Dr. H.R.

Gajwani College of
EducationAdipur

Postgraduate Diploma
in
Guidance & Counseling
(PGDGC) 2021-2022

(Details of Proposed Professional Course)

Syllabus is adopted from PGDGC course of The Maharaja Sayajirao University of Baroda
 Semester wise distribution for Assessment
Frame work for PGDGC course
Semester I
Total
Course Name of Course Total Credit College University Total
Code Hours Assessment Assessment
Growth & Development I
I 30 02 15 35 50
Organization and Administration of
II GuidanceServices I 30 02 15 35 50
Personality and Psychopathology I
III 30 02 15 35 50
Counseling and Psychotherapy I
IV 30 02 15 35 50
Basic Counseling Skills Training
V and PersonalGrowth Laboratory I 30 02 15 35 50

Practicum-I -
VI 30 02 50 50
Viva-Voce Test-I
30 02 - 50 50
Total 210 14 125 225 350

Semester II
Total
Course Name of Course Total Credit College University Total
Code Hours Assessment Assessment
Growth & Development II
I 30 02 15 35 50
Organization and Administration of
II GuidanceServices II 30 02 15 35 50
Personality and PsychopathologyII
III 30 02 15 35 50
Counseling and Psychotherapy II
IV 30 02 15 35 50
Basic Counseling Skills Training
V and PersonalGrowth Laboratory II 30 02 15 35 50
Practicum-II
VI 30 02 50 - 50

Viva-Voce Test-II
30 02 - 50 50
Integration 60 04 100 - 100
Total 270 18 225 225 450
 Distribution of Marks as Per KSKV Kachchh University
Semester I
Course Name of Course College University Total
Code Assessment Assessment
Max Min Max Min Max Min
Growth & Development I
I 15 06 35 14 50 20
Organization and Administration of
II GuidanceServices I 35 14 50 20
15 06
Personality and Psychopathology I
III 35 14 50 20
15 06
Counseling and Psychotherapy I
IV 35 14 50 20
15 06
Basic Counseling Skills Training
V and PersonalGrowth Laboratory I 35 14 50 20
15 06
VI Practicum-I
50 25 - - 50 25
Viva-Voce Test-I
- - 50 25 50 25

Semester II
Course Name of Course College University Total
Code Assessment Assessment
Max Min Max Min Max Min
Growth & Development II
I 15 06 35 14 50 20
Organization and Administration of
II GuidanceServices II 15 06 35 14 50 20
Personality and Psychopathology II
III 15 06 35 14 50 20
Counseling and Psychotherapy II
IV 15 06 35 14 50 20
Basic Counseling Skills Training and
V PersonalGrowth Laboratory Ii 15 06 35 14 50 20
VI Practicum-II
50 25 - - 50 25
Integration 100 50 - - 100 50
Note:-
 1 credit –15 hours
 Total 32 credits – 480 Total Hours

Semester Theory Practical Credits Total credit

Credits Hours Credits Hours Credits Hours

I 10 150 04 60 14 210
II 10 150 08 120 18 270
20 300 12 180 32 480

 Saturday : 4.00pm- 8.00p.m

 Sunday : 9.00am – 1.00p.m
Different Psychological Test

 Intelligence Test
 Personality Test-Raveren Matrix, Enneagram, MBTI Mayer Briggs Type Indicator
Self- Test Personality.
 Aptitude Test
 Interest Test
 Value Test
 Emotional Intelligence Test
 Sociometric Test
 Anxiety Test
 Adjustment Inventory
 Self Esteem Test
 Life Skills
 REBT Rational Emotive Behavior Therapy

Internal Work

 Assignment for each subject

 Semester I Practical
 Semester II Practical
 Integration course – Reflective Journal
 Internship

 In course V students in the basic skill and personal growth lab will be
assessed.
Practical

Paper I

1. Assignment on understanding Adolescent

2. Assignment on Disabilities
3. Characteristics of all stages of development up to adolescent period.
4. Adulthood Result of development up to adolescent period.
5. Case study of gifted children.

