APPENDIX 1

TITLE PAGE FOR PRACTICUM NOTEBOOK

IGNOU

MA (PSYCHOLOGY)

Programme Code: MAPC

Course Code: MPCE-024

Name of the Learner: Saranya Dhurbhakula

Address: Flat no: 106, YVR residency, 1st road, 9th cross, Anantapur, Andhra Pradesh-515004

Phone No.: 6304151040

Email: [email protected]

Study Centre Name/Code/Address: Nizam college (01152), Basheerbagh, Hyderabad, Telangana-

500001

Regional Centre: IGNOU REGIONAL CENTER, Hyderabad

Date: 18-02-2022 Signature of the Learner

D.Saranya

1
 APPENDIX 2

CERTIFICATE

This is to certify that Ms Saranya Dhurbhakula

Enrolment No.: 194008019 of MA Psychology Second Year has conducted and successfully
completed Practicum in Counseling Psychology (MPCE 024

Signature of the Learner Signature of Academic Counsellor

Name: D. Saranya Name:

Enrolment No.: 194008019 Designation:

Name of the Study Centre: Nizam college ,

Hyderabad Place:

Regional Centre: RC IGNOU Hyderabad Date:

Place
:
Anantapur

Date:
18-02-2022

2
 APPENDIX 3
ACKNOWLEDGEMENT
IGNOU

MA (PSYCHOLOGY)

This is to acknowledge that Ms. .......Saranya Dhurbhakula...................................................

Enrollment No. ..................194008019................... of MAPC (IInd year) has

submitted the

Practicum Notebook at the study centre Nizam college , Regional

Centre ..........................Hyderabad..................

Date: 18-02-2022 Signature (with stamp)

(Coordinator, Study Centre)

3
 CONTENTS

Sl. No. Details Page No.

1.0 Big five personality test 5

2.0 Mobile/ Internet addiction 7

3.0 DSM-5 9

4.0 Case history 11

5.0 Hypothetical case counselling and guidance 13

4
 MPCE-024_PRACTICUM IN COUNSELLING PSYCHOLOGY

1. Big five personality test:

Aim:
To assess standing along five major dimensions of personality: (1) extraversion, (2) agreeableness,
(3) conscientiousness, (4) emotional stability, and (5) openness.
Introduction:
The big 5 personality test is a behavioural continuum assessment of personality. The model is
sometimes known as the OCEAN or CANOE model after the five scalar personality characteristics it is
based on: Openness, Conscientiousness, Extroversion, Agreeableness and Neuroticism.
Openness:
Openness reflects curiosity, creativity and seeking novelty as opposed to routine. Open people
appreciate the arts, adventures and unusual ideas and take more risks, but may lack focus or be
unpredictable. They like careers in the arts and value self-actualization. Less open people are fulfilled
through perseverance and are pragmatic and data driven. They may be considered dogmatic or
inflexible.
Conscientiousness:
Conscientious people are dependable, dutiful, self-disciplined, structured and like to have a plan. They
generally work towards a goal in a focused way. They can be perceived as stubborn. Low
conscientiousness individuals are flexible and spontaneous, but can also come across as sloppy and
unreliable.
Extroversion:
Extroverts seek stimulation and derive energy from others. They are energetic, talkative, sociable and
assertive. They may be considered attention-seeking or domineering. Low levels of extroversion, i.e.
introverts, are reserved. They seek time alone to recharge and are less dominant in social settings. They
may be considered aloof, distant or self-absorbed.
Agreeableness:
Agreeable individuals value people, co-operation and compassion. They trust and see the best in people,
like to help and are good-tempered. Highly agreeable people might be considered gullible, naive or
submissive. Individuals with low agreeableness can be argumentative, untrustworthy, antagonistic,
suspicious of others, challenging and competitive.
Neuroticism:
Neurotic people tend towards stress, worry, anxiety, perhaps anger and even depression. Highly
neurotic people are less emotional stable than others. Low neuroticism results in stability and control,
but might come across as unempathetic, uninspiring, undynamic of even boring. High levels of
neuroticism can create excitable people, but can also leads to worse psychological health.
Description of test:
Author of the test: D. Saranya
Basic purpose: To assess the major dimensions of one’s personality

