Syllabus for
Master of Science (Psychology-Counselling)
Academic Year  (2023)

One of the first departments to be founded in Christ (Deemed to be University), the Department of Psychology has grown in leaps and bounds with innovations in curriculum, pedagogy and ground-breaking initiatives. The Vision of the Department of Psychology is to promote high academic standards and scholarship in psychology, by creating an optimal and enriching learning environment, fostering on going professional and personal development and contributing effectively to societal needs. The Department in Delhi NCR campus was initiated in 2019 and runs a range of programmes that include Certificate courses, Undergraduate programmes, Post Graduate programmes with two specializations and Research degree in psychology (Ph.D.). Through these programmes we encourage students to consider careers and life missions that integrate psychological understanding to life. Our programmes integrate scholarship with professional awareness are service oriented and are encouraged to embrace humane values in their vocation.

The Vision of the Department of Psychology is to Promote High Academic Standards and Scholarship in Psychology, by Creating an Optimal and Enriching Learning Environment, Fostering Ongoing Professional and Personal Development and Contributing Effectively to Societal Needs. The Department realises its vision to promote high academic standards through a continuous and dynamic curriculum review process based on feedback from peers, professionals, potential employers and students. A variety of student-centred teaching and training pedagogies are practised by the faculty members. Prominent among them are the use of seminars, experiential methodologies, laboratory training, conferences, workshops, field based studies, and film based discussions and interactions with field experts, practise 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.

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.

Assessment pattern for PG programmes offered by Department of Psychology

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

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

Continuous Assessment

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

• A formative assessment of the competencies is carried out the beginning of the course. This is not graded.
• Assessment of the acquisition of the competencies is done continuously throughout the course with a minimum of one assessment per month.
• Two of the assessments, one of 30 marks and the second for 35 marks are graded for 4 credit papers. 

Attendance : 05 marks

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

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

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

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

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

End Semester Examination

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

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

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

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

Pass Criteria

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

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

Course Description:

This Course will introduce students to the domain of academic writing and its intricacies. Every student, regardless of his or her area of interest, will be called upon to use an academic style of writing at different levels and at various points in time. This course will therefore seek to impart such knowledge about the styles of writing used in the current academic scenario. It will provide students with opportunities in the classroom setting to practice such styles, both individually and in collaboration with others. In doing so, it will allow students to delve deeper into scientific literature, while also preparing them for efforts in research. The insights gained from such a course can be used by students as a foundation in their specialized line of work.

 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.

American Psychological Association. (2020). Publication manual of the American Psychological Association: the official guide to APA style (Seventh edition. ed.). American Psychological Association

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 shape students to ultimately serve clients of counselling services effectively. It is necessary to monitor the student’s academic progress in the domains that are both personal and professional. These qualities will enhance their counselling skills. The most important aspect of this process is for  the counsellor to grow as a person and then a professional. This course will help the students to understand their skills and developing new skills to become a professional counselor. Life skills and basic counselling skills will be the focus of this course. 

 Course objectives: This course will help the learner to

• Understand the basic skills needed for a counselor in professional life.
• Understand the Life Skills (personal, cognitive and social skills) model for professional development
• Develop modules for psycho-educational training.

Self-awareness, Self-image, Self-development, / Identity (oldvs. new), Empathy,/  problem solving and decision making,/ Creativity, critical thinking,/ Effective helpers;/ Building relationships. / Practicum: Designing and developing training modules on Psycho-Educational Prevention Programs for adolescents, teachers and parents.

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

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

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

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

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

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 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. The course will also provide students with an in-depth examination of biological foundations of human behavior with specific focus on the intersection of biology and psychology in the context of counselling psychology. 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, structure of brain, neurons, transmission of signals. 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

 Understand the key biological processes underlying emotional and cognitive processes.

A. Biological Bases of Human Behavior

Neurons, The transmission of Signal, Organization of Nervous System, Structure of Brain

B. Current trends in 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

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

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

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

D'Amato, R.C., ‎Davis, A.S., ‎Power E.M. (2021). Understanding Biological Basis of Behavior: Developing Evidence Based Interventions for Clinical, Counselling and School Psychologist. Springer Publications

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

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 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. Sleep Disorders across life span; Eating disorders in Adolescence, Obesity in adulthood, Chronic diseases and disorders in the Aging process. Bio-psycho social model of health,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, Temperament, Attachment and Love: Bowlby, Ainsworth, Sternberg.  Development of Identity: Erickson’s theory; Parenting.  Moral Development, Contexts of moral development: Kohlberg’s theory of parenting, Emerging adulthood and Adult life cycle theories, Fowlers Theory: Arnett, Levinson, quarter and midlife crisis

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

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

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

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.

