MCFTL-008

Reflective Journal
Indira Gandhi National Open University
School of Continuing Education

MANUAL FOR SUPERVISED

PRACTICUM

Introduction 5

Part I : Need for Reflective Thinking 11

Part II : Guidelines for Preparing Reflective Journal 15

Part III : Reflections to be done:

Reflection-1 : Self in the Family 21
Reflection-2 : Understanding What is Help 31
Reflection-3 : Mistakes Counsellors/Therapists Often Make 32
Reflection-4 : CulturalAwareness 33
Reflection-5 : Nature of People 34
Reflection-6 : Incorporating Therapeutic Skills in Daily Life 35
Reflection-7 : Learning, Reflection and Me 36
Reflection-8 : Human Sexuality 37

Appendices (i-vi)
EXPERT COMMITTEE (Original, 2010)
Prof. V. N. Rajasekharan Pillai
(Chairperson)
Vice Chancellor
IGNOU, New Delhi
Prof. Mathew Verghese Prof. Reeta Sonawat Prof. Girishwar Misra
Head, Family Psychiatry Centre Head, Department of Human Department of Psychology
NIMHANS, Bangalore Development, SNDT Women’s University of Delhi,
University, Mumbai New Delhi
Prof. Manju Mehta Prof. Shagufa Kapadia Prof. Ahalya Raghuram
Department of Psychiatry Head, Department of Human Department of Mental Health
AIIMS, New Delhi Development and Family Studies and Social Psychology
The M.S. University of Baroda, Vadodara NIMHANS, Bangalore
Prof. Sudha Chikkara Dr. Rajesh Sagar Prof. Rajni Dhingra
Department of Human Associate Professor, Head, Department of
Development and Family Studies, Deptt. of Psychiatry, AIIMS Human Development
CCS HAU, Hisar & Secretary, Central Mental Jammu University, Jammu
Health Authority of India, Delhi
Prof. Minhotti Phukan Prof. T.B. Singh Prof. Anisha Shah
Head, Deptt. of HDFS Head, Department of Clinical Department of Mental Health
Assam Agricultural University Psychology, IHBAS, New Delhi and Social Psychology
Assam
NIMHANS, Bangalore
Prof. Aruna Broota
Mrs. Vandana Thappar Dr. Indu Kaura
Department of Psychology
Deputy Director Secretary, Indian Association for
University of Delhi
(Child Development), NIPCCD Family Therapy, New Delhi
New Delhi
New Delhi
Dr. Jayanti Dutta
Ms. Reena Nath Dr. Rekha Sharma Sen
Associate Professor of HDCS
Practising Family Therapist Associate Professor
Lady Irwin College, New Delhi
New Delhi (Child Development), SOCE
Prof. C.R.K. Murthy IGNOU, New Delhi
Prof. Vibha Joshi
STRIDE Mr. Sangmeshwar Rao
School of Education
IGNOU, New Delhi Producer, EMPC,
IGNOU, New Delhi
IGNOU, New Delhi
Prof. Neerja Chadha
(Programme Coordinator) Dr. Amiteshwar Ratra
Professor of Child Development (Convenor & Programme Coordinator)
School of Continuing Education Research Officer
IGNOU, New Delhi NCDS, IGNOU, New Delhi

Acknowledgement:
We acknowledge our thanks to Prof. Omprakash Mishra, Former PVC, IGNOU; Prof. C.G. Naidu, Former Director (I/c) P&DD
and Head, Nodal Unit; and Dr. Hemlata, Former Director (I/c), NCDS for facilitating the development of the programme of study.

PROGRAMME COORDINATORS  M.Sc. (CFT)/PGDCFT

Prof. Neerja Chadha Dr. Amiteshwar Ratra
Professor of Child Development Associate Professor
School of Continuing Education STRIDE, IGNOU, New Delhi
IGNOU, New Delhi

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Prof. Nageshwar Rao
Vice Chancellor
IGNOU, New Delhi
EXPERT COMMITTEE FOR MINOR REVISION (2020)
Prof. Reeta Sonawat Prof. Shagufa Kapadia Prof. Rajni Dhingra
Dean and Head, Department of Head, Department of Human Dean, Faculty of Science &
Human Development, SNDT Development and Family Studies Professor of Human Development
Women’s University, Mumbai
The M.S. University of Baroda, Vadodara University of Jammu, Jammu
Prof. Manju Mehta
Professor (Retd.) Prof. Rajesh Sagar Dr. Jitendra Nagpal
Department of Psychiatry Department of Psychiatry Sr. Consultant Psychiatrist
AIIMS, New Delhi AIIMS, New Delhi Moolchand Medcity, New Delhi
Prof. Rekha Sharma Sen
Prof. Sudha Chikkara
Department of Human Dr. Indu Kaura Professor of Child Development
Development and Family Studies Former Secretary, Indian Association for SOCE, IGNOU, New Delhi
CCSHAU, Hisar, Haryana Family Therapy, New Delhi
Dr. Renu Gulati
Prof. Namita Ranganathan Associate Professor
Dr. Neerja Sharma Human Development and Childhood
Central Institute of Education Associate Professor (Retd.)
University of Delhi, Delhi Studies, Institute of Home Economics
Human Development and Childhood Studies University of Delhi, Delhi
Prof. Neerja Chadha Lady Irwin College
(Convenor & Programme Coordinator) University of Delhi, Delhi Dr. Amiteshwar Ratra
Professor of Child Development & (Programme Coordinator)
Former Director, School of Continuing Associate Professor
Education, IGNOU, New Delhi STRIDE, IGNOU, New Delhi

COURSE WRITERS (Original)

Reflection 1 Dr. Rachana Bhangaokar, Lecturer, Department of Human Development and Family Studies, M.S. University
of Baroda, Vadodara
Parts I, II, III & Dr. Amiteshwar Ratra, Research Officer, NCDS, IGNOU, New Delhi
Reflections 2 to 8

EDITORS (Original)
Prof. Reeta Sonawat Prof. Neerja Chadha
Dean & Head Professor of Child Development
Department of Human Development Dr. Amiteshwar Ratra School of Continuing Education
SNDTWomen’s University, Mumbai Research Officer, NCDS, IGNOU, New Delhi IGNOU, New Delhi

COURSE COORDINATORS AND COURSE REVISION TEAM (2020)

Dr. Amiteshwar Ratra Prof. Neerja Chadha
Associate Professor Professor of Child Development
STRIDE, IGNOU, New Delhi School of Continuing Education, IGNOU, New Delhi

PRINT PRODUCTION
Mr. Rajiv Girdhar Mr. Arvind Kumar Mr. Hemant
Assistant Registrar (P) Assistant Registrar (P) Section Officer (P)
MPDD, IGNOU, New Delhi SOCE, IGNOU, New Delhi MPDD, IGNOU, New Delhi
Acknowledgment:
We acknowledge Mr. Rajesh Sharma for giving his photograph for the cover page.
Cover Design : Dr. Amiteshwar Ratra, Prof. Neerja Chadha and Dr. Navita Abrol

May, 2020
© Indira Gandhi National Open University, 2020
ISBN:
All rights reserved. No part of this work may be reproduced in any form, by mimeograph or any other means, without permission
in writing from the Indira Gandhi National Open University, New Delhi.
Further information on Indira Gandhi National Open University courses may be obtained from the University’s office at Maidan
Garhi, New Delhi- 110 068 or the official website of IGNOU at www.ignou.ac.in.
Printed and published on behalf of Indira Gandhi National Open University by Registrar, MPDD, Maidan Garhi, New Delhi.
Laser Composed by: Rajshree Computers, V-166A, Bhagwati Vihar, (Near Sector-2, Dwarka), Uttam Nagar, New Delhi-110059
Printed by:

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Dear Learner,
Welcome to this course titled “Reflective Journal” which is entirely practical and applied in nature.
This course MCFTL-008 is a compulsory component of M.Sc. (CFT)/PGDCFT and is worth
2 credits. As you are aware, having gone through the Programme Guide, one credit is of 30 hours
involvement by the learner. Therefore, the time expected of you for the completion of this practicum
is 302 = 60 hours. If you engage four hours a day for doing this practicum, you will require
15 days to complete the work on this practicum.
The above calculation and explanation is to convey to you the importance and the seriousness
expected of a student of M.Sc. (CFT)/PGDCFT. It also conveys the predominant role expected
from you in the successful completion of this very important practicum.
In the various preceding theory and practical courses of the programme of study, we have tried to
provide you adequate knowledge and information about the what, why and how of counselling and
family therapy and the numerous areas and issues associated with counselling and family therapy.
Learning the theory alone does not qualify a student to be a ‘Master’ in counselling and family
therapy discipline. It is essential that students pursuing study in counselling and family therapy are
able to reflect upon their actions as well as thoughts. The IGNOU students of the M.Sc.(CFT)/
PGDCFT are, therefore, encouraged through this Practicum course (MCFTL-008) to develop an
indepth and deep understanding of reflections. In order to develop reflective thinking; an essential
tool in counselling and family therapy in you, we have designed this course. It will orient you and
assist you towards critical thinking in your daily therapeutic work.

Remember that you have to do all the eight practicals called ‘Reflections’ in this Manual.
However, you need to submit, for internal and external evaluation, written reports of only THREE
reflections (practicals) in the File.

Of the three written reports that you are required to submit for evaluation:
 Report one must be that of Reflection 1;
 Report two must be that of Reflection 2 or Reflection 3 or Reflection 4; and
 Report three must be that Reflection 5 or Reflection 6 or Reflection 7 or
Reflection 8.
Note: YOU MUST ENCLOSE IN YOUR PRACTICAL FILE FOR EVALUATION, THE
ROUGH DATACOLLECTION SHEETS/ CD/AUDIO RECORDING that had been used
for discussion and interactions with your Academic Counsellor, WITH RESPECT TO ALL 8
REFLECTIONS.

Thus, you need to submit only three Reflections for evaluation. Doing the remaining five reflections/
practicals would be for practice, that would enhance your understanding, sensitivity and skill set.
Assessment of these would only be through the interactions, for discussing each practical, which you
would have with your Academic Counsellor based on the audio recording/CD/rough data collection
sheets used for recording or noting the participants’ responses in the course of doing the practical
activities in the field.

With best wishes,

Programme Coordinators
IGNOU
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 INTRODUCTION
In this Course, we have provided comprehensive information and knowledge about reflections
in counselling and family therapy. Therefore, it would be very useful for you to complete this
Course MCFTL-008 for being a professional in this field.
Participating in the academic counselling sessions for practicals is essential. This holds for the course
MCFTL-008 too. You are required to carry out the Supervised Practicum activities/reflections under
the guidance and supervision of the Academic Counsellor for the Supervised Practicum course at
your Programme Study Centre (PSC)/Study Centre (SC). The Academic Counsellor would guide,
supervise, and evaluate your practical work. Please stay in touch with your PSC/SC to find out the
schedule of academic counselling sessions for the Supervised Practicum course "Reflective Journal".

As you have to complete Eleven Courses (5 Theory Courses and 6 Supervised Practicum Courses)
of the programme of study Master of Science in Counselling and Family Therapy (MSCCFT) in the
first year, or the Post Graduate Diploma in Counselling and Family Therapy (PGDCFT), hence, it
is advisable to complete the practical activities as per the scheduled time. Please follow the sequence
of the practical activities given in the Manual, as these are sequenced according to understanding
and difficulty levels.

In this Manual for Supervised Practicum, we have provided some guidelines which will enable
you to do reflections and prepare the duly completed Reflective Journal/Practicum File. Your
supervisor/counsellor will provide you further necessary guidance. There are three parts in this
Manual for Supervised Practicum.
Part I deals with the concept of reflective thinking pertaining to M.Sc. (CFT)/PGDCFT.
Part II is on guidelines for writing the reflective journal. Part III identifies various reflections to be
focussed upon in your work for this Course. Here Reflection-1 has been explained in detail to ease
your understanding. In other reflections the work to be done has been explained.
Role of the Academic Counsellor in Supervised Practicum
- The Academic Counsellor is a qualified professional in the field, allotted by the Programme
Study Centre/Study Centre to which you are attached. The Academic Counsellor will supervise
and guide you for reflective thinking.
- Your Supervisor/Academic Counsellor will guide you on any issues or situations to be dealt
with and help in analysis of the scenarios.
- Besides this, you can seek the help of the Counsellor at any time during the sessions.
The Counsellor may or may not be associated with the specific reflective situations asked
but, she or he can help you in identifying the same.
- The academic counselling sessions, for the Supervised Practicum course, are the forum
where you would interact with your Academic Counsellor and discuss the practicum
activities/reflections. These may be scheduled face-to-face, or with use of some digital
technology/online mode for interaction. Keep in touch with your study centre to find
out about the same.
During this interaction with the Academic Counsellor, you should discuss your thoughts,
observations and reflections with your Academic Counsellor. You should analytically discuss
your reflections, truthfully. Please remember there is no right or wrong reflection. Gain advice
and useful insights from the Academic Counsellor. At times, your analysis of reflections may not
be similar with the views of the Academic Counsellor. Record this also.
Your discussions with your Counsellor regarding the practical activity, both before and after
doing it, would help you to write an analytical report.
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Apart from guiding and supervising, the Academic Counsellor will also evaluate your work. This is
‘internal evaluation’, which carries 50% weightage in the final score. The evaluation mark sheet to
be used is given at the end of this Manual.
This evaluation would consist of:
i) Evaluation of written reports of 3 reflections submitted by you, and
ii) Interaction-based assessment, based on your discussions with the Academic Counsellor with
respect to all 8 reflections.
Both the above components are essentially based on audio recording/CD/sheets of paper on which
notes were taken by you in the course of each reflection exercise.
Important Guidelines for Working with Individuals and Families
- Identify the family/individual carefully, as per the reflective exercise.
- Inform the Counsellor about the selected individual/family, if any.
- Seek the consent from the family/participant beforehand. The consent form is enclosed
at the end of this Manual.
- The time schedule for conducting the practicum activity should be planned according to
the convenience of the family or the individual with whom you want your practical activity
to be carried out.
- You may conduct the activity with the selected respondent through face-to-face interaction, or,
given the changing times, do so through use of a digital technology/online mode or telephonic
conversation. Likewise, if required, you may carry out observations through use of technology.
- Be punctual for your appointment; and if there is any change in time or day inform the
concerned family or individual.
- For practicum activity, keep your appointment with your respondent even if the interview etc.
is to take place through digital technology/online mode, or telephonically.
- Before starting asking questions, spend some time with the respondent(s) to establish rapport.
- Respect the views of the respondent(s) and do not interrupt or show your own attitude,
opinion or prejudice regarding what they are saying or doing. The process should not be
biased by your view points. Keep the information confidential, and do not discuss it with
any other person including your friend, spouse, parents and other family members.

