I. The duration of the course leading to the Post Graduate
Diploma in Guidance & Counseling shall be one year.
The 1examation shall be divided into two semesters.
The examinations in first semester and second semester
shall ordinarily be in the months of December and
May/June respectively or on such other dates as may
be fixed by the Syndicate.
II. Every candidate shall pay his examination fee for each
Semester at the time of admission to the course, along
with other charges, i.e., tuition fee etc.
2. The minimum qualification for admission to first semester of
the course shall be
(a) A Bachelor's/Postgraduate degree in any discipline of the
University or a degree of any other University which has been
recognized by the Syndicate as equivalent thereto with not less
than 50% marks in the aggregate.
3. Provided that in case of candidates having Bachelors degree
of the university through modern India languages
[Hindi/Urdu/Punjabi (gurmukhi Script)] and /or in a classical
language (Sanskrit/ Persian/Arabic) or degree of any other
university obtained in the same manner recognized by the
syndicate, 50% marks in the aggregate shall be calculated by
taking into account full percentage of marks in all the papers in
language excluding the additional optional paper, English and
the elective subject taken together.
(b) Preference will be given to the candidates possessing
Bachelor of Education (B.Ed), Nursery Teacher Training (NTT) or
ETT (with a B.A, Degree).or Fee structure as approved by
Syndicate
4. The first semester examination shall be open to a regular
student who
(i) has been on the rolls of the University Department/Principal of
the College during one semester preceding the first semester
examination; and
(ii) has attended not less than 75 percent of the lectures,
seminars, case discussions, case conferences, internship
sessions,
practicum's etc
5. The second semester examination shall be open to a regular
student who:
a) Has been on the rolls of the university department of
education/principal of the college of education during one
semester preceding the second semester examination
b) Has attended not less than 75% of lectures, seminars, case
3
discussion. Syndicate sessions, field trips, project work etc for
each papers and
c) Has passed the first semester examination or is covered under
'Reappear' Regulations 10.
6. The minimum number of marks to pass the examination in
each semester shall be-(i) 35% in each paper in the University
examination separately as well as jointly with internal
assessment;
(i) 35% in the seminar, project and viva-voce;
(ii) 50% in the aggregate of(i) and (ii) above.
6.1 Grace marks shall be given @ one percent of the aggregate
marks of the University examination for each semester. A
candidate may avail of the grace marks either in the aggregate or
in one or more papers as may be to his advantage. Grace marks
shall, however, be given only for passing the examination or for
earning the higher division and not for passing the examination
with distinction.
7. A candidate who fails in the First semester but has secured at
least 35% marks separately as well as Jointly with internal
assessment in not less than 50% of the papers prescribed for
that semester shall be permitted to continue his studies in the
second semester but he will be required to reappear in the next
May/June examination in such papers in which he had failed in
4
the December examination, simultaneously with the second
semester examination. If he fails to pass the first semester
examination even in the second attempt his result for the
second semester examination snail be cancelled and he will be
required to leave the course.
(b) A candidate who fails in second semester examination but
had secured at least 35% marks separately as well as jointly
with internal assessment In not less than 50% papers
prescribed for that semester shall be allowed to reappear in
such papers in which he had failed in April examination in
special examination to be held in August but not before the
expiry of six weeks from the date of declaration of the result.
(c) A candidate who fails to clear the second semester
examination even in the special examination held in August
shall be given one more chance. He may appear either in
December of the same year or in May/June examination next
year in such papers in which he had failed in the special
examination held in August.
A candidate who is unable to clear the second semester
examination even after availing of the second chance as specified
above shall be required to leave the course.
8. If a candidate is required to reappear in a paper, which has
75% internal assessment, he will be given one more opportunity
5
to qualify in that paper without attending a fresh course. This
work assignment may be determined by the Head of the
University Department/Principal of the College.
9. A candidate who failed in the I st or 2nd semester
examination and is not covered under the ' Reappear'
regulations may be given one more chance and allowed to
appear In the next regular examination without attending a
fresh course of lectures but he will have to repeat the entire
examination. If a candidate fails to pass in a semester
examination even after the second attempt he will be
required to leave the course.
10. Successful candidates shall be classified as under;
(i) Those who obtain 75% or more of the total First Division
with aggregate marks in al! the semester examination taken
together Distinction
(ii) Those who obtain 60% or more of the aggregate marks but
less than 75% marks in all the semester examinations
taken together. First Division.
(iii) Those who obtain below 60% of the aggregate marks in all the
Second Division semester examinations taken together.
Rules
I. Proposed number of seats are 40.
I.I The head of the University Department/Principal of the
6
College shall forward to the Controller of Examinations at least
five weeks before the commencement of the examination for
each semester a list of the students along with their admission
forms and fees who have satisfied the requirements of
regulations and are qualified to appear in the examination.
1.2 Whenever the application or fee of the candidate is received
more than three days after the last date prescribed by the
University. She/he shall pay an additional fee as fixed by the
Syndicate, provided that such application shall be entertained
only up to three weeks before the commencement of the
examination.
2 Every candidate shall be examined in the subjects as laid down
in the syllabus prescribed from time to time. Seminar, Project and
Workshop will be assessed internally on 100% basis. Viva-Voce
shall be conducted jointly by the internal and external examiners.
The Head of the University Department/Principal of the College
shall forward these marks on the basis of periodical tests, written
assignment, case discussion, Syndicate sessions, field trips etc.,
to the Controller of Examinations at least one week before the
commencement of the examination.
3. The Head of the University Department/Principal of the
College will preserve the records on the basis of which the
internal assessment awards have been prepared for inspection,
7
if needed by the University, up to six months from the date of
declaration of the results.
Project reports shall be submitted to the Head of the University
department/Principal of the College at least )0 days before the
commencement of the examination. Reports received after the
prescribed date shall not be accepted.
4. A deficiency up to 10 per cent lectures may be condoned by
the Head of the University Department/Principal of the College.
4.1 The second semester examination shall be open to a regular
student who-
(a) has been on the rolls of the University Department/Principal
of the College during one semester preceding the second
semester examination;
(b) has attended not less than 75% of lectures, seminars,
case studies, case conferences, internship sessions, practicum's
etc., for each paper; (a deficiency up to 10% may be condoned
by the Head of the University Department/Principal of the
College); &
(c) has passed the First Semester examination or is covered
under ' Reappear' Regulation 10.
