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1. General Information 1-3

1.1 Jamia Millia Islamia
1.2 Arjun Singh Centre for Distance & Open Learning
1.3 Introduction of the Programme
1.4 Objectives of the Programme
1.5 Target Population
1.6 Duration
1.7 Programme Fee
1.8 Eligibility
1.9 Medium of Instruction

2. Course Structure 3-4

2.1 Courses Description
2.2 Project Work
2.3 Details of Project Activities
2.4 Workshop

3. Instructional System 5-7

3.1 Print Material
3.2 Audio and Video Programmes
3.3 Counselling Sessions
3.4 Assignments
3.5 How to send the completed Assignment’s - Responses

4. Evaluation Scheme 8-11

4.1 Term-end (Annual) Examination
4.1.1 Examination date sheet
4.1.2 Examination Form
4.1.3 Examination Centre
4.1.4 Internal and External Evaluation
4.2 Regulations Relating to Evaluation
4.2.1 Declaration of Result
4.2.2 Re-totaling of Marks
4.2.3 Re-Evaluation of Answer Scripts
4.2.4 Improvement of Result
4.2.5 Corrections in Marksheet
4.2.6 Distribution of Marksheet

5. General Instructions 11

6. Instructions for Filling up the Examination Form 12

7. Appendix I & II 14-20

Dear Student,

We welcome you to our academic programme, Post Graduate Diploma in Guidance and
Counselling (PGDGC) through Distance Mode. The course aims to train personnel as counsellors
or teacher counsellors to guide and counsel students in school and other related settings.
Since the need for qualified counsellors has been felt acutely in India in recent times as growing
competitions in day to day life, hassle at work place, requirements of family life, social
complexities etc. have given birth to various physiological as well as psychological problems.
Distinct kinds of mental and physical problems are found in different segments of society. Day to
day life problems, social tensions have made lives more difficult and miserable. Different
psychosocial, socio-economic and emotional problems prevailing in the society and related issues
need to be tackled with technical expertise. Problem of adjustment, mental disturbances like
depression, over anxiety etc. are prominent among the masses having wider spectrum require
urgent intervention, which not only necessitate emotional and social support but amicable
management to resolve them permanently. Tensions and pressure of life are not confined to
working people and professionals only but have also percolated down to school going children,
household wives and many others. Students in schools suffer from behavioural and adjustment
problems besides learning disorders. Like wise the needs of physically disabled persons, as well as
of those afflicted with debilitating diseases and the victims of trauma, sufferers of terrorism etc. are
the instances of special populations for whom trained and qualified counselors are badly needed.
The remedial answer to such problems lies in the field of counselling psychology which is not only
an important branch of psychology but, in fact, deals with the application of psychological
principles as well as therapeutic techniques in combination. It adopts a reflective approach
combining understanding both from formal psychological enquiry as well as from the interpersonal
relationship between the counsellor and client. Guidance and counselling is considered an integral
part of total educational process as it helps in achieving educational objectives for overall
development of children and youth. Guidance and Counselling services in schools have gained
significance as these aims at total development of the individual in all aspects of life, i.e.
intellectual, personal-social, educational and career. Guidance and Counselling, both as an
approach and as a service can only be followed and practiced by personnel adequately trained in its
theory and practice.
This Post Graduate Diploma in Guidance and counselling (PGDGC) through distance mode
is different from the full time /formal programmes. Here the teaching and learning takes place
through the instructional (print) material at the programme centre allotted to you. Besides this,
counselling sessions and practical work/activites are also organized to facilitate the development of
skills that would help manage effectively the teaching learning process. In addition to this, you will
have to submit your assignments at your specified programme centre. Feedback on assignments
will also be provided to you. The information provided in this booklet will help you to organize and
systematize your study related to various components of the programme.
We hope you will find the programme interesting and useful. We also wish you success in
completing the course and hope that you are able to use the knowledge & skill developed through
this programme at your workplace.

With best wishes

Prof. Mohammad Miyan
Hony. Director
Arjun Singh Centre for Distance and Open Learning
Jamia Millia Islamia, New Delhi - 110025


1.1 Jamia Millia Islamia

Jamia Millia Islamia was founded at Aligarh in 1920 during the Khilafat and Non - Cooperation
Movement in response to Gandhiji's call to boycott government supported educational institutions.
Among those who enthusiastically responded to this call were Shaikhul Hind Maulana Mahmudul
Hasan, Maulana Mohammed Ali, Hakim Ajmal Khan, Dr. Mukhtar Ahmad Ansari and Abdul
Majeed Khwaja. These eminent personalities, along with some others, founded the Jamia Millia
Islamia. They nurtured it through the changing vicissitudes of history at great personal risk and

The Jamia moved from Aligarh to Delhi in 1925. Since then, it has been continuously growing,
always refurbishing its methods, and branching out from time to time to meet new needs. True to
the ideals of its founders, it has, over the years, tried to integrate the physical and mental
development of its students.

The Jamia was made a Central University by an Act of Parliament on 26 th December, 1988 vide
Jamia Millia Islamia Act 1988 (No: 59) The Degrees / Diplomas / Certificates awarded by Jamia
Millia Islamia, are recognized by all the members of the Association of Indian Universities (AIU)
and are at par with Degrees / Diplomas and Certificates of all the Indian Universities, Deemed
Universities and other Institutions.

Jamia reflects the original concern of its founders, which was to encourage the indigenous roots of
education. It has cherished and has continued to encourage a critical appreciation of the country’s
history and culture and also the history of Islam with its rich cultural and intellectual traditions. It
seeks to foster a national and cosmopolitan perspective in its academic programmes as well as in
co-curricular activities.

The objectives of Jamia are to disseminate advanced knowledge and provide instruction, research
and extension facilities in various branches of learning. The University endeavors to provide the
students and teachers with the necessary atmosphere and facilities for the promotion of studies in
various disciplines from Nursery to Ph.D. level, innovations in education leading to restructuring of
courses, new methods of teaching and learning and integrated development of personality and
national integration, secularism and international understanding.

Today, Jamia Millia Islamia is one of the most prominent and promising Central University of the
country. The academic programmes of the university leading to higher education, degrees,
diplomas and certificates are offered through 8 Faculties, 25 Centres and Institutes and school
sections (Nursery to Senior Secondary level).

