CENTRE FOR DISTANCE AND ONLINE EDUCATION,JAMIA MILLIA ISLAMIA, NEW DELHI

POST GRADUATE DIPLOMA IN GUIDANCE AND

COUNSELLING (DISTANCE MODE)

PROJECT FILE

SUBMITTED BY:

ROLL NO.:

SUPERVISOR:
 ACKNOWLEDGEMENT

It is a matter of pleasure to acknowledge the indebtedness to my teachers of

JAMIA MILLIA ISLAMIA for their great co-operation in the completion of this project of
PGDGC (POST GRADUATION DIPLOMA IN GUIDANCE AND COUNSELLING), I
express my thanks and gratitude to them. They helped me and provided their valuable
guidance at each and every step.

I also thank to my Supervisior Ms. Deepika and Co-ordinator Dr Dayal Sandhu of

Centre for Distance and online Education,JMI for her deep interest, valuable guidance,
encouragement and the facilities provided to me during the course of my project.
 DECLARATION

I, Aakash Rathi, Roll No. D-20 DGC-526, hereby declare that this activity file is a
beneficial work carried out by me under the guidance and supervision of Ms Deepika.. This
activity file is submitted for the award of POST GRADUATION DIPLOMA IN GUIDANCE
AND COUNSELLING to JAMIA MILLIA ISLAMIA UNIVERSITY.

The results embodied in this activity file have not been submitted to any other
University/Institute for the award of any Diploma or Degree.

(Aakash Rathi)

Date: 15/08/2021
 Supervisor Certificate

I hereby certify that the project report submitted for the partial fulfillment of degree in Post
Graduation Diploma in Guidance and Counseling in an original project work conceived by Mr
Aakash Rathi, under my supervision.

Supervisor
 INDEX

Sr. Activity Name of Activity Page No.

No.

1 Activity-1 Planning and Preparation of

Guidance Programme

2 Activity-2 Psychological Assessment-

(I) Learning Disability

(II) Interest

3 Activity-3 Life Skills

4 Activity-4 Individual Counselling

5 Activity-5 Depression Inventory

Beck Depression Inventory
(BDI -II)

6 Appendices
 ACTIVITY NO.1
PLANNING AND PREPARING GUIDANCE FOR SCHOOL

QUEEN MARY’S SCHOOL

Queen Mary's School runs under the aegis of the Diocese of Delhi, Church of North India, with the

Bishop of Delhi CNI as the Chairman - Rt. Rev. Warris K. Masih. At Queen Mary's it is believed in

giving the children a creative, stimulating and an invigorating environment so that they can learn,

understand, explore, innovate and express themselves effectively.

The school’s endeavour is to bring forth a generation of children who are confident, aware,

sensitive, caring and independent individuals, progressive, committed and secular. The school

follows a child-centred approach where each child is an individual and is nurtured accordingly.

The vision of the school is to educate the girl child in such a manner that when she grows up, the

world is bound by the limits of her vision, to be proactive, confident and independent.

School Pledge:- "On my honour, I Promise to do my best; to be truthful and honest in all I do, to be

disciplined, reliable and responsible, thus upholding the dignity and honour of my school.

History of School
It is very difficult to sum up the history and achievements of an institution like Queen Mary;s

School in a few words ; even it’s founder Principal Ms . Helen Jerwood could not have envisaged

how big it would grow in a century after its inception. Ms Helen Jerwood, who was a Cambridge

graduate, came to India as a self –supporting missionary. She wanted women in India to be

educated .With this specific purpose in mind , in 1912 she opened an English medium ‘ Purdah ‘

school in a small house in Jama Masjid area with 8 students , who were all Muslims .

However, by the end of the year there were 40 students belonging to all communities. In 1914,

when the school shifted to Kashmiri –Gate, it had more than 80 students. The same year land was

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given in Tis – Hazari area to build a proper school. A special permission was taken from the then

reigning queen, On 23rd March 1915 Queen Mary’s shifted into its present premises. Every year a

new room was added.

Principal’s Message

These simple words surely bear a profound meaning to me as an [Link] to a woman

means providing education to an entire family whereas educating a boy means educating only an

individual that is why women’s education is more important. Education is a way to truth and

freedom and freeing a woman is freeing half of the race as they represent half of the population.

Till a few decades ago girls were not fortunate enough to be supported for proving their worth

academically. But the perspective of the people has undergone a transition and now girls too get

equal opportunities to carve their niche in all spheres.

However, even today in Asia, India has the lowest rates of female literacy. The Indian society feels

that a woman is a liability who will one time get married and will not contribute in the economic

and social development of the family.

Nevertheless, Queen Mary’s, Tis Hazari is one of the institution that is a haven for thousands of girl

students and thus promotes women emancipation from gender bias.

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I indeed feel honoured for being associated with Queen Mary’s for such a long period - as a student,

then as a teacher and now heading the institution as the principal is quite a humble experience.

I pray to God that may he grant strength to the entire Queen Mary’s family i.e. the staff, our

Respected Manager - Mrs. Rita Wilson and honourable Chairperson The Rt. Rev. Warris K. Masih,

Bishop of Delhi to continue upholding and uplifting the good cause.

Miss Ritu P. Solomon

(Principal)

Departments of Queen Mary’s School

Queen Mary's Nursery Department

Overlooking a large expanse of greenery, the Nursery Department is the child's first peep into an

institution which is almost a Century old. Over the years, a sincere attempt has been made to make

learning fun and helps the little ones to learn through the play way. The nursery school provides an

interesting and a balanced curriculum so that children learn to observe, explore, discover, create,

practice and absorb. The school also provides a caring and nurturing environment so that children

grow up feeling safe, secure and happy. A place away from home, it supports the children and helps

them to progress confidently until they are ready to move on to the primary classes.

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During this very important part of the child's physical and mental growth, we aim at providing a

multifarious range of activities outdoor / indoor play, art and craft, dramatic play, puppetry,

music/dance and games. Activities like reading, writing and number skills are taught by technology

in the classrooms. The "Smart Class" gives the children new ideas and reinforces the concepts

introduced in the class. Keeping with the times, it is a valuable audio-visual aid within the reach of

the students. An independent Computer Lab in the nursery has the children clicking away at the

mouse as they are exposed to interesting and educational activities and games. Interacting closely

with their teachers and peers, these children develop and imbibe social skills and values which will

ultimately help them to grow up into balanced and sensitive individuals.

The Nursery school also provides wholesome and balanced food to the children during Tiffin time.

It is our endeavour to see that our children grow up in healthy way so that they are able to meet the

challenges of the world today. In empowering them lies our true strength.

Queen Mary's Primary Department

The best years spent in school perhaps are at the primary school level. The Queen Mary's Primary

dept. is an amalgamation of the ancient and the modern where the building is concerned. The

original building has had many additions since it was first built. The numbers have increased

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manifold pressing for more space and more rooms. Additions of rooms have been made for the

comfort of the students. But care has been taken not to use the playing space. The open air stage

gives an ample opportunity to stage special assemblies and co-curricular activities.

Queen Mary's High School

The high school prepares the students to become independent and useful citizens of the country.

Citizens who will not only stand on their feet but also be the pillars of strength for many others.

The students are encouraged to observe, explore and experiment. Active participation in academics

and co-curricular activities helps in the all round development of the students.

The students follow the CBSE curriculum and do well in the board examinations. The credit goes to

the able leadership of the Principal, the excellent faculty & the support of the Management &

parents.

Queen Mary’s School Boarding House

Queen Mary’s School, Tis Hazari situated in the very heart of Delhi, is perhaps the one and only

school that provides boarding facilities to students from within the country and outside the country

who aspire to study in Delhi, the capital state of India.

The Principal resides in the school premises for the safety and security of the boarders and gives

personal attention to the needs of the students whenever required. Our wardens and Supervisors go

extra miles to take care of these students and ensure their comfort. The study hours are closely

5
supervised and interested students are provided tuitions and extra classes during board and other

school exams if required. Students are also provided counselling sessions and regular medical

check-ups. Moral values are taught and inculcated through morning and evening devotion.

The Boarding facility is open for classes III to IX and [Link] school offers three streams in Class

XI – Science, Commerce and Humanities. Accommodation is limited and granted to outstation

students only.

There is a spacious dormitory with dressing rooms. A separate dining hall with a well-equipped

kitchen and a T.V. room is there for the relaxation of students. There is a large courtyard, a garden,

a swimming pool, and netball, tennis and badminton courts.

We at Queen Mary’s Hostel aim at nurturing the children in such a manner that they would learn to

be disciplined and are able to handle all situations and acquire skills to cope with adversity and face

all challenges as healthy and independent beings.

PLANNING ANG GUIDANCE PROGRAMME AT SCHOOL

The school counselling and guidance program is an integral part of the total educational process in

the school and is accessible to all students. The counselling and guidance program consists of

activities that address and meet students’ various educational and developmental needs. The school

counselling and guidance program is developed as a result of a thorough analysis of student needs,

desired achievement goals, and related data. The school counselling and guidance program

prepares students to meet the challenges and demands of the school setting as well as prepare them

for success beyond high school.

The goal of each school counselling and guidance program is to ensure student success in three

broad domains: academic, career, and personal/social [Link] major aim of Guidance

Counselling Services is to encourage students’ academic, social, emotional and personal

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development. To reach this aim, guidance-counselling services help students get to know

themselves better and find effective solutions to their daily problems. They also help students

improve themselves in all areas and be full-functioning individuals. Counsellors monitor students’

development and according to their needs they give students necessary support such as helping

them to understand themselves and their needs, to solve their problems, to make realistic decisions,

to improve their abilities and skills, and to adjust themselves and their environment in a healthy

way.

Elementary School Guidance Counselling Services

During elementary school, students begin to develop their self-understanding (self-awareness and

self-acceptance), emotion identification, academic self-concept and their feelings of competence

and confidence as learners. They also build decision-making, communication, friendship building

and interpersonal skills, as well as acquiring attitudes toward school, study habits, peers-social

groups and family. As Elementary Counselling Service, our goal is to foster this growth by creating

and implementing a comprehensive developmental school counselling program which enhances the

knowledge, attitudes and skills that our students acquire in the competencies of academic, personal,

social and career development.

Working with children

Assessment of individual students is the major role of the counsellor. For this reason, the

elementary counsellor observes the students in the school setting, makes individual and group

counselling interventions when needed, prepares and conducts developmental and preventive

counselling services focusing on personal and intellectual development of students (e.g. peace

education, coping with bullying, friendship building skills, conflict resolution skills, problem

7
solving skills, social skills counselling programs). Individual, small group, personal, and crisis

counselling are available to all students.

Working with parents

Consultation with parents is an important part of our support process as we all work together to

create a safe and caring environment for students in and out of the school.

The elementary counsellor also informs the parents about the development of their children in the

school, conducts guidance sessions for parents to improve their parenting skills and enhance their

relationships with their children when needed or requested.

Working with teachers and administrators

The elementary counsellor collaborates with teachers and administration to identify barriers to

academic and personal growth and develop interventions to address areas of need. We attach

importance to identify the talents and uniqueness of each student as early as possible. Additionally,

in-service trainings are given to the teachers when needed.

CHILD SEXUAL ABUSE

The World Health Organization (WHO) defines Child Sexual Abuse (CSA) as “the involvement of

a child in sexual activity that he or she does not fully comprehend, is unable to give informed

consent to, or for which the child is not developmentally prepared and cannot give consent, or that

violates the laws or social taboos of society…”. CSA includes an array of sexual activities like

fondling, inviting a child to touch or be touched sexually, intercourse, exhibitionism, involving a

child in prostitution or pornography, or online child luring by cyber-predators.

8
India has a large child population that is vulnerable to all types of abuse, neglect and exploitation.

Of the totalpopulation in modern day India, about 44.4 % are under18 years of age (children and

adolescents). Researchers in India estimate that between 18 % and 50 %of their country’s

population may have experienced some type of sexual abuse in their lifetime. These statistics may

not account for thenumber of children (1 in 5) who are sexually solicited whileusing the internet,

and the high number of victims who neverdisclose their sexual abuse from in and outside the

[Link] who fail to disclose may be between 30 % and 87 %.

When sexual abuse goes unreported andchildren are not given the protective and therapeutic

assistancethey need, they are left to suffer in [Link] has profound consequences for the child.

It is known to interfere with growth and development. CSA has also been linked to numerous

maladaptive health behaviours, and poor social, mental and physical health outcomes throughout

the lifespan. The adult survivors of CSA may include relational challenges (e.g., increased risk for

domestic violence), violent behaviours, and increased risk of perpetration of CSA as adults.

Increased attention in the public discourse and activism around child protection led to the

Government of India passing the, ‘The Protection of Children from Sexual Offences (POCSO)’ law

in 2012. This act criminalizes a range of acts including rape, harassment, and exploitation for

pornography involving a child below 18 years of age and mandates the setting up of Special Courts

to expedite trials of these offences. However, the issue of CSA remains a taboo in India.

