INTERNSHIP REPORT

Submitted By: Vatsala Thakur

Course: MA Psychology
College: IILM University, Greater Noida
Duration: 120 hours

Department Name Signature

Child Guidance Centre Dr. Payal Anand

(CGC) Mrs. Purnima Agarwal

Counselling Ms. Srishti Jain

Early Intervention Mrs. Shashi

Program (EIP)

Occupational Therapy Ms. Asha

(OT) Ms. Kirti

Speech Therapy Mr. Nitin

Mr. Ratnesh
 ACKNOWLEDGMENT

I would like to express my heartfelt gratitude to Amar Jyoti Charitable Trust, Delhi
for providing me with the opportunity to complete my internship at their
esteemed organization. The experience has been invaluable in enhancing my
understanding of rehabilitation practices, inclusive education, and
multidisciplinary collaboration.
I am thankful to all the professionals and staff members for their support,
guidance, and for creating an environment that fostered learning and growth. I
also appreciate the encouragement and support I received from my academic
mentors and family during this journey.
 ABOUT THE ORGANISATION

Amar Jyoti Charitable Trust is a pioneering voluntary organization dedicated to

promoting the cause of inclusion, empowerment, and holistic development of
persons with disabilities. Established in 1981, Amar Jyoti has grown into a
renowned institution known for its commitment to creating a barrier-free and
inclusive society. The organization was founded with the vision of providing
equal opportunities to persons with disabilities, and it continues to work
tirelessly towards achieving the goal.
At the core of Amar Jyoti’s mission is the principle of inclusive education enabling
children with and without disabilities to learn, play, and grow together in an
integrated environment. The organization operates inclusive schools in Delhi and
Gwalior where students from diverse backgrounds, abilities, and needs study
side-by-side. These schools follow mainstream curricula while offering the
necessary accommodations, support, and resources to ensure that every learner
thrives.
Amar Jyoti also offers comprehensive medical, therapeutic, and vocational
rehabilitation services. The institution houses departments of physiotherapy,
occupational therapy, speech therapy, prosthetics and orthotics, and medical
care. These services are provided not only to the students of the school but also
to persons with disabilities from the broader community. The multidisciplinary
team works collaboratively to design individualized care plans that enhance
functional independence and quality of life.
In addition to education and rehabilitation, Amar Jyoti runs vocational training
programs aimed at empowering adolescents and adults with disabilities. These
programs provide training in trades such as computer applications, tailoring,
crafts, and other employment-oriented skills to promote financial independence
and self-reliance.
Amar Jyoti Charitable Trust continues to make significant strides in transforming
lives through its integrated approach. The institution stands as a model of
inclusive practices, demonstrating how education, rehabilitation, and
community engagement can work hand-in-hand to create an inclusive and
equitable society.
 OBJECTIVE OF THE INTERNSHIP

The objective of my internship at Amar Jyoti Charitable Trust was to gain practical
exposure to rehabilitation practices within a multidisciplinary setup. Through
this internship, I aimed to understand the functioning of various departments
and the roles of professionals involved in the rehabilitation process. It also aimed
to help me observe and learn about psychological assessments, counselling
sessions, and therapeutic interventions. Further, the internship provided an
opportunity to develop skills in documentation, record-keeping, and maintaining
professional ethics. Another important objective was to gain insight into
inclusive education practices. Finally, the experience was intended to enhance
my interpersonal and communication skills, while strengthening my
understanding of disability, inclusion, and empowerment from a psychosocial
perspective.
 CHILD GUIDANCE CLINIC (CGC)

