Master of Science Educational Psychology- Overview

The Master of Science in Educational Psychology provides students with an opportunity to engage with information, knowledge, skills, policies, and practices for the benefit of children, families, schools, and society. This unique programme combines modern psychological theories with educational approaches.
The programme offers practical and Internships and training in counselling skills throughout the year and paid study abroad programmes for interested students.The programme is built with the intellectual collaboration of University of Massachusetts, Amherst and Washington State University and contexyualises local and regional needs. MSc Educational Psychology is jointly offered by the Department of Psychology and The School of Education at the Bangalore Central Campus.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Demonstrate the ability to collect, analyze and interpret multiple sources of information using their knowledge of qualitative and quantitative research, assessment, and evaluation methods to inform practice related to academic, cognitive, social, emotional, moral and behavioral development of learners.

PO3: Demonstrate knowledge and skills of comprehensive preventive and promotive mental health programs including psychological assessments and interventions in schools and other learning communities.

PO4: Demonstrate appropriate knowledge of legal, ethical, and professional policies, and practices in education and counseling.

PO5: Demonstrate social and environmental sensitivity, especially in order to work with individuals and groups of diverse economic and cultural backgrounds and developmental abilities and to create inclusive learning communities

PO6: Demonstrate leadership skills by taking initiative, especially to provide training, consultancy services and other forms of assistance to identify and solve problems in educational settings and other learning communities.

PO7: Communicate and collaborate effectively, especially with learners and diverse stakeholders such as educational leaders, teachers, community leaders, and parents in educational settings and other learning communities.

Formative and Summative assessments are conducted by the department to ascertain the readiness for learning and the attainment of learning outcomes. Assessments are examinations are based on competency frame work and principles of outcome-based education. Attainment of learning outcomes/ expected competencies is evaluated using either holistic or analytic rubrics, grading schemes or attainment criteria specified to the students at the beginning of the semester. Learning outcomes (Course outcomes) of each course are mapped to programme outcomes. Assessments and examinations follow the principle of constructive alignment and outcomes are mapped to higher order thinking skills. Most common frameworks used in this programme include Revised Blooms Taxonomy, and Structure of Observed Learning outcomes (SOLO) and ICAP framework.

Assessment is based on the performance of the student throughout the semester.

Credit Structure
Normally 15 hours of classroom teaching in a semester is considered as one credit for theory courses.

• Courses with 30 hours per semester will earn the candidate 2 credits.
• Courses with 45-50 hours per semester will earn the candidate 3 credits.
• Courses with 51 hours and above per semester including practical will earn the candidate 4 credits.
• Dissertations/Practical equivalent to one course will earn the candidates 4-6 credits.

Course Description: This Course will introduce students to the domain of academic writing and its intricacies. Every student, regardless of his or her area of interest, will be called upon to use an academic style of writing at different levels and at various points in time. This course will therefore seek to impart such knowledge about the styles of writing used in the current academic scenario. It will provide students with opportunities in the classroom setting to practice such styles, both individually and in collaboration with others. In doing so, it will allow students to delve deeper into scientific literature, while also preparing them for efforts in research. The insights gained from such a course can be used by students as a foundation in their specialized line of work.

Course objectives:

• This course will help the learner to gain a familiarity with different academic writing styles used in contemporary scientific journals.

• Students will gain better understanding about in-text and reference citations, APA formatting.

• Students will also be introduced to the concept of plagiarism and its different types to avoid such academic forgery.

An overview of the current status of academic writing and its importance; different approaches and processes; key issues: plagiarism, biases and frequent errors

Introduction to style and formatting guidelines from the American Psychological Association (APA); specific guidelines pertaining to in-text citations, references, and structures of academic papers

Abstract writing; summarization; review of literature; scientific poster presentations; reflective, analytic and descriptive reports; book review; film review; tables and graphs in academic papers.