In the wake of the coronavirus pandemic, as people across the country are fighting the novel virus

and keeping themselves safe by staying indoors, the lockdown has proven to be nothing short of

hell for the children trapped with their abusers at home. In India, every second child has

experienced sexual abuse before the age of 18, most often by family members or people known to

them. This has only gotten worse amid the pandemic induced lockdown.

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Usually, CSA is ignored and peopledo not address it. Often, there is denial about it - which it cannot

be happening in my house, it cannot be happening around me, it cannot be happening with friends

and family. Even if we get to know about it, it's something so taboo - let's not talk about it, let's just

keep quiet about it, let's not bring it to anybody's attention - because then we'll all feel very ashamed

and we'll be stigmatised. Therefore, denial and stigma is very strong around it. It is very difficult to

find out about child sexual abuse or offer any kind of support, because 90% of the cases happen

with trusted people inside the [Link] addition, an external person cannot penetrate a family unit

in India.

GUIDANCE AND COUNSELLING

The meaning of Guidance is help or assistance. Different psychologists defined Guidance as:

“Guidance seeks to help each individual become familiar with a wide range of information about

himself, his abilities, this pervious development in the various areas of living and his plans or

ambitions for the future.” – Chisholm

“Guidance is an assistance given to the individual in making intelligence choices & adjustments.” -

- A. J. Jones

‘Guidance is a means of helping individuals to understand and use wisely the educational.

Vocational and personal opportunities they have or can develop and as a form of systematic

assistance whereby students are aided in achieving satisfactory adjustment to school & to life.” -

Dunsmoor & Miller

Guidance counselling, is an ongoing process of helping individuals discover and develop their

educational, vocational, and psychological potentialities and thereby to achieve an optimal level of

personal happiness and social [Link] guidance counsellor, for example, may provide

10
information about a person’s own abilities and interests as determined by psychological tests or

about educational opportunities and the requirements of various occupations.

Guidance covers the whole process of education, which starts from the birth of the child. As the

individual need help throughout their lives, it is not wrong to say that guidance is needs from cradle

to grave. If we consider the literal meaning, to guide means to indicate, to penitent, to show the

way. It means more than so assist. If an individual slips on the road, we assist him/her to get up but

then do not guide him unless we help to go in a certain direction. The term guidance is related to

types of education – formal, non-formal, vocational etc. The aim is to help the individual to adjust

to the environment.

Professional counsellors and counselling psychologists are commonly found in institutional settings

such as high schools and colleges, private industry, community agencies, prisons, and the military,

as well as in private practice. They are often called on to help individuals deal with the grief of

unexpected [Link] and counselling is an important educational tool in shaping the

orientation in a child from negative ideas that is planted in the child by his/her peers. Hence the

need school for the counsellor to assist the child in moulding their future through counselling

therapy. The school counsellor is seen as a role model and highly respected by students.

The need for guidance is felt much more in educational institutions & for the authorities. The

guidance service in school is necessary for the following reasons:

 To help in the total development of the student

 To help in making proper choice at various stages of their educational career.

 To help the students in vocational development.

 To help students make the best possible adjustments to the situations in the schools as well

as in the homes.

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  To minimize the mismatch between education and unemployment.

 To identify and motivate the students from weaker sections of society.

 To check wastage & stagnation

 To identify and help students in need of special help.

 To minimize the incidence of indiscipline.

 To make the idea inclusive education successful.

SCOPE OF COUNSELLING

The school is expected to provide more than just teaching and instruction. A school guidance

programme includes all those activities other than instructional, which are carried out to render

assistance to pupils in their educational, vocational, personal development and adjustment. The

fundamental aim of guidance programme being the maximum development of the child, all

guidance programme must be geared toward attainment of the goal. Guidance services can assist the

pupils in knowing themselves-their potentialities and limitations, making appropriate choices in

educational, vocational and other fields.

Personal Guidance

Personal guidance may be defined as the assistance offered to the individual to solve this emotional,

social ethical and moral as well as health problems. Thus personal guidance deals with all those

problems of life, which are not covered under educational and vocational [Link] following

are some basic nature of personal guidance:

 It is concerned with social and civil activities.

 It deals with health and physical activities.

 It helps in worthy use of leisure time &character building activities.

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Therefore, in personal guidance problems of individual and social health, emotional and social

adjustments, economic and social relationships etc. have an important place.

Personal guidance refers to the help given to an individual towards a better adjustment in the

development of attitudes and behaviours in all areas of life. It assists the child to adjust with

physical and social environment and to solve all the emotional and psychological problems. The

personal guidance is needed for the following reasons:

 Required for personal adjustment

 Essential for developing individual competence avoiding the interpersonal tensions and conflicts.

 Setting up a harmonious environment between family life and vocational life of an individual.

 Taking decisions with regard to personal problems

 Bringing happiness, peace and satisfaction in the life of an individual.

Educational Guidance

The most important to various types of guidance is EDUCATION GUAIDANCE. Educational

Guidance is directly concerned with the pupil. In the student’s life, this guidance is very important.

The chief aim of educational guidance is to develop the 11 ability of co-ordinating with the school

environment in the pupils to create necessary awareness and sensitivity, so that they may select

themselves proper learning objectives, devices and situations.

Students often encounter difficulties in understanding what is taught in the classroom, laboratories

and workshops. Expected change in behaviour is not fully achieved. Failures in examinations and

tests, poor standards or assignments, unsatisfactory involvement in the academic work by students

are some of the often-noticed problems. The problems need to be solved to the maximum extent by

assisting them.

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 According to Jones, “Educational Guidance is concerned with assistance to be provided to the

pupils which is expected for their adjustments in the schools, selection of curricula and school like.”

It is also defined as a conscious growth of individual. This has to do with knowing his interest,

selection of his subjects, form of his study habits and making his progress in those subjects and

activities and passing the examination.

Career Guidance

Career guidance is the assistance given to students in choosing and preparing for a suitable

vocation. It is concerned primarily with helping individuals make decision and choices involved in

planning future and a career decision and choices necessary in effecting satisfactory vocational

adjustment. Career guidance would assist an individual in solving these problems. Career guidance

is sometimes described as the process of “fitting round pegs in round holes and square page in

square holes.”

According to ‘Crow and Crow’ “Career Guidance usually is interpreted as the assistance given to

the learners to choose, prepare for and progress in an occupation.” According to ‘Myers’, “Career

Guidance is the process of assisting the individual to do for himself certain definite things

pertaining to his vocation.”

Following are the aims of vocational guidance:

 Assisting the students to acquire such knowledge of the characteristics and functions, duties,

responsibilities and rewards of occupations that are within the range of this choice.

 Assisting a pupil to discover his own abilities and skills and to fit them into general requirements of

the occupation under consideration.

 Assisting the pupil to evaluate his own capabilities and interests with regard to their worth to him

and to society.

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 Helping the individual develop an attitude towards work that will dignify whatever type of

occupation he may wish to enter.

 Give exploration opportunity in different areas of school learning and vocational exploration that

will enable the learner to get the feel of several types of activities.

 Assisting the individual to think critically about types of occupations and to lean a technique for

analysing information about vocations.

 Assisting the mentally handicapped, the physically handicapped of the economically handicapped to

make the adjustment that will be best for them in their struggle for a fuller life and for personal and

social welfare.

 Instilling in the pupil a confidence in the teachers and other guidance personal that will encourage

him when he confers with them on personal and vocational problems.

 Assisting the pupil to secure the necessary information about the facilities offered by various

educational institutions engaging in vocational training.

 Providing information for the learner about admission requirements, the length of training, and the

cost of attending any institution of higher learning to which he my wish to go after graduation for

high school in order to continue his vocational preparation.

 Giving assistance during school years so that the individual will be able to adjust on the job work

conditions and to other workers.

 Assisting each pupil to appreciate his rightful place in a group of workers and to become a

functional member of the team.

 Altering the pupil to the long-range training needed to become proficient in most lines of

endeavour.

 Cautioning each learner concerning fads and pseudo-scientific shortcuts to vocational competency.

 Helping the learner realize that success is purchased at the price of effort, and that satisfaction on

the job derives from doing his work competently.

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OBJECTIVES OF GUIDANCE AT HIGHER EDUCATION

Guidance is needed especially at the stage when the person is being educated or tends to take up a

work. This period in the life of a person will mean to his school days. It is very essential in the

sense that a major development in his abilities, capacities, habits, skills and attitudes takes place at

this [Link],schoolchildren need guidance to understand themselves to know about their

abilities, interests and values. Besides, they need training in self-guidance. They must be helped to

fix up realistic life goals and plan the course of actions according to their ability, taste and

temperament and pursue them realistically to find satisfactory results for their talents. In addition, of

this students also need guidance to make choices at various stages of their educational career.

For those who enter into +2 stage, guidance is also quite essential for them in choosing courses,

which suit them the best, since choice of a course at this stage will influence the future. They are to

be provided information about the various educational and vocational opportunities. They need be

helped to develop a realistic self-concept. Therefore, with the growing stress on vocationalisation of

education guidance deserves importance. It can help in making the transition from school to work

easier. It also helps the students to make best possible adjustments in school, home and in society.

Therefore, guidance facilitates the process of education. From all these consideration, guidance

should be treated as an integral part of education.

The aim of education is to achieve the fullest possible realization of possibilities inherent in the

individual. Education fosters all aspects of an individual‘s personality. Guidance is an integral part

of education and helps in achieving the goals of education. Guidance is quite essential for the

development of individual, which is the main objective of education. The Education Commission

(EC-1964-66) observes ―Guidance should be regarded as an integral part of education and not as a

special, psychological or social service, which is peripheral to educational purposes. It is ―meant

for all students not just for those who deviate from the norm in one direction or the other.

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CHARACTERSTICS OF EDUCATIONAL GUIDANCE

The scope of educational guidance is as wide as that of educations with a number of characteristics.

Some of the characteristics, which as minimum programme of educational guidance should have:

 Assisting students in understanding the purpose and the function of the school in relation to their

needs.

 Assisting students in discovering all that the school has to offer and plan a programme of studies

accordingly.

 Assisting students in discovering their strengths and weaknesses: their assets and liabilities. How

much ability do they possess to learn? If they take up work much beyond their ability to learn they

are likely to meet failures and frustrations. If they take up work much below their ability, there

will be loss of human resources as their potentialities remained underutilised / unutilised.

 Assisting students to discover themselves, i.e., their interest’s aptitudes, attitudes and, other

personality characteristics. Knowledge of one’s scholastic aptitudes is necessary for planning

and educational career in much the same way as knowledge of one’s vocational aptitudes is

necessary to make a choice of vocation.

 Assisting students in discovering educational opportunities in the school. The same is true of

occupational openings as well.

 Assisting students in gathering information about curricular activities that are being carried

out in the school.

 Assisting students in collecting information about different courses, curricula, schools, training

school, vocational schools. These objectives can be achieved through school’s

educational information services, group guidance classes, group and individualcounselling.

 Assisting students in the selection of courses, curriculums, extracurricular activities, and best

suited to their abilities, interests, aptitudes and, personality characteristics.

17
 Selecting students in the selection of books and methods of study.

 Assisting students through group guidance and group counselling to help remove their difficulties

in learning.

 Assisting students in developing work and study habits that enable then achieve satisfactory

success in studies.

 Assisting students in trying out courses and exploratory courses in order to gain an insight into

learning areas that still lie ahead.

 Assisting students in participating in curricular activities, group work, social service activities so

that qualities of leadership may be developed.

 Assisting students in finding out the requirements of entrance to a college or to a vocational school

of one’s choice.

 Assisting past students in adjusting themselves to the new environment and new social life.

 Assisting students who are about to leave the school, in ascertaining the possibility and

desirability of further schooling.

ASSESSMENT OF THE PROBLEM

Working as a school counsellor from past 2 years at two different schools, dealing with students

from primary to high school. Talking to students about the issue of child sexual abuse had given me

a very close exposure to the concept itself. Currently working as a high school counsellor at Queen

Mary’s school, I have an access and exposure to more than 2500 girls under my guidance. Being the

school counsellor it is my job to have one on one individual counselling sessions as well as group

counselling sessions with the students on a weekly basis.

18
I have been taking an interactive session on child sexual abuse in the previous school I was working

at as well as at Queen Mary’s School with every class. The assessment I made around this topic is

through these interactive sessions about their awareness levels about child sexual abuse, their

personal experiences and the curiosity in students to learn about the issue. According to what I

observed by interacting with students was that:

 The parents and teachers who are the primary caregivers and the ones imparting knowledge to

the students still feel shy talking to their children and educating and making them aware about

sexual abuse, or even teaching them good touch and bad touch concept.

 The high school students have a vague and incorrect idea about the kinds of sexual abuse, which

could be because of discussion amongst their friends.

 The students who personally opened up about their experience of abuse were not aware most of

the time that they were abused because it happened at early age of childhood, after the detailed

discussion in the sessions I took they realised they were abused sexually.

 The students who reported about their abuse to their mothers did not have much support and

were asked to not say it in front of others because of the stigma attached with it.

 The students actually showed a keen interest in learning about child sexual abuse as they came

up with many queries regarding the topic.