Supervised Practicum File/Reflective Journal

You have to prepare the Supervised Practicum File/Reflective Journal by compiling:

 written reports of three Reflections;
 supplementary enclosures/records (audiotapes, sheets of paper on which notes were taken,
CDs, etc.) of all the 8 Reflections;
 duly filled-in, signed and stamped Annexures ‘A’ and ‘B’.

Let’s now talk about each of these components in greater detail.

You are required to submit three Reflections for evaluation. Thus, you will prepare the
Supervised Practicum File by compiling the written records of three Reflections. And there are
some stipulations in this regard. The first written report has to be of Reflection 1. The second
written report has to be of Reflection 2 or Reflection 3 or Reflection 4. Thus, having
done Practicals/Reflections 2, 3 and 4, you may write the report of whichever of the
three Reflections you did best and submit it to your Counsellor for internal evaluation.

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Likewise, the third report has to be of one of the Reflections out of Reflection 5, Reflection
6, Reflection 7, and Reflection 8.
You must also include in the File enclosures (audio tape recording/CD/sheets of paper on which
notes were taken in the course of all the 8 Reflections), that formed the basis of your interaction
with your counsellor.
Marks will be given by the Academic Counsellor for the three reflections (written reports), as
well as for the interaction-based assessment with respect to all 8 reflections, based on the audio
recording/CD/rough data collection sheets used for recording or noting the participants’ responses
in the course of doing the Reflection activities in the field.
The Counsellor will record the marks that you have obtained for your Practicum Work in Section
1 of the Evaluation Sheet (given at Annexure ‘A’ at the end of this Manual). Sections 2 & 3
of Annexure ‘A’ have to be left blank, as these are to be filled-in by the External Evaluator.
This Annexure ‘A’ with duly filled-in, signed and stamped Section 1 and blank Sections 2 &
3 must be included in the Supervised Practicum File that you submit.
In addition, the Counsellor will certify the Form given at Annexure B at the end this Supervised
Practicum Manual which declares that every practicum activity was conducted by you under her
or his guidance and supervision. You must also include this duly filled-in, signed and stamped
Annexure ‘B’ in the File that you submit.
Maximum Duration of the Practicum
For this 2 credit Supervised Practicum Course, you have to carry out 8 practicals involving
reflection, and write detailed reports of three practicals. The maximum time you can take to
complete the practicum is four months from the date of commencement of the Reflective Journal/
Supervised Practicum for this Course.
Evaluation of Supervised Practicum File/Reflective Journal
The evaluation of Supervised Practicum is done at two levels. These are:
 Evaluation Level 1 : Internal Evaluation
 Evaluation Level 2 : External Evaluation

Remember that:-
1) Though it is mandatory to do all the eight Reflections, written reports of only
THREE Reflections are required to be submitted for evaluation (and thus included
in the practical file). Stipulation in this regard is as follows:
 Written Report one must be that of Reflection 1;
 Written Report two must be that of Reflection 2 or Reflection 3 or
Reflection 4; and
 Written Report three must be that of Reflection 5 or Reflection 6 or
Reflection 7 or Reflection 8.
2) You must enclose in your practical file for evaluation, the rough data collection
sheets/CD/audio recording used for discussion and interactions with your Academic
Counsellor, with respect to all 8 Reflections.
Thus, you need to submit only three Reflections for evaluation. Doing the remaining Reflections
would be for practice, that would enhance your understanding, sensitivity and skill set.
Assessment of these would be in the course of your discussions of the Reflections with
the Academic Counsellor.

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Evaluation Level 1: At the Programme Study Centre / Study Centre by the Academic
Counsellor
Every Reflection will be evaluated by the Academic Counsellor/ Supervisor with whom you have
been attached by the Programme Study Centre/Study Centre for this Supervised Practicum Course.
The Academic Counsellor will evaluate the three written reports (the three reflections) which have
been submitted by you for evaluation. As stated earlier, of these three written reports, the first
written report has to be of Reflection 1. The second written report has to be of Reflection 2
or Reflection 3 or Reflection 4. Thus, having done Reflections 2, 3 and 4, you may write the
report of whichever of the three reflections you did best and submit it to your Counsellor for
internal evaluation. Likewise, the third report has to be of one of the Reflections out of Reflection
5, Reflection 6, Reflection 7, and Reflection 8.
The Academic Counsellor will also assess your performance during interactive sessions for all
the 8 Reflections. These two components together comprise the ‘Internal Evaluation’.
The marking scheme is as follows:
Maximum marks (MM) for each of the three written reports/practicals/reflections = 50
Maximum marks (MM) for interaction with the Academic Counsellor (with respect to all 8
practicals) = 50
Hence, total MM for the internal evaluation component of the Supervised Practicum is 200.
Evaluation Level 2: External Evaluation (Evaluation of Practicum File at IGNOU
Headquarters)
An expert from the panel, nominated by IGNOU HQs., will evaluate the Supervised Practicum
File. This is called ‘External Evaluation’. The External Evaluator will record the marks in Sections
2 and 3 of Annexure ‘A’ of this Supervised Practicum Manual, which you would have enclosed
in the File.
External evaluation will therefore be done on the basis of the Supervised Practicum File submitted
by the learner.
The External Evaluator shall evaluate each of the three written reports out of 50 marks. 50 marks
would be based on review of the enclosures included in the File (audio tape recording/CD/sheets
of paper on which notes were taken during data collection) with respect to all 8 reflections, that
formed basis of your interaction with your Counsellor.
Thus, the total marks for the external evaluation component shall be 200.
Weightage of the Two Levels of Evaluation
The two levels of evaluation carry equal weightage towards final marks:
 The marks given by the Supervisor at Level 1, known as ‘Internal Assessment’, will be
calculated as 50% weightage; and
 The marks given by the expert at Level 2, known as ‘External Assessment’, will also be
calculated as 50% weightage.
You have to secure 40% as pass marks in both the assessments, internal as well as external.
If you are not able to secure 40% marks in either assessment, you have to repeat the complete

8
Supervised Practicum MCFTL-008. It means you have to re-do all the Practicum Activities, make
a new Practicum File and submit it.

For practical (Supervised Practicum) courses, there is no term-end exam.

Note: The panel of experts nominated by IGNOU, who are going to evaluate your Practicum
File, have the right to moderate the Internal Assessment marks awarded through the
Programme Study Centre/Study Centre in any component of the Practicum.
Submission of Supervised Practicum File
 Once the internal evaluation has been done, you must submit your duly complete practical
file (including the duly filled, signed and stamped Annexures A & B) to SED, IGNOU, for
external evaluation.
The duly complete Practicum File must be sent for external evaluation to the following address:
Registrar (SED)
Student Evaluation Division
Indira Gandhi National Open University
Maidan Garhi, New Delhi – 110068.
 Depending on when you submit your Supervised Practicum file to SED, your internal and
external evaluation marks would be included in the June/December TEE grade card, as per
University norms.
 The file submitted will not be returned to you.
Note: Before submitting the Practicum File, you must keep a photocopy of the File with
yourself, so that in case of loss in transit or misplacement, you would be able to
submit the copy of that file.
Essential Checklist
When submitting your Supervised Practicum File, please ensure that you have included the following:
1) Written record of 3 practicals/reflections as specified.
2) Enclosures (audiotape/CD in case of recording, or sheets of paper on which you noted the
answers of the respondents/recorded the observations; etc.) with respect to all the 8 practicals;
3) Duly filled-in, signed and stamped Annexures ‘A’ and ‘B’.
The cover page should clearly state the title “Supervised Practicum File for the Course
MCFTL-008".Your name and enrolment number must also be mentioned on the cover page.
The first page or the face sheet must also have your name; enrolment number; full address; name,
designation, and address of your Supervisor; as well as name and address of your PSC/SC.
The format for the face sheet of the Practicum File is given below:

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 SUPERVISED PRACTICUM FILE
MSCCFT - First Year/
PGDCFT
MCFTL-008

Name of the Student :

Enrolment No. :
Address :
Phone No. :
Study Centre/Programme Study Centre :
Regional Centre :
Name & Address of Supervisor :
Phone No./Mobile No./
e-mail address of Supervisor :
Signature of the Student :
Date :

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 PART 1
NEED FOR REFLECTIVE THINKING

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12
 PART I
NEED FOR REFLECTIVE THINKING

The course on Reflective Journal has been designed to enhance your thinking abilities, metacognition,
analysing skills, defining and understanding a problem. Reflection, as you would know, means to
reflect upon or think deeply and write down your thoughts. Writings in reflective journal would help
you to understand a client’s problem deeply. It would lead you to understand beyond surface
learning. This course would help you both at personal level and professional level. A meaningful
change would take place in you.
Various activities in reflective journal course have been formulated such that you move away from
past knowledge, pre-conceived notions and perceptions to develop a culture fair approach to life
and others in general and to your clients in particular. As you would reflect, you would realise that
thoughts are in a state of flux and always remember that reflection should be ingrained in you such
that you are able to use this throughout your life. At times one tries not to introspect our thoughts,
needs and motives, but as an efficient family therapist and counsellor, we want you to keep introspecting
and reflecting upon your actions. Reflection has the potential of leading to self-actualization, there
by leading to eternal happiness and bliss.
For reflection on any situation, you explore the possibilities and decide thereafter. Your main focus
should be on the importance of healing your client without any accusation based on your pre
conceived biases towards the client. Since your client could be a single family member or whole
family or some members of the family, therefore, you are dealing with multiple clients mostly present
physically with you in a given session and at times in images of the individual client. So you should
explore different possibilities to generate answers, analyse and decide the future course of therapy.
Remember, reflection is based on thinking about your own thinking, thoughts, actions, statements,
motives, needs, etc. Reflection generates self knowledge and understanding different perspectives
from others’ viewpoints. This Journal is an important and effective tool for your learning efficiency
in counselling and family therapy. In this Journal you have the freedom to express yourself through
drawing figures, talking to yourself reflectively, daily diary writing, essay writing, peer discussion,
discussion with academic counsellor/supervisor, gaining information related to others through research
using different people, data base, internet, etc.
The various practical activities designed in this Journal would help to establish a link between
reflection and deeper learning. Reflection would help you to understand yourself, your strengths and
weaknesses, your values and belief systems; correct yourself by acknowledging your ideas, feelings,
actions, fears, biases; and lead to your deeper understanding and improvement of self. In the given
practical assignments you should concentrate on the following in formulating your answers: (a) what
happened; b) what can be learned from it; c) how were your perceptions different before and after
reflections; d) what should be done next time; and e) how did the reflective exercise help you to
develop deeper understanding of the situation with a culturally fair, value orientation which is necessary
to become an effective therapist. You have to experience a situation, reflect, research and make
sense and plan for a future action. We hope that after going through this Course, you will be able
to reflect even during the therapy session and take appropriate action at the same time.

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Reflective thought was initiated by John Dewey’s work. Reflective thought training requires courage
and encouragement. According to Dewey, J. (1910) [How we think. Lemington: D.C. Health],
any idea to be accepted or rejected needs experience and evidence. Reflective thinking is critical
thinking and it is important in the healing profession. For becoming an efficient therapist, an effective
counsellor and an evolved person, you should ingrain reflections as an inherent part of your life.
Reflection is self observation and involves deeper thinking than introspection. In the Reflective
Journal, you note down your mental operations/thoughts that take place in your mind so that
you may later straighten your thoughts and improve upon self in case of bias, irregularity or ill
thoughts. Reflection has to become a part of your thinking process. Thinking takes place very
fast and action in form of verbal or non-verbal action, thought, behaviour, decision is formulated,
which as a family therapist should be in the welfare of the whole family rather than an individual
by itself. Since India has a collectivistic culture, growth of an individual is related to well being
of his/her family members. As therapist your role has to be helping in nature and not corrective
in nature. Helping has to be grounded in values oriented to a specific society. For example, the
Western societies promote individualistic orientation of a person while the Eastern societies promote
individual growth based on the familistic orientation. So, based on the cultural ethos and ethics,
your interpretation to deal with a specific situation or client should be the basic criteria. The exercises
in this Reflective Journal are deemed to promote reflection in action in your work, dealing with
crisis situations, critical revelations by the clients, rapidly changing circumstances and ability to
think.

14
 PART II
GUIDELINES FOR PREPARING
REFLECTIVE JOURNAL

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16
 PART II
GUIDELINES FOR PREPARING
REFLECTIVE JOURNAL

Part II contains guidelines for preparing the Reflective Journal/Supervised Practicum File. The following
guidelines should be taken into consideration while working on the Journal, that is for recording the
reflections:
l There is no specific format to be followed while writing your reflections in the Reflective
Journal/Supervised Practicum File.
l In a reflection, you have to write your thoughts as they flow in your mind with respect to that
reflective exercise.
l As already explained, there is no ‘Right’ or ‘Wrong’ answer in this Journal. But your honesty
in reflecting your inner self and thoughts would get you higher marks.
l Take guidance of your Counsellor where ever required.
l To express yourself you may draw, use audio tape (then transcribe the same), talk to yourself,
do daily diary writing, essay writing, etc.
l Engage in peer discussion on a given reflective situation.
l Discuss with your Academic Counsellor.
l Engage in self-observation and deeper introspection.
l It would be wise to begin doing all this at least a few days before you actually start with the
specified exercises.
l These exercises would require you to be in a thinking mode always. The exercise has more to
do with your interpretations and understanding of concepts rather than mere data collection
through observation; interview etc.
l You need to answer questions like a) what led to the situation; b) what happened; c) what
can be learned from it; d) how was I different in perception before and after reflections; e) what
should be done next time; f) what research can be done to bring about change in perceived
notions; g) how has the reflective exercise helped me in developing a deeper understanding of
the situation and in imbibing a culturally fair perspective and value orientation; that is necessary
for being an effective counsellor and family therapist.

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18
 PART III
REFLECTIONS TO BE DONE

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REFLECTION 1 SELF IN THE FAMILY
Introduction

Having studied the earlier Courses, especially Course I, you have basic information about how human
beings develop and the factors that influence their development. You are also aware of the family
structures (traditional and alternative), functions, and basic processes that determine dynamics among
family members and society at large. With the help of this information you are now able to identify
the challenges they face and their psycho-social needs.

Some practical experiences have been planned as part of this course in order to give you ‘hands
on’ experience of understanding how some theoretical concepts operate in real life (or your own
life). This particular practical experience has been designed such that you can relate the concepts
of family functions, roles, responsibilities and cohesiveness to your own family life.

To become an effective counsellor and family therapist, you must develop skills of communication,
analysis and sensitivity to clients from different backgrounds. It is also important for you to develop
the ability of objectively reflecting on life events and episodes that influence individuals and families.
In order to get an in depth understanding of these processes, it is of value that you begin with yourself!
This strategy serves many purposes.

One, you have easy access to information about yourself and your family.

Two, you would be most aware of the roles played by you and all the members in your family
and pitfalls within the same.

Three, you will be able to determine how some factors influence various family members differently
depending on their roles, positions and responsibilities.

