TAMIL NADU OPEN UNIVERSITY

Regulations and Overview for

M.Sc., Counselling & Psychotherapy
(Semester) in Distance Mode

[W.e.f Academic Year 2020-2021]

Department of Psychology
School of Social Sciences
Tamil Nadu Open University
Chennai- 600 015

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 MASTER OF SCIENCE IN COUNSELLING & PSYCHOTHERAPY

REGULATIONS
Introduction

The recent developments in Psychology, has been included in the enriched

M.Sc., (Counselling & Psychotherapy) Syllabus to meet out the present day
needs of academic and Research, and Institutions. To be able to locate,
evaluate, and apply psychological information.

1. PROGRAMME OBJECTIVES

The major objective of this programme is to:

PO1: Provide students an overview of Counselling and Psychotherapy, its
major theories, approaches, practices and enrich the students with the
contemporary issues in human life and to arrive at plausible explanation for the
human behaviour related life span, social, cognitive aspects .
PO2: Address the individual issues, development / and transitions throughout
the lifespan.
PO3: Equip students with the techniques of Psychological Assessment and the
technology in Career Counselling.
PO4: Provide insights on issues related to Counselling with multi- cultural /
diverse / special population.
PO5: Provide an opportunity to extend the knowledge base to the world of
practice with a view to promote healthy interface between academia and society
as well as articulate the role of a Counsellor as a professional in various applied
settings.
PO6: develop research skills and scientific techniques for conducting research
and sensitize the students to the ethics of counselling and Psychotherapy.

2. PROGRAMME OUTCOMES
The major outcomes of the programme are to:

PLO1: Critical Thinking: Take informed actions after identifying the

assumptions that frame our thinking2 and actions, checking out the degree to
which these assumptions are accurate and valid, and looking at our ideas and
decisions (intellectual, organizational, and personal) from different perspectives.
PLO 2: Social Interaction: Elicit views of others, mediate disagreements and
help reach conclusions in group settings.
PLO 3: Effective Citizenship: Demonstrate empathetic social concern and
equity- centred national development, and the ability to act with an informed
awareness of issues and participate in civic life through volunteering.
PLO 4: Ethics: Recognize different value systems including your own,
understand the moral dimensions of your decisions, and accept responsibility for
them.
PLO 5: Self-directed and Life-long Learning: Acquire the ability to engage in
independent and life-long learning in the broadest context of socio-technological
changes.

3. PROGRAMME SPECIFIC OUTCOMES

The major outcomes of this counselling & psychotherapy programme are to:

PSO 1 Develop a committed and academically engaged learner community

with the scientific acumen to study the issues related to social, developmental,
personality aspects, health areas.

PSO 2 Develop a strong theoretical foundation of psychological knowledge in

the applied areas of psychopathology and therapy, cognition, learning disability,
and clinical issues like, etc.

PSO 3 Manage scientific information from various sources and conduct

psychological tests for appropriate clinical requirements, behavioural training
and effective interventions.

PSO 4 Prepare a student to deliver quality mental health service and

counselling in the areas of career, special settings, school, family and marital
issues by observing the professional and ethical standards.

PSO 5 Integrate psychological knowledge for developing a student with

adaptability, feasibility and self-regulation and conduct research projects in
response to emerging needs of the community
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 PSO 6 Apply the skills gained during the course of study at clinical / industrial
areas and analyze the causes behind the major psychological issues seen with
people in the society today

PSO 7 Relate empathetically to people of diverse groups to ensure equity in

providing psychological services.

4. Eligibility

A candidate who has passed a Degree in Psychology or having studied Two

Courses/Papers in Psychology in an examination of some other university accepted
by the syndicate as equivalent thereto shall be permitted to appear and qualify for
the M.Sc. Counselling & Psychotherapy Degree Examination of this University after
a course of two academic years.
For those who have not studied Psychology as a Major subject in them under
graduation, have to undergo a Bridge course conducted by the TNOU, to become
eligible to get admitted in this programme. Admissions performed in both Academic
and Calendar year batches.
5. Duration of the Course and Medium:
The course for the degree of Master of Science (Psychology) shall consist of Two
academic years (Four Semester) and the medium of instruction is English only.

6. Course of Study
The course of study shall comprise instruction in the following subjects according to
the syllabus
Course Course Course Title Evaluation Credits
Code CIA TEE Total

I Year - Semester I
Core I MCPS-11 Advanced General Psychology30 70 100 4
Core II MCPS-12 Advanced Social Psychology 30 70 100 3
Core III MCPS-13 Life Span Psychology 30 70 100 3
Core IV MCPS-14 Research Methodology & 30 70 100 4
Statistics
Elective -1 MCPS-15 Theories of Personality 30 70 100 3
I Year - Semester II
Core V MCPS-21 Psychopathology & Mental 30 70 100 4
health 4
Core VI MCPS-22 Counselling Skills & 30 70 100 3
Techniques
Core VII MCPS-23 Psychometry 30 70 100 3
Core VIII MCPS-24 Clinical Assessment 30 70 100 3
Elective-2 MCPS-25 Psychological Tests for 30 70 100 4
Assessment
II Year - Semester III
Core IX MCPS-31 Principles and Techniques of 30 70 100 4
Psychotherapy
Core X MCPS-32 Behaviour Modification 30 70 100 4
Core XI MCPS-33 Cognitive Psychology 30 70 100 4
Core XII MCPS-34 Learning Disability 30 70 100 3
Elective-3 MCPS-35 Health Psychology 30 70 100 3
II Year - Semester IV
Core XIII MCPS-41 Psychotherapy 30 70 100 4
Core XIV MCPS-42 Career Counselling 30 70 100 4
Core XV MCPS-43 Counseling in Special 30 70 100 4
Conditions
Core XVI MCPS-44 School Counselling 30 70 100 3
Elective-4 MCPS-45 Family & Marital Counselling 30 70 100 3
Total600 1400 200 70
0

CIA- Continuous Internal Assessment TEE- Term End Examination

7. EXAMINATIONS:
The examination for the M.Sc. Degree shall consist of theory and practical papers.
(i) Theory Examinations: The theory examination shall be of three hours duration
to each paper and conducted at the end of each year. The candidates who failing in
any subject(s) will be permitted to appear for each failed subject(s) in the subsequent
examinations.
(ii) Practical Examinations: The practical examinations shall be of three hours
duration to each practical and conducted at the end of each year. The candidates who
failing in any practical(s) will be permitted to appear for each failed practical(s) in the
subsequent examinations.
8. SCHEME OF EXAMINATIONS:
Assignment: 1 assignment for 2 credits is to be prepared by the learners. E.g.,
If a Course is of Credit 6, then 3 number of Assignments are to be written by the learner
to complete the continuous assessment of the course. Assignment carries 30 Marks
5
(Average of Total no of Assignment), consists of Long Answer Questions (1000 words)
for each Course.
 Sec- A Answer any Five of the questions not exceeding 300 5 x 5 = 25 Marks
words out of three questions.
Sec B Answer any Three of the questions not exceeding 3 x 15 = 45
1000 words out of three questions. Marks

Term End Examination Question Paper Pattern:

Tamil Nadu Open University
M.Sc. - Counselling & Psychotherapy
Max. Marks: 70 Time:3 hours

Course: XXXX Course Code: XXXX

Time: 3 hours Maximum marks: 70
PART - A (5 x 5 = 25 marks)
Answer any Five questions out of Eight Questions in 300 words All questions carry
equal marks
1. From Block - I
2. From Block - II
3. From Block - III
4. From Block - IV
5. From Block - V
6. From any Block
7. From any Block
8. From any Block
PART - B (3 x 15 = 45 marks)
Answer any Three questions out of Five Questions in 1000 words.
All questions carry equal marks.

1. From Block - I
2. From Block - II
3. From Block - III
4. From Block – IV
5. From Block – V
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9. PASSING MINIMUM:
For theory examination: The candidate shall be declared to have passed the
examination if the candidate secures not less than 32 marks in the Term End
Examinations (TEE) of each theory paper and secures not less than 13 marks in the
Continuous Internal Assessment (CIA) and overall aggregated marks is 50 in both the
external and internal taken together.

Overall
Continuous Internal Term End Examination
Aggregated Maximum
Assessment (CIA) (TEE)
Marks Marks
Minimum Pass Maximum Minimum Pass Maximum CIA + TEE
Mark Mark Mark Mark
13 30 32 70 50 100

For Practical examination: The candidate shall be declared to have passed

the examination if the candidate secures not less than 30 marks in the External
Practical Examinations and secures not less than 10 marks in the Continuous
Internal Assessment (CIA) (Record Marks + Practical Counselling Class
Attendance) and overall aggregated marks is 40 marks in both external and
internal taken together. However, submission of record notebook is a must.
Classification of Successful Candidates:

Candidates who pass all the courses prescribed and who secure 60% and
above in the aggregate of marks in Core courses will be placed in the First
Class. Those securing 50% and above but below 60% in the aggregated will be
placed in the Second Class. All other successfulcandidates will be placed in the Third
Class.

7
 TAMIL NADU OPEN UNIVERSITY
School of Social Sciences
Chennai – 15
M. Sc Counseling and Psychotherapy- Syllabus – Semester I
Course Title : ADVANCED GENERAL PSYCHOLOGY
Course Code : MCPS 11
Course Credit :4

Course Objectives

While studying this course, the Learner will be able to:

CO 1: Explain the various schools of psychology

namely Behaviorist, Gestalt, Psychoanalysis and Humanistic approach.
CO 2: Discuss the Application of psychology in the fields of education,
health, Industry, community as well as self-development.
CO 3: Analyze the principles and theories of Motivation and Emotion
CO 4: Demonstrate the Principles of learning by Classical conditioning,
Operant conditioning, programmed learning and automated instruction.
CO 5: Describe the processes and theories involved in Memory,
Forgetting and the components of language.
CO 6: Explain the types and structure of Intelligence and personality and
their assessment.

BLOCK – I Schools of Psychology and Sensory Process

Basic concepts– Definition of Psychology – Schools of Psychology – Behaviorist –
Gestalt – Psychoanalysis – Humanistic - Scientific methods in Psychology– Application
of Psychology – Psychology in Industry, community, family, education, health, self
development – Human relations - sensory process – Some general characteristic
of senses – Five senses – Perception: Organization – The role of learning in perception
– Perception and attention – Perceptual process.

BLOCK – II Learning
Learning – Definition - Principles and Methods – Classical conditioning – Operant
Conditioning – The principle of reinforcement – Multiple response learning – Cognitive
learning – Observational learning - Optimizing learning: Programmed learning and
automated instruction – Transfer of learning
8 – Role of Reward and punishment in

learning.
BLOCK – III Motivation and Emotion
Motivation and emotion – Physiological basis of motivation – Types of motives -
Current status of motivational concepts – Theories of motivation – Motivational factors
in aggression – Emotion- Achievement motives and its effects– Emotional expression
– Theories of emotions.
BLOCK – IV Memory, Forgetting & Language
Memory and forgetting – Kinds of remembering – Retrieval processes – The nature of
forgetting – Two process theories of memory – Improving memory – Language and
thought – Symbols and concepts – Structure – Forms of thought - Thinking and
reasoning – Concept formation.

BLOCK – V Intelligence and Personality

Intelligence – Theories of intelligence – Measuring Intelligence – Kinds of intelligence
tests – Ability - Artificial intelligence – Formation of aptitude and attitude – Aptitude
tests – Creativity and its tests - Personality – Definition of Personality – Theories of
Personality – Assessment of Personality.

REFERENCES:

• Baron, R. A. (2010). Psychology (5th Ed.). New Delhi, India: Pearson India
Education Services Pvt Ltd.
• Ciccarelli, S.K. & Meyer, G.E. (2008). Psychology. South Asian Edition.
New Delhi: Dorling Kindersley India Pvt. Limited.
• Fernald, L.D., & Fernald, P.S. (2007). Introduction to Psychology. 5th Ed.
AITBS Publishers.
• Haggard, E.R., Atkinson, C.R., & Atkinson, R.L. (2011). Introduction to
Psychology. New Delhi: Oxford and IBH Publishing Company Pvt. Ltd.
• Hillgard, E. R., Atkinson, R. C., & Atkinson, R. L. (1975). Introduction to
Psychology. 6th Edition, New Delhi: Oxford IBH publishing Co. Pvt. Ltd.
• Kalia, H. L. (2008). Introduction to Psychology. India: AITBS Publishers.
• Morgan, C. T., King, R. A., Weiss, J. R., Schopler, J. (1993). Introduction
to Psychology. 7th Ed. New Delhi: Tata McGraw Hill Publishers.
• Venkattammal, P. General Psychology,
9 (2011). Tamil Nādu State Higher
E ducation Department. Chennai.
WEB RESOURCES
• https://www.studysmarter.us/explanations/psychology/basic-psychology/

• http://www.blackwellpublishing.com/intropsych/pdf/chapter7.pdf

• https://opentextbc.ca/introductiontopsychology/chapter/chapter-10-emotions-and-
motivations/

• https://www.simplypsychology.org/forgetting.html

• https://www.simplypsychology.org/intelligence.html

Course Learning Outcomes

After completion of this course, the Learner will be able to:

CLO 1 Critically analyze the major issues and schools of psychology.

CLO 2 Recognize the key role that psychological concepts play in our
everyday lives and apply them practically to handle people in a better way.
CLO 3 Analyze the Learning principles and the different types of learning.
CLO 4 Explain the Physiological basis of motivation, emotion and its
theoretical approaches.
CLO 5 State the process of memory, forgetting and the components of
language.
CLO 6 Comprehend human behavior in relation to their personality,
intelligence.