During my internship at the Child Guidance Clinic (CGC) at Amar Jyoti Charitable
Trust, I had the unique opportunity to witness and learn about the complexities
of psychological assessment and intervention for children with a range of
developmental, behavioral, and emotional challenges. CGC operates as a hub for
comprehensive psychometric testing, diagnostic clarification that aim to
improve the lives of children and their families.
Throughout my time at CGC, I observed the administration of various
standardized tests, including the Malin’s Intelligence Scale for Indian Children
(MISIC), the Vineland Social Maturity Scale (VSMS), the Seguin Form Board Test
(SFBT), and the Modified Checklist for Autism in Toddlers (M-CHAT). Each of
these assessments contributed to a multidimensional understanding of a child’s
abilities, challenges, and support needs. For example, MISIC was often used to
evaluate intellectual functioning, while ISAA and M-CHAT helped in identifying
characteristics of autism spectrum disorder. The integration of test findings with
case history, direct observations, and parent interviews formed the basis of the
diagnostic and intervention process.
One notable case involved a child with a prior diagnosis of ADHD. Upon
observation during our sessions, the child’s behaviors such as minimal eye
contact, repetitive smiling without clear social context, and lack of verbal
communication were more aligned with autism spectrum traits. This highlighted
for me the importance of careful, ongoing observation and not relying solely on
existing labels or reports. I learned how diagnoses must be dynamic, revisited,
and refined based on new evidence and insights. Another case that left an
impression on me involved the use of the M-CHAT, where the therapist
conducted a detailed, structured interview with the mother of a toddler
suspected of having autism. The therapist’s skill in eliciting accurate information
through clear, sensitive questioning was inspiring.
Case history taking at CGC was thorough and emphasized the need to
understand the socio-economic, cultural, and familial contexts of each child. I
came to appreciate how deeply environmental factors such as parental loss,
economic hardship, and family support systems affect a child’s development and
psychological well-being. The psychologists modeled a holistic approach that
balanced technical assessments with empathetic listening and collaboration
with families. They guided parents gently but firmly, offering both reassurance
and realistic advice about therapeutic options and the importance of early
intervention.
Therapy sessions and assessments at CGC also emphasized the power of positive
reinforcement. Children were motivated through clapping, smiling, gentle verbal
encouragement, and small rewards for completing tasks or attempting new
challenges. I saw how these simple strategies could help sustain a child’s
engagement and reduce frustration, especially for those with limited attention
spans or heightened anxiety during tasks. The staff demonstrated immense
patience and adaptability, adjusting strategies in real time based on the child’s
responses and needs.
In summary, my experience at CGC taught me that psychological care for children
must be comprehensive, integrating standardized tools, clinical insight, family
context, and collaborative goal setting. I left with a deeper respect for the role of
child guidance clinics in not only diagnosing but also advocating for and
empowering children and their families.
 COUNSELLING

Counselling at Amar Jyoti Charitable Trust offered a valuable perspective on how

emotional, social, and behavioral concerns of children and families are
addressed holistically. During my internship, I had the opportunity to observe a
variety of counselling approaches that reflected the department’s commitment
to providing supportive, empathetic, and practical guidance tailored to
individual and family needs.
The counselling sessions I observed included individual child counselling,
parental counselling, and family counselling. Each session aimed to address
underlying emotional struggles, behavior concerns, and family dynamics that
influenced the child’s well-being. I saw how counsellors used a client-centered
approach, creating an atmosphere of trust and safety where children and
parents felt comfortable sharing their concerns. For instance, during one session
involving a child struggling with adjustment issues at a new school, the
counsellor explored the child’s feelings of loneliness and loss of familiar
surroundings, guiding both the child and parent towards strategies that could
ease this transition. Simple interventions like creating a reward chart to reinforce
positive behavior and engagement in creative activities were suggested. This
demonstrated to me how small, consistent strategies could help build resilience
and confidence.
Parental counselling formed a significant part of the department’s work. In many
sessions, I observed the counsellor empowering parents with tools to better
understand and support their children. For example, when a parent was
concerned about a child’s excessive bragging or difficulty following routines, the
counsellor introduced techniques like star charts, goal-setting activities, and
structured schedules. These discussions emphasized positive reinforcement
over punitive measures, fostering a nurturing home environment. I learned how
counsellors balance offering practical advice with emotional support, helping
parents process their frustrations and anxieties without judgment.
Family counselling sessions were insightful in highlighting how interconnected
family dynamics are with child development. I witnessed cases where sibling
rivalry, inconsistent discipline approaches, or parental stress were impacting the
child’s emotional health. The counsellor facilitated open dialogue, encouraging
family members to express themselves, listen to each other, and collaboratively
identify solutions. This underscored the importance of communication,
empathy, and shared responsibility in resolving conflicts and supporting the
child.
The role-play exercises we conducted as interns further enriched my learning.
Taking turns as counsellor and client helped me practice active listening,
reflective responses, and gentle probing through open-ended questions. These
activities taught me the value of patience, the importance of body language, and
the need to create a non-threatening environment where clients could feel
heard without pressure. I realized that counselling is as much about the process
of connection and trust-building as it is about offering solutions.
What deeply impressed me was the counsellor’s consistent use of empathy and
adaptability. Whether working with children with disabilities, addressing
academic stress, or guiding families through transitions, the counselling
approach was always tailored to the client’s unique context. The department
emphasized collaboration with other units such as CGC, OT, and speech therapy,
ensuring that counselling interventions complemented therapeutic goals across
disciplines.
In conclusion, my experience in the counselling department highlighted that
effective support for children involves nurturing their emotional resilience while
equipping families with the skills and confidence to provide consistent, loving
guidance. The work I observed reaffirmed my belief in the transformative power
of counselling in fostering healthy development and positive change.
EARLY INTERVENTION PROGRAM (EIP)