Paper II

1. Assignment on Educational guidance

2. Assignment on pre vocational Development
3. Vocational development at all stages of development
4. Psychological test and report writing
5. Development of sociogram

Paper III

1. Identification of Psycho pathological factors from Verbatim

2. Assignment on Integrating Personality
3. Case study

Paper IV

1. Assignment on case History

2. Assignment on behavior Modification technique
3. Worksheet on REBT
REBT Rational Emotive Behavior Therapy
4. REBT Rational Emotive Behavior Therapy -verbatim

Paper V

1. Counseling Skills
(Silence, attending, listening , empathy, confrontation, self-disclosure)
Dr. H.R. Gajwani College of Education
Adipur

Postgraduate Diploma
in
Guidance & Counseling
(PGDGC) 2022-23

1
 TABLE OF CONTENT

PART-I GENERAL INFORMATION

 Introduction
 Program Offered by the College
 College associated with the proposed PGDGC Program - Dr. H.R.
Gajwani College of Education
 Objective
 Rules of Admission
 Duration of the Program
 Intake Capacity
 Attendance
 Medium of Instruction
 Overview of the Program
 Core courses and Practicum
 Viva-Voce Tests
 Integration course (Reflective Journal)
 Scheme of Evaluation
 Standard of Passing
 Organization of the Program

2
PART – II PROGRAM CONTENT

 Course-I Growth and Development

 Course-II Organization and Administration of Guidance Services
 Course-III Personality and Psychopathology
 Course- IV Counseling and Psychotherapy
 Course-V Basic Counseling Skills Training and Personal
Growth Laboratory
 Course-VI Practicum –Internship
 Integration Course (Reflective Journal)

3
 PART – I GENERAL INFORMATION

INTRODUCTION

Guidance and counseling is an integral part of living. It comes naturally to us to

seek guidance at a crossroad in an unfamiliar place. We face many such
unfamiliar crossroads in our journey through life at all ages. This is particularly
so in a world that is constantly in change. We cannot take shelter in our
traditional beliefs and practices in today’s world. For our ways of living,
working, and relating all have undergone a sea change. Add to this the pulls and
pressures of a fast moving and competitive society that we live in today. The
result of all these on the average individual is in confusion, helplessness, stress
and coping out. Even our school-going children are not spared of such negative
consequences. All these speak for the need for guidance and counseling services
made available to our people to help them strengthen their coping and
actualizing resources. But there are far too few such services and trained
professional counselors available for our people to turn to.

UNDER THE DEPARTMENT OF EDUCATION

PROGRAM OFFERED BY Dr. H.R. Gajwani College of Education,

Affiliated to Kachchh University, Bhuj

 Bachelor of Education

4
A SCHEMATIC REPRESENTATION OF CURRICULAR CONCERNS

Theory

Practicum/ Personal
Internship Growth

Integration

A Special feature of the course is that it combines counselor skills training with
the personal growth of the Counselor trainees and guides them on to develop
their own unique theory practice integration based on their experiences.

OBJECTIVES
The Post-Graduate Diploma in Guidance and Counseling is designed to:

 Prepare personnel for the profession of guidance and counseling with

requisite knowledge, skills and attitude.
 Prepare personnel who would work with
 Students at all levels of education to guide their educational,
personal and career development.
 Any person with a problem to facilitate its working through.
 Enable the candidates to develop understanding of:
a. Human Development
b. Personality Development
c. Personality Disorders
d. Adolescents and young persons and their needs.
e. Guidance process and requisite skills
f. Various Counseling approaches and Practices.

5
  Facilitate personal growth of the candidates of the Diploma course.
 Develop competence in counseling through practice.

RULES OF ADMISSION
A candidate seeking admission to Post Graduate Diploma in Guidance and
Counseling must satisfy following conditions.

1. He/She must be a graduate from any institution recognized in any

discipline with a minimum of 50% of marks in the aggregate or equivalent

grade.
2. If He/She does not have 50% at graduate level but have any one year

diploma after graduation with minimum of 50% of marks or have post-

graduation.

DURATION OF THE PROGRAM

The candidate admitted to the PGDGC Program shall undergo the prescribed
courses of study for one academic year, comprised of two semesters.

INTAKE CAPACITY

The maximum limit of candidates to be admitted to the program is Thirty (30)

ATTENDANCE

Every candidate must have 80% attendance in each of the Courses except in
case of Course V which is experiential where in a hundred percent attendance is
prescribed.

