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FAMILY COUNSELLING AND THERAPY
Paper Code:
25DHHD811
Credits:
4
Contact Hours:
60.00
Max. Marks:
100.00
Objective:
This course will enable the students to
- Demonstrate an understanding of issues that may affect the development and functioning of students
- Understand the principles and skills needed for counselling children and adolescents
- Gain knowledge and application of evidence-based research and practice in child and adolescent to assist students, families, and educators in using resources that promote informed academic, career, and personal/social choice.
- Understand ethical and legal considerations related specifically to the practice of child and adolescent counselling
- Coordination, collaboration, referral, and team-building efforts with teachers, parents, support personnel, and community resources to develop promotive and preventive interventions
Course Outcomes:
|
Course |
Learning outcome (at course level) |
Learning and teaching strategies |
Assessment Strategies |
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Course Code |
Course Title |
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25DHHD 811 |
Family Counselling and Therapy (Theory) |
CO339: Apply counselling skills and techniques to work with children and adolescents CO340: Describe the various categories of children with special needs and develop Individualized Education Plan (IEP) for the same. CO341: Develop study skills and academic advising programs for students CO342: Compare and Contrast the theories in career development CO343:Apply the knowledge of consultation and collaboration models to develop services for children, adolescents, school staff, and families CO344: 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, Giving tasks, |
Class test, Semester end examinations, Quiz, Presentation |
12.00
Unit I:
Counselling Process and Relationship
- Counselling needs of children and adolescents, locations of needs (School, Family, Residential care, community, at-risk) and Nature of issues (Emotional, behavioural, conduct, developmental, learning).
- Characteristics of child and adolescent counsellor, therapeutic relation in child and adolescent counselling.
- Process of child therapy, Internal processes of children and therapeutic change, Child counselling skills, use of play and art with children, Child counselling skills: observation, active listening, dealing with resistance and transference, termination skills.
12.00
Unit II:
Counselling in Educational Context
- Specific issues in the educational setting: Dealing with children with Special needs.
- Behavioural management: functional analysis and techniques of behaviour modification.
- Individualized educational programmes. Career guidance and counselling
- Theories of Career Development, Influences on Career Development.
12.00
Unit III:
Learning and Teaching
- Learning styles: VAK Model, Kolb’s Experiential Model, MBTI Pattern, Honey & Mumford Model, Hemispheric Dominance Model, Gardner’s Multiple Intelligence Model.
- Study skills and Academic advising: Reading, Writing, Note Making skills, Time Management.
- Cognitive issues: Factors influencing Attention and Concentration, Remembering, forgetting; teacher-student relationship, school climate and dealing with issues in teaching and learning
12.00
Unit IV:
School-based Interventions and Policies
- Counsellor as Educational Consultant: Consultation Models and Skills, School-based tired interventions- three-level prevention;
- School counselling models and polices- The ASCA National Model: A Framework for School Counseling Programs;
- Relevant policies of UNCRC, UNICEF, National level initiatives-NCPCR, NCERT and others that are applicable to school counselling
- Psychological Assessment from counsellor’s perspective- Tests for cognitive development - Tests for memory development – Tests for personality and Temperament – Behaviour Checklist and Projective tests. Intervention: Play therapy & family therapy, Behavior modification, Training programs in schools,
12.00
Unit V:
Counselling Interventions for Special Populations
- Substance Abuse counselling- Understanding Use, Abuse and Dependence; Early Identification (risk factors); Assessment tools and application; Counselling for Motivation Enhancement; Brief Intervention Therapy; Denial; Counselling Individuals; Relapse Dynamic &triggers; Processes in Recovery (refusal skills)
- Mental Health Counselling- Identifying and assessing mental health problems, conveying of diagnoses, managing stigma, compliance counselling; Psychopharmacology: mechanisms, educating clients; psycho-education in families, communities, promotion of mental health
- Child Abuse and Trauma- Types and characteristics of the various forms of child abuse and neglect, child abuse and neglect reporting laws; appropriate treatment plans and intervention approaches, community resources to aid in the prevention, intervention and treatment of child abuse
Essential Readings:
- Santrock, J.W. (2003). Educational psychology. McGraw-Hill.
- Geldard, K., Geldard, D., & Foo, R. Y. (2013). Counselling children: A practical introduction. Sage.
- Woolfolk, A. (2007). Educational psychology (10th ed.). Allyn & Bacon.
References:
- American School Counselor Association (2012). The ASCA National Model: A framework for school counseling programs, Third Edition. Alexandria.
- Asch, M. (2000). Principles of guidance and counselling (1st ed.). Sarup & Sons
- Cohen, L.G., &Spenciner, L.J. (2003). Assessment of children and youth with special needs. Allyn & Bacon.
- Naar-King, S., & Suarez, M. (2011). Motivational interviewing with adolescents and young adults. Guilford.
- Pattison S., Robson M., & Beynon A. (2015). The handbook of counselling children and young people. Sage.
- Schmidt, J. (2008). Counseling in schools: Comprehensive programs of responsive services for all students. Allyn and Bacon.
- Sharry, J. (2004). Counselling children, adolescents and families: A strengths-based approach. Sage Publications Ltd.
Academic Year:
