CERTIFICATE COURSE FOR DATA ANALYSIS ON SCHOOL PSYCHOLOGY

CERTIFICATE COURSE FOR DATA ANALYSIS ON SCHOOL PSYCHOLOGY

In order to enhance attendance, grades, academic motivation, academic engagement, assessment scores, and graduation rates, data analysis is important in school psychology. Current course includes 5  theoretical papers along with Practicum. The course is provided by RPRIT

Syllabus: 

Paper 1: Introduction to School Psychology. Research methods of School Psychology. Application of Statistics in School Psychology. 

Practicum 1: Analysis of school psychology related problems from Sciencedirect.com

Paper 2: Descriptive statistical tools for metric and non-metric data. Describing non-metric and metric data using R-script.

Practicum 2: Reporting Socioeconomic data analysis.

Paper 3: Correlation and regression statistics-Types. Scatterplot and regression line using R-script. 

Practicum 3: Reporting school infrastructure data.

Paper 4: Analysis of variance- Experimental design, one and two way ANOVA.

Practicum 4:Reporting ANOVA of Reading and writing motivation.

Paper 5: Chi-square statistics

Practicum 5: Item analysis using chi-square statistics.

*Registration form: https://docs.google.com/forms/d/e/1FAIpQLSdbw0GDBe9bOm45H9hYCVT2XKE6QaI7cVpvVJKOrVbikPT1vw/viewform

*Eligibility : School or college teachers, Ph.D students and project workers. 

*No. of seats : 10

*Course duration : January to February, 2022  

*Course fee : Option 1: One time payment of Non refundable Rs. 2200 (after 2nd January), Rs. 2000 (Before 2nd January, 2022) . 

* Venue : Satyapriya Roy College of Education, AA- 287, Sector - 1, Salt Lake, Kolkata - 700064. 

*Registration opens today - 29th December, 2021

*Class starts on 9th January, 2022. Shall be held every Sunday. 

* Mode of pedagogy : Hybrid - Offline and Online (Notes and assignment distribution) 

* Course completion certificate will be provided on submission of the report

* Last date of application: 5th January (6:00 PM)

*Account number:* 920020072908427, IFSC Code:- UTIB0000236

AXIS BANK, DUNLOP (KOLKATA)

in favor of Rabindrik Psychotherapy Research Institute Trust. Please write payee name. 

*Contact: 

Ms. Ashmita Dey (9831214099)

Ms. Irene Chattopadhyay (8240486373)

Organized by: Rabindrik Psychotherapy Research Institute Trust (RPRIT) was established on 1st July, 2018. The Trust is Educational by nature and to carry out research in Academic field and to promote the study and dissemination of knowledge of Rabindrik Psychotherapy based on the works of Rabindranath Tagore for the welfare of the community at large without discrimination of caste, creed etc. with objects and constitution are as hereinafter set forth. It is a non-profit Making trust, registered under Indian Trust Act, 1882. Our website is: https://rprit.org.in/wp/

Causation of Disease (collected)

Ref: https://www.nhp.gov.in/causation-of-diseases_mtl

Health and diseases have always been matters of concern of the society. This resulted in constant search for improvement in the quality of living and maintenance of a healthy society. In that process various concepts on health, diseases and treatment emerged, thereby the practice of medicine got refined on scientific basis. The emergence of biomedicine with the advent of Germ theory completely changed the outlook towards health and diseases and efforts in scientific investigation started finding correlation with material cause to every diseases. Though this helped in rational explanation to certain group of diseases, it opened up more questions on causation of several other diseases.  In spite of development in more theories and concepts, there is a consensus that health and well-being does not simply mean the absence of pain and suffering or the lack of disease, disability, defect and death, but has a positive dimension. This call for holistic approach in health care.

Understanding the cause of disease is the key to begin the process of finding remedies that could cure them. Every medical system has its own models of identifying the reason of diseases. Based on those concepts they develop models of treatment. The biomedicine uses the knowledge of pathogens as the root cause of the infectious diseases and therefore, uses antibiotics and anti viral therapies to overcome such diseases. Based on the theory of Tridosha, Ayuveda explore treatment to bring harmony of the doshas. Homeopathy considers all chronic diseases due to miasms.  Though all these models are divergent in nature, the goal of every medical system has been to provide rational treatment to the diseases. The basic effort of every medical system is to bring homeostasis (balance) with one’s surroundings based on their medical philosophy to extend a healthy state to the sick and tackle diseases.

Factors of disease causation

Predisposing factors are the factors which create a state of susceptibility, making the host vulnerable to the agent. These are age, sex and previous illnesses.

Enabling factors are those which assist in the development of (or in recovery from) the disease; e.g. housing conditions, socio-economic status.

Precipitating factors are those which are associated with immediate exposure to the disease agent or onset of disease, e.g. drinking contaminated water, close contact with a case of pulmonary TB.

Reinforcing factors are those which aggravate an already existing disease, e.g. malnutrition, repeated exposures. 

Risk factors are the conditions, quality or attributes, the presence of which increases the chances of an individual to have, develop or be adversely affected by a disease process. The risk factor need not necessarily cause the disease but does increase the probability that the person exposed to the factor may get the disease easily.

Different concepts on causation of diseases

ANCIENT VIEWS

Demonic theory

Religion, philosophy and medicine were integral part in the early part of civilization. Religion recognized multiplicity of Gods, both good and evil. Philosophy accepted the influence of inanimate bodies such as sun, moon and stars on living bodies. Thus a co relation between these with health and disease was established in primitive ages.

One concept prevalent was that the evil spirit entering the body directly and pursuing nefarious actions.  Another concept was the evil spirit   as  a messenger of Gods giving warnings in the form of diseases. Some other concept was a human enemy with supernatural powers, send evil spirits to harm others. The souls of dead ancestors influencing his family members were another belief.

