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Master's Degree Programme in Psychology

HANDBOOK ON PRACTICUM

IN MA SECOND YEAR

MPCE-

Discipline of Psychology School of Social Sciences Indira Gandhi National Open University Maidan Garhi, New Delhi-110 068

CONTENTS

Sl. No. Details Page No.

Practicum in MA Second Year ( 6 Credits)

Procedure to be followed by Academic Counsellor

Format for Practicum

Evaluation

A Brief Guide to Practicum in MPCE 014

Conduction of term end examination in MPCE 014

Appendix 1- Title Page for Practicum Notebook

Appendix 2- Certificate

Appendix 3- Acknowledgement

1.0 PRACTICUM IN MA SECOND YEAR (6 CREDITS)

Welcome to M.A. 2 nd^ year. You have to choose one specialisation in this year, amongst three options offered. These are Clinical Psychology, Counseling Psychology or Industrial and Organisational Psychology. Related to each of the specialisation area, there are practical courses. Thus, we have Practicum in Clinical Psychology (MPCE 014), Practicum in Counseling Psychology (MPCE 024), and Practicum in Organisational Behaviour (MPCE 034). Each of these courses are of 6 credits.

The practicals are to be conducted in the psychology laboratory at the study centres. Psychological tests and other assessments, will be taught during contact classes in the laboratory. The conducted practicals should be written in detail in the practical note book. This note book is to be assessed and signed by the concerned academic counselor. Actual conduction of practicals and reporting it in practical note book (internal assessment) carries 50% weightage and the term end practical examination including viva- voce (external assessment) carries 50% weightage. The internal and external assessment will be in terms of marks.

According to the specialisation you have opted, the details of practicals are as follows:

MPCE 014: Practicum in Clinical Psychology

The following practicals are to be conducted

• Sentence Completion Test
• TAT
• Rorschach Inkblot Test
• Neuropsychological Test (AIIMS Neuropsychological Battery)
• Interviewing Practice in Laboratory (Case Study and Mental Status Examination)
• Draw a Person Test
• Beck’s Depression Inventory
• State – Trait Anxiety Scale

Note: Out of the above, any five needs to be completed and noted down in the practical note book. However, TAT, Rorschach Inkblot Test, Neuropsychological test, and Interviewing practice in laboratory (case study, Mental Status Examination) are compulsory.

2.0 PROCEDURE TO BE FOLLOWED BY ACADEMIC COUNSELLOR

1. Go through the manual of the test thoroughly.

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

3. Introduce the test in terms of:

• History of the Test
• Author
• Development of the test
• Features of the test (e.g. no. of items, dimensions, reliability, validity)
• Administration
• Scoring
• Interpretation

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

5. The demonstration of administration will include the following:

a) Preparation for the test, like, keeping the test material (test booklet, answer sheet, stopwatch) ready. b) Establishing rapport with the participant, making the participant feel comfortable. c) Explaining the test ( procedure, time limit, precautions). d) Taking informed consent for undergoing the test and informing the subject that the test findings will remain confidential. e) Taking permission to record the session, wherever applicable. f) Reading the instructions for test administration from the manual and showing it to learners as to from where they have to read the instructions. g) Clearing all doubts in the mind of the participant about the test administration. h) Ensuring that the participant takes the test. i) Taking the answer sheet from the participant after completion of the test.

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

7. Explain how to interpret the data.

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

9. The learners will now administer, score and interpret the result.

10. The learners will have to write a report of the test in the practicum note book as per the given format which will be evaluated by the academic counsellors.

3.0 FORMAT FOR PRACTICUM

The academic counsellor will introduce you to the following format which you have to follow while preparing practicum notebook.

• Title: This heading will contain the ‘title’ or ‘name’ of the practical e.g, 16 PF.
• Aims/ Objectives: This will basically consist of the main objectives or purpose of the practical. For example, if you are performing a test on ‘16 PF’ then the basic objective of the test will be: ‘To assess the personality of the subject using 16 PF’.
• Introduction: Here, the historical background of the test/ experiment is mentioned. The concept is defined and discussed. For example, in case of 16 PF, the historical background of 16 PF is described. The concept of personality is defined and the theories related to it are discussed.
• Description of the Test: Under this, the details with regard to the test are mentioned, like author of the test, basic purpose of the test, number of items, dimensions/ factors, time limit, reliability, validity, scoring.
• Materials Required: The materials required for the administration of the test are mentioned. For example, in case of 16 PF, the test booklet, answer sheet, scoring key, pencil, eraser.

