The document provides information on various topics related to communication: 1. It defines communication and discusses its key elements like the sender, receiver, message, and channels. It also distinguishes between verbal and non-verbal communication. 2. It explains different modes of communication like seminars, conferences, lectures, group discussions, and their purpose and process. 3. It outlines important techniques for effective interviewing like observing, listening, validating, and preparing objectives. It also lists qualities of an effective communicator.

1. Unit - I
• Communication: Meaning and importance of communication.
• Process of communication: Key elements in the communication
process - Communication, message, audience; channel of
communication. Verbal and nonverbal communication.
• Basics of Communication.
• Education and communication for national development.
• Interpersonal communication: Interviewing - Objectives, principles of
interviewing; listening, qualities of effective communicator.
• Seminars, conferences, lectures, group discussion, panel discussion,
symposium, workshop, role playing, simulation exercises, written
communication, report writing, letter writing, article/essay writing,
games, brain storming, street play, field work exposure.

2. Communication: Introduction And Meaning
• We use ‘communication’ usually to mean speaking or writing or
sending a message to another person
• Exchange of thoughts, ideas, views between the persons.
• Derived from Latin word “communes” means “common”. So
communication happens in a common form. .
• Communication is complete when the message is understood by the
others and people should be present in a communication.
• Communication is a learned skill. However, while most people are
born with the physical ability to talk, not all can communicate well
unless they make special efforts to develop and refine this skill
further

3. Definitions
“The mechanism through which human relations exist and develop", or
"sharing of experience on the basis of commonness“ . Wilbur Schramm.
•“Communication is a means of transforming of mental concept from the
brain of one individual to the brain of another.”
•“Communication is defined as the process of passing information and
understanding from one person to other. It is an essential bridge of
meaning between people, by using this bridge of meaning a person safely
can cross the river of misunderstanding that separates all people”.

4. Components of Communication/
basics of communication
• the one who gives information (sender)
• and the one who receives it (receiver).
• What is being shared? An idea or an information or an attitude
(message).
• Channel to passing the information.
• Communication can happen in 3 levels namely.
• Upward
• Downward
• Cross communication / inter communication

5. Functions/Importance of
Communication
• Information - Communication provides us enormous
information about the environment in which we live.
• Instruction : One of the major functions of communication is
to instruct, educate, and socialize the members of the society.
• Entertainment - Communication provides boundless
entertainment to people through pictures, films, music,
drama, dance, art, literature, comedy, sports, games etc.
• Persuasion : One of the most important functions of
communication is to persuade the other party which results in
change in attitudes, beliefs, intention, & behavior.

6. Functions/Importance of
Communication
• Debate and Discussion : It is through debate and discussion in
media that the public can clarify different viewpoints on issues
of public interest and arrive at a general agreement on
matters that concern all.
• Cultural Promotion : Communication provides opportunity for
culture to be preserved and promoted.
• Integration : Communication is a great integrating tool.
Through a fund of knowledge or information, individuals,
groups or cultures come to know one another, understand
and appreciate other's ways of life and thereby develop
tolerance towards one another.

7. Process of Communication
You, as a sender or communicator, formulate (encode) an
idea or message as best as you can
and pass on the message to your friend, who to the best of
his ability receives or acts on the message (decodes).
He responds by formulating his own message and
communicates to you (feedback).
If you think your message is understood or well received by
your friend, then you go ahead with the next idea that you
have in mind and the conversation goes on and on.

8. Process of Communication
• Here the communicator is the encoder,
• the message is symbol (verbal or nonverbal),
• the channel is one of the transmission medium,
• the receiver is the decoder, feedback is the response to the
message,
• and noise is any interruption that breaks down the
communication.
• These, in fact, are the essential elements or ingredients which
facilitate the communication process. Let us examine what role
each element plays in the entire communication process and how

9. Process of Communication
• Communicator (sender or encoder) is the one who initiates
the communication process.
• He may be an editor, a reporter, a film maker, a teacher, a
writer, a speaker, a leader or anybody who takes the initiative
to start a dialogue.

10. Process of Communication
• Encoding is the formulation of messages in the
communicator's mind, that is, the communicator not only
translates his purpose (ideas, thoughts or information) into a
message but also decides on the medium to communicate his
planned message.
• He must choose the media (speaking, writing, signaling or
gesturing) that the receiver can comprehend well.
• For instance, an illiterate receiver will fail to understand a
written message, but can understand ,it well if told orally.

11. Process of Communication
• A message is what a communicator actually produces far
transmission using spoken or written words, photographs,
paintings; films, posters, etc.
• The purpose of communication is to influence the receiver
and get favourable responses so that appropriate decisions
can be taken.
• The success of communication, therefore, depends on what
we say and how we say it.

12. Process of Communication
• A channel is the vehicle through which a message is carried
from the communicator to the receiver. The channels of
communication arc many-written, spoken, verbal, non-verbal,
mass media like TV, radio, newspapers, books etc.
• The receiver, at the other end of the communication, is the
recipient of the message and must possess the same
orientation as the communicator. If the receiver does not
have the ability to listen, to read, to think, he will not be able
to receive and decode the messages in the manner the
communicator wants him to.

13. Process of Communication
• Decoding is the interpretation of the message by the receiver.
Actually, the receiver looks for the meaning in the message
which is common to both the receiver and the communicator.
• Feedback is the response or acknowledgement of receiver to
the communicator's message. The exchange is possible only if
the receiver responds.

14. Verbal and nonverbal
communication.
• verbal communication It’s a traditional way of
communication which is done with words (written or
spoken).
• The vocabulary is the main source of communication.
• Written communication is of recent origin but verbal
communication is existing since from the primitive culture.
Therefore verbal communication is not something new.
• Verbal communication is also means or consisting of face
to face, telephone, radio, television and other media.
• Makes immediate impact
• Provides opportunity for interaction and feed back
• Helps to correct confusions ,It is fastest and less expensive

15. Nonverbal
communication
• It includes all unwritten and unspoken messages both intentional
and unintentional. So it is without words but by body language
gestures facial expressions etc.
• Forms of non Verbal Communication
• Facial expression
• Body movement
• Gestures
• Eye contact
• posture
• Voice
• Touch

16. Education and communication for
national development
• Communication and education are considered to be the greatest
tool that can be used to enhance all developmental activities on the
global scene.
• Socialization is important factor for national development. Because
people cannot live without each other.
• Communication approaches are also valuable and so vital because
for improved co ordination and teamwork to manage development
programmes, and to gain institutional support, finally it leads to
development of nation.
• Communication has been contributing a lot to different sectors for
the nation’s development.

17. • Motivation factor is needed for national development.
• Education (proper) to bring changes in the society.
• Cultural promotions is necessary for national development
• Integration kind of improvement of the individual with the society
which will bring national development.
• If people are educated the standard of living goes up.
• Education can bring employment for unemployed people.
• Promote the sense of equal opportunities in political, economic and
in social terms.
• Assurance of good and impartial administration everywhere.
• Equal treatment for every citizen is possible only through decent
education and proper communication person.
•

18. Interviewing
• An interview is a meaningful exchange of information with a
definite purpose.
• It is a conversation to specific information eliciting activity.
• In an interview, much of the interaction between interviewer
and interviewee (client) is carried on by gestures, postures,
facial expressions and other communicative behaviour
• the verbal information collected from the client.

19. Aim or objective of
Interview
There can be three main aims of interviews. They are:
•to collect information from people
•to give information to them
•to influence their behaviour in certain ways for example in
psychotherapeutic interviewing.

20. Techniques or principles of
Interviewing
• Commonly used techniques are questioning, observing,
listening, restating, validating, reflecting, providing
information, clarifying, paraphrasing, pinpointing, linking,
structuring, focusing, sharing and summarizing.

21. • Observing
Observing is reading non-verbal clues, which speak more than
words. Interviewer observes the facial expression, posture,
hand movement, perspiration, nail biting, tone of voice,
restless movement, frequently changing posture etc.
These clues give an idea about clients present state of mood,
reaction to the topic being discussed, anxiety level etc.

22. • Listening
• Listening is one of the important technique of interviewing. It
is very important to listen attentively.
• Willingness to listen and being well understood by the listener
encourages the speaker to speak freely and express
unhesitatingly.
• Looking towards the client, nodding in between and making
‘hmmm’ sound gives a positive signal to client and encourages
him to speak.

23. Validating
•Validating is to confirm the accuracy of information given by
the patient.
•This is usually done by asking further questions on the same
issue and evaluating the answers in terms of their consistency
and appropriateness.
For example:
•Client: I feel scared to go out at night.
•Interviewer: I understand that you feel scared to go out at
night. Can you give example and explain how?

24. Preparing for the Interview
• Set your Objectives: Decide what is to be accomplished. It is better to
initially write down your objectives.
• Know the Interviewee: If possible learn as much as you can about the
person to be interviewed. Consult school records, list profiles,
cumulative records, service report, friends, relatives and employers.
• Provide for Privacy: Make sure that there is enough privacy to enable
the interviewee feel comfortable and relaxed to open up with you.
• Be Empathetic: Put yourself in interviewee’s position
• Know Yourself: It is important to know one’s own personality.
Everyone has certain advance opinions, convictions and attitudes and
preconceptions. Many a time these interfere with successful
interviewing some sort of study is essential to bring those to surface.