Individual/Group presentations on forms and issues in Academic Writing; classroom assignments in generating abstracts, posters, reviews, etc

This course will introduce the students to the foundations of education as a field, and help situate the field of educational psychology in relation to other disciplines, and in diverse conversations on education in India and across the world

Indian- Swami Vivekananda, Aurobindo, J Krishnamurthi, MK Gandhi, Rabindranath Tagore, BR Ambedkar, Savitribai and Mahatma Phule

Western- Freidrich Frobel, Maria Montessori, Rudolf Steiner, AS Neill, Ivan Illich, John Dewey

School and society: Functionalist (Durkheim, Parsons, Coleman), conflict (Marx, Bourdieu, Freire, feminist), and interpretivist/poststructural (ethnomethodology, Foucault) perspectives

Culture and education: Ethnocentrism, and Acculturation, the cultural construction of class, gender and ethnic identities in the classroom, Education as a tool for deconstructing cultural stereotypes

Equity in Education (Hanushek, Carney) Capability Approach (Amartya Sen and Martha Nussbaum),  (Geeta Gandhi Kingdon and Tilak)

Theories of Development: Neoliberalism, Dependency theories, World system theory, Postcolonialism, Sustainable development 

Schools of thought and applications in education; scope and relevance

Neuroscience, Behaviourism, Cognitivism, Psychoanalytic, Humanism

his core course emphasizes the importance of practicing equity in education, individually and as a community. Social justice education frameworks, approaches, and models will be discussed to examine the self, policies, and practices around multicultural knowledge, attitudes, and skills. The focus of this course is also on issues around multilingualism in India and English as a Second Language (ESL) in educational settings.

The course will enable the students to:

• practice their personal philosophy of social justice education 

• apply the theories of second language acquisition, methods, and assessment suitably

• evaluate multicultural/equity-oriented educational settings

Universal Declaration of Human Rights; the Constitution of India; meaning of culture; the social construction of race, class, gender, caste, exceptionality, and sexual orientation; intersectionality; the cultural and linguistic diversity of the nation and its educational institutions; the need for multicultural education; the nature of multicultural education; examination of the concepts of cultural difference, deficit, discrimination, stereotype, privilege, microaggression, strengths perspectives, equality, equity, and social justice from a critical lens.

Theoretical Frameworks: Dimensions of multicultural education; approaches to multicultural education; critical literacy; critical pedagogy; culturally responsive pedagogy; anti-oppressive education; culturally sustaining pedagogy; equity literacy framework.

Multilingualism: Central concepts; bilingualism; second language: acquisition, methods, & assessment; factors for second language learning; language issues in India.

Multicultural Curriculum model; funds of knowledge; differentiated instruction; Universal Design for Learning; strategies for teaching and assessing diverse groups of students: generational poverty, genders, abilities, languages, religions, and sexual orientation; personal philosophy of social justice education.

Child and adolescent development is a study of the physical, emotional, social and cognitive factors of growth and development of children from birth through adolescence. Topics covered include principles, stages and theories of growth and development with a focus on normal and atypical development, developmental transitions, the socio-economic context of development at each stage of development. Students are introduced to global, national and regional government initiatives that impact child development including the work on Early intervention, Anganwadis and Heath care system. We will consider developmental challenges and the applications of child development theory and research to educational settings. The purpose of the Child and Adolescent Development course offered in the first semester is to provide students preparing to enter the profession of educational psychology with an in-depth understanding of the developmental needs of children and adolescents which serves as the foundation upon which practical work with children is based.

Course Objectives: This course will help the learner to understand

• Atypical growth and healthy development, and practical understanding of how to help children and adolescents 
• Processes of child development and apply this knowledge to understand the developmental needs of learners
• Explore and understand the various theories of development and how they impact learning 
• The systemic and environmental factors that affect child development, behaviour and learning 
• Biopsychosocial and eco-systems model of development

Scope of child development - Meaning and Importance of different stages of growth and Development; Methods to study child and adolescent development; Prenatal Development, Birth, and stages in physical development- Havighurst developmental tasks and application, Threats, and ways to reduce risk from these threats such as immunizations, and injury prevention, Birth and potential complications; Biopsychosocial model; Heredity-Environment Correlations; Important physical changes in children and adolescents; Social contexts of lifespan development: The eco-systems model- discussion on poverty, puberty, sedentary lifestyle, the importance of sleep, nutrition and physical engagement in child development; Early intervention and health education programmes- sex education, work of Anganvadis and mid-day meal programmes

Jean Piaget- Theory, major concepts- schema, adaptation process & stages, discovery learning, adolescent thinking; Vygotsky’s theory of cognitive development, Learning the theory with reciprocal and cooperative learning method; Role language in the development; stages of play development (i.e. from solitary to cooperative) and the important role of play in young children’s learning and development; criticism and applications in educational settings

