CENTRE FOR DISTANCE AND ONLINE EDUCATION, JAMIA MILLIA

ISLAMIA, NEWDELHI

POST GRADUATE DIPLOMA IN GUIDANCE AND COUNSELLING (DISTANCE MODE)

PROJECT FILE

SESSION 2024-2025

SUBMITTED BY: Khushboo Khatoon

ROLL NO : DO24DGC765

SUPERVISOR NAME:
 ACKNOWLEDGEMENT

It is a matter of pleasure to acknowledge the indebtedness to my teachers of

JAMIA MILLIA ISLAMIA for their great co-operation in the completion of this project of
PGDGC (POST GRADUATE DIPLOMA IN GUIDANCE AND COUNSELLING ), I
express my thanks and gratitude to them. They helped me and provided valuable guidance at
every step.

I also thank my Supervisor …….. and Coordinator Dr. Dayal Sandhu of the Centre for
Distance and Online Education, JMI for their deep interest, valuable guidance, encouragement
and the facilities provided to me during my project.
 DECLARATION

I Khushboo Khatoon. Roll No DO24DGC765, hereby declare that this activity file is a beneficial work carried out
by me under the guidance and supervision Of Ms Tejaswini.This activity file is submitted for the award of POST
GRADUATION DIPLOMA IN GUIDANCEAND COUNSELLING to JAMIA MILLIA ISLAMIA UNIVERSITY.

The results embodied in this activity file have not been submitted to any other
University/Institute for the award of any Diploma or Degree.

(Khushboo Khatoon)

Date:
 TABLE OF CONTENT

Sr. Activity Name of Activity

No.

1 Activity-1 Planning /Preparation of

School
Guidance Program

2 Activity-2 Psychological Assessment-

Interest Test

3 Activity-3 Individual Counseling

4 Activity-4 Life Skills Modification

5 Activity-5 Depression rating scale

6 References
 Activity -1
Planning and Preparing Guidance program for School

About the Organization:-

…………………………………………..

Guidance Program on Time Management

During the internship a guidance program for time management tailored to students can help them optimize their study
and personal time effectively. The students were explained about the importance of time management in academic
success and personal life. Good time management can increase productivity, reduce stress, and help maintain better
balance between studies and leisure.

Time management is the coordination of tasks and activities to maximize the effectiveness of an individual's efforts.
Essentially, the purpose of time management is to enable people to get more and better work done in less time.

Elements of time management include organization, planning and scheduling to best take advantage of the time
available. Time management techniques also take into account an individual's particular situation and their relevant
capabilities and characteristics.

1. Importance of Time Management-

The importance of time management is in its ability to assign meaning to time, letting people make the most of their
time. In a business context, it is used to set goals and expectations for companies and their employees. Good time
management skills help employees deliver quality work and meet their goals effectively. Time management also helps
managers to understand what employees are capable of and to set realistic goals.

Poor time management skills cause employees to miss goals and deliver poor work, become overly stressed out and
anxious, and run short of time. When time is used inefficiently, it has deleterious effects on employees, management and
the company.

Time poverty is a result of poor or nonexistent time management. People find themselves in this state when they have too
much to do and too little time to do it. Their personal lives suffer, and they feel increasingly overwhelmed with
responsibilities and activities despite working hard.

Time management requires active decisions about what a person wants to do. Without time management, individuals
continually react to external stimuli and lose a sense of control over their work and lives.
All work takes time, but some tasks are more valuable than others. Reallocating time to higher-value work improves both
productivity and work-life balance. Good time management creates a healthier workplace overall.

Enables you to accomplish your goals fast -Appropriate time management makes one more effective and encourages you
to give your best to what you are doing and what you can, thus helping you achieve your goals much faster.

Enables you to prioritize your work -When creating a timetable, you prioritize and arrange essential tasks that need
immediate attention. For example, students have to complete assignments before attending a session. A student can fit in
time to work on the assignments before attending a study group with correct time management.

Enables You to Get More Done in Less Time -Dedicating a specified amount of time to a particular task helps you focus
on it. Instead of working on a given task with no predefined time assigned, you can complete the same task by sticking to
a time plan. Without a time plan, you might completely forget to finish a task.

Reduces Stress Levels - Time management skills can help you prioritize the time required for essential tasks; prioritizing
tasks and having enough time to accomplish those tasks means reduced stress levels.

Helps You Become More Efficient -Effective time management helps you to be more focused at
school/college/university, thus increasing your efficiency and enabling you to accomplish more within less time.
Effective time management is crucial for students to excel academically and maintain a healthy work-life balance. Some
practical tips tailored for students was shared with the students to help them beat procrastination, stay focused, and be
more productive .
Set Clear Goals:
Define short-term and long-term goals. Break them down into manageable tasks. This clarity helps prioritize and focus
on what truly matters.
Prioritise Tasks:
Identify tasks based on urgency and importance. Use the Eisenhower Box method to categorise tasks into four quadrants:
urgent and important, important but not urgent, urgent but not important, and neither urgent nor important.
Create a Schedule:
Develop a weekly or monthly schedule. Allocate specific time slots for classes, study sessions, and leisure. Stick to your
schedule as much as possible, but be flexible enough to adapt when necessary.
Use a Planner:
Invest in a planner or digital calendar to track assignments, deadlines, and events. This visual aid helps you stay
organized and ensures you don’t miss important dates.
Break Down Tasks:
Large projects can be overwhelming. Break them into smaller, more manageable tasks. Tackling one step at a time
makes the workload seem less daunting.
Avoid Procrastination:
Procrastination can be a major hurdle. Combat it by setting realistic deadlines, using productivity techniques (like the
Pomodoro Technique), and eliminating distractions during study sessions.
Set Realistic Expectations:
Tell yourself the truth about your capabilities in the time you have available. Setting realistic expectations helps reduce
stress and prevents burnout.
Learn to Say No:
While it’s important to be involved in extracurricular activities, don’t overcommit. Learn to say no when your plate is
already full to maintain a healthy balance.
Take Breaks:
Incorporate short breaks during study sessions to maintain focus and prevent burnout. Physical activity during breaks can
also improve overall concentration.
Review and Adjust:
The student was asked evaluate your time management strategies and be ready to change course if something isn’t
working.Also, the students were psychoeducated about being figuring flexible and calm. Don’t be anxious and nervous
when things are not working well.They should be able to manage time by implementing these practical time management
strategies, students can enhance productivity, reduce stress, and achieve a healthier balance between academic and
personal life. This balance is the necessity if maintained properly can lead to good time management as they will be
conscious enough about the activities that are not needful and they are giving so much time in this and which work
requires more time and attention.

Balancing Academics and Extracurriculars : Time Management for Students

Balancing academics and extracurricular activities is a common challenge for students, but with effective time
management, it can be conquered. The key is to create a realistic schedule that allows for both study and play.

Start by prioritising tasks. Identify important deadlines for assignments and exams, and allocate specific time slots for
focused study sessions. To make bigger jobs less difficult divide them into smaller, more manageable portions.

When it comes to extracurricular activities, choose those you are passionate about and can realistically commit to.
Quality over quantity is essential. Once you have identified your commitments, schedule them alongside your academic
responsibilities. This way, you can visualize your week and ensure a balance between the two.

Avoid procrastination by setting specific goals for each study session and rewarding yourself with a break or a bit of your
favorite activity afterwards. Use tools like timers to stay on track and prevent distractions. Remember, effective time
management is not about working endlessly but working efficiently.

Communication is key, whether it’s with teachers, club leaders, or teammates. Keep them informed about your schedule,
and don’t hesitate to seek support when needed. Most educators and mentors understand the importance of a well-
rounded education and can guide managing your responsibilities.

Lastly, take care of yourself. Ensure you get enough sleep, maintain a healthy diet, and make time for relaxation. A well-
rested and balanced student is more likely to excel both academically and in extracurricular pursuits.

In conclusion, successful time management involves prioritisation, realistic scheduling, efficient work habits, and
effective communication. By mastering these skills, students can navigate the demands of academics and
extracurriculars, creating a fulfilling and balanced educational experience.

Parental Involvement in Developing Time Management Skills at Home

Parental involvement plays a vital role in promoting effective time management skills in children at home. As the
primary influencers in a child’s life, parents can contribute significantly to the development of this essential life skill.
Firstly, parents can set a positive example by demonstrating good time management themselves. By maintaining a
balanced daily routine, prioritising tasks, and adhering to schedules, parents provide a practical model for their children
to emulate. Children often learn best by observing, and seeing their parents handle time effectively encourages them to
do the same.