25. Qualities of an effective
communicator
• Keen Observer
• Active Listening
• Relationship Building
• Eye for detail - Recording

26. Other modes
1. Seminars,
2. conferences,
3. lectures,
4. group discussion,
5. panel discussion,
6. symposium,
7. workshop,
8. role playing,
9. simulation exercises,
10. written communication,
11. report writing,
12. letter writing,
13. article/essay writing,
14. games,
15. brain storming,
16. street play/field work exposure.

27. Seminars
• The word seminar is derived from the Latin word seminarium,
meaning "seed plot".
• A seminar is a form of academic instruction, either at an
academic institution or offered by a commercial or
professional organization.
• The main purpose of seminar is to elicit shades of opinion on
various aspect of the subject
• Seminars are forums in which issues are raised and explored,
but not necessarily resolved.

28. Functions of a Seminar
• bringing together peoples to discuss ideas
• focusing on some particular subject to explore topics in more
depth
• facilitate active participation and provides an opportunity to
learn from other people's experiences and background
knowledge
• Before the seminar meats, the subject for discussion is
mentioned in a preliminary working paper.
• The paper should be circulated among the members, to
attend the seminar with a view to provide opportunity for
preparation.
• Appoint a directior or coordinator who is chosen for his
extensive knowledge in the field on his ability to give his
knowledge to others.

29. Stages
• Inauguration: Seminar is usually opened by a distinguished person invited
by the organisers of the seminar.
• Conducting a Seminar: A seminar may continue for two or three days,
and be divided into a number of different sessions. Each session covers a
broad aspect of the topic, and related papers are presented at the same
session. Each session is presided over by someone distinguished in the
field. He invites the participants to present their papers. After each paper
he invites questions and thus a discussion follows. He also moderates the
discussion and prevents it from becoming a mere verbal or heated
argument.
• Concluding the talk: The conclusion brings all the different sections of the
talk together and the main points are brought into proper relationship.
• Discussion: The discussion on a seminar talk might bring up a
disagreement in views or take the form of a question seeking clarification.
• Valediction: A seminar ends with the valediction ceremony

30. Conference
• A conference is a meeting of people who "confer" about a
topic.
• It is a formal meeting for consultation or discussion.
• An exchange of views.

31. Conference - Types
• Academic conference is a formal event where researchers present results,
workshops, and other activities.
• Business conference is organized to discuss business-related matters.
• News conference is an announcement to the press (print, radio, television) with
the expectation of questions.
• Parent-teacher conference is a meeting with a child's teacher to discuss grades
and school performance.
• Peace conference is a diplomatic meeting to end conflict.
[
• Settlement conference is a meeting between the plaintiff and the respondent
in lawsuit, wherein they try to settle their dispute.
• Trade conference, or trade fair, organized like a business conference but with
wider participation and providing the opportunity for business people and the
general public alike to network and learn more about topics of interest through
workshops, and meeting vendors of similar or related services

32. Lecture Method
• Lectures are good for validating information from a respected
source.
• lecture is a method of teaching if perhaps as old as civilization.
It is most commonly practiced and widely used in many
countries for many years. The traditional and only technique
used in workers education was the common lecture.
• It requires good and skillful preparation and it is
incomplete unless followed by questions and answers. .

33. Essentials of the lecture method (Lowman,
1984)
1. Fit the material to the time available
2. Seek concise ways to present & illustrate content
3. Begin classes by sharing objectives
4. Vary methods of presentation (develop a style of lecture
consistent with your values & personality)
5. Each lecture should end with a conclusion or summarization
6. Be guided by students when lecturing (observe their
reactions, acknowledge answers)
7. Remember in your relationships you are a person first,
students and teacher second
Source: Desai, Murali (2004) . Methodology of Progressive Social
Work Education. Jaipur.: Rawat Publications

34. Lecture - Process
It is said that good lectures should posses three p’s, namely 1)preparation,
2)presentation and 3) personality
1)preparation, Planning before the lecture
• Identifying / selecting specific instructional objectives and matters
• Designing proper sequence of information, exercises, learning activities,
formative tests.
• Preparing and collecting audio-visual aids, models, specimens, handouts,
etc.
2)presentation During the Iecture session
• Informing the relevance of the theme
• Presentation by part by part (subtopics)
• Asking the learners to come up with answers – giving feedback
• Making necessary changes in the content and sequence of lecture based
on learners' responses
3) personality

35. Group Discussion
• Group Discussion, as the name itself indicates, is a group
activity carried out by participating individuals. It is an
exchange of ideas among the individuals of a group on a
specific topic.
• It is used as reliable, testing device - mainly as a tool to assess
all the candidates in a group at one go -in order to select the
best in comparative perspective.
• Group Discussion is an informal discussion in which
participants of the same educational standard discuss a topic
of current interest.
• It is also known as leaderless discussion. It means its aim is to
find out the natural leadership level of the candidates.

36. Areas of GD
Content: Content is a combination of knowledge and the ability to
create coherent, logical arguments on the basis of that knowledge.
Merely memorising facts is pointless. An in-depth understanding
of various issues as well as the ability to analyse the topic and build
arguments.
Communication skills
•Communication is a two-way process, and the role of the listener is
critical. The listener has his own interpretation of what you say. Besides
listening, you also need the ability to:
• Express your ideas in a clear and concise manner.
• Build on others' points.
• Sum up the discussion made by the entire group.

37. Areas of GD
• Group dynamics – GD tests the participants behavior aswell as
their influence on the group.
• Leadership - A good leader is one who allows others to
express their views and channels the discussion to a probable
decision or conclusion on the given topic.

38. Types of GD
1. Topic-based – Knowledge based, non – knowledge based,
abstract
2. Case studies - A structured discussion of a specific situation
is given as a case
3. Group tasks - Specific objectives are to be achieved as a
group

39. Panel Discussion
• PD is a discussion of a subject by a group of persons forming a panel
usually before an audience.
• It is a situation in which a group of people are gathered together to
discuss an issue, often to provide feedback on something, to brainstorm
solutions to a problem or to discuss an issue of public concern in front
of an audience.
• In most cases, 3 or more panelists share their knowledge and expertise
after being asked questions in a format that allows some discussion.
• An example of a panel discussion is when top scientists gather together
to discuss global warming or when a group of local politicians hold an
open discussion and invite the public to come with questions or
concerns.

40. Panel Discussion Process
1. Identify the goal and purpose of your panel discussion.
2. Invite experts to become panelists
3. Select and invite a moderator
4. Determine the rules for the panel discussion.
5. Write questions for the panelists.
6. Arrange for the panel discussion to be recorded.
7. Present and introduce the panelists at the beginning of the
panel discussion.
8. Conduct the discussion as planned, following the
established rules.
9. Conclude the panel discussion with a summary and closing
remarks.
10. Send thank you notes to the panelists and moderator for
their participation.

41. Symposium
• Symposium originally referred to a drinking party (the Greek verb
sympotein means "to drink together") but has since come to refer
to any academic conference or a style of university class
characterized by an openly discursive format, rather than a lecture
and question-answer format.
• A series of speeches is given by as many and different speakers.
• a collection of opinions expressed by several persons on a given
subject or topic from the same platform.
• The convenient number of speakers in two to five.
• the audience participation is comparatively less. It is essentially one
way method of communication.
• the whole activity is topic centered rather than audience centered.
• Enables students to realize that every individual has his way of
thinking and approach to the problem.

42. Workshop
• An educational seminar or series of meetings emphasizing
interaction, exchange of information & practice of learning
among a usually small number of participants.
• Example : a creative writing workshop.
• This format often involves students practicing their new skills
during the event under the supervision of the instructor.

43. Workshop Methods
The Institute of Cultural Affairs (1991) recommends 5 stepd for the
workshop method:
1.Setting the Stage: highlighting the focus question & outlining the
process & timeline.
2.Generating new ideas: Brainstorm & put all ideas on the board.
Ask for clarification & additional ideas.
3.Forming new relationship: Ask the group to form clusters of
similar ideas
4.Discerning consensus: Discuss each cluster wrt to what it means
and accordingly give title.
5.Confirming resolve: Discuss the steps undertaken, where did the
group get involved, what breakthroughs groups had, significance of
the work done & next steps.

44. Role Play
• Role play is used to stimulate discussions on complex issues. A
brief enactment can be done by trainers and students to
stimulate group discussions on similar issues and experiences.
• The scripting can be done completely or partly by the
organizers or can be left to the students.
• Role plays can also be used for reenactment of past
expericences

45. Role Play Method
1. Identify the situation/ problem
2. Add details
3. Assign roles
4. Act out the scenario
5. Discuss the learnings

46. Simulation exercise:
• Simulation is the presenting of a problem or an event or a
situation or an object in simulation situation.
• Simulation or simulation games can be very important means
for communicating knowledge experiences and ideas.
• They are games that reflect real life situation while providing
relaxation and a welcome relief from hectic schedule
• Simulation is a contrived (formulation) experience to give the
effect of real experience for mini working model of an aero
plane used in training pilots to learn and practice.

47. • The term 'Simulation Exercise' is any task that you are asked
to do as part of applying for a job that simulates the types of
tasks you will be doing. They allow you to demonstrate
aptitude related to the requirements of the job and they have
been shown to be more predictive of future job performance
than an interview alone.
• An in-tray (also called 'in-basket') exercise asks you to assume
a particular role as an employee of a fictitious company and
work through an in-tray of items such as letters, memos,
reports, requests, emails and problems. You then decide on
priorities and actions. They will usually consist of a range of
issues of varying degrees of importance / urgency, some of
which may well be related. This exercise is designed to
measure your ability to organize and prioritize work.