The Early Intervention Program (EIP) at Amar Jyoti Charitable Trust provided me
with a rich learning experience about how timely, structured, and individualized
support can significantly impact the developmental trajectory of young children.
The department focuses on children typically under the age of six who display
developmental delays, cross disabilities, or at-risk conditions that may hinder
their growth in physical, cognitive, communication, or social-emotional domains.
My time observing and participating in EIP activities made me deeply aware of
the importance of early identification and prompt intervention.
From my very first day in EIP, I noticed the welcoming and child-friendly
environment. The therapy rooms were filled with colourful educational toys,
stacking towers and rubber bands, clipping, sorting colours, stencil colouring,
pasting, pegboard use, grain filtering, poking, popping, sorting water balloons,
zipping, velcro pulling, abacus exercises, and painting. Academic sheets of varied
difficulty levels, with numbers, alphabets and words were also used. Each
session was designed to feel like play, but with clear developmental goals behind
every activity. I observed children with speech delays, motor coordination
difficulties, sensory processing issues, and social challenges participate in tasks
such as stacking blocks, completing peg boards and sorting colours and shapes.
The therapists demonstrated exceptional patience, guiding children through
activities with gentle encouragement, modelling behaviors, and adjusting tasks
to suit individual needs.
What stood out was the use of structured routines combined with flexibility. For
instance, while most sessions followed a predictable structure to provide
comfort and consistency for the children, they were quick to adapt when a child
showed signs of distress or disinterest. If a child became restless during a fine
motor task, the therapist might switch to another activity or introduce a
favourite toy to regain attention. This responsiveness taught me the importance
of tuning into the child’s cues and balancing structure with sensitivity.
Positive reinforcement played a major role in motivating children. Every small
achievement a successfully placed peg, an attempted word, or a completed
puzzle was met with claps, smiles, and praise. The energy in the room was
uplifting, and the children responded positively to the supportive atmosphere.
Parent involvement was another key feature of EIP. They actively engaged
caregivers during and after sessions, explaining the purpose of each activity and
demonstrating techniques that could be practiced at home. I observed how
parents were encouraged to integrate therapeutic play into daily routines
turning simple tasks like dressing, feeding, or cleaning into opportunities for skill-
building.
Perhaps the most inspiring aspect of EIP was witnessing the progress children
could make over time. Even over short periods, I saw children improve in skills
such as maintaining eye contact, following simple commands, or tolerating
textures that previously overwhelmed them. One child who initially avoided any
eye contact or joint attention began seeking out our gaze and smiling in response
to praise by the end of my observation period. These moments highlighted for
me how early intervention can unlock potential and pave the way for greater
independence and inclusion.
In summary, my experience at EIP underscored the power of early, play-based
interventions in supporting young children’s development. I learned that early
intervention is not just about addressing delays but about creating joyful,
supportive experiences that help children thrive.
 OCCUPATIONAL THERAPY (OT)

