Assignment Code: MPCE-021/ASST/TMA/2023-24

Course Code: MPCE-021

Assignment Name: Counselling Psychology

Year: 2023-2024

Verification Status: Verified by Professor

SECTION – A

Answer the following questions in 1000 words each.

Q1) Describe the assumptions and therapeutic process in solution focused brief therapy.

Ans) Solution-focused brief therapy, also known as SFBT, is a treatment approach that conforms to a systematic therapeutic strategy and is founded on a number of core ideas. The acronym SFBT refers to this type of treatment. For the purpose of facilitating improvement, this strategy lays an emphasis on the capabilities, resources, and strengths that are possessed by the consumers. Improvement is the objective of this strategy, which aims to facilitate it.

a) Assumptions of Solution-Focused Brief Therapy:

1) Change is Constant:

The concept that change is continually occurring and that individuals have the tools necessary to bring about positive change in their life is the foundation of structural family therapy, which is more generally referred to as cognitive behavioural therapy (SFBT). This is the foundation around which the therapy is built. The objective of this method is to identify and improve the natural characteristics that are already present in an individual. The attention is centred on identifying and enhancing these characteristics.

2) Client Expertise:

According to the common consensus that exists, customers are frequently acknowledged as being the most knowledgeable authority on their own lives. It is possible for individuals to find solutions to the difficulties that they are now encountering by making use of the truly useful ideas, experiences, and strengths that they possess within themselves. This is something that they can do. There is no doubt that this is something that can be accomplished.

3) Focus on Solutions, not Problems:

Solution-Focused Brief Therapy (SFBT) is a technique that is predicated on the notion that focussing on solutions is more important than focused on problems. When clients shift their focus to what is working or what has the potential to work, they are better able to recognise the pathways that lead to the outcomes that they anticipate will occur.

4) Small Changes Lead to Big Results:

In certain circumstances, even relatively minor adjustments have the potential to have a big influence on the final result. The solution-focused brief therapy (SFBT) approach places a strong emphasis on the skill of amplifying even the most insignificant positive gains in order to create a ripple effect that ultimately results in more significant breakthroughs. This is done in order to build momentum, which ultimately results in far more significant improvements.

5) Future-Oriented Approach:

The therapy is centred on the future, with the primary focus being on the construction of a vision of a desired future rather than on the analysis of the past. The therapy is centred on the future. It is the future that is the focus of the therapy. In this particular scenario, the emphasis is placed on the process of creating goals that are within one's reach and working toward the accomplishment of those sets of objectives.

6) Collaborative and Non-Pathologizing:

SFBT-based therapy operates under the assumption that the client and the therapist have a cooperative relationship. This is one of the presumptions that these therapies make. Individuals are not pathologized; rather, they are given the opportunity to discover answers by making use of their skills within the context of the circumstance which they are experiencing.

b) Therapeutic Process in Solution-Focused Brief Therapy:

1) Identifying Goals and Exceptions:

Therapists collaborate with their clients to develop goals that are clear, attainable, and obvious when they are working with clients. They study exceptions or situations in which the problem was either less severe or no longer existed in order to highlight moments of achievement. This is done with the intention of showcasing moments of achievement.

2) Questioning Techniques:

Through the use of engaging questions, therapists are able to guide their clients through the process of analysing the future they have chosen and locating potential alternatives. Questions like as the "miracle question," which asks, "If a miracle happened tonight and your problem was fixed, how would you know?" are examples of questions that prompt clients to come up with their own answers.

3) Scaling Questions:

When the purpose is to quantify the clients' perception of their development or the severity of their sickness, the use of scaling questions is advantageous because it allows for the goal to be achieved. A scale is used to rate the growth that a client has achieved in order to aid them in becoming more aware of and visualising their success. This process is done in order to help clients.

4) Solution-Focused Techniques:

Several different solution-focused techniques, such as the "formula first session task" (which involves asking clients to notice changes before the next session), "compliments and validation," and "scaling questions," are utilised in order to assist the client in recognising their own resources and strengths. These techniques are used in order to help the client become more aware of their own possibilities.

5) Amplifying Success and Resources:

Therapists are able to provide assistance to their clients while simultaneously highlighting and reiterating the successes and resources that their clients have achieved. When clients are provided with the ability to highlight their strengths and previous instances of success, they acquire confidence in their capacity to overcome the problems that they are now encountering.

