Bachelor’s Degree Programme in Psychology(BPCE-022)

Discipline of PsychologySchool of Social Sciences

Indira Gandhi National Open UniversityMaidan Garhi, New Delhi- 110068

HANDBOOK ON PRACTICUM IN BA THIRD YEAR

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Print ProductionMr. Manjit SinghSection Officer (Publication)SOSS, IGNOU, New Delhi

August, 2012

© Indira Gandhi Naitonal Open University, 2012

All rights reserved. No part of this work may be reproduced in any form, by mimeograph or anyother means, without permission in writing from the copyright holder.

Further information on the Indira Gandhi National Open University courses may be obtainedfrom the University’s office at Maidan Garhi, New Delhi-110 068 or the official website of IGNOUat www.ignou.ac.in

Printed and published on behalf of Indira Gandhi National Open University, New Delhi by Director,SOSS, IGNOU.

Laser Composed by : Tessa Media & Computers, C-206, A.F.E-II, Jamia Nagar, Okhla, New Delhi

Programme CoordinatorProf. Vimala VeeraraghavanEmeritus Professor, PsychologySOSS, IGNOU, New Delhi

Preparation TeamDr. Swati Patra

Dr. Suhas ShetgovekarDr. Monika Misra

Dr. Smita Gupta

Dr. Bhagwanti Jadwati

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CONTENTS

Page No.1.0 Introduction 5

2.0 Practicum in BA Third Year ( 4 Credits) 5

3.0 Procedure to be followed by the Academic Counsellor 6

4.0 Format for Practicum 7

5.0 Evaluation 8

6.0 A brief description of practicals 8

7.0 Conduction of term end examination in BPCE 022 26

Appendix- Certificate 27

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1.0 INTRODUCTION TO PRACTICUM IN PSYCHOLOGY

The learners have conducted practicum BPCL 007 and BPCL 008 in BA part II, and have an ideaabout how to conduct experiments and administer psychological tests. In BA part III, they will now beexposed to certain psychological tests based on the theory course BPCE 014/ BPCE 015/ BPCE 017opted by them. Thus, the learners can new opt for practicum in clinical psychology or counseling orindustrial and organizational psychology. The procedure and format are similar to the ones followed inBA part II.

2.0 PRACTICUM IN BA THIRD YEAR BPCE 022 (4 CREDITS)

This course is compulsory for BA (Major) in Psychology. The learner has to conduct practicalsfrom any one of the three categories namely, practicals in Clinical Psychology or practicals inCounsellling or practicals in Industrial and Organizational Psychology. The practicum optionfrom the three categories (Clinical Psychology/ Counselling / Industrial and Organizational Psychology)should be chosen on the basis of the theory course BPCE 014/ BPCE 015/ BPCE 017 opted by thelearner. Thus, a learner opting for BPCE 014 (Psychopathology) will have practicum in ClinicalPsychology, the learner opting BPCE 015 (Introduction to Counselling Psychology) will have practicumin Counselling and the learner opting for BPCE 017 (Industrial and Organizational Psychology) willhave practicum in Industrial and Organizational Psychology.

A) PRACTICUM IN CLINICAL PSYCHOLOGY (4 Credits)

• Mental Status Examination

• Clinical Interviewing

• PGI General Well-Being Scale

• Medico-Psychological Questionnaire

• Draw a Person Test

Or

B) PRACTICUM IN COUNSELLING (4 Credits)

• Counselling and Clinical Assessment

• Adjustment Inventory for School Students

• Adjustment Inventory for College Students

• Differential Aptitude Test

• Interest Inventory

• Family Relationship Questionnaire

Or

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PRACTICUM IN INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY (4 Credits)

• The Big Five Factor Scale

• Emotional Intelligence Scale

• Achievement Motivation Scale

• Authentic Leadership Scale

• Job Stress Survey

3.0 PROCEDURE TO BE FOLLOWED BY THE ACADEMICCOUNSELLOR FOR BPCE 022

1) Go though the manual of the test thoroughly.

2) Explain the test in detail to the learners in the class.

3) Introduce the test in terms of:

• History of the Test

• Author

• Development of the test

• Features of the test (e.g. no. of items, dimensions, reliability, validity)

• Administration

• Scoring

• Interpretation

4) After the introduction of the test, demonstrate to the learners how to administer the test.

5) The demonstration of administration will include the following:

a) Preparation for the test, for instance, keeping the test material (test booklet, answer sheet,stopwatch) ready.

b) Establishing rapport with the subject, making the subject feel comfortable

c) Explaining the test ( procedure, time limit, precautions)

d) Taking informed consent for undergoing the test and informing the subject that the test findingswill remain confidential.

e) Taking permission to record the session, wherever applicable.

f) Reading the instructions for test administration from the manual and showing it to learners asto from where they have to read the instructions.

g) Clearing all doubts in the mind of the subject about the test administration.

h) The subject takes the test.

i) Taking the answer sheet from the subject after completion of the test. .

6) Explain the scoring procedure (as given in the test manual) to the learners.

7) Explain how to interpret the data.

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8) Ask learners to administer the test on each other in pairs and monitor the same.

9) The learners will now administer, score and interpret.

10) The learners will have to write a report of the test in the practicum note book which will beevaluated by the academic counsellors.

4.0 FORMAT FOR PRACTICUM

The academic counsellor introduces the following format to the learners which they have to followwhile preparing their practicum notebook.

• Title: This heading will contain the ‘title’ or ‘name’ of the practical e.g: Adjustment Inventory forCollege Students.

• Aims/ Objectives: This will basically consist of the main objectives or purpose of the practical.For example, if they are performing a test on ‘djustment Inventory for College Students’ then thebasic objective of the test will be: ‘To assess the personality of the subject using AdjustmentInventory for College Students’.

• Introduction: Here, the background of the test is mentioned. The concept is defined and discussed.For example, in case of Adjustment Inventory for College Students, the background of AdjustmentInventory for College Students is described. The concept of personality is defined and the theoriesrelated to it are discussed.

• Description of the Test: Under this, the details with regard to the test are mentioned, like authorof the test, basic purpose of the test, no. of items, dimensions/ factors, time limit, reliability, validity,scoring.