5. The medium of instruction and examination shall be English,
Hindi & Punjabi
6. The internal assessment awards of a candidate who fails in the
8
examination shall be carried forward.
7. As soon as possible after the termination of the examination,
the Controller of Examinations shall publish a list of the
candidates who has passed.
9
POST GRADUATE DIPLOMA IN GUIDANCE AND
COUNSELLING Session 2011-2012
The Post Graduate diploma aims to create a supportive and
collaborative learning environment for students from diverse
backgrounds and cultures to acquire knowledge, attitudes, and
skills essential in the practice of guidance and counseling- The
course will also help the students to become exemplary in
applying essential guidance and counseling knowledge and
skills in a variety of settings with individuals from diverse
backgrounds.
Goals and Objectives
Post graduate diploma in guidance and counseling will enable
the students to:
1. Have the knowledge, personal attitudes and skills to provide
effective guidance counseling and developmental services to
clients diverse In age, gender and socioeconomic status
2. Have a strong Identity as professional counselors with a
commitment to future development and possession of effective
networking skills.
3. Have research and program evaluation skills that include
development of research and program evaluation questions,
10
selection of appropriate methodologies for collecting and
analyzing data.
4 Have the skills to primarily deliver developmental and
preventative services using individual as well as small and large
group interventions to children with different abilities.
5. Have the ability to go beyond providing individual services
and have skills to lead teams of teaching professionals
developing and providing a comprehensive set of services as
needed by the client population.
6. Have skills to advocate For student client issues and to foster
productive organizational change.
7. Have a vision of career planning as a developmental process
and to provide individual guidance and counseling and skills
training to facilitate decision-making and to work with
developmental life transitions.
8. Have the knowledge and skills to use, technology resources in
professional practice and in research and to understand the
application of ethical practice to use of assessment and
information management tools.
11
Course Details
Duration of the Course
The duration of the course will be in one year in two semesters.
Theory
The course consists of core components in theory of guidance
and counseling processes and procedures and psychological
assessments.
Practical work
The course includes intensive training in practical / field work
integrated with theory components
Internship
The course has an input of two weeks' internship programme.
Details
Total no of papers is 6(100 marks each)
Total Marks 600 (100 X 6)
Internal assessment 25 percent in each paper
External evaluation 75 percent in each paper
Note: For Evaluation
1. A total of 5 questions are to be attempted in each paper.
There will be 4 questions (One from each unit) and one question
of short notes.
12
2. Each question will carry 15 marks
3. There will be internal choice in first 4 questions
4. Questions of Short notes will be spread over 4 Units. There
will be no choice in fifth question related to short notes
5. There will be house test in each of the first five papers
carrying 25 marks each by way of internal assessment
6. There will be Viva voce (external) test in Paper VI carrying 25
marks. The internal assessment of Paper VI will be based on
supervised practical work carrying 75 marks in which case
study and internship will carry 30 marks each. Career
conference and career exhibition will be of 15 marks
13
Paper I INTRODUCTION TO GUIDANCE
(Semester-I)
OBJECTIVES:
The course contents In this paper will enable the students:
1. To understand the meaning, principles, needs and types of
guidance
2. To have a detailed knowledge about various guidance services
3.To organize guidance programme in elementary and secondary
schools
4. To develop skills in using technology for guidance purpose
COURSE CONTENTS
Unit I MEANING, TYPES & EMERGING TRENDS OF
GUIDANCE
1. Meaning, aims, principles, and needs of Guidance
2. Types of guidance: Personal, Social, Educational, Career,
Leisure time, Health and guidance for children with
different abilities.
3. Emerging trends of Guidance
14
Unit II COMPONENTS AND ORGANISATION OF GUIDANCE
SERVICES
I. Individual Inventory service
2. Information service
3. Counseling service
4. Preparation service
5. Placement & Follow-up service
Unit III ORGANIZATION OF GUIDANCE PROGRAM
1. Essential requisites of Guidance Programme
2. Organization of guidance programme for elementary schools
3. Organization of guidance programme for secondary schools
4. Role of teachers, guidance personnel in organizing of the
guidance programs
5. Management of resources in guidance programme: Human,
material & methods
15
Unit IV INFORMATION TECHNOLOGY AND GUIDANCE
(THEORY AND PRACTICAL)
I. Skill of using Information Technology and Internet
II. Use online testing services, guidance services for education
and career information
III. Resource sharing
PRACT1CUM/ WORK BASED LEARNING
I. Plan, organize and disseminate any one service using
different mediums and methods e.g. Posters, pamphlets,
multimedia presentation, interactive sessions, talks,
workshops etc.
16
Paper II INTRODUCTION TO COUNSELLING
OBJECTIVES:
The contents in this paper will help the students:
I. To understand the meaning, types and techniques of
counseling
2. To learn about theories of counseling
3. To develop counseling skills in conducting counseling
sessions
4. To learn about new emerging areas of counselling
COURSE CONTENTS
Unit I THEORETICAL FOUNDATION OF COUNSELLING
1. Meaning, historical development and Importance of
counselling
2. Types: Individual and Group counseling.
3. Approaches of counselling: Directive, Non directive. Eclectic
counseling.
4. Techniques in counseling: Testing and Non Testing techniques
5. The counselor Qualities of effective counselor, self renewal
preventive burnout, ethical standards and legal considerations
17
in counselling
Unit II THEORIES OF COUNSELLING
The theoretical beginnings, goals and therapeutic process of
following theories of counselling:
1. Psychoanalytical theory (Freud, Jung)
2. Self concept/actualization theory (Rogers, Maslow)
3.Traid theory ( Williamson, Cattell)
4. Rational emotive theory (Albert Ellis)
5. Indian therapeutic approach (Patanjali's Yoga therapy)
6. Behavioristic (Skinners. Pavlov)
Unit 111 ADJUSTMENT AND MENTAL HEALTH
1. Meaning and process of adjustment, adjustment
mechanisms, adjustment problems of children,
adolescents and adults
2. Causes of maladjustment, physical, emotional, mental and
social.
