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Master of Science in Counselling Psychology

Faculty

Biological Sciences

Duration

1.5 Years

Program Description

The Master of Science (MS) in Counselling Psychology programme is a comprehensive 1.5-year programme designed to prepare students to become professional counselling psychologists in Bangladesh. The curriculum integrates theoretical knowledge, research, practical training, and supervised practice to develop counselling professionals capable of addressing mental health challenges in diverse settings. Through a combination of classroom-based learning, hands-on skill development, and internship placements, the programme equips students with the competencies needed to assess, understand, and intervene in the psychological well-being of individuals and communities. The programme also emphasises the cultural context and human rights considerations relevant to mental health in Bangladesh, preparing graduates to adapt international best practices to local contexts and to provide ethical, evidence-based, and culturally sensitive counselling services.

Programme Learning Outcomes (PLOs)

Graduates will be able to use a range of counselling approaches and techniques to address diverse mental health issues in individuals and groups.
Graduates will demonstrate a strong commitment to ethical standards and professional conduct in all aspects of their counselling practice.
Graduates will offer counselling services sensitive to their clients鈥� cultural, social, and economic backgrounds, ensuring inclusivity and respect for diversity.
Graduates will be able to conduct independent research, critically evaluate findings, and integrate evidence-based practices into their counselling work.
Graduates will advocate for mental health as a fundamental human right, promoting equitable access to mental health services for all individuals in society.

Structure of the Curriculum
1. Duration of the Programme: 1.5 Years

Classes	30 weeks
Preparation Time for Course Final Examination	4 weeks
Course Final Examination (Theory)	8 weeks
Time for internship and thesis report submission	26 weeks
Result publication	4 weeks
Total	72 weeks

1. Admission Requirements: Graduate with honours (4 years) in Psychology from any reputed university/college with 50% marks or CGPA of 3.00 out of 4.00. Graduate (3 years) and Master鈥檚 in Psychology from any reputed university/college with 50% marks or CGPA 3.0 out of 4.00. Admission is based on satisfactory performance in written and oral tests, usually held in November each year. English proficiency is required as the language of instruction is English.
2. Total Minimum Credit Requirement to Complete the Programme: 46 credit hours are required to complete the programme, equivalent to level 9 of the Bangladesh National Qualifications Framework (BNQF) for higher education.
3. Total Class Weeks in a Year/Programme: The total number of class weeks for each course is 30 weeks (The lecture hours for a 2-credit course are 30, and for a 4-credit course, they are 60).
4. Minimum CGPA Requirements for Graduation: Students must achieve a minimum CGPA of 2.50 out of 4.00 to be eligible for graduation.
5. Maximum Academic Years of Completion: Students must complete the programme within a maximum of 2 (two) consecutive academic years.
6. Category of Courses

Theory	Thesis	Clinical Work		Seminar	Viva-Voce	Total credits
24	6		12	2	2	46

1. 1. General Education Courses: General education courses provide a broader learning experience for students and are interdisciplinary in nature. The following courses are designated as general education for the MS in Counselling Psychology programme.

Course Code	Course Title	Credit Hours	Full Marks
CPSY 504	Indigenous Counselling and Human Rights in Bangladesh	2	50
CPSY 510	English for Mental Health Professionals	2	50

Total: 4 credit hours, 100 marks.

1. 1. Core Courses: Core courses that characterise the discipline are divided into three main pillars:

Pillars	Courses	Credit Hours	Full Mark
Pillar 1: Core Scientific Knowledge	CPSY 501: Introduction to Counselling Theory and Practice	2	50
	CPSY 502: Contemporary Mental Health Issues	4	100
	CPSY 503: Mental Health Issues Across the Lifespan	4	100
Pillar 2: Research and Assessment	CPSY 505: Psychological Assessment and Reporting	4	100
	CPSY 506: Research Methods and Data Analysis in Counselling Psychology	4	100
	CPSY 507: Ethics and Professional Issues in Counselling Practice and Research	2	50
	CPSY 508: Thesis	6	150
	CPSY 509: Seminar	2	50
Pillar 3: Clinical Skills	CPSY 511: Counselling Micro Skills	4	100
	CPSY 512: Application of Counselling Approaches (Practical)	4	100
	CPSY 513: Internship (Practicum)	4	100
	CPSY 514: Viva (Oral Examination)	2	50

Total: 42 credit hours, 1050 marks.

1. 1. Capstone Courses/Internship/Thesis/Projects/Portfolio
    1. Internship (CPSY 512: Internship):200 hours of client contact, 50 hours of supervised practice, and 350 hours of non-contact tasks (workshop, seminars, conference, training, etc.) (total of 600 hours).
    2. Thesis (CPSY 508: Thesis): Research-based thesis that requires (i) proposal seminar, (ii) pre-submission seminar (defense), and (iii) final thesis submission.

List of Courses(Year/Semester)

First Year

CPSY501 | Introduction to Counselling Theory and Practice | 2 Cr. Preview

Course Credit: 2

Course Code: CPSY 501	Course Credit: 2	Course Type: Core course	Contact Hours: 30	Total Marks: 50
Course Title: Introduction to Counselling Theory and Practice
Pre-requisite (If any): B.S. or B. A. (Hon鈥檚) degree in Psychology
Rationale of the Course: This course provides a foundational understanding of counselling theories and practices, offering students the knowledge and skills necessary to engage in therapeutic work. It introduces various psychological frameworks and counselling techniques, focusing on how these can be applied to real-world situations. Emphasising the connection between theory and practice, the course lays the groundwork for developing effective counselling skills.
Course Objectives:
To introduce students to the historical development and key principles of major counselling theories.
To develop students鈥� basic counselling skills and techniques, such as active listening and empathy.
To critically evaluate counselling approaches in terms of strengths, limitations, and cultural relevance.
To link counselling theory with real-world practice in areas such as assessment and intervention.

Course Learning Outcomes (CLOs) and Mapping of CLOs with PLOs

CLOs	PLO 1	PLO 2	PLO 3	PLO 4	PLO 5
CLO 1: Demonstrate a solid understanding of the major counselling theories, including their historical background, foundational concepts, and key principles.	鉁�
CLO 2: Critically assess the strengths and limitations of various counselling theories, considering cultural relevance, client diversity, and ethical considerations.	鉁�	鉁�	鉁�	鉁�
CLO 3: Reflect on personal values, biases, and limitations, and understand how this influences the counselling process and relationships with clients.		鉁�	鉁�		鉁�
CLO 4: Explore the relationship between theory and practice by examining how theoretical concepts guide assessment, treatment planning, and interventions in counselling settings.	鉁�	鉁�

Course plan, CLOs, and assessment strategy mapped with CLOs

Week	Content	Teaching-Learning Strategy	Assessment Regime	Corr. CLOs
1	Introduction to Counselling: History, Role, and Importance	Lecture, Discussion, Readings	Class Attendance	CLO 1
2	Overview of Major Counselling Theories: Psychodynamic, Humanistic, Cognitive and Behavioural Therapies	Lecture, Presentation on Theories, Group Discussion	Class participation	CLO 1
3	Humanistic Therapies: Key Concepts and Application	Lecture, Case Study, Role-play	Class participation	CLO 1, CLO 4
4	Cognitive-Behavioural Therapies: Core Principles and Techniques	Lecture, Case Examples, Group Exercise	In-course	CLO 1, CLO 4
5	Psychodynamic Theory: Historical Background, Key Concepts, and Techniques	Lecture, Role-play	Class participation	CLO 1, CLO 4
6	Critically Evaluating Counselling Theories: Strengths and Limitations	Lecture, Critical Group Discussion	Assignment	CLO 2
7	Cultural Relevance in Counselling: Addressing Client Diversity	Lecture, Group Discussion, Case Studies	Assignment continued	CLO 2, CLO 3
8	Ethical Considerations in Counselling Practice	Lecture, Case Discussions	Class participation	CLO 2
9	Self-Awareness and Reflexivity: Personal Values, Biases, and Limitations	Reflective Workshop, Self-Assessment Exercises	Class participation	CLO 3
10	Exploring the Relationship Between Theory and Practice in Counselling	Case Study, Role-play, Supervised Practice	Class participation	CLO 4
11	Treatment Planning and Intervention Strategies: Application in Counselling	Lecture, Case Planning Exercise	Class participation	CLO 4
12	Integrating Counselling Approaches: Case Formulation	Workshop, Group Presentation	Class Presentation	CLO 1, CLO 4
13	Counselling Special Populations: Trauma, Anxiety, Depression	Lecture, Case Studies, Group Discussion	Class participation	CLO 1, CLO 4
14	Emerging Trends in Counselling: Evidence-Based Practices	Lecture, Guest Speaker, Class Discussion	Class participation	CLO 4
15	Final Review and Reflection: Linking Theory and Practice	Review Session, Reflective Discussion	Final Exam	CLO 1, CLO 2, CLO 3, CLO 4

Note. One week of class should consist of at least 2 hours of in-class activities.