5
Number of items: 44
Dimensions: Intellect, Conscientiousness, Extroversion, Agreeableness, Emotional stability
Time limit: There is no particular time limit. But I have used 15 minutes as time frame.
Reliability: The reliability coefficients for all the factors were above 0.7
Validity: Validity extracted only four factors with each factor loadings ranging from 0.573 to 0.803
Scoring: The scoring will be on a scale of 1 to 5, which has agree or disagree spectrum
Materials required:
The test booklet, scoring key, Pencil and eraser
Participant’s Profile:
Name: Lasya Priya
Age: 27
Gender: Female
Educational qualification: B. tech
Occupation: Software engineer
Procedure and Administration:
Preparation:
The booklet, score key, pencil and eraser are kept ready
Rapport:
I have given her all the details prior to the test and she was well-informed regarding the five factors that
are administered in the test. She has opened up very well and I assured her to keep the information very
confidential. We had a great rapport and test was completed successfully.
Instructions:
The first thing is I made her sit comfortably. Then we briefly discuss about the psychological
measurement and that the procedures are very simple and interesting. I told her to perform on these
tests honestly. I asked her if she was ready to take the test.
She said yes and then I gave her required material. I asked her to fill her details in the answer sheet. I
checked her whether she was following the prescribed format. I asked her to bubble the circles in the
sheet. I encouraged her to ask doubts. I noted down the time taken to complete the test. After
successful completion of the test, I thanked her for her co-operation.
Introspective report:
After the test, I asked her to provide feedback for the test. She said that she was very enthusiastic while
taking the test, as it helps to assess five major dimensions of her personality. She was quite satisfactory
on the test environment and arrangements made by me. She said that she can prescribe the test for her
friends because it has scope to assess self and try to enhance the skills where they are lagging.
Scoring and Interpretation:
After the completion of test, I handed over the score key to her. Her scores are as follows.
Her openness score is 22. It indicates that she is not more extroverted. She has tendency to shut inside.
She is not a social person and she is a shy person and sometimes timid too.
Her conscientiousness score is 57. It is more than average. She is careful at things but seldom feels
disorganised. But most of the times she is diligent. Her emotional stability score is 19. She can be
interpreted as inverted and she has neuroticism which is negative of emotional stability. Her
agreeableness score is 40. It is below average. She is neither optimistic nor pessimistic. She has difficulty
in making friends. She can be interpreted as aggressive and critical but not all times. Her intellect or
Imagination score is 65. She has openness to new experiences. But sometimes she can be interpreted as
traditional or conventional. Most of the times she welcomes a change in her life. She can’t stuck at old
conventional methods.

6
 Discussion:
After revealing the scores, I discussed the areas of improvement. I told her to concentrate on
her interpersonal skills. I asked her to make friends and look at the world in a optimistic way. I
understood that she has less emotional stability. So, I asked her to practice meditation or yoga.
I asked her to practice breathe exercise to control her anger issues. I suggested her to select a
hobby. And finally I encouraged her to welcome a change.
Conclusion:
Every person has different personality traits that make up the type of person that they are. The Big Five
Personality Dimension is a good way to find out which of those personality traits you are strong or weak
in. One should focus on their weaknesses and try to make a path to overcome them.
References:
1. https://www.cmu.edu/common-cold-project/measures-by-study/psychological-and-social-constructs/
personality-measures/big-five-personality-factors.html#:~:text=Tilburg%20University
%20Press.-,Purpose,%2C%20and%20(5)%20openness.
2. https://www.coursehero.com/file/p2gqbel/Conclusion-Every-person-has-different-personality-traits-
that-make-up-the-type/#:~:text=favored%20by%20employers.-,Conclusion%20Every%20person%20has
%20different%20personality%20traits%20that%20make%20up,are%20strong%20or%20weak%20in.
3. https://worldofwork.io/2019/03/the-big-five-personality-test/#:~:text=The%20big%205%20personality
%20test,%2C%20Extroversion%2C%20Agreeableness%20and%20Neuroticism.

2. Mobile/Internet addiction:
● Is internet disorder a separate disorder?
A recent study by doctors from NIMHANS has found that ‘Problematic Internet Use’ is rapidly emerging
to be an ever-growing and significant mental health condition among children. Problematic internet
use or pathological internet use, is generally defined as problematic, compulsive use of the internet, that
results in significant impairment in an individual's function in various life domains over a prolonged
period of time. Young people are at particular risk of developing internet addiction disorder, with case
studies highlighting students whose academic performance plummets as they spend more and more
time online. Some also suffer health consequences from loss of sleep, as they stay up later and later to
chat online, check for social network status updates or to reach the next game levels.