3. Differences between adjusted and maladjusted
adolescents, criteria of good mental health, role of
counselor in developing good mental health
18
techniques of stress management, conflict resolution and
mediation and violence prevention programs and models
Unit IV COUNSELLING SKILLS
I. Building Trust: Listening, attending, building rapport,
demonstrating empathy, observing
II. Interview: types of Interview, procedure of conducting
interview: preparation, process, interpretation, recording,
termination
III. Speciation concerns in counseling Substance abuse. Drug
addition. HIV AIDS; Child abuse (trauma), internet and
technological abuse. Gerontology. Counseling for aging
population); Life long learning; to be & learning to live
together, Preparation for family life(parenting and child
rearing)
IV. Professional interest and trends
'PRACTICUM/ WORK BASED LEARNING
Conduct individual and group counseling sessions using nontesting
techniques & counseling Skills in the classroom/groups
& prepare a report.
PAPER III EDUCATIONAL AND PSYCHOLOGICAL APPRAISAL
OBJECTIVES:
After going through the contents in this paper the students will
19
be able:
I. To understand the concept of educational and psychological
appraisal
II. To know the criteria of selection of a test and characteristics
of a good test
III. To learn to administer and interpret psychological tests to
know the Individual abilities and personality aspects
IV. To make appropriate use of achievement and diagnostic test
in locating learning difficulties
V. To master elementary statistics and apply it in student's
appraisal
COURSE CONTENTS
Unit I PSYCHOLOGICAL TESTING
1. History of Psychological Testing
2. The nature and uses of psychological tests
3. Test standardization: procedure, reliability and validity
4. Interpretation test scores: Qualitative and Quantitative
5. Ethical and social issues in testing
20
Unit II ADMINISTRATION AND INTERPRETATION OF
STANDARDIZED PSYCHOLOGICAL TEST
1 Intelligence. Verbal, Non-Verbal & Performance tests
2.Personality: Self report inventories, projective tests, scales,
'situational test.
3. Aptitudes: Differential & Specific abilities (DAT. Music. An:,
Science. Maths, Teaching).
4. Interests: Educational and Vocational
5. Attitudes: Diversities, Religion, Culture, and language''
Unit III ACHIEVEMENT AND DIAGNOSTIC TESTS
1. Achievement test: Use of teacher made and standardized
subject specific tests
2. Diagnostic test: Learning difficulties; Behaviour problems
3. Administration and interpretation of achievement and
diagnostic tests ,
Unit IV ELEMENTARY STATISTICS
1. Descriptive statistics: measurers of central tendency,
percentiles, measures of variability
2. correlations Pearson & Rank order correlation
3. Normal probability curve and its applications
4. Inferential statistics: parametric techniques (z test, t test
21
and ANOVA (one way( non parametric techniques (chi
square test and median test)
PRACTICUM/ WORK BASED LEARNING
Preparation of a profile of one subject client using the
above tests
Preparation of one achievement test
22
PAPER IV COUNSELING CHILDREN AND ADOLESCENTS
WITH DIFFERENT ABILITIES (Semester-II)
OBJECTIVES:
The contents of this course will enable the students to master
the techniques of:
1. Understanding the needs and problems of children and
adolescents with exceptional abilities
2. Identification of academic, social, emotional and vocational
problems of students
3. Conducting individual and group counselling
4. Preparing case history, doing case analysis and preparing
profile of the case.
COURSE CONTENTS
TYPES, NEEDS AND PROBLEMS OF SPECIAL CHILDREN
1. Concept of different abilities & their types
2. Needs & Problems of children with different abilities
3. Needs and problems of adolescents
4. Importance of counseling; of students with different
abilities and counseling of parents, family and peers
23
Unit II IDENTIFICATION AND DIAGNOSIS OF PROBLEM
AREAS
1. Identification of personal, social & academic problems of
children (5-12 years) at elementary level
2. Identification of academic, social & vocational needs &
problems of adolescents (13 to 18 yrs) at secondary level
3. Diagnosis of Problem areas
4. Stress and its causes
Unit III INTERVENTION PROGRAMMES
1. Individual and group counseling for children for emotional,
social, behavioural and academic problems
2. Individual & group counseling the adolescents for
emotional, social, academic & vocational problems
3. Relaxation strategies, yoga & meditation therapies for
children and adolescents for reducing stress and problems
4. Personal management skills (eg. Time, self management etc)
Unit IV CASE STUDY
I. Concept, importance and types of case studies.
2 Components and step followed in case study
3. Group discussions initiated by the teacher with regard to I Of
24
minimum) case studies of the following areas problems:
Academic Problems (Learning difficulties, choice of subjects
Class room problems (Discipline/ behaviour)
Giftedness (Gifted underachiever, academically gifted at
least in one subject)
Slow learner/educationally backward child
Emotional/social problem (Adjustment)
Attention deficit hyperactive (ADH) Children
Problem of Decision making (Choice of career)
Visual/ auditory/ Speech challenged
Orthopedic challenged,
Mentally challenged
PRACTICUM/ WORK BASED LEARNING
Preparation of a case profile of a student with different
abilities • Case conference
25
Paper V CAREER EDUCATION
OBJECTIVES:
The contents of this course will enable the students:
To get a comprehensive introduction to career education
through historical background
To develop an understanding of the current trends and
issues in career education
To study decision-making and how the process applies to
career planning.
"To study the relationships among work, family, and leisure.
To identify career issues related to special students.
To be able to use the Internet and online guidance services
To overview methods of disseminating and using career
information, including computer-based delivery systems
(Internet).
COURSE CONTENTS
CAREER DEVELOPMENT
Meaning and historical development of career counseling
Stages of career development
Career development and human conditions
26
Identifying and analyzing life career themes and career
talents ."