48. Written communication:
• every message is in black and white.
• It is the best method when communication and the recipient are
beyond oral communication media.
• Conveying information by writing typing printing or other
mechanical means.
• exchange of facts, ideas, opinions through a written instrument by
which the individual or organization come in touch with each other.
• It has been primarily been used as a medium to pass information
upwards, downwards communicating with people outside.
• Written communication covers all kinds of subjects matter like
memos, (legal document) resoutions, opinion of meeting. statement
of grievance innocent affidavits complaints, reports, financial
statements, appointments, promotions, cast sheet etc.
• Formal communication must always be in writing such as rules,
orders, manuals, policy matter, and resolution.

49. Objectives of written communication
• Future reference: written message can be preserved as records and
reference source.
• Record of evidence: written message have capacity of being stored
as record.
• Measurement of progress: the records provide relevant and basic
information from this. It is possible to know the progress of the
organization. (it helps to compare with previous year’s record).
• Avoiding mistakes: maintaining written minimize the chances for
errors and prevents the mistakes.
• Effective decision making: decision making process becomes easy if
old records may serve as a guide to the decision making process.
• Legal requirements: these are certain documents which are
required to be presented compulsorily under the provision of
different legislation. Under the Indian companies act 1956 and
banking regulation act 1949 etc.

50. Report writing
• Report means a statement or description of what has been
said, seen, done etc.
• A good report is the evidence of the written vocabulary
(arranged alphabetically with definitions) grammar it shows
whether the written can gather facts, evidence, and
analyze them and then reason logically.
• C.A Brown defines a report as communication from same one,
who has to use that information.
• It describes the events or individuals to someone who require
it.
•

51. Types of report:
reports may be classified broadly under the following categories.
• 1) According to use
• External reports.
• Internal reports
• 2) According to period
• Routine reports
• Special reports.
• 3) Reports according to levels at management:
• Reports to top management
• Reports to functional management
• Reports to junior level management
• Functional report

52. Letter writing:
• Letters are most ancient and the most important of all mass
communication media. A selling medium on which the entire
modern business structure depends.
• In the restless world of business letters are used for both internal
and external communication,
• letters enables one person to reach another and thus ensures two
way communication.
• Writing a letter is an art, it represents a written message sent by
post, sometimes including an envelope, a post card an inland letter.
• It is easy to write a letter which is nothing but to put ideas in black
and white
• to write an impressive and quality letter is difficult.
• Though the principles of writing a letters are uniform, there is a lot
of difference between business, personal and official
correspondence

53. Types of letters
• Descriptive
• narrative,
• technical,
• legal,
• public,
• private,
• foreign,
• confidential,
• demi official (semi) personal official letters.

54. A good letter must have at least 7 parts
• Letter head: letter head are printed headings such as name,
address, telephone number of the sender.
• Inside address:
• Salutation: eg – sir, dear sir, my dear, madam.
• Complimentary: close polite way of concluding eg – yours
faithfully, yours sincerely truly yours etc.
• Signature: signing his own name indicates responsibility for all
the contents in a letter.
• Body of the letter: introducing paragraph, main part, closing
paragraph.
• Signature identification: the signature should be followed by
the name of signatory in block letters.

55. Brain Storming:
• Encouraging the individual to share their ideas, feelings, and
opinion.
• It’s mostly positive. It is well known that ideas originated in
the human mind, and speech is the vehicle of thought yet it is
also recognize that many individual of a high degree of
original thinking don’t speak out because of shyness the same
individuals are helped to remove their inhibitions.
• Then the result is they enhance the quality of life.
• Brain storming is a small group technique design to stimulate
creative thinking, expression and interaction leading to the
production of large quantity of ideas related to specific
problem or creative task .
• It is a relatively simple technique.

56. • Over the past 25 years that techniques of brain storming has
been used by different groups including those in business,
government, religion, education, health, mental and
professionals.
• It has been used for a wide variety of purposes such as new
product development improvement
• and adoption proposing to solution for social problem, labour
management relation, managing administrative changes the
provision of improved services, communication, marketing.
• Brain storming also may contribute to group productivity
through individual involvement and in the long run to
personality development by encouraging individual creativity
in brain storming session.

57. Street play
• street play is a form of communication it is deeply rooted in the
Indian tradition. It is a medium where social and political messages
are propagated through the essential tool called human body.
• The ability to through once voice so that 400 people can be reached
without the help of mike.
• Street plays are used to create awareness among the masses,
regarding social, critical issues.
• ] Street plays breaks the formal barriers and approaches the people
directly.
• Street plays as the name itself suggests, You could meet them in the
most unexpected places, behind the vegetables complex in your
market places, during your evening walk, at the bus stop acting out
a short skit or play, for anyone who might wish to stop and watch
street theatre is a situation where the audience has not come
prepared to watch a play and people may not have much time on
hard these limitations determined the parameters of the play.

58. • The script and direction is always significant , in order to
draw the attention of crowds from all walks of life they play a
humerous songs based on the popular catchy tunes.
• To attract all the people to its appeal. The play must as
inexpensive and mobile as possible. Since no stage is used.
• Street play actors are mainly teachers and students
committed to bring about social change.
• The preparation of play is joint effort each member has to
agree completely on the theme for a production go through
the script is usually written jointly as the play progress of
course, different groups have varying.

59. • A choral song is used to attract people and once a large
enough croud has gathered the play being usually in a circular
with the audience all around.
• the script sometimes one person narrates while the actor acts.
There are no separate costumes for the actors but that
depends on the theme.
• Street plays as a channel of communication is deeply rooted
in the Indian society. The modern form is different only in the
theme enacted. The street play groups analysis the society as
a exist, visualize its future and then attempts to put a vision
across.

60. Games
• Games make teaching easier ,more enjoyable and more
focused on issues under discussion.
• They can be more effective if used just at the right time.
• What is to be learnt from games has to be properly brought
out in the discussion.
• Each game has to be self contained with clear explanations of
objectives and procedures.

61. Guidelines for using games
• The game which a teacher chooses should precisely and
clearly support the arguments or points he plans to make in a
teaching session.
• A teacher has to follow the given rules or procedure while
conducting a games.
• A teacher requires proper guidelines for handling a game.
• A teacher may learn much by observing other experienced
teacher handle a game.
• Participants may find games interesting and educative. The
teacher can also relax and enjoy.

62. Essays and articles
• The essay is not highly thought of as it was once few
important creatve writers today are primarily essayists.
• a short literary composition on a particular theme
or subject, usually in prose and generally analytic,
speculative, or interpretative
• According to websters new international dictionary “a library
composition analytical or interpretative in nature, dealing
with its subject from a more or less limited or personal stand
point and permitting a considerable freedom of style and
method. Commonly essays are brief suitable for reading at
one sitting.
• An article which is often mainly factual and informative, it is
an expression of personality of the writer.

63. • a written composition in prose, usually nonfiction,
on a specific topic, forming an independent part of a
book or other publication, as a newspaper or magazine.
• essay is personal the article is not so but the principles of good
writing are the same at all stage of composition.
• In an essay write what you yourself think and feel about a subject,
not what you think the other people will want you to write about it.
• You will then be making a personal contribution however small, to
the total of human knowledge, what you write will have interest for
everybody because it is what you think and what no one else in the
world but you should have written. If you express it with simplicity
and economy it is the more likely to be clear and thus to be
effective.

64. Street play
• street play is a form of communication ,it is deeply rooted in the
Indian tradition.
• It is a medium where social and political messages are propagated
,through the essential tool called human body.
• Street plays are used to create awareness among the masses,
regarding social, critical issues. Street plays breaks the formal
barriers and approaches the people directly.
• Street plays as the name itself suggests, You could meet them in the
most unexpected places, behind the vegetables complex in your
market places, during your evening walk, at the bus stop acting out
a short skit or play, for anyone who might wish to stop and watch
street theatre is a situation where the audience has not come
prepared to watch a play and people may not have much time on
hard these limitations determined the parameters of the play

65. • The script and direction is always significant , in order to draw the attention of
crowds from all walks of life they play a humerous songs based on the popular
catchy tunes. To attract all the people to its appeal. The play must as
inexpensive and mobile as possible. Since no stage is used.
• Street play actors are mainly teachers and students committed to bring about
social change. The preparation of play is joint effort each member has to agree
completely on the theme for a production go through the script is usually
written jointly as the play progress of course, different groups have varying.
• A choral song is used to attract people and once a large enough croud has
gathered the play being usually in a circular with the audience all around. The
sings or speaks out of the script sometimes one person narrates while the actor
acts. Then the face is painted white eyes an exaggerated expression. There are
no separate costimate for the actor they might all way a black rope but that
depends on the theme. The movement has been to be very exacurated.
• Street plays as a channel of communication is deeply rooted in
the Indian society. The modern form is different only in the theme enacted. The
street play groups analysis the society as a exist, visualize its future and then
attempts to put a vision across.