• Materials Required: The materials required for the administration of the test are mentioned. Forexample, in case of Adjustment Inventory for College Students, the test booklet, answer sheet,scoring key, pencil, eraser.

• Subject’s Profile: This will contain of all the detailed information about the subject, like, name ofthe subject (optional), age, gender, educational qualification and occupation.

• Procedure and administration: The following sub headings are included here

Preparation: The material required for conduction of the test, like, test booklet, apparatus orinstrument, answer sheet, stopwatch are kept ready.

Rapport: The learner has to mention that rapport was created with the subject and that thesubject was well informed about the details of the test.

Instructions: Instructions as give in the test manual are included here.

Precautions: Precautions, if any, to be considered while administering the test are mentionedunder this sub heading.

Introspective Report: After completion of the test by the subject, an introspective report is to betaken of the subject, that is, the subject’s feeling and constraints faced by him/her while undergoingthe test/ experiment, is noted down in first person.

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• Scoring and Interpretation: After the subject completes the test, the answer sheet is to bescored with the help of the scoring key and the data is to be interpreted with the help of the normsgiven in the manual. The scores can then be mentioned and interpreted under this heading. Forexperiments, the findings are to be analyzed and mentioned here.

• Discussion: Here, the subject has to discuss the result based on the interpretation. It may befurther analyzed in the light of the introspective report.

• Conclusion: Under this heading, the learner has to conclude the findings of the test.

• References: The books, websites and the manual referred to by the learner are mentioned inAmerican Psychological Association (APA) format. These should be alphabetically listed.

• Books: Anastasi, A. (1968). Psychological Testing. London: MacMillan Company.

• Journal Article: Dennision, B. (1984). Bringing corporate culture to the bottomline.Organizational Dynamics. 13, 22-24.

• Book Chapter: Khan, A.W. (2005). Distance education for development. In: Garg, S. et.al.(Eds.)Open and distance education in global environment: Opportunities for collaboration.New Delhi: Viva Books.

• Websties

http://www.mcb.co.uk/apmforum (accessed on 2.3.2011)

5.0 EVALUATION

Actual Conduction of Practicals and reporting it in the practical note book in the prescribed format(internal assessment) carries 50% weightage. The Term End Practical Examination including Viva Voce(External Assessment) carries 50% Weightage. Total marks for practical examination will be 100marks (Internal 50 marks and External 50 marks).

Internal Weightage Marks External Weightage Marks

Attendance 10% 10 Conduction 10% 10

Conduction 10% 10 Answer sheet 20% 20

Interpretation 10% 10 Viva Voce 20% 20

Practical notebook 20% 20

Total 50% 50 Total 50% 50

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6.0 A BRIEF DESCRIPTION OF PRACTICALS IN BPCE 022

A brief description of practicals under BPCE 022 are as follows:

A) PRACTICUM IN CLINICAL PSYCHOLOGY

• MENTAL STATUS EXAMINATIONA Mental Status Examination (MSE) is an assessment of a patient’s level of cognitive(knowledge-related) ability, appearance, emotional mood, and speech and thought patternsat the time of evaluation.

It is one part of a full neurologic (nervous system) examination and includes the examiner’sobservations about the patient’s attitude and cooperativeness as well as the patient’s answersto specific questions.

The purpose of a MSE is to assess the presence and extent of a person’s mental impairment.The cognitive functions that are measured during the MSE include the person’s sense of time,sense of place, and personal identity; memory; speech; general intellectual level; mathematicalability; insight or judgment; and reasoning or problem-solving ability.

The MSE is an important part of the differential diagnosis of dementia and other psychiatricsymptoms or disorders. The MSE results may suggest specific areas for further testing orspecific types of required tests. MSE can also be given repeatedly to monitor or documentchanges in a patient’s condition.

The MSE cannot be given to a patient who

• cannot pay attention to the examiner, for example, as a result of being in a coma or beingunconscious; or

• is completely unable to speak (aphasic); or

• is not fluent in the language of the examiner.

Description: Given below is the description of all aspects of MSE to be conducted. Thehistory and Mental Status Examination (MSE) are the most important diagnostic tools tomake an accurate diagnosis. Although, these important tools have been standardized in theirown right, they remain primarily subjective measures that begin the moment the patient entersthe psychologist’s room.

Steps to be followed are given here:

Step 1: The psychologist must pay close attention to the following regarding the patient:

• Patient’s presentation,

• Patient’s personal appearance,

• Patient’s social interaction with office staff and others in the waiting area,

• Whether the patient is accompanied by someone (this helps to determine if the patienthas social support).

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The above few observations can provide important information about the patient that maynot otherwise be revealed through interviewing or one-on-one conversation.

Step 2: When patients enter the office, pay close attention to the following:

• Note the personal grooming.

• Note things as obvious as hygiene,

• Note things such as whether the patient is dressed appropriately according to the season.

• (These types of observations are important and may offer insight into the patient’s illness.)

• Note if patient is talking to himself or herself in the waiting area

• Note if the patient is pacing up and down outside the office door.

• Record all observations.

Step 3: Establish rapportThe next step for the psychologist is to establish adequate rapport with the patient by introducinghimself or herself. Speak directly to the patient during this introduction, pay attention to whetherthe patient is maintaining eye contact. Mental notes such as these may aid in guiding theinterview later. Note if patients appear uneasy as they enter the office, then immediatelyattempt to ease the situation by offering small talk or even a cup of water. Many people feelmore at ease if they can have something in their hands. This reflects an image of genuineconcern to patients and may make the interview process much more relaxing for them. Acomplete MSE is more comprehensive and evaluates the following ten areas of functioning:

1) Appearance. The psychologist notes the person’s age, sex, civil status, and overallappearance. These features are significant because poor personal hygiene or groomingmay reflect a loss of interest in self care or physical inability to bathe or dress oneself.

2) Movement and behavior. The psychologist observes the person’s gait (manner ofwalking), posture, coordination, eye contact, facial expressions, and similar behaviors.Problems with walking or coordination may reflect a disorder of the central nervoussystem.

3) Affect. Affect refers to a person’s outwardly observable emotional reactions. It mayinclude either a lack of emotional response to an event or an overreaction.

4) Mood. Mood refers to the underlying emotional “atmosphere” or tone of the person’sanswers. Whether the person is in a sad mood, happy mood, angry mood etc.