Emerging world of work careers and need for career
education
Unit II THEORIES OF CAREER DEVELOPMENT
1. Super's theory of vocational development
2. Tiedman and O'hara's theory of career development
3. Ginzberg and Associates theory of occupational development
4. Roe's theory of career choice
5. Relationship of career theories to career planning
27
Unit III CONDITIONS GIVING RISE TO CAREER GUIDANCE
& CAREER EDUCATION
1. Changing economic conditions of society & the impact of
labour market
2. Psycho-social conditions of the individuals
3. Advancement of technology and survival skills
4. Problems pertaining to work, family, education, and leisure
Unit IV CAREER CHOICE AND DECISION MAKING
1. Career maturity: concept: and factors
2. Empowering students in career decision making (strategies)
3. Matching career talents with career decision making
4.Guidance for developing life goals & choices
PRACTICUM/ WORK BASED LEARNING
1. A visit to a educational/vocational career center
2. Preparation of a research based project report of an emerging
career. The project may include the following information along
with any other: • The Profession • Work Environment'• Main
Areas • Training Required Skills and attitude • Entry • Education
Required • Eligibility • Institutes • Job Prospects • Remuneration
• Pressures • Future Prospects "Related Careers" Any Other
Paper VI SUPERVISED PRACTICUM / 1NTERNSHIP/ WORK
28
BASED LEARNING
OBJECTIVES:
The supervised practical work will train and enhance the
student's skills:
1. In identifying the problems of an individual with the help of
selecting, administering appropriate test, interpreting the
data, preparing the complete history and profile of the case
2. To interpret/ diagnose the case problem and select an
appropriate intervention for helping the case in adjustment/
development of relevant life goals and making appropriate
choices
3. To be attached to a school /an institution or an agency with
an onsite counselor
COURSE CONTENTS
Case Study
Field work: Identification of 4 cases out of the following
areas through testing and referrals: (collection of data)
Academic Problems (Learning difficulties, choice of
subjects)
Class room problems (Discipline/ behaviour)
Giftedness (Gifted underachiever, academically gifted at
least in one subject)
29
Slow learner/ educationally backward child
''Emotional/social problem (Adjustment)
Attention deficit hyperactive (ADH) problems
Problem of Decision making (Choice of a career)
Visual/auditory/Speech challenged
Orthopedic challenged
Mentally challenged
2 Case preparation and case analysis of the four selected
cases
3. Case conference with fellow students
4. Intervention (use of appropriate guidance/ counseling
strategies)
5. Written report of the cases
Career Conference
The students will plan and organize career talks and career
exhibitions
30
Internship
The course has an input of two weeks' internship programme.
Trainees are required to have an attachment with a school or
an jnstitution or an agency under an experienced onsite
counsellor for the stipulated period. During the period of
internship, the trainees would plan and undertake work related
to planning and execution of guidance and counselling
activities including counselling casework. They will prepare a
project report of the apprenticeship work done by them and
with the reviewed learning outcomes by the onsite counselor
and the supervisor and submit the same for evaluation.
SUGGESTED READINGS
Arbuckale, D.S. (1965) Counseling: Philosophy, theory and
practice. Boston Ailyn and Bacon
Carroll, Michael & Walton Michael, Ed- (1997). Handbook of
counseling in organizations. New Delhi: SAGE Publications India
Pvt Ltd.
Chandra Ramesh, (2002). Guidance and counselling. Delhi:
Kalpaz Publications S/Cruickshank, W.M. ( 1963). Psychology of
Exceptional Children and Youth. N.Y. Prentice Hal!
31
Dash, Nibedita (2004). Secondary School organization, Guidance
and Educational Technology. New Delhi; Dominant Publishers
and Distributors-
Dressel, RL ( 1976). A Handbook of Academic Evaluation.
London. Jossey-/Bass Publishers
Garret.H.E. (1981) Statistics in education and Psychology.
Bombay. Vakils Feffer and Simons LTD
Geldard, Kathryn & Geldard, David (1997). Counselling
children- A practical Introduction. New Delhi: Sega publications
Gregory, R.J. (2004). Psychological Testing: History Principles
and Application. N.Y Pearson Education Group
Jones, Arthur J, (1970). Principles of Guidance Sixth Edition.
New Delhi: Tata McGraw Publishing Company Ltd.
Knapp, Robert H, (I953). Practical Guidance Methods for
Counselors, Teachers and Administrators. New York: McGraw
Hill Book Company, Inc
Kochhar, S.K. (I996). Guidance and counselling in colleges ad
universities. New Delhi: Sterling Publishers Pvt Ltd.
Lapworth, Phil, Sills Charlotte & Fish Sue, (2001). Integration in
counselling & Psychotherapy- Developing a personal approach.
London: SAGE publications
Lazarus, R. (1969) Patterns of Adjustment and human
Effectiveness. N.Y, McGraw hill
32
Lytton, Hugh & Craft Maurice, Ed. (1974). Guidance and
counselling in British schools- A discussion of current issues.
London: Edward Arnold (Publishers) Ltd
Noll et al (1979). Introduction to Education and Measurement.
Boston Houghton Mifflin Co Panda ,K.C.( 2004) Education of the
Exceptional Children) New Delhi, Vikas Publishing House Pvt.
LTD Pandit, J.L. (1970) The World of Work. (INDIA) Orient
Longman
Palmer, Stephen, dainow Sheila and Milner Pat, (1996).
Counselling- The BAC counselling reader. New Delhi: Sega
Publications Patterson, C.H. (1973) Theories of Counseling and
Psychotherapy. N.Y. Harper and Raw Qureshi. Hasnain (2004).
Educational Counselling. New Delhi: Anmol Publications Pvt Ltd.
Safaya, B,N. (2002). Guidance & Counselling. Chandigarh:
Abhishek Publications Scott, M.J. & Stradling, S.G, (2001)
Counseling for POstTraumatice Stress Disorder. London; Sage
Publication Shatter. L.F&Shoben, E.J. (1970) The Psychology of
Adjustment, Boston, Houghton Mifflin
Shah. R.K. (2002). Educational Testing and Measurement.
Jaipur- INDIA, Pointer Publishers
Sharma, Ram Nath & Sharma Rachana, (2004). Guidance and
counseling in India. New Del hi Atlantic Publishers and
33
Distributors
Sharma, Shashi Prabha (2004).Career Guidane and counseling.
New Delhi: Kanishka Publishers, Distributors
Sharma, Tara Chand (2002). Modern methods of guidance and
counselling. New Delhi: sarup & Sons
Sharma, Yogendra K. (2004). Principles of educational and
vocational guidance. New Delhi: Kanishka Publishers.