Course objectives: This course will help the learner

• Understand the importance of scientific enquiry in counselling practice
• Gain familiarity with the process of Quantitative research
• Provide an overview of the different experimental designs

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; Experimental, Exploratory, Correlational and descriptive research in psychology; 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.

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 has been conceptualized with an intention to orient students to the theoretical foundations, processes and techniques underlying different counselling approaches for the treatment and care of clients that they will see. 

 Course objectives: This course will help the learner understand

• Theoretical foundations underlying different counselling and psychotherapeutic approaches
• The therapeutic process and techniques unique to each psychotherapeutic approach
• Evidence-based practices for psychological interventions and their specific areas of application

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.

Behaviour Therapy: Introduction to behavioural theories –Behavioral therapeutic process – Techniques – Application of behavioural 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.  (2008). Student manual for Theory and Practice of Counselling and Psychotherapy (8th ed.). CA: Brooks/Cole.

Scharf, R.S.(2000). Theories of psychotherapy and counselling: Concepts and cases (2nd ed.).Singapore: Brooks/Cole.

Corey, G. (2012). Case Approach to Counseling and Psychotherapy (8th ed.). USA: Brooks/Cole Cengage Learning.

Feltman, C. (2017). The Sage Handbook of Counselling and Psychotherapy (4th ed.). USA: Sage.

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.The papaer will utilize the following pedagogy. Pedagogy: Interpersonal Process Recall,  Lectures, simulations, video presentations, case studies, discussions

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 Content, Reflection of Feeling, Focusing

Integrating Listening Skills

Hays D.G & Erford (2017)B.T Developing Multicultural Counseling Competence: A Systems Approach (3rd Edition), Pearson

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 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: 

• To build awareness about the requirements of the society.
• To identify the needs of underprivileged communities.
• To 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

Course description: This course is an extension of the professional development course offered in the first semester and encourages students to continue to examine their developing identities as counsellors in training.

Course objectives: This course will help the learner to:

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

This course provides a theoretical foundation on qualitative research methods. Different methods of collecting qualitative data are discussed. Methods of Qualitative data analysis are also touched upon. Along with courses on research in the first and second semesters, this course intends to provide students with the theoretical background to develop their research proposal.

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 Counseling 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/worldvie ws/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

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 

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

Ritchie, J., Lewis, J., McNaughton Nicholls, C., & Ormston, R. (2014). Qualitative research Practice A  guide for social science students and researchers (2nd ed.). New Delhi: 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 course is an applied course with a focus on the 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.

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

Skills training Lab:

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

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

Skills training Lab:

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

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

Skills training Lab:

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

Corey, G. (2011). Theory and practice of group counselling. Nelson Education.

Capuzzi, D. (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. Belmont CA: Wadsworth.

Yalom, I. D., & Leszcz, M. (2008). The Theory and Practice of Group Psychotherapy. Basic Books.

CIA 2 - 35 marks

Attendance - 5 Marks

End Semester Exam - 30 Marks (Conducted on 50 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 and get a minimum 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 40% is required to pass the course.(CIA+ESE)

Course description: 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 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  a ;; 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- Cultutal 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  in South Asia:  Indian systems of medicine and other indigenous healing systems  s,) 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. 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. Sage Publications

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

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

Dasen, P.R. Berry, J.W. & Sartorius, N. (1988) (Eds.). Health and crosscultural psychology: toward applications. Sage.

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

Kakar, S. (1982). Shamans, Mystics and Doctors. Oxford University Press. Kao, H.S.R., Sinha, D. (Eds.) (1997).

Asian perspectives on psychology. Sage. Linda, S. (Ed) (2017). Applied social psychology : understanding and managing social problems. Cambridge university press Lott, B.E. (2010).Multiculturalism and diversity : a social psychological perspective. WileyBlackwell Matsumoto, D. & Juang, L. (2004). Culture and psychology. Thomson Wardsworth.