5) Speech. The psychologist evaluates the following

a) the volume of the person’s voice,b) the rate or speed of speech,

c) the length of answers to questions,

d) the appropriateness of the answers,

e) clarity of the answers and similar characteristics.

6) Thought content. The examiner assesses what the patient is saying for indications of thefollowing which are indicative of certain typical disorders. Each of the following will haveto be checked by the psychologist trainee.

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Hallucinations: Hallucinations are false or distorted sensory experiences that appear to bereal perceptions. These sensory impressions are generated by the mind rather than by anyexternal stimuli, and may be seen, heard, felt, and even smelled or tasted.

To test for hallucination the question to be asked is:

• Do you sometimes hear some voice telling you to do something or not to do something?

• Do you sometimes hear some voice when no one is present?

• Do you feel that someone is talking about you and loudly saying whatever you are doing?

Delusions: A delusion is an unshakable belief in something untrue. These irrational beliefsdefy normal reasoning, and remain firm even when overwhelming proof is presented todispute them. To test for delusions the questions to be asked are

• Do you sometimes feel that people are after you?

• Do you sometimes feel that people are talking about you?

• Do you sometimes feel that your phone is tapped?

• Do you sometimes feel people are overhearing your conversation?

Dissociation: Dissociation refers to the splitting off of certain memories or mental processesfrom conscious awareness. Dissociative symptoms include feelings of unreality,depersonalization, and confusion about one’s identity. The questions to be asked would include:

• What is your name?

• Who are you?

• What work do you do?

• Do you sometimes feel that you do not know who you are?

Obsessions: a persistent unwanted idea or impulse that cannot be eliminated by reasoning.

To find out about the obsessions, the questions to be asked include the following:

• Do you feel that a particular thought keep coming to your mind again and again despiteyour not wanting it?

• Do you feel sometimes a strange idea or feeling which you think is not correct andhowever much you try the thought does not go?

• Do you find sometimes an impulse to keep washing your hands or other things at homeeven though you know it is unwarranted?

7) Thought process. Thought process refers to the logical connections between thoughtsand their relevance to the main thread of conversation. Irrelevant detail, repeated wordsand phrases, interrupted thinking (thought blocking), and loose, illogical connectionsbetween thoughts, may be signs of a thought disorder. These can be noted by thepsychologist and recorded as and when these occur.

8) Cognition. Cognition refers to the act or condition of knowing.

The evaluation assesses the person’s

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• Orientation (ability to locate himself or herself) with regard to time (ask the personwhat time is it now?)

• Orientation to place (ask the person where are you now?)

• Orientation to personal identity (ask who are you and what your name is?)

• Long- term memory and short-term memory (ask the person what he had forbreakfast. To test long term memory, tell me the name of the school in which youstudied.)

• Ability to perform simple arithmetic (counting backward by threes or sevens)

• General intellectual level or fund of knowledge (identifying the last five Presidents,or similar questions)

• Ability to think abstractly (explaining a proverb)

• Ability to name specified objects and read or write complete sentences (Showsome objects and ask the person to name the same. Show simple sentences andask the person to read or write the same.)

• Ability to understand and perform a task (showing the examiner how to comb one’shair or throw a ball )

• Ability to draw a simple map or copy a design or geometrical figure 9 draw a designlike square or a triangle and ask the person to draw it after you.)

• Ability to distinguish between right and left (touch the person’s left hand and askwhat hand is it? Repeat the same thing with the right hand).

9) Judgment. The examiner asks the person what he or she would do about a commonsenseproblem, such as running out of a prescription medication. Or ask the person what hewould do if he or she finds a sealed envelope on the road).

10) Insight. Insight refers to a person’s ability to recognize a problem and understand itsnature and severity (do you think you are ill? If the person says he or she is not ill andthat the family member who has brought him or her is ill, that shows lack of insight)

Note: The length of time required for a Mental Status Examination depends on thepatient’s condition. It may take as little as five minutes to examine a healthy person.Patients with speech problems or intellectual impairments, dementia, or other organicbrain disorders may require fifteen or twenty minutes. The examiner may choose tospend more time on certain portions of the MSE and less time on others, depending onthe patient’s condition and answers.

After the Mental Status Examination is over, record the entire thing in detail. Then takeup the interview with the family member or members who have accompanied the patient.

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• CLINICAL INTERVIEWING

Interviewing is one of the most important skills in practicum. As it is not only useful to createrapport with the subject before the psychological tests are administered but they also helpgain information about various details about the subject. In this section of the practicum, thelearner should have an understanding about how to take case history. Mental Health Status(MHS) can also be included in clinical interviewing.

CASE HISTORY: It is necessary to take case history of a subject so as to understand his/her back ground. Case history covers personal information like name, age, gender, religion,education, income, socio economic status etc. It further covers information about family, jobif any, medical complaints, medical or any other treatment or help sought by the subject.

A particular format may be followed by psychologists in order to take case history of asubject.

A sample of Case History Format is given as follows:

• Personal details: These are mainly for the identification of the subject and to understandhis/ her basic details. This will be followed by certain other details about the subject.They may be:

Name:

Address:

Contact No.:

Gender: Male/ Female

Age:

Marital status:

Occupation:

Referred by:

Main/ Present/ Chief Complaint:

• Personal History/Development: This can cover various aspects like early development,childhood, school, adolescence, occupation, menstrual history, sexual history, maritalhistory, details about children, social network, habits, leisure and forensic history.

• History of Present Illness: These are details of problems experienced by the subject.This covers common psychiatric symptoms , comment on the impact of the illness on thesubjects life, work, social relations and self-care, details of previous treatment are alsoto be noted down with details about current problem and psychiatric issues. Further,details of previous episodes of illness, previous psychiatric admissions/treatment, suicideattempts/drug and alcohol abuse, interval functioning (what is the subject like betweenepisodes/when “well”).

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• Medical History: The details of medical treatment that the subject has undergone or isundergoing has to be noted down.

• Family History: Parents and siblings, nature of the relationships between family members,any family tensions and stresses and family models of coping, family history of psychiatricillness (incl. drug/alcohol abuse, suicide attempts), is to be noted down.

• Social History: The social interactions of the subject, including behaviour at work or inschool or during social gatherings is to be noted down.