Distributors
Sharma. Yogendra K- (2004). Text book of Educational
Psycghology. New Delhi: Kanishka Publishers. Distributors
Sharma, A.S. (2000). Counseling Psychology. New Delhi:
Commonwealth Publisher
Sherrzer. Bruce & Stone Shelly C (1974). Fundamentals of
Counselling, London: Houghton Mifflin Company Boston
Shenzer, Bruce & Stone Shelly C (1996). Fundamentals of
guidance. Third Ed. London: Houghton Mifflin Company Boston
Sinha. Neelam (I996). Strategies, Issues and Concepts in
Vocational Education. New Delhi: Common Wealth Publishers
Yadav, M.S. & Govinda, R. (1977). Educational Evaluation-A
package of Auto-instructions Material. Ahmedabad: Sahitya
Mudranalaya
34
Diploma in Guidance & Counseling shall be one year.
The 1examation shall be divided into two semesters.
The examinations in first semester and second semester
shall ordinarily be in the months of December and
May/June respectively or on such other dates as may
be fixed by the Syndicate.
II. Every candidate shall pay his examination fee for each
Semester at the time of admission to the course, along
with other charges, i.e., tuition fee etc.
2. The minimum qualification for admission to first semester of
the course shall be
(a) A Bachelor's/Postgraduate degree in any discipline of the
University or a degree of any other University which has been
recognized by the Syndicate as equivalent thereto with not less
than 50% marks in the aggregate.
3. Provided that in case of candidates having Bachelors degree
of the university through modern India languages
[Hindi/Urdu/Punjabi (gurmukhi Script)] and /or in a classical
language (Sanskrit/ Persian/Arabic) or degree of any other
university obtained in the same manner recognized by the
syndicate, 50% marks in the aggregate shall be calculated by
taking into account full percentage of marks in all the papers in
language excluding the additional optional paper, English and
the elective subject taken together.
(b) Preference will be given to the candidates possessing
Bachelor of Education (B.Ed), Nursery Teacher Training (NTT) or
ETT (with a B.A, Degree).or Fee structure as approved by
Syndicate
4. The first semester examination shall be open to a regular
student who
(i) has been on the rolls of the University Department/Principal of
the College during one semester preceding the first semester
examination; and
(ii) has attended not less than 75 percent of the lectures,
seminars, case discussions, case conferences, internship
sessions,
practicum's etc
5. The second semester examination shall be open to a regular
student who:
a) Has been on the rolls of the university department of
education/principal of the college of education during one
semester preceding the second semester examination
b) Has attended not less than 75% of lectures, seminars, case
3
discussion. Syndicate sessions, field trips, project work etc for
each papers and
c) Has passed the first semester examination or is covered under
'Reappear' Regulations 10.
6. The minimum number of marks to pass the examination in
each semester shall be-(i) 35% in each paper in the University
examination separately as well as jointly with internal
assessment;
(i) 35% in the seminar, project and viva-voce;
(ii) 50% in the aggregate of(i) and (ii) above.
6.1 Grace marks shall be given @ one percent of the aggregate
marks of the University examination for each semester. A
candidate may avail of the grace marks either in the aggregate or
in one or more papers as may be to his advantage. Grace marks
shall, however, be given only for passing the examination or for
earning the higher division and not for passing the examination
with distinction.
7. A candidate who fails in the First semester but has secured at
least 35% marks separately as well as Jointly with internal
assessment in not less than 50% of the papers prescribed for
that semester shall be permitted to continue his studies in the
second semester but he will be required to reappear in the next
May/June examination in such papers in which he had failed in
4
the December examination, simultaneously with the second
semester examination. If he fails to pass the first semester
examination even in the second attempt his result for the
second semester examination snail be cancelled and he will be
required to leave the course.
(b) A candidate who fails in second semester examination but
had secured at least 35% marks separately as well as jointly
with internal assessment In not less than 50% papers
prescribed for that semester shall be allowed to reappear in
such papers in which he had failed in April examination in
special examination to be held in August but not before the
expiry of six weeks from the date of declaration of the result.
(c) A candidate who fails to clear the second semester
examination even in the special examination held in August
shall be given one more chance. He may appear either in
December of the same year or in May/June examination next
year in such papers in which he had failed in the special
examination held in August.
A candidate who is unable to clear the second semester
examination even after availing of the second chance as specified
above shall be required to leave the course.
8. If a candidate is required to reappear in a paper, which has
75% internal assessment, he will be given one more opportunity
5
to qualify in that paper without attending a fresh course. This
work assignment may be determined by the Head of the
University Department/Principal of the College.
9. A candidate who failed in the I st or 2nd semester
examination and is not covered under the ' Reappear'
regulations may be given one more chance and allowed to
appear In the next regular examination without attending a
fresh course of lectures but he will have to repeat the entire
examination. If a candidate fails to pass in a semester
examination even after the second attempt he will be
required to leave the course.
10. Successful candidates shall be classified as under;
(i) Those who obtain 75% or more of the total First Division
with aggregate marks in al! the semester examination taken
together Distinction
(ii) Those who obtain 60% or more of the aggregate marks but
less than 75% marks in all the semester examinations
taken together. First Division.
(iii) Those who obtain below 60% of the aggregate marks in all the
Second Division semester examinations taken together.
Rules
I. Proposed number of seats are 40.
I.I The head of the University Department/Principal of the
6
College shall forward to the Controller of Examinations at least
five weeks before the commencement of the examination for
each semester a list of the students along with their admission
forms and fees who have satisfied the requirements of
regulations and are qualified to appear in the examination.
1.2 Whenever the application or fee of the candidate is received
more than three days after the last date prescribed by the
University. She/he shall pay an additional fee as fixed by the
Syndicate, provided that such application shall be entertained
only up to three weeks before the commencement of the
examination.
2 Every candidate shall be examined in the subjects as laid down
in the syllabus prescribed from time to time. Seminar, Project and
Workshop will be assessed internally on 100% basis. Viva-Voce
shall be conducted jointly by the internal and external examiners.
The Head of the University Department/Principal of the College
shall forward these marks on the basis of periodical tests, written
assignment, case discussion, Syndicate sessions, field trips etc.,
to the Controller of Examinations at least one week before the
commencement of the examination.
3. The Head of the University Department/Principal of the
College will preserve the records on the basis of which the
internal assessment awards have been prepared for inspection,
7
if needed by the University, up to six months from the date of
declaration of the results.