6
MEDIUM OF INSTRUCTION
The medium of instruction will be in English. However, students may write
examination, integration Course and records of Practicum also in Hindi and
Gujarati.
THE OVERVIEW OF THE COURSE
The total credits of the entire PGDGC program will be 32. The layout of the
Courses and other particulars are as follows:

Course Title No of Course Title No of

Course Credits Credits
No.
I Growth and 2 Growth and Development-II 2
Development-I
II Organization and 2 Organization and 2
Administration of Administration of Guidance
Guidance Services-I Services-II
III Personality and 2 Personality and 2
Psychopathology-I Psychopathology-II
IV Counseling and 2 Counseling and 2
Psychotherapy-I Psychotherapy-II
V Basic Counseling skills 2 Basic Counseling skills 2
Training and personal Training and personal
Growth Laboratory-I Growth Laboratory-II
VI Practicum-I 2 Practicum-II 2
Viva-Voce Test-I 2 Viva-Voce Test-II 2
Integration 4
14 18

7
 SCHEME OF EVALUATION

The course will follow internal assessment scheme.

1. The performance of each candidate in all the Courses will be evaluated
in terms of Marks. Indirect grading system is adopted. In final grade
sheets marks and equivalent grades will be shown. The details
regarding grade along with its grade points and equivalent range of
grade points and percentages and class are as under:
(I)
Grade Grade Range of Ranges of Division Description
Points Grade Points Percentages
O 10 9.01 to 10.00 90.1 to 100.0 First Class with Out standing
Distinction
A 9 8.01 to 9.00 80.1 to 90.0 First Class with Excellent
Distinction
B 8 7.01 to 8.00 70.1 to 80.0 First Class with Very Good
Distinction
C 7 6.01 to 7.00 60.1 to 70.0 First Class Good
D 6 5.01 to 6.00 50.1 to 60.0 Second Class Fair
E 5 4.01 to 5.00 40.1 to 50.0 Pass Class Average
F 4 Up to 4.00 Below 40.0 F Dropped
Note: Equivalent Percentage should be calculated with only ONE Decimal
precision.

1. First division with Distinction CGPA 7.00 onwards

2. First division CGPA 6.00 up to6.99
3. Higher second Division CGPA 5.50 up to5.99
4. Second Division CGPA 5.00 up to5.49
5. Pass Division CGPA 4.00 up to4.99

8
(II) The Grade sheet will contain grades in each of the Course, I to VI, Average
grade of the two Viva Voce Test, Integration Course, Cumulative Grade point
Average (CGPA), Aggregate Grade, Percentage and Class obtained

(III) The transcripts will contain course wise marks and grade in Core Courses,
practicum, integration course, and average grade of two viva voce and overall
grades. It will also contain the percentage and the class obtained. The Transcript
will be available in the office of
Dr. H.R. Gajwani College of Education on written request and by paying the
prescribed fee.

(IV) CORECOURSES
The Performance of students in Core courses ( I-IV) will be judged on the basis
of one periodical test or an assignment followed by the Semester end test at the
end of each semester. The Semester end test will be based on the entire course
covered during Semester and will be of 70 % weightage. The Semester end test
in each course will have the 30% weightage of the periodical assessment. For
organizational purpose each of the courses will be divided into two parts and
part I will be taught in Semester I and Part II in semester – II.

(V) PRACTICUM
In course V, the work of student in the basic skills and personal growth Lab. will
be assessed by both the peer group and the facilitator in charge together against
criteria to be worked out in detail.
In course VI, the students will be attached to any educational / service Institution
for Guiding / Counseling. They will maintain verbatim records of their
Counseling and present them for supervision, which will be graded by the
concerned guiding supervisor. Part I and Part II of course VI will be carried out
in both the Semesters.

9
(VI) VIVA VOCETESTS
Two Viva-Voce Tests will be conducted, one at the end of semester I and the
other at the end of semester II, by a Panel of examiners appointed by the
Examination Section of the University. Both the Viva- Voce tests will carry
equal weightage and will be assigned marks separately. The Viva-Voce tests
will focus on students‟ grasp of core courses and personal insights they have
developed and application of the theory in their work in practicum and in their
regular work situations.