Furthermore, parents can actively engage with their children in creating routines and schedules. Collaboratively
establishing a daily or weekly plan helps children understand the importance of allocating time for various activities,
such as homework, chores, and leisure. This involvement not only imparts organizational skills but also instils a sense of
responsibility.

Regular communication about the value of time and its finite nature is essential. Parents can discuss the importance of
managing time wisely to achieve goals, meet deadlines, and reduce stress. Emphasizing the consequences of
procrastination and the benefits of timely completion can motivate children to prioritize their tasks.

Additionally, parents can provide gentle reminders and encouragement to help children stay on track with their
schedules. This support helps reinforce the idea that managing time is an ongoing process that requires consistency and
effort.

In conclusion, parents serve as critical guides in the development of time management skills at home. By modeling
effective time management, collaborating on routines, fostering open communication, and offering support, parents
empower their children with the tools necessary to navigate the demands of daily life successfully.

Preparing for the Future: Time Management Skills for Career Readiness
Effective time management is a critical component of career success and readiness, playing a key role in personal and
professional development. Cultivating strong time management skills ensures that individuals can meet deadlines, handle
tasks efficiently, and maintain a healthy work-life balance.

In the professional realm, time management directly impacts productivity. Employees who can prioritize tasks and
allocate time appropriately are more likely to complete projects successfully and contribute to their team’s overall
success. Meeting deadlines is a key aspect of career readiness, as it reflects reliability and commitment to organisational
goals.

Moreover, time management skills are highly transferable across various workplaces and industries. The ability to
organize one’s time effectively is essential whether working in an office, a laboratory, or a creative studio. Professionals
who excel in time management are adaptable and can navigate different work environments, showcasing a valuable skill
set that is attractive to employers.

In addition to enhancing productivity, efficient time management contributes to stress reduction. Juggling multiple
responsibilities and deadlines can be overwhelming, but individuals with strong time management skills can navigate
challenges with greater ease. This adaptability is a sought-after quality in the workforce, as it fosters resilience and the
ability to thrive in dynamic, fast-paced environments.

Furthermore, time management is closely tied to effective communication and collaboration. Professionals who can
manage their time well are more likely to coordinate with team members, attend meetings punctually, and contribute
meaningfully to group projects. These collaborative efforts contribute to a positive workplace culture and build strong
professional relationships.

Activity:
 1. Students were asked to reflect on how they currently spend their time. Also the students were suggested to use a
time log for one week to track activities.
2. Eisenhower Matrix was introduced to the student to help them distinguish between urgent and important tasks.
3. Settings Goals- Students were asked to set Specific, Measurable, Achievable, Relevant, Time-bound goals
(SMART Goals) and write down short-term and long-term academic and personal goals.
4. Students were asked to do daily and weekly planning. Also the students were suggested Create a sample weekly
planner, including classes, study time, and extracurriculars.
5. The concept of Time Blocking was taught to help them allocating specific books of time for different activities.

Some common causes of procrastination was discussed and the students were asked to a Identify personal triggers
for procrastination and develop action plans to address them.(e.g., breaking tasks into smaller steps).

Also some productivity apps (e.g., To do list, Google Calendar) and techniques like the Pomodoro Technique
was introduced. The students were asked to set up a personal calendar or task management tool.

Activity- 2

PSYCHOLOGICAL ASSESSMENT II – INTEREST INVENTORY

INTRODUCTION:
Interest tests are a valuable tool in Psychology that measure and assess the interests of individuals. Interest tests are most
often used in career counseling and educational guidance, as they measure an individual’s interests in order to help them
make decisions about what career or educational path they should take. Interest tests can help people make the right
decision by providing them with information about their interests and the paths they can take to best utilize them. Interest
tests can also be used to identify career development opportunities and to assess the fit of individuals in different
occupations.
The degree and direction of an individual's interest reflect a significant component of his or her personality. This attribute
influences educational and career pursuits. As a result, vocational and academic counselling have had the most
significant influence on interestresearch.
The interview inventory is intended to assist students understand their chosen career and to direct students to areas where
they are most likely to find employment satisfaction. It is not a test of journaling or certain talents, including intelligence.
Such characteristics are connected to a person's job performance and satisfaction. These attributes, such as aptitude,
ability, IQ, and personality, should be assessed using various methods and taken into account alongside interest ratings.
One of the primary roles of any vocational guidance program is to assist an individual in preparing him/her for a suitable
occupational choice based on his/her established talents, aptitude, interest, personality characteristics, and current
position. Occupation is not just a source of income but also a way of life, thus it should promote happiness and social
well-being. occupational guidance is concerned with developing information, understanding, and competence, all of
which serve as the foundation for an individual's occupational choices.
According to Super and Crites (1962) ―“Vocational Guidance is a process of helping a person to develop and accept
an integrated and adequate picture of himself or herself and his/her role in theworld of work to test this concept against a
reality and to convert it into a reality with satisfaction to him/her and to the benefit of society.”
Types of inventories used for measuring interest:
The inventories used for measurement of interest are of two types- formal and informal.
The formal methods are specialized and standardized measuring instruments such as interest inventories, interest test
batteries.
The informal methods include the person’s own statement, a record of his activities and observation by the parents and
the teachers. The former i.e., the informal methods are usually supplemented by the informal methods. Three notable
formal methods universally employed are:
1) Strong vocational interest blank,
2) Kuder preference record, and
3) Thurston’s vocational interest schedule.
4) Vocational interest record (VIR)
5) Comprehensive interest schedule (CIS)

Description of the Test:

Vocational Interest Record (VIR) by Dr. S.P. Kulshrestha

“Vocational Interest as defined by Holland (1997) is an expression of an individual’s personality in work, School
subjects, hobbies, recreational activities and preferences”. Vocational interests are one of the most enduring and compel-
ling areas of individual differences (Lubinski & Dawis, 1995) and the most popular means for characterizing, comparing,
and matching persons and environments (Hogan & Blake, 1996). Interests have received substantial empirical attention
in areas of vocational choice (Holland, 1997).
Vocational interest is defined as one’s own pattern of preferences, aptitudes, like dislikes, preferred in any manner,
wisely or unwisely by self or by another source for a given vocational area or vocation. Therefore, the purpose of the
present record is to help students to adjust themselves to the careers, jobs and vocations, by making wise choices.
Only by making right choice the student will be able to utilize his all the potential to the maximum extent. The choice of
vocation is one of the very important decisions a person must make for himself and this choice is a long process rather
than a simple incident. Vocational interest and choices do not appear all of a sudden during adolescence. They appear as
a result of developmental process. Vocational interest is not as a single choice but as the sum total of many interests that
bear in any way upon an occupational career (Strong 1954).
Vocational Interest Record (VIR) by Dr. S.P. Kulshrestha (1971), published by National Psychological Corporation,
Agra, is used. Vocational Interest Record (VIR) by Dr. S.P. Kulshrestha (1971) was used to measure the vocational
interests of students. This test includes 10 vocational areas:
 Literary (L),
 Scientific (Sc),
 Executive (E),
 Commercial (C),
 Constructive (Co),
 Artistic (A),
 Agriculture (AG),
 Persuasive (P),
 Social (S),
 Household (H).
Each of these areas has twenty Jobs/Vocation/Assignments on the record, 10 in horizontal and 10 on vertical side. Thus,
this record contains 200 vocations belonging to the 10 different vocational interest.

Aim :
To assess vocational interest of students to help them make choice of subjects according to their interest.

Material Required:
 Questionnaire
 VIR Manual
  Pencil and eraser

Instructions:
1.The objective of the test is to help you understand jobs that are related to your vocational interest areas so that you are
able to take better informed decisions.
2. It was told that every cross section has 2 jobs. Based on the money and fame prospectsmake your choice in following
manner.
(a) If you like the first option mark a tick in front of it.
(b) If you like the second option mark a tick in front of it.
(c) If you like the both option mark a tick in front of both.
(d) If you dislike the both option mark a cross in front of both
3.Don’t leave any box unchecked.
4.There is no time limit to finish the test.
Reliability: Internal consistency coefficient of correlation is 0.8 and on Test-Retest Method is 0.95
Validity: The face validity of the test is high as judged by workers employed in different fields.
Scoring:
The questionnaire is a 10x10 matrix of vocational interest area i.e 100 cross sections. Each cross section has 2 job
choices
And the subject has to make his/her liking f the job by marking a ‘tick mark’ and disliking by a ‘cross’ mark.This gives
us 200 responses.
All the tick marks are then totaled vertically and horizontally and marked against each vocational interest area and then
the sum of
L1 and L2 is plotted on the profile graph the scores on Y axis and vocational interest on X axis. Later the graph is
interpreted on the basis of norm table in normal ordinary report and special report to reflect the interest area of the
students.