6) End-of-Session Feedback and Homework:

In order to facilitate continuous improvement, sessions frequently conclude with feedback on the progress that has been made and homework assignments that encourage clients to put into practise the solutions that have been identified or to experiment with new behaviours in the time that has passed between sessions. This is done in order to facilitate the process of continuous improvement.

These core beliefs serve as the basis for Solution-Focused Brief Therapy, which employs specific strategies and processes with the intention of establishing a therapeutic environment that is collaborative, strengths-based, and focused on the future. The client is given the ability to visualise their ideal future, identify their own capabilities,

and take action in order to achieve their objectives through the utilisation of this approach.

Q2) Define eating disorders. Discuss the causes of eating disorders.

Ans) Eating disorders encompass a range of serious mental health conditions characterized by disturbed eating habits, distorted body image, and intense preoccupations with food, weight, and shape. They are complex and often have multifactorial origins, arising from a combination of biological, psychological, social, and environmental influences. Understanding the causes of eating disorders is crucial for effective treatment and prevention strategies.

Causes of Eating Disorders

a) Genetics and Biological Factors:

Studies have revealed that there is a hereditary component to eating disorders, and there is a genetic predisposition that is related with eating disorders. There are a number of biological factors that contribute to the development of these diseases. Some of these factors include hormonal imbalances, disruptions in the function of neurotransmitters, and genetic vulnerabilities related to the regulation of appetite or emotional responses. It is possible that individuals who have family members who have struggled with eating disorders are more likely to acquire specific genetic characteristics that increase their propensity to developing eating disorders themselves.

b) Psychological Factors:

There is a wide range of mental diseases that might be the origin of eating disorders. Some of these conditions include low self-esteem, anxiety, and mood problems, amongst others. Those who engage in behaviours that are associated with disordered eating are more likely to be those who are looking for control or who are attempting to find ways to deal with discomfort through their eating habits. Some of the factors that can have an impact on these behaviours include the presence of perfectionism, a negative body image, and issues in controlling emotions or stress. It is also possible that these behaviours are influenced by stress.

c) Sociocultural Influences:

When it comes to difficulties with one's self-worth and body image, a substantial number of things have an effect on the situation. These variables include images in the media, societal pressures, and cultural conventions that place an emphasis on thinness and beauty standards. Each of these aspects contributes to the overall picture. They have a greater propensity to experience feelings of dissatisfaction, which in turn motivates them to constantly strive for standards that are unattainable, which in turn can result in eating disorders. These photographs are more likely to be seen by individuals who are frequently exposed to photographs that promote unrealistic body ideals.

d) Family Dynamics and Environment:

The development of eating disorders can be influenced by a variety of circumstances, each of which can play a part in the process. The prevalence of dysfunctional family ties, high amounts of criticism, or views held by parents that are focused on appearance and diets are some of the variables that contribute to this phenomenon. Environments that are deficient in support, communication, or appropriate coping strategies are likely to intensify feelings of inadequacy or the pressure to adhere to particular body ideals. This is because it is likely that these situations are weak in support. This is due to the fact that each of these situations might not offer sufficient support.

e) Trauma and Life Events:

It is possible that the occurrence of traumatic experiences, such as being mistreated, being bullied, or going through substantial life upheavals, could be a factor that contributes to the development of consuming disorders. This is something that is feasible. People who have been through traumatic situations are more prone to seek control or comfort through behaviours that are related with disordered eating. This is because these behaviours are associated with the disordered eating disorder. This is because the disruption of emotional regulation, self-perception, and coping techniques that people encounter as a result of the trauma is what causes these behaviours to occur. This is the reason why this is the case.

f) Biological and Neurological Factors:

When it comes to the development of eating disorders, it is likely that anomalies in neurotransmitters such as serotonin, dopamine, or norepinephrine could play a role. The topic that is being discussed here is one that can be taken into consideration. The neurotransmitters in question are not only accountable for the regulation of mood and appetite, but they are also accountable for the processes that are associated with the provision of rewards. These kinds of neurochemical imbalances can have an effect on a person's capacity to control their feelings and urges, which in turn can have an effect on the eating habits that a person has.

g) Dieting and Weight-Control Behaviours:

A situation that is conducive to the development of eating disorders is one that is marked by excessive diets, severe weight-control measures, or strenuous exercise. Both of these factors are considered to be extreme. Due to the fact that such an environment is conducive to the development of eating disorders, this condition is present. When restrictive behaviours and the cycle of dieting are combined, it can lead to feelings of deprivation, which in turn can lead to episodes of binge eating or behaviours that are engaged as a kind of compensation. There are several instances in which this might occur. Individuals who engage in these behaviours may experience an improvement in their self-esteem.

