UNIVERSITY OF MADRAS

M.Sc. DEGREE COURSE IN COUNSELLING PSYCHOLOGY

CHOICE-BASED CREDIT SYSTEM
DEPARTMENT OF COUNSELLING PSYCHOLOGY
UNIVERSITY OF MADRAS
REGULATIONS
(With effect from the academic year 2019-20)

1. CONDITIONS FOR ADMISSION

Bachelor degree in Psychology or Counselling Psychology holder of the University of Madras
or any other University or a qualification accepted by the syndicate of this University as
equivalent thereto.

2. DURATION OF THE COURSE

The course of the Degree of Master of Science in Counselling Psychology shall consists of four
semesters over two academic years. Each semester will have a minimum of 90 working days and
each day will have five working hours. Teaching is organized into a modular pattern of credit
courses. Credit is normally related to the number of instructional hours a teacher teaches a
particular subject. It is also related to the number of hours a student spends learning a subject or
carrying out an activity.
3. EXAMINATION AND EVALUATION
3.1. Continuous Internal Assessment (CIA)
 Sessional test I will be conducted during the sixth week of each semester for the
syllabus covered till then.
 Sessional test II will be conducted during the eleventh week of each semester for
the syllabus covered between the seventh and eleventh week of that semester
 Sessional test (of one to two hours duration) may employ one or more assessment
tools such as assignment and seminars suitable to the subject. Students will be
informed in advanced about the nature of the assessment and shall have to
compulsorily attend two sessional test, failing which they will not allowed to
appear for the End-semester examination.

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  Each sessional test will carry 40% (20% + 20%) of total marks for the subject.
The marks of the two sessional tests shall be taken into account for the
computation of grade.
3.2. End-Semester Examination (ESE)
 A Minimum of 85% attendance is compulsory to write the End-Semester Examination.
 End-Semester Examination will be conducted at the end of each of before semester for each
subject covering the entire syllabus prescribed for the course
 The examinations will be of three hour duration carrying 60% marks.
 The first semester examination will be conducted in the middle of the first academic year and
the second semester examination at the end of the first academic year. Similarly, the third
semester examination will be conducted in the middle of the second academic year and the
fourth semester examination at the end of the second academic year respectively.
o A candidate who does not pass an examination in any subject(s) in any semester will
be permitted to appear for such failed subject(s) along with the papers of the
following semesters.
o End semester examination will be in the form of viva-voce for internship and
dissertation.
3.3. Allocation of Marks
 Continuous internal assessment = 40 marks
 End-Semester Examination = 60 marks
3.4. End-Semester Evaluation Pattern for Internship/Supervised Practicum
 Report = 40 marks
 Attendance = 20 marks
 Viva-Voce = 40 marks
Total = 100 marks
3.5. End-Semester Evaluation Pattern for Dissertation
 Internal = 40 marks
 External = 60 marks
Total = 100 marks
3.6. Passing Minimum
 No passing minimum is stipulated for the continuous internal assessments
 For the End semester examination, the required minimum aggregate of external and internal
marks is 50% for each paper, project work and viva-voce, to pass in that subject. A
candidate who as not secured a minimum of 50% marks in a subject shall be deemed to have
failed in that subject
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 4. ELIGIBILITY FOR THE AWARD OF DEGREE
A candidate becomes eligible for the award of the degree of M.Sc. Counselling Psychology
subject to the fulfilment of the following conditions:
 Completes the Post-Graduate course of study in counselling psychology offered by the
Department of Counselling Psychology over the period of four semester (i.e, two years full-
time) and has earned 91 credits
 Passes all the theory examination, completes the internship and prescribed projects.
 Completes four courses on soft skills, earning a total of eight credits over the period of two
years (i.e, one course earning two credits per semester).
 Meets all other requirement as prescribed by the Board of studies in Counselling Psychology
of the University of Madras at the time of admission and the amendments included in the
regulations by the Board of studies in Counselling Psychology and the academic council from
time to time.
5. COURSE OF STUDY
Teaching and learning methods include small and large experiential group work, supervised
practice, theory seminars, personal reflection, and independent study.

Assessment methods combine essays with seminar presentations, self and peer assessment,
placement-based assessment, and professional portfolios. Students will receive ongoing feedback
on their development from tutors and peers throughout the programme, and will attend a final
interview prior to graduation.

Students will actively participate in all activities and discussions. Assigned readings are integral
to class discussions and the learning process, and readings should be completed prior to class.
Class participation will be evaluated by monitoring physical attendance and oral participation in
class discussions. Attendance is mandatory, and five points will be deducted from the
attendance/ participation grade for any absence not related to an emergency.

Lectures will usually focus on main themes of those readings rather than surveying the material
in its entirety. Students are responsible for knowing the material as evidenced through tests,
class discussion, and written work. Each class, a student will be selected at random to provide a
2-3 minute synopsis of certain readings assigned for that class. Students may be selected more
than once during the semester. The response will be considered in computing the participation
grade.

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 M.Sc. COUNSELLING PSYCHOLOGY
The course of the study for the four semesters shall be as follows:
Course Code Title of the Course C/E/S Credit
I – Semester L T P C
SSS C Theory & Practice of Counselling and Psychotherapy-1 C 3 1 0 4
SSS C Developmental Counselling C 3 1 0 4
SSS C Biological Foundations of Behaviour C 3 1 0 4
SSS C Clinical Psychology in Medical Settings C 0 1 3 4
SSS C Psychological Assessments C 3 1 0 4
SSS E Counselling for Children (Elective) E 2 1 0 3
Soft Skills Personality Enrichment 2
II – Semester
SSS C Theory & Practice of Counselling and Psychotherapy-II C 3 1 0 4
SSS C Introduction to Research Methodology C 3 1 0 4
SSS C Psychopathology C 3 1 0 4
SSS C Counselling & Psychotherapy Practicum C 0 1 3 4
SSS C Family, Marital and Workplace Counselling C 0 0 0 2
SSS E Adolescent Counselling (Elective) E 2 1 0 3
SSS E Pre-marital Counselling (Elective) E 2 1 0 3
UMO I Placement/Internship I 2
Soft Skills Research Proposal 2
III – Semester
SSS C School Counselling C 2 1 0 3
SSS C Training and Development C 2 1 0 3
SSS C Quantitative and Qualitative Research Methods in Counselling C 2 0 0 2
Psychology
SSS C Community Psychology: Theory and Practice C 3 1 0 4
SSS E Psychodrama (Elective) E 2 1 0 3
SSS E Addiction Counselling (Elective) E 2 1 0 3
Soft Skills Seminar and Publication 2
IV – Semester
SSS C Clinical Training and Supervised Clinical Practicum C 0 1 3 4
SSS C Project Dissertation C 0 2 4 6
SSS E Career Counselling (Elective) E 2 1 0 3
SSS E Crisis Intervention and Trauma Counselling (Elective) E 2 1 0 3
Soft Skills Writing Resumes and Covering Letters 2
PAPER CREDITS
CORE 60
ELECTIVE 21
SOFT SKILLS 8
INTERNSHIP 2
Total 91

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 1st SEMESTER

Paper 1- Theory & Practice of counselling and Psychotherapy- I

Objective: To introduce the students the various theories in counselling and psychotherapy.