1.Subject’s Detail
Name: Rolly Srivastava
Age: 18 years
Education: Class 12
Gender : Female
Results:
The subject overall marked… ticks to express her liking of the jobs. Vocational interest wise scores are as follows –
 Vocational Interest Raw Scores
Literary (L) 19
Scientific (Sc) 18
Executive (E) 20
Commercial(C ) 20
Constructive (Co) 4
Artistic (A) 8
Agriculture (AG) 10
Persuasive (P) 18
Social (S) 14
Household (H). 12

Data Analysis and Interpretation

The subject has below average interst in Constructive area , average interest in Artistic, Agriculture and Household area,
above average interest in Scientific area. The subject is mainly interested in Literary, Executive, Commercial and
Persuasive area. So it can be concluded that the subject's vocational profile is characterized by a strong orientation
towards people, ideas, and business. The combination of Literary, Executive, Commercial, and Persuasive interests
suggests a potential for success in professional roles that require strong communication, leadership, and strategic
thinking.
Given the identified interests, the subject may consider exploring career paths such as:

 Business Management or Entrepreneurship

 Marketing and Advertising
 Journalism and Public Relations
 Sales and Sales Management
 Law or Politics

The above-average interest in the Scientific area also presents an opportunity to combine these interests in fields like
business analysis, market research, or technical writing. Further assessment and career counseling are recommended to
explore these areas in more detail and align them with the subject's specific skills and educational background.

2.Subject’s Details:

Name: Om

Age: 17 years

Gender: Male
Education: Class 11

Vocational Interest Raw Scores

Literary (L) 19
Scientific (Sc) 11
Executive (E) 9
Commercial(C ) 12
Constructive (Co) 2
Artistic (A) 3
Agriculture (AG) 3
Persuasive (P) 9
Social (S) 10
Household (H). 5

Data Analysis and Interpretation

The subject has low interest in Constructive, Artistic, Agriculture area, below average interest in and Household
area,above average interest in Scientific area, Executive, Persuasive,Social, Commercial area.. The subject is mainly
interested in Literary area.

The subject's vocational profile is well-defined, showing a clear orientation toward intellectual, social, and business-
related pursuits. The combination of a dominant literary interest with above-average interests in scientific, executive, and
persuasive areas suggests a strong aptitude for professional roles that require critical thinking, communication, and
leadership.

Based on these interests, the subject may consider exploring careers such as:

 Journalism, Editing, or Publishing

 Law or Public Relations
 Human Resources or Management
 Consulting or Business Analysis
 Teaching or Educational Leadership

Further career counseling and exploration are recommended to help the subject combine these interests effectively and
identify a specific career path that aligns with their unique skills and goals.
 Activity 3
Individual Counseling
Individual counseling is a personal, face to face relationship between counselor and his special competencies,
provides a learning situation in which the counselee, a normal sort of person, is helped to know himself and his
present and possible future situations so that he can make use of characteristics and potentials in a way that is
both himself and beneficial to society, and further, can how to solve future problems and meet future needs.
(Tolbert,1972)
Counseling is a unique helping relationship in which the client is provided opportunity to learn, feel, think,
experience, and change in ways that he or she thinks is desirable.(Blackham,1977)
Counseling process Blackham (1977) identified the stages in the counseling process as follows:
1. Problem identification and relationship establishment stage.
2. Exploration and analysis stage.
3. Implementation stage.
4. Termination stage
Description-
1.Initial structure established
- Understand problem.
- Evaluate ability students while facing the problems.
2. Diagnosis main problem
- Explore main factors which probably contribute problem.
- Determination
a) process counseling
b) refers client to other counselor / organization
3. Counseling treatment
-Decrease problem and worried using strategy and important technique.

Individual counseling is a personal opportunity to receive support and experience growth during
challengingtimesinlife.Individualcounselingcanhelponedealwithmanypersonaltopicsinlife such as anger,
depression, anxiety, substance abuse, marriage and relationship challenges, parenting problems, school
difficulties, career changes, etc. Individual counseling (sometimes- called psychotherapy, talk therapy, or
treatment) is a process through which clients work done-on- one with a trained mental health clinician in safe,
caring, and confidential environments.

Counseling allows individuals to explore their feelings, beliefs, and behaviors, work through challenging or
influential memories, identify aspects of their lives that they would like to change, better understand
themselves and others, set personal goals, and work toward desired change.

Individual counseling is counseling focused on the individual's immediate or near-future concerns. Individual
counseling may encompass career counseling and planning, grief after alovedonedies or dealing with problems
at a job before they become big. Individual counseling is a one-on-one discussion between the counselor and
the client, who is the person seeking treatment. The two foeman alliance , relationship or bond that enables
trust and personal growth. In general, the goal of psychotherapy is to talk through mental health concerns and
help clients heal, grow, and move toward more productive, psychologically healthy lives. Go od therapy is
client-driven, and you and your therapist will determine specific goals for therapy.Individual psychotherapy
session typically last between 45 and 50 minutes. The frequency and duration of therapy will depend largely on
your needs, treatment goals, and progress. Many concerns are readily resolved with short-term therapy, and
other chronic or more complex concerns require long-term commitment before improvement is realized.
Individual counseling is a method of bringing about change in a person by exploring his or her feelings,
attitude, thinking and behavior. It is a process of meeting with counselor to assist a person in dealing with
symptoms or problems a person is having. Individual counseling is sometimes called as psychotherapy, talk
therapy or treatment. It is a process through which clients work want-one on one with a trained mental health
clinician in a safe, caring and confidential environment. Counseling allows individual to explore their feelings
beliefs, behavior walk through challenging or influential memories, identities aspects of their lives that they
would like to change and others set personal goals and work towards desired change.

Goal of Individual Counseling

Individual counseling helps to remove or modify existing symptoms, mediate disturbed patterns of behavior, It
also helps in promoting positive personality growth and development.

Merits of Individual Counseling

It helps a person in understanding of their own self and emotions.

• It helps a person in discovering personal strength and weakness.

• It encourages a person in attempting at new way of thinking and behaviour.

• Sharing worries with the expert helps a person feel less alone with the problem and teaches them a better way
to cope.

• It helps a person to identify their goals for themselves and how to progress towards those goals.

• Individual counseling can be set up quickly.

Demerits of Individual Counseling

• Chances of getting too personal and emotionally attached to the counselor are high.

• The outcomes will be from one person only that is the counselor.

• Sometimes counselor have limited knowledge to tackle the situation.

• It is expensive just for one session of counseling.

• Clients may talk but not make any changes.

• Some clients don’t have interest in talking about their problems.

APPROACHES OF COUNSELING –

Psychoanalytic Therapy:

Basic Philosophy: While each therapist will work in different ways according to the needs of the individual seeking
therapy, many work on the following assumptions- Human beings are basically determined by psychic energy and by
early experiences. Unconscious motives and conflicts are central in present behavior. Irrational forces are strong; the
person is driven by sexual and aggressive impulses. Early development is of critical importance because later
personality problems have their roots in repressed childhood conflicts.
Key Concepts: Normal personality development is based on successful resolution and integration of psychosexual stages
of development. Faulty personality development is the result of inadequate resolution of some specific stage. Id, ego, and
superego constitute the basis of personality structure. Anxiety is a result of repression of basic conflicts. Unconscious
processes are centrally related to current behavior.

Role of the Counselor: To encourage the development of transference, giving the client a sense of safety and acceptance.
The client freely explores difficult material and experiences from their past, gaining insight and working through
unresolved issues. The counselor is an expert, who interprets for the client.

Goals of Therapy :
 Helping the client bring into the conscious the unconscious.
 Helping the client work through a developmental stage that was not resolved or where the client
became fixated.
 To reconstruct the basic personality.
 To assist clients in reliving earlier experiences and working through repressed conflicts.
 To achieve intellectual awareness.
 Help the client adjustment to the demands of work, intimacy, and society.

Therapeutic Relationship: The analyst remains anonymous, and clients develop projections toward him/her. Focus is on
reducing the resistances that develop in working with transference and on establishing more rational control. Clients
undergo long term analysis, engage in free association, to uncover conflicts, and gain insight by talking. The analyst
makes interpretations to teach them the meaning of current behavior as related to the past.