Project reports shall be submitted to the Head of the University
department/Principal of the College at least )0 days before the
commencement of the examination. Reports received after the
prescribed date shall not be accepted.
4. A deficiency up to 10 per cent lectures may be condoned by
the Head of the University Department/Principal of the College.
4.1 The second semester examination shall be open to a regular
student who-
(a) has been on the rolls of the University Department/Principal
of the College during one semester preceding the second
semester examination;
(b) has attended not less than 75% of lectures, seminars,
case studies, case conferences, internship sessions, practicum's
etc., for each paper; (a deficiency up to 10% may be condoned
by the Head of the University Department/Principal of the
College); &
(c) has passed the First Semester examination or is covered
under ' Reappear' Regulation 10.
5. The medium of instruction and examination shall be English,
Hindi & Punjabi
6. The internal assessment awards of a candidate who fails in the
8
examination shall be carried forward.
7. As soon as possible after the termination of the examination,
the Controller of Examinations shall publish a list of the
candidates who has passed.
9
POST GRADUATE DIPLOMA IN GUIDANCE AND
COUNSELLING Session 2011-2012
The Post Graduate diploma aims to create a supportive and
collaborative learning environment for students from diverse
backgrounds and cultures to acquire knowledge, attitudes, and
skills essential in the practice of guidance and counseling- The
course will also help the students to become exemplary in
applying essential guidance and counseling knowledge and
skills in a variety of settings with individuals from diverse
backgrounds.
Goals and Objectives
Post graduate diploma in guidance and counseling will enable
the students to:
1. Have the knowledge, personal attitudes and skills to provide
effective guidance counseling and developmental services to
clients diverse In age, gender and socioeconomic status
2. Have a strong Identity as professional counselors with a
commitment to future development and possession of effective
networking skills.
3. Have research and program evaluation skills that include
development of research and program evaluation questions,
10
selection of appropriate methodologies for collecting and
analyzing data.
4 Have the skills to primarily deliver developmental and
preventative services using individual as well as small and large
group interventions to children with different abilities.
5. Have the ability to go beyond providing individual services
and have skills to lead teams of teaching professionals
developing and providing a comprehensive set of services as
needed by the client population.
6. Have skills to advocate For student client issues and to foster
productive organizational change.
7. Have a vision of career planning as a developmental process
and to provide individual guidance and counseling and skills
training to facilitate decision-making and to work with
developmental life transitions.
8. Have the knowledge and skills to use, technology resources in
professional practice and in research and to understand the
application of ethical practice to use of assessment and
information management tools.
11
Course Details
Duration of the Course
The duration of the course will be in one year in two semesters.
Theory
The course consists of core components in theory of guidance
and counseling processes and procedures and psychological
assessments.
Practical work
The course includes intensive training in practical / field work
integrated with theory components
Internship
The course has an input of two weeks' internship programme.
Details
Total no of papers is 6(100 marks each)
Total Marks 600 (100 X 6)
Internal assessment 25 percent in each paper
External evaluation 75 percent in each paper
Note: For Evaluation
1. A total of 5 questions are to be attempted in each paper.
There will be 4 questions (One from each unit) and one question
of short notes.
12
2. Each question will carry 15 marks
3. There will be internal choice in first 4 questions
4. Questions of Short notes will be spread over 4 Units. There
will be no choice in fifth question related to short notes
5. There will be house test in each of the first five papers
carrying 25 marks each by way of internal assessment
6. There will be Viva voce (external) test in Paper VI carrying 25
marks. The internal assessment of Paper VI will be based on
supervised practical work carrying 75 marks in which case
study and internship will carry 30 marks each. Career
conference and career exhibition will be of 15 marks
13
Paper I INTRODUCTION TO GUIDANCE
(Semester-I)
OBJECTIVES:
The course contents In this paper will enable the students:
1. To understand the meaning, principles, needs and types of
guidance
2. To have a detailed knowledge about various guidance services
3.To organize guidance programme in elementary and secondary
schools
4. To develop skills in using technology for guidance purpose
COURSE CONTENTS
Unit I MEANING, TYPES & EMERGING TRENDS OF
GUIDANCE
1. Meaning, aims, principles, and needs of Guidance
2. Types of guidance: Personal, Social, Educational, Career,
Leisure time, Health and guidance for children with
different abilities.
3. Emerging trends of Guidance
14
Unit II COMPONENTS AND ORGANISATION OF GUIDANCE
SERVICES
I. Individual Inventory service
2. Information service
3. Counseling service
4. Preparation service
5. Placement & Follow-up service
Unit III ORGANIZATION OF GUIDANCE PROGRAM
1. Essential requisites of Guidance Programme
2. Organization of guidance programme for elementary schools
3. Organization of guidance programme for secondary schools
4. Role of teachers, guidance personnel in organizing of the
guidance programs
5. Management of resources in guidance programme: Human,
material & methods
15
Unit IV INFORMATION TECHNOLOGY AND GUIDANCE
(THEORY AND PRACTICAL)
I. Skill of using Information Technology and Internet
II. Use online testing services, guidance services for education
and career information
III. Resource sharing
PRACT1CUM/ WORK BASED LEARNING
I. Plan, organize and disseminate any one service using
different mediums and methods e.g. Posters, pamphlets,
multimedia presentation, interactive sessions, talks,
workshops etc.
16
Paper II INTRODUCTION TO COUNSELLING
OBJECTIVES:
The contents in this paper will help the students:
I. To understand the meaning, types and techniques of
counseling
2. To learn about theories of counseling
3. To develop counseling skills in conducting counseling
sessions
4. To learn about new emerging areas of counselling
COURSE CONTENTS
Unit I THEORETICAL FOUNDATION OF COUNSELLING
1. Meaning, historical development and Importance of
counselling
2. Types: Individual and Group counseling.
3. Approaches of counselling: Directive, Non directive. Eclectic
counseling.