Excessive Internet use has not been recognised as a disorder by the World Health Organization,
the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) or the International Classification of
Diseases (ICD-11). However, the diagnosis of gaming disorder has been included in the ICD-11.

● What are the different names given to internet addiction?

Rampant access and use of internet is slowly leading to a mental health issue termed "Internet
addiction". Internet addiction disorder (IAD), or more broadly Internet overuse, problematic computer
use or pathological computer use is excessive computer use that interferes with daily life. These terms
avoid the distracting and divisive term addiction and are not limited to any single cause .

7
 Different names given to internet addiction:

Internet Addiction disorder

Pathological internet use
Problematic internet use
Compensatory internet use
Compulsive internet use
● Identify the probable causes of such behavioural addictions.
As with other types of addiction, there’s no single cause of internet addition. Several factors can play a
role in the development of addiction. These factors vary from person to person.
Everyone has things they love to do regularly. There’s generally not much to worry about in having
habits that don’t cause harm or distress. For example, playing video games for a few hours on Saturdays
or regularly scoping the sale rack at Nordstrom doesn’t mean you have a video game or shopping
addiction. A habit is something you regularly do, usually because you’ve practiced it or incorporated it
into your routine. Doing the dishes after dinner is an example of a “good” habit. But habits can also
involve things like chewing your nails when you’re stressed. An addiction involves engaging in a
behaviour or consuming a substance because you feel a reward in doing so. With an addiction, you
might know the behaviour or substance is harmful to you, but you’re unable to stop.
There’s no single cause of internet addiction.
Several factors can play a role, including:
⮚ underlying mental health conditions, including anxiety and depression

⮚ genetics

⮚ environmental factors

Some experts have suggested that some people are predisposed Trusted Source to addictive behaviours
because they don’t have enough dopamine receptors, or they aren’t making the right balance of
serotonin with dopamine. These are two neurotransmitters that play a big role in your mood.

● If you are placed as a School Counsellor, devise a plan for the parents of school children, especially
from Class I to V, to handle the issue of mobile/internet addiction.
If parents are worried their children may have an internet addiction, there are a few things I can do to
help them as a School Counsellor.

Address the problem:

In a two-parent household, it is critical that both parents present a united front. As parents, each must
take the issue seriously and agree on common goals. Discuss the situation together and, if necessary,
compromise on desired goals so that when you approach your child, you will be coming from the same
page. If you do not, your child will appeal to the more sceptical parent and effectively create division
between you. In a single-parent household, the parent needs to take some time to think about what
needs to be said and to prepare for the likely emotional response from the child. A child who is addicted
to the internet or becoming addicted to it will feel threatened at the very idea of curbing computer or

8
 screen time. A single parent needs to be prepared for an emotional outburst laden with accusatory
phrases designed to make the parent feel guilty or inadequate. It is important not to respond to the
emotion—or worse: get side-tracked with a lecture on disrespect. Acknowledge your child’s feelings but
stay focused on the topic of his or her internet use.
Show your care:
It will help to begin your discussion by reminding your child that you love them and that you care about
their happiness and well-being. Children and teens often interpret questions about their behaviour as
blame and criticism. You need to reassure your child that you are not condemning them. Rather, tell
your child you are concerned about some of the changes you have seen in their behaviour and refer to
those changes in specific terms: fatigue, declining grades, giving up hobbies, social withdrawal, etc.
Assign an internet time log—tell your child that you would like to see an account of just how much time
they spend online each day and which internet activities they engage in.
Become more computer-savvy:
Checking history folders and internet logs, learning about parental monitoring software, and installing
filters all require a degree of computer savviness. It is important for every parent to learn the
terminology (both technical and popular) and be comfortable with the computer, at least enough to
know what your child is doing online. Take an active interest in the internet and learn about where your
child goes online.
Set reasonable rules and boundaries:
Many parents get angry when they see the signs of internet addiction in their child and take the
computer away as a form of punishment. Others become frightened and force their child to quit cold
turkey, believing that is the only way to get rid of the problem. Both approaches invite trouble—your
child will internalize the message that they are bad; they will look at you as the enemy instead of an ally;
and they will suffer real withdrawal symptoms of nervousness, anger, and irritability. Instead, work with
your child to establish clear boundaries for limited internet usage. Allow perhaps an hour per night after
homework, with a few extra weekend hours. Stick to your rules and remember that you’re not trying to
control your child or change who they are—you are working to help them free themselves from a
psychological dependence. Finally, make the computer visible. Create a rule that non-homework-related
computer usage should only happen in more public areas of the home, where your child is more likely to
interact with you or other members of the household.

