CAREER OPPORTUNITIES IN CLINICAL AND COUNSELING PSYCHOLOGY

CAREER OPPORTUNITIES IN CLINICAL AND COUNSELING PSYCHOLOGY
Clinical and counseling chologists deal with the causes, prevention, diagnosis, and treatment of individuals with psychological problems. These problems vary considerably as to their degree of severity. Although very similar, clinical and counseling psychologists differ with respect to the disorders of the patients they treat. Typically, clinical psychologists treat more severe disorders, such as phobias, bipolar disorder, and schizo-phrenia. On the other hand, counseling psychologists work with patients suffering from everyday stresses, including career planning, academic performance, and marriage and family difficulties. Clinical and counseling psy-chologists can be found working in individual practices, schools, colleges and universities, hospitals, and other mental health facilities. The particular method of therapy utilized by each clinical and counseling psychologist is often influenced by the theoretical orientation they adhere to. There are a total of over 200 theoretical orientations, each providing a different explanation behind the causes of psychological disorders and their appropriate treatments. Some orientations are more popular than others; however, most psychologists integrate two or more into their therapy. Furthermore, some theoretical orientations are better at explaining and treating certain disorders more than others. Regardless of their orientation preference, clinical and counseling psychologists are trained to assist a variety of individuals and their emotional difficulties. Clinical psychologists evaluate people in various settings, and give diagnostic tests. They may provide individual, family, or group psychotherapy, and design and implement behavior modification programs. Some clinical psychologists collaborate with physicians and other specialists to develop and implement treatment and intervention programs with greater compliance results. Other clinical psychologists work in universities and medical schools, where they train graduate students in the delivery of mental health and behavioral medicine services. Some administer community mental health programs.Areas of specialization within clinical psychology include health psychology, sports psychology, neuropsychology, and geropsy-chology. Health psychologists promote good health through health maintenance counseling programs designed to help people achieve goals such as to stop smoking or lose weight. They also work with people on the psychological aspects of chronic illness and disability. Sports psychologists work with athletes on such factors as mental preparation, anxiety management and performance anxiety. Neuropsychologists study the relation between the brain and behavior. They often work in stroke and head injury programs. Geropsychologists deal with the special problems faced by the elderly. The emergence and growth of these specialties reflects the increasing participation of psychologists in providing direct services to special patient populations.
Clinical and counseling psychologists deal with the causes, prevention, diagnosis, and treatment of individuals with psychological problems. These problems vary considerably as to their degree of severity. Although very similar, clinical and counseling psychologists differ with respect to the disorders of the patients they treat. Typically, clinical psychologists treat more severe disorders, such as phobias, bipolar disorder, and schizo-phrenia. On the other hand, counseling psychologists work with patients suffering from everyday stresses, including career planning, academic performance, and marriage and family difficulties. Clinical and counseling psy-chologists can be found working in individual practices, schools, colleges and universities, hospitals, and other mental health facilities. The particular method of therapy utilized by each clinical and counseling psychologist is often influenced by the theoretical orientation they adhere to. There are a total of over 200 theoretical orientations, each providing a different explanation behind the causes of psychological disorders and their appropriate treatments. Some orientations are more popular than others; however, most psychologists integrate two or more into their therapy. Furthermore, some theoretical orientations are better at explaining and treating certain disorders more than others. Regardless of their orientation preference, clinical and counseling psychologists are trained to assist a variety of individuals and their emotional difficulties. Clinical psychologists evaluate people in various settings, and give diagnostic tests. They may provide individual, family, or group psychotherapy, and design and implement behavior modification programs. Some clinical psychologists collaborate with physicians and other specialists to develop and implement treatment and intervention programs with greater compliance results. Other clinical psychologists work in universities and medical schools, where they train graduate students in the delivery of mental health and behavioral medicine services. Some administer community mental health programs.Areas of specialization within clinical psychology include health psychology, sports psychology, neuropsychology, and geropsy-chology. Health psychologists promote good health through health maintenance counseling programs designed to help people achieve goals such as to stop smoking or lose weight. They also work with people on the psychological aspects of chronic illness and disability. Sports psychologists work with athletes on such factors as mental preparation, anxiety management and performance anxiety. Neuropsychologists study the relation between the brain and behavior. They often work in stroke and head injury programs. Geropsychologists deal with the special problems faced by the elderly. The emergence and growth of these specialties reflects the increasing participation of psychologists in providing direct services to special patient populations.Subfields Within Clinical and Counseling PsychologyResearch Psychologists are continuously doing research in order to test the effectiveness of therapies, drug treatments, and many other psychological questions. Counseling Counseling involves working with a variety of individuals and their everyday problems in individual, family, or group settings.Psychotherapy Psychotherapy is used for individuals with severe psychopathologies, such as schizophrenia and severe depression. Treatment strategies often include medication, and sometimes hospitalization. Psychiatry Psychiatry is the field