10
 TAMIL NADU OPEN UNIVERSITY
School of Social Sciences
Chennai – 15
M. Sc Counseling and Psychotherapy- Syllabus – Semester I
Course Title : ADVANCED SOCIAL PSYCHOLOGY
Course Code : MCPS-12
Course Credits :3

Course Objectives

While studying this course, the Learner will be able to:

Express the social psychological nature and causes of behaviour in a range of

complex social situations.
CO 1 Demonstrate the various types of Research in Social Psychology and
its application.
CO 2 Discuss the concepts relating to aspects of Attribution, and Social
Cognition.

CO 3 Demonstrate the group formation, and its influences on behaviour.

CO 4 Write about the factors determining Attraction and the pro-social

behaviour.

CO 5 Analyze the various types of Aggression, determinants and its

prevention and control.
CO 6 Deliberate the impact of Environmental Stress and crowding on
behaviour.

BLOCK – I Social Psychology: Nature and Research Methods

Basic concept of social psychology – scope – individual, society and culture - Social
Psychology in the new millennium - Research Methods in Social Psychology:
Systematic, Correlation and Experimental Methods.
BLOCK - II Social Perception & Cognition
Social Perception - Nonverbal Communications - Attribution: Understanding the
causes of others Behaviour - Theories of Attribution- Kelley's model - Impression
Formation and Management - Social Cognition: Social Information- Heuristics and
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Automated Processing - Sources of Error. Groups: Types and formation - Theories of
Group Formation - Co-ordination - Group Decision making - Group Think.
BLOCK – III Interpersonal Attraction and Prosocial Behaviour
Interpersonal attraction – Factors determining Attraction - Sociometry - Social Motives
- types - Social Influences – Conformity- Compliance - Obedience - Prosocial
Behaviour- Reason to help others - Situational Factors- Individual characteristics -
Empathy – Altruism- Attitude: Components, Formation - influence on Behaviour -
Changing the Attitudes - Persuasion - Cognitive Dissonance.

BLOCK - IV Prejudice and Aggression

Prejudice -Discrimination in Action - Origin - Methods to reduce it - Aggression -
Theories of Aggression - Types of Aggression - Determinants of Aggression -
Environmental causes - Prevention and control of Aggression.

BLOCK – V Environmental Influences on Human Behaviour

Environmental Influences: The urban environment and social behaviour -
Environmental Stress: The hazards of a noisy environment - Temperature and weather
as environmental stressors - Temperature and aggression - Air pollution – Effects
of negative ions - Personal space – Territorial behaviour – Territorial dominance –
Architectural designs - Crowding - The effects of too many people and too little space.

REFERENCES:
• Branscombe, N.R., Baron, R.A., &Kapur, P. (2017). Social psychology (14th
Ed.). Chennai, India: Pearson India Education Services Private Limited.
• Feldman, R. S. (2001). Social psychology (3rd Ed.) New Delhi, India: Pearson
India Education Services Private Limited.
• Myers, D.G., &Twenge, J.M. (2017). Social psychology. (12th Ed.). New York,
NY: McGraw – Hill Education.
• Schneider, F.W., Gruman, J.A., & Coutts, L.M. (2005) Applied social
psychology- understanding and addressing social and practical problems. New
York, NY: Sage publications.
• Schultz, W., & Oskamp, S. (2000). Social psychology: An applied perspective.
Upper Saddle River, NJ: Prentice Hall.
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WEB RESOURCES
• https://www.verywellmind.com/social-psychology-4157177
• https://www.thoughtco.com/what-is-nonverbal-communication-1691351
• https://opentext.wsu.edu/social-psychology/chapter/module-5-attitudes/
• https://www.psychologytoday.com/us/basics/leadership
• https://www.sagepub.com/sites/default/files/upm-
binaries/16245_02_Buunk_Ch_01.pdf

COURSE LEARNING OUTCOMES

After completion of this course, the Learner will be able to:

CLO 1 Explain the Research methods in Social Psychology and its application.

CLO 2 Examine the impact of actual or implied social influences

(persuasion, group processes & intergroup relations) on human thoughts,
feelings and behaviours.
CLO 3 Discuss the concepts relating to aspects of Attribution, and Social
Cognition.

CLO 4 Demonstrate the group formation, and its influences on behaviour.

CLO 5 Write about the factors determining Attraction and the pro-social
behaviour.

CLO 6 Analyze the prejudice and various types of Aggression,

determinants and its prevention and control.
CLO 7 Critically evaluate the impact of Environmental Stress and crowding on
behaviour.

13
TAMIL NADU OPEN UNIVERSITY
 School of Social Sciences
Chennai – 15
M. Sc Counseling and Psychotherapy- Syllabus – Semester I
Course Title : LIFE SPAN PSYCHOLOGY
Course Code : MCPS-13
Course Credits :3

Course Objectives

While studying this course, the Learner will be able to:

CO 1 Present a comprehensive overview of contemporary developmental

psychology.
CO 2 Explain the lifespan perspective in terms of physical, cognitive,
emotional and social changes,

CO 3 Analyze the basics of Personality and social development.

CO 4 Apply lifespan psychological concepts to the solutions of current issues

and problems, such as, ethics, parenting, discipline, divorce, midlife crisis, dual-
income families during middle age.
CO 5 Organize list of physical and psychological issues in old age.

BLOCK – I Basic Concepts and Stages of Development

Basic Concepts – Aspects of Development, Life Span periods – Methods – Non-
Experimental, Experimental - Stages of Development – Principles of Development –
Prenatal period – Birth – Neonatal stage – First year of Life – Early childhood, Middle
childhood – Adolescence, Adulthood and old age.

BLOCK – II Physical and Intellectual Development

Physical Development – Motor Skills – Growth rate – Physical health during
Adulthood, Physical fitness & energy – Motor functions - Intellectual Development –
Approaches: Psychometric, Piagetian and Information processing approach –
Cognitive Development – Piaget’s model – Language Acquisition and Development of
language, Memory, Intelligence and Moral Development.

BLOCK – III Personality and Social Development

Personality and Social Development – Emotions
14 – Emergence of Self – Role of parents
and siblings – Peer group influence – Psychoanalytic, social learning and cognitive
perspectives in the personality development – Emotional problems of childhood –
identity crisis in adolescence, relationship with parents and peers, sexual identity-
teenage problems.

BLOCK – IV Social Issues in Adulthood

Personality and Social issues in adulthood - Parenthood – Career planning – Intimate
relationship and personal lifestyles – Work life – Personal relationship in family and
work life

BLOCK – V Issues in Old age

Old age – Physical changes - Psychomotor functioning – Health & fitness – Health
problems – Memory changes – Work and Retirement – Adjustment to Old age -
Personal Relations in Late life – Death Bereavement – Purpose and meaning of life.

REFERENCES:

• Elizabeth B. Hurlock (1996) Developmental Psychology – A Life Span

Approach, Fifth Edition, Tata McGraw Hill Publishing Co. Ltd.
• Papalia, Diane E and Old. (1992). Human Development V Ed. Tata
McGraw Mill Publishing Co., Ltd.
• Zubek J.P. and Solberg, P.A. (1954). Human Development, New York,
McGraw Hill Book Co. Ltd.

WEB RESOURCES
• https://online.maryville.edu/online-bachelors-degrees/human-
development-and-family-studies/resources/stages-of-human-
development/
• https://pressbooks.online.ucf.edu/lumenpsychology/chapter/reading-
childhood/
• https://nobaproject.com/modules/social-and-personality-development-
in-childhood
• https://www.who.int/news-room/fact-sheets/detail/ageing-and-health

COURSE LEARNING OUTCOMES 15

After completion of this course, the Learner will be able to:

CLO 1 Demonstrate a broad working knowledge of developmental psychology

by providing an overview of basic principles related to biosocial, cognitive and
psychosocial changes throughout the entire lifespan.
CLO 2 Analyze physical development, Language Acquisition, Intellectual and
moral Development during childhood stages.
CLO 3 Explain the emotional problems at childhood and adolescence.

CLO 4 Describe Parenthood, Career planning, Intimate relationship and

personal lifestyles, various Personality and Social issues during young adulthood.
CLO 5 Discuss the Physical changes and adjustment aspects during the old
age.

CLO 6 Identify and apply issues in everyday life across the different life stage.

16

TAMIL NADU OPEN UNIVERSITY

 School of Social Sciences
Chennai – 15
M. Sc Counseling and Psychotherapy- Syllabus – Semester I
Course Title : RESEARCH METHODS AND APPLIED STATISTICS
Course Code : MCPS-14
Course Credits :4

COURSE OBJECTIVES

While studying this course, the Learner will be able to:

CO 1 Explain some basic concepts of research and its methodologies.

CO 2 Develop appropriate research topics, hypothesis and fix the suitable

sampling methods.
CO 3 Define appropriate research problem and parameters.

CO 4 Express about the various research designs to be adopted to conduct

research.

CO 5 Discuss the applications of statistical procedures and understanding of

various statistical techniques.
CO 6 Prepare a project proposal (to undertake a project) and write a research
report.

BLOCK I: Foundations of Research

Meaning – Objectives of science – Need for research – Research approaches – Steps
in research - Method Vs Methodology. General Principles – Ethical issues: Children,
Adults, Animal - Research problem – Sources – Criteria of good problem- Reviewing
the literature – Research article.

BLOCK II: Hypothesis, Variables and Sampling

Hypothesis: Meaning – Types – Basic concepts related to hypothesis testing -
Variables
– Definition – Ways of asking questions – measuring observed variables – Scales of
measurement –Sampling – Meaning – Probability and Non-probability sampling –
Sample & effect size. Data collection methods: Observational research – Survey
research.
17
BLOCK III: Research Designs
Experimental design: Independent groups designs – Completely randomized groups
designs, randomized factorial groups design. Dependent group’s designs: Within-
participants design, matched groups design – Mixed Designs – Single-participant
design – Baseline designs - Non-experimental designs: Quasi-experiments – Time-
series design, nonequivalent groups designs, longitudinal research, Cross-sectional
research, Case-studies, Correlational research.

BLOCK IV: Statistics

Organizing data: Frequency distribution – Graphs – Descriptive statistics: Measures of
central tendency – Measures of variation – Types of distributions. Inferential statistics:
z test – t test – Analysis of Variance – Correlation– Concepts related to correlation –
Correlation coefficient – Regression. Non-parametric statistics: Mann-Whitney test –
Wilcoxon Chi-square – Spearman Rank correlation – Kruskal-Wallis’s test. Analysis of
data using SPSS

BLOCK V: Report Writing and Computers in Research

Writing Proposal – Plagiarism – References and In-text citation – APA primer -
Presenting research: Research report – Typing guidelines – Oral and Poster
presentation – Role of Computers in research – Internet and research.

REFERENCES:
• Coaley, K. (2009). An introduction to psychological assessment and
psychometrics. New Delhi, India: Sage Publications India Pvt. Ltd.
• Coolican, H. (2009). Research methods in statistics in psychology. New
Delhi, India: Rawat Publications.
• Evans, A.N., & Rooney, B. J. (2008). Methods in psychological research.
New Delhi, India: Sage Publications India Pvt. Ltd.
• Gravette, F.J., & Forzana, L.A.B. (2009). Research methods for behavioral
sciences. Boston, MA: Wadsworth Cengage learning.
• Jackson, S.L. (2010). Research methods
18
and statistics. New Delhi, India:
Cengage Learning India Pvt. Ltd.
 • Mohanty, B., & Misra, S. (2019). Statistics for behavioural and social
sciences.

• New Delhi, India: Sage Publications.

• Myers, J. (2008). Methods in psychological research. New Delhi, India:

Sage Publications.
• Ruyon, R.P, Haber, A, Pittenger, D.J., & Coleman, K.A. (2010). Fundamentals
of behavioural statistics. New York, NY: McGraw Hill.
• Singh, A.K. (2006). Tests, measurements and research methods in
behavioural sciences. Patna, India: Bharati Bhavan Publishers.

WEB RESOURCES
• https://onlinecourses.nptel.ac.in/noc22_ge15/preview
• https://study.com/learn/lesson/research-purpose-examples.html
• https://lotusarise.com/variables-sampling-hypothesis-reliability-and-
validity-upsc/
• https://www.questionpro.com/blog/research-design/
• https://www.britannica.com/science/statistics
• https://www.questionpro.com/blog/research-reports/

COURSE LEARNING OUTCOMES

After completion of this course, the Learner will be able to:

CLO 1 Discuss the meaning of the research, review of literature and various
methods of data collections.
CLO 2 Explain the population, sampling and research hypothesis.

CLO 3 Able to conduct research using experimental and non-experimental

research designs.
CLO 4 Describe sampling methods, measurement scales and
instruments, and appropriate uses of each.
CLO 5 Discuss the various statistical analysis of the collected data and its
interpretation. 19
CLO 6 Identify, explain, compare, and prepare the key elements of a
research proposal/report

20
 TAMIL NADU OPEN UNIVERSITY
School of Social Sciences
Chennai – 15
M. Sc Counseling and Psychotherapy- Syllabus – Semester I
Course Title : THEORIES OF PERSONALITY
Course Code : MCPS-15
Course Credits :3

COURSE OBJECTIVES

While studying this course, the Learner will be able to:

CO 1 Examine the major models and determinants of personality and

personality structure.
CO 2 Demonstrate the socio-psychological and personological approach to
personality.

CO 3 Construct the existential and trait approach to personality.

CO 4 Demonstrate the social learning and cognitive approach to personality.

CO 5 Analyze the other approaches to personality.