Social cognition: Intentionality; Theory of mind, Favell’s perspective taking, false belief task, self-control; Moral development, reasoning and Prosocial behavior- Paiget, Kohlberg, & Gilligan; values, ethics and teaching-learning process; Intentionality, Development of Self and social understanding- self-concept, self-perception, identity- Erickson, Marcia’s Identity status; health adolescent identity development- positive youth development model, Changes in family and Peer relationships, romantic relationships; Gender development-Bell; Sex differences and gender role socialization, sexuality, gender fluidity; issues of bullying, stereotyping and rejection on development

Socio-emotional needs and development, emotional regulation and dysregulation, temperament, cycle of aggression, goodness of fit, attachment theories and styles- Bowlby, Ainsworth; factors that affect attachment-quality time and opportunity for attachment, infant characteristics,  parents internal working model, family environment; Caregiving and Parenting-Diana Baumrind, impact of parenting, issues- co-sleeping, disciplining, abuse, resilience; the role of culture; changes in parenting styles, parent-child relationships in child and adolescents; teacher-student relationship, school climate, coping with changes, role of socio-emotional learning programmes 

This course is offered to students in the first semester to introduce them to the tradition of quantitative research in psychology. It begins by discussing the philosophical foundations of quantitative research followed by the scientific basis of research. Students are expected to see the links between scientific process of research and development of clinical psychology. Students will be introduced to research designs and process of research in quantitative methods. The course also provides opportunities to practice skills of research in laboratory setting.

Basic understanding of philosophical roots of quantitative research; History of scientific

research in psychology; Definition of research; Purpose and need of psychological research; Ethical

issues in psychological research; Research process- Steps in quantitative research

Conceptualization, operationalization and measurement; Causality and experimentation;

Definition and nature of variables; operationally defining variables; Independent variables; Dependent

variables; formulation of research problems and hypothesis; Different types of hypotheses- null and

alternate; directional and non-directional, Type 1 and Type 2 Errors in statistics.

Population and sample: Basic assumptions; Sampling distribution; Sampling techniques:

probability and non-probability sampling; Methods of data collection: observational methods,

surveys, questionnaires, interviewing methods, case study methods, and psychometric tests.

Experimental, quasi-experimental, and Non-experimental research designs-

Observational, Exploratory, Correlational, and descriptive research in psychology. Types of

experimental design based on subjects and factors; Within subjects, between subjects, single-subject,

single factor, and factorial design; Sources of error variance and its management in the various types

of experimental designs; Mixed design

Statistical applications- Descriptive statistics - measures of central tendency and variability;

Tests of relationship - Pearson’s and Spearman’s correlation, Linear regression, Measurement of

difference: t-test and one-way ANOVA (Suggested Statistical software: SPSS or JAMOVI)

Course description: This practical course has been conceptualized in order to train students in counselling skills. The developmental model of training is followed. Through this course the students are trained in basic counseling skills, such as attending skills, basic listening sequence, observation skills, along with ethics in a multicultural context through dyad and triad work.

Course objectives : After the completion of this course, a student will be able to:

• Demonstrate Basic Counselling Skills.
• Reflect more on themselves as developing counsellors.
• Demonstrate a few counselling techniques.

Introduction to counselling skills; Micro skill approach to counselling; Ethics and multicultural issues in counselling.

Attending Behaviours; Questions; Client observational Skills; Encouraging, Paraphrasing and Summarizing.

Reflection of Content, Reflection of Feeling

Integrating Listening Skills

Course description: In this course students will spend four hours a week or a total of 30 hours during the semester involved in supervised community service. Students are encouraged to work alongside NGOs or other professional bodies. Students will engage in activities such as children, adolescents and youth teaching/tutoring, community organization, psychological assessment and mental health awareness. Reflections on their interactions are integral part of this course. Student engagement will be assessed by a supervisor.

Course objectives: This course will help the learner: 

• To build awareness about the requirements of the society.

• To identify the needs of underprivileged communities.

• To create mental health awareness among children, adolescents and youth.

Community service: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of psychologist in community service: Social Psychologist, Community Psychologist & Counselor. Outcomes of community service: Personal outcome; Social outcome, Learning outcome and Career outcome.

 Students in groups will partner with various NGO’s and organizations working in the areas of education, development, interventions and mental health. As part of the course requirement the students will be involved in the community oriented activities of the organizations they affiliate with. The NGO’s or Organizations along with the faculty coordinator will be responsible for the process delivery. These placements will offer students hands-on experiences in working with various issues in community and facilitate meaningful learning.