 By interacting with the Principal of the school and other senior teachers it was found out that the

socioeconomic background of the girls coming to Queen Mary’s school is middle and lower

middle class majorly staying at old Delhi areas, which is the cause of lack of awareness in

students about child sexual abuse.

DISCUSSION

19
The aim of this guidance plan is to facilitate the school in making changes in their structure. As per

the work profile of school counsellor, my job is to interact with the students and make them aware

about different issues which they could be dealing with currently or might face in near future. I as

the middle and high school counsellor of the school, I felt the need of making the students aware of

this very common but least talked about issue of child sexual abuse and POCSO Act. Since the

school is all girls and the girls coming from lower middle and middle class backgrounds of old

Delhi, some of them coming from uneducated households, it becomes all the more essential to

educate and make them aware of child sexual abuse.

It is very important to educate the youth to prevent child sexual abuse. I reached to my students

through half an hour class interaction, i.e., a group session in every section and class. The idea of

reaching out to youth is really simple as each student I am reaching and educating will understand

beforehand if someone be it unknown or a very close relative is trying to touch them inappropriately

or trying to take advantage of them or even manipulating them to not disclose about the abuse they

experienced. They are not only made aware of the child sexual abuse but are also taught to deal

with the situation smartly if they ever experience an abuse in future and do the right thing to save

themselves as well as to report it. Along with that, each of these students is tasked with a simple

action to educate their siblings and friends whom they are in touch with to spread more awareness

on this issue as responsible person.

Many students came up with their experiences of sexual abuse after the class sessions to discuss

personally. Individual sessions were given to these children to deal with the trauma caused by the

sexual abuse and they were equipped with few coping techniques to deal with the situation again if

they face it. These cases were dealt on high priority and on discussion with the Principal and the

Head of the Psychology Department, parents of these students were also involved and made aware

for helping the child deal with trauma of child sexual abuse and take an action against the abuser. If

20
families acquire a comfort around the language to prevent child sexual abuse and can have a

conversation on what to watch out for, and how to call out the behaviour, without succumbing to

the barriers of denial, silence, shame and stigma, half the battle is won, and in turn, we have a

young generation taking charge of creating a constitutionally enabled secure home space, free of

child sexual abuse.

In current pandemic situation wherein people are trapped at their houses and the cases of abuse

increasing. Again during this period students are reached through online video classes and made

aware on this issue and taught to be more careful as majority of them stay in a joint family system

which could make them at a higher risk of abuse by relatives as it was seen in the statistics by NCB

that majority of the abusers are known to the child and a close relative or family friend.

There is still a need for generating more awareness among the students, parents and even the staff

and teachers of the school and sensitising towards child sexual abuse. I do not have an opportunity

yet holistic workshop on this issue with children, parents and even staff of the school because of the

dynamics and working of school. There is a time constraint of 30mins in class sessions or video

online sessions, which is not enough to discuss the issue of child sexual abuse. Very often, it is seen

that the higher authorities of the school label and look down upon the child who have opened up

about the experience.

21
 ACTIVITY NO. 2

INTEREST RATING SCALE

INTEREST TEST

Interest test is a self-report inventory in which the participant is required to express likes or dislikes

for a range of activities and attitudes. These are then compared with the interest patterns of

successful members of different occupations as a means of assessing the participant’s suitability for

different types of work. These tests are used primarily for career counselling. Interest inventories

include items that ask about the preferred activities and interests of people seeking career

[Link] examples are the Kuder Preference Record and the Strong Interest Inventory.

Also called interest inventory; occupational interest measure, which is used in career assessment,

career counselling, and educational guidance.

An interest inventory is a testing instrument designed for the purpose of measuring and evaluating

the level of an individual's interest in, or preference for, a variety of activities; also known as

interest test. Testing methods include direct observation of behaviour, ability tests, and self-

reporting inventories of interest in educational, social, recreational, and vocational activities. The

activities usually represented in interest inventories are variously related to occupational areas, and

these instruments and their results are often used in vocational guidance.

22
Most interests’ tests provide you with a list of two activities at a time. You then indicate which of

these activities appeals to you the most. Based upon your choices, a result with your strongest

interests is reported. Sometimes statements are given, for which you indicate whether they apply to

you or [Link] inventories are widely used in vocational counselling, with both adolescents and

adults. Since these tests measure only interest and not ability, their value as predictors of

occupational success, while significant, is limited. They are especially useful in helping high school

and college students become familiar with career options and aware of their vocational interests.

The first widely used interest inventory was the Strong Vocational Interest Blank, developed in

1927 by E.K. Strong. The original test was designed for men only; a version for women was

developed in 1933. In 1974, the Strong test was merged into the Strong-Campbell Interest

Inventory, which was further revised in 1981. The test contains 325 activities, subjects, etc. Takers

of this test are asked whether they like, dislike, or are indifferent to 325 items representing a wide

variety of school subjects, occupations, activities, and types of people. They are also asked to

choose their favourite among pairs of activities and indicate which of 14 selected characteristics

apply to them. The Strong-Campbell test is scored according to 162 separate occupational scales as

well as 23 scales that group together various types of occupations ("basic interest scales").

Examinees are also scored on six "general occupational themes" derived from J.L. Holland's interest

classification scheme (realistic, investigative, artistic, social, enterprising, and conventional).

The other most commonly administered interest inventory is the Kuder Preference Record,

originally developed in 1939. The Kuder Preference Record contains 168 items, each of which lists

three broad choices concerning occupational interests, from which the individual selects the one that

is most preferred. The test is scored on 10 interest scales consisting of items having a high degree of

correlation with each other. A typical score profile will have high and low scores on one or more of

the scales and average scores on the rest.

23
The Educational Interest Record is a standardized tool developed by Bansal V. P &Srivastava D.

N. (1975) named as “Vocational Interest Record” was used for the collection of data. The test

consisted of 128 items of 8 different vocational areas named as Agriculture, Commercial,

Engineering, Fine Arts, Humanities, Human Science, Medical, and Scientific. In each area, 16 items

are there which the responders [Link] Educational Interest Record is a self-administering. There

is no time limit for this interest record. Ordinarily an individual takes about 10-15 minutes time to

complete it. The Educational Interest Record has been prepared in both Hindi and [Link]

Educational Interest Record has been developed for use with school and college students. It consists

of 128 vocational subjects and activities of different faculties and are divided in eight vocational

fields.

Areas of Educational Interest:

1. Agriculture AG
2. Commercial CO
3. EngineeringEN
4. Fine Arts FA
5. HumanitiesHA
6. Human Science HS
7. Medical ME
8. Scientific SC

AIM OF THE TEST

The purpose of using Educational Interest Record Test on 11 th Humanities student to know her

interest area.

MATERIAL REQUIRED

Educational Interest Test Record Response sheet, Scoring key of interest test, and pencil.

24
PROCEDURE FOLLOWED

The client was approached for the test. Rapport formation was done; the client was made to feel

comfortable by initiating certain general discussion on her interests in cooking and baking. After

rapport formation, the client was given the instructions about the test. She was made to understand

that there is no time-limit and also no right and wrong answers between the options, she just have to

pick the one she can relate to more and find interest in. she was also made to explain that this test

would assess her interest in specific fields which could give her a clarity on the fields she could opt

for to pursue as a career for herself. After the subject had answered the questionnaire, the same was

collected and subjected for scoring and interpretation. The raw scores were calculated with the

scoring method as given in the manual.

RESULTS

[Link]. Areas of Educational Interests Scores

1. Agriculture AG1 + AG2 = 6

2. Commercial CO1 + CO2= 10

3. Engineering EN1 + EN2 = 7

4. Fine Arts FA1+ FA2 = 12

5. Humanities HA1 + HA2 = 11

6. Human Science HS1 + HS2 = 7

7. Medical ME1 + ME2 =3

8. Scientific SC1 + SC2 = 8

DISCUSSION:

25
The aim of the test is to assess the educational interest of the client to understand her vocational

interests by using Educational Interest Record Test. The test was administered on a 11th Humanities

student who happens to have a confusion on which subject she should pursue after high school.

The Educational Interest Record is a standardized tool developed by Bansal V. P & Srivastava D.

N. (1975) named as “Vocational Interest Record” was used for the collection of data. The test

consisted of 128 items of 8 different vocational areas named as Agriculture, Commercial,

Engineering, Fine Arts, Humanities, Human Science, Medical, and Scientific. In each area, 16 items

are there which the responders mark.

By looking at the above table represented in the results section, it could be observed that the client

scored high in Fine Arts with a score of 12, which indicates that she showed keen interest in

photography, designing, painting, both playing and listing to music, sculptures, Toy making, Wood

Craft, Art, Drawing and Painting, Art of Decoration, Dances etc. After Fine Arts she scored second

highest in Humanities with a score of 11, indicating she likes to learn and study about subjects like

Hindi, Logic, History, Geography, Economics, English Literature, Anthropology, Philosophy,

Sociology, Education, Psychology and Civics [Link] third highest in Commercial with a score of

10, which implies she showed interest in Elements of commerce, Transport Principles, Typing,

Commercial Mathematics, Business Correspondence, Short hand, Accountancy, banking, Shop

Management, insurance, and Foreign Trade, etc. The client showed least interest in Medical.

SUGGESTION

Based on the above result, it was observed that the client scored highest in Fine Arts, followed by

Humanities and Commerce fields. She was suggested to follow her interest and opt for a degree in

Bachelors of Arts in subjects like History, Psychology or English Literature, which she herself

26
mentioned to be in interested in doing after high school. She was also suggested to think about the

field of Arts like music and photography, which she follows as her passions now.

ACTIVITY NO. 3

CAREER TALK

“Your work is going to fill a large part of your life, and the only way to be truly satisfied is to do

what you believe great work. And the only way to do great work is to love what you do.” – Steve

Jobs

A career refers primarily to the sequence and variety of work roles, paid or unpaid, that individuals

undertake throughout their lives; but it is also the construct which enables individuals to make sense

of valued work opportunities and how their work roles relate to their wider life roles. Career

Development is a very important and essential aspect in an individual’s life, it is a unique and

lifelong process for each individual of managing learning, work, and transitions in order to move

forward and participate effectively in work and society. Successful career development is important

to individuals’ personal and economic well-being, social mobility and both economic productivity

and social to justice.

In face of the unprecedented pace of changes worldwide with the advent of information technology

and explosive growth of knowledge, our education system aims to develop students’ knowledge,

adaptability, creativity, independent thinking and life-long learning capabilities so that they can be

better prepared to make informed and responsible choices and thus be able to make the best of the

27
opportunities ahead. Nowadays in this internet advanced age, multiple pathways have opened for

young people to flourish their knowledge.

This is where career counselling plays an important role for students as well as adults. Career

counselling is an intensive service that focuses on the interaction between an individual/a small

group and the career guidance personnel, aiming at helping individuals to explore personal issues in

career and life planning. These counsellors help individuals in life planning. At the schooling stage,

life-planning education plays a significant role in fostering students’ self-understanding, personal

planning, goal setting, reflective habits of mind and articulation to progression pathways. Hence,

life-planning education is not merely a remedial or advisory service for students when they are in

need of making subject or career choice. It connects with school’s curriculum components, and

through it students are equipped with the 3 knowledge, skills and attitude to make wise choices in

accordance with their interests, abilities and orientations; and guided to integrate their

career/academic aspirations with whole-person development and life-long learning.

Career Counsellors in order to build an understanding among the students and adults adopt Career

Talk as a tool. Career talks provide information on various occupations within an industry. They

introduce students to the nature and scope of the work done and educate them on the skills

necessary to perform certain job functions. The Career Talks are also designed to excite and

motivate young people about the career options and opportunities available to them. The ultimate

goal is to see all students, irrespective of their abilities, orientations and levels of study, being able

to understand their own career/academic aspirations; develop positive attitudes towards work and

learning; connect/integrate their career/academic aspirations with/into whole-person development

and life-long learning; and utilise the acquired knowledge, skills and attitudes whenever necessary.

The counsellors in career talks majorly address 3-5 of the following topics in detail:

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  Job responsibilities

 Work environment

 Skills required for the job

 Personal qualities

 Work values

 Qualifications

 Possible job titles

 Possible career progression

 Potential pay

 Related careers in the industry

 Advice/Considerations for students interested in going into the industry

CAREER TALK ON LAW

The topic I picked up for a Career Talk is Law.

Law is a system of rules that are created and enforced through the social or governmental institution

to regulate behaviour. Stamp that regulates and ensure that individuals or community support to the

will of the state. Law has always been a profession of great demand in India, and all around the

world. Due to the changing social and economic circumstances and the ever-increasing regulatory

role being undertaken by the government, there is a rising demand for the lawyers. Even today, in

case of any dispute, the majority of civilians use the phrase “I will see you in the court“.

Legal education is a multi-purpose education provided to an individual before they start practice as

a lawyer. An individual who intends to become a lawyer can start by choosing legal education as

the degree. Since a lawyer holds a great responsibility in moulding society, legal education plays a

major role in shaping good lawyers. Legal education trains individuals on principles, philosophies,

29
ethics, history, and ideologies .an individual should be aware of the society he is intending to start

practice. He/she should acquire the fullest knowledge of the constitution and culture during the

course period.

