CERTIFICATE COURSE IN GUIDANCE AND COUNSELLING
(ADD-ON COURSE)FOR B.A./B.Sc./B.Com.(1st Year)
SESSION: 2011-12
Maximum Marks: 100
Theory : 75
Practical : 25
Note for Examiners and students:
Examiners will set 9 question, one compulsory from all the content, with four
short answer questions. Eight questions to be distributed evenly across the four
units with internal choice of one each. Students will attempt five questions in
all.
Paper I
INTRODUCTION TO GUIDANCE
OBJECTIVES:
1. To understand the meaning, principales, 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
(ADD-ON COURSE)FOR B.A./B.Sc./B.Com.(1st Year)
SESSION: 2011-12
Maximum Marks: 100
Theory : 75
Practical : 25
Note for Examiners and students:
Examiners will set 9 question, one compulsory from all the content, with four
short answer questions. Eight questions to be distributed evenly across the four
units with internal choice of one each. Students will attempt five questions in
all.
Paper I
INTRODUCTION TO GUIDANCE
OBJECTIVES:
1. To understand the meaning, principales, 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 OF GUIDANCE
1. Meaning, aims, principles and needs of Guidance
2. Types of guidance: Personal, Social, Educational, Career, Leisure time and
Health guidance.
Unit II GUIDANCE SERVICES
Types of Guidance Services: Meaning scope and essential of:
1. Individual Inventory service
2. Information service
3. Counseling service
4. Placement service
5. Follow-up service
Unit III ORGANIZATION OF GUIDANCE PROGRAMME
1. Essential requites of Guidance programme.
2. Organization of guidance programme for elementary and secondary schools
3. Role of teachers, guidance personnel in organizing the guidance programs.
Unit IV INFORMATION TECHNOLOGY AND GUIDANCE
1. Skill of using Information Technology and internet
2. Use of online guidance services for education
3. Skill of using online testing services and resource sharing
2
PRACTICUM (Internal) 25 : Marks
Every student will have to practically disseminate career information via career
talk presentation to students of one selected school at secondary level. The
record to be maintained in the form of a practical file for evaluation.
15 : Marks
Preparation of Plan for Guidance Programme for elementary school.
10 : Marks
SUGGESTED READING
Chandra Ramesh, (2002). Guidance and counselling. Delhi: Kalpaz Publications
Dash, Nibedita (2004). Secondary School organization, Guidance and
Educational Technolog. New Delhi : Dominant Publishers and Distributors.
Jones. Arthur J, (1970). Principles of Guidance Sixth, Edition. New Delhi: Tata
McGraw Publishing Company Ltd.
kochhar, S.K.(1996). Guidance and counselling in colleges and universities. Nre
Delhi : Sterling Publishers Pvt. Ltd.
Lytton, Hugh & Craft Maurice, Ed. (1974). Guidance and counselling in British
schools- A discussion of current issues. London : Edward Amold (Publishers)
Ltd
Safaya, B.N. (2002) Guidance & Counselling. Chandigarh: Abhishek
Publications
Sharma, Ram Nath & Sharma Rachana, (2004). Guidance & Counselling in
India. New Delhi: Atlanitc Publishers and Distributors
Sharma, Tara Chand (2002). Modern methods of guidance and counselling. New
Delhi: sarup & Sons
Sharma, Yogendra K. (2004). Principals of educational and vocational guidance.
New Delhi: Kanishka Publishers, Distributors
Shertzer, Bruce & Stone Shelly C (1996). Fundamentals of guidance, Third
Ed. London: Houghton Mifflin Company Boston.
3
Paper II
INTRODUCTION TO COUNSELLING
Maximum Marks : 100
Theory : 75
Practical : 25
Note for Examiners and students:
Examiner will set 9 questions, one compulsory from all the content with four
short answer questions.Eight questions to be distributed evenly across the four
units with internal choice of one each. Students will attempt five questions in
all.
