6-months course on Foundation of School psychology

School psychology is a specialized field that combines psychology, education, and child development to support the academic, social, and emotional well-being of students. School psychologists work with students, teachers, parents, and other school professionals to create a supportive and inclusive learning environment. This course provides an overview of the principles, theories, and practices of school psychology. Students will learn about the historical and philosophical foundations of school psychology, as well as the key concepts and methods used in the field. Topics will include: Throughout the course, students will engage in discussions, readings, and activities designed to promote critical thinking, problem-solving, and professional growth. By the end of the course, students will have a comprehensive understanding of the field of school psychology and be prepared to apply this knowledge in real-world settings.

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Course Outcomes:

By the end of this course, participants will be able to:

1.Demonstrate an understanding of school psychology in the Indian context, including its scope, challenges, and ethical considerations.

2. Apply Rabindrik Psychotherapy principles to support student mental well-being, emotional regulation, and creative expression in school settings.

3. Utilize psychological theories of development and learning to create effective classroom strategies.

4. Implement non-clinical psychological interventions, such as storytelling, music therapy, and reflective practices, to enhance student engagement and support.

5. Assess student needs related to academic stress, social-emotional development, and special education requirements using basic psychological assessment tools.

6. Promote digital literacy, cyber safety, and responsible technology use in school environments.

7. Strengthen parent-teacher collaboration to improve student academic and emotional well-being.

8. Advocate for inclusive education and assistive technology applications in Indian schools.

Note: This course is designed for educators and non-psychology students. It does not involve clinical practice but focuses on applying psychological principles within ethical and legal boundaries in Indian school settings.

The course

Course Duration: 6 months

Schedule: 3 classes per week, 1 hour per class

Total Hours: 72

4 months for main course and 2 months for elective paper 

Course Objective:

This course aims to raise awareness and train educators in school psychology, addressing the lack of awareness, ethical concerns, and boundaries in this field in India. It is designed for non-psychology students and does not include clinical practice. The course will focus on practical applications in school settings, emphasizing Rabindrik Psychotherapy.

Module 1: introduction to School Psychology 

Objective: To introduce the foundational concepts of school psychology, its relevance in India, and key developmental theories influencing student behavior and learning.

Unit 1.1: Understanding School Psychology

Definition, scope, and importance of school psychology in India and abroad. Theories of School Psychology. 

Roles and responsibilities of School Psychologists - Assessment and Interventions, Counseling and Mental health, Consultation and collaboration, Research and Program evaluation, Ethics, legal boundaries, and role limitations (non-clinical practice)

Policy Frameworks: Role of NEP 2020, RTE Act, and NASP Guidelines. 

Case Studies: Real-life examples of school psychology interventions in Indian schools

Unit 1.2: Developmental Psychology 

Physical Development 

Cognitive Development (Piaget, Vygotsky)

Social and Emotional Development (Erikson, Bowlby)

Personality development - Theory of Consciousness, Maslow's need hierarchy, Social learning, Cognitive theory, Behavior modification theory. 

Unit 1.3: Psychological Well-being and Student Support

Addressing academic stress and performance anxiety

Mental health awareness in schools

Emotional intelligence and self-regulation

Module 2: Rabindrik Psychotherapy in School Psychology 

Objective: To explore the principles of Rabindrik Psychotherapy and its applications in school psychology, fostering holistic student development through Tagore’s philosophy.

Unit 2.1: Tagore’s Philosophy and Its Relevance to Education

Tagore’s views on human nature and education

Principles of Rabindrik Psychotherapy: consciousness, flow theory, quantum consciousness, value theory, buoyant force

Culturally Responsive Counseling: Applying Rabindrik principles in Indian school settings

Saraswat Consciousness as part of holistic student development

Skills Development: Holistic thinking, Rabindrik psychotherapy theories and application, aesthetic appreciation, and self-reflection

Unit 2.2: Therapeutic Techniques and Tools

Storytelling, creative expression, and reflective writing

Cultivating empathy, mindfulness, and self-awareness through Tagore’s poetry and music

Incorporating Tagore’s works such as Bolai, Dakghor, Achalayoton, Tota Kahini for child psychological development

Skills Development: Creative expression, emotional regulation, empathy, and mindfulness

Unit 2.3: Application in School Settings

Techniques for managing academic pressure, family issues, and childhood trauma

Addressing student responsiveness, concentration, and emotional regulation

Designing student projects and role-playing activities based on Rabindrik literature

Skills Development: Problem-solving, interpersonal harmony, and practical intervention strategies

Module 3: School Psychology in the Digital Age

Objective: To analyze the impact of technology on student well-being and explore ethical, psychological, and educational approaches to digital learning.