of medicine that specializes in prescribing medications for psychological disorders. This requires a medical degree and specialized training in the effects of certain medications. Child and Children and adolescents sometimes experience Adolescent difficulties unique to their age group. Psychologists in Psychology this area give special attention to these issues and concerns. India ranks second in the world in terms of population. There needs to be a healthy ratio between doctors (in each specialized field) and patients, in order to ensure the good health of a country’s population. However, today, the number of Clinical Psychologists in the country is abysmally low. The situation looks very grim if we compare the number of Clinical Psychologists in the country with that of the number of Psychiatrists in India. The ratio between Clinical Psychologists and Psychiatrists, in the country, is very poor at 1:10. Even the current output of registered Clinical Psychologists in India is as low as ten percent of the total need.Psychotherapy can be and should be offered by trained Clinical Psychologists, according to the Rehabilitation Council of India (RCI). But due to the acute shortage of trained Clinical Psychologists in the country, even Psychologists and Psychiatrists offer counseling services. This is being done, despite the fact that Psychiatrists are trained to address mental health issues only from the physiological point of view. Students, who have merely completed their Post graduation in Social Work or in Psychology, are also offering counseling services, even though they are not registered under the RCI. This presents a picture of an acute lack of trained Clinical Psychologists in India. It also points to the urgent need for trained and qualified Clinical Psychologists.The Mental Health Authority (MHA) was set up by the Government of India, in the wake of the fire tragedy at a psychiatric nursing home in Erwadi (Tamil Nadu), in which many mentally ill patients were burnt to death. The task of issuing licenses to psychiatric nursing homes and such establishments was entrusted to the MHA. The presence of at least one registered Clinical Psychologist on the premises of any such establish-ment was recommended by the MHA. The RCI issues a registration number to every Clinical Psy-chologist which has to be renewed after every seven years.Career & Job Opportunities :EligibilityThe successful completion of an M.A. or M.Sc. Degree in Psychology with a minimum of 55 percent marks in aggregate is the minimum eligibility criteria for pursuing an M. Phil Degree in Clinical Psychology. It is preferable to have a special paper in Clinical Psychology at the Master’s Degree level. The aggregate percentage marks are relaxable by five percent for the students belonging to the Scheduled Castes, Scheduled Tribes and Other Backward Classes. Two years of practical experience in offering counseling services is also an eligibility criteria at several institutes.AptitudeOne needs to be kind and compassionate in nature in order to be a good Clinical Psychologist since this profession entails the practitioners to understand and solve the problems of people through counseling. One should have a good understanding of the workings of the human mind and should also have a natural propensity to unravel the deepest mysteries of the human mind. It is a difficult task to deal with patients exhibiting abnormal mental behaviour; hence a lot of patience is required on the part of a counselor.In the profession of Clinical Psychology, a counselor picks up a lot of negative thoughts and emotions from the patients. Hence, one should have the ability of ventilating all the negativity picked up during counseling. Moreover, one should also have strong skills of persuasion in order to help patients break their mental blocks. Effective communication skills are also required, since one has to uncover the innermost workings of the patients mental processes by talking with them.CoursesVarious courses in Clinical Psychology are offered by universities and institutes across the country. One can go in for an M. Phil. Programme of two years duration. Two-year M. Phil. programmes are available at the Central Institute of Psychiatry (CIP) in Ranchi (Jharkhand), the National Institute of Mental Health and Neuro Sciences (NIMHANS) in Bangalore (Karnataka) and at the Institute of Human Behaviour and Allied Sciences (IHBAS) in New Delhi. The IHBAS inducts 12 students into its M. Phil. programme every year. Each of the above-mentioned institutes conducts independent, all-India level entrance examinations for candidates wishing to get admission into M. Phil programmes at these institutes. The candidates who qualify in the written examination also have to clear an interview in order to get admission.Diploma courses and Certificate courses in Clinical Psychology are also offered by several institutes across the country. The Jamia Millia Islamia (New Delhi) and a few regional centers of the NCERT (National Council of Educational Research and Training) offer Diploma courses in Clinical Psychology.The RCI recommends a practice-oriented curriculum for students pursuing any course (Degree, Diploma or Certificate) in Clinical Psychology. The RCI recommends an OPD (Out Patient Department) in every institute offering a course in Clinical Psychology. It also recommends the restriction of theory-related teaching to only 30 percent of the syllabus while laying more stress on practical learning.ProspectsOne who has done a course in Clinical Psychology will be able to find jobs in the government sector. One will also be able to find jobs in the licensed psychiatric nursing homes. Clinical Psychologists are also required in the non-governmental organizations (NGOs) who are engaged in offering counseling services. One can also find a job as a full-time career counselor in a school, since the Central Board of Secondary Education (CBSE) has directed for the appointment of at least one full-time career counselor in each and every school under its affiliation. One can also specialize in marital counseling if one has obtained a professional degree in Clinical Psychology. Moreover, the prospects of earning name and fame are quite bright if one sets up a clinic and starts counseling independently. A lot of opportunities are also open for students of Clinical Psychology in the UK, the US, Australia and Singapore.The profession of Clinical Psychology is in a very young stage in India but is set to expand more in the near future. Together with it, the career scope of students, who do a course in Clinical Psychology today, will also expand in the near future.


