Wednesday, 10 August 2011

SYLLABI FOR M.ED. (GUIDANCE AND COUNSELING) (Semester System) OF PANJAB UNIVERSITY, CHANDIGARH

APPLICABILITY OF REGULATIONS FOR
THE TIME BEING IN FORCE
Notwithstanding the integrated nature of the course spread over two semesters in one academic
year, the regulations in force at the time a student joins a course shall hold good only for the examinations
held during or at the end of each semester. Nothing in these regulations shall be deemed to debar the
University from amending the regulations subsequently and the amended regulations, if any, shall apply
to all students whether old or new.

M.ED (GUIDANCE AND COUNSELING)
ONE YEAR REGULAR COURSE CREDIT BASED SEMESTER SYSTEM
General Objectives
M.Ed in Guidance and Counseling is a course with semester system of examination which prepare
students for various avenues: Lecturers in teacher education in the area of guidance and counseling,
counselors in schools, colleges, hospitals, organizations and other set ups. The course has a good amount
of practical work to apply the theoretical knowledge learnt in theory papers.

Specific Objectives
- To provide specialized training in guidance and counseling to M.Ed students.
- To prepare personnel for undertaking counseling work in educational institutions at school and
college level.
- To make available, trained counselors for counseling exceptional children/ for vocational/ family
counseling.
- To provide knowledge, training and skills for planning and executing research both of theoretical
and practical significance in the field of guidance and counseling.
- To provide training in psychological testing and interpretation and also its applications.
RULES AND REGULATIONS FOR ADMISSION
[
Eligibility:
A candidate who has passed B.Ed/B.Ed. (Yoga)/B.Ed.(Special Education) Exam of this
University or any other university recognized as equivalent shall be eligible to apply for the course,
provided he/she has secured at least 55% of the marks in aggregate. In the case of SC/ST students, this
percentage of marks shall be at least 50%, subject to revision by the university from time to time.
Admission should be based on Entrance Test or any other criteria determined by admission committee of
university from time to time. Intake of the courses shall be guided by NCTE norms and PU rules from
time to time.
NOTE FOR ADMITTED CANDIDATES
Admitted candidates are required to complete successfully study of Three Compulsory Papers, One
Optional Paper, One Compulsory Supervised Practicum and Dissertation (compulsory) as per criteria of
NCTE for award of degree of M.ED (Guidance and Counseling). The student has to earn a minimum of
60 credits towards fulfillment of course completion criteria. Further :
1. A student is required to have a minimum of 75% attendance in each paper in each semester to be
eligible to appear in end semester exams.
2. A student earns credits in each paper if he / she obtain the minimum 40% pass marks in each
course.
3. Each course of 5 credits will have teaching sessions of five hours (including Lectures, Tutorials,
Practicals, Sessional work) per week.
4. There would be three compulsory papers, two optional papers, one compulsory Dissertation and
compulsory Field based experiences. Dissertation and Field based experiences will be evaluated
at the end of Semester II.
5. There will be provision of reappear maximum in two papers. Reappear candidates will be allowed
to appear as per Panjab University Norms/ Calendar.
6. Date of submission for Synopsis will be 30th November and for Dissertation, it will be 31st May
of the respective session.
Fee Structure
The fee structure for this course is as prescribed by university from time to time.
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M.ED. GUIDANCE AND COUNSELING (SEMESTER I)
PROG. CODE: MEDGCI
PROGRAMME OUTLINE, LIST OF COURSES AND EVALUATION
I) FOUNDATION PAPERS (Papers 1, 2 & 3)
(Compulsory for all)
II) OPTIONAL PAPER (Paper 4)
Any one of the following:
S. No. Course Code Course Title Credits Evaluation
External Internal Practical
(Internal)
Total
4a. E01-CRD-I Career
Development-I
5 60 20 20 100
4b. E02-EXC-I Exceptional
Children-I
5 60 20 20 100
4c. E03-FMC-I Family and
Marriage
Counseling-I
5 60 20 20 100
III) PRACTICUM (Compulsory)
Note: *Assessment of supervised practicum would be done at the end of Semester-II.
Aggregate of Semester-I : Total marks= 400
Credits = 20
S. No. Course Code Course Title Credits External Internal Practical Total
1. C01-TCF-I Theories of
Counseling and
Foundations of
Education-I
5 80 20 - 100
2. C02-HDA-I Human
Development and
Adjustment-I
5 80 20 - 100
3. C03-RMS-I Research Methods
and Statistics in
Education-I
5 80 20 - 100
S. No. Course Code Course Title Credits Evaluation
External Internal Total
5. C04-SUP-I Supervised
Practicums-I*
- - - -
6. C05-DIS DISSERTATION/
RESEARCH
PROPOSAL
- - - -
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M.ED. GUIDANCE AND COUNSELING (SEMESTER II)
PROG. CODE: MEDGCII
PROGRAMME OUTLINE, LIST OF COURSES AND EVALUATION
I) FOUNDATION PAPERS(Papers 1, 2 & 3)
(Compulsory for all)
S. No. Course Code Course Title Credits Evaluation
External Internal Practical Total
1. C01-TCF-II Theories of
Counseling and
Foundations of
Education-II
5 80 20 - 100
2. C02-HDA-II Human
Development and
Adjustment-II
5 80 20 - 100
3. C03-RMS-II Research
Methodology and
Statistics in
Education-II
5 80 20 - 100
II) OPTIONAL PAPER (Paper 4)
Any one of the following:
S. No. Course Code Course Title Credits Evaluation
External Internal Practical
(Internal)
Total
4a. E01-CRD-II Career
Development-II
5 60 20 20 100
4b. E02-EXC-II Exceptional
Children-II
5 60 20 20 100
4c. E03-FMC-II Family and
Marriage
Counseling-II
5 60 20 20 100
III) PRACTICUM (Compulsory)
S. No. Course Code Course Title Credits Evaluation
External Internal Total
5 C04-SUP-II Supervised
Practicums-II*
10 50 150 200
6 C05-DIS DISSERTATION/
RESEARCH
REPORT
10 150 50 200
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Aggregate of Semester-II: Total marks= 600 (I+ II+III)
Dissertation = 200
TOTAL= 800
Credits= 40
GRAND TOTAL= Semester I + Semester II (400+ 800) = 1200
Credits=20+ 40=60
EVALUATION
• The following are the guidelines, mode of testing and evaluation for Continuous Internal
Assessment of students. It may include written assignment, snap tests, participation in discussion
in the class, term papers, attendance etc.