Demonic possession is held by many belief systems to be the control of an individual by a malevolent supernatural being. Expressions include erased memories or personalities, convulsions, “fits” and fainting as if one were dying, access to hidden knowledge and foreign languages, drastic changes in vocal intonation and facial structure, sudden appearance of injuries (scratches, bite marks) or lesions, and superhuman strength.

Many cuneiform tablets contain prayers to certain gods asking for protection from demons, while others asked the gods to expel the demons that invaded their bodies.

Punitive theory

Punitive theory has its origin with the religion with the belief that one's attitude toward the deity is responsible as a cause of sickness. From a period centuries prior to the Christian era down to the present time, there have been beliefs   that disease was a punishment meted out by an outraged God for the sins of the individual or the race. There are recorded statements in biblical writings where in punishment is meted  for  a sin of David,  with devastating plague in which the whole nation suffered and which was stayed only by David's repentance and the making of a sacrifice.

Such references are abundantly available in Hindu mythology also especially those related to eruptive fevers such as Small pox, Chicken Pox etc.

Humoral theory

The Greeks rejected the super natural theories and looked up on disease as a natural process. They advocated that the matter is made up of four elements- Earth, Air, Fire and Water and these elements have the corresponding qualities of being  Cold, Dry, Hot and Moist.  With this concept they hypothesized that these qualities are represented in the body by four humors- Phlem, yellow bile,  black bile and blood. According to this theory, the equilibrium among these humours characterizes health (eucrasia), and disequilibrium (dyscrasia) characterizes disease.

Hippocrates moved medicine from magic and metaphysics to give it a scientific basis. He introduced logic into medical thinking, elaborated the theory of humours and recognized the importance of the environment in health. He also suggested that an excess of one of the humours would result in various idiosyncrasies - hematic, phlegmatic, choleric and melancholic.

The theory of humours was known in India, China, Egypt and Greece.

Miasmatic theory

Miasmatic theory is based on the inference that the air arising from certain kinds of ground, especially low, swampy areas, was a cause of disease. Certain places were thus given a very evil reputation, because the ground was said to exude some invisible, insensible vapour, called it  miasm, which produced disease.

The invention of miasma was really beginning to be scientific medicine. People were searching for a material and natural causes, instead finding shelter on god or a devil. Rational thinking that something cannot come out of nothing was the basis of this concept. The fact that malaria was prevalent in the vicinity of swampy land, and some evidence that people who ventured out in these swampy places were more likely to get the disease, lent plausibility to this theory. It was the belief in the air as the causative agent that gave malaria its name, mal aria ('bad air' in Medieval Italian).

Hahnemann was fascinated with this concept and further studied the cause of chronic diseases.  He observed suppression of diseases with heroic treatment available at that time was a major basis for  many of the chronic diseases.  He brought out new concept that suppression of itch to a miasm called Psora and venereal diseases to Sycosis and Syphilitic miasms.

Contagion theory

Some Hippocratic writings recognized that consumption (tuberculosis) is contagious. However, contagion played little role in medical explanations of disease until the work of Fracastoro who published his major treatise on contagion. Girolamo Fracastoro (1478-1553), an Italian physician, contended that there is a large class of diseases caused by contagion rather than humoral imbalances.

This was based on the observation that persons could contract infections even if their humors are normally balanced. Fracastoro defined a contagion as a "corruption which develops in the substance of a combination, passes from one thing to another, and is originally caused by infection of the imperceptible particles”. He called the particles the seminaria (seeds or seedlets) of contagion. Fracastoro was unable to say much about the nature of these suspected particles; bacteria were not observed by van Leeuwenhoek until 1683, and their role in infection was not appreciated until the 1860s.

Fracastoro nevertheless discussed the causes and treatment of various contagious diseases. He described how contagion can occur by direct contact, by indirect contact via clothes and other substances, and by long-distance transmission. In addition, he stated that diseases can arise within an individual spontaneously. His book has chapters for the arrangement of contagious diseases. His theory remained influential for nearly three centuries, before being superseded by a fully developed germ theory.

MODERN VIEWS

Germ Theory

Germ theory was proposed by Louis Pasteur (1822 –1895) and Robert Koch (1843 –1910). Germ theory postulates that every human disease is caused by a microbe or germ, which is specific for that disease and one must be able to isolate the microbe from the diseased human being.

The Germ theory viewed diseases in terms of a causal network similar to that of Fracastoro, but with much more detail about the nature of germs and possible treatments.

Organisms that cause disease inside the human body are called pathogens. Bacteria and Viruses are the best know pathogens. Fungi, protozoa’s and parasites can also cause disease.  Infectious diseases are typically classified as bacterial, viral, protozoal and so on. Knowing what bacteria are responsible for a particular disease indicates what antibiotic treatment to apply. Diseases are said to be infectious or communicable if pathogens can be passed from one person to another.

Epidemiological Triad

The standard model of infectious disease causation under the epidemiological triad theory states that an external agent can cause diseases on a susceptible host when there is a conducive environment

Within the epidemiological triad the agent is known as a ‘necessary’ factor. It has to be present for morbidity, although it may not inevitably lead to disease. For the disease to occur it needs the combination of what have been called ‘sufficient’ factors. These would include a host, which might be an individual or group of individuals who are susceptible to the agent. Susceptibility might be on the basis of age, sex, ethnic group or occupation. Environmental factors can also be sufficient factors that combine with the agent    

The epidemiological triad can be applied to non-infectious diseases where the agent could be ‘unhealthy behaviours, unsafe practices, or unintended exposures to hazardous substances’

Epidemiological Tetrad

Agent

Host

Environment

Time

Multi factorial theory

When the knowledge on diseases increased, one theory was not able to explain the causation of all the diseases. This lead to multi factorial theory to find rational explanation.  Though many diseases are infectious, other causative factors such as Genetic, Nutritional, Immunological, Metabolic, Cytological factors were identified as the cause for specific diseases.

