JYOTI NIVAS COLLEGE AUTONOMOUS

BENGALURU - 560 095

DEPARTMENT OF PSYCHOLOGY

SYLLABUS FOR 2023-24 BATCH AND THEREAFTER

Program: MSc Wellness Counselling

Introduction to the Program:
The Department of Psychology, Jyoti Nivas College Autonomous offers a two-year full-time M.Sc.
Course with a specialization in Wellness Counselling as s an advanced course aimed at skill and
competence building among students to become professional counsellors from a holistic and
interdisciplinary perspective. Keeping this in mind the present curricula has been framed to provide
theoretical as well as practical training in a wide range of counselling specializations that would
help the student to be eligible to be employed as counsellors in the field of education,
clinical/hospital setup as well as in organizations in the capacity of counsellor, trainer and as a
facilitator in the organizational development process. Students would also be equipped to prepare
and fare well in competitive examinations conducted by UGC/ICSSR/State and Central Civil
Services Boards, etc.

Programme Objectives and Outcomes: By the end of the programme students should be able to:
1. exhibit competency in counselling, apply counselling skills and theories in practice and analyse
and evaluate aspects of social reality using the principles of the discipline;
2. learners would be able to understand and recognize a wide range of psychological issues,
problems, and mental health disorders, and provide assessment, diagnosis and counselling for
individuals, couples, families, and groups;
3. exhibit problem-solving skills, and reflective thinking, apply analytical and scientific thinking
and demonstrate technical skills in terms of handling data, working with various research-
related software, conceptualising, designing, and executing research project/s;
4. recognize and respect different value systems including one’s own;
5. take cognizance of the moral implications of our decisions, and become a multiculturally
competent and ethical counsellor.

Conditions for Admission:

Candidates who have passed the undergraduate degree examination with 50% aggregate marks
from any recognized university in India or abroad recognized by UGC / AIU are eligible to apply.
Students appearing for their final degree examinations in March-June 2023 are also eligible to
apply (Applicants who are in the last year of their studies should have secured 50% or above
aggregate in all the Semesters / Years of Undergraduate Examinations conducted so far).

Duration of the Course:

The course for the degree of Master of Science shall consist of two academic years.

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 JYOTI NIVAS COLLEGE AUTONOMOUS
SYLLABUS FOR 2022-23 BATCH AND THEREAFTER
Program: M.Sc Wellness Counselling

Semester: I
Core Paper – 1: FOUNDATIONS OF PSYCHOLOGY
Number of Hours: 60 Credits: 4

LEARNING OBJECTIVES AND OUTCOMES:

By the end of the course, students will be able to:

1. learn the fundamental processes underlying behaviour such as biological foundations of
behaviour, sensation, perception, states of consciousness, learning, memory, motivation,
emotion, intelligence, and personality.
2. apply the principles of psychology in day-to-day life for a better understanding of themselves
and others.
3. understand the significance and the scientific basis of psychology concepts and their scope in
counselling.

UNIT I: Introduction and Biological Foundations 13 Hours

a). Brief History and Perspectives of Psychology: Branching out of Philosophy, Structuralism,
Functionalism, Gestalt, Psychoanalysis, Behaviorism, Humanism, Cognitive Approach;
b). Methods in psychology: Survey, Case Study, Observation, Questionnaire, Experiment;
c). Neuroscience and Behaviour: The Neuron (The Basic Unit of Communication) –
Characteristics, Communication Within the Neuron (The Action Potential), Communication
Between Neurons (Bridging the Gap); The Nervous System and the Endocrine System
(Communication Throughout the Body): The Central Nervous System, The Peripheral Nervous
System, The Endocrine System; Specialization in the Cerebral Hemispheres: Language and the
Left Hemisphere - The Early Work of Broca and Wernicke, Cutting the Corpus Callosum - The
Split Brain.