List of colleges offering the courses
Name of the course Institutes offering the courses
M. Sc. Psychology

Bangalore University, Bangalore, (Karnataka), Jnana Bharathi, Bangalore 560056.
Sri Venkatehswara University, Tirupati, (Andhra Pradesh) Tirupati 517502, Chittor, Andhra Pradesh.
University of Calcutta, Kolkata, West Bengal-700073.
University of Mysore, Mysore, (Karnataka) Mysore Viswavidyalaya Karya Soudha, Crawford Hall, P.B. No. 17, Mysore 570005.
M.Sc. Holistic Psychology

Bangalore University, Bangalore, (Karnataka) Jnana Bharathi, Bangalore 560056.
M.Phil. in Psychology

Gujarat University, Ahmedabad, (Gujarat) PB No.4010, Navrangpura, Ahmedabad - 380009.
Gurunanak Dev University, Amritsar, (Punjab).
Gurunanak Dev University, Amritsar.
Sardar Patel University, Gujarat, (Gujarat) Vallabh Vidyanagar - 388120, Gujarat.
University of Mysore, Mysore, (Karnataka) Mysore Viswavidyalaya Karya Soudha, Crawford Hall, P.B. No. 17, Mysore 570005.
M. Phil. in Rehabilitation

Mahatma Gandhi (M.G) University, Kerala, (Kerala) Priyadarsini Hills P. O.,
Psychology Kottayam, Kerala, India Pin-686560.
National Institute For The Mentally Handicapped, Manovikas Nagar, Secunderabad 500009, (Andhra Pradesh).
National Institute For The Mentally Handicapped, Manovikas Nagar, P.O. Bowenpally, Secunderabad 500011.
P.G. Diploma in C.A.H Psychology

Maharaja Sayajirao University of Baroda, Vadodara, (Gujarat) Fatehgunj,
Vadodara - 390002.
P.G. Diploma in Clinical and Community

Maharaja Sayajirao University of Baroda, Vadodara, (Gujarat), Fatehgunj,
and Community Vadodara-390002.
Psychology (CCP)
Ph.D. in Clinical psychology

Bangalore University, Bangalore, (Karnataka) Jnana Bharathi, Bangalore
Psychology 560056.
Gurunanak Dev University, Amritsar, (Punjab).
Gurunanak Dev University, Amritsar.
Post Graduate Diploma in counselling psychology

Punjabi University, Patiala, (Chandigarh) Arts Block No. 1, First Floor,
Patiala -147002. India.
M.A. (Psychology)