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

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

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

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

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

Recommended Journal references : 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), p564-579.

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 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

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

Specific developmental disorder of scholastic skills; Pervasivedevelopmental 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; Focusing the interview; Reflection of Meaning; Influencing Skills – Six Strategies for change

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

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.

Course Objectives: The course is intended to help students to:

• 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

Intelligence and general ability testing (BKT, 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- 16PF, MAPS, EPQ and MBTI)

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

Course Description: In this course the students are required to identify and select a topic of their interest to conduct research on.

Course Objectives:

This course intends to help the learner

• identify a research problem
• develop a research proposal to study the problem

Identifying a problem; Presentation of research idea; Presentation of research idea; Training on review of literature; Research proposal (Quantitative); Research proposal (Qualitative)

Issues in Methodological frame work; Presentation of methodology; Presentation of methodology; Submission and Presentation of first draft; Submission and Presentation of first draft; Final presentation; Final submission of proposal

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 will provide trainee counsellors the knowledge and application of counselling techniques and skills to work with children and adolescents in a variety of settings: school/ educational, family and community. The course prepares trainee counsellors to address the specific needs of children and adolescents, with emphasis on developmental needs, specific therapeutic interventions, and common emotional issues. Courses including multicultural counselling skills, counselling theories and techniques (individual and groups), and Life span psychology are key foundational and pre requisite courses for this course. This course is taken along with supervised practicum in the third semester to provide students the opportunity to practice and develop specific skill sets to work with children and adolescents.

Course Objectives: This course will help the learner to

• Demonstrate understanding of issues that may affect the development and functioning of students
• Understand the principles and skills needed for counselling children and adolescents
• Gain knowledge and application of evidence-based research and practice in child and adolescent to assist students, families, and educators in using resources that promote informed academic, career, and personal/social choices
• Understand ethical and legal considerations related specifically to the practice of child and adolescent counselling
• Coordination, collaboration, referral, and team-building efforts with teachers, parents, support personnel, and community resources to develop promotive and preventive interventions

Counselling needs of children and adolescents, locations of needs (School, Family, Residential care, community, at risk) and Nature of issues (Emotional, behavioural, conduct, developmental, learning). Characteristics of child and adolescent counsellor, therapeutic relation in child and adolescent counselling. Process of child therapy, Internal processes of children and therapeutic change, Child counselling skills, use of play and art with children, Child counselling skills: observation, active listening, dealing with resistance and transference, termination skills.

Specific issues in educational setting: Dealing with children with Special needs. Behavioural management: functional analysis and techniques of behaviour modification. Individualized educational programmes. Career guidance and counselling: Theories of Career Development, Influences on Career Development.

Learning styles: VAK Model, Kolb’s Experiential Model, MBTI Pattern, Honey & Mumford Model, Hemispheric Dominance Model, Gardner’s Multiple Intelligence Model. Study skills and Academic advising: Reading, Writing, Note Making skills, Time Management. Cognitive issues: Factors influencing Attention and Concentration, Remembering, Forgetting; teacher-student relationship, school climate and dealing with issues in teaching and learning  

 Counsellor as Educational Consultant: Consultation Models and Skills, School based interventions- three level prevention; School counselling models and polices- The ASCA National Model: A Framework for School Counseling Programs; Relevant policies of UNCRC, UNICEF, National level initiatives-NCPCR , NCERT and others that are applicable to school counselling 

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

Course objectives: This course will help the learner to  

• Gain a 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

• Course outcomes: By the end of the course the learner will be able to:

• Trace the historical development of family therapy

• Assess family dynamics in a structured manner

• Apply concepts from family system theories to understand family dynamics and thereby develop treatment plans for couples and families.

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.

End semester examination (ESE) - 30%

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks

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

Course Description: This is a practical course aimed at familiarizing students with different assessment methods including psychological tests. A range of Personality, Intelligence, Aptitude and Achievement tests are covered.

Course Objectives: The course is intended to help students to:

• 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

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

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

Appraisal of personality (16PF, MAPS, MBTI, EPQ-R, TAT, SCT, CAT, 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

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. 

Case presentation and group supervision

Course Description: This course has been conceptualized to empower the students with skills of preparing a research manuscript and aiming to publish the same.

