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Faculty of Behavioral Sciences

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

SEMESTER IV

Clinical Specialization

Paper 4.1(A): Childhood Disorders

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

Defining the disorders of infancy, childhood and adolescence, Psychopathology and Developmental Psychopathology

Models of child psychopathology: Physiological, Psychodynamic, Behavioural and Cognitive, Humanistic, Family, Socio-cultural

Assessment and Diagnosis in Children and Adolescents: nature, techniques of assessment: interview, standardized tests, observation

Interventions in Children and Adolescents: Primary, secondary and tertiary intervention; Working with children, parents and families, Working with schools and communities

·         Explain about psychopathology, developmental psychopathology and nature of the disorders of infancy, childhood and adolescence

·         To explain the different models of child psychopathology

·         To elaborate upon assessment and diagnosis in case of children.

·         To describe the different techniques of assessment.

·         To explain the different type of interventions with children and adolescents with focus also working with their family and immediate environment.

·         Discuss the disorders of infancy, childhood and adolescence, clinical picture and etiological basis of childhood disorders.

·         Discuss the models of explaining childhood disorders which are prevalent in clinical psychology like biological, psychodynamic, behavioural and cognitive

·         Provide an overview of assessment techniques and aid students with knowledge of diagnostic criteria for identifying mental illnesses and problem behaviors

·         Discuss the intervention strategies for treating childhood psychopathology

·         Didactic,

·         PowerPoint presentation,

·         Student Interaction Session

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Neurodevelopmental disorders

Intellectual disability: types according to severity of intellectual disability, symptoms, causal factors, management

ADHD and tic disorder:  prevalence, symptoms, causal factors, management

Autism spectrum disorder: types, prevalence, symptoms, causal factors, management

Specific Learning Disability: types, prevalence, symptoms, causal factors, management

·         1. Describe the various types of neurodevelopmental disorders that include Intellectual disability, ADHD, tic disorder, Autism Spectrum Disorder and Specific Learning Disability.

·         2. Elaborate upon the symptoms, causal factors, prevalence, and management of the above mentioned neurodevelopmental disorders.

·         Discuss the neurodevelopmental disorders of childhood like autism, adhd, learning disability etc

·         Help students in knowing the assessment strategies and treatment plans of for neurological based conditions

·         Didactic,

·         PowerPoint presentation,

·         Student Interaction Session

·         Social inhibition and shyness in pre-school children

·         Separation syndrome in infants

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Other Child and Adolescent Psychopathologies

Anxiety and Mood disorders:  Separation anxiety disorder, Selective Mutism, Phobia, Depressive Disorder, Bipolar Disorder- symptoms, causal factors, management

Elimination disorders: Enuresis, encopresis- symptoms, causal factors, management

Disruptive, impulse-control and conduct disorders: types, prevalence, symptoms, causal factors, management

Problems with onset in late Childhood or Adolescence; Eating disorders, Substance Use disorders: types, prevalence, symptoms, causal factors, management

·         Explain about different child and adolescent psychopathologies including Mood disorders, Anxiety Disorders, Elimination disorders, disruptive, impulse control and conduct disorders, eating disorders and substance use disorders.

·         Elucidate the symptoms, prevalence, causal factors and management of the above mentioned disorders of children and adolescents.

·         Detail students about psychopathologies related to anxiety, eating behaviors, substance use and elimination problems which are common in childhood and cause significant distress in families

·         Discuss the behavioural problems of adolescent phase of life and ways to assess and overcome such psychopathologies

·         Didactic,

·         PowerPoint presentation,

·         Student Interaction Session

·         Checklist of behavioral problems – reporting from parents

·         Self-concept in adolescents

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1. The students will be able to:

2.       Have a practical exposure of the understanding of Clinical Psychology discipline

 

Paper 4.2(A): Psychotherapy II

 

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

ology

Teaching Hrs.
1 Group, Family and Couples Therapies

Group therapy: theoretical and historical developments; need of group therapy; role of group therapist

Selecting clients and building therapeutic groups; therapeutic factors; techniques of group therapy

Family therapy: theoretical and historical developments; role of family context in psychopathology, interviewing family members, Milan approach

Couples therapy: theoretical and historical developments; psychodynamic couples therapy; cognitive-behavioral couples therapy

·         Describe the principles, methods and techniques of Group therapy

Family therapy

Couples therapy

·         Brief about the applications of these systemic therapies and how they can tackle diverse client populations with focus on their areas of implementation