Sydenham (1644-1689), often- called the English Hippocrates, first gave the important thought that there are different specific things which should be held responsible for different diseases. Sydenham held that disease was the result of the effort made- by the body to throw off, to expel these iiateries inorbi, the dead materials within it,' which had made the trouble.' The important result of Sydenham's studies was that a little close intelligent observation upon the part of the doctor is worth more than any amount of dosing administered in blind observance of a preconceived notion.

It was a step away from the four humours and from other artificial, theories. In short, Sydenham did much to teach the medical profession the value and importance of "studying the case."

Sir William Osler (1849-1919), a legendary medical teacher and physician of wrote: “The practice of medicine is an art based on science, working with science, in science and for science.”

BEINGS theory

BEINGS concept postulates that human diseases and its consequences are caused by a complex interplay of nine different factors. By coining the first letters of these factors the theory is called BEINGS theory. These are (1) Biological factors innate in a human being, (2) Behavioural factors concerned with individual lifestyles, (3) Environmental factors as physical, chemical and biological aspects of environment,(4) Immunological factors,(5) Nutritional factors, (6) Genetic factors, (7) Social factors, (8) Spiritual factors and (9) Services factors, related to the various aspects of health care services.

Web of causation theory

The “epidemiological triad theory” was very effectively used by Leavel and Clark in explaining the natural history of disease and levels of prevention. The terms primary, secondary and tertiary prevention were first documented in the late 1940s by Hugh Leavell and E. Guerney Clark from the Harvard and Columbia University Schools of Public Health, respectively.  Both were pioneers in Public Health. Leavell and Clark described the principles of prevention within the context of epidemiologic triangle model of Causation of diseases of Host, Agent and Environment.

As per their concept, the primary prevention seeks to prevent a disease or condition at a pre-pathologic state; to stop something from ever happening. Primary prevention strategies emphasize general health promotion, risk factor reduction, and other health protective measures. These strategies include health education and health promotion programs designed to foster healthier lifestyles and environmental health programs designed to improve environmental quality.

Secondary prevention focuses on individuals who experience health problems or illnesses and who are at risk of developing complication. Activities are directed at early diagnosis and prompt intervention, thereby reducing severity and enabling the client to return to normal. Its purpose is to cure disease, slow its progression, or reduce its impact on individuals or communities.

Tertiary prevention occurs when a defect or disability is permanent and irreversible. It involves minimizing the effects of long-term disease or disability by interventions direct at preventing complications and deteriorations. Tertiary prevention strategies are both therapeutic and rehabilitative measures once disease is firmly established.

Wheel theory

As medical knowledge advanced, an additional aspect of interest that came into play is the comparative role of “genetic” and the “environmental” (i.e. extrinsic factors outside the host) factors in causation of disease.

The “triad” as well as the “web” theory does not adequately cover up this differential.

To explain such relative contribution of genetic and environmental factors, the “wheel” theory has been postulated.

The theory visualizes human disease in the form of a wheel, which has a central hub representing the genetic components and the peripheral portion representing the environmental component.

Like any wheel, the outer part (environmental component) has spokes (3 in this model) and the environmental component is thus divided into 3 sub components, representing the social, biological and physical components of the environment.

To maintain health one has to take regular exercises and adequate rest, follow personal hygiene, eat nutritionally balanced diet, abstain from the abuse of drugs and alcohol, take care of one’s mental well-being and develop social skills to interact in a positive manner within society.

References

Park’s Textbook of Preventive and Social Medicine, 21st edition

Leon Gordis, Textbook of Epidemiology,  4th edition.

Textbook of public Health and Community medicine, AFMC,2009

Measures of prognosis, Bloomberg School of Public Health,2008

CDC , Principles of Epidemiology in Public Health Practice, 3rd Edition

The Genius of Homeopathy Lectures and Essays on Homeopathic Philosophy

By Dr Stuart M. CLOSE

http://www.open.edu/openlearn/science-maths-technology/science/health-sciences/epidemiology-introduction/content-section-3.1

Feezer L W, Theories concerning the causation of disease, Minnesota State Board of Health Minneapolis, Minnii. http://ajph.aphapublications.org/doi/pdf/10.2105/AJPH.11.10.908

 

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References: https://www.nhp.gov.in/homeopathy-origin_mtl

Treatment theory

Hippocrates (460 – 370 BC), who is considered as the father of medicine postulated  two principles of treating  diseases, one  is Contraria Contrariis Curantur (Latin) which means opposites are cured by opposites. This principle teaches to treat disease by using remedies that produce opposite effects.  The other principle is the Similia Similibus Curentur (Latin), which means let similar things take care of similar things. Hippocrates was known to have said, "Through the like, disease is produced, and through the application of the like it is cured."  This is now commonly known as similia principle. For Hippocrates, any medical intervention should be aimed to establish a treatment covering the whole human being, both physical and mental sphere and its relationship with the environment, but individualizing process. "There are no diseases but sick," he said.  Similar concepts are found in the Indian traditional medical system- Ayurveda.

Later, the Swiss alchemist Paracelsus (1493- 1541) employed the similia principle on healing illnesses.  However, it was the German doctor, Dr. Christian Friedrich Samuel Hahnemann (1755 - 1843) who examined this principle thoroughly and codified the fundamental principles of what was to become Homeopathy.  Dr Hahnemann was disatisfied by the medical practices of that time. Therefore, he made efforts to develop a method of healing which would be safe, gentle, and effective. He believed that human beings have an innate capacity for healing themselves and that the symptoms of disease reflect the individuals struggle to overcome his illness.