Legal education imbibes ethical, cultural and legal values to produce good lawyers. A lawyer with

good ethics is a necessity for society’s future. People across the country come to lawyers seeking

justice .in that scenario a corrupted lawyer is the last person they want to come across. So a lawyer

with good ethics, principles, and knowledge on legal institution are mandatory for a country’s

growth. A lawyer who develops perseverance becomes a great lawyer. Legal education also

inculcates analytical abilities, research abilities, and logical thinking, judgment, and people skills.

HISTORY OF LAW

The history of law is closely linked to the term civilization. Ancient Egyptian law (in 3000 BC)

contained a Civil Code that was probably broken into 12 books, based on the concept of Maat

(refers to the concept of truth, balance, harmony law, morality and Justice). it is the goddess

showing these concepts and regulated the stars, seasons and actions of mortals.

By the 22nd century, ancient Sumerian ruler Ur- Mammy had formulated the first law code

including casuistic statements (“if… then”). Around 1760 BC, King Hammurabi new law

Babylonian law by codifying and describing it in the stone in the form of Stelae. It was further

discovered in 19th century by British just and translated into various languages including English,

Italian, German and French.

Law is symbolized by goddess Mart a lady justice who wears a sword symbolizing the coercive

power of Tribunal scales ping an objective standard by which competing claims are weighed fold

indicating that justice should be impartial without and regardless of money, wealth, power and

identity. This is a basic principle in Indian Law.

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Indian Law refers to the system of law in modern India. India maintains a hybrid legal system

including four laws: Criminal Law, Civil Law, Common Law and Statutory Law within legal

Framework inherited from the colonial era and various legislations firstly introduced by British. The

constitution of India is the longest written constitution for a century. It contains450 articles, 12

schedules 101 amendment and 117,369 words. This makes the Indian Law system a very extensive

one.

Indian law is complex with its religion supporting to it is on specific laws. In most states, resisting

of marriages and divorce is not compulsory. Separate laws govern Hindus, Muslims, Christians and

followers of other religions. This rule is in the state of Goa, where a Uniform Civil Code is in place

in which or regions have a common law regarding marriage and divorce and adoption.

Meant for the last decade the Supreme Court of India banned the Islamic practice of triple Talaq.

Women activist welcomed the landmark Supreme Court of India judgment across India. As of

January 2017, there were about 1248 laws. However, the best way to find an exact number of the

central laws on a given date in India is from the official sources.

EDUCATIONAL QUALIFICATION

Acquiring a law degree is the first step to become a lawyer. One can pursue a degree after 10+2 or

after completing a bachelor’s degree.

Law Entrance Tests

After 10+2, a five-year integrated course is available for students. Students should clear an entrance

test called CLAT. Eligibility criteria for CLAT is to have a minimum of 50% in 10+2 and age

below 20 years. 14 law colleges in India accept students based on CLAT scores. CLAT tests the

students on mathematics, logical reasoning, general awareness, and aptitude. To pursue a law

31
degree after graduation, one should have a minimum of 50% in graduation. 3-year course is offered

to graduates by many universities in India. CLAT is a two-hour test, the paper is objective, and

MCQ based. The structure of the test includes – English: 40 marks; Logical Reasoning: 40 marks;

Legal Aptitude (legal reasoning and legal GK): 50 marks; General Knowledge: 50 marks and

Mathematics: 20 marks. In addition to CLAT, LSAT India has now gained recognition as a standard

entrance test for law aspirants. Some well-known private law colleges use LSAT India for admitting

students. SET (Symbiosis Entrance Test) is the doorway to Symbiosis Law School, Pune,

Symbiosis, Noida or Symbiosis, Hyderabad.

Degrees of Law

To make a career in law at the UG level, aspirants can pursue five-year duration integrated LLB

courses such as BA LLB, BBA LLB, BSc LLB or BCom LLB. Candidates can also opt to pursue a

three-year LLB course after completing their graduation. Apart from this, candidates who wish to

study further can obtain a master’s degree (LLM) followed by a doctoral degree (PhD).

The Bachelor of Arts - Bachelor of Legislative Law (BA LLB) course is an integrated law degree

that the law aspirants can pursue right after qualifying their Class 12th examinations. The law

degree is an integration of Arts and Law subjects and is of five-year duration. Therefore, as part of

the BA LLB course, the candidates study subjects including Economics, History, Political Science,

Sociology along with law subjects like Civil Law, Criminal Law, Labour Law, Tax Law,

Administrative Law, Corporate Law, Patent Law etc. The course-curriculum of BA LLB degree is

such that law, as well as, the arts subjects, are included in each semester. Moreover, candidates are

taught about law case studies, moot courts, law internships, seminars and interactions with retired

judges from High courts and the Supreme Court of India.

32
Legume Baccalaureus or LLB is a three-year Bachelor of Law degree that is offered to aspirants

by many renowned colleges in India. However, candidates can pursue this law course only if they

possess a graduation degree. The three-year LLB course offered at all law colleges of India is

regulated and closely supervised by the Bar Council of India (BCI). The three-year law course is

structured in such a way that the curriculum is divided into six semesters. Candidates are awarded

the degree only when they complete all the semesters of this three-year LLB course. As part of an

LLB degree offered at most popular law colleges in India, candidates need to take part in regular

theory classes, moot courts, internships as well as tutorial work.

LLM is a postgraduate degree in law. Master of Law or LLM course offered at Indian colleges/

universities is of two years duration. The course curriculum of LLM degree is structured in such a

way that the law course is divided into four semesters. In Master of Law, course aspirants gain in-

depth knowledge of a specific field of law by intensive research in that particular area of Law. In

the LLM course, candidates need to select the law specialisation in which they want to make their

future. Thus, candidates can pursue their LLM degree in specialisations such as – Civil Law, Tax

Law, Criminal Law, Corporate Law, Commercial Law, International Law, Labour Law, Real Estate

Law, Patent Law, Competition Law, Intellectual Property Law, Mergers and Acquisition Law, Tax

Law, Administrative Law, Banking Law, Business Law, Company Law, Constitutional Law,

Consumer Law, Contract Law, Cyber Law, Education Law, Energy Law, Entertainment & Media

Law, Environment Law, Family Law, Healthcare Law, Telecommunications Law etc.

After acquiring a law degree, an internship is mandatory. An internship under an experienced

lawyer helps students in gaining practical knowledge. Learning ropes under a senior and

professional lawyer can give a clear picture of how the trade works.

The Bar Exam

33
After the completion of the law course, law graduates have to take the All India Bar Exam, which is

a qualification exam, required to be eligible to practice law in India. It is an open book exam. The

All India Bar Examination tests the analytical ability and knowledge of the law of the candidate.

After receiving the certificate of practice, a lawyer can choose his/her area of specialization for

practice.

SPECIALISATIONS OF LAW

These are the types of law an individual can pursue after completion of his/her degree in law.

1. Criminal law

This is the kind of law that the police enforce. Specialises in criminal laws CrPC, IPC, Evidence

Act and various other penal laws. Criminal lawyers, also known as criminal defence lawyers and

public defenders, work to defend individuals, organizations, and entities that have been charged

with a crime. Criminal lawyers handle a diverse spectrum of criminal cases, ranging from domestic

violence crimes, sex crimes, violent crimes and drug crimes to driving under the influence (DUI),

theft, embezzlement, and fraud.

Criminal lawyers represent defendants facing criminal charges in state, federal and appellate courts.

Their scope of practice includes bail bond hearings, plea bargains, trial, revocation hearings (parole

or probation), appeals and post-conviction remedies. As part of the lawyer's job functions, a

criminal lawyer will:

• Investigate the case and interview witnesses

• Research case law, statutes, crimes codes, and procedural law

• Build a defense and develop a case strategy

• Negotiate with the prosecution to plea bargain to lesser charges

34
 • Draft, file and argue motions such as motions to dismiss and motions to suppress

• Advocate for the defendant at trial

• Draft, file and argue appeals

Like all lawyers, criminal lawyers must first complete a bachelor's degree, and then obtain a law

degree. The two degrees typically take a total of seven years to complete. Criminals attorneys must

pass the bar examination in the state in which they intend to practice. Criminal lawyer salaries vary,

depending on the size and scope of the practice, the clientele the firm serves and the geographic

location of the firm. Public defender and non-profit salaries are usually modest (the 5-10 lakh range

is common). Criminal lawyers employed in law firms generally earn the highest salaries;

experienced criminal attorneys can earn well into the six figures. The highest paid criminal lawyers

are often those that represent high profile, wealthy defendants in high-stakes cases.

2. Civil litigation law

Specializes in civil laws e.g. taxation laws, excise laws. Different areas such as a right to an

education or to a trade union membership and divorce problems or a split between the couple and

who receives custody of the children. The best way to describe civil law is that it looks at actions

that are not the crime. It is a section of law dealing with disputes between individuals and

organizations. For example, car crash victims’ claims from the driver for loss or injury sustained in

an accident or one company sue another over a trade dispute.

A lawyer who specializes in civil litigation is known as a “litigator” or a “trial lawyer.” The role

and responsibilities of a civil litigation attorney can be challenging and diverse. Lawyers

specializing in this field must be willing to assume oppositional positions, embracing conflict and

controversy. They serve as their client's advocate, obligated to fight for them to achieve the best

35
possible outcome. Attorneys and litigation paralegals in this field often work long hours, especially

during a trial.

Certain key legal skills and knowledge are essential to litigation practice, including:

• Knowledge of substantive and procedural law

• Strong written and oral advocacy skills

• Analytical and logical reasoning abilities

• Ability to synthesize complex legal and factual materials

• Superior interpersonal skills

• Knowledge of legal research techniques and software

• Client development skills

• Negotiation skills

To pursue a career in Civil Law, it is mandatory to have a bachelor’s degree (LLB) in any field. The

most suitable career route is to get an LLB degree and then get a license to start practicing. Some

Civil Lawyers also pursue Ph.D. in the same. A Civil lawyer usually starts his/ her career as an

intern under an established law firm or a lawyer during which they are paid a stipend of Rs. 10,000

to Rs. 12,000 on an average per month. With experience and time, a Civil Lawyer in India can

withdraw Rs. 2, 00,000 to Rs. 4, 00,000 per month. It is a known fact that an experienced Civil

Lawyer withdraws more salary in the private sector than in the public sector.

Civil Lawyers are appointed as Solicitor General or working with the Government of India and

withdraw a salary of Rs. 80,000 to Rs. 90,000 per month with added advantages and benefits.

3. Legal Analyst

36
Works for corporate firms or law firms and analyses laws pertaining to the sphere of the company

and its operation. Legal Analysts are particular legal specialists whose job is to support and aid

legal teams or individual lawyers. They have to conduct legal research and gather all the legal

information that is related to it. The jobs of Legal Analysts entails deciphering laws, rulings, and

regulations in legal documents while also assembling, proofreading and amending drafts of leases,

contracts, licenses, policies and other legal documents. They have to not only monitor and study but

also develop written summaries of anticipated and endorsed court decisions, legislation, trade

journals, regulations, industry standards and other relevant publications. Legal Analysts are the

primary point of contact for internal business teams that seek legal and regulatory support.

The student should have obtained a recognised and valid degree in law. It can be either an

integrated law course or an LLB degree done after a graduation. Students who have completed their

masters in law are also considered for the job role. The aspirant must possess a thorough knowledge

of databases and tracking systems. He should be proficient in computer systems and all the legal

research sites. The average starting salary of a Legal Analyst is around Rs. 6, 50,000 annually.

Someone who has been hired to be the Legal Analyst of a leading organisation in a tier 1 city will

get a package of about Rs. 15 - 20 lakh per annum.

4. Document Drafting Lawyer

A Document Drafting Lawyer is a law expert whose role is to draft legal documents and ensure that

they identify all the relevant facts and law. Document drafting is an area of practice that many

lawyers want to improve upon. Document Drafting Lawyers have to make sure that their client's

legal documents are clear, relevant, accurate, and enforceable from the start so that matters are

simplified for everyone involved. These lawyers go through all legal documents, draft them as per

the law and then apply them to prepare a document that accomplishes their client's goals.

37
An integrated law course of five years or an LL.B degree obtained after a bachelor's degree are

both acceptable. The salary of a document-drafting lawyer varies from 5 lakhs to 15 lakhs per

annum depending on the work experience and the specific sector one is working in.

5. Legal Journalist

Covers crime beats, legal proceedings in courts, arbitration courts, international courts and

arbitration events. Legal Journalists are individuals who do journalism about topics that are entirely

related to law. Their job is to do specialised reporting about all matters that pertain to the field of

law. Legal Journalists defy the notion that law graduates can only work in law firms or in corporate

setups. Legal Journalism is one of the unconventional and extremely fascinating facets of the field

of law for which students do not even require a journalism degree. Legal Journalists comprehend

the legal matter at hand and convey it to the public through the mode of several platforms. This can

include newspapers, blog posts, social media coverage, anything. They have to stay connected with

their audience and give them updates regarding whatever legal issue has been churning during a

particular time.