Assessment and Evaluation
1. Assessment Strategy:
  1. Class Attendance (5%)
  2. In-course (20%)
  3. Assignment (10%)
  4. Class Presentation (5%)
  5. Final Exam (60%)
2. Marks Distribution: The distribution of marks is as follows:
  1. Continuous Assessment (40%): This includes participation, In-course, written assignments, and class presentations.
  2. Summative Assessment (60%): This includes the final written exam at the course鈥檚 end.
Learning Materials

Corey, G. (2023). Theory and Practice of Counseling and Psychotherapy. Norway: Cengage Learning.

Ivey, A. E., Ivey, M. B., Zalaquett, C. P. (2022). Intentional Interviewing and Counseling: Facilitating Client Development in a Multicultural Society. United States: Cengage.

Nelson-Jones, R. (2014). Introduction to Counselling Skills: Text and Activities (4th ed.). SAGE Publications.

Egan, G., Reese, R. J. (2018). The Skilled Helper: A Problem-Management and Opportunity-Development Approach to Helping. United Kingdom: Cengage Learning.

Rogers, C. R. (1961). On Becoming a Person: A Therapist鈥檚 View of Psychotherapy. Houghton Mifflin Harcourt.

Berne, E. (2016). Games People Play: The Psychology of Human Relationships. Penguin Books.

CPSY502 | Contemporary Mental Health Issues | 4 Cr. Preview

Course Credit: 4

Course Code: CPSY 502	Course Credit: 4	Course Type: Core course	Contact Hours: 60	Total Marks: 100
Course Title: Contemporary Mental Health Issues
Pre-requisite (If any): B.S. or B. A. (Hon鈥檚) degree in Psychology
Rationale of the Course: This course aims to provide a comprehensive understanding of contemporary mental health issues, with a focus on the socio-cultural and economic factors contributing to these challenges in Bangladesh. Students will explore common mental health disorders based on DSM-5 classifications, trauma-related issues, and crisis management in various contexts. The course emphasizes the application of culturally sensitive interventions and critically examines mental health policies and services in Bangladesh.
Course Objectives:
To develop a comprehensive understanding of contemporary mental health issues in Bangladesh and globally.
To analyse the socio-cultural and economic factors that contribute to these mental health issues.
To explore common mental health disorders as outlined in DSM-5 and their management in local contexts.
To apply culturally sensitive intervention strategies in dealing with mental health crises, trauma, and violence.
To critically evaluate mental health services and policies in Bangladesh in relation to these issues.

Course Learning Outcomes (CLOs) and Mapping with PLOs

CLOs	PLO 1	PLO 2	PLO 3	PLO 4	PLO 5
CLO 1: Analyse contemporary mental health issues in Bangladesh, including trauma from domestic violence, substance abuse, disaster crisis, and gender diverse population.	鉁�
CLO 2: Identify the socio-cultural and economic factors that contribute to these mental health issues.	鉁�	鉁�
CLO 3: Apply culturally sensitive assessment and intervention strategies in dealing with trauma, violence, and mental health crises.	鉁�	鉁�	鉁�
CLO 4: Critically evaluate the available mental health services and policy frameworks in Bangladesh to address these issues.		鉁�	鉁�	鉁�
CLO 5: Advocate for the mental health rights of marginalized and vulnerable populations in Bangladesh.		鉁�	鉁�	鉁�	鉁�

Course Plan, Content, and Assessment Strategy Mapped with CLOs

Week	Content	Teaching-Learning Strategy	Assessment Regime	Corr. CLOs
1	Introduction to Contemporary Mental Health Issues	Lecture, Discussion	Class Attendance	CLO 1
2	Overview of DSM-5: Classifications and Diagnostic Criteria	Lecture, Group Discussion	Participation	CLO 1
3	Anxiety Disorders (Generalized Anxiety Disorder, Panic Disorder, Phobias)	Lecture, Case Studies	Participation	CLO 1
4	Depressive Disorders (Major Depressive Disorder, Persistent Depressive Disorder)	Lecture, Group Activity	Participation	CLO 1
5	Bipolar and Related Disorders	Lecture, Case Studies	Assignment Preparation	CLO 1
6	Trauma- and Stressor-Related Disorders (PTSD, Acute Stress Disorder)	Lecture, Case Studies	Case Study Presentation	CLO 2
7	Obsessive-Compulsive and Related Disorders	Lecture, Case Discussions	Participation	CLO 2
8	Dissociative Disorders	Lecture, Group Activity	Participation	CLO 2
9	Somatic Symptom and Related Disorders	Lecture, Role-Play	Skills Practice	CLO 2
10	Feeding and Eating Disorders (Anorexia, Bulimia, Binge-Eating)	Lecture, Case Studies	In-course	CLO 3
11	Personality Disorders (Borderline, Antisocial, Narcissistic)	Lecture, Group Activity	Skills Practice	CLO 3
12	Schizophrenia Spectrum and Other Psychotic Disorders	Lecture, Group Discussion	Participation	CLO 3
13	Substance-Related and Addictive Disorders	Lecture, Case Studies	Assignment	CLO 3
14-15	Neurodevelopmental Disorders (ADHD, Autism Spectrum Disorder)	Lecture, Group Discussions	Participation	CLO 4
16	Neurocognitive Disorders (Delirium, Dementia)	Lecture, Case Discussions	Skills Practice	CLO 4
17-18	Conduct Disorder and Oppositional Defiant Disorder	Lecture, Group Activity	Participation	CLO 4
19	Sexual Dysfunctions and Gender Dysphoria	Lecture, Group Discussion	Case Study Presentation (continued)	CLO 4
20	Sleep-Wake Disorders (Insomnia, Sleep Apnoea)	Lecture, Case Studies	Skills Practice	CLO 4
21	Suicidality and Self-Harm	Lecture, Group Discussions	Participation	CLO 5
22	Mental Health and Substance Abuse in Bangladesh	Lecture, Case Discussions	Role-Play/Group Activity	CLO 5
23-24	Addictive disorders (Internet, game, pornography), Digital Mental Health	Lecture, Case Discussions	Participation	CLO 1, CLO 3
25	Trauma and Crisis Intervention in the Bangladeshi Context	Lecture, Case Studies	Participation	CLO 5
26	Mental Health and Domestic Violence	Lecture, Case Studies	Skills Practice	CLO 5
27	Gender diverse population and Mental Health Issues in Bangladesh	Lecture, Group Discussions	Participation	CLO 5
28	Ethical Considerations in Contemporary Mental Health	Lecture, Reflective Discussion	Participation	CLO 5
29	Review of Contemporary Mental Health Issues	Group Reflection, Case Discussions	Participation	CLO 5
30	Final review	Review Session	Final Exam	CLO 1-5

Note. One week of class should consist of at least 2 hours of in-class activities.

Assessment and Evaluation:
1. Assessment Strategy
  1. Class Attendance (5%)
  2. In-course (20%)
  3. Assignment (10%)
  4. Class Presentation (5%)
  5. Final Exam (60%)
2. Marks Distribution:
  1. Continuous Assessment: 40% (Participation, In-course, written assignment, and presentation)
  2. Summative Assessment: 60% (Final exam)
Learning Materials:

Patel, V., & Kleinman, A. (2019). Global Mental Health: Principles and Practice. Oxford University Press.

Rahman, A., & Hamdani, S. U. (2018). Mental Health in Low and Middle-Income Countries. Lancet Psychiatry.

Bhui, K. S., & Bhugra, D. (2018). Cultural Psychiatry: A Critical Synthesis of Global Mental Health Approaches.

Steel, Z., et al. (2014). The Global Prevalence of Common Mental Disorders: A Review. International Journal of Epidemiology.

R枚ssler, W. (2016). The Stigma of Mental Disorders. The Lancet.

CPSY503 | Mental Health Issues Across the Lifespan | 4 Cr. Preview

Course Credit: 4

Course Code: CPSY 503	Course Credit: 4	Course Type: Core course	Contact Hours: 60	Total Marks: 100
Course Title: Mental Health Issues Across the Lifespan
Pre-requisite (If any): B.S. or B. A. (Hon鈥檚) degree in Psychology
Rationale of the Course: This course explores mental health issues at different stages of life, from childhood to old age. It examines how socio-cultural, biological, and developmental factors impact mental health across the lifespan. Students will be introduced to lifespan-specific mental health policies and services in Bangladesh, learning how to apply culturally sensitive interventions to address these challenges.
Course Objectives:
To provide a comprehensive understanding of mental health issues across the lifespan.
To explore the influence of socio-cultural, biological, and developmental factors on mental health.
To develop skills for addressing lifespan-specific mental health needs through culturally appropriate interventions.
To analyse mental health services and policies designed to support well-being at different life stages.