Techniques of Therapy: Interpretation, dream analysis, free association, analysis of resistance, analysis of transference.
All are designed to help clients gain access to their unconscious conflicts, which leads to insight and eventual
assimilation of new material by the ego. Diagnosis and testing are often used. Questions are used to develop a case
history.
Applications:
Psychoanalytic therapy can be used by those with a specific emotional concern as well as those who simply want to
explore themselves. Understanding why we are the way we are often brings with it a sense of wellbeing and a stronger
sense of self. As psychoanalytic therapy is considered one of the more long term therapy types, it is perhaps less useful
for those seeking quick, solution focused therapies. Psychoanalytic therapy is a gradual process that takes time; however
the results can be life changing. Some believe due to the nature of the therapy, psychoanalytic work is better suited to
more general concerns such as anxiety, relationship difficulties, sexual issues or low self esteem. Phobias, social shyness
and difficulties sleeping are further examples of areas that could be addressed within psychoanalytic therapy. Critics
have pointed out that the therapy may not be as useful to those with more specific or obsessionbased concerns such as
obsessive compulsive behavior, as you may be too concerned by your actions to participate full.

Behavioral Therapy:

As the name implies, this approach focuses on behavior changing unwanted behaviors through rewards, reinforcements,
and desensitization. This therapy is based on the belief that behavior is learnt in response to past experience and can be
unlearnt, or reconditioned, without analyzing the past to find the reason for the behavior. It works well for compulsive
and obsessive behavior, fears, phobias and addictions. Someone whose fear of germs leads to excessive washing, for
example, may be trained to relax and not wash his/her hands after touching a public doorknob.
Behavioral therapy often involves the cooperation of others, especially family and close friends, to reinforce a desired
behavior.
Basic Philosophy: Behavior is the product of learning. We are both the product and the producer of the environment. No
set of unifying assumptions about behavior can incorporate all the existing procedures in the behavioral field.

Key Concepts: Focus is on overt behavior, precision in specifying goals of treatment, development of specific treatment
plans, and objective evaluation of therapy outcomes. Therapy is based on the principles of learning theory. Normal
behavior is learned through reinforcement and imitation. Abnormal behavior is the result of faulty learning. This
approach stresses present behavior.

Role of the Counselor: Roles of the behavioral counselor are varies and include being a consultant, a reinforcer, and a
facilitator. The counselor is active and may supervise other people in the client’s environment to achieve the goals of
therapy. Counselors using social learning may model the desired behavior, while respondent and operant conditioning
counselors are more directive and prescriptive in their approach to the therapy goals. Use of tests and diagnosis varied
greatly among behavioral counselors.

Goals of Therapy: Generally, to eliminate maladaptive behaviors and learn more effective behaviors. To focus on factors
influencing behavior and find what can be done about problematic behavior. Clients have an active role in setting
treatment goals and evaluating how well these goals are being met. Therapeutic Relationship: The therapist is active and
directive and functions as a teacher or trainer in helping clients learn more effective behavior. Clients must be active in
the process and experiment with new behaviors. Although a quality client/therapist relationship is not viewed as
sufficient to bring about change, a good working relationship is essential for implementing behavioral procedures.

Techniques of Therapy: The main techniques are systematic desensitization, relaxation methods, flooding, eye movement
and desensitization reprocessing, reinforcement techniques, modeling, cognitive restructuring, assertion and social skills
training, self management programs, behavioral rehearsal, coaching, and various multimodal therapy techniques.
Diagnosis or assessment is done at the outset to determine a treatment plan. Questions are used, such as what, how, and
when (but not why). Contracts and homework assignments are also typically used. Applications: A pragmatic approach
based on empirical validation of results. Enjoys wide applicability to individual, group, marital and family counseling.
Some problems to which the approach is well suited are phobic disorders, depression, sexual disorders, children’s
behavioral disorders, stuttering, and prevention of cardiovascular disease. Beyond clinical practice, its principles are
applied in fields such as pediatrics, stress management, behavioral medicine, education, and geriatrics.

Cognitive Behavior Therapy (CBT)-

A combination of cognitive and behavioral therapies, this approach helps people change negative thought patterns,
beliefs, and behaviors so they can manage symptoms and enjoy more productive, less stressful lives. Cognitive
behavioral therapy (CBT) was developed by Aaron T. Beck, Albert Ellis, Maxie Maultsby, Michael Mahoney, Donald
Meichenbaum, David Burns, Michael Mahoney, Marsha Linehan, Arthur Freeman, and others. Cognitive behavior
therapy is a type of psychotherapeutic treatment that helps patients understand the thoughts and feelings that influence
behaviors.

Basic Philosophy: Individuals tend to incorporate faulty thinking, which leads to emotional and behavioral disturbances.
Cognitions are the major determinants of how we feel and act. Therapy is primarily oriented toward cognition and
behavior, and it stresses the role of thinking, deciding, questioning, doing, and re deciding. This is a psycho educational
model, which emphasizes therapy as a learning process, including acquiring and practicing new skills, learning new ways
of thinking, and acquiring more effective ways of coping with problems.

Key Concepts: Although psychological problems may be rooted in childhood, they are perpetuated through
reindoctrination in the now. A person’s belief system is the primary cause of disorders. Internal dialogue plays a central
role in one’s behavior. Clients focus on examining faulty assumptions and misconceptions and on replacing these with
effective beliefs.

Goals of Therapy: To challenge clients to confront faulty beliefs with contradictory evidence that they gather and
evaluate. Helping clients seek out their dogmatic beliefs and vigorously minimizing them. To become aware of automatic
thoughts and to change them.

Therapeutic Relationship: The therapist functions as a teacher and the client as a student. The therapist is highly directive
and teaches clients an ABC model of changing their cognitions. The focus is on a collaborative relationship. Using a
Socratic dialogue, the therapist assists clients in identifying dysfunctional beliefs and discovering alternative rules for
living. The therapist promotes corrective experience that lead to learning new skills. Clients gain insight into their
problems and then must actively practice changing self defeating thinking and acting.

Techniques of Therapy: Therapists use a variety of cognitive, emotive, and behavioral techniques; diverse methods are
tailored to suit individual clients. An active, directive, time limited, present centered, structured therapy. Some
techniques include engaging in Socratic dialogue, debating irrational beliefs, carrying out homework assignments,
gathering data on assumptions one has made, keeping a record of activities, forming alternative interpretations, learning
new coping skills, changing one’s language and thinking patterns, role playing, imagery, and confronting faulty beliefs.

Applications: Has been widely applied to the treatment of depression, anxiety, marital problems, stress management,
skill training, substance abuse, assertion training, eating disorders, panic attacks, performance anxiety, and social phobia.
The approach is especially useful for assisting people in modifying their cognitions. Many self help approaches utilize its
principles. Can be applied to a wide range of client populations with a variety of specific problems.

Rational emotive behavior therapy

REBT, is a type of cognitive behavioral therapy. It was first called Rational Therapy, later Rational Emotive Therapy,
then changed to Rational Emotive Behavior Therapy. It was first introduced in 1955 by Dr. Albert Ellis who had become
increasing frustrated with the ineffectiveness of psychotherapy. Ellis drew from his knowledge of philosophy and
psychology to devise a method which he believed was more directive, efficient, and effective.
Basic Philosophy: REBT is focused on helping clients change irrational beliefs. The replacement of illogical and
unrealistic ideas with more realistic and adaptive ones through direct intervention and confrontation by the therapist. Key
Concepts: Ellis suggested that people mistakenly blame external events for unhappiness. He argued, however, that it is
our interpretation of these events that truly lies at the heart of our psychological distress. To explain this process, Ellis
developed what he referred to as the ABC Model A – Activating Event: Something happens in the environment around
you. B – Beliefs: You hold a belief about the event or situation. C – Consequence: You have an emotional response to
your belief.

Role of the Counselor - Counseling Approaches Counselors are direct and active in their teaching and correcting the
client’s cognitions. Ellis believes that a good REBT counselor must be bright, knowledgeable, empathetic, persistent,
scientific, interested in helping others and use RET in their personal lives (Ellis, 1980). The counselor does not rely
heavily on the DSMIV categories.