Unit – 1- Definition of Counselling and Psychotherapy, History of Counselling and Psychotherapy, Goals
of Counselling, Counselling as a distinct Profession, Current trends in the 21 st Century , Personal and
Professional aspects of Counselling, Personality and Background of Counsellor, Personal qualities of the
effective Counsellor, Attribution and Systematic framework of Counselling, Supervision, Ethico-legal
aspects of Counselling.

Unit – II- Overview of Counselling Model- Stage I, Stage II and Stage III, Building the Helping
relationship, Basic communication skills for Helping, Basic Communication Skills – I, Basic Empathy
and Probing. Testing, Assessment and Diagnosis in Counselling; The role of Theories of Psychotherapy,
The need for Cultural diversity and Psychotherapy Integration, Case Study.

Unit – III – The First Force in Psychotherapy

Psychoanalytic and Psychodynamic Theories: Psychoanalytic Therapy, Key concepts of Sigmund Freud,
Therapeutic process; Ego Psychology; Object Relations Theory; Self Psychology; Comparing and
Contrasting Psychoanalytic and Psychodynamic Theories. Attachment Theory; Relational analysis; Brief
Psychodynamic Therapy: Key concepts of Carl Jung, Jung‟s Theory of Personality, Personality types,
Jungian Psychotherapy Research and Evaluation: Case Analysis. Adlerian Psychotherapy: Brief
overview, Key Concepts, The Therapeutic Process, Research and Evaluation:

Unit – IV – The Second Force in Psychotherapy

Behaviour Therapy: Brief Overview, Key Concepts, Therapeutic process, Current trends, Applied
Behavioural analysis. The Third Wave in Behavioural Therapy: Mindfulness Integrated into Cognitive
Behaviour Therapies –Dialectical Behaviour Therapy, Acceptance and Commitment Therapy and
Mindfulness Based Cognitive Therapy.

Unit – V – Transactional Analysis: Brief Overview, Key Concepts, Therapeutic process, Research and
Evaluation: Case Analysis. Reality or Choice Therapy: Brief Overview, Key Concepts, Therapeutic
process, Research and Evaluation: Case Analysis.

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Reference

Brems, C. (2001). Basic skills in psychotherapy and Counselling. Singapore: Brooks/Cole.

Corey, G. (1996). Theory and practice of Counselling and psychotherapy (5th ed.). Pacific Grove, CA:
ThomsonBrooks/ Cole.

Smith, E.J. (2016) Theories of Counselling and Psychotherapy: An Integrative Approach, 2 nd Edition,
Singapore, Sage Publications

PAPER II – Developmental Counselling (New)

Objective: understand the counselling needs in every stage of human development – understand
various stages of development

Unit I: Human development through life span: the counselling connection, essential to
counselling practice, Biopsychosocial approach, Cultural Diversity and Human Development

Unit II: Counselling during conception and prenatal development: family support, grief, mental
health disorders during pregnancy. Counselling issues in infancy: parent education-discipline for
the infant, attachment parenting, sleep patterns

Unit III: Counselling in Toddlerhood: Anxiety, gender identity, sexual development and abuse
prevention, television and video games. Counselling during pre school age: temper tantrums,
self-esteem, social anxiety, friendship and emotional development.

Unit IV: Counselling during Adolescence: Eating disorders, peer pressure, non-suicidal self-
injury tendencies, bullying behaviour, sex risks and pregnancy , identity formation, risk taking
behaviour, career development

Unit V: Counselling in Adulthood: relationship issues, marriage, career decision, midlife crisis.
Counselling in old age: life goals and satisfaction, health issues, end of life planning,
gerontological counselling.

Reference:

Wong, W, Daniel., Hall, R. Kimberly., Justice A. Cheryl., Lucy Wong(2015). Counselling

Individuals through the lifespan. California: Sage Publications Inc.,

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 Paper III -Biological Foundations of Behaviour (revised)

Objective: To familiarize students with an introductory knowledge of the topics and methods of biological
psychology to create an understanding of the underlying biological foundations of human behaviour.

Unit-I- Introduction -The origins of biopsychology, Nature of biological psychology, Mind Brain relationship,
Methods of study of research in biopsychology anatomical methods, degeneration techniques, lesion
techniques, chemical methods, stereotaxic surgery, microelectrode studies, oscilloscope, polygraph, scanning
methods & Ethical issues in research

Unit-II - Neurons and Neuronal Conduction Structure of neurons, types, functions, communication between
neurons, Synaptic conduction, Neurotransmitters. The Structure and Functioning of the Nervous System ,Basic
features of nervous system, Meninges, Ventricular system, Cerebrospinal fluid, Blood brain barrier, Peripheral
nervous system: Cranial Nerves, Spinal Nerves, Autonomous nervous system; Major structures and functions,
spinal cord, Brain: Fore brain, Mid brain, Hind brain, Cerebral cortex, temporal, parietal and occipital lobes;
prefrontal cortex

Unit-III - Biopsychology of emotion, stress and health. Emotions as response patterns: fear, anger and
aggression; Hormonal control of aggressive behaviour; Neural basis of the communication of emotion:
Recognition and expression; Stress and health: The stress response, stress and gastric ulcers,
psychoneuroimmunology, stress and the hippocampus; Fear conditioning: amygdala, contextual fear
conditioning and the hippocampus

Unit-IV - Biopsychology of Arousal Physiological correlations of Arousal: consciousness and sleep, Factors
affecting consciousness. Physiological mechanisms of sleep and waking, disorder of sleep. Biopsychology of
Motivation and Hunger theories, neural signals; Thirst neural mechanisms; Human obesity. Anorexia nervosa
Sex hormones and sexual development, neural mechanism of sexual behaviour, sexual orientations, hormones
and the brain.

