INTERNSHIP REPORT

MA PSYCHOLOGY

(MPCE :25- Internship in Counselling Psychology)

SUBMITTED BY : POOJA SHARMA

ENROLLMENT NO : 2354630164

SUBMITTED TO :
ORGANIZATION : WELLNESS CENTRE, ROORKEE
STUDY CENTRE NAME: 0707: JAMIA MILLIA ISLAMIA UNIVERSITY (707)

REGIONAL CENTRE : 07: DELHI 1 (MOHAN ESTATE (SOUTH DELHI))

1
 RECORD OF VISITS

Name &
Date of Signature of
Time Duration Place Visited Nature of Work Remarks
Visit Concerned
Authority
10:00 AM–3:00 Wellness Centre, Orientation, introduction to
03/05/2025
PM Roorkee protocols, and observation
10:00 AM–3:00 Wellness Centre, Intake procedures and
05/05/2025
PM Roorkee confidentiality in student counseling
10:00 AM–3:00 Wellness Centre, Shadowing live session – Family
06/05/2025
PM Roorkee therapy (Case 1)
10:00 AM–3:00 Wellness Centre, Case history and rapport building
07/05/2025
PM Roorkee observation – Case 2
10:00 AM–3:00 Wellness Centre, Session planning and
08/05/2025
PM Roorkee documentation review – Case 3
10:00 AM–3:00 Wellness Centre, Initial interview observation – Case
10/05/2025
PM Roorkee 4 (Chemical abuse)
10:00 AM–3:00 Wellness Centre, Note-taking and session transcript
12/05/2025
PM Roorkee writing – Case 5
Active listening & CBT methods
10:00 AM–3:00 Wellness Centre,
13/05/2025 discussion – Case 6 (Parents
PM Roorkee
counseling)
10:00 AM–3:00 Wellness Centre, Live session and therapy skills
14/05/2025
PM Roorkee feedback – Case 7
10:00 AM–3:00 Wellness Centre, Case conceptualization exercise –
15/05/2025
PM Roorkee Case 8 (Social Isolation)
10:00 AM–3:00 Wellness Centre, Case 9 – Discussion on ethics in
17/05/2025
PM Roorkee handling academic dishonesty
10:00 AM–3:00 Wellness Centre, Therapeutic goal setting exercise –
19/05/2025
PM Roorkee Case 10 (Relationship Distress)
10:00 AM–3:00 Wellness Centre,
20/05/2025 Mid-term feedback from supervisor
PM Roorkee
10:00 AM–3:00 Wellness Centre, Group discussion on anxiety and
22/05/2025
PM Roorkee student coping mechanisms
10:00 AM–3:00 Wellness Centre, Documentation of session
23/05/2025
PM Roorkee transcripts
10:00 AM–3:00 Wellness Centre,
24/05/2025 Student mentorship sessions
PM Roorkee
10:00 AM–3:00 Wellness Centre,
26/05/2025 Report writing – Case 1 to Case 3
PM Roorkee
10:00 AM–3:00 Wellness Centre,
27/05/2025 Report writing – Case 4 to Case 6
PM Roorkee
10:00 AM–3:00 Wellness Centre,
28/05/2025 Report writing – Case 7 to Case 10
PM Roorkee
10:00 AM–3:00 Wellness Centre,
30/05/2025 Supervisor’s review & corrections
PM Roorkee
10:00 AM–3:00 Wellness Centre, Discussion on therapy evaluation
02/06/2025
PM Roorkee and termination process
10:00 AM–3:00 Wellness Centre, Finalization of counseling
03/06/2025
PM Roorkee summaries
 Name &
Date of Signature of
Time Duration Place Visited Nature of Work Remarks
Visit Concerned
Authority
10:00 AM–3:00 Wellness Centre, Preparation of intervention feedback
05/06/2025
PM Roorkee forms
10:00 AM–3:00 Wellness Centre,
06/06/2025 Peer review of case presentations
PM Roorkee
10:00 AM–3:00 Wellness Centre,
07/06/2025 Internship logbook finalization
PM Roorkee
10:00 AM–3:00 Wellness Centre, Client progress follow-up
09/06/2025
PM Roorkee summaries
10:00 AM–3:00 Wellness Centre, Follow-up counseling protocol
10/06/2025
PM Roorkee study
10:00 AM–3:00 Wellness Centre, Ethics & legal aspects of counseling
12/06/2025
PM Roorkee workshop
10:00 AM–3:00 Wellness Centre, Self-reflection and supervision
13/06/2025
PM Roorkee feedback
10:00 AM–3:00 Wellness Centre,
16/06/2025 Submission of completed case files
PM Roorkee
10:00 AM–3:00 Wellness Centre,
17/06/2025 Final feedback and exit session
PM Roorkee
10:00 AM–3:00 Wellness Centre, Internship conclusion, certification
20/06/2025
PM Roorkee procedure

RECORD OF ACTIVITIES

S.No Date Case No Name Work Done Assessment

1 06/05/2025 01/2025 Rohan Intake & Session-1 Family Conflict, Adjustment Issues
2 07/05/2025 02/2025 Rohan Sharma Intake & Session-1 Dejection, Academic Burnout
3 08/05/2025 03/2025 Rohan Verma Intake & Session-1 Cyber Addiction
4 10/05/2025 04/2025 Rohan Agrawal Intake & Session-1 Chemical Abuse, Stress
5 12/05/2025 05/2025 Jian Li Intake & Session-1 Cultural Adjustment Stress
6 13/05/2025 06/2025 Aravind & Priya Parents Counseling Parental Conflict
7 14/05/2025 07/2025 Neha Verma Session-1 Performance Anxiety
8 15/05/2025 08/2025 Aditya Reddy Session-1 Social Isolation
9 17/05/2025 09/2025 Varun Sharma Session-1 Academic Dishonesty & Anxiety
10 19/05/2025 10/2025 Ritu Singh Session-1 Relationship Distress
11 23/05/2025 01/2025 Rohan Session-2 Adjustment Improvement
12 24/05/2025 02/2025 Rohan Sharma Session-2 Motivation Rebuilding
13 26/05/2025 03/2025 Rohan Verma Session-2 Behavior Management for Cyber Use
14 27/05/2025 04/2025 Rohan Agrawal Session-2 Substance Abuse Coping
15 28/05/2025 05/2025 Jian Li Session-2 Social Adaptation
16 02/06/2025 06/2025 Aravind & Priya Session-2 Conflict Resolution Strategies
17 03/06/2025 07/2025 Neha Verma Session-2 CBT for Anxiety
18 05/06/2025 08/2025 Aditya Reddy Session-2 Social Skills Training
19 06/06/2025 09/2025 Varun Sharma Session-2 Emotional Support for Guilt
20 07/06/2025 10/2025 Ritu Singh Session-2 Relationship Communication Issues
Signature of the learner Signature of the Academic
Counsellor
 TABLE OF CONTENTS

S.No. TOPIC Pg. No.