The candidate must have completed a valid law degree of the undergraduate or the postgraduate

level. The aspirant must be fluent in a language in which he/ she wishes to further establish his/ her

field. English is the most preferable language followed by Hindi. The candidate must have some

knowledge of journalism. It is not necessary for his/ her to get a degree in the same but doing a

certificate or a diploma course in Journalism will definitely help. The writing/ oratory skills of the

candidate should be extremely developed. High proficiency in written as well as spoken language is

necessary.

A legal journalist's salary is on similar lines as that of a journalist. On an average, the beginner level

salary of a legal journalist working in a tier 1 city is around Rs. 3.5 lakh per annum. With the

38
increase in experience, the salary of a legal journalist also witnesses a boost. If the candidate has

had proper work experience and is hired at a recognised firm or company, he/ she might be able to

bag a package of as much as Rs. 12 - 14 lakh per annum as the beginning salary.

6. Legal Advisor

Offers consultancy to corporate firms regarding their legal obligations, duties, legal relations with

other firms. The job of a Legal Advisor is to provide legal counsel to a client including a large

corporation or an organization. Sometimes, a Legal Advisor is referred to as “in-house counsel”,

“in-house lawyers” and “corporate counsel. The advisor specialises in a specific area of law such as

contract disputes, harassment suits, compensation issues or other workplace conflicts. Sometimes,

they also offer advice regarding corporate decisions on mergers, contract signing, growth, etc.

A Legal Advisor works in the legal department of the selected firm. The responsibility of the

advisor is to Draft and Negotiate Contracts, Ensure Compliance with Corporate Laws and Provide

Counsel for Employee and Management Conflicts. They sometimes have to represent their clients

in the national court, arbitration commissions or international tribunals.

Candidate must have completed at least an LLB from a recognised university. The pay scale of a

legal advisor ranges from 5 lakhs to 30 lakhs per annum.

7. Government Lawyer

Works for the government and in close coordination with the police. Government Lawyers are

lawyers who work for the government, typically as employees in various departments. They are

qualified solicitors and barristers who act on behalf of government ministers and administrative

staff and give legal advice to them. Some Government Lawyers represent the government in court,

such as prosecutors or attorneys working in a solicitor general’s office. Other lawyers are paid by

39
the government to provide legal services in the public interest, such as a public defender. Some

Government Lawyers are employed by the government to provide a specific type of legal service

like working for large agencies like the EPA or IRS or working for a state university / municipal

school system.

In order to become a Government Lawyer, the candidate must have completed at least an

undergraduate degree in law. The salary of a government lawyer can range from 3 lakh to 15 lakh

per annum depending on the experience.

8. Judge

Offers judgment after conducting the court proceedings and hearing al the concerned parties. A

Judge is an elected or appointed professional who presides over the court trial and hearing in order

to come up with a decision. Judges also look after certain responsibilities outside the courtroom.

Their duty is to research regulations, laws, issue case decisions and opinions, supervise the work of

other court staff, and law clerks, meet the lawyers to discuss cases and encourage settlement, and

establish procedures and court rules. Some Judges also perform marriage ceremonies and issue a

marriage license.

In the court, Judges are in charge of making a final verdict. They hold the topmost authority and are

expected to analyse the evidence presented and deliver an unbiased verdict by listening to the

hearing of the case.

An individual wishing to be a Judge must acquire at least an LLB. They are also required to be an

Indian National and clear the Judicial Services Examination. The average salary earned by a Judge

is around ₹ 1,325,000 per annum.

TOP LAW COLLEGES IN INDIA

40
 • National Law School of India Institute (Bangalore)

• NALSAR University of Law (Hyderabad)

• Jindal Global School of Law (Sonipat)

• National law university (Delhi)

• The West Bengal National University of Juridical Sciences (Kolkata)

• Symbiosis Law School (Pune)

• Army Institute of Law

• National law University (Jodhpur)

• Banaras Hindu University (Varanasi)

• Aligarh Muslim University

• Jamia Milia university

• Indian Law Institute (Pune)

• Christ University (Bangalore)

• Lloyd Law College (Greater Noida)

• Gujarat National Law Institute (Gujarat)

LAW CAREER AND JOB PROSPECTS ABROAD

Career opportunities for lawyers in foreign countries are decent. By doing grade up courses and

L.L.M from abroad can brighten the chances of acquiring a job on foreign land. Law graduates can

be lawyers or legal associates in law firms based in foreign countries. Indian graduates with dual

qualifications (i.e working in India and abroad) can succeed in practicing law on foreign land.

Landing a job in the UK is easy for Indian graduates since Indian law is derived from British law. It

is familiar with Indian students.

TOP LAW COLLEGES ABROAD

41
 • Stanford University (US)

• Harvard University (US)

• Yale University (US)

• University of Cambridge (UK)

• University of California (US)

• London School of Economics and Political Science (UK)

• University of Melbourne (Australia)

• University of Oxford (UK)

• The University of Sydney (Australia)

• New York University (US)

• Swiss Federal Institute of Technology (Switzerland)

• Nanyang Technological University (Singapore)

• University of Chicago (US)

• Imperial college London (UK)

• The University of new south wales (Australia)

• National University of Singapore

• Monash University (Australia)

• University of Toronto (Canada)

• University of Auckland (New Zealand)

• Peeking University (China)

• University of Tokyo (Japan)

• Cornell University (US)

• Duke University (US)

• Princeton University (US)

LAW JOB PROFILES

42
Law as a profession is very diverse. Lawyers have many opportunities in various fields:

• A lawyer can practice in court after clearing the bar council exam.

• A lawyer can get into the corporate field to work as a legal advisor.

• A lawyer can also get into the banking sector as a legal advisor

• A lawyer can also appear for UPSC exam to become a civil servant

• A lawyer can establish and be part of a law firm

• Legal Process Outsourcing (LPO)

• A lawyer can be a part of the media by being a Legal Journalist/Law reporting and legal

publishing.

LAW SALARIES

Basic salaries for fresher start from 15,000/- per month. Experienced lawyers can earn more than 1

lakh per month. These salaries are for lawyers practicing in courts. Supreme Court lawyers earn

more than high court lawyers do. A judge takes home the highest salary in the law field followed by

a corporate lawyer. Banks like the ICICI bank also pay in equal measures. The tier two firms such

as Desai and Diwanji, Nishith Desai Associates (NDA), Wadia Ghandy and Co., Kochhar, and Co.,

Bharucha Partners, etc. pay between Rs. 40,000/month and Rs. 80,000/month.

Corporate lawyers take home handsome salaries. The corporate firms treat lawyers with good

salaries. Some firms, which offer good salary packages, are Cyril AmarchandMangaldas, Shardul

AmarchandMangaldas, AZB, Jyoti Sagar Associates (JSA), Trilegal, Khaitan and Company, Luthra

and Luthra, S and R associates, etc. They offer a package of up to 14L per year. Since lawyers can

get into different fields, salaries vary according to the field chosen.

LLB TOP RECRUITERS

43
The top legal firms that are known to hire law graduates are listed below:

1. Amarchand&Mangaldas& Suresh A Shroff & Co.

2. AZB & Partners

3. Khaitan & CO

4. J Sagar Associates

5. Luthra & Luthra Law Offices

6. Trilegal

7. S&R Associates

8. Economic Laws Practice

9. Desai &Diwanji

10. Talwar Thakore & Associates

THE PROS & CONS

A lawyer gets to work on various legal issues and it helps in earning the respect of the clients along

with an opportunity to get good benefits. It is a much-secured job, if you are a good lawyer and

have made a name for yourself in legal circles, because people will always need legal advice and

help. The older you get, the wiser you become, the more clients you can attract because of the

experience that you have added to your resume.

When you fight cases, there are chances that you will make enemies on the way. Sometimes it

needs strong will power to stand up to people and make your enemies feel your presence. The job of

a lawyer is very demanding and requires extreme concentration, as you have to work on several

cases simultaneously. Working hours are too long and you cannot afford to become lethargic, as it

is a highly competitive field.

44
Remember, it is a lengthy process and it is hard to stick to it. However, all the obstacles are more or

less there in almost every profession but the respect that lawyers get is beyond imagination. One

thing is common in every person in this profession and that is perseverance.

A career in law takes you on a journey of constant learning and self-betterment. It enables a lawyer

to help people and contribute positively to the lives of people.

ACTIVITY NO. 4

BECK’S DEPRESSION INVENTORY

Depression is a low, sad state in which life seems dark and its challenges overwhelming. Depressive

disorderbring severe and long-lasting psychological pain that may intensify as time goes by. Those

who suffer from such disorders may lose their will to carry out the simplest of life’s activities; some

even lose their will to [Link] of any age may suffer from unipolar depression. In most

countries, however, people in their forties are more likely than those in any other age group to

experience this problem (CDC, 2012). The median age for its onset now 26. Women are at least

twice as likely as men to have episodes of severe unipolar depression (WHO, 2014; Asbury, 2010).

As many as 26 percent of women have an episode at some time in their lives, compared with 12

percent of men.

Symptoms of Depression

The picture of depression may vary from person to person. Depression has many symptoms other

than sadness. The symptoms, which often exacerbate one another, span five areas of functioning:

emotional, motivational, behavioural, cognitive, and physical.

45
Emotional Symptoms

Most people who are depressed feel sad and dejected. They describe themselves as feeling

“miserable,” “empty,” and “humiliated.” They tend to lose their sense of humor, report getting little

pleasure from anything, and in some cases display anhedonia, an inability to experience any

pleasure at all. A number also experience anxiety, anger, or agitation.

Motivational Symptoms

Depressed people typically lose the desire to pursue their usual activities. Almost all report a lack of

drive, initiative, and spontaneity. They may have to force themselves to go to work, talk with

friends, eat meals, orhave sex. This state has been described as a “paralysis of will”. Suicide

represents the ultimate escape from life’s [Link] depressed people become uninterested in

life or wish to die; others wish they could kill themselves, and some actually do.

Behavioural Symptoms

Depressed people are usually less active and less productive. They spend more time alone and may

stay in bed for long [Link] people may also move and even speak more slowly.

Cognitive Symptoms

Depressed people hold extremely negative views of themselves. They consider themselves

inadequate, undesirable, inferior, and perhaps evil. They also blame themselves for nearly every

unfortunate event, even things that have nothing to do with them, and they rarely credit themselves

for positive achievements. Another cognitive symptom of depression is pessimism. Sufferers are

usually convinced that nothing will ever improve, and they feel helpless to change any aspect of

46
 their lives. Because they expect the worst, they are likely to procrastinate. Their sense of

hopelessness and helplessness makes them especially vulnerable to suicidal thinking. People with

depression frequently complain that their intellectual ability is poor. They feel confused, unable to

remember things, easily distracted, and unable to solve even the smallest problems.

Physical Symptoms

People who are depressed frequently have such physical ailments as headaches, indigestion,

constipation, dizzy spells, and general pain. Disturbances in appetite and sleep. Most depressed

people eat less, sleep less, and feel more fatigued than they did prior to the disorder. Some,

however, eat and sleep excessively.

CRITERIA OF DEPRESSION (DSM 5)

A. Five (or more) of the following symptoms have been present during the same 2-week period and

represent a change from previous functioning: at least one of the symptoms is either (1)

depressed mood or (2) loss of interest or pleasure.

Note: Do not include symptoms that are clearly attributable to another medical condition.

B. Depressed mood most of the day, nearly every day, as indicated by either subjective report (e.g.,

feels sad, empty, and hopeless) or observation made by others (e.g., appears tearful). (Note: In

children and adolescents, can be irritable mood.)

C. Markedly diminished interest or pleasure in all, or almost all, activities most of the day, nearly

every day (as indicated by either subjective account or observation).

D. Significant weight loss when not dieting or weight gain (e.g., a change of more than 5% of body

weight in a month), or decrease or increase in appetite nearly every day. (Note: In children,

consider failure to make expected weight gain.)

47
E. Insomnia or hypersomnia nearly every day.

F. Psychomotor agitation or retardation nearly every day (observable by others, not merely

subjective feelings of restlessness or being slowed down).

G. Fatigue or loss of energy nearly every day.

1. Feelings of worthlessness or excessive or inappropriate guilt (which may be delusional) nearly

every day (not merely self-reproach or guilt about being sick).

2. Diminished ability to think or concentrate, or indecisiveness, nearly every day (either by

subjective account or as observed by others).

3. Recurrent thoughts of death (not just fear of dying), recurrent suicidal ideation without a specific

plan, or a suicide attempt or a specific plan for committing suicide.

B. The symptoms cause clinically significant distress or impairment in social, occupational,

or other important areas of functioning.

C. The episode is not attributable to the physiological effects of a substance or to another

medical condition. Note: Criteria A-C represent a major depressive episode.

Note: Responses to a significant loss (e.g., bereavement, financial ruin, losses from a natural

disaster, a serious medical illness or disability) may include the feelings of intense sadness,

rumination about the loss, insomnia, poor appetite, and weight loss noted in Criterion A,

which may resemble a depressive episode. Although such symptoms may be understandable

or considered appropriate to the loss, the presence of a major depressive episode in addition

to the normal response to a significant loss should also be carefully considered. This

decision inevitably requires the exercise of clinical judgment based on the individual’s

history and the cultural norms for the expression of distress in the context of loss.