Four, you will also have access to the conflicts or other challenges faced by your family. By reflecting
on this information you will be able to study the individuals, their relationships and family dynamics
in an indepth manner. At the same time, you will become aware of your roles and responsibilities
in the family and have a better understanding of the same for others. You have to move from
the vantage point of an ‘insider’ to that of a professional ‘outsider’ studying the family you live
in.

The aim of this exercise is to build your competencies such that you understand the family as
a functioning unit and take perspectives of the subject (you, in this case) as well as other members
involved. You are required to draw from the theoretical concepts discussed in the earlier courses
and understand the family situations as a professional counsellor/family therapist. This means you
must be able to develop a bias-free and informed opinion of individual members and the functioning
family. Understanding the family situation professionally entails that you take a “third person perspective”
or an outsider’s view of the individuals and their familial relationships. This will help you in building
sensitivity to diverse conditions that affect family members and family development. By developing
a keen sense of understanding individual characteristics in a web of relationships, you will become
better equipped to plan interventions and use effective strategies of communication with your clients
in future.

You may need to refer to the course materials intermittently while writing up this exercise. With
a requirement to think about your role and position in your family, this practical experience has
the following objectives.

21
Objectives:
 To identify strengths and weaknesses in oneself and other family members in a family context.
 To describe one’s role in the family with respect to relationships, work allocation and resource
sharing.
 To understand the web of relationships in the family from one’s own perspective with respect
to cohesiveness in particular relationships and identify reasons for the same.
 To analyze two situations; one about cohesion and one about conflict in the family from
one’s own perspective as well that of (any one) other family member.
 To understand family situations and identify the reasons for and barriers to cohesion within
the family from multiple perspectives.
Planning
Because this exercise is about you and your family, you have the advantage of setting the pace
for your own self. Do not begin doing the practical exercise before you have finished at least
Course (MCFT-001) of this programme of study. Remember, this exercise has to do with yourself,
your ability to pursue self-reflection, introspection and analysis of the family processes. So, the more
you think about it consciously and objectively (without any preconceived notions or beliefs), the
better will the product be!
Pre-preparation
The exercise is divided into three phases with some tasks in each phase. Each phase moves from
simple to complex tasks. As this exercise is interpretive in nature (involving more thinking and
organization of thoughts and ideas), you should begin thinking of all the tasks in advance — at
least a week or two before actually executing the tasks.

Remember, the exercise has more to do with your interpretations and understanding
of concepts than about gathering information on your family. It thus requires you
to be in a ‘thinking mode’!

At the end of each phase, keep in mind that you must have a written record of the whole experience
and your thoughts about it. You may jot these down in bullet points also. You may wish to refer
to the following questions from time to time in order to do this:
- What did you expect from this task?
- Were you able to finish the task without difficulty? If yes, why? If no, why?
- Did you learn anything new about yourself and your family while doing this exercise?
- Were you able to relate it with what you had learnt in the earlier courses?
Now, we move to how you and your family should be involved in the tasks.
Your Involvement and Standpoint
Start thinking about your family in terms of the relationships shared, its overall composition, unique
aspects and lacunae. You will also need to think about your role and position in the family very
consciously. Begin evaluating your role in the family, start making notes for yourself from time
to time. These will help you write the final report. You may also wish to write down some events

22
and episodes from everyday life that made you think of related theoretical concepts in the course
material. Try to match your thoughts or interpretations of events and relationships with the content
in the units; particularly the four theory blocks comprising the first course. You will be surprised
to know how interesting the whole process becomes! Make notes of the similarities of your family
life experiences with the course content. There may also be differences and you must highlight
them in the report. Be sure to refer to theoretical concepts of the course in the interpretation/
analysis parts of your report.

Writing a journal or daily diary about your family is a good idea! It would be wise
to begin doing all this at least a fortnight before you actually start with the specified
tasks.

Involvement of Other Family Members

You will require co-operation from some of your family members in this exercise. Plan these well
in advance. Be sure to inform them about the purpose of this exercise and what they are expected
to do. In case you don’t stay with them at present, you must inform them in advance to save
time. Provide time to your family members so that they can think about exercises/questions requiring
their involvement. This will not only facilitate their participation but also help you in getting answers
that are well thought out. You may wish to inform them that this exercise is part of your course
and will be evaluated. Please bear in mind that frank and honest answers will help you understand
the concepts more realistically, rather than socially desirable ones!
Overview of the Exercise
There are a number of tasks that you must do to fulfill the objectives. The tasks are divided into
three phases; each phase has at least one task in it. The tasks move from simple to complex
to enable you to understand each topic properly. They are listed below along with the format in
which you are required to submit them.

23
Sr. Tasks/Exercises Format
No. (If there are options, choose
ONLY ONE)
PHASE I l Family Picture book with
photographs and writt en
1. Meet My Family descriptions.
l Describe yourself in the family. l Drama Script (written) with
Mention the roles you play and the introduction and traits of actors
contributions (material and (as in family members) and
emotional) you make in the family. other written descriptions. You
l Introduce other family members can play t he part of
and describe some of their “sutradhaar” or narrator.
characteristics. l Talk Show Introduction In
l Mention at least two strengths and the form of a CD (Audio or
weaknesses that each member Video Tape) – You introduce
(including you) possesses. yourself and others in the family
like a talk show host.
End of Task/Phase Reflections Written descriptions in bullet points
Phase II
l Diagram or Organizational
2. Venn Diagram Chart, supported with written
descriptions for each
l Based on the closeness you relationship.
experience in each relationship,
draw a diagram with you in the (You may use the computer for
center and other members around this task).
you.
l Identify and explain the strengths
and weaknesses of each
relationship you share.
End of Task/Phase Reflections Written descriptions in bullet points
Phase III
3. Family Experiences I l Interviews and written report.

l Describe one event or episode in l You and the ot her family

the family where you experienced members could discuss the
closeness and unity in the family. issue together and you could
audio tape the conversation.
l Mention the members involved and Support it with a written report.
the roles they played that led to the
feeling of unity.
l Write from your perspective why
you experienced a good feeling of
family unity.

24
  Ask one other involved member
for his/her opinion on the same
event.
 Discuss (and explain why there
are) similarities and/or differences
between your views and that of the
family member .
4. Family Experiences II  Interviews and written report.
 Describe one event or episode in  You and the other familymembers
the family where you experienced could discuss the issue together
a conflict or hostility in the family. and you could audio tape the
conversation. Support it with a
 Mention the members involved and
written report.
the roles they played.
 Write from your perspective the
reasons that led to the conflict and
how it was resolved.
 Ask one other involved member
for his/her opinion about the same.
 Discuss (and explain why there
are) similarities and/or differences
between your views and that of the
family member.
You need to take stock of the
family situation at this point and
refer to conditions of cohesiveness
and conflict in the family based on
the two reported episodes or
incidents. Then write about the
strengths/weaknesses of your family
and suggest effective ways to deal
with conflicts and promote
cohesiveness.

End of Task/Phase Written descriptions in bullet

Reflections points

25
EXAMPLES:

The examples given here are broad guidelines to support you in this reflective exercise. Do not
copy from the examples given here or your Reflective Journal/File may get disqualified and rejected.
Please bear in mind that only some aspects of each task are given here as examples. You are
required to finish all the other aspects of the task and submit in the file.

Task 1: Meet My Family

Describing yourself (You may wish to describe yourself physically: as tall or beautiful or strong;
socially as: supportive, understanding, helpful; personally as: sensitive, calm, short tempered etc.).
You can put photographs as well.

Name: XYZ

Age: 35 years

Sex: F

Roles played and Relationships shared in the family: Elder sister, sister-in-law, mother, daughter-in-
law

Contributions to family: Emotional support (give examples wherever necessary); financial support;
executing responsibilities of child care, kitchen chores, managing finances etc.

