Department of PSYCHOLOGY NCR

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

 
1 Semester - 2023 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MPC111N ACADEMIC WRITING AND RESEARCH SEMINAR Skill Enhancement Courses 2 2 50
MPC121N PROFESSIONAL DEVELOPMENT - I Ability Enhancement Compulsory Courses 2 2 50
MPC131N FOUNDATIONS OF COUNSELLING PSYCHOLOGY Core Courses 4 4 100
MPC132N LIFE-SPAN PSYCHOLOGY Core Courses 4 4 100
MPC133N QUANTITATIVE RESEARCH METHODS Core Courses 4 4 100
MPC134N COUNSELLING THEORIES AND TECHNIQUES - I (INDIVIDUAL) Core Courses 4 4 100
MPC151N MULTICULTURAL COUNSELLING SKILLS - I Core Courses 4 4 100
MPC181N COMMUNITY SERVICE - I Ability Enhancement Compulsory Courses 4 2 50
2 Semester - 2023 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MPC221N PROFESSIONAL DEVELOPMENT-II Ability Enhancement Compulsory Courses 2 2 50
MPC231N QUALITATIVE RESEARCH METHODS IN COUNSELLING PSYCHOLOGY Core Courses 4 4 100
MPC232N COUNSELLING THEORIES AND TECHNIQUES - II (GROUP) Core Courses 4 4 100
MPC233N SOCIAL AND CULTURAL FOUNDATIONS FOR COUNSELLING Core Courses 4 4 100
MPC234N MENTAL HEALTH DISORDERS Core Courses 4 4 100
MPC251N MULTICULTURAL COUNSELLING SKILLS-II Skill Enhancement Courses 4 4 100
MPC252N PSYCHOLOGICAL ASSESSMENT Skill Enhancement Courses 4 4 100
MPC271N RESEARCH PROPOSAL AND SUPERVISION Skill Enhancement Courses 2 2 50
3 Semester - 2022 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MPC331N CHILD AND ADOLESCENT COUNSELLING Core Courses 4 4 100
MPC332N COUNSELLING THEORIES AND TECHNIQUES - III (COUPLES AND FAMILIES) Core Courses 4 4 100
MPC351N PSYCHOLOGICAL ASSESSMENT Core Courses 4 4 100
MPC352N SUPERVISED PRACTICUM Core Courses 2 4 100
MPC371N RESEARCH MANUSCRIPT Skill Enhancement Courses 2 6 100
MPC381N SUMMER PLACEMENT Skill Enhancement Courses 0 2 50
4 Semester - 2022 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MPC431N COUNSELLING INTERVENTIONS FOR SPECIAL POPULATIONS Core Courses 4 4 100
MPC432N TRAUMA INFORMED COUNSELLING Core Courses 4 4 100
MPC433N ENTREPRENEURIAL SKILLS FOR COUNSELLING PRACTISE Core Courses 2 2 50
MPC441AN ACCEPTANCE AND COMMITMENT THERAPY Discipline Specific Elective Courses 2 2 50
MPC441EN GRIEF THERAPY Core Courses 2 2 50
MPC471N COUNSELLING SUPERVISION SEMINAR Skill Enhancement Courses 2 2 50
MPC481N COUNSELLING INTERNSHIP Ability Enhancement Compulsory Courses 0 8 200
MPC482N BLOCK INTERNSHIP Ability Enhancement Compulsory Courses 0 2 50
MPC483N SEMINAR AND PUBLICATION Ability Enhancement Compulsory Courses 0 2 50
      

    

Department Overview:

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.

 
Mission Statement:

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.

 
Introduction to Program:

The Department of Psychology offers two year full-time M.Sc Course in Counselling Psychology. Masters course in Counselling Psychology is an advanced course aimed at competence building among the students from a holistic and an interdisciplinary perspective.

 
Program Objective:
Assesment Pattern

See above details

 
Examination And Assesments

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

 

Attendance Percentage

Marks

95% -100%

05 marks

90% - 94%

04 marks

85% - 89%

03 marks

80% - 84%

02 marks

76% - 79%

01 mark

 

 

 

 

 

 

 

 

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)

 

Percentage

 

Grade

Grade Point-4Point Scale

Grade Point-10Point Scale

 

Interpretation

 

Class

80 and above

A+

4.0

10.00

Excellent

First Class with

Distinction

75 – 79

A

3.75

9.38

Very good

70 – 74

A-

3.50

8.75

Good

First Class

65 —69

B+

3.0

7.50

Good

60—64

B

2.5

6.25

Above Average

55—59

C+

2.0

5.00

Average

Second Class

50 —54

C

1.5

3.75

Satisfactory

40 —49

C-

1.0

2.50

Exempted if Aggregate is more than 50%

 

Pass Class

39 and below

F

0

0.00

Fails

Fail

 

MPC111N - ACADEMIC WRITING AND RESEARCH SEMINAR (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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.

Learning Outcome

CO1: Scientifically acknowledge different sources of information in their writings

CO2: Write a document in APA format

CO3: Avoid plagiarism

Unit-1
Teaching Hours:5
Introduction to Academic Writing
 

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

Unit-2
Teaching Hours:10
Guidelines and rules in Academic Writing
 

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.

Unit-3
Teaching Hours:8
Reporting
 

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

Unit-4
Teaching Hours:7
Experiential Learning as Assessment Strategies
 

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

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

 

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

 

Evaluation Pattern

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 both CIAs to pass the course

MPC121N - PROFESSIONAL DEVELOPMENT - I (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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.

Learning Outcome

CO1: Identify their values, Skills, and beliefs as a Professional counselor

CO2: Be more reflective and self- aware

CO3: To utilize life skills in professional growth

CO4: To design training modules on psycho-educational training programmes

Unit-1
Teaching Hours:15
Unit 1
 

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

Text Books And Reference Books:

Feltham, C. (2007). Professional skills for counselors – understanding the counseling relationships. Los Angeles: Sage publication

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

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

Essential Reading / Recommended Reading

Evans, T. (2015). Counselling skills for Becoming A wiser Practitioner-Tools, techniques and reflections For building practice wisdom. Philadelphia:Jessica Kingsley Publishers.