1.2 Arjun Singh Centre for Distance & Open Learning

Jamia Millia Islamia with the assistance of Distance Education Council (DEC) had established the
Centre for Distance & Open Learning (CDOL) on 6th September 2002 (now named as Arjun Singh
Centre for Distance and Open Learning-ASCDOL), with the aim to join the open learning system
in providing opportunities for higher education to those who otherwise are not able to draw benefit
from the conventional system. The Jamia Millia Islamia, being a Central University, has national
The open learning system allows a learner to determine his pace of learning and provides education
at the doorstep of the learner. The features of distance mode programmes of the Arjun Singh Centre
for Distance & Open Learning are:

(a) The students have flexibility of choosing the teaching subjects as well as special courses from
a wide range of disciplines.
(b) The mode of transaction is through Self-Learning Print Material, supplemented by
Audio/Visual Programmes.
(c) The students can access material through internet and various other media.
(d) The students are free to choose their programme centres / study centres according to their
own space and convenience.
(e) The Counselling Sessions / Contact Programmes, Workshops, Audio / Visual Aids and
Practical Experience to the students are provided through the programme centres.

1.3 Introduction of the Programme

The Post Graduate Diploma in Guidance and Counselling (Distance Mode) programme is offered
by the Arjun Singh Centre for Distance and Open Learning, Jamia Millia Islamia, New Delhi
through distance mode. The programme aims to counsel and guide the young generation for
defining their career path ahead. It also help to develop understanding and competencies
required to counsel students especially in their adolescence. The programme is of special
relevance to school teachers, counsellors, NGO workers, and parents etc. to make the
individuals aware of his /her inherent potential, interests, talent and capabilities. Different
kinds of problems are prevailing in the society and these have also percolated down to
children. The answer to such problems lies in the fields of counselling psychology which is not
only an important branch of Psychology but, infact, deal with the application of psychological
principles as well as therapeutic techniques in combination.
In order to help students particularly at the adolescent stage, a well planned guidance oriented
programme organized by trained guidance personnel could become immensely useful in the
education of students as it may help them explore and develop their abilities , interests and overall
personality and take decisions and adjustments whenever required.

1.4 Objectives of the Programme

The programme aims to achieve the following objectives:
• To assess and diagnose the nature and intensity of day to day problems of the masses.
• To enable them to integrate psychological principles and therapeutic techniques as required
during the Counselling Process.
• To develop the skills to establish congenial “on relationship” with the client/sufferers.
• To enable them to relate the circumstantial, environmental, social/organizational factors with
ongoing problems.
• Have an understanding of and capacity to engage with issues relating to wider organizational
& social contexts.
• To enable them to recognize the effectiveness of different practicing techniques in sorting out
the ongoing problems.

1.5 Target Population

The target population is the in-service teachers, untrained guidance personnel, persons who wish to
be counsellors.
This Programme will ensure the professional improvement and career advancement of the teachers
and others working in the area of counselling by not only developing skills to establish congenial
“on relationship” with the client/sufferers but also by developing their skills and competencies in
assessing and diagnosing the nature and intensity of day to day problems of the masses. The
programme is of special relevance to school teachers, counsellors, NGO workers, Parents etc. to
make the individuals aware of his /her inherent potential, interest, talent and capabilities.

1.6 Duration
Keeping in view the number of courses to be covered and the operational feasibility related to the
organization of practical experiences, the minimum period required to complete the programme is 1
year. However, the maximum period for completion of Post Graduate Diploma in Guidance and
Counselling programme will be 4 years.

1.7 Programme Fees

• The programme fee is Rs. 15,000/- per annum. The fees is payable in advance each
year, on or before the date fixed by the University. The fee structure has already been
published in the prospectus.
• No refund of fees is allowed in any case.
• After 1 year a student can still take the examination to clear the remaining/
uncleared paper (s) by paying a fee of Rs. 250/- per course and Rs. 200 per course
assignment separately (within the maximum period of 4 years).
• A student who does not appear in any component of this programme (Theory,
Practical, and Assignments) in the minimum duration required to complete the
Programme then he/she will have to seek re-registration into this programme by
paying re-registration fees of Rs. 5250/-.

1.8 Eligibility
Bachelor’s degree with not less than 50% marks OR Bachelor’s degree with not less than 45%
marks and at least 50% marks in Master’s degree Examination.

1.9 Medium of Instruction

The Self-Learning Material is available in English only. However, a student can write the
examination and assignments in Hindi, English, or Urdu. The medium of counselling is
Hindi/English .


2.1 Course Description

The Post Graduate Diploma in Guidance and Counselling programme consists of five theory
courses and one project work. The following are the details of the courses:

Course No. Course Code Course Title Marks

1. GC-I Psychological basis of Guidance 100
and Counselling
2. GC-II Essentials of Guidance And 100
3. GC-III Mental Health and Adjustment 100
4. GC-IV Career Development 100
5. GC-V Assessment and Appraisal in 100
Guidance and Counselling
6. GC-VI Project Work 200
Total 700
Note: The detailed course structure of PGDGC (Distance Mode) Programme is given in

2.2 Project Work (200 Marks)

This course involves an exposure to real life situation in schools or guidance agencies under
partial supervision. The experience of working with partial independence in school routine
enables them to put into practice the ideas, theories, skills and competencies acquired
during training. The students will be required to organize guidance and counselling
activities in the school or other organization so as to acquire the insight and skills to handle
the concerns of children and young and to help them in making choice and decisions
leading to their healthy growth and development. The plans and reports of these activities
will then be compiled as a Project File and submitted to the Programme centre for
evaluation. The student will be assigned a guide supervisor who will be a teacher or
guidance personnel from the school or organization in which the student is placed for the
project work.

2.3 Details of Activities for which Reports are to be Submitted

A student will have to select four activities for project work worth 200 marks from the ones
given below. The activity 1st and 2nd are compulsory while the student may opt for any two
from the rest. A brief outline of the project work activities is given below. Choose the
activities keeping in view your area of interest.