Unit-V- Biopsychology of Cognitive Functions Learning: Neurophysiology of learning, Synaptic plasticity;

Memory: Neurological basis of memory, Brain damage and dysfunction of memory Language: Lateralization,
Evolution and neurophysiology of speech. Disorders of Reading Writing: Aphasia, Alexia & Dyslexia.
Biopsychology of Psychiatric Disorders, Schizophrenia, Substance abuse disorders, Major affective disorders,
and Anxiety disorders

References:

Carlson, N.R. (2004). Physiology of behaviour (8th.ed.). Boston: Allyn & Bacon.

Schneider M Alles (1990). An introduction to Physiological Psychology (3rd Edition) USA:

Blackmore, S. (2003). Consciousness: An introduction. London:Hodder & Stoughton.

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Carlson, N.R. (1999). Foundations of physiological psychology (4th. Ed.). Boston: Allyn &Bacon.

Kalat, J.W. (2004). Biological psychology (8th.ed.). Belmont: Wadsworth/Thomson learning.

Kandel, E.R. Schwartz, J.H. & Jessel, T.M. (2000). Principles of neural science (4th .ed.). New York:
McGrawHill.

Leukel, F. (1985). Introduction to physiological psychology (3rd .ed.). New Delhi: CPS Publishers.

Pinel, J.P.J. (2000). Biopsychology (4th .ed.). Boston: Allyn & Bacon.

Rosenweig, M.R., Leiman, A.L. & Breedlove, S.M. (1999). Biological psychology: An introduction to
behavioral, cognitive, clinical neuroscience. (2nd Ed.). USA: Sinauer Associates, Inc.

Wallace, B. & Fisher, L.E. (1991). Consciousness and Behavior (3rd Ed.). USA: Allyn &Bacon.

Paper- IV- Clinical Psychology in Medical Settings (New)

Objective: This course is meant to provide students with an understanding of the principles of Clinical
Psychology in the medical settings and how it affects various health related conditions.

Unit I- Introduction to Clinical Psychology, professional activities and employment settings,

differences/similarities with other mental health professions. Clinical assessment:- Characteristics of
assessment tools, Clinical interviews, Case History, Mental Status Examination.

Unit II - Disorders involving Cardiovascular and Endocrine system: Psychosocial, personality, lifestyle,
and health, practice issues, psycho behavioural responses to hypertension, MI, following CABG and other
cardiovascular conditions, Health Implications of Diabetes & Management of Diabetes

Unit – III- Health compromising behaviour: Characteristics of – alcoholism and smoking – effect of
smoking and alcoholism, causes, intervention to reduce smoking and alcoholism, Obesity- Risk Factors &
Interventions for Obesity

Unit – IV -Oncology: Psychosocial issues associated with cancer - quality of life, denial, grief reaction to
bodily changes, fear of treatment, side effects, abandonment, recurrence, resilience, assessment tools, and
goals of interventions for individual and family therapy techniques.

Unit – V- Stress & Pain management: meaning of stress and stressor , theoretical contribution to the
study of stress, physiology of stress ,assessing stress, sources of chronic stress, stress and illness , coping
with stress ,management of stress. Nature and significance of pain , clinical issues in pain management ,

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pain control techniques – pharmacological control, surgical control, sensory control, biofeedback,
relaxation techniques; pain management programs.

References:-

1. Taylor, S. E. (2015). Health psychology, Tata McGraw – Hill Company.

2. Christine M. Hunter (2014). Handbook of Clinical Psychology in Medical Settings Springer New York
Heidelberg Dordrecht London.

3. Rawat, D. (2005). Health psychology, Sublime Publications, Jaipur.

4. Hecker,J.E., & Thorpe,G.L. (2005). Introduction to clinical psychology: Science, practice, and ethics.
Delhi: Pearson Education.

Paper V - Psychological Assessments

Objective: This course is meant to provide students with an understanding of the principles on which
frameworks of assessments in Counselling psychology practice is built. Students will explore various
types of assessment models and their administration and develop competence to identify appropriate
assessment tools for various client concerns.
1. Developmental Screening Test
2. Bender Visual Motor Gestalt test
3. Wechsler Intelligence Scale for Children
4. Wechsler Adult Intelligence Scale
5. Ravens Intelligence - S.P.M., C.P.M., A.P.M
6. Seguin Form Board
7. Interest, Career and Value Test
8. Sentence completion test
9. Thematic apperception test (TAT)
10. Children apperception test (CAT)
11. Draw a person
12. Rorschach ink blot test
13. Personality Inventory for Adolescent
14. FIRO – B
15. Minnesota multiple personality inventory test
16. NIMHANS Neuropsychological Battery

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 Out of sixteen assessments the students have to select any ten assessments

Paper- VI - Counselling for Children (Elective)

Objective: To make the students familiar with the theory, techniques, ethical considerations and skills
involved in counselling children.

Unit-I - Counselling children -Introduction to Counselling: Micro & Macro skills of Counselling.
Historical Background and contemporary ideas about Counselling children; Ethical considerations when
Counselling children- Attributes of a counsellor for children. Child Counselling Skills –Observation,
Active Listening - Helping children to tell their story and empathy skills- Dealing with resistance and
transference- Dealing with self-concept and self-destructive beliefs- Actively facilitating change –
Termination of Counselling- Skills for Counselling children in groups

Unit-II -. Specific Problems and disorders in children - Academic Problems – Learning Disability,
ADHD/ADD. Autism Spectrum Disorders, Externalizing problems, internalizing problems,
Developmental problems and specific developmental delays and Language disorders, child
psychopathology.

Unit III - Psychological Assessment of Child -Psychological Assessment from counsellor‟s perspective-
Uses of Psychological Assessment in Counselling Practice - Tests for Cognitive Development - Tests for
Memory Development – Tests for Personality and Temperament – Behaviour Checklist and Projective
tests. Intervention: Play therapy & family therapy, Behaviour modification, Training programs in
schools,

References

Aggarwal J.J. (2004). Psychology of Learning and Development. India. ShipraPublishers.

Thenmozhi S. (2003). School Counselling: A Psychologist Guide. India. Aarthi Shruthi Publishers.

Kapur M. (2011). Counselling Children with Psychological Problems. India. India Binding House,
Pearson.