INTRODUCTION ABOUT INTERNSHIP 4
1 CASE I- FAMILY THERAPY 5-16
2 CASE II- FEELING OF DEJECTION 17-30
3 CASE III- CYBER ADDICTION 31-35
4 CASE IV- CHEMICAL ABUSE 36-40
5 CASE V- CULTURAL ADJUSTMENT STRESS 41-46
6 CASE VI- PARENTS COUNSELLING 47-51
7 CASE VII- PERFORMANCE ANXIETY 52-57
8 CASE VIII- SOCIAL ISOLATION 58-62
9 CASE IX- ACADEMIC DISHONESTY 63-68
10 CASE X- RELATIONSHIP DISTRESS 69-75

INTRODUCTION OF INTERNSHIP
Psychology Internships are internships that are related to Psychological Science as a field of

study. Internships have been defined as job training for different organizations. Internships

are meant to help students or workers increase their expertise in their field of study and get a

grasp of what the work field has to offer. Almost every college and university offers

internships to their students in order to help them get a head start on their careers.

Because psychology is a complex undergraduate degree program, students often don’t get

what they intended from the internships they take part in. Universities bear some

responsibility here, as they are supposed to be the main source of internship enrollment.

Students often complain that they have a hard time finding jobs after their internships, even

when the internships relate to the jobs they are interested in. Lacking the appropriate

experience, a student may step into a job and struggle to connect the new responsibilities with

past internship experiences.

An internship in psychology gives you an opportunity to apply theories and principles you’ve

been learning in your psychology courses to the “real world” of social service agencies,

medical

institutions, the criminal justice system, business, and industry. During an internship, you can

explore career interests, develop pre-professional skills, see how community organizations

work, expand your clinical and interpersonal skills, and, in many cases, help others.
 CASE – 1
CASE OF FAMILY
THERAPY
 INTAKE INFORMATION

 Name: Rohan
 Age: 18 Years
 Gender: Male
 Educational Qualification: 1st Year Student, B.Tech in Chemical Engineering
 Marital status: Single
 Whether client stays with parents: No, resides in a hostel on campus.
 Whether have any siblings, if so how many: One elder sister, married and settled.
 What is the position of the client in the family: Younger child
 Type of family: Upper-middle-class nuclear family
 Anyone in the family having conflicts: Yes, recurring conflicts between the client and his parents
regarding academic performance and personal autonomy.
 Anyone in the family is suffering/has suffered from any physical disorders: No
 Presenting problem: According to the client, he feels immense and suffocating pressure from his
parents to excel academically. He reports that their constant monitoring and
interference in his daily life at college are causing significant stress and impacting
his ability to adjust to the new environment.
 Duration of problem: Approximately 8 months (since the start of the academic year).
 Any counseling taken: No

Interview with family members/the concerned person:

Interview of mother:-

 Name: Meera
 Age: 49
 Sex: Female
 Relationship: Mother

Rohan’s mother, Meera, is a 49-year-old mathematics professor at a university. Coming from a

family that highly values academic excellence, she is immensely proud of Rohan's admission
into B.Tech . She describes herself as a deeply involved and caring mother who is simply
trying to ensure her son stays focused. She worries that the new found freedom of college life
might distract him. She admitted to calling Rohan multiple times a day to inquire about his
classes, grades, and even his diet. She perceives Rohan's desire for independence as a sign of
immaturity and believes her guidance is essential for his success. She expressed frustration that
her husband is not "on the same page" and is too lenient, which she feels undermines their
collective goals for Rohan.

Interview of father:-

 Name: Vikram
 Age: 53
 Sex: Male
 Relationship: Father
 Rohan’s father, Vikram, is a 53-year-old senior manager at an engineering firm. As an engineer
himself, he understands the pressures of the field. While immensely proud of his son, he
believes that Rohan is an adult who needs the space to navigate his own challenges. He stated
that his wife's "micromanagement" is the primary source of conflict and is counterproductive.
However, he admitted that he often avoids confrontation with his wife on this issue to "keep the
peace," which results in him appearing passive and unsupportive in his son's eyes. He is aware
of the academic dip his son has taken but believes it's a normal part of adjusting to the high-
stakes environment of his college.

Relationship

Patient’s relationship with Family members:

 With mother: Strained and conflict-ridden. He feels she is controlling and does not trust his judgment.
 With father: Cordial, but with underlying frustration. Rohan wishes his father would be more assertive
in defending his need for autonomy.
 With elder sister: Good. She provides a source of support and a more balanced perspective.

Educational History:
 In school/College: He was an exceptional, high-achieving student throughout his school years.
 How is the client in studies and academic performance? He is struggling to keep up with the pace
and difficulty of the curriculum. His grades are average, which is a significant drop from his previous
consistent top performance.
 Does the client come up to the expectations of parents and teachers? No, he feels he is constantly
falling short of his parents' towering expectations. His professors view him as intelligent but have noted
his visible anxiety and decreasing class participation.
 How has the performance been over the years? consistent until entering college.
 Do they find that there is sudden deterioration in studies and academic performance? Yes, a
marked decline since the first semester.
 Have they received any complaints from the school authorities regarding the client's
performances? Yes, his faculty advisor contacted the parents to discuss concerns about his academic
stress and disengagement.
 Since when have they noted that the client is not the same in regard to academics as he/she used to
be? Following the results of his first-semester exams.
 Had they done anything about it so far? If so, what? Yes, they responded by increasing their
monitoring and pressure, which has worsened the situation.

Establish Rapport

Appearance

 Age: 18Y
 Sex: Male
 Hygienic: Yes, neat and appropriately dressed.