S. No Name of the Activity Marks

Compulsory Activities
1. Planning/Preparing Guidance Programme for 50
2. Identification and Discussion of Counselling 50
Optional Activities
3. Peer Counselling 50
4. Career Talk 50
5. Individual Tests(Two, One each for aptitude 50
and interest)
6. Group Discussion 50
Total of four activities 200
Note: The details of activities of 200 marks to be selected are given in the APPENDIX - II

2.4 Workshop
A 5-days workshop is a part of the PGDGC (Distance Mode) Programme. Every student is required
to attend this workshop. The aim of organizing this workshop is to help the students understand and
undertake the Project Work in an organized and systematic manner, enabling them to learn more
and participate in the Project Work activities with greater insight and command. The entire
workshop will be divided into 4 sessions. Each session will cover one practical activity. The
Programme Incharge and the academic counsellor (s) will conduct the workshop. Some sessions
will have group participation & group discussions while some activities will be carried out
individually. The session will be interactive where the students will share their observations and
experiences with the fellow students and the facilitator.
Day Session I Session II Session III Session IV
1 Overview of the workshop Significance of Introduction to the Planning,
& its importance Guidance and various project organizing and
Counselling work activities implementing the
Programme in activities in
today’s world. general
2 Planning/Preparing Guidance Programme for Peer Counselling
3 Group Discussion Identification & Discussion of
Counselling Cases
4 Individual Tests Career Talk
5 Selection of Activities and Preparing the Report Group Discussion & Valedictory
Note: Each session will be of one and a half hour duration.


The Post Graduate Diploma in Guidance and Counselling (PGDGC) includes the multi-media
approach i.e., Self-learning Print Material, Counselling Sessions, Assignments and Project Work
Activities. The project work activities will be carried out in the schools or guidance agencies under
partial supervision while the counselling session will be held at the programme centres.
3.1 Print Material
The print materials are the self-learning materials for both theory and project work of the
programme. The theory courses are supplied to the students in the form of Blocks. Each
block contains 2-4 units. Each course has its own code number.
3.2 Audio and Video Programmes
The Audio and Video programmes are meant for further clarification and enhancement of
understanding. These are used during counselling and workshop sessions at programme

3.3 Counselling Sessions

Generally the counselling sessions will be held at the programme centres on weekends or at
the time appointed by the Study/Programme Centres, within the general schedule of the
programme. The Coordinator/Programme Incharge at the programme center will decide on
the coverage of these sessions. The Programme Centre Coordinator/Programme Incharge
will also provide the counselling schedule. The counselling sessions will include
clarifications required in the print-material and the solution of problems through active
interaction with students.
The counselling sessions are organized for all the theory courses. The counselling time for
each theory course will consist of 16 hours (8 sessions of 2 hours each). Thus each
student will attend 80 hours of contact counselling sessions for all the five theory
courses. The schedule of the sessions will be flexible and will concentrate on more relevant
and important issues or topics. The students will be provided with a copy of schedule in
advance so that they come prepared for discussions during counselling sessions. Attending
the counselling sessions is optional but is always in the interest of learners to attend these
3.4 Assignments
Assignments are an integral and compulsory component of the instructional system. About
30% of the marks are allotted to the assignments in each theory course. There are two
assignments in each course. Each assignment is of 15 marks for theory courses of 100
marks. It is expected that the two assignments in each course (i.e.10 assignments for five
theory courses) should be submitted to the Programme Incharge after the counselling of a
particular course is over.

Whenever you receive a set of material and assignments, check them immediately and ask
for missing pages/books/assignments, if any, and contact the coordinator of your
Programme Centre. The assignments are designed in such a way as to help you concentrate
mainly on the printed course material. However if you have easy access to other books, you
may make use of them. The assignments will be returned to you by the
evaluators/counsellors with their comments and marks. The comments will guide you in
your study and help you in improving your performance. The assignments will be changed
every year, so that any candidate submitting previous years’ assignments does not give a
copied version of a successful student’s assignments.

All the assignments related to the course / courses you are going to appear in the Term-end-
examination must be submitted by the prescribed date in accordance with the Academic
Calendar, which will be provided to you by your Programme Centre. The Arjun Singh
Centre for Distance and Open Learning / Coordinator of the Programme Centre has
the right not to accept the assignments submitted after the due date. You are therefore
advised to submit the assignments before or on the due date. Late fees of Rs. 50/- per
Assignment up to maximum period of 4 weeks from the last date will be charged on
not submitting the assignment on the due date.
For your own record, retain a copy of all the assignment responses, which you submit to the
coordinator and also maintain an account of the corrected assignment responses received by
you after the evaluation. If you do not get passing marks in any assignment, you have to
submit it again. However, once you get the pass marks in an assignment, you cannot re-
submit it for improvement of marks. Assignments are not subject to re-evaluation except for
factual errors, if any committed by the evaluator. The discrepancy noticed by you in the
evaluated assignments should be brought to the notice of the Coordinator of the Programme
Centre so that the required correction can be made.
Important points to note:
The following points should be kept in mind while preparing the assignments:
• Write your Roll Number correctly and don’t overwrite particularly while you write your
Roll Number, Name and Assignment Number.
• Make the answer concise and systematic. Always try to avoid irrelevant details and focus on
the question and its various aspects.
• Take care of the word limit wherever specified in the assignments. At the same time make
the descriptions adequate and not too short. The word limit is set to sharpen the focus of the
response and not to restrict your expression.
• You have to write your answers in your own handwriting. If you feel that your handwriting
is not legible, you may send typed responses but not printed or computerized.
• Orientation to the assignments will be provided in the counselling sessions. You have to
submit the assignment-responses to the Programme Centre you are attached to on or before
the last date of submission mentioned in the Academic Calendar provided by the
Programme Incharge.
• Before you write to us to answer your queries, do read this Programme Guide carefully. We
may already have answered your query/queries. Do follow our instructions carefully.
• Do not enclose letter about your doubts for clarification, if any, along with the responses.
Send them separately giving your roll number, name and address, the title of the course, the
number of the unit or the assignment. In case you want to draw our attention to something
of urgent/important nature, send it in a separate envelope.
• Do not get admitted to more than one Programme of the University simultaneously. The
University Regulations do not allow it.

• Once you get pass marks in an Assignment you can not re-submit or do that for
improvement of marks.
• If you could not submit your assignment responses of any year or failed in this component
and you wish to attempt this component in the next year then you must take up the
assignments of that year.
• You should obtain a receipt while submitting the assignments.


1. Prepare a cover page for your assignment response. Write the course title, course code
(capital letters) and the assignment number (I / II) at the top left hand corner of the
cover page.
2. Write your roll number, name and full address and date at the top right hand corner of
the first page of your assignment-response (s).

Post Graduate Diploma in Guidance and Counselling (Distance Mode) programme

Course Title………………………………Roll No……………………………..……. ………..

Course Code…………………………… Name…………………………….…………….……

Father’s Name….……...………………………………
Assignment No. I II Address & Phone Number……………..……………...
Total No. of Assignment(s)…………… ………………………………………..……………….