• Participant’s Profile: This will contain all the detailed information about the participant, like, name (optional), age, gender, educational qualification and occupation.
• Procedure and administration: The following sub headings are included here,

Preparation: The material required for conduction of the test such as test booklet, apparatus or instrument, answer sheet, stopwatch are kept ready.

Rapport: You will have to mention that rapport was created with the participant and that s/he was well informed about the details of the test.

Instructions: Instruction as given in the test manual are included here.

Precautions: Precautions, if any, to be considered while administration of the test are mentioned under this sub heading.

Introspective Report: After completion of the test by the participant, an introspective report is to be taken from the participant. The report will include feelings overall experience & difficulties (if any) faced by the participant. The report is to be written in practicum notebook in first person only.

• Scoring and Interpretation: After the participant completes the test, the answer sheet is to be scored with the help of the scoring key and the data is to be interpreted with the help of the norms given in the manual. The scores can then be mentioned and interpreted under this heading. Any tables/figures/diagrams to be drawn in pencil on blank page with proper title and number.
• Discussion: You will discuss the result based on the interpretation. It may be further analysed in the light of the introspective report.
• Conclusion: Under this heading, you will conclude the findings of the test.
• References: The books, websites and the manual referred to by the learner are mentioned in American Psychological Association (APA) format.

References (APA style): References have to be written in APA format. These should be alphabetically listed. For example,

Books

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

Journal Article

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

Book Chapter

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

Websites

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

You will follow the given format for writing the practicum notebook. The practicum notebook should be neatly written on A4 size ruled pages and properly organized in a file. The notebook should contain the Title page (as given in Appendix 1), Certificate (as given in Appendix 2).

It should also have a table of Contents with name of the practicum and respective page numbers.

Note: Please maintain a photocopy of your practicum notebook and remember to take an acknowledgement (as given in Appendix 3 ) while submitting your notebook at the study centre.

4.0 EVALUATION

Actual Conduction of Practicals and reporting it in the practical note book in the prescribed format (internal assessment) carries 50% weightage. The Term End Practical Examination including Viva Voce (External Assessment) carries 50% Weightage. Total marks for practical examination will be 100 marks (Internal 50 marks and External 50 marks) Minimum passing mark is 40%. The learner has to attend the practical classes and conduct the prescribed practicals. S/he has to write all the practicals in the practical notebook. The learner also will be assessed through practical examination and viva voce.

Internal Weightage Marks External Weightage Marks Attendance 10% 10 Conduction 10% 10 Conduction 10% 10 Answer sheet 20% 20 Interpretation 10% 10 Viva Voce 20% 20 Practical notebook 20% 20

TOTAL 50% 50 TOTAL 50% 50

5.0 A BRIEF GUIDE TO PRACTICUM IN MPCE 014

 Sentence Completion Test

Sentence completion tests can be described as semi-structured projective technique. They provide respondents with beginnings of sentences and the respondents are asked to complete the sentences in ways that are meaningful to them. Various Sentence Completion Tests are available and can be used in the practicum. One of them is the Sentence Completion Test developed by L. N. Dubey and Archana Dubey. The objective of this test is to measure three main traits of Personality, Sociability, Self Confidence and Ambitious. In the test incomplete sentences are given and the subject has to complete the incomplete sentences as quickly as possible with the first thought that comes to his/ her mind. The test consists of 50 incomplete sentences. There is no time limit but the subject must be asked to complete the test as quickly as possible. No sentence is to be left incomplete. All the sentences in the test are kept in such a way that they either reveal positive or negative aspect of any one given trait. Every sentence can thus be placed into three categories: Positive (2 marks awarded), negative (1 mark awarded), and neutral (0 marks awarded). The serial number of statements under each of the three dimensions is provided in the manual along with the interpretation of the raw scores.

 Interviewing Practice in Laboratory (Case History, Mental Status Examination)

Interviewing is one of the most important skills in practicum. This is useful not only to create rapport with the subject before the psychological tests are administered but they also help gain information about various details about the subject. In this section of the practicum the learner should have an understanding about how to take case history and to conduct Mental Status Examination.

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

A particular format may be followed by Psychologists in order to take case history of a subject.