h) Perceived Pressure for Performance or Athletics:

Individuals who work in certain industries, such as athletics and performance arts, are subjected to a significant degree of pressure to maintain specific physical forms or weights. In order to triumph over this strain, it may be really challenging. Individuals who are engaged in activities that are difficult to accomplish are put under a significant level of pressure to meet certain physical requirements. The reason for this is that the fact that health is not prioritised is directly responsible for the fact that the emphasis that is placed on beauty and performance rather than health is a direct result! Because of this, the risk that individuals would develop eating issues is raised as a consequence of this particular circumstance.

Eating disorders are complex and multifaceted conditions influenced by a myriad of factors, making their prevention and treatment challenging. Addressing the causes of eating disorders involves a comprehensive approach that integrates medical, psychological, and nutritional interventions. Early identification and intervention, along with a supportive and holistic treatment plan, are essential for promoting recovery and preventing long-term health consequences associated with these disorders. An understanding of the interplay between biological, psychological, and environmental factors is crucial for effective management and support for individuals affected by eating disorders.

Q3) Explain Cluster A personality disorders.

Ans) Cluster The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) classifies personality disorders as a category of illnesses that encompass a collection of conditions that are characterised by extraordinary and peculiar behaviours in addition to difficulties in interpersonal relationships. Schizoid personality disorder (SPD), schizotypal personality disorder (SPD), and paranoid personality disorder (PPD) are the three distinct personality disorders that are included in this cluster (STPD). Even though they are all grouped together under the same category, each ailment has its own distinct collection of symptoms and characteristics that distinguish it from the others.

a) Paranoid Personality Disorder (PPD):

Postpartum depression (PPD) is characterised by a pervasive distrust and suspicion of other people, even when there is no real evidence to justify such thoughts. This is a defining hallmark of PPD. People who suffer from postpartum depression usually exhibit hypervigilance, which means that they are constantly on the lookout for signs that they have been betrayed or injured. Due to the fact that they do not trust others, they have a difficult time establishing trustworthy ties with other people and working together with other people. The formation of interpersonal interactions is made more challenging for them as a result of this. People commonly misinterpret actions that are not harmful or threatening as being malicious or threatening. The core cause of reluctance to confide in other individuals is fear of being exploited, and people frequently misunderstand it for being malicious or threatening.

b) Schizoid Personality Disorder (SPD):

The symptoms of post-traumatic stress disorder (PTSD) include a prolonged disconnection from one's social interactions and a restricted spectrum of emotional expression. Those who suffer from PTSD are characterised by these characteristics. They are more at ease participating in activities that need them to be alone as opposed to engaging in social interactions, and they reveal a lower level of interest in developing intimate relationships with other individuals. It is not uncommon to see a lack of emotional warmth or disinterest on the part of the one who is receiving praise or criticism. This is a reaction that can occur in response to any situation. It is common for them to have a preference for activities that are performed by themselves, which further differentiates them from interactions with other people. This is due to the fact that they have a limited capacity for hedonism and a complete lack of interest in developing intimate relationships.

c) Schizotypal Personality Disorder (STPD):

The socially withdrawn personality disorder (STPD) is characterised by a number of symptoms, including peculiar behaviours, peculiar ways of thinking, and difficulties in social situations. Those that suffer from STPD typically engage in weird ideas or magical thinking behaviour, in addition to having peculiar perceptual experiences. Also, they frequently engage in these behaviours. They may employ language that is ambiguous or metaphorical, and their thought and speech habits may appear to be odd. Both of these characteristics may be present. A quick and severe unease might be brought on by the symptoms of social anxiety, paranoia, or suspiciousness while one is engaging with other people. Both their unique temperament and their unusual look contribute to the challenges that individuals encounter when interacting with one another in social settings.

d) Shared Characteristics and Differential Diagnoses:

Despite the fact that the severity of these diseases varies, they nonetheless share some characteristics, the most significant of which is social isolation. An individual who suffers from STPD may experience perceptual difficulties and unusual beliefs that are comparable to those of a person who suffers from schizophrenia, albeit to a lesser degree. Due to the presence of overlapping symptoms, it can be challenging to differentiate between postpartum depression (PPD) and paranoid aspects in other illnesses, such as schizophrenia or mood disorders. When this occurs, the differential diagnosis can be challenging. As a result, experts working in the field of mental health are accountable for carrying out a thorough evaluation at the earliest possible time.