Geldard. K., Geldard. D.,YinFoo.R., (2013).Counselling Children: A Practical Introduction. India. Sage

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 Soft Skills - Personality Enrichment (NEW)

Objective: The soft skills programme is aimed at personality development with regard to the different
behavioural dimensions that have significance in the direction of personal and professional growth.

Unit 1 - Self analysis- SWOT Analysis, Factors influencing Attitude, Challenges and lessons from
Attitude, Interpersonal Relationships – Defining the difference between aggressive, submissive and
assertive behaviours - Problem-solving - Conflict and Stress Management - Decision-making skills.

Unit II - Leadership and qualities of a successful leader – Character building -Team-work – Time
management - Work ethic. Leadership: Leadership – Explanation; Role & Functions of a Good Leader;
Criticality of Team Leadership; Traits of Leadership; Leadership styles.

References

Soft Skills, 2015, Career Development Centre, Green Pearl Publications

Hurlock, E.B (2006). Personality Development, 28th Reprint. New Delhi: Tata McGraw Hill.

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 2nd SEMESTER

Paper I- Theory & Practice of counselling and Psychotherapy-II

Objective: To familiarise the students with the various theories in counselling and psychotherapy and
techniques utilised.

Unit I - The Second Force in Psychotherapy

Cognitive Approaches to Psychotherapy: Brief overview of different Cognitive approaches, Rational

Emotive Behaviour Therapy, Social Modelling, Observational learning and Self Efficacy, Cognitive
Therapy and Depression, Beck‟s Cognitive Therapy, Comparison of Ellis‟s and Beck‟s Approach to
Psychotherapy, Cognitive Neuroscience, Current Trends in Cognitive Therapies. The Third Wave in
Cognitive Behavioural Therapy: Mindfulness Integrated into Cognitive Behaviour Therapies –
Dialectical Behaviour Therapy, Acceptance and Commitment Therapy and Mindfulness Based Cognitive
Therapy.

Unit –II – The Third Force in Psychotherapy

Existential Therapy: Overview, Key Concepts in, Therapeutic Process, Research and Evaluation.
Person-Centred Therapy: Overview, Key Concepts, Therapeutic Process, Research and Evaluation.
Gestalt Therapy: Overview, Influence of Existential on Gestalt Therapy, Key Concepts in, Therapeutic
Process, Research and Evaluation: Case Analysis. The Expressive Arts Therapies: Brief overview, Key
Concepts, Three Expressive Arts Therapeutic Approaches, Research and Evaluation.

Unit – III – The Fourth Force in Psychotherapy

Family Therapy Approaches: Brief Overview, Multigenerational Family Therapy, Experiential Family
Therapy, Structural Family Therapy, Strategic Family Therapy, Narrative Therapy: Brief Overview,
Key Concepts, Therapeutic Process, Research and Evaluation. Solution Focused Therapy: Brief
Overview, Key Concepts, Therapeutic Process, Research and Evaluation

Unit – IV – The Fifth Force in Psychotherapy Neuroscience, Psychotherapy, and Neuropsychotherapy:

Brief Overview, Theoretical Framework for Neuropsychotherapy, Therapeutic Process, Recent Brain
Based Therapies- EMDR, Coherence Therapy, and Brain spotting, Neuroscience and DSM-5, Research
and Evaluation.

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Unit – V- Integrative Psychotherapy: Brief Overview, Pathways to Psychotherapy Integration, Multi
theoretical Psychotherapy, Research and Evaluation, Toward Developing your own approach to
Integrative Psychotherapy.

Reference

Smith, E.J. (2016) Theories of Counselling and Psychotherapy: An Integrative Approach, 2 nd Edition,
Singapore, Sage Publications.

Paper – II- Introduction to Research Methodology

Objective: To enable the students to understand the basic concepts in behavioural research and also the
application of various research design.

Unit - I Science and scientific approach: Science and common sense, four methods of knowing, aims
and functions of science, Scientific approach in psychological research.

Unit - II Problem & Hypothesis: Definition and criteria of problem and hypotheses, Multivariate nature
of behavioural research problems and hypotheses.

Unit - III Constructs, Variables and definitions: Concepts and constructs, constitutive and operational
definitions of constructs and variables, types of variables.

Unit – IV Research Methods: Laboratory experiments, Field experiments, observation, interview,

questionnaire, semantic differential; How to write an effective research report

Unit - V: Test construction and development of norms: Construction of achievement, abilities,

attitudes and aptitudes tests, transformation of raw scores into standard scores; factor analysis - a
procedure for identifying psychological constructs. Reliability and validity Types of reliability: Test
retest reliability, Split-half reliability, Alternate form reliability, Internal consistency reliability and Scorer
reliability. Types of validity: Face validity, Content validity, Construct validity and Criterion-related
validity.

Reference

Kerlinger, F.N. (2000) Foundations of behavioural research, New Delhi: Surjeet Publications.

Paneerselvam, R. (2005) Research Methodology, Prentice-Hall.

Cozby (2003). Methods in Behavioural Research 8th Edition, McGraw Hill.

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Winer, B.J. (1971). Statistical Principles in Experimental design, New York, McGraw Hill.

Broota, K.D. (1992). Experimental Designs in Behavioural Research, New Delhi : Wiley Eastern.

Best, J.W. and Kahn, J.V. (2003). Research in Education. 9th Edition, New Delhi : Pearson Education.

Paper – III- Psychopathology

Objective: Acquaint students with various manifestations of psychopathology, impart knowledge and
skills required for diagnosis of psychological conditions, introduce them to different perspectives and
models of etiology.

Unit- I The Nature of Abnormal Development: Definitions of normality, Systems of classification,

DSM-V, ICD-10, Similarities, Differences and critical evaluation Classification of psychopathology,
Possible harmful effects of classification, Benefits of classification, Approaches to classification,
Alternative classification scheme.

Unit- II Causal factors and viewpoints in abnormal psychology: Causes and Risk factors for abnormal
behaviour, Biological, Psychosocial and Sociocultural view points and causal factors.