Movement and Behavior

 Client’s gait: Normal

 Posture: Tense, often hunched forward.
 Eye contact: Initially good, but averted when discussing academic pressures or his mother.
 Facial expression: Worried and fatigued.
 Mood: He presented as anxious but motivated to seek help.
 Speech

 The volume of the person’s voice: Normal, but quieted when expressing frustration.
 The rate or speed of speech: Measured and articulate.
 The length of answers to questions: Mostly elaborate and thoughtful.
 The appropriateness of the answers: All answers were appropriate and coherent.

Thought content:

After establishing rapport and considering the intake information, it is assessed that the client is
experiencing significant adjustment challenges in a highly competitive environment. His
identity, largely built on being a top student, is now under threat. The parental pressure,
stemming from their own anxieties, is exacerbating his stress and preventing him from
developing the necessary autonomy and coping mechanisms for this new phase of life.

SESSION CONTENT
 Client’s Name: Mr. Rohan
 Session No.: 1
 Date: 06.05.2025
 Purpose of the Interview: To build a therapeutic alliance and create a clear picture of the client's
presenting problems from his perspective.

Rohan entered the room and, after initial greetings, was offered a seat. The session began by
acknowledging the courage it took to seek help. A formal oath of confidentiality was taken to
create a safe space for him to share his experiences.

Rohan described his life at as a "constant battle." He spoke about the overwhelming academic
load and the competitive atmosphere where he feels "just average for the first time in my life."
He articulated the core of his distress as the conflict with his parents. "My mother calls three
times a day. It's not a 'how are you' call; it's an interrogation about my studies. It feels like I
have no room to breathe." He expressed that this constant pressure makes it harder, not easier,
to focus on his studies. He feels his father understands his plight but is unwilling to intervene
effectively. Rohan admitted to feeling isolated and is struggling to build a social life due to the
combination of academic work and family-induced stress. It could be concluded that the family
is enmeshed, with poorly defined boundaries, and is struggling to adapt its dynamics to the
client's new status as a young adult.

End of the session: "Rohan, I appreciate you sharing this with me. It’s clear you’re dealing
with a lot of pressure from multiple fronts. In our next sessions, we can start to unpack these
issues and work on strategies to manage this stress and communicate your needs to your
family."

My Observation: This case details a young adult's struggle with adjustment disorder and
academic anxiety, significantly complicated by dysfunctional family dynamics. The family's
inability to transition from a parent-child hierarchy to an adult relationship is a central issue.

Plan of Action: The primary modality will be a combination of individual therapy for Rohan
and remote family therapy sessions involving his parents. The initial 12-15 sessions will focus
on conflict resolution, psychoeducation, and helping the family establish new, healthier
communication patterns.
 REFFERAL AND INTAKE

The identified client, Rohan, is an 18-year-old male B.Tech student at Roorkee. He was
referred to the counseling services by his faculty advisor, who noted signs of significant stress
and a decline in his academic engagement. Rohan hails from a high-achieving, upper-middle-
class family and is the younger of two children. He lives in the campus hostel. The family has
no history of formal mental health treatment.

While establishing rapport, it became clear that the family operates under a rigid set of
expectations regarding academic success. The parents' anxiety about Rohan's performance has
led to intrusive and controlling behaviors, which Rohan experiences as a lack of trust and
respect. This dynamic has created a stressful environment that is hindering his academic and
personal adjustment to college life.

INITIAL PHASE

Formulation of the case centered on the intersection of academic pressure, developmental

transition (emerging adulthood), and dysfunctional family communication. An initial
assessment of Rohan's stress levels, coping mechanisms, and study habits was conducted.
Individual sessions focused on validating his experience and providing a space for him to vent
his frustrations without judgment.

Psychoeducation was a key component of the initial phase for the entire family. During a
remote family session, the concepts of adjustment challenges, the unique pressures of an elite
institution, and the developmental need for autonomy in young adults were explained. This
helped reframe Rohan's struggles not as a personal failure but as a predictable challenge that
required a new approach from everyone.

THERAPEUTIC GOALS

 Short Term Goals:

o Build a strong therapeutic alliance with Rohan and his parents.
o Psychoeducate the family about the developmental stage of emerging adulthood and appropriate
parenting strategies.
o Equip Rohan with immediate stress-reduction techniques (e.g., mindfulness, time management).
o Establish a mutually agreed-upon communication plan (e.g., scheduled calls) to reduce conflict.
o Help the family modify dysfunctional beliefs about academic success and failure.

 Long Term Goals:

o Foster healthy individuation and autonomy for Rohan.
o Dismantle the old, rigid parent-child hierarchy and form a new alliance based on mutual respect and
trust.
o Improve Rohan's academic, social, and personal functioning.
o Enhance the family's overall problem-solving and conflict-resolution skills.
o Relapse prevention by empowering the family to handle future challenges constructively.

MIDDLE PHASE
Individual sessions with Rohan focused on Cognitive Behavioral Therapy (CBT) techniques to
challenge all-or-nothing thinking about his grades. He learned to reframe his self-worth as
being more than just his academic rank. We also worked on practical time-management and
study strategies tailored to an engineering curriculum.

In family sessions, the focus shifted to communication. The parents were coached to move
from giving directives to practicing active listening. The father was encouraged to take a more
active role in supporting Rohan's autonomy. A key task involved having the parents
collaboratively define what "support" looks like for an 18-year-old college student, shifting the
focus from monitoring to mentoring. This helped dismantle the mother-son conflict dynamic
and encouraged the parents to function as a unified, supportive team.

TERMINATION PHASE

At the time of intake, the family was in a state of high conflict and distress. Through the
counseling process, they moved to a stage of contemplation and then action, where they
actively worked to change their dynamics.

Rohan reported a significant reduction in his anxiety levels. His grades stabilized, and more
importantly, his attitude towards them became healthier. He became more socially active on
campus. The feedback from his faculty advisor was positive. With these improvements, the
decision was made to move towards termination, with sessions spaced further apart. The final
sessions focused on consolidating the skills they had learned and creating a plan for navigating
future stressors, such as exams and career decisions.