UNIT II: Sensation and Perception and States of Consciousness 11 Hours

a). Sensation and Perception: Sensing the World around us – Absolute Thresholds, Difference
Thresholds, Sensory Adaptation; Perceptual Organization - The Gestalt Laws of Organization,
Top-Down and Bottom-Up Processing, Depth Perception, Perceptual Constancy, Perceptual
Illusions;
b). States of Consciousness: Sleep and Dreams - The Stages of Sleep, REM Sleep: The Paradox of
Sleep; The Function and Meaning of Dreaming, Sleep Disturbances - Slumbering Problems,
Circadian Rhythms - Life Cycles, Daydreams: Dreams Without Sleep.

UNIT III: Learning and Human Memory 12 Hours

a). Learning: Classical Conditioning (Pavlov), Operant Conditioning (Thorndike and Skinner),
Observational learning (Bandura);
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b). Memory: Foundations of Memory – Sensory Memory, Short-term Memory, Working Memory,
Long-term Memory; Recalling Long-term Memories – Retrieval Cues, Levels of Processing, Explicit
and Implicit Memory, Flashbulb Memories; Theories of Forgetting.

UNIT IV: Motivation and Emotion 11 Hours

a). Approaches to Motivation: Instinct Approaches, Drive-Reduction Approaches, Arousal
Approaches, Incentive Approaches, Cognitive Approaches, Maslow’s Hierarchy of Needs,
Applying the Different Approaches to Motivation;
b). Human Needs and Motivation: Physiological Motives – Hunger, Thirst, Sex; The Needs for
Achievement, Affiliation, and Power;
c). Understanding Emotional Experiences: The Functions of Emotions, Determining the Range of
Emotions, The Roots of Emotions, The Early Theories of Emotions, Cognitive Theories.

UNIT V: Psychology of Individual Differences 13 Hours

a). Intelligence: Theories of Intelligence - Spearman’s g Factor, Gardener’s Multiple Intelligence,
Sternberg’s Triarchic Theory; Measuring Intelligence - Binet’s Mental Ability Test, Stanford-Binet
and IQ, the Wechsler Tests; Individual Differences in Intelligence – Mental Retardation,
Giftedness; Nature versus Nurture Controversy;
b). Personality: Theories - Psychodynamic Perspectives (Freud), The Behavioral and Social
Cognitive View of Personality (the Learning Theories), The Third Force: Humanism and
Personality (Carl Rogers), Trait Theories (Allport and Cattell, The Big Five)

References
1. Hockenbury, S. E., & Nolan, S. A. (2018). Psychology. (8th Edn.). Macmillan Learning.
2. Feldman, R. S. (2015). Essentials of Understanding Psychology. (11th Edn.). McGraw Hill
Education.
3. Baron, R. A. (2009). Psychology, (6th Edn.). Pearson Education.
4. Ciccarelli, S. K. & White, J. N. (2014). Psychology. Pearson Education.

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 Semester: I
Core Paper – 2: THEORIES AND MODELS OF LIFESPAN DEVELOPMENT

Number of Hours: 60 Credits: 4

LEARNING OBJECTIVES AND OUTCOMES:

By the end of the course, students will be able to:

1. understand basic concepts, principal theories, and issues across the domains of childhood to old
age.
2. grasp the role of genes and environment in human development.
3. impart knowledge about stages in prenatal development along with influential factors.
4. summarise and evaluate research findings relevant to developmental psychology.
5. have a better practical understanding of how to help children, adolescents, and adults address
the developmental challenges they face across the lifespan.
6. apply developmental concepts to situations occurring in everyday life.