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

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

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

Evaluation Pattern

For 2 credit papers (50 marks)

CIA-1 (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.

 

MPC131N - FOUNDATIONS OF COUNSELLING PSYCHOLOGY (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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.

Learning Outcome

CO1: Distinguish between guidance, psychotherapy and counselling

CO2: State the historical background and development of counselling psychology

CO3: Critically analyze ethical issues and debates in counselling psychology

CO4: Assess boundaries of the different types of counselling

CO5: Integrate biological and psychological perspective in counselling

Unit-1
Teaching Hours:15
Introduction
 

Struggle, Growth and Diversity of the Profession; Defining Features of Counselling; Difference between guidance and counselling; Counselling and psychotherapy; Training, Job Settings, and Activities; Counselling psychology and other specialties and fields: Distinctiveness and overlap

Unit-2
Teaching Hours:15
Historic Perspectives
 

Five Unifying Themes of Counselling Psychology; Stages in the Development of the Profession - Western History and Indian History; The Scientist-Practitioner Model

Unit-3
Teaching Hours:15
Counselling Relationship & Ethical and Legal Guidelines
 

Facilitative conditions for a counselling relationship; Importance of Ethics; Ethical Principles, with Case Studies; Ethical Dilemmas; Ethics and Online Client-Counsellor Interactions; Ethical and Legal concerns, Multicultural competence

Unit-4
Teaching Hours:15
Unit 4
 

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

Text Books And Reference Books:

Neukrug, E. (2011). The world of the counselor: An introduction to the counseling profession. Nelson Education.

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

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

 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

Essential Reading / Recommended Reading

Chang, C. Y., Lambert, S., & Goodman-Scott, E. (2017). Advocacy and Social Justice . In S. J. Young, & C. S. Cashwell, Clinical Mental Health Counselling: Elements of Effective Practice (pp. 88 - 127). Sage .

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

Evaluation Pattern

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)

 

MPC132N - LIFE-SPAN PSYCHOLOGY (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

 

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.

 

Learning Outcome

CO1: Atypical growth and healthy development, and practical understanding of how to help children, adolescents, and adults

CO2: Processes of human development and apply this knowledge to understand developmental needs of all diverse age groups

CO3: Theories of individual development across the lifespan

CO4: The systemic and environmental factors that affect human development, functioning, and behavior

CO5: Biopsychosocial and eco-systems model of development across the lifespan.

Unit-1
Teaching Hours:10
Introduction to Life-Span Development
 

 

Importance of studying Life-Span Development, Characteristics of life-span development, Nature of Development, Scope of Life span development; Social contexts of lifespan development-ecosystems model. Implications of Lifespan Development for Counselors, need for a developmental perspective

 

Unit-2
Teaching Hours:20
Biological Processes in Human Development
 

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

Unit-3
Teaching Hours:10
Cognitive Processes and Development
 

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

Unit-4
Teaching Hours:20
Socio-Emotional Processes and Development Across Life Span
 

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

Text Books And Reference Books:

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

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

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

Essential Reading / Recommended Reading

Berk, L. E. (2016). Exploring lifespan development. Pearson.

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

Evaluation Pattern

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)

 

 

MPC133N - QUANTITATIVE RESEARCH METHODS (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Learning Outcome

CO1: Demonstrate knowledge of research designs in quantitative research and the scientific process of research

CO2: Apply knowledge about basic descriptive and correlational statistics and visualization of quantitative data.

CO3: Design an experiment with manipulation that can control variables

CO4: Differentiate various data collection and sampling methods employed in quantitative research

CO5: Write a quantitative research proposal in the domain of Psychology

Unit-1
Teaching Hours:10
Foundations of Quantitative Research Methods in Psychology
 

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

Unit-2
Teaching Hours:12
Study Conceptualization
 

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)

Unit-3
Teaching Hours:10
Sampling Techniques and Data Collection
 

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

Unit-4
Teaching Hours:13
Non-experimental and Quasi-experimental Research Designs
 

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)

Unit-5
Teaching Hours:15
Experimental Research Design and Beyond
 

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.

Text Books And Reference Books:
  1. Gravetter,F. J., & Forzana, L. A. (2015). Research methods for behavioral sciences (5 ed.). Stamford, CT:Wordsworth cengage learning
  2. Bordens, K.S., & Abbott, B.B. (2006). Research and design methods: A process approach (6 th ed.). New Delhi: Tata McGraw-Hill Company Limited
  3. Coolican ,H.(2004).Research methods and Statistics in Psychology .London: Hoddes Arnold
  4. Goodwin, C.J. (2002). Research in psychology: Methods and design (3 rd ed.). New Jersey: John Wiley & Sons, Inc.
  5. Kerlinger, N. (1996). Foundations of behavioural research. India: Prentice Hall
Essential Reading / Recommended Reading
  1. Breakwell, G.M., Hammond, S., Fife-Shaw, C., & Smith, J.A. (eds.). (2006). Research methods in psychology (3 rd ed.). New Delhi: Sage.
  2. Cohen, R.J., & Swerdlik, M.E. (2005). Psychological testing and assessment: An introduction to tests and measurement (6 th ed.). New York: McGraw-Hill.
  3.  Heiman, G.W. (2001). Understanding research methods and statistics: An integrated introduction for psychology (2ed.). Boston: Houghton Mifflin Company.
  4. Rosnow, R. L., & Rosenthal, R. (2002). Beginning behavioral research: A conceptual primer (4ed.). New Jersey: Prentice Hall.
  5. Singh, A. K. (1997). Test, measurements and research methods in behavioural sciences. Patna: Bharathi Bhavan Publishers and Distributor
Evaluation Pattern

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)

 

MPC134N - COUNSELLING THEORIES AND TECHNIQUES - I (INDIVIDUAL) (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

 

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

Learning Outcome

CO1: Demonstrate awareness and understanding of the theoretical foundations underlying various psychotherapeutic approaches

CO2: Demonstrate knowledge and application of evidence-based practices specific to particular mental health conditions.