Goals of the Therapy -The primary goal is to help people live rational and productive lives. REBT helps people see that it
is their thoughts and beliefs about events that creates difficulties, not the events or the situations. It helps the client to
understand that wishes and wants are not entitlements to be demanded. Thinking that involves the words must, should,
ought, have to, and need are demands, not an expression of wants or desires. RET helps clients stop catastrophizing when
wants and desires are not met. It stresses the appropriateness of the emotional response to the situation or event. A
situation or event need not elicit more of a response than is appropriate. It assists people in changing self defeating
behaviors or cognitions. RET espouses acceptance and tolerance of self and of others in order to achieve life goals.
Person centered therapy (PCT) is also known as person centered psychotherapy, person centered counseling, client
centered therapy or Rogerian psychotherapy. PCT is a humanistic approach that deals with the ways in which individuals
perceive themselves consciously rather than how a counselor can interpret their unconscious thoughts or ideas. It is a
nondirective form of talk therapy that was developed by humanist psychologist Carl Rogers during the 1940s and 1950s.
Today, it is one of the most widely used approaches in psychotherapy. Client centered therapy provides a supportive
environment in which clients can re establish their true identity. The world that we live in is judgmental. And many of us
fear that if we shared with the world our true identity it would judge us relentlessly. Experience with these judgments
results in people establishing a public identity to navigate the judgmental world. The ability to reestablish their true
identity will help the individual understand themselves as they truly are; which is important as people suppress their
feelings about issues because they are not supported, socially acceptable, or lead to unwanted judgment. The task of
reestablishing one’s true.
Basic Philosophy Rogers viewed human nature as basically good. Counseling Approaches terms reflected the
broadening application of the approach. Areas of further application include education, health care, cross cultural and
interracial activity, international relations, politics, and the achievement of world peace. He believed that if given the
appropriate environment of acceptance, warmth and empathy, the individual would move toward selfactualization.
Self actualization is the motivation that makes the individual move toward growth, meaning, and purpose. It is
considered a phenomenological psychology whereby the individual’s perception of reality is accepted as reality for the
individual. Person centered is often referred to as a self theory, because of Rogers’s emphasis on the self being a result
of the person’s life experiences and the person’s awareness of comparisons to others as the same or different. Rogers
believed that most people were provided conditional acceptance as children, which lead them to behave in ways that
would assure their acceptance. However, in their need for acceptance, the individual often behaved in ways that were
incongruent with the real self. Thus, the greater this incongruence between the real self and the ideal self, the greater
isolated and maladjusted the person became.

Key Concepts: Rogers identified six key factors that stimulate growth within an individual. He suggested that when these
conditions are met, the person will gravitate toward a constructive fulfillment of potential. According to Rogerian theory,
the six factors necessary for growth are -
1. Therapist Client Psychological Contact: This first condition simply states that a relationship between therapist and
client must exist in order for the client to achieve positive personal change. The following five factors are characteristics
of the therapist client relationship, and they may vary by degree.
2. Client Incongruence or Vulnerability: A discrepancy between the client’s self image and actual experience leaves
him/her vulnerable to fears and anxieties. The client is often unaware of the incongruence.
3. Therapist Congruence or Genuineness: The therapist should be selfaware, genuine, and congruent. This does not imply
that the therapist be a picture of perfection, but that s/he be true to him/herself within the therapeutic relationship.
4. Therapist Unconditional Positive Regard (UPR): The clients’ experiences, positive or negative, should be accepted by
the therapist without any conditions or judgment. In this way, the client can share experiences without fear of being
judged.
5. Therapist Empathy: The therapist demonstrates empathic understanding of the clients’ experiences and recognizes
emotional experiences without getting emotionally involved.
6. Client Perception: To some degree, the client perceives the therapist’s unconditional positive regard and empathic
understanding. This is communicated through the words and behaviors of the therapist.

Role of the Counselor -The counselor sets up an environment where the client is safe to explore any aspect of the self.
The counselor’s job is to facilitate the exploration through a special “I Thou” relationship of unconditional positive
regard, empathy and warmth. The counselor uses psychological testing on a limited basis. The Q sort is sometimes used
in assessment by the person centered counselor. The Q sort gives an indication of the incongruence between the
perceived real self and ideal self. The use of diagnostic categories is discouraged as incompatible with the philosophical
view of the individual as unique. Diagnosis places the counselor in a position of authority and imposes a treatment plan.
Goals of Therapy:

Person centered theory is directly concerned with the individual. The counselor facilitates the client toward
Realistic self perception-
Greater confidence and self direction;
Sense of positive worth;
Greater maturity,
Social skill and adaptive behavior;
Better stress coping;
More fully functioning in all aspects of their lives.

Therapeutic Relationship: The relationship is of primary importance. The qualities of the therapist, including
genuineness, warmth, accurate empathy, respect, and non judgmentalness and communication of these attitudes to clients
are stressed. Clients use this real relationship with the therapist to help them transfer their learning to other relationships.
Rogers based his hypothesis of the ‘necessary and sufficient conditions for therapeutic personality change’ on the quality
of the relationship. Roger’s hypothesis is as follows Two persons are in psychological contact.
Counseling Approaches The first, or the client, is in a state of incongruence, being vulnerable or anxious.
The second person, or the therapist, is congruent or integrated in the relationship .The therapist experiences
unconditional positive regard for the client
The therapist experiences an empathic, understanding of the client’s internal frame of reference and endeavors to
communicate this experience to the client. The communication to the client of the therapist’s empathic understanding
and unconditional positive regard is to a minimal degree achieved. Techniques of Therapy: This approach uses few
techniques but stresses the attitude of the therapist. Basic techniques include active listening and hearing, reflection of
feelings, clarification, and being there for the client. This model does not include diagnostic testing, interpretation, taking
a case history, or questioning or probing for information. The techniques used in person centered therapy have changed
over time. Three periods of time in which different techniques were stressed Nondirective Period (1940 1950): In this
period of theory development, the counselor focused on listening and creating a permissive atmosphere. The counselor
did not provide interventions, but communicated acceptance and clarification. Reflective Period (1950 1957): During this
period of time, counselors emphasized being non judgmental of the client, while responding to the client’s feelings and
reflecting the affect accurately. Experiential Period (1957 1980): This is the period of the EWG Empathy, Warmth and
Genuineness. Empathy is the ability of the counselor to understand the emotions of the client and correctly communicate
this understanding. Warmth is also referred to as acceptance and positive regard in person centered literature. Warmth is
the ability of the counselor to convey an unconditional acceptance of the client’s personhood. Genuineness or
congruence is the ability to be who one really is without assuming roles or facades. The counselor helps the client
through accurate reflections of feelings, keeping the client focused on the concern, and clarification of feelings and
information. The counselor uses open ended questions or phrases to help the clients gain insight into experiences and
necessary changes in their lives. Applications: Has wide applicability to individual and group counseling. It is especially
well suited for the initial phases of crisis intervention work. Its principles have been applied to marital and family
therapy, community programs, administration and management, and human relations training. It is a useful approach for
teaching, parent/child relations, and working with groups composed of people from diverse cultural backgrounds. Today
many people who are not practicing counseling use the approach to help guide them through day to day work and
relationships. Generally, person centered counseling can help individuals of all ages with a range of personal issues. It
has been found particularly useful in helping individuals to overcome specific problems such as depression, anxiety,
personality disorders, eating disorders and alcohol addictions. These issues can have significant impact on self esteem,
self reliance and self awareness, but person centered therapy can help individuals to reconnect with their inner self in
order to transcend any limitations
During internship, individual counseling of a student was done. Below is the detailed overview of the counseling session
taken

Student Name: Himanshi

Grade: 5th Grade
Age: 10

Gender: Female

Background : Himanshi is an 8th-grade student who has been referred for counseling due to a noticeable decline in her
academic performance and a change in behavior. Over the past few months, Himanshi's grades have dropped from A’s
and B’s to C’s and D’s, and she has been increasingly absent from school. Teachers report that Himanshi, who was once
very active in class and engaged in extracurricular activities, now seems withdrawn and less participatory.
Presenting Issues - Himanshi is finding it difficult to maintain her grades due to missing school often, leading to
struggles in completing assignments and impacting her academic performance.
Himanshi's teachers and friends have observed that she has become silent, shies away from socializing, and displays a
decreased enthusiasm for activities she once loved.
Initial Assessment

During the first counseling session, Himanshi appeared hesitant to speak and was visibly anxious. Through gentle
questioning and active listening, it was revealed that Himanshi is experiencing significant stress related to:

1. Family Issues: Himanshi’s parents have recently gone through a contentious divorce, which has led to a lot of
conflict at home. Himanshi is caught in the middle of the disagreements and feels emotionally drained.
2. Peer Relationships: Himanshi mentioned feeling left out by her friends, who have formed a close-knit group that
she feels excluded from. This has led to feelings of loneliness and self-doubt.
3. Academic Pressure: Himanshi is worried about her future and feels immense pressure to perform well
academically to meet her own and her parents' expectations.

Goals for Session

1. Emotional Support: Provide Himanshi with a safe space to express her feelings and concerns about her family
situation and personal stressors.
2. Coping Strategies: Help Himanshi develop effective coping strategies to manage her anxiety and stress,
including relaxation techniques and problem-solving skills.
3. Social Skills: Support Himanshi in rebuilding her confidence and improving her social interactions to help her
reconnect with her peers.
4. Academic Support: Collaborate with Himanshi to create a plan to manage her academic responsibilities and
improve her study habits.