Strengths and Weaknesses:

Strengths: Ability to motivate and care for others; managing finances and family income, emphasize
discipline with children.

Weaknesses: Can get upset easily over petty matters, short tempered, often cannot communicate,
worries frankly.

(Describe yourself and other family members in an interesting manner)

Task 2: Venn Diagram

Interpretation of the Venn Diagram:

For ease in interpretation you may number the family members, 1 denoting the closest relationship
and moving on to the farthest. The distance is indicated from the length of the arrows.

Example of Interpretation

The Venn diagram shows that I am emotionally closest to my mother. This is followed by a cousin
sister on my mother’s side (Maasi’s daughter) who stays near my home. I don’t experience too
much emotional closeness to my father, though I love him very much. My aunt (chachi) is the
most distant as I don’t get along with her very much.

(You have learnt about Venn diagram in Course 1)

Reasons for Closeness or Distance:

Mother: My mother knows me very well as a person. She understands me perfectly like no one
else can. She comes to know of my needs even before I tell her. There is a strong bond between
us. She is extremely caring and protective. She negotiates between me and my father very effectively.

26
Cousin Sister: We are of the same age and go to college together. We are almost like friends.
I share everything about me with her. She understands me very well and is extremely helpful during
any crisis situation.

Father: My father is very strict. He is often traveling and absent from the home so does not know
what is going on in our life. He loves me but does not express it often. At times I cannot judge
what his reactions would be to my behaviours. I respect him a lot and that probably also accounts
for deference and distance in our relationship.

Aunt: My aunt and I don’t get along too well. We are pleasant to each other but she does not
approve of many things I do. On occasion, she complains about me to my mother and compares
me with her children.

You can add concentric circles to the family relationships also. The first circle in the
middle indicates the closest relationships (or the ones with whom you reside) followed
by other, wider circles encompassing the one in the center.

Task 3: Family Experience I

Description of the event promoting family cohesion:

We live in Delhi. This incident happened when my elder sister was getting married. The marriage
was a day away and the preparations were going on full swing. We had planned and arranged
everything meticulously. But after all it was a wedding and there would be some last moment hiccups.
Two of my uncles (chacha and mama) and their wives helped us a lot by taking care of all the minute
details. They even gave us some financial support without expecting us to return the money in a hurry.
My grandparents also traveled all the way from Haridwar to bless the couple. After the wedding was
over, we were all really tired. My sister and brother-in-law left for Mumbai after the wedding. So
the groom’s family offered to take us all on a two day visit to a near by resort so all of us could relax.
I thought the whole family came together on this occasion and we really enjoyed ourselves. This made
the bonds between us stronger.

Interpretations:

My Perspective: I felt pressurized as a sister to help with the wedding preparations and was very
busy running errands all day. If we had not received help from our relatives, I cannot imagine
the amount of work I would have had to do. At the same time, there was scope of mismanagement.
I appreciate my uncles’ help when we really needed it. The best part of it was that we did not
have to tell them to help us; they were sensitive to our situation and took many decisions in our
interest. Everyone pitched in according to their capacity with a sense of responsibility. Even the
groom’s family went out of the way (quite unlike the stereotype) and ensured that we had a relaxing
time. I am glad we accepted their offer!

Uncle’s Perspective: I think the whole wedding time was something we were looking forward
to. Your father (bride’s father) has been a very good elder brother/brother-in-law to us, caring for
us in many ways. So, for me it was pay back time. If we don’t come together in times of need,
what worth is it to have relatives? We forgot all the other stuff, the disagreements we’ve had
and responded with love and affection …. as if it was an occasion in “our” homes! But I still feel
we should not have agreed for the trip to the resort with the groom’s family. After all, it is an
obligation….we could have avoided that easily. All of you agreed in an instant … I feel we should
have been thankful to them and hesitated or not gone at all …. out of social courtesy.

27
Analysis:
There are more similarities for this situation in understanding each other’s roles and responsibilities.
There is also a deep sense of gratitude and oneness that all involved members felt and expressed.
However, the uncle’s position does not allow him to accept the non-stereotypical gesture of the
groom’s family offering to go for a trip together. He still views it as an “obligation that could be
avoided”. This may be understood as views of two different generations, one which wants to maintain
social hierarchy in relationships of marriage and the other which is much more open to change.

You can use a similar format for the next task on conflicts. You must write down
all the nuances of the situation and understand different perspectives on the same
event. Look for as many explanations as possible.

End of Task/Phase Reflections:

Task 4, Phase III (Conflict Situations)
Expectations from the Task: I entered the task with an expectation of resolving some oft-occurring
conflicts between me and my mother (about the way I spend money and my involvement in the
family business). Conflicts are something that involves people emotionally and one can get angry
or sad also. Although she could not control her anger for a few minutes during the task, she regained
her composure soon. I am glad we could talk about these issues openly. However, I could not
fulfill my expectations of resolving the conflict completely. She is still very rigid about how money
should be spent and I am also clear about why I should spend money on some things when I
am younger!
Level of Difficulty: I had expected this task to be very challenging as it involved discussing conflicts.
I was not sure if I would be able to hide my dissatisfaction with the family’s expectations from
me. Very challenging to dialogue and discuss across the table.
Learning: I had informed my mother about the incident and she had prepared herself well. I think
the preparation before hand helped me as well as my mother. As the discussion progressed we
reached a point where we became aware that we were just discussing and not trying to prove
who was ‘right’ or ‘wrong’. This is important to have a calm and fruitful conversation. Better
communication which is open and non-threatening also helped me to put my points across. There
was a sense of freedom as I was interviewing her almost as a third person and not as her daughter.
I could understand her worries from her perspective and I think she also could see from my point
of view.
Relating with Theoretical Concepts: This was an intermittent, chronic sort of a conflict that occurred
again and again. After this conversation, I think we both will rethink strategies and come to an
amicable solution so that it does not affect the quality of our relationship. Although I am not sure
if we will completely remove the problem.
From the above examples, you would have got some idea about what the expectations from the
exercise are. Please read on for instructions about the submission of the reflection and the evaluation
criteria.
Submission of the Reflection:
The content of your reflection that comprises this practical exercise should be in the following
manner.

28
Phase I
 Picture Book/Drama Script/Talk Show (CD/VCD/DVD)
 Written Report
 End of task/phase reflections
Phase II
 Venn Diagram and Written Report
 End of task / phase reflections
Phase III
 Family Experiences I
Written report/analysis (To include transcripts of the interviews conducted)
Audio recording (if any)
 Family Experiences II
Written report/analysis (To include transcripts of the interviews conducted)
Audio recording (if any)
 Written report of overall interpretations of Family Experiences I & II
End of task/phase reflections
Norms for Evaluation
Content:
Unlike many other exercises, this one involves information about you and your family. As you would
realize, others (especially your evaluators!) would not have access to this information. So be consistent
with all the information you provide. At the same time, be true to yourself as you are learning
important concepts from your own life! Don’t worry if everything in you or your family doesn’t
fit a given, stereotypical norm of a family or a relationship. The idea here is to move away from
being judgmental and learn to create a view that is unbiased, encompassing and sensitive to plurality.
Your evaluations are going to be based on whether the situations seem “real” and likely to happen
and your treatment of the same in analysis/interpretations. Please use the concepts you have learnt
in the Courses in order to meet this end. The decision to hold back any information that you may
feel is confidential is entirely yours. Do not hesitate to state that. You may use terms like “for
some personal reasons” or “due to unavoidable factors” for this purpose.
The content of your file will also be evaluated on how objectively (in an unbiased manner) you
have dealt with the issues at hand. Your personal beliefs and preconceived notions should not hinder
the understanding of the content. For example, one may believe in the sanctity of the ‘ideal’ Indian
joint family but in your writing do not undermine other forms of family. Rather focus on how these
families achieve some goals, write about their needs and document the positive forces in
relationships.
Presentation:
Be creative. Try to make the reflection interesting by using different strategies. In tasks that have
scope, use innovative methods to highlight some aspects or draw attention to some salient features
of the family. But, a word of caution -- do not beautify the files for no reason. Use your energies to
refine and make the content meaningful. Be organized and help the evaluator know that you
have understood the concepts. The decision to use pseudonym/fake names (for other members)
is entirely yours.
Length:
Give all relevant details. Be careful not to beat about the bush! The richness of content and
organization of your record carry more weight than how many pages long it is! Be organized
and use keys, pictures, symbols or diagrams wherever necessary. For more clarity, summarize each
task in terms of activity conducted and outcomes. Explain the tasks well so that your evaluator
understands the content easily.
Wish you all the best!