·         Enumerate the research ideas and basic concepts for conducting these therapies

 

·         Discuss the ideas and principles behind Group therapy

Family therapy, and Couples therapy, with elaborating on their historical foundations and techniques that are applicable in clinical as well as non-clinical settings

·         Discuss how psychopathologies may arise in relationships and how these can be eliminated

 

·     Didactic

·         Small group discussion

·         Students’ seminar

 

·         Couple interaction

·         Guided communication

 

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2 Humanistic and Existential Therapies

Humanistic therapy: theoretical and historical developments; goals and techniques

Existential therapy: theoretical and historical developments; goals and techniques

Client-centered therapy, gestalt therapy

Narrative therapy, logotherapy

·         Describe the principles and basis of humanistic, existential and narrative therapeutic approaches

·         Highlight their chief goals and applications in diverse populations with elucidating the need in various contexts

·         Overview about their cultural manifestations and needs to adapt them

·         Discuss the humanistic, existential and narrative therapeutic approaches

·         Guide students in knowing their differences as they have overlaps

·         Help them in identifying clients which can be suitable for particular therapeutic modality

·         Detail their cross-cultural implications

·         Didactic

·         Small group discussion

·         Students’ seminar

 

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3 Psychotherapy in Clinical Disorders

Neurotic conditions: depression, anxiety, eating disorders

Psychotic conditions: hallucinations, delusions

Substance abuse: alcohol and drug addiction

Personality and childhood disorders: cluster A, B, C; ADHD, autism

·         Describe the use of psychotherapy in clinical conditions

·         Explain the general applicability of psychotherapeutic techniques in various clinical settings

·         Explain how specific techniques can be utilized for treating specific psychopathological conditions

·         Discuss the techniques in psychotherapy for treatment of clinical conditions

·         Guide in selecting appropriate modality and technique for dealing with specific and complex forms of psychopathologies

·         Didactic

·         Small group discussion

·         Students’ seminar

·         Being – self-perception

·         Narratives of positive and negative significant events

 

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Paper 4.3 (A): Personality Disorders

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

Nature of personality disorders:Criteria for diagnosis of a Personality disorder; Classification, Comorbid conditions

Assessing the Dimensions of Personality disorders: Millon’s evolutionary model, big five model and the five factors model, Cloninger’s seven factor model, Rorschach descriptive model

Etiology: genetic predisposition, attachment experience, traumatic events, socio-cultural and political forces, development and course of personality disorders

Culture and Gender related issues in diagnosis of Personality Disorders, Current debates in Personality disorders

·         Explain the nature of personality disorders, diagnostic criteria for different personality disorders and comorbid conditions

·         Describe the different etiological factors that are linked to development of personality disorders

·         Explain about the dimensions from different psychological tests that give indications towards personality disorders

·         Elaborate upon culture and gender related issues in the diagnosis of personality disorders

·         Discuss the Nature of personality disorders: Definition, Criteria for diagnosis of a Personality disorder; Classification of these disorders

·         Provide a rationale for using different assessment techniques in diagnosing and identifying psychopathology of personality

·         Explain the techniques of therapy that can be specifically applicable to different forms of personality disturbances

·         Didactic,

·         PowerPoint presentation,

·         Student Interaction Session

·         . Millon’s Clinical Multiaxial Inventory administration and report formation

·         International Personality Disorder Evaluation administration and report formation

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Personality disorders

Paranoid Personality disorder: Clinical description, Prevalence, Etiology, Treatment, Course

Schizoid and Schizotypal Personality disorders: Clinical description, Prevalence, Etiology, Treatment, Course and Prognosis

Anti-social Personality Disorder: Clinical description, Prevalence, Etiology, Treatment, Course and Prognosis

Narcissistic Personality: Clinical description, Prevalence, Etiology, Treatment, Course and Prognosis

·         Explain Cluster A and B personality disorders including Paranoid Personality disorder, Schizoid Personality disorder, Schizotypal Personality disorder, Anti-social Personality disorder and Narcissistic Personality disorder.