Unit- III Psychopathology of Neuro-psychological Conditions: Dementia, delirium, head injury,

epilepsy, other amnesic syndromes, Causes, Diagnosis & Treatment. Psychopathology of mood and
anxiety disorders: Depression, Bipolar affective disorders, Suicidal behaviour, Phobia, GAD, Panic,
OCD, PSTD, Adjustment disorder Causes, Diagnosis & Treatment. Dissociative disorder: conversion
disorder, somatoform disorder, other neurotic disorder, Causes, Diagnosis & Treatment

Unit- IV Psychopathology of Addiction, Psychotic and Personality Disorders: Addiction Disorders:

Causes, Diagnosis & Treatment; Psychotic Disorders: schizophrenia, delusion, other psychotic
disorders, Causes, Diagnosis & Treatment; Cluster A, B and C personality disorders: Causes,
Diagnosis & Treatment

Unit– V Disorders of Infancy, Childhood and Adolescence: Specific developmental disorder Learning
Disability, ADHD Speech and Language Disorder, Causes, Assessment & Treatment; Pervasive
developmental disorders: Autism Spectrum disorder, Aspergers syndrome, PDD NOS Causes,
Assessment & Treatment; Behavioral and emotional disorders: Causes, Diagnosis & Treatment;
Disorders of social functioning: Causes, Assessment & Treatment; Developmental Psychopathology in
Indian context.

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Reference:

Rosenhan D.L. & Seligman M.E.P (1989). Abnormal Psychology. London: W.W.Norton and Company.

Kapur M. (2011). Counselling Children with Psychological Problems. India. India Binding House,
Pearson.

Hecker, S.E. & Thorpe, G.L. (2005). Introduction to clinical psychology: Science, practice &
ethics. Delhi: Pearson Education, Inc.

Adams, H.E & Sutker, P.B. (2001). Comprehensive handbook of psychopathology (3 rd Ed.). New York:
Kluwer Academic publishers.

Millon, T., Blaney, P., & Davis, R.D. (1998). The oxford textbook of psychopathology. London: Oxford
University Press.

Smith, N.W. (2001). Current systems in psychology: History, theory, research & applications. USA:
Wadsworth/Thomson learning.

Sadock, B.J. & Sadock, V.A. (2003). Kaplan & Sadock‟s Synopsis of psychiatry: Behavioral
sciences/clinical psychiatry (9 th . Ed.). Philadelphia: Lippincott Williams & Wilkins.

American Psychological Association. (1998). Diagnostic and statistical manual of mental disorders (4th
.ed.): text revision (DSM-1V-TR). New Delhi: Jaypee brothers‟ medical publishers (p) Ltd.

Weigner, I.V. (1982) Child and Adoloscent Psychopathology, New York : John Wiley & Sons.

Paper – IV- Counselling and Psychotherapy Practicum

Objectives: Students will demonstrate understanding and appropriate application of:

1. Essential interviewing and counselling skills so that the student is able to develop, maintain, and
successfully terminate a therapeutic relationship,

2. Counselling theories that provide the student with a consistent model(s) to conceptualize client presentation
and select appropriate Counselling interventions.

3. Models of counselling that are consistent with current professional research and practice in the field so that
they can begin to develop a personal model of counselling

4. Self-awareness so that the counselor-client relationship is therapeutic and the counselor maintains
appropriate professional boundaries

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5. Four major areas of competence (Process and Communications skills, Conceptualization skills,
Personalization skills, and Professional Skills)

Requirements

1. The student will complete 120 hours of supervised field practice. At least 40 of these hours will be direct
service work with clientele appropriate to the student's field setting. Of these 40 direct hours, at least 10 should
be group work. Hours are to be recorded on the Practicum Log. A copy of student “working copy” Log to be
submitted at each class meeting.

2. The student will complete at least one hour per week of individual supervision with their site supervisor and
with the faculty member on record for this course and/or assigned, supervised doctoral graduate assistant.

3. Group Supervision: The student will complete at least 1½ hour per week (22.5 total) of group supervision
with other practicum students. This supervision will be provided by a faculty member and/or an assigned,
supervised doctoral graduate assistant. Students are required to bring a case studies for each class during the
semester. One of the student‟s case studies will be of a group counselling session.

4. Three (3) Case Analysis and verbatims. Three verbatim will be submitted to the instructor for supervision
feedback. Verbatims will include a typed transcript, conceptualization, and self-evaluation of your Counselling
skills.

5. Group Counselling: Students are required to lead one psycho-educational or Counselling group (minimum 6
sessions) in their site setting.

6. Theoretical Position Statement. Students are required to write a statement describing their theoretical
position. A handout will be provided with specific instructions for this assignment.

7. Intervention Demonstrations: Each student will select an intervention to demonstrate/roleplay for the class,
with a fellow classmate role-playing as the client.

References

Practicum, Internship Textbook & Resource Guide for Counselling & Psychotherapy, 2014 or NEWEST
edition (5th), Scott, Boylan, & Jungers

Translating Theory into Practice, Thinking and Acting Like an Expert, Parsons, R, Current Ed. (9th)

Acquiring Counselling Skills: Integrating Theory, Multiculturalism, and Self Awareness, MacCluskie, K.
.Current Ed (10th)

Case Approach to Counselling and Psychotherapy, Gerald Corey, Current Ed. (8th)

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 Paper- V- Family, Marital and Workplace Counselling

Objective: To introduce the students to the theories and counselling strategies used in the context of
Workplace, Marriage and Family Therapy.

Unit – I - Historical evolution of the field of marriage and family therapy: Foundations of family therapy,
Early Models, Fundamental concepts (Cybernetics, Systems theory, Social constructivism, Attachment
theory). Classical schools: Bowen, Strategic, Structural, Experiential, Psychoanalytic, Cognitive
behavioural; Recent Developments: Solution focused therapy, Narrative therapy, Integrative models.
Unit – II - Evaluation of Family Therapy: Family therapy research, Empirical foundations and Practice
implications. Marriage and couple Counselling, Interspouse Relationship and Adjustment, Adjustment
with Spouse, Sexual Adjustment, economical adjustment, in-law adjustment, adjustment with Parenting,
Factors in Good Marital Adjustment.
Unit – III - Understanding Workplace Counselling: The work place today, Need for work place
counselling . Models of Workplace Counselling: Brief therapy models, Problem focused models, Work
oriented models, Manager based models, Externally based models, Internally based models, Welfare
based models, Organisational change models. Employee Assistance Program (EAP): History and
Philosophy of EAPs, Structure and Organization of EAPs, Range of EAP Services Available & Types of
Issues Addressed by EAP, Program Planning and Evaluation, Responding to Critical Incidents &
Workplace Violence; Future Directions of EAP.
Reference
Nichols, P.M & Schwartz C.R (2006). Family Therapy –concepts and methods, 7th edition, Allyn and
Bacon, Boston, Pearson education, Inc.Press, Inc.

