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Faculty of Behavioral Sciences

Curriculum | M.Sc. Clinical/Counseling Psychology | Semester III

SEMESTER III

Paper 3.1 (A): Introduction to Clinical Psychology

Unit Content Learning Objectives Teaching Guidelines Teaching Methodology Teaching Hrs.
Introduction

Nature of the discipline Clinical Psychology, History: ancient views and recent developments.

Training and professional development, Code of conduct and Ethics guidelines in Clinical Psychology, Development of standards of Clinical Psychology in India.

Theoretical Models in Clinical Psychology: Psychoanalytic, Interpersonal,  Humanistic, Cognitive and Behavioural, Biological

Methods of research in Clinical Psychology

·         To explain the nature of the discipline Clinical Psychology, its historical and recent developments w.r.t to the world and India

·         To elucidate upon the training and professional development, ethics, code of conduct and the regulations of practise in India

·         To discuss the different models in the study of Clinical Psychology.

·         To describe the different methods of research in Clinical Psychology.

·         Discuss the nature of the discipline Clinical Psychology, its historical and recent developments w.r.t to the world and India

·         Elaborate upon the models in clinical psychology to explain the mental illnesses

·         Discuss the methods of research in clinical discipline of psychology

·         Didactic,

·         PowerPoint presentation,

·         Student Interaction Session

·         To make PowerPoint presentation of any research article of Clinical Psychology and present in class.

·         Make an assignment on different Objective tests used worldwide

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Assessment in Clinical Psychology

Role of assessments in Clinical Psychology; Origins of Clinical Assessment; Process of Assessment: planning, data-collection, interpretation, communication of findings.

Models and methods of assessment: traditional or norm referenced assessment- intelligence, achievement tests and tests for special abilities; Norm referenced objective personality measures;

Models and methods of assessment: Projective assessment; Behavioural Assessment; Neuropsychological assessment; Critical Evaluation of Standardized Psychological Tests

Clinical Interviewing: Purpose- Gathering Information for Assessment and Treatment, Establishing Rapport for Assessment and Treatment; Skills of the interviewer.

·         Elaborate upon the role assessments plays in the field of Clinical Psychology, process of assessment and the psychometric issues related to assessment.

·         Describe the different types of traditional and norm referenced assessments tools used in Clinical Psychology viz. intelligence tests, tests for achievement, tests of special ability and objective personality measures.

·         Explain the assessment using Projective tests, behavioural assessment, and neuropsychological assessment.

·         Critically evaluate standardized tests used in Clinical Psychology.

·         Elaborate upon Clinical Interviewing, its purpose, process and skills of an interviewer.

·         Share with students approaches of assessment in clinical settings to diagnose and understand the mental illness

·         Discuss the methods and techniques of assessment relevant in clinical populations

·         Didactic,

·         PowerPoint presentation,

·         Student Interaction Session

·         Make an assignment on different Projective techniques used worldwide

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Interventions and Specializations in Clinical Psychology

Interventions: Psychodynamic, Humanistic, Existential, Behavioral-Cognitive.

Interventions:  Group & Family.

Specializations: Clinical Neuropsychology, Clinical Health Psychology.

Specializations: Clinical Geropsychology, Forensic Psychology.

·         Describe the different types of psychological interventions done like Psychodynamic, Existential, Behavioural- Cognitive.

·         Explain about intervention done in individual setting and group setting.

·         The nature and purpose of the different specializations in Clinical Psychology.

·         Teach students the basic intervention approaches in clinical disorders like humanistic, psychodynamic, behavioural and cognitive

·         Elaborate to students about different specialization areas that work in parallel to clinical psychology and where clinical applications are required

·         Didactic,

·         PowerPoint presentation,

·         Student Interaction Session

·         Lecture of a Clinical Psychologist working in the field of Clinical Health Psychology, learning about the type of patients seen and the assessment and management done. Preparing report of the lecture.

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Paper 3.2 (A): Psycho-diagnostics

 

Unit Contents Learning Objectives (at the end of the course, the student shall be able to) Teaching Guidelines Teaching Method-

ology

Teaching Hrs.
1 Introduction to Psycho-diagnostic Assessment

Nature and scope; goals and purposes of assessment; process of diagnostic assessment in psychology

Classification, types and characteristics of psychodiagnostic methods; psychometric basis of assessment

Ethical aspects

Psychodiagnostic report writing.