CO3: Demonstrate knowledge and application of therapeutic skills and techniques specific to each psychotherapeutic approach

CO4: Demonstrate the ability to conceptualize cases using different therapeutic approaches

CO5: Critically evaluate the strengths, limitations and the unique features associated with each form of psychotherapy

Unit-1
Teaching Hours:15
Analytic Therapies
 

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

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

Unit-2
Teaching Hours:15
Humanistic Therapies
 

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

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

Gestalt Therapy – Introduction to Gestalt therapy - Therapeutic process – Techniques – Application of techniques and procedures – Therapy with diverse populations.

Unit-3
Teaching Hours:15
Behavioral & Cognitive Therapies
 

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

Unit-4
Teaching Hours:15
Cognitive Therapies
 

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

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

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

Text Books And Reference Books:

Corey, G. (2017). Theory and Practice of Counseling and Psychotherapy (10th ed.). Boston, USA: Cengage Learning.

Corey, G.  (2008). Student manual for Theory and Practice of Counselling and Psychotherapy (8th ed.). CA: Brooks/Cole.

Essential Reading / Recommended Reading

Palmer, S. (ed.). (1999). Introduction to counselling and psychotherapy: The essential guide. New Delhi: Sage.

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.

Evaluation Pattern

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)

 

MPC151N - MULTICULTURAL COUNSELLING SKILLS - I (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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.

Learning Outcome

CO1: Demonstrate sensitivity of and responsiveness to ways in which culture interacts with the counseling relationship.

CO2: Identify expected outcomes of basic counseling skills (attending, questioning, observation, encouraging, paraphrasing, summarization and reflection of feeling).

CO3: Apply basic counseling skills (attending, questioning, observation, encouraging, paraphrasing, summarization and reflection of feeling).

CO4: Demonstrate self-awareness through reflective writing and journaling of skills progression and observation.

Unit-1
Teaching Hours:10
The Foundations of Multicultural Counselling
 

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

Unit-2
Teaching Hours:15
The Basic Listening Sequence
 

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

Unit-3
Teaching Hours:15
Interpretative Skills
 

Reflection of Content, Reflection of Feeling, Focusing

Unit-4
Teaching Hours:20
Integration
 

Integrating Listening Skills

Text Books And Reference Books:

 Ivey, A.E., & Ivey, M.B.(2007). Intentional Interviewing and Counselling. Thomson: Brooks/Cole.

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

Essential Reading / Recommended Reading

Evans, D.R. , Hearn, M.T., Uhlemann, M.R., & Ivey, A.E. (2008). Essential Interviewing: A Programmed Approach to Effective Communication.  Thomson: Brooks/Cole.
Nelson-Jones, R. (2008). Basic Counselling Skills: A Helper’s Manual. New Delhi: Sage Publications.

Evaluation Pattern

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)

 

MPC181N - COMMUNITY SERVICE - I (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:4
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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.

Learning Outcome

CO1: Understand the mental health related and other issues in our society

CO2: Identify the needs of underprivileged population.

CO3: Address the mental health issues among various communities

Unit-1
Teaching Hours:2
Introduction
 

Community service: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of psychologist in community service: Social Psychologist, Community Psychologist & Counselor. Outcomes of community service: Personal outcome; Social outcome, Learning outcome and Career outcome.

Unit-2
Teaching Hours:30
Fieldwork
 

Students in groups will partner with various NGO’s and organizations working in the areas of education, development, interventions and mental health. As part of the course requirement the students will be involved in the community oriented activities of the organizations they affiliate with. The NGO’s or Organizations along with the faculty coordinator will be responsible for the process delivery. These placements will offer students hands-on experiences in working with various issues in community and facilitate meaningful learning.

 

Unit-3
Teaching Hours:13
Reflection
 

Reflection is a core component of Community service. It is a period of critical thinking performed by the student and is based on a specific or overall experience of the student.   It guides students towards greater personal development by coming to a better understanding of their own values, opinions, and assumptions. The types of reflection which can be used are, class discussion, brainstorming, sharing of critical personal and group incidents, directed writings, experiential research paper, student portfolios and so on. The students are expected to discuss in groups at the end of this course using the following guidelines.

Reason for choosing the organization

•The planning phase of service learning initiatives

•Logistics for the initiative of the action

•Stakeholders/beneficiaries

•Execution of the action initiative

•Specific learning outcome

•Evaluation

 

Text Books And Reference Books:

America’s Promise—The Alliance for Youth (2004). Connecting Communities with Colleges & Universities.  909 North Washington Street, Suite 400, Alexandria,VA 22314-1556.

Essential Reading / Recommended Reading

Bringle, R. G. & Hatcher, J. A. (1996). Implementing Service Learning in Higher Education.   The Journal of Higher Education, 67(2), 221-239.

Evaluation Pattern
 

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.

MPC221N - PROFESSIONAL DEVELOPMENT-II (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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.

Learning Outcome

CO1: Recognize adaptive strategies and apply it to their current needs and problems.

CO2: Demonstrate higher levels of self-awareness

CO3: Listen Empathetically.

CO4: Engage in reflective writing.

CO5: Demonstrate higher levels of trust.

Unit-1
Teaching Hours:15
Unit 1
 

Life Review Themes - 1

Unit-2
Teaching Hours:15
Unit 1
 

Life Review Themes - 2

Text Books And Reference Books:

NA

Essential Reading / Recommended Reading

NA

Evaluation Pattern

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.

 

 

MPC231N - QUALITATIVE RESEARCH METHODS IN COUNSELLING PSYCHOLOGY (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

This course provides a theoretical foundation on qualitative research methods. Different methods of collecting qualitative data are discussed. Methods of Qualitative data analysis are also touched upon. Along with courses on research in the first and second 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

Learning Outcome

CO1: Demonstrate knowledge of the philosophical foundations of different traditions in qualitative research.

CO2: Discuss the relationship between paradigms, methods, and knowledge produced in counselling psychology.

CO3: Analyse different disciplinary influences on research designs and analysis in qualitative research

CO4: Demonstrate skills of proposal writing and reporting qualitative research

CO5: Demonstrate skills of collecting, analyzing, and interpreting qualitative data, and using qualitative data analysis softwares.