·         Discuss about the prevalence, causal factors and treatment measures of the above mentioned personality disorders

·         Discuss in detail the specific disorders of personality on clusters A, B, C

·         Explain their clinical picture and difficulties in diagnosing them and how testing can help in identifying core psychopathology

·         Help in understanding management strategies of personality disturbances

·         Didactic,

·         PowerPoint presentation,

·         Student Interaction Session

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Others Personality Disorders

Histrionic Personality Disorder: Clinical description, Borderline Personality organization, Prevalence, Etiology, Treatment, Course and  Prognosis

Borderline Personality: Clinical description, Borderline Personality organization, Prevalence, Etiology, Treatment, Course and  Prognosis

Obsessive Compulsive Personality disorder :Clinical description, Prevalence, Etiology, Treatment, Course and  Prognosis

Dependent Personality Disorder and Avoidant Personality Disorder: Clinical description, Prevalence, Etiology, Treatment, Course and  Prognosis

·         Describe cluster B disorders that include Borderline Personality disorder and Histrionic Personality disorder, their diagnostic criterion, causal factors, course and treatment measures

·         Elaborate upon the three types of cluster C personality disorders i.e. Obsessive Compulsive Personality Disorder, Dependent personality disorder and Avoidant Personality disorder,  their prevalence, causal factors, treatment measures and prognosis.

·         Discuss the various personality personality disorders not covered in previous unit and

·         Help students in diagnosing and management of specific forms of these psychopathologies

·         Help them in identifying these psychopathologies in daily life

·         Didactic,

·         PowerPoint presentation,

·         Student Interaction Session

·         Case study of any case of Personality Disorder

·         Assignment on differential diagnosis of the different personality disorders

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Paper 4.4 (A): Psychological Interventions

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

ology

Teaching Hrs.
1 Systemic and Eclectic Approach

Meaning of psychological interventions; Systemic therapies: group, family, and couple therapy

Eclectic: Meaning of eclectic approach, Hill and O’Brien’s three stages model, experiential therapy

Positive psychological interventions – savoring, gratitude writing, story writing, resilience building

Sensory therapy: arousal mood disorder, ADHD

·         Describe the meaning of psychological interventions; their applications and types,

·         Briefly describe systemic therapies: group, family, and couple therapy and explain how psychopathologies of the relationships develop and can be treated

 

·         Describe the Meaning of psychological interventions; Systemic therapies: group, family, and couple therapy

·         Orienting pupils from individual to group levels, and how they can implement techniques in dealing with relationships

 

·     Didactic

·     Small group discussion

·     Students’ seminar

 

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2 Self-management approach

Life coaching – dietary practice, leisure, exercise, work schedules

Emotion focused therapy, emotional self-regulation, cognitive enhancement technique: priming and mnemonic

Yoga – breathing exercises, asanas

Meditation – vipassana, dhyana, mindfulness

·         Describe the self-management approaches to heal personal distress and tensions, including handling of psychopathologies using modalities like life coaching, emotion focused therapy, emotional self-regulation

·         yoga, and meditation

·         Discuss the ways of managing mental distress through self-management techniques like life coaching

·         Emotion focused therapy, emotional self-regulation, yoga, meditation

·         Help students in knowing and practicing these techniques for self-healing and developing resilience and holistic approach

·         Didactic

·         Small group discussion

·         Students’ seminar

 

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3 Other interventions

Music therapy, art and play therapies, psychodrama

Biofeedback, transcranial magnetic stimulation, Jacobson Progressive Muscular Relaxation

Psycho-educative programme – preventive strategies, self-help groups

Computer Assisted Therapy (CAT), Internet based Psychotherapy – online support group, online consultation, Mobile applications for interventions

·         Describe the intervention procedures that may be augmented with common therapies like music therapy, art and play therapies, psychodrama

·         biofeedback, transcranial magnetic stimulation, Jacobson Progressive Muscular Relaxation

·         Psycho-educative programme – preventive strategies, self-help groups

·         Computer Assisted Therapy (CAT)

·         Discuss the associated procedures of therapies that can be supplemented with traditional approaches like music therapy, art and play therapies, psychodrama

·         Biofeedback, transcranial magnetic stimulation, Jacobson Progressive Muscular Relaxation

·         Psycho-educative programme – preventive strategies, self-help groups

·         Computer Assisted Therapy (CAT)

·         Didactic

·         Biofeedback – any one biological parameter: EMG/GSR

·         JPMR

·         Prana exercises, shavasana, brahmasana

·         Enacting a psychodrama for positive emotions

 

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SEMESTER IV

Counseling Specialization

Paper 4.1(B): Areas of 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 Career Counselling

Meaning, nature and scope.

career counselling; with school and college students; career awareness programs.