·         Describe the nature, scope and classification of methods of psycho-diagnostic assessment

·         Enumerate the ethical aspects of assessing clients and precautionary measures against any legal implications

·         Write the diagnostic report

·         Discuss the basic concepts in psycho-diagnostic assessment, its need in clinical settings and ethical aspects to it

·         Guide students in writing diagnostic report for making them able to develop professional skill in presenting test findings

·         Didactic

 

·         Projective tests: TAT

·         Rorschach inkblot test / Holtzman inkblot test

 

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2 Interviewing and Behavioral Observation Methods

Interviewing: nature and principles – rapport, effective listening skills, effective verbal and non-verbal communication, effective responses; sources of error – reliability, validity, bias;

Types of interviews – initial intake, evaluation, structured clinical, case history, mental status examination, crisis, diagnostic, computer-assisted, exit or termination;

Behavioral observations – naturalistic observation, self-monitoring, controlled observation;

Behavioral checklists, inventories and questionnaires.

·         Describe Interviewing: nature and principles – rapport, effective listening skills, Types of interviews – initial intake, evaluation, structured clinical, case history, mental status examination, Behavioral observations – naturalistic observation, self-monitoring etc.

·         Describe the need of using different methods of assessment to carry out proper diagnostic assessment for therapeutic needs

·         Discuss the Interviewing: nature and principles – rapport, effective listening skills, effective verbal and non-verbal communication

·         Elaborate about the basic techniques of interviewing to help students equipped with tool of data gathering with clinical cases for help in getting a picture of their clinical conditions

·         Didactic,

·         Student Interactive session

 

·         Personality testing: MMPI, CPI/CAQ

·         Beck’s Depression Inventory / State-Trait Anxiety Inventory

 

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3 Intelligence and Neuropsychological Assessment

Intelligence: defining and measuring intelligence; types of intelligence – major theories

Intelligence tests: Stanford-binet scales; wechsler scales – WAIS, WISC, WPPSI; other individual tests of ability;

Neuropsychological testing: overview of neuropsychology; approaches to neuropsychological evaluation; batteries – halstead-reitan, luria-nebraska, bender-gestalt visual motor; boston process approach;

Indian tests; application of neuropsychological tests.

 

·         Describe and conduct the intelligence tests and neuropsychological assessments and their applications

·         Tell the various aspects of cognitive testing focusing on intelligence and neuropsychological domains

·         Delineate the methods useful in clinical settings for comprehensive cognitive assessment with the help of various tests

·         Discuss the types of tests and their method of conduction

·         Help them identify the right test for right purpose

·         Remove the confusions regarding overlapping nature of constructs and the need for comprehensive evaluation of neuropsychological domains in daily clinical care

·         Demonstrate the complex conduction of neuropsychological and intelligence tests using Indian versions and getting students equipped with them

·     Didactic

·     Small group discussion

·     Students’ seminar

 

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Paper 3.3 (A): Psychotherapy I

 

Unit Contents Learning Objectives (at the end of the course, the student shall be able to) Teaching Guidelines Teaching Method-

ology

Teaching Hrs.
1 Introduction to psychotherapy

Basics of psychotherapy, issues and ethics in psychotherapy

Therapeutic alliance, therapist-client relationship, role of a therapist

Historical developments in psychotherapy, three waves of psychotherapy

Evidence-based psychotherapies, randomized controlled trials

·         Describe basics of psychotherapy, therapeutic alliance, therapist-client relationship, role of a therapist, characteristics of a therapist, managing personal conflicts and biases in therapy

·         Enumerate the issues and ethics in psychotherapy, need of legal platform for protection of privacy and confidentiality, prevent misuse of personal information and know the rights of mentally ill in psychotherapy

 

·         Discuss the basics of psychotherapy, therapeutic alliance, therapist-client relationship, role of a therapist to give insight to students into the complex interplay of emotions and thoughts in a therapy session,

·         Make them aware about the duties and responsibilities of a therapist and ways to manage personal biases from interfering in therapy

·         Didactic

·         Small group discussion

·         Students’ seminar

·         Free association / Dream interpretation

·         Cognitive restructuring of a case

 

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2 Psychodynamic Therapy

Freudian psychoanalysis, free association, dream interpretation, defense mechanisms

Managing transference and countertransference, unconscious conflicts, resistance

Contributions of neo-freudians: relational therapy, object relations therapy, self-psychology