A sample of Case History Format is given as follows:

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

Name: Address: Contact No.: Gender: Male/ Female Age: Marital status: Occupation: Referred by: Main/ Present/ Chief Complaint:

• Personal History/Development : This can cover various aspects like early development, childhood, school, adolescence, occupation, menstrual history, sexual history, marital history, details about children, social network, habits, leisure and forensic history.
• History of Present Illness: These are details of problems experienced by the subject. This covers common psychiatric symptoms , comment on the impact of the illness on the subjects’ life, work, social relations and self-care. Details of previous treatment are also to be noted down with details about current problem and psychiatric issues. Further, details of previous episodes of illness, previous psychiatric admissions/treatment, suicide attempts/drug and alcohol abuse, interval functioning (what is the subject like between episodes/when “well’).
• Medical History: The details of medical treatment that the subject has undergone or is undergoing has to be noted down.
• Family History: Parents and siblings, nature of the relationships between family members. Any family tensions and stresses and family models of coping. Family history of psychiatric illness (incl. drug/alcohol abuse, suicide attempts).
• Social History: The social interactions of the subject, including behaviour at work or in school or during social gatherings is to be noted down.

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

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

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

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

The MSE cannot be given to a patient who

• cannot pay attention to the examiner, for example as a result of being in a coma or being unconscious; or
• is completely unable to speak (aphasic); or
• is not fluent in the language of the examiner.

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

Steps to be followed are given here:

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

• Patient’s presentation,
• Patient’s personal appearance,
• Patient’s social interaction with office staff and others in the waiting area,
• Whether the patient is accompanied by someone (this helps to determine if the patient has social support).

The above few observations can provide important information about the patient that may not otherwise be revealed through interviewing or one-on-one conversation.

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

• Note the personal grooming.
• Note things as obvious as hygiene,
• Note things such as, whether the patient is dressed appropriately according to the season.

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

• Note if patient is talking to himself or herself in the waiting area
• Note if the patient is pacing up and down outside the office door.
• Record all observations.

Step 3: Establish rapport

The next step for the psychologist is to establish adequate rapport with the patient by introducing himself or herself. Speak directly to the patient during this introduction, pay attention to whether the patient is maintaining eye contact. Mental notes such as these may aid in guiding the interview later. Note if patients appear uneasy as they enter the office, then immediately attempt to ease the situation by offering small talk or even a cup of water. Many people feel more at ease if they can have something in their hands. This reflects an image of genuine concern to patients and may make the interview process much more relaxing for them. A complete MSE is more comprehensive and evaluates the following ten areas of functioning:

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

2. Movement and behaviour: The psychologist observes the person’s gait (manner of walking), posture, coordination, eye contact, facial expressions, and similar behaviours. Problems with walking or coordination may reflect a disorder of the central nervous system.

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

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

5. Speech: The psychologist evaluates the following:

a) the volume of the person’s voice, b) the rate or speed of speech, c) the length of answers to questions, d) the appropriateness of the answers, e) clarity of the answers and similar characteristics.

6. Thought content: The examiner assesses what the patient is saying for indications of

The following which are indicative of certain typical disorders. Each of the following will have to be checked by the psychologist trainee.

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

To test for hallucination the question to be asked is:

• Do you sometimes hear some voice telling you to do something or not to do something?
• Do you sometimes hear some voice when no one is present?

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

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

• Do you sometimes feel that people are after you?
• Do you sometimes feel that people are talking about you?
• Do you sometimes feel that your phone is tapped?
• Do you sometimes feel people are overhearing your conversation?

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

• What is your name?
• Who are you?
• What work do you do?
• Do you sometimes feel that you do not know who you are?

Obsessions: a persistent unwanted idea or impulse that cannot be eliminated by reasoning. To find out about the obsessions, the questions to be asked include the following:

• Do you feel that a particular thought keep coming to your mind again and again despite your not wanting it?
• Do you feel sometimes a strange idea or feeling which you think is not correct and however much you try the thought does not go?
• Do you find sometimes an impulse to keep washing your hands or other things at home even though you know it is unwarranted?

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

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

The evaluation assesses the person’s

• orientation (ability to locate himself or herself) with regard to time (Ask the person what time is it now?
• orientation to place (Ask the person where are you now?)
• orientation to personal identity (Ask who are you and what your name is?)