4. Techniques in counseling: Testing and Non Testing techniques
5. The counselor Qualities of effective counselor, self renewal
preventive burnout, ethical standards and legal considerations
17
in counselling
Unit II THEORIES OF COUNSELLING
The theoretical beginnings, goals and therapeutic process of
following theories of counselling:
1. Psychoanalytical theory (Freud, Jung)
2. Self concept/actualization theory (Rogers, Maslow)
3.Traid theory ( Williamson, Cattell)
4. Rational emotive theory (Albert Ellis)
5. Indian therapeutic approach (Patanjali's Yoga therapy)
6. Behavioristic (Skinners. Pavlov)
Unit 111 ADJUSTMENT AND MENTAL HEALTH
1. Meaning and process of adjustment, adjustment
mechanisms, adjustment problems of children,
adolescents and adults
2. Causes of maladjustment, physical, emotional, mental and
social.
3. Differences between adjusted and maladjusted
adolescents, criteria of good mental health, role of
counselor in developing good mental health
18
techniques of stress management, conflict resolution and
mediation and violence prevention programs and models
Unit IV COUNSELLING SKILLS
I. Building Trust: Listening, attending, building rapport,
demonstrating empathy, observing
II. Interview: types of Interview, procedure of conducting
interview: preparation, process, interpretation, recording,
termination
III. Speciation concerns in counseling Substance abuse. Drug
addition. HIV AIDS; Child abuse (trauma), internet and
technological abuse. Gerontology. Counseling for aging
population); Life long learning; to be & learning to live
together, Preparation for family life(parenting and child
rearing)
IV. Professional interest and trends
'PRACTICUM/ WORK BASED LEARNING
Conduct individual and group counseling sessions using nontesting
techniques & counseling Skills in the classroom/groups
& prepare a report.
PAPER III EDUCATIONAL AND PSYCHOLOGICAL APPRAISAL
OBJECTIVES:
After going through the contents in this paper the students will
19
be able:
I. To understand the concept of educational and psychological
appraisal
II. To know the criteria of selection of a test and characteristics
of a good test
III. To learn to administer and interpret psychological tests to
know the Individual abilities and personality aspects
IV. To make appropriate use of achievement and diagnostic test
in locating learning difficulties
V. To master elementary statistics and apply it in student's
appraisal
COURSE CONTENTS
Unit I PSYCHOLOGICAL TESTING
1. History of Psychological Testing
2. The nature and uses of psychological tests
3. Test standardization: procedure, reliability and validity
4. Interpretation test scores: Qualitative and Quantitative
5. Ethical and social issues in testing
20
Unit II ADMINISTRATION AND INTERPRETATION OF
STANDARDIZED PSYCHOLOGICAL TEST
1 Intelligence. Verbal, Non-Verbal & Performance tests
2.Personality: Self report inventories, projective tests, scales,
'situational test.
3. Aptitudes: Differential & Specific abilities (DAT. Music. An:,
Science. Maths, Teaching).
4. Interests: Educational and Vocational
5. Attitudes: Diversities, Religion, Culture, and language''
Unit III ACHIEVEMENT AND DIAGNOSTIC TESTS
1. Achievement test: Use of teacher made and standardized
subject specific tests
2. Diagnostic test: Learning difficulties; Behaviour problems
3. Administration and interpretation of achievement and
diagnostic tests ,
Unit IV ELEMENTARY STATISTICS
1. Descriptive statistics: measurers of central tendency,
percentiles, measures of variability
2. correlations Pearson & Rank order correlation
3. Normal probability curve and its applications
4. Inferential statistics: parametric techniques (z test, t test
21
and ANOVA (one way( non parametric techniques (chi
square test and median test)
PRACTICUM/ WORK BASED LEARNING
Preparation of a profile of one subject client using the
above tests
Preparation of one achievement test
22
PAPER IV COUNSELING CHILDREN AND ADOLESCENTS
WITH DIFFERENT ABILITIES (Semester-II)
OBJECTIVES:
The contents of this course will enable the students to master
the techniques of:
1. Understanding the needs and problems of children and
adolescents with exceptional abilities
2. Identification of academic, social, emotional and vocational
problems of students
3. Conducting individual and group counselling
4. Preparing case history, doing case analysis and preparing
profile of the case.
COURSE CONTENTS
TYPES, NEEDS AND PROBLEMS OF SPECIAL CHILDREN
1. Concept of different abilities & their types
2. Needs & Problems of children with different abilities
3. Needs and problems of adolescents
4. Importance of counseling; of students with different
abilities and counseling of parents, family and peers
23
Unit II IDENTIFICATION AND DIAGNOSIS OF PROBLEM
AREAS
1. Identification of personal, social & academic problems of
children (5-12 years) at elementary level
2. Identification of academic, social & vocational needs &
problems of adolescents (13 to 18 yrs) at secondary level
3. Diagnosis of Problem areas
4. Stress and its causes
Unit III INTERVENTION PROGRAMMES
1. Individual and group counseling for children for emotional,
social, behavioural and academic problems
2. Individual & group counseling the adolescents for
emotional, social, academic & vocational problems
3. Relaxation strategies, yoga & meditation therapies for
children and adolescents for reducing stress and problems
4. Personal management skills (eg. Time, self management etc)
Unit IV CASE STUDY
I. Concept, importance and types of case studies.
2 Components and step followed in case study
3. Group discussions initiated by the teacher with regard to I Of
24
minimum) case studies of the following areas problems:
Academic Problems (Learning difficulties, choice of subjects
Class room problems (Discipline/ behaviour)
Giftedness (Gifted underachiever, academically gifted at
least in one subject)
Slow learner/educationally backward child
Emotional/social problem (Adjustment)
Attention deficit hyperactive (ADH) Children
Problem of Decision making (Choice of career)
Visual/ auditory/ Speech challenged
Orthopedic challenged,
Mentally challenged
PRACTICUM/ WORK BASED LEARNING
Preparation of a case profile of a student with different
abilities • Case conference
25
Paper V CAREER EDUCATION
OBJECTIVES:
The contents of this course will enable the students:
To get a comprehensive introduction to career education
through historical background
To develop an understanding of the current trends and
issues in career education
To study decision-making and how the process applies to
career planning.
"To study the relationships among work, family, and leisure.
To identify career issues related to special students.
To be able to use the Internet and online guidance services
To overview methods of disseminating and using career
information, including computer-based delivery systems
(Internet).
COURSE CONTENTS
CAREER DEVELOPMENT
Meaning and historical development of career counseling
Stages of career development
Career development and human conditions
26
Identifying and analyzing life career themes and career
talents ."