CO 6 Explain the interaction of situational and individual characteristics on

the development of personality.
BLOCK I Introduction
Definition, Brief history of personality, Personality, the internet and social networking,
types of personality – determinants of personality – Varieties of personality measures:
Objective tests – Projective tests – Situational tests.
BLOCK II Socio- Psychological and Personology Approach
Erich Fromm (Freedom Theory): Nature of human beings, Structure of
personality, Development of Personality, application and evaluation.
Harry Stack Sullivan (Interpersonal Theory): Nature of human beings, Structure of
personality, Development of personality, Application and evaluation.
Henry Murray (Personology): Structure of personality, Development of
personality, Current status and evaluation.
BLOCK III Existential and Trait Approach
21
Rollo May: Nature of human beings, Structure of personality, Development of
personality, Application and evaluation. Victor Frankl: View of Human Nature, Key
Concepts: Phenomenology, Death and Non-Being, Freedom, Responsibility, Isolation,
Meaninglessness, Anxiety, Guilt, Will to Meaning and Authenticity. Gordon Allport:
Nature of human beings, Structure of personality, Development of personality,
Assessment in Allport’s theory, Application and evaluation. Raymond Cattell: Nature
of human beings, Structure of personality, Development of personality, Assessment
in Cattell’s theory, Application and evaluation.

BLOCKIV: Social Learning and Cognitive Approach

George Kelley (Personal construct theory): Nature of human beings, Structure of
personality, Development of personality, Assessment in George Kelley’s theory,
Application and evaluation.
McClelland: Theory of motivation: Need for achievement, Power and Affiliation
Eric Berne: Basic Assumptions, Theoretical Principles, Eight Fundamental TA
“Therapeutic Operations”.

BLOCK V: Other Approaches to Personality

Kurt Lewin (Field Theory): Structure of Personality: Psychological environment, Life
space, differentiated person and environment, Connections between regions,
Number of regions, Person in Environment, Locomotion and Communication,
Restructuring of Life space, Levels of Reality, Time dimension, Development of
Personality.
Julian Rotter: Locus of Control: Internal vs External control of Reinforcement, Age,
Cultural, Behavioural and Physical Health Differences, Developing Locus of Control in
Childhood and Reflections on Locus of Control.
Marvin Zuckerman: Sensation Seeking: Characteristics of sensation seekers,
Behavioral and Personality differences, Cognitive process, Occupational preferences,
Heredity vs Environment, Reflections on Sensation seeking.
Martin E.P. Seligman: Learned Helplessness in Elderly person, learned helplessness
and Emotional Health; Explanatory Style: optimism and pessimism, Pessimism and
depression, Development of learned helplessness in childhood, Reflections on learned
helplessness

REFERENCES:
• Albert, B. Even (2010). An introduction
22 to theories of personality (7th Ed.).
New York, NY: Psychology Press.
• Bishop, L.J. (1970) Interpreting personality theories. (2nd Ed.). New York,
NY: Harper International.

• Byrne, D. (1966). An introduction to personality. (2nd Ed.). Upper Saddle River:

NY: Prentice Hall.
• Felltham, C., Hanley, T., Winter, L.A. (2017). The SAGE handbook of
counselling and psychotherapy. (4th Ed.). London, England: SAGE Publications
Ltd.
• Forager, R & Fadiman, J. (2009). Personality and personal growth (6th Ed.).
Noida, India: Dorling Kindersley India Pvt. Ltd.
• Friedman, H.S., & Schustack, M.W. (2009). Personality: Classic theories and
modern research (3rd Ed.). Noida, India: Dorling Kindersley India Pvt. Ltd.
• Hall, C.S., Lindzey, G., & Campbell, J.B. (2007). Theories of personality (4th
Ed.). New Delhi, India: Wiley India Pvt. Ltd.
• McClelland, D.C. (1988). Human motivation. London, England: Cambridge
University Press.
• Neukrug, E.S. (2012). Counselling theory and practice. (1st Ed.). Delhi, India:
Thomson Press (India) Ltd.
• Reeves, A (2012). An Introduction to counselling and psychotherapy: From
theory to practice. (1st Ed.). London, England: SAGE Publications Ltd.
• Schultz, D.P., & Schultz, S.E. (2013). Theories of personality (10th Ed.). New
Delhi, India: Cengage Learning India Pvt. Ltd.
• Shaffer, D.V. (2009). Social and personality development. (6th Ed.). Belmont,
MA: Wadsworth Cengage Learning

WEB RESOURCES
• https://www.simplypsychology.org/personality-theories.html
• https://study.com/academy/lesson/major-perspectives-of-social-
psychology.html
• https://socialsci.libretexts.org/Bookshelves/Psychology/Book%3A_Perso
nality_Theory_in_a_Cultural_Context_(Kelland)/08%3A_Carl_Rogers_a
nd_Abraham_Maslow/8.04%3A_Henry_Murray_and_Personology
23
• https://pdx.pressbooks.pub/thebalanceofpersonality/chapter/chapter-6-
 humanistic-and-existential-theory-frank-rogers-and-maslow/
• https://www.sagepub.com/sites/default/files/upm-
binaries/30933_Northouse_Chapter_2.pdf
• https://www.simplypsychology.org/bandura.html
• https://study.com/academy/lesson/cognitive-approaches-to-personality-
development.html
• https://www.britannica.com/science/field-theory-psychology
• https://www.simplypsychology.org/locus-of-control.html
• https://www.simplypsychology.org/learned-helplessness.html

COURSE LEARNING OUTCOMES

After completion of this course, the Learner will be able to:

CLO 1 Analyze the determinants of personality characteristics to better

understand their efects on cognitions, emotions, and behavior.
CLO 2 Critically recognize and analyze the complexity of human behaviour,
thought, and emotion.
CLO 3 Analyze the major concepts, dynamics and structure quoted in Erich
Fromm, Harry Stack Sullivan and Henry Murray’s theories.

CLO 4 Examine the major concepts, dynamics and structure quoted by Rollo
May, Victor Frankl, Allport and Cattell.
CLO 5 Apply the major personality domains and theories to better
understand one’s own behaviour and the behaviour of others.

CLO 6 Label the concepts quoted by Kurt Lewin, Julian Rotter, Marvin
Zucker, and Seligman.

24
 TAMIL NADU OPEN UNIVERSITY
School of Social Sciences
Chennai – 15
M. Sc Counseling and Psychotherapy- Syllabus – Semester II
Course Title : PSYCHOPATHOLOGY & MENTAL HEALTH
Course Code : MCPS-21
Course Credits :4
COURSE OBJECTIVES

While studying this course, the Learner will be able to:

CO 1 Define the key elements in the current conceptualization of abnormality

or psychological disorder.
CO 2 Organize the Mood and Personality disorders.

CO 3 Write about the Organic and Psychosomatic Disorders.

CO 4 Keep up with the latest scientific developments in the field-use most

current diagnostic and treatment procedure.
CO 5 Write about somatoform disorders, mood disorders, Personality
disorders and other disorders due to organic brain damage.
CO 6 Apply the ethical issues involved in treatment and prevention.

BLOCK – I Classification and Disorders in Early ages

Psychopathology: Historical views, Causal factors and viewpoints- concept of
abnormality - Classification of mental disorders - Disorders in infancy, Childhood,
Adolescence – Delirium - Anxiety and panic disorders.

BLOCK – II Mood and Personality Disorders

Mood disorders and suicide, Somatoform and dissociative disorders, Personality
disorders, Substance related disorders - Manic Depressive Psychosis - Schizophrenia
and Delusional disorders- Different types - Symptomatology and Treatment.

BLOCK – III Organic and Psychosomatic Disorders

Organic Disorders: Brain disorders and other cognitive impairments - Eating and Sleep
disorders - Dementia - Sexual and Gender Identity disorders – adjustment disorders –
Problems related to abuse and neglect- Psycho – somatic disorders.
25
BLOCK – IV Diagnostic Methods
Diagnostic Methods: Differential diagnosis – Types of tests - Inventories, Projective
tests - Clinical Assessment: The information, DXPLAIN, clinical audit - various types of
assessment, rapport, physical assessment, Neurological examination, and
Neuropsychological assessment.

BLOCK – V Mental Health and Ethical issues

Mental Health: Factors that contribute to mental health - Importance of mental health
– Mental health Model: Prevention, Primary, Secondary and tertiary - Characteristics
of mentally healthy person - Ethical issues: Contemporary issues, need for planning,
challenges and legal issues.

REFERENCES:

• Barlow, D. (2017). Abnormal Psychology and Casebook in Abnormal

Psychology, (5th Ed.). Belmont, CA: Wadsworth.
• Butcher, J.N., Hooley, J.M., Mineka, S., & Dwivedi, C.B. (2017). Abnormal
Psychology (16th Ed.). New Delhi, India: Pearson Publication.
• Comer, R. (2018). Fundamentals of Abnormal Psychology. New York, NY:
Worth Publishers.
• Benjamin B Wolman, Handbook of clinical Psychology, McGraw Hill Book
Co 1965.
• Robert C Carson, James N Butcher and Susan Mineka, Abnormal Psychology
and Modern Life, 10 Ed, Harper Collins 1996.
• Weiner Charles, Developmental Psychopathology, McGraw Hill 1994.

WEB RESOURCES

• https://www.slideshare.net/zeinabelnagar1/classification-of-child-psychiatry
• https://www.psychiatry.org/patients-families/personality-disorders/what-are-
personality-disorders
• https://www.psycom.net/mood-disorders
• https://www.verywellmind.com/organic-mental-disorders-2162516
26
• https://www.verywellmind.com/depression-can-be-a-real-pain-1065455
 • https://www.actpsychology.com/diagnostic-assessment.html
• https://egyankosh.ac.in/bitstream/123456789/50987/3/Unit-3.pdf
• https://my.clevelandclinic.org/health/diagnostics/4893-neuropsychological-
testing-and-assessment
• https://www.mentalhealth.gov/basics/what-is-mental-health
• https://positivepsychology.com/mental-health-continuum-model/
• http://psychyogi.org/ethical-issues-in-psychology/

COURSE LEARNING OUTCOMES

After completion of this course, the Learner will be able to:

CLO 1 Discuss basic etiological theories, the diagnostic process, and

nomenclature of mental and emotional disorders.
CLO 2 Understanding the principles of the diagnostic process, including
differential diagnosis, and the use of current diagnostic tools.
CLO 3 Differentiate the Mood, Personality, Organic and Psychosomatic
Disorders.

CLO 4 Identify the proper diagnostic methods.

CLO 5 Able to comprehend the importance of mental health.

CLO 6 Apply the ethical principles in prevention and treatment of disorders.

27
 TAMIL NADU OPEN UNIVERSITY
School of Social Sciences
Chennai – 15
M. Sc Counseling and Psychotherapy- Syllabus – Semester II

Course Title : COUNSELLING SKILLS & TECHNIQUES

Course Code : MCPS-22
Course Credits :3

COURSE OBJECTIVES

While studying this course, the Learner will be able to:

CO 1 Explain basic counselling skills and models of counselling.

CO 2 Demonstrate the skill-based model of counselling skills.

CO 3 Express the effective listening and empathy building skills.

CO 4 Organize the salient activities in counselling.

CO 5 Discuss the current ethical and legal considerations, relevant to

counselling.

CO 6 Illustrate the current trends in school counselling and educational

systems.

BLOCK I Counselling Skills and Ethical Issues

The Helping relationship and process - Specific Counselling skills: Understanding the
internal frame of reference, showing attention and interest, paraphrasing and reflecting
feelings, structuring, probing, monitoring, challenging, self-disclosing. Managing
resistances and making referral - Facilitating problem solving - Improving client’s
perceptions, negotiating homework, conducting middle sessions and terminating
helping. Ethical and Legal Issues in Counselling.
BLOCK II Two Skill Based Models of Counselling
Egan’s problem management approach to helping- Stage I Problem clarification, Stage
II Setting goals based on dynamic understanding, Stage III Facilitating action - Ivey and
Ivey’s Step by Step Micro skills model- Towards Intentional interviewing and
Counselling - The Micro skills hierarchy - Drawing out client stories. Relationship-
28 Increasing skills and flexibility-
Story and Strengths-Goals- Restory–Action- Theory
and Micro skills.
BLOCK III: Listening & Empathy Building
Qualities of the Effective Listener: Positive & Negative Listening – Proximity in
Listening – Using Silence – Head nodding – Facial Expressions – Active Listening –
Distraction – Assessing your own Listening. Clarifying empathy – Empathy building
Statements – People who empathize – Simple reflection of content – Simple reflection
of feeling – Selective reflection – Putting it all together – Using Empathy in everyday
life – Empathy in difficult situations – Ethical issues.

BLOCK IV: Activities in Counselling

Information Activities: Types of information – Pros and cons of advice-giving –
Breaking bad news – Confrontation I – Confrontation II – Checking for understanding.
Facilitation Activities: Exploring facilitation – Types of facilitation – Learning to facilitate
– Group facilitation – Limits to facilitation – Dealing with contingencies. Problem
Solving Activities: Types of problem – Identifying problems – Problem-Solving Cycle –
Clarifying Problems – Dealing with problems – Planning – Evaluation of Problem
solving. Coping with Feelings: Types of feelings – Feeling words – Expressing feelings
– Dealing with Paradox - Focusing – Preventing Burnout – Coping with stress.

BLOCK V Counselling Applied to Educational Setting

Counselling students-children and adolescents, relationship problems and career
counselling - Counselling applied to health settings-Counselling for eating problems,
psychosomatic problems, drugs and alcohol abuse, HIV/AIDS. Counselling for
emotional management-Anger control, anxiety and panic, depression, post-traumatic
stress disorder.

REFERENCES:

• Brown, S.D., & Lent, R.W. (2008). Handbook of counselling psychology

(4th Ed.) Edison, NJ: John Wiley &Sons, Inc.
• Burnard, P. (1995). Counselling skills training: A sourcebook of activities for
trainers.

• London, England: Kogan Page Ltd.