(VII) INTEGRATION COURSE

The candidate’s integration report will be evaluated by the panel of Examiners
taking the 2nd Semester end Viva Voce tests by assigning grades. The
Candidates personal account of changes they were able to facilitate in others
they worked with as counselors during the year, and how they are able to
conceptualize the process of therapeutic change, that is, integrate theory and
practice, will form the focus of evaluation of Integration course.

STANDARD OF PASSING
1. To qualify for appearing in the comprehensive test, the candidate must
fulfill the requirement of appearing in periodical test, or an assignment. In
case a candidate fails to appear in the periodical test or to submit
assignment he/she will not be allowed to appear in the concerned
Semester end test at the end of the semester.
2. To qualify for the Post-Graduate Diploma in Guidance and Counseling
the candidate shall have to obtain a minimum passing E grade (40%
marks) in each courses.

10
(A) CORECOURSES
A candidate must obtain aggregate grade of E in each Core courses. If a
candidate fails to obtain E grade in any Core courses, he/she shall have to
appear in the Semester end test of the concerned course(s) at the end of next or
subsequent semester within period of two years. His/Her grade in periodical
assessment will be carried over for calculating aggregate grade. If he/she gets at
least E grade in Semester end test or an aggregate grade of E or higher in the
concerned course, he/she shall be declared to have passed.

(B) PRACTICAL
Courses V & VI will have a minimum passing grade of E on 11 point scale.
Each practicum should have a minimum of E, failing which they may be asked
to repeat the practicum.

ORGANISATION OF THE COURSES

The teaching of courses -I-V will be done every Saturday & Sunday. Practicum/
internship will be done by candidates in the institutions assigned to them for a
period of 2 hours per week, or an overall minimum of 100 hours within the
entire duration of the programme.

11
 PART – II PROGRAMME CONTENT
COURSE – I: GROWTH AND DEVELOPMENT

OBJECTIVES:
The course will enable candidates to understand:
1. The principles and dimensions of human development

2. The need and aspects of adolescence education

3. Behavior disorders of childhood and adolescence

4. The concept of disabilities and giftedness.

Semester-I: GROWTH AND DEVELOPMENT-I

1. Principles and dimensions of human development: Physical cognitive, social,

emotional.
2. Adolescence and Adolescence Education for facilitating personal development.
3. Factors affecting growth and development

Semester-II: GROWTH AND DEVELOPMENT-II

1. (a)Problems associated with different dimensions of development.

(b)Behavior disorders of childhood and adolescence
2. The concept and types of disabilities and ways to minimize their impact.
3. The concept of giftedness and ways to nurture it.
Activities:
1. Assignment on “ Understanding Adolescents”

2. Assignment on Disabilities

3. Characteristics of all stages of development

4. „Adulthood- a result of development up to adolescence period

5. Case Study of Gifted Children

12
 Mode of Transaction:

Lecture. Discussion, Case study, Film show

REFERENCES:

1. Dash, M (1988) Educational Psychology. Delhi: Deep Publications

2. Doric, L (1990) Essentials of Educational Psychology, New Delhi: Sterling

Polishers Private Limited.

3. Hurlock, Elizabeth: (1973) Child Development New York: Mc Grew Hill

Publishing Company.
4. Joutald, S.M. (1980) Healthy personality, New York:Macmillan
5. Kapur, M (1995) Mental Health of Indian Children, New Delhi: Sage

Publications.
6. Ketter, M (1981) Consultation and education in mental health problems and

prospects. Beverly Hills Sage Publications.

7. Sprinthal, N and Sprinthal R.C. (1990): Educational Psychology: A development

approach. New York: McGraw hill publishing Company.

8. Worchel, S & Goethals, G.R. (1985) Adjustment: Pathways to personal growth,

New Jersey: Prentice Hall.

13
 COURSE –II: ORGANISATION AND ADMINISTRATION OF
GUIDANCE SERVICES
OBJECTIVES:
The course will enable candidates to understand:
1. The meaning and significance of guidance.

2. The role of Various Personnel guidance

3. The Organizational and administrative aspects of guidance services.

4. The meaning and use of Psychological tools in guidance.

5. The significance of different career development theories in guidance.

Semester-I ORGANISATION AND ADMINISTRATION OF

GUIDANCE SERVICES-I

1. Introduction to guidance: Meaning, nature, need and significance.

2. Basic assumptions and principles of guidance.

3. Meaning of Psychological Assessment and appraisal. Tools of assessment:

Testing and non-testing techniques: IQ, Personality, Aptitude, Interest, Value.