Reflection is a core component of Community service. It is a period of critical thinking performed by the student and is based on a specific or overall experience of the student.   It guides students towards greater personal development by coming to a better understanding of their own values, opinions, and assumptions. The types of reflection which can be used are, class discussion, brainstorming, sharing of critical personal and group incidents, directed writings, experiential research paper, student portfolios and so on. The students are expected to discuss in groups at the end of this course using the following guidelines.

Reason for choosing the organization

•The planning phase of service learning initiatives

•Logistics for the initiative of the action

•Stakeholders/beneficiaries

•Execution of the action initiative

•Specific learning outcome

•Evaluation

This course looks at significant theoretical perspectives in the field of psychology with specific emphasis on the relevance of these perspectives to the field of Educational Psychology. It is a bridge course for students who are new to psychology. For students who have a background in psychology, it focuses on the applications of psychological concepts to the field of education. 

Learning and learning environments: Behavioral - 

Classical conditioning and its application: extinction, spontaneous recovery, generalization, discrimination

operant conditioning: reinforcers versus rewards and punishments, schedules of reinforcement), Applications of Operant Conditioning.

Cognitive (complex cognitive processes) - metacognitive, social cognition, embodied cognition, situated cognition).

Social cognitive - Cognitive factors in Learning; Constructivism (Piaget, Vygotsky, Bruner).

Creating effective & Positive learning environments and Classroom management 

The Psychology of Motivation; Theories of Motivation: The Evolutionary Perspective, Drive-Reductionism, and Homeostasis, The Search for Stimulation, Humanistic Theory; Factors influencing Motivation: Hunger, Aggression, Achievement

An introduction to emotions; Expression of Emotions; Theories of Emotions: The James-Lange Theory, The Cannon-Bard Theory, The Theory of Cognitive Appraisal 

Applications to educational settings

The Psychodynamic Perspective; The Trait Perspective; Learning-theory Perspectives; The Humanistic-Existential Perspective; The Sociocultural Perspective; Measurement of Personality: Objective tests, Projective tests

Applications to educational settings

Intelligence: Theories of Intelligence, Creativity and Intelligence, Measurement of Intelligence, Emotional intelligence, Variation in Intellectual Functioning; Application to educational settings. 

Memory: Types of Memory: Explicit, Implicit, Retrospective, Prospective; Processes of Memory: Encoding, Storage, Retrieval; Stages of Memory: Sensory Memory, Short-term Memory, Long term Memory; Forgetting. Application to educational settings.

Course Description: 

Building on the learner’s understanding of normal development, this course introduces them to the deviations from normal development/behavior and its effect on education. Theoretical conceptualizations, etiological mechanisms in major developmental disorders and select psychiatric conditions are covered. The learner will also be enabled to critically appraise the empirical literature in the field and to develop an integrated view of the foundations, theories, methods with an emphasis on educational psychology.

Course Objectives: This course will help the learner to

•Appreciate the deviations from normalcy in physical, emotional, cognitive and social development.

•Sensitize oneself to the risk factors, premorbid indicators, symptoms and course of major behavioral, emotional and psychological disturbances.

•Understand the major etiological pathways and theoretical conceptualization of Developmental disorders, Depression, Anxiety, Addiction, Psychosis and few other disorders commonly seen in childhood and adolescence

•Grasp the ramifications of the above conditions on education and achievement. 

•Get an overview of the current status, future directions in theory and research, and its relevance to prevention, intervention, training and policy development in the domain of educational psychology

History and evolution: Models, theories and perspectives in Developmental psychopathology. 

Biological Models: Developmental behavioural genetics, Bio-behavioural model, Developmental epidemiology, neurotransmitters.

Psychological Models: Temperament, early life experiences, family systems. 

Developmental psychopathology in relation to family, school and culture.

Integrated models: Bio-Psycho-Social model.

Intellectual deficiency disorder, Learning disabilities, Autism spectrum disorders. Attention deficit hyperactivity disorders.

Depressive disorders, Anxiety disorders, Dissociative disorders in childhood and adolescence.

Oppositional defiant disorder, Conduct disorder, Juvenile delinquency, Substance use disorders

Trauma and stress related disorders.

Bipolar disorder, Psychosis, Schizophrenia.