While translating Cullen’s Materia Medica from English to German, Hahnemann  was not convinced over  the theoretical explanation of the fever curing property of ‘Cinchona bark’ attributed to its astringent properties. He noted that there were plenty of other drugs with the same property, which did not possess fever-curing capabilities.  He conducted experiments upon himself which went down in history, known as the famous “Peruvian bark Trial’. After series of  tests, Hahnemann observed an effect which resembled malarial fever.  Following this clue, he started to prove several drugs on himself and other healthy volunteers. In every case, he noticed the similarity of symptoms produced by the drugs that it could cure in natural diseases.

Hahnemann continued to experiment, noting that every substance he took, whether a herb, a mineral, an animal product or a chemical compound, produced definite distinct symptoms in him. He further noted that no two substances produced exactly the same set of symptoms.  Furthermore the symptoms were not just confined to the physical plane,every substance tested also affected the mind and the emotions.

Eventually, Hahnemann began to treat the sick on the principle ‘let likes be treated by likes’. From the outset he achieved outstanding clinical success.

References: http://institutoasclepios.com

http//indianmedicine.nic.in

 

Curriculum of School Psychology

Psychological Testing, Educational Assessment,

Psychometrics, Counselling and Professional

Ethics

Apply now !

Curriculum of School Psychology

Rabindrik Psychotherapy Research Institute Trust has designed this school psychology course to develop trainees and professionals in the field of school Psychology. School psychology Course designed by RPRIT caters the school related growth needs of school students, teachers, staffs, vendors, families and neighbors of students. School students will get help of objective test report based on  Psychological counseling, school teachers will be benefited with different teaching methodologies, staffs will be benefited by learning life skills, vendors will learn designing user friendly school infrastructure, families will be educated about their kids and proactive strategies, neighbors will learn soft skills from school counselors. The course will provide you the opportunity for holistic growth of educational institutions and its surroundings following the Rabindrik Psychotherapy postulates extracted from Rabindrasangeet.

Current course is limited to core areas of school Psychology. The course is graded. This course is offered by the trust in collaboration with Satyapriya Roy College of Education, (AA-287,Sector-1, Salt lake, Kolkata-700064). The college is NCTE recognized ,UGC (2f & 12b), NAAC Accredited, affiliated to West Bengal State University, Barasat.  Rabindrik Psychotherapy Research Institute Trust was established on 1st July, 2018. The Trust is Educational by nature and to carry out research in Academic field and to promote the study and dissemination of knowledge of Rabindrik Psychotherapy based on the works of Rabindranath Tagore for the welfare of the community at large without discrimination of caste, creed etc. with objects and constitution are as hereinafter set forth. It is a non-profit Making trust, registered under Indian Trust Act, 1882.

School Psychology

School psychology is a new field as far as India is concerned , whereas it is century-old in western society. School Psychology emphasizes on testing consultation and intervention in learning, motivation, assessment, development, individual differences and instructions. School psychologists are skilled practitioners in the areas of psycho-educational assessment, childhood development, behavioral management, professional counseling and consultation. School Psychology training programs require courses, practice, and internships that cover the domains of:

●        Data-based decision-making and accountability.

●        Consultation and collaboration.

●        Effective instructions and development of cognitive/academic skills.

●        Student diversity in development and learning.

●        School and systems organization, policy development, and climate.

●        Prevention, crisis intervention and mental health.

●        Home/School/community collaboration.

●        Research and Program evaluation.

●        School Psychology practice and development.

School psychology services can have a positive impact on students' attendance rates and students' test scores. They can also lead to lower disciplinary referral rate, lower school drop-out rates and increased occupational success after school completion. Parents can place greater confidence in their children's abilities. School Psychology is different from educational psychology and clinical psychology though both are components of School Psychology. School psychology Course of RPRIT.

This 6-months course provides basic concept of school psychology with practicum. Practicum includes Psychological testing, counselling skills, instruction materials, facilitation of school psychology. Students will be trained following the Rabindrik Psychotherapy postulates. 

Course objectives:  The aim of this course is

●        to understand and integrate psychology education and health perspectives with regard to children in schools

●        to address the psychological needs of children and youth within the context of schools, families and other educational settings.

●        to help the children with learning disabilities and behavioral problems.

●        to evaluate children experiencing academic difficulties.

●        to deal with the issues related to learning social ,emotional and behavioural problems of children.

●        to understand inclusive education in the  role of school  psychologist to help the children with disabilities to develop self confidence and self motivation.

●        to understand the professional ethics of school psychology.

Course description:: This 6-months School Psychology course aims at giving knowledge about orientation to  school based counselling following Psychoeducational and Psychological testing. Trainees will understand various policies, acts and professional ethics of school psychology. This course will cover physical, language, cognitive, emotional, psychosocial and personality development of school children with age from foundation to secondary stage following the National Education Policy 2020. There will be 5 compulsory and 2 elective papers. Trainees will take only one available elective paper. 