• In order to incorporate an element of Continuous Internal Assessment of students, the
Colleges/Departments will conduct one written test and one snap test as quantified below:
1. Written Test : 50 marks
2. Snap Test : 15 marks
3. Participation in Class discussion : 10 marks
4. Term Paper/ Assignment/
Presentation : 15 marks
5. Attendance : 10 marks
Total : 100 (reduced to 20)
• Weightage of 2 marks for attendance component out of 20 marks for Continuous Assessment
shall be available only to those students who attend 75% and more of classroom lectures. The
break-up of marks for attendance component for theory papers shall be as under:
Attendance Component Marks for Theory Papers
a) 75% and above up to 85% 1
b) Above 85% 2
Duration of each paper in the semester end examinations will be of three hours.
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OUTLINES OF TESTS, SYLLABI AND COURSES OF READING FOR M.ED
GUIDANCE AND COUNSELING (SEMESTER SYSTEM)
FOR THE EXAMINATION OF 2011-2012
SEMESTER-I
Prog. Code. M.Ed. (GC I)
I. FOUNDATION PAPERS
PAPER- 1
COURSE CODE: C01-TCF-I
COURSE TITLE: THEORIES OF COUNSELING AND FOUNDATIONS OF EDUCATION- I
Credits = 5
Total marks= 100
External= 80
Internal= 20
COURSE OBJECTIVES
The students will be able to:
• Understand the process of counseling
• Know the relevance of various theories of counseling
• Be aware of role of various personnel in counseling
• Attain knowledge of schools of thought.
Note
Examiner will set 9 questions in all, selecting two each from four units; one (9th) question will spread over
entire syllabus. The 9th question will be compulsory and will consist of four short answer type questions.
Student has to attempt 5 questions, selecting one from each unit and 9th question will be compulsory
comprising of short answer type questions. All questions carry equal Marks.
COURSE CONTENT
Unit-I
a) Concept of counseling: Meaning, assumptions, need and importance.
b) Philosophy and principles of guidance and counseling.
Unit-II
a) The counseling process: Initiating counseling, establishing structure, attending behavior,
termination of counseling
b) Role of teacher, counselor, psychologist, career master, administrator and community in guidance
and counseling.
Unit-III Theories of Counseling
a) Person – centered theories.
b) Rational – emotional behavior therapy.
c) Reality theory.
Unit-IV
Schools of philosophy and their educational implications: Idealism, Pragmatism.
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BOOKS RECOMMENDED
1. Patterson, H.C. (1986): Theories of Counseling for Psychotherapy, Harper, N.Y.
2. Brammer, L. (1985): The helping Relationship. Englewood Cliffs, N.J. Prentice Hall.
3. Bengalee, M.D. (1984): Guidance and Counseling, Bombay: Sheth and Sheth Publications.
4. Shertzer, B. & Stone, S.C. (1981): Fundamentals of Guidance, Boston, Houghton.
5. Taneja, V.R. (1987): Educational Thought and Practice. Sterling Publishers Pvt. Ltd.
6. Glading, S.T. (1992): Counseling: A Comprehensive Profession, New York, Maxwell Macmillan
International.
7. Nugent, F.A. (2000): Introduction to the Profession of Counseling, New Jersey, Prentice Hall Pvt.
Ltd.
PAPER- 2
COURSE CODE: C02-HDA-I
COURSE TITLE: HUMAN DEVELOPMENT AND ADJUSTMENT-I
Credits = 5
Total marks= 100
External= 80
Internal= 20
COURSE OBJECTIVES
The students will be able to:
• Understand the normal course of development w.r.t. cognitive, language, emotional and
social aspect.
• Know various theories of development.
• Be aware of problems of exceptional children and new trends.
Note
Examiner will set 9 questions in all, selecting two each from four units; one (9th) question will spread over
entire syllabus. The 9th question will be compulsory and will consist of four short answer type questions.
Student has to attempt 5 questions, selecting one from each unit and 9th question will be compulsory. All
questions carry equal Marks.
COURSE CONTENT
Unit-I
a) Growth and Development: Concept, differences, principles of development
b) Principles and factors affecting human development.
Unit-II
a) Stages of Growth and Development, w.r.t language, social, emotional and physical aspects.
b) Prenatal period and infancy
c) Childhood and adolescence
Unit-III
a) Cognitive development by Piaget.
b) Moral development by Kohlberg.
c) Psychosocial Development by Ericson
Unit-IV
a) Meaning and Classification of Exceptional Children.
b) Psychological, social and emotional problems of the exceptional children.
c) Educational and Vocational Problems of Exceptional Children.