(Please follow the format strictly. If you do not write your Roll Number and name, your
assignment-responses are likely to be lost)
3. The assignment-response should be complete in all respects. Incomplete responses will
bring you poor marks. Do not send responses piece-meal, as they may never be put together
in our offices.
4. Use only foolscap size paper for your responses. Use ordinary writing paper and not the
very thin variety.
5. Leave sufficient margin on the left hand side of the paper and at least four lines in between
each answer in an assignment-response. This will enable the resource person evaluating the
response to write the useful comments at appropriate places.
6. Make sure you answer the questions on the basis of the Units sent to you.
7. Please keep a copy of the assignment-responses that you send to us. You may need this in
case you have to resubmit it in a situation when it may have been lost in postal transit.
8. Remember that any two or more answers to a particular assignment, if found to be identical
or very similar, will either be returned unmarked or awarded very low marks. It is entirely
the discretion of the evaluator to ask you to re-do the assignment or give very low marks in
such cases.

(Office Use only)

Received Assignments (I / II) of PGDGC (Distance Mode) …………..from Mr./Ms……………….
…... Roll No…………………………on …………………...
(Dealing Assistant)


4.1 Term-End (Annual) Examination

As mentioned earlier the Term-end examination is a major component of the evaluation system.
The term-end examination carries about 70% weightage in each theory paper in the final result.
You must fill in your Term-End Examination Form and send it before the last date mentioned in the
Academic Calendar.

The University conducts term-end examinations once a year for which the fees is included in the
yearly fees and is charged at the time of admission. You should take the examination of Post
Graduate Diploma in Guidance and Counselling at the end of the academic year. The examination
will be held at respective Programme Centres. In case you have not been able to appear in the
examination in some papers during the term-end examination you can do so in the subsequent term-
end examinations upto a maximum duration of 4 years. A separate fee of Rs. 200/- per theory paper
will be charged for appearing in the examination of the left over / carried over papers.

4.1.1 Examination date sheet

Examination date sheet (schedule which indicates the date and time of examination) are sent to all
the programme centres approximately one month in advance.

4.1.2 Examination Form

It is a prerequisite to submit the examination form for taking an examination in any course. The
forms pertaining to term-end examination, student record and Admit Card are provided with the
Programme Guide.

The filled-in examination form (along with appropriate fee if applicable) is to be submitted to “The
Hony. Director, Arjun Singh Centre For Distance And Open Learning, Jamia Millia Islamia,
New Delhi 110025”. Write ‘Examination Form’ at the top of the envelope. You are advised to
submit the Examination form before or on the due date. Late submission of Examination
form will be charged Rs. 200/- up to 4 weeks and Rs. 500/- beyond 4 weeks from the last date
of submission.

After receiving the examination form from you, the Admit Card will be sent 15 days before the
commencement of examination. If you do not receive the intimation slip before the commencement
of examination, you may contact your Programme Centre. Even if you have not received intimation
slip or misplaced the intimation slip, you can take the examination by showing the proof of sending
your examination form and your identity card to the examination centre superintendent. You are
advised to carefully write your Enrollment Number and Roll Number on the Answer Script. Any
mistake in writing the Roll Number will result in non-declaration of your result.

4.1.3 Examination Centre

Your Programme Centre is your Examination Centre. It should be noted that the term end
examination, workshops, counselling and submission of assignments etc will be carried out at
your Programme Centre only.

While submitting your examination form for the Term End Examination, it is your duty to check
whether you are registered for the course and whether you are eligible to appear for the term-end
examinations and have deposited the required fee or not. If you neglect this and take the
examination without being eligible for it or without depositing the required fees, your results will
be cancelled.

Programme Centre is the contact point for you. The Arjun Singh Centre for Distance and Open
Learning cannot send communications to all the students individually. All the important
communications are sent to the coordinator of your programme centre. The coordinator will display
copies of such important circulars/notifications on the notice board of the programme centre so as
to get the latest information about assignments, submission of examination forms, date sheet, list of
students admitted to a particular course, declaration of result etc. While communicating with the
Arjun Singh Centre for Distance & Open Learning regarding examinations etc, please write
your Roll Number, complete address and telephone number clearly. In the absence of such
details, your problems may not receive due attention.

4.1.4 Internal and External Evaluation

The examination of Post Graduate Diploma in Guidance and Counselling (Distance Mode)
programme shall comprise of five Theory papers and one Project work.
Theory papers : 500 marks
Project Work : 200 marks
Total : 700 Marks
(a) Theory Papers
• The total marks allotted to five theory papers shall be 500 marks. Each Theory
paper will be of 100 marks.
• About 30% of the total marks in each of the theory papers shall be allotted to
assignments (internal evaluation) while approx 70% of the marks in each theory
paper will be allotted to Term-end Examination (external evaluation).

(b) Project Work

The total marks allotted to the project work shall be 200. The project work Activities shall
be evaluated internally.

4.2 Regulations Relating to Evaluation

4.2.1 Declaration of Result
(a) To pass the PGDGC (Distance Mode) examination a candidate must obtain:
(i) At least 35% marks in each component of theory papers (mentioned above), i.e.
in assignments and Term-end (Annual) Examination separately.
(ii) An aggregate of at least 40% marks, based on all theory papers; and
(iii)At least 40% marks in Practical work separately.
(b) If a student fails to qualify any component of the PGDGC (Distance Mode)
programme he/she will have to repeat the same component during the subsequent
years, upto the maximum duration of 4years from the date of registration.
(c) Division shall be awarded on the basis of the marks obtained as given below:
(i) First Division to those who obtain 60% marks or more
(ii) Second Division to those who obtain less than 60% but not less than 50% marks.
(iii) Third Division to those who obtain less than 50% but not less than 40% marks.
(iv) A candidate shall be awarded a distinction in Theory and Practical Work if
he/she obtains 75% marks or more.

Grace Marks
Maximum of (3) grace marks shall be given only to those students who by obtaining them
are able to either pass the examination or improve to get a division. Only minimum grace
marks as required shall be awarded. The grace marks awarded shall be counted in Grand

4.2.2 Re-totaling of Marks

(a) The marks of a student can be re-totaled provided that a duly filled application form is
received from the student on payment of prescribed fee per paper/ course (forms are
available at the Examination Branch, Jamia Millia Islamia and your study centre) with
original statement of marks.
(b) No application for re-totaling shall be entertained unless it is made within 30 days after
the declaration of the result.