The Occupational Therapy (OT) department at Amar Jyoti Charitable Trust

offered an incredibly insightful experience into how goal-oriented interventions
help children with disabilities gain functional independence. OT sessions at the
centre are thoughtfully designed to address the developmental, sensory, motor,
cognitive, and adaptive challenges that many children face, using a variety of
engaging and structured activities to support daily living skills.
Throughout my time in the OT department, I observed individual and group
therapy sessions that catered to children with conditions such as autism
spectrum disorder (ASD), cerebral palsy, Down syndrome, ADHD, and intellectual
disabilities. Each session was unique, adapted to the specific abilities and
challenges of the child. For example, children were engaged in tasks such as
Abacus exercises to enhance visual tracking, counting, and finger dexterity,
Sorting tasks (by colour, shape, or size) for visual discrimination and
categorization, building blocks to improve spatial awareness, problem-solving,
and coordination, ball pits for gross motor exploration, balance, and sensory
stimulation, puzzles for cognitive flexibility, concentration, and fine motor
refinement, attaching and detaching objects, such as buttons, Velcro, and clips
to develop grip and functional hand use and screwing and
unscrewing nuts and bolts. Children with gross motor impairments or poor
balance are guided through standing and balancing exercises, which are often
incorporated into play routines. These may involve the use of therapy balls, or
wall-supported tasks, helping children build core strength, stability, and
coordination necessary for walking and functional mobility.
What stood out was the collaborative, child-centred nature of therapy. Parents
were often present during sessions, learning alongside their children. This
empowered families to integrate therapeutic principles into daily routines, such
as involving children in dressing, feeding, or household chores in a way that
promoted independence and motor planning.
I also witnessed how therapists addressed behavioral challenges during sessions.
For instance, one child with ADHD showed significant restlessness, frequently
leaving the activity area or attempting to engage in unrelated tasks. The therapist
used strategies such as breaking tasks into smaller steps, offering frequent
positive reinforcement, and allowing short movement breaks to support
sustained participation.
In summary, my experience in OT highlighted that occupational therapy is not
only about improving motor skills but about enabling participation in meaningful
activities that build self-esteem, independence, and quality of life. The
department exemplified how thoughtful, individualized, and family-centred
approaches can empower children to overcome challenges and thrive in their
daily environments.
 SPEECH THERAPY