Therapy with borderline, narcissistic and schizoid personalities; brief psychodynamic therapy

·         Describe the Freudian psychoanalysis, basic techniques developed by Freud in assessing and treating the client, different problem areas that can be intervened using psychoanalysis

·         Managing transference and countertransference, overcoming personal limitations and therapist’s past conflicts from interfering in therapy session

·         Contributions of neo-freudians in elaborating and improving the Freudian concepts and advancing the ideas of the unconscious

 

·         Discuss the Freudian psychoanalysis, its development and how freud developed his techniques and ways of using it

·         Managing transference and countertransference, importance of these two processes and problems that may arise out of mismanaging them

·         Contributions of neo-freudians in expounding the early concepts of freud by focusing on limitations in Freudian thinking and his narrow focus on family dynamics and complexes

·     Didactic

·     Small group discussion

·     Students’ seminar

 

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3 Cognitive-Behavioral Therapy

Behavior therapy: principles and historical development;

Techniques of behavior therapy: reinforcement, differential reinforcement, punishment, aversion therapy, brief and prolonged exposure, assertiveness training, skills training, token economy

Cognitive therapy: theoretical background, principles and historical developments

Process of cognitive therapy: evaluating automatic thoughts and assumptions, challenging beliefs and biases, homework

·         Describe behavior therapy: principles and historical development; techniques of behavior therapy and their common applications in disorders,

·         Explain cognitive therapy, its theoretical background, principles and historical developments in its applications and widespread popularity as a common modality of therapy

·         Describe the process of cognitive therapy to be implemented in clinical settings

·         Discuss the behavior therapy, its principles and historical developments;

·         techniques of behavior therapy, for making students equipped with basic understanding of its applications and approach

·         Help students gain understanding of  cognitive therapy, its theoretical background, principles and historical developments

·         Process of cognitive therapy, that may be useful to them in future

·         Didactic

·         Small group discussion

·         Students’ seminar

·         Systematic desensitization

·         Hierarchy of fears

 

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Paper 3.4 (A): Neuropsychology

Unit Contents Learning Objectives (at the end of the course, the student shall be able to) Teaching Guidelines Teaching Method-

ology

Teaching Hrs.
1 Introduction to Neuropsychology

Nature and concept of neuropsychology, past history, current status and scope of neuropsychology.

 

Topography of brain – hind brain, mid brain, and forebrain

 

Cerebral cortex and its lobular organization, cerebral dominance

 

Neurotransmitters – classical, amino acids, neuropeptides; synaptic transmission

·         Describe the nature and concept of neuropsychology, relationships of brain and behavior, history of discipline, current status and scope of neuropsychology, and its implications in clinical settings,

·         Describe the topography of brain, its basic structures and mechanisms of function based on neuronal functions

·         Enumerate the nature and types of neurotransmitters, its mechanism of action and uses

 

·         Discuss the nature and concept of neuropsychology, its historical stages of development, current status and scope of neuropsychology, benefits of studying neuropsychology and its utility in clinical settings for rehabilitation

·         Explain the topography of brain for getting a grasp of relationships of brain and behavior, basis of behavior deficits caused by brain injuries

·         Discuss the action and importance of neurotransmitters

 

·     Didactic

·     Small group discussion

·     Students’ seminar

 

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2 Neuropsychiatric Disorders

Dementias—types and classifications, symptoms, causes and management

 

Cerebrovascular disorders: ischemia, thrombosis, hemorrhage – symptoms, causes, management

 

Disorders of sleep and arousal – symptoms, causes, management

 

Tumors of the brain: types; head trauma: open head and closed head injuries – symptoms, causes, management

·         Describe the Dementias

Cerebrovascular

disorders

Disorders of sleep and arousal

Tumors of the brain – their symptoms, causes, assessment methods and treatment methods

·         Develop an understanding about common brain disorders and their management

 

Discuss the Dementias

Cerebrovascular

disorders

Disorders of sleep and arousal

Tumors of the brain, importance of studying these disorders as an introduction to the complexity of brain-behavior relationships

Aid students in understanding of symptoms, causes, assessment and management of these diseases

 

·     Didactic

·     Small group discussion

·     Students’ seminar

 

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3 Assessment, Treatment and Neuropsychological Rehabilitation.

Methods of investigation: electroencephalograph, evoked potentials, CT Scan, MRI, PET Scan

 

Halsted-Reitan neuropsychological battery, Luria-Nebraska neuropsychological battery

 

Brain Plasticity, Cognitive retraining and remediation.