UNIT I: Introduction and Bio-psychological Beginnings 13 Hours

a). Meaning and Aspects/Domains of life-span development: biological, cognitive, and
socioemotional;
b). Issues related to lifespan development: nature v/s nurture, goodness v/s badness, activity v/s
passivity, continuous v/s stage-wise, universality v/s context specificity;
c). Developmental research designs - longitudinal, cross-sectional, sequential, microgenetic;
d). Genetic foundations: genetic process (genes, chromosomes, mitosis, meiosis, fertilization),
genetic principles (dominant and recessive genes, sex-linked genes, genetic imprinting, polygenic
inheritance);
e). Genetic and chromosomal abnormalities: Genetic abnormalities – genetic: recessive (Sickle Cell
disease, Cystic Fibrosis, Phenylketonuria, Tay Sachs disease, Albinism), autosomal (Huntington’s
disease, Tourette syndrome, Achondroplasia) & sex-linked (Fragile X syndrome, Hemophilia,
Duchenne muscular dystrophy); Chromosomal abnormalities – autosomal (Down syndrome,
Trisomy 13, Trisomy 18), sex-linked (Turner syndrome, Klinefelter syndrome);

UNIT II: Physical Development 13 Hours

a). Prenatal Development: meaning, stages and influential factors - nutrition, alcohol, drugs,
tobacco, pollutants, radiation, caffeine, mother’s age, gestational diabetics, hypertension, Rh
disease, maternal stress, depression and weight gain, paternal factors;
b). Infancy: Patterns of growth, height and weight gains; Early reflexes - moro, grasping, tonic
neck, babinsky, rooting, walking and swimming; Early sensory capacities - touch, taste, smell,
hearing and vision (sight);
c). Childhood: Patterns of growth, height and weight gain, major developmental milestones;
d). Adolescence: Puberty, growth spurt, patterns of growth, height and weight gain;
e). Early Adulthood: Physical appearance, strength, joints and bones; cardiovascular system;
sexuality;
f). Middle Adulthood: Physical appearance, strength, joints and bones; cardiovascular system;
sexuality;
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g). Late Adulthood: Physical appearance, strength, joints and bones; cardiovascular system;
sexuality.

UNIT III: Cognitive and Moral Development 10 Hours

a). Theoretical models: Piaget, Elkind;
b). Infancy and Childhood: Piaget, Vygotsky;
c). Adolescence: Piaget, Elkind;
d). Adulthood: Postformal development;
e). Ageing and cognitive skills, Successful ageing.

UNIT IV: Socio-Emotional Development: Part 1 12 Hours

a). Lifespan Theories: Erikson, Levinson, Bronfenbrenner, Fowler;
b). Attachment: Bowlby and Ainsworth, attachment in adolescence;
c). Love: Sternberg, dating and romantic relationships, intimacy relations, handling breakups;
d). Parenting: parental roles, fathers as caregivers, parenting styles and discipline, parent-
child/parent-adolescent relationships, working parents, divorce;

UNIT V: Socio-Emotional Development: Part 2 12 Hours

a). Emotion: Regulation of emotions, emotional competence, development of emotions;
Temperament: Chess and Thomas classification, Kagan’s behavioural inhibition, Rothbart and
Bates’ classification;
b). Identity and moral development: Development of identity - Marcia’s theory; Moral
development - Kohlberg’s theory;
c). The experience of dying: Kubler-Ross’s stages of dying; The experience of bereavement: The
Parkes/Bowlby attachment model; Patterns of grieving death and bereavement across the lifespan;
Religious practices after death: Hinduism, Judaism, Islam, Sikhism, and Christianity.

References
1. Lally, M., & Valentine-French, S. (2017). Lifespan Development: A Psychological Perspective.
California: College of Lake County.
2. Papalia, D.E., & Martorell, G. (2024). Experience Human Development. (15th Edn.). McGraw
Hill.
3. Sigelman, C. K. & Rider, E. A. (2018). Life-Span Human Development. (9th Edn.). Cengage
Learning.
4. Shaffer, D.R., Kipp, K. (2014). Developmental Psychology: Childhood and Adolescence. (9th
Edn.). Wadsworth, Cengage Learning.
5. Shaffer, D.R. (1996). Developmental Psychology. New York: Brooks/Cole Publishing
Company.
6. Zanden, Vander. (1997). Human Development. (6thEdn.) New York: The McGraw-Hill
Companies, Inc.