Assessment; intelligence, aptitude and personality testing; theoretical overview.

Codes of ethics in career counselling.

·         Describe the meaning, nature and scope of career counseling with school and college students; use and implementation of career awareness programs

·         Explain the assessment of career related problems and psychological factors in guiding to develop a successful career

·         Discuss the meaning, nature and scope of career counselling; working with school and college students; developing career awareness programs to assess and guide in career choices ·         Didactic

·         Small group discussion

·         Students’ seminar

·         Administration of vocational interest schedule

·         DAT – on any three aptitudes

 

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2 Counselling with Adolescents and adults

Adolescence-characteristics developmental criteria-causes-physical, emotional, social and sexual changes.

Adolescents: Adjustment issues with family.

Role of counselling for adults; relationship issues

Therapeutic approaches; psychoanalytic, Jung’s individuation and Narrative approaches.

·         Describe the counseling approaches with adolescents and adults

·         Explain the assessment strategies of adolescent problems, their causes and treatment techniques

·         Describe the common problems and ways of dealing with them in daily life

·         Discuss the counseling approaches with adolescents and adults

·         Emphasize the significance of handling problems and developing coping abilities during adolescence

·         Guide in managing problems in daily life

·         Didactic

·         Narrations and storytelling – identifying themes and categories

·         Preparing a genogram of the family of a client – identifying continuities with minor details of cross-generational themes

 

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3 Couple Counselling and Family Counselling

Concept and nature of couple and family counselling.

Principles and therapeutic approaches of couple counselling.

Principles and role of genogram in family counselling.

Conciliation and divorce counselling.

·         Describe the concept and nature of couple and family counselling.

·         Explain the need, areas and techniques of systemic therapies

·         Describe the types of problems that can arise in relationships

 

 

·         Discuss the concept and nature of couple and family counselling with focus on their ideas that may guide in developing appropriate skills of counseling within relationships

 

 

·     Didactic

·     Small group discussion

·     Students’ seminar

 

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Paper 4.2(B): Approaches to Counselling II

 

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

ology

Teaching Hrs.
1 Cognitive Approach

Views and development of Cognitive Approach.

Cognitive theories of Human Nature and Personality: Aron Beck and Albert Ellis.

Therapeutic Relationship.

Therapeutic techniques and limitations of cognitive approach.

·         Describe the cognitive approach of counseling

·         Explain the principles and ideas behind cognitive approach

·         Know the contributions of pioneers in cognitive therapy

·         Develop conceptualization of problems from a cognitive perspective

·         Describe the cognitive approach of counseling

·         Guide in conceptualizing the problems from cognitive perspective

·         Help in identifying problems and making use of appropriate techniques

·         Didactic,

·         role play

·         Practical on –

·         Beck’s depression inventory.

·         Case study by using any counselling intervention.

 

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2 Integrative Approach

Concept of Integrative Approach.

Gestalt approach: Phenomenology and Existential Perspective, Gestalt Cycle.

Transactional analysis.

Multimodal approach: Arnold Lazarus.

·         Describe the integrative approach to counseling

·         Elaborate on the use of eclectic approaches for use in diverse contexts

·         Describe the need and goals of multimodal and transactional approach to counseling with displaying knowledge of their techniques

·         Detail the integrative approach to counseling

·         Emphasize the need and techniques of eclectic approaches

·         Discuss the methods of transactional and gestalt approaches

·         Didactic

·         Small group discussion

·         Students’ seminar

·         Report writing on counselling sessions by using transactional analysis.

·         A report on workshop on Gestalt Approach.

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3 Brief Counselling Interventions

Solution – focused counselling.

Narrative counselling

Crisis counselling

Group counselling.

·         Describe the brief counseling interventions, their need and uses

·         Explain the narrative and group based counseling approaches and their applications

·         Discuss the brief counseling interventions, their uses and need

·         Emphasize the techniques of brief approaches

·         Didactic

·         Small group discussion

·         Students’ seminar

 

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Paper 4.3 (B): Guidance &Counselling in Educational Settings

 

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

Historical background and evolution of counseling services in schools

Role of school counselors: counselors as educators; role of school psychologist

School counselors as facilitators of personal, emotional, physical, social development of students

Models and approaches of school counseling: behaviorist, client-centered, Adlerian, beck and ellis

·         Describe the basics of counseling services in schools, role of school counselors and psychologists, how school counselors can work as facilitators of personal, physical, and emotional development of students.