Unit 3.1: Technology and Student Well-being

Impact of social media and digital learning on student well-being

Cyberbullying and online safety strategies

Technology-assisted interventions in school psychology

Skills Development: Digital literacy, ethical use of technology, and student counseling strategies

Unit 3.2: Future Directions in School Psychology

Role of school psychologists in India: Present scenario and challenges

Ethical considerations and professional boundaries

Advocacy for mental health support in Indian schools

Skills Development: Awareness building, ethical decision-making, and policy implementation

Module 4: Psychological Assessment and Counseling 

Objective: To provide an understanding of psychological assessments and introduce non-clinical intervention techniques for student support.

Unit 4.1: Introduction to Psychological Testing

Characteristics of Good psychological test.

Attitude scale and Checklist. 

Intelligence, personality, aptitude, Interests, academic achievement tests. 

Student motivation and academic achievement assessments

Skills Development: Understanding assessment tools, data interpretation, and intervention planning

Unit 4.2: Basic Counseling Techniques for Educators

Active listening and effective communication strategies

Music therapy and expressive arts interventions in school settings

Skills Development: Non-directive counseling, emotional support strategies, and arts-based interventions

Module 5: Family Dynamics and inclusive education 

Objective: To understand the role of family dynamics in student development and explore inclusive education practices for special needs students.

Unit 5.1: Parenting Styles and Their Impact

Baumrind’s Parenting Styles: Indian perspectives

Attachment Theory and its impact on student behavior

Role of family dynamics in academic and emotional well-being

Parent-teacher collaboration strategies

Skills Development: Family engagement techniques, behavioral observation, and student support planning

Unit 5.2: Inclusive Education and Special Needs Support

Principles of Inclusive education- equity, diversity, participation and support. 

Identifying and assessing learning disabilities (Dyslexia, ADHD, ASD)

Inclusive education policies in India (NEP 2020 implications)

Role of teachers and school psychologists in special education

Assistive technologies and classroom accommodations

Mental health challenges in neurodivergent students

Teacher burnout prevention strategies

Comparative Analysis: Western educational theories (Dewey’s experiential learning vs. Tagore’s holistic learning)

Skills Development: Differentiated instruction, inclusive teaching strategies, and special education advocacy.

Module 6 Action Research 

6.1 Foundations of Action Research in School Psychology - Definition, Significance and Role of school psychologists and educators in action research.

6.2. Research Design and Methodology -Qualitative, quantitative, and mixed-method approaches, Conducting Action Research and Intervention Design -Surveys, interviews, classroom observations,Using narrative methods from Rabindrik Psychotherapy, Basic statistical tools (Chi-square, t-tests).

6.3 Developing Psychological Interventions

Designing interventions based on research findings, School-based intervention models, Integrating Rabindrik Psychotherapy in school interventions.

Elective papers

Elective Subject: Rabindra Charcha

Total Marks: 100

Course Objectives:

This course explores the psychological, educational, and socio-emotional themes in Rabindranath Tagore’s literature, aligning with principles of school psychology. Through short stories, songs, poems, and dramas, students will engage with the concepts of child psychology, emotional development, morality, discipline, learning theories, and human relationships.

Syllabus Outline

Unit 1: Understanding Human Emotions and Relationships (25 Marks)

Short Stories:

Kabuliwala (Parental love and separation anxiety)

Postmaster (Loneliness, attachment, and child psychology)

Shuva (Disability and communication barriers)

Samapti (Rebellion and transformation in adolescence)

Atithi (Freedom and detachment in human relationships)

Poems & Songs:

Purano Sei Diner Katha (Memory and nostalgia)

Alo Amar Alo (Hope and positivity)

Unit 2: Education and Learning Psychology (25 Marks)

Short Stories:

Chutti (Childhood freedom vs. strict discipline)

Mastermasay (Teacher-student relationship)