FOLLOW UP

In a follow-up session two months later, the family reported maintaining positive changes.
Communication was significantly improved. Rohan sounded more confident and mature. His
parents, particularly his mother, expressed a newfound sense of trust in his ability to manage
his life. They are continuing to practice their new communication skills and are looking
forward to a healthier, more adult relationship with their son. The therapy had a significant
positive impact on Rohan's personal, social, and academic life.
 CASE-2
CASE OF FEELING OF
DEJECTION
INTAKE INFORMATION

Name: Mr. Rohan Sharma

Age: 21 Yrs

Gender: Male

Educational Qualification: 4th Year B.Tech (Computer Science)

Marital status: Single

Whether client stays with parents: No (stays in hostel)

Whether have any siblings, if so how many: One younger sister

What is the position of the client in the family: Elder sibling

Type of family: Upper middle class nuclear urban family

Anyone in the family having conflicts: No

Anyone in the family is suffering/has suffered from any physical disorders: No

Presenting problem: “The client stated that he used to be very enthusiastic about coding and
participating in hackathons but has been feeling increasingly apathetic and unmotivated in the
past few weeks. He misses the collaborative coding sessions and intellectual stimulation he
experienced in his initial years and feels that the current academic workload focuses more on
theoretical aspects rather than practical application and innovation. He also feels disconnected
from his peers, some of whom have secured promising job offers or are pursuing research
projects, making him question his own progress and future prospects.”

Duration of problem: 3-4 weeks

Any counseling taken: No

Interview with family members/spouse/the concerned person:

Interview of mother:

Name: Mrs. Priya Sharma

Age: 48 Yrs

Sex: Female

Relationship: Mother

Rohan’s mother is a 48-year-old professional who works as a software engineer. Mrs. Sharma
describes herself as supportive and understanding of her son’s aspirations. She mentioned that
Rohan was always a bright and driven student, particularly passionate about computer science.
She has noticed a recent decline in his enthusiasm, with him appearing more withdrawn and
less engaged in his studies and extracurricular activities when he comes home for visits or
during phone calls. Initially, she thought it might be due to academic pressure in the final year
but grew concerned when it persisted. She is worried about his well-being and his future career
plans and hopes that counseling will help him regain his motivation and sense of direction.

Relationship

Patient’s relationship with Family members:

With mother: Good and supportive

With father: Normal, respects his views

With younger sister: Cordial

Educational History:
In school/College: Initially very active in the coding club and hackathons in college.
Participated in several competitions in the first two years.

How is the client in studies and academic performance? Performance has dipped in the recent
semester compared to previous years.

Does the client come up to the expectations of parents and teachers? Yes, until recently.

How has the performance been over the years? Generally good, with a noticeable decline in the
last semester.

Do they find that there is sudden deterioration in studies and academic performance? Yes, in
the current semester.

Have they received any complaints from the college authorities regarding the client’s
performance? No, but there has been internal feedback of reduced engagement.

Since when have they noted that the client is not the same in regard to academics as he/she used
to be? Approximately 3-4 weeks.

Had they done anything about it so far? If so, what? Mrs. Sharma has had conversations with
Rohan, trying to understand what’s bothering him and offering support.

Establish Rapport
Appearance

Age: 21 Yrs

Sex: Male
Hygienic: Yes

Movement and Behavior

Client’s gait: Normal

Posture: Appeared somewhat slumped and less energetic than usual.

Eye contact: Made intermittent eye contact, occasionally looking away.

Facial expression: Seemed thoughtful and slightly melancholic.

Mood: Expressed feelings of sadness, apathy, and uncertainty.

Speech

The volume of the person’s voice: Moderate, sometimes softer when discussing his concerns.

The rate or speed of speech: Normal to slightly slow.

The length of answers to questions: Responded appropriately, but sometimes with less
elaboration than expected.

The appropriateness of the answers: He was answering the questions appropriately and
thoughtfully.

Thought content:

After establishing rapport and observing the client’s appearance and behavior, and taking the
interview of his mother, it seems Rohan is experiencing dejection related to a perceived lack of
stimulating opportunities in his final year, comparison with peers who have secured jobs or
research positions, and uncertainty about his own career path after graduation. He seems to
have lost the initial excitement and motivation he had for his field of study.

SESSION CONTENT

Client’s Name: Mr. Rohan Sharma

Interview No.: 05

Date: 16/06/2025

Session No.: 1

Time: 3 PM

Purpose of the Interview: To gain a comprehensive understanding of the client’s feelings of

dejection and identify potential contributing factors.
The client, Mr. Rohan Sharma, came to the session independently. I greeted him and offered
him a comfortable seat. I inquired if he had any difficulty finding the counseling center within
the campus. I offered him a glass of water.

Client’s Appearance: His attire was casual and neat.

I aimed to create a comfortable and safe space for Rohan to share his feelings. I assured him of
complete confidentiality regarding our conversations. I explained the importance of open and
honest communication for the counseling process to be effective. Rohan then began to
articulate the issues he has been facing.

Rohan is a 21-year-old final year B.Tech Computer Science student at Roorkee. He describes
himself as someone who was initially very passionate about technology and actively involved
in coding and hackathons during his early years in college. He mentioned missing the intense
collaborative coding sessions and the feeling of working on innovative projects with his peers.
He feels that the current curriculum emphasizes theoretical knowledge, which, while important,
leaves him feeling less excited and creatively challenged compared to the hands-on experiences
he valued earlier.

He expressed that he feels a sense of stagnation and questions his progress, especially when he
sees his peers securing coveted job offers or getting involved in advanced research projects.
This has led to feelings of self-doubt and uncertainty about his own future career prospects
after graduation. Rohan also mentioned feeling somewhat disconnected from his current peer
group, possibly due to differing levels of academic engagement and post-graduation plans. He
stated that he misses the close camaraderie and intellectual discussions he had with a previous
group of friends.

He acknowledged the support from his family, particularly his mother, with whom he feels
comfortable sharing his general academic concerns. He respects his father’s views and
experiences but feels less inclined to discuss these feelings of dejection with him, possibly
fearing a lack of understanding or increased pressure to perform. Rohan recognizes the
competitive environment of Roorkee and the pressure to succeed, which he feels is currently
contributing to his feelings of being overwhelmed and unmotivated.

End of the session:

Rohan, I believe we've made a good start today in understanding the issues you are facing.
We've touched upon your feelings of dejection related to your academic experience, peer
comparisons, and future uncertainties. In our next session, we can delve deeper into these areas
and explore strategies to address them.

My Observation: This initial session suggests that Rohan is experiencing dejection

stemming from a combination of factors related to his academic environment, social
comparisons within a competitive setting, and anxieties about his future career path. His
awareness of his changing motivation levels and his willingness to seek counseling are positive
indicators.