Course Learning Outcomes (CLOs) and Mapping PLOs

CLOs	PLO 1	PLO 2	PLO 3	PLO 4	PLO 5
CLO 1: Identify key mental health issues at different stages of life and their impact on overall well-being.	鉁�		鉁�		鉁�
CLO 2: Critically analyse how socio-cultural and biological factors contribute to mental health challenges at different developmental stages.	鉁�	鉁�			鉁�
CLO 3: Apply culturally sensitive interventions to address mental health issues in children, adolescents, adults, and older adults.		鉁�	鉁�	鉁�
CLO 4: Examine the role of childhood trauma and other developmental factors in lifelong mental health outcomes.	鉁�		鉁�	鉁�	鉁�
CLO 5: Evaluate mental health policies and services in Bangladesh that address lifespan-specific needs.		鉁�	鉁�	鉁�

Course Plan, Content, and Assessment Strategy Mapped with CLOs

Week	Content	Teaching-Learning Strategy	Assessment Regime	Cor. CLOs
1-2	Introduction to Mental Health Across the Lifespan	Lecture, Discussion	Class Attendance	CLO 1
3-6	Childhood Mental Health: Developmental Milestones and Challenges	Lecture, Case Study, Group Discussion	Class Participation	CLO 1, CLO 4
7-8	Mental Health in Adolescence: Identity, Anxiety, and Risk Behaviours	Lecture, Case Study	Class Participation	CLO 1
9-10	Adult Mental Health: Stress, Depression, and Work-Life Balance	Lecture, Group Discussion	In-course	CLO 1, CLO 2
11-13	Mental Health in Older Adults: Cognitive Decline and Loneliness	Lecture, Case Study	Class Participation	CLO 1, CLO 3
14-15	Socio-Cultural and Biological Factors Influencing Mental Health	Lecture, Group Discussions	Assignment	CLO 2
16-17	The Role of Childhood Trauma in Lifelong Mental Health	Lecture, Case Study	Assignment continued	CLO 2, CLO 4
18-20	Culturally Sensitive Interventions for Lifespan-Specific Mental Health Issues	Lecture, Case Studies	Class Participation	CLO 3
21	Ethical Considerations in Lifespan-Specific Mental Health Interventions	Reflective Workshop, Self-Assessment Exercises	Class Participation	CLO 4, CLO 5
22-24	Applying Interventions in Diverse Populations: A Lifespan Perspective	Lecture, Case Study, Role-play	Class Participation	CLO 3
25-26	Mental Health and Well-being in the Ageing Population	Workshop, Group Presentation	Class Presentation	CLO 1, CLO 3
27-28	Community-Based Mental Health Interventions: Global and Local Perspectives	Lecture, Case Studies	Class Participation	CLO 3, CLO 5
29	Lifelong Impact of Socio-Economic Inequalities on Mental Health	Guest Speaker, Class Discussion	Class Participation	CLO 2, CLO 4
30	Final Review and Reflection	Review Session, Reflective Discussion	Final Exam	CLO 1, CLO 2, CLO 3, CLO 4, CLO 5

Note. One week of class should consist of at least 2 hours of in-class activities.

Assessment and Evaluation:
1. Assessment Strategy
  1. Class Attendance (5%)
  2. In-course (20%)
  3. Written Assignment (10%)
  4. Class Presentation (5%)
  5. Final Written Exam (60%)
2. Marks Distribution:
  1. Continuous Assessment: 40% (Participation, In-course, written assignment, and presentation)
  2. Summative Assessment: 60% (Final exam)
Learning Materials:

Bee, H. L., & Boyd, D. (2014). Lifespan Development. Pearson Education.

Schulz, R., & Heckhausen, J. (2017). A Life-Span Model of Successful Aging: Integrating Disengagement Theory and Selective Optimisation with Compensation. American Psychologist.

Patel, V., & Kleinman, A. (2019). Global Mental Health: Principles and Practice. Oxford University Press.

Kessler, R. C., et al. (2014). Age Differences in the Prevalence of Mental Disorders: Results from the WHO World Mental Health Survey Initiative.

Bhui, K. S., & Bhugra, D. (2018). Cultural Psychiatry and Global Mental Health: A Critical Synthesis.

CPSY504 | Indigenous Counselling and Human Rights in Bangladesh | 2 Cr. Preview

Course Credit: 2

Course Code: CPSY 504	Course Credit: 2	Course Type: GED course	Contact Hours: 30	Total Marks: 50
Course Title: Indigenous Counselling and Human Rights Issues in Bangladesh
Pre-requisite (If any): B.S. or B. A. (Hon鈥檚) degree in Psychology
Rationale of the Course: This course provides students with an understanding of indigenous counselling practices in Bangladesh and explores the intersection between these practices and human rights. It will examine how traditional healing approaches can be integrated into modern therapeutic techniques to address the mental health needs of marginalised populations. Students will critically assess mental health services from a human rights perspective, including issues such as discrimination, access to care, and the rights of indigenous and marginalised communities.
Course Objectives:
To gain a comprehensive understanding of indigenous mental health practices in Bangladesh and their historical and cultural significance.
To explore the role of traditional healers, rituals, and community-based interventions in addressing mental health issues.
To critically analyse mental health challenges in Bangladesh from a human rights perspective.
To develop culturally competent approaches to counselling that integrate indigenous practices with modern therapeutic techniques.
To understand the ethical and human rights considerations in providing mental health services to marginalised and indigenous populations.

Course Learning Outcomes (CLOs) and Mapping with PLOs

CLOs	PLO 1	PLO 2	PLO 3	PLO 4	PLO 5
CLO 1: Identify and explain key indigenous mental health practices in Bangladesh and their relevance to contemporary counselling.	鉁�		鉁�
CLO 2: Analyse the intersection of human rights and mental health issues in Bangladesh, particularly as they relate to access, stigma, and marginalised groups.	鉁�	鉁�			鉁�
CLO 3: Demonstrate an understanding of how indigenous and modern therapeutic practices can be integrated into counselling interventions.		鉁�	鉁�	鉁�
CLO 4: Critically assess the impact of human rights issues on the mental health of indigenous and marginalised populations.	鉁�		鉁�	鉁�	鉁�
CLO 5: Apply ethical considerations and culturally sensitive approaches in counselling indigenous populations.		鉁�	鉁�	鉁�	鉁�

Course Plan, Content, and Assessment Strategy Mapped with CLOs

Week	Content	Teaching-Learning Strategy	Assessment Regime	Cor. CLOs
1	Introduction to Indigenous Mental Health Practices in Bangladesh	Lecture, Discussion	Class Attendance	CLO 1
2-3	Spirituality, Religion, Traditional cultural practices: Psychology of religion, other locally grounded philosophies (Lalon, Maizbhandari, Pir, Fakir, etc.)	Lecture, Discussion	Class Participation	CLO 1, CLO 3
4-5	The Role of Traditional Healers and Community-Based Interventions	Lecture, Group Discussion, Case Study	Class Participation	CLO 1, CLO 3
6	The Intersection of Mental Health and Human Rights in Bangladesh	Lecture, Case Study	Class Participation	CLO 2
7	Discrimination, Stigma, and Access to Mental Health Services	Lecture, Group Discussion	In-course	CLO 2, CLO 4
8	Integrating Indigenous and Modern Therapeutic Practices	Lecture, Case Study	Class Participation	CLO 3
9	Ethical Considerations in Counselling Indigenous Populations	Lecture, Group Discussion	Assignment	CLO 5
10-11	Human Rights-Based Approaches to Mental Health in Bangladesh: Mental health act, policy and strategy	Workshop, Group Presentation	Class Participation	CLO 2, CLO 4
12	Applying Culturally Sensitive Approaches in Indigenous Counselling	Lecture, Case Studies	Class Participation	CLO 3, CLO 5
13-14	Mental Health Advocacy for Indigenous and Marginalised Populations	Reflective Discussion	Class Participation	CLO 4, CLO 5
15	Final Review and Reflection	Review Session, Reflective Discussion	Final Exam	CLO 1, CLO 2, CLO 3, CLO 4, CLO 5

Note. One week of class should consist of at least 2 hours of in-class activities.

Assessment and Evaluation:
1. Assessment Strategy
  1. Class Attendance (5%)
  2. In-course (20%)
  3. Written Assignment (15%)
  4. Final Written Exam (60%)
2. Marks Distribution:
  1. Continuous Assessment: 40% (Class attendance, In-course, and assignment)
  2. Summative Assessment: 60% (Final exam)
Learning Materials:

Patel, V., & Kleinman, A. (2019). Global Mental Health: Principles and Practice. Oxford University Press.

Rahman, A. (2018). Indigenous Knowledge and Mental Health in South Asia. Routledge.

UN General Assembly. (2007). United Nations Declaration on the Rights of Indigenous Peoples.

Bhui, K., & Bhugra, D. (2018). Cultural Psychiatry and Global Mental Health: A Critical Synthesis.

Human Rights Watch. (2020). Mental Health and Human Rights in South Asia.

CPSY505 | Psychological Assessment and Reporting | 4 Cr. Preview

Course Credit: 4

Course Code: CPSY 505	Course Credit: 4	Course Type: Core course	Contact Hours: 60	Total Marks: 100
Course Title: Psychological Assessment and Reporting
Pre-requisite (If any): B.S. or B. A. (Hon鈥檚) degree in Psychology
Rationale of the Course: This course offers a comprehensive introduction to the principles, theories, and practical applications of psychological assessment and reporting. It equips students with both theoretical knowledge and practical skills in administering, interpreting, and reporting psychological assessments. The course covers various assessment tools, including standardised tests, interviews, and projective measures, while highlighting the importance of ethical considerations and cultural sensitivity.
Course Objectives:
To develop a solid understanding of the theoretical foundations of psychological assessment.
To acquire practical skills in administering, scoring, and interpreting various psychological assessment instruments.
To learn how to select appropriate assessment tools based on the client鈥檚 presenting problem and cultural background.
To understand the ethical considerations and legal implications of psychological assessment.
To develop effective communication skills for writing comprehensive psychological reports.