• PGI GENERAL WELL-BEING SCALE

PGI General Wellbeing measure developed by S.K. Verma (1978) is a modified version ofGeneral Wellbeing schedule by H Dupuy (1970, USA). The scale consists of 20 items in theform of short statements. (for example ‘Not easily tired feeling useful wanted being in goodhealth’) which the person taking test has to answer by putting [√] in the square if the statementis applicable for him/her for the past month. The scale was initially developed in English andthe Hindi version was later developed by Moudgil et al (1986).

General well being can be associated with a state of psychological healthy being, but thishealthy being is not necessarily the absence of psychological ill being, writes S K Verma(1988), ‘absence of psychological ill-being does not necessarily mean the presence ofpsychological well being.’ Verma has defined General Wellbeing ‘as the subjective feeling ofcontentment, happiness, satisfaction with life’s experiences and one’s role in the world ofwork, sense of achievement, utility, belongingness, and no distress, dissatisfaction or worry,etc’. The components mentioned in the definition - happiness, contentment, lack of distresscould present a challenge for measurement. How to objectively measure these life sizecomponents? The developers of this test prefer to go rather for a subjective measure than anobjective one. The person taking the test reports about his/her state of being by respondingto 20 simple statements. The scale was reported to be ‘useful in a variety of research andapplied settings such as quality of life index, a mental health status appraisal, a measure ofpsychotherapy’ (Fazio 1977: 12).

Test procedure is very simple. This measure can be self-administered and can be given orallyalso. The administration and scoring takes 5-6 minutes per subject. For scoring, number oftick marks is counted. This number constitutes the well being score.

The measure is reported as unaffected by variables like socio-economic status (-.39 correlation)and education (.12) but it showed significant correlation with age (.52) (Moudgil et al. 1986).Reliability of the measure was found to be .98 (by Kuder Richardson formula) and test retestreliability was .91 for English version and .86 for Hindi version.

• MEDICO-PSYCHOLOGICAL QUESTIONNAIREOne of the significant issues in the filed of clinical psychology is the measurement of neuroticism.Medico- Psychological Questionnaire is one of the tools that can be used for this purpose.This questionnaire was developed by Dr. J. Bharath Raj. The questionnaire consists of 50items selected from various instruments available for measuring neurosis. Each item is to be

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answered by the subject by encircling ‘Yes’, ? or ‘No.’ After the subject finishes answeringall the 50 items, the questionnaire may be scored. The number of ‘Yes’ answers are countedand this total has to be multiplied by 2. The total number of doubtful (?) answers are calculatedand this total is multiplied by 1. The total score on the test is the sum of the above two. Thetotal score may then be interpreted with the help of the norms available in the test manual. Thequestionnaire can also be used to make diagnosis with regard to the sub categories of neurosisnamely, hysteria, neurasthenia, anxiety neurosis, reactive depression and obsession compulsion.

• DRAW A PERSON TEST

This test was developed by Goodenough-Harris. It helps to measure the cognitive developmentof children. Administrative procedure of this test involves the administrator asking the subjectto complete three separate drawings on separate paper. Subject is asked to draw a man, awoman, and himself/ herself. The subject is free to draw the way he/she wishes to. No otherinstructions are given, however the subject is asked to draw a whole person each time andnot certain body parts or face alone. There is no time limit. The drawing can be evaluatedwith the help of various scoring scales.

Draw-a- man test developed by Pramila Pathak may also be used. This test may beadministered to a single child or a group of 20 children. However, individual administration isadvised if the test is administered to a preschool child or child under clinical study. Materialrequired for the test is just sheets of paper and a pencil. The scoring of the picture drawn iscovered in detail in the manual provided with the test. The scoring mainly depends on thevarious parts of the body drawn by the child and their details. Calculation of IQ is possible byusing the age-norms table provided in the manual.

Draw-a-man test is based on one single performance which hardly takes more than tenminutes. It is a quick measure of intelligence and hence is appropriate to use when a quick,but objective judgemnet is needed. For critical individual study, the readings on draw-a-mantest must be supplemented by some other tests.

B) PRACTICUM IN COUNSELLING

• COUNSELLING AND CLINICAL ASSESSMENTCounselling is a process where the counselor helps the client to understand himself and hissituation and accordingly make intelligent choices, plans and adjustments. It enables the clientto take appropriate decisions. This requires the counselor to understand the client, his problemsand his situation in a proper perspective. Hence correct identification of the client’s problemis a crucial part of the counselling process. In order to gain an understanding of the client’sproblem, the counselor needs to first develop an understanding about the client – his needs,likes, interests, abilities, personality, values and goals etc. All these information are collectedthrough an interview which is called History ‘Taking’ or ‘Initial Interview’. The counselorneeds to be skilled in conducting this initial interview a it has significance in terms of getting toknow the client, making the client feel accepted and understood and develop confidence inthe counselor.

Initial interview helps the counselor to build up rapport with the client. An informal methodshould be used to interview the client so that the client does not feel intimidated. The questions

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should be such to provide a wide understanding of the client’s life, his/her interactions andrelationships, emotions and motivations, behavioral problems and adjustments and goals inlife. The process of initial interview or history taking usually starts with collecting standardinformation data or identification data such as name, age, address, education, occupation,etc. In addition to collecting, various information through questioning, the counselor needs topay attention to the client’s non-verbal behavior also. The physical appearance, the presentbehavior of the client, the body language of the client convey a lot about the client which thecounselor needs to consider to get a comprehensive picture about the client. The most importantthing before the interview is the assurance of confidentiality to the client. The client has to beassured of the security and confidentiality of all the information he will be providing during thecounselling session and that no information will be disclosed without the client’s consent.

An outline of the initial interview is given below.

1) Identification Data:

a) Name, Address and Telephone. This will help in addressing the client in the firstperson and contacting the client whenever necessary. Information about the addresswill give an idea of the locality/area in which the client stays.

b) Age, sex, education, occupation and marital status. This provides information aboutwhether the client is a minor or mature enough to provide the counselor with reliableinformation. Further, it gives data about the educational and occupational status ofthe client.