Unit-1
Teaching Hours:15
Foundations of Qualitative Research
 

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

Unit-2
Teaching Hours:15
Conceptualising Qualitative 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

Unit-3
Teaching Hours:15
Qualitative Data Collection
 

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

Unit-4
Teaching Hours:15
Qualitative data analysis and writing
 

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

Text Books And Reference Books:

Mcleod, J(2011).Qualitative Research in Counseling and Psychotherapy.NewDelhi: Sage

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

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

 

Essential Reading / Recommended Reading

Bryman, A (Ed.) (2007). Benchmarks in social science research methods Vol. I, Vol. II , Vol. III, and Vol. IV. Sage Publications

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

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

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

Smith, J.A., Harre, R. Langenhove, L.V.(Eds.).(1995). Rethinking methods in psychology. Sage.

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

Evaluation Pattern

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)

 

MPC232N - COUNSELLING THEORIES AND TECHNIQUES - II (GROUP) (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Learning Outcome

CO1: Plan a group session

CO2: Open and close a small group

CO3: Identify group dynamics as they occur within a group

CO4: Identify the roles they play in group

CO5: Demonstrate a knowledge of group theory

CO6: Demonstrate competence in group counselling skills

Unit-1
Teaching Hours:15
Introduction
 

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

Skills training Lab:  

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

Unit-2
Teaching Hours:15
Using Counselling Theories in Groups
 

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.

Unit-3
Teaching Hours:15
Issues in Group Counselling
 

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

Skills training Lab:

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

Unit-4
Teaching Hours:15
Application of Group Processes to Special Groups
 

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

Skills training Lab:

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

Text Books And Reference Books:

Jacobs, E. E., Schimmel, C. J., Masson, R. L., & Harvill, R. L. (2015). Group Counseling: Strategies and Skills. Cengage Learning.

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

Essential Reading / Recommended Reading

Corey, M. S., Corey, G., & Corey, C. (2013). Groups: Process and Practice. Cengage Learning.  

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.

Evaluation Pattern

CIA 1 - 30 marks

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)

 

 

MPC233N - SOCIAL AND CULTURAL FOUNDATIONS FOR COUNSELLING (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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.

Learning Outcome

CO1: Understand the social and cultural roots of individual behavior

CO2: Demonstrate a range of interpersonal skills required in counselling psychology encounters.

CO3: Examine their own attitudes, behaviors, perceptions, and biases to developing culturally aware approaches to teaching, counselling, and/or administration

Unit-1
Teaching Hours:15
Self, society and personality
 

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

Unit-2
Teaching Hours:15
Social Relationships
 

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. 

Unit-3
Teaching Hours:15
Society, Culture and Mental Health
 

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.

Unit-4
Teaching Hours:15
Globalisation, community and mental health
 

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.

Text Books And Reference Books:

Baumeister,R.F. and Bushman, B.J. (2014). Social Psychology and human nature. Third edition. Cengage publishers.

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

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

Essential Reading / Recommended Reading

Berry, J.W., Mishra, R.C. & Tripathi, R.C. (Eds). (2003). Psychology in human and social development: lessons from diverse cultures. Sage.

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

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

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

Dasen, P.R. Berry, J.W. & Sartorius, N. (1988) (Eds.). Health and 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

Evaluation Pattern

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)

 

MPC234N - MENTAL HEALTH DISORDERS (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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.

 

 

Learning Outcome

CO1: Understand various types of mental disorders.

CO2: Make a provisional diagnosis of psychological conditions using the ICD 10.

CO3: Clearly differentiate the manifestation of various disorders in children and adults

CO4: provide the possible causal factors based on the psychosocial profile of the client.

Unit-1
Teaching Hours:15
Classification and Psychopathology of Neuro Psychological Conditions.
 

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

Unit-2
Teaching Hours:15
Psychopathology of Addiction, Psychotic and Personality Disorders
 

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

Unit-3
Teaching Hours:15
Psychopathology of Mood and Anxiety Disorders
 

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

Dissociative disorder, somatoform disorder, other neurotic disorder

Unit-4
Teaching Hours:15
Disorders of Infancy, Childhood and Adolescence
 

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

Text Books And Reference Books:

Barlow, D.H., Durand, M.V. & Hofmann, S.G. (2018). Abnormal Psychology: An Integrative Approach. 8th Ed. Cengage.

Ahuja, N. (2011). A Short Textbook of Psychiatry. Jaypee Brothers Medical Publishers (P) Ltd.

World Health Organization. (1992). ICD-10 Classifications of Mental and Behavioural Disorder: Clinical Descriptions and Diagnostic Guidelines. World Health Organization.

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

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

 

Essential Reading / Recommended Reading

Adams, H.E., Sutker, P.B. (2001). Comprehensive handbook of psychopathology (3rd Ed.). Kluwer Academic publishers.

Hecker, S.E. & Thorpe, G.L. (2005). Introduction to clinical psychology: Science, practice & ethics. Pearson Education, Inc.

Millon, T., Blaney, P., & Davis, R.D. (1998). The oxford textbook of psychopathology. Oxford University Press.

Smith, N.W. (2001). Current systems in psychology: History, theory, research & applications. Wadsworth/Thomson learning.

Evaluation Pattern

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)

 

MPC251N - MULTICULTURAL COUNSELLING SKILLS-II (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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.

 

Learning Outcome

CO1: Identify expected outcomes of advanced counseling skills (empathic confrontation, reflection of meaning, reframing/interpretation; strategies for change).

CO2: Apply advanced counselling skills (empathic confrontation, reflection of meaning, reframing/interpretation; strategies for change).

CO3: Demonstrate integration of basic and advanced skills in practice counselling sessions.

CO4: Construct case conceptualization, and treatment and session plans

Unit-1
Teaching Hours:15
Influencing Skills
 

Review; Confrontation Skills; Focusing the interview; Reflection of Meaning; Influencing Skills – Six Strategies for change

Unit-2
Teaching Hours:15
Skill Integration
 

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

Unit-3
Teaching Hours:15
Case Conceptualisation
 

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

Unit-4
Teaching Hours:15
Treatment Planning
 

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

Text Books And Reference Books:

Ivey, A.E., & Ivey, M.B.(2007). Intentional Interviewing and Counselling. Thomson: Brooks/Cole.