Plan of Action: A cognitive-behavioral approach focusing on identifying and challenging

negative thought patterns, exploring Rohan’s values and interests, and developing coping
mechanisms for academic stress and future uncertainty seems appropriate. We will also work
on goal setting and exploring resources for career guidance and skill development within
Roorkee.

Next session: The subsequent sessions will focus on a detailed assessment of Rohan's current
thought patterns and beliefs, exploring his past experiences of motivation and engagement,
identifying specific triggers for his dejection, and collaboratively developing strategies to
regain his enthusiasm and a sense of purpose in his final year and beyond. We will also explore
resources within Roorkee that can support his career aspirations and provide opportunities for
more hands-on learning.

REFFERAL & INTAKE

The identified client is Rohan Sharma, a 21-year-old male student in his 4th year of the B.Tech
Computer Science program at Roorkee. He comes from an upper-middle-class urban nuclear
family. He was self-referred after experiencing persistent feelings of dejection and lack of
motivation for the past 3-4 weeks.

Rohan's parents are both professionals. His father has a senior position in a multinational
corporation, and his mother is a software engineer. They have been supportive of Rohan's
academic pursuits and were pleased when he secured admission to Roorkee. There is an
expectation within the family regarding academic success and securing a good career after
graduation, which might be adding to Rohan's current pressure.

Rohan completed his schooling in a reputed private school where he consistently performed
well and was actively involved in science and technology clubs. The move to the highly
competitive environment of Roorkee, while initially exciting, now seems to be contributing to
his feelings of pressure and comparison. Being away from his family and the familiar support
system might also be playing a role in his current emotional state. While Rohan has made
friends at Roorkee, he seems to miss a particular connection or intellectual stimulation he
previously experienced.

HISTORY OF PRESENTILLNESS (as inferred through interview)

Rohan reported that his enthusiasm for computer science was very high during his initial years
at Roorkee. He actively participated in coding events, enjoyed the collaborative learning
environment, and felt a strong sense of passion for his field. He noticed a gradual shift in his
motivation over the past few weeks, coinciding with the increased workload and focus on
theoretical subjects in his final year. He feels that the curriculum has moved away from the
practical, innovative projects that initially drew him to computer science.

The recent success of his peers in securing placements and research opportunities has also
triggered feelings of inadequacy and self-doubt. He finds himself constantly comparing his own
progress to theirs, leading to increased anxiety about his future. This has resulted in a decline in
his engagement with his studies, a lack of interest in pursuing extracurricular activities, and an
overall feeling of being stuck and unmotivated. He mentioned that he sometimes avoids social
interactions with his peers due to these feelings of comparison. He has also experienced
difficulty concentrating on his coursework and finds himself procrastinating more often than
before.

There have been no significant past episodes of similar dejection or mental health concerns
reported by Rohan or his family. He generally described himself as a resilient and motivated
 individual before this recent decline in his emotional state. He has not sought any previous
counseling or therapy.

Assessment formulation

Client is a 21-year-old unmarried male, a 4th-year B.Tech Computer Science student at

Roorkee. He presents with chief complaints of decreased motivation, feelings of apathy, a sense
of stagnation regarding his academic and career progress, increased self-doubt due to peer
comparison, and a reduced interest in his field of study compared to his earlier years. He comes
from an upper-middle-class urban family with expectations of academic and professional
success. There is no history of prior mental health issues.

Provisional Assessment: Adjustment Disorder with Depressed Mood, possibly features of mild
burnout related to academic stress and future uncertainty.

INITIAL PHASE

The initial phase focused on establishing a strong therapeutic rapport with Rohan. This
involved creating a safe, non-judgmental space for him to openly express his feelings and
concerns. The therapist actively listened and validated his experiences, acknowledging the
pressures and competitive nature of his academic environment. Psychoeducation about the
common challenges faced by final-year students, such as increased academic workload, anxiety
about career prospects, and the pressure of peer comparison, was provided to normalize his
feelings of dejection.

Rohan was encouraged to share his experiences of initial enthusiasm and engagement in
computer science to reconnect with his intrinsic motivation. The therapist explored his values
and interests within the field to identify potential areas for renewed focus and engagement. A
collaborative approach was adopted to understand his perspective on the factors contributing to
his current feelings.

A preliminary problem list was created, including:

1. Decreased motivation and apathy towards studies.

2. Feelings of stagnation and lack of intellectual stimulation in the current curriculum.
3. Anxiety and self-doubt stemming from comparison with peers.
4. Uncertainty and worry about future career prospects.
5. Reduced engagement in extracurricular activities and social interactions.

Based on this, initial therapeutic goals (short-term) were identified:

1. To reduce feelings of dejection and increase overall mood.

2. To identify specific areas within computer science that still resonate with Rohan’s interests.
3. To develop strategies for managing negative thoughts related to peer comparison.
4. To explore resources for career guidance and skill development within Roorkee.
5. To encourage gradual re-engagement in activities that previously brought him enjoyment.
Rohan was informed about the process of therapy, emphasizing its collaborative nature and the
importance of his active participation. He was also encouraged to maintain a thought diary to
track his negative thoughts and associated feelings, which would be discussed in subsequent
sessions.

MIDDLE PHASE

The middle phase involved a more in-depth exploration of Rohan’s negative thought patterns
and core beliefs related to his academic abilities, career prospects, and self-worth. Cognitive
restructuring techniques were employed to challenge and reframe these negative thoughts. For
instance, Rohan’s tendency to compare himself unfavorably to his peers was addressed by
focusing on his individual strengths, past achievements, and the unique trajectory of his
academic and career journey. He was encouraged to focus on his personal growth rather than
external validation.

Activity scheduling was used to gradually reintroduce activities that Rohan previously enjoyed,
such as coding for personal projects or participating in online technology forums. This aimed to
counteract his feelings of apathy and increase his sense of accomplishment and pleasure. He
was also encouraged to connect with faculty members or alumni in his field whose work
inspires him, potentially opening up new avenues for exploration and mentorship.

Given Rohan’s concerns about the curriculum, the therapist facilitated a discussion about
identifying specific areas of interest within computer science that he might want to pursue
independently or through elective courses/online platforms. Exploring potential avenues for
internships or projects that align with his passions was also discussed.

Strategies for managing academic stress, such as time management techniques, breaking down
large tasks into smaller, manageable steps, and prioritizing self-care activities, were introduced.
Rohan was also encouraged to utilize the support systems available on campus, such as
academic advisors and career counseling services.