References:
● https://en.wikipedia.org/wiki/Internet_addiction_disorder#:~:text=Excessive%20Internet
%20use%20has%20not,Diseases%20(ICD%2D11).
● https://vikaspedia.in/health/mental-health/an-internet-de-addiction#:~:text=The%20National
%20Institute%20of%20Mental,use%20of%20information%20technology%20and
● https://www.youtube.com/watch?v=dX_6WWWH8cw

● https://www.youtube.com/watch?v=idvdtvmvH1w

● https://www.healthline.com/health/causes-of-internet-addiction#treatment

9
3. Key changes made in DSM-5
Diagnostic and Statistical Manual of Mental Disorders (DSM):
The Diagnostic and Statistical Manual of Mental Disorders (DSM) is the handbook widely used by
clinicians and psychiatrists in the United States to diagnose psychiatric illnesses. Published by the
American Psychiatric Association (APA), the DSM covers all categories of mental health disorders for
both adults and children. It contains descriptions, symptoms, and other criteria necessary for diagnosing
mental health disorders. It also contains statistics concerning which sex is most affected by the illness,
the typical age of onset, the effects of treatment, and common treatment approaches. Just as with
medical conditions, the government and many insurance carriers require a specific diagnosis in order to
approve payment for treatment of mental health conditions. Therefore, in addition to being used for
psychiatric diagnosis and treatment recommendations, mental health professionals also use the DSM to
classify patients for billing purposes.
DSM History:
The Diagnostic and Statistical Manual has been updated seven times since it was first published in
1952.2

Version Year Number of diagnoses

DSM-I 1952 102

DSM-II 1968 182

DSM-III 1980 265

DSM-III-R 1987 292

DSM-IV 1994 297

DSM-IV-TR 2000 365

DSM-5 2013 157

The newest version of the DSM, the DSM-5, was published in May of 2013.

DSM-5:

● The American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders, most
recently released as the DSM-5 in 2013, is used by many organizations, individuals and government to
diagnosis psychiatric disorders such as autism.
● The DSM-5 redefined autism. Its predecessor, the DSM-IV-TR, included five Pervasive Developmental
Disorders (PDDs): Autistic Disorder, Asperger’s Disorder, Rett’s Disorder, Childhood Disintegrative
Disorder and Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS).

10
● In the DSM-5, Autistic Disorder, Asperger’s Disorder and PDD-NOS are replaced by the diagnosis of
Autism Spectrum Disorder. Additionally, the DSM-5 also reduces social-related elements of autism into
social communication impairment and repetitive/restricted behaviours, though the labels of Asperger’s
and PDD-NOS are still in common use.
● Those who worked on the DSM-5 repeated many times that no one who already had a diagnosis of
autism will be impacted by these changes. However, it is possible that the government and other
program providers might choose to re-diagnose their beneficiaries under the new definition to
determine whether they are still considered to be living with autism for purposes of receiving services.
● The DSM-5 is divided into three sections, using Roman numerals to designate each section.

● Section I:
Section I describes DSM-5 chapter organization, its change from the multiaxial system, and Section III's
dimensional assessments. The DSM-5 deleted the chapter that includes "disorders usually first
diagnosed in infancy, childhood, or adolescence" opting to list them in other chapters. A note under
Anxiety Disorders says that the "sequential order" of at least some DSM-5 chapters has significance that
reflects the relationships between diagnoses. DSM-5 has discarded the multiaxial system of diagnosis
(formerly Axis I, Axis II, Axis III), listing all disorders in Section II. It has replaced Axis IV with significant
psychosocial and contextual features and dropped Axis V (Global Assessment of Functioning, known as
GAF). The World Health Organization's Disability Assessment Schedule is added to Section III (Emerging
measures and models) under Assessment Measures, as a suggested, but not required, method to assess
functioning
● Section II: diagnostic criteria and codes