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BOOKS RECOMMENDED
1. Arkoff, Abe. (1968): Adjustment and Mental Health, N,Y., McGraw Hill.
2. Faw, T.and Belkin, G.S. (1989): Child Psychology, McGraw Hill, New York.
3. Fraze, F. (1971): The Psychological of Personality and Adjustment, Philippines: Coming
Publishing Company.
4. Hurlock, E.B (2004): Developmental Psychology(5th.ed) Delhi, Tata McGraw Hill Publishing
Company
5. Judith. (1975): The Psychology of Adolescence, N.Y. Harper.
6. Smith, P. & Cowir, H. (1988): Understanding Children’s Development, Black Well, Oxford.
7. Webb, P.K. (1989): The Emerging Child: Development Through Age Twelve, MacMillan New
York.
8. Munger, R.L. (2005): Changing Children’s Behaviour, New Delhi: Prentice Hall of India.
9. Gibson, R.L. & Mitchell, M.H. (2003): Introduction to Counseling and Guidance, New Delhi:
Pearson Education.
PAPER- 3
COURSE CODE: C03-RMS-I
COURSE TITLE: RESEARCH METHODOLOGY AND STATISTICS IN EDUCATION –I
Credits = 5
Total marks= 100
External= 80
Internal= 20
COURSE OBJECTIVES
The student will be able to:
• Understand the basic concepts and techniques of research and statistics.
• Apply statistical techniques in the field of research in guidance and counseling.
• Develop the ability of discussing, summarizing and interpreting results.
Note
Examiner will set 9 questions in all, selecting two each from four units; one (9th) question will spread over
entire syllabus. The 9th question will be compulsory and will consist of four short answer type questions.
Student has to attempt 5 questions, selecting one from each unit and 9th question will be compulsory
comprising of short answer type questions. All questions carry equal Marks. Only non-programmable
calculators are allowed.
COURSE CONTENT
Unit-I
a) Meaning and need of research in guidance and counseling, consulting library for research and
reviewing the literature.
b) Selection of research problem.
Unit-II
a) Formulation of hypothesis.
b) Sampling methods.
c) Research proposal
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Unit-III
a) Normal probability curve and its applications.
b) Concept of Z-scores.
Unit-IV
a) Meaning and use of co-efficient of linear correlation and its computation by rank difference
method and product-moment method.
b) Significance of Statistics (Mean only).
BOOKS RECOMMENDED
1. Garrett, H. (1966): Statistics in Psychology and Education, Bombay, Vakils, Feffer and Simons,
Pvt. Ltd.
2. Best, J.W. (1988): Research in Education, Prentice Hall, lne. Englewood Cliffs, 4th ed.
3. Van, Dalon, D.B. (1962): Understanding Educational Research – An Introduction, McGraw Hill.
4. Verma, M. (1956): Introduction to Educational and Psychological Research, New York, Prentice
Hall.
5. Guilford, J.P. (1978): Fundamental Statistics in Psychology and Education, McGraw Hill, 6th
Edition.
6. Hopkins Charles D. (1976): Educational Research: A Structure for Enquiry, Charles, E Merrill –
Publishing co., Columbus Ohio.
7. Kaul, Lokesh. (1992): Methodology of Educational Research, New Delhi, Vikas Publishing
House.
8. Gay, L.R. (1992): Educational Research Competencies for Analysis and Application, New York,
Maxwell Macmillan International.
9. Best John W. & Kahn. (1995): Research in Education, New Delhi, Prentice Hall of India.
II. OPTIONAL PAPERS
PAPER- 4
COURSE CODE: E01- CRD-I
COURSE TITLE: Opt (A) – CAREER DEVELOPMENT- I
Credits = 5
Total marks= 100
External= 60
Internal= 20
Practical (Internal)= 20
COURSE OBJECTIVES
The students will be able to:
• Understand the concept and history of career counseling.
• Understand the theoretical foundations of career development and career counseling.
• Mark effective use of assessment in career counseling.
Note
Examiner will set 9 questions in all, selecting two each from four units; one (9th) question will spread over
entire syllabus. The 9th question will be compulsory and will consist of four short answer type questions.
Student has to attempt 5 questions, selecting one from each unit and 9th question will be compulsory
comprising of short questions. All questions carry equal Marks.
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COURSE CONTENT
Unit-I
a) Concept of Career Counseling
b) The history of Career Counseling
c) Factors affecting Career development.
Unit-II
Theoretical foundations of Career development.
a. Roe; b. Super; c. Holland
Unit-III
Theoretical foundations of Career decision making
a. Krumboltz ; b. Tiedman – O’Hara
Unit-IV
a) The use of assessment in career counseling, Understanding and Selecting appropriate tests and
inventories.
b) Interpretation of test results; Limitations of assessment process.
PRACTICAL Marks: 20
I) Visit to employment exchange.
II) Conduct and interpretation of any two tests of career development /career decision making.
III) Viva voce.
BOOKS RECOMMENDED
1. Arulmani, G & Arulmani, S. Nag (2004): Career Counseling: A Handbook, New Delhi, Tata Mc.
Graw Hill Publishing Company Limited.
2. Mitchell, L.K. & Krumboltz (1984): Research on Human Decision – Making: Implications for
Career Decision – Making and Counseling. In S. Brown and R. Lent (Eds.) Handbook of
counseling Psychology, New York, Wiley.