2) Information related to the problem: Whatever information the client gives about his problemshould be recorded as it is. The following can be asked to the client:

a) Does the problem interfere with the client’s day-to-day activities? To what extent?

b) What are the thoughts, feelings and behavior associated with the problem?

c) Since when has the problem begun? How frequently does it occur?

d) What pattern of events usually lead to the problem? When does it occur? Withwhom? What happens before and after the problem occurs?

e) What made the client seek counselling?

3) Client’s present life situation:

a) How is a typical day or week in the client’s life?

b) What type of activities related to social, religious, recreational does the client takeup?

c) What is the nature of his present educational and vocational situation?

4) Family Setting

a) Age, education and occupation of father and mother

b) How are the personalities of the father and mother?

c) How is the relationship between the father and mother, relationship of each parentwith the client and with other siblings, relationship of the client with the grandparentsetc.

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d) Number of siblings, their name, age , sex, birth order, education, occupation andmarital status

e) Is there any history of long physical or mental illness/disturbances in the family?

f) Family mobility: How many places family has lived in, how many times parents havechanged jobs. This information will provide insight into the stability of the family andthe kind of socio-cultural exposure the client has had.

5) Personal History:

a) Educational history: academic progress and achievement from nursery to high schooland post high school. How was the client in his academic career including his talents,hobbies, involvements in different activities, peer relationship and relationship withthe teachers?

b) Work experience: has the client held part time/full time jobs, nature and duration ofjobs, any significant experience/achievement during work, relationship with thecoworkers etc.

c) Medical history: any major illness/injury/surgery since childhood to present

d) Marital history: relationship with the opposite sex/partner/spouse, any present or previousemotional involvements, reasons for previous relationships breaking down

e) Is there any previous experience with counselling?

f) Is the client currently using drugs/alcohol or has used in the past; and to what extent?

g) Does the client have any personal or career goals in life? What are they?

6) Description of the client during the interview: It is very crucial to note down the client’sappearance and behavior during the counselling interview.

a) Temperament: warm and friendly, energetic, lethargic, active, etc.

b) Behaviors/mannerisms: fidgeting, nail biting, disruptive/hyperactive behavior, aloofness,etc.

c) Body language, facial expressions, postures and gestures, eye contact, etc.

d) Language: fluency, coherence, logical, tone of voice, etc.

Observation and noting down of each and every aspect of client’s behavior and personalityis crucial. How open was the client, degree of motivation and interest shown duringcounselling, the self concept of the client, client’s strengths, weaknesses and competenciesall should be noted and recorded.

7) Summary: At the end of the interview the counselor needs to analyze all the informationobtained and see how the different information provided by the client may be linked tothe problem that the client has presented in the beginning. This helps the counselor putthe problem in a proper perspective. This will also help in deciding what type of counsellingapproach/strategy will be helpful for the client. The counselor must also take into accountthe social and cultural background of the client to understand the problem and provideappropriate and effective counselling.

As part of your practical you will need to practice the interview skill by role playing in theclass, under the supervision of the academic counsellor.

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• ADJUSTMENT INVENTORY FOR COLLEGE STUDENTS

The adjustment inventory for college students has been constructed by Prof.A.K.P.Sinha (Pt.RaviShankar Shukla University, Raipur) & Prof. R.P.Singh (Patna University). It is a self-administeringinventory that seeks to segregate normal from poorly adjusted college students in five areas ofadjustment, namely, home, health, social, emotional and educational. It is helpful in screeningthe poorly adjusted students who may further need counseling and therapy.

The inventory has been prepared in Hindi as well as in English language. It has 102 items; Everyitem requires the subject to response in either of the two alternatives, Yes/No. Scores are obtainedby using scoring keys.

High scores in the area of home, are indicative of unsatisfactory adjustment towards homesurroundings, while as low scores indicate satisfactory adjustment. High scores in the health arearefer to unsatisfactory health adjustment, while as, low scores indicate satisfactory health adjustment.High scores in social area refer to poor adaptation in the society. Low scores indicate sociallyadaptable and dominant nature of the subject. High scores in the area of emotion indicate unstableemotional adjustment. A low score means emotionally stable subject. On the scale of educationaladjustment, high scores refer to poor adjustment with curricular and co-curricular activities. Subjectscoring low scores is highly adaptable with his/her school activities.

Area Number of Items

Home 16

Health 15

Social 19

Emotional 31

Educational 21

• DIFFERENTIAL APTITUDE TEST

Aptitude has great relevance in educational and vocational guidance and counselling. Assessmentof aptitude along with other aspects of behavior such as interest, abilities, achievement and personalitywill provide useful information to arrive at a better understanding of the individual. Aptitude testscame into existence as a result of the increasing need for career guidance and counselling.

Aptitude refers to the potential that the individual has, e.g., he has aptitude for music. This meanshe has the potential for music; with suitable training he will be able to develop this ability. On theother hand, if a person does not have an aptitude for music, no amount of training can help himdevelop musical talent. Thus, aptitude can be termed as a special ability or cluster of specialabilities required to do a job or perform a task. It indicates the probability of success in a particulararea of work.

It’ll be useful to distinguish the terms aptitude, ability and achievement here. Ability refers to whatthe individual is capable of achieving in the present situation. Whereas achievement refers to whatthe individual has been able to learn/achieve. Thus, ability is concerned with the present whereasachievement depends on past experience and training. Aptitude is concerned with futureperformance, what the individual can achieve with necessary training input given. There is difference

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between aptitude and interest too. Interest refers to one’s preferences whereas aptitude refers topotential. For example, a person may like to sing (an interest), but may not have any musicalpotential to sing well (aptitude).

Aptitudes are assessed by administering Aptitude Tests. These tests usually consist of a number ofsubtests. The most commonly used Aptitude tests are Differential Aptitude Test (DAT), David’sBattery of Differential Aptitude (DBDA), General Aptitude Test Battery (GATB) etc.

Differential Aptitude Test (DAT), developed by Bennett, Seashore and Wesman (1984), consistsof eight subtests. These are Verbal Reasoning, Numerical Reasoning, Abstract Reasoning, SpatialReasoning, Clerical Speed & Accuracy, Mechanical Reasoning, Language Usage, and Spellingand Grammar. Combination of these abilities is required for success in different occupations.Administration of the whole battery may be time consuming; so combination of subtests can beused as per requirement.