4.2.3 Re-Evaluation of Answer Scripts

(a) Application form for re-evaluation (available at Centre for Distance and Open
Learning, Jamia Millia Islamia and your programme centre) should be accompanied
by the Original Statement of Marks issued to the candidate within 30 days from the
date of declaration of result.
(b) Re-evaluation shall not be permitted in the Assignment, Practice teaching and
Practical Work & workshop if any. Re-evaluation is applicable to the current
year’s Term-End Examination only
(c) The candidates applying for re-evaluation shall be required to pay the prescribed fee
(Rs. 150/-) per paper/course by Demand Draft in favour of “Jamia Millia Islamia”
payable at New Delhi.
(d) If the awarded marks of the re-evaluator varies from the original award to more than
+ 20% of the marks secured earlier, the answer scripts shall be sent to the second re-
evaluator (third examiner).
(e) The average of the marks awarded by the second and third examiners shall be final.
(f) Answer Scripts of those examinees who appeared for improvement of division or
percentage of marks shall be final and shall not be re-evaluated.
(g) Application form for re-evaluation of Answer Scripts shall be accepted for the term-
end annual examination only.
(h) Re-evaluation of scripts will not be allowed in more than one third of the written
papers of an annual examination.
(i) The original statement of marks issued to the candidate shall accompany each
application for re-evaluation.
(j) Merit list, declared in the results of the respective examination, shall not be
prejudiced owing to re-evaluation of scripts.

(k) If there will be any change in the result of the examination due to re-evaluation of
answer scripts, no examinee can complain in the court of law, nor any action can be
initiated against the examiner concerned.
(l) If the award of the re-evaluator (second examiner) varies from the original award upto
and including + 5% of the maximum marks secured earlier, the original award shall
NOTE: Application forms for re-totaling and re-evaluation of marks provided with this programme
guide and also available with your Programme Centre as well as Arjun Singh Centre for
Distance and Open Learning, Jamia Millia Islamia, New Delhi – 110025. The students
must submit the re-evaluation application forms duly filled along with the prescribed fee
of Rs. 150/- per paper/course by Demand Draft and Original Statement of Marks, directly
to the Controller of Examinations, Jamia Millia Islamia, New Delhi – 110025, within 30
days of declaration of result. This may change with the change in Jamia regulations if
there would be any.

4.2.4 Improvement of Result

A student may be allowed to appear in the examination for improving his/her result and the
following rules will be applicable:
(a) The student shall be allowed for improvement in theory papers in the subsequent term-
end examinations excluding assignments and Practical Work.
(b) Better of the two marks obtained by the student will be considered as final.
(c) In case of the students who apply for improvement but does not appear in the desired
paper(s), the previous marks in those paper(s) shall be counted.
(d) The students must submit the Examination Form for improvement of result duly filled
along with the prescribed fee per paper / course of Rs. 200/- by Demand Draft in favour
of “Jamia Millia Islamia” payable at “New Delhi” and send / submit it to the
Controller of Examination through Arjun Singh Centre for Distance and Open
Learning, Jamia Millia Islamia, New Delhi –110025.
4.2.5 Corrections in Marksheets
You may apply for corrections, in your name, roll no, enrolment no, courses, marks
obtained etc attaching your Original Statement of Marks and send it to the Director Arjun
Singh Centre for Distance and Open Learning, Jamia Millia Islamia. Applications are
accepted only within 30 days of declaration of result. Such corrections will take about 30
days from the date your application is received by us.
4.2.6 Distribution of Marksheets
We will send copies of your result and Original Marksheets to your Programme Centre. The
result will also be available on Jamia’s website www.jmi.nic.in simultaneously. This is your
responsibility to obtain your mark sheets from your respective Programme Centre.


1. Do write to us if you have any difficulties or problems while working through the
Programme. Please write your roll no, name, session, complete present correspondence address
along with phone number/mobile number on your applications and letters so that we may take
an appropriate action as regard your request in an effective manner and / or we may contact you
if need be. Remember to intimate the Programme Centre and the Arjun Singh Centre for
Distance & Open Learning sufficiently in advance, if there is any change of address. This
will help the concerned official to communicate necessary information promptly, without any
risk of loss.
2. All types of communications are attended to as quickly as we can. It is, however,
desirable that you make your letters brief and precise. If your letters present irrelevant detail
or/and are written in ambiguous language, our responses to your queries will invariably get
3. Keep a time-table / schedule for yourself and always try to stick to it. Be regular in your
work and much of your job will become easy.
4. When you receive the printed material, read the Units carefully and note down the
important points. You can use the space in the broad margin of the pages for making notes and
writing your comments. Try to answer ‘Check Your Progress’ questions. Please remember that
the answers to these questions are not to be sent to us. The purpose is to enable you to evaluate
your own performance and to keep you on the right track. That is why they are called ‘Self-
Check’ questions. They will enable you to realize whether you have comprehended what you
have read. If you are not satisfied with your answers, do not get disappointed. You can compare
your answers with the model answers given at the end of the unit and see where improvement is
needed. In any case they would help you to reinforce the information/knowledge you gain
through your first reading of the text.
5. The university reserves the right to change the rules and regulation detailed in this
Programme Guide. However, you will be informed about those changes through supplementary
circulars well in advance.



1. Please attach a self-addressed post card, if acknowledgement is desired.

2. In case, more than one examination forms are received then only the last one will be considered.
3. Students are advised to fill-up the examination form without waiting for the result of the
previous exam; if taken, and also retain the proof of its mailing.
4. Students are advised to fill-up the examination form within the due date.
5. If you do not receive Examination intimation slip, please contact your Examination
Centre/Study Centre, and if your name exists in the list of the registered candidates, you can
take examination by showing your identity card.
6. Ordinarily the Study Centre is the examination centre. However, the University may allot you
an alternative examination centre if circumstances so require.
7. Examination Centre once changed cannot be reverted or changed again.
8. Only such candidates shall be eligible to appear at the examinations that have paid necessary
programme fee.
9. You have to fill three separate examinations related forms in the first year. These three forms
are Student Record Form, Application Form for appearing at the Exams and Admit Card. You
won’t have to fill Student Record Form in the subsequent years.
10. Please fill spaces for “Roll No.”, “Enrollment No.” and “Study Center Code” correctly.
11. Please don’t write any thing in the columns with instruction “For office use only” on any part of
the form. Please write the last examination you passed in the column under programme and the
year of passing under “Year”. You have to attach an attested photocopy to support this
12. This examination form may also be requested before exams by sending a self addressed
envelope of the size 12 Cm x 28 Cm and having a stamp of Rs.30/- from the Arjun Singh Centre
for Distance and Open Learning. The completed Examination Forms should be submitted by
hand at or mailed only to Hony. Director, Arjun Singh Arjun Singh Centre for Distance and
Open Learning, Jamia Millia Islamia, New Delhi – 110025, by the last date of submission