Essential Reading / Recommended Reading

Evans, D.R. , Hearn, M.T., Uhlemann, M.R., & Ivey, A.E. (2008). Essential Interviewing: A Programmed Approach to Effective Communication.  Thomson: Brooks/Cole.

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

Evaluation Pattern

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)

 

MPC252N - PSYCHOLOGICAL ASSESSMENT (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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.

Learning Outcome

CO1: Administer and interpret Intelligence, Personality and career interest and aptitude measures

CO2: Integrate the results of psychological tests and projective techniques with other assessment methods to develop a comprehensive understanding of client's psychological functioning

CO3: Demonstrate effective communication skills in presenting and discussing the results of psychological testing with clients

CO4: Apply psychological testing in the development of treatment plans and interventions

Unit-1
Teaching Hours:15
Unit I
 

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

Unit-2
Teaching Hours:15
Unit II
 

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

Unit-3
Teaching Hours:15
Unit III
 

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)

Unit-4
Teaching Hours:20
Unit IV
 

Projective techniques, Thematic Apperception Test, Sentence completion test, Child Apperception test, Draw a person test, Rorschach- Demo only

Text Books And Reference Books:

Aiken, L.R., & Groth- Marnat, G. (2006). Psychological Testing and Assessment – twelfth edition. Boston, MA: Pearson.

Anastasi, A. & Urbina, S. (1997). Psychological testing. N.D.: Pearson Education.

Cormier, S.& Cormier, W.H. Interviewing Strategies for Helpers: Fundamental Skills And Cognitive- Behavioural Interventions (Counselling Series). Wadsworth Publishing Co.

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

Whiston, S.C (1999). Principles and applications of assessment in counselling, Wadsworth, Belmont. Brooks- Cole

Essential Reading / Recommended Reading

Test Manunals

Evaluation Pattern
  • All CIA’s are must pass CIAs
  • Minimum 50% of the mark is required to pass a CIA
  • Only those candidates with 50% marks in the previous CIA are allowed to write the next CIA. If they fail in one CIA, they have to repeat that CIA and pass it, in order to make them eligible to write the next CIA.
  • They have to score a minimum of 38/70 in the CIA overall, to make them eligible to write the End Semester Examination
  • If the student fails to get 33/65 in CIA overall, the candidate should repeat all the CIAs again and only then the candidate will be allowed to write the End semester Examination. While others write the ESE, the candidate will repeat overall CIA.  After passing the CIA repeat (securing 38/70 marks) they have to appear for the ESE at the beginning of the consequent semester.
  • The pass percentage for ESE is 40%

MPC271N - RESEARCH PROPOSAL AND SUPERVISION (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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

Learning Outcome

CO1: identify a research problem

CO2: select appropriate research design to study the problem

CO3: write a research proposal and defend it

CO4: collect data in an ethical manner

Unit-1
Teaching Hours:15
Review of Literature and Problem Identification
 

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

Unit-2
Teaching Hours:15
Developing the Proposal
 

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

Text Books And Reference Books:

1. Hart, C (2006). Doing your Masters Dissertation, Sage, New Delhi

Essential Reading / Recommended Reading

1. Best, J, W & Khan, J, V. (2016). Research in Education,10th edition. Pearson Education

 

Evaluation Pattern

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.

 

MPC331N - CHILD AND ADOLESCENT COUNSELLING (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Learning Outcome

CO1: Identify developmental factors that influence counselling children and adolescents.

CO2: Apply counselling skills and techniques to work with children and adolescents

CO3: Interpret ethical and legal considerations involved in counselling children and working with their families

CO4: Describe the various categories of children with special needs, the services and interventions that counsellors can use

CO5: Develop individualized Education Plan (IEP) for children and adolescents with special needs

CO6 : Develop study skills and academic advising programs for students

CO7: Compare and Contrast the theories in career development

CO8: Apply the knowledge of consultation and collaboration models to develop services for children, adolescents, school staff and families

Unit-1
Teaching Hours:15
Counselling Process and Relationship
 

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

Unit-2
Teaching Hours:15
Counselling in Educational Context
 

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.

Unit-3
Teaching Hours:15
Learning and Teaching
 

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  

 

Unit-4
Teaching Hours:15
School based interventions and policies
 

 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 

 

Text Books And Reference Books:
  1. B Santrock, J.W. (2003). Educational Psychology. Boston: McGraw-Hill.
  2. Geldard, K., Geldard, D., & Foo, R. Y. (2013). Counselling Children: A Practical Introduction. SAGE 
  3. Woolfolk, A. (2007). Educational psychology (10th ed.). Boston, MA: Allyn & Bacon.
Essential Reading / Recommended Reading
  1. American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author.
  2. Asch M (2000) Principles of guidance and counselling (1sted) New Delhi: Sarup & Sons
  3. Bowe Frank G (2000). Birth to five – early Childhood special education, New York Delmar Publishers Inc.
  4. Cohen, L.G., & Spenciner, L.J (2003). Assessment of Children and Youth with Special Needs. Boston: Allyn & Bacon.
  5. Ferguson, S. (2002). What parents need to know about children. Dallas, TX: Ludic.
  6. Henderson D.A., Thompson C.L.: (2011) Counseling children. Brooks/Cole Cengage Learning, Belmont, CA .
  7. McClure, F. & Teyber, E. (2003). Casebook in child and adolescent treatment: Cultural and familial contexts. Pacific Grove, CA: Brooks/Cole.
  8. Naar-King, S., & Suarez, M.  (2011). Motivational interviewing with adolescents and young adults.  New York: Guilford. 
  9. Pattison S., Robson M., Beynon A. eds (2015): The handbook of counselling children and young people. SAGE, Los Angeles.
  10. Schmidt, J. (2008). Counseling in Schools: Comprehensive programs of responsive services for all students. Boston, MA, Allyn and Bacon.
  11. Sharry J. (2004) Counselling children, adolescents and families: A strengths-based approach. Sage Publications Ltd, London.
  12. Studer J.R.(2015) The essential school counselor in a changing society. SAGE, Los Angeles.
  13. Thompson, C. L., Rudolph, L. B., & Henderson, D. (2010). Counseling children. (8th ed.). Belmont, CA: Brooks/Cole.
  14. Vernon, A. (2009). Counseling children and adolescents (4th ed.). Denver, CO: Love Publishing
Evaluation Pattern