3. Myers, R. (1986): Research on Educational and Vocational Counseling, In Garfield S. & Bergin
A. (Eds.): Handbook of Psychotherapy and Behaviour Change (3rd edition), New York,Wiley.
4. Robert Hoppock (1976). Occupational Information, New York, McGraw Hill, Book Co.
5. Super, D.E. (1957): Dynamics of Vocational Adjustment, New York, Harper & Bros.
6. Super, D.E. (1957): The Psychology of Careers, New York, Row Publishers lnc.
7. K.V. Nair, (1972): Psychological bases of Vocational Guidance, Meerut, Meenakshi Prakashan
Begum Bridge.
8. Lee. E. Isacson (1971): Information in Counseling and Teaching Purdue University, Boston,
Allyn & Bacon, Inc.
9. Linda Seligman (1994): Developmental Career Counseling and Assessment (2nd Ed.)London,
Sage Publications.
10. Mohan Swadesh (Ed.) (1999): Career Development in India: Theory Research and Development,
New Delhi, Vikas Publishing House.
11. Gibson, R.L. & Mitchell, M.H. (2003): Introduction to Counseling and Guidance, New Delhi:
Pearson Education.
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PAPER- 4
COURSE CODE: E02- EXC-I
COURSE TITLE: Opt (B): EXCEPTIONAL CHILDREN-I
Credits = 5
Total marks= 100
External= 60
Internal= 20
Practical(Internal)= 20
COURSE OBJECTIVES
The students will be able to:
• Acquaint with major conditions of exceptionality.
• Become aware of needs and problems associated with each type of exceptionality.
• Understand educational and rehabilitation aspects of each category of exceptionality
• Understand issues related to exceptionality.
• Develop understanding for organizing remedial and counseling programs for each category of
exceptionality.
Note
Examiner will set 9 questions in all, selecting two each from four units; one (9th) question will spread over
entire syllabus. The 9th question will be compulsory and will consist of four short answer type questions.
Student has to attempt 5 questions, selecting one from each unit and 9th question will be compulsory. All
questions carry equal Marks.
COURSE CONTENT
Unit-I: Exceptionality
a) The concept of exceptionality, classification and categorization of exceptional children,
Relevance of Special Education.
b) Exceptionality in Indian Context: Facilities and Concessions, legislation, Role of parent
associations, Financial planning, Advocacy, Community based rehabilitation
Unit-II: Visual Impairment
a) Definition, causes and its diagnosis.
b) Educational provisions and adjustment in community life.
Unit-III: Locomotional Impairment
a) Muscular Dystrophy, Osteogenesis imperfecta, Poliomyelitis: Definition, Characteristics,
educational implications and provisions.
b) Cerebral Palsy: Definition, types, causes educational implications and provisions.
Unit-IV: Mental Retardation
a) Concept, causes and prevention, identification, characteristics, Classification
b) Educational provisions, Vocational options: Open market to sheltered workshop.
PRACTICUM 20 Marks
Administration and Interpretation of DST, Intelligence.
Visit to a Special school.
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BOOKS RECOMMENDED
1. Advani, L. & Chaddha, A. (2003): You and Your Special Child, UBS Publishers Distributors Pvt.
2. Bowers (ed.) (1987): Special Education Needs and Human Resource Management, Grom Helm,
London.
3. Cohen & Cohen C. (1986): Exceptional Children, London: Harper and Row.
4. Hallahan, D. & Kauffman, j. (1978): Exceptional Children: Introduction to Special Education,
Englewood Cliffs, N.J.: Prentice Hall.
5. Johnson, S.W. & Morasky, R.L. (1980): Learning Disabilities, Boston, Allyn and Bacon.
6. Kirk, S. & Gllagher, J.J. (1989): Educating Exceptional Children, Boston: Houghton, Mifflin.
7. Neisworth, John T. and Baganto. (1987): The Young Exceptional Child. New York, Macmillan &
Co.
8. Panda, K.C. (2001): The Education of the Exceptional Child, New Delhi, Vikas Publishing
House.
9. Reynolds, R. & Mann. (1987): Encyclopaedia of Special Education, vol. I, II, III, John Wiley and
Sons.
10. Sisk, D. (1987): Creative Teaching of the Gifted. N.Y.: McGraw.
11. Swan, W. (1986): The Practice of Special Education, N.Y.: Basil Breakwell.
12. Westwood, P.: Common Sense Methods for Children with Special Needs. London, Crown Helm.
13. Ysseldyke, J.E. & Algozzine, B. (1984): Introduction to Special Education. Boston: Houghton.
14. Singh, A.J. (2007): Special Education for Exceptional Children, Patiala: Twenty First Century
Publications.
PAPER- 4
COURSE CODE: E03-FMC-I
COURSE TITLE: Opt (C): FAMILY AND MARRIAGE COUNSELING-I
Credits = 5
Total marks= 100
External= 60
Internal= 20
Practical(Internal)= 20
COURSE OBJECTIVES
The students will be able to:
• Understand the history and concept of marriage.
• Differentiate between different types of marriages
• Understand the issues and concerns of married life.
Note
Examiner will set 9 questions in all, selecting two each from four units; one (9th) question will spread over
entire syllabus. The 9th question will be compulsory and will consist of four short answer type questions.
Student has to attempt 5 questions, selecting one from each unit and 9th question will be compulsory
comprising of short answer type questions. All questions carry equal Marks.
COURSE CONTENT
Unit-I
a) Concept of marriage, History of marriage customs.
b) Types of marriage – Monogamy, polygamy polyandry.
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Unit-II
a) Current challenges of Marriage as an institution.
b) Current trends substituting marriage.
Unit-III
a) Children and Married life
b) Birth control and its psychological implications, psychological problems of abortion and
miscarriage.