13. You can opt your medium of Examination as English, Hindi or Urdu irrespective of your
medium of instruction.

Read the instructions carefully before filling the form. Use separate form for each certificate:

 For the information of students the approved rate of fee / charges for the following are
summarized below:
1. Provisional Certificate : Rs. 20/-
2. Migration Certificate : Rs. 20/- (After Passing)
: Rs. 50/- (Before Passing)
3. Duplicate Statement of Marks : Rs. 50/-
(Attach a copy of F.I.R)
4. Duplicate Identity Cards : Rs. 50/-
(Attach a copy of F.I.R)
5. Re-evaluation of (current) Answer Script : Rs. 150/-
6. Postal Charges (if the document is : Send self addressed envelop
Required by Registered Post) bearing postal stamp of
7. Change of Medium or Exam/Instructions : Rs.500/-
8. Change of Optional / Elective Course : Rs1000/- (by postRs.1100/-)
9. Re-Admission Fee : Rs. 5250/-

 The fee once paid will not be refunded or adjusted under any circumstances.
 You should receive your Marksheet on declaration of result through your Programme
Mode of Payment: Bank Draft / Pay Order must be drawn in favour of “Jamia Millia Islamia”
payable at “New Delhi”

 Telephone Numbers:
(i) Arjun Singh Centre for Distance and Open Learning
Ph: 26921263, 26981717 / 26985176-Ext: 4222, 4223, 4224, 4225 Fax: 26921264
(ii) Examination Branch: 26981717 / 26985176 Ext: 1431

Appendix –I
GC-I: Psychological Basis of Guidance and Counselling
Block1 Introduction
Unit-1 Definition; Application of Psychology.
Unit-2 Methods of Psychology: Observation, Interview (Clinical), Case-history,
Psychological Tests and Experiments.
Unit-3 Perspective of Psychology: Psycho-analytical: Freud, Adler and Jung,
Behavioural, Cognitive, Humanistic and Existential Perspectives.

Block2 Growth & Development

Unit-1 Nature of growth, Development and Maturation.
Unit-2 Principles of Growth, Stages of Development.
Unit-3 Prenatal, Physical, Emotional, Cognitive and Social
Developments of Children.
Block3Intelligence and Learning
Unit-1 Concept & theories of Intelligence: Two factors; Multiple factor &
Hierarchical theory
Unit-2 Mental retardation and giftedness, and causes of mental retardation
Unit-3 Nature of Learning and memory, Determinants of Learning.
Classical and operant/Instrumental conditioning; Learning disabilities
Unit-4 Memory: Methods of measurement, memory systems, forgetting.
Unit-5 Creativity and Giftedness, Concept of individual differences.

Block4Motivation and Emotion

Unit-1 Definitions of Motivation and Emotion.
Unit-2 Kinds of Motives, Theories of Motives: Drive-Reduction Theory, Arousal
Theory, Incentive Theory, Maslow’s Hierarchy of Needs.
Unit-3 Conflict of Motives and Frustration.
Block5 Personality
Unit-1 Nature and Determinants of Personality.
Unit-2 Theories of Personality: Types and Trait Theories.
Unit-3 Recent trend in Understanding Personality; Measurement of Personality.
Books Recommended
1. Santrock, J.W.(2005). Essentials of Psychology, New Delhi: Tata Mc Graw-Hill.
2. Ciccarelli, S.K. and Meyer, G.E.(2008), Psychology (South Asian Edition), Delhi: Dorling
3. Zimbardo, P.G. & Weber, A.L.(1997), Psychology, New Delhi: Longman.
4. Zimbardo, P.G.(1985), Psychology and Life, New York: Harper Collins.
5. Morgan, Clifford T., King, Richard A.(1971), Introduction to Psychology, Fourth Edition,
New Delhi: Tata Mc Graw Hill.

GC-II: Essentials of Guidance and Counselling

Block1 Understanding Guidance
Unit-1 Meaning, nature, scope and types of Guidance
Unit-2 Objectives and functions of Guidance, Guidance and Education
Unit-3 Teacher as a Guidance Functionary, Essential Guidance Services

Block2 Individual and Group Guidance

Unit-1 Nature, Goals and techniques of Individual and Group Guidance
Unit-2 Group dynamics, types of groups, Importance of Group Guidance
Unit-3 Organizing Group Guidance activities in School

Block3 Organization of Guidance Programme for Schools

Unit-1 Planning a guidance programme, principles of organizing school guidance
programme effectively
Unit-2 Guidance activities in elementary school
Unit-3 Guidance activities at Secondary and Senior Secondary Stage.

Block4 Introduction to Counselling

Unit-1 Meaning, types, need and goals of Counselling, Counselling and
Unit-2 Approaches and Techniques of Counselling
Unit-3 Stages and Process of counseling; relationship building, core skills in
Block5 Guidance, Counselling and Inclusive Education
Unit-1 Need and Importance of Guidance, Counselling and Inclusive Education
Unit-2 Guidance and counselling for physically and mentally challenged
Unit-3 Guidance and Counselling for Children with Learning Difficulty.

Books Recommended

1. Hansen, Jame,C(1978) Counselling Process and Procedures, New York: Mcmillian.

2. Barik, B.G. and Mukhopadhyay, B.(1998) Guidance and Counselling: A manual,New
Delhi: Sterling.

3. Bhatnagar, Asha and Gupta, N.(eds) (1999) Guidance and Counselling Vol.I. Theoretical
Perspective, Vol II Practical Approach, New Delhi: Vikas.
4. Gazda, Geore R.M.(1989) Group Counselling- A Developmental Approch, London: Allen
and Becon.
5. Anand S.P.(2000), ABC’s of Guidance in Education, 4th Edition, Bhubaneshwar, Pagesetter
6. Nayak A.K. (1997) Guidance and Counselling, New Delhi, A.P.H. Publishing House.