4. Role of teachers, parents, guidance personnel and community

Semester-II ORGANISATION AND ADMINISTRATION OF

GUIDANCE SERVICES-II

1. Organization and Administration of guidance services.

2. Type of Guidance: Educational, Vocational &Personal

3. Tools of assessment: Testing and non-testing techniques: EQ,

Interview,Observation, And Sociometry.

4. Individual and group Guidance and Counseling.
5. Theories of career development and related issues in guidance.

14
 Activities:
1. Assignment on “ Educational Guidance”

2. Assignment on “Pre- Vocational Development”

3. Vocational Development at all stages of development

4. Psychological Tests and report writing

5. Development of Sociogramme

Mode of Transaction: Lecture. Discussion, Case study, Film show,

Psychological testing, Demonstration

REFERENCES:

1. Barki, G.G. and Mukhopadhyay B. (1991) Guidance and Counselling-a manual.

New Delhi: Sterting publishers [Link].
2. Gibson, R.L. &Mischek, M.H. (1985) Introduction to guidance. New York:
McMillan.
3. Jones, A.J. (1963) Principles of Guidance. New York: Mc grew Hill BookCo.
4. Kocher, S.K. (1984) Educational vocational Guidance in Secondary Schools,
New Delhi: Sterling [Link].
5. NarayanaRao, S (1989) Counselling Psychology, New Delhi: Tata McGraw Hill
Publishingco.
6. Peter,H.J.&Aubrey,R.F.(Eds)(1975)Guidance Strategies and Techniques Denver
: Love Pub Co.
7. Thompson, C.L. & William A.P. (1979) Guidance activities for counselors and
teachers Monterrey, calif : Brooks/Cole. Pub. Co.
8. Vashist, S.R. (1993) Perspectives in Educational and vocational Guidance. New
Delhi : Anmol Publications (Vols1-5)

15
 COURSE -III: PERSONALITY AND PSYCHOPATHOLOGY

OBJECTIVES:
The course will enable candidates to understand:
1. The nature and determinants of personality.

2. Some of the prominent theories of personality.

3. The need for individuals to develop an integrated personality.

4. The nature and causes of some behavioral disorders.

Semester-I PERSONALITY AND PSYCHOPATHOLOGY-I

1. General introduction to the psychology of personality. Theoretical and

methodological issues in the study of personality.

2. Determinates of personality: biological and socio-culture Influences.
3. An in-depth examination of the following theories of personality: Freud Jung,

Adler, Sullivan, Maslow, Rogers and Existential – Phenomenological approach

to the study of persons.
4. Integrated personality development.

Semester-II PERSONALITY AND PSYCHOPATHOLOGY-II

1. Nature, approaches and characterization of Psychopathology.

2. Causative factors in abnormal behavior: biological and socio-culture factors.

3. A brief discussion of some of the following categories of behavior disorders:

substance abuse, anxiety and depression, eating, sleep, adjustment and

personality disorders.

16
 Activities:

1. Identification of Psychopathological factors from verbatim

2. Assignment on “Integrating Personality”

3. Case study

Mode of Transaction:

Lecture. Discussion, Case study, Film show, Psychological testing,

Demonstration

REFERENCES:

1. Allport, G.U. (1968). Patterns and Growth of Personality.

2. Lawrence Afervin (1970) Personality: Theory, Assessment and research.

3. Coleman, J.C. R.C. Carson, J.N, Butcher (1988) Abnormal psychology and

Modern Life.
4. James D Page (1975) Psychopathology – the science of understanding deviance.

17
 OURSE – IV: COUNSELLING ANDPSYCHOTHERAPY

OBJECTIVES:
This course will enable the candidates to understand:
1. The meaning of counseling and Psychotherapy.

2. Same important therapeutic approaches.

3. The uses of diagnostic tools in counseling.

Semester-I COUNSELLING AND PSYCHOTHERAPY-I

1. Concept, nature and definitions of counseling and psychotherapy.

2. Therapeutic Approaches –I

Psychoanalysis
3. Therapeutic Approaches –II

(A)Rational emotive therapy

(B) Person – Centered therapy

Semester II COUNSELLING AND PSYCHOTHERAPY-II

1. Therapeutic Approaches –III

(a) Play, Music, Dance and Art therapy (b)Transactional analysis (c) yoga therapy
(b) (b) Behavior Therapy
2. Diagnostic tests and their use in counseling and psychotherapy. Diagnostic
interview, Case Study.
3. Therapist as a person: qualities, characteristics and training, professional code of

ethics for counselors and the role of professional associations.