Course Objective: This course will help the learner to gain familiarity and develop skills associated with the processes of data collection, data analysis, writing a manuscript and publishing it.

Identifying appropriate research journals, preparing manuscripts according to author guidelines.

End semester viva voce (ESE) - 30%

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks

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

End Semester Viva Voce: The passing grade for the ESE is 40% 

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

Students will do volunteer work with any community / mental health agency at the end of the second semester during the summer holidays for a minimum period of 30 days under the guidance of a faculty member.

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

Identify an Interest

Weekly Reports (10)

Feedback by supervisor (5)

Presentation (15)

Total (50)

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. 

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 

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.

Course description:

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

Course objectives: This course intends to provide learners:

·      An overview of trauma and traumatic stress

·      Knowledge and skills for working with adult clients with trauma

·      Knowledge and skills to respond to abuse and trauma in children and adolescents  

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

Psychoeducation; Stability interventions; Crisis Intervention; Cognitive Interventions.

Cognitive and emotional processing of trauma; Interventions for issues in relational functioning and 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.

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

Briere, J. & Scott, C. (2006). Principles of Trauma Therapy: A Guide to Symptoms, Evaluation, and Treatment. USA: Sage Publications.

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

End semester examination (ESE) - 30%

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks

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

Course Description: This Course will introduce students to the world of business entrepreneurship for varied counselling practices. Students will explore the skills and challenges related to planning, launching, and maintaining an entrepreneurial venture. Through faculty and guest lectures students will learn about logistics, legal and ethical issues, marketing and branding, and business planning related to running a counselling practice. Through this course students will have the opportunity to develop a business plan for their practice of choice, to implement, should they choose, after graduation. 

 Course objectives:

This course will help the learner to:

1. Understand the elements of a viable business plan (vision/mission, business description, market research, financial Plan, marketing & Goals) 

2. Explain ethical and sustainable business practices.

3. Develop logistical systems and business materials related to the operation of a counselling practice.

Challenges of running a counselling practice, Business Basics, & Ethical and Legal considerations of a sustainable business.

Business Planning, Market Research, Financial Planning, & Marketing and Branding

Operational Logistics, Office Policies, Documentation & Serving Consumer/Clients

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 will provide an in-depth overview of Acceptance and Commitment Therapy (ACT), a third wave cognitive behavioural therapy, which integrates acceptance and mindfulness with principles of behaviour change. This course will explore foundational ACT concepts as they apply to assessment and interventions with clients.

Course Objectives

This course will help the learner to:

1.Acquire an understanding of the basic theoretical concepts underlying acceptance and commitment therapy

2.Gain mastery in using ACT to conceptualize and treat client issues.

Introduction and history of ACT, Overview of the theoretical model, Acceptance-based processes: Present moment awareness, Self-acceptance, Cognitive defusion.

Commitment & behaviour change processes: Self as context, Values clarification, Committed Action. ACT for anxiety, depression, and trauma.

Eifert, G. H., Forsyth, J. P., Arch, J., Espejo, E., Keller, M., & Langer, D. (2009). Acceptance and Commitment Therapy for anxiety disorders: Three case studies exemplifying a unified treatment protocol. Cognitive and Behavioral Practice, 16(4), 368–385. https://doi.org/10.1016/j.cbpra.2009.06.001

Feliu Soler, A., Montesinos, F., Gutiérrez-Martínez, O., Scott, W., McCracken, L., & Luciano, J. (2018). Current status of Acceptance and Commitment Therapy for chronic pain: a narrative review. Journal of Pain Research, 11, 2145–2159. https://doi.org/10.2147/jpr.s144631

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 wll provide the students with an opportunity to understand the foundations of grief inorder to help persons experiencing grief and loss.

Contempraory models of grief. Types of Grief. Cultural foundations of grief.

Dealing with grief. Contempraory approaches.

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 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

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

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.

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 300 direct hours and 150 indirect hours.

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 5 cases submitted and practicum (50 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. 

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 practising as a counselling psychologist

Students are expected to find a internship site of their choice and practice the skills and techniques learnt during the course. They are expected to apply the knowledge gained during the course and gain confidence in practicing as counselling psychologist.

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

Minimum 50% marks are required to pass the course.

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 Objective: 

• 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.