance of Communication in Cancer

Bedside communication and counseling

Communication about treatment and procedures in cancer

Communication with oncology teams

Communication with different groups: Children & Parents in cancer, Adults undergoing cancer, Geriatric population

Communication skills to handle difficult situations (Anger, conflicts, sudden death, etc.)

Communication skills to handle difficult families

Navigating difficult cancer trajectories (diagnosis, prognosis, recurrence, end of life)

Models in communicating bad news (SPIKES, ABCDE, BREAKS)

Communication skills to manage denial

Communication skills to manage collusion

Communication and conversations in end-of-life-care

Communication and counselling about bereavement services

·      https://doi.org/10.1016/S0959-8049(99)00212-9

·   Chaturvedi SK, Strohschein FJ, Saraf G and Loiselle CG (2014) Communication in cancer care: psycho-social, interactional, and cultural issues. A general overview and the example of India. Front. Psychol. 5:1332. doi: 10.3389/fpsyg.2014.01332

·   Shim, EJ., Park, J., Yi, M. et al. Tailoring communications to the evolving needs of patients throughout the cancer care trajectory: a qualitative exploration with breast cancer patients. BMC Women's Health 16, 65 (2016).https://doi.org/10.1186/s12905-016-0347-x

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 marks

Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.

Course Description: This course aims at providing students with an opportunity to understand the philosophical and logical foundations of health and illness conceptualized by Asian healing methods in relation to Western medicine. The course provides students hands on experiences on Yoga and Meditation and an opportunity to understand the possibilities of integrating Asian Healing Practices with Western Medicine.

Course objectives: This course will help the learner

• To gain a familiarity with Asian Healing Practices.
• To understand philosophical and logical foundations of Asian Healing Practices
• To evaluate the best ways in which Asian Healing Practices has integrated with western medicine.
• To demonstrate the knowledge in any one Asian Healing Practices.

Science and scientific reasoning in healing; Origin and relevance of CAM; Concepts, Causes, Classification, Diagnosis and Treatment of Health & Illness in Ayurveda.

Science and scientific reasoning in healing; Origin and relevance of CAM; Concepts, Causes, Classification, Diagnosis and Treatment of Health & Illness in Ayurveda.

Naturopathy, Unani, Siddha and Reiki ; Acupuncture; Indigenous methods of healing – Shamanism, Religious based and Ritual art form based healing methods; Yoga and Meditation.

Naturopathy, Unani, Siddha and Reiki ; Acupuncture; Indigenous methods of healing – Shamanism, Religious based and Ritual art form based healing methods; Yoga and Meditation.

Philosophical foundations ;Problematizing the notion of mental illness ; various conceptions of mental illness; Anti-psychiatry movement

Philosophical foundations ;Problematizing the notion of mental illness ; various conceptions of mental illness; Anti-psychiatry movement

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

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

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

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

4. White, P. (Ed.). (2005). Bio psychosocial medicine: an integrated approach tounderstanding illness. Oxford: Oxford University Press.

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

2. Sri Aurobindo Ashram. Health and healing in Yoga. (2009). Pondicherry: Sri Aurobindo Ashram.

3. Sharma, R.K. & Dash, B.(2007). Caraka Samhita. Vol.II. Varanasi: Chowkhamba Sanskrit Series Office.

4. Sharma, R.K. & Dash, B.(2007). Caraka Samhita. Vol.V.Varanasi: Chowkhamba Sanskrit Series Office.

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 has been conceptualized in order to offer the opportunity for interested students to specialize in counselling individuals with problems such as chronic pain, brain injury, dementia, epilepsy, cancer, and psychiatric disorders. It provides training in psychological assessment related to rehabilitation counselling. This course is designed to help the student to learn the relevant theory and basic skills important to the profession of rehabilitation counselling psychology.

Course objective /

• To provide the students with an opportunity to learn the concept of Psychosocial rehabilitation - skills training, case management, vocational training & family education
• To make the students understand different rehabilitation settings
• To educate the students on disability assessments and legislation related to mental health

History of rehabilitation; Principles of psychiatric Psychosocial Rehabilitation; Psychosocial aspects of disability; Case management and rehabilitation planning

History of rehabilitation; Principles of psychiatric Psychosocial Rehabilitation; Psychosocial aspects of disability; Case management and rehabilitation planning

Disability assessment; Various Skills training; Vocational evaluation and training; Job development and placement;Career counselling; community-based Rehabilitation services; Family education; Awareness programs; Technological adaptation

Disability assessment; Various Skills training; Vocational evaluation and training; Job development and placement;Career counselling; community-based Rehabilitation services; Family education; Awareness programs; Technological adaptation

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

3.Cormier,S.&; Cormier,W.H. (1991) Interviewing Strategies For Helpers: Fundamental SkillsAnd Cognitive- Behavioural Interventions (Counseling Series). Brooks/Cole Publishing Company, the University of Michigan

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

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

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

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 at imparting knowledge on concepts of crisis and trauma. It will provide inputs on stages of crisis and trauma, and skills for dealing with crisis and trauma at personal,interpersonal and community levels. This course will also help the students gain knowledge on techniques relevant to crisis and trauma management and enable the students to understand the clinical outcome of crisis and trauma events so that they are able to plan out strategic interventions accordingly