• Egan, G. (2013). The skilled helper: A problem-management and

29helping. Pacific Grove, CA: Brooks/Cole
opportunity- development approach to
• Feltham, C., & Horton, I. (2006). The SAGE handbook of counselling and
 psychotherapy (3rd Ed.). Los Angeles, CA: Sage Publications Pub. Co.
• Ivey, A.E., Ivey, M.B., & Zalaquett, C.P. (2007). Intentional interviewing and
counselling. Belmont, CA: Brooks/Cole Cengage learning Pub. Co.
• Nelson –Jones, R. (2011). Basic counselling skills: A helper’s manual (2nd
Ed.). Chennai, India: Sage Publications India Pvt. Ltd.

WEB RESOURCES
• https://www.betterhelp.com/advice/counseling/ethical-issues-in-counseling-
with-children-and-adults/
• https://infed.org/mobi/helping-relationships-principles-theory-and-practice/
• https://studycorgi.com/counseling-and-the-characteristics-of-helping-
relationships/
• https://www.gla.ac.uk/media/Media_414500_smxx.pdf
• https://prezi.com/klyqv3uyqimj/microskill-hierarchy-ivey-ivey-zalaquett-2014/
• https://teaching.uchicago.edu/resources/teaching-strategies/characteristics-of-
effective-listening/
• https://www.verywellmind.com/what-is-empathy-2795562
• https://positivepsychology.com/counseling-activities/
• https://kidshelpline.com.au/teens/issues/coping-emotions
• https://www.psychologytoday.com/us/blog/click-here-happiness/202011/how-
deal-sad-feelings
• https://inside.ewu.edu/calelearning/psychological-skills/preventing-burnout/
• https://www.cdc.gov/mentalhealth/stress-coping/cope-with-stress/index.html
• https://egyankosh.ac.in/bitstream/123456789/23968/1/Unit-4.pdf
• https://my.clevelandclinic.org/health/diseases/4152-eating-disorders
• https://www.curominds.com/how-does-counselling-help-in-emotional-
management/
• https://www.nimh.nih.gov/health/topics/post-traumatic-stress-disorder-ptsd

Course Learning Outcomes

After completion of this course, the Learner will be able to:

30
CLO 1 Demonstrate professional counselling skills and follow ethics while
counselling people.
CLO 2 Help clients get to know themselves better and find effective
solutions to their daily problems.
CLO 3 Organize a counselling session professionally till the termination of
counselling
CLO 4 Relate to adults and peers in positive ways.

CLO 5 Demonstrate capability in handling school students and their

presenting problems in an effective way.

31
 TAMIL NADU OPEN UNIVERSITY
School of Social Sciences
Chennai – 15
M. Sc Counseling and Psychotherapy- Syllabus – Semester II

Course Title : PSYCHOMETRY

Course Code : MCPS-23
Course Credits :3

COURSE OBJECTIVES
While studying this course, the Learner will be able to:

CO 1 Explain the various concepts regarding psychometric tests, its

classification and construction.
CO 2 Describe the different ways that psychological tests can be classified.

CO 3 Discuss the stages involved in construction of Intelligence Tests and

Personality Inventory.
CO 4 Compile the statistical procedures for construction of a tool.

CO 5 Explain the fundamental concepts of standardization of the tool.

BLOCK I Test Construction

Defining the test – Classification of tests – Characteristics of standardized test – Brief
history of testing – Scaling – Selecting a scaling method - Representative scaling
methods - Constructing the items - Testing the items - Revising the test - Publishing
the test.

BLOCK II Construction of Intelligence Tests and Personality Inventory

Item writing for Intelligence tests: Analogies, odd-man-out, sequences- Tests of ability
and attainment: Content of items, multiple choice items - Advantages of multiple-choice
items - True-false items, matching items, choosing the item type - Constructing
Personality Inventories- Problems in constructing personality Inventories. Writing items
for personality Inventories: item forms, guidelines for item writing. Eliminating response
sets - Item content.

32
BLOCK III Construction of Other Types of Tests
Objective tests: Advantages, principles, stimulus-instruction situation, and response
scoring parameters- Distinction between objective tests of ability, temperament and
dynamics - Practical hints for objective test construction in personality and motivation
- Differential motivation of different subjects- The influence of ability and achievement
on objective test scores - Group vs Individual tests- Objective test dimensions-
Projective tests-construction of projective tests - Item writing for mood and state scales.
Attitude measurement: types of attitude scales.

BLOCK IV Item Analysis

Important variables for item analysis -Two indices in item analysis-correlations of items
and the total score, choice of item –analytic statistics - Item scoring and item analysis-
Item difficulty, Item discrimination, Item response theory - Selection of items after item
analysis - Rewriting items - Failure to form a test.

BLOCK V Test Standardization

The different types of reliability -Factors affecting reliability and validity -
Generalizability of test scores - Using reliability information- Factors affecting reliability
estimates - Special issues in reliability. Interpretation of reliability coefficient – Validity:
different types - Validity coefficient and error of estimate-conditions affecting validity
coefficient- Sampling specific groups - Rules for sampling special groups - Norms
-

Meaning and purpose of norms- Raw score transformation: Percentile and percentile
ranks, standardized scores - Normalizing standard scores: T scores, stanines, sten
scores and C scale. Selecting a norm groupage and grade norms Local and subgroup
norms - Criterion referenced tests and norm referenced tests.

REFERENCES
• Anastasi, A., & Urbina, S. (2017). Psychological testing. (7th Ed). Chennai,
India: Pearson India Education Services Pvt. Ltd.
• Gregory, R.J. (2017). Psychological testing. (7th Ed.). Chennai, India:
33Ltd.
Pearson India Education Services Pvt.
• Husain, A. (2012). Psychological testing. Noida, India: Dorling Kindersley
 (India) Pvt. Ltd.
• Kline, P. (2015). A handb o o k of test construction: Introduction to
psychometric design. New York, NY: Methuen.

WEB RESOURCES
• https://www.liveabout.com/need-to-know-info-about-psychometry-2593072
• https://www.whiteswanfoundation.org/mental-health-matters/understanding-
mental-health/what-are-psychological-tests-and-what-are-they-used-for
• https://www.yourarticlelibrary.com/statistics-2/standardised-test-meaning-
characteristics-and-uses-statistics/92603
• http://faculty.smcm.edu/ccraney/restricted/PDF/Types_of_Scales.pdf
• https://schoolworkhelper.net/psychological-testing-construction-administration-
validity/
• https://www.slideshare.net/ricanice16/item-analysis-and-validation-53094605
• https://www.statisticshowto.com/probability-and-statistics/statistics-
definitions/cronbachs-alpha-spss/
• https://www.slideshare.net/benluc34/qualitative-item-analysis
• https://www.slideshare.net/CarolynOsborne/standardized-tests-12053683
• https://psychology.fandom.com/wiki/Computer_assisted_testing

COURSE LEARNING OUTCOMES

After completion of this course, the Learner will be able to:

CLO 1 Demonstrate the characteristics of a psychological tests.

CLO 2 Plan to construct a standardized Psychometric tool scientifically.

CLO 3 Demonstrate that standardization is a key aspect of professional

psychometrics.

CLO 4 Compute the Item analysis for selection items in an

inventory/questionnaire.

CLO 5 Construct and standardize Psychometric tool scientifically.

34
 TAMIL NADU OPEN UNIVERSITY
School of Social Sciences
Chennai – 15
M. Sc Counseling and Psychotherapy- Syllabus – Semester II

Course Title : CLINICAL ASSESSMENT

Course Code : MCPS-24
Course Credits :3

COURSE OBJECTIVES
While studying this course, the Learner will be able to:

CO 1 Understand the basic concepts regarding psychological tests, its

varieties and uses.
CO 2 Describe the different ways that psychological tests can be classified.

CO 3 Explain the various types of tests for Intelligence, Personality, aptitude

and interest.
CO 4 Explain the concept of standardization of the tool.
CO 5 Explain the assessment of interest and attitude testing.
Block – I Psychological tests
Introduction to Psychological Tests – Principal characteristics of psychological tests –
Uses of Psychological tests – Varieties of tests – Major Classifications of Psychological
tests - Mental Status Examination; types, methods and components – significance and
implications.

Block – II Nature and types of psychological test

Selection and Administration of Tests – Testing condition and procedures –
Scoring, Reporting and recording – Interpretation of test scores – Cautions for the use
of psychological tests - Intelligence Testing – Different views of Intelligence –
distribution of intelligence - Individual tests of intelligence – Group tests – Performance
tests – Culture fair intelligence tests.
Block – III Personality testing
Personality Testing – Concept – Purpose – Difficulties in personality testing –
Techniques of testing personality – Interview – Observation – Self ratings and
personality Inventories – Rating scales –35Situational Test – Anecdotal records –
autobiography – the Daily dairy - Projective techniques – Inkblot tests – TAT – CAT
sentence completion tests.
Block – IV Aptitude Testing
Aptitude Testing – Concept - Purpose – types – general aptitude test battery –
differential aptitude test battery – Special aptitude tests – Mechanical – clerical –
Medical teaching – Arts Aptitude – Musical Aptitude – Aptitude Tests.

Block – V Interest and Attitude testing

Interest Testing – Concept – Purposes – Types – Interest Factors – Major interests
– Major interests and important occupations – interest inventories and preference
records - Attitude Testing – Purposes – Measurement of attitudes – Techniques of
measuring – some Attitude Scales - Diagnostic methods in childhood disorders.

REFERENCES:
• Brown, Psychological and Educational Measurement –Psychological
Testing –
• Freeman F.S., Oxford & IBH Publishing Co. Pvt Ltd.,
• Nunnally J.C., Principles of Psychological Testing
• Rapaport D.G., Diagnostic Psychological Testing –Vol. 1 and 2 Yearb o o k
Publishers, Latest Ed.
• Rose S.D, Group therapy – A Behavioral approach, Prentice Hall, 1977.
• Schaffer G.W. and Lazarus R.S., Fundamental concepts of Clinical
Psychology –
• McGraw Hill, 1966.

WEB RESOURCES

• https://www.healthyplace.com/psychological-tests
• https://leverageedu.com/blog/types-of-psychological-tests/
• https://www.brown.edu/Courses/BI_278/Other/Teaching%20examples/Brain%
20and%20Behavior/psych_syllabus_2008/The%20Mental%20Status%20Exa
mination.doc
• https://egyankosh.ac.in/bitstream/123456789/23909/1/Unit-3.pdf
• 36
https://www.verywellmind.com/what-is-personality-testing-2795420
• https://www.verywellmind.com/what-is-a-self-report-inventory-2795587
 • https://www.britannica.com/science/personality-assessment/Assessment-
methods
• https://psychology.iresearchnet.com/counseling-psychology/counseling-
therapy/projective-techniques/
• https://www.verywellmind.com/what-is-an-aptitude-test-2794806
• https://www.yourarticlelibrary.com/education/guidance-in-schools/top-5-
specific-areas-of-aptitude-test/63717
• https://www.psychologydiscussion.net/notes/psychology-notes/educational-
psychology-psychology-notes/interest-meaning-types-and-measurement-
psychology/2668
• https://www.yogiraj.co.in/explain-attitude-tests
• https://www.cdc.gov/childrensmentalhealth/symptoms.html
• https://www.mentalhelp.net/disorders-of-childhood/diagnostic-criteria/

COURSE LEARNING OUTCOMES

After completion of this course, the Learner will be able to:

CLO 1 Define what a psychological test is and understand that psychological

tests extend beyond personality and intelligence tests.
CLO 2 Select an appropriate tool to administer the clients.
CLO 3 Able to administer the various tools to measure Intelligence, personality,
aptitude and Interest.

CLO 4 Able to assess and identify the subject’s aptitude.

CLO 5 Able to make the interest profile and level of attitude of the subjects.

37
 TAMIL NADU OPEN UNIVERSITY
School of Social Sciences
Chennai – 15
M. Sc Counseling and Psychotherapy- Syllabus – Semester II
Course Title : PSYCHOLOGICAL TESTS FOR ASSESSMENT
Course Code : MCPS-25
Course Credits :4
COURSE OBJECTIVES
While studying this course, the Learner will be able to:

CO 1 Explain the nature of psychological testing and assessment of

intelligence.
CO 2 Demonstrate the assessments for school children and children with
specific disabilities.
CO 3 Write about objective, projective and behavioural personality
assessment techniques.
CO 4 Evaluate the assessments used in career and business.
CO 5 The application of clinical, counselling and Neuro-Psychological
assessments.

Ten tests from the following areas will be selected by the University and conducted
during the First year of the course.

1. Intelligence (Ravens, WISC, WAIS, Binet Kamath)

2. Memory (WMS)
3. Picture Frustration Test
4. Aptitude
5. Interest
6. Personality
7. Stress
8. Study Skills
9. Rorschach Ink Blot test
10. Anger
11. Problem Checklist
12. Depression
13. TAT
14. Social Maturity Scale (Vineland) 38

15. Self esteem

 16. Assertiveness
17. Anxiety
18. Bender Gestalt Test
19. Sentence Completion test
20. MMPI
21. Learning Disability
22. Other significant areas

REFERENCES
• https://leverageedu.com/blog/types-of-psychological-tests/

COURSE LEARNING OUTCOMES

After completion of this course, the Learner will be able to:

CLO 1 Demonstrate competence in the selection, administration, and scoring
of assessment measures
CLO 2 Demonstrate competence in drawing inferences from the results within
a hypothesis generating and hypothesis testing framework
CLO 3 Demonstrate competence in writing a report of a professional
standard.
CLO 4 Administer specific test for assessment of specific dimensions.
CLO 5 Develop strategies on how questionnaires are formed

39
 TAMIL NADU OPEN UNIVERSITY
School of Social Sciences
Chennai – 15
M. Sc Counseling and Psychotherapy- Syllabus – Semester III
Course Title : PRINCIPLES AND TECHNIQUES OFPSYCHOTHERAPY
Course Code : MCPS-31
Course Credits :4
COURSE OBJECTIVES
While studying this course, the Learner will be able to:

CO 1 Define the concept of psychotherapy, its objectives and Therapeutic

process.
CO 2 Explain various therapeutic techniques.
CO 3 Describe Rational Emotive Therapy, Child Psychoanalysis.
CO 4 Discuss recent trends and developments in Psychoanalytic Research.
CO 5 Demonstrate the therapeutic skills required.
CO 6 Discuss recent trends in psychotherapy and ethical considerations.

