Psychological Testing, Educational Assessment,
Psychometrics, Counselling and Professional
Ethics
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.
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.
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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.
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.