OBJECTIVES:
The contents in this paper will help the students:
1. To understand the meaning, types and techniques of counselling
2. To learn about approaches of counselling
3. To develop counselling skills in conducting counselling sessions
4. To learn about new emerging areas of counselling
COURSE CONTENTS
Unit I MEANING & TYPES OF COUNSELLING
1. Meaning, historical development and Importance of counselling
2. Types: Individual and Group counselling
3. Emerging Trends in Counselling
UNIT II APPROACHES AND TECHNIQUES OF COUNSELLING
1. Approaches of counselling: Directive, Non directive, Eclective counselling
2. Techniques in counseling: Testing and Non Testing techniques
3. The Counselor- Qualities of effective counselor, Role and Functions
UNIT III ADJUSTMENT AND MENTAL HEALTH
1. Meaning and process of adjustment, adjustment mechanisms, adjustment
problems of children, adolescents and adults
2. Differences between adjusted and maladjusted adolescents, criteria of good
mental health
3. Causes of maladjustment, physical, emotional, mental and social
4. Role of counselor in developing good mental health
UNIT IV COUNSELLING SKILLS
1. Building Trust: Listening, attending, building rapport, demonstrating
empathy, observing
2. Interview: Types of Interview, procedure of conducting interview:
preparation, process, interpretation, recording, termination
4
3. Specialized concerns in counseling: Substanc abuse, Drug addiction; HIV
AIDS; Child abuse (trauma); Internet and technological abuse.
PRACTICUM (Internal) 25 :
Administration and Interpretation of:
1. Adjustment Inventory/Well Being : 5 Marks
2. Attitude Scale (Educational Vocational) :10 Marks
3. Field Survey __________________in any one area of Specialized :10 Marks
Concerns. (Substance abuse, Drug addiction; HIV AIDS; Child abuse
trauma); and Cyber crime
SUGGESTED READING
Arbuckale, D.S. (1965) Counselling : Philosophy, theory and practice. Boston
Allyn and Bacon.
Carroll, Michael & Walton Michael, Ed. (1997). Handbook of counselling in
organizations. New Delhi: SAGE Publications India Pvt. Ltd.
Chandra Ramesh,(2002). Guidance and Counselling. Delhi: Kalpaz Publications
Kochhar, S.K. (1996). Guidance and Counselling in colleges and 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
Lytton, Hugh & Craft Maurice, Ed. (1974). Guidance and counselling in British
schools- A discussion of current issues. London: Edward Arnold (Publishers)
Ltd
Palmer, Stephen dainow Sheila and Milner Pat, (1996). Counselling-The BAC
counselling reader. New Delhi: Sega Publications
Patterson, C.H. (1973) Theories of Counselling 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
5
Scott, M.J. & Stradling, S.G. (2001) Counselling for Post Traumatice Stress
Disorder. London: Sage Publication.
Shaffer, L.F. & Shoben, E.I. (1970) The Psychology of Adjustment, Boston,
Houghton Mifflin
Sharma, Ram Nath & Sharma Rachana, (2004). Guidance and counseling in
India. New Delhi: Atlantic Publishers and Distributors.
Sharma, Shashi Prabha (2004). Career Guidance and counselling . New Delhi:
Kanishka Publishers, Distributors.
Sharma, A.S. (2002. Counselling Psychology. New Delhi: Commonwealth
Publisher
Shertzer Bruce & Stone Shelly C (1974). Fundamentals of Counselling, London:
Houghton Mifflin Company Boston
6
DIPLOMA COURSE IN GUIDANCE AND COUNSELLING
(ADD-ON COURSE)FOR B.A./B.Sc./B.Com.(2st Year)
SESSION: 2011-12
Maximum Marks: 100
Theory : 75
Practical : 25
Note for Examiners and students:
Examiners will set 9 questions, one compulsory from all the content, with four
short answer questions. Eight questions to be distributed evenly across the four
units with internal choice of one each. Students will attempt five questions in
all.