 

Neuropsychological recovery and rehabilitation, Neuro-psychotherapy

·         Describe the Methods of investigation: electroencephalograph, evoked potentials, CT Scan, MRI, PET Scan

Halsted-Reitanneuropsychological battery, Luria-Nebraska neuropsychological battery,

·         Demonstrate one of these tests to show understanding of their conduction and acquire sharp diagnostic skills

 

·         Discuss the Methods of investigation: electroencephalograph, evoked potentials, CT Scan, MRI, PET Scan

Halsted-Reitan neuropsychological battery, Luria-Nebraska neuropsychological battery

·         Help students gain a unique understanding of assessing neuropsychological deficits with the use of tests and develop the skill required for that

 

·         Didactic

·         Small group discussion

·         Students’ seminar

 

·         AIIMS Neuropsychological battery

·         PGI Battery of Brain Dysfunction

·         Bender Visual Motor Gestalt Test

·         Colourstroop test

 

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Paper 3.5 (A): Field Training (Clinical)

 

Unit Contents Learning Objectives (at the end of the course, the student shall be able to) Teaching Guidelines Teaching Method-

ology

Time (in Hrs.)
1 Field work training in a clinical setting like hospital, clinic, NGO, or a rehabilitation center ·         Take detailed case histories of clients with different psychological problems

·         Interview clients using different techniques

·         Guide in taking case histories in detail focusing on all aspects with equal importance

·         Teach basic interviewing skills

·         Supervision,

·         Case discussions and presentations,

·         Role play,

·         PBL

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2 Report writing of 10 fully worked-up cases with at least 4 different disorders and summary of test findings ·         Write detailed case reports including case details, assessment findings ·         Report writing by carefully elaborating on all the important details and administration of assessments ·         Supervision,

·          case discussions and presentations

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SEMESTER III

Counseling Specialization

 

Paper 3.1 (B) : Introduction to Guidance and Counseling

 

Unit Contents Learning Objectives (at the end of the course, the student shall be able to) Teaching Guidelines Teaching Method-

ology

Teaching Hrs.
1 Introduction to Guidance

Concept, characteristics and types of guidance

 

Need, classification, functions and scope of guidance

 

Areas of guidance: education, vocation, relationships, promotion of health, personal problems, marriage

 

Guidance of adolescents, problem children, backward children, gifted children, career guidance

·         Describe the concept, characteristics and types of guidance

·         Need, classification, functions and scope of guidance

·         Areas of guidance: education, vocation, relationships, promotion of health, personal problems, marriage

 

·         Discuss the concept, characteristics and types of guidance

·         need, classification, functions and scope of guidance

·         Areas of guidance: education, vocation, relationships, promotion of health, personal problems, marriage

 

·         Didactic,

·         interactions with students,

·         role play

 

·         Provide educational guidance to a pre-adolescent child

·         A case study in any guidance area

 

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2 Introducing Counseling

Foundations: nature, definitions, history

 

Formal vs informal helping, counseling and psychotherapy: similarities and differences

 

Art and science of counseling: quantitative and qualitative research, counseling as storytelling

 

Ethical and legal issues in counseling

·         Describe the formal vs informal helping, different problems that can be tackled through counseling and its need in today’s times,

·         Differences and similarities between counseling and psychotherapy: their relevance and need

·         Art and science of counseling, using research in psychotherapy and developing the skills of a counselor or a therapist

 

·         Discuss the formal vs informal helping,

·         Counseling and psychotherapy: similarities and differences

·         Art and science of counseling, how students can develop skills required to become a counselor, how they can utilize research findings in therapy

 

·         Didactic,

·         interactions with students,

·         role play

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3 Effective Guidance and Counseling

Therapeutic relationship: skills and dimensions

 

Role of a counselor, becoming an effective counselor

 

Overcoming barriers in counseling, managing transference and counter-transference

 

Developing a personal approach to counseling from multicultural perspective: eight stage model

·         Describe the therapeutic relationship: skills and dimensions required to become a good counselor

·         Role of a counselor in a client’s life, his responsibilities

·         Overcoming barriers in counseling, understanding the need to work on oneself to become a good counselor

·         Developing a personal approach to counseling from multicultural perspective

 

·         Discuss the therapeutic relationship, the skills and dimensions necessary for a counselor

·         Role of a counselor in overcoming client’s problems and his presence in client’s life