Ginni (Family responsibilities and education)

Sasti (Discipline, morality, and punishment)

Tota Kahini (Critique of forced education)

Poems & Songs:

Jana Gana Mana / Sarthak janam Amar(Nationalism and collective identity)

Amar Mukti Aloy Aloy (Liberation through knowledge)

Unit 3: Social Justice and Ethics (25 Marks)

Short Stories:

Bhul Swarga (Ethics and illusions of happiness)

Megh O Rodro (Inequality and fate)

Guptadhon (Greed and moral values)

Dramas & Essays:

Dakghar (Psychological impact of terminal illness)

Achalayatan (Blind faith vs. rationality in education)

Sikshar Herfer (Flaws in rote learning and education system)

Unit 4: Psychological Themes in Tagore’s Dramas (25 Marks)

Dramas:

Raktakarabi (Power, freedom, and oppression)

Chandalika (Caste discrimination and self-worth)

Natir Puja (Spirituality and sacrifice)

Songs & Poems:

Ekla Chalo Re (Self-determination and resilience)

Pran Bhariye Trisha Hariye (Emotional liberation)

Assessment Criteria:

Written Exam (50 Marks): Analytical and thematic questions on stories, poems, and plays.

Project Work (20 Marks): Creative assignment (dramatization, storytelling, psychological analysis).

Presentation (15 Marks): Group discussion on Tagore’s works and psychological themes.

Viva (15 Marks): Oral assessment on selected themes and literary interpretations.

Expected Learning Outcomes:

Develop an understanding of psychological themes in Tagore’s works.

Relate school psychology concepts to literature.

Analyze human emotions, relationships, and education through Rabindrik perspectives.

Apply Tagore’s ideas in modern educational and psychological practices.

Elective Subject 

Music Therapy _ Elective Subject(01)

Total Marks: 100

Based on School Psychology

Course Objectives:

To introduce the fundamental concepts of music therapy and its relevance in school psychology.

To explore the impact of music therapy on emotional, cognitive, and social development in children.

To examine the role of music therapy in managing behavioral challenges and academic stress.

To integrate Rabindrik psychotherapy principles with music therapy for holistic student well-being.

To provide practical knowledge on implementing music-based interventions in school settings.

Course Structure:

Unit 1: Introduction to Music Therapy (20 Marks)

Definition and methods of music therapy.

Rabindrik psychotherapy Principles and approaches in music therapy.

Role of music therapy in school psychology.

Unit 2: Psychological Foundations of Music Therapy (20 Marks)

Music and brain, Cognitive and emotional development in children and adolescents.

Theories of learning and their connection to music therapy.

Music therapy and neuroplasticity.

Attachment theory and its relevance to music therapy.

Unit 3: Music Therapy for Behavioral and Emotional Regulation (20 Marks)

Managing stress, anxiety, and depression through music therapy.

Music as a tool for emotional expression and self-regulation.

Case studies on the use of music therapy for children with behavioral issues.

Unit 4: Music Therapy for Enhancing Academic Performance (20 Marks)

Role of music in improving concentration and memory.

Music-based interventions for students with special needs (ADHD, Autism, Learning Disabilities).

Using music therapy for motivation and engagement in learning.

Unit 5: Practical Applications and Case Studies (20 Marks)

Designing a music therapy intervention plan for schools.

Ethical considerations in music therapy for school settings.

Case studies and practical demonstrations.

Assessment Criteria:

Theory Examination (50 Marks) – Questions from all five units.

Project/Case Study (20 Marks) – A research-based project or case study on the impact of music therapy in school psychology.

Practical Demonstration (20 Marks) – Designing and presenting a short music therapy session for a specific concern.

Class Participation & Assignments (10 Marks) – Engagement in discussions, assignments, and reflective writing on music therapy.

Expected Learning Outcomes:

Understanding the theoretical and practical aspects of music therapy in school psychology.

Ability to design and apply music therapy interventions for students.

Enhanced skills in integrating music therapy with psychological theories and practices.

Development of awareness about ethical and professional considerations in music therapy.

Assessment & Evaluation

Class Participation& attendance (10%)

Weekly Reflections &Assignments (20%)

 Study Analysis (10%)

Final Project on School-Based Intervention & viva (20%)

Final Written Exam (40%)