·         Enumerate the models and approaches of school counseling.

·         Discuss the basics of counseling in schools, explain the significance and role of counselors in schools as facilitators of overall development of students.

·         Provide details of approaches to counseling in schools

·         Didactic

·         Small group discussion

·         Students’ seminar

 

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2 Counseling Prekindergarten to Grade 5 children

Counseling in preschools, objectives and tasks, prevention of problems

Counseling for problems of affect: stressors, fears, separation anxiety

Counseling for relationship problems: bullying and aggression among peers, isolation, social withdrawal

Counseling for acting-out behavior problems: refusal, defiance, inability in delaying gratification

·         Describe the counseling from prekindergarten children to grade 5 kids.

·         Explain the common problems of students in this age group relating to emotions, relationships and other behavioral problems.

·         Discuss the counseling needs of students from prekindergarten children to grade 5 kids, with emphasis on common problems of emotions, relationships and behavior. ·         Didactic, SIS

·         Practical on – Vocational choice test

·         Psychomotor abilities – measurement of 2 sensory, 2 motor and 2 sensory-motor abilities

 

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3 Counseling in Middle and High school

Physical problems: Problems of adolescence, puberty and hormonal changes, tackling physical changes and accepting differences, body image, eating disorders

Identity problems: Identity formation, Erik Erikson’s theory of identity development, identity crisis, sexual and gender identity, academic stress and career conflicts

Parent-child and peer relationship problems: divorce of parents, social anxiety and social withdrawal, popularity and fitting in, bullying

Heterosexual relationships problems: love and sexuality, teen pregnancy, dating, attachment, infatuation and attraction to opposite sex

·         Describe the counseling of middle and high school students.

·         Explain the common problems of this age group relating to physical changes, identity issues and relationship problems..

·         Discuss the counseling of middle and high school students with focus on different relevant domains of physical growth and changes, identity development, and relationship problems. ·         Didactic

·         Practical on –

·         Parent child relationship – parenting styles

·         Body image – apperceptive and thematic

 

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Paper 4.4 (B): Positive Psychology

 

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

ology

Teaching Hrs.
1 Foundations of Positive Psychology

Historical background, positive constructs in psychology

Defining and measuring happiness, determinants of happiness,

Introducing character strengths and values,

Subjective well-being, mental illness to positive growth

·         Describe the Historical background, positive constructs in psychology Defining and measuring happiness, determinants of happiness,

 

·         Discuss the Historical background, positive constructs in psychology

·         Defining and measuring happiness, determinants of happiness,

 

·         Didactic

·         Practical on – Character strengths and virtues inventory

 

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2 Emotional and Cognitive approaches to Positive Psychology

Emotional – Emotional Intelligence, Positive emotions – broaden and build theory,

Flow, Grit, Resilience

Cognitive – Hope, Optimism, Creativity,

Wisdom, Mindfulness, Self-efficacy

·         Describe the emotional and cognitive approaches to positivity

·         Explain their applications in daily life as well in counseling areas

·         Discuss the emotional and cognitive approaches to positivity

·         Guide students in applying the positive approaches to counseling and their techniques

·         Didactic

·         Practical on –

·         1.Emotional intelligence test

·         Hope and optimism scaling

·         Measurement of resilience

 

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3 Self and Interpersonal approaches to Positive Psychology

Self – Authenticity, Humility, Playfulness

Interpersonal – Love, Kindness, Gratitude,

Forgiveness, Altruism, Empathy, Fairness, Compassion

Positive workplaces, positive education, positive parenting,

Describe the self and interpersonal approaches to positivity Describe the self and interpersonal approaches to positivity ·     Didactic

·     Small group discussion

·     Students’ seminar

 

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Paper 4.5 (A&B): Project/Dissertation

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 Conduct a research on any topic of choice under the supervision of a mentor Critically examine and analyze the various aspects of a topic with an empirical approach to facts

Conduct a research by following various steps of proper methodology

Guide in reviewing literature, criticize and analyze previous findings, design methodology, collect data and analyze result findings Lecture, supervision 4
2 Prepare a thesis project in a standard format Write thesis project and develop academic writing skills Guide in writing thesis in a standard format covering all essential steps of research process Supervision 4
Admission 2017