18
 Activities:
1. Assignment on Case History
2. Assignment on Behavior Modification technique
3. Worksheets on REBT
4. REBT Verbatim
Mode of Transaction:
Lecture. Discussion, Case study, Film show, Psychological testing,
Demonstration

REFERENCES:

1. Bene, E(1961) Transactional Analysis in Psychotheray. New York:

BallantineBooks.
2. Belack, A.S. harson, H &Kazdin, A.E. (Ed),(1982) International Handbook of
Behaviour Modification and therapy. New York: PlenumPress.
3. Brammer, L.M. &Shostron E.L. (1982) Therapeutic Psychology – Fundamentals
of Counseling and Psychotherapy (4th F.C) Englewood Chiffs: Prenticse
Halllnc.
4. Bramner, L.M. (1985) The helping relationship: Process and skills, Englewood
Cliffs: prentice PrivateLimited.
5. Brown, D and Srebahus, D.j.(1988) An introduction to counselling profession.
Englewoodififs, New Jersey: PrenticeHall.
6. Carkhuff, R. &Bemad G. Berenson 9 1967) Beyond Counselling and Therapy
New York: Olt Rinehart &Winston.
7. Cormier, L & Hackney, H (1995) The professional Counsellor. Englewood
cliffs, New Prentice Hall.
8. Corey, G. (1977) Theory and Practice of Counselling and Psychotherapy
Montery, CA Book/Cole publishingCompany.
9. Ellis, A (1962) Reason and emotion in psychotherapy New York: LyleStuart.

19
10. Gladding, S.T. (1996) Counselling& Comprehensive Profession New Delhi:
Perntice hill.
11. Lazarus, R.S. &Folkna, S. (1984). Stress, Appraisal & Coping. New
York:Soringes.
12. May Rollo. (1977) The art of counsellign Nashville:abingdon.
13. Mearns, D and Thome B (1988) Person- Centered counselling in action. New
Delhi: SagePublications.
14. Nugent,F (1990) An introduction to the profession of counselling. Columbus,
Ohio: Merill [Link].
15. Patterson, C.H.(1966) Theories of counseling and Psychotherapy. New York:
Harper &How.
16. Seligman, L (1988) Sellecting effective treatments. San Francisco: JosseyBass.
17. Wolpe, J (1973) The practice of behaviour therapy. New York: pergamenPress.

COURSE - V: COUNSELLING SKILIS TRAINING AND PERSONAL

GROWTH
OBJECTIVES:
The candidates will be enabled to:
1. Develop appropriate skills and attitudes required for counseling.

2. Understand them and work through some of their own personal problems.

Semester-I: COUNSELLING SKILLS TRAINING:

Gerard Egan‟s Model of counselor training will form the focus of this part of
Course V. The following skills will be dealt with:
1. Attending
2. Listening

3. Empathy (Primary level)

20
 4. Respect

5. Concreteness

6. Genuineness

7. Empathy (Advanced level)

8. Confrontation

9. Self –disclosure

10. Immediacy

11. Problem solving skills (Force- field analysis)

N.B.: The methodology of training will be predominantly experiential and will

follow a developmental approach. Modeling Peer group counseling and
feedback, role plays and case discussions will be some the methods employed
for the skills training

Semester-II PERSONAL GROWTH LABORATORY

1. Personality tools like Mayer – Briggs Type Indicator (MBTI) or Enneagram will

be employed to help the candidates to become aware of them and work through
the unhealthy aspects of their own lives.
2. The candidates will work through their own personal problems in the group

setting with the faculty in charge of the Courses as facilitator.

N.B.: Additionally students involvement in any one holistic system is recommended

Yoga, Vipasana, Art of living, Pranic Healing, Raiki, Dynamic mediation, Raja
yoga, Sahajyoga,etc.