BLOCK – I Objectives and therapeutic Process

Introduction to Psychotherapy – Main features – Objectives of Psychotherapy
– Therapeutic process – Effectiveness of Psychotherapy – negative beliefs vs self-
attitudes.

BLOCK – II Therapies
Therapies: Psychodynamic therapy, Behaviour therapy, Cognitive Behaviour therapy,
Humanistic – Experiential therapies, drug therapies.

BLOCK – III Psychotherapy and Related techniques

Psychotherapy and Related techniques – Psychotherapy and counseling –
Psychotherapy and social case work – Psychotherapy and culture – Psychotherapy
and values and the therapist’s responsibility - Psychotherapeutic devices – Catharsis,
suggestions, persuasion, reeducation, distributive analysis and synthesis

40
BLOCK – IV Therapeutic Skills
Therapeutic Skills – Preliminary considerations – the setting – Phases of the session
– Some problems – Mental Status Examination - Other approaches to Psychotherapy
– Supportive therapy Psychobiology – Zen Psychology - NLP.

BLOCK – V Issues in Psychotherapy

Current issues in Psychotherapy – Case studies in Psychotherapy - Professional and
Ethical issues in Psychotherapy - Ethical issues in Practice.

REFERENCES:
• Fox L.J., Psychology as Philosophy, Science and Art –Goodyear
Publishing Inc., California, 1972.
• Hadfield.J.A. Introduction of Psychotherapy – it’s History and Modern

• Schools –George Allen and Unwin Ltd., London, 1970.

• Malan D.H., Individual Psychotherapy and the Sciences of Psychodynamics –

• Butter worth & Co. Ltd., London, 1979.

• Sheldon J.K., Modern Clinical Psychology –Basic Books Inc. Publishers, New
York, 1976.
• Walker. C.E., Clinical Practice of Psychology –Pergamon Press, New York,
1981.

WEB RESOURCES
• https://www.apa.org/topics/psychotherapy/understanding
• https://www.apa.org/topics/psychotherapy/approaches
• https://www.webmd.com/a-to-z-guides/what-is-psychotherapist
• https://www.indeed.com/career-advice/resumes-cover-letters/therapist-skills
• https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9122134/

COURSE LEARNING OUTCOMES

CLO 1 Define Psychotherapy, Objectives, Therapeutic process, Phases,
Therapeutic Skills, Effective ness.
41
CLO 2 Critically evaluate the application of various therapies namely
Psychodynamic therapy, Behaviour therapy, Cognitive Behaviour therapy,
Humanistic, Experiential therapies, drug therapies.
CLO 3 Illustrate the mental status examination process and other therapeutic
skills.

CLO 4 List out the Current trends and issues in Psychotherapy, ethical issues,
analyze Case studies, Zen Psychology – NLP.
CLO 5

42
 TAMIL NADU OPEN UNIVERSITY
School of Social Sciences
Chennai – 15
M. Sc Counseling and Psychotherapy- Syllabus – Semester III

Course Title : BEHAVIOUR MODIFICATION

Course Code : MCPS-32
Course Credits : 4
COURSE OBJECTIVES
While studying this course, the Learner will be able to:

CO 1 Explain Behaviorism, assumptions, theories, modalities that contribute

to understand human behavior.
CO 2 Describe how behavior impacts the environment.

CO 3 Demonstrate the Procedures to Increase Desirable Behavior and

Decrease Undesirable Behavior.
CO 4 Describe the Overview of Assessment, Formulation and Intervention in
Clinical Conditions.
CO 5 Evaluate the application of aversive therapies, Classical and operant
conditioning practices, systematic desensitization, Jacobson’s relaxation and
Extinction.
BLOCK – I Basic Concepts
Introduction to Behaviorism – Historical Overview– Major theories and experiments –
Assumptions – Effects of Behavior Therapy -Punishment - positive and negative
punishment - Factors that influence the effectiveness of punishment- Respondent
conditioning, timing of neutral and unconditioned stimulus, higher order conditioning,
conditioned emotional responses, extinction of conditioned responses, discrimination
and generalization of respondent behavior, Influential factors of respondent
conditioning - Introduction to a functional behavioural analysis - Basic behavioural
principles of the A-B-C contingency - Formal behavioural assessment.

43
BLOCK – II Procedures to Establish New Behavior
Stimulus control: discrimination and generalization - Defining stimulus control, stimulus
discrimination training, the three-term contingency - Generalization.
Shaping and its applications - shaping of problem behaviors - Prompting and fading
techniques - Types of prompts- using prompting and transfer of stimulus control (for
example in autism).
Chaining: Examples of behavioral chains, analyzing stimulus-response chains, task
analysis, backward chaining, forward chaining, total task presentation - Components
of behavioral skills training procedures: Modeling, instructions, rehearsal, feedback.

BLOCK - III Procedures to Increase Desirable Behavior and Decrease

Undesirable Behavior
Differential reinforcement of alternative behavior, differential reinforcement of other
behavior - Differential reinforcement of low rates of responding Antecedent control
procedures - Using antecedent control strategies - Using punishment, Time out,
response cost.

BLOCK- IV Other Behavior Change Procedures

Token economy, practical considerations, implementing a token economy, applications
of token economy, advantages and disadvantages of a token economy.
Behavioral contract, components of a behavioral contract - Cognitive behavior change
procedures – assertiveness training - Assertive Training – Method of A.T. and
procedures –Assertive Training in groups., thought stopping - Introduction to third wave
therapies – Dialectical behavior therapy, metacognitive therapy.

BLOCK - V Overview of Assessment, Formulation and Intervention in Clinical

Conditions
Clinical Conditions – Depression, panic, OCD, GAD, and eating disorders - Anxiety
reduction procedures – Defining fear and anxiety problems, procedures to reduce fear
and anxiety – relaxation, systematic desensitization, in vivo desensitization - Anxiety
induction procedures – implosive therapy, flooding, aversive, counter conditioning –
use of electric shock, covert sensitization.

44
REFERENCES:
 • Kanfer, F.H., &Sallow, G. (1965). Behavioral analysis: An alternative to
diagnostic classification. Archives of General Psychiatry, 12(6), 529-538.
• Masters, J. C., Burish, T. G., Hollon, S. D., & Rimm, D. C. (1987). Behaviour
therapy: Techniques and empirical findings. (3rd Ed.). New York, NY: Harcourt
Brace Jovanovich College Publishers.
• Miltenberger, R.G. (2012). Behaviour modification: Principles and procedures.
(5thed.). Boston, MA: Wadsworth Cengage Learning.
• Simos, G. (2002). Cognitive behavior therapy: A guide for the practicing clinician
(Vol 1) London, England: Brunner- Routledge.

WEB RESOURCES
• https://www.verywellmind.com/behavioral-psychology-4157183
• https://www.coursehero.com/file/66669206/PROCEDURES-TO-ESTABLISH-
NEW-BEHAVIORdocx/
• https://opentextbc.ca/introductiontopsychology/chapter/7-2-changing-
behavior-through-reinforcement-and-punishment-operant-conditioning/
• https://opentext.wsu.edu/ldaffin/chapter/module-7-advanced-operant-
conditioning-procedures-antecedent-focused/
• https://www.encyclopedia.com/medicine/encyclopedias-almanacs-transcripts-
and-maps/token-economy-system
• https://study.com/learn/lesson/clinical-assessment-types-importance.html

COURSE LEARNING OUTCOMES

After completion of this course, the Learner will be able to:

CLO 1 Examine various theoretical background of behavior modification.

CLO 2 Clarify how behavior modification fits into the larger context of the
field of psychology.
CLO 3 Describe various approaches to Assertion Training, Social Skill
Training, Behaviour Modification, Relaxation Techniques.
CLO 4 Review and apply the fundamental aspects of Cognitive Behaviour
Modification, Meichenbaum’s Self 45
Instructional training, Rational Emotive
Therapy (Ellis), Beck’s Model Thought Stopping and Variations and Problem-
S o l v i n g Techniques.

CLO 5 Apply the behavior modification principles in the real- l i f e settings to

achieve a better quality of life of the population being served that also include
him/herself.

46
 TAMIL NADU OPEN UNIVERSITY
School of Social Sciences
Chennai – 15
M. Sc Counseling and Psychotherapy- Syllabus – Semester III
Course Title : COGNITIVE PSYCHOLOGY
Course Code : MCPS-33
Course Credits :3
COURSE OBJECTIVES

While studying this course, the Learner will be able to:

CO 1 Comprehend cognitive psychology and its concepts.

CO 2 Describe attention perception, consciousness and theories associated
with it.
CO 3 Distinguish short term and long-term memory. Enumerate the process of
memory and language.
CO 4 Identify problem solving techniques and steps involved in creative
thinking.
CO 5 Enumerate the process of reasoning and decision making.
BLOCK 1 – INTRODUCTION

Definition and Scope of Cognitive Psychology – History and Development of Cognitive

Psychology – Intelligence – Definition – Theories of Intelligence – Emotional
Intelligence – Definition and its components – Artificial Intelligence – Definition and its
applications.

BLOCK 2 – ATTENTION, PERCEPTION AND CONSCIOUSNESS

The nature and definition of attention, perception and consciousness – selective

attrition and division of attention – theories of attention – filter theory, attenuation
theory, late selection theory – theories of perception – bottom up and top-down process
– Gestalt approaches to perception – Disruptions of perception – subliminal perception
– Consciousness of complex mental process.

BLOCK 3 – MEMORY AND LANGUAGE

Short term vs long term memory – types of

47long-term memory – encoding, storage,
and retrieval – working memory – definition and model – process of forgetting –
memory distortions – reconstructive retrieval – eyewitness testimony – Language –
properties of language- process of language comprehension- language and thought –
language in social context.

BLOCK 4 – PROBLEM SOLVING AND CREATIVITY

Problem solving: Meaning – Problem Solving cycle – types of problems – Problem

Solving techniques – obstacles and aids in problem solving – knowledge and Problem
Solving – Creativity – definition – Divergent Thinking – steps in creative thinking –
nature of creative people – blocks to creative thinking – Promoting Creativity.

BLOCK 5 – REASONING AND DECISION MAKING

Types of thinking – Reasoning: Meaning – categorical syllogisms – conditional

syllogism – syllogistic reasoning – inductive reasoning – heuristics and biases and its
types – Decision making: Meaning – types of decision making.

REFERENCES

• Kellogg, R.T. (2007). Fundamentals of cognitive psychology. New Delhi, India:

Sage Publication.

• Sternberg, R. J. (2009). Applied cognitive psychology: Perceiving, learning and

remembering. New Delhi, India: Cengage Learning.

• Parkin, A . J. (2000). Essential Cognitive Psychology. London: Psychology

Press.

• Smith, E.E & Kosslyn, S.M. (2007). Cognitive psychology: Mind and brain. New
Delhi, India: Prentice – Hall of India.

• Riegler, B.R & Riegler, G. L. (2008). Cognitive psychology. Applying the science
of the mind. New Delhi, India: Pearson India Education Services Private Limited.

• Galotti, K.M. (2004). Cognitive psychology: In and out of the laboratory. New
Delhi, India: Wadsworth.

WEB RESOURCES
48
• https://www.verywellmind.com/cognitive-psychology-4157181
 • https://study.com/academy/lesson/attention-perception-physical-
psychological-influences.html
• https://languagedrops.com/blog/connection-between-language-and-memory
• https://study.com/academy/topic/problem-solving-creativity-in-psychology.html
• https://uk.sagepub.com/sites/default/files/upm-
assets/71415_book_item_71415.pdf
COURSE LEARNING OUTCOMES

After completion of this course, the Learner will be able to:

CLO 1 Define Cognitive psychology and enlist the theories associated with it.
CLO 2 Enumerate theories associated with Attention, perception, and
consciousness.
CLO 3 Analyze the process of memory and language and compare short term
and long-term memory.
CLO 4 Infer the problem-solving cycles, its types, and techniques along with
comprehend the process involved in creative thinking.
CLO 5 Indicate the types and process of Reasoning and Decision making.

49
 TAMIL NADU OPEN UNIVERSITY
School of Social Sciences
Chennai – 15
M. Sc Counseling and Psychotherapy- Syllabus – Semester III
Course Title : LEARNING DISABILITY
Course Code : MCPS-34
Course Credits :3
COURSE OBJECTIVES
While studying this course, the Learner will be able to:

CO 1 Describe the historical perspectives and theories of learning disability.

CO 2 Identify the characteristics of adolescents and adults with learning
disability.
CO 3 Demonstrate the educational and alternative interventions for specific
learning disability.
CO 4 Distinguish the nature, characteristics and interventions of Language
and Mathematics.
CO 5 Describe the emerging issues in the field of learning disability.

BLOCK- I Concept, Nature and Early Intervention

Learning Disability – Concepts – Meaning and Definitions - Nature and Characteristics
of learning Disabled – Causes of learning Disability - Importance of Early identification
and Intervention – Identification of learning-Disabled children- Methods
/ Needs - Screening Tests- Informal and Formal assessment.