Unit-IV
a) Sex in marital relationships, sexual deviations, sexual inadequacy
b) Deviations in married life, pre-marital and extra marital sex, incest, trauma.
PRACTICUM Marks: 20
One marriage counseling interview to be conducted and recorded.
BOOKS RECOMMENDED
1 Sastri, Heramba Chatterjee. (1974): Studies in the Social Background of the Forms of Marriage in
Ancient India, Vol. 1 & 2, Calcutta Sanskrit Pustak Bhandar.
2 Tuli Jitendra. (1976): The Indian Male attitude Towards Sex, New Delhi, Chetna Pub.
3 Filsonger, Erike and Lewis, A Robert. (1981): Assessing Marriage, New Behavioural
Approaches, London, Sage Publication.
4 Herbert, W.L. Jervis E.V. (1970): Marriage Counseling in the Community, Oxford, Pergamon
Press.
5 Thamm, Robert. (1975): Beyond Marriage and the Nuclear Family, N.Y., Canfield Press.
6 Bowman, Henry A. (1974): Marriage for Moderns, VII Ed., N.Y., McGraw Hill Book Co.
7 Hartemann Earnest & Lehtinen, Harlenc (1986): Marriages and families, New Problems, New
Opportunities, Prentice Hall.
8 Scanzoni, Letha & Scanzoi, John. (1976): Men, Women and Chance: A Sociological of Marriage
and Family, N.Y. McGraw Hill Book, Co.
PAPER- 5
COURSE CODE: C04-SUP-I
COURSE TITLE: SUPERVISED PRACTICUM - I
Supervised Practicum has two parts:
a) Individualized Counseling Practicum
b) Group Counseling Practicum
Theory Part:
The theory part provides background to the entire paper of Supervised Practicum and students are
supposed to have information about the same on their own previous knowledge. No marks are allotted for
this part.
1. Guidance Services:
a) Information: Sources and Dissemination and Educational career and other areas.
b) Placement;
c) Follow up/Evaluation;
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d) Student appraisal service w.e.f. to 10+2+3 system.
2. Role of Computers in counseling:
a) Preparation of databases;
b) Use of Internet;
c) Use of computers in assessment
Practical Part:
a) INDIVIDUALIZED COUNSELING PRACTICUM- I *
COURSE OBJECTIVES
To develop skills in:
(i) Communication and
(ii) Use of methods and techniques of individual counseling.
1. Developing skills in communication with practical exercises: Verbal & Non Verbal (20 marks)
2. Individual and group tests, their administration and interpretation: CIS by Sanjay Vohra,
Standard/Colored progressive matrices, Alexander Pass Along, Global Adjustment scale/ Bell’s
Adjustment, HSPQ, Study Habits. (Changes can be made depending on the availability of newer and
better tests). (10 marks)
3. Report of visit to a special school. (10 marks)
*NOTE: ASSESSMENT OF THIS PRACTICUM WOULD BE DONE AT THE END OF
SEMESTER-II.
b) GROUP COUNSELING PRACTICUM- I *
COURSE OBJECTIVES
This course is intended to develop skills in delivering career talks, participation in group discussion, in
organizing career conferences and career exhibitions. The course will thus help develop understanding the
skills necessary for collection and dissemination of occupation information for the benefit of the students.
1. Two career talks (30 marks)
2. Visit to a career counseling center/organization/institution (05 marks)
NOTE: *ASSESSMENT OF THIS PRACTICUM WOULD BE DONE AT THE END OF
SEMESTER-II.
BOOKS RECOMMENDED
1. Jonse, R.N. (2000): Introduction to Counseling skills: Text and Activities, New Delhi, Sage
Publications.
2. Korey, G. (2001): Students’ Manual for Theory and Practice of Counseling and
Psychotherapy U.K., Brooks/Cole Publishers.
3. Boylan, J, C, Melley, P.B. & Scott J. (1998): Practicum and Internship: Textbook for
Counseling and Psychotherapy, Indian U.K. Accelerated Inc.
4. Lewis, H. (2000): Body Language: A Guide for Professionals Response Books: New Delhi,
Sage Publications
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SEMESTER-II
Prog. Code. M.Ed. (GC II)
I. FOUNDATION PAPERS
PAPER- 1
COURSE CODE: C01-TCF-II
COURSE TITLE: THEORIES OF COUNSELING AND FOUNDATIONS OF EDUCATION-II
Credits = 5
Total marks= 100
External= 80
Internal= 20
COURSE OBJECTIVES
The students will be able to:
• Understand counseling relationship
• Be aware of issues, challenges and trends in guidance and counseling
• Know the relevance of various theories of counseling
• Attain knowledge of schools of thought.
Note
Examiner will set 9 questions in all, selecting two each from four units; one (9th) question will spread over
entire syllabus. The 9th question will be compulsory and will consist of four short answer type questions.
Student has to attempt 5 questions, selecting one from each unit and 9th question will be compulsory
comprising of short answer type questions. All questions carry equal Marks.
COURSE CONTENT
Unit-I
a) Helping relationship: Meaning, nature and importance. Counseling – a helping relationship
b) The counseling relationship: Definition of regard and respect. Aspects of regard and respect
in counseling relationship.
Unit-II
a) Issues and challenges in guidance and counseling.
b) Modern trends in guidance and counseling.
Unit-III
Theories of Counseling
a) Behavior theory.
b) Indian Therapeutic approach.
c) Eclectic Approach to Counseling
Unit-IV
Schools of philosophy and their educational implications. Humanism, Existentialism.