29
30
REFLECTION 2 UNDERSTANDING WHAT IS HELP
For this reflection, you have to recall two incidents. First incident has to be one in which you helped
someone known to you and in the second incident you need to recall when you had received help
from someone known to you.
Now, try to reflect upon the following:
— Why did you receive/give help?
— Was helping fruitful?
— Was there any preceived change in the behaviour of the person who had received help?
— Was there any change in the behaviour of the person who had helped?
— Memorable characteristic(s) of the situation and persons involved.
— What is the difference/similarity between the two situations from counselling perspective
(if applicable).
— Reflect upon what counselling skills were used in the two helping situations (if applicable).
— Reflect upon the qualities of the persons involved in relation to therapist-client relationship.

31
REFLECTION 3 MISTAKES COUNSELLORS/
THERAPISTS OFTEN MAKE
For this reflection, you have to observe a counsellor or a therapist in action — it could be through
television/internet, in person, etc. You would find it particularly useful if you could observe a
counsellor at a child guidance centre, family care centre, remand home for delinquents, old age
home, women cell, men cell etc.

Now, try to reflect upon the following:

— Appropriateness of the technique/therapy used to deal with the situation/problem.

— How did she or he deal with the client—individual and/or family.

— What were the positives observed by you?

— What were the negatives observed by you?

(If you observed a counsellor in person)

— Did you discuss these with the Counsellor?

— What was her/his reaction on this?

— Were you convinced by the Counsellor’s argument?

— What mistakes would you take care of when you would be in such a helping position yourself?

32
REFLECTION 4 CULTURAL AWARENESS
For this reflection, you have to choose someone from a different cultural background. This person
could be your spouse (in inter-region or inter-religion marriage); your neighbour; your colleague at
work place; your friend etc.

Now, try to reflect upon the following:

— Your own culture.

— The perceived strengths and weaknesses of your own culture.

— Culture of the other person.

— The perceived strengths and weaknesses of the other person’s culture.

— Comparison of both similarities and differences between the two cultures.

— Cultural identities known to you of different Indian and Western cultures.

— Different cultural groups or ethnic groups, whose members you meet regularly. Reasons
for meeting them.

— Your understanding of culture.

33
REFLECTION 5 NATURE OF PEOPLE
For this reflection, you have to observe people from different age groups (minimum three different
life cycle stages) in general.

Now, try to reflect upon the following:

— Individual characteristics you came across.

— Individual differences you came across.

— Personality differences among them.

— Needs and motivation differences among them.

— Which counselling/family therapy technique/theory is more suitable for what problem and
which age group (with respect to the individuals you observed).
— How would family therapy be effective in the different age groups selected.

34
REFLECTION 6 INCORPORATING THERAPEUTIC
SKILLS IN DAILY LIFE
For this reflection task, you have to reflect upon yourself.

Now, try to reflect with respect to the following:

 How was I before I joined this programme of study?

 What have I learnt in the various courses of this programme of study which have helped me
to improve myself?

 Have I really become bettter in effectively dealing with counselling and family therapy questions?

 What are the different areas in my life in which I need to improve?

 What is the most difficult thing in my life to change but it should be changed?

 Why is it difficult?

 What stops me from the desired change?

 Is change easy?

 Is change easy for clients?

 Should I expect a fast change in my clients during therapy?

35
REFLECTION 7 LEARNING, REFLECTION AND ME
You may wonder what kind of a topic is this! When carrying out this exercise, however, you would
enjoy it. Here again you have to reflect upon yourself.

Now, try to reflect upon the following:

l Is reflection necessary?

l Why reflect?

l Why did I choose this particular programme of study?

l Does becoming a counsellor/family therapist really change a person?

l Am I changed?

l Is reflection used only with clients?

l Is reflection to be done only when I am alone?

l Is reflection of family dynamics, family members appropriate?

l Why do people known to you confide in you and tell you about their problems?

l Why do strangers also confide in you?

l Why are you attracted to some and have dislike towards some?

l Is there any notion as good or bad?

l Is anything always right or wrong?

l Are you becoming more philosophical?

l Are you moralistic in nature?

l What are morals?

l Are reflections making you gender biased, culture biased?

l ‘There is a need to master it all in counselling and family therapy but the truth is you can’t
master it all’. How do you perceive this statement?

36
REFLECTION 8 HUMAN SEXUALITY
Here, you have the whole universe on your thoughts. The people as they existed from ancient times
till present date.
Now, try to reflect upon the following:

 Gender and sex: meaning and difference.

 Gender roles as they existed in ancient times, and as they have evolved through the times till
the present.

 Meaning of sexuality and sexual orientation, its significance in man-woman relationships

(heterosexuality); your beliefs, knowledge and understanding of homosexuality (gay, lesbian);
transgenderism; bisexuality.

 Have you ever met any one from these different sexual orientations? What was your instant
reaction towards them? How do you feel about them now?

 Were you ever involved in a pre-marital sexual relationship or extra-marital sexual relationship?
Discuss a little about your relationsip. How did you feel when you were invovled in the
relationship? How did you feel when you were out of that relationship? Who influenced your
decision in this regard? Are you really out of the relationship?
 Do you know of someone who had a pre-marital or extra-marital relationship? Comment on
the above aspects with regard to this relationship.

 Changing society of today.

37
.
 ANNEXURE A
EVALUATION SHEET
Remember to enclose this Annexure A (completed Section 1, and blank
Sections 2 and 3) in the Supervised Practicum File when you submit it for
external evaluation at IGNOU. Keep a copy with yourself.
SECTION I : Internal Evaluation by the Academic Counsellor at the
Programme Study Centre/Study Centre

Sl. Name of the Practical Basis of Maximum Marks

No. Evaluation Marks Obtained
1.* 1. Self in the family Written Report 50
of the practical

2.* 2. Understanding What is Help Written Report 50

OR of one of the
three practicals
3. Mistakes Counsellors/
Therapists Often Make
OR
4. Cultural Awareness
3.* 5. Nature of People Written Report
OR of one of the 50
6. Incorporating Therapeutic four practicals
Skills in Daily Life
OR
7. Learning, Reflection and Me
OR
8. Human Sexuality
4.** 1-8 All eight Reflections Interaction with 50
respect to all
eight reflections

Grand Total 200 (x)

Note: * Here, the Academic Counsellor gives marks out of 50 on the basis of the report submitted for
evaluation, which is to be supplemented by audio recording/CD/sheets on which notes were
taken during interview/observation etc., submitted by the learner.
** Here, the Academic Counsellor gives marks based on the interaction of the learner with the
Counsellor with respect to all 8 reflections, supplemented by audio recording/CD/sheets on which
notes were taken during interview/observation etc., submitted by the learner, that formed the
basis of interaction.
 Weightage of marks for internal evaluation is 50%. To calculate this, use the
formula given below:
Total marks obtained as above (x)
× 50 = ‘N’
200
Note: The pass percentage for internal evaluation is 40%. Therefore if the learner gets less than 20 marks
after calculating 50% weightage (as above), then the student has to repeat the Supervised Practicum.
In other words, ‘N’ obtained by the student should be at least 20 to pass.