BLOCK –II Types of Disability

Types of Disability- Dyslexia: Definition, Types of Dyslexia, Causes and signs and
Specific Oral reading Difficulties – Dysgraphia: Causes and signs - errors in
handwriting – Dyscalculia: Causes and signs – Numerical ability - Dyspraxia (Motor
Planning Disorder).
BLOCK- III Learning Process
Learning Process – Generic Factors – Reading Process – Word analysis – Motor
coordination – (Gross / Neuro / Fine Motor/ laterality /Directionality / Memory)
Information Processing Disorder - Visual, Auditory and Spatial Processing Disorder
50
/Perceptual disorder- Developmental disorders- delayed milestones- Developmental
Screening checklist - Poor Academic Performance. Causes and signs - Associated
Disorders (ADD / ADHD / ODD/ CD) – Causes and Signs.

BLOCK- IV Intervention Strategies for LD

Intervention Strategies- for Dyslexia, Dysgraphia, dyscalculia -Reading –Reading
Process – Reading stages – Skill Development Strategies for word recognition, Sight
words - Reading fluency types –Reading and word attack strategies: Syllabification,
Morphology, Phonology, Spelling Rules and Reading Comprehension Strategies -
Hand writing - Strategies for writing: Writing expression, Spelling rules, Syllabification,
and Sentence writing strategies - Learning disabilities in mathematics – Types of
Dyscalculia – Signs and symptoms – Strategies for Mathematics.

BLOCK –V Support systems for Education of learning disability

Support systems for Education of learning disability –Inclusive Education –Meaning
and scope – Accommodation and provisions across Examination –Management of LD
with associated disorders in the classroom.

REFERENCES:
• Harwell, J. M (1989), Complete Learning Disabilities Handbook, New York.
• Narayan, J. (2003) Educating Children with Learning Problems in Primary
Schools, Resource Book for Teachers: Secunderabad: NIMH.
• Nakra, O (1996) Children and Learning Difficulties, New Delhi, Allied
Publishers.
• Raj, F [2010] Breaking Through, A handbook for teachers and parents of
Children with Specific Learning Disabilities, Secunderabad: VIFA Publications.
• Richard A. Lougy, Silvia L. DeRuvo and David Rosenthal, MD [2007],
Teaching Young Children with ADHD, SAGE Publications. India.
• Marie M, Mathematics for Special Children - A training Manual for Elementary
Teachers, Unistar books Pvt. Ltd Clay, [1985]
• The early Detection of Reading Difficulties, 3rd Edition. Athenaeum Press Ltd.
• Janet W. Lerner, Learning Disabilities- Theories, Diagnosis and Teaching
Strategies, Northeastern Illinois University.
• Evelyn N. Deno Educating Children with Emotional, learning and
Behavioral Problems
51
• S. Krishna Babu, Vedantam Prasad, Digumarti Bhaskara Rao, Reading
 Disabilities, Sonali Publications.
• Paul H Wender, M.D. and Esther H Wender, M.D, The Hyperactive child and
the Learning-Disabled Child, Crown Publishers, New York.
• Anita Woolfolk, Effective practice: Observation, Assessment and Planning- The
early years foundation stage Educational Psychology, Ninth edition, Pearson
Education Inc., 2006.

WEB RESOURCES
• https://www.goodtherapy.org/learn-about-therapy/issues/learning-difficulties
• https://ldaamerica.org/types-of-learning-disabilities/
• https://study.com/academy/topic/learning-processes-in-psychology.html
• https://www.healthychildren.org/English/health-issues/conditions/learning-
disabilities/Pages/Interventions-for-Learning-Disorders.aspx
• https://www.helpguide.org/articles/autism-learning-disabilities/helping-
children-with-learning-disabilities.htm

COURSE LEARNING OUTCOMES

After completion of this course, the Learner will be able to:

CLO 1 Review the historical perspectives and theories of learning disability.

CLO 2 Classify types of learning disability.
CLO 3 Summarize the types and prevalence of learning disabilities.
CLO 4 Implement the Behavioural, educational and alternative interventions
for learning disability.
CLO 5 Evaluate the teaching strategies for oral language, reading, writing and
mathematics.
CLO 6 Describe the educational placement, resources room, support
systems for the Learning Disabled.

52
 TAMIL NADU OPEN UNIVERSITY
School of Social Sciences
Chennai – 15
M. Sc Counseling and Psychotherapy- Syllabus – Semester III

Course Title : HEALTH PSYCHOLOGY

Course Code : MCPS -35
Course Credits :3

COURSE OBJECTIVES
While studying this course, the Learner will be able to:

CO 1 Explain the Physiological basis of healthy behaviour.

CO 2 Analyze the concept and importance of Health Psychology in health
care.
CO 3 Elaborate the nature, cause and effects of stress and coping with stress.
CO 4 Write about nature and significance of pain and the ways to manage and
control pain.
CO 5 Evaluate the management of terminally ill and benefits of yoga.

BLOCK – I Health Psychology and Major systems of the body

An Introduction to Health Psychology: Meaning of Health Psychology - Relating Health
Psychology to other fields - scope, theory and models in health psychology, psycho –
physiological disorders - Nervous and Body system functions –The Endocrine System
– The digestive System – The respiratory system – The Cardiovascular System – The
Immune System.

BLOCK – II: Health Promotion and Illness prevention

Enhancing Health and Preventing Illness: Smoking– Reasons for smoking – Smoking
and Health – Preventing and quitting smoking – Alcohol use and abuse: Alcoholics–
Reasons for use and abuse of alcohol– Preventing and treating for Alcohol abuse.
Drug use and Abuse: Preventing and Stopping drug abuse. Nutrition: Consumption –
Nutrition and Health – Weight control and diet – Exercise.
BLOCK – III Health Services
Becoming Ill and Getting Medical Treatment: Health Services – Perceiving and
Interpreting systems – Using and misusing health services – The Patient-Practitioner
relationship – adhering to medical advice - The hospital – Being hospitalized –
53
Psychological problems of hospitalized patients.
BLOCK – IV Stress and Pain
Stress Management: Stress - Definitions- Models of Stress – Theories of Stress -
Stress reactions– stress and cardiovascular disorders - stress and cancer Coping and
Stress Management techniques- Pain and its management - assessing pain - medical,
behavioural and cognitive treatments for pain - physical and stimulation therapies for
pain - Psychological reactions of a patient to loss – Stages of Acceptance by Kubler-
Ross.

BLOCK – V Terminally and Indian treatment

Management of Ill and Yoga: Management of Chronic and Terminally ill – Quality of
Life – Social support and rehabilitation. Role of Indian Treatment - Yoga Asanas –
Principles in Yoga Practice– Pranayama.

REFERENCES

• Friedman, H.S. (2011). Oxford Handbook of Health Psychology. Oxford: OU

• Neil Niven, Health Psychology Second Edition. Churchill Livingstone, London

• Sarafino, E. P. (1990). Health Psychology- Biopsychosocial Interactions.

Toronto: John Wiley and Sons.
• Shelley E. Taylor. Health Psychology Third Edition. McGraw Hill
International Editions, 1995.
• Swaminathan, V.D, Latha Sathish, Psychology for Effective Living,
Department of Psychology, University of Madras.
• Taimini. L.K. (1973). Glimpses into the Psychology of Yoga – The
Theosophical Publication House, Chennai.
• Taylor, S E. (2006). Health Psychology. (6thed). McGraw Hill Publishers

WEB RESOURCCES
• https://www.coursehero.com/study-guides/boundless-psychology/introduction-
to-health-psychology/
• 54
https://elearning.skbu.ac.in/files/C19CA4F115980823730.pdf
COURSE LEARNING OUTCOMES

After completion of this course, the Learner will be able to:

CLO 1 Define meaning and scope of Health Psychology.

CLO 2 Specify the ways Enhancing Health and Preventing Illness, Nutrition,
drug abuse, Prevention and treatment.
CLO 3 Analyze recent trends in health services, The Patient-Practitioner
relationship, and psychological problems of hospitalized patients.
CLO 4 Apply the concept of Stress and pain, its reactions, coping and
management techniques.

CLO 5 Describe the role of Yoga in treatment of illness, Management of

Chronic and Terminally ill patients and improving Quality of Life through asana.

55
 TAMIL NADU OPEN UNIVERSITY
School Of Social Sciences
Chennai – 15
M. Sc Counseling and Psychotherapy- Syllabus – Semester IV

Course Title : PSYCHOTHERAPY

Course Code : MCPS -41
Course Credits :4

COURSE OBJECTIVES
While studying this course, the Learner will be able to:

CO 1 Explain the techniques of Psychoanalytics.

CO 2 Analyze the existential, logo and client centered therapy.

CO 3 Write about basics of Cognitive therapies: CBT, Transactional

analysis and REBT

CO 4 Express the importance of Group therapy.

CO 5

BLOCK – I Psychoanalytics
The Psychoanalysis Psychotherapy – Techniques – New Developments in
Psychoanalysis - Gestalt Psychotherapy – Basic concepts – Techniques –
Evaluation.
BLOCK – II Other Psychoanlaytical therapies
Existential Therapy – Background – Development – Basic Concepts – Objectives –
Logo therapy – concepts – Nature and procedures – Techniques – Evaluation – Client
Centered Therapy – Basic concepts – Process conditions that bring about
psychological change – Outcomes – Evaluation of client centered therapy.
BLOCK – III Cognitive therapies
Cognitive Therapy Vs Cognitive Behaviour therapy: their basics, procedure and
applications, Nature of automatic talk – Treatment through cognitive methods –
Thought stopping and Psychology of attribution – Transactional Analysis – Types
of Ego states and types of Transactions – Strokes and Script writing.
56
BLOCK – IV Group, family and oriental therapies
Group Therapy and Family Therapy, General Principles of group therapy. Major
variants of group Psychotherapy - nature and effectiveness of family therapy - Eastern
Psychotherapies – Abidhamma Therapy – Yoga Psychotherapy – procedures and
techniques – Applications.

BLOCK – V – Rational emotive therapies

Rational Emotive Therapy – REBT- Child Psychoanalysis and Therapy - Current trends
in Psychoanalytic Research

REFERENCES
• Berne Eric, Transactional Analysis in Psychotherapy –, Grove Press, N.Y.
1961.
• Ellis A., A New Guide to Rational Living –Hollywood, California, Wilshire, 1975.
• Primer – Stephenson F., Gestalt Therapy
• Rose S.D., Group Therapy – A Behavioral Approach –Prentice – Hall, 1977.
• Schaffer G.W. and Lazarus R.S, Fundamental concepts in Clinical
Psychology –.

• McGraw -Hill, 1966.

• Springfield III, Charles C. Thomas, Introductory Readings in Gestalt therapy –
1975.

WEB RESOURCES
• https://www.verywellmind.com/what-is-psychoanalysis-2795246

• https://www.verywellmind.com/what-is-psychoanalytic-therapy-2795467

• https://www.simplypsychology.org/psychoanalysis.html

• https://www.verywellmind.com/what-is-gestalt-therapy-4584583

• https://www.goodtherapy.org/learn-about-therapy/types/existential-
psychotherapy

• https://www.simplypsychology.org/logotherapy.html

• https://www.verywellmind.com/client-centered-therapy-2795999

• https://www.differencebetween.com/difference-between-cognitive-therapy-
57
and-vs-cognitive-behavioral-therapy/
 • https://www.betterup.com/blog/automatic-thoughts

• https://www.verywellmind.com/stop-technique-2671653

• https://affinitycentre.co.uk/transactional-analysis-theory-explained/

• https://www.verywellmind.com/what-is-group-therapy-2795760

• https://www.verywellmind.com/family-therapy-definition-types-techniques-and-
efficacy-5190233

• https://www.slideshare.net/veerabalajikumar/eastern-psychotherapies

• https://www.verywellmind.com/yoga-therapy-definition-types-techniques-and-
efficacy-5198742

• https://www.verywellmind.com/rational-emotive-behavior-therapy-2796000

• https://www.ipa.world/ipa/en/Child_Adolescent/Child_Psychoanalysis.aspx

• https://www.goodtherapy.org/learn-about-therapy/types/psychoanalysis

COURSE LEARNING OUTCOMES

After completion of this course, the Learner will be able to:

CLO 1 Apply the techniques of Psycho analytics.

CLO 2 Apprise the existential, logo and client centered therapy.

CLO 3 Elaborate the Cognitive therapies, BT, Transactional analysis and

REBT.

CLO 4 Illustrate the use of Group therapy.

CLO 5 Discuss the current trends in psychoanalytic research.

58
 TAMIL NADU OPEN UNIVERSITY
School Of Social Sciences
Chennai – 15
M. Sc Counseling and Psychotherapy- Syllabus – Semester IV

Course Title : CAREER COUNSELLING

Course Code : MCPS -42
Course Credits :4

COURSE OBJECTIVES

While studying this course, the Learner will be able to:

CO 1 Explain the basic concepts of Work and Career.

CO 2 Analyze the components of career counselling.

CO 3 Evaluate the factors involved in career decision making.

CO 4 Construct the process involved in career assessment.

CO 5

BLOCK I Work and its Indian context

Concept of Work–Early conception of work – Mindsets and meaning of work –
Evolution of work in the west – The industrial revolution - Evolution of work in the Indian
context – The Ashrama system –The Varna and caste system – The doctrine of Karma
- The world of work in the traditional India. Work as career – Characteristics of career.
BLOCK II Theories of Career Psychology
Theories of Career psychology - The Trait Factor approach – Holland Typological
theory
Developmental and life span oriented approaches – Stages of vocational development
according to Donald Super - Social learning theory. – Factors influencing career
choice: Biological influences – Heredity – Biochemical factors - Environmental
influences – Psychological influences –Social influences – Educational Influences –
Economic Influences - Personality - Personal Interest – Personal Aptitude.
BLOCK III Career Counselling
Career Counselling - Meaning-Definition-Nature and Scope-Importance-Types-– Skills
for Career Counseling - Career Counseling for Individuals and Groups - Career
59 Counselling with College Students -
Counselling with Diverse Population- Career
Career Counselling for Adults- Career Counselling for Women –Ethics of Career
Counselling.
BLOCK IV Counselling and Guidance services
Counselling Services in Schools - Orientation Services - Pupil Information Services -
Inventory Services - Educational and Occupational Guidance Services - Group
Guidance. Services - Counselling Services - Support Services-Placement Services -
Follow-up Services Role Counsellor in Schools.