PAPER I
EDUCATIONAL AND PSYCHOLOGICAL APPRAISAL
OBJECTIVES:
After going through the contents in the paper the students will be able:
1. To understand the concept of educational and psychological appraisal
2. To know the criteria of selection of a test and characteristics of a good test
3. To learn to administer and interpret psychological tests to know the
individual abilities and personality aspects
4. To make appropriate use to achievement and diagnostic test in locating
learning difficulties
5. To master elementary statistics and apply it in student’s appraisal
COURSE CONTENTS
THEORY
UINT I PSYCHOLOGICAL TESTING : AN INTRODUCTION
1. History of Psychological Testing
2. The nature and uses of psychological tests
3. Test standardization : procedure, reliability and validity
4. Qualitative & quantitative assessment
UNIT II TOOLS OF ASSESSMENT
1. Intelligence : Verbal, Non-Verbal
2. Personality: Self report inventories, scales
3. Aptitudes : Differential & Specific abilities
4. Interests : Educational and Vocational
7
UNIT III ACHIEVEMENT AND DIAGNOSTIC TESTS
1. Achievement test: 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. Data Tabulation and presentation
2. Descriptive statistics: measurers of central tendency, measures of
variability
3. Inferential statistics : parametric techniques (t- test and Correlation)
PRACTOCUM External Exam : 20 Marks
Internal : 5 Marks
1. Administration and Interpretation of :
Intelligent test
Personality test
Aptitude test
Interests’ test
External examination to consist of administration of any one test 10 :Marks
Viva Voce 10 :Marks
SUGGESTED READING
1. Dressel, P.I. (1976). A Handbook of Academic Evaluation. London .
Jossey/Bass Publishers
2. Garret, H.E. (1981) Statisties in Education and Psychology. Bombay. Vakils
Feffer and Simons Ltd.
3. Gregory, R.J. (2004), Psychologcal Testing : History Principles and
Application N.Y. Pearson Education Group
4. Noll et al (1979). Introduction to Education and Measurement. Boston
Houghton Mifflin Co.
5. Shah. R.K. (2002) .Educational Testing and Measurement. Jaipur, INDIA,
Pointer Publisters
Anastasi, A and
Urleima, S (2005) : Psychological Testing (7th Edition)
Delhi : Pearson Education
8
Paper II
COUNSELLING CHILDRE AND ADOLESCENTS WITH
DIFFERENT ABILITES
Maximum Marks: 100
Theory : 75
Practical : 25
Note for Examiners and students:
Examiners will set 9 question, one compulsory from all the content, with four
short answer questions. Eight questions to be distributed evenly across the four
units with internal choice of one each. Students will attempt five questions in
all.
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 counseling
4. Preparing case history, doing case analysis and preparing profile of the case
COURSE CONTENTS
THEORY:
UNIT I TYPES, NEEDS AND PROBLEMS OF SPECIAL CHILDREN
1. Concept of different abilities & their types
2. Needs & Problems of children and adolescents with different abilities
3. Importance of counselling : of students with different abilities and
counseling of parents, family and peers
UNIT II IDENTIFICATION AND DIAGNISIS OF PROBLEN AREAS
1. Identification of personal, Social & academic problems of children (5-12
year) at elementary level
2. Identification of academic, social & vocational needs & problems of
adolescents (13 to 18 yes) at secondary level
3. Diagnosis of Problem areas
9
UNIT III INTERVENTION PROGRAMMES
1. Individual and group counseling of children and adolescents for emotional,
social, behavioural and academic problems
2. Stress and its causes
3. Relaxation strategies, yoga & meditation therapies for children and
adolescents for reducing stress and problems.
UNIT IV CASE STUDY
1. Concept, Methods
2. Tools
3. Sources of Data
4. Compilation and analysis of Data
PRACTICUM: External practical exam will be based on case presentation &
viva on the following:
1. Identification of a problem in an adolescent (academic/ 10
social / personal) and planning an intervention program
2. Preparation of a case profile using data obtained from 10
various sources.
Internal 5
-----
25
SUGGESTED READING
1. Dressel, P.I. (1976). A Handbook of Academic Evaluation. London; Jossey-
Base Publishers
2. Gibson & Mitehell (2005) : Introduction to Conselling. New Delhi: Pearson
Education
3. Panda, K.C. (2005) : Education of Exceptional Children. New Delhi Vikas
Publishing House Pvt. Ltd.
4. Rao, S.N. (1995): Guidance and Counselling. New Delhi: Tata Mc Graw-Hill
5. Koebhar, S.K. (2003): Educational ‘s Vocational Guidance in Secondary
Schools. New Delhi: Sterling Publishers Pvt. Ltd.