48
 D. The occurrence of the major depressive episode is not better explained by schizoaffective

disorder, schizophrenia, schizophreniform disorder, delusional disorder, or other specified

and unspecified schizophrenia spectrum and other psychotic disorders.

E. There has never been a manic episode or a hypomania episode. Note: This exclusion

does not apply if all of the manic-like or hypomanic-like episodes are substance-induced or

are attributable to the physiological effects of another medical condition.

RATING SCALES OF DEPRESSION

A depression rating scale is a psychiatric measuring instrument having descriptive words and

phrases that indicate the severity of depression for a time. When used, an observer may make

judgements and rate a person at a specified scale level with respect to identified characteristics.

Rather than being used to diagnose depression, a depression rating scale is used to assign a score

to a person's behaviour where that score is used to determine whether that person should be

evaluated more thoroughly for a depressive disorder diagnosis. Several rating scales are used for

this purpose.

Beck Depression Inventory (BDI)

The Beck Depression Inventory (BDI) created by Aaron T. Beck,is widely used to screen for

depression and to measure behavioural manifestations and severity of depression. The BDI can be

used for ages 13 to 80. The inventory contains 21 self-report items which individuals complete

using multiple choice response formats. The BDI takes approximately 10 minutes to complete,

although clients require a fifth – sixth grade reading level to adequately understand the questions.

49
 The BDI has been developed in different forms, including several computerized forms, a card

form, the 13-item short form and the more recent BDI-II by Beck, Steer & Brown, 1996.

Becks Depression Inventory evaluates key symptoms of depression including mood, pessimism,

and sense of failure, self-dissatisfaction, guilt, punishment, self-dislike, self-accusation, suicidal

ideas, crying, irritability, social withdrawal, indecisiveness, body image change, work difficulty,

insomnia, fatigability, loss of appetite, weight loss, somatic preoccupation, and loss of libido.

Validity and reliability of the BDI has been tested across populations, [Link]

consistency for the BDI ranges from .73 to .92 with a mean of .86. Similar reliabilities have been

found for the 13-item short form. The BDI demonstrates high internal consistency, with alpha

coefficients of .86 and .81 for psychiatric and non-psychiatric populations respectively.

The Beck Depression Inventory (BDI) has gone through multiple revisions. The original BDI

instrument was developed in 1961 (BDI). Revision began in 1971 to improve wording of items,

with the final revised instrument published in 1979 (BDI‐IA). A technical manual for the BDI‐IA

was published in 1987 and revised in 1993. The BDI‐IA, which is commonly referred to in the

literature as simply “BDI,” is similar to the original, except the timeframe extends “over the past

week, including today,” and some items were reworded to avoid double negative statements. The

BDI‐II, published in 1996, contains a substantial revision of the original and revised BDI‐IA, and

omits items relating to weight loss, body image, hypochondria, and working difficulty so that the

assessment of symptoms corresponds to the Diagnostic and Statistical Manual of Mental

Disorders, Fourth Edition (DSM‐IV) criteria. The BDI‐II timeframe extends for 2 weeks to

correspond with the DSM‐IV criteria for major depressive disorder.

The BDI‐FS (formerly known as the BDI‐PC) contains 7 cognitive and affective items from the

BDI‐II to assess depression in individuals with biomedical or substance abuse problems. The

50
BDI‐FS excludes some of the somatic items from the BDI‐II. The timeframe on the BDI‐FS is the

same as the BDI‐[Link] BDI‐IA was developed and validated using psychiatric and normal

populations. Beck and Steer studied outpatient samples that included persons with severe

psychiatric diagnoses, depressive disorders, and substance abuse problems, and college students.

The BDI‐II was validated using college students, adult psychiatric outpatients, and adolescent

psychiatric [Link] BDI‐FS was validated using general medical inpatients referred for

psychiatric consultation and outpatients seen by family practice, paediatrics, and internal medicine.

BECKS DEPRESSION RATING INVENTORY

This depression inventory can be self-scored. The scoring scale is at the end of the questionnaire.

Sadness
0 I do not feel sad
1 I feel sad much of the time.
2 I am sad all the time and I can't snap out of it
3 I am so sad and unhappy that I can't stand it
Pessimism
2. 0 I am not discouraged about the future
1 I feel more discouraged about the future than I used to be.
2 I do not expect things to work out for me.
3 I feel the future is hopeless and will only get worse.
Past Failure
3. 0 I do not feel like a failure
1 I feel I have failed more than the average person
2 As I look back on my life, all I can see is a lot of failures
3 I feel I am a complete failure as a person
Loss of Pleasure
4. 0 I get as much pleasure as I ever did from the things I enjoy.
1 I don't enjoy things the way I used to
2 I get very little pleasure from the things I used to enjoy.
3 I can’t get any pleasure from the things I used to enjoy.
Guilty Feelings
5. 0 I don't feel particularly guilty
1 I feel guilty over many things I have done or should have done.
2 I feel quite guilty most of the time
3 I feel guilty all of the time
Punishment Feelings

51
6. 0 I don't feel I am being punished
1 I feel I may be punished
2 I expect to be punished
3 I feel I am being punished
Self-Dislike
7. 0 I feel the same about myself as ever.
1 I have lost confidence in myself
2 I am disappointed in myself
3 I dislike myself
Self-Criticalness
8. 0 I do not criticize or blame myself more than usual.
1 I am more critical of myself than I used to be.
2 I criticize myself for all of my faults
3 I blame myself for everything bad that happens
Suicidal Thoughts and Wishes
9. 0 I don't have any thoughts of killing myself
1 I have thoughts of killing myself, but I would not carry them out
2 I would like to kill myself
3 I would kill myself if I had the chance
Crying
10. 0 I don't cry any more than usual
1 I cry more than I used to
2 I cry over every little thing.
3 I feel like crying, but I cannot.
Agitation
11. 0 I am no more restless or wound up than usual.
1 I feel more restless or wound up than usual.
2 I am so restless or agitated that it’s hard to stay still.
3 I am so restless or agitated that I have to keep moving or doing
something.
Loss of Interest
12. 0 I have not lost interest in other people or activities
1 I am less interested in other people or things than before.
2 I have lost most of my interest in other people or things
3 It’s hard to get interested in anything.
Indecisiveness
13. 0 I make decisions about as well as ever
1 I find it more difficult to make decisions than usual.
2 I have much greater difficulty in making decisions than I used to
3 I have trouble making any decisions.
Worthlessness
14. 0 I do not feel I am worthless.
1 I don’t consider myself as worthwhile and useful as I used to.
2 I feel more worthless as compared to other people.
3 I feel utterly worthless.
Loss of energy
15. 0 I have as much energy as ever.
1 I have less energy than I used to have.

52
 2 I don’t have enough energy to do very much.
3 I don’t have enough energy to do anything.
Changes in sleeping Pattern
16. 0 I have not experienced any change in my sleeping pattern.
1a I sleep somewhat more than usual.
1b I sleep somewhat less than usual.
2a I sleep a lot more than usual.
2b I sleep a lot less than usual.
3a I sleep most of the day.
3b I wake up 1-2 hours early and can’t get back to sleep.
Irritability
17. 0 I am no more irritable than usual.
1 I am more irritable than usual.
2 I am much more irritable than usual.
3 I am irritable all the time.
Changes in Appetite
18. 0 I have not experienced any change in my appetite
1a My appetite is somewhat less than usual.
1b My appetite is somewhat greater than usual.
2a My appetite is much less than before.
2b My appetite is much greater than usual.
3a I have no appetite at all
3b I crave food all the time.
Concentration Difficulty
19. 0 I can concentrate as well as ever.
1 I can’t concentrate as well as usual.
2 It’s hard to keep my mind on anything for very long.
3 I find I can’t concentrate on anything.

Tirednes
s or
Fatigue

20. 0 I am no more tired or fatigued than usual.

1 I get more tired or fatigued more easily than usual.
2 I am too tired or fatigued to do a lot of the things I used to do.
3 I am too tired or fatigued to do most of the things I used to do.
Loss of Interest in Sex
21. 0 I have not noticed any recent change in my interest in sex
1 I am less interested in sex than I used to be
2 I am much less interested in sex now.
3 I have lost interest in sex completely

53
INTERPRETING THE BECK DEPRESSION INVENTORY

Now that you have completed the questionnaire, add up the score for each of the twenty-one
questions by counting the number to the right of each question you marked. The highest possible
total for the whole test would be sixty-three. This would mean you circled number three on all
twenty-one questions. Since the lowest possible score for each question is zero, the lowest possible
score for the test would be zero. This would mean you circles zero on each question. You can
evaluate your depression according to the Table below.

Total Score______________ Levels of Depression

1-10___________________ these ups and downs are considered normal

11-16 __________________ Mild mood disturbance
17-20 __________________ Borderline clinical depression
21-30 __________________ Moderate depression
31-40 __________________ severe depression
Over 40 ________________ Extreme depression

SOCIO- DEMOGRAPHIC DETAILS OF THE CLIENT

Date: 27/ 11/ 2020

Name of client: Divya Dedha

Age of client: 17 years

Gender: Female

Education: 11th grade

Mother tongue: Hindi

Religion: Hindu

Marital status: Unmarried

Address: 3254/B, Gali DoorWali, Mori Gate, Delhi- 110006

RESPONSE SHEET

This depression inventory can be self-scored. The scoring scale is at the end of the questionnaire.

Sadness
0 I do not feel sad
1 I feel sad much of the time.
2 I am sad all the time and I can't snap out of it

54
 3 I am so sad and unhappy that I can't stand it
Pessimism
2. 0 I am not discouraged about the future
1 I feel more discouraged about the future than I used to be.
2 I do not expect things to work out for me.
3 I feel the future is hopeless and will only get worse.
Past Failure
3. 0 I do not feel like a failure
1 I feel I have failed more than the average person
2 As I look back on my life, all I can see is a lot of failures
3 I feel I am a complete failure as a person
Loss of Pleasure
4. 0 I get as much pleasure as I ever did from the things I enjoy.
1 I don't enjoy things the way I used to
2 I get very little pleasure from the things I used to enjoy.
3 I can’t get any pleasure from the things I used to enjoy.
Guilty Feelings
5. 0 I don't feel particularly guilty
1 I feel guilty over many things I have done or should have done.
2 I feel quite guilty most of the time
3 I feel guilty all of the time
Punishment Feelings
6. 0 I don't feel I am being punished
1 I feel I may be punished
2 I expect to be punished
3 I feel I am being punished
Self Dislike
7. 0 I feel the same about myself as ever.
1 I have lost confidence in myself
2 I am disappointed in myself
3 I dislike myself
Self Criticalness
8. 0 I don't criticize or blame myself more than usual.
1 I am more critical of myself than I used to be.
2 I criticize myself for all of my faults
3 I blame myself for everything bad that happens
Suicidal Thoughts and Wishes
9. 0 I don't have any thoughts of killing myself
1 I have thoughts of killing myself, but I would not carry them out
2 I would like to kill myself
3 I would kill myself if I had the chance
Crying
10. 0 I don't cry any more than usual
1 I cry more than I used to
2 I cry over every little thing.
3 I feel like crying , but I can’t.
Agitation
11. 0 I am no more restless or wound up than usual.

55
 1 I feel more restless or wound up than usual.
2 I am so restless or agitated that it’s hard to stay still.
3 I am so restless or agitated that I have to keep moving or doing
something.
Loss of Interest
12. 0 I have not lost interest in other people or activities
1 I am less interested in other people or things than before.
2 I have lost most of my interest in other people or things
3 It’s hard to get interested in anything.
Indecisiveness
13. 0 I make decisions about as well as ever
1 I find it more difficult to make decisions than usual.
2 I have much greater difficulty in making decisions than I used to
3 I have trouble making any decisions.
Worthlessness
14. 0 I do not feel I am worthless.
1 I don’t consider myself as worthwhile and useful as I used to.
2 I feel more worthless as compared to other people.
3 I feel utterly worthless.
Loss of energy
15. 0 I have as much energy as ever.
1 I have less energy than I used to have.
2 I don’t have enough energy to do very much.
3 I don’t have enough energy to do anything.
Changes in sleeping Pattern
16. 0 I have not experienced any change in my sleeping pattern.
1a I sleep somewhat more than usual.
1b I sleep somewhat less than usual.
2a I sleep a lot more than usual.
2b I sleep a lot less than usual.
3a I sleep most of the day.
3b I wake up 1-2 hours early and can’t get back to sleep.
Irritability
17. 0 I am no more irritable than usual.
1 I am more irritable than usual.
2 I am much more irritable than usual.
3 I am irritable all the time.
Changes in Appetite
18. 0 I have not experienced any change in my appetite
1a My appetite is somewhat less than usual.
1b My appetite is somewhat greater than usual.
2a My appetite is much less than before.
2b My appetite is much greater than usual.
3a I have no appetite at all
3b I crave food all the time.
Concentration Difficulty

56
19. 0 I can concentrate as well as ever.
1 I can’t concentrate as well as usual.
2 It’s hard to keep my mind on anything for very long.
3 I find I can’t concentrate on anything.
Tirednes
s or
Fatigue

20. 0 I am no more tired or fatigued than usual.