Carroll M. (1996). Workplace Counselling: A Systematic Approach to Employee Care. London; Sage
publishers

Michael A. Richard.(2014). Employee Assistance Programs: Wellness/Enhancement Programming (4th

Ed.)
W.L. Herbert & F.V. Jarvis (1970). Marriage Counselling in the Community. Pergamon Press.

Paper – VI- Adolescent Counselling (Elective)

Objective: To familiarise students with the nature of adolescence and the counselling strategies that can
be employed for adolescents.

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Unit – I- Understanding the Adolescence: The nature of adolescence, Influence of childhood experience,
Young people environment, Challenges for young people, the development of mental health

Unit – II - Proactive Counselling for Adolescence: Foundation of the proactive approach, Proactive
process for Counselling adolescence, Making use of adolescent communication process, Useful
Counselling micro-skills, Promoting changes in the adolescence, Maintaining a collaborative relationship

Unit – III -Counselling Strategies: Symbolic strategies, Creative strategies, Behavioural and cognitive
behavioural strategies, Psycho-educational strategies

Reference:

Geldard K., Geldard D & Foo RY. Counselling Adolescents: The Proactive Approach for Young People.
London. Sage Publishers

Hanley T., Humphrey N & Lennie C. (2013). Adolescents Counselling Psychology: Theory, Research &
Practice. New York. Ruotledge.

Evans C. (2006). Genetic Counselling: A Psychological Approach. Cambridge. Cambridge university

press.

Harper PS. (2011). Practical Genetic Counselling. USA. Taylor & Francis.

Paper – VII - Pre-Marital Counselling (Elective)

Objective: To introduce the students to the various counselling strategies used in the context of pre-
marital counselling.

Unit – I- Structuring Individual Sessions, Frustration Tolerance & Joint session

Unit – II- Assessment for personality matches and Relationship

Unit – III - Communication & Conflict Resolution; Challenging Role playing Situations; Suggested
Conflict Solution

Reference:
Seren SL. (2008). Essential of Premarital Counselling: Creating Compatible Couples. USA. Love Healing
Press

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 Paper VIII- Placement and Internship

Objective: It is basically block placements for short field training. Students are required to search,
examine and carve their niche in the field related to their chosen specialization. The basic purpose is to
create awareness for the students as well as the field so that the career progression of the students and the
growth of the discipline both can be realized.
Goals: The goals of internship are as follows:
a) To provide for practicing competencies developed throughout the postgraduate program.
b) To acquaint the counsellor trainee with organizational structure, protocol, relationships, processes, and
working conditions.
c) To stimulate the formulation and identification with professional role.

Methodology:
The students will have block placements in any one (or more) of the various organizations working in the
area of mental health during the II semester. The students have to complete 60 hours during the internship
period. They will maintain a field notebook. Students have to follow the ethical guidelines of the
organization/agency to which they are attached and report to the supervisor in that organization/ agency.
Mode of evaluation: Students have to submit a report at the end of their internship period. They will be
awarded a certificate at the successful completion of their internship.

IX- Soft Skills - Research Proposal

Objective - In this Course the students are required to identify and select a topic of their interest to
conduct research during the rest of the course.

Unit 1 -Identifying a problem, Presentation of research idea , Presentation of research idea, Training on
review of literature , Research proposal (Quantitative ), Research proposal (Qualitative )

Unit II -Issues in Methodological frame work, Presentation of methodology, Presentation of

methodology, Submission and Presentation of first draft, Submission and Presentation of first draft, Final
presentation, Final submission of proposal, Conclusion

References
Hart, C (2006). Doing your Masters Dissertation ,Sage, New Delhi

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 3rd SEMESTER

Paper- I- School Counselling

Objective: To introduce the students to an introductory knowledge about the theory, techniques and
content of School Counselling.
Unit - I : Introduction to guidance and counselling : History, nature, scope and needs of guidance and
counselling in schools, individual differences, the role of student advisor and teacher in school
counselling - important features; School counselling for the 21st century.

Unit - II : Areas of Educational Guidance, Purpose, Functions, Guidance for Special Learners : Gifted
and Creative Students, Under Achievers, Students with Learning Disabilities. Counselling and
management of common childhood problems, School refusal, scholastic backwardness, conduct and
emotional problems, counselling adolescents regarding sexuality and substance abuse, counselling parents
and teachers.

Unit - III : Guidance Strategies for Social and Personal Problems Developing self-confidence, Assertive
training, Improving communication skills, Mental and Physical Methods of Relaxation; Self-improving
Programmes : study skills training, Problem Solving Techniques, Managing Motivation, Time
Management, Remedies for Procrastination, Decision Making.

Unit - IV:. Abuse Counselling : Types of Abuse, Causal Theories of Abuse,Effects of Abuse, Statutory
Requirements, Implications for Counselors ,Support Networks, Referral Processes.

Unit – IV- Legal and Ethical responsibilities in school counselling: Legal concepts - Ethical standards -
Government regulations - Maintaining good student records

Reference

S.K. Koctihar (1984) : Guidance & Counselling in Colleges and University, Starling Publications Pvt.
Ltd.

Berki B.G. & Mukhopadhyay., (1989). Guidance & Counselling, Sterling Publication Pvt. Ltd.

Fransella, Fay and Banton (1990) Personal Construct Counselling in Action, Sage Publication

S.K. Koctihar (1984) Educational and Vocational Guidance in Secondary Schools, Sterling Publication
Pvt. Ltd.

K.P. Pandey (1985) Advanced Educational Psychology, Second Revised Edition, Konark Publication Ltd.

Padus, Emrika (1992) The Complex Aid to your Emotions and Your Health, Revised Edition, Rodale
Press Emmaus, Pennsy Inania.

Sanderson . C. (2013).Counselling Skills for Working with Trauma: Healing From Child Sexual Abuse,
Sexual Violence and Domestic Abuse. London. Jessica Kingsley Publishers.

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Stanley B. Baker & Edwin R. Gerler, Jr. (2004) School Counselling for the Twenty First Century. 4th
Edition, New Jersey, Pearson Education.