66. Field work exposure
• fieldwork exposure is the collection of information outside of a
laboratory, library or workplace setting or an investigation carried
out in the field rather than in a laboratory or headquarters
• The approaches and methods used in field research vary across
disciplines. For example, biologists who conduct field research may
simply observe animals interacting with their environments,
• whereas social scientists conducting field research may interview or
observe people in their natural environments to learn their
languages, folklore, and social structures.
• Field research involves a range of well-defined, although variable,
methods: informal interviews, direct observation, participation in
the life of the group, collective discussions, analyses of personal
documents produced within the group, self-analysis, results from
activities undertaken off- or on-line, and life-histories

67. Poster Making
• A poster is any piece of printed paper designed to be attached
to a wall or vertical surface. Typically posters include
both textual and graphic elements, although a poster may be
either wholly graphical or wholly text.
• A poster is an excellent way to get your point across quickly.
• Posters are designed to be both eye-catching and
informative. Posters may be used for many purposes. They are
a frequent tool of advertisers (particularly of events,
musicians and films),
• Posters are also used for reproductions of artwork,
particularly famous works, and are generally low-cost
compared to original artwork.

68. • According to the French historian Max Gallo"for over two
hundred years, posters have been displayed in public places
all over the world. Visually striking, they have been designed
to attract the attention of passers-by, making us aware of a
political viewpoint, enticing us to attend specific events, or
encouraging us to purchase a particular product or service
• Posters, in the form of placards and posted bills, have been
used since earliest times, primarily for advertising and
announcements

69. Exhibition
• Exhibitions are expensive but they can give really great returns if
you do them properly.
• The concept of exhibition is not so new
• In the most general sense, is an organized presentation and display
of a selection of items. In practice, exhibitions usually occur within
museums, galleries and exhibition hall .
• The word "exhibition" is usually, but not always, the word used for
a collection of items. Sometimes "exhibit" is synonymous with
"exhibition", but "exhibit" generally refers to a single item being
exhibited within an exhibition.
• Exhibitions may be permanent displays or temporary, but in
common usage, "exhibitions" are considered temporary and usually
scheduled to open and close on specific dates. While many
exhibitions are shown in just one venue, some exhibitions are
shown in multiple locations and are called travelling exhibitions, and
some are online exhibition.

70. Magazines
• Many people don’t understand just how valuable magazines and
periodicals are in our lives. While we might have an idea as to the
information they provide, how they can be used is a completely
different idea to consider.
• This will help to educate the public about politics, the economy and
social issues as well. And Magazines And Periodicals - A Part Of Our
Everyday Lives”
• They are publications, usually periodical publications, that
are printed or published electronically. (The online versions are
called online magazines.)
• They are generally published on a regular schedule and contain a
variety of content.
• They are generally financed by advertising, by a purchase price, by
prepaid subscriptions or a combination of the three. At its root, the
word "magazine" refers to a collection or storage location. In the
case of written publication, it is a collection of written articles.

71. Advertisement
• Advertising is the best way to communicate to the customers.
Advertising helps informs the customers about the brands available
in the market and the variety of products useful to them.
Advertising is for everybody including kids, young and old. It is done
using various media types, with different techniques and methods
most suited
• It is used to encourage, persuade, or manipulate an
audience (viewers, readers or listeners; sometimes a specific group)
to take or continue to take some action.
• This type of advertising work belongs to a category called creative
or effective labour
• In Latin, ad vertere means "to turn toward". Advertising messages
are usually paid by sponsors and viewed via mass media such as
newspaper, magazines, television advertisement, radio
advertisement, outdoor advertising or direct mail; or new media
such as blogs, websites or text messages

72. VCD/DVD
• Before the advent of DVD, the Video CD (abbreviated as VCD, and also known
as View CD, Compact Disc digital video) became the first format for distributing
films on standard 120 mm (4.7 in) optical discs.
• The format is a standard digital format for storing video on a compact disc.
• There are few advantages the VCD format can offer you:
• VCDs can be played on more hardware than any other media
• VCDs are easy and inexpensive to produce
• VCDs are inexpensive to distribute
• VCDs are a standard format, so you'll still be able to play them in 20 years
• What’s the difference between Video CD and DVD?
• DVD, which is stands for Digital Versatile Disc, is a new technology in March
1997. It's not just for movies: it's essentially a successor to the CD. It has the
same physical appearance, but it provides several times as much up to 4.7
gigabytes on one disc. That's enough for more than two hours of video movies.
Compared to VCDs, movies on DVD provide much higher quality; DVD movies
use MPEG-2 compression, rather than the MPEG-1 compression used by Video
CDs.

73. Planning and executing a communication
campaign on an issue using various methods
of communication
• The first step in establishing communication activities for
programme is to draft a thorough communication plan and
strategy.
• The communication plan sets out a clear framework for your
communication activities and allocates roles, tasks and goals to
individual members of the team. It will serve you as a guiding
document throughout the programme’s lifecycle including
information on objectives, audiences, messages, tools and budget
available.
• Before drafting your communication plan, start with a brief analysis
of what you hope to achieve. Begin with an overview of your
programme’s communications environment, objectives and goals.
Include a short situation analysis where you look at your project’s
communications strengths, weaknesses, opportunities and threats
(SWOT-analysis).

74. Target groups
• Whom do you want to inform about your programme or
projects? The question is crucial for at least two reasons.
Messages need to be tailored to be appropriate and
interesting for different audiences. In addition, different
audiences are reached by different tactics and different
communication tools.
The target audience is the primary group of people that your
communication activities are aimed at. A target audience can
be people of a certain age group, profession, gender, marital
status, educational background, geographic area and so forth.
Without knowing your target group, your communication
activities will remain diffuse and with little effect

75. Messages
• What are your main messages? A message is not the same as
an advertising slogan or a marketing line; a message is a
simple and clear idea that summarises the essence of your
programme or projects. It should function as a guiding
principle for all kinds of communications, from the contents of
leaflets, brochures and websites, but also for media
interviews.
The main point is that messages must be clear and consistent
across all kinds of communications. The best rule is to apply
the KISS-rule: Keep it short and simple! Without clear
messages, a communication agenda lacks clarity and focus.
Try to avoid too general issues and focus on a specific
achievement/challenge/opportunity or issue.

76. Tools
• Which tools would you like to use, which activities have you
foreseen in your communication plan?
Once you have identified your main target groups and messages,
you should think about the appropriate tools to get your messages
across. These may vary depending on the target group, for example
a more general public will probably be reached with a general
programme brochure, whereas a magazine article may be directed
at an expert audience, giving more background information on your
programme and your projects.
It is also important to consider a timeline for the publication and
dissemination of your tools in order not to miss deadlines or
opportunities on the way.

77. • The communication plan should be assessed and revised if
necessary on a regular basis (cf. evaluation of communication).
• Check list for communication campaign :
• description of your programme, including the strengths and
weaknesses (results of your SWOT analysis)
• definition of communication objectives
• main messages you would like to get across
• description of target groups
• a selection of communication tools
• decide on responsibilities
• a timeline when to do what
• a budget for your communication activities
• an indication of how the communication plan will be evaluated

78. Impact of mass communication on
society family marriage and child
development
• The media has a huge impact on society in shaping the public
opinion of the masses. They can form or modify the public
opinion in different ways .
• Indeed In last five to six decades or so, the media and its
influence on the societies, has grown tremendously with the
advance of technology.
• There are positive and negative influences of mass media,
which we must understand as a responsible person of a
society

79. Positive impact of mass communication
• news/information,
• Entertainment
• education.
• news/information :The first and foremost function of the media in a
society is to provide news and information to the masses, that is
why the present era is some time termed as the information age as
well. People need news/information for various reasons, on one
hand it can be used to socialize and on the other to make decisions
and formulate opinions.
• Entertainment: would be the other function of the mass media
where it is mostly used by the masses to amuse them in present day
hectic environment.
• Education : it educates the masses about their rights, moral, social
and religious obligations is another important function of mass
media, which needs no emphasis

80. • The role of newspapers, periodicals, and television in
influencing political opinion is fairly well established in the
voting behaviour of the so-called undecided voters.
• The impact of mass media on the societies is to binding the
society together (unity), providing leadership to the public,
acting as the conscience of society, satisfying needs for
information, helping the public to establish public sphere and
to providing society with a mirror of itself

81. • A common urban person usually wakes up in the morning
checks the TV news or newspaper, goes to work, makes a few
phone calls, eats with their family or peers when possible and
makes his decisions based on the information that he has
either from their co workers, TV news, friends, family,
financial reports, etc.
• we need to be conscious of the reality that most of our
decisions, beliefs and values are based on what we know for a
fact, our assumptions and our own experience.
• After seeing thousands of advertisings we make our buying
decisions based on what we saw on Tv, newspapers or
magazines.

82. negative influence or impact
• However a negative influence in teenagers is the use of guns
and ammunition by celebrity movie stars, the constant
exposure of which would seduce the teen to replicate the
same behavior in the real life.
• When we watch TV or a action movie we usually see many
images of violence and people hurting others.
• The problem with this is that it can become traumatic
especially in our children as they see it more and more. Our
kids that are starting to grow and are shaping their personality
values and beliefs can become aggressive or they can lose a
sense of distinction between reality and fiction
• There are millions of adolescents fighting obesity, but at the
same time they are exposed to thousands of advertisements
of junk food

83. • We can add television to the list of things that are destroying
marriages across the world. Watching television can be a
significant cause of marital strife,

84. COMMUNICATION
AND COUNSELLING

85. UNIT - III
• Counselling: Definition, nature and goals, areas of Counselling;
Historical background and origins of counselling , ethical
nature of counselling , qualities of an effective counsellor.
• Counselling Situations: Developmental, preventive, facilitative,
and crisis.
• Counselling and Psychotherapy - Skills in Counselling -
Establishing the relationship. Process of Counselling.
• Approaches to Counselling: Approaches; Theoretical base,
thrust, goals, key concepts, techniques - Approaches like
person-centered, rational-emotive, behavioural approaches,
gestalt, existential approaches, Egans three stage model,
eclectic model.
• Indigenous Approach: Indigenous approaches of help and self-
help like yoga, reflection. Act of Prayashchit.