1 I get more tired or fatigued more easily than usual.
2 I am too tired or fatigued to do a lot of the things I used to do.
3 I am too tired or fatigued to do most of the things I used to do.
Loss of Interest in Sex
21. 0 I have not noticed any recent change in my interest in sex
1 I am less interested in sex than I used to be
2 I am much less interested in sex now.
3 I have lost interest in sex completely

DISCUSSION

The aim of the test was to assess the severity of depression in client by using Beck’s Depression

Inventory. The test was administered on a 11th Humanities student who happens to have reported of

feeling depressed lately.

The Beck Depression Inventory (BDI) created by Aaron T. Beck, is widely used to screen for

depression and to measure behavioural manifestations and severity of depression. The BDI can be

used for ages 13 to 80. The inventory contains 21 self-report items which individuals complete

using multiple choice response [Link] Depression Inventory evaluates key symptoms of

depression including mood, pessimism, and sense of failure, self-dissatisfaction, guilt, punishment,

self-dislike, self-accusation, suicidal ideas, crying, irritability, social withdrawal, indecisiveness,

body image change, work difficulty, insomnia, fatigability, loss of appetite, weight loss, somatic

preoccupation, and loss of libido.

57
On scoring the statements chosen by the client, the client scored a score of 41, which lies in the

category of severe depression, indicating that the client is suffering from Major Depressive

Disorder. Based on the statements picked up by the client it is significant that the client is going

through a constant sense of hopelessness and despair. She is unable to concentrate well on her

work,. She is finding it difficult to study, sleep, eat, and enjoy friends and activities. Looking at the

severity of her depression, she was referred to a Psychiatrist for further treatment of her severity of

mental illness.

ACTIVITY NO. 5

INDIVIDUAL COUNSELLING

Counselling is a profession with a history and set of standards that are distinct from other related

disciplines such as social work, psychology, and psychiatry. It is an activity that is designed to work

primarily with those who are experiencing developmental or adjustment problems. A relationship,

whether in a group, family, or individual format, that is constructed in a way to promote trust,

safety, and lasting change. It is Multidimensional, dealing with human feelings, thoughts, and

behaviours, as well as with the past, present, and future.

Individual counselling is a personal opportunity to receive support and experience growth during

challenging times in life. Individual counselling can help one deal with many personal topics in life

such as anger, depression, anxiety, substance abuse, marriage and relationship challenges, parenting

problems, school difficulties, career changes, etc.

Individual counselling (sometimes-called psychotherapy, talk therapy, or treatment) is a process

through which clients work one-on-one with a trained mental health clinician in a safe, caring, and

58
confidential environment. Counselling allows individuals to explore their feelings, beliefs, and

behaviours, work through challenging or influential memories, identify aspects of their lives that

they would like to change, better understand themselves and others, set personal goals, and work

toward desired change.

Individual counselling is counselling focused on the individual's immediate or near future concerns.

Individual counselling may encompass career counselling and planning, grief after a loved one dies

or dealing with problems at a job before they become big. Individual counselling is a one-on-one

discussion between the counsellor and the client, who is the person seeking treatment. The two form

an alliance, relationship or bond that enables trust and personal growth.

In general, the goal of psychotherapy is to talk through mental health concerns and help clients heal,

grow, and move toward more productive, psychologically healthy lives. Good therapy is client-

driven, and you and your therapist will determine specific goals for therapy.

Individual psychotherapy sessions typically last between 45 and 50 minutes. The frequency and

duration of therapy will depend largely on your needs, treatment goals, and progress. Many

concerns are readily resolved with short-term therapy, and other chronic or more complex concerns

require long-term commitment before improvement is realized.

APPROACHES OF COUNSELLING

PSYCHODYNAMIC APPROACH TO COUNSELLING

Psychodynamic counselling evolved from the work of Sigmund Freud (1856-1939). During his

career as a medical doctor, Freud came across many patients who suffered from medical conditions,

which appeared to have no ‘physical cause’. This led him to believe that the origin of such illnesses

59
lay in the unconscious mind of the patient. Freud's work investigated the unconscious mind in order

to understand his patients and assist in their healing.

Over time many of Freud's original ideas have been adapted, developed, disregarded or even

discredited, bringing about many different schools of thought and practice. However,

psychodynamic counselling is based on Freud’s idea that true knowledge of people and their

problems is possible through an understanding of particular areas of the human mind, these areas

are:

 The Conscious – things that we are aware of, these could be feelings or emotions, anger,

sadness, grief, delight, surprise, happiness, etc.

 The Subconscious – these are things that are below our conscious awareness but fairly

easily accessible. For example with appropriate questioning a past event which a client had

forgotten about may be brought back into the conscious mind.

 The Unconscious – is the area of the mind where memories have been suppressed and is

usually very difficult to access. Such memories may include extremely traumatic events that

have been blocked off and require a highly skilled practitioner to help recover.

Freud's main interest and aim was to bring things from the unconscious into the conscious. This

practice is known as psychoanalysis. Psychoanalysis is used to encourage the client to examine

childhood or early memory trauma to gain a deeper understanding – this in turn may help the client

to release negativities that they still hold, associated with earlier events. Psychoanalysis is based

upon the assumption that only by becoming aware of earlier dilemmas, which have been repressed

into our unconscious because of painful associations, can we progress psychologically.

Freud also maintained that the personality consists of three related elements:

Id, Ego and Superego

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  Id - The Id is the part of our personality concerned with satisfying instinctual basic needs of

food, comfort and pleasure – the Id is present from (or possibly before) birth.

 Ego – Defined as “The realistic awareness of self”. The ‘Ego’ is the logical and

commonsense side to our personality. Freud believed that the Ego develops as the infant

becomes aware that it is a separate being from it’s parents.

 Superego – The Superego develops later in a child’s life from about the age of three,

according to Freud. Superego curbs and controls the basic instincts of the Id, which may be

socially unacceptable. The Superego acts as our conscience.

Freud believed that everybody experiences tension and conflict between the three elements of their

personalities. For example, desire for pleasure (from the Id) is restrained by the moral sense of

right and wrong (from the Superego). The Ego balances up the tension between the Id wanting to

be satisfied and the Superego being over strict. The main goal of psychodynamic counselling,

therefore, is to help people to balance the three elements of their personality so that neither the Id

nor the Superego is dominant.

HUMANISTIC APPROACH TO COUNSELLING

In contrast to the psychodynamic approach to counselling, childhood events and difficulties are not

given the same importance in the humanistic counselling process. Humanistic counselling

recognises the uniqueness of every individual. Humanistic counselling assumes that everyone has

an innate capacity to grow emotionally and psychologically towards the goals of self-actualisation

and personal fulfilment.

Humanistic counsellors work with the belief that it is not life events that cause problems,

but how the individual experiences life events. How we experience life events will in turn relate to

how we feel about ourselves, influencing self-esteem and confidence. The Humanistic approach to

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 counselling encourages the client to learn to understand how negative responses to life events can

lead to psychological discomfort. The approach aims for acceptance of both the negative and

positive aspects of oneself.

Humanistic counsellors aim to help clients to explore their own thoughts and feelings and to work

out their own solutions to their problems. The American psychologist, Carl Rogers (1902-1987)

developed one of the most commonly used humanistic therapies, Client-Centred Counselling, which

encourages the client to concentrate on how they feel at the present moment.

CLIENT-CENTRED COUNSELLING

The central theme of client-centred counselling is the belief that we all have inherent resources that

enable us to deal with whatever life brings.

Client-centred therapy focuses on the belief that the client - and not the counsellor - is the best

expert on their own thoughts, feelings, experiences and problems. It is therefore the client who is

most capable of finding the most appropriate solutions. The counsellor does not suggest any course

of action, make recommendations, ask probing questions or try to interpret anything the client says.

The responsibility for working out problems rests wholly with the client. When the counsellor does

respond, their aim is to reflect and clarify what the client has been saying.

A trained client-centred counsellor aims to show empathy, warmth and genuineness, which they

believe will enable the client's self-understanding and psychological growth.

 Empathy involves being able to understand the client’s issues from their own frame of reference.

The counsellor should be able to accurately reflect this understanding back to the client

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 Warmth is to show the client that they are valued, regardless of anything that happens during the

counselling session. The counsellor must be non-judgmental, accepting whatever the client says

or does, without imposing evaluations.

 Genuineness (sometimes termed congruence) refers to the counsellor's ability to be open and

honest and not to act in a superior manner or hide behind a 'professional' facade.

BEHAVIOURAL APPROACH TO COUNSELLING

The Behavioural Approach to Counselling focuses on the assumption that the environment

determines an individual's behaviour. How an individual responds to a given situation is due to

behaviour that has been reinforced as a child. For example, someone who suffers from

arachnophobia will probably run away screaming (response) at the sight of a spider (stimulus).

Behavioural therapies evolved from psychological research and theories of learning concerned

with observable behaviour, i.e. behaviour that can be objectively viewed and measured.

Behaviourists believe that that behaviour is 'learned' and, therefore, it can be unlearned. This is in

contrast to the psychodynamic approach, which emphasises that behaviour is determined by

instinctual drives.

Behaviour therapy focuses on the behaviour of the individual and aims to help him/her to modify

unwanted behaviours. According to this approach unwanted behaviour is an undesired response to

something or someone in a person's environment. Using this approach a counsellor would identify

the unwanted behaviour with a client and together they would work to change or adapt the

behaviour. For example, a client who feels anxious around dogs would learn a more appropriate

response to these animals. Problems which respond well to this type of therapy include phobias,

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anxiety attacks and eating disorders. Behavioural counsellors or therapists use a range of behaviour

modification techniques.

Once the unwanted behaviour is identified, the client and counsellor might continue the process by

drawing up an action plan of realistic, attainable goals. The aim would be that the unwanted

behaviour stops altogether or is changed in such a way that it is no longer a problem.

Clients might be taught skills to help them manage their lives more effectively. For example, they

may be taught how to relax in situations that produce an anxiety response and rewarded or

positively reinforced when desirable behaviour occurs. Another method used involves learning

desirable behaviour by watching and copying others who already behave in the desired way. In

general, the behavioural approach is concerned with the outcome rather than the process of change.

The behavioural counsellor uses the skills of listening, reflection and clarification, but rather than

use them as a process of revealing and clarifying the client's thoughts and feelings, the skills would

be used to enable the counsellor to make an assessment of all the factors relating to the undesirable

behaviour.

GESTALT THERAPY OF COUNSELLING

Gestalt therapy refers to a form of psychotherapy that derives from the gestalt school of thought. It

was developed in the late 1940s by Fritz Perls and is guided by the relational theory principle that

every individual is a whole (mind, body and soul), and that they are best understood in relation to

their current situation as he or she experiences it.

The approach combines this relational theory with present state - focusing strongly on self-

awareness and the 'here and now' (what is happening from one moment to the next). In gestalt

therapy, self-awareness is key to personal growth and developing full potential. The approach

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recognises that sometimes this self-awareness can become blocked by negative thought patterns and

behaviour that can leave people feeling dissatisfied and unhappy.

It is the aim of a gestalt therapist to promote a non-judgemental self-awareness that enables clients

to develop a unique perspective on life. By helping an individual to become more aware of how

they think, feel and act in the present moment, gestalt therapy provides insight into ways in which

he or she can alleviate their current issues and distress in order to aspire to their maximum potential.

Gestalt therapy focuses on the and how of behaviour and on the central role of unfinished business

from the past that interferes with effective functioning in the present. By helping individuals more

fully to experience the present—the ‘‘here and now’’—Gestalt counsellors facilitate greater self-

awareness and understanding.

Gestalt counselling stresses the role of personal responsibility in the development of awareness and

the experiencing of feelings. Unfinished business from the past is brought into the present, and the

impasse it represents is dealt with therapeutically. The term stuck is used to describe the inability to

resolve issues and thereby avoid dealing with the ‘‘now.’’ Polarization is another key Gestalt

concept; it refers to the variousparts of the self that are in conflict. In his

Key concepts of Gestalt therapy

Gestalt therapy works through the interconnection of key concepts. These offer insight into the

processes involved in therapy sessions between the therapist and client(s).

 Person-centred awareness - Focusing on the present, and imagining it divorced from the

future and past is considered essential. The process follows an individual's experience in a

way that does not involve seeking out the unconscious, but staying with what is present and

aware.

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  Respect - Clients, whether an individual, group or family, are treated with profound respect

by a gestalt therapist. Providing a balance of support and challenge is key to helping those

taking part to feel comfortable about opening up and acknowledging areas of resistance.

 Emphasis on experience - The gestalt approach focuses on experience in terms of an

individual's emotions, perceptions, behaviours, body sensations, ideas and memories. A

therapist encourages the client to 'experience' in all of these ways, vividly in the here and

now.

 Creative experiment and discovery - There is a range of experimental methodology used

by therapists to test their client's experience. These involve highly creative and flexible

techniques to help them open up and acknowledge hidden feelings.