6. Bhatia, K.K. (2002): Principals of Guidance and Counselling. Ludhiana
(Punjab) : Kalyani Publishers
10
ADVANCE DIPLOMA COURSE IN GUIDANCE AND COUNSELLING
(ADD-ON COURSE)FOR B.A./B.Sc./B.Com.(3st Year)
SESSION: 2011-12
Maximum Marks: 100
Theory : 75
Practical : 25
Note for Examiners and students:
Examiners will set 9 questions, one compulsory from all the content, with four
short answer questions.8 to be distributed evenly across the four units with
internal choice of one each. Students will attempt five questions in all.
Paper I
CAREER EDUCATION
OBJECTIVES:
The contents of this course will enable the students:
1. In get a comprehensive introduction to career education through historical
background.
2. To develop an understanding of the current trends and issues in career
education.
3. To study decision- making and how the process applies to career planning.
4. To study the relationships among work, family and leisure.
5. To identify career issues related to special students.
6. To be able to use the Internet and online guidance services
7. To overview methods of disseminating and using career Information,
including computer-based delivery systems (Internet).
COURSE CONTENTS
UNIT I CAREER DEVELOPMENT
1. Meaning and historical development of career counseling.
2. Stages of career development.
3. Identifying and analyzing life career themes and career talents.
4. Emerging world of work careers and need for career education.
UNIT II BASES OF CAREER DEVELOPMENT
1. Vocational development as viewed by Super’s.
2. Career development as viewed by Tied man and O’hara’s.
3. Career choice as viewed by Roe’s.
4. Relationship of career theories of career planning.
11
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 : concepts and factors.
2. Empowering students in career decision making (strategles)
3. Matching career talents with career decision making.
4. Guidance for developing life goats & choices.
PRACTICUM/WORDVASED LEARNING 20: Marks
1. A Visit to an educational / Vocational career centre. 10: Marks
2. Preparation of a field based project report of an emerging 15: Marks
career.
SUGGESTED READING
Pandit. J.I. (1970) The World of Work. (INDIA) Orient Language.
Sharma. Shashi Pratba (2001). Career Guidance and Counselling. New Delhi;
Kanishka Publishers. Distributors.
Sinha, Neelam (1996). Strategies. Issues and Concepts in Vocational Education.
New Delhi: Common Wealth Publishers .
12
Paper II
SUPERVISED PRACTICUM AND INTERNSHIKP
Practical Marks: 100
External : 25
Internal : 75
Note for Examiners and students:
Examiners will set 9 question, one compulsory from all the content, with four
short answer questions.8 to be distributed evenly across the four units with
internal choice of one each. Students will attempt five questions in all.
OBJECTIVE:
The supervised practical work will train and enhance the student’s skills
Students should be attached to a school/an institution or any agency having a
professional through out the academic session requiring one visit per week.
1. In identifying the problems of an individual with the help of selecting,
administering appropriate tests 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
goads and making approprlute chalices.
COURSE CONTENTS
UNIT I Case Study 30 Marks
1. Field work : identification of one case. out of the following areas through
testing and referrals. (collection of data)
. Academic Problems (Learning difficulties choice of subject)
. Class room problems (Discipline / behaviour)
. Emotional/social problem (Adjustment)
. Problem of Decision making (Choice of a career)
. Underachievement (Gifted underachiever)
. Slow learner/ educationally backward child
. Mentally challenged
. Physically Handicapped (Visual/ auditory/ Speech/ orthopedic
disabilities)
2. Case preparation and case analysis of the identified case.
3. Case conference with fellow students.
4. Intervention (use of appropriate guidance/ counseling strategies)
5. Written report of the case.
13
UNIT II Career conference 15: Marks
The students will plan and organize career conference and career
exhibitions.
UNIT III Internship & Report Presentation 30: Marks
The course has an input of two week’s internship programme, Trainees
are to have an attachment with a school, an Institution or an agency under an
experienced onsite counselor for the stipulated period. During the period of
internship, the trainees would observe, analyse critically and report live
sessions of counseling with the mentor counselor (at least three cases : one
each in career, educational as demotional counseling ).
VIVA VOCE (External), based on units I,II,III 25: Marks
.
************