Paper II- Training and Development (NEW)

Objective: Understand recent approaches to training and development. Understand training need
assessment, Apply theories of learning to the training function. know about training evaluation,
Develop a training module

Unit I: Introduction to Training Development and Education, Objectives of training, Areas of

training, Drawbacks and problem of training, Significance of Training, Training Manual,
Learning and Learning Styles, Learning process : A Few Good Learning Theories.

Unit II: Approaches to Training, Training Procedure, Training Need, Assessment, Training for
Performance, Training Room Design, Role and responsibilities of HRD and Training specialist.
Introduction to Training Methods and Techniques, Sensitivity Training, On the Job Training,
Basic Teaching and Presentation Skills

Unit III: Evaluation of Training Introduction, concept and principles, Evaluation of Training,
Evaluating Training and Results Employee Training & Coaching, Mentoring and Coaching,
Training Practices, Train the Trainer, Training For Diversity,Performance appraisal

Unit IV: Students are expected to develop any two training module on the following topics

Self-Esteem, Assertive training, Interpersonal skills, Goal setting, motivation, leadership,

emotional intelligence, stress management, self-concept, communication skills, time
management, study skills

Reference

Noe, Raymond A. Employee Training & Development. 7th ed. Mc Graw-Hill, 2016

P. Nick Blanchard, James W Thacker; Effective Training – Systems, Strategies and Practices 3rd
Edition 2011.

Janakiram B, Training and Development, Biztantra, Indian Text ed. 2008

Goldstein L. Irwin, Ford J. Kevin, Training in Organizations, Thomson, 4thed. 2007

Paper- III- Quantitative & Qualitative Research Methods in Counselling Psychology

Objective: To provide foundation on Quantitative & Qualitative research methods in psychological

counselling, develop skills on designing quantitative & Qualitative research, develop skills on collecting

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quantitative & Qualitative data using various methods, sensitize the importance of scientific research,
develop skills on proposal writing, sensitize the students on ethical issues in research

Unit – I Introduction to quantitative & qualitative research methods: Historical development of

quantitative & qualitative research, Defining quantitative & qualitative research, Difference and
methodological issues in quantitative & qualitative research; Ethics in quantitative & qualitative research
methods

Unit - II Quantitative research designs: Exploratory research, survey research, Experimental research;
Research design: Meaning, purpose and principles, Simple randomized designs, Factorial designs;
Qualitative research designs: Conceptualizing research questions, issues of paradigm, Designing samples,
Theoretical sampling, N=1 design, Time series design, Mixed method research, Contrasting qualitative
with quantitative approach in research process, Issues of credibility and trustworthiness

Unit - III Quantitative Sampling and methods of data collection: probability (VS) Non probability
methods; Determination of sample size; Qualitative method of collecting data: What is qualitative data?
Various methods of collecting qualitative data: Participant observation, Interviewing, Focus groups, Life
history and oral history, Documents, Diaries, Photographs, Films and videos, Conversation, Texts and
Case studies

Unit - IV Quantitative Analysis: Data analysis and report writing Parametric statistics: One way and
Two way ANOVA, Critical ratio, Student „t‟-test, Product moment correlation, Regression analysis; Non
parametric: Mann U Whitney test, Kruskall Wallis test, Wilcoxon Test, Freidman‟s test, statistics-Chi
square test, Rank order correlation

Unit – V Qualitative Analysis: Different traditions of qualitative data analysis; thematic analysis,
Narrative analysis, Discourse analysis, Content analysis, Usage of software for qualitative analysis;
Report writing: Journal articles and thesis / dissertation writing.

Reference:

Kerlinger, N. (1996). Foundations of behavioural research. India: Prentice Hall

Gravetter,F.J.,& Forzana,L.A.B(2009). Research methods for behavioural sciences .United states
:Wordsworth cengage learning .

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Bordens, K.S., & Abbott, B.B. (2006). Research and design methods: A process approach (6th ed.). New
Delhi: Tata McGraw-Hill Company Limited
Goodwin, C.J. (2002). Research in psychology: Methods and design (3rd ed.). New Jersey: John Wiley &
Sons, Inc.

Paper IV - Community Psychology: Theory and Practice (NEW)

Objective: Provide an understanding of community psychology, develop students‟ knowledge of

community psychology‟s history and theories, Link theories to practices through exemplary
research and interventions, Foster students‟ ability to integrate theoretical frameworks into their
future practices, analyse the meaning of change in social settings, Promote a sense of social
responsibility

Unit I: Community Psychology: meaning, definitions, how it is differentiated from other fields
within psychology and other social sciences. The Ecological Perspective: Review of the
ecological model in psychology, levels of analysis and intervention

Unit II: Understanding Community/Sense of Community, Elements of and the importance of a

sense of community and social capital, and building communities. Coping and Social Support,
Ecological-contextual model of stress and coping, social support, mutual help groups,
spirituality.

Unit III: Prevention and Promotion: Prevention and the medical model. The relationship
between prevention and promotion. Risk and resiliency, Prevention and Promotion:
Implementing Programs, Examples of successful prevention and promotion programs

Unit IV: students are expected to analyse a setting at micro system level which involves
minimum of 10 persons e.g. class, student organization, playground, residence hall wing or unit,
small workplace, social club, or religious congregation. They should clearly analyze

 a physical time and place,

 clear boundaries of space or time to separate it from other settings,

 a standing pattern of behavior

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Students also should analyze a community problem or social problem and give the content as
follows

 Choose a specific problem or challenge that your locality or society faces. Examples
include poverty, violence in various forms, access to health care, unemployment,
homelessness, or an environmental problem. Be specific.

• List the psychological difficulties associated with that problem. Consider whether
particular age groups (e.g., infants, children, adolescents, senior citizens) are more
vulnerable.

• List likely causes of this problem, at multiple ecological levels of analysis.

• Consider how this problem may actually be an issue on with opposing viewpoints, each
with its own understandable reasons. Briefly identify at least two sides of this issue, and
how they disagree.

• Write briefly how each problem involves your locality and your society as a whole

Unit V: Based on the analysis done students are expected to develop a prevention and
promotion of intervention strategies for the social problem.

Reference

Community Psychology: Linking Individuals and Communities (3rd Ed.). Kloos, Hill,
Wandersman, Elias & Dalton (2012).