Personality Disorders, Sexual Deviant Disorders

Course description: This course provides a theoretical foundation on qualitative research methods. Different methods of collecting qualitative data are discussed. Methods of Qualitative data analysis are also touched upon. Along with courses on research in the first and second semester, this course intends to provide students with the theoretical background to develop their research proposal.

Course objectives: This course will help the learner to:

• Understand the philosophical foundations on which qualitative research methods are based
• gain familiarity with the conceptual foundations of qualitative research methods in counselling Psychology
• understand various traditions of qualitative research methodologies in counselling psychology.
• learn different methods of data collection
• understand different methods of data analysis in qualitative research methods

Defining qualitative research; Historical development of qualitative research; Key philosophical and methodological issues in qualitative research; Different traditions of qualitative research; Grounded theory, Narrative approach, Ethnography, Action research, and Discourse analysis (8 hrs)

 Research Lab (7 Hrs)

1) Review of different article related to the different traditions of qualitative research

3) Skill taining seminars 

Conceptualizing research questions, issues of paradigm, .Designing samples, Theoretical sampling, Contrasting qualitative with quantitative approach in research process  Issues of Credibility and trustworthiness (8 hrs)

Research Lab (7 Hrs)

1) Qualitative research proposal  lab

2) Simulated techniques on designing qualitative research

What is qualitative data? Various methods of collecting qualitative data: participant observation, interviewing, focus groups, life history and oral history, documents, diaries, photographs, films and videos, conversation, texts and case studies (8 hrs)

 Research Lab (7 Hrs)

 1) Simulated techniques on different data collection methods

2)     Skill training seminars

Different traditions of qualitative data analysis; thematic analysis, Narrative analysis, Discourse analysis, Content analysis (8 hrs)

Research Lab (7 Hrs)

1)  Qualitative  data analysis software NVivo

2) Reporting qualitative research data 

This is a practical course aimed at familiarizing students with different assessment methods including psychological tests. A range of Personality, Intelligence, Aptitude and Achievement tests are covered.

Course objectives: The course is intended to help students 

• Demonstrate competence in administering, scoring and interpreting a range of psychological tests.

• Identify relevant tests to be used for specific counselling needs.

The purpose of assessment in counselling. Assessment principles. Overview of assessment areas: Initial assessment in counselling – Case history, MSE: Identifying a clients problem using a clinical interview (Children, adolescents, adults)

Intelligence and general

ability testing (

(BKT ,Bhatia’s battery,Vineland Social Maturity

Scale, Bharatraj

Development Schedule, NIMHANS Index for Specific Learning Disabilities

Assessment in career

counselling

(Comprehensive Interest

Schedule), Measuring Achievement

and aptitude (DBDA), DAT

Appraisal of personality

16PF; MAPS,; MBTI;

EPQ-R,;TAT; SCT; 

(Rorschach, TAT/CAT Demo only) Developmental Psychopathology Checklist for Children (DPCL);  

Checklist for School Report, NIMHANS; 

Adjustment inventory for school students

Couse Description: This course is a continuation of Multicultural Counselling Skills–I (Adults). Here the student is trained in specific counselling skills and techniques used with children and adolescents, especially in educational settings. The student is also taught to integrate the skills learnt and apply to common issues seen among children and adolescents. 

Course Objectives : After the completion of this course, a student will be able to:

• Recognize ethical and multicultural issues in counselling children and adolescents.
• Demonstrate counselling skills in working with adolescents.
• Demonstrate counselling skills in working with children.
• Use counselling techniques in educational settings.

Review of counselling skills; The context of child counselling; the child-counsellor relationship; The context of adolescent counselling;  the adolescent-counsellor relationship; Ethical, multicultural issues and contextual factors in counselling children and adolescents,  Difference between counselling children, adolescents and adults.

The proactive counselling process; Observation; Active Listening; giving feedback, questioning,challenging,  Symbolic and creative strategies; Communication process with adolescents and use of language,  Symbolic strategies, Creative strategies, Behavioural & cognitive-behavioural strategies; Psychoeducational strategies, Use of technology

Counselling approaches with children, therapeutic process with children, The phases of counselling children; Observation, Active listening; Use of questions,  Eliciting stories & emotions; Dealing with self-destructive beliefs; Use of media & activities; Facilitating change; Termination of session, Counselling children in groups.

Applying counselling skills and strategies in various contexts - academic difficulties, emotional & behavioural issues; addiction; bullying; relationships & sexuality; career choices; abuse.