Compulsory Paper

Paper 1: Introduction to School Psychology and Rabindrik Psychotherapy Unit 1: Nature, Scope & relation with other disciplines, Historical perspective of school psychology, professional association & journals of school psychology. Unit 2:Prospects of school psychology in India, Educational Policies of Indian Government, ECCE, Characteristics, role & competencies of school psychology. Unit 3: Rabindrik Psychotherapy- Postulates, flow theories, value, neuroplasticity. Unit 4: Positive school Psychology - PERMA MODEL in educational and school settings Paper 2: Child development and life skills Unit 1: Concept of growth and development -   Physical, Language, Intellectual, Social & Personality Development), Factors affecting growth and development. Unit 2: Life Skills- assessment, life skills for children, life skills education in India. Unit 3: Methods - Cross-sectional, longitudinal, anecdotal report, observation, checklist. Unit 4: Psychological & Educational tests for assessment of children - Reading and writing ability, motivation, Mental abilities, social maturity and personality. Paper 3: Role of School Psychologist in Inclusive Education. Unit 1: Concept, history, UNICEF recommendation Unit 2: Inclusive classroom climate Unit 3: Study skills Unit 4: Rabindrik dance drama and inclusion. Paper 4: Basic counseling skills and self-care for school psychologists Unit 1: Concept of Counseling and history, Types of psychological counseling. Unit 2: Case history taking, MSE & report writing. Unit 3: Characteristics of school counsellors, Self-care of school psychologists. Unit 4: Performing arts in counselling-receptive,re-creation, improvisation, guided imagery, composition, song writing.   Paper 5: Professional Ethics Unit 1: Ethical Principle 1 - Respect for the Dignity of Persons and People. Unit 2: Ethical Principle 2 - Competent and responsible caring for the wellbeing of Persons and People. Unit 3: Ethical Principle 3 - Integrity in professional ethics. Unit 4: Ethical Principle 4 - Professional and Scientific responsibilities to society. Unit 5: Resources for Ethical Decision Making.

Paper 6:. Statistical Methods and R programming.  Unit 1: Measurement scales - nominal, ordinal, interval, ratio. Scale conversion. Unit 2: Descriptive statistics - Measures of Frequency ( Count, Percent, Frequency), .. Central Tendency. (Mean, Median, and Mode), Dispersion or Variation ( Range, Variance, Standard Deviation), Measures of Position (Percentile Ranks, Quartile Ranks). Unit 3: Inferential statistics: One sample test of difference/One sample hypothesis test, Confidence Interval, Contingency Tables and Chi Square Statistics, T-test or Anova,.Pearson Correlation, Bii-variate Regression. Unit 4: R-interface, Data inputs, Operators, Vectors, sorting, merging, aggregating, reshaping, subsetting, data type conversion. Unit 5: Histogram, density plot, line chart, pie chart, box-whisker plot, scatterplot, regression line. Paper 7. Psychometric Theories and Testing.  Unit 1: Characteristics of good Psychological tests and Educational assessment tools. Unit 2: Item-analysis, item-difficulty, item-discrimination, item-characteristics curve. Unit 3: Reliability: Test-Retest reliability, Alternate Probability, Kuder-Richardson formula, Split-half reliability, Crobach’s alpha. Unit 4: Validity: Face validity, Content validity, Concurrent validity, Predictive validity, Construct validity, Differential validity.  Unit 5: Norm, Test standardization.

Practicum/Engagement with field

Introduction to School Psychology and Rabindrik Psychotherapy: Develop a script on Inclusion in consciousness  from Chandalika, Analyze the change in consciousness in Valmiki Pratibha, Analyze Rabindrik values. .  School Psychology awareness workshop. 

Child Development and Life Skills: Observe the various age group children  in various situations like in the the classroom, playground, at home, with parents, friends  siblings and list down the characteristics of them in physical  social  emotional and intellectual domains.   Test mental abilities, personality ,social maturity, career in interest of students.

Role of School Psychologist in Inclusive Education.

 Analyze safe school perception data, Visiting institutions of disabilities and preparation of teaching aids, Instructional materials for teaching with disabilities in Inclusive schools.List down different maladjusted behaviour of children which you could identify from the classroom and outside classroom. Take interview of a few and try to understand the factors that may be responsible for their behaviour.

Basic counseling skills and self-care for school psychologists :

Reports of Career counseling,  family counselling, neighborhood counseling online or offline and report writing.Identify advantages and disadvantages of school psychology/counselling practice in  educational institution. Reading and writing motivation test based psychological counselling. 

Professional Ethics: Preparation of learning materials on educating Professional Ethics of school psychology, Constitutional values and professional ethics,Professional Ethics of school psychology in different countries.

Statistical Methods and R programming: Computer aided memory testing, Descriptive statistical data analysis, Data visualization.

Psychometric Theories and Testing: Designing rating scale questionnaire interview schedule in a given topic. Item analysis, Reliability testing, validity testing.

Admission criteria:

Admission criteria any candidate who has obtained 55% marks in Bachelor degree/ Master's degree in science, social science, Humanities or bachelors in Engineering or Technology with specialization in science and mathematics with 55% are eligible for admission in school psychology program. Mode of admission is based on the total score obtained from his or her Secondary/ HS/ Graduation and Post-graduation.

Registration fee:  Two options are there.

1. No installment: Pay Non-refundable Rs.8k.

2. Installment: Rs. 3000 for 1st and 3rd month, Rs.2000 on 5th month. 

Facilities

• Well furnished class room.
• Well documented Library.
• User friendly computer room.
• Sr. experienced faculties.
• Blended learning. 

 

 Examination Rules:

1.       The examination shall be held in the following areas separately- five compulsory papers, one elective paper, assignment and practicum.

2.       Internal assessment will be solely done by the concerning internal faculties of the Institute.

3.       The practicum marks to be awarded by both internal and external examiners.

4.       Candidate has maintained required percentage of attendance and has fulfilled the conditions as laid down by the trust.

5.       As the essential precondition for appearing examinations under normal circumstances, every candidate shall have to submit all the reports/Assignment/Project report/Practicum etc., prescribed for internal assessment for the courses within the stipulated dates.

6.       A candidate who fails to pass or fails to present him/her for school psychology examination shall not be entitled to claim a refund of the fee, but such a candidate may be admitted to one subsequent examination for the certificate of school psychology on payment of usual examination fees afresh.