• long- and short-term memory (Ask the person what he had for breakfast. To test long term memory, tell me the name of the school in which you studied.)
• ability to perform simple arithmetic (counting backward by threes or sevens)
• general intellectual level or fund of knowledge (identifying the last five Presidents, or similar questions)
• ability to think abstractly (explaining a proverb)
• ability to name specified objects and read or write complete sentences (Show some objects and ask the person to name the same. Show simple sentences and ask the person to read or write the same.)
• ability to understand and perform a task (showing the examiner how to comb one’s hair or throw a ball )
• ability to draw a simple map or copy a design or geometrical figure, e.g. draw a design like square or a triangle and ask the person to draw it after you.)
• ability to distinguish between right and left. (Touch the person’s left hand and ask what hand is it? Same thing repeat with the right hand.)

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

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

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

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

 Thematic Apperception Test (TAT)

Personality refers to organised, consistent and general pattern of behaviour of a person across situations which help understand his/her behaviour as an individual. There are a number of theories that explain and describe the concept of personality (these are covered in the theory courses of MA Psychology Part I).

One of the important areas under personality is its measurement. Various tools may be used to measure personality of a person including observation, rating scales, self report inventories, and projective techniques. Two such projective techniques are Thematic Apperception Teat and Rorschach Inkblot test that will be discussed in detail.

Thematic Apperception Test is a projective technique that can be used to measure aspects of personality of an individual. It was developed by Henry A. Murray and Christiana D. Morgan

during the 1930s to understand the underlying dynamics of personality, such as internal conflicts, dominant drives, interests, and motives.

There are 31 picture cards in the standard form of the TAT. Some of the cards show male figures, some female, some both male and female figures, some of ambiguous gender, some adults, some children, and some show no human figures at all. One card is completely blank. Although, the cards were originally designed to be matched to the subject in terms of age and gender, any card may be used with any subject. A set of ten cards is normally chosen for administration.

The cards are shown to the subject one by one and then the subject is asked to relate a story for each picture presented. The administrator asks questions like what has led up to the event shown? What is happening at the moment? What the characters are feeling and thinking? What the outcome of the story was.

The narrative provided by the subject is carefully recorded and analysed to uncover underlying needs, attitudes, and patterns of reaction. Although most clinical psychologists do not use formal scoring systems, several formal scoring systems have been developed for analysing TAT stories systematically and consistently.

Two common methods that are used are Defense Mechanisms Manual (DMM) and Social Cognition and Object Relations (SCOR) scale. DMM assesses three defense mechanisms: denial (least mature), projection (intermediate), and identification (most mature

SCOR scale that assesses four different dimensions of object relations: Complexity of Representations of People, Affect-Tone of Relationship Paradigms, Capacity for Emotional Investment in Relationships and Moral Standards, and Understanding of Social Causality.

 Rorschach Inkblot Test

Rorschach Inkblot test is one of the projective techniques. It is a psychodiagnostic test used in clinical setting for diagnosis and differential diagnosis. The test is named after Hermann Rorschach (1884-1922) who developed the inkblots, although he did not use them for personality analysis. The test is considered “projective” because the subject is supposed to project his or her real personality into the inkblot via the interpretation. The inkblots are purportedly ambiguous, unstructured entities which are to be perceived by the subject and interpret it in anyway he/she perceives it. The test is complex in its administration, scoring and interpretation. Rorschach Inkblot test consists of ten inkblots. Out of these ten inkblots, five are black ink on white, two are black and red ink on white and three are multicolored.

The psychologist shows the inkblots in a particular order and asks the subject for each card, “What might this be?” After the patient has seen and responded to all the inkblots, the psychologist then gives them to him/ her again one at a time to study. The subject is asked to list everything he sees in each blot, where he sees it, and what there is in the blot that makes it look like that. The blot can also be rotated. As the subject is examining the inkblots, the psychologist writes down everything the subject says or does, no matter how trivial. The psychologist also times the patient which then factors into the overall assessment. Using the scores for these categories, the examiner then performs a series of mathematical calculations producing a structural summary of the test data. The results of the structural summary are interpreted using existing empirical research data

on personality characteristics that have been demonstrated to be associated with different kinds of responses. Various methods of scorings developed by Beck, Klopfer, Rapport-Schafer, Hertz and Piotrowski may be used for scoring Rorschach Inkblot Test.

