Counselling and Intervention during Foundation Stage (Theory)

Paper Code: 
24DEFE601A
Credits: 
4
Contact Hours: 
4.00
Max. Marks: 
100.00
Objective: 

This course will enable the students to –

 

  1. Understand explain the basic meaning, need and significance of Counseling in the context of education,
  2. Explain the meaning of ‘early intervention’/early childhood special education;
  3. Understand that early intervention inputs vary according to the developmental stage of the child;
  4. Understand the Behavioural and Emotional Difficulties in Early Years.
  5. Apply the knowledge of Professional Practice in Foundation Stage.

 

Course Outcomes: 

Course

Learning outcomes

(at course level)

Learning and teaching strategies

Assessment

Strategies

Course Code

Course

title

24DEFE 601A

Counselling and Intervention during Foundation Stage

(Theory)

 

    

 

CO61: Appraise the importance of counselling, ethics, types, factors, and approaches in the Foundation stage.

CO62: Examine the counselling process in detail for normal and challenged children and counsellor and client characteristics..

CO63: Explain the intervention types, skills, advantages, characteristics, and types.

CO64: Appraise the importance of behavioural and emotional difficulties in early years.

CO65:Create an environment to facilitate Professional Practice in the Foundation Stage

CO66: Contribute effectively in course specific interaction

Approach in teaching:

Interactive Lectures, Discussion, Tutorials, Team teaching

 

Learning activities for the students:

Self learning assignments, Effective questions, , Topic  presentation,  

Class test, Semester end examinations, Quiz, Presentation

 

12.00
Unit I: 
Concept of Counselling

 

  • Meaning, importance, areas, and types of Counselling.
  • Need for counseling for children and families
  • Factors affecting Counselling.
  • Ethical Issues in Counseling.
  • Approaches to Counseling: Psychodynamic, Behavioural and Humanistic approach
  • Types of Counselling, Group vs Individual, Direct vs Indirect, Eclectic

 

12.00
Unit II: 
Counselling Process and Challenges in Counselling

 

  • Counsellor- Characteristics, qualities of a good counselor, Skills -
  •  Preparation for counselling - Pre-counselling interview- Physical setting, Privacy Counselling relationship.
  •  Counselling Process- Stages in Counselling process

Challenges to organizing Guidance and Counselling programs in schools Counselling and Guidance of persons with learning disabilities, and visual and hearing impairment.

 

12.00
Unit III: 
Intervention in Foundation stage

                              

  • Meaning and importance of Early Intervention
  •  Characteristics of good intervention
  • Steps in the Early Intervention/ECSE Process
  •  Services Delivery Models For Early Intervention- Home-based Intervention 8.3.2 Centre-based Intervention 8.3.3 Combined Model 8.3.4 Availability of EI/ECSE Services in the Country

 

12.00
Unit IV: 
Behavioural and Emotional Difficulties in Early Years
  • Therapies: Occupational therapy, Speech Therapy, Physiotherapy, Play therapy
  •  Social and emotional changes in children, diverse needs and development among children
  •  Identification and screening of children with diverse needs (behavioural and emotional difficulties)

 

12.00
Unit V: 
Professional Practice in Foundation Stage
  • Child-focused organization and counselling units -schools, role of multi-disciplinary team in early identification and assessment
  • Techniques and Process of Counselling Sessions and Role Play, overview of psychological tests like WPPSI, CAT, TAT, Bhatia, DASSI, behavior checklists
  • Practice and integration of counselling in different settings in ECD practice – individual and group; family / institution/ community; health/ nutrition/ ECE/ inclusion/ advocacy

Networking and resource mobilization into counselling practices

 

Essential Readings: 
  1. Smith, E.J. (2016) Theories of Counselling and Psychotherapy: An Integrative Approach, 2nd Edition, Singapore, Sage Publications.
  2. Narayana Rao. (2000). Counselling and guidance, 2nd Edition, Tata McGraw-Hill Publishing Ltd., New Delhi 2000.
  3. Prashantham, B.J. (2005). Indian case studies in therapeutic counselling, 6th edition, Christian Counselling Center, Vellore.
  4. Sitaram Jayaswal. (1990).Guidance and counselling- An eclectic approach, Prakashkendra, Lucknow.

 

References: 

Suggested Readings:

  1. Sunita Chhabra (2015), Guidance and Counseling, Gen Next Publications,
  2. Marianne Mitchell Robert L. Gibson (2015), Introduction to Counseling and Guidance, (7th Edition), Pearson Publishing
  3. Bharti Dimri, Manisha Minocha, Monika Auplish (2016), Guidance And Counselling, Bookman; First edition
  4. Rao S. (2017), Counseling and Guidance, (3rd edition), McGraw Hill Education.

 

e-Resources

  1. file:///C:/Users/HP/Downloads/Block-2%20(27).pdf
  2. Ministry of Human Resource Development (1986). The National Policy on Education, 1986. New Delhi. Retrieved from https://mhrd.gov.in/sites/ upload_files/mhrd/files/upload_document/npe.pdf
  3. Ministry of Social Justice and Empowerment. (2006). National Policy for Persons with Disabilities, 2006. Retrieved from http://www.disability affairs.gov.in/upload/uploadfiles/files/NationalPolicyForPersonswith Disabilities(1).pdf
  4. The National Trust Act, 1999, Acts of Parliament, 1999 (India). • The Right to Education Act, 2009. Acts of Parliament, 2009 (India).

 

 

Academic Year: 
2024-2025
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