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 Semester: I
Core Paper – 3: FOUNDATIONS OF PROFESSIONAL COUNSELLING

Number of Hours: 60 Credits: 4

LEARNING OBJECTIVES AND OUTCOMES:

By the end of the course, students will be able to:
1. demonstrate an understanding and appropriate application of basic counselling skills in order to
develop a therapeutic relationship.
2. establish appropriate counselling goals, design intervention strategies, evaluate client outcomes,
and successfully terminate the counsellor-client relationship.
3. exhibit self-awareness to promote therapeutic relationships and appropriate professional
boundaries.
4. practice an application of ethical and legal considerations in professional counselling, and
5. demonstrate communication, conceptualisation, personalisation, and professional skills.

UNIT I: Introduction 12 Hours

a). Definition and major goals of counselling;
b). Difference between guidance and counselling, counselling and psychotherapy, counselling
settings;
c). History of the development of the profession - Influential Individuals: Frank Parsons, Carl
Rogers, E.G Williamson, Donald G. Patterson, Donald E. Super.
d). Types: mental health counselling, career counselling, rehabilitation counselling, relationship
counselling;
e). Major formats: In-person, group counselling, telephonic counselling, online counselling;
f). Counselling psychology in India: development and current status;
g). Current trends in counselling.

UNIT II: Qualities of Counsellor and Professional Issues 12 Hours

a). Personal and professional characteristics of an effective counsellor, multicultural competency,
difference between effective and ineffective counsellors;
b). Role and functions of a counsellor: definition of the role, generic roles, organizing roles and
functions;
c). Values of the counsellor;
d). Counsellor Competence: Beyond micro skills (Ivey);
e). Concerns and challenges faced by emerging therapists/counsellors, the importance of personal
therapy during training, the significance of supervision, experience of stress, burnout, and ways of
coping.

UNIT III: Ethics in Counselling 12 Hours

a). Definition of ethics, Ethics and counselling;
b). Professional codes of ethics and standards, the Development of Code of Ethics of Counsellors;
c). Ethical issues in counselling practice: putting client’s needs before your own, ethical decision
making, the right of informed consent, dimensions of confidentiality, managing multiple

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relationships in counselling practice, verbatim recording and analysis, interpretation, termination,
reporting and other ethical considerations;
d). Ethical issues in the assessment process;
e). Strategies to maintain ethical standards, limitations of ethical codes;
f). Ethical practice for phone and online counselling, skills for online and telephonic counselling;
g). ACA and RCI guidelines.

UNIT IV: Models and Processes of Counselling 12 Hours

a). Carl Rogers, Truax and Carkhuff: historical development and evaluation;
b). Eagan, Ivey and Cormier: historical development and evaluation.
c). Counselling process: stages of counselling interview (Ivey’s Model);
d). Pre-counselling considerations: assessment (standardised and non-standardized measures),
setting goals, contracting, informed consent, formulation, conceptualization;
e). Termination of Counselling relationships: Function of termination, Timing of termination,
Issues of termination, Resistance to termination, Premature termination, Counsellor-initiated
termination, Ending on a positive date, Follow-up and Referral.

UNIT V: Basic Skills in Counselling 12 Hours

a). Micro skills: attending behaviour, questioning, observation skills, reflection of content,
reflection of feeling, key skills of active listening - encouraging, paraphrasing, summarising,
integrating listening skills;
b). Macro skills: introduction, review, confrontation skills, focusing the interview - exploring story
from multiple perspectives, reflection of meaning, influencing skills, positive assets search.

References
1. Ivey, A.E., & Ivey, M.B. (2007). Intentional Interviewing and Counselling. Thomson:
Brooks/Cole.
2. Corey, G. (2017). Theory and practice of counselling and psychotherapy. Cengage Learning.
3. Gibson, R. L., & Mitchell, M. H. (2003). Introduction to counselling and guidance. (6th Ed.).
Prentice-Hall of India.
4. Felthman, C., & Horton, I. (2000). (Eds.). Handbook of Counselling and Psychotherapy. Sage.
5. Robert, G. L., & Marianne, M.H. (2003). Introduction to Counselling and Guidance. Pearson
Education, Inc.
6. Carkhuff, R. R., (2000) The Art of Helping in the 21st Century. (8th Ed.). HRD Press.
7. Sharma, R. N., & Sharma, R. (2004), Guidance and Counselling in India.
8. George, T.S & Pothan, P. (2013), Professionalism amidst changing times. In Moodley, R.,
Gielen, U. P., & Rosa Wu, Handbook of Counselling and Psychotherapy in an International
Context, Routledge, New York.
9. George, T. S., & Thomas, E. (2014). Awakening the Indian Psyche, Counselling Today, BACP,
UK.
10. Gladding, Samuel T. (2009): Counselling - A Comprehensive Profession, Sixth Edition,
Pearson Education

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 Semester: I
Core Paper – 4: QUANTITATIVE RESEARCH METHODS

Number of Hours: 60 Credits: 4

LEARNING OBJECTIVES AND OUTCOMES:

1. Students will have knowledge of the fundamentals of research methods in psychology.
2. Students will be able to comprehend the foundations of sampling, methods of data collection
and research design in psychology.
3. Students will have knowledge of quantitative approaches in research.
4. Students will have skills in designing research, collecting research data using various methods
and developing skills in proposal writing.

Unit I: Research Process 12 Hours

a). Definitions of research, science and scientific methods, limitations of scientific research;
b). Steps involved in the research process: Formulation of a problem, literature review,
development of a hypothesis, research design, sampling design, research proposal, collecting data,
data analysis, report writing/ thesis writing;
c). Research problem: Source, selection criteria, defining, statement, delimitation;
d). Ethical issues: achieving valid results, maintaining professional integrity, protecting research
participants, encouraging appropriate application; Problems encountered by researchers in India.

Unit II: Variables, Probability and Hypothesis Testing 13 Hours

a). Variables: operational definitions, independent and dependent variables, extraneous variables;
b). Hypothesis: types - null hypothesis, directional and non-directional hypothesis, hypothesis
testing - one tail and two tail testing;
c). Concept of Probability, Normal Probability Curve, Characteristics of the Curve,
probabilistic estimation and limitations (Type I & type II errors);
d). Concept of Statistics: parametric and non-parametric, descriptive, inferential,
correlational, tests of significance, effect size, power of tests, tests for homogeneity of
variance, regression, data reduction.

Unit III: Sampling and Data Collection 11 Hours

a). Sampling fundamentals: universe, population, sample size, sampling frame; Sampling process
and sampling error; Types of sampling: probability - simple, systematic, stratified, cluster and
quota sampling, non-probability - convenience, purposive, snowball, theoretical and opportunistic
sampling;
b). Methods of data collection: observation techniques - participant and non-participant
observation, structured observation, controlled observation and naturalistic observation,
questionnaires, projective tests, psychometric tests, surveys, interview methods - structured, semi-
structured and unstructured interviews, life histories, narratives, documents, case studies,
photographs, films, videos, opinion polls.

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Unit IV: Research Designs 16 Hours
a). Part A: Experimental Designs: True Experimental (Between groups, within groups,
factorial);
b). Part B: Quasi-experimental Designs: (Designs with control group, designs without
control group, designs to measure developmental changes);
c). Part C: Non-experimental (Observational, survey, correlational);
d). Other ways of classifying Research Designs: Designs based on the purpose of the study
exploratory research designs, Descriptive designs, Explanatory designs, Experimental
designs; Designs classified by their intended use- Interventions designs, Evaluation
designs, Action research designs; Designs indicating the effects of time- Cross-sectional
research designs, Longitudinal research designs.

Unit V Report Writing 8 Hours

a). Report writing: meaning, purpose, need; General guidelines; Types of writing and organizing
information; Avoiding plagiarism;
b). Essentials of APA report writing: The APA format, report organization in APA format - title,
abstract, introduction, literature review, method, results, discussion, conclusion and references,
poster presentations.