7.       A candidate shall have to secure 50% in each course (in theory, practicum separately) to be declared as successful /qualified in school psychology examination and the result will be shown as "Q".

8.       Mode of Practicum: Concerned teacher will take any of the practicum: Psychological or educational testing, Case interpretation, Preparation of model, seminar, workshop, creative art, community-based education report, Anecdotal report, Checklist, Literature review, Action research, Preparation of study material or instructional material analysis.

9.       Grading system (In 10-point scale):

 

Marks obtained in %	Letter grade	Remarks
90% and above	O	Outstanding
80% to below 90%	S	Excellent
70% to below 80%	A+	Very good
60% to below 70%	A	Good
50% to below 60%	B	Satisfactory
40% to below 50%	C	Average

 

10.   Re-examination:

10.1 A passed /failed candidate of regular school psychology course can apply for reexamination in a prescribed form along with requisite fees not exceeding two papers/courses within fifteen days of the receipt of mark sheet by the college, provided that he/she had secured at least 50% marks in the remaining paper.

10.2 Application for review shall be restricted to theoretical papers only

10.3 The marks on the reexamination will be taken as final but in case the marks awarded in a paper on review exceeds the original marks obtained by more than 15 % of the total marks in the paper the answer script will be referred to a third examiner and the candidate will be awarded based on the average of the best two marks awarded by the examiners

 

11.   Medium of Instruction:

The medium of instruction of this Programme is either Bengali or English except of the language courses which shall be in the respective languages.

 

Marks allotment :

Theory papers:  Each theory paper will be evaluated with written examination. 35 marks is for written exam.

●        Total questions: 7; 5 questions to be answered with 2 marks - 5X2=10.

●        Total questions: 5; 3 questions to be answered with 5 marks.- 3X5=15.

●        Total questions: 3; 1 question to be answered with 10 mark - 1X10=10.

●        15 marks for assignment on each paper.

So total score for theory paper will be 50.

Practicum/Engagement with field : 40 marks for 2 Practicum with 20 pages for each paper. 5 marks is for internal and 5 marks for external assessors.

So total score for practicum will be 50.

 References:

Books

1. Ramalingam, P. (2021). School Psychology in the Indian Context. Puducherry: Tamil Puduval.

2. Dutta Roy, D. (2021). ভারতবর্ষের পটভূমিকায়  বিদ্যালয় সঙ্ক্রান্ত মনোবিজ্ঞান। Puducherry, Indian School Psychology Association. 

Journal Publications:

Dutta Roy,D.& Sharma, S.(2020). Does safe experience in the school increase school attendance motivation?,Asia Pacific School Psychology Association.1,1,83-91.

Dutta Roy,D.(2018).Perception of safe teacher-student connectedness. Journal of Psychometry,32,2,21-26.

Dutta Roy,D.(2019).Rabindrik psychotherapy and consciousness flow. Monotori,2,20-21.

Datta,S. and Dutta Roy,D. (2018).Shortening the home environment inventory: A Polytomous item response theory approach.Psychological studies.Article in Psychological Studies · October 2018 DOI: 10.1007/s12646-018-0466-6

Dutta Roy,D.(2016).Psychological DataScience in Reading competency.Journal of Psychometry, 30,1,1-7.

Khatoon,M. and Dutta Roy,D.(2017).Metamemory among adolescents: A Review. The International Journal of Indian psychology, 5,1,50-62.

Khatoon,M. and Dutta Roy,D.(2017).Metamemory: A brief Review of the Construct and Research Studies. Indian Journal of Psychology and Education. 7,2,149-161.

Kundu,A.and Dutta Roy,D. (2016). School climate perception and Innovative Work Behaviour of school teachers.International Journal of education and psychological Research, 5,2,129-133.

Kundu,A.and Dutta Roy,Debdulal (2016). Innovative work behaviour of School teachers: role of belief for Innovation and personality patterns.Journal of Organisation and Human Behaviour,5,1,21-28.

Datta,Sumona and Dutta Roy,Debdulal(2015). Construction of Test Measuring Mental Rotation Ability of Adolescent High School Students.The International Journal of Indian Psychology,3,2,5,91-100

Dutta Roy, D. (2015). Rabindrik value orientations of war returned senior rank police officers. Journal of Organization & Human Behaviour,4,4,2015.

Datta,Sumona and Dutta Roy,Debdulal(2015).Abstract reasoning and spatial visualization in formal operational stage. International journal of scientific and research publications, 5,10,1-6.

Shah,H. and D. Dutta Roy (2015). Structure of Rabindrik human values. Indian Journal of Positive Psychology. 5, 4, 368-375.

Dutta Roy,D. and Gupta,P. (2014).Construction of academic achievement test for high school students. Journal of Psychometry, 28,2,18-28.

Dutta Roy,D. (2014).Rabindrik Psychotherapy. Journal of Social Science & Welfare, 1,1,44-53.

Dutta Roy, D and Bhaduri, S (2014). Gender and Rabindrik value orientation. Psybernews, 5,1,46-50.

Dutta Roy,D and Basu,D. (2013). Rabindrik work value preference. Psybernews,4,2,82-89.

Dutta Roy,D.(2011).School Psychology.Psybernews,2,3,103-105.

Dutta Roy,D. - Construct validity of writing motivation questionnaire. International Journal of Psychological Research 3,2,6-11

Dutta Roy,D. (2010).Rabindrik Psychotherapy in Stress Management. PsyInsight. 1,3,10.

Dutta Roy, D. and Basu, K. (2010). Autistic behaviour analysis : Pre-post and repeated measure design. PSYBER NEWS: International Psychology Research Publication, 1,4,39-46.