The Speech Therapy department at Amar Jyoti Charitable Trust offered me an in-
depth understanding of how communication challenges are addressed through
evidence-based, compassionate interventions. Speech therapy at the centre
serves children with conditions ranging from speech delay and articulation
disorders to autism spectrum disorder-related communication deficits and
hearing impairments following implant or hearing aid use. The department’s
structured yet flexible approach ensured that each child received support
tailored to their unique profile and pace.
A key strategy I observed was the use of oral-motor exercises and facial
massages. These techniques aimed to strengthen and coordinate the muscles
responsible for speech production. In one case, a therapist began the session by
gently massaging a child’s cheeks and jaw, followed by playful exercises like
blowing light objects to promote breath control. These preparatory activities laid
the foundation for clearer articulation and smoother speech production. The
therapist’s gentle, reassuring manner encouraged the child to engage in these
exercises without resistance.
The use of mirrors during sessions was another insightful technique. Children
were guided to observe their mouth movements while attempting various
sounds and words. This visual feedback helped them self-correct and gain
awareness of articulation patterns. For children with hearing impairments who
had recently begun to experience sound through assistive devices, therapists
spoke from behind to shift focus from lip reading to listening. This thoughtful
adjustment helped reinforce auditory processing skills while still providing visual
cues when needed.
What stood out to me most was the therapist’s unwavering patience and
positive reinforcement. Regardless of how many times a child struggled to
produce a sound, the therapist maintained a calm, encouraging tone, offering
praise for effort and small successes. This approach built the child’s confidence
and fostered a positive association with communication attempts. I realized how
critical the therapeutic environment is where children feel safe to make
mistakes, experiment, and gradually improve.
Parent involvement was a core component of speech therapy at Amar Jyoti.
Therapists regularly explained the goals of each exercise, demonstrated
techniques, and provided parents with guidance on how to practice at home.
This ensured that the progress made in sessions could be reinforced and built
upon in daily life. Parents were also encouraged to provide positive feedback and
create communication-rich environments to support their child’s growth.
Some sessions reminded me of the sensitivity required in speech therapy. One
child with autism, for instance, remained silent in our presence but began
vocalizing once we left the room, highlighting how anxiety or unfamiliarity can
inhibit speech. This emphasized the importance of minimizing stressors and
gradually building rapport. Another child, excited by his newfound hearing after
a implant, was eager to engage with sounds, showing how motivation and
readiness play pivotal roles in therapy outcomes.
In conclusion, speech therapy at Amar Jyoti showcased how a blend of scientific
methods, creativity, empathy, and family collaboration can empower children to
find their voice. The department’s work emphasized that communication is not
just about speech it is about connection, confidence, and participation in the
world.
 INTERNSHIP EXPERIENCE
My internship at Amar Jyoti Charitable Trust was an eye-opening journey that
provided me with extensive exposure to the multidisciplinary rehabilitation
process for children with disabilities. The opportunity to engage with various
departments including the Child Guidance Clinic, Speech Therapy, Counselling,
Early Intervention Program, and Occupational Therapy allowed me to gain a
comprehensive understanding of how different therapeutic services come
together to support holistic child development.
Observations
During my internship, I closely observed how professionals from different fields
collaborated to create individualized care plans. There was a strong culture of
teamwork, where psychologists, speech therapists, occupational therapists,
counsellors, and educators worked together to address each child’s unique
needs. What struck me most was the seamless coordination across
departments; for example, recommendations from one department were often
integrated into the strategies of another, ensuring a unified and consistent
approach.
I also observed how central the role of parents and caregivers was in every
intervention. Across all settings, therapists and counsellors invested time in
training and guiding parents, helping them understand their child’s strengths
and challenges, and teaching them practical techniques to use at home. This
family-centred approach not only empowered the parents but also created
continuity between therapy and the home environment, significantly benefiting
the child.
Another notable observation was the emphasis on patience, flexibility, and
positive reinforcement. The staff adapted activities and communication styles
based on the child’s mood, energy level, and responsiveness on a given day.
There was no one-size-fits-all method; rather, every session, regardless of the
department, was customized and fluid. This taught me the importance of being
sensitive to individual differences and of celebrating small achievements as
meaningful progress.
I also noticed how cultural sensitivity played an important role in counselling and
parent interactions. The staff were always respectful of family backgrounds,
values, and concerns, ensuring that interventions were not only effective but
also culturally appropriate. The therapeutic environment was designed to make
families feel safe, respected, and included in the decision-making process.
Beyond direct therapy, I observed how accurate documentation, clear
communication among professionals, and structured feedback to families
contributed to successful outcomes. The attention to ethical record-keeping and
confidentiality further highlighted the professionalism of the organization.
Reflections on Experience
This internship helped me build crucial skills such as empathy, active listening,
reflective observation, and analytical thinking. I became more confident in my
ability to interpret behavior in context and to understand the layered nature of
developmental, emotional, and environmental factors in child care. I also gained
insight into how to balance technical knowledge with compassionate, client-
centred practice.
Most importantly, the experience deepened my commitment to contributing to
inclusive, supportive environments for children with special needs. The work at
Amar Jyoti exemplified the power of a holistic, integrated approach, and I am
inspired to carry these values into my future professional endeavours.
 CONCLUSION
My internship at Amar Jyoti Charitable Trust was an enriching experience that
significantly broadened my perspective on child development, disability, and
rehabilitation. The opportunity to observe and engage with a range of
departments allowed me to appreciate the power of a multidisciplinary, child-
centered approach in supporting the unique needs of every child. Each
professional I encountered demonstrated that effective care is not just about
applying technical skills but also about empathy, patience, collaboration, and
cultural sensitivity.
This journey strengthened my understanding of how important it is to view
children in the context of their families and communities, and how inclusion,
empowerment, and consistent support can help children overcome barriers and
achieve their potential. The internship not only enhanced my knowledge and
skills but also inspired me to advocate for inclusive practices and to contribute
meaningfully to the field of rehabilitation and child psychology.
In sum, my time at Amar Jyoti was transformative instilling in me both the
competence and the commitment to pursue work that uplifts, supports, and
creates opportunities for children with special needs.