e) Treatment and Management:

When it comes to people who have Cluster A personality disorders, the goal of psychotherapy, and more specifically cognitive-behavioural and supportive therapies, is to improve social functioning and correct erroneous thinking patterns. This is the intent of psychotherapy. The purpose of psychotherapy is to achieve this. Two examples of medications that have the ability to alleviate some symptoms are antipsychotics and antidepressants. This is especially true in the case of schizophrenia and other psychotic diseases (STPD). Individuals may be unwilling to seek assistance or participate in therapy, which causes obstacles in properly controlling these diseases. However, the effectiveness of treatment may be hampered due to the fact that individuals may be unwilling to go to therapy or seek assistance. There is a possibility that this circumstance will make it challenging to effectively control these problems.

Cluster The diagnosis and treatment of personality disorders can be highly challenging due to the fact that these conditions are chronic in nature and individuals have a limited understanding of the symptoms that they are experiencing. When it comes to the management of symptoms and the improvement of general functioning in individuals who are facing these disorders, early intervention, psychoeducation, and supportive therapy are all components that are incredibly significant. It is crucial to have an accurate diagnosis in conjunction with specific treatment strategies in order to achieve the goals of lessening the negative effects that these diseases have on the lives of individuals and fostering overall improvements in mental health outcomes.

SECTION – B

Answer the following questions in 400 words each.

Q4) Explain the importance and process of terminating a counselling relationship.

Ans) The termination phase in counselling marks the conclusion of the therapeutic relationship. It is a crucial phase that holds significance in consolidating the progress made and ensuring a smooth transition for clients to apply their learnings independently.

a) Importance of Termination in Counselling:

1) Consolidation of Progress: Termination allows clients and therapists to reflect on the progress made throughout the counselling journey. It provides an opportunity to acknowledge the accomplishments, insights gained, and changes experienced by the client.

2) Review and Closure: It offers a structured space for reviewing the goals set at the beginning of counselling and evaluating the strategies implemented to achieve them. This review helps in consolidating the insights gained and acknowledging the work done.

3) Preventing Dependency: Proper termination ensures that clients do not become overly dependent on therapy. By concluding the counselling relationship, clients are encouraged to rely on their newfound skills and resources to navigate challenges independently.

4) Preparation for Future Challenges: Termination helps in preparing clients for potential future stressors or triggers. It equips them with coping strategies, self-awareness, and resilience to face difficulties that may arise post-therapy.

b) Process of Terminating a Counselling Relationship:

1) Preparation and Discussion: Preparation for termination ideally begins early in the counselling process. Therapists discuss the process of termination, its importance, and the timeline with clients. They help clients understand that termination is a natural part of the therapeutic process.

2) Review and Evaluation: Therapists and clients review the progress made, goals achieved, and changes observed during counselling. They reflect on the challenges faced, coping strategies developed, and the overall counselling experience.

3) Addressing Unfinished Work: Any unresolved issues or goals that require further attention are addressed during this phase. Therapists guide clients on how to manage these issues independently or suggest alternative resources for continued support if needed.

4) Setting Future Plans: Clients and therapists collaborate to create a plan for the future. This may involve discussing potential challenges, identifying triggers, and devising strategies for managing stressors post-termination.

5) Celebrating and Acknowledging Progress: Therapists acknowledge and celebrate the client's growth and achievements during counselling. This acknowledgment reinforces positive changes and boosts the client's confidence.

6) Closure and Transition: The final session focuses on closure, expressing gratitude for the therapeutic journey, and bidding farewell. Therapists reiterate the client's strengths, resilience, and readiness to face future challenges independently.

Termination in counselling is a collaborative and reflective process that aims to consolidate progress, prepare clients for life post-therapy, and ensure a smooth transition to independent living. It serves as an opportunity for closure, celebration of accomplishments, and empowering clients to apply their learned skills in their daily lives.

Q5) Differentiate between guidance, counselling, and psychotherapy.

Ans) Comparison between guidance, counselling, and psychotherapy:

Q6) Explain the ethical principles in counselling.