Barakatullah Vishwavidyalaya, Bhopal, (Madhya Pradesh).
Behrampur University, Bhanja Bihar, Orissa-760007.
Bhagalpur University, (Bihar), Bhagalpur- 812007.
Devi Ahilya Vishwavidyalaya, MGM Medical College, AB Road, Indore-452001.
Gujarat University, Ahmedabad, Gujarat- 380009.
Gurunanak Dev University, Amritsar, (Punjab).
Himachal Pradesh University, Summer Hills, Shimla-171005.
Jamia Millia Islamia, Jamia Nagar, New Delhi - 110025.
Jodhpur University, Jodhpur, (Rajasthan), Jodhpur-313001.
Kurukshetra University, Kurukshetra, Haryana- 136119.
Lalit Narayan Mithila University, Darbhanga, Bihar-840004
Magadh University, (Bihar),Bodh Gaya, Bihar - 824234.
Maharaja Sayajirao University of Baroda, Vadodara-390002.
Maharshi Dayanand University, Rohtak, (Haryana).
Mahatma Gandhi (M.G) University, Priyadarsini Hills P.O., Kottayam, Kerala, India Pin-686560.
Mohanlal Sukhadia University, Udaipur-313001.
North Eastern hill University, (Meghalaya), Shillong 793001.
Punjabi University, Patiala, (Chandigarh), Patiala -147002.
Sambalpur University, Burla, Orissa- 768019.
Sardar Patel University, Gujarat, Gujarat- 388120.
Saurashtra University, Rajkot, Gujarat - 360005.
South Gujarat University, Surat, Gujarat- 395007.
University of Calicut, Kozhikode-673008.
University of Delhi, Delhi, (Delhi), Delhi - 110007.
Utkal University, Bhubaneshwar, Orissa-751004.
(The author is working as Health Educator in Department of Health and Family Welfare at Sadar Hospital, Aurangabad, Bihar)


Author:
Dr. Bhrigunath Singh

GUIDANCE AND COUNSELLING

GUIDANCE AND COUNSELLING
Guidance is the assistance given to individuals in making intelligent choices and adjustments. It is based on the democratic principle that it is the duty and right of every individual to choose his own way in life so far as his choice does not interfere with the rights of others. Guidance is an integral part of education and is centered directly upon this function.
Today curricula offered by colleges and universities have increased tremendously. Vocations of many forms are penetrating in to colleges and universities. Competitive exams for entry into institutions and services have become normal phenomena in our country as elsewhere.
Expert help is required by the students in making wise choices and be successful in competitive exams. Expert assistance is also required for enabling the student in making proper adjustment in relation to general academic life at college or university to effect maximum intellectual, emotional and physical development.
GUIDANCE AND CURRICULUM
Continuous development of the student’s abilities to think, to concentrate on the task at hand, to work happily and corporately with others can be achieved only through a curriculum that provides for these kinds of growth. With this broad educational guidance in mind schools have fused curriculum, instruction and guidance in the person of a major professor, tutor, or don. Guidance periods are as intrinsic a part of the student’s academic schedule as are the lecture, discussion and laboratory periods.
The fusion of curriculum instruction and guidance is achieved through the relationship established between teacher and student, in groups and in individual conferences. With this end in view the conference or workshop plan conferences of two types have been established; the group conference, which takes the form of class discussion and the individual conference, scheduled outside of class time.
When a student is new to a teacher the teacher should try to know the problems, interests and knowledge of his student. For this to begin the instructor should make a careful study of the student’s past records and achievements. Second, through frequent personal conferences the instructor comes to know each student’s problem, and desires. Third, one hour a week is devoted to taking a series of nationally standardized tests both aptitude and achievement. The scores made on these tests in no way affect the student’s grade in the course. On the basis of achievement test the students learns in what general fields of knowledge-English, Science, Social Science and foreign language. He is proficient or deficient; while from the aptitude tests in what subject he has natural ability. Thus each students program is built around his individual needs, capacities and talents.
Lectures that are creative and dramatic have a place in the teaching program but should be combined with the highly individualized type of relationships. Tests and cumulative personal records have a rightful place. They make it possible for the teacher to meet an individual’s needs with less fumbling. A suitable curriculum and effective methods of teaching provide the medium in which the student gains an understanding of the world in which he lives, discovers himself, and realizes his potentialities.
ROLE OF GUIDANCE IN CURRICULAR REORGANISATION
The guidance program can be an effective factor in the continuous reorganization of the curriculum. The major roles of guidance are given below.
Ø Through the insight made possible by guidance procedures teachers can select subject matter experience more closely related to the needs, interests, and abilities of the pupils.
Ø New and needed types of curricular materials can be introduced.
Ø In addiction the overlapping of subject content b=can be more easily eliminated because of the close contact between pupil and teacher.
SUGGESTIONS HELPFUL IN INITIATING CURRICULAR CHANGES THROUGH A GUIDANCE PROGRAM
1. Teachers should retain the same group of students in a subject area as long as this continued contact seems profitable.
2. Home room students should be encouraged to offer a subject to their home room students in addition to the contact with these pupils in the home room period.
3. Teachers should be encouraged to teach more than one subject.
4. Two or more teachers should be encouraged to cooperate in offering a more extensively integrated program.
5. New materials may be continuously introduced into various subjects and the amount of time used for this purpose can be extended.
6. All teachers at each grade level should meet frequently and discuss and formulate plans for curricular reorganizations.
7. The guidance minded teacher should integrate the subject activities of the pupil an relate them to his total development.
8. The teacher as advisor should be helpful to pupils in guiding them in to those curricular and extracurricular experiences which promises greatest worth.
9. Teacher should be aided in their curricular work through special bulletins and other types of helpful materials. A minneographe3d curriculum bulletin might well be issued to give information about the subject offering he activities and requirements for graduation, the subject offering, the activities and requirements of each course, the requirements for college entrance.
10. Prognostic test results might well be made available to teachers.
AREAS OF EDUCATIONAL GUIDANCE
Educational problems head the test of student problems hence education is an important guidance area.
Expert assistance is also required for enabling the students in making proper adjustment in relation to general academic life at college or university to effect maximum intellectual, emotional and physical development.
1. PREADMISSION GUIDANCE:
Preadmission guidance needs to be imparted to help the students make educational plans consistent with their abilities interests and goals and to select appropriate courses and co-curricular activities which will enable them to join careers of their choice.
2. POST ADMISSION GUIDANCE
Post admission guidance needs to be imparted to enable the students to succeed in their educational plans. They need to be guided for developing good study habits, prepare for examinations properly and face examinations with confidence.
3. The students also need to be helped to explore educational possibilities beyond their present educational level-higher educational institutions in our country and abroad. They need to be guided in selecting subjects for specialization and additional courses in India of studies. They also need to be made familiar with various fellowships, scholarships, competitive exams etc., so that their journey ahead becomes smooth and profitable.
4. Special facility of guidance is needed at crisis points. E.g., student finds difficulty in following subjects, he lacks concentration, he gets poor grades, and he is indecisive about a change of subject. He has to be guided as to how he could overcome these difficulties and what special efforts he has to make in that direction.
5. The students from backward classes need more attention so that they progress smoothly. Special efforts need to be made to help first generation learners those students whose parents may never have gone to college. These students ay have many special academic problems because of the deficiencies in their own home back ground and the inability of their parents to give them much guidance to do well in school.
LEARNING EVALUATION
Learning evaluation is a powerful way to improve learning and raise standards. With materials for each subject as well as general information, guidance will help to integrate assessment for learning in to everyday classroom practice.
Learning evaluation involves using assessment in the classroom to raise pupil achievement. It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim.
Guidance describes the principles and characteristics of assessment learning evaluation and provides a general checklist and resources for each subject .it aims to promote consistency and coherence in how assessment for learning is used in the classroom.