·         Overcoming barriers in counseling, relieving personal conflicts for effective counseling

·         Developing a personal approach to counseling from multicultural perspective

 

·         Didactic,

·         interactions with students,

·         role play

 

·         Role play the skills of counselor

·         Observe a counseling session and identify the dimensions of therapeutic relationship

 

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Paper 3.2 (B): Assessment in Counseling

 

Unit Contents Learning Objectives (at the end of the course, the student shall be able to) Teaching Guidelines Teaching Method-

ology

Teaching Hrs.
1 Introduction & Methodology of Assessment

Historical overview and testing as a profession

 

Testing standards and ethics

 

Test design and construction

 

Test administration and standardization

·         Describe the historical overview of assessment in counseling and making testing a profession

·         Describe the testing standards and ethics, test designing and steps in test construction

·         Understand the process of test administration and standardization

·         Discuss the Historical overview of psychological testing and its application in counseling

·         How to make testing a profession, Testing standards and ethics, Test design and construction

·         Test administration and standardization

·         Didactic

·         Small group discussion

·         Students’ seminar

 

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2 Assessment of Cognitive Abilities

Intelligence tests – individual and group tests

 

Assessing intellectual disabilities, learning disabilities, giftedness and creativity

 

Achievement tests, batteries and achievement in specific areas

 

Aptitudes and testing special abilities – sensory, perceptual, differential aptitude batteries

·         Describe the use and conduction of Intelligence tests, their applicability in counseling settings and benefits of assessing intelligence

·         Assessing intellectual disabilities, learning disabilities for the diagnosis and intervention of disabled children

·         Know the achievement tests for use in schools and educational settings

 

·         Discuss the Intelligence tests, their mode of conduction, and application areas for effective counseling

·         Assessing intellectual disabilities and learning disabilities for helping children learn and manage their disability

·         Discuss about achievement tests for use in educational settings

 

·         Didactic

·         Small group discussion

·         Students’ seminar

 

·         Administering CPM/SPM by Raven

·         Design and conduct an achievement test of basic concepts on a child

 

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3 Interest and Personality assessment

Vocational interests – Strong Inventory, Kuder interest inventory, general purpose inventories

 

Personality testing – objective personality inventories, projective techniques

 

Attitudes and values assessment

 

Other procedures – observation, interviews, case studies, comprehensive assessment procedures

·         Describe the various techniques of data collection in counseling for use like Vocational

·         Interests, Personality

·         Testing, Attitudes

·         values assessment and use of observations and interviews and case studies

·         Explain the use of these tests and their applicability in counseling

·         Describe their properties and how to conduct them

 

·         Discuss the uses of assessment procedures for use in counseling like Vocational

·         Interests, Personality

·         Testing, Attitudes

·         values assessment

·         Help students know various tests and their proper manner of conduction and applications

 

·     Didactic

·     Small group discussion

·     Students’ seminar

·         Administering an interest inventory

·         Assessment of values

 

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Paper 3.3 (B): Approaches to Counselling I

 

Unit Contents Learning Objectives (at the end of the course, the student shall be able to) Teaching Guidelines Teaching Method-

ology

Teaching Hrs.
1 Psychodynamic Approach

Views and Development of Psychodynamic approach

 

Theories of human nature and personality: Sigmund Freud, Erikson ,Karen Horney and Winnicott.

 

Therapeutic relationship

 

Techniques and limitations of psychoanalysis.

·         Describe the Views and Development of Psychodynamic approach, basic techniques of psychoanalysis, its use in counseling and relevance in client’s problems

·         Elaborate upon the contributions of neo-freudians and the application of their knowledge and concepts in counseling

·         Describe the limitations of psychoanalysis and its alternatives

 

·         Discuss the Views and Development of Psychodynamic approach for helping stuents know the importance of unconscious mind and its role in causing personal conflicts,

·         Guide them to know how by bringing the content of unconscious to the conscious awareness can relieve personal prolems areas

 

·     Didactic

·     Small group discussion

·     Students’ seminar

 

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2 Behavioural Approach

Views and Evolution of behaviouralapproach.

 

Behavioural theories of human nature and personality: Ivan Pavlov and Skinner.

 

Therapeutic relationship.

 

Techniques and limitations of behaviouralapproach.