(i)
.
The Counsellor is required to use the given formula to calculate the final marks
out of 50, obtained by the learner in internal evaluation and to write this final
score in figures and in words.

(x)
× 50 = ...........................................
200

............................................................................................................................
(Marks obtained out of 50 in internal evaluation to be written in both
figures and words)
Academic Counsellor’s/Supervisor’s overall comments about the learner
(use additional sheets, if needed).
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
..........................................................................................................................

Date : (Signature of the Academic Counsellor/

Place : Supervisor)

Name & Designation ofAcademic Counsellor/Supervisor:................................

...................................................................................................................
Address ofAcademic Counsellor/Supervisor: ..................................................
...................................................................................................................
E-mailAddress ofAcademic Counsellor/Supervisor : .......................................
Phone/Mobile No. ofAcademic Counsellor/Supervisor: ...................................

Date: (Signature and Stamp of the Programme

Place : Incharge of PSC/Coordinator of SC)

Name of Programme Incharge of PSC/Coordinator of SC : .............................

...................................................................................................................
Address of Programme Incharge/Coordinator: ...............................................
...................................................................................................................
E-mailAddress of Programme Incharge/Coordinator: .....................................
Phone/Mobile No. of Programme Incharge/Coordinator:: ................................
( ii )
.
 SECTION 2 : To be Used for External Evaluation at IGNOU
The following sheet will be used by the External Examiner identified by IGNOU
headquarters to evaluate the Supervised Practicum File submitted by the Learner.
Sl. Name of the Practical Basis of Maximum Marks
No. Evaluation Marks Obtained
1.* 1. Self in the family Written Report 50
of the practical

2.* 2. Understanding What is Help Written Report 50

OR of one of the
three practicals
3. Mistakes Counsellors/
Therapists Often Make
OR
4. Cultural Awareness
3.* 5. Nature of People Written Report
OR of one of the 50
6. Incorporating Therapeutic four practicals
Skills in Daily Life
OR
7. Learning, Reflection and Me
OR
8. Human Sexuality
4.** 1-8 All eight Reflections Review of 50
Interaction
(based on
enclosures)

Grand Total 200 (y)

Note: * Here, the external evaluator gives marks out of 50 on the basis of the report submitted
for evaluation, which is to be supplemented by audio recording/CD/sheets on which
notes were taken during interview/observation etc., submitted by the learner.
** Here, the external evaluator gives marks based on the review of enclosures (audio
recording/CD/sheets on which notes were taken during interview/observation etc.,
enclosed by the learner in the File), that formed the basis of interaction of the learner with
the Counsellor with respect to all 8 reflections.
 Weightage of marks for external evaluation is 50%. To calculate this, use the
formula given below:
Total marks obtained as above (y)
× 50 = ‘S’
200
Note: The pass percentage for external evaluation is 40%. Therefore if the learner gets less than
20 marks after calculating 50% weightage (as above), then the student has to repeat the
Supervised Practicum. In other words, ‘S’ obtained by the student should be at least 20 to pass.
The external evaluator is required to use the above formula to calculate the final marks, out
of 50, obtained by the learner in external evaluation and to write this in figures and in words.
(y)
× 50 = .......
200
(Marks obtained out of 50 in external evaluation to be written in both figures and words)
................................................................................................................................................................................
Date : (Signature of the Academic Counsellor/
Place : Supervisor)
( iii )
.
 SECTION 3: Grand Total of Marks for Inclusion in
the Learner’s Final Marksheet
Marks Obtained by the Learner in Sections 1 and 2, i.e. in both internal
and external evaluation of Supervised Practicum File, are to be
consolidated below by the External Examiner (who did the evaluation
in Section 2).
Supervised Practicum (MCFTL-008)
Internal External Total marks
Assessment: Assessment: obtained (T)

(External Evaluator (External (External Evaluator

to write marks as Evaluator to write to add marks ‘N’ and
stated by Supervisor marks here given by ‘S’ and write the total
as ‘N’ at the end of her/him as ‘S’ at the here)
Section I of end of Section 2 of (N+S=T)
Annexure A) Annexure A)

(Marks out of 50) (Marks out of 50) (Marks out of 100)

GRAND TOTAL OF MARKS OBTAINED BY THE LEARNER (T) : ...........................

(To be written in both figures and words)

.........................................................................................................................................

Date: (Signature of External Examiner of IGNOU Panel)

Place:

Name of External Examiner : ......................................................................

Address of External Examiner : ..................................................................
...................................................................................................................
E-mail Address of External Examiner : .......................................................
Phone/Mobile No. of External Examiner : ..................................................

(iv)
.
 ANNEXURE B

Certificate of Completion of Supervised Practicum

MCFTL-008

Remember to enclose this Annexure in your Practicum File. Keep

a copy with yourself.

(To be certified by the Academic Counsellor/Supervisor and the Programme

Incharge of the Programme Study Centre or Study Centre Coordinator)

We certify that the student Mr. / Ms. / Dr. ......................................................with

enrolment number .................................................. has carried out the stipulated
8 reflections of the course ‘‘Reflective Journal’’ under our guidance and
supervision. The Supervised Practicum File submitted herewith is the result
of bonafide work done by the student for the supervised practicum course
MCFTL-008 from ........................... (start date) to .................... (end date).

Date : (Signature of the Academic Counsellor/

Place : Supervisor)

Name & Designation of Academic Counsellor/Supervisor: ...............................

...................................................................................................................
Address of Academic Counsellor/Supervisor: .................................................
...................................................................................................................
E-mailAddress ofAcademic Counsellor/Supervisor : .......................................
Phone/Mobile No. ofAcademic Counsellor/Supervisor: ...................................

Date : (Signature and Stamp of the Programme

Place : Incharge of PSC/Coordinator of SC)

Name of Programme Incharge of PSC/Coordinator of SC : .............................

...................................................................................................................
Address of Programme Incharge/Coordinator: ...............................................
...................................................................................................................
E-mailAddress of Programme Incharge/Coordinator: .....................................
Phone/Mobile No. of Programme Incharge/Coordinator: ................................

(v)
.
 Sample of Permission Letter

I, ......................................................................................(name of the student)

am pursuing M.Sc. (CFT)/PGDCFT programme from IGNOU. I am attached to
.........................................................................Regional Centre at Study Centre/
Programme Study Centre .........................................................................
............................................................................................................
(Name, Address and PSC/SC No.). I am doing Practicals of the Course ‘‘Reflective
Journal’’ (MCFTL-008) under the guidance of my Academic Counsellor/
Supervisor........................................................................................
(name of the Academic Counsellor/Supervisor). For the completion of my
course work, I need you to grant me permission to interview/observe you and/
or your child for 2-2½ hours as per your convenience. Please grant me
permission and oblige.

(Student’s Signature and Name)

(Academic Counsellor’s Signature & Name)

Name & Signature of the Participant /Parent

( vi )