GC- III: Mental Health and Adjustment

Block1 Mental Health and Mental Hygiene
Unit-1 Normality and Abnormality and Mental Health, Characteristics of Good
Mental Health
Unit-2 Concept, Nature and Principles of Mental Hygiene
Unit-3 Mental Health in Adjustment
Unit-4 Maintaining positive Mental Health

Block2 Developing Coping Skills for health related problem

Unit-1 Concept of Stress, Sources and Causes of Stress, Consequences of Stress,
Coping with Stress
Unit-2 Counseling for health related problem: Diabetes, Cancer, AIDS,
Unit-3 Health Enhancing Behavior: Exercise, Yoga, Relaxation, Accident
Prevention, Maintaining Healthy Diet, Weight Control
Unit-4 Intervention for Health Compromising Behavior (Smoking, Drugs,
Block3 Adjustments
Unit-1 Concept and Nature of Adjustment, Social, Emotional, Health and
Educational Adjustment
Unit-2 Factor Affecting Adjustment: Biological, Psychological, Social and
Unit-3 Adjustment Mechanism: Defense Mechanisms, Aggression, Escape.
Unit-4 Approaches to adjustment: Psychoanalytic and Humanistic
Unit-5 Self Management Techniques: Self Recording, Self Evaluation, Self
Cueing, Self Reinforcement

Block4 Disabilities and Rehabilitation

Unit-1 Impairment, Disability, Handicapped and Disorder, Concept of Rehabilitation.
Unit-2 Types, Characteristics and Classification of Disabilities
Unit-3 Causes of Disabilities and Prevalence in schools
Unit-4 Role of Counsellor in disability rehabilitation, Intervention and Educational
Programmes for the students with special needs
Unit-5 Management of Behaviors Problems: Principles and Planning, Techniques of
Behavior Modification

Block5 Psychopathology
Unit-1 Psychopathology, Normality and Abnormality of behavior, Classification of
behavioral and Mental Disorder
Unit-2 Anxiety Disorders: Symptoms and Causes of Panic disorder, General Anxiety
disorder, Phobia, OCD,
Unit-3 Mood Disorders: Unipolar mood disorder, bipolar mood disorder
Unit-4 Personality disorders- Clinical Features, types and Etiology of personality
Unit-5 Therapeutic intervention: Psychological Based Therapies- Psychoanalytic,
Behavior Therapy, CBT, REBT, Gestalt

Books Recommended
1. Herbert Allen Carroll; Mental Hygiene: The Dynamics of Adjustment; 4th Edition;
Published by Prentice-Hall, 1964
2. Korchin Sheldon J, Modern Clinical Psychology-Principles of Intervention in the Clinic and
Community, 1986, CBS Publishers & Distributor, Delhi
3. Taylor Shelley E.; Health Psychology; Edition: 5, Published by McGraw-Hill, 2003
4. Brannon Linda & Fest Jess, 2000. Health psychology, An Introduction to Behaviour and
Health. Wadsworth, Thomson Learning. USA.
5. Mark L. Batshaw, Louis Pellegrino, Nancy J. Roizen; Children with Disabilities; Edition: 6,
Published by Brookes Publishing Co, 2007
6. Sarason Irwin G., Sarason Barbara R.; Abnormal psychology: The Problem of Maladaptive
Behavior; 10th Edition; Published by Prentice Hall, 2002

7. Brannon Linda & Feist Jess, 2000. Health psychology, An Introduction to Behaviour and
Health. Wadsworth, Thomson Learning. USA.
8. Martin Garry, Pear Joseph; Behavior modification: What It Is And How To Do It, Sixth
Edition; Published by Prentice Hall, 1999
9. Peshawaria Reetra, Venkatesan; Behavioural Approach in Teaching Mentally Retarded
Children: A Manual for Teachers, 1999, NIMH Publication, Secunderabad
10. Barlow David H. & Dunard V. Mark, Abnormal psychology- An integrated Approach;
1996;Edition Fourth, Thomson Publication, USA
11. Malvika Kapur, Mental Health in Indian School, 1997, Sage Publication, New Delhi.
GC-IV: Career Development

Block1 Introduction to Career Guidance & Counseling

Unit-1 Concept of work, origins of vocational guidance & vocational education
Unit-2 Concept, need and importance of career guidance & counseling
Unit-3 Counselor’s role in career guidance & counseling in school and non school

Block2 Career Guidance in Schools

Unit-1 Nature, goals and program content of career guidance in Elementary school
Unit-2 Nature, goals and program content of career guidance in Junior /Middle

Block 3 Career Development

Unit-1 Concept, career choice and decision making
Unit-2 Approaches to career development: Trait-and-factor or matching
Unit-3 Decision theory; Situational or sociological approaches and Psychological

Block 4 Understanding Career Information

Unit-1 Nature, importance, functions and types of career information,
Unit-2 Training and evaluation of career information service,
Unit-3 Technology & recent trends in career information.

Block 5 Classification and Dissemination of Career Information

Unit-1 Need, importance and objectives
Unit-2 Classification by occupation, Industry, Interest & other classification
Unit-3 Techniques and methods of dissemination of career information.

Books Recommended
1. Gibson, R. L., & Mitchell, M. H. (1999). Introduction to counseling and guidance
(5th edition). New Jersey: Prentice Hall Inc.
2. Gysbers, N. C., Heppner, M. J., & Johnoston, J. A. (1998). Career Counseling:
Process, Issues and Techniques. Boston: Allyn & Bacon.
3. Herr, E. L., & Cramer, S. H. (1984). Career guidance and career counseling
through the life span: Systematic approaches (2nd edition). Boston: Little, Brown &
4. Issacson, L. E., & Brown, D. (1993). Career information, career counseling and
career development. Boston: Allyn & Bacon.
5. Kottler, J. A. & Shepard, D. S. (2008). Counseling: Theories and practices (Indian
Edition). New Delhi: Cengage Learning India Pvt. Ltd.
6. Osipow, S. H. (1983). Theories of career development (3rd edition). Englewood
Cliffs, NJ: Prentice Hall.
7. Welfel, E. R., & Patterson, L. E. (2005). The counseling process: A multitheoretical
integrative approach (6th edition). New Delhi: Cengage Learning India Pvt. Ltd.

GC-V: Assessment and Appraisal in Guidance and Counselling

Block 1 Introduction to Psychological Assessment
Unit-1 Nature, uses and issues of Psychological assessment
Unit-2 Psychological tests as tools of assessment, classification of Psychological
Unit-3 Test administration and standardization of psychological tests.