 

·         Describe the behavioiral approach and its techniques

·         Enumerate the principles of behavior therapy and their applications in treating and managing different problematic behaviors in children as well as adults

·         Describe the contributions of skinner and pavlov in advancing behavior therapy

·         Discuss the principles and techniques of behavior therapy

·         Guide students in applying the theoretical principles in handling problematic behaviors by developing therapeutic skills and knowledge

 

·     Didactic

·     Small group discussion

·     Students’ seminar

 

·         Interest /Aptitude tests.

·         Case study by using any counselling approach.

·         Report writing on counselling sessions by using appropriate techniques.

 

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3 Humanistic Approach

Views and Evolution of Humanistic Approach.

 

Humanistic theories of human nature and personality: Carl Roger and Abraham Maslow.

 

Therapeutic relationship.

 

Therapeutic techniques and limitations of humanistic approach.

·         Describe the humanistic approach and its techniques

·         Demonstrate the understanding of various aspects of humanistic approach and perceiving the client as potentially capable of managing his/her own problems

·         Show how therapeutic relationship can be established from a humanistic viewpoint

·         Discuss the principles and techniques of humanistic therapy

·         Guide students in applying theoretical principles of humanism in dealing with client’s problems

·         Helping them develop openness to client’s problems with non-judgmental perspective

·         Didactic

·         Small group discussion

·         Students’ seminar

·         A report on workshop on Therapeutic interventions.

 

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Paper 3.4 (B): Counseling Process

 

Unit Contents Learning Objectives (at the end of the course, the student shall be able to) Teaching Guidelines Teaching Method-

ology

Teaching Hrs.
1 Initial Stages and Rapport building

Conduction of first session and note taking

 

Developing communication and attending skills

 

Training in one to one relationship and understanding the client

 

Learning basic and advanced empathy

·         Describe the conduction of first session and developing communication skills

·         Show the importance of developing skills in aiding with counseling process

·         Describe the steps of initiating a session and various aspects relevant to its successful rapport formation with a client

·         Discuss the conduction of first session, importance of developing rapport in the first session, skills to help client becoming comfortable in sharing personal problems with the counselor

·         Developing communication skills to help client share and solve problems

·         Didactic

·         Small group discussion

·         Students’ seminar

 

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2 Developing Counseling Goals

Assessing client problems

 

Process and outcome goals

 

Skills associated with developing goals and client’s participation

 

Growth of the client

·         Describe how to develop counseling skills

·         Describe the factors brought under consideration for setting goals and which are relevant to client

·         Focus on client’s growth and narrowing the conversations to core problem areas

·         Discuss the basic skills of counseling and how to develop them to lead a good counseling session

·         Guide students in knowing how goals can be set in a counseling session to achieve better outcomes in client’s life

·         Didactic

·         Small group discussion

·         Students’ seminar

·         Conducting first interview with counselee

·         Preparing a note taking report for a problem

·         Recording of the follow-up sessions – emotional and cognitive domains

 

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3 Termination and Follow-up

Preparing the client for termination

 

Discussing outcome criteria and client’s satisfaction

 

Follow-ups and proper referrals

 

Preventing the relapse of problems

·         Describe the termination of sessions, factors to consider while terminating, need and time of termination, client’s willingness to terminate sessions, reasons for terminations

·         Elucidate the need of follow-ups, their frequency and reasons, client’s problem and its relation to foloow-up

·         Discuss the termination needs and follow-ups

·         Teach them how successful termination can be achieved without losing clients and their focus on improvement

·         Discuss with them the need of follow-ups and their significance in relapse prevention

·         Didactic

·         Small group discussion

·         Students’ seminar

·         Microskills testing on audio instruments – listening and telling

 

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Paper 3.5 (B): Field Training (Counseling)

 

Unit Contents Learning Objectives (at the end of the course, the student shall be able to) Teaching Guidelines Teaching Method-

ology

Time (in Hrs.)
1 Field work training in a counseling setting like hospital, school, NGO, child guidance center or a health care center ·         Take detailed case histories of clients with different psychological problems

·         Interview clients using different techniques

·         Guide in taking case histories in detail focusing on all aspects with equal importance

·         Teach basic interviewing skills

·         Supervision,

·         Case discussions and presentations,

·         Role play,

·         PBL

6
2 Report writing of 10 fully worked-up cases with at least 4 different disorders and summary of test findings ·         Write detailed case reports including case details, assessment findings ·         Report writing by carefully elaborating on all the important details and administration of assessments ·         Supervision,

·         case discussions and presentations

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