Paper – V -Psychodrama (Elective)

Objective: To familiarise the students with the theory, concepts and techniques used in psychodrama

Unit – I New Perspectives on Psychodrama theory: Meta-theoretical perspectives on psychodrama;

Spontaneity creativity – the psychodrama concept of change; Psychodrama – role theory and the cultural
atom; Existential dialectic psychodrama.
Unit – II Development in psychodrama practice and research: Psychodrama, spirituality and
psychodrama; Psychodrama in miniature; Sociometric scenarios and psychotherapy; neuroscience
perspective on psychodrama.

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 Unit – III Psychodrama and Psychopathology, Jungian psychodrama, Studies on treatment effects of
psychodrama psychotherapy

Reference
Beck. A.T., Davis.D.D. &. Freeman. A,.(2016). Cognitive Therapy of Personality Disorders, 3rd Edition.,
Guilford Press, New York.
Baim C., Burmeister J & Maciel M. (2007). Psychodrama: Advance in Theory and Practice. New York.
Taylor & Francis Publishers
Roine E. (1997). Psychodrama: Group Psychotherapy as Experimental Theatre. Pennsylvania. Jessica
Kingsley Publishers.

Paper – VI- Addiction Counselling (Elective)

Objective: To familiarise the students with the skills required to assess and provide psychological
intervention for persons suffering with various addictions

Unit -1 – Introduction: Clinical characteristics, etiology, models of addiction, assessment in addiction.

Unit -I1 – Understanding use, abuse and dependence. Early Identification (risk and protective factors)
Types of drugs.

Unit –III - Assessing and planning intervention counselling in Motivation (Skills). Strategies:
Counselling individual and families including children (Skills) Processes in Recovery and Relapse
(Refusal skills) Types of treatment intervention; psycho social care -rehabilitation, after care.

Reference

Adams, H.E., Sutker, P.B. (2001). Comprehensive Handbook of Psychopathology (3rd Ed.). New York:
Kluwer Academic publishers.
Dana, R.Q & Blevins A , G (2011). Substance Abuse Counselling, 4th edition, Brooks/Cole, Cengage ,
Belmont, USA

Soft Skills - Seminar and Publication

Course Objective – This course helps students participate in conferences, seminars and give
instructions on publication of research papers.

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UNIT 1

This course is meant to provide students with an opportunity to publish their work or present
their work in any national or international conferences under guided supervision. Students are
also encouraged to write their dissertations in the form of an article for publication.

4th - SEMESTER

Paper I- Clinical Training and Supervised Clinical Practicum

Objective: To provide students with the skills of clinical interviewing, assessment and formulations in
order to help them prepare for clinical work in their practicum.

Students have to undertake supervised practicum during the duration of the course. Students will be
attached to various agencies where they will be trained and supervised in acquiring Counselling skill
competencies. They will be mentored by a supervisor at the department also. Students have to
periodically meet their supervisors and submit a report at the end of their practicum period. The format of
the report and the type of cases to be presented will be decided by the Department Council. Students have
to complete 60 hours of supervised practicum.

The objectives of the course are as follows:

• Help students develop Counselling skills in applied settings.
• Students have to be aware and respect the ethical guidelines of the organization with which they are
working.
• They have to demonstrate amicable relationship with their colleagues and coworkers at the agency as
well as at the department.
• Co-ordinate effectively with their supervisors at the agency and the department.
• Effectively conceptualize the client‟s concerns, demonstrate and apply Counselling skills and write a
report. Evaluation Skills evaluation would be done periodically by the supervisors. Students‟ case reports
would be evaluated and there will be a competency viva – voce.
Paper –II Project Dissertation

Objective: To provide individual faculty support to complete the Students‟ dissertation.

Under the guidance of a Faculty member (Dissertation advisor) each student has to submit her or his
independent work of research done under a relevant topic.

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 Paper – III Career Counselling (Elective)

Objective: To introduce the students to the various theories and counselling strategies used in the context
of career counselling.

Unit – I: Theories of career decision making, Theories of adult career development, Counselling theories,
evaluating the effectiveness of career Counselling

Unit – II The career Counselling process and the skills involved, Assessment tool and techniques

Unit – III Action, outcomes and ending, Career Counselling in organization, Professional challenges for
career counsellors and Self-management for career counsellors.

Reference

Nathan R & Hill L. (2006). Career Counselling (2nd Ed). London. Sage.
Kidd J M. (2006). Understanding Career Counselling: Theory, Research and Practice (2nd Ed). London.
Sage

Paper – IV -Crisis Intervention and Trauma Counselling (Elective)

Objective: To understand and describe PTSD risk factors, symptomatology and co-morbidities, acute
traumatic stress reactions and the principles and basic strategies of crisis intervention .To understand
the principles of primary evidence-based treatments for PTSD and to learn to provide traumatized
clients with psycho-education and basic coping strategies

Unit I- Introduction: Understanding Trauma: Post Traumatic Stress Disorder- symptomatology and
assessment measures, PTSD risk factors, development, and course. Biological Basis and
Psychopharmacology of PTSD.

Unit II- Trauma and Development: Developmental impact of trauma and overview of Complex PTSD.
Trauma and Loss: Traumatic grief and associated conditions

Unit III-Crisis Intervention and PTSD Treatment: Disaster Mental Health and Acute Stress Reactions,
Cognitive-Behavioural Therapies for Trauma-related Conditions, Evidence-based Treatments for PTSD,
Introduction to exposure-based treatments for PTSD, Vicarious Traumatization, Compassion Fatigue and
Posttraumatic Growth

Reference:
James, R. K. & Gilliland, B. E., (2013). Crisis Intervention Strategies, 7th Edition. Belmont, CA:
Brooks/Cole.

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Cloitre, M, et al. (2009). A Developmental Approach to Complex PTSD: Childhood and Adult
Cumulative Trauma as Predictors of Symptom Complexity

SOFT SKILLS - Writing Resumes and Covering Letters (NEW)

Objective: The main objective of this Soft Skills Course to properly equip the students in presenting
themselves as a potential candidate in the Job market and to effectively present their skill sets to their best
advantage.

Unit I: Professional writing, Planning and preparation- Identifying the needs of the potential Employer.
Resume building- characteristics of a good resume. Framing the resume outline. Dos and Don‟ts of
resume writing. Electronic

Unit II- Basis Interview Skills- Creating a positive first impression. The art of participating in Group
Discussion – Facing the Personal (HR & Technical), Interview -Frequently Asked Questions.

References:

Rebecca Corfield . Successful Interview Skills: How to Prepare, Answer Tough Questions and Get your
ideal Job (5th Ed, 2009). Replika Press.

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