86. Counselling
Counselling is an interpersonal
process through which guidance
and support is provided to
persons, with psychological
problems. These problems may be
personal or interpersonal in
nature.

87. Counselling - Definition
According to Halm and Mcheall (1955):
"Counselling is a one to one relationship between an individual
troubled by problems with which he cannot cope alone and a
professional worker whose training and experience have
qualified him to help others reach solutions to various types of
personal difficulties".
Pepisky and Pepisky (1954) have defined:
"Counselling as that interaction which occurs between two
individuals called counsellor and client, takes place in a
professional setting and is initiated and maintained to facilitate
changes in the behaviour of a client".

88. Definition (contd.)
In 2010, 29 American Counselling associations accepted a
consensus definition of Counselling as:
“Counselling is a professional relationship that empowers
diverse individuals, families, and groups to accomplish mental
health, wellness, education, and career goals”
Source: www.Counselling.org/20-20/index.aspx

89. Characteristics
• Affectiveness
• Intensity
• Growth and Change
• Privacy
• Support
• Honesty

90. Goals of Counselling
1. Achievement of Positive Mental Health
2. Problem Resolution
3. Counselling for Decision Making
4. Improving Personal Effectiveness
5. Change and Behavior Modification

91. Areas of counceling
• Abuse it can be Emotional, Mental, Physical, Sexual
• Addictions Alcohol, Drugs, Exercise, Gambling, Shopping, Smoking, Sex,
Work
• Anger management
• Bereavement and loss
• Depression Living with depression can be a very painful and distressing
place to be. Depression can take over and leave people feeling both
physically and emotionally drained.
• Eating Disorders
• Low self esteem and confidence
• Relationships it can be Couple’s counselling, divorce counselling, issues
around sex/intimacy, infidelity
• Stress Stress plays a massive role in a lot of people’s lives. Sometimes
work, relationships, money and/or health concerns can cause people to
feel under a lot of pressure.
• Trauma Experiencing/witnessing accidents, attacks, abuse, violence,
wars, natural disasters
• etc……

92. Origin of the term
counseling:
• The term counseling is derived from the Latin word
counsilium which means advice. Literally it means to give
professional help and advice to someone with psychological
and personal problem.
• The term counseling was originally used by “frank parson” in
1908. Frank parson a volunteer worker in civic services in
Boston has been regarded as “the father vocational guidance
and counseling in USA”

93. Ethical nature of counselling
the term ethic indicate that how an activity is conducted. According
to American counseling association (1952) some of the important
professional ethics in the process of counseling are as follows.
• Counseling is the means by which one person helps another through
professional conversation.
• It includes professional help towards psychological and personal
problems.
• Counseling involves a series of problem solving interviews.
• Counseling is a process in which two individual meet to explore
personal problems and to identify solution.
• Counseling is a method of identifying practical solution to life or
work related problem.
• The client can be trusted to find their own solutions.
• Personal growth of the client usually achieved in the process of
counseling.
• Resolution of problems is an expectation in counseling process.

94. Historical Background
• Counselling is a relatively new profession (Aubrey, 1977,
1982).
• It developed in the late 1890s and early 1900s, and was
interdisciplinary from its inception.
• Developed out of concern for problems caused by Industrial
Revolution of the mid- to late 1800s.
• Pioneers in Counselling identified themselves as teachers and
social reformers/ advocates. They focused on teaching
children and young adults about themselves, others, and the
world of work.

95. Historical Background

96. Historical Background
(contd.)

97. Qualities of an effective
counsellor
•the counselor must have certain essential qualities. He could bring
about happiness among people only on the bases of his knowledge
and experience. Besides, during the process of counseling the
counselor has to assess the individuals psychological needs and
available resources to fulfill it. Therefore, the essential which a
counselor must possess are as follows.
•Is sensitive to cultural differences.
•Encourages free expressions of feelings by the client.
•Rewards and facilities communication by the client.
•Enables the client to think of alternative ways of solving problems.
•Recognizes own limitations and makes when required.
•Respects the confidentiality of all that is disclosed by the client.
•listening involves attending the clients verbal and non verbal message

98. • An effective counselor
3 components of effective counselling according to Carl Rogers
1) Unconditional positive regard
2) Empathy
3) Congruence

99. Counselling Situations
• Developmental - Continuous
• Preventive – Specific time span
• Facilitative - varies
• and crisis -immediate

100. Developmental Counseling
• Counseling focuses on motivating employees to obtain
desired performance
• Value clarification
• Personal development
• Reviewing decision making at work
• 4 steps: Identify the need for counseling, prepare for
counseling, conduct counseling, Follow up

101. Preventive counseling
• To prevent anxiety, drug awareness, sex education etc.
• Preventive counseling has as its main focus the anticipation
and avoidance of conflicts or problems for those facing stress
in the future. Preventive counseling can aid in reducing such
things as “text anxiety”

102. Facilitative Counseling
• Rogers said that 3 conditions 1) Unconditional positive
regard, 2) Empathy, 3) Congruence are necessary and
sufficient for positive outcomes in the counseling process.
• Reflection of feeling

103. Crisis councelling
• Crisis counseling is intended to be quite brief, generally lasting
for a period of no longer than a few weeks. It is important to
note that crisis counseling is not psychotherapy. Crisis
intervention is focused on minimizing the stress of the event,
providing emotional support and improving the individual’s
coping strategies in the here and now

104. Counseling Skills
• Setting a relaxed, non-threatening atmosphere
• Active listening and non-verbal communication
• Asking questions
• Validating the client
• Providing information
• Facilitating decision making.

105. Counseling Process
• Phase One: The Initial Interview
• Phase Two: The Assessment
• Phase Three: The Middle Phase
• Phase Four: The Termination

106. Initial Interview
1. Statement of the problem in clear, unambiguous terms
2. Systematic evaluation of the problem, its causes and its
effects
3. Feedback to the client
4. Evaluation of the client's motivation for counselling
5. Clarification of expectations
6. Setting of goals
7. Establishing a contract
8. Making the practical arrangements for counselling.

107. Assessment
Information should be obtained about the client's personality
and life. Areas of enquiry include the following:
1)The client's adjustment at. home, at work, with his friends,
with members of the opposite sex, and with society in general;
2)The client's strengths and weaknesses, good and bad habits,
likes and dislikes; and,
3)How the client spends his time or runs his life.

108. Assessment
Information should be obtained about the client's environment.
Areas of enquiry include the following:
1.The family
2.Friends, including members of the opposite sex;
3.The workplace; and
4.Other social, occupational and leisure areas.
5.The information obtained should include not just

109. Middle Phase
What are the emotional factors that have to be corrected to
resolve the dysfunctional behaviour?
What are the faulty ways of thinking that the client manifests
that need to be corrected for a resolution of the dysfunctional
behaviour?
What are the social and environmental factors that have to be
addressed to resolve the dysfunctional behaviour?

110. Middle Phase
1) Resolution of the emotional crisis;
2) Resolution of the problem behaviours;
3) Improved self-confidence and self-esteem;
4) Improved self-control and frustration tolerance;
5) Improved reality orientation and appraisal of threats;
6) Improved communication and problem-solving skills; and
7) Improved overall adjustment, judgment, and emotional
stability.

111. Termination Stage
The stages of termination are as follows:
1) Evaluate readiness for termination;
2) Discuss readiness for termination;
4) Review the course of therapy;
5) Emphasise the client's role in effecting change;
6) Warn against 'flight into health';
7) Give instructions for maintenance of adaptive functioning;
8) Discuss follow-up sessions; and
9) Stress 'open doors'.

112. Counselor counselee Relationship:
• The process of counseling includes a scientific assistance that
is given by a professionally trained expert to a needy
individual.
• The counselor assist the individual in understanding himself in
relation to his social environment.
• He helps him in taking decision on the bases of his self
knowledge and the counselor helps the counselee to become
more independent in problem solving.
• Every type of social retreatment requires the use of human
relationship.
• From the practical point of view it is based on the art and
knowledge of human relation.

113. • In the field of professional counseling, the counselor has to
establish purposeful relationship with his counselee. These
are as follows.
• 1) Professional relationship : Professional Relationship:
counseling consists of professional relationship oriented
towards the welfare of other people.
• 2) Treatment relationship. in the process of counseling, the
counselor and counselee relationship is often called as
treatment relationship. In this process treatment begins as
soon as relationship between the counselee and the counselor
is established

114. Approaches to counseling
1. Person centered approach
2. Rational Emotive Therapy
3. Behavioral Approach
4. Gestalt Approach
5. Existential Approach
6. Egans three stage model
7. Eclectic Counselling

115. Person centered
approach
• PCA was founded by Carl Rogers in the 1940’s
• PCA is based on the belief that people have the capacity and
the right to move toward self-actualization.
• This approach views the client as their own best authority
Carl Rogers

116. PCA – Views of human nature
1. People are essentially good.
2. We have innate ability to reach our full potential
3. Because of early experiences, we may lose our connection
to it.
4. In this theory there is no such thing as mental illness. It is
just a matter of being disconnected from our self-potential.