BLOCK V Career Profiling

Career Profiling – Concept of Career profiling - application of various psychometric
tests related to career assessment- Personality test – Aptitude tests – Career Interest
- Work values – Report writing.

REFERENCES
• Arulmani. & Nag Arulmani. (2004). Career Counseling -A Handb o o k . Tata
McGraw Hill Publishing Company Limited.
• Chauhan, S.S - Second Revised Edition - Principles and Techniques of
Guidance- - Vikas Publishing House Pvt Ltd
• Cramer. L. Herr. & Niles. G. Spencer - (2004) – Career Counselling a
Systematic Approach –Pearson Inc.
• Dalaganjan Naik – (2004) – Fundamentals of Guidance and Counselling
–
• Adhyayan Publishers and Distributors, Delhi,
• Gibson. L. Robert & Mitchell - (2008) – Introduction to Counselling and
Guidance –Prentice Hall of India New Delhi.

• Jennifer. M. Kidd - (2006) – Understanding Career Counselling – Theory,

Research and Practice –Sage Publications

WEB RESOURCES
• https://www.yourarticlelibrary.com/career/career-concept-paths-planning-and-
development-with-diagram/60330
• https://www.ncbi.nlm.nih.gov/books/NBK64076/
• https://www.schoolokay.in/career-counselling-and-the-ethics-of-career-
counselling/
• https://in.indeed.com/career-advice/career-development/what-is-career-
counselling
• https://awato.co/career-assessment-guide/
60
COURSE LEARNING OUTCOMES

After completion of this course, the Learner will be able to:

CLO 1 Explain the concepts of work and Career.

CLO 2 Examine the various concepts of career counseling.

CLO 3 Explore counselling with diverse population.

CLO 4 Illustrate ethics of career counselling.

CLO 5 Assess the role of Career counsellors in schools.

CLO 6 Review the concepts and process involved in Career assessment.

61
 TAMIL NADU OPEN UNIVERSITY
School Of Social Sciences
Chennai – 15
M. Sc Counseling and Psychotherapy- Syllabus – Semester IV

Course Title : COUNSELLING IN SPECIAL CONDITIONS

Course Code : MCPS -43
Course Credits :4
COURSE OBJECTIVES

While studying this course, the Learner will be able to:

CO 1 Explain the basic features of terminally ill.

CO 2 Analyze the Problems of the elderly.
CO 3 Explain the caregiver burden of parents with special children.
CO 4 Demonstrate the fundamentals of grief and bereavement.
CO 5 Write about the need of counselling during trauma and disasters.

BLOCK - I
Counselling the Terminal Ill: Chronic illness - cancer management - Caregiver Burden
- death and dying - Kubler Ross Theory – Hospice Care Vs Palliative Care – Factors
to consider.
BLOCK - II
Counselling the Elderly: Counselling for older adults or Elderly persons - Common
problems requiring counselling in older adults - Presenting problems of ageing –
Types of counselling for older adults - Competencies of psychologists to give
counselling for older adults - Adaptation of counselling process - Barriers of counselling
services.
BLOCK - III
Counselling the Parents having Children with special needs: Special Needs: Meaning
and Nature – Persons with Disabilities – Caregiver Burden- Models in family
functioning – Family Systems Theory – Family oriented Services.
BLOCK - IV
Grief Counselling: Meaning of Grief Counselling – unique aspects of grief
counselling –
bereavement: meaning – theories of bereavement – working with bereaved
62
individuals
ethical issues in grief counselling –current issues in grief counselling
BLOCK - V
Counselling in Trauma & Natural Disasters: Disaster – Meaning, Nature and
Characteristics – Natural Disasters – Negative Psychological effects – impact on
Children - Post Traumatic Disorders – Meaning, Nature and Symptoms- Trauma
Management Therapy – Crisis Counselling.
REFERENCES
• Alice Kaplan M.S.W. Grieg Counselling – A companioning Model, 2004, e-Book
2014 International Psychotherapy Institute.
• Christopher B. Frueh, Samuel M. Turner and Deborah C. Beidel Trauma
Management Therapy, Encyclopedia of Psychotherapy, VOLUME 2, Elsevier
Science (USA).
• Darcy L. Harris, & Howard R.Winokuer, Principles and Practice of Grief
Counselling, 2nd Ed, 2016, Springer Publishing Company, New York.
• Death Cafe: Death Café United States,
https://deathcafe.com/c/United_States/. Accessed September 19, 2019.
• Elisabeth Kubler-Ross, On Death and Dying.

• Howard Rosenthal, Encyclopedia of Counselling, (2008) Routledge - by Taylor

& Francis Group, LLC.

• Reetha Peshawaria, Menon D. K, Rahul Ganguly, Sumit Roy, Rajaram

P.S.Pillai and Asha Gupta, Understanding Indian Families (1995) NIMH,
Secunderabad.
• William Worden, Grief Counselling and Grief therapy, 4th Ed, (2009)
Springer Publishing Company, LLC, New York.
WEB RESOURCES

• https://www.goodtherapy.org/learn-about-therapy/issues/terminal-illness

• https://www.cancer.net/survivorship/living-with-chronic-cancer

• https://www.ncbi.nlm.nih.gov/books/NBK507885/

• https://www.nia.nih.gov/health/what-are-palliative-care-and-hospice-care
63
• https://www.mywellnesshub.in/blog/online-counselling-for-elderly-people-
 geriatric-psychotherapy/

• https://www.webmd.com/healthy-aging/counseling-older-adults

• https://psychology.iresearchnet.com/counseling-psychology/counseling-
process/counseling-the-elderly/

• https://spokanechristiancounseling.com/articles/counseling-for-parents-with-
special-needs-children

• https://www.goodtherapy.org/learn-about-therapy/types/family-systems-
therapy

• https://www.goodtherapy.org/learn-about-therapy/issues/grief

• https://www.aipc.net.au/articles/theories-of-loss-and-grief/

• https://positivepsychology.com/grief-counseling/

• https://www.barnardhealth.us/medical-ethics/ethical-issues-in-grief.html

• https://www.urmc.rochester.edu/MediaLibraries/URMCMedia/flrtc/documents/
DMH-Fundamentals-D-Characteristics-Self-StudyGuide-2016.pdf

• https://www.cdc.gov/childrenindisasters/features/disasters-mental-health.html

• https://www.psychiatry.org/patients-families/ptsd/what-is-ptsd

• https://www.verywellmind.com/trauma-therapy-definition-types-techniques-
and-efficacy-5191413

• https://garrettcounseling.com/what-is-crisis-counseling/
COURSE LEARNING OUTCOMES
After completion of this course, the Learner will be able to:

CLO 1 Distinguish the Hospice and Palliative care.

CLO 2 Decide upon the counselling types to the Problems of the elderly.
CLO 3 Explain the caregiver burden of parents with special children.
CLO 4 Practice family-oriented services.
CLO 5 Work with clients of grief and bereavement.
64
CLO 6 Provide counselling during trauma and disasters.
 TAMIL NADU OPEN UNIVERSITY
School Of Social Sciences
Chennai – 15
M. Sc Counseling and Psychotherapy- Syllabus – Semester IV
Course Title : SCHOOL COUNSELLING
Course Code : MCPS - 44
Course Credits :3
COURSE OBJECTIVES
While studying this course, the Learner will be able to:

CO 1 Express the emotional and behavioural issues of the students.

CO 2 Demonstrate the School related issues.

CO 3 Explain the moral issues during school days.

CO 4 Demonstrate the group counselling and guidance.

CO 5 Analyze the basics of counselling interview.

BLOCK – I Emotional and Behavioural issues

Emotional and Behavioural issues: temperamental instability, Insecurity feeling, and
emotional maturity - Behavioural Issues: Disobeyal, Sexual behaviour, Drug abuse,
Anxiety, Depression and Suicide.
BLOCK – II Issues in School
Issues in School: Bulling, Competition, Under achievement, Shyness, Sexual Abuse.
Impact of Mass Media: Television, Print Media and social media.

BLOCK – III Moral Issues

Moral Issues: Development of Delinquency, Truancy, Aggression, Conduct Disorders,
Attention Deficit Hyper Disorder (ADHD) and Autism.
BLOCK – IV Group Counselling
Group Counseling – Definitions – Group Guidance – Theoretical considerations –
values of group Counseling - Group therapy – T & Sensitivity groups – Group process
and group dynamics – Establishment – selection – identification – productivity and
realization - Termination – Multicultural issues.
BLOCK – V Counselling Interview
65
Counseling Interview: Communication, verbal, nonverbal, interview, techniques of
interview, relationship technique, problem identification and exploration, sharing,
transference, counter transference

REFERENCES:

• Robert J. Gatchel, Andrew Baum & David S.Krantz, (1989) An introduction

to Health Psychology, 2nd Edition New York, Mc Graw Hill,
• S. Sunder, (2002) Textbook of Rehabilitation – 2nd Edition Jaypee Brothers,
New Delhi.

WER RESOURCES
• https://www.ncld.org/research/state-of-learning-disabilities/social-emotional-
and-behavioral-challenges/
• https://www.goodtherapy.org/blog/psychpedia/insecurity
• https://www.healthline.com/health/mental-health/emotional-maturity
• https://egyankosh.ac.in/bitstream/123456789/46285/1/Unit-15.pdf
• https://www.webmd.com/mental-health/oppositional-defiant-disorder
• https://www.psychologytoday.com/us/basics/bullying
• https://www.psychologytoday.com/us/basics/sexual-abuse
• https://indiaasisee.fairgaze.com/blogs/the-value-of-competition-in-the-
classroom.html
• https://www.mastersincommunications.org/mass-media-good-bad-family/
• https://nap.nationalacademies.org/read/9747/chapter/5#74
• https://www.healthline.com/health/truancy
• https://study.com/academy/lesson/aggression-in-school-age-children.html
• https://www.cdc.gov/ncbddd/adhd/facts.html
• https://www.psychiatry.org/patients-families/autism/what-is-autism-spectrum-
disorder
• https://www.verywellmind.com/what-is-group-therapy-2795760
• https://www.egyankosh.ac.in/bitstream/123456789/46269/1/Unit-7.pdf
• https://www.verywellmind.com/what-is-group-therapy-2795760
• http://utsavhr.com/t-group.php
• 66
https://www.sweducarebd.com/2018/08/group-process-and-group-
dynamics.html
 • https://www.goodtherapy.org/learn-about-therapy/issues/multicultural-
concerns
• http://www.jiwaji.edu/pdf/ecourse/political_science/mba%20406%20(A)%20C
OUNSELING%20INTERVIEW.pdf
• https://work.chron.com/emotional-stresses-being-clinical-psychologist-
22410.html
COURSE LEARNING OUTCOMES
After completion of this course, the Learner will be able to:

CLO 1 Compile the emotional and behavioural issues of the students.

CLO 2 Comprehend the various School related issues.

CLO 3 Analyze the moral issues during school days.

CLO 4 Propose group counselling and guidance to the needy.

CLO 5 Apply the basics of counselling interview in school settings.

67
 TAMIL NADU OPEN UNIVERSITY
School Of Social Sciences
Chennai – 15
M. Sc Counseling and Psychotherapy- Syllabus – Semester IV
Course Title : FAMILY AND MARITAL COUNSELLING
Course Code : MCPS – 45
Course Credits :3
COURSE OBJECTIVES
While studying this course, the Learner will be able to:

CO 1 Explain the basics of marital counselling and family counselling.

CO 2 Compile the basic Concepts and Theoretical Perspectives of marriage

and family.
CO 3 Incorporate the contemporary issues in family counselling.

CO 4 Write the basics of diagnosis pattern and marital therapy.

CO 5 Express the various therapeutic approaches.

BLOCK I: Basics of marital counselling and family counselling

Marriage counselling- Concepts, Dynamics of couple system- couple needs and

individual needs, Role conflicting, couple intimacy - Family Counseling – Concepts,
differences between family therapy and marriage therapy. Family versus Individual
Therapy, Different context in Marriage and family therapy- Psycho-Social Context,
cultural context, ecological context, emotional context and behavioural context -
Premarital counseling- strategies scope and challenges.

BLOCK II: Basic Concepts and Theoretical Perspectives

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) - Feminist
critique, Solution focused therapy, Narrative Therapy, Integrative models - Evaluation
of Family Therapy, Family therapy research, Empirical foundations and Practice
implications.

BLOCK III: Family counselling and contemporary

68 issues
Family Life Cycle stages and variations affecting family life cycle - Contemporary
issues of families- modern and traditional families: Working with Single Parent families,
Infertility, Separation and Divorce, family violence, Domestic violence sexual abuse,
children with development disorders, alcohol and drug abuse, mental health disorders
(anxiety, depression, impulse control disorders, etc), illness, financial crises, work and
family.