Course Learning Outcomes (CLOs) and Mapping with PLOs

CLOs	PLO 1	PLO 2	PLO 3	PLO 4	PLO 5
CLO 1: Demonstrate a comprehensive understanding of the theoretical frameworks underlying psychological assessment, including psychometric properties, reliability, and validity.	鉁�		鉁�
CLO 2: Acquire proficiency in administering, scoring, and interpreting a variety of psychological assessment instruments, such as intelligence tests, personality assessments, and projective measures.		鉁�	鉁�	鉁�
CLO 3: Develop the ability to select appropriate assessment tools based on the client鈥檚 presenting problem, cultural background, and the purpose of the assessment.	鉁�	鉁�	鉁�
CLO 4: Understand the ethical considerations and legal implications of psychological assessment, including confidentiality, informed consent, and cultural sensitivity.		鉁�	鉁�	鉁�	鉁�
CLO 5: Develop effective communication skills for writing comprehensive psychological reports that are clear, concise, and informative.		鉁�	鉁�	鉁�

Course Plan, Content, and Assessment Strategy Mapped with CLOs

Week	Content	Teaching-Learning Strategy	Assessment Regime	Cor. CLOs
1	Introduction to Psychological Assessment: Theoretical Foundations	Lecture, Discussion	Class Attendance	CLO 1
2	Psychometric Properties: Reliability, Validity, and Standardization	Lecture, Group Discussion, Case Study	Class Participation	CLO 1
3-6	Intelligence Testing: Administering and Scoring	Lecture, Group Discussion, Case Study	Class Participation	CLO 2
7-8	Personality Assessment: Structured and Projective Tests	Lecture, Case Study	In-course Exam	CLO 2
9-11	DSM-V, ICD-10	Lecture, Case Study	Psychological Test Conduction and Reporting	CLO 2
12-13	Cultural Sensitivity in Assessment: Selecting the Right Tools	Lecture, Case Study	Class Participation	CLO 3
14-15	Ethical Considerations in Psychological Assessment	Lecture, Group Discussion	Psychological Test Conduction and Reporting	CLO 4
16-20	Report Writing: Structuring and Presenting Psychological Reports	Lecture, Group Discussion	Psychological Test Conduction and Reporting	CLO 5
21-24	Assessing Children, Adolescents, and Adults: Special Considerations	Lecture, Case Studies	Class Participation	CLO 2, CLO 3
25-28	Legal and Ethical Challenges in Psychological Assessment	Reflective Discussion	Class Participation	CLO 4
29-30	Final Review and Reflection	Review Session, Reflective Discussion	Final Written Exam	CLO 1, CLO 2, CLO 3, CLO 4, CLO 5

Note. One week of class should consist of at least 2 hours of in-class activities.

Assessment and Evaluation:
1. Assessment Strategy
  1. Class Attendance (5%)
  2. In-course Exam (20%)
  3. Psychological Test Conduction and Reporting (15%): A hands-on assessment task, requiring students to administer and report on a psychological test.
  4. Final Written Exam (60%)
2. Marks Distribution:
  1. Continuous Assessment: 40% (Participation, in-course exam, test conduction, and reporting)
  2. Summative Assessment: 60% (Final exam)
Learning Materials

Groth-Marnat, G. (2016). Handbook of Psychological Assessment (6th ed.). Wiley.

Cohen, R. J., & Swerdlik, M. E. (2018). Psychological Testing and Assessment: An Introduction to Tests and Measurement (9th ed.). McGraw-Hill.

Kaplan, R. M., & Saccuzzo, D. P. (2017). Psychological Testing: Principles, Applications, and Issues (9th ed.). Cengage Learning.

Weiner, I. B., & Greene, R. L. (2017). Handbook of Personality Assessment.

APA. (2013). Ethical Principles of Psychologists and Code of Conduct.

CPSY506 | Research Methods and Data Analysis in Counselling Psychology | 4 Cr. Preview

Course Credit: 4

Course Code: CPSY 506	Course Credit: 4	Course Type: Core course	Contact Hours: 60	Total Marks: 100
Course Title: Research Methods and Data Analysis in Counselling Psychology
Pre-requisite (If any): B.S. or B. A. (Hon鈥檚) degree in Psychology
Rationale of the Course: This course provides a comprehensive overview of research methods and data analysis techniques used in counselling psychology. It equips students with the theoretical knowledge and practical skills needed to conduct empirical research, analyse data, and effectively communicate research findings. Students will learn both quantitative and qualitative approaches to research, with a strong focus on ethical considerations in conducting research relevant to counselling contexts.
Course Objectives:
To develop a solid understanding of the research process in counselling psychology.
To acquire practical skills in designing research studies, collecting data, and analysing data using appropriate statistical techniques.
To understand the ethical considerations involved in conducting research.
To develop effective communication skills for presenting research findings.
To apply research methods to address real-world counselling problems.

Course Learning Outcomes (CLOs) and Mapping with PLOs

CLOs	PLO 1	PLO 2	PLO 3	PLO 4	PLO 5
CLO 1: Demonstrate a comprehensive understanding of the research process, including formulating research questions, developing hypotheses, and designing research studies.	鉁�		鉁�
CLO 2: Acquire proficiency in using various research methodologies, such as quantitative and qualitative approaches.	鉁�	鉁�
CLO 3: Develop skills in data collection, data analysis, and statistical techniques relevant to counselling research.		鉁�	鉁�	鉁�
CLO 4: Understand the ethical considerations involved in conducting research, including informed consent, confidentiality, and data integrity.	鉁�		鉁�	鉁�	鉁�
CLO 5: Develop effective communication skills for presenting research findings in written and oral formats.		鉁�	鉁�	鉁�

Course Plan, Content, and Assessment Strategy Mapped with CLOs

Week	Content	Teaching-Learning Strategy	Assessment Regime	Corr. CLOs
1	Introduction to the Research Process in Counselling Psychology	Lecture, Discussion	Class Attendance	CLO 1
2-3	Formulating Research Questions and Hypotheses	Lecture, Group Discussion, Case Study	Class Participation	CLO 1
4-5	Literature Review and Research Proposal Development	Lecture, Group Work	Class Participation	CLO 1, CLO 5
6-7	Quantitative Research Methodologies: Surveys, Experiments, and Statistical Analysis	Lecture, Group Discussion	In-course	CLO 2
8-9	Qualitative Research Methodologies: Interviews, Focus Groups, and Case Studies	Lecture, Case Study	Class Participation	CLO 2
10	Mixed Methods Research: Combining Quantitative and Qualitative Approaches	Lecture, Case Study	Class Participation	CLO 2
11	Data Collection Techniques: Sampling, Measurement, and Instrumentation	Lecture, Group Discussion	Assignment Due	CLO 3
12-14	Descriptive Statistical Techniques: Frequency Distributions, Central Tendency, and Variability	Lecture, Group Discussion	Class Participation	CLO 3
15-17	Inferential Statistical Techniques: Hypothesis Testing, t-tests, and ANOVA	Lecture, Group Work	Class Participation	CLO 3
18	Ethical Considerations in Counselling Research: Informed Consent, Confidentiality, and Data Integrity	Lecture, Group Discussion	Class Participation	CLO 4
19-20	Qualitative Data Analysis: Coding, Thematic Analysis, and NVivo	Lecture, Case Study	Class Participation	CLO 3
21-24	Advanced Quantitative Analysis: Regression Analysis and Factor Analysis	Lecture, Case Study, SPSS Practice	Class Participation	CLO 3
25-27	Interpreting and Reporting Research Findings: Drawing Conclusions	Lecture, Case Study	Class Participation	CLO 5
28-29	Communicating Research Results: Writing Research Reports and Presenting Findings	Lecture, Group Presentation	Class Presentation	CLO 5
30	Final Review, Reflection, and Exam Preparation	Review Session, Reflective Discussion	Final Exam	CLO 1, CLO 2, CLO 3, CLO 4, CLO 5

Note. One week of class should consist of at least 2 hours of in-class activities.

Assessment and Evaluation:
1. Assessment Strategy
  1. Class Attendance (5%)
  2. In-course (20%)
  3. Assignment (15%)
  4. Final Exam (60%)
2. Marks Distribution:
  1. Continuous Assessment: 40% (Participation, In-course, assignment)
  2. Summative Assessment: 60% (Final exam)
Learning Materials:

Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). Sage.

Field, A. (2017). Discovering Statistics Using IBM SPSS Statistics (5th ed.). Sage.

Coolican, H. (2018). Research Methods and Statistics in Psychology. Routledge.