117. PCA - Role of a Counselor
• Counselor promotes a climate in which the client is free and is
encouraged to explore all aspects of self.
• Encourage the client to develop independence.
• Clients are willing to pursue growth
• Helping the client appreciate s/he is and what s/he is
capable of accomplishing

118. PCA – Goals & Techniques
Goals
The aim is to make the client
• more confident,
• more self directed,
• more positively valued
by themselves
• and less likely to be
upset by stress.
They should be
• healthier,
• integrated,
• and well functioning
persons in their
personality structure.
Techniques
• Unconditional positive regard
• Empathy
• Congruence

119. Rational Emotive Therapy
• Albert Ellis was an American psychologist who in 1955
developed Rational Emotive Behavior Therapy (REBT)
• Also known as Cognitive Behaviour Therapy
• Cognitions, emotions, and behaviours interact and have a
reciprocal cause and effect relationship.
• REBT is an educational process in which clients learn to
identify and replace ineffective ways of thinking with
effective and rational cognitions.
Albert Ellis

120. REBT -View of Human Nature
• Human beings have potential for both rational and irrational
thinking.
• We develop emotional and behavioural problems when we
mistake simple preferences (love, approval, success) for dialy
needs.
• Humans have the capacity to change their cognitive, emotive,
and behavioural processes.

121. REBT – Role of a Counselor
• Counsellors are direct in this approach. They act as instructors who
teach and correct client’s cognitions.
• Ellis identifies several characteristics for counselors:
• bright,
• knowledgeable,
• empathetic,
• persistent, and
• scientific.

122. Behavioral Approach
• Applies learning principles to the elimination of unwanted
behaviours.
• The behavioural approach says that people behave in the way that
their environment has taught them to behave.
• Four Aspects of Behaviour Therapy:
1. Classical Conditioning
2. Operant Conditioning
3. Social Learning Approach
4. Cognitive Behavior Therapy

123. Behavioral Approach
• Classical Conditioning: knee jerk reactions such as salivation
• Operant conditioning: operate on the environment to
produce consequences; if the environment changes reinforce
behavior then the behavior is likely to occur again and if
environment change does not produce reinforcement then
behavior will not reoccur.
• Social learning takes place in a social context through
modeling (live, verbal instruction & symbolic) and
observation.
• Cognitive Behavior Therapy: cognitive processes are used to
bring behavior change

124. Role of a Counselor
• The behaviour counsellor tries to help the individual to learn
new and more adaptable behaviours and to unlearn old non
adaptable behaviours.
• He tries to restructure the environment so that more
adaptable patterns of behaviour can be learned and non
adaptable patterns of behaviour can be unlearned.

125. Gestalt Approach
• This term was first used as the title of a book, written by Fritz
Perls (1951)
• Gestalt is a German word meaning whole.
• It is a therapy which keeps the person in what is known as the
here and now.
• In this approach, feelings, thoughts, body sensations and
actions are all used as a guide to understanding what is
central for the client in each moment.
Fritz Perls

126. Views of Human Nature
• Individuals have the capacity to self regulate in their environment.
• Gestalt counsellors believe that human beings work for wholeness
and completeness in life.
• Self actualising tendency emerges through interaction in
environment. Each person tries to integrate self into healthy, unified
whole.
• Overdependence on a particular experience and inability to resolve
unfinished business causes problems, such as the client may lose
contact with environment, or become over involved, may encounter
unfinished business, or become fragmented.

127. Role of a Counselor
• Gestalt counsellor can help their client to both work through
and move beyond their painful emotional blocks.
• The counsellor must pay attention to clients’ awareness, to
clients’ body language, nonverbal language, and inconsistence
between verbal and nonverbal message (e.g., anger and
smile).
• The counselors must create atmosphere that promotes
growth.
• The counselor is exciting, energetic, fully human and
personally involved.

128. Existential Approach
• Existential approach can be described as a philosophical approach
that is not designed to cure people but instead search for value
and meaning in life.
• Existentialism understands that humans have to be challenged by
view that life has no inherent meaning and that the meaning had
to be constructed.
• Viktor Frank, a famous existentialist, believed that the prime
motive of human behaviour is the “will to find meaning to life”

129. View of Human Nature
• We have no existence apart from the world. Being in the world is
man’s existence.
• The basic issue in life is that life inevitably ends in death.
• According to Frank (1962), the meaning of life always changes but it
never ceases to be. We can discover life’s meaning in three ways:
• - By doing a deed. That is, by achieving or accomplishing
something.
• -By experiencing a value. As for instance experience the value of
work of nature, culture or love.
• -By Suffering. That is, finding a proper attitude towards
unalterable fate.

130. Role of a Counselor
• Existential counsellors are focused on helping the client
achieve and expand their self awareness.
• The role of the counsellor is to facilitate the client’s own
encounter with himself or herself, to work alongside him in
exploring and understanding better his values, assumptions
and ideals.
• The counsellor is concerned about what matters most to the
client and to avoid imposing his own judgments, and to help
the client to elaborate on his own perspective.

131. Egans three stage model
• Gerard Egan (1986) wrote a book named 'The Skilled Helper ‘
in which he proposed a three stage model
1.Exploring the client's Existing Situation
2.Helping the Client Establish Aims and Goals
3.Help the Client to Develop Strategies

132. Egans three stage model – Stage
1
Exploring the client's Existing Situation
• Open-ended questions
• Silence
• Focusing
• Empathy
• Paraphrasing & Reflecting Meaning
• Paraphrasing & Reflecting Feeling
• Structuring
• Summarising

133. Egans three stage model – Stage 2and 3
• This stage is enacted as the Skilled Helper assists the client in
exploring options and possible goals.
• The Skilled Helper establishes what the client’s really wants and
needs and the client is encouraged to consider new possibilities
and perspectives, choosing ones that are realistic, consistent with
their values.
• The Skilled Helper facilitates the client in developing rational
decision-making.
• In this state brain-storming, divergent thinking and force-field
analysis may be used with the client in order to facilitate choices
between different ways of dealing with situations and achieving
goals.

134. View of Human Nature
• People are are influenced by others
• People acquire skills through learning and development
• People have expectations

135. Role of the counselor
• Effective listening is key to being a Skilled Helper. It consists of
various skills, which Egan covers with the acronym SOLER
• S - Sitting squarely,
• O - Open posture,
• L - Leaning forward when necessary,
• E - Eye contact
• R - Relaxed body language

136. Eclectic Counselling
• Eclectic counseling is defined as the synthesis and
combination of directive and non-directive counseling.
• Represents a middle path.
• The chief advocate of this type of counseling is Thorne.
• Counselor starts with directive technique, then switches on to
the non-directive technique.

137. Role of a Counselor
• In eclectic counseling, the needs of a person and his personality are studied
by the counselor.
• After this the counselor selects those techniques, which will be useful for
the person.
• The main techniques used are reassurance giving information, case history,
testing etc.
• In eclectic counseling the counselor first takes into consideration the
personality and need of the counselee.
• He selects the directive or non-directive technique that seems to serve the
purpose best.
• The counselor may start with the directive technique. When the situation
demands, he may switch over to the non-directive counseling and vice-
versa.
• An attempt is made to adjust the technique to the requirements of the

138. Prayaschit
• Means Penance which is a Voluntary self-punishment inflicted
as an outward expression of repentance for having done
wrong.
• In Christian belief a member of the Church confesses sins to a
priest and is given absolution.
• Catharsis : A process of releasing thereby providing relief
from strong emotions..

139. Unit IV
• Couple and Family Counseling: Issues in such counseling, its process and
stages. Crisis Counseling
• Group Counseling: Counseling for groups - Process, advantages and
disadvantages of group counseling.
Practice of counseling in :
• family counseling centres
• family courts,
• Counseling bureau - Premarital and marital counseling,
• vocational counseling centres,
• mental health centres,
• child guidance clinics,
• correctional institutions, deaddiction and rehabilitation centres,
• Educational institutions.

140. A. Couple Counseling
•Where a couple present a problem
which they regard as common, or
where one partner presents a
problem which he or she wishes to
work on as couple problem the
situation requires couple counseling.

141. Issues in Couple Counseling

142. Stages/ Process in Couple
Counseling
•‘Intake procedure. - basic information needs
to be taken and a brief summary of the
problem should be obtained.
•Assessment of the severity of the problem is
made and where needed a referral is made.
•Where there are no indications of any other
problem or disturbance, counselling begins.
•Presenting problem is discussed .
•Three stage model is used:
Stage 1: Exploration
Stage 2: Understanding
Stage 3: Action

143. Stage 1: Exploration
Steps
• Intake and
assessment
Usually general
Detailed where
necessary
• Initial exploration
• Formation of
therapeutic alliance
• Ongoing examination
of presenting
problem
Details
• Specifying the help that clients
wants.
• Duration of the problem
• Factors that perpetuate the
problem
• Current Major Life Issues
• How the partners Interact
together
• Each Partner’s physical and
mental health, both now and in
the past
• Each partner’s family
experience
• Legal proceedings in Hand

144. Stage 2: Understanding
• Looking back to earlier relationships and identifying patterns.
• Memories of this type from the unconscious emerge through
Transference.
• Helping the client to break atterns and the therapist or the
counselor explains how thoughts and feelings that are not
conscious can influence our new relationships.