⮚ Neurodevelopmental disorders

⮚ Schizophrenia spectrum and other psychotic disorders

⮚ Bipolar and related disorders

⮚ Depressive disorders

⮚ Anxiety disorders

⮚ Trauma- and stressor-related disorders

⮚ Obsessive-compulsive and related disorders

⮚ Dissociative disorders

⮚ Somatic symptom and related disorders

⮚ Feeding and eating disorders

⮚ Sleep–wake disorders

⮚ Sexual dysfunctions

11
⮚ Gender dysphoria

⮚ Disruptive, impulse-control, and conduct disorders

⮚ Substance-related and addictive disorders

⮚ Paraphilic disorders

● Section III: emerging measures and models

An alternative hybrid dimensional-categorical model for personality disorders is included to stimulate
further research on this broader classification system
● References:
https://www.autism-society.org/what-is/diagnosis/diagnostic-classifications/

4. CASE HISTORY:
IDENTIFICATION DATA
Name: Mrs. J
Age: 65 years
Sex: Female
Education: 5 class
Qualification: Home maker
Socio-economic status: Middle class
Languages known: Telugu
Siblings: 4
Religion: Hindu
Nationality: Indian
Informant: Daughter
Age: 35
Reliability: Reliable
Adequacy: Adequate
CHIEF COMPLAINTS ACCORDING TO PATIENT
I don’t know why I am brought here I am perfectly alright
CHIEF COMPLAINTS ACCORDING TO INFROMANT
My mother is behaving odd since 2 year she is often cleaning floor, washing her hands very frequently
and she is not allowing any one to clean house or wash vessels. If anyone of us asks for help in cooking,
washing hands, she rejects and says you won’t clean them well.
HISTORY OF PRESENT ILLNESS
Onset: Insidious
Duration: 2 years
Course: Continuous
Progress: Deteriorating
Precipitating factors: When she sees some dust
CASE SUMMARY

12
Mrs. J was apparently well since 2 years back. She is a home maker, she has 3 children, all of them are
well educated and well settled. Her husband was a retired professor. She used to keep her house neat
and clean and she was always fond of preparing different dishes and decorate her house. She wakes up
early morning and cleans her house and takes bath and do pooja and prepares breakfast and feed
everyone and then prepares lunch and after every one goes to their work, she again sweep the house
and mops the floor and takes bath again and have lunch and she starts preparing snacks for evening and
again after everyone returns home she used to give bath to children and by dinner time she prepares
food and all of them have dinner and sleep this is how her years passed. But since 2 years she started
cleaning the house four times a day soon after she wakes after having breakfast, lunch and dinner she
sweeps and mops the floor. For every 10 days she is cleaning the shelfs in kitchen. She is also cleaning
her hands for every half an hour. She keeps on boiling water whenever she drinks and if someone comes
to her home she doesn’t allow them to enter home if they don’t wash hands and legs with soap twice.
After her children got married and they started living separately now the client and her husband are
living in the house, though there are no kids at home. She cleans her house 4 times a day and bathing 4
times and washing hands very frequently asking her husband also do the same. When her children visit
her house she was asking them also to follow the same. This behaviour has increased more in
covid times. She started cleaning fruits vegetables also many a times and sanitizing the floor 4 times a
day though no one was physically coming home. She asked her relatives to sit at six feet distance and
serve food in paper plates and ask them to throw in public dustbin. This behaviour is irritating her
husband and children. As her daughter understands her situation and brought her to psychologist.
NEGATIVE HISTORY: Obsessive thoughts
PAST PSYCHIATRIC HISTORY: None reported
PAST MEDICAL HISTORY: Low B.P
FAMILY HISTORY: Mrs. J was born in an orthodox family and she was brought up
educating that everything has to be in order and neat at house so that the Goddess
Laxmi will stay at home or else she will not live. She has 3 children and all are very
lovable and caring towards her. Moreover some people told her that virus will enter the house and kills
everyone if the house is not sanitized and cleaned properly.
FAMILY PSYCHIATRIC HISTORY: None reported
FAMILY MEDICAL HISTORY: None reported
PERSONAL HISTORY
BIRTH AND EARLY DEVELOPMENT:
Mrs. J was born in a full term vaginal delivery and achieved all developmental milestones at the right
age.
CHILD HOOD HISTORY: She was a very tranquil girl in her childhood. She used
help her mother in house hold activities from her 5 years of age. She love to do house hold works. In
leisure time she used to practice singing.
ACADEMIC HISTORY: She studied till 5 standard later she quit the school and
learned music from a local music teacher.
SEXUAL HISTORY:
Mrs. J onset Puberty age was 15 years. He gained sexual knowledge after marriage and her first coital
was after marriage.
MARITAL HISTORY: Mrs. J’s marriage is an arranged marriage She got marriage
at the age of 17 and have 3 children. Her husband’s age at the time of marriage was