Counseling Sessions Overview-

Session 1: Building Rapport

 Focused on creating a trusting relationship with Himanshi.

 Explored her feelings about the family situation and school.
 Introduced basic relaxation techniques.
Session 2: Exploring Family Dynamics

 Discussed the impact of her parents' divorce on her emotional well-being.

 Identified ways to express her feelings in a constructive manner.

Session 3: Developing Coping Skills

 Taught Himanshi strategies for managing anxiety, such as deep breathing and mindfulness exercises.
 Discussed time management techniques to help balance schoolwork and personal life.

Session 4: Addressing Peer Relationships

 Worked on improving Himanshi’s social skills and strategies for reconnecting with her friends.
 Role-played social scenarios to build confidence in her interactions.

Session 5: Academic Planning

 Developed a structured plan to help Himanshi organize her schoolwork and set achievable academic goals.
 Encouraged Himanshi to seek support from teachers and utilize school resources.

Session 6: Review and Progress Check

 Evaluated Himanshi’s progress in terms of her academic performance, social interactions, and emotional well-
being.
 Adjusted the counseling plan based on Himanshi’s feedback and observed changes.

Outcome of the counseling -

Over the course of several sessions, Himanshi began to show improvement. She reported feeling more in control of her
emotions and developed a more positive outlook on her social interactions and academic responsibilities. Her
attendance improved, and her grades started to recover as she applied the strategies discussed in counseling. Himanshi
also reconnected with some of her friends and became more involved in school activities
 ACTIVITY NO. 4
LIFE SKILLS TRAINING SESSIONS
AIM:
To provide training session to students for developing adaptive life skills for dealing with different challenges in life.
INTRODUCTION:
LIFE SKILLS:
Life skills can be defined as abilities that enable humans to deal effectively with the demands and challenges of life.
They may also be called psychosocial skills, as they are psychological in nature and include thinking and behavioral
processes. Others define life skills as behavioral, cognitive, or interpersonal skills that enable individuals to succeed in
various areas of life. (Hodge, Danish &Matrtin, 2013)
To clarify, life skills are often broken down into three types (Prajapati, Sharma, & Sharma, 2017):
 Thinking skills: This might involve being able to think of multiple solutions to a problem or develop new
innovations in a creative way.

 Social skills: This might involve knowing how to develop healthy relationships, how to communicate in effective
ways, and how to interact with others successfully.

 Emotional skills: This might involve being comfortable in your own skin, dealing with emotions effectively, and
knowing who you are.

The World Health Organization has defined life skills as, “Life Skills are abilities for adaptive and positive behaviour
that enable individuals to deal effectively with the demands and challenges of everyday life”.
UNICEF defines life skills as ―a behaviorchanges or behavior development approach designed to address a balance of
three areas: knowledge, attitude and skills‖. The UNICEF definition is based on research evidence that suggests that
shifts in riskybehaviour are unlikely if knowledge, attitudinal and skills-based competency are not addressed.
Life skills are essentially those abilities that help promote mental well-being and competence in young people as they
face the realities of life. Most development professionals agree that life skills are generally applied in the context of
health and social events. They can be utilized in many content areas: prevention of drug use, sexual violence, teenage
pregnancy, HIV/AIDS prevention and suicide prevention. The definition extends into consumer education,
environmental education, peace education or education for development, livelihood and income generation, among
others. In short, life skills empower young people to take positive action to protect them and promote health and positive
social relationships.
The Importance of Life Skills
Research suggests that developing life skills may help reduce drug, alcohol, and tobacco use. It may also
reduce aggression and violence (Botvin& Griffin, 2004). In addition to these bigger outcomes, life skills can just make
life a bit easier. When we can regulate our emotions effectively and develop enduring, supportive relationships, we’re
happier and healthier. This is why developing life skills is key not only to being successful in life, it’s key for our health
and well-being.
According to several key organizations including UNICEF, UNESCO, and WHO, the following are the basic life skills
(Prajapati, Sharma, & Sharma, 2017):
 Self-awareness

 Critical thinking

 Creative thinking

 Decision making

 Problem Solving

 Effective communication skills

 Interpersonal relationships

 Empathy

 Coping with stress

 Coping with emotion

Of course, these skills overlap, with each of them aiding and supporting the others. There may also be other life skills
and there may be subcategories of life skills within each of these basic life skill types.
Self-awareness, self-esteem and self-confidence are essential tools for understanding one‘s strengths and weaknesses.
Consequently, the individual is able to discern available opportunities and prepare to face possible threats. This leads to
the development of a social awareness of the concerns of one‘s family and society. Subsequently, it is possible to identify
problems that arise within both the family and society. With life skills, one is able to explore alternatives, weigh pros and
cons and make rational decisions in solving each problem or issue as it arises. It also entails being able to establish
productive interpersonal relationships with others.
Life skills enable effective communication, for example, being able to differentiate between hearing and listening and
ensuring that messages are transmitted accurately to avoid miscommunication and misinterpretations.
UNICEF encourages awareness that the life skills approach can succeed if the subsequent actions are
implemented together:
 The Skills: This comprises a collection of interpersonal and psychosocial abilities that are related to one another.
For instance, decision-making will probably include values analysis and elements of critical and creative
thinking.
  Content: Skills in a specific area must be applied in order to impact behavior successfully. “What is it that we are
deciding on?” Learning about decision-making will have greater relevance if the material is consistent and
relevant. Topics like drug use, HIV/AIDS/STI prevention, suicide prevention, and sexual abuse are examples of
such topic categories. Three factors must be balanced, regardless of the subject matter: knowledge, attitudes, and
skills.
 Methods: A skills-based learning environment necessitates participant engagement. For it to work, groups of
individuals are necessary. One cannot acquire interpersonal and psychosocial skills by spending time by
themselves reading a book. The content, technique, and life skills components must all be in place for this
strategy to be effective. This essentially indicates that specific techniques and resources may be used to teach life
skills.

Self Awareness
OBJECTIVES:
• To develop the concept of Self-Exploration and Self-Awareness among Students.
• To help in identifying and sharing Students' interests, aspirations, strengths, weaknesses and concerns.
• To enhance understanding of self and others.
PROCESS:
The significance of Self-awareness and Self-exploration as values is discussed in this session. The process of self-
reflection and the students' sharing of their interests, ideas, and/or worries about the world and/or themselves are the
main points of emphasis. Students are taught that this kind of communication promotes the growth of self-confidence.
The way someone talks about themselves and their choices defines who they are and what kind of person they are.
Others may define you to suit their demands rather than yours if you don't define yourself. Self-introspection also aids in
evaluating oneself in relation to one's goals, assists in creating a plan of action, and evaluates one's advancement.
1.Self-Awareness Life Skills Guidance for School Students with Worksheets
 Time required:30- 35 minutes
 Materials needed: Paper, Pens, Colors and Crayons, Emotional Check-In Worksheet, Values Clarification
Worksheet, Strengths and Weaknesses Worksheet, Gratitude Journal and Worksheet - Discover Yourself: Who Am
I?
 Mode: Individual
 Life-Skills to be enhanced
 Self-Awareness, Critical-Thinking, Empathy, Creative-
Thinking
 Objectives:
  To enhance the students' creative understanding of who they are (Self)
 To develop critical and creative thinking skills.
 Background: Canaan Academy introduced a self-awareness life skills program aimed at enhancing students'
emotional intelligence and personal development. The initiative included a series of workshops supplemented with
worksheets designed to facilitate self-reflection and growth.
 Implementation: The program was developed in by counselor. It consisted of bi-weekly sessions that focused on
different facets of self-awareness. Each session was complemented by a set of worksheets that guided students
through reflective exercises and activities.

 Worksheets Included:
I. Emotional Check-In Worksheet: This worksheet required students to identify and record their emotions over
the past week, along with triggers and coping strategies.
II. Values Clarification Worksheet: Students listed their core values and reflected on how these values influenced
their daily decisions and interactions.
III. Strengths and Weaknesses Worksheet: This exercise asked students to list their personal strengths and areas
for improvement, followed by goal-setting based on their self-assessment.
IV. Gratitude Journal: Students filled out entries on things they were grateful for, promoting a positive outlook
and self-awareness.
 V. Discover Yourself: WHO AM I? – Students were asked to fill10 distinct aspects about themselves they would
write in response to the question "Who am I? They were asked to utilize the category chart located on the
worksheet's reverse side.

WORKSHEET - DISCOVER YOURSELF: WHO AM I?

They were asked to look at their autobiographical writings and classify them into the following three categories:
 Group 1: External-Me (EM):“All sentences that describe your physical self like age, gender, appearance are
about your physical self. For example, ―I am tall. Put EM against such sentences.”
 Group 2: Social-Me (SM):“All sentences that you have written about your parents, brothers and sisters,
relatives, school and country etc. are about your social-self. For example, ―I study in School. Put SM against
such sentences.”
 Group 3: Inner-Me (IM): “All sentences that describe qualities or talents that you possess and are valued by
yourself or others reflect your inner self or nature. For example, ―I am good in English. Or ―I love Theatre.
Put IM against such sentences.”

GROUP 1 GROUP 2 GROUP 3

EXTERNAL-ME (EM) SOCIAL-ME (SM) INNER-ME (IM)
 Age, Gender, Appearance, Parents, Brothers, Sisters, Talents, Qualities Etc.
Etc. Relatives, School, Country
Etc.

 Results: At the end of the program, students exhibited noticeable growth in their self-awareness. Feedback from
participants indicated that 78% felt they had a better understanding of their emotions and triggers. Teachers observed
improved classroom behavior and enhanced interpersonal skills among students. The worksheets were particularly
effective in encouraging students to articulate their thoughts and feelings, leading to more meaningful self-reflection.

 Challenges: Some students initially struggled with the reflective nature of the worksheets, finding it challenging to
articulate their feelings and thoughts. Additionally, the program faced logistical issues related to allocating time for
worksheet activities within the crowded school schedule.
 Conclusion: The self-awareness life skills guidance, supported by targeted worksheets, proved to be an effective tool
for helping students develop greater emotional intelligence and self-understanding. The initiative highlighted the
value of structured reflective practices in education and provided a foundation for future programs aimed at
enhancing students' life skills. Future iterations of the program will focus on refining worksheet content and
addressing scheduling challenges to maximize impact.

2.Effective Communication
Effective communication is crucial in all areas of human interaction. Any endeavour needs effective communication to
be successful. This session's major goal is to help participants develop good communication skills so they can navigate
society and daily life.
OBJECTIVES:
 To facilitate productive student interaction.
 To raise students' self-confidence levels.
 To help students acquire social skills and manners.
 To assist people in recognizing their individual communication style and evaluating how it enhances or hinders
their ability to communicate.

This session demonstrates how we may manage difficult circumstances by honing our communication abilities. It is
easier to comprehend people or explain things when there is communication.
Some of the basic conditions necessary for good communication are:
1. Listening carefully and responsibly (to do so one must make eye contact, take down notes, not interrupt the
speaker until s/he finishes and reinforce the understanding by 'question tagging' i.e. use words like really, is that
so, oh, you couldn't reach on time? etc. depending on the situation.)
 2. The speaker must express himself clearly and completely.
3. The words used should specify carefully the purpose of the conversation.
4. If questions are asked, they should be creative and open ended i.e. they should not require answers in ―yes‖ or
―no‖.

To communicate effectively, keep the following points in mind

 Clarity and speed of speech
 Tone and pitch of voice
 Choice of words
 Keeping the message short and simple
 Remember to get feedback
 Build a good vocabulary

Effective Communication Skills Pointers

"Effective communication is the respectful exchange of thoughts, feelings, and belief between a speaker and a listener in
such a way that the listener interprets the message in the same way as the speaker intends it"
Non-Verbal:
Speaker and Listener
 Maintain eye contact
 Facial expressions, such as smiling and nodding, should show interest
 Your body language and gestures should be confident yet non- domineering
 The physical distance should be such to keep you near enough to each other to talk easily, but not so close that
you feel suffocated

Verbal:
Speaker
 Your words should match your body language
 Ask both specific (Like: Do you understand what I mean by.......?) and open-ended (Like: What do you think of
this idea?) questions to check if the other person understands.
 Don't monopolize the conversation
 Keep your tone of voice clear and respectful

Listener
 Use active (nod, look engaged in what the person is saying) and passive listening (respond with short comments
to show you're paying attention)
 Let the other person finish sentences; don't interrupt
  Summarize what you have heard and check for understanding by paraphrasing (saying it in your own words),
restating (saying it back using the other person's words), or asking specific questions  Keep your tone of voice
clear and respectful

Important terms:
 Eye contact: looking directly at someone's eyes (in a non-confrontational manner) while listening or speaking;
shows the other person you're paying attention to them.
 Non-verbal/body language: the "message" your body gives; e.g. looking around the room instead of at the
person suggests you're not paying attention
 Active listening: showing understanding by repeating back what the other person just said, sometimes by putting
the message in your own words.
 Passive listening:Showing interest and understanding by occasionally nodding your head, using short phrases
(e.g., I see/ yes, I do/ fine) at appropriate breaks in the conversation.

Case Study 2
Effective Communication Life Skills Guidance for School Students with Worksheets
 Time Required: 20-25 minutes
 Materials Required:

Active Listening Exercise Worksheet, Communication Style Inventory Worksheet, Role-Play Scenarios Worksheet,
Feedback Reflection Worksheet andCopies of the poem, ‗Actions Speak Louder than Words!
 Mode: Small group
 Life-Skills to be enhanced:
 Effective communication, Creative thinking.
 Objective:
 To help students understand the importance of non-verbal communication.
 Background:Canaan Academy introduced a comprehensive program on effective communication skills aimed at
students in 6thto 8thgrades. The program was designed to enhance students' ability to express themselves clearly,
listen actively, and engage in constructive dialogue. It included a series of workshops complemented by targeted
worksheets.
 Implementation: It comprised bi-weekly workshops focusing on key aspects of effective communication, such as
verbal and non-verbal communication, active listening, and conflict resolution.

 Worksheets Included:
 I. Active Listening Exercise Worksheet: Students practiced listening skills through various scenarios where
they had to summarize and reflect on what was said by their peers, promoting understanding and engagement.
II. Communication Style Inventory Worksheet: This worksheet helped students identify their preferred
communication style (e.g., assertive, passive, aggressive) and provided strategies for adapting their style to
different situations.
III. Role-Play Scenarios Worksheet: Students engaged in role-playing exercises to practice handling various
communication situations, such as resolving conflicts or giving constructive feedback, with worksheets
guiding their reflections on the outcomes.
IV. Feedback Reflection Worksheet: After receiving and giving feedback during peer activities, students used
this worksheet to reflect on their responses, the effectiveness of their communication, and areas for
improvement.
V. Worksheet: Non-Verbal Communication “Actions Speak Louder than Words!”: Students were divided
the class into groups and copy of poem to each group. They were asked to make presentation after discussing
the poem among their group- members based on the following questions:
• “Identify the sender, receiver and medium in the above situation.
• How did the man show that 'he really did care'?
• Is it possible to express feelings without words?
• How would you tell your mother that you love her without speaking?”

After that students were asked to Attempt to write 'a poem' or 'short story' on a similar theme and present it to the class.
Worksheet: Non-Verbal Communication
Actions Speak Louder than Words!
Read the poem given below:
Actions Speak Louder Than Words!
Once I was walking down the road on a dark and foggy night
When there was hardly any light
I could see a man, but not clearly
I called out ―Hey mister, what is your name
At first there was no reply
Perhaps he was a little shy
I called out yet again but it was all in vain
I was about to give up
When it suddenly began to rain and as we ran helter-skelter
To find ourselves shelter
He opened his umbrella
 Willing to share
And then I realized that my friend of few words really did care
And as we huddled together
Cold and numb
I realized that my friend couldn't speak because he was deaf and dumb
And then a sudden thought flashed through my mind
Do we really need words to be kind?
What words couldn't do his actions had done for lifelong in me
A friend he had won!

 Results: By the end of the program, students demonstrated notable improvements in communication skills. Feedback
from participants showed that 82% felt more confident in their ability to communicate effectively. Teachers observed
enhanced classroom discussions and better collaboration on group projects. The worksheets were instrumental in
helping students practice and apply communication techniques in structured settings.

 Challenges: Some students initially found it difficult to apply communication techniques in real-life situations, often
reverting to old habits. Additionally, balancing workshop activities with the regular curriculum proved challenging,
requiring careful time management.

 Conclusion: The effective communication life skills program, supported by strategically designed worksheets,
successfully improved students' communication abilities. The program underscored the importance of structured
practice and reflection in developing life skills. Future iterations will focus on integrating communication practices
into everyday school activities and addressing the time constraints to ensure sustained development of these essential
skills.

Activity- 5
 Depression Inventory

Depressive disorder (also known as depression) is a common mental disorder. It involves a depressed mood or loss of
pleasure or interest in activities for long periods of time.

Depression is different from regular mood changes and feelings about everyday life. It can affect all aspects of life,
including relationships with family, friends and community. It can result from or lead to problems at school and at work.

Depression can happen to anyone. People who have lived through abuse, severe losses or other stressful events are more
likely to develop depression. Women are more likely to have depression than men.

An estimated 3.8% of the population experience depression, including 5% of adults (4% among men and 6% among
women), and 5.7% of adults older than 60 years. Approximately 280 million people in the world have depression (1).
Depression is about 50% more common among women than among men. Worldwide, more than 10% of pregnant
women and women who have just given birth experience depression (2). More than 700 000 people die due to suicide
every year. Suicide is the fourth leading cause of death in 15–29-year-olds.

Although there are known, effective treatments for mental disorders, more than 75% of people in low- and middle-
income countries receive no treatment (3). Barriers to effective care include a lack of investment in mental health care,
lack of trained health-care providers and social stigma associated with mental disorders.

Symptoms and patterns

During a depressive episode, a person experiences a depressed mood (feeling sad, irritable, empty). They may feel a loss
of pleasure or interest in activities.

A depressive episode is different from regular mood fluctuations. They last most of the day, nearly every day, for at least
two weeks.

Other symptoms are also present, which may include:

 poor concentration
 feelings of excessive guilt or low self-worth
 hopelessness about the future
 thoughts about dying or suicide
 disrupted sleep
 changes in appetite or weight
 feeling very tired or low in energy.

Depression can cause difficulties in all aspects of life, including in the community and at home, work and school.

A depressive episode can be categorized as mild, moderate, or severe depending on the number and severity of
symptoms, as well as the impact on the individual’s functioning

Various psychological, behavioral, and physiological symptoms related to depression

There are different patterns of depressive episodes including:

  single episode depressive disorder, meaning the person’s first and only episode;
 recurrent depressive disorder, meaning the person has a history of at least two depressive episodes; and
 bipolar disorder, meaning that depressive episodes alternate with periods of manic symptoms, which include
euphoria or irritability, increased activity or energy, and other symptoms such as increased talkativeness, racing
thoughts, increased self-esteem, decreased need for sleep, distractibility, and impulsive reckless behaviour.

Contributing factors and prevention

Depression results from a complex interaction of social, psychological, and biological factors. People who have gone
through adverse life events (unemployment, bereavement, traumatic events) are more likely to develop depression.
Depression can, in turn, lead to more stress and dysfunction and worsen the affected person’s life situation and the
depression itself.

Depression is closely related to and affected by physical health. Many of the factors that influence depression (such as
physical inactivity or harmful use of alcohol) are also known risk factors for diseases such as cardiovascular disease,
cancer, diabetes and respiratory diseases. In turn, people with these diseases may also find themselves experiencing
depression due to the difficulties associated with managing their condition.

Prevention programs have been shown to reduce depression. Effective community approaches to prevent depression
include school-based programs to enhance a pattern of positive coping in children and adolescents. Interventions for
parents of children with behavioral problems may reduce parental depressive symptoms and improve outcomes for their
children. Exercise programs for older persons can also be effective in depression prevention.

Diagnosis and treatment

There are effective treatments for depression. These include psychological treatment and medications. Seek care if you
have symptoms of depression.

Psychological treatments are the first treatments for depression. They can be combined with antidepressant medications
in moderate and severe depression. Antidepressant medications are not needed for mild depression.

Psychological treatments can teach new ways of thinking, coping or relating to others. They may include talk therapy
with professionals and supervised lay therapists. Talk therapy can happen in person or online. Psychological treatments
may be accessed through self-help manuals, websites and apps.

Effective psychological treatments for depression include:

 behavioral activation
 cognitive behavioral therapy
 interpersonal psychotherapy
 problem-solving therapy.

Antidepressant medications include selective serotonin reuptake inhibitors (SSRIs), such as fluoxetine.

Health-care providers should keep in mind the possible adverse effects associated with antidepressant medication, the
ability to deliver either intervention (in terms of expertise, and/or treatment availability), and individual preferences.

Antidepressants should not be used for treating depression in children and are not the first line of treatment in
adolescents, among whom they should be used with extra caution.
Description of the test : PHQ-9 Questionnaire
The Patient Health Questionnaire-9 (PHQ-9) is a widely used brief screening tool that can assist both in identifying
individuals with major depression disorder, as well as assessing the severity of depressive symptoms.
It is commonly used in primary care environments where time is limited and more detailed tools such as the Hamilton Depression
Rating Scale (HAM-D or HDRS) are impractical.
The PHQ-9 is the 9-item depression module from the full PHQ. Major depression is diagnosed if 5 or more of
the 9 depressive symptom criteria have been present at least “more than half the days” in the past 2 weeks,
and 1 of the symptoms is depressed mood or anhedonia. Other depression is diagnosed if 2, 3, or 4 depressive
symptoms have been present at least “more than half the days” in the past 2 weeks, and 1 of the symptoms is
depressed mood or anhedonia. One of the 9 symptom criteria (“thoughts that you would be better off dead or
of hurting yourself in some way”) counts if present at all, regardless of duration. As with the original PRIME-
MD, before making a final diagnosis, the clinician is expected to rule out physical causes of depression,
normal bereavement, and history of a manic episode.

As a severity measure, the PHQ-9 score can range from 0 to 27, since each of the 9 items can be scored from 0
(not at all) to 3 (nearly every day). An item was also added to the end of the diagnostic portion of the PHQ-9
asking patients who checked off any problems on the questionnaire: “How difficult have these problems made
it for you to do your work, take care of things at home, or get along with other people?”

Instructions: How often have you been bothered by each of the following symptoms during the
past two weeks? For each symptom put an “X” in the box beneath the answer that best describes how you have been
feeling.

Scoring the PHQ-9 modified for Teens

Scoring the PHQ-9 modified for teens is easy but involves thinking about several different aspects of depression.
To use the PHQ-9 as a diagnostic aid for Major Depressive Disorder:

• Questions 1 and/or 2 need to be endorsed as a “2” or “3”

• Need five or more positive symptoms (positive is defined by a “2” or“3” in questions 1-8 and by a “1”, “2”, or “3” in
question 9).

• The functional impairment question (How difficult….) needs to be rated at least as “somewhat difficult.”

To use the PHQ-9 to screen for all types of depression or other mental illness:

• All positive answers (positive is defined by a “2” or “3” in questions 1-8 and by a “1”, “2”, or “3” in question 9) should
be followed up by interview.

• A total PHQ-9 score > 10 (see below for instructions on how to obtain a total score) has a good sensitivity and
specificity for MDD.

To use the PHQ-9 to aid in the diagnosis of dysthymia:

• The dysthymia question (In the past year…) should be endorsed as “yes.”

To use the PHQ-9 to screen for suicide risk:

• All positive answers to question 9 as well as the two additional suicide items MUST be followed up by a clinical
interview.
To use the PHQ-9 to obtain a total score and assess depressive severity:

• Add up the numbers endorsed for questions 1-9 and obtain a totalscore.

• See Table below:

Total Score Depression Severity
0-4 No or Minimal depression
5-9 Mild depression
10-14 Moderate depression
15-19 Moderately severe depression

Case Study
Name : Adeeba
Class –X
Age- 14
Gender- Female

Data Analysis and Interpretation

A total score of 7 on the PHQ-9 falls into the category of "Mild Depression." This score suggests that the individual is
experiencing some depressive symptoms, but they may not meet the full criteria for a major depressive episode. A score
of 7 indicates that the student has been experiencing a number of depressive symptoms with some frequency over the
past two weeks. For example, they may have had several symptoms occurring more than half the days, or a few
symptoms occurring nearly every day.While a score of 7 is in the "mild" range, it is considered clinically significant. It
indicates that the student's symptoms are impacting their daily life and may warrant further attention.also, a score of 7
typically prompts a clinician to perform a more in-depth assessment. The student was referred to a counselor for further
help required

References
1.https://www.simplilearn.com/tutorials/time-management-tutorial/best-time-management-tips-for-students
2. https://chrysalishigh.com/blog/student-corner/schools-and-time-management-skills/
3. https://www.who.int/news-room/fact-sheets/detail/depression/?
gad_source=1&gclid=EAIaIQobChMIuYnfjezYiAMVzAh7Bx0-2gxDEAMYASAAEgKU_PD_BwE
4. https://ajnpp.umsha.ac.ir/browse.php?a_id=434&sid=1&slc_lang=en&html=1
5. Nystul, M. S. (2015). Introduction to counseling: An art and science perspective. Sage Publications.
6. https://www.nctsn.org/measures/beck-depression-inventory-second-edition#:~:text=BDI-II%20-%20Beck
%20Depression%20Inventory,with%20DSMIV
Appendices