Aptitude test scores must be used along with previous achievement data, present interests, workpreferences, general mental ability etc. in order to effectively guide the person. It may be notedthat aptitude data provide only clues/suggestions to help in educational and career planning. Itdoes not explicitly establish a fit between the individual and the job. Other factors such as interest,motivation, hard work, etc. also contribute a lot. These must be taken into account before reachinga conclusion.

• INTEREST INVENTORY

Interest refers to one’s likings and preferences. You may like to play football more than reading astory. This reflects your interests. This means you have more liking for playing football comparedto reading. It does not mean that you’ll not be able to do well in reading. However, it indicates yournatural inclination or natural desire to undertake one activity in place of another. Thus, an interestis a tendency to become absorbed in an experience and to continue it and to enjoy it.

Interest is an integral part of our personality. The development of interests depends on ourenvironment. If a child is exposed to a family environment where everybody talks about music thenthere is more likelihood that the child will develop interest in music. Once an interest is developed,it may continue long term or it may even change also. Interests change depending on one’s motives,experiences, exposures and emotional responses. However, many of our interests get stabilizedby the age of adolescence and young adulthood.

Interest may be intrinsic or extrinsic. e.g., playing hockey or tennis for the sake of it is intrinsicinterest, whereas playing it for earning money is extrinsic interest. Thus extrinsic interests areconnected with the pursuit of different activities which give rise to satisfaction or pleasure; intrinsicinterests are those related to the pursuit of the activity itself. Super (1990) has classified interestsinto three groups:

1) Expressed Interests: These are the interest expressed or told by the individual. These reflectthe subjective opinion of the individual.

2) Manifest or Observed Interests: These are the interests which we observe in a person byseeing that person involve in some or the other activity. However, the observation has to beon a long term basis and across different occasions to arrive at an accurate data

3) Measured or Tested Interests: These refer to interests found by assessing/testing the individualby using different types of Interest Inventories.

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Thus, it can be said that interests can be assessed formally as well as informally. The first two typesof interest represent informal assessment whereas the third one involves formal assessment. Inother words, when you ask somebody about her interest, this is eliciting information at an informallevel. Informal assessment techniques include client’s expression of interests and observation. As aguidance counselor, you can interview the client and collect information regarding the client’sinterests.

On the other hand, formal assessment techniques make use of interest inventories. There aredifferent types of Interest Inventories. Important ones are Kuder’s Preference Record (KPR) andStrong’s Vocational Interest Blank (SVIB). The first systematic assessment of vocational interestswas the development of Strong Vocational Interest Blank by Edward K. Strong Jr. The SVIBhelps to reveal the client’s interest patterns by asking the subjects to indicate their preference interms of Like (L), Indifferent (I) or Dislike (D). It uses a category response type of assessment.The SVIB is designed to find out the extent to which the interest of an individual corresponds tothose of people who are successful in a given occupation.

Kuder Preference Record (KPR) developed by G. Frederic Kuder, measures preferences of theindividual for specific activities. Each item contains three choices. The subject has to select one ofthe three choices as her first choice, and another as her third choice. An example is given below:

• Build birdhouses

• Write articles about birds

• Draw sketches of birds

This particular item aims to assess three types of interests such as mechanical, literary and artisticinterest. In contrast to SVIB, the KPR uses a forced choice pattern type of assessment where theindividual is forced to say which one of the three activities she likes best and which one she likesleast, even though she may not like any of these.

There are also R.P. Singh Interest Record and Chatterjee’s Non-language Preference Record.Some other tools like Self Directed Search (SDS) (Holland, Powell, Fritzsche, 1994) and theUnisex Edition of the ACT Interest Inventory (UNIACT) (Swaney, 1995) developed on the linesof Holland’s theory are also frequently used to assess interest.

Assessment of interest provides useful information about the individual which is important forproviding educational and vocational guidance and counselling. As part of your practical coursework, any type of Interest Inventories may be used.

• FAMILY RELATIONSHIP QUESTIONNAIRE

Family is a basic unit of society and has major influence on its members. The relationship amongstfamily members is very crucial and is a determinant of their behaviour and overall development. Itmay be described in terms of ways that family members interact and relate with each other.Measurement of family relationship can provide counsellor vital information about a particularfamily and an intervention then can be suitably developed.

The Family Relationship Inventory by G. P. Sherry and J. C. Sinha may be used by the learners tomeasure family relationship. It can be used for intermediate students. It consists of 150 items thatmeasures acceptance, avoidance and concentration scores of adolescents towards their parents.The Inventory is available in both Hindi and English.

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PRACTICUM IN INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY

• THE BIG FIVE FACTOR SCALE

Personality refers to organized, consistent and general pattern of behaviour of a person acrosssituations which help understand his/her behaviour as an individual. There are a number of theoriesthat explain and describe the concept of personality.

There are two main trends in the area of personality assessment: use of unstructured projectivetechniques (for example, Rorschach test) and structured approaches such as self report inventoriesand behaviour ratings. Personality inventories are questionnaires that assess personality. Personalityinventories are questionnaires on which individuals report their reactions or feelings in certainsituations. Responses to subsets of items are summed to yield scores on separate scales or factorswithin the inventory’ (Hilgard and Atkinson 2003: 459). Several personality inventories are basedon preexisting theories. Some examples of theory guided inventories are Edward Personal PreferenceSchedule (EPPS), Personality Research Form (PRF) (both based on Murray’s need press theoryof personality) and Myers-Briggs Type Indicator (MBTI) (based on Carl Jung’s theory of personalitytypes). Apart from theory based inventories, factor-analytic approaches contribute in developingtheories based on the initial test findings. With factor analysis, psychologists identify personalitydimensions that can define personality. Cattell has identified 16 personality factors using factoranalysis. Hans Eysenck (1953) arrived at two personality factors: introversion – extraversion andemotional instability – stability (neuroticism). The third dimension added later was- Psychoticism.

Neo- Personality Inventory is a multipurpose inventory for predicting interests, health and illnessbehaviour, psychological well-being and characteristic coping styles of the person. The NEO-PIhas been the most heavily researched tools during the last decade. It is based on NEO personalitytheory (Five Factor Model of Personality, Costa et al.,2002) and factor analytical findings.