References
1. Kothari, C. R., & Garg, G. (2019), Research Methodology: Methods and Techniques. (4th
Edn.). New Age International Publishers.
th
2. Kerlinger, F. N., & Lee, H. W. (2000). Foundations of behavioral research. (4 Edn.).
Harcourt College Publishers.
3. McBurney, D. H. (2001). Research methods. London: Thomson Wadsworth.
4. Singh, A. K. (2017). Tests, measurements and research methods in behavioral sciences. (5th
Edn.). Bharati Bhawan Publishers.
5. Smith, J. A. (2007). Qualitative psychology: A practical guide to research methods. Sage
Publications.
6. Best, J. W. & Kahn, J.V. (2005). Research in education. (9th Edn.). Prentice-Hall of India.
7. Silverman, D. (2006). Interpreting qualitative data: Methods for analyzing talk, text and
interaction. Sage Publications.
8. Flick, U. (2006). An introduction to qualitative research. New Delhi: Sage Publications.
9. Gravetter, F. J., & Forzana, L.A.B. (2009). Research methods for behavioral sciences.
United States: Wordsworth Cengage learning.
10. Bordens, K. S., & Abbott, B. B. (2006). Research and design methods: A process approach
(6th Edn.). Tata McGraw-Hill Company Limited.
11. Biber, S. N. H. & Leavy (2006). The practice of qualitative research. Sage Publications.
12. Ritchie, J. & Lewis. (eds.). (2003). Qualitative research practice: A guide for social science
students and researchers. Sage Publications.

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 Semester: I
Soft Core Paper – 5: HEALTH PSYCHOLOGY

Number of Hours: 45 Credits: 3

LEARNING OBJECTIVES AND OUTCOMES:

By the end of the course, students will be able to:
1. have an understanding of the concepts of health and illness and the major theories of health
psychology.
2. appreciate health-enhancing behaviours and promote venues for health-habit modifications.
3. master understanding and management of stress and chronic illnesses.
4. describe the importance of health promotion and health-enhancing behaviours.
5. discuss and apply different health models to life situations.
6. practice and promote well-being and health in self and others.

UNIT I: Introduction 8 Hours

a). Meaning and aims of health psychology;
b). Health and behaviors, Illness-wellness continuum;
c). The promotion and maintenance of health, the body-mind relationship;
d). The Profession of Health Psychology: The Training of Health Psychologists, The Work of
Health Psychologists;
e). Seeking and receiving health care: seeking medical attention, illness behavior; Seeking medical
information from nonmedical sources: lay referral network, the internet; Receiving medical care:
limited access to medical care, choosing a practitioner, being in the hospital.

UNIT II: Health Behaviours 9 Hours

a). Introduction to health behaviors: role of behavioral factors in disease and disorder;
b). Overview of health promotion: health behaviors and health habits, practicing and changing
health behaviors, barriers to modifying poor health behaviors, intervening with children and
adolescents, intervening with at-risk people, health promotion and older adults;
d). Changing health habits: attitude change and health behavior, the health belief model

UNIT III: Stress, Pain and Coping 12 Hours

a). Stress management: meaning of stress and stressor, physiology of stress, assessing stress,
sources of chronic stress, stress and illness; Coping with stress: personal resources that influence
coping; Personal coping strategies: behavioral interventions for managing stress, relaxation
training; Becoming healthier: cognitive behavioral therapy, emotional disclosure, mindfulness;
b). Understanding and managing pain: pain and the nervous system - the somatosensory system,
the spinal cord, the brain, neurotransmitters and pain; the meaning of pain - definition of pain, the
experience of pain, theories of pain; pain syndromes - headache pain, low back pain, arthritis pain,
cancer pain, phantom limb pain; the measurement of pain self-reports, behavioral assessments,
physiological measures; managing pain - medical approaches to managing pain, behavioral
techniques for managing pain.