13
 22 both of them have 5 years gap.
LEGAL AND FORENSIC HISTORY: No history of legal case reported
PREMORBID PERSONALITY: Mrs. J was an optimistic person and had good inter and intra personal
relationships. She has good relations with relatives and whenever relatives visit her house they used to
praise her by telling that she kept her house neat and clean and she doesn’t eat in others house if she
founds their kitchen is not clean.
MENTAL STATUS EXAMINATION
Mrs. J was neat, kempt and well groomed, postures and gestures were
appropriate. Rapport was good and eye contact was intense. Psycho-motor activity was in normal limits.
Speech was relevant and coherent spontaneous. Volume was high and tone was normal and rate of
speech was appropriate, hesitant and reaction time was good. Mood was normal .Affect is congruent
and full. Thoughts regarding obsession and compulsion. No perceptual abnormalities. She was alert to
time, place and person. Attention and concentration was intact. Immediate, recent and remote memory
was intact. Fund of knowledge was adequate and Abstract ability was conceptual level. Judgement was
found to be intact with grade Insight1.
DIAGNOSTIC FORMULATION: Mrs. J belongs to orthodox family, she was always
obsessed about cleanliness and neatness of her house and cleaning her house many
times a day. Mental status exam revealed she was tidy and eye contact was intense and speech was
relevant, Volume, tone and psycho motor activity was in
limits. Memory, intelligence and abstract thinking was intact. She had thoughts of
obsessions.
ASSESSMENTS ADMINISTERED:
Name of the test: Yale Brown Obsessive compulsive Scale
Test findings: The total score on this scale was 18.After the assessment it was found that obsession was
in severe range
PROVISIONAL DIAGNOSIS: F42.0 Obsessive-compulsive disorder, Predominantly obsessional thoughts
and ruminations
MANAGEMENT PLAN:
Short term goals: Psycho education to the client, thought identification dairy. Make her able to reduce
the obsessional thought
Long term goals: CBT in the form of exposure and response prevention (ERP) ,to
prevent relapse

5. Counselling and guidance in a hypothetical case

Counsel and guide Tanveer:
Tanveer is a 17 year old boy, who is hardworking and intelligent till 12th grade. Now he lacks interest in
studies and he highly focussed on luck and fortune. He is following an influencer in social media and
perform meditation for hours. He applied for various colleges for his under graduation. He wants to
pursue journalism but his father wants to see him as lawyer.
Her mother in a tough situation so she brought him to the psychologist.

If I am in the place of counsellor and I need to assist Tanveer and his parents, the following strategy
should I follow.

14
 Sometimes, finding that elusive motivation to study can be hard work. Some days you’ve got it, some
days you just haven’t and you don’t know where to start. If you’re panicking or feeling overwhelmed
about that project due soon or upcoming exam, take a deep breath. You’re going to be OK.
Follow the strategies that will improve your motivation.
1. make a meaningful difference to your studies
2. take you deep into how motivation works
3. help you to find the right study mind set
4. show you how to start and keep studying efficiently
5. help you to build an effective study routine and avoid procrastination
6. make your study environment your greatest ally
7. get you the grades you want!

Believe it or not, succeeding in your studies can bring you a lot of reasons to be happy! So the most
important first step you can take is to find your purpose, your internal motivation to study: your reasons
“why”.

Why do YOU desire academic success?

Whichever stage of your academic career you’re at right now – high school, college, university (or
studying for a different qualification) – finding your “why” is an essential and reliable kite that will keep
your motivation soaring.