Communication skills and assertiveness training were incorporated to help Rohan express his
needs and concerns effectively with peers and potentially with faculty members if he felt the
need for more practical learning opportunities.

The therapist also helped Rohan explore his expectations regarding his final year and post-
graduation plans, encouraging a more realistic and flexible approach rather than rigid
adherence to a particular outcome.

TERMINAL PHASE

The terminal phase was initiated as Rohan reported a significant reduction in his feelings of
dejection and an increase in his motivation and engagement. He expressed feeling more
optimistic about his future prospects and reported a renewed interest in specific areas within
computer science. He had started working on personal coding projects and felt more connected
to his peers.

The focus shifted towards consolidating the progress made and developing relapse prevention
strategies. Rohan was reminded of the cognitive and behavioral techniques he had learned to
manage negative thoughts and stress. He was encouraged to continue utilizing the thought diary
and activity scheduling as needed.
The therapist and Rohan collaboratively reviewed his initial goals, and it was evident that
significant progress had been made in addressing most of them. He felt more confident in his
ability to manage academic pressures, navigate peer comparisons, and proactively explore
career opportunities.

Rohan was also encouraged to identify and utilize his support systems, including his family and
friends, and to seek professional help again if he experienced a recurrence of his feelings of
dejection. The importance of self-compassion and self-acceptance was emphasized.

OUTCOME/ FOLLOW UP

Rohan reported a subjective improvement of approximately 75-80% in his overall mood and
motivation levels. He demonstrated increased engagement in his studies and had started
exploring potential career paths with more enthusiasm. He also reported feeling less affected by
peer comparisons and more focused on his personal goals. Rohan successfully completed his
B.Tech degree. He attended a follow-up session one month after the end of formal counseling,
reporting that he was maintaining the progress he had made and felt equipped to handle future
challenges. He secured a job offer in a field that aligned with his renewed interests and
expressed gratitude for the support he received during the counseling process. No further
follow-up was deemed necessary.
 CASE – 3

CASE OF CYBER ADDICTION

 INTAKE INFORMATION

Name: Mr. Rohan Verma

Age: 18 Yrs

Gender: Male

Educational Qualification: 1st Year B.Tech (Chemical Engineering)

Marital status: Single

Whether client stays with parents: No (stays in hostel)

Whether have any siblings, if so how many: One younger sister

What is the position of the client in the family: Elder

Anyone in the family having conflicts: No

Anyone in the family is suffering/has suffered from any physical disorders: No

Presenting problem: “I find myself spending an excessive amount of time online, mostly on
social media and online games. It started as a way to relax and connect with friends, especially
after the transition to university, but now it feels uncontrollable. This habit has led to me
neglecting my studies, feeling tired most of the time, and I've recently been experiencing
frequent headaches.”

Precipitating Factor: Transition to university life and hostel accommodation.

Duration of problem: Approximately 6 months

Any counseling taken: No

How intense is the problem and how does it affect the client?

 Has to take leave from work place/school/college - No (but missing classes or not attending
properly)
 Cannot carry on even the routine work - No (managing basic self-care but struggling with
studies)
 Does not want to do anything - Yes (prefers online activities over studying or other productive
tasks)

Interview with family members/spouse/the concerned person:

Interview of Mother (Telephonic):

Name: Mrs. Sunita Verma

 Age: 45 Yrs

Sex: Female

Relationship: Mother

Mrs. Verma reported that Rohan was always a bright student in school. She mentioned noticing
a change in him since he started university. He spends a lot of time on his phone whenever he
comes home for breaks and seems preoccupied with online activities. His academic
performance in the first semester was lower than expected, and he often mentions feeling tired.
She is concerned about his well-being and his ability to focus on his studies in a demanding
program like Chemical Engineering.

Relationship

Patient’s relationship with family members:

 With Mother - Good and supportive

 With Father - Good and understanding
 With Sister - Cordial

Educational history

 In School/College: Initially adjusted well to the university environment but increasingly relies
on online resources for assignments, sometimes at the expense of attending lectures or
engaging in deeper learning.
 How is the client in studies and academic performance? Below expected potential in the first
semester.
 Does the client come up to the expectations of parents and teachers? No, parents had higher
expectations based on his school performance.
 How has the performance been over the years? Good in school.
 Do they find there is sudden deterioration in studies and academic performance? Yes,
noticeable in the first semester of university.

Establish Rapport

Appearance

 Age : 18 years
 Sex : Male
 Hygienic: Yes

Movement and Behavior

 Client’s gait : Normal

 Posture : Appeared slightly restless and fidgety, especially when talking about his internet use.
 Eye Contact : Made consistent eye contact.
 Facial expression : Calm but slightly concerned.

Speech

 The volume of the person’s voice: Average

 The rate or speed of speech: Normal
 The length of answers to questions: Provided detailed answers when comfortable but could be
brief when discussing his internet usage.
 The appropriateness of the answers: Appropriate
 Clarity of the answers and similar characteristics: Clear

Thought Content:

After establishing rapport and observing the client's appearance, it is evident that Rohan is
aware of his excessive internet use and its negative consequences, particularly the headaches
and impact on his studies. He seems somewhat conflicted, recognizing the problem but
struggling to control it.

SESSION CONTENT

Client’s Name: Mr. Rohan Verma

Interview No: 03

Date: 09/06/2025

Session No: 1

Time: 4 PM

Purpose of the Interview: To understand the extent of the client’s cyber addiction and its
impact on his life, particularly his academic performance and physical well-being.

The client, Mr. Rohan Verma, arrived for the session on time. I greeted him and invited him to
take a seat, ensuring he felt comfortable. I inquired if he had any difficulty locating the center
and offered him a glass of water.

Client’s Appearance: Rohan was dressed casually and appeared neat. However, he seemed a
bit tired and mentioned having a slight headache before the session.

I began by reiterating the confidentiality of our sessions to create a safe and trusting
environment for Rohan to share his experiences openly. I acknowledged the courage it takes to
recognize a problem and seek help. Rohan then started to describe his internet usage patterns.

Rohan explained that since starting his B.Tech in Chemical Engineering, his internet usage has
significantly increased. He primarily spends his time on social media platforms like Instagram
and YouTube, and also engages in online gaming for several hours each day. He mentioned
that initially, it was a way to cope with being away from home and to connect with new friends
and old classmates. However, it has now become a habitual routine, often extending late into
the night and interfering with his sleep schedule.