 Social responsibility - The gestalt approach recognises that humans have a social

responsibility for self and for others. It demands respect for all people and acknowledges

that everyone is different. Ultimately it encourages individuals to adopt an egalitarian

approach to social life.

 Relationship - Relating is considered central to human experience and gestalt therapy

considers individuals as 'whole' when they have a good relationship with themselves and

others around them. The interpersonal relationship between the individual and therapist that

is developed and nurtured in sessions is a key guiding process if therapy.

COGNITIVE BEHAVIOUR THERAPY (CBT)

A combination of cognitive and behavioural therapies, this approach helps people change negative

thought patterns, beliefs, and behaviours so they can manage symptoms and enjoy more

productive, less stressful lives. Cognitive behavioural therapy (CBT) was developed by

Aaron T. Beck, Albert Ellis, Maxie Maultsby, Michael Mahoney, Donald Meichenbaum,

David Burns, Michael Mahoney, Marsha Linehan, Arthur Freeman, and others. Cognitive

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behaviour therapy is a type of psychotherapeutic treatment that helps patients understand the

thoughts and feelings that influence behaviours.

CBT is commonly used to treat a wide range of disorders including phobias, addictions,

depression, and anxiety. Cognitive behaviour therapy is generally short-term and focused on

helping clients deal with a very specific problem. During the course of treatment, people learn

how to identify and change destructive or disturbing thought patterns that have a negative influence

on behaviour.

Most cognitive behavioural therapies have the following characteristics

CBT is based on the Cognitive Model of Emotional Response. CBT is based on the idea that

our thoughts cause our feelings and behaviours, not external things, like people, situations,

and events. The benefit of this fact is that we can change the way we think to feel/act better even if

the situation does not change.

CBT is briefer and Time-Limited. It is considered among the most rapid in terms of results

obtained. The average number of sessions clients receive (across all types of problems and

approaches to CBT) is only 16.

A sound therapeutic relationship is necessary for effective therapy, but not the focus.

Cognitive behavioural therapists believe it is important to have a good, trusting relationship, but

that is not enough. CBT therapists believe that the clients change because they learn how to think

differently and they act on that learning. Therefore, CBT therapists focus on teaching rational self-

counselling skills.

CBT is a collaborative effort between the therapist and the client. Cognitive-behavioural

therapists seek to learn what their clients want out of life (their goals) and then help their clients

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achieve those goals. The therapist’s role is to listen, teach, and encourage, while the client’s roles is

to express concerns, learn, and implement that learning.

Homework is a central feature of CBT. If when you attempted to learn your multiplication tables

you spent only one hour per week studying them, you might still be wondering what 5 X 5 equals.

You very likely spent a great deal of time at home studying your multiplication tables, maybe with

flashcards.

CBT isstructured [Link] behavioural therapists have a specific agenda for each

session. Specific techniques/concepts are taught during each session. CBT focuses on the client’s

goals. We do not tell our clients what their goals should be, or what theyshould tolerate. We are

directive in thesensethatwe show our clients how to think and behave inwaysto obtain what they

want. Therefore, CBT therapists do not tell their clients what to do rather; they teach their clients

how to do.

CBT is based on an educational model. CBT is based on the scientifically supported

assumptionthat most emotional and behavioural reactions are learned. The goal of therapy is to

help clients unlearn their unwanted reactions and to learn a new way of reacting. CBT has nothing

to do with ‘just talking’. People can just talk with anyone. The educational emphasis of CBT has

anadditional benefit it leadsto long-term results. When people understand how and why they are

doing well, they know what to do to continue doing well.

RATIONAL EMOTIVE BEHAVIOR THERAPY (REBT)

Rational emotive behaviour therapy, also known as REBT, is a type of

cognitivebehaviouraltherapy. It was first called Rational Therapy, later Rational Emotive Therapy,

then changed to Rational Emotive Behaviour Therapy. It was first introduced in 1955 by Dr. Albert

Ellis, who had become increasing frustrated with the ineffectiveness of psychotherapy. Ellis drew

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from his knowledge of philosophy and psychology to devise a method which he believed was

more directive, efficient, and effective. Dr. Albert Ellis (September 27, 1913 – July 24, 2007)

Basic Philosophy: REBT is focused on helping clients change irrational beliefs. The replacement

of illogical and unrealistic ideas with more realistic and adaptive ones through direct

intervention and confrontation by the therapist.

Key Concepts: Ellis suggested that people mistakenly blame external events for unhappiness. He

argued, however, that it is our interpretation of these events that truly lies at the heart of our

psychological distress. To explain this process, Ellis developed what he referred to as the ABC

Model

A – Activating Event: Something happens in the environment around you.

B – Beliefs: You hold a belief about the event or situation.

C – Consequence: You have an emotional response to your belief.

Goals of the Therapy

 The primary goal is to help people live rational and productive lives.

 REBT helps people see that it is their thoughts and beliefs about events that creates

difficulties, not the events or the situations.

 It helps the client to understand that wishes and wants are not entitlements to be demanded.

Thinking that involves the words must, should, ought, have to, and need are demands, not an

expression of wants or desires.

 RET helps clients stop catastrophizing when wants and desires are not met.

 It stresses the appropriateness of the emotional response to the situation or event. A situation or

event need not elicit more of a response than is appropriate.

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 It assists people in changing self-defeating behaviours or cognitions.

 RET espouses acceptance and tolerance of self and of others in order to achieve life goals.

FAMILY SYSTEMS THERAPY

A psychiatrist Murray Bowen produced a remarkable new theory of human behaviour called

‘Family Systems Theory’, or ‘Bowen Theory’. Family systems theory is also referred to as couple

therapy, family therapy, and marriage therapy. Family therapy is a type of psychotherapy that works

with families and couples. It helps families or individuals within a family, understand and improve

the way family members interact with each other and resolve conflicts. It emphasizes family

relationships as an important factor in psychological health. Family therapists tend to focus on what

goes between people; that is, on how patterns of interaction within the family may foster or

maintain the problem. A family therapist can be a member of any number of health professions.

Family therapy can take many different forms with the therapist using a variety of different

approaches including supportive counselling, cognitive-behavioral techniques, psychodynamic

techniques, or what is known as a systemic approach. Most practitioners are ‘eclectic’, using

techniques from several areas, depending upon the needs of the client.

Key Concepts

 Focus is on communication patterns within a family, both verbal and nonverbal.

 Problems in relationships are likely to be passed on from generation to generation.

 Symptoms are viewed as ways of communicating with the aim of controlling other family

members.

 Key concepts vary depending on specific orientation but include differentiation, triangles, power

coalitions, family-of-origin dynamics, functional versus dysfunctional interaction patterns,

family rules governing communication, and dealing with here-and-now interactions.

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 The present is more important than exploring past experiences.

Goals of Therapy: Most approaches are aimed at helping family members gain awareness of

patterns of relationships that are not working well and create new ways of interacting to relieve their

distress. Some approaches focus on resolving the specific problem that brings the family to therapy.

Techniques of Therapy: There is a diversity of techniques, depending on the particular theoretic

orientation. Interventions may target behaviour change, perceptual change, or both. Techniques

include using genograms, teaching, asking questions, family sculpting, joining the family, tracking

sequences, issuing directives, anchoring, use of countertransference, family mapping, refraining,

paradoxical interventions, restructuring, enactments, and setting boundaries. Techniques may be

experiential, cognitive, or behavioural in nature. Most are designed to bring about change in a short

time.

ECLECTIC COUNSELING

Eclectic therapy is a therapeutic approach that incorporates a variety of therapeutic principles and

philosophies in order to create the ideal treatment program to meet the specific needs of the patient

or client. Instead of insisting upon strict adherence to one particular approach or school of thought,

eclectic therapists employ elements from a range of therapeutic techniques, with the goal of

establishing a course that is personally tailored to the patient or client. After all, the key here is to

help the patient as quickly and as effectively as possible. Eclectic counselling is defined as the

synthesis and combination of directive and nondirective counselling. It represents a middle status

between the two extremes represented by the ‘nondirective’ technique on one hand and the

‘directive’ technique on the other. In eclectic counselling, the counsellor is neither too active as in

the directive counselling nor too passive as in the nondirective counselling. Counsellor just follows

the middle path between these two.

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In eclectic counselling, the needs of a person and his/her personality are studied by the counsellor.

After this, the counsellor selects those techniques, which will be useful for the person. The main

techniques used are reassurance giving information, case history, testing etc. In eclectic counselling

the counsellor first takes into consideration the personality and need of the counselee. S/he selects

the directive or nondirective technique that seems to serve the purpose best. The counsellor may

start with the directive technique. When the situation demands, s/he may switch over to the

nondirective counselling and vice versa. An attempt is made to adjust the technique to the

requirements of the situation and the individual.

COUNSELLING CASE

Socio- Demographic Information

Name of the student: Kama Jain

Date of Birth: 30th may 2005
Age: 15 years
Religion: Jainism
Class: 11th D
Name of class teacher: Mrs. Siren
Name of Parents: Mr Sharad and Mrs Kamla Jain
Address: 3865 Pahari Dhiraj, Manan Dhiraj, Sadar Bazar- 110006
Contact Details: 9687453723
Socio economic status: Middle Class
Occupation of Parents: Father- Businessman Mother: Housewife

Information

Date of Referral: 29th September 2020

Source of Referral: Class Teacher

Time of Reference: 10:30 am

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Informant: Mother and Self

Information: Adequate and Reliable

Source of Information: Interview and Student report card

Area Of Concern : Low Academic Performance and Relationship clashes between mother and

Daughter.

History of Presenting Complain:

Kama along with her mother approached for a counselling session. Her parents remained separated

since the time of her birth. She and her mother stayed at her maternal grandparents house. Since she

has stayed with her grandparents and they were also her primary caregivers, she is very attached to

them emotionally. Kama had met her biological father few times till the age of 6 years. Her mother

remarried in 2016 with a man who also have two children, one boy in class 9 th and a girl in class 5th.

As per Kama, she was never in favour of her mother remarrying. When asked about her relationship

with her step family she explained that she is not able to bond well with her step- father and step-

siblings as well as her step- grandparents who tend to draw a lot of comparison between their own

grandchildren and her. Since, she is very attached to her grandparents she wants to stay with them

as they are old and alone, and she feels responsible to take good care of them. Currently, she is

staying with her grandparents and away from her mother and stepfamily. She feels troubled and

irritated as she misses her mother too and wants things to be back the way they were before her

mother’s second marriage. She tries to stay with her grandparents because she wants to avoid the

atmosphere it is there in her step family and also her school is much close to her grandparents

house. She feels comfortable and at peace when she stays at her grandparents place and is able to

study much better. Her mother showed concern for her deteriorating academic performance. She

also feels that Kama should spend more time with her and her husband’s family, as it becomes

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difficult for her to keep a track on Kama when she is away at her Grandparents. Kama was asked to

explain her relationship and bond with her mother, to which Kama said she shares a very deep bond

with her mother and she loves her the most. Her mother solely as a single mother cared for her and

never made her feel her father is not in the picture. She misses her mother a lot and remains in

conflict on something or the other since her mother’s second marriage, which she does not like.

Kama shared that she does understand that her mother has to balance her in laws and her step

children, she does not like sharing her mother with other which makes her all the more irritated

around her step siblings.

Observation:

Kama and her mother entered the counselling room together. They were offered to sit and were

made comfortable. Rapport was easily established with Kama and her Mother. Kama looked well

dressed and well groomed in her school uniformwith hair pulled up in a ponytail. Distress was

observed in both of them as they both continuously were having an argument and were not letting

the other speak and wanted to put their problems first. So they were asked one by one to explain

their part of the problem. The mother cried while explaining her issues, which made Kama also

teary showing that emotionally they are strongly bonded and understand each other when Kama

helped her mother calm down and tried listening to her point pf view. Rate and tone of speak

seemed aggressive initially, but as the session went on the tone became little normal and they were

ready to understand each other. Both of them shared the same concern of deteriorating academic

performance and strained relationship between them.

Intervention:

 The point of view of both of them were actively listened and they were made aware of each

other’s emotional states and were asked to empathise with each other.

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  Mother was explained the conflict Kama feels and how as a mother she needs to be available

for Kama and take a stand for her and be supportive in front of her in-laws. She will have to

mediate a bond between her daughter and in-laws, especially with step-children.

 Kama was made to understand her mother’s duties and responsibilities towards her present

family, and her mother cannot practically stay with her full time, especially when Kama is

staying with her grandparents.

 Clash was resolved between the mother and daughter by asking them to cooperate and

understand each other. Kama was asked to spend her long weekends and holidays with her

mother and step- family if not all the time because of her school and academics.

 For academics Kama was motivated and encouraged to study as 11th standard being a touch

year in terms of academics, if not payed attention this year she will have trouble

understanding concepts in 12th standard.

 An organised routine was made for Kama to follow with fixed slots for her academics and

other recreational activities.

A weekly follow-up was done of Kama through call or an online video session. She seemed to be in

better terms with her mother. She spends few days of the month with her mother and her family.

She has been trying to bond with her stepsiblings. On academic front, she has been able to follow to

daily routine and is doing much better in that sphere also.

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