Roy,A. and Dutta Roy,D.(2010).Predicting cash flow of Sarva Shiksha Abhiyan in West Bengal : An exploratory study of public finance. Journal of Management research in Emerging economics. Vol.1.1. (in print).

Dutta Roy,D.(2010).Cluster Analysis for Test-Retest Reliability. International Journal of Psychological Research ,(published from USA). 3,1,131-139.

Dutta Roy,D.(2010).Construct validity of Reading motivation. Journal of the Indian Academy of Applied Psychology, (to be published in January 2011, vol.37,No.1).

Dutta Roy,D. and Mondal,A. (2010). Information organization errors in backward digit span task. PSYBER NEWS: International Psychology Research Publication,1,3,43-49.

Dutta Roy,D. (2010). Stem-Leaf Plot:Problem of Data Visualization. PSYBER NEWS: International Psychology Research Publication,1,3,50-54.

Dutta Roy,D.(2010). Challenges of Psychometrics. PSYBER NEWS: International Psychology Research Publication,1,3,18-19.

Ganguly,A. and Dutta Roy,D. (2010). Web Content analysis to study researches on entrepreneurial psychology. PSYBER NEWS: International Psychology Research Publication,1,2,27-31.

Dutta Roy,D.(2010). Data entry error.PSYBER NEWS: International Psychology Research Publication,1,2,36-39.

Dutta Roy,D.(2010). Psychoinformatics: Innovation in mining randomized data. PSYBER NEWS: International Psychology Research Publication,1,1,23-31.

Dutta Roy,D.(2010). Pre-Requisites of Psychological testing PSYBER NEWS: International Psychology Research Publication,1,1,13-14.

Dutta Roy,D.(2009)- Self-efficacy of Agricultural farmers:A case study. Journal of the Indian Academy of Applied Psychology,, 35,2,323-328.

Dutta Roy,D. (2008).Statistical models in Selection of Army officers, Selection Centre East journal, 8, November, 71-75.

Dutta Roy,D. (2008). Psychological stress management for CBI officers : Ecological approach, The Vision, Vol. 4, No.1, 55-61 .

Dutta Roy, D. (2008). Sustainable Reading Motivation. Pratyay, 3, 1, 6-12

Dutta Roy, D. (2008). Assessing Validity of Web-Based Computer Adaptive Training Modules, Journal Of The Indian Academy of Applied Psychology, Vol. 34, No.1, January, 127-136.

Dutta Roy,D. (2006). Non-financial accounting for innovation: A Conceptual framework, The Vision,Journal of Management and Allied Sciences, 2,3,1-7.

Dutta Roy,D.(2006). Clusturing academic profiles of tribal and non-tribal school students of Manipur. Journal of Psychometry, 20,2, 1-12.

Dutta Roy,D. (2006). Managing Incentive for Innovation, Effective Executive, 8,11,87-90.

Dutta Roy, D.(2006). Managing school infrastructure for indigenous people in hills of Manipur, The Vision, Journal of Management and Allied Sciences, 2,1, 27-32.

Dutta Roy, D. (2006).Psychological distress and body weight in Antarctic expedition,Indian Journal of Applied Psychology, 43, April, 63-69.

Dutta Roy, D. and Roy, S.K.(2006). Effect of workers education in achieving organizational excellence: A case study in Jute mill. Proceedings of the 4th Indian Congress on Quality, Environment, Energy and Safety management system,Kolkata: Oxford Publishing House, 1-14

Dutta Roy,D.(2006). Development of picture drawing test to assess consciousness layers of tribal children of Tripura, Journal of the Indian Academy of Applied Psychology,Vol. 32, No. 1, 20-25

Dutta Roy, D. (2005). What do computer programmers want for job satisfaction ?: Problem of Human resource Management, Journal of Applied Psychological Issues, Vol. 11, 1&2, 7-14.

Dutta Roy, D. (2005).Clustering state anxiety scores across twelve months in the Antarctic expedition,Journal of Psychometry,Vol.XIX,1,January,pp 14-20.

Dutta Roy,D. (2005). Some strategies to make organization innovative. The vision, 1,4,19-25.

Dutta Roy, D. (2004). Analysis of drawing of tribal children in Tripura to understand different patterns of consciousness levels. A Quarterly Research Journal on Tribal life and Culture, 13, 45,17-23.

Dutta Roy, D. (2003).Individual characteristics for the success in computer programming, Journal of Personality and Clinical Studies,19,1,57-61.

Dutta Roy, D. (2003).Organizational Diagnosis,Tapasya,Vol.3, 25th December,pp 7-10.

Dutta Roy, D. (2003).Cluster analysis of GHQ-12 items using Indian Antarctica Expeditioners' Responses,,Journal of Psychometry ,Vol.17, No.1&2,pp 38-44.

Dutta Roy, D. (2003).Organizational Diagnosis: Behavioural Perspectives,, AIM EXPLORE,Vol.1,1,July-December,pp 36-39.

Dutta Roy,D. (2002). Correspondence between item and rating on the checklist of relative importance of computer programming tasks., Journal of Psychometry, 16,2,67-76.

Dutta Roy, D. (2002). Aptitude Importance Profile Similarity of Computer Programmers Across Different Organizations, Indian Journal of Psychological Issues, 10, 1&2, 129-132.

Dutta Roy, D. (2002) Personality differences across four metropolitan cities of India, Indian Psychological Review, 58,2,71-78.

Dutta Roy, D. and Paul, M. (2002). Reading motivation of children in grades III and IV, Indian Educational Review, 38,1,43-51.

Dutta Roy,D. (2002). Computer programming job analysis, Management and Labour Studies, 27,4,255-262.