He reported spending around 6-8 hours daily on the internet, sometimes even more, especially
on weekends. This has led to him feeling constantly fatigued and struggling to concentrate
during lectures and study sessions. He admitted to missing some morning classes due to lack of
sleep and not being able to focus effectively on his assignments and coursework. He mentioned
that he often feels the urge to check his phone for notifications even when he knows he should
be studying.

Rohan also shared that he has recently been experiencing frequent headaches, which he
suspects are related to prolonged screen time. He acknowledged that his parents are concerned
about his academic performance, which was lower than expected in the first semester. He feels
guilty about not focusing on his studies but finds it difficult to resist the urge to go online.

Problem according to counselor point of view: Cyber Addiction / Process Addiction

In this initial session, we started to explore the patterns and triggers of Rohan’s internet use.
We discussed the concept of process addiction, explaining that behaviors, like internet use, can
become addictive even without the involvement of substances. The rewarding and stimulating
nature of online activities can lead to compulsive engagement, similar to substance addiction. 1

We touched upon how the transition to university and hostel life might have created a void that
he initially filled with online activities, which then escalated into an unhealthy habit.

End of the session: Rohan, today we’ve started to understand the patterns of your internet
usage and how it’s impacting different aspects of your life, including your studies and health.
In our next session, we will delve deeper into the specific triggers and underlying reasons for
this excessive usage and begin to explore strategies for managing it more effectively.

My Observation: Rohan presents with a clear awareness of his problematic internet use and its
negative consequences. He demonstrates a willingness to acknowledge the issue and seek help.
The transition to university life appears to be a significant contributing factor.

Plan of action: Continue to explore the triggers and underlying needs driving Rohan’s cyber
addiction. Implement behavioral strategies like time management, setting limits on internet use,
and identifying alternative offline activities. Psychoeducation on the effects of excessive screen
time and the nature of addiction will be provided. Family involvement in future sessions might
also be beneficial.

Today’s session was able to achieve the purpose with which it started.
 CASE – 4
CASE OF CHEMICAL ABUSE
 INTAKE INFORMATION

Name: Mr. Rohan Agrawal

Age: 23 yrs

Gender: Male

Educational Qualification: 1st Year M.Tech (Chemical Engineering), Roorkee

Occupation: Student

Marital status: Single

Whether client stays with parents: No (stays in hostel)

Whether have any siblings, if so how many: One younger brother.

What is the position of the client in the family: Eldest

Anyone in the family having conflicts: None reported

Anyone in the family is suffering/has suffered from any physical disorders: No

Any counseling taken: No

How intense is the problem and how does it affect the client?

 Has to take leave from work place/school/college : No (currently attending classes but with
reduced focus)
 Cannot carry on even the routine work: Yes (struggling with coursework, research, and
maintaining a regular schedule)
 Does not want to do anything: Yes (prefers substance use over academic responsibilities and
social engagement)

Interview with family members/spouse/the concerned person:

Interview of Father (Telephonic):

Name: Mr. Suresh Agrawal

Age: 52 Yrs

Sex: Male

Relationship: Father
 Mr. Agrawal reported that Rohan was a dedicated and high-achieving student throughout his
undergraduate studies. He expressed concern about Rohan's recent change in behavior, as
reported during phone calls and infrequent visits home. He has noticed Rohan sounding
increasingly withdrawn and has learned from Rohan's roommate about occasional late nights
and Rohan seeming unwell. Mr. Agrawal is worried about the potential impact on Rohan's
academic performance in the demanding M.Tech program and fears he might be struggling
with stress.

Relationship

Patient’s relationship with family members:

 With mother: Mother passed away during client's undergraduate years.

 Father: Generally respectful but somewhat distant relationship, especially since his mother's
demise.
 Brother: Good, maintains regular contact.
 With friends: While he has acquaintances in the program, he doesn't have a close-knit group of
friends on campus he feels deeply connected to. He tends to socialize more with individuals
outside the academic environment.
 With neighbors: Minimal interaction due to hostel living.

Educational History

 In school/College (Undergraduate): Consistent academic performer throughout his

undergraduate studies in Chemical Engineering at a recognized institution.
 In College (Postgraduate): Performance in the first semester of M.Tech has been below his
potential, with some assignments submitted late or of lower quality.
 How is the client in studies and academic performance? Currently struggling, especially with
the advanced coursework and research expectations of the M.Tech program.
 Does the client come up to the expectations of parents and teachers? Not currently, his father
had high hopes for his postgraduate studies.
 How has the performance been over the years? Good overall, with a noticeable decline in the
current semester.
 Do they find that there is sudden deterioration in studies and academic performance? Yes, a
marked difference compared to his undergraduate record.
 Have they received any complaints from the college authorities regarding the client’s
performance? No formal complaints yet, but a faculty advisor noticed his reduced engagement
in discussions.
 Since when have they noted that the client is not the same in regard to academics as he/she used
to be? Approximately 2-3 months into the program.
 Had they done anything about it so far? If so what? His brother has had several conversations
with him, trying to understand if he's facing any difficulties with the course or adjusting to the
new environment.
 After their efforts had there been any improvement? Minimal improvement reported.

Establish Rapport
 Appearance

 Age : 23 yrs
 Sex : Male
 Hygienic : Yes

Movement and Behavior

 Client’s gait : Normal

 Posture: Appeared somewhat lethargic and withdrawn.
 Eye contact: Tended to avoid direct eye contact, looking down or away frequently.
 Facial expression: Seemed subdued and slightly anxious.

Speech

 The volume of the person’s voice: Soft

 The rate or speed of speech: Slow and hesitant
 The length of answers to questions: Brief and monosyllabic responses were common.
 The appropriateness of the answers: Generally appropriate, but lacked elaboration.

Thought content:

After establishing rapport, it appears that Rohan is experiencing significant stress and pressure
related to his M.Tech program. He seems to be using substances (implied as "chemical abuse"
but unspecified) as a maladaptive coping mechanism to deal with the demands of the program,
feelings of inadequacy, and perhaps unresolved grief related to his mother's passing. He may
also be experiencing feelings of isolation and a lack of strong support systems at the university.

SESSION CONTENT

Client’s name: Rohan Agrawal

Interview No: 02

Date: 10-06-2025

Session No: 1

Time: 2 PM

Purpose of the interview: To gather a detailed case history and understand the nature and
extent of Rohan's struggles within his M.Tech program, including the potential use of
substances.