BLOCK IV: Diagnosis and Challenges in marital therapy

Diagnosis and treatment planning for couples, Diagnostic assessment, individual or
couples therapy, Contraindications to marital therapy, dealing with resistance to
change, Causes and functions of resistance, Strategies for handling resistance to
change, Law Governing Unfair Practices and Property Relations, Family Disputes and
Alternative Dispute Resolution Mechanism.
BLOCK V: Family Therapy Approaches
Brief Overview, Stress Management, Techniques, Couples Therapy, -Dialectical
behaviour Therapy, Multigenerational Family Therapy, Experiential Family Therapy,
Structural Family Therapy, Strategic Family Therapy, The Expressive Arts Therapies:
Brief overview, Key Concepts, Three Expressive Arts Therapeutic Approaches,
Research and Evaluation. Narrative Therapy: Brief Overview, Key
Concepts, Therapeutic Process, Research and Evaluation.

REFERENCES
• Carter, B. & McGoldrick, M. (1999). The changing family life cycle. 3rd. Ed.
Boston: Allyn and Bacon.
• Gehart,R.MasteringCompetenciesinFamilyTherapy:APracticalApproachtoTheo
ryand Clinical Case Documentation.
• Hecker, L. & Wetchler, J. (2003). An introduction to marriage and family therapy.
New York: Haworth Clinical Practice Press.
• Liberman, R. (1980). Handbook of marital therapy: a positive approach to
helping troubled relationships. New York: Plenum Press.
• Long, L. & Young, M. (2007). Counselling and therapy for couples. Belmont,
CA: Thomson Brooks /Cole.
• Nichols, M. & Schwartz, R. (2005). The essentials of family therapy. Boston,
69
Ma: Pearson /Allyn and Bacon.
 • Nichols, P.M & Schwartz C.R(2006). Family Therapy –concepts and
methods,7thedition, Allyn and Bacon, Boston, Pearson education, Inc. Press,
Inc.
• Patterson, J. (2009). Essential skills in family therapy: from the first interview to
termination. New York: Guilford Press.
• Satir.V.(2008) Satir Transformational Systemic Therapy. Publisher: Science
&BehaviorBooks.

• Sexton, T., Weeks, G. & Robbins, M. (2003). Handbook of family therapy: the
science and practice of working with families and couples. New York: Brunner
Routledge.
• Sharf, R. (2008). Theories of psychotherapy and counseling: concepts and
cases. Australia United States: Thomson/Brooks/Cole.
• Steve de Shazer. (1982) Patterns of Brief Family Therapy: An Exo systemic
Approach. Guilford Publication.

WEB RESOURCES

• https://www.talkspace.com/blog/marriage-counseling-guide-couples-therapy/

• https://www.verywellmind.com/couples-therapy-definition-types-techniques-
and-efficacy-5191137

• https://www.medicalnewstoday.com/articles/family-counseling#what-to-expect

• https://www.psychologytoday.com/us/therapy-types/marriage-and-family-
therapy

• https://www.goodtherapy.org/blog/issues-treat-before-family-therapy/

• https://psychology.fandom.com/wiki/History_of_family_therapy

• https://www.pearsonhighered.com/assets/samplechapter/0/2/0/5/0205922449.
pdf

• https://skywoodrecovery.com/models-of-family-therapy/

• 70
http://psychologicalstudies.blogspot.com/2017/01/cybernetic-functionality-of-
family.html
• https://www.goodtherapy.org/learn-about-therapy/types/systems-theory-
therapy

• https://www.goodtherapy.org/learn-about-therapy/types/constructivism

• https://www.psychologytoday.com/us/therapy-types/attachment-based-therapy

• https://www.verywellmind.com/what-is-feminist-therapy-5204184

• https://www.verywellmind.com/what-is-solution-focused-brief-therapy-2337728

• https://www.verywellmind.com/narrative-therapy-4172956

• https://www.verywellhealth.com/integrative-therapy-5212933

• https://www.family-institute.org/graduate-education/master-science-marriage-
family-therapy/research

• https://globalbioethicsenquiry.com/wp-
content/uploads/2021/02/7673bf3c8eda58f84a4dedb482031bbf.pdf

• https://www.yourarticlelibrary.com/family/family-life-cycle-3-main-stages/47660

• https://philschatz.com/sociology-book/contents/m52961.html

• https://leavingschool.co.uk/guide/gcse-sociology-families-contemporary-family-
issues/

• https://www.psychologydiscussion.net/difference-between/difference-between-
modern-family-and-traditional-family-psychology/13671

• https://www.psychologytoday.com/us/basics/family-dynamics/single-parent-
family

• https://www.mayoclinic.org/diseases-conditions/infertility/symptoms-
causes/syc-20354317

• https://www.vidhikarya.com/legal-blog/divorce-vs-legal-separation-what-is-the-
difference

• https://www.webmd.com/sex-relationships/features/when-intimacy-turns-
violent
71

• https://psychcentral.com/disorders/childhood-developmental-disorders
 • https://www.webmd.com/mental-health/addiction/substance-abuse

• https://www.mayoclinic.org/diseases-conditions/mental-illness/symptoms-
causes/syc-20374968

• https://aamft.org/Consumer_Updates/Financial_Distress.aspx

• https://www.lifehack.org/articles/lifestyle/secrets-balancing-work-and-family-
life.html
• https://www.insider.com/couples-therapy-issues-problems-solutions-2019-2
• https://journals.sagepub.com/doi/10.1177/1066480719887917
• https://www.theraplatform.com/blog/341/family-therapy-techniques
• https://www.betterhelp.com/advice/marriage/marriage-counseling-techniques/
COURSE LEARNING OUTCOMES
After completion of this course, the Learner will be able to:

CLO 1 Interpret the basics of marital counselling and family counselling.

CLO 2 Apply the basic Concepts and Theoretical Perspectives of marriage

and family.

CLO 3 Analyze the contemporary issues in family counselling.

CLO 4 Effectively diagnose and marital issues.

CLO 5 Analyze the various therapeutic approaches.

72
 Mapping

M. Sc Table 1
counseling (a)
&Psychothera
py
Foundat
ion
courses
Ad Adv Life ResMetho Psy Coun Psychomet Clinical Princ & Behvr Co L
Gen Soci Span Psy ds & Stat & Skill ry assess tech Mod g D
Psyc al Men & ment Psychother Psy
h Healt Tech apy
h

Aca
dem
ic
Com
pete
nce
(1.1
to
1.8)
Programme
outcomes
1.1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Disciplinary
Knowledge
1.2 ✓ ✓ ✓ ✓ ✓ ✓ ✓
Professional
Skills
1.3 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Application of
Skills to
chosen
specialization
1.4 ✓ ✓ ✓ ✓ ✓
Experiential
Learning
&Critical
Thinking
1.5 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Application to
Psychology
related
Problems
1.6 ✓
Knowledge of
e-resources &
social media
1.7 Skills in ✓ ✓
scientific
writing &
Effective 73
presentation
skills
1.8 Critical ✓ ✓ ✓ ✓
evaluation of
theoretical
approaches

74
 Tabl
e
1(b)
Foun
datio
n
cour
ses
Ad A Li Res Ps Co Psych Clini Princ Beh C L Psych Care Co Sc
Gen dv fe Meth y un ometr cal & tech aM o D othera er un ho
Psyc So S ods & Sk y asse Psych od g py Cou s ol
h ci p & M ill ssme othera P nseli spl Co
al a Stat en & nt py s ng co un
n He Te y nd s
alt ch
P
h
sy

Pers
onal
&
Beha
viou
ral
Com
pete
nce
(2.1
to 2.
6)
Progra
mme
outco
mes
2.1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Self
develo
pment
&self
regula
tion
skills
2.2 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Social
skills
(empa
thy) &
accou
ntabili
ty
2.3 ✓ ✓ ✓ ✓
Cultur
al and
histori
cal
sensib
75
ility
2.4 ✓ ✓ ✓ ✓ ✓
Conve
rsatio
nal
Comp
etence
&
Com
munic
ation
skills
2.5 ✓ ✓ ✓ ✓ ✓ ✓ ✓
Appre
ciatin
g
Divers
e
perspe
ctives
2.6 ✓ ✓ ✓ ✓ ✓ ✓
Abilit
y to
work
in
group
s&
teams
(negot
iation
Tabl
e
1(c)

Foun
datio
n
cour
ses
Ad A L Res Ps C Psyc Clin Beh C L Psych Car C Sc
Gen dv if Met y ou hom ical Princ aM o D other eer ou ho
Psyc S e hods & n etry asse & od g apy Cou ns ol
h oc S & M Sk ssm tech P nsel sp C
ial p Stat en ill ent Psych s ing l ou
a H & other y co ns
ea Te apy nd
n
lth ch
P
s
y
Soci
al
Com
pete
nce
(3.1 76
 to
3.6)
Progra
mme
outco
mes
3.1 ✓
collab
oratio
n,
Coope
ration
&
Com
munit
y feel
3.2 ✓ ✓
Under
standi
ng
social
dyna
mics
&
social
proble
ms
3.3 ✓ ✓
Gende
r
Sensit
ivity
&
aware
ness
of
gende
r
fluidit
y
issues
3.4 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Ethica
l,
Social
&
Ecolo
gical
respon
sibilit
y
3.5 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Moral
& 77
Ethica
l
Aware
ness
&
reason
ing
3.6 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Multil
evel
Com
mitme
nt to
health
&
wellbe
ing

Table 1 (a)
Elective
courses
Theories of Psychological Health Family & Marital
Personality Assessment Psychology Counseling
Academic
Competence
(1.1 to 1.8)
Programme
outcomes
1.1 Disciplinary ✓ ✓ ✓ ✓
Knowledge
1.2 Professional ✓ ✓ ✓ ✓
Skills
1.3 Application of ✓ ✓ ✓ ✓
Skills to chosen
specialization
1.4 Experiential ✓ ✓ ✓
Learning
&Critical
Thinking
1.5 Application to ✓ ✓ ✓
Psychology
related Problems
1.6 Knowledge of
e-resources &
social media
1.7 Skills in ✓
scientific writing
& Effective
presentation skills
1.8 Critical ✓
evaluation of
theoretical
approaches
78
Table 1(b)
 Elective
Courses
Theories of Psychological Health Family & Marital
Personality Assessment Psychology Counseling
Personal &
Behavioural
Competence
(2.1 to 2. 6)
Programme
outcomes
2.1 Self ✓ ✓ ✓
development & self
regulation skills
2.2 Social skills ✓ ✓
(empathy) &
accountability
2.3 Cultural and ✓
historical
sensibility
2.4 Conversational
Competence &
Communication
skills
2.5 Appreciating ✓
Diverse
perspectives
2.6 Ability to work
in groups & teams
(negotiation
Table 1(c)
Elective Courses
Personality

Psychologi

Assessmen

Psycholog

Counselin
Family &
Theories

Marital
Health
cal
of

g
t

Social
Competence
(3.1 to 3.6)
Programme ✓
outcomes
3.1 collaboration,
Cooperation &
Community feel
3.2 Understanding ✓
social dynamics &
social problems
3.3 Gender ✓
Sensitivity &
awareness of
gender fluidity 79
issues
3.4 Ethical, Social ✓ ✓ ✓
& Ecological
responsibility
3.5 Moral & ✓ ✓ ✓
Ethical Awareness
& reasoning
3.6 Multilevel ✓ ✓
Commitment to
health & wellbeing

80
 M.Sc Counselling & Psychotherapy

Table 1
Foundation
courses
MCPS-11

MCPS-12

MCPS-14

MCPS-21

MCPS-22

MCPS-23

MCPS-24

MCPS-31

MCPS-32

MCPS-33

MCPS-34

MCPS-41

MCPS-42

MCPS-43

MCPS-44
MCPS-13
Programme
outcomes

Academic Competence

Disciplinary ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Knowledge
Professional Skills ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Application of ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Skills to chosen
specialization
Experiential ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Learning &Critical
Thinking
Application to ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Psychology related
Problems
Critical evaluation ✓ ✓ ✓ ✓ ✓ ✓
of theoretical
approaches
Personal & Behavioural Competence
Self-development & ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
self-regulation
skills
Social skills ✓ ✓ ✓ ✓ ✓ ✓
(empathy) &
accountability
Cultural and ✓ ✓ ✓ ✓
historical sensibility
Conversational ✓ ✓ ✓ ✓
Competence &
Communication
skills
Appreciating ✓ ✓ ✓ ✓ ✓ ✓
Diverse
perspectives
Ability to work in ✓ ✓ ✓ ✓ ✓
groups & teams
(negotiation
Social Competence
Ethical, Social & ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Ecological
81
responsibility
Moral & Ethical ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Awareness &
reasoning
Multilevel ✓ ✓ ✓ ✓ ✓
Commitment to
health & wellbeing

MCPS-15

MCPS-25

MCPS-35

MCPS-45
Table 2 Elective courses
Programme outcomes

Academic Competence

Disciplinary Knowledge ✓ ✓ ✓ ✓

Professional Skills ✓ ✓ ✓

Application of Skills to chosen ✓ ✓ ✓

specialization
Experiential Learning &Critical ✓ ✓
Thinking
Personal & Behavioural Competence

Self-development & self-regulation ✓ ✓

skills

Ability to work in groups & teams ✓

(negotiation)
Social Competence

Understanding social dynamics & ✓

social problems
Ethical, Social & Ecological ✓ ✓
responsibility
Moral & Ethical Awareness & ✓ ✓
reasoning

Relevance of Foundation Courses

MCPS-11

MCPS-12

MCPS-14

MCPS-21

MCPS-22

MCPS-23

MCPS-24

MCPS-31

MCPS-32

MCPS-33

MCPS-34

MCPS-41

MCPS-42

MCPS-43

MCPS-44
MCPS-13

Relevance

Local ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

National ✓ ✓ ✓ ✓ 82 ✓ ✓ ✓ ✓ ✓
Regional ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

International ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Relevance of Elective Courses

MCPS-15

MCPS-25

MCPS-35

MCPS-45
Relevance

Local ✓ ✓ ✓ ✓

National ✓

Regional ✓ ✓ ✓ ✓

International ✓ ✓ ✓

83