21
 REFERENCES:

1. Carkhuff, R.R.(1969) Helping an human relations. Vol 1: Selection and training,

New York Holt Rinchart &Winston.
2. Carkhuff, R.R. (1972) The art of helping. Amherst, Mass: Human Resource
Developmentpress.
3. Carkhuff, R.R. The art of problem: Solving (1973) Amherst, mass: Human
Resource DevelopmentPress.
4. Carkhuff, R.R.& Berenson, B.G. (1967) Beyond Counseling and therapy. Holt
Rinchart&Vinston.
5. Egan, G. (1973) Face to Face : The small group experience and interpersonal
growth Monterey Brooks/Cole.
6. Egan, G (1994) The Skilled helper (4th Education) Pacific Grove. CA
:Brooks/Cole
7. Gazda, G.M. etal. (1973) Human relations development: a manual for educators.
Boston: All &Bacon.
8. Futer, J.M. (1988) Personal Counselling Bombay: BetterBook.

22
 COURSE -VI: PRACTICUM AND INTERNSHIP OBJECTIVES:

This course will have the following objectives:

1. To develop the candidate‟s ability to administer, interpret and use the prescribed

psychological tests in Counseling and Guidance.

2. To plan out and implement a program of guidance/Psychological
Education/Personality development/study skills/ life skills education etc.

Semester-I: PRACTICUM
The following are some of the prescribed activities for practicum.

1. Administration interpretation and reporting of the psychological tests dealt with

in Course II and IV representative tests will be selected from the following
categories: Aptitude, Interest, Personality, Value, Adjustment, IQ and EQ.
2. Work out and implement a program for:
(a) Educational Guidance
(b) Career information for promoting career development
(c) Development of Self-esteem
(d) Development of motivation
(e) Study skills
(f) Emotional literacy
(g) Self-assertiveness
(h) life-Skills education program

Candidates may choose any one of the subjects given above for program
development and implementation, or may work on any other relevant area in
consultation with the teacher in charge, keeping in mind the needs of the group
they are working with.

23
 Semester-II INTERNSHIP

Candidates are to spend a minimum of 2 hours per week in Guiding /

Counseling. For this purpose they may be attached to Educational / health /
Social work and other related institutions of their choice.

1. Candidates are required to maintain a verbatim report of their counseling

sessions and present them for supervision. A minimum of 20 such supervised
sessions is prescribed.
2. In addition, candidates are required to present an audio / video record along with
its transcript of a counseling Session prior to taking the second Comprehensive
Tests.

Semester-II: INTEGRATIONCOURSE OBJECTIVES:

The Objectives of the integration course are:
1. To enable the candidates to reflect on their own experiences of learning during

the year and personalize theory from practice.

2. To develop personal insight into what motivates in growth and problem solving.

Candidates are to record the journey of their own personal growth and
those of others they work with during the year in their practicum and internship.
They are to demonstrate how the theory and personal insight that they develop
“fit” together to enable their own and other‟s learning and growth. The
candidates will make a report with firsthand experiences of their own work and
submit two copies of the same which should be typed on A4 Size bond Course
in double space prior to taking the 2nd comprehensive Tests. At the time of the
2nd Viva-Voce Tests, the candidates will make a short presentation of their
integration course.

24
 PART – III
TEACHING FACULTY
Faculty for Theoretical class and visiting scholars for Practical’s

Teachers Required for the Proposed Course

Masters with any discipline with guidance and counseling as
specialization
RCI Recognized Consultants
Consultant Psychiatrist
Consultant Pediatrician
Practicing Psychologist
Yoga coach, Naturopath, Counselor
Transactional analyst
Consultant Pediatrician
Consultant Pediatrician
Consultant Homeopath Practitioner

LIBRARY FACILITIES:
The Students enrolled for PGDGC program will have access to Library of Dr.
H.R. Gajwani College of Education. The library has a fine collection of books
on counseling and allied subjects.

25
WHO WOULD BENEFIT FROM THE PROGRAMME?
The course is recommended for parents, teachers, students, counselors, social
workers, special educators, managers, HRD Professional, Doctors, lawyers and
all those whose jobs involve working with people and who want to make a
difference in the lives of people, be they students, clients, or one‟s own near and
dear ones. An open mind, ability to question oneself and one‟s behaviors, and
learn cooperatively in groups are some qualities expected of the aspiring
students for the PGDGC Program.

26