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   
Continuous Internal Assessment (CIA)
CIA 1: 30 marks
CIA 2: 30 Marks
Class participation: 5 marks

Attendance: 5 marks
 
All CIAs are must pass assessments with a passing grade of 50%.
If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components 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) 

MPC332N - COUNSELLING THEORIES AND TECHNIQUES - III (COUPLES AND FAMILIES) (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Learning Outcome

 

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

  • Trace the historical development of family therapy

  • Assess family dynamics in a structured manner

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

Unit-1
Teaching Hours:15
Unit 1
 

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

Unit-2
Teaching Hours:15
Unit 2
 

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

Unit-3
Teaching Hours:15
Unit 3
 

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

Unit-4
Teaching Hours:15
Unit 4
 

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

Text Books And Reference Books:

Nichols, M. P., & Davis, S. (2017). Family therapy: Concepts and methods (11th Ed). Pearson.

Essential Reading / Recommended Reading

Carter, B. & McGoldrick, M. (1999). The changing family life cycle. 3rd. Ed. Boston: Allyn and Bacon.

McGoldrick, M. & Gerson, R. (1999). Genograms in family assessment. 2nd. Ed. New York: Norton.
Gehart, D. R. (2013). Mastering competencies in family therapy: A practical approach to theory and clinical case documentationCengage Learning.
 
Satir.V.(2008) Satir Transformational Systemic TherapyPublisher: Science & Behavior Books
 
Steve de Shazer. (1982) Patterns of Brief Family Therapy: An Ecosystemic Approach. Guilford Publications
Napier, A.Y & Whitaker, C. (1988). The Family Crucible: The Intense Experience of Family Therapy.  New York:  Harper and Row.
 
Gottman, J. M., & Gottman, J. S. (2015). Gottman couple therapy. In A. S. Gurman, J. L. Lebow, & D. K. Snyder (Eds.), Clinical handbook of couple therapy (pp. 129–157). The Guilford Press.
Evaluation Pattern

Continuous Internal Assessment (CIA) - 70%

End semester examination (ESE) - 30%

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks

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

MPC351N - PSYCHOLOGICAL ASSESSMENT (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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.

Learning Outcome

CO1: Administer and interpret Intelligence tests

CO2: Administer and interpret Personality measures

CO3: Administer and interpret Aptitude and Career Interest scales

Unit-1
Teaching Hours:10
Unit I
 

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

Unit-2
Teaching Hours:20
Unit II
 

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

Unit-3
Teaching Hours:10
Unit III
 

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

Unit-4
Teaching Hours:20
Unit IV
 

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

Text Books And Reference Books:

Aiken, L.R., & Groth- Marnat, G. (2006). Psychological Testing and Assessment – twelfth edition. Boston, MA: Pearson.

Anastasi, A. & Urbina, S. (1997). Psychological testing. N.D.: Pearson Education.

Cormier, S.& Cormier, W.H. Interviewing Strategies for Helpers: Fundamental Skills And Cognitive- Behavioural Interventions (Counselling Series). Wadsworth Publishing Co.

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

Whiston, S.C (1999). Principles and applications of assessment in counselling, Wadsworth, Belmont. Brooks- Cole

Essential Reading / Recommended Reading

Test Manunals

Evaluation Pattern
  • All CIA’s are must pass CIAs
  • Minimum 50% of the mark is required to pass a CIA
  • Only those candidates with 50% marks in the previous CIA are allowed to write the next CIA. If they fail in one CIA, they have to repeat that CIA and pass it, in order to make them eligible to write the next CIA.
  • They have to score a minimum of 38/70 in the CIA overall, to make them eligible to write the End Semester Examination
  • If the student fails to get 38/70 in CIA overall, the candidate should repeat all the CIAs again and only then the candidate will be allowed to write the End semester Examination. While others write the ESE, the candidate will repeat overall CIA.  After passing the CIA repeat (securing 38/70 marks) they have to appear for the ESE at the beginning of the consequent semester.
  • The pass percentage for ESE is 40%

MPC352N - SUPERVISED PRACTICUM (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course description: The students will be at practicum sites 2 days a week. They will engage in  providing counselling services which include, individual counselling, group counselling and psycho-education. Two hours a week they will receive supervision at college in batches of 8-10 students. The students discuss cases seen at their practicum sites and elicit feedback from their peers and supervisors. 

Course objectives: This course will help the learner to gain a familiarity with various counseling skills, including assessment, conceptualization and planning interventions. It will also provide students an insight into transference and countertransference issues they may experience with their clients.

Learning Outcome

CO1: Elicit information from a client and prepare a structured case history and mental status examination report

CO2: Conceptualize cases using various theoretical perspectives

CO3: Plan interventions based on case conceptualizations

Unit-1
Teaching Hours:30
Unit 1
 

Case presentation and group supervision

Text Books And Reference Books:

Borders, L.D. & Brown, L.L. (2005).  New Handbook for Counselling Supervision. Lawrence Erlbaum Associates, New Jersey

Essential Reading / Recommended Reading

Jongsma Jr, A.E., Peterson,L. M., & Bruce, T.J (2006). The complete adult psychotherapy treatment planner, 4th Ed. Hoboken, NJ. Wiley.

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% 

ESE viva - 30 marks
The student must pass all the CIA components with an overall CIA mark of 33/65 (Excluding attendance 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)

MPC371N - RESEARCH MANUSCRIPT (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:6

Course Objectives/Course Description

 

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.

Learning Outcome

CO1: Collect data in an ethical manner

CO2: Carry out a field study, conduct the necessary data analysis and discuss the results.