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BOOKS RECOMMENDED
1. Patterson, H.C. (1986): Theories of Counseling for Psychotherapy, Harper, N.Y.
2. Brammer, L. (1985): The Helping Relationship. Englewood Cliffs, N.J. Prentice Hall.
3. Bengalee, M.D. (1984): Guidance and Counseling, Bombay, Sheth and Sheth Publications.
4. Shertzer, B. and Stone, S.C. (1981): Fundamental of Guidance Boston, Houghton Mifflin & Co.
5. Taneja, V.R. (1987): Educational Thought and Practice, Sterling Publishers Pvt. Ltd.
6. Glading, S.T., Counseling (1992): A Comprehensive profession, New York, Maxwell Macmillan
International.
7. Nugent, F.A. (2000): Introduction to the Profession of Counseling, New Jersey, Prentice Hall Pvt.
Ltd.
PAPER- 2
COURSE CODE: C01- HDA-II
COURSE TITLE: HUMAN DEVELOPMENT AND ADJUSTEMENT-II
Credits = 5
Total marks= 100
External= 80
Internal= 20
COURSE OBJECTIVES
The students will be able to:
• Develop awareness of normal process of adjustment and its problems at various stages of life.
• Understand concept of mental health and stress.
• Understand the process of conflict management
Note
Examiner will set 9 questions in all, selecting two each from four units; one (9th) question will spread over
entire syllabus. The 9th question will be compulsory and will consist of four short answer type questions.
Student has to attempt 5 questions, selecting one from each unit and 9th question will be compulsory. All
questions carry equal Marks.
COURSE CONTENT
Unit-I
a) Adjustment and maladjustment: Concept, causes of maladjustment, w.r.t physical, emotional,
social and psychological.
b) Frustration and conflicts: Concept, types and management
Unit-II
a) Problems of adjustment at different stages of growth: Childhood, adolescence, adulthood, and old
age
b) Defense mechanisms and their utility.
18
Unit-III
a) Mental Health – Its concept, role of family, community teacher, counselor in the maintenance of
mental health. Mental hygiene.
b) Stress management, yoga and mental health.
Unit-IV
a) Adjustment problems of transition from school to college and from education to work.
b) Adjustment to changed family patterns, single and foster parenthood
BOOKS RECOMMENDED
1. Arkoff, Abe. (1968): Adjustment and Mental Health, N, Y., McGraw Hill.
2. Faw, T. & Belkin, G.S. (1989): Child Psychology, New York, McGraw Hill.
3. Fraze, F. (1971): The Psychological of Personality and Adjustment, Philippines: Coming
Publishing Company.
4. Hurlock, E.B (2004): Developmental Psychology (5th.ed) Delhi, Tata McGraw Hill
Publishing Company.
5. Judith. (1975): The Psychology of Adolescence, N.Y. Harper Collins & Co.
6. Smith, P. & Cowir, H. (1988): Understanding Children’s Development, Oxford, Black Well.
7. Webb, P.K. (1989): The Emerging Child: Development Through Age Twelve, New York,
MacMillan.
8. Munger, R.L. (2005): Changing Children’s Behaviour, New Delhi: Prentice Hall of India.
9. Gibson, R.L. & Mitchell, M.H. (2003): Introduction to Counseling and Guidance, New Delhi:
Pearson Education
PAPER- 3
COURSE CODE: C03-RMS-II
COURSE TITLE: RESEARCH METHODOLOGY AND STATISTICS IN EDUCATION –II
Credits = 5
Total marks= 100
External= 80
Internal= 20
COURSE OBJECTIVES
The students will be able to:
• Understand the basic concepts and techniques of research and statistics.
• Apply statistical techniques in the field of research in guidance and counseling.
• Develop the ability of discussing, summarizing and interpreting results.
Note
Examiner will set 9 questions in all, selecting two each from four units; one (9th) question will spread over
entire syllabus. The 9th question will be compulsory and will consist of four short answer type questions.
Student has to attempt 5 questions, selecting one from each unit and 9th question will be compulsory. All
questions carry equal Marks. Only non-programmable calculators are allowed.
19
COURSE CONTENT
Unit-I
a) Methods of Research: Historical and Descriptive designs.
b) Experimental Method of Research
c) Experimental Designs.
Unit-II
a) Tools of Data Collection: Psychological Tests, Questionnaire, Attitude Scales, Rating Scales,
Interview and Observation.
b) Preparation of research report.
Unit-III
a) Significance of difference between two means.
b) Analysis of variance (one way only).
Unit-IV
a) Chi-square test: Goodness of fit, Yates’s correction.
b) Application of Chi-square to contingency Tables. Median Test.
BOOKS RECOMMENDED
1. Garrett, H. (1966): Statistics in Psychology and Education, Bombay, Vakils, Feffer and
Simons, Pvt. Ltd.
2. Best, J.W. (1988): Research in Education, Prentice Hall, lnc. Englewood Cliffs, 4th ed.
3. Van, Dalon, D.B. (1962): Understanding Educational Research – An Introduction, McGraw
Hill.
4. Verma, M. (1956): Introduction to Educational and Psychological Research, New York,
Prentice Hall.
5. Guilford, J.P. (1978): Fundamental Statistics in Psychology and Education, McGraw Hell, 6th
Edition.
6. Hopkins Charles D. (1976): Educational Research: A Structure for Enquiry, Columbus Ohio.
Charles, E. Merrill – Publishing Co.
7. Kaul, Lokesh. (1992): Methodology of Educational research, New Delhi, Vikas Publishing
House.