Pallant, J. (2020). SPSS Survival Manual: A Step-by-Step Guide to Data Analysis Using IBM SPSS.

Silverman, D. (2020). Qualitative Research (5th ed.). Sage.

CPSY507 | Ethics and Professional Issues in Counselling Practice and Research | 2 Cr. Preview

Course Credit: 2

Course Code: CPSY 507	Course Credit: 2	Course Type: Core course	Contact Hours: 30	Total Marks: 50
Course Title: Ethics and Professional Issues in Counselling Practice and Research
Pre-requisite (If any): B.S. or B. A. (Hon鈥檚) degree in Psychology
Rationale of the Course: This course addresses the ethical and professional challenges that counsellors and researchers face in practice. It equips students with knowledge of key ethical principles, professional standards, and legal guidelines, enabling them to navigate complex ethical dilemmas in counselling and research. Special emphasis is placed on cultural competence and the legal frameworks specific to Bangladesh, helping students critically assess the role of ethics in responsible and culturally sensitive counselling practices.
Course Objectives:
To understand the ethical principles, guidelines, and legal frameworks governing counselling practice and research.
To explore the challenges and dilemmas that professionals encounter in counselling and research.
To develop skills in ethical decision-making and professional conduct within a counselling setting.
To critically evaluate the role of ethics in conducting culturally sensitive and responsible counselling practice and research in Bangladesh.
To familiarise students with the professional standards and regulatory frameworks applicable to counselling practice in Bangladesh.

Course Learning Outcomes (CLOs) and Mapping with PLOs

CLOs	PLO 1	PLO 2	PLO 3	PLO 4	PLO 5
CLO 1: Demonstrate knowledge of core ethical principles and professional guidelines governing counselling practice and research.	鉁�		鉁�
CLO 2: Identify and analyse ethical dilemmas in counselling practice, including issues of confidentiality, informed consent, and boundaries.	鉁�	鉁�	鉁�
CLO 3: Apply ethical decision-making models to real-world counselling and research scenarios.		鉁�	鉁�	鉁�
CLO 4: Critically assess the role of cultural diversity and its implications for ethical practice in counselling.	鉁�	鉁�		鉁�	鉁�
CLO 5: Evaluate the legal and regulatory frameworks governing counselling practice and research in Bangladesh.		鉁�	鉁�	鉁�	鉁�

Course Plan, Content, and Assessment Strategy Mapped with CLOs

Week	Content	Teaching-Learning Strategy	Assessment Regime	Corr. CLOs
1	Introduction to Ethical Principles in Counselling	Lecture, Discussion	Class Attendance	CLO 1
2	Professional Guidelines and Codes of Conduct	Lecture, Group Discussion	Class Participation	CLO 1
3	Confidentiality, Informed Consent, and Boundaries	Lecture, Case Study	Class Participation	CLO 2
4	Ethical Dilemmas in Counselling Practice	Lecture, Case Study	In-course	CLO 2
5	Ethical Decision-Making Models	Lecture, Group Discussion	Class Participation	CLO 3
6-8	Legal and Regulatory Frameworks in Counselling Practice	Lecture, Case Study	Assignment	CLO 5
9-10	Ethics in Counselling Research: Research Design, Data Handling, and Publication Ethics	Lecture, Group Discussion	Class Presentation	CLO 3, CLO 5
11	Ethical and legal aspects of supervision, Context & format for supervision function &process of supervision	Lecture, Case Studies	Class Participation	CLO 1
12	Cultural Competence and Ethical Practice: Multiculturalism and Diversity	Lecture, Case Studies	Class Participation	CLO 4
13-14	Ethical Challenges in Working with Vulnerable Populations	Reflective Discussion	Class Participation	CLO 2, CLO 4
15	Final Review and Reflection	Review Session, Reflective Discussion	Final Exam	CLO 1, CLO 2, CLO 3, CLO 4, CLO 5

Note. One week of class should consist of at least 2 hours of in-class activities.

Assessment and Evaluation:
1. Assessment Strategy
  1. Class Attendance (5%)
  2. In-course (20%)
  3. Written Assignment (10%)
  4. Class Presentation (5%)
  5. Final Written Exam (60%)
2. Marks Distribution:
  1. Continuous Assessment: 40% (Participation, In-course, written assignment, and presentation)
  2. Summative Assessment: 60% (Final exam)
Learning Materials:

Corey, G., Corey, M. S., & Callanan, P. (2014). Issues and Ethics in the Helping Professions (9th ed.). Brooks/Cole.

Bond, T. (2015). Standards and Ethics for Counselling in Action (4th ed.). Sage.

American Psychological Association (2010). Ethical Principles of Psychologists and Code of Conduct.

Pope, K. S., & Vasquez, M. J. T. (2016). Ethics in Psychotherapy and Counselling: A Practical Guide (5th ed.). Wiley.

British Association for Counselling and Psychotherapy (2018). Ethical Framework for the Counselling Professions.

CPSY510 | English for Mental Health Professionals | 2 Cr. Preview

Course Credit: 2

Course Code: CPSY 510	Course Credit: 2	Course Type: GED course	Contact Hours: 30	Total Marks: 50
Course Title: English for Mental Health Professionals
Pre-requisite (If any): None
Rationale of the Course: This course is designed to equip counselling trainees with the necessary English language skills to excel in their academic and professional careers. It addresses the challenges of local Bangladeshi students, for whom English is not the mother tongue, by improving academic writing, reading comprehension, and communicative abilities in professional settings. The course aims to enhance students鈥� capacity to engage with English-language textbooks, write clear and structured academic papers, and communicate effectively with colleagues and clients in mental health.
Course Objectives:
To develop proficiency in academic writing, particularly for producing structured essays, reports, and research papers.
To enhance reading comprehension skills, focusing on understanding academic texts and professional materials in the mental health field.
To build speaking and communicative skills for professional interactions, including client communication and presentations.
To improve listening skills to better understand lectures, discussions, and professional dialogues.
To cultivate confidence in using English in academic and professional settings, particularly within the context of counselling and mental health practice.

Course Learning Outcomes (CLOs) and Mapping with PLOs

CLOs	PLO 1	PLO 2	PLO 3	PLO 4	PLO 5
CLO 1: Demonstrate proficiency in academic writing, including structuring essays, reports, and research papers.	鉁�	鉁�
CLO 2: Comprehend and analyse academic texts in English, particularly on mental health.	鉁�	鉁�
CLO 3: Communicate effectively in professional settings, including client communication and presentations.		鉁�	鉁�		鉁�
CLO 4: Apply listening skills to lectures, discussions, and professional dialogues.		鉁�	鉁�
CLO 5: Exhibit confidence in using English in academic and professional settings relevant to counselling and mental health.	鉁�		鉁�	鉁�

Course Plan, Content, and Assessment Strategy Mapped with CLOs

Week	Content	Teaching-Learning Strategy	Assessment Regime	Corr. CLOs
1	Introduction to Academic English for Mental Health Professionals	Lecture, Discussion	Class Attendance	CLO 1, CLO 5
2	Structuring Academic Essays and Reports	Lecture, Writing Exercises	Class Participation	CLO 1
3	Writing Research Papers: Introduction, Body, and Conclusion	Lecture, Writing Practice	Writing Test	CLO 1
4	Reading Academic Texts: Strategies for Comprehension	Lecture, Group Reading, Discussion	Reading Test	CLO 2
5	Understanding Mental Health Textbooks and Journals	Reading Practice, Group Discussions	Class Participation	CLO 2
6	Communicative Skills for Mental Health Professionals	Lecture, Role-Play, Group Practice	Speaking Test	CLO 3
7	Presentation Skills for Mental Health Professionals	Group Presentations, Peer Feedback	Class Participation	CLO 3, CLO 5
8	Listening Skills: Understanding Lectures and Discussions	Listening Exercises, Group Discussions	Class Participation	CLO 4
9	Client Communication: Using English in Counselling Settings	Role-Play, Group Practice	Class Participation	CLO 3
10	Professional Communication: Emails, Reports, and Client Notes	Lecture, Writing Practice	Class Participation	CLO 1, CLO 3
11	Reflecting on English Proficiency: Strengths and Areas for Improvement	Self-Assessment, Peer Feedback	Class Participation	CLO 5
12	Review and Practice: Writing, Speaking, and Listening in Professional Contexts	Group Review, Practice Sessions	Class Participation	CLO 1, CLO 3, CLO 4
13	Final Preparation for the Written and Oral Assessments	Group Discussions, Mock Exams	Class Participation	CLO 1, CLO 2, CLO 3
14	Mock Speaking and Writing Sessions	Practice Tests, Peer Feedback	Class Participation	CLO 3, CLO 5
15	Final Review and Reflection	Review Session	Final Written Exam	CLO 1, CLO 2, CLO 3, CLO 4, CLO 5

Note. One week of class should consist of at least 2 hours of in-class activities.