Ans) Ethical principles form the foundation of counselling practice, guiding counsellors in their interactions with clients and ensuring the provision of competent, ethical, and respectful services. Several key ethical principles are integral to the practice of counselling:

a)     Autonomy: Respecting client autonomy is fundamental. Counsellors recognize and uphold clients' right to make their own decisions regarding their lives and treatment. They facilitate informed consent, ensuring clients understand the nature, goals, risks, and benefits of counselling, allowing them to make voluntary and informed choices.

b)     Non-Maleficence: Counsellors commit to "do no harm." They strive to avoid causing harm or inflicting injury, whether physical, psychological, or emotional, and work diligently to prevent harm by providing competent and appropriate interventions.

c)     Beneficence: Counsellors aim to promote the well-being and growth of their clients. They actively seek to benefit clients by providing effective counselling interventions, supporting positive change, and fostering clients' personal development and mental health.

d)     Justice: Counsellors uphold principles of fairness, equality, and impartiality in their practice. They advocate for equal access to counselling services for all individuals, regardless of race, ethnicity, gender, sexual orientation, socioeconomic status, or other factors, and work to eliminate biases and discrimination.

e)     Fidelity: Counsellors maintain trust and confidentiality in their relationships with clients. They uphold professional commitments, maintain confidentiality unless mandated otherwise by law or when there is a risk of harm to the client or others, and establish clear boundaries to ensure the integrity of the therapeutic relationship.

f)      Veracity: Counsellors are honest, truthful, and transparent in their interactions with clients. They provide accurate and reliable information, avoid deception or misleading statements, and maintain integrity in their professional conduct.

Ethical Practice in Counselling:

a)     Informed Consent: Counsellors explain the counselling process, goals, and limitations to clients, ensuring they understand their rights and responsibilities within the counselling relationship.

b)     Confidentiality: Counsellors protect clients' privacy and confidentiality, maintaining strict confidentiality unless disclosure is necessary to prevent harm or required by law.

c)     Competence: Counsellors maintain competence in their areas of practice, pursuing ongoing education, training, and supervision to provide effective and culturally competent services.

d)     Dual Relationships: Counsellors avoid dual relationships that may compromise objectivity, boundaries, or the therapeutic relationship.

e)     Ethical Decision-Making: Counsellors engage in ethical decision-making processes when faced with ethical dilemmas, seeking consultation and supervision to navigate challenging situations while upholding ethical principles.

Q7) Explain the gestalt approach in terms of its goals, techniques, role of a counsellor and views of human nature.

Ans) The Gestalt approach is a humanistic and experiential form of psychotherapy that emphasizes personal responsibility, awareness of the present moment, and the integration of conflicting aspects of oneself. It was developed by Fritz Perls, Laura Perls, and Paul Goodman in the 1940s and 1950s.

a)    Goals of the Gestalt Approach:

1)      Promoting Awareness and Responsibility:

i)       Goal: The primary objective of Gestalt therapy is to increase clients' self-awareness and personal responsibility for their thoughts, feelings, and behaviours.

ii)     Techniques: Through the therapeutic process, individuals are encouraged to become more aware of their present experiences, feelings, and behaviours without judgment or interpretation.

2)     Integration and Wholeness:

i)                 Goal: Gestalt therapy aims to help individuals integrate conflicting aspects of themselves to achieve a sense of wholeness.

ii)               Techniques: By exploring and acknowledging different parts of themselves, clients work towards integrating these fragmented aspects, promoting a more unified sense of self.

3)     Encouraging Authenticity and Growth:

i)                 Goal: Gestalt therapy seeks to help individuals express their authentic emotions and desires, enabling personal growth and self-fulfilment.

ii)               Techniques: Therapists employ techniques that encourage clients to explore their feelings, express emotions, and experiment with new behaviours, fostering personal growth and authenticity.

b)   Techniques Used in Gestalt Therapy:

1)      Empty Chair Technique: Clients engage in a dialogue with an empty chair representing a significant person or aspect of themselves, enabling them to explore and express unresolved feelings or conflicts.

2)     Exaggeration and Reversal: Encouraging clients to exaggerate physical gestures or emotional expressions, allowing for increased awareness, and understanding of underlying feelings.

3)     Awareness Through Dialogue: Therapists engage in a present-centered dialogue with clients, focusing on their immediate experiences, feelings, and bodily sensations.

4)     Dream Work and Imagery: Exploring and reenacting dreams or using guided imagery to access unconscious material and promote self-discovery.

c)    Role of a Gestalt Therapist:

1)      Facilitator of Awareness: The therapist acts as a guide, facilitating clients' exploration of their experiences, emotions, and patterns of behaviour.