 Neuropsychological Test (AIIMS Neuropsychological Battery)

Neuropsychology is the study of the inter-relation between brain and behaviour. ‘Neuropsychological test is a cover term for a wide variety of tests that are designed to explore, evaluate and diagnose psychological disorders due to particular kinds of neurological dysfunction’ (Reber & Reber 2001: 465). Neuropsychological testing for brain dysfunction adopts multidimensional assessment approaches: mental status examination, psychological testing together with other tests like fMRI( Functional MRI) etc. are used together to ascertain the nature of dysfunction. Neuropsychological tests are used mainly to assess cognitive processing deficits like memory, attention, motor-coordination, language processing and perception etc.

The neurophysiological tests mainly help understand various higher mental processes. To arrive at a profile of cognitive, sensory and motor functions various neuropsychological tests may be used. Two prominent neuropsychological tests developed in India are NIMHANS Neuropsychological Test Battery developed in 1990 by NIMHANS (National Institute of Mental Health and Neurosciences), Bangalore and AIIMS Neuropsychological Test Battery in Hindi developed by AIIMS (All India Institute of Medical Sciences), Delhi, developed in 1994.

AIIMS Comprehensive Neuropsychological Battery in Hindi available in adult form and in Children Form. It is developed by Surya Gupta, S.K. Khandelwal, P. N. tendon, K.R. Sundaram, M.C. Maheshwari, V.S. Mehta and A.K. Mahapatra. The development of the adult form was initiated in 1986. It is based on Luris’s functional approach. The test includes following primary scales:

1. The motor scale

2. The tactile scale

3. The visual scale

4. The receptive speech scale

5. The expressive speech scale

6. The reading scale

7. The writing scale

8. The arithmetic scale

9. Memory scale

10. The intellectual process scale

11. Pathogenic scale

12. Left hemisphere scale

13. Right hemisphere scale

14. Total score scale

The total number of items is 200. The items falling under each primary scale are provided in tabular form in the manual. The description and the scoring method of the test items are also provided in the manual, along with a book of norms.

 Draw A Person Test

This test was developed by Goodenough-Harris. It helps to measure the cognitive development of children. Administrative procedure of this test involves the administrator asking the subject to complete three separate drawings on separate paper. Participant is asked to draw a man, a woman, and himself/ herself. The participant is free to draw the way he/she wishes to. No other instructions are given, however the participant is asked to draw a whole person each time and not certain body parts or face alone. There is no time limit. The drawing can be evaluated with the help of various scoring scales.

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

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

 Beck Depression Inventory

Depression can be described as a mood state characterised by a sense of inadequacy, a feeling of despondency, a decrease in activity or reactivity, pessimism, sadness. It affects an individual’s day-to-day life and activities by interfering with the individual’s ability to work, study, eat, sleep, and have fun. The feelings of helplessness, hopelessness, and worthlessness are intense and unrelenting for the individual who is undergoing depression. Though individual difference exists in depression, there are certain common symptoms that may be displayed by depressed individuals, like, feelings of helplessness and hopelessness, loss of interest in daily activities, appetite or weight changes, sleep changes, anger or irritability, loss of energy, self-loathing, reckless behaviour, concentration problems, unexplained aches and pains. Depression is also a major risk factor for suicidal ideation and suicide. Depression can be measured using various tools, one of them is the Becks Depression inventory that will discussed in detail.

The Beck Depression inventory was developed by Aaron Beck. It is a self report inventory with multiple choices that was developed to measure depression. It consists of 21 questions. The test can be administered to subjects above 13 years of age. Each item in the inventory corresponds to a specific category of depressive symptom and/or attitude according to DSM-IV. These are sadness, pessimism, past failure, loss of pleasure, guilty feelings, punishment feelings, self- dislike, self- criticalness, suicidal thoughts or wishes, crying, agitation, loss of interest, worthlessness, loss of energy, changes in sleep pattern, irritability, changes in appetite, concentration difficulty, tiredness

or fatigues, loss of interest in sex. The inventory is very simple to administer as it is a self report inventory. The scoring procedure is equally simple. The scores on each question are added after the subject completes answering the inventory, and a total score is obtained.