Assessment and Evaluation:
1. Assessment Strategy
  1. Class Attendance (5%)
  2. Speaking Test (15%): Assessment of students鈥� ability to communicate in professional settings, including role-plays and presentations.
  3. Reading Test (10%): Students will be tested on their ability to comprehend and analyse academic texts in mental health.
  4. Writing Test (10%): A test focused on students鈥� ability to write academic essays, reports, and papers.
  5. Final Exam (60%): A comprehensive exam that assesses the students鈥� proficiency in writing, reading, and communicating in English.
2. Marks Distribution:
  1. Continuous Assessment: 40% (Attendance, speaking, reading, and writing tests)
  2. Summative Assessment: 60% (Final exam)
Learning Materials:

Swales, J. M., & Feak, C. B. (2012). Academic Writing for Graduate Students: Essential Tasks and Skills (3rd ed.). University of Michigan Press.

Bailey, S. (2018). Academic Writing: A Handbook for International Students (5th ed.). Routledge.

McCarthy, M., & O鈥橠ell, F. (2017). English Vocabulary in Use: Upper-Intermediate (4th ed.). Cambridge University Press.

Glendinning, E. H., & Holmstr枚m, B. (2005). Study Reading: A Course in Reading Skills for Academic Purposes (2nd ed.). Cambridge University Press.

CPSY511 | Counselling Micro Skills | 4 Cr. Preview

Course Credit: 4

Course Code: CPSY 511	Course Credit: 4	Course Type: Core course	Contact Hours: 60	Total Marks: 100
Course Title: Counselling Micro Skills
Pre-requisite (If any): B.S. or B. A. (Hon鈥檚) degree in Psychology
Rationale of the Course: This course introduces students to the foundational micro-skills essential for effective counselling. Through interactive and experiential learning, students will develop proficiency in communication skills and ethical engagement, allowing them to build strong therapeutic alliances with clients. By incorporating multicultural awareness and intentionality, the course prepares students to navigate the complexities of the counselling process across different stages, from exploration to action.
Course Objectives:
To develop proficiency in foundational counselling micro-skills such as attending behaviour, observation, and questioning.
To understand and apply active listening skills, including paraphrasing, summarising, and reflecting feelings.
To gain insight into multicultural and diversity issues affecting communication in counselling.
To learn to use confrontation, interpretation, and reframing to support clients鈥� growth.
To explore stress management and coping skills as key components of the action stage in counselling.
To build competency in the intentional use of counselling micro-skills across different counselling stages.

Course Learning Outcomes (CLOs) and Mapping with PLOs

CLOs	PLO 1	PLO 2	PLO 3	PLO 4	PLO 5
CLO 1: Demonstrate mastery of attending, observation, and questioning skills in the context of counselling sessions.	鉁�		鉁�
CLO 2: Apply active listening skills, including paraphrasing and summarising, to enhance client communication.		鉁�	鉁�
CLO 3: Incorporate multicultural awareness and sensitivity into counselling sessions.	鉁�	鉁�		鉁�	鉁�
CLO 4: Effectively use confrontation, interpretation, and reframing techniques to guide clients through the insight stage.		鉁�	鉁�	鉁�
CLO 5: Facilitate the action stage by teaching clients coping skills and stress management strategies.		鉁�	鉁�	鉁�
CLO 6: Evaluate their counselling effectiveness through self-reflection, peer feedback, and instructor assessment.	鉁�		鉁�	鉁�

Course Plan, Content, and Assessment Strategy Mapped with CLOs

Week	Content	Teaching-Learning Strategy	Assessment Regime	Corr. CLOs
1	Introduction to Counselling Micro-Skills	Lecture, Discussion	Class Attendance	CLO 1
2-3	Attending Behaviour and Observation Skills	Lecture, Group Practice	Class Participation	CLO 1
4-5	Questioning Techniques and Formulating Responses	Lecture, Role-Play	Class Participation	CLO 1
6-7	Active Listening: Paraphrasing and Summarising	Lecture, Group Discussion	In-course	CLO 2
8-9	Reflecting Feelings and Encouraging Client Expression	Lecture, Role-Play	Class Participation	CLO 2
10-11	Ethical Considerations in Counselling Micro-Skills	Lecture, Case Study	Class Participation	CLO 6
12-13	Multicultural Competence in Counselling	Lecture, Group Discussion	Class Participation	CLO 3
14-15	Using Confrontation and Interpretation Effectively	Lecture, Case Studies, Role-Play	Class Participation	CLO 4
16-17	Reframing and Challenging Client Thinking	Lecture, Role-Play	Class Participation	CLO 4
18-21	Management Techniques in Counselling: Stress, anger, shame, guilt, grief	Lecture, Group Practice	Counselling Role-Play & Practical Skills	CLO 5
22-23	Teaching Clients Coping Skills in the Action Stage	Lecture, Group Practice	Class Participation	CLO 5
24-25	Self-Reflection and Peer Feedback on Counselling Sessions	Reflective Workshop	Class Participation	CLO 6
26-27	Video Feedback and Analysis of Counselling Skills	Video Review, Group Discussion	Class Participation	CLO 6
28-29	Evaluating Counselling Sessions: Effectiveness and Outcomes	Review, Feedback Session	Class Participation	CLO 6
30	Final Review and Reflection	Review Session	Final Exam	CLO 1, CLO 2, CLO 3, CLO 4, CLO 5, CLO 6

Note. One week of class should consist of at least 2 hours of in-class activities.

Assessment and Evaluation:
1. Assessment Strategy
  1. Class Attendance (5%)
  2. In-course (20%)
  3. Counselling Role-Play & Practical Skills (15%): Evaluation of students鈥� ability to apply micro-skills during role-play, focusing on client interaction and communication.
  4. Final Written Exam (60%)
2. Marks Distribution:
  1. Continuous Assessment: 40% (Participation, In-course, role-play)
  2. Summative Assessment: 60% (Final exam)
Learning Materials:

Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2018). Intentional Interviewing and Counseling: Facilitating Client Development in a Multicultural Society (9th ed.). Cengage Learning.

Egan, G. (2014). The Skilled Helper: A Problem-Management and Opportunity-Development Approach to Helping (10th ed.). Cengage Learning.

Young, M. E. (2017). Learning the Art of Helping: Building Blocks and Techniques (6th ed.). Pearson.

Clara, E. Hill. (2020). Helping Skills: Facilitating Exploration, Insight, and Action, (5th ed.) American Psychological Association.

Rosenberg, M. (2015). Non-Violent Communication (3rd ed.). Puddle Dancer Press.

American Psychological Association (APA). (2017). Ethical Principles for Psychologists and Code of Conducts. https://www.apa.org/ethics/code.

American Counselling Association (ACA). (1995). Code of Ethics and Standard Practice.

American Psychological Association (APA). (2003). Guidelines for Multicultural Education.

Rogers, C. R. (1961). On Becoming a Person: A Therapist鈥檚 View of Psychotherapy.

Nelson-Jones, R. (2014). Practical Counselling and Helping Skills: Text and Activities for the Lifeskills Counselling Model (6th ed.). Sage.

Second Year

CPSY508 | Thesis | 6 Cr. Preview

Course Credit: 6

Course Code: CPSY 508	Course Credit: 6	Course Type: Core course	Contact Hours: NA	Total Marks: 150
Course Title: Thesis
Pre-requisite (If any): B.S. or B. A. (Hon鈥檚) degree in Psychology
Rationale of the Course: This course allows students to conduct independent research within counselling psychology. Students will refine their research skills through a structured yet flexible research process, from topic selection to thesis defense. The course fosters the ability to design and execute a feasible, ethical, and valid research project while enhancing academic writing and scholarly communication. No formal contact hours but student has to get research supervision for a minimum of 20 hours.
Course Objectives:
To develop the ability to conduct independent research in counselling psychology.
To identify and refine a research topic that is relevant and significant to the field.
To conduct a comprehensive literature review of existing research on the chosen topic.
To design a research study that is feasible, ethical, and valid, and collect and analyse data using appropriate methods.
To write and defend a thesis that is well-organised, clear, and persuasive.