Guidance describes principles and characteristics of learning, which are given below.
1. Learning evaluation should be a part of effective planning of teaching and learning.
2. Learning evaluation should focus on how students learn.
3. Learning evaluation should be recognized as central to classroom practice.
4. Learning evaluation should be regarded as a key professional skill for teachers.
5. Learning evaluation should be sensitive and constructive because any assessment has an emotional impact.
6. Learning evaluation should take account of the motivation.
7. Learning evaluation should promote commitment to learning goals.
8. Learners should receive constructive guidance about how to improve.
9. Learning evaluation develops learners’ capacity for self-assessment.
10. Assessment for learning should recognize the full range of achievements of all learners.

CHOICE OF COURSES
It is a very important decision a person must to take for himself and his choice is a long process rather than a simple incident. Vocational interests and choices do not appear all of a sudden during adolescence, they appear as a result of developmental process.
An individual never reaches the ultimate decision at a single moment in time, but through a series of decisions over a period of many years. The period during which the individual makes what can be described as a fantasy choice; the period during which he is making a tentative process and the period when he makes a realistic choice.
The period of fantasy choice coincides in general with the latency period, between six and eleven, although residual elements of fantasy choices frequently carry over in to pre-adolescent years. The period of tentative choice coincides by and large, with early and late adolescence with few exceptions, realistic choices are made in early childhood.
Guidance and choices of courses are related in following statements.
1.occupational choice is a developmental process. It is not a single decision made over a period of years a process, which takes place over a minimum of six over ten years or more.
2.Since each decision during adolescence is related to one’s experience up to that point, and in turn has an influence on the future, the process of decision-making is basically irreversible.
3.Since occupational choice involves the balancing of a series of subjective elements with opportunities and limitations of reality, the crystallization of occupational choice inevitably has the quality of compromise.

CONCLUSION
The young students in schools and colleges need to be informed about various jobs and openings available to them and the requirements, responsibilities and the nature of work involved in them. So that they could measure themselves up to them and develop and crystallize their occupational goals. They need to be helped in making meaningful occupational selection and preparation for an entry into them to have a fulfilling and rewarding career.