8. Gay, L.R. (1992): Educational Research Competencies for Analysis and Application, New
York, Maxwell Macmillan International.
9. Best John W. & Kahn. (1995): Research in Education, New Delhi, Prentice Hall of India.
20
II. OPTIONAL PAPERS
PAPER- 4
COURSE CODE: E01-CRD-II
COURSE TITLE: (Opt A) – CAREER DEVELOPMENT-II
Credits = 5
Total marks= 100
External= 60
Internal= 20
Practical(Internal)= 20
COURSE OBJECTIVES
The students will be able to:
• Understand the process of counseling interview
• Learn about various methods of collecting occupational information and its dissemination.
• Become aware of future trends in career counseling
• Prepare career profile of students.
Note
Examiner will set 9 questions in all, selecting two each from four units; one (9th) question will spread over
entire syllabus. The 9th question will be compulsory and will consist of four short answer type questions.
Student has to attempt 5 questions, selecting one from each unit and 9th question will be compulsory. All
questions carry equal Marks.
COURSE CONTENT
Unit-I
a) Tools of assessment: Ability tests, Interest inventories and Personality inventories
b) Counseling Interviews: Its concept and steps involved
Unit-II
a) Career Maturity: Its concept, dimensions and assessment.
b) The nature and motives of work; work satisfaction.
Unit-III
a) Use of classification and filing of occupational information in career counseling: National
Classification of Occupations (NCO)-2004 and Dictionary of Occupational Titles (DOT).
b) Dissemination of occupational information w. r. t
i) Plant tours.
ii) Group conferences
iii) Students follow-up alumni
iv) Case conference
v) Laboratory study
vi) Use of computer
Unit-IV
a) Women’s career development
i) Obstacles to women’s career development.
ii) Post – modern influences on female vocational behavior.
b) Future trends in career counseling.
21
Practical Marks : 20
I. Preparing a career profile of one student of Class X.
II. Viva voce
BOOKS RECOMMENDED
1. Arulmani, G & Arulmani, S. Nag (2004): Career Counseling: A Handbook, New Delhi Tata
McGraw Hill Publishing Company Limited.
2. Mitchell, LK. & Krumbltz, (1984): Research on Human Decision – Making: Implications for
Career Decision – Making and Counseling. In S. Brown and R. Lent (Eds.) Handbook of
Counseling Psychology, New York, Wiley.
3. Myers, R. (1986): Research on Educational and Vocational Counseling, In Garfield s. & Bergin
A. (Eds.): Handbook of Psychotherapy and Behaviour Change (3rd edition), New York, Wiley.
4. Robert Hoppock. (1976): Occupational Information, New York, McGraw Hill, Book Co.
5. Super, D.E. (1957): Dynamics of Vocational Adjustment, New York, Harper & Bros.
6. Super, D.E. (1957): The Psychology of Careers, New York, Row Publishers Inc.
7. K.V. Nair, (1972): Psychological bases of vocational guidance, Meerut, Meenakshi Prakashan
Begum Bridge.
8. Lee. E. Isacson (1971): Information in Counseling and Teaching Purdue University, Boston,
Allyn & Bacon, Inc.
9. Linda Seligman (1994): Developmental Career Counseling and Assessment (2nd Ed.), London,
Sage Publications.
10. Mohan Swadesh (Ed.) (1999): Career Development in India: Theory Research and Development,
New Delhi, Vikas Publishing House.
11. Gibson, R.L. & Mitchell, M.H. (2003): Introduction to Counseling and Guidance, New Delhi:
Pearson Education.
PAPER- 4
COURSE CODE: E02-EXC-II
COURSE TITLE: Opt (B): EXCEPTIONAL CHILDREN-II
Credits = 5
Total marks= 100
External= 60
Internal= 20
Practical (Internal)= 20
COURSE OBJECTIVES
The students will be able to:
• Acquainted with major conditions of exceptionality.
• Become aware of needs and problems associated with each type of exceptionality.
• Understand educational and rehabilitation aspects of each category of exceptionality
• Understand modern trends and issues related to exceptionality.
• Develop understanding for organizing remedial and counseling programs for each
category of exceptionality.
Note
Examiner will set 9 questions in all, selecting two each from four units; one (9th) question will spread over
entire syllabus. The 9th question will be compulsory and will consist of four short answer type questions.
Student has to attempt 5 questions, selecting one from each unit. 9th question will be compulsory. All
questions carry equal Marks.
22
COURSE CONTENT
Unit-I : Learning Disability
a) Concept, characteristic and its types
b) Identification and Remedial strategies for dyslexia, dysgraphia and dyscalculia.
Unit-II : Hearing Impairment
a) Definition, causes and its diagnosis
b) Educational Implications and Provisions
Unit-III : Gifted and Creative children
a) Concept and differences, characteristic, educational needs and adjustment problems
b) Vocational problems of the gifted, educational provisions for the gifted, nurturing creativity.
Unit-IV
a) Autism: Concept, causes, identification and characteristics
b) Inclusion: Concept, process, models and strategies Barriers to inclusion
PRACTICUM Marks : 20
Administration and interpretation of DSM scale for Autism, DTLD and DTRD.
BOOKS RECOMMENDED
1. Advani, L. & Chaddha, A. (2003): You and Your Special Child, UBS Publishers Distributors Pvt.
2. Bowers (ed.) (1987): Special Education Needs and Human Resource Management, London,
Grom Helm.
3. Cohen & Cohen C. (1986): Exceptional Children, London: Harper and Row.
4. Hallahan, D. & Kauffman, J. (1978): Exceptional children: Introduction to Special Education,
Englewood Cliffs, N.J.: Prentice Hall.