Course Learning Outcomes (CLOs) and Mapping with PLOs

CLOs	PLO 1	PLO 2	PLO 3	PLO 4	PLO 5
CLO 1: Demonstrate the ability to conduct independent research in counselling psychology.	鉁�		鉁�
CLO 2: Identify and refine a research topic that is relevant and significant to the field.	鉁�	鉁�			鉁�
CLO 3: Conduct a comprehensive literature review of the existing research on the chosen topic.	鉁�	鉁�
CLO 4: Design a research study that is feasible, ethical, and valid, and collect and analyse data using appropriate methods.		鉁�	鉁�	鉁�
CLO 5: Write and defend a thesis that is well-organised, clear, and persuasive.		鉁�	鉁�	鉁�	鉁�

Course Plan, Content, and Assessment Strategy Mapped with CLOs

Milestones	Content/Focus	Supervision and Guidance	Assessment Regime	Corr. CLOs
Research Topic Selection and Proposal Development	Identify and refine a relevant research topic	Initial meetings with supervisor	Research Proposal Seminar	CLO 2
Literature Review	Conduct a thorough review of existing research related to the topic	Supervised guidance on sources and review structure		CLO 3
Research Design and Methodology	Design a valid and feasible study; consider ethical implications	Feedback on methodology and ethical approval process		CLO 4
Data Collection and Analysis	Collect and analyse data using appropriate methods	Regular supervision to monitor progress and provide feedback	Research Logbook	CLO 4
Thesis Writing	Write a well-structured thesis	Guidance on organisation, academic writing, and clarity		CLO 5
Pre-submission Review	Review and finalise the thesis draft	Feedback during pre-submission supervision	Pre-submission Seminar	CLO 5
Final Thesis Submission and Defence	Submit the final thesis and defend it before a panel	Final thesis evaluation and oral defence	Final Thesis Report	CLO 1, CLO 5

Assessment and Evaluation:
1. Assessment Strategy
  1. Research Proposal Seminar (20%): Students will present their proposed research topic, methodology, and literature review for feedback and approval.
  2. Thesis Defence (15%): A seminar to review and critique the near-final thesis before submission.
  3. Thesis Submission (60%): The written thesis is evaluated for its clarity, depth, and scholarly contribution. The thesis should follow the standard thesis format, including a clear introduction, literature review, methodology, results, discussion, and conclusion.
  4. Research Logbook (5%): Regular updates and reflections on the research process.
2. Marks Distribution:
  1. Continuous Assessment: 40% (Research proposal seminar, pre-submission seminar, research logbook)
  2. Summative Assessment: 60% (Final Thesis)
Learning Materials:

Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). Sage.

Levin, P. (2012). Excellent Dissertations! McGraw-Hill Education.

Bailey, S. (2020). Academic Writing for International Students of Business and Economics. United Kingdom: Routledge.

Wood, C., Percy, C., Giles, D. (2012). Your Psychology Project Handbook. United Kingdom: Pearson Education.

American Psychological Association (2020). Publication Manual of the American Psychological Association (7th ed.).

Silverman, D. (2020). Doing Qualitative Research (5th ed.). Sage.

Pallant, J. (2020). SPSS Survival Manual: A Step-by-Step Guide to Data Analysis Using IBM SPSS.

CPSY509 | Seminar | 2 Cr. Preview

Course Credit: 2

Course Code: CPSY 509	Course Credit: 2	Course Type: Core course	Contact Hours: NA	Total Marks: 50
Course Title: Seminar
Pre-requisite (If any): B.S. or B. A. (Hon鈥檚) degree in Psychology
Rationale of the Course: The Seminar course is designed to engage students in advanced reading and critical analysis of scholarly articles in counselling psychology. This course aims to develop students鈥� skills in academic reading, critical thinking, and scholarly presentations. Students will be required to select relevant peer-reviewed articles, critically review the literature, and present their findings in a seminar format. The course promotes active learning and encourages dialogue on contemporary issues in psychology.
Course Objectives:
To develop the ability to critically read and review scholarly articles in psychology.
To improve students' skills in presenting academic research and engaging in scholarly discussions.
To foster critical thinking and the synthesis of knowledge from diverse research articles.
To cultivate an understanding of current trends, research methods, and theoretical debates in educational and counselling psychology.
To enhance professional presentation and communication skills in an academic setting.

Course Learning Outcomes (CLOs) and Mapping of CLOs with PLOs

CLOs	PLO 1	PLO 2	PLO 3	PLO 4	PLO 5
CLO 1: Critically review scholarly articles and synthesise knowledge.	鉁�
CLO 2: Present research findings and critical analyses in a seminar format.	鉁�	鉁�
CLO 3: Engage in critical discussions on contemporary issues in psychology.		鉁�	鉁�
CLO 4: Demonstrate understanding of current research methods and theoretical debates.			鉁�	鉁�
CLO 5: Enhance professional presentation and communication skills.		鉁�	鉁�		鉁�

Course Plan, Content, and Assessment Strategy Mapped with CLOs

Week	Content	Teaching-Learning Strategy	Assessment Regime	Corr. CLOs
1	Introduction to the Seminar Course	Lecture, Discussion	Class Attendance	CLO 1
2	Selection of Scholarly Articles: How to Choose a Relevant Article	Lecture, Discussion	Participation	CLO 1
3-4	Critical Review Techniques: Understanding Research Methods and Arguments	Lecture, Group Discussion	Participation	CLO 1
5-6	Research Synthesis: Integrating Knowledge from Multiple Sources	Lecture, Case Studies	Skills Practice	CLO 2
7-8	Presentation Techniques: Structuring a Scholarly Presentation	Lecture, Group Activity	Participation	CLO 2
9-11	Critical Discussion: Engaging with Contemporary Research	Group Activity, Role-Play	Participation	CLO 3
12	Reviewing and Responding to Peer Feedback	Group Activity, Discussion	Peer Feedback on Presentations	CLO 3, CLO 4
13-15	Student Presentations III	Seminar Presentation	Seminar Presentation	CLO 2, CLO 5

Assessment and Evaluation
1. Assessment Strategy
  1. Seminar Presentations: 60% (Students present scholarly articles)
  2. Written Review Report: 20% (Submission of critical review reports on selected scholarly articles)
  3. Peer Feedback and Participation: 20% (Active engagement in discussions and providing feedback on peers' presentations)
2. Mark distribution
  1. Continuous Assessment: 40%
  2. Seminar presentation: 60%
Learning Materials

Grewal, A., Kataria, H., & Dhawan, I. (2016). Literature search for research planning and identification of research problem. Indian journal of anaesthesia, 60(9), 635鈥�639.

de Klerk, W., & Pretorius, J. (2019). Guideline for conducting critical reviews in psychology research. Journal of Psychology in Africa, 29(6), 645鈥�649.

Tawfik, G.M., Dila, K.A.S., Mohamed, M.Y.F. et al. A step-by-step guide for conducting a systematic review and meta-analysis with simulation data. Trop Med Health 47, 46 (2019).

Ahn, E., & Kang, H. (2018). Introduction to systematic review and meta-analysis. Korean journal of anesthesiology, 71(2), 103鈥�112. https://doi.org/10.4097/kjae.2018.71.2.103

CPSY512 | Application of Counselling Approaches (Practical) | 4 Cr. Preview

Course Credit: 4

Course Code: CPSY 512	Course Credit: 4	Course Type: Core course	Contact Hours: 60	Total Marks: 100
Course Title: Application of Counselling Approaches (Practical)
Pre-requisite (If any): B.S. or B. A. (Hon鈥檚) degree in Psychology
Rationale of the Course: This course equips students with the practical skills to apply counselling approaches in real-world settings. It covers person-centred/humanistic counselling, transactional analysis (TA), cognitive-behavioural therapies, and Eye Movement Desensitization and Reprocessing (EMDR) for trauma management. Through hands-on practice, role-plays, and supervised counselling sessions, students will learn to tailor therapeutic techniques to client needs, considering ethical and cultural factors, particularly in Bangladesh.
Course Objectives:
To develop proficiency in person-centred/humanistic counselling skills and techniques.
To learn how to apply transactional analysis to resolve client issues.
To understand and apply cognitive-behavioural techniques for common psychological problems like anxiety and depression.
To implement EMDR techniques for trauma management in a culturally sensitive manner.
To critically assess and adapt therapeutic approaches to meet client needs in Bangladesh, focusing on ethical and cultural factors.
To foster self-reflection and continuous growth as a counsellor through supervised practice and feedback.

Course Learning Outcomes (CLOs) and Mapping with PLOs

CLOs	PLO 1	PLO 2	PLO 3	PLO 4	PLO 5
CLO 1: Demonstrate proficiency in person-centred/humanistic counselling skills and techniques.	鉁�		鉁�
CLO 2: Apply transactional analysis effectively to understand and resolve client issues.	鉁�	鉁�	鉁�
CLO 3: Utilise cognitive-behavioural techniques in treating common psychological problems like anxiety and depression.		鉁�	鉁�	鉁�
CLO 4: Implement EMDR techniques for trauma management in a culturally sensitive manner.		鉁�	鉁�	鉁�
CLO 5: Critically assess and adapt therapeutic approaches to meet the needs of clients in Bangladesh, with attention to ethical and cultural factors.	鉁�	鉁�		鉁�	鉁�
CLO 6: Reflect on their own development as a counsellor through supervised practice and feedback.	鉁�		鉁�	鉁�

Course Plan, Content, and Assessment Strategy Mapped with CLOs

Week	Content	Teaching-Learning Strategy	Assessment Regime	Corr. CLOs
1-2	Introduction to Counselling Approaches and Ethics	Lecture, Discussion	Class Attendance	CLO 5
3-4	Humanistic Counselling: Core Skills and Techniques	Lecture, Case Studies	Class Participation	CLO 1
5-6	Application of humanistic counselling in real world	Role-Play, Feedback	Workshop Participation and Skills Practice	CLO 1
7-8	Transactional Analysis: Core skills and techniques	Lecture, Case Studies	Class Participation	CLO 2
9-10	Applying Transactional Analysis in Real-World Scenarios	Role-Play, Group Work	Role-Play/Peer Group Conduction	CLO 2
11-12	Cognitive and Behavioural Therapies: Core skills and techniques	Lecture, Case Studies	Class Participation	CLO 3
13-14	Application of Cognitive and Behavioural therapies for Anxiety and Depression	Role-Play, Group Work	Class Participation	CLO 3
15-16	Introduction to Psychotraumatology	Lecture, Case Studies	Class Participation	CLO 4
17-18	Application of Trauma Therapy: EMDR Stabilization techniques with Cultural Sensitivity	Role-Play, Feedback	Class Participation	CLO 4
19-20	Adapting Counselling Approaches for Diverse Populations	Workshop, Group Discussion	Case Presentation	CLO 5
21-22	Real Counselling Session: Humanistic Approaches	Supervised Counselling Session	Conduction	CLO 1, CLO 6
23-26	Real Counselling Session: Application of Cognitive and Behavioural therapies	Supervised Counselling Session	Conduction Continues	CLO 3, CLO 6
27-28	Reflecting on Counselling Approaches and Effectiveness	Reflective Group Discussion	Case Report	CLO 6
29-30	Review and Reflection on Skills and Client Outcomes	Review Session, Peer Feedback	Class Participation	CLO 6

Note. One week of class should consist of at least 2 hours of in-class activities.