2)     Challenger and Supporter: They challenge clients' self-limiting beliefs, encouraging authenticity and personal responsibility while providing a supportive and nonjudgmental environment.

3)     Modelling Authenticity: Therapists model being genuine, transparent, and fully present in the therapeutic relationship.

d)   Views of Human Nature in Gestalt Therapy:

1)      Holistic Perspective: Gestalt therapy views individuals as holistic beings, emphasizing the interconnectedness of mind, body, and emotions.

2)     Focus on the Here and Now: It emphasizes the importance of present experiences, encouraging clients to focus on current feelings and sensations rather than dwelling on the past or future.

3)     Capacity for Growth: Gestalt therapy believes in individuals' inherent capacity for self-awareness, growth, and personal fulfilment.

Q8) Explain the techniques used in cognitive behaviour therapy.

Ans) Cognitive Behavioural Therapy (CBT) encompasses various techniques designed to identify and modify negative thought patterns and behaviours. These techniques aim to help individuals develop more adaptive coping strategies and achieve symptom relief.

Techniques Used in Cognitive Behavioural Therapy

a)    Cognitive Restructuring:

1)      Identifying Negative Thoughts: Clients learn to recognize automatic negative thoughts that contribute to distress or maladaptive behaviours.

2)     Challenging Cognitive Distortions: Therapists assist clients in challenging distorted thinking patterns such as black-and-white thinking, catastrophizing, or overgeneralization.

3)     Developing Alternative Thoughts: Clients generate more realistic, balanced thoughts by considering evidence that contradicts their negative beliefs.

b)   Behavioural Activation:

1)      Activity Monitoring: Clients track daily activities and mood changes to identify behavioural patterns contributing to distress.

2)     Scheduling Pleasant Activities: Therapists guide clients to engage in enjoyable or rewarding activities to counteract low mood or lack of motivation.

3)     Homework Assignments: Clients practice implementing new activities or behaviours between sessions to reinforce positive changes.

c)    Exposure Therapy:

1)      Systematic Desensitization: Gradual exposure to anxiety-provoking situations or stimuli, allowing clients to confront fears progressively and develop coping skills.

2)     Flooding: Intense exposure to the feared situation, helping clients learn that their anxiety will decrease naturally over time.

3)     Virtual Reality Exposure: Using virtual reality technology to simulate anxiety-inducing environments or scenarios in a controlled setting for exposure purposes.

d)   Mindfulness-Based Techniques:

1)      Mindfulness Meditation: Clients learn to focus on the present moment without judgment, reducing stress and enhancing emotional regulation.

2)     Mindful Breathing: Breathing exercises to promote relaxation, reduce anxiety, and increase present-moment awareness.

e)    Problem-Solving Skills:

1)      Identifying Problems: Clients learn to define problems, analyse causes, and break issues into manageable parts.

2)     Generating Solutions: Therapists assist in brainstorming multiple solutions and evaluating their effectiveness.

3)     Implementing Solutions: Clients practice applying chosen solutions and assessing outcomes.

f)     Relaxation Techniques:

1)      Progressive Muscle Relaxation: Clients sequentially tense and relax muscle groups, reducing physical tension and promoting relaxation.

2)     Deep Breathing: Therapists teach diaphragmatic breathing techniques to decrease anxiety and induce relaxation responses.

g)   Cognitive Behavioural Play Therapy (CBPT) for Children:

1)      Use of Play: Therapists use play-based techniques to help children express emotions, develop problem-solving skills, and challenge distorted thoughts in a child-friendly manner.

Cognitive Behavioural Therapy employs diverse techniques tailored to the individual's needs and presenting issues. These evidence-based strategies aim to modify maladaptive thoughts and behaviours, foster adaptive coping skills, and alleviate distress by empowering individuals to actively engage in changing their cognitive and behavioural patterns.

SECTION – C

Answer the following questions in 50 words each.

Q9) Stages in counselling

Ans) Counselling typically involves several stages:

a)     Establishing Rapport: Building trust and a therapeutic relationship.

b)     Assessment: Gathering information about the client's concerns.

c)     Goal Setting: Collaboratively setting objectives for therapy.

d)     Intervention: Employing techniques to address issues.

e)     Evaluation: Assessing progress toward goals.

f)      Termination: Concluding therapy and reviewing achievements.