For example:

Question 10. Crying

0 I don’t cry any more than I used to

1 I cry more than I used to

2 I cry over every little thing

3 I feel like crying, but I cant

The subject has to choose or tick mark from one of the above four options. The highest score for each of the questions is three; the highest possible total for the whole test would be sixty-three. The lowest score for each question is zero, so the lowest possible score for the test would be zero. A score between 1-10 is considered as normal. A score between 11-16 indicates mild mood disturbance. A score falling between 17-20 indicated borderline clinical depression. Score between 21-30 can be termed as moderate depression. A score between 31 to 40 indicates severe depression and a score over 40 indicates extreme depression.

 State – Trait Anxiety Scale

State anxiety can be described as transitory emotional state or condition of the individuals that is characterised by subjective, consciously perceived feelings of tension and apprehension, and heightened autonomic nervous system activity. Trait anxiety on the other hand explains relatively stable individual differences in anxiety proneness and refers to a general tendency to respond with anxiety to perceived threats in the environment. The State Trait Anxiety Scale was developed by Charles D. Spielberger, Richard L. Gorsuch, and Robert E. Lushene in 1964. It is a self report inventory that differentiates between the state anxiety and trait anxiety so as to help develop suitable intervention. The scale can be administered to subjects with age 15 years and above. It consists of two scales each containing 20 items to be answered on a four point Likert type scale. Thus the scores obtained by the subject on each scale (that of state anxiety and trait anxiety) will range from 20 to 80 with higher scores indicating higher anxiety.

The State Trait Anxiety Test (STAT) developed by Sanjay Vohra may also be used for the purpose of measuring State Trait Anxiety. The STAT was developed as a means of getting clinical anxiety information in an objective and standardized manner. The test can be administered to the subjects with age 14 years and above. It is a self report inventory and very easy to administer and score. STAT is based on MAP Series which measures 20 primary personality dimensions.

8.0 CONDUCTION OF TERM END EXAMINATION IN

MPCE 014/ 024/ 034

Duration: 3 hours

The learners have to conduct the practical and submit their practicum notebooks to the academic counsellor and get it corrected before the Practicum Term End Examination. The learner has to bring her/his practicum notebook at the time of examination.

The examination will be conducted at the respective study centre. The duration will be of three hours. During the examination, the learner will conduct the practical and submit the answer sheet. The practical may be allotted to the learner by way of lottery system. Chits with names of various practicals may be prepared beforehand and the learner may be asked to pick one chit at the time of the examination. S/he may then collect the test material and start conducting the practical. S/he will have to bring one participant along with her/him on whom the test/ experiment will be conducted. Once the learner finishes conducting the practical, s/he will have to report the findings in the answer sheet. This will be followed by the viva voce.

The practicum answer sheets will be corrected by the external examiner and the viva voce will also be conducted by the external examiner.

Note: The learner has to pay Rs.120/- as examination fee for TEE in MPCE-014/024/034 (for TEE).

Dates for Term End Examination of Practicum

Admission Cycle Date Range for TEE of MPCE-014/024/

July 1st July to 14th August

January 1st January to 15th February

The dates for TEE of MPCE-014/024/034 will not appear in the datesheet provided by SED, IGNOU. For this, please contact your respective study centre.

APPENDIX 1

TITLE PAGE FOR PRACTICUM NOTEBOOK

IGNOU

MA (PSYCHOLOGY)

Programme Code : MAPC

Course Code : MPCE-

Name of the Learner:

Address:

Phone No.:

Email:

Study Centre Name/Code/Address:

Regional Centre:Date: Signature of the Learner

APPENDIX 2

CERTIFICATE

This is to certify that Ms/ Mr./ Dr._______________________________________________

Enrolment No.:_____________________of MA Psychology Second Year has conducted and

successfully completed Practicum in Clinical Psychology (MPCE 014)/ Practicum in Counseling

Psychology (MPCE 024)/ Practicum in Organisational Behaviour (MPCE 034).

Signature of the Learner Signature of Academic Counsellor

Name: Name:

Enrolment No.: Designation:

Name of the Study Centre: Place:

Regional Centre: Date:

Place:

Date:

APPENDIX 3

ACKNOWLEDGEMENT

IGNOU

MA (PSYCHOLOGY)

This is to acknowledge that Ms./Mr. ..........................................................

Enrollment No. ..................................... of MAPC (IInd year) has submitted the

Practicum Notebook at the study centre ................................................, Regional

Centre ............................................

Date: Signature (with stamp)

(Coordinator, Study Centre)