145. Stage 3: Action
3rd stage of counselling is concerned with the action that will be
taken as a result of the understanding gained by the counsellor
and the clients in the previous stage.
•Actions are for the clients to use in order to begin to develop a
new way of looking at themselves and their relationships.
•Some of the techniques used in this regard includes (i)
communication (ii) genogram and (iii) sculpting and also TA.

146. Important Steps in Action
• Summarising
• Introducing Unacknowledged
Feelings
• Pointing out the Discrepancies
• Challenging Clients for Action

147. B. Family Counseling
What is a Family?
• Family is a group of people related by heredity, such as
parents, children, and siblings.
• The term is sometimes broadened to include related by
marriage or those living in the same household, who are
emotionally attached, interact regularly, and share concerns
for the growth and development of the group and its
individual members.

148. What is Family Counseling?
Family counselling is a process in which a family counsellor
helps:
•one or more persons to deal with personal and interpersonal
issues in relation to marriage; or
•one or more persons (including children) who are affected, or
likely to be affected, by separation or divorce to deal with
either or both of the following:
i) Personal and interpersonal issues;
ii) Issues relating to the care of children.
Some concepts of family counseling are: Identified Client,
Homeostasis, Differentiation and Triangulation

149. Concepts in Family
Counseling
Some concepts of family counseling are:
•Identified Client,
•Homeostasis,
•Differentiation
•and Triangulation

150. Family Counseling Issues
• Counselors are required to be sensitive to the current
stage of development of a family life cycle.
• Dysfunctional ways of relating within a family:
the double bind,
marital schism,
marital skew,
and pseudo mutuality.

151. Family Counseling Types
• Conjoint family counseling: In conjoint family counseling, the
entire family is seen at the same time by one counselor.
• Concurrent family counseling: In concurrent family
counseling, one counselor sees all family members but in
individual sessions.
• Collaborative family counseling: In collaborative family
counseling, each family member sees a different counselor.
The counselors then get together to discuss their respective
clients and the family as a whole.

152. Family Counseling Process
Family counselors have the following goals for family
counseling:
• Improved communication,
• Improved autonomy for each member,
• Improved agreement about roles,
• Reduced conflict, and
• Reduced distress in the index client

153. Family Counseling Process
Stage 1 Assessment
•Structure and History of
Family
•Role Functioning
•Value system,
Socialization &
Recreation Pattern
Stage 2 Intervention
•Exploration
•Altering and rectifying
dysfunctional behaviour
•Follow – up
•Terminations

154. Crisis counseling
What is Crisis?
Experiencing n event or situation which is of intolerable
difficulty that it exceeds the persons current resources or coping
mechanisms .
What is Crisis Counseling?
Using action oriented approaches that will help individuals to
find resources within themselves or deal externally with crisis

155. Types of Crisis
• Developmental, which takes place in all humans as a result of
growth. Eg: Retirement, Child Birth.
• Situational, events which cannot be controlled. Eg:
Automobile accident, Kidnapping.
• Existential, issues related to ones life's purpose and meaning.
Eg. At the age of 50 realising you have wasted your life.
• Ecosystemtic, grief by some natural or human caused disaster.
Eg: Tsunami, Hurricane

156. Goal of Crisis Counseling
• Getting immediate help in variety of forms – psychological,
financial, and legal.

157. Role of a Counselor
• Counselors have to be matured individuals with variety of life
experiences with which they have successfully dealt.
• Basic helping skills, high energy and quick mental reflexes.
• Counselors have to be calm, creative and flexible.
• Direct and active

158. Crisis Counseling Process
Stage 1 : Assessing
•Evaluating the client; his ability to make judgment regarding
the action to be taken.

159. Crisis Counseling Process
Stage 2: Listening
1.Defining the problem: Explore & define the problem from the
clients point of view.
2.Ensuring client safety: ensuring that there is minimum danger
to the client or others.
3.Providing Support : Communicating to the client genuine and
unconditional care.

160. Crisis Counseling Process
Stage 3: Acting Strategies
1.Examining Alternatives
2.Making plans, so that the client feels in control
3.Making action plans

161. Group Counseling
What is a Group?
2 or more individuals interacting together for their mutual
benefit.
What is Group Counseling?
Group Counseling is a form of therapy, which helps people
through shared experiences.

162. Group Counseling
Group Size
•Ideal size of counseling group is seven or eight members with
an acceptable range of five to ten members.
•In small group (three or four members), member interaction
diminishes.
•On the other hand in large groups the intimacy and comfort
diminishes and groups become less personal and more
mechanical in their process.

163. Group Counseling Process
1. The Establishment of the Group
•Orient new group members with the format and processes of
the group (frequency of meetings, duration of group, and length
of group meeting time).
•Initial sessions clarify doubts of group members, clarify group
purposes & encourage rapport building.

164. Group Counseling Process
2. Identification: Group Role and Goal
•The identification of individual roles and group and individual goals
are established jointly by the counselor and group members.
•Yalom (2005) labels this second phase “the conflict, dominance,
rebellion stage.”
•In this stage, the counselor needs to keep the discussions relevant
and prevent them group members from making personal attacks on
individuals’ values and integrity.
•The counselor should also remain alert to the possibility that silence
of certain group member may be a signal of resistance rather than
group compliance.

165. Group Counseling Process
3. Productivity
•Degree of stability in its pattern of behaving, and the members
become more deeply committed to the group.
•Group members employ the chosen solution to achieve the
desired outcomes

166. Group Counseling Process
4. Realisation
•Group members begin to try out the selected solutions or new
behaviours, making progress toward realising their individual
goals.
•The counselor at this point encourages the sharing of individual
experiences and goal achievement both inside and outside the
group.

167. Group Counseling Process
Termination
•Termination may be determined by the counselor or by the group
members and the counselor together.
•It occurs when the group goals and the goals of the individual
members have been achieved and new behaviours or leanings
have been put into practice in everyday life outside the group.
•The point of termination is a time for review and summary by
both counselor and clients.

168. Group counseling
AdvantagesAdvantages
• Client may feel good that
he is not the only one
with problems.
• Catharsis
• Interpersonal learning
• Development of
socializing techniques
DisadvantagesDisadvantages
• Counselor’s task is
somewhat more
complex in group
counseling.
• Some clients problems
& personality is not
suited for GC.
• Individual problem
cannot be dealt deeply
• Groups may lapse into
group think mentality

169. Practice of Counseling in
Family counseling centers
• Family counseling centre is a cell to settle up the family
disputes by way of mutual understanding.
• Central Social Welfare Board (CSWB) has entrusted NGO’s
for women with the task of setting up Family Counseling
Centres.
• To be eligible to receive assistance from CSWB for the scheme
of Family Counselling Centres the VOs/NGOs should have
completed 3 years after registration is required.

170. Family Counseling Center
(FCC) Scheme
• Under the FCC scheme, counselling, referral and rehabilitative
services to women victims who are in moral danger within the
family or society at large including those affected by disputes,
marital discord or maladjustment is provided free of charge.
• The Family Counselling Centre shall work in close
collaboration with local authorities (e.g.,police and
institutions like Short Stay Homes ) and is expected to
intervene in ‘crisis’ cases and in cases of atrocities against
women.
• The Institution should appoint two counsellors, holding
Masters Degree in Social Work or Psychology. At least one
counsellor should be a woman.

171. Practice of Counseling in
FCCs
• The FCCs work in coordination with local bodies viz.
Administration, Police, Panchayat Raj, Social workers,
Psychologists etc.
• When people with marital or family problems these FCCs ,
counselors priority is to help the family overcome their
differences and to promote cordial relationship between the
members so that the health of the family is restored
• The FCC is conducts an investigation and assessment in case
of atrocities against women & also aids in registering a case.
• Free legal advise is provided to women

172. Practice of Counseling in
Family Courts
• The Family Courts Act, 1984 provides for establishment of
Family Courts by the State Governments in consultation with
the High Courts with a view to promote conciliation and
secure speedy settlement of disputes relating to marriage and
family affairs and related matters.
• It is mandatory for the State Governments to set up a Family
Court for every area in the State comprising a city or a town
whose population exceeds one million.

173. Practice of Counseling in Family
Courts
Following are the matters which can be filed in the Family
Courts-
1.Decree for nullity of marriage
2.Restitution of Conjugal rights
3.Judicial Separation
4.Divorce
5.Declaration of marital status of any person
6.Matrimonial property matters
7.Claim of maintenance
8.Guardianship
9.Custody of children
10.Access of children
11.Application for injunction in matrimonial matters.

174. Practice of Counseling in
Family Courts
• The Family Court arranges free and confidential counselling
for couples
• The Family Court strongly recommends counselling as a way
to help sort out disputes.
• Graduates, having Master's Degree in Social Work, are
appointed as Marriage Counsellors in Family Courts.

175. Practice of Counseling in Family
Courts
• After a petition is filed in the family court , on the first date of
hearing, when the parties come to Court, the matter is
referred to the Marriage Counsellor.
• The Marriage Counsellor hears the grievances of the parties.
• First each of the party is called and heard separately.
• Then the Marriage Counsellor hears both the parties together.
The Marriage Counsellor, after hearing both the parties, gives
suggestions to them to remove their differences and tries for
reconciliation between them.