The authors of NEO-PI have identified three broad categories, Neuroticism(N), Extraversion(E),and Openness(O)- hence, the name. Each domain has six specific facets or subscales-personality traits that represent various aspects of each domain.

Revised NEO-PI(NEO-PI-R,Costa & McCrae,1992), consists of 240 items(8 items for eachof 130 facets , or 48 items for each of the five domains). The subject rates each of the 240statements on a five-point rating scale (strongly disagree, disagree, neutral, agree and stronglydisagree).

The work on NEO-PI-R started in 1970’s. The original version of the instrument assessed onlythree of the five factors (N,E,O); NEO-PI-R assesses all the domains of Five Factor Model,namely, Agrreeableness(A)and Conscientiousness(C).

Half of the NEO-PI-R items are reverse scored, that is lower scores are more indicative of thetrait in question. This was done to address a potential acquiesance(or nay-saying) bias.

NEO-PI-R provides a broad-based assessment of individual’s personality. It includes a thoroughunderstanding of the client’s strengths and weaknesses. It is also very helpful in identifying therapeuticinterventions that maybe effective.

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Description of the domain and facet scales

Neuroticism(N): identifies individuals who are prone to psychological stress. The six facets includedin this domain are; anxiety(level of free floating anxiety), angry hostility(tendency to experienceanger and related states such as frustration and bitterness),depression(tendency to experiencefeelings of guilt, sadness, despondency and loneliness), self-consciousness(shyness or socialanxiety), impulsiveness(tendency to act on cravings and urges rather than reining them in anddelaying gratification), and vulnerability(general susceptibility to stress).

Extraversion(E): quantity and intensity of energy directed outwards into the social world. The sixfacets included in this domain are; warmth(interest in and friendliness towards others),gregariosness (preference for the company of others), assertiveness(self-expression),activity(pace of living),excitement seeking(need for environmental stimulation), and positiveemotion(tendency to experience positive emotions).

Openness to Experience(O): the active seeking and appreciation of experiences for their ownsake. The six facets included in this domain are fantasy(receptivity to the inner world of imagination),aesthetics(appreciation of art and beauty), feelings(openness to inner feelings andemotions),actions(openness to new experiences on a practical level), ideas(intellectual curiosity),and values(readiness to re-examine own values and those of authority figures).

Agreeableness (A): the kinds of interactions an individual prefers from compassion to toughmindedness. The six facets included in this domain are trust (belief in sincerity and good intentionsof others), straightforwardness(frankness in expression), altruism(active concern for the welfareof others), compliance(response to interpersonal conflict), modesty(tendency to play down ownachievements and be humble), and tender-mindedness(attitude of sympathy for others).

Conscientiousness(C): degree of organization, persistence, control and motivation in goal directedbehaviour. The six facets included in this domain are competence(belief in own self-efficacy),order(personal organization), dutifulness(emphasis place on importance of fulfilling moralobligations), achievement striving(need for personal achievement and sense of direction), self-discipline(capacity to begin tasks and follow through to completion despite boredom ordistractions), and deliberation(tendency to think things through before acting or speaking).

• EMOTIONAL INTELLIGENCE SCALE

In our interaction with people around us, we see that some people are more confident and knowhow to get along with others; some people are great in motivating oneself and others; and someare able to wait for the satisfaction of their desires. All these require people to be smart aboutfeelings. This ability to be intelligent about one’s feelings and emotions is called emotional intelligence.In simple terms emotional intelligence is about knowing our own emotions and managing them, andknowing others’ emotions and learning how to handle them.

The traditional view of intelligence has undergone change to consider the impact of emotionalaspects on our personal and social life. The growing trend has been to emphasize the non-cognitiveaspects of intelligence. Emotional Intelligence (EI) is the ability to use emotions effectively andproductively. Emotional intelligence has been defined as a learned ability to understand, use, andexpress human emotions in healthy and productive ways.

The term Emotional Intelligence was first proposed by Salovey and Mayer; however it was

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popularized by Daniel Goleman with the publication of his book: ‘Emotional Intelligence: Why itcan matter more than IQ?’ in the year1995. Salovey and Mayer (1997) point out that emotionalintelligence is the ability to perceive emotions, to access and generate emotions so as to assistthought, to understand emotions and emotional knowledge, and to reflectively regulate emotionsso as to promote emotional and intellectual growth. Goleman, the pioneer in the field of emotionalintelligence describes emotional intelligence as consisting of five components:

• Self awareness : knowing our own emotions

• Self regulation : managing our own emotions

• Motivation : motivating ourselves

• Empathy : recognizing the emotions of others

• Social skills : handling relationships

Emotional intelligence, as a learned ability, is an essential component for enhancing academic,college, and career success. Research findings indicate that emotional intelligence skills are importantfactors contributing to student achievement and retention. It helps improve the interpersonal skills,good student behavior, and reduce risk behaviours. Research also indicates that emotionalintelligence and related non-traditional measures of human performance may be as or more predictiveof academic and career success than IQ or other tested measures of scholastic aptitude andachievement. Thus EI has implications for academic as well as social achievement; and helpsimprove peer relationship and positive behavior. It benefits both children as well as adults; and hasimplications in the educational, social and organizational sectors. Emotional intelligence helps inestablishing and maintaining healthy and productive relationships in the workplace, get along andwork well with others in achieving positive results, and effectively manage the demands andpressures of daily life and work.

There are various tests which assess emotional intelligence such as Mayer-Salovey-CarusoEmotional Intelligence Test (MSCEIT), The Bar-On Emotional Quotient Inventory (EQ-i),Emotional Intelligence Test by Hyde, Pethe and Dhar, Emotional Intelligence Test by N.K. Chadda.We’ll describe here Mangal Emotional Intelligence Inventory by Dr. S. K. Mangal and Mrs. ShubhraMangal. It assesses EI in the four areas of emotional intelligence such as Intra-personal Awareness( knowing about one’s own emotions), Inter-personal Awareness (knowing about others’ emotions),Intra personal Management (managing one’s own emotions) and Inter personal Management(managing others emotions). The test consists of a total of 100 items, 25 items in each area. Themode of response to each item is in the form of ‘yes’ or ‘no’. The score yields a total score for EIas well as scores for each component.

Thus emotional intelligence as a concept has widespread implications in each aspect of our liferanging from academic to personal, social and career.