Dutta Roy, D. and Mallik, R. (2000) Ranking General aptitudes for success in computer programming, Journal of the Indian Academy of applied Psychology, Journal of the Indian Academy of Applied Psychology, 26, 1-2, 135-139.

Dutta Roy, D. (2000) Maximizing coefficient alpha of state anxiety inventory in repeated measurement design, Indian Journal of Psychometry and Education, 31, 2, 111-114.

Dutta Roy, D. & Mukhopadhyay, S. (1999) Organizational coping and organizational commitment across organizational hiearchies in heavy engineering organizations, Journal of Behavioural Sciences, 10, 2, 5-20.

Dutta Roy, D., Mallik,R, Banerjee,I. (2000) . Factor analysis of computer programming tasks, Vignana Bharathi, 16,1, 43-48

Dutta Roy,D., Maitra,M. and Deb,N.C. (2000) State anxiety profile similarity of scientists and logistic personnel in the Antarctica expedition using'rp' index, Psychological Studies, 45,1&2, 87-89.

Dutta Roy,D. (1999). Perceived importance of computer programming aptitudes, Indian Journal of Applied Psychology, April, 36, 6-9. (Paper recived Prof. T.E. Shanmugam Award for excellence in research for 1999 and 2000).

Dutta Roy, D. (1999) Item response theory in Organizational Psychology : A Review, Journal of the Indian Academy of Applied Psychology, 25, 1-2, 125- 128.

Dutta Roy, D. and Deb, N.C.  (1999)  Item-total score correlations of state anxiety inventory across different months in Antarctic Expedition, Psychological Studies, 44,1&2, 43-45

Dutta Roy.D. and Bannerjee,I.(1998) Correspondence analysis between stimulus length and amount of forgetting in assessment of short term memory span,Indian Journal of Psychometry and Education, 29,1,7-12

Dutta Roy,D. and Ghosh,M. (1997) Assessing the health of a hospital - A process state approach Management and Labour studies, 22,1,6-12.

Dutta Roy, D. (1997) Relative prediction of Organizational Health Variables in predicting Job satisfaction,Productivity, 38,3,458-461.

Dutta Roy,D.,Kar, R.,Chakraborty,M.(1997) Psychiatric personality profile similarity among splenectomy,non-splenectomy beta thalassaemic children,Indian Journal of  Psychology, 72(1&2),9-13.

Dutta Roy,D.(1997) Resisting decline in short term memory span:Effect of age and Education, Psychological Studies, 42,2&3,75-77.

Dutta Roy, D. and Ghosh, M.(1997) - Awareness of hospital environment and organizational commitment, Journal of Social Psychology, 137,3,380-386.

Dutta Roy, D. (1996) Differential patterns of state anxiety of scientists during Antarctic  expedition, Journal of the Indian Academy of Applied Psychology, 22, 1-2, 43-45.

Dutta Roy, D. (1996) Organizational health survey,Productivity,37,3,464-466.

Dutta Roy, D.(1996) - Personality model of fine artists,Creativity Research Journal,9,4,391-394

Dutta Roy, D.(1995) Differences in personality factors of experienced teachers,physicians, bank managers and fine artists,Psychological Studies, 40,1, 51-56.

Dutta Roy, D. (1995) A comment on the similarities in the sixteen PF profiles of Indian and American creative artists,Indian Journal of Psychological Issues, 1,(1 & 2), 11-14.

Dutta Roy, D. (1995) Personality profile similarity of Indian and British physicians,Asian Journal of Psychology and Education, 28, 5-6, 5-8.

Dutta Roy,B.and Dutta Roy,D.(1994) Mathematics preference,Anxiety and Achievement motivation,Psychological Studies, 39,1,34-36.

Mukerjee,M.and Dutta Roy, D. (1994) A Cross cultural study on similarity of personality profiles of teachers and physicians developed on the basis of 16 PF,Indian Journal of Psychology, 69, 3 & 4, 79-86.

Dutta Roy, D. (1994) Personality structure of teachers,Indian Educational Review,25, 34, 89-92.

Dutta Roy,D.(1994) Relative importance of personality factors in discriminating four occupational groups, Indian Journal of Applied Psychology, 31,1,34-38.

Dutta Roy,D., Mukerjee,M., and Chatterjee, A. (1993) Application of correspondence analysis in understanding organizational awareness pattern,Journal of Psychometry, 6,2,11-18.

Dutta Roy,D.,Chatterjee,A.(1992) Factor structures of Organizational Health Scale, Journal of Psychometry, 5,2,19-26.

Dutta Roy,D. (1992) Personality traits of Antarctic expeditioners,Psychological Studies, 37,2&3, 95-98.

Dutta Roy,D.(1992) Organizational health and life satisfaction : A Path-analytic model,Managerial Psychology,51-62.

Dutta Roy,D. (1991)Organizational awareness: Relationship to employee age,education and tenure,Management of labour studies, 16,4,189-191.

Dutta Roy,D. (1991)A comparative study of organizational awareness strategies in private and public sector, Decision,18,1,41-44.

Dutta Roy,D.(1991) A model of change in Organizational health to improve Quality of life,Social Science International, Vol.16, No.4, pp. 189-191.

Chatterjee,A.& Dutta Roy,D (1991) Awareness of external environment,environmental satisfaction and mental health,Indian journal of Applied Psychlogy, 29,2, 74-77.

Bandyopadhyay,S.,Dutta Roy,D.,Basu,A.K. and Chattopadhyay,P.K.(1987) Emotional status of orthopaedically handicapped subjects and neurotic patients, Indian Psychological Review, 32,8&9,1-7.

Saha,A.K. and Dutta Roy,D. (1985) Re-evaluation of NSS programme,Rashtriya Seva, 8,1,5-10.