Emerging world of work careers and need for career
education
Unit II THEORIES OF CAREER DEVELOPMENT
1. Super's theory of vocational development
2. Tiedman and O'hara's theory of career development
3. Ginzberg and Associates theory of occupational development
4. Roe's theory of career choice
5. Relationship of career theories to career planning
27
Unit III CONDITIONS GIVING RISE TO CAREER GUIDANCE
& CAREER EDUCATION
1. Changing economic conditions of society & the impact of
labour market
2. Psycho-social conditions of the individuals
3. Advancement of technology and survival skills
4. Problems pertaining to work, family, education, and leisure
Unit IV CAREER CHOICE AND DECISION MAKING
1. Career maturity: concept: and factors
2. Empowering students in career decision making (strategies)
3. Matching career talents with career decision making
4.Guidance for developing life goals & choices
PRACTICUM/ WORK BASED LEARNING
1. A visit to a educational/vocational career center
2. Preparation of a research based project report of an emerging
career. The project may include the following information along
with any other: • The Profession • Work Environment'• Main
Areas • Training Required Skills and attitude • Entry • Education
Required • Eligibility • Institutes • Job Prospects • Remuneration
• Pressures • Future Prospects "Related Careers" Any Other
Paper VI SUPERVISED PRACTICUM / 1NTERNSHIP/ WORK
28
BASED LEARNING
OBJECTIVES:
The supervised practical work will train and enhance the
student's skills:
1. In identifying the problems of an individual with the help of
selecting, administering appropriate test, interpreting the
data, preparing the complete history and profile of the case
2. To interpret/ diagnose the case problem and select an
appropriate intervention for helping the case in adjustment/
development of relevant life goals and making appropriate
choices
3. To be attached to a school /an institution or an agency with
an onsite counselor
COURSE CONTENTS
Case Study
Field work: Identification of 4 cases out of the following
areas through testing and referrals: (collection of data)
Academic Problems (Learning difficulties, choice of
subjects)
Class room problems (Discipline/ behaviour)
Giftedness (Gifted underachiever, academically gifted at
least in one subject)
29
Slow learner/ educationally backward child
''Emotional/social problem (Adjustment)
Attention deficit hyperactive (ADH) problems
Problem of Decision making (Choice of a career)
Visual/auditory/Speech challenged
Orthopedic challenged
Mentally challenged
2 Case preparation and case analysis of the four selected
cases
3. Case conference with fellow students
4. Intervention (use of appropriate guidance/ counseling
strategies)
5. Written report of the cases
Career Conference
The students will plan and organize career talks and career
exhibitions
30
Internship
The course has an input of two weeks' internship programme.
Trainees are required to have an attachment with a school or
an jnstitution or an agency under an experienced onsite
counsellor for the stipulated period. During the period of
internship, the trainees would plan and undertake work related
to planning and execution of guidance and counselling
activities including counselling casework. They will prepare a
project report of the apprenticeship work done by them and
with the reviewed learning outcomes by the onsite counselor
and the supervisor and submit the same for evaluation.
SUGGESTED READINGS
Arbuckale, D.S. (1965) Counseling: Philosophy, theory and
practice. Boston Ailyn and Bacon
Carroll, Michael & Walton Michael, Ed- (1997). Handbook of
counseling in organizations. New Delhi: SAGE Publications India
Pvt Ltd.
Chandra Ramesh, (2002). Guidance and counselling. Delhi:
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Exceptional Children and Youth. N.Y. Prentice Hal!
31
Dash, Nibedita (2004). Secondary School organization, Guidance
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and Distributors-
Dressel, RL ( 1976). A Handbook of Academic Evaluation.
London. Jossey-/Bass Publishers
Garret.H.E. (1981) Statistics in education and Psychology.
Bombay. Vakils Feffer and Simons LTD
Geldard, Kathryn & Geldard, David (1997). Counselling
children- A practical Introduction. New Delhi: Sega publications
Gregory, R.J. (2004). Psychological Testing: History Principles
and Application. N.Y Pearson Education Group
Jones, Arthur J, (1970). Principles of Guidance Sixth Edition.
New Delhi: Tata McGraw Publishing Company Ltd.
Knapp, Robert H, (I953). Practical Guidance Methods for
Counselors, Teachers and Administrators. New York: McGraw
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Kochhar, S.K. (I996). Guidance and counselling in colleges ad
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London: SAGE publications
Lazarus, R. (1969) Patterns of Adjustment and human
Effectiveness. N.Y, McGraw hill
32
Lytton, Hugh & Craft Maurice, Ed. (1974). Guidance and
counselling in British schools- A discussion of current issues.
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Noll et al (1979). Introduction to Education and Measurement.
Boston Houghton Mifflin Co Panda ,K.C.( 2004) Education of the
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Longman
Palmer, Stephen, dainow Sheila and Milner Pat, (1996).
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Counseling for POstTraumatice Stress Disorder. London; Sage
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Adjustment, Boston, Houghton Mifflin
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Jaipur- INDIA, Pointer Publishers
Sharma, Ram Nath & Sharma Rachana, (2004). Guidance and
counseling in India. New Del hi Atlantic Publishers and
33
Distributors
Sharma, Shashi Prabha (2004).Career Guidane and counseling.
New Delhi: Kanishka Publishers, Distributors
Sharma, Tara Chand (2002). Modern methods of guidance and
counselling. New Delhi: sarup & Sons
Sharma, Yogendra K. (2004). Principles of educational and
vocational guidance. New Delhi: Kanishka Publishers.
Distributors
Sharma. Yogendra K- (2004). Text book of Educational
Psycghology. New Delhi: Kanishka Publishers. Distributors
Sharma, A.S. (2000). Counseling Psychology. New Delhi:
Commonwealth Publisher
Sherrzer. Bruce & Stone Shelly C (1974). Fundamentals of
Counselling, London: Houghton Mifflin Company Boston
Shenzer, Bruce & Stone Shelly C (1996). Fundamentals of
guidance. Third Ed. London: Houghton Mifflin Company Boston
Sinha. Neelam (I996). Strategies, Issues and Concepts in
Vocational Education. New Delhi: Common Wealth Publishers
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Mudranalaya
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