5. Johnson, S.W. & Morasky, R.L. (1980): Learning Disabilities, Boston, Allyn and Bacon.
6. Kirk, S. & Gllagher, J.J. (1989): Educating Exceptional Children, Boston: Houghton Mifflin &
Co.
7. Neisworth, John T. & Baganto. (1987): The Young Exceptional Child. New York, Macmillan &
Co.
8. Panda, K.C. (2001): The Education of the Exceptional Child, New Delhi, Vikas Publishing
House.
9. Reynolds, R. & Mann. (1987): Encyclopaedia of Special Education, vol. I. I, II, III, John Wiley
and Sons.
10. Sisk, D. (1987): Creative Teaching of the Giffed, N.Y.: McGraw Hill.
11. Swan, W. (1986): The Practice of Special Education, N.Y.: Basil Breakwell.
12. Westwood, P.: Common Sense Methods for Children with Special Needs. Crown Helm, London.
13. Ysseldyke, J.E. & Algozzine, B. (1984): Introduction to Special Education. Boston: Houghton.
14. Singh, A.J. (2007): Special Education for Exceptional Children, Patiala : Twenty First Century
Publications.
23
PAPER- 4
COURSE CODE: E03-FMC-II
COURSE TITLE: Opt (C): Family and Marriage Counseling-II
Credits = 5
Total marks= 100
External= 60
Internal= 20
Practical (Internal)= 20
COURSE OBJECTIVES
The students will be able to:
• Understand the concept of family
• Understand the problems of marital adjustment and divorce
• Use of various methods of family counseling
Note
Examiner will set 9 questions in all, selecting two each from four units; one (9th) question will spread over
entire syllabus. The 9th question will be compulsory and will consist of four short answer type questions.
Student has to attempt 5 questions, selecting one from each unit and 9th question will be compulsory. All
questions carry equal Marks.
COURSE CONTENT
Unit-I
a) Problem of marital adjustment, boredom in marriage
b) Frigidity and its influence on marriage, management of stress among couple.
Unit-II
a) Divorce and its problem, separation and its implications
b) Legislation for divorce.
Unit-III
Role of constituents of family in adjustment – self, partner, children, parents and any significant other.
Unit-IV
Family counseling interviews; Techniques of communication during interviews; Interview with single
partner, both partners, family as a whole.
PRACTICUM Marks : 20
One family counseling interview to be conducted and recorded.
24
BOOKS RECOMMENDED
1. Sastri, Heramba Chatterjee. (1974): Studies in the social Background of the Forms of
Marriage in Ancient India, Vol. 1 & 2 Calcutta Sanskrit Pustak Bhandar.
2. Tuli Jitendra. (1976): The Indian Male attitude Towards Sex, New Delhi, Chetna Pub.
3. Filsonger, Erike & Lewis, A Robert. (1981): Assessing Marriage, New Behavioural
Approaches, London, Sage Publication.
4. Herbert, W.L. Jervis E.V. (1970): Marriage Counseling in the Community, Oxford,
Pergamon Press.
5. Thamm, Robert. (1975): Beyond Marriage and the Nuclear Family, N.Y., Canfield Press.
6. Bowman, Henry A. (1974): Marriage for Moderns, VII Ed., N.Y., McGraw Hill Book Co.
7. Hartemann Earnest & Lehtinen, Harlenc (1986): Marriages and Families, New Problems,
New Opportunities, Prentice Hall.
8. Scanzoni, Letha & Scanzoi, John. (1976): Men Women and Chance: A Sociological of
Marriage and Family, N.Y. McGraw Hill Book, Co.
PAPER- 5
COURSE CODE: C04-SUP-II
COURSE TITLE: SUPERVISED PRACTICUM - II
Credits 10
Total 200 marks
Internal 75 +75 marks
External 25 + 25 marks
Supervised Practicum has two parts:
a) Individualized Counseling Practicum
b) Group Counseling Practicum
a) INDIVIDUALIZED COUNSELING PRACTICUM- II*
Credits 5
Total 100 marks
Internal 75 marks
External 25 marks
COURSE OBJECTIVES
To develop skills in:
(i) Communication and
(ii) Use of methods and techniques of individual Counseling.
1. Administration and interpretation of DAT. (05 marks)
2. Observation in conducting counseling or of special behaviors at least two cases in- (20 marks)
i) Hospital department
ii) Special schools.
iii) Regular Schools
3. Each trainee is required to prepare one tool (10 marks)
4. Viva – voce (External) (25 marks)
25
* NOTE: 100 MARKS ARE FOR THE INDIVIDUAL COUNSELING PRACTICUM OF
SEMESTER I & II COMBINED.
b) GROUP COUNSELING PRACTICUM- II**
Credits 5
Total 100 marks
Internal 75 marks
External 25 marks
COURSE OBJECTIVES
This course is intended to develop skills in talks including educational and career talks, participation in
group discussion, in organizing career conferences and career exhibitions. The course will also help
develop understanding and skills necessary for collection and dissemination of occupation information for
the benefit of the students.
1. Group discussions and organization of career conference (20 marks)
2. Arranging a career exhibition and participation (10 marks)
3. Analysis of media and articles related to a particular career**
to evolve an understanding of (10 marks)
a) trends
b) new patterns
4. Viva – voce (External) (25 marks)
Note
**This area should be other than the areas of career talks.
* NOTE: 100 MARKS ARE FOR THE INDIVIDUAL COUNSELING PRACTICUM OF
SEMESTER I & II COMBINED.
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