176. Practice of Counseling in Family
Courts
• Even after persuasion if reconciliation is not possible between
the parties then the Marriage Counsellor tries to find out
whether matters such as maintenance, residence, custody of
the child/children, returning back of ornaments, articles,
clothes, etc. can be amicably settled between the parties and
whether the parties are agreeable to take divorce by mutual
consent.
• if this is possible, then terms are prepared accordingly and the
parties are directed to file consent terms to take divorce by
mutual consent

177. Practice of Counseling in Family
Courts
• A Marriage Counsellor also performs the role of solving the
matters regarding access of parents to children. At times
where the dispute is very bitter and the parties are not
agreeable to give custody of the minor children, even for few
hours, then the access to the child is given in the Court's
premises itself. For that purpose a special children's complex
has been created on the third floor of the Family Court
Building.
• The Marriage Counsellor also interviews the child to find out
the wishes of the child many times. This may be in the
presence of the parents or without them.

178. Practice of Counseling in Family Courts
• In cases where allegations of impotency is made, the Marriage
Counsellor refers the matter to a Sexologist for having the party
examined in that behalf.
• When the allegations are made regarding mental disorder, the
Marriage Counsellor refers such parties to psychiatrists, neurologists
and other physicians.
• At times, the Marriage Counsellor gives a surprise visit to party's
residence to find out the exact position as to how the parties live,
how one party treats the other party, their surrounding
circumstances, behaviour of the family members, etc.
• The Marriage Counsellor also performs the task of a Commissioner
and visits the residence of the parties or goes to the Bank's locker
and makes an inventory of the articles and tries to ascertain from the
physical appearance as to, to whom the said property belongs.
• In short a Marriage Counsellor performs all those tasks which in
earlier days were being performed by a mediator and family friend.

179. Counseling Bureau – Premarital
Counseling
• A pre-marital counseling session helps partners accept each other
better and avoid future complications or conflict.
Role of a Counselor:
The counselor in a counseling bureau might put the couple through
following exercises:
1.Descriptive writing: Write a few lines about each other.
2.The big six: Talking about religion, lifestyle, sex, children, behavior &
recreation.
3.Deciding on Priorities: The couple are asked to rate priorities like
Family, career, self, friends, health (physical and emotional), purpose of
life and money. Prioritising these heads in front of each other helps the
partners know the challenges the other is facing at the time. It helps
them acknowledge their weakness and helps the other step up and be
more accepting and supportive.
A more spiritual guidance is provided by Pastors & Christian leaders to
engaged couples to have a good & godly marriage

180. Marital Counseling
• Refer A. Couple Counseling
• Couple seek marriage counseling if their marriage is having
problems.
Marriage Problems
• Poor communication b/w the couple
• Loss of intimacy (physical & mental)
• Traumatic event (e.g. loss of a child)
• Reoccurring issues/fights
• Finance related
• Disagreement on Parenting styles
Steps in marriage counseling same as Stages/ Process in
Couple Counseling

181. Practice of counseling in Vocational
centers.
• Vocational counseling is provided in vocational centers.
• Vocational guidance and counseling is a process of assisting the
individual to choose an occupation, prepare for it enter in it and
progress in it.
• Vocational counseling facilitates career decision by providing
appropriate counseling to the individual.
• The counselor makes the individual aware about his abilities,
aptitude, attitude and interests; and helps him in a proper
placement suitable to his abilities and from which he derives job
satisfaction.

182. Goals of Vocational
Counseling
• Explore, analyse and develop the factors constituting their self-
concept (interests, personal qualities and characteristics,
values, skills etc.).
• Classify information and alternative education and vocation
pathways with respect both to their needs and choices and to
labour market requirements.
• Create and implement own education and vocation plans.
• Ultimately, the individuals will be able to make the correct
choices with respect to their future occupation/vocation
through educational and vocational counseling.

183. Practice of counseling in Vocational
centers.
ROLE OF A VOCATIONAL COUNSELOR
•Vocational Counselors also called employment counselors or
career counselors, usually provide career counseling outside the
school setting.
•Their chief focus is helping individuals with career decisions.
•Vocational counselors explore and evaluate the client’s education,
training, work history, interests, skills, and personality traits.
•They may arrange for aptitude and achievement tests to help the
client make career decisions.
•They also work with individuals to develop their job-search skills
and assist clients in locating and applying for jobs.
•In addition, career counselors provide support to people
experiencing job loss, job stress, or other career transition issues.

184. Practice of Counseling in
Mental Health centers
• According to the government's statistics, 20% of Indians need
counselling at some point of their lives. One per cent of the
population suffers from serious mental health disorders, while
5-10% of Indians suffer from moderate disorders. (source:
http://articles.timesofindia.indiatimes.com/2012-10-
10/india/34362121_1_mental-health-depression-patients-
chronic-depression)
• In Mental Health Counseling Centers professional counseling
is provided to assist individuals, families, and groups with
diverse needs through challenges in their life journeys.

185. Definition of Mental Health Counseling
“An interdisciplinary, multifaceted, holistic
process of: 1) the promotion of healthy
lifestyles; 2) identification of individual
stressors and personal levels of functioning;
and 3) the preservation or restoration of
mental health” (Seiler & Messina, 1979).

186. Practice of Counseling in Mental Health centers
• The role of the Mental Health Counseling Centre is to
provide a variety of services that improve the metal health
and wellbeing of an individual and groups for many
common but serious mental health concerns, like
depression and anxiety disorders.
• It involves the application of principles of psychotherapy,
human development, learning theory, group dynamics,
and the etiology of mental illness and dysfunctional
behavior to individuals, couples, families and groups, for
the purpose of promoting optimal mental health.
• It includes the medical diagnosis of the mental illness and
referral for treatment of mental health problems

187. Practice of Counseling in Child Guidance
Clinics
• Guidance is provided to help one to adjust to abilities, interests and
needs of the society.
Child Guidance
• The purpose of guidance at elementary school level is focussed on
assisting pupils to integrate such primary groups forces as the home,
the school, religion and peer relationships.
• Secondary school guidance services have their focus on the assistance
given to the students to develop themselves according to their
potentialities and opportunities in the areas of educational planning,
career choice, interpersonal relationships and interpersonal
acceptance.

188. Practice of Counseling in Child Guidance
Clinics
• Child Guidance Clinics are set up to provide treatment for
maladjustment in Children.
• The treatment is not by one person but a team of experts
constituting psychiatrists, pediatricians, social workers etc.
• Play therapy & other forms of expressive therapies are
applied.

189. Counseling in correctional
institutions
•Prison officers are provided training in advanced counseling
techniques.
•In correctional institutions counselors not only helps individuals to
solve problems, but also assists them to prevent offending
behaviour and enrich daily living.

190. Different kinds of
correctional institutions
Different kinds of correctional institutions are as follows:
•Prisons
•Schools for Juvenile Delinquents
•Remand/Observation Homes
•Beggar Homes
•Protective Homes
•State Homes

191. Counseling in Deaddiction
• Counseling begins after detoxification i.e. the period during
which the patient is medically supervised and managed,
through his physical withdrawal from the substance. During
this phase, psychological help via counseling to the patient
and family, individually, in groups, on couples or in the family
is given.
• The focus is on changing attitudes, improving lifestyles and
restoring the place in society that the addict had lost.

192. Counseling in Deaddiction &
Rehabilitation
Counseling is provided in :
•professionally run places like hospitals, general hospitals,
mental hospitals, private hospitals, or units specially meant for
de addiction, i.e. moving way from addiction.
•institutions (day-care or residential) run by recovering addicts
and/or professionals,
•by Alcoholics Anonymous/Narcotics Anonymous fellowships of
recovering. Addicts that help others and self to stay sober and
to help others to achieve and retain sobriety or to remain ‘dry’
i.e. stay away from the addicting substance.

193. Counseling in Deaddiction &
Rehabilitation
REHABILITATION
•The entire process of helping addicts to physically,
psychologically and socially cope with situations that are likely
to be encountered after detoxification to find one’s place in
society, so as to take us one’s duties and fulfil one’s rights may
be described as the process of rehabilitation.
•Vocational placement or integration thus, forms an important
aspect of this process, which may be organised via income-
generating projects, and job placement services facilitated by
the counselor.

194. Counseling in Educational
Institutions
• Counselling procedure in Educational Institution are
normalisation mechanisms, designed to eradicate undesirable
behaviours and attitudes from the students (recipient group).
• School counselors incorporate leadership, advocacy,
counseling, consultation, coordination, collaboration and
teaming, and the use of data to ensure students’ success in
the domains of academic, career, and personal/social
development.

195. The school counselor conducts various
activities for the elementary, secondary
and higher secondary students. They
are:
• Individual Counselling
• Organising and conducting
counseling groups
• Classroom and other group
guidance activities
• Standardised test
administration and
interpretation
• Nonstandardised assessment
(i.e. case studies,
observation, information
• gathering interviews
questionnaires)
• Needs assessment (to
determine the priority needs
of the target population)
• Consultation activities
• Providing career guidance
and information
• Providing educational
guidance and
information(including
scholarships, college
placement, student
scheduling)
• Prevention planning and
implementation activities
• Developmental activities
• Administrative activities

196. Counseling process in
Schools
• Phase1 of Intervention: Initial Contact with the School
• Phase 2 of Intervention: Group Debriefing with Children
• Phase 3 of Intervention: Individual Assessment of Children
• Phase 4 of Intervention: Group Intervention with Teachers
• Phase 5 of Intervention: Exiting the School System