Do you yearn to:

Achieve top grades at the end of the year?
Acquire praise and admiration from others?
Outdo your peers?
Live with no regrets?
Make the most of your self-development?
Have meaningful career prospects?
Motivation to succeed is often stronger when you have a clear idea about your next steps in life. Big-
picture goal-setting can be scary, but turning fuzzy ideas about your next steps or future career into
sharply focused ambition is a vital motivational step every student should take! So take a deep breath,
and start with some brainstorming and research: what do you enjoy doing the most?
Making progress is motivating
Often, when you’re in the midst of an essay or revision period, seeing the progress you’re making
towards your end-goal can be difficult. And that makes it tempting to give up. Don’t!
And make celebrating your progress a regular habit – even a simple gold star chart on the wall can be a
great motivational boost! Remember: you can and will continue to improve as long as you keep working
and studying. In the long term, advancing in your studies will open new doors and offer many
opportunities. Perhaps one day YOU will be at the top of your chosen field, crafting original arguments
and uncovering new findings that make progress for all of humanity!
Your brain is very flexible, and good practice (such as studying regularly, in the right way) can make new
connections, strengthen existing ones, and even change how the brain looks.
Start today, not tomorrow: it’s tempting to want to start after a clean break, but nothing beats getting
going right now.

15
Assemble the things you need: books, paper, stationery, laptop. Don’t go overboard with your
organising (no need to alphabetise!), just get prepared.
Do ‘just a little bit’: set a timer and commit to doing 5 minutes of an easy task.
Chances are, once you’ve done five minutes you’ll want to do some more!
Don’t believe in luck, believe in hard work. Hard work always pays off.
One can achieve success in life without hard work. But that success will not help to understand life. Who
achieve success with hard work, will definitely realize the life. Success means 'the accomplishment of an
aim or purpose.' So, if u want to be succeed in life then u must fulfil your dreams or aim, and u need to
work hard, try your best to get to your aim. Luck is different and hard work is different things for
me .Luck means 'success or failure apparently brought by chance rather than through one's own actions.
'chase your aim , no matter how hard work needed, we have one life

The following Strategies I would suggest for the family members:

I have used the word 'help' and that is the role of the parent. The first thing to understand here is that
you are an equal partner in your child's development and as an adult, you understand your
responsibilities towards your child. The child is still immature and still under your care for all practical
purposes. Therefore, it becomes your responsibility to help the child, through proper guidance. Nudge
your child, gently but firmly. Be a partner who stands and watches from the side lines, but is willing to
pitch in when required.

Create an environment
Do not make comparisons, your child is not the same as someone else's kid. Their abilities and situations
are different and you need to understand that. Do not have expectations of your child, but be there to
mould them in ways that they can a carve a niche for themselves. And this can only be done through
support and understanding. Nagging and shouting and reprimanding won't work. Don't pressurise your
child as that would lead to them loathing school and shunning studies. Create a healthy environment
that is conducive to learning. Remove the distractions and create a daily routine with scheduled time for
studies and other activities. You will need to create a balance so the child is not just studying but also
has time for recreation and hobbies.
Love unconditionally
Poor academic performance and not showing interest in studies should not impact the bond and
relationship that you share with your child. Don't withhold affection as punishment for not studying or
poor grades. Withholding affection makes the child feel guilty, unwanted and scared. You are their
support system and this behaviour of yours has a negative impact on the child. Create an environment
of love, understanding, encouragement and support. Your child should be aware that you are not giving
up on him and that you'll stand by him as a 'friend, philosopher and guide'. A setting that exudes
acceptance, warmth and confidence, encourages the child to perform better.

Do not compare
Don't draw parallels, making comparisons is the worst thing that a parent can do for their child's self-
esteem. You are not fair when you compare your child to another child. The comparison is biased; you
have no clue of the background and compare just what you find suitable. A balanced act is one where
you compare at all levels and then draw a conclusion, and it is not possible in this case. Your child is an

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individual entity with his own set of abilities as well as weaknesses and flaws. Treat him as an individual
and work with him on his shortcomings, so he can overcome them.

Allow freedom and choices

You can set rules for the child, draw up a timetable, with fixed hours for study and play. Many parents
do that, and it is a form of control. You are telling the child that you are the boss and that they have to
do as you say. You create an imbalance, by being authoritative. A better way to go about this plan is to
include the child in his development. Let the child have a say

Don’t impose restrictions on what job do he need to do. It is his choice. He knew what to do well in his
life. You should not pose your ambitions on him and ruin his mind.
He is still learning, be there to guide him, every step of the way. Show him how things are done, but at
the same time allow him to discover things. Go slow, keep pace with your child, and don't expect him to
keep pace with you. It pays to be patient.

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