Assessment and Evaluation:
1. Assessment Strategy
  1. Case Presentation (20%): Students will present an analysis of a counselling case, focusing on the applied therapeutic approach, client issues, and interventions used. This will also include cultural and ethical evaluations.
  2. Role-Play/Peer Group Conduction (10%): Students will engage in role-play sessions, simulating real-world counselling scenarios using the learned approaches.
  3. Workshop Participation and Skills Practice (10%): Active participation during workshops and skills practice sessions, involving role-plays and peer feedback.
  4. Counselling Session Conduction (40%): Students will conduct real counselling sessions under supervision, demonstrating proficiency in different counselling approaches.
  5. Case Report (20%): Students will submit a detailed written report of 10 cases and summary of all cases by analysing counselling sessions they conducted, focusing on interventions, client outcomes, and areas for improvement.
2. Marks Distribution:
  1. Continuous Assessment: 40% (Case presentation, role-play, workshop participation)
  2. Summative Assessment: 60% (Conduction and case report)
Learning Materials:

Rogers, C. R. (1961). On Becoming a Person: A Therapist鈥檚 View of Psychotherapy. Houghton Mifflin Harcourt.

Lapworth, P., Sills, C. (2011). An Introduction to Transactional Analysis: Helping People Change. United Kingdom: SAGE Publications.

Berne, E. (2016). Games People Play: The Psychology of Human Relationships. Penguin Books.

Beck, J. S. (2020). Cognitive Behaviour Therapy: Basics and Beyond. United Kingdom: Guilford Publications.

Beck, A. T. (2011). Cognitive Therapy of Depression. Guilford Press.

Shapiro, F. (2018). Eye Movement Desensitization and Reprocessing (EMDR) Therapy: Basic Principles, Protocols, and Procedures (3rd ed.). Guilford Press.

Corey, G. (2015). Theory and Practice of Counselling and Psychotherapy (10th ed.). Cengage Learning.

Ivey, A. E., & Ivey, M. B. (2017). Intentional Interviewing and Counselling: Facilitating Client Development in a Multicultural Society (9th ed.).

CPSY513 | Internship (Practicum) | 4 Cr. Preview

Course Credit: 4

Course Code: CPSY 513	Course Credit: 4	Course Type: Core course	Contact Hours: NA	Total Marks: 100
Course Title: Internship (Practicum)
Pre-requisite (If any): B.S. or B. A. (Hon鈥檚) degree in Psychology
Rationale of the Course: The internship course provides students with hands-on experience in professional counselling settings. It enables them to apply their theoretical knowledge and counselling techniques in real-world scenarios. Over the course of four months, students will engage with clients under the supervision of experienced professionals. They will develop critical skills such as case management, therapeutic interventions, and ethical conduct, while also reflecting on their personal growth and clinical practice. This course requires 200 hours of direct client contact, 50 hours of supervised practice, and 350 non-contact hours (workshop, seminar, training, conference, etc.).
Course Objectives:
To gain professional experience by delivering counselling services under supervision in real-world settings.
To develop and apply core counselling skills, including active listening, case management, and therapeutic interventions.
To cultivate ethical and professional conduct, adhering to standards of practice in counselling psychology.
To engage in reflective supervision to enhance clinical practice and personal growth.
To produce thorough documentation of learning and clinical experiences, demonstrating critical analysis of cases and counselling approaches.

Course Learning Outcomes (CLOs) and Mapping with PLOs

CLOs	PLO 1	PLO 2	PLO 3	PLO 4	PLO 5
CLO 1: Apply theoretical counselling approaches effectively in client sessions and real-world practice.	鉁�		鉁�
CLO 2: Reflect critically on their counselling practice through supervision and process accounts.		鉁�	鉁�	鉁�
CLO 3: Document and maintain comprehensive records of their clinical work, including case notes and a clinical logbook.	鉁�	鉁�
CLO 4: Demonstrate professional growth by producing a detailed internship report, integrating theory, practice, and self-reflection.	鉁�	鉁�	鉁�	鉁�
CLO 5: Uphold ethical and professional standards throughout the internship, maintaining appropriate conduct with clients and colleagues.		鉁�	鉁�	鉁�	鉁�

Course Plan, Content, and Assessment Strategy Mapped with CLOs

Phase	Content/Focus	Supervision and Guidance	Assessment Regime	Corr. CLOs
Phase 1: Orientation and Placement	Familiarisation with the counselling setting, introduction to internship tasks	Initial meetings with supervisors	Internship Attendance	CLO 1, CLO 5
Phase 2: Initial Client Contact and Case Management	Developing core counselling skills (active listening, case management)	Weekly supervision sessions for feedback	Supervision (Reflective Discussions and Feedback)	CLO 1, CLO 2, CLO 5
Phase 3: Therapeutic Interventions	Applying therapeutic techniques from various counselling approaches	Supervised practice, role-play, case discussions	Process Account	CLO 1, CLO 2
Phase 4: Documentation and Case Analysis	Maintaining case notes, clinical logbook, and reflective entries	Regular documentation review by supervisors	Clinical Logbook	CLO 3
Phase 5: Reflective Supervision and Professional Development	Reflecting on personal growth and clinical effectiveness through supervision	Ongoing feedback and self-reflection		CLO 4
Phase 6: Internship Report Writing and Final Reflection	Writing the internship report, integrating theory and practice	Feedback on the report structure, content, and analysis	Internship Report	CLO 4, CLO 5

Assessment and Evaluation:
1. Assessment Strategy
  1. Internship Placement Attendance (10%): Students鈥� consistent participation and engagement in their assigned internship placements will be tracked and evaluated.
  2. Supervision (Reflective Discussions and Feedback) (20%): Students will engage in reflective discussions with supervisors to review their counselling practice and progress.
  3. Process Account (10%): Students will submit detailed process accounts of selected counselling sessions, analysing the counselling approach, interventions, and outcomes.
  4. Clinical Logbook (10%): Students will maintain a clinical logbook, documenting all client contacts, sessions, and reflections on their counselling practice.
  5. Internship Report (40%): A comprehensive report that includes a reflection on the overall internship experience, theoretical applications, and self-assessment.
2. Marks Distribution:
  1. Continuous Assessment: 60% (Placement attendance, supervision feedback, process account, clinical logbook)
  2. Summative Assessment: 40% (Internship report)
Learning Materials:

McLeod, J. (2013). An Introduction to Counselling (5th ed.). Open University Press.

Corey, G. (2015). Theory and Practice of Counseling and Psychotherapy (10th ed.). Cengage Learning.

American Psychological Association (2010). Ethical Principles of Psychologists and Code of Conduct.

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2016). Clinical Interviewing (6th ed.). Wiley.

CPSY514 | Viva (Oral Examination) | 2 Cr. Preview

List of Syllabus

(Year:2023-2024)

Course Code: CPSY 514	Course Credit: 2	Course Type: Core course	Contact Hours: NA	Total Marks: 50
Course Title: Viva (Oral Examination)
Pre-requisite (If any): B.S. or B. A. (Hon鈥檚) degree in Psychology
Rationale of the Course: The Viva (Oral Examination) is a final assessment conducted at the end of the MS in Counselling Psychology programme. This oral examination evaluates students鈥� comprehensive understanding of counselling theories, techniques, and approaches. It also assesses their critical thinking, ethical judgment, and ability to synthesise knowledge acquired during the programme. The focus is on practical applications, ethical considerations, and professional growth.
Course Objectives:
To evaluate the student鈥檚 mastery of counselling theories, approaches, and techniques.
To assess the student鈥檚 ability to apply theoretical knowledge to practical, real-world scenarios.
To judge the student鈥檚 comprehension of ethical and professional standards in counselling practice.
To examine the student鈥檚 reflective understanding of their growth as a counselling professional.
To assess the ability to articulate informed opinions, respond to critical questions, and demonstrate sound judgment.

91精品

Graduate Program

Master of Science in Counselling Psychology

Faculty

Duration

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Programme Learning Outcomes (PLOs)

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