CO3: Prepare a manuscript in scientific format for publication in a nationally/internationally reputed journal

Unit-1
Teaching Hours:30
Unit 1
 

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

Text Books And Reference Books:

Giles, D. (2013). Advanced research methods in psychology. Routledge

Essential Reading / Recommended Reading

Barker, C., & Pistrang, N. (2015). Research methods in clinical psychology: An introduction for students and practitioners. John Wiley & Sons.

Evaluation Pattern

Continuous Internal Assessment (CIA) - 70%

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)

MPC381N - SUMMER PLACEMENT (2022 Batch)

Total Teaching Hours for Semester:100
No of Lecture Hours/Week:0
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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

Learning Outcome

CO1: Understand the mental health related and other issues in our society

CO2: Identify the needs of underprivileged population.

CO3: Address the mental health issues among various communities.

CO4: Apply theoretical concepts to practice.

Unit-1
Teaching Hours:100
Field Work
 

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

Identify an Interest

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

Internship Report (20)

Weekly Reports (10)

Feedback by supervisor (5)

Presentation (15)

Total (50)

MPC431N - COUNSELLING INTERVENTIONS FOR SPECIAL POPULATIONS (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Course objectives: This course will help the learner: 
  • Understand addiction and deal more effectively with people addicted to various substances Understanding behavioural factors, disease prevention and health promotion in the context of a holistic philosophy of health
  • Inculcate basic theoretical understandings of sexuality and gender from an intersectional perspective  and engage with LGBTQIA+ people with enhanced sensitivity   

Learning Outcome

Unit-1
Teaching Hours:20
Substance Abuse counselling
 

Understanding Use, Abuse and Dependence; Types of Drugs; Early Identification (risk factors); Nicotine Dependence; Assessment tools and application; Counselling for Motivation Enhancement; Brief Intervention Therapy; Denial; Counselling Individuals; Relapse Dynamic & triggers; Processes in Recovery (refusal skills)

Unit-2
Teaching Hours:20
Health Counselling
 

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

Unit-3
Teaching Hours:20
Queer Affirmative Psychology Practice
 

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.

Text Books And Reference Books:

Capuzzi, D., & Stauffer, M. D. (2014). Foundations of addictions counseling. Pearson.

Shelley, E. Taylor. (1986). Health Psychology. MGH Miller, G. (2014). Learning the language of addiction counseling.
John Wiley & Sons.
 
 
Narrain, A., & Chandra, V. (2015). Nothing to fix: Medicalisation of sexual orientation and gender identity. SAGE Publications India.
Essential Reading / Recommended Reading

Alcoholic Anonymous World Services, Inc. (1980). The twelve steps and the twelve traditions. New York: AA World Services, Inc.

American Psychological Association (APA) Guidelines for Psychological Practice with Transgender and Gender Nonconforming People. 2015
 
Ranade, K. (2018). Growing up gay in urban India. Critical Psychosocial perspectives. Springer Singapore.
 
Kumar, P. (2021). Sexuality, Abjection and Queer Existence in Contemporary India. Routledge.
Evaluation Pattern

CIA-1 (30 marks)

CIA-2 (30 marks)
Class Participation (5 marks)
Attendance (5 marks)
ESE (30 marks)
All CIAs are must pass assessments, A grade of 50% is required to pass. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA.The student must pass all the CIA components and get a minimum of 33/65 including class participation marks to be eligible to write the ESE.  
The passing grade for the ESE is 40%. The students needs an overall grade of 50% to pass the course (ESE + CIA) 

MPC432N - TRAUMA INFORMED COUNSELLING (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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  

 

Learning Outcome

CO1: Understand the multidimensional impact of trauma and devise appropriate strategies for assessment

CO2: Develop integrated trauma treatment plans

CO3: Develop treatment and intervention plans to address child abuse and neglect

CO4: Illustrate the process involved in reporting child abuse and neglect

Unit-1
Teaching Hours:15
Introduction to trauma
 

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. 

Unit-2
Teaching Hours:15
Therapeutic Interventions for Trauma-I
 

Psychoeducation; Stability interventions; Crisis Intervention; Cognitive Interventions.

Unit-3
Teaching Hours:15
Therapeutic Interventions for Trauma-II
 

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

Unit-4
Teaching Hours:15
Child abuse & Trauma
 

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.

Text Books And Reference Books:

Levers, L. L. (2012). Trauma counselling: Theories and Interventions. New York: Springer Pub.

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

Essential Reading / Recommended Reading

ASPAC.  The ASPAC Handbook on Child Maltreatment, 3rd Edition.  (2010)  Sage Publications.

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.

Evaluation Pattern

Continuous Internal Assessment (CIA) - 70%

End semester examination (ESE) - 30%

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks

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

MPC433N - ENTREPRENEURIAL SKILLS FOR COUNSELLING PRACTISE (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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.

Learning Outcome

CO1: Assess the viability and challenges of a business in area markets.

CO2: Generate an ethical and sustainable business plan for a counselling practice.

CO3: Apply logistical, legal, and marketing knowledge and skills related to operation of a business.

Unit-1
Teaching Hours:15
Unit 1
 

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

Unit-2
Teaching Hours:15
Unit 2
 

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

Text Books And Reference Books:

McMahon G.,  Palmer S., Christine Wilding C. (2005)The Essential Skills for Setting Up a Counselling and Psychotherapy Practice. Routledge Publishers.

Essential Reading / Recommended Reading

Michael D.H., Pagano J (2016). The Entrepreneurial Therapist:Proven Strategies for Developing a Thriving Counseling Practice 

Evaluation Pattern

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

 

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

MPC441AN - ACCEPTANCE AND COMMITMENT THERAPY (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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.

Learning Outcome

CO1: Understand basic theoretical concepts underlying acceptance and commitment therapy

CO2: Conceptualize how ACT processes play a role in psychopathology and therapeutic change

CO3: Articulate and demonstrate specific acceptance and commitment therapy techniques

Unit-1
Teaching Hours:15
Unit 1
 

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

Unit-2
Teaching Hours:15
Unit 2
 

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

Text Books And Reference Books:

Hayes, S. C. (2004). Acceptance and Commitment Therapy, Relational Frame theory, and the third wave of behavioral and cognitive therapies. Behavior Therapy, 35, 637-638

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

Essential Reading / Recommended Reading

Luoma, J. B., Hayes, S. C., & Walser, R. D. (2017). Learning ACT: An acceptance and commitment therapy skills-training manual for therapists (Second Ed.). Oakland, CA: New Harbinger. 