• ACHIEVEMENT MOTIVATION SCALE

Deo-Mohan achievement test was developed by Prof. Pratibha Deo (former Head & Professor,Bombay University, Mumbai) and Dr. Asha Mohan (Reader, Punjab University, Chandigarh) toassess the level of achievement motivation within an individual or a group (25-30 people). Thescale consists of 50 items out of which 13 are negative and 37 are positive items or statements.

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These items are related basically to 3 major areas-

i) Academic factors- The items related to this field tries to assess the potentials of the group orindividual in the degree of need of achieving a target, work methods, intensity of facingacademic challenges and so on.

ii) Factors of general field interest- The items are concerned with extra curricular activitieslike dancing, painting, music, fine arts and so on.

iii) Factors of Social interest- The items related to this field assess the level of interest of thesubject in organizing and participating social activities.

The items of the scale are rated on a five point likert type rating scale. The scoring is done with thehelp of the stencil given. The method of the scoring and interpretation is provided in the manual ofthe test.

• AUTHENTIC LEADERSHIP SCALE

Leadership can be explained as a process of social influence with the help of which one person(the leader) takes the assistance and support of others in the accomplishment of a common task.More or less it is a process with the help of which a leader manages and organizes a group ofpeople to achieve a common goal. Research work done in the 19th century showed that leadershipwas inherited. In other words, leaders were born, not developed. This approach to the leadershipwas called as trait based approach. The approach explained that leadership is rooted incharacteristics of the leader. For decades, this trait-based perspective dominated empirical andtheoretical work in leadership. In the late 1940s and early 1950s, however, a series of qualitativereviews of these studies showed a different view of the driving forces behind leadership. Evidencessuggested that persons who are leaders in one situation may not necessarily be leaders in othersituations. Subsequently, leadership was no longer characterized as an enduring individual trait, assituational approaches which says that individuals can be effective in certain situations, but not inothers. This approach dominated much of the leadership theory and research for the next fewdecades. These evidences were later on revisited and several theories like- behavioral and styletheories, situational and contingency theories, transactional and transformational theories, etc.,came up in order to explain the leadership style in different ways.

By now, you might have got an idea that the leaders follow different styles, in order to get the workdone or achieve the common goal. Different situations call for different leadership styles. Basically,leadership style refers to a leader’s behavior. It is the result of the philosophy, personality, andexperience of the leader. Some of the leadership styles can be explained as follows:

Autocratic or authoritarian style: The leaders who follow this style are more dictators. Theydo not entertain any suggestions or initiatives from subordinates. But, they can very strongly motivatethe followers (employees, in an organizational context). Such a leadership style, permits quickdecision-making, as only one person decides for the whole group and keeps each decision to him/herself until he/she feels it needs to be shared with the rest of the group.

Participative or democratic style: The leaders following this style of leadership takes decisionwith the consent of the group. They can win the cooperation of their group and can motivate themeffectively and positively.

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Laissez-faire or free rein style: A free-rein leader does not lead, but leaves the group entirelyto itself. Such a leader allows maximum freedom to subordinates; they are given a free hand indeciding their own policies and methods.

Authentic leadership: Authentic leadership is quite a big buzzword in the alternative businesscommunity. An authentic leader is a person who can stand alone, live fearlessly, take unconditionalresponsibility for oneself and at all the times see things impersonally. Authentic leadership relies onpersuasion and persuasion relies on trust. The leaders following this kind of leadership do notcommit more, so that they can fulfill the limited promises that they make.

Assessment of Authentic Leadership: One of the methods of assessing the authentic leadershipis Authentic Leadership Questionnaire for Researchers by Bruce J. Avolio, William L.Gardner & Fred O. Walumbwa. The Authentic Leadership Questionnaire (ALQ) is a theory-driven leadership survey instrument designed to measure the components that have beenconceptualized as comprising authentic leadership. It consists of four scales (which comprisesauthentic leadership) which assesses the following criteria:

• Self Awareness: To what degree is the leader aware of his or her strengths, limitations, howothers see him or her and how the leader impacts others?

• Transparency: To what degree does the leader reinforce a level of openness with others thatprovides them with an opportunity to be forthcoming with their ideas, challenges and opinions?

• Ethical/Moral: To what degree does the leader set a high standard for moral and ethicalconduct?

• Balanced Processing: To what degree does the leader solicit sufficient opinions andviewpoints prior to making important decisions?

The scale may be used on a single subject or a group. The scoring and interpretation isprovided in the manual.

• JOB STRESS SURVEY

There are different scales or questionnaires which can be administered on different level of employeesof the organization. The basic purpose of these scales is to assess the extent to which an employeeis facing stress or pressure at his or her work place. The scoring and interpretation is done with thehelp of the available manual of the scale/questionire being used. The job stress survey to helps infinding out the reasons which lead to a stressful environment for the employees and help theorganization to find out ways to manage stress.

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7.0 CONDUCTION OF TERM END EXAMINATION (TEE) INBPCE 022

Conduction of the examination: The examination will to be conducted in the respective study centresduring which the learner has to administer a test, write report (in answer sheet) and appear for viva-voce. The duration of TEE can be 3 hours followed by viva-voce.

The practical may be allotted to the learner by the way of lot system. Chits with names of variouspracticals may be prepared before hand and the learner may be asked to pick one chit at the time ofthe examination. S/he may then collect the test/ material and start conducting the practical. S/he willhave to bring one subject along with her/him. Once the learner finishes conducting the practical, s/hewill have to report the findings in the answer sheet. The answer sheet is then to be submitted to theinternal examiner. The answer sheets will be corrected by the external examiner. This will be followedby the viva voce. Viva voce will be conducted by the external examiner. The duration per student maybe 10-15 minutes.

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APPENDIX

CERTIFICATE

This is to certify that Ms/ Mr.______________________________________________________

Enroll No. ______________________________ of BDP- BA (Psychology) Third Year has conductedand successfully completed the practical work in BPCE 022 (Practicals in Clinical Psychology/Counselling/ Industrial and Organizational Psychology)

Signature of the Learner Signature of Academic Counsellor

Name: Name:

Enrolment No.: Designation:

Name of the Study Centre: Place:

Regional Centre: Date:

Place:

Date:

Note: Certificate to be attached in Practicum Note Book.