Q10) Transference and counter transference

Ans) Transference refers to unconscious feelings projected onto the therapist by the client, often stemming from past relationships. It involves emotions, attitudes, or behaviours that the client redirects toward the therapist, offering insight into unresolved issues. Countertransference, on the other hand, denotes the therapist's emotional reactions toward the client, influenced by the therapist's personal experiences. Both phenomena are vital in therapy, offering valuable insight into the client's unconscious dynamics and the therapist's reactions for therapeutic exploration.

Q11) ABCDEF technique

Ans) The ABCDEF technique is an effective approach used in Rational Emotive Behaviour Therapy (REBT) and Cognitive Behavioural Therapy (CBT) to challenge and reframe irrational beliefs. It stands for:

a)     Activating Event: Identifying the triggering event or situation.

b)     Beliefs: Examining and recognizing irrational or unhelpful beliefs.

c)     Consequences: Evaluating emotional and behavioural consequences stemming from these beliefs.

d)     Disputing Irrational Beliefs: Challenging and disputing irrational thoughts and replacing them with rational alternatives.

e)     Effects of New Beliefs: Observing the emotional and behavioural impact of adopting new, rational beliefs.

f)      Feelings: Noticing changes in emotions resulting from altered beliefs.

Q12) Ego psychology

Ans) Ego psychology is a branch of psychoanalytic theory developed by Freud's followers, emphasizing the role of the ego in mediating between the id, superego, and external reality. It focuses on understanding how the ego functions, adapts, and manages conflicts. Ego psychologists aim to strengthen ego functions, promoting healthy defense mechanisms and adaptive coping strategies. This approach highlights the ego's capacity for reality testing, problem-solving, and maintaining a sense of self amidst inner and outer conflicts.

Q13) Difference between psychodynamic therapy and psychoanalysis

Ans) Comparison Between Psychodynamic Therapy and Psychoanalysis:

Q14) Constructing an anxiety hierarchy

Ans) Constructing an anxiety hierarchy involves systematically listing anxiety-provoking situations from least to most distressing. It's a key component of exposure therapy for anxiety disorders. The hierarchy helps individuals confront fears gradually, starting with mildly distressing situations and progressing to more anxiety-inducing scenarios. By repeatedly exposing themselves to these situations in a controlled manner, individuals gradually reduce their anxiety responses, fostering desensitization and enhancing their ability to manage and tolerate distress.

Q15) SOLER

Ans) SOLER is a communication acronym used in counselling, emphasizing key non-verbal behaviours for effective engagement:

a) S: Sit squarely facing the client, demonstrating attentiveness.

b) O: Maintain an open posture to signal approachability.

c) L: Lean slightly towards the client to convey interest.

d) E: Maintain appropriate eye contact, reflecting engagement.

e) R: Remain relaxed, fostering a comfortable and open atmosphere conducive to effective communication and rapport-building in therapeutic interactions.

Q16) Counselling for street children

Ans) Counselling for street children necessitates a sensitive, trauma-informed approach. It involves building rapport, offering a safe space, and addressing their emotional and practical needs. Therapists focus on trust-building, acknowledging their unique challenges—such as homelessness, abuse, and neglect. The aim is to provide support, foster resilience, and empower these children to process trauma, develop coping skills, and envision a more stable future despite their circumstances. Techniques often include play therapy, art-based interventions, and storytelling to engage and support them effectively.

Q17) Children’s Rights as per UNCRC

Ans) The United Nations Convention on the Rights of the Child (UNCRC) affirms children's fundamental rights worldwide. It includes:

a) Right to Survival: Ensuring adequate standard of living, healthcare, and nutrition.

b) Right to Development: Access to education, play, culture, and opportunities for personal growth.

c) Right to Protection: Protection from abuse, neglect, exploitation, and involvement in armed conflict.

d) Right to Participation: Encouraging children to express their views and be heard in matters affecting them, fostering active citizenship.

Q18) Myths about AIDS

Ans) Several myths persist about AIDS, contributing to stigma and misinformation. Some common misconceptions include beliefs that AIDS can spread through casual contact like hugging, sharing utensils, or mosquito bites. Another myth is that only specific groups, such as LGBTQ+ individuals, are at risk. Additionally, there's a misconception that a cure exists for HIV/AIDS. Dispelling these myths through accurate education is crucial to combat stigma and promote factual understanding about HIV transmission and prevention.