Evaluation Pattern

Continuous Internal Assessment (CIA) 

CIA 1: 20 marks 

CIA 2: 25 Marks 

Class participation & Attendance: 5 marks 

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

MPC441EN - GRIEF THERAPY (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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

Learning Outcome

CO1: Demonstrate understanding of contemporary models of grief.

CO2: Demonstrate an in-depth understanding of death, dying, trauma and grief

CO3: Learn the needs of the grieving and how to help others remember with more love than pain

CO4: Use tools to create and lead grief groups and mentor clients one on one

Unit-1
Teaching Hours:15
Models of Grief
 

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

Unit-2
Teaching Hours:15
Tools in grief education
 

Dealing with grief. Contempraory approaches.

Text Books And Reference Books:

Gobey, F. & Casdagli, P. (1995). Grief, bereavement, and change: A quick guide. Cambridge : Daniels Publishing Kessler, D. (2019) Finding meaning:the sixth stage of grief. New Delhi. Scribner

 

Essential Reading / Recommended Reading

Dana,D. (2018). The polyvagel theory in therapy- Engaging the rythm of regulation. New york. Norton

Evaluation Pattern

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

MPC471N - COUNSELLING SUPERVISION SEMINAR (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

This course aims at providing group supervision to the counsellor trainees who are practicing in the field. It will follow a small group format where 6-8 students are supervised by one supervisor. Students will be asked to present cases they are seeing in the field.

Course Objectives

This course will help the learner

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

Learning Outcome

CO1: Conceptualize cases using multiple theoretical approaches

CO2: Recognize issues of transference and countertransference as it occurs

CO3: Engage in reflective practice

Unit-1
Teaching Hours:30
Supervision
 

Case presentation and Group Supervision

Text Books And Reference Books:

Jongsma Jr, A.E., Peterson,L. M., & Bruce, T.J. (2006). The complete adult psychotherapy treatment planner, 4th Ed, Hoboken, NJ. Wiley.

Jongsma Jr, A.E., Peterson,L. M.,Mc Innis, W.P., & Bruce, T.J. (2006). The adolescent psychotherapy treatment planner, 4th Ed, Hoboken, NJ. Wiley

Essential Reading / Recommended Reading

Borders, L D & Brown, L .L (2005) New Handbook for Counselling Supervision, Lawrence Erlbaum Associates, New Jersey

Evaluation Pattern

Students will be evaluated based on their level of engagement with their clients, their own personal and professional development over the course of the semester and their case presentations.

 

Total Marks -50

1) Supervisor Evaluation (15 Marks)

2) Site Supervisor Evaluation (15 Marks)

3) Post Course Assessment (15 Marks)

4) Attendance (5 Marks)

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

MPC481N - COUNSELLING INTERNSHIP (2022 Batch)

Total Teaching Hours for Semester:450
No of Lecture Hours/Week:0
Max Marks:200
Credits:8

Course Objectives/Course Description

 

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.

Learning Outcome

CO1: Demonstrate competence of counselling skills in applied settings.

CO2: Appreciate and respect the ethical guidelines of organizations with which they work

CO3: Demonstrate amicable relationship with their colleagues and co-workers

CO4: Coordinate effectively with their supervisors.

CO5: Effectively conceptualize the client?s concerns, demonstrate and apply counselling skills and write reports

Unit-1
Teaching Hours:0
Counselling Internship
 

Students will engage in supervised practicum

Text Books And Reference Books:

Borders, L D & Brown, L .L (2005) New Handbook for Counselling Supervision, Lawrence Erlbaum Associates, New Jersey

Essential Reading / Recommended Reading

Jongsma Jr, A.E., Peterson,L. M., & Bruce, T.J. (2006). The complete adult psychotherapy treatment planner, 4th Ed,  Hoboken, NJ. Wiley.

Jongsma Jr, A.E., Peterson,L. M.,Mc Innis, W.P., & Bruce, T.J. (2006). The adolescent psychotherapy treatment planner, 4th Ed,  Hoboken, NJ. Wiley

Evaluation Pattern

Evaluation would be done periodically by the supervisors

Evaluation Pattern: 
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. 

MPC482N - BLOCK INTERNSHIP (2022 Batch)

Total Teaching Hours for Semester:100
No of Lecture Hours/Week:0
Max Marks:50
Credits:2

Course Objectives/Course Description

 

This is a block placement for short field training. Students are required to search for, examine and carve their niche in the field related to their chosen specialization. The basic purpose is to create awareness for the students so that the career progression of the students and the growth of the discipline can both be realized.

Course Objectives

The course is intended to help students 

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

Learning Outcome

CO1: Choose their career path.

CO2: Demonstrate competence in providing counselling services to clients.

Unit-1
Teaching Hours:0
Field Placement
 

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.

Text Books And Reference Books:

NA

Essential Reading / Recommended Reading

NA

Evaluation Pattern

The students are expected to submit 

1) An interim report (minimum 15 days must be completed), summarising their learning and experiences at the internship site 

2) A certificate of completion as soon as the internship is over. 

Total Marks- 50

Minimum 50% marks are required to pass the course.

MPC483N - SEMINAR AND PUBLICATION (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:0
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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

 

Learning Outcome

CO1: Prepare a manuscript in scientific format for publication in a nationally/ internationally reputed journal.

CO2: Present and defend the study

Unit-1
Teaching Hours:0
Dissemination
 

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

Text Books And Reference Books:

Giles, D. (2013). Advanced research methods in psychology. Routledge

Essential Reading / Recommended Reading

Barker, C., & Pistrang, N. (2015). Research methods in clinical psychology: An introduction for students and practitioners. John Wiley & Sons

Evaluation Pattern

Continuous Internal Assessment (CIA) 

CIA 1: 20 marks 
CIA 2: 25 Marks 
Class participation & Attendance: 5 marks 
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will
have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.