Course Objectives:

• To provide the students an opportunity to learn the concept of Crisis and Trauma Counselling - skills training, case management and family education
• To educate the students on crisis and trauma assessments and legislations related to it

Crisis Phases - Models of Crisis and Assessment; Trauma Phases - models of trauma & Assessment – specific to oncology and health settings

Crisis Phases - Models of Crisis and Assessment; Trauma Phases - models of trauma & Assessment – specific to oncology and health settings

Different models of interventions for the client who survived cancer or any other chronic illness. Issues and challenges in trauma management for the client who survived cancer or any other chronic illness

Different models of interventions for the client who survived cancer or any other chronic illness. Issues and challenges in trauma management for the client who survived cancer or any other chronic illness

2. Dass-Brailsford, P. (2007). A Practical Approach to Trauma: Empowering Interventions. USA: Sage Publications.

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

4. Bisson JI, Roberts N, Macho G. The Cardiff traumatic stress initiative: an evidence-based approach to early psychological intervention following traumatic

events. Psychiatric Bulletin. 2003;27:145–147.

5. Başoğlu M, Salcıoğlu E, Livanou M, et al. Single-session behavioural treatment ofearthquake-related posttraumatic stress disorder: a randomised controlled trial. J

Trauma Stress. 2005;18(1):1–11. 

6. Bryant RA. Early predictors of posttraumatic stress disorder. BiologicalPsychiatry. 2003;53:789–795.

2. Briere, J. (2012). Working with trauma: Mindfulness and compassion. In C. K. Germer & R. D. Siegel (Eds.), Wisdom and compassion in psychotherapy (pp. 265 279). NewYork, NY: Guilford.

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 focuses on working with the geriatric population and chronically ill people. The course equips students with theoretical models for working with these groups, and the possible assessments and interventions for this group. By the end of the course, students will be able to understand evidence-based interventions and best practices for promoting health, managing chronic conditions, and enhancing the quality of life in older adults and chronically ill individuals.

 Course objectives:

To introduce models of fostering wellbeing and disease management in older adults and persons with chronic health conditions.

To understand and develop skills to assess psychosocial issues among older adults and those with chronic health conditions.

To strategize interventions using evidence-based practices while working with older adults and those with chronic health conditions.

Models of Care for Older Adults (PACE, GRACE, Healthy Ageing)

Assessing psychosocial issues in older adults: Diagnostic Checklists, Adult Manifest Anxiety Scale (Elderly version), Geriatric Depression Scale, Yale Evaluation of Suicidal Scale, 

Strategies to work with Older Adults: Adaptations  of psychotherapy for older adults,  Positive/Successful Aging, Life review/Reminiscence Therapy

Models of Care for Older Adults (PACE, GRACE, Healthy Ageing)

Assessing psychosocial issues in older adults: Diagnostic Checklists, Adult Manifest Anxiety Scale (Elderly version), Geriatric Depression Scale, Yale Evaluation of Suicidal Scale, 

Strategies to work with Older Adults: Adaptations  of psychotherapy for older adults,  Positive/Successful Aging, Life review/Reminiscence Therapy

Disease Management: Psychoeducation, Breaking the bad news, Problem-solving, Self-management, Mindfulness-based Stress Reduction (MBSR), Pain Management, Community based chronic disease management 

Rehabilitative and Palliative Approaches: Rehabilitation Health Framework and Interventions, psychotherapeutic work in rehabilitation, Integrative Rehabilitative Model, Psychotherapeutic interventions in Palliative Care: CBT for end of life care, Meaning Centred Intervention, Dignity Therapy, Legacy intervention

Disease Management: Psychoeducation, Breaking the bad news, Problem-solving, Self-management, Mindfulness-based Stress Reduction (MBSR), Pain Management, Community based chronic disease management 

Rehabilitative and Palliative Approaches: Rehabilitation Health Framework and Interventions, psychotherapeutic work in rehabilitation, Integrative Rehabilitative Model, Psychotherapeutic interventions in Palliative Care: CBT for end of life care, Meaning Centred Intervention, Dignity Therapy, Legacy intervention

Glicken, M. D. (2009). Evidence-based counseling and psychotherapy for an aging population. Academic Press.

 Frantz, J., Schopp, L., & Rhoda, A. (Eds.). (2021). Self-management in chronic illness: principles, practice, and empowerment strategies for better health. Springer International Publishing.

Glicken, M. D. (2009). Evidence-based counseling and psychotherapy for an aging population. Academic Press.

Frantz, J., Schopp, L., & Rhoda, A. (Eds.). (2021). Self-management in chronic illness: principles, practice, and empowerment strategies for better health. Springer International Publishing.