This course prepares students to know, understand, and apply evidence-based practices of assessment as educational psychologists. With the lens of educational equity, students will be able to design differentiated assessments, including authentic assessments, guided by backward design, and learning outcomes. They will learn how to provide feedback, analyze, and report assessment data, with a view to improving teaching and the curriculum. Practice is integral to the course.

Difference between assessment and evaluation; definitions; purposes; taxonomies of the cognitive, affective, and psychomotor domains; writing learning outcomes; backward design; constructive alignment; types of educational assessments: formative & summative; Assessment for Learning (AfL); Assessment of Learning (AoL); Assessment as Learning (AaL); examining the National Education Policy (2020), with respect to assessments

Guidelines for constructing the following assessments, along with strengths and limitations: 

Selected-Response Assessment: Multiple Choice, Matching, True-False. 

Constructed Response Assessment: Essay & Short-Answer.

Guidelines for constructing the following assessments, along with strengths and limitations:

Cubing; Think Dots; RAFT; GRASPS; Tic-Tac-Toe; Structured Academic Controversy.

Performance/Authentic Assessments: Portfolio; Project-Based Learning. Observation.

Variety, formality, frequency, reliability, validity; norm-and criterion-referenced assessments; teacher-made tests; standardized tests. 

Rubrics; Answer Key & Marking Scheme; moderation; self-, peer-, & group-assessments. personalized assessments; use of assessment data; Learning Analytics; feedback: types of feedback; reporting results; program evaluation. 

Course Description:

This course is intended to help students develop skills of writing a research proposal and defending it. Students are supported as they progress through the different stages of their research work which include data collection, data analysis and writing up a manuscript for publication in the following year.

Course objectives:

This course will help the learner to conceptualize a research problem and choose an appropriate research design to carry out the research. 

Developing a Research Proposal

Ethical Issues in Research

Supervision of Research Process

This course gives an opportunity to the students to explore the reasons behind poor achievement among school going children and the principles to implement school-based prevention and intervention programmes for them. This course will focus on mental health and developmental blocks that contribute to achievement problems. Student must be given opportunities to explore the benefit of EVB and also asses the barriers to implementing them from multiple systems: Policy barriers, Administrative barriers, Barriers arising from community and family systems, and resource and personnel limitations. Students are already exposed to child and adolescent psychopathology, life span development and therefore aware of the clinical descriptions of the challenges addressed in this paper. As a pedagogic tool, students taking this course must be introduced to case study analysis and meta-analytic reviews.

An introduction to Evidence based practice-Why must educators use evidence based practices-Why EPBS improve student outcomes- How to select EBPs- Challenges in implementing EBPs

Why prevention is important? ,importance of universal interventions, Multi-tiered systems of support ,improving school climate through positive schooling, evidence based approaches in positive education.Socio emotional learning and its significance , challenges of implementation, Need for collaboration, teaming and consultation, school crisis preparedness and intervention

Anxiety disorders, test anxiety, performance anxiety, social anxiety, school refusal , Depression, low self esteem , Eating disorders , disordered eating , body image issues , Suicide prevention 

School bullying and violence , Conduct disorders, Technology and internet usage , Substance use , adduction ,prevention of child sexual abuse , Importance of sexual and reproductive health programmes , POCSO act , Health promotion interventions 

Course description:This course equips students with various theoretical approaches to career planning and development, and enable them with knowledge, skills, and diverse tools to examine individual and group differences in career interests, needs, and values. They will apply these knowledge and skills to develop their own career plan as well as examine the scope of how organisations can assist individuals and groups in achieving career goals. They will also gain a broad understanding of emerging trends in the field of career guidance, counseling and development. 

Course objectives:

1. Orient students to theoretical knowledge in career guidance and counseling

2. Equip students with skills to assess individual and group differences in career interests, needs and values

3. Equip students with skills to develop personal career plan for themselves and for individuals/groups to achieve their career goals

4. Equip students with skills to analyze organizational approaches in assisting individuals/groups in achieving their career goals

5. Equip with skills to evaluate emerging trends and issues in career development

• Trait and factor theories

• Holland’s theory

• Work adjustment theory

• Super’s developmental theory

• Social cognition theory and cultural preparedness approach

• Personality theories

• Applications to career assessment- e.g. MBTI, Holland’s RIASEC test, interest and value inventories, Super’s rainbow