The client, Rohan Agrawal, came for the session at the scheduled time. I greeted him and
invited him to sit down in a comfortable chair. I inquired about his experience finding the
counseling center within the Roorkee campus and offered him a glass of water.
The Client’s appearance: Rohan was casually dressed but appeared somewhat disheveled.

I began by explaining the confidential nature of our sessions and assured him that he could
speak freely without judgment. I acknowledged that pursuing a postgraduate degree at a
prestigious institution like Roorkee can be challenging and expressed my willingness to help
him navigate any difficulties he might be facing.

Rohan began to speak hesitantly about his experience in the M.Tech program. He mentioned
that the coursework is much more demanding than his undergraduate studies, and he feels
overwhelmed by the depth and complexity of the subjects. He also expressed concerns about
his ability to handle the research component of the program.

When asked about his coping mechanisms, Rohan was initially evasive but eventually admitted
to using substances (without specifying which ones) occasionally to help him relax and manage
stress, particularly when feeling overwhelmed with his studies or experiencing difficulty
sleeping. He stated that it started a few months into the program and has become more frequent
recently. He acknowledged that it might be affecting his focus and motivation but feels it
provides temporary relief from the pressure.

He also touched upon feeling somewhat isolated on campus. While he has classmates, he
doesn't have a strong support system of close friends he can confide in. He mentioned missing
his family and the support he received from his mother before her passing. He alluded to
feeling a sense of pressure to live up to his father's expectations, which adds to his overall
stress.

End of the session: Rohan, thank you for sharing this with me today. It takes courage to talk
about these challenges. We've begun to understand the pressures you're facing in your M.Tech
program and the ways you've been trying to cope. In our next session, we can explore these
issues in more detail, including the specific stressors, the patterns of your substance use, and
healthier coping strategies.

Problem: “I feel completely overwhelmed by this program. I don’t know if I’m good enough.
Sometimes I just need something to take the edge off the stress.” (Implied substance use as a
coping mechanism).

My observation: Rohan appears to be struggling significantly with the demands of his M.Tech
program and is using substances as a way to cope with the stress, anxiety, and potential feelings
of inadequacy. The lack of a strong support system on campus and possible unresolved grief
over his mother's death may be contributing factors.

Plan of action: Further explore the nature and frequency of Rohan's substance use, identify
specific triggers and stressors related to his academic program, and assess for any underlying
mental health concerns such as anxiety or depression. Develop healthier coping strategies and
connect him with support resources within Roorkee, such as academic advisors and mental
health services. Family involvement might also be considered later in the process.

Today’s session was able to achieve the purpose with which it started.
 CASE – 5
CASE OF CULTURAL ADJUSTMENT STRESS
 INTAKE INFORMATION

Name: Mr. Jian Li (Name changed for anonymity)

Age: 23 Yrs

Gender: Male

Educational Qualification: 1st Year M.Sc. (Physics)

Marital status: Single

Whether client stays with parents: No (stays in hostel)

Whether have any siblings, if so how many: One younger sister

What is the position of the client in the family: Elder

Anyone in the family having conflicts: No

Anyone in the family1 has suffered from any physical disorders: No

Any counseling taken: No

Presenting problem: “I am finding it difficult to adjust to the culture and environment here at
Roorkee. The social customs are different from what I am used to, and I sometimes feel lost
and misunderstood. It’s also challenging to follow the lectures sometimes due to the language
nuances. I feel isolated and anxious.”

Precipitating factor if any: Transitioning from a different cultural background (e.g., from a
different part of India or an international student) to the specific social and academic culture of
Roorkee. Differences in communication styles, social norms, and potentially language accents
are contributing factors.

Duration of problem: Approximately 2 months since the beginning of the postgraduate

program.

Any counseling taken: No

How intense is the problem and how does it affect the client?

 Has to take leave from work place/school/college - No (attending classes but with significant
difficulty in engagement).
 Cannot carry on even the routine work - No (managing basic self-care but experiencing low
mood, anxiety, and difficulty concentrating on studies).
 Does not want to do anything - Partially. Jian reports a lack of motivation to participate in
social activities and prefers to spend time alone, but he is still trying to keep up with his
academic work.

Interview with family members/spouse/the concerned person:

 Interview of Younger Sister (Via Email):

Name: Ms. Mei Li (Name changed for anonymity)

Age: 20 Yrs

Sex: Female

Relationship: Younger Sister

Mei Li reported that Jian seemed excited but also nervous before leaving for Roorkee. In his
recent emails, she has noticed a more subdued tone. He mentions feeling lonely and finding it
hard to connect with other students. He has also hinted at some difficulties in understanding
certain aspects of the local communication and customs. She is worried about his well-being
and adjustment.

Relationship

Patient’s relationship with family members:

 With Mother - Very close and supportive relationship (communicates frequently online).
 With Father - Respectful and encouraging relationship (communicates regularly).
 With Younger Sister - Cordial and supportive relationship (maintains regular contact via
email).

Educational History

 In School/College (Undergraduate): Excellent academic record in Physics from a reputable

university in his home region/country.
 In College (Postgraduate): Finding the initial few months of the M.Sc. Physics program
challenging, particularly in terms of social integration and fully understanding all nuances in
lectures and discussions. Academic performance is currently satisfactory but requires
significant effort.
 How is the client in studies and academic performance? Performing adequately but with
considerable effort and feelings of being slightly behind his peers at times.
 Does the client come up to the expectations of parents and teachers? Parents are supportive and
understanding of the challenges of cultural adjustment. Faculty are unaware of the extent of his
social difficulties.
 How has the performance been over the years? Excellent prior to joining Roorkee.
 Do they find there is sudden deterioration in studies and academic performance? No significant
deterioration yet, but there is concern about the long-term impact of his social isolation and
anxiety.

Establish Rapport

Appearance

 Age : 23 years
 Sex : Male
 Hygienic: Yes

Movement and Behavior

 Client’s gait : Normal

 Posture: Appeared somewhat reserved and slightly tense.
 Eye contact: Made polite but somewhat hesitant eye contact.
 Facial expression: Expressed mild anxiety and a hint of sadness.

Mood: Predominantly anxious and slightly depressed, with feelings of isolation and being
misunderstood.

Speech

 The volume of the person’s voice: Soft and polite.

 The rate or speed of speech: Measured and thