POST GRADUATE DIPLOMA IN

GUIDANCE AND COUNSELING

(CDOE)

NAME – APRAJITA JAIN

ROLL NO. – D21DGC072

SESSION – 2021 - 2022

SUPERVISOR – Mrs. Dayal Sandhu

STUDY CENTER – Center for distance and open learning Jamia Millia
Islamia, Jamia Nagar, New Delhi
 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
GRADUATION DIPLOMA IN GUIDANCE AND COUNSELLING), I express my thanks and
Gratitude to them. They helped me and provided their valuable guidance at each and every step. I
also thank my Supervisor and Co-coordinator Dr Dayal Sandhu of Centre for Distance and
online Education, JMI for her deep interest, valuable guidance, encouragement and the facilities
provided to me during the course of my project.
 DECLARATION

I, Aprajita Jain, Roll No. D21DGC072, hereby declare that this activity file is a beneficial work
carried out by me under the guidance and supervision of Mrs. Renu Yadav. This activity file is
submitted for the award of POST GRADUATION DIPLOMA IN GUIDANCE AND
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.

(APRAJITA JAIN)
SUPERVISOR CERTIFICATE
INTERNSHIP LETTER
ACTIVITY 1

PLANNING / PREPARING A GUIDANCE PROGRAMME FOR SCHOOL

MEANING OF GUIDANCE

Literally guidance means to direct‘, to point out‘, to show the path‘. It is the assistance or help
rendered by a more experienced person to a less experiences person to solve certain major
problems of the individual (less experienced) i.e. educational, vocational, personal etc. Guidance
is a concept as well as a process. As a concept guidance is concerned with the optimal
development of the individual. As a process guidance helps the individual in self-understanding
(understanding one‘s strengths, limitations, and other resources) and in self-direction (ability to
solve problems, make choices and decision on one‘s own).

The guidance refers to advice or information provided by a person of experience, to solve a

problem or improve something. The guidance refers to the process of helping individuals to
discover and develop their potential. The need of guidance is something that cannot be ignored
by anyone. Furthermore, guidance helps in the development of educational, vocational, and
psychological skills in an individual. Most noteworthy, guidance would help an individual to
achieve an optimal level of happiness and peace in life. Moreover, an individual who receives
proper guidance would surely contribute significantly to society.

The concept of guidance is quite democratic in nature. This is because; a properly guided
individual would be able to shape his destiny. Guidance ensures that each individual’s choices
must serve the interests of the society as well as the interest of the individual.

Guidance and psychological counseling is a systematic and professional psychological assistance

service provided by experts to enable our students to develop psychologically, physically,
mentally, socially and educationally, to make appropriate decisions by recognizing themselves
with all aspects, to make choices and to establish healthy and balanced relations with their
environment.

PRINCIPLES OF GUIDANCE:

 Guidance is based upon the following principles.

  Holistic development of individual: Guidance needs to be provided in the context of total
development of personality.
 Recognition of individual differences and dignity: Each individual is different from every
other individual. Each individual is the combination of characteristics which provides
uniqueness to each person. Similarly human beings have an immense potential. The
dignity of the individual is supreme.
 Acceptance of individual needs: Guidance is based upon individual needs i.e. freedom,
respect, dignity.
 The individual needs a continuous guidance process from early childhood throughout
adulthood.
 Guidance involves using skills to communicate love, regard, respect for others.

Other principles are:

1. Principle of all-round development - Guidance must take into account the all-round
development of the person. Furthermore, guidance must ensure this desirable adjustment
in any specific area of the individual’ personality.

2. Principle of human uniqueness - Certainly no two individuals are alike. Furthermore,

individuals differ in mental, social, physical, and emotional development. Moreover,
guidance must recognize these important differences and guide individuals according to
their specific need.
3. Principle of holistic development - This principle states that guidance must take place in
the context of total personality development. Moreover, a child grows as a whole. Also, if
one aspect of personality is in focus, then the other areas of development must be kept in
mind. Most noteworthy, these other areas of development indirectly influence the
personality.
4. Principle of cooperation - This principle states that there cannot be any force on any
individual regarding guidance. Moreover, the cooperation and consent of the individual is
a pre-requisite for providing guidance.
 5. Principle of continuity - The principle says that the guidance must take place as a
continuous process to an individual. Also, this guidance must take place in different
stages of the individual’s life.
6. Principle of extension - In this principle, there should not be a limitation of guidance to a
few individuals. Most noteworthy, the extension of guidance must be to all individuals of
all ages.
7. Principle of adjustment- It is certainly true that guidance influences every aspect of an
individual’s life. However, guidance is chiefly concerned with a person’s mental or
physical health. Furthermore, this adjustment takes place at school, home, society, and
vocation.

GUIDANCE AND COUNSELING

The terms guidance and counselling have been loosely or interchangeably used. Guidance is a
term which is broader than counseling and it includes counseling as one of its services. Butter
makes a logical separation of the counseling process i.e. (i- ) adjustive and (ii) distibutive phase.
In the adjustive phase, the emphasis is on social, personal and emotional problems of the
individual, in the distributive phase the focus is upon educational, vocational and occupational
problems. The distributive phase can be most aptly described as guidance while the adjustive
phase can be considered as description of counselling‘.

IMPORTANCE OF GUIDANCE PROGRAMME

 Guidance is needed wherever there are problems. The need and importance of guidance
are as follows. Self-understanding and self-direction:
 Guidance helps in understanding one‘s strength, limitations and other resources.
 Guidance helps individual to develop ability to solve problems and take decisions.
 Optimum development of individual
 Solving different problem of the individual
 Academic growth and development Vocational maturity, vocational choices and
vocational adjustments
 Social personal adjustment
 Better family life
  Good citizenship
 For conservation and proper utilization of human resources
 For national development

TYPES OF GUIDANCE

1. Individual guidance - Individual guidance is tailored to an individual. It is advice,

strategy or planning designed for a singular person or thing and their unique situation.
This is in contrast to general guidance which is frequently based on demographic
information such as age or income or meant for the general population. The most
common reference to individual guidance is in reference to children or students.
2. Group guidance - Group guidance encompasses those activities of guidance which are
carried on in a group situation to assist its members to have experiences desirable or even
necessary for making - appropriate decisions in the prevailing contexts. In a more specific
term, it is guiding the individual in a group situation. Group could be of any type, but for
guidance purposes a group should have a common goal. Just collection of individual may
not be called a group for organizing guidance activities.
3. Educational guidance - It refers to that guidance that a child or students need during his
school life. Also, it helps them to solve the problem that they face in school. In addition,
it gives all the required details that children need related to the school they find most
suitable. Most noteworthy, education is the process that guides and directs children for
her/his proper development. Every aspect of school education is strongly related to
educational guidance. Moreover, it includes the aim, objectives, discipline, syllabus, the
role of teachers, methods of teaching, and co-curricular activity. In addition, these
guidelines help in the adjustment of the course of study according to the ability and skill
of the student. This process helps a student to make wise choices in relation to his
education life ahead. Most noteworthy, this process assists a person to plan her/his
education plan and carry it forward without any problem.
4. Vocational guidance - It refers to that type of guidance in which ordinary information is
provided regarding choosing the occupation. Also, it prepares them for the occupation
and helps in entering and progressing. Besides, it is also known as vocational
development. Most noteworthy, in modern education its perspective is much wider. This
 type of guidance helps a person to know her/his strength and weaknesses. Moreover, it
helps them to choose a vocation for better adjustment with every situation. In other
words, vocational guidance helps a person choose his career and other aspects related to
it. It is an assistance that helps students and children to know the world of vocation by
getting in the school. Most noteworthy, it is an early exposure to students about the
variety of job choices they would have later in life. It is a motivation for hard work in
school or college studies.
5. Personal guidance - It refers to that type of guidance where a person or individual
overcome their problem on their own. Also, it is the assistance that is provided to an
individual to solve their social, mental, morals, health, and ethical problems. Besides, it
helps in solving those problems, which we cannot solve with just vocational and
educational guidance. Personal assistance is of two types written and oral. They help to
make an adjustment in our life. Moreover, it is the guidance they let us know what we are
now and what we can become later in life. Besides, it helps children and student to help
them and look at them from the right point of view. In the case of personal guidance, we
observe that it is not an easy task. And the total development of an individual’s
personality depends on the development of personal habits and attitudes. That’s why
most of the individual face this problem in life.

TYPES OF GUIDANCE SERVICES

1. Orientation services - The orientation service is provided to the students those who are
new comers and those who go to new class or new course in the school set up. It is a
well-known fact that the students those who join first time. In the school or get promotion
for higher classes are heterogeneous in nature as they are from different family
backgrounds, from different socio-economic status, from different areas, and from
different abilities, interests, aptitudes and skills. So that the orientation service is
normally meant for students to enable them to know school courses, rules, regulations,
different facilities given to the students by school and to know the clear image of the
school.
2. Individual inventory service - Individual inventory service is an important type of
guidance service which may be recognized often as “pupil’s” inventory service. It is very
 much essential for student as it assists to know the student “himself” at the time of taking
any decisions so far his educational courses and careers are concerned.

Really the student proceeds in his educational set-up as he has made proper choice
regarding concerned subject or courses according to his own abilities, interests, aptitudes,
attitudes and skills. The adequate and accurate data are collected for the same purpose.
3. Information service - Individual inventory service is an important type of guidance
service which may be recognized often as “pupil’s” inventory service. It is very much
essential for student as it assists to know the student “himself” at the time of taking any
decisions so far his educational courses and careers are concerned. Really the student
proceeds in his educational set-up as he has made proper choice regarding concerned
subject or courses according to his own abilities, interests, aptitudes, attitudes and skills.
The adequate and accurate data are collected for the same purpose.
4. Counseling service - As an integral part of guidance programme, counselling service is
not a recent idea and service having wide applications in different social set up such as
family, school, medical, other counselling centres etc. counselling service may be
 provided by parents to children in the family, by teachers to students in school, by
doctors to patients in medical and so on to overcome the problems what generally occur
in their lives. In day to day life thousands of problems create hindrances in the
development and prosperity of I lie individual as these are educational, occupational and
personal-social in nature.

5. Placement service - Like other guidance services, placement service is a kind of guidance
service which is especially carried on by teachers on guidance workers to assist students
to find out his own place in the educational setting on occupational world considering his
abilities, interests, skills, aptitudes and attitudes. It is obvious that the individual goes to
the temple of education with certain occupational and vocational goals. Thus educational
and vocational guidance enable student to have a right choice in case of educational
courses, vocational courses and trainings.
6. Referral service - The referral service is meant for the students those who are not subject
to be guided and counseled by the teachers or guidance workers in a normal group. This
referral service is arranged for the purpose of specialized help. In this special cases
student is advised by teachers and counsellors to go for taking special help from
specialized person or agency. Because the student needs specialized help and much care
to overcome the problems.

TECHNIQUES FOR GROUP GUIDANCE

 Group discussion
 Role play
 Problem solving

ORGANIZATION OF A GROUP GUIDANCE

1. Need Assessment: The need assessment must be done to find out the common problems
of individuals in the group. This can be done by administering questionnaire, checklists
and interview.
2. Determining size of the group and time, venue for group activities: Depending upon the
group activity the size of the group should be fixed. The size should be approachable and
 manageable. The venue should be selected taking in to account the group selected for
activity.
3. Selection of members and role specifications: The participant’s selection for group
guidance activity is also very important. The students for example should be
communicated about their roles in group activities.
4. Orientation of Members: The group goals should be clarified. It should be stated in clear,
objective and measurable terms.
5. Monitoring of activities and evaluation of outcomes: If we want to conduct the activities
purposefully, it should be properly monitored taking into account the goals. Feedback
about activity needs to be collected from participants.

SCHOOL GUIDANCE

The school is expected to provide more than just teaching and instruction. A school guidance
programme includes all those activities other than instructional which are carried out to render
assistance to pupils in their educational, vocational, personal development and adjustment. The
fundamental aim of guidance programme being the maximum development of the child, all
guidance programme must be geared toward attainment of the goal. Guidance services can assist
the pupils in knowing themselves-their potentialities and limitations, making appropriate choices
in educational, vocational and other fields. Some of the important guidance services are:

 The orientation services

 Student inventory services
 Career Information services
 Counseling services
 Group guidance services
 Placement services
 Research and evaluation services
Personal guidance - Students face many personal problems related to themselves, their parents
and family, friends and teachers, etc. They often have memories related to home or family which
creates feeling of disappointment in them. If their parents are expecting too much of them it
leaves them with a feeling of incompetence and insecurity leading poor self-concept and self-
esteem. The objectives of personal guidance are to help the individual in his/her physical,
emotional, social, rural and spiritual development.

Educational guidance - Educational guidance is related to every aspect of education school /

colleges, the curriculum, the methods of instruction, other curricular activities, disciplines etc.
Educational guidance is the assistance given to the individual (i) to understand his/her
potentialities (ii) have a clear cut idea of the different educational opportunities and their
requirements (iii) to make wise choices as regards to school, colleges, the course : curricular and
extracurricular.

Vocational guidance - Vocational guidance is a process of assisting the individual to choose an

occupation, prepare for it, and enter upon it and progress in it. It is concerned primarily with
helping individuals make decisions and choices involved in planning a future and building a
career. The purpose behind assisting the youth to choose, prepare, enter and progress in a
vocation is the optimum growth of the individual.

Social guidance - School/educational institution is a miniature society and pupil from different
socioeconomic status, linguistic and socio-cultural background read there. Students some time
may face problems in adjustment and social relationship. It is very important that the students to
be helped in acquiring in feeling of security and being accepted by the group; in developing
social relationship and in becoming tolerant towards others. This is the task of social guidance.
Formally social guidance can be given by educational institutions whereas informal guidance
may be provided by Family, religious institutions, Media etc.

Moral guidance - Moral values occupy an important place in our life. Sometimes due to
influence of diverse factors students tell lies and indulge in undesirable practices. Moral
guidance helps in bringing these students in to proper track and help in their all-round
development.

Health guidance - Health is regarded as the wealth. Total health i.e. preventive and curative is
the goal of health guidance. The health guidance may be a cooperative effort of Principal,
Doctors, Counsellor/psychologist, Teachers, Students and parents. For promoting preventive care
the conditions of school hostel, canteen needs to be checked.

GUIDANCE PROGRAMME – PEER PRESSURE

Sometimes, though, the stresses in your life can actually come from your peers. They may
pressure you into doing something you're uncomfortable with, such as shoplifting, doing drugs or
drinking, taking dangerous risks when driving a car, or having sex before you feel ready.

This pressure may be expressed openly ("Oh, come on — it's just one beer, and everyone else is
having one") or more indirectly — simply making beer available at a party, for instance.

Most peer pressure is less easy to define. Sometimes a group can make subtle signals without
saying anything at all — letting you know that you must dress or talk a certain way or adopt
particular attitudes toward school, other students, parents, and teachers in order to win
acceptance and approval.

The pressure to conform (to do what others are doing) can be powerful and hard to resist. A
person might feel pressure to do something just because others are doing it (or say they are). Peer
pressure can influence a person to do something that is relatively harmless — or something that
has more serious consequences. Giving in to the pressure to dress a certain way is one thing —
going along with the crowd to drink or smoke is another.

People may feel pressure to conform so they fit in or are accepted, or so they don't feel awkward
or uncomfortable. When people are unsure of what to do in a social situation, they naturally look
to others for cues about what is and isn't acceptable.

The people who are most easily influenced will follow someone else's lead first. Then others may
go along, too — so it can be easy to think, "It must be OK. Everyone else is doing it. They must
know what they're doing." Before you know it, many people are going along with the crowd —
perhaps on something they might not otherwise do.

Responding to peer pressure is part of human nature — but some people are more likely to give
in, and others are better able to resist and stand their ground. People who are low on confidence
and those who tend to follow rather than lead could be more likely to seek their peers' approval
by giving in to a risky challenge or suggestion. People who are unsure of themselves, new to the
group, or inexperienced with peer pressure may also be more likely to give in.

Using alcohol or drugs increases anyone's chances of giving in to peer pressure. Substance use
impairs judgment and interferes with the ability to make good decisions.

Nearly everyone ends up in a sticky peer pressure situation at some point. No matter how wisely
you choose your friends, or how well you think you know them, sooner or later you'll have to
make decisions that are difficult and could be unpopular. It may be something as simple as
resisting the pressure to spend your hard-earned babysitting money on the latest MP3 player that
"everybody" has. Or it may mean deciding to take a stand that makes you look uncool to your
group.

Some strategies that may be useful for helping someone cope with peer pressure might include:

 Plan ahead - Have them think about the things they might be pressured to do that they
don't want to. Plan ahead for ways to deal with the pressure. Ask them to think of how
they might leave a situation if it becomes uncomfortable. Identify a support person that
they could call.
 Give an excuse - Have them develop a canned excuse for why they can't participate in
something they don't want to do. For example, some families have an arrangement where
if kid’s text their parents a certain pre-planned word or phrase, the parent will call to say
something has come up and they need to come home.
 Build friendships with the right people - People who share your child's values are less
likely to be the people who will bully them into doing things they don't want to do.
 Rely on trusted adults - Help your child identify which adults in their life are safe and
accessible for when they need to talk or when they need help getting out of a tricky
situation.

ASSESSMENT OF PROBLEM

While working as an intern for the school, I had various classes with students, where we talked
about different yet related issues of school life. Some came up with topics like exam stress,
parental conflicts, social media, and peer pressure. On further discussion with the counselor and
special educator, I came to know that the students are facing peer pressure in various forms and
need guidance about the same. While discussing the issue with students of age 12 – 14, I could
conclude some common points, which are:

The most common form in which peer pressure is manifested in the school is, liking someone.
Students are motivating, at times forcing their peers to have girlfriends and boyfriends, or by
telling them that someone has feelings for them.
Second, and a very important issue is social media. By watching their classmates, or to just to be
“COOL”, most of the students have instagram and facebook accounts. This has impacted their
studies severely. They have joined the social media platforms just to gain entry to their friend
groups.

Third, and still an important issue is FOMO, i.e., fear of missing out. Students have a debilitating
fear of exclusion. They are afraid of the fact that their friends will exclude them form their group
if they will not do as they say. So, due to this fear, they do everything, if they themselves don’t
want to do it.

The fourth outcome of peer pressure is the use of abusive language. Students nowadays have
started thinking that using abusive words and slangs is cool. They do not understand the fact that
in school they are required to follow a proper a conduct and behavior.

After assessing these problems, a guidance program was formulated keeping in mind the main
issues related to peer pressure.
DISCUSSION (Guidance Programme on Peer Pressure)

The guidance programme was formulated based on the issues that the students were facing in
their everyday school life. The sample included boys and girls of class 6 th to 10th separately. My
job as a counseling and guidance intern was to make the students aware of the problem, its
effects and consequences in their life. The concept peer pressure is not something that is
confined to any age or gender. It is equal among girls and boys and in today’s ear, it can be seen
in students as early as 10-11 years of age. As they are not mature enough, students do not exactly
know what peer pressure is and what its repercussions are.

So, the first aspect of the peer pressure guidance program was to understand the meaning of peer
pressure. Peer pressure is any kind of influence that comes from your classmates and friends to
do something that you don’t want to do. Peer pressure can be positive too but generally it is
negative. The students were made aware of the term and its meaning. Many students came up
with their experiences which they never knew were a part of peer pressure. They were also
explained the meaning of direct and indirect peer pressure. Direct peer pressure is when a person
uses verbal or nonverbal cues to persuade someone to do something. The example mentioned
above of a teen handing another teen a cigarette is also an instance of direct peer pressure
because the teen on the receiving end must decide on the spot how they're going to respond.

With indirect peer pressure, no one is singling you out, but the environment you're in may
influence you to do something. If you're at a party where everyone is drinking, for instance, you
might feel pressured to drink even if no one asks you to.

The next part of the guidance programme included the effects of peer pressure – stress and
negative emotions. In this the students were taught about the various types of stress and negative
emotions that arises as a result of peer pressure. The major emotions were sadness, depression,
anxiety, envy, low self-esteem and confidence. Along with it different videos were shown to the
students to bring them closer to the topic.
Moving on to the next part of the guidance programme, it was the ways in which peer pressure
manifests itself. The first way is having crushes and infatuations. The peers have a tendency to
pin point other students under the pretext of liking someone. Students generally want to have
boyfriends and girlfriends just because everyone is having. They don’t consciously think about
it, but just follow everything blindly.

The second manifesting is FOMO, i.e., fear of missing out. Students fear that if they do not give
in to something, their friends might break their friendships or simply might avoid them. Due to
this factor, they do everything the other person says.

The third factor is substance abuse. The high schoolers have a tendency to follow the trend and
be cool, even if the trend is to jump off the cliff. This at times leads them to wrong ways in life
from where there is no turning back. They often end up in drug abuse, smoking and alcohol
abuse.
Body shaming is another one among these issues. This occurs especially in girls. Peers making
fun of each other by calling someone fatso or too thin forces the child to binge eat or give up on
eating. These issues are very common high schoolers. Another common issue is social media.
Majority of students have social media accounts just because their friends are having it..

During the guidance programme the students shared their experiences of peer pressure. Many of
them shared how they forced by their friends to bunk schools and party. They also shared other
common problems like social media, as they were afraid that not being on social media will
make them look an old school.

The next part of the guidance programme included the most useful ways to overcome peer
pressure. The first step is to say NO. The students were taught the importance of assertiveness,
i.e., the ability to say no.
The second step towards resisting peer pressure is to realize the real meaning of “my life, my
rules.” All of us have a tendency to use this phrase with our parents and teachers, but when it
comes to our peers, it just vanishes. So, the students were once again made to say this out loud
and realize its true importance.

They were made to understand that when we have been given separate bodies, separate brains
and separate lives, why we should live like everyone. When it’s our life, we should rule it with
all our might and not let anyone else rule it. With this the guidance programme was ended.

ACTIVITY 2

PSYCHOLOGICAL ASSESSMENT II - INTEREST TEST

MEANING OF INTEREST TEST

Interest test is a self-report inventory in which the participant is required to express likes or
dislikes for a range of activities and attitudes. These are then compared with the interest patterns
of successful members of different occupations as a means of assessing the participant’s
suitability for different types of work. These tests are used primarily for career counselling.
Interest inventories include items that ask about the preferred activities and interests of people
seeking career counselling. Important examples are the Kuder Preference Record and the Strong
Interest Inventory. Also called interest inventory; occupational interest measure, which is used in
career assessment, career counselling, and educational guidance.

An interest inventory is a testing instrument designed for the purpose of measuring and
evaluating the level of an individual's interest in, or preference for, a variety of activities; also
known as interest test. Testing methods include direct observation of behavior, ability tests, and
self-reporting inventories of interest in educational, social, recreational, and vocational activities.
The activities usually represented in interest inventories are variously related to occupational
areas, and these instruments and their results are often used in vocational guidance.
Most interests’ tests provide you with a list of two activities at a time. You then indicate which
of these activities appeals to you the most. Based upon your choices, a result with your strongest
interests is reported. Sometimes statements are given, for which you indicate whether they apply
to you or not. Interest inventories are widely used in vocational counselling, with both
adolescents and adults. Since these tests measure only interest and not ability, their value as
predictors of occupational success, while significant, is limited. They are especially useful in
helping high school and college students become familiar with career options and aware of their
vocational interests.

The first widely used interest inventory was the Strong Vocational Interest Blank, developed in
1927 by E.K. Strong. The original test was designed for men only; a version for women was
developed in 1933. In 1974, the Strong test was merged into the Strong-Campbell Interest
Inventory, which was further revised in 1981. The test contains 325 activities, subjects, etc.
Takers of this test are asked whether they like, dislike, or are indifferent to 325 items
representing a wide variety of school subjects, occupations, activities, and types of people. They
are also asked to choose their favorite among pairs of activities and indicate which of 14 selected
characteristics apply to them. The Strong-Campbell test is scored according to 162 separate
occupational scales as well as 23 scales that group together various types of occupations ("basic
interest scales"). Examinees are also scored on six "general occupational themes" derived from
J.L. Holland's interest classification scheme (realistic, investigative, artistic, social, enterprising,
and conventional).

The other most commonly administered interest inventory is the Kuder Preference Record,
originally developed in 1939. The Kuder Preference Record contains 168 items, each of which
lists three broad choices concerning occupational interests, from which the individual selects the
one that is most preferred. The test is scored on 10 interest scales consisting of items having a
high degree of correlation with each other. A typical score profile will have high and low scores
on one or more of the scales and average scores on the rest.

The Educational Interest Record is another standardized tool developed by Bansal V. P

&Srivastava D. N. (1975) named as “Vocational Interest Record” was used for the collection of
data. The test consisted of 128 items of 8 different vocational areas named as Agriculture,
Commercial, Engineering, Fine Arts, Humanities, Human Science, Medical, and Scientific. In
each area, 16 items are there which the responders mark. The Educational Interest Record is a
self-administering. There is no time limit for this interest record. Ordinarily an individual takes
about 10-15 minutes time to complete it. The Educational Interest Record has been prepared in
both Hindi and English. The Educational Interest Record has been developed for use with school
and college students. It consists of 128 vocational subjects and activities of different faculties
and are divided in eight vocational fields.

COMPREHENSIVE INTEREST SCHEDULE

Comprehensive Interest Schedule developed by Vohra (1992) was used which assesses the
vocational or career interests of adolescents in eight broad career areas viz. influential,
venturous, artistic, scientific, analytical, social, nature, clerical. The strength and direction of the
individual’s interest represents an important aspect of his personality. This characteristic effects
his educational and vocational pursuits. Therefore, the study of interest has received its strongest
impetus from vocational and educational counselling. However, to a slightly lesser extent, the
development of tests in this area has also been stimulated by vocational selection and placement.
From the viewpoint of both the worker and the employer, a consideration of the individual’s
interest is of practical significance.

Career Interest Schedule is best suited for the purpose of Vocational Guidance and Counseling. It
is a checklist by which an individual can systematically clarify his areas of vocational interests
and then decide about his future occupational field. The test marks on an individual's interest in a
vocation and does not endorse it as his ability. Therefore, Ability test should advisably be
coupled with CIS to derive at realistic guidance and suggestions which could be practically
implemented.

Occupational choices and targets are explored by and large from high school age. CIS is
primarily used for counseling high school and college students about their career choices and it
covers those occupational spectrums which are the most common choices of students to target at
that age. Adults 18 years plus of age can use it as a checklist for their occupational interests.
Adults may preferably use it for the purpose of change in career or accepting extra or diversified
career responsibilities.
There is no time limit. The checklist takes 25 to 30 minutes to select from the given choices of
profession. An individual's occupational interest mainly depends on his personality
characteristics and significantly affects his career pursuit. With this view point CIS is developed
to present right vocational choices to the individuals which correspond with his personality
characteristics. There are fourteen occupational interest areas which are compared twice with
each other. As a result all fourteen scores are comparable with each other.

The Comprehensive Interest Schedule is an objective device measuring interest in eight broad
vocational areas. Each vocational area has two subfields (except the last two). It provides scores
on fourteen occupational interest areas.

These eight broad areas are as follows:

 Influential – administrative and enterprising

 Venturous – defense and sports
 Artistic – creative and performing
 Scientific – medical and technical
 Analytical – expressive and computational
 Social – humanitarian and education
 Nature
 Clerical

The two principle objectives during the development of the C.I.S. in-depth analysis report were
to provide a unique and innovative supplement to career guidance and personal development
counselling which:

 Helps clients achieve accurate insight about themselves by utilizing a report written in
anon-technical language which is helpful to people as it is not critical, evaluative, or
confusing to them.
 Helps career counsellors, and other professionals from the routine and time consuming
elements of the diagnostic, interpretive, and report writing process of counselling and
therapy.
AIM OF THE TEST:

The aim of the test was to know the interest area of the two samples.

TOOLS USED:

 CIS test form

 Pencil
 Manual

PROCEDURE:

Two samples were approached for the test. After this the rapport formation was done and the
client was made to feel comfortable by talking about their hobbies and friends. After rapport
formation, the client was given the instructions about the test. She was made to understand that
there is no time-limit and also no right and wrong answers between the options, she just have to
pick the one she can relate to more and find interest in. she was also made to explain that this test
would assess her interest in specific fields which could give her a clarity on the fields she could
opt for to pursue as a career for herself. Once the data was collected, the scoring and
interpretation was done.

SAMPLE 1:

Name – Yash Malik

Age – 16 years

Gender – male

SCORING AND INTERPRETATION:

Once the data was collected, the scoring and interpretation was done with the help of the CIS
manual. The scoring was done in the form of 1’s and 2’s. The total score was calculated by
adding the scores for 1’s and 2’s. Then the scores were converted sten scores with the help of the
manual. The sample is said to be having the highest interest in the one which had the highest sten
score.
Table – 1

INTEREST FOR 1’S FOR 2’S TOTAL SCORE STEN SCORE

AREA
Administrative 0 0 0 1
Enterprising 1 0 1 1
Defense 1 4 5 1
Sports 5 5 10 3
Creative 1 2 3 1
Performing 0 0 0 1
Medical 5 10 15 4
Technical 4 6 10 1
Expressive 1 5 6 1
Computational 1 1 2 1
Humanitarian 3 7 10 1
Education 3 9 12 2
Nature 1 5 6 1
Clerical 0 0 0 1
SAMPLE 2:

Name – Sawan

Age – 16 years

Gender – female
SCORING AND INTERPRETATION:

Table – 2

INTEREST FOR 1’S FOR 2’S TOTAL SCORE STEN SCORE

AREA
Administrative 8 8 16 6
Enterprising 2 2 4 1
Defense 4 10 14 6
Sports 1 0 1 1
Creative 0 2 2 1
Performing 0 0 0 1
Medical 8 20 28 10
Technical 2 10 12 1
Expressive 1 9 10 1
Computational 2 10 12 1
Humanitarian 1 7 8 1
Education 5 11 16 8
Nature 1 3 4 1
Clerical 2 2 4 1

RESULT AND DISCUSSION:

Table 1

On the basis of the results of table 1, we can see that the subject has obtained the highest sten
score of 4 in the medical area, followed by a sten score of 3 in sports, 2 in education and 1 in all
other fields. This shows that the subject has a very low interest in all the fields and does not have
high interest anywhere. Viewing these results, the subject can be suggested for some career
guidance so as to make him more clearly about the different fields. However, as we can see that
the subject obtained a sten of 4 in medical, he can be guided in the medical area, to enable him
develop his interest in the field. The medical field is one of the top leading fields in the world
and has a scope everywhere. The subject can be motivated to pursue medicine if he has an
inclination towards. He can pursue his MBBS, and later can have specialization in any
department while pursuing his MS/MD. But before deciding on a particular field, the subject
should also undergo an aptitude test, as that would give an idea about his underlying potential.

Table 2

On the basis of the results of table 2, it can be observed that the subject has obtained the highest
sten of 10 in medical field, followed by a score of 8 in education, 6 in defense and administrative
and 1 in all other fields. On the basis of this, we can conclude that the subject has a very high
interest in medical field. Since her interest is very clear, she can be motivated to pursue this field
for her higher studies. She can also have an aptitude test to assess her potential for the stated
field.

ACTIVITY 3

LIFE SKILLS TRAINING SESSION

MEANING OF LIFE SKILLS

Life skills is a term used to describe a set of basic skills acquired through learning and/or direct
life experience that enable individuals and groups to effectively handle issues and problems
commonly encountered in daily life.

They include creativity, critical thinking, problem-solving, decision-making, the ability to

communicate and collaborate, along with personal and social responsibility that contribute to
good citizenship – all essential skills for success in the 21st century, both for healthy societies
and for successful and employable individuals.

Life skills touch upon issues that are:

 real: they actually affect people’s lives

 topical
 sometimes sensitive: they can affect people on a personal level, especially when family or
friends are involved
 often controversial: people disagree and hold strong opinions about them
  Ultimately moral: they relate to what people think is right or wrong, good or bad,
important or unimportant in society.

Think of life skills as soft skills — they’re multi-purpose and easily transferable across
experiences, roles, and industries. These can, and do, overlap with professional skills since they
tend to be general skills that equip you for the world. The best part about life skills, unlike other
professional or personal skills, is that they can be picked up just by living. The experiences you
live help you master certain abilities, like communication, self-management, etiquette, and other
soft skills. They can be broad competencies that appear in many parts of your life, that’s what
makes them life skills as opposed to just professional, technical, or personal skills.

Life skills are a relatively broad category of traits and abilities. They change based on what you
want to accomplish in your career and relationships, location, values, culture, age, beliefs, and so
on. Generally, any skill that improves your life could be considered a life skill. Aside from this
broad definition, the World Health Organization notes that there are six subtypes of life skills.

A person needs a set of social features and personal capabilities to interact with themselves and
other people in and around their environment and make a decision that requires high ability, also
to find solutions to various kinds of problems. Moreover, the skills required to deal positively
with any condition to get the desired outcome is called life skills. Life skills can be developed
through encouragement to adapt to society and promote positivity in personal behaviors and
adopt a positive perspective toward work.

Life skills education is one such type of skill. Under this, the child develops the ability to
discharge his life appropriately and to organize the activities related to life in a systematic
manner. It is a type of education in which skills are developed to make the child efficient in such
a way that he can make decisions in odd situations by his ability and intelligence. At the same
time, such miseries have to be developed in human life. So that he can become a skilled citizen.

OBJECTIVES FOR THE DEVELOPMENT OF LIFE SKILLS:

 The purpose of social development.

 Development of experimental knowledge.
 The purpose of the development of adjustment power.
  The objective of develops life values.
 The objective of mental development.
 Of all-round development

TYPES OF LIFE SKILLS

General skills

 Confidence skills
 Decision-making skills
 Stress alleviation skills
 Adjustment skills in adversity
 Self-awareness skills
 The skill of negative tendency towards wrongdoing
 Positive behavior
 Critical Thinking
 Society’s skills towards each other

High-level skills

 The following skills are covered under High-Level Skills

 Excellent warmth and high mental level
 Way of thinking
 Mental and physical relaxation
 Goal Setting and Problem Solving
 Communication
 Social support
 Standard of living with health

TYPES OF LIFE SKILLS

According to WHO, there are 10 core life skills:

Self-awareness - Self-awareness includes recognition of the self, our character, our strengths and
weaknesses, desires, and dislikes. Developing self-awareness can help us to recognize when we
are stressed or feel under pressure. It is often a prerequisite to effective communication and
interpersonal relations and for developing empathy with others.

Empathy - To have a successful relationship with our loved ones and society at large, we need to
understand and care about other peoples’ needs, desires and feelings. Empathy is the ability to
imagine what life is like for another person. Without empathy, our communication with others
will amount to one-way traffic. Empathy can help us to accept others, who may be very different
from ourselves. This can improve social interactions, especially, in situations of ethnic or cultural
diversity.

Critical thinking - Critical Thinking is the ability to analyze information and experiences in an
objective manner. Critical thinking can contribute to health by helping us to recognize and assess
the factors that influence attitudes and behavior, such as values, peer pressure, and the media.

Creative thinking - Creative Thinking is a novel way of seeing or doing things that are
characteristic of four components – fluency (generating new ideas), flexibility (shifting
perspective easily), originality (conceiving of something new), and elaboration (building on
other ideas).

Decision making - Decision-making helps us to deal constructively with decisions about our
lives. This can have consequences for health. It can teach people how to actively make decisions
about their actions in relation to the health assessment of different options and, what effects these
different decisions are likely to have.

Problem solving - Problem-solving helps us to deal constructively with problems in our lives.
Significant problems that are left unresolved can cause mental stress and give rise to
accompanying physical strain. Problem-solving is the process of identifying and resolving
conflicts or problems. It involves breaking a problem down into its component parts, thinking
about possible solutions, and then choosing the best one. Problem-solving is an important skill
for everyone because it helps us identify and solve problems in our lives, work, and
communities.
Interpersonal relationship - Interpersonal relationship skills help us to relate in positive ways
with the people we interact with. This may mean being able to make and keep friendly
relationships, which can be of great importance to our mental and social well-being. It may mean
keeping, good relations with family members, which are an important source of social support. It
may also mean being able to end relationships constructively.

Effective communication - effective communication means that we are able to express

ourselves, both verbally and non-verbally, in ways that are appropriate to our cultures and
situations. This means being able to express opinions and desires, and also needs and fears. And
it may mean being able to ask for advice and help in a time of need. Coping with stress means
recognizing the sources of stress in our lives, recognizing how this affects us, and acting in ways
that help us control our stress levels by changing our environment or lifestyle and learning how
to relax. Coping with emotions means recognizing emotions within us and others, being aware of
how emotions influence behavior, and responding to emotions appropriately. Intense emotions
like anger or sadness can have negative effects on our health if we do not respond appropriately.

Coping with stress - Wrong beliefs like “I’m not good enough” or “Something is wrong with
me” cause up to 95% of all illnesses and diseases. The membrane of the cell is the brain of the
cell, not the nucleus. Our beliefs are stored in the membrane of our cells. Unless we are fully
aware of what we are doing and why we are doing it at every moment, we are always acting on
our unconscious programming stored as beliefs in our cells. Scientific research has established
that stress is the core factor in physical, mental, and emotional disease. Discovering how
unconscious physical, mental, and emotional habits create stress, aging, addiction, and disease,
through awareness and simple lifestyle changes reclaiming youthful vitality, joy, and well-being.

Coping with negative emotions - Our feelings are a wonderful barometer of our well-being.
When we are not caught up in negative thinking, our feelings remain positive, and we feel joyful,
loving, and peaceful. When we are feeling fearful, angry, or depressed it is a sure sign that our
thoughts have become negative and dysfunctional. Developing this awareness and making the
decision to eliminate negative thinking can be dramatically life-changing.

The ability to control our emotions is something that we need to learn from a young age and it is
something that we need to learn for the rest of our lives. It is a skill that will help us to have
better relationships with other people, it will help us to be more productive at work and it will
also help us to live happier healthier lives.

LIFE SKILLS TRAINING

Life Skills Training touches the often untouched part of an individual’s personality. People need
to understand the need of training students on the inner aspect as well. Issues like low self-
confidence and esteem can lead to major problems in future. Students these days are hesitant to
even ask questions in the classroom. This leads to a poor learning experience and result. Sadly,
In India we don’t train our children on life skills and it always remains an alien term for them.
Training students on life skills like self-esteem, anger management, stress management and
happiness is quintessential as these skills are tested once an individual starts his professional
journey.

The life skills training was done with the age group of 11 – 12 years. The students were of class
6th and 7th. As the curriculum required, the life skills training was given for two major life skills –
effective communication and coping with stress and negative emotions.
For the life skills training, firstly a power point presentation was prepared. The students were
then taught the meaning of life skills and what importance do they hold in our lives. They were
shown the 10 major life skills given by WHO. All the life skills are equally important, but when
dealing with students, certain life skills hold the major share.

Effective communication

So, the first life skill that was discussed was effective communication. Effective communication
is not just about speaking properly, but much more than that. It includes all the aspects of
language, be it verbal, non-verbal or proxemics. Effective communication includes nonverbal
part too that has everything apart from spoken words. While trying to communicate effectively,
one has to focus not just on the words, but also the tone, pauses, silences, body language and
gestures. Nonverbal communication changes according to the situation. For example, the body
language of a student changes completely when in school as compared to when with friends.
While in school the students have to maintain a straight, upright posture in class, maintain
distance from their teachers, do not have to cross hands while talking and etc. But the same
student has a very different body language when he is talking with his friend.

During the discussion of effective communication skill, the students participated in various
interactive activities. One activity was role playing, where they were given a situation and were
asked to perform according to the situation. For example, one situation was that teacher is
teaching in the class and students sitting at the back is talking. The students came upon the stage
and enacted the situation, as in how their teacher would have responded by her body language.

The students were very eager to participate in the activities and tried their best. They also
enacted several other situations like when they are playing with their friends and a new person
tries to be with them or comes to play with them.
All these interactive activities brought the students more close to the topic. They could
understand the importance of nonverbal communication and verbal communication for an
effective communication.

Dealing with negative emotions

The next part of the life skills training included how to deal negative emotions and stress. To
start with, the students were first made to understand what exactly stress is and how many types
of stressors there are. Stress is any stimulus that causes your body to change itself. When we are
hungry, the stomach contractions are stressors that makes us eat, or when we are sleepy, the
heaviness in our eyes causes us to sleep. Stress is of two types – eustress and distress. Eustress is
the positive stress that we enjoy, for ex, wedding in a family. Whereas distress is the negative
stress that we want to avoid at any cost.

Following this was an interactive session where students shared the common stressors from their
lives. Some came up with exams, for some coming to school is a stressor, for some having no
friends is a stressor, etc. They also shared many of the eustressors from their life, like deciding
what to wear for a friend’s birthday party, or when going for a trip, what all to pack, etc. The
students understood the concept very well when they gave the examples from their own life.

They came up with certain distressors:

 Examinations.
 Deadlines.
 Returning to study.
 Pressure of combining paid work and study.
 Difficulty in organizing work.
 Poor time management.
 Leaving assignments to the last minute.

Some eustressors are:

Life changes: Major life transitions can create eustress. Examples of changes that can create this
type of beneficial stress include starting a new job, being involved in a relationship, and
parenting children.

Smaller challenges: The excitement of a roller-coaster ride, a scary movie, or a fun challenge are
all examples of eustress. Even a particularly tough workout can be an example of this type of
stress.
Once the students were thorough with the concept of stress and negative emotions, we moved on
to the next part of the training that was how to deal with stress and negative emotions. The first
technique that was taught to students was a good and sound sleep. A sound sleep of eight hours
is necessary for the students to function properly and efficiently. The second technique was
eating healthy. Eating healthy is very important for the students to stay fit and study effectively.
Children nowadays have a habit of junk eating and completely ignore their health. So, the
children were taught the importance of healthy eating for their brain to stay healthy.

The next technique that the students learned was doing yoga and exercise. They learned many
different yoga postures that will help them in dealing with stress and negative emotions. The
students were very interactive in this session, as they came up on the stage and did the poses
together.
Apart from the above shown exercises, the students did many more poses also, like bridge pose,
cat pose and child pose.
After this interactive session, the students were trained with the art of time table making. A
perfect time table is the one that balances studies and leisure time both. So, the points that were
focused on were, first, to gather all the work that has to be done. Second, set priorities. This
includes deciding which work or which subject is more important and should be done first.
Third, decide on a specific time for each subject and work that has to be done. After these three
steps are done, the next becomes the most favorite part, i.e., keeping breaks for play and leisure.
As we know that all work and no play makes Jack a dull boy, so keeping time for recreational
activities is equally important. These helps in motivating students to study well. When all these
are done, then comes the most important part of bringing the time table into practice. So, for this
the students were taught the meaning of procrastination, i.e., delaying of work and how this
delay effects their life. With this the life skills training session was ended on a good note.
ACTIVITY 4

CAREER TALK

MEANING OF CAREER

Career actually has two definitions. The word career is often used to refer to a profession,
occupation, trade or vocation. A career could define what you do for a living and range from
those that require extensive training and education to those you can perform with only a high
school diploma and a willingness to learn. A career could mean working as a doctor, lawyer,
teacher, carpenter, veterinary assistant, electrician, cashier, teacher or hairstylist.

Career has another definition as well, though. It also refers to the progress and actions you have
taken throughout the working years of your life, especially as they relate to your occupation. It is
comprised of the different jobs you have held, titles you have earned and work you have
accomplished over a long period of time. When viewed in this context, a career includes
everything related to your career development, including your choice or profession and
advancement. Your single career could include a variety of different paths.

Many people begin their first career exploration while young, whether in high school or college.
Individuals consider their interests, needs, personalities, and values. Career explorers then seek
information on possible paths that align, including various occupations and professions.

An internship, volunteering, or job shadowing can provide real-world experience in the desired
career, and mentors can help provide insights and connections. Young professionals ambitiously
develop their careers and seek new opportunities or jobs within their careers. As a person ages,
their career goals and path may change due to family obligations, personal interests, or financial
needs.

Some estimate that people will change careers three to seven times before finding the job they’ll
stay with until retirement. A career may move along a ladder, or it may zigzag. Career shifts may
naturally occur due to life changes such as having a child or approaching retirement.

For instance, let’s say you start as a journalist at a newspaper or online publication before
moving into the role of associate editor. Later, you may become an editor, followed by a senior
editor, eventually to be promoted to editor-in-chief. This can happen at the same company, or
you may move to several different companies over the years.

A career refers primarily to the sequence and variety of work roles, paid or unpaid, that
individuals undertake throughout their lives; but it is also the construct which enables individuals
to make sense of valued work opportunities and how their work roles relate to their wider life
roles. Career Development is a very important and essential aspect in an individual’s life, it is a
unique and lifelong process for each individual of managing learning, work, and transitions in
order to move forward and participate effectively in work and society. Successful career
development is important to individuals’ personal and economic well-being, social mobility and
both economic productivity and social to justice.

In face of the unprecedented pace of changes worldwide with the advent of information
technology and explosive growth of knowledge, our education system aims to develop students’
knowledge, adaptability, creativity, independent thinking and life-long learning capabilities so
that they can be better prepared to make informed and responsible choices and thus be able to
make the best of the opportunities ahead. Nowadays in this internet advanced age, multiple
pathways have opened for young people to flourish their knowledge.

This is where career counselling plays an important role for students as well as adults. Career
counselling is an intensive service that focuses on the interaction between an individual/a small
group and the career guidance personnel, aiming at helping individuals to explore personal issues
in career and life planning. These counsellors help individuals in life planning. At the schooling
stage, life-planning education plays a significant role in fostering students’ self-understanding,
personal planning, goal setting, reflective habits of mind and articulation to progression
pathways. Hence, life-planning education is not merely a remedial or advisory service for
students when they are in need of making subject or career choice. It connects with school’s
curriculum components, and through it students are equipped with the 3 knowledge, skills and
attitude to make wise choices in accordance with their interests, abilities and orientations; and
guided to integrate their career/academic aspirations with whole-person development and life-
long learning.

Career Counsellors in order to build an understanding among the students and adults adopt
Career Talk as a tool. Career talks provide information on various occupations within an
industry. They introduce students to the nature and scope of the work done and educate them on
the skills necessary to perform certain job functions. The Career Talks are also designed to excite
and motivate young people about the career options and opportunities available to them. The
ultimate goal is to see all students, irrespective of their abilities, orientations and levels of study,
being able to understand their own career/academic aspirations; develop positive attitudes
towards work and learning; connect/integrate their career/academic aspirations with/into whole-
person development and life-long learning; and utilize the acquired knowledge, skills and
attitudes whenever necessary. The counsellors in career talks majorly address 3-5 of the
following topics in detail:

 Job responsibilities
 Work environment
 Skills required for the job
 Personal qualities
 Work values
 Qualifications
 Possible job titles
 Possible career progression
 Potential pay
 Related careers in the industry
 Advice/Considerations for students interested in going into the industry

CAREER VS JOB

It’s important to distinguish between jobs and careers because they aren’t the same thing,
although they can be interrelated. Both are viable options depending on your needs and what you
want personally and professionally.

A job refers to your work for a company compensating you with an hourly wage or salary. It’s
usually a short-term solution to meet your basic needs and provide for yourself.

A career path is a long-term plan based on your passions and goals. Most people engage in
ongoing personal and professional development to continue career advancement.
For example, employers typically hope to fill open positions with fair attendees. Career fairs tend
to be more exploratory and an opportunity for fair attendees to network and make connections.

CAREER TALK PROGRAMME FOR CLASS 10TH STUDENTS

The career talk programme was planned for class 10th students as they have reached the stage
where they have to choose a stream and on which their career relies. Before planning the career
talk, there were some issues that the students were facing and had to be kept in mind while
planning the career talk. These points were:

 Trying to become what the parents are saying.

 Choosing the stream that our friends are taking.
 Going either with science or commerce.
 Trying to look for the option that is easier and has less competition.
 Choosing the subject only on the basis of class 10th marks.
 Overlooking aptitude and focusing only on interest.

The career talk programme was then made by focusing on these points. The career talk was done
on the two streams – humanities and science. The talk was started by recalling the above
mentioned points. They were also taught the difference between interest and aptitude. Where
interest is what one likes, aptitude refers to the underlying ability to acquire any skill. Sometimes
the student takes up a subject that he/she likes ignoring his/her aptitude. Then the next step was
the stream talk. It started with MBBS degree from medical stream.

The stream of science includes – medical and nonmedical. The medical includes compulsory
subjects as bio, physics and chemistry. The nonmedical part includes physics, mathematics and
chemistry. One who wishes to become a doctor, has to choose the medical stream. It offers
bachelor degrees in MMBS, BDS, BHMS, etc. These are generally five year degree courses
along with internship. MBBS is a five year degree course along with six months of internship.
After doing this, the person can pursue his further specialization under M.S. This offers a
specialization to the person in the fields which interests them, for say, obstetrics and
gynaecology, orthodontics, plastic surgery, cardiac surgery, ENT and ophthalmology.
The medical stream along offers many different courses apart from the above stated which are
known as paramedic courses. These are:

 Yoga and ayurvedic,

 Diploma in first aid,
 Diploma in laboratory technology,
 Basic support care,
 Home support care,
 Advanced care support,
 Emergency care support
 Sample collection support.

MBBS – BACHELOR OF MEDICINE, BACHELOR OF SURGERY (MEDICAL STREAM)

In India the full-form of MBBS is Bachelor of Medicine, Bachelor of Surgery. It is generally a

5.5 year course including one year compulsory internship that can be completed from a college
accredited by the National Medical Commission, to receive a degree titled MBBS (Medical
colleges in India). Medical colleges may also teach Post Graduate as well as Paramedical
courses. Admission to M.B.B.S programme in government colleges can be highly competitive
because of subsidized education and extensive hands-on experience.

The MBBS course starts with the basic pre and para-clinical subjects such as biochemistry,
physiology, anatomy, microbiology, pathology, forensic medicine including toxicology and
pharmacology. The students simultaneously obtain hands-on training in the wards and out-
patient departments, where they interact with real patients for five years. The curriculum aims to
inculcate standard protocols of history taking, examination, differential diagnosis and complete
patient Management. The student is taught to determine what investigations will be useful for a
patient and what the best treatment options are. The curriculum also contains a thorough
practical knowledge and practice of performing standard clinical procedures. The course also
contains a 12-month-long internship, in which an intern is rotated across various
specialties. Besides standard clinical care, one also gets a thorough experience of ward
management, staff management, and thorough counselling skills.
The degree awarded is "Bachelor of Medicine and Bachelor of Surgery". The minimum
requirements for the MBBS course are 50% marks in physics, chemistry, biology and English in
a student's secondary school examinations – usually, under the Council for Indian School
Certificate Examinations, the Central Board of Secondary Education or curricula established by
the several states. For 'Reserved Category' students, the requirement is 40%. MBBS admissions
for both public and private institutions are centralized under the National Medical Commission,
whereby a student is eligible for admission to an institution based on their 'All India Rank' in
the National Eligibility and Entrance Test conducted by the National Testing Agency. The All
India Institute of Medical Sciences at New Delhi is widely regarded as India's most prestigious
undergraduate medical college, with admissions being highly competitive. The Government of
India has recently announced plans to establish new medical colleges in 58 districts, which will
add 5,800 seats to the country's annual MBBS student intake.

Bachelor of Medicine, Bachelor of Surgery are usually awarded as professional degrees, not
as honors degrees, and as such the graduate is not classified as for honors degrees in other
subjects. However, at many institutions (for example the University of Aberdeen, University of
Birmingham, University of Sheffield, University of Liverpool, University of Leicester, Hull
York Medical School, and University of Manchester in England, Queen's University Belfast in
Northern Ireland, Cardiff University in Wales and the University of Dundee in Scotland), it is
possible for the degrees to be awarded with Honors (i.e. MB ChB (Hons.) or with
Commendation, if the board of examiners recognizes exceptional performance throughout the
degree course. Very few of these are awarded.

More often, it is possible to study one subject for an extra year for an intercalated honors degree.
This is usually a Bachelor of Science (BSc), Bachelor of Medical Science (BMedSci), Bachelor
of Medical Biology or similar: at Oxford and Cambridge in England and Dublin in Ireland
Bachelor of Arts degrees are awarded. At a few universities most medical students obtain an
ordinary degree in science as well: when the University of Edinburgh had a six-year course, the
third year was followed by the award of an ordinary BSc. In Australia, The University of
Melbourne in Australia offers an Arts Degree (BA) to a medical student on the completion of
two extra years of undergraduate study, and Monash University offers a law degree (LLB); if the
optional law degree is undertaken, on completion of their degree the student may choose to do a
one-year internship at a hospital and become a doctor, or spend one year doing articles to
practise thereafter as a lawyer.

At the University of Nottingham and the University of Southampton, both in England, all
medical students on the five-year course obtain a Bachelor of Medical Sciences degree without
an extra intercalated year. At the University of Cambridge, Imperial College
London and University College London, certain medical students are able to extend their
intercalated year to an extra three years, thus temporarily exiting the MBBS course to complete a
PhD. Upon completion of the PhD, the student is required to sit the remaining 2 years of the
medicine course to receive his/her MBBS degree. The University of the West Indies, Mona in
Kingston, Jamaica automatically awards a Bachelor of Medical Sciences degree to all students
who have successfully completed three years of their MBBS programme.

Eligibility criteria:

The National Medical Commission (NMC) sets the eligibility criteria for MBBS admission in
India. Only candidates fulfilling the eligibility requirements are considered for MBBS admission.
Candidates found ineligible at any stage of MBBS admission will have their candidature
cancelled. Check the MBBS admission eligibility criteria below.

 Academic qualifications: To secure MBBS admission in India, candidates must have passed
class 12 from a recognized board.

 Subjects studied: To pursue an MBBS course, students should have studied Physics,
Chemistry, and Biology in their class 11 and 12.

 Minimum marks required: For MBBS admission in India candidates must score at least
50% marks in the qualifying examination. For SC, ST, and OBC category candidates, the
minimum marks required for MBBS admission are 40%.

 Age: Aspirants should have attained the minimum age of 17 years for getting admission to
MBBS in India. The upper age limit for MBBS admission is 25 years.

MBBS entrance exam:

For MBBS admission there is only one all India medical entrance exam - NEET. NTA conducts
the medical entrance test based on the NEET-UG syllabus which includes topics from class 11
and 12 CBSE curriculum. As per the NEET exam pattern, MBBS admission aspirants need to
answer 180 multiple choice questions out of 200 questions in 3 hours.

The NEET 2022 question paper is divided into three sections - Physics, Chemistry, and Biology
(Botany + Zoology). The NEET biology section carries the highest weightage with 90 questions
that need to be answered, which fetch 360 marks. The remaining two sections of the NEET
paper have equal weightage that is 45 questions and 180 marks each.

To secure MBBS admission in India candidates need to qualify for the NTA NEET cutoff. For
general category candidates, the cutoff of NEET for MBBS admission is the 50th percentile.
While for reserved category candidates, the NEET cut-off is 40th percentile. Only candidates
who secure the NEET cutoff marks and percentile are eligible for further counselling for MBBS
admission. All AIIMS, JIPMER, and medical colleges grant admission to MBBS on the basis of
NEET result and cutoff.

Specializations after MBBS:

After completion of the MBBS degree along with the one-year mandatory internship, the
candidates can choose their field of specialization while pursuing higher studies. The two most
opted postgraduate options after MBBS are:

 Doctor of Medicine (MD)

 Master of Surgery (MS)

Doctor of Medicine (MD) in Pathology

Doctor of Medicine in Pathology is a 3-year postgraduate course in medicine and diagnosis of

diseases. The course will offer theoretical knowledge in morbid anatomy, histopathology,
cytology, and hematology. It will also provide knowledge to deal with diagnostic problems,
investigations, and interpretations in the subjects of microbiology, clinical pathology, chemical
pathology, and transfusion medicine.
Doctor of Medicine (MD) in General Medicine

Doctor of Medicine in General Medicine is a 3-year postgraduate course that focuses on

producing physicians with the knowledge and skills to diagnose the disease and manage it in a
cost-effective manner.

Doctor of Medicine (MD) in Microbiology

It is a 3-year postgraduate program that trains students in the field of medical microbiology so
that they are able to take good care of the patients and prevent infectious disease in a community.
It offers both theoretical and practical knowledge in the subspecialties of bacteriology, virology,
parasitology, immunology, and mycology.

Doctor of Medicine (MD) in Pediatrics

It is a 3-year postgraduate program that focuses on the health needs of infants, children, and
adolescents. The candidate should have completed an MBBS degree from a medical institute
recognized by the Medical Council of India. They should have completed a 1-year compulsory
internship after the completion of MBBS.

Doctor of Medicine (MD) Anatomy

It is a 3-year postgraduate program that offers in-depth knowledge of the structure of the human
body from the gross to the molecular level and correlates it with the functions.

Doctor of Medicine (MD) Cardiology

It is a 3-year postgraduate program that deals with heart disorders. The course focuses on the
diagnosis and treatment of congenital heart defects, coronary artery diseases, heart failure,
valvular heart diseases, and electrophysiology.

Master of Surgery (MS) General Surgery

It is a 3-year postgraduate program that provides scientific knowledge and skills to practice
surgery safely. The course offers a comprehensive and structural training program to enable the
trainees to practice independently.

Master of Surgery (MS) in ENT

It is a 3-year postgraduate program that focuses on the key aspects of otolaryngology, ENT
studies, and subsequent training in various surgical procedures for ENT-related diseases.

MBBS colleges in INDIA

 Armed forces medical college

 Maulana azad medical college

 Grant government medical college

 Bangalore medical college

 Institute of medical sciences, BHU

 Seth GS medical college

 BJ medical college

 AIIMS

Pros and cons of being a doctor:

Pros:

 High salary

 Personal satisfaction

 Diverse specialization and knowledge

  Diverse work days and continuous learning

 Diverse work environment

 Varied opportunities for growth

Cons:

 Long training and academic period

 Job related stress and pressure

 Costly education

 Long hours work and unpredictable schedules

 Challenging task

 Unsafe exposure

PSYCHOLOGY – HUMANITIES STREAM

In the early days of psychology there were two dominant theoretical perspectives regarding how
the brain worked, structuralism and functionalism. Structuralism was the name given to the
approach pioneered by Wilhelm Wundt (1832-1920), which focused on breaking down mental
processes intro the most basic components.

The term originated from Edward Titchener, an American psychologist who had been trained by
Wundt. Wundt was important because he separated psychology from philosophy by analyzing
the workings of the mind in a more structured way, with the emphasis being on objective
measurement and control.

Structuralism relied on trained introspection, a research method whereby subjects related what
was going on in their minds while performing a certain task. However, introspection proved to
be an unreliable method because there was too much individual variation in the experiences and
reports of research subjects.

Despite the failure of introspection Wundt is an important figure in the history of psychology as
he opened the first laboratory dedicated to psychology in 1879, and its opening is usually thought
of as the beginning of modern experimental psychology. An American psychologist
named William James (1842-1910) developed an approach which came to be known as
functionalism that disagreed with the focus of Structuralism.

James argued that the mind is constantly changing and it is pointless to look for the structure of
conscious experience. Rather, he proposed the focus should be on how and why an organism
does something, i.e. the functions or purpose of the brain. James suggested that psychologists
should look for the underlying cause of behavior and the mental processes involved. This
emphasis on the causes and consequences of behavior has influenced contemporary psychology.

BA Hons. Psychology

It is a 3-year undergraduate program in the domain of scientific studies with a specialization in

the study of mind, behavior, and psyche of the human. The minimum eligibility criterion which
most of the institutes ask for is a score of at least 55% at 10+2 or equivalent level. The course
aims at decimating comprehensive knowledge in regards to this domain of applied science so,
that graduates are able to get an insight into the core principles and techniques of the subject. It
aims at providing a complete overview of all the aspects related to the subject. Those institutes
who do conduct an entrance exam provide due consideration to class 12th marks and
performance in the entrance exam while considering the applications for admissions.

Psychology as a domain of application of scientific principles aims at studying behavior, mind,

consciousness, and actions of human in a wholesome and comprehensive manner. It focuses on
understanding individuals and groups by establishing general principles and researching specific
cases. As an academic discipline, it is seen hybridizing the contours of humanities with that of
applied sciences.

A Bachelor’s course in the subject aims at equipping students with comprehensive knowledge
and skills in regards to human psyche and actions by basing them on some concrete principles
and understanding. Graduation students are made aware of all the key principles and concepts of
the subjects during the course of their studies. There has been an increase in the need for
psychology and human behavior experts to take up various roles at rehab and counseling level in
the market. B.Sc. (Hons.) course in Psychology transforms students into qualified practitioners
who are ready to take up various roles in the job market.

Eligibility criteria:

Candidate must have passed the 10+2 or equivalent examination with at least 55% (relaxation for
reserved category candidates) marks from a recognized state or central board:

He/She shall not be having any Supplementary or Compartment in any of the subject/Subjects at
10+2 or equivalent level that is yet to be cleared at the time of taking admissions. Apart from the
above-mentioned eligibility criteria’s various colleges and institutes may have their own
additional criteria’s which the students would have to satisfy in order to take admission.

In case of reserved category students, they would have to present their reservation certificates
issued by the competent authorities in order to avail the benefits applicable to them.Institutes
offering admissions through Common Entrance Test go for scores of CUET etc. To get
admissions in these institutes candidates would have to qualify the respective entrance exam by
securing minimum qualifying mark.

Specializations after graduation:

Students are taught a bit of everything in their undergraduate courses, where students can
develop an interest in a specialized field. From there on, students can go on to pursue their post-
graduation in a specialized field or subject, through which their skills are refined and become
more proficient and knowledgeable in the area. The types and areas of psychology
specializations are as follows.

Clinical Psychology

This is one of the specializations where professionals assess and treat people through medical
practices. Professionals can be therapists that deal with psychology crises such as grief, anxiety,
depression and also treat individuals who suffer from chronic psychiatric disorders.
Psychologists work in clinics, hospitals, rehab centres, health centres or private practice. People
who are interested in building a career in Clinical Psychology will have to do their MPhil or PhD
in order to be a successful practitioner.

Cognitive Psychology

Cognitive Psychology which is a specialization where people study human mental processes
from a scientific perspective. It is the study of the mind as an information processor.
Psychologists study topics such as memory, perception, language, problem-solving skills and
more. Basically, Neuroscientific techniques are used such as brain scanning. People who aim to
pursue a course in Cognitive Psychology generally have to do their Mathematics in their Science
stream.

Development Psychology

Development Psychology deals with the study on how individuals, group and societies develop
intellectually, socially and emotionally over a lifespan. The field can cover children or
adolescence. Psychologists do their research work and generally apply their theories and help
other psychologists in their practices. People act as consultants, advisors or be a part of social
service agencies and can also go on to do their PhD and teach as professors and lecturers.

Counselling Psychology

This specialization is one of the common practices where Psychologists focus on people with
adjustment problems. Psychologists’ acts as counsellors at various organizations, companies, be
in the Human Resources department, in Schools, Universities, health centres and can have
private practices as well. Psychologists counsel people and guide them with their problems and
troubles. They study the pattern of behaviour and how one can overcome problems in a simple
and positive way.

Educational Psychology

Psychologists in this field attempt to develop techniques to enhance learning processes and start
with schools, colleges, universities, institutes, academies, etc. Educational Psychologists help
students develop new techniques to present their skills, open up, become from attentive and help
them with issues which affect them in school and personal life. Psychologists use theories which
study the pattern and behaviour of children from all ages, be it age 7 to age 16. By using various
techniques and methods, Educational Psychologists help children with various learning
processes.

Forensic Psychology

Here Psychologists use their skills to deduce and analyze crime investigations and help the law
in criminal investigations. Psychologists are practised in the field and are required to participate
in prison counselling or rehabilitation programmes. Forensic Psychologists help lawyers and
teams involved with criminal prosecutions. One of the most exciting and thrilling careers out
there which is as realistic as it can get.

Social Psychology

Social Psychologists study how behaviours, beliefs, feelings are affected by others. Psychologists
deal with behaviour patterns such as attitude formation and change, aggression, prejudice and
interpersonal attraction. Psychologists work in social service centres, their methods are used in
organizations, companies, where generally such emotions are brought out.

Clinical and counseling psychologist

Counseling Psychology is a specialty focused on promoting and helping individuals and groups
to improve their personal and interpersonal functioning. Counseling psychologists work with
clients of all age and they may focus on behavioral/emotional problems in children and families,
education, work and career issues, geriatric concerns, or improving productivity and personnel
performance in organizations. Counseling psychologists are trained at the doctoral level (PhD,
PsyD, or EdD) in programs including courses and training in the core areas of psychology,
specialized courses related to counseling, supervision, and usually a one-year full-time pre
doctoral internship. Counseling psychology programs are often a part of a college’s departments
of psychology, but may also be found in education departments. Most counseling psychology
programs are accredited by the APA. Counseling psychologists can work in hospitals,
universities, organizations, counseling centers, universities, private practice, and many others.

It is necessary to have a license to practice clinical psychology in every state in the US. In some
states, psychologists with a master’s degree can work under the supervision of a licensed
psychologists. However, only psychologists with a doctoral degree are permitted to have full
authority licensure. There are two options for earning a doctoral degree in clinical psychology:
PhD and PsyD. The scientist-practitioner model (PhD) focuses on research, while the
practitioner-scholar model (PsyD) focuses on clinical application. Clinical psychologists
investigate the mental, emotional and behavioral processes of individuals and use the results of
their studies in clinical practice. Also, they use their experiences in clinical practice as references
for future academic studies. Clinical psychologists can work in academic settings, clinics,
hospitals, prisons, public health centers, private practice, military, schools and universities, and
many others.

Similarities

 Both clinical and counseling psychologists are trained to provide counseling and
psychotherapy.
 Both clinical and counseling psychologists receive their licensure as “licensed
psychologists” in all states, so both clinical and counseling psychologists are able to
practice independently.
 The APA doesn’t distinguish between clinical and counseling psychology internships.
There is one list of accredited internships for both programs.
 Once the doctoral degree is earned, both clinical and counseling psychologists can work
as researchers, practitioners, lecturers, or a combination of the three (American
Psychological Association Research Office, 2003).

Differences

 Counseling psychologists focus on life stresses and issues with which people may
struggle in daily life, home or workplaces. Clinical psychologists focus on severe issues
that can be diagnosed as psychological disorders, and the roots of disorders.
 Counseling psychologists specialize in supporting and counseling people to solve their
life issues. Clinical psychologists specialize in the diagnosis and treatment of
psychological disorders by using psychological techniques and therapy approaches.
 Counseling psychologists are more likely to work with healthy individuals or groups.
Clinical psychologists are more likely to work with specialized groups and individuals
diagnosed with a psychopathology.
  Counseling psychologists are more likely to work in university or school counseling
centers. Clinical psychologists are more likely to work in hospitals or clinics.
 According to a study (Bechtoldt et al. 2000), clinical psychologists prefer to use
psychoanalytical and behavioral-cognitive therapy approaches, while counseling
psychologists prefer client-centered and humanistic approaches.
 The GPA and acceptance rates of students are similar in both degrees, but students
accepted to clinical psychology doctoral programs had significantly higher GRE scores
(Norcross et al., 1998).

Colleges offering psychology courses:

 Delhi University
 Fergusson College
 Christ University
 Indraprastha College
 Mithibai College
 St. Xaviers College
 Indian Institute of psychological research
 Tata Institute of social sciences

Pros and cons of being a psychologist:

Pros:

 The reward of helping people overcome their challenges

 Flexible work schedules
 High earning potential
 Ability to work for yourself
 Opportunity to work with new people every day

Cons:

 Dealing with clients can be stressful and draining

 Not only is your schedules flexible, it can also be quite erratic
  You may need to earn a doctorate degree
 Your education will come with a hefty price tag
 You will need to obtain and maintain your license

ACTIVITY – 5

ADJUSTMENT INVENTORY

MEANING

In psychology, adjustment is that condition of a person who is able to adapt to changes in their
physical, occupational, and social environment. In other words, adjustment refers to the
behavioral process of balancing conflicting needs, or needs challenged by obstacles in the
environment. Humans and animals regularly adjust to their environment. For example, when
they are stimulated by their physiological state to seek food, they eat (if possible) to reduce their
hunger and thus adjust to the hunger stimulus. Adjustment disorder occurs when there is an
inability to make a normal adjustment to some need or stress in the environment.

Successful adjustment is crucial to having a high quality of life. Those who are unable to adjust
well are more likely to have clinical anxiety or depression, as well as experience feelings of
hopelessness, anhedonia, difficulty concentrating, sleeping problems and reckless behavior.

Successful adjustment is also called being 'well adjusted' and is critical to mental health.
Colloquially, being well-adjusted is defined as a person who "is reasonable and has good
judgement their behavior is not difficult or strange." It is important to remember that adjustment
is a continuum, not a simple dichotomy; people can fluctuate and be adept at adjusting in
different circumstances. In general, a person that is well-adjusted will have the following
characteristics:

 An understanding of personal strengths and weaknesses and a tendency to play up

strengths while limiting the appearance of weaknesses
 Personal respect and appreciation, a well-adjusted individual finds themselves to be
inherently valuable
 Appropriate aspirations that require hard work and capitalizing on strengths without
being too far out of reach and setting them up for failure
 Basic needs such as food, water, shelter, and sleep are consistently met, as well as a
general feeling of security and positive self-esteem
 Positive attitude and a tendency to find the goodness in other people, objects and
activities. A well-adjusted person will acknowledge others' weaknesses but not actively
search for faults.
 Flexibility to respond to and accommodate for changes in the environment
 Ability to handle adverse circumstances: well-adjusted people are able to take negative
life events in stride, they will be motivated to take action to remedy the problem rather
than passively accept it
 A realistic perception of the world that allows for a healthy amount of distrust of others
and encourages pragmatic thinking
 A feeling of ease within surrounding environments. A well-adjusted person feels
comfortable in different aspects of their community such as home, school, work,
neighborhood, religious organization, etc.
 A balanced life philosophy that accounts for and acknowledges the impact that the world
has on an individual, as well as the impact an individual can have on the world

ADJUSTMENT CAN BE EVALUATED IN TWO WAYS:

Adjustment as an Achievement

This model focuses on adjustment at a specific point in time, taking into account an individual's
adjustment to one challenge rather than all challenges they have faced. Adjusting to one scenario
can be independent of struggling to adapt to another method. An example of this approach would
be observing a poor student beginning to study during recess because they do not have a home
environment to learn effectively. Starting to learn at a different time would be considered
adequately adjusting to this scenario, but this does not consider the other ways it may impact
their lives (i.e., inhibiting social interactions with peers.)

Adjustment as a Continuous Process

The process of adjustment is continuous. It starts at one's birth and goes on without stopping
until death. A person and his environment are continually changing, and his needs follow the
demands of the changing external environment. Consequently, the processor terms of an
individual's adjustment can be expected to change from situation to situation. According to
Arkoff (1968), there is nothing satisfactory or complete adjustment which can be achieved once
and for all time. It is continuously performed and re-achieved by us (Mangal, 2006).

TYPES OF ADJUSTMENT

Regular Adjustment: When an individual's interaction with his environment conforms to

established norms, that relationship is a standard adjustment. A child who obeys his parents, is
not excessively stubborn, studies frequently, and maintains an excellent appearance is said to be
adjusted.

Abnormal Adjustment: Abnormal Adjustment refers to problematic behaviour or maladjustment

in a famous speech. Maladjustment occurs when an individual's relationship with his
environment deviates from established standards or norms. Although a delinquent youngster
adapts to his background, he is a maladjusted child due to violating specific moral rules.

ELEMENTS OF ADJUSTMENT

There are certain prime elements for the fulfilment of needs necessary for the healthy adjustment
of a person. They are as follows:

 Emotional Maturity
 Satisfaction of needs
  No obstacle in achieving needs
 Strong motives in realizing needs
 Feasible geographical atmosphere to fulfil needs

AREAS OF ADJUSTMENT

Adjustment in the case of an individual should consist of personal and environmental

components. These two aspects can be further divided into more minor parts related to personal
and environmental factors. Although it seems to be of universal characteristics or quality, the
adjustment may have different dimensions and aspects.

Joshi (1964) and Pandey, in their research study covering schools and colleges, have given 11
areas or dimensions of an individual's adjustment.

 Courtship, sex and marriage.

 Social psychological relations.
 Personal psychological relations.
 Moral and religious.
 Home and family.
 Future vocational and educational.
 Health and physical development.
 Finance, living conditions and employment.
 Social and recreational activities.
 Adjustment to school and college work.
 Curriculum and teaching.

MEASUREMENT OF ADJUSTMENT

Generally, in behavioral sciences, the following five different types of measuring techniques are
used:

 Testing techniques,
 Projective techniques,
 Inventory techniques,
  Sociometric techniques,
 Scaling techniques.

In the measurement of adjustment, inventory techniques are the most popular because they have
many advantages over the other methods. For example, the testing and projective techniques can
be used to assess the character of individuals at conscious and unconscious levels, respectively.
However, the Inventory technique involves both conscious and unconscious behaviour.

WHAT IS MALADJUSTMENT?

'Maladjustment' is a process whereby an individual cannot satisfy his personal needs biological,
psychological, or social needs successfully and establishes an imbalance between and
expectations of society, resulting in the disturbance of psycho-equilibrium.

The terms maladjustment and maladaptive are used in various contexts, broadly categorized as
social, psychological, and biological. Social maladjustment refers to how a person develops and
maintains interpersonal relationships, especially with peers. Maladaptive behaviours in this realm
often emerge during childhood when individuals learn how to navigate their social world and
solve interpersonal problems. During this period, children face changing school settings and
social networks. Children who cannot successfully adjust to these new environments may exhibit
maladaptive behaviours, such as aggression or rough play, leading to peer rejection (Ladd &
Price, 1987).

When applied to the psychological domain, the terms maladjustment and maladaptive may also
refer to how well somebody can regulate their emotions. Emotions typically serve adaptive
purposes in how individuals interact with the environment. Thus, psychological maladjustment
may be characterized by high levels of "emotional inertia" (Kuppens, Allen, & Sheeber, 2010) or
the inability to respond appropriately to the dynamically changing demands of a given situation.
Finally, maladjustment and maladaptive processes can also pertain to how individuals
physiologically react and adapt to environmental needs. The human body attempts to respond
optimally to the continually changing environment, a concept that has been termed allostasis
(McEwen & Stellar, 1993). Critical systems involved in this process are the autonomic nervous
system, the hypothalamic-pituitary-adrenal axis, and the immune and cardiovascular systems.
Repeated activation of these systems exerts wear and tear on the body, termed allostatic load.
When quantified using objective health parameters, high levels of allostatic load have been
associated with increased risk of cardiovascular disease and lower physical and cognitive
functioning.

PROBLEMS OF A MALADJUSTED PERSON

Anxiety is a personality trait. It results from conflict, which is an inevitable part of life. Anxiety
describes the individual's level of emotionality. We see many tense and worried (highly anxious)
and calm (hardly nervous). Stress cannot be directly observed since stress is an inferred
emotional state of an individual. It can be measured through psychological tests/techniques.

Psychological texts define withdrawal as the onset of physical and mental symptoms when a
substance is reduced or not given to the body. The meanings we are talking about could be any
chemical, but you tend to deal with some psychology drugs when discussing withdrawal in
psychology. This includes both prescription and illegal drugs, as they affect the body.

Aggression is overt, often harmful, social interaction to inflict damage or unpleasantness upon
another individual. It may occur either in retaliation or without provocation. In humans,
frustration due to blocked goals can cause aggression. Human aggression can be classified into
direct and indirect attacks;. At the same time, the first is characterized by physical or verbal
behaviour intended to cause harm to someone, and the second one is characterized by conduct
intended to harm the social relations of an individual or a group.

Juvenile delinquency, also known as "juvenile offending," participates in minors' illegal

behaviour (juveniles, i.e., individuals younger than the statutory age of majority). Most legal
systems prescribe specific procedures for dealing with children, such as juvenile detention
centres and courts.

Drug addiction, also called substance use disorder, is a disease that affects a person's brain and
behaviour and leads to an inability to control the use of a legal or illegal drug or medication.
Substances such as alcohol, marijuana, and nicotine also are considered pharmaceuticals. When
you're addicted, you may continue using the medicine despite the harm it causes.
Low achievement is considered a multidimensional problem because many factors reduce
educational lower attainment, including psychological, educational, social, or medical reasons.

HEALTH ADJUSTMENT

Health also plays prime role in the development of one's personality. Sound health is the source
of satisfaction and adjustment. The person should be physically as well as mentally healthy.
Physically and mentally healthy person always feels herself well-adjusted in society then the
unhealthy one. An unhealthy person always cries for her weakness and could not participate fully
with others. Physically and mentally healthy person will be less guided by emotions. This is
known as the roof of personality. Such physically and mentally healthy person feels themselves
secure and content in their life.

SOCIAL ADJUSTMENT

It is generally said that man is a social animal. In reference to this we may say that a person
develop his personality in her social environment, she tries to mold herself on according to her
society's social values and ideals and to achieve these values and ideals her activities and
behaviours will be same as other members of her society, in which she lives and where her social
needs and desires are satisfied. And then she feels herself socially adjusted. Area of social
adjustment is influenced by social maturity of the person. Maturity in social relationship means
to establish good relations with family neighbours, playmates, class fellows, teachers and other
members of the society.

EMOTIONAL ADJUSTMENT

A person is emotionally adjusted if she expresses emotion in a proper situation in a proper form.
An emotionally stable person may be well adjusted and emotionally unstable conditions causes
mental disorders and maladjustment. Emotional adjustment is essential for creating a sound
personality. It is the roof of personality adjustment and physical, intellectual mental and
esthetical adjustments are possible when emotional adjustment is made.

BELL ADJUSTMENT INVENTORY TEST

In 1934, Bell published the first version of a test of student adjustment known as the Adjustment
Inventory (later the Bell Adjustment Inventory). It included a series of questions designed to
measure home adjustment, health adjustment, social adjustment, and emotional adjustment.

With an aim to measure adjustment of students, Bell published his Adjustment Inventory in
1934. He pointed out specifically, the Inventory has been successful when used with the students
of High School and Colleges. It is suitable for the use of both sexes”. He calculated the reliability
by the “odd-even” technique and test-retest method. It was validated against Bernreuter
Personality Inventory. The present Adjustment Inventory was prepared in 1968 when one of the
Ph.D. students was conducting his research work under the guidance of the author. This
inventory includes four parts-Home, Health, Social and Emotional. Each part has 35 statements,
which are answered in ‘Yes’ and ‘No’.

The Adjustment Inventory has four parts. Each part has 35 statements. On the right side of each
statement Yes’, and ‘No’ have been given. If you agree with the statement or to the facts
mentioned in the statement Yes. If your answer is negative, i.e., you are not agreeing to the facts
mentioned in the statement ‘No’. There is no time limit but should answer all the items quickly.
Scoring of the inventory is most easy. You have to count the number of responses where the
individual has Yes’ only. For each Yes’ response 1 Score is to be given. The total number of
‘Yes’ scores thus making the total score of the individual in the part.

OLD-AGE ADJUSTMENT INVENTORY

It is given by Shamshad Hussain and Jasbir Kaur. This inventory was developed for old aged
male and female population of 50 to 65 years of age belonging to different professions. This 125
items inventory measures the adjustment of old aged people under six areas. They are: health,
home, social, marital, emotional and financial aspects.

ADJUSTMENT INVENTORY FOR SCHOOL STUDENTS

The Adjustment Inventory for School Students (AISS) developed by Sinha & Singh (2013)
having 60 items with 20 items in each of the three areas of adjustment: emotional, social and
educational was used. Responses are taken in ‘yes’ and ‘no’ for each item. The split half
reliability is 0.95, the test retest reliability is 0.93 and the K-R formula-20 reliability is 0.94. For
each response indicative of adjustment ‘0’ is given otherwise ‘1’ is given. The inventory was
validated by correlating inventory scores with ratings by hostel superintendent and for
this product moment coefficient of correlation was found to be 0.51. High scores on AISS
indicate poor levels of adjustment while low scores indicate good adjustment.

AIM OF THE TEST:

The aim of the test was to know the adjustment level of the subjects.

TOOLS USED:

AISS (revised) questionnaire

Pencil

Manual

PROCEDURE:

Two samples were approached for the test. After this the rapport formation was done and the
client was made to feel comfortable by talking about their hobbies and friends. After rapport
formation, the client was given the instructions about the test. She was made to understand that
there is always, sometimes and never options against each question and that there is no time-limit
and also no right and wrong answers between the options, she just have to pick the one she can
relate to more. She was also instructed that this test would assess her adjustment levels in
specific fields which will guide her to improve herself in that particular area. The adjustment
level is assessed in three areas – emotional, social and educational.

SAMPLE 1:

Name – Daksh Chawla

Age – 16 years

Gender – male

SCORING AND INTERPRETATION:

The scoring is done in the form of 2’s, 1’s and 0’s. It is done with the help of the table in the
manual. Once the scores are given to each question, the total score for each dimension is
calculated by adding all the individual scores. A total score of the complete test is also calculated
by adding the scores of each dimension. The raw scores can also be converted to z scores with
the help of the table. The higher the scores or the z scores, the lower the adjustment level.

Table – 1

Dimensions Raw scores Z scores Level of adjustment

Emotional 7 -2.00 to -1.26 High
Social 6 -2.00 to -1.26 High
Educational 20 -2.00 to -1.26 High
Total 33 -2.00 to -1.26 Above average
SAMPLE 2:

Name – Diya Yadav

Age – 16 years
Gender – male

Table - 2

Dimensions Raw scores Z scores Level of adjustment

Emotional 22 +0.51 to +1.25 Below average
Social 14 -1.25 to -0.51 Above average
Educational 25 -1.25 to -0.51 Above average
Total 61 -0.50 to +0.50 Average / moderate

RESULT AND DISCUSSION:

Table 1

On the basis of the scoring done in table 1, it can be seen that the person scored 7, 6 and 20 in
emotional, social and educational dimension respectively. The scores show high average in all
the three dimensions. The subject got a total score of 33 which shows above average adjustment
level. It can be concluded that the subject has an overall moderate adjustment, but can be
motivated to improve his educational adjustment.

Table 2

On the basis of the results of table 2, we can see that the subject scored 22, 14 and 25 in
emotional, social and educational dimension respectively. The scores show that the subject has
below average adjustment in emotional aspect, and above average level in social and educational
dimension. The overall score of the subject was 61, which shows moderate adjustment level. The
subject should be trained in emotional strategies to improve her overall emotional adjustment.

CONCLUSION:

After the scoring and interpretation of the above samples, it can be said that the former subject
has an above average adjustment level, while the latter has moderate level of adjustment. The
former subject has performed well in his class, is very sociable with the people around him, has
high EQ and deals with his emotions effectively, whereas in the latter case, the subject does not
deal with her emotions effectively