Block 2 Theories of Intelligence and the Binet Scales

Unit-1 Concept and theories of Intelligence- Spearman’s model of general mental
Unit-2 Binet’s principles of test construction, early Binet scales,
Unit-3 Terman’s Stanford-Binet Intelligence scale, the modern Binet scale.

Block 3 Other Individual/Group tests of Ability

Unit-1 Wechsler’s Intelligence Scale for Children (WISC), Bender Visual Motor
Gestalt Test
Unit-2 Wide Range Achievement Test-3, The Woodcock-Johnson III test of
Learning Disability
Unit-3 Raven’s Progressive Matrices, Good enough-Harris Drawing test.

Block 4 Assessment of Interest & Aptitude

Unit-1 The Strong-Campbell Interest Inventory, the Campbell Interest & Skill
Unit-2 Kuder Occupational Interest Survey, Scholastic Achievement Test
Unit-3 Differential Aptitude Test Battery

Block 5 Assessment of Personality

Unit1 Rosenberg Self-esteem scale, Eysenck’s Personality Questionnaire for
Adults (EPQ), PGI Well-being Scale
Unit-2 Thematic Apperception Test (TAT), 16 PF
Unit-3 Rorschach Projective Test, Draw a person test

Books Recommended
1. Anastasi, A., & Urbina, S. (2002). Psychological testing (7th edition). New Delhi;
Cronbach, L. J. (1970). Essentials of psychological testing. New York: Harper &
Anand & Sons.
2. Row.
3. Embretson, S. E., & Hershberger, S. L. 91999). The new rules of measurement:
What every psychologist and educator should know. Mahwah, NJ: Erlbaum.
4. Freeman, F. S. (19620. Theory and practice of psychological testing. New York:
Rinehart & Winston.
5. Kaplan, R. M., & Saccuzzo, D. P. (2005). Psychological testing: Principles,
applications, and issues (1stIndian reprint). Thomson Wadsworth; Singapore.
6. Rapaport, D., Gill, M. M., & Schafer, R. (1968). Diagnostic psychological
testing (Rev. ed., R. R. Holt, Ed.). New York; International Universities Press.
7. Wolman, B. B. (1985). Handbook of Intelligence: Theories, measurements, and
applications(Ed.). New York: Wiley.
8. Aiken, L. R. (1987). Assessment of intellectual functioning. Newton, MA: Allyn &
9. Sadock, B. J., & Sadock, V. A. (2000). Comprehensive textbook of
psychiatry (7th edition). Philadelphia: Lippincott, Williams & Wilkins.

Appendix – II

Activity 1: Planning/ Preparing Guidance Programme for School

1. Determine the areas in which Guidance is to be organized. Surveys are relevant in this
context to obtain information about needs and problems of students of the school. E.g. Poor
Academic Performance.
2. Identify the themes to relate to the areas spelt out. Poor academic Performance may be
related to such themes as learning difficulties, teaching methodology etc.
3. Plan appropriate and alternate approaches to involve students in the programme.
4. Decide the strategy such as Lecture, Conference, Seminar, etc. appropriate for the spelt out
area of concern.
5. Spread out the group guidance programme during the year.
6. Involve the entire faculty in the Programmme.
7. Evaluate the effectiveness of the programme.
8. Organize follow up.

Activity 2: Identification and Discussion of Counselling Cases

1. All trainees are required to take three cases for individual and one case for group
2. Individual Counselling requires trainee to discuss personal problems or issues with the
counselor which cannot be dealt in any other open or group situation.
3. The trainee should follow the client centered approach in discussing the problems of the
4. Relevant measures to be provided by the trainee to the counselor identification of a problem
or an issue which requires Group counselling. The Group must have individuals with
common problems.
5. Interaction & Discussion with the group so as to facilitate the collection of ideas, measures
to reach their mutual goals. These goals may be personal, interpersonal or task oriented.
6. The trainee should utilize the power of the group to achieve the group goal i.e., to solve the
problem or an issue.
7. Trainee should remember that the success of group counselling lies in selection and
Preparation of its members, degree of rapport established in the group and commitment on
the past of group members to achieve group (common) goals. Therefore, prior to the
discussion of common problem, the members of the group need to be oriented.
8. Trainee should maintain the written records of the session undertaken during individual &
Group Counselling.
9. Counselling reports of the cases will also be required to be prepared.

Activity- 3: Peer Counselling

1. Identification of students (3-4) who may be motivated and interested and have qualities of
helping and assistance.
2. Training of identified students in skills such as listening, attending, responding, & other
interpersonal skills.
3. Training should be such to enable Peer counsellors to act as facilitators for fellow students.
4. Collection of students having problems of educational, personal or social nature to make a
group not exceeding 15.
5. Discussion of problems by Peer Counsellors.
6. Assistance and possible measures provided to the students regarding their problems.
7. Record of the Peer Counselling Process to be maintained by the trainees.
8. Report need to be prepared which will be evaluated.

Activity – 4: Career Talks

1. The trainees are required to prepare and deliver one career talk.
2. Collect career information regarding a specific stream (science, commerce, art etc.) through
different sources.
3. Deliver the talk using OHP or PPP.
4. Disseminate career information through display in the classrooms through planning and
delivering career talks suited to the needs of students.
5. Feedback from the participants to be collected and maintained.
6. Preparation of report of the career talk.

Activity – 5: Individual Tests (Two)

1. Trainees are required to select two individual tests, one each for aptitude and Interest.
2. The selected tests, to be administered on a limited sample say 30 students.
3. After administration, the scoring of the test according to the norms of the tests to be
4. On the basis of the scores obtained interpretations are drawn regarding the aptitude and
interest of the sample.
5. The activity helps in equipping the trainees with skills related to administration, scoring and
interpretation of psychological tests.

Activity – 6: Group Discussion

1. Identification of common problems and concern of students and of school e.g.

Interpersonal relationship, adolescent concern and issues such as friendship with
opposite sex, career choice, adjustment in the family, job search skills, self
understanding etc.
2. Selection of the topic in consultation with the school students and the counsellors at the
study centre.
3. Preliminary arrangements (advance preparation) to be made by the trainees viz.
selection of a group leader to be made clear, duration of the group discussion, rules and
regulations to be followed etc.
4. Information to be given to the group members regarding the finalized topic, so that they
can prepare it before group discussion.
5. Role of the Group leader and participation of the members of the group to be
6. Outcome of the group discussion to be considered at the end.
7. Feedback from the participants to be collected and maintained.
8. A comprehensive report of the activity to be prepared and submitted at the study centre.