Institute of Medicine (US) Committee on Pain, Disability, and Chronic Illness Behavior; Osterweis M, Kleinman A, Mechanic D, editors. Pain and Disability: Clinical, Behavioral, and Public Policy Perspectives. Washington (DC): National Academies Press (US); 1987. 12, Rehabilitation Approaches And Issues In Chronic Pain. Available from: https://www.ncbi.nlm.nih.gov/books/NBK219257/

Rocker, G., Downar, J., & Morrison, R. S. (2016). Palliative care for chronic illness: driving change. CMAJ : Canadian Medical Association journal = journal de l'Association medicale canadienne, 188(17-18), E493–E498. https://doi.org/10.1503/cmaj.151454

Saracino, R. M., Rosenfeld, B., Breitbart, W., & Chochinov, H. M. (2019). Psychotherapy at the End of Life. The American journal of bioethics : AJOB, 19(12), 19–28. https://doi.org/10.1080/15265161.2019.1674552

CIA 1: 25 Marks

CIA 2: 25 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 has been conceptualized in order to equip the students with the necessary skills of publishing their manuscript in an academic journal and presenting their research work at a conference. The process will be supervised by the respective research supervisors. Course Objective: To help the learner gain familiarity with the process of publication To help the learner gain exposure to seminars and conferences

Identifying types of journals, preparing a manuscript according to author guidelines provided by the journal,

Preparing a scientific poster, preparing a presentation for an academic conference

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 all the CIA components with an overall CIA mark of 25/50 to pass the course.

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 integrating all they have learnt and apply it in practice to gain confidence in practising as a counselling psychologist

Students will engage in supervised practicum

Students will engage in supervised practicum

Evaluation Pattern: Continuous Internal Assessment (CIA) - 70%

End semester examination (ESE) - 30%

Total Marks- 100

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) 

This course is aimed to educate students in Palliative and end-of-life care. The theoretical understanding of palliative care and its models, focus of palliative care interventions, the changing palliative care needs across illness progression, and the team involved in providing palliative care are elaborated in the course. The preparation and support for nearing death and post-death are explained under bereavement, and the ethical issues in palliative and end-of-life care, supportive interventions and grief therapy during the bereavement phase are well explained. The difference between palliative and end-of-life care across the lifespan will also be discussed. The course aims at providing the knowledge and skills required for palliative care professionals and preparing them for their practicum.

This course provides students with an understanding of:

●        Conceptual clarity regarding palliative, end-of-life care and bereavement

●        Critical decision-making and ethical dilemmas during palliative and end-of-life care

●         Importance of the skill of communication in palliative and end-of-life care.

●        The difference in palliative and end-of-life care for the aged, adults, and children. Providing grief counselling

●        Providing supportive work during the bereavement period.

What is Palliative care; Differences between Palliative care, end-of-life care and bereavement. The history of the development of palliative care in India and abroad. The principles, values and models of palliative care: hospital-based, hospice and home-based care. The process of bereavement. The multidisciplinary team in Palliative care.

Differences between palliative care across the lifespan and the challenges during each stage. Paediatric palliative care. Some of the conditions require palliative care across the lifespan. Community participation in palliative care.

Building empathetic relationships: Importance of relationship and boundaries in palliative care; Communication skill during palliative,end-of-life care and bereavement. Ethical dilemmas and critical decision making during palliative, and end-of-life care.

Grief therapy and grief counselling: stages and models of grief, tasks of mourning; Supportive counselling/psychotherapy during bereavement phase. Theoretical models for interventions during the palliative end-of-life care and bereavement phase, therapeutic group processes in palliative settings

Coenen, C.(2020). The Creative Toolkit for Working with Grief and Bereavement: A Practitioner's Guide with Activities and Worksheets.

MacLeod and Block (Ed) (2019) Textbook of Palliative Care, Springer

Ferrel and Paice (eds)(2019). Oxford Textbook of Palliative nursing (5th edn.) Oxford Press.

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 all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE.

End Semester Examination (ESE) The passing grade for the ESE is 40%

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

This course is conceptualized to apply knowledge on the genetics of cancer to counselling. The process of disease surveillance through genetic counselling and screening is emphasised in the course. The student will understand the models of genetic counselling and their application to cancer. Students are trained to help people understand and adapt to the medical, psychological and familial implications of genetic contributions to disease and the need for early screening and management.

Course Objectives

This course provides students with an understanding of:

Genetics of cancer and its psychological and familial implications of it

Guidelines to be followed in psychosocial genetic counselling.

Knowledge about screening procedures for different types of cancer.

Applying knowledge to educate people about inheritance, testing, management, and prevention. Possible interventions to help people to adapt to the risk or condition

Genetics of cancer; history and practice of genetic counselling, competencies in psychosocial genetic counselling; the process of genetic

counselling; Communication of risk to clients at various risks.

The psychosocial, familial and societal implications of cancer, emotional response and defence mechanisms associated with genetic

counselling. Supportive interventions and guidance to adapt to the condition.

Providing relevant and objective information; educating about inheritance, testing, management, and prevention; assurance of the

counsellee's understanding; providing psychological support; informed consent; confidentiality of genetic information; considering

familial implications; assuring autonomous decision-making by the counsellee. Empirical evidence on psychosocial genetic counselling,

with special reference to cancer.

Strategies for effective psychosocial genetic counselling

Ethical issues in cancer genetic counselling- strategies for being an ethical cancer genetic counsellor