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UNIT IV: Seeking and Using Healthcare Services 8 Hours
a). Recognition and interpretation of symptoms: recognition of symptoms, interpretation of
symptoms, cognitive representations of illness, lay referral network, the internet;
b). Who uses health services?: age, gender, social class and culture, social psychological factors;
c). Misusing health services: using health services for emotional disturbances, delay behavior

UNIT V: Health Promotion Strategies 8 Hours

a). Health promotion: meaning;
b). A focus on those at risk, prevention, a focus on older adults;
c). Refocusing health promotion efforts, promoting resilience, health promotion and medical
practice, health disparities;
d). Health promotion strategies: psycho-education, counselling, lifestyle modification, techniques
of relaxation – biofeedback, hypnotic treatment, Qi Gong and Tai Chi.

References:
1. Sarafino, E. P. (2016). Health Psychology: Biopsychosocial Interactions (9th Ed.). John Wiley
& Sons, New York.
2. Brannon, L., Updegraff, J. A., & Feist, J. (2018). Health Psychology: An Introduction to
Behavior and Health, (9th Ed.). Cengage Learning.
3. Taylor, S. E. (2018). Health Psychology. (10th Ed.) McGraw Hill Education.
4. Ogden. J. (2017). Health Psychology (4th. Ed.). McGraw-Hill Education.
5. Morrison and Bennet. (2016). Introduction to Health Psychology (4th Ed.). Pearson.
6. Hariharan, M. (2020). Health Psychology: Theory, Practice and Research. Sage Publishing.
7. Ghosh. M (2014). Health Psychology: Concepts in Health and Wellbeing. Pearson Education
India.
8. Rawat, D. (2005). Health psychology, Sublime Publications, Jaipur

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 Semester: I
Paper – 1: PRACTICAL 1: BASIC SKILLS IN COUNSELLING

Number of Hours: 120 Credits: 2

LEARNING OBJECTIVES AND OUTCOMES:

By the end of the course, students will be able to display mastery in the following counselling
skills.

A. Knowledge of Micro skills

● Introduction
● Basic Communication Skills
● Attending Behavior
● Questioning
● Observation Skills
● Reflection of Content
● Reflection of Feeling
● Integrating Listening Skills

B. Knowledge of Macro skills

● Introduction
● Review
● Confrontation Skills
● Focusing the Interview
● Reflection of Meaning
● Influencing Skills
● Positive asset search

C. Skill Integration; Integrating Micro skills with Theory

D. Determining Personal Style & Future Theoretical/ Practical Integration.

References
1. Ivey, Allen E. & Ivey, Mary B. (2007). Intentional Interviewing and Counseling. Thomson:
Brooks/Cole.
2. Evans, David R., Hearn, Margaret T., Uhlemann, Max R. & Ivey, Allen E. (2008).
3. Essential Interviewing: A Programmed Approach to Effective Communication. Thomson:
Brooks/Cole.
4. Nelson-Jones, Richard (2008). Basic Counseling Skills: A Helper's Manual. New Delhi: Sage
Publications.

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 Semester: I
Paper – 2: PRACTICAL 2: ASSESSMENTS FOR COUNSELLING

Number of Hours: 120 Credits: 2

Any 10 from the following tests

A. Assessment of Cognitive Abilities

· Intelligence
1. Bhatia’s Battery of Intelligence
2. Raven’s Progressive Matrices
Attention and Concentration
3. Attention Control Scale
Learning and Memory
4. Wechsler Memory Scale
5. Post Graduate Institute Memory Scale
6. Learning Style Inventory
B. Assessment of Aptitude and Interest
Aptitude
7. David’s Battery of Differential Aptitude
8. General Aptitude Test Battery
Interest and Vocational Assessment
9. Comprehensive interest schedule
10. RIASEC
11. Career Preference Record
C. Personality Assessment
Self-Report
12. Neo Five-Factor Inventory
13. 16 Personality Factors
Projective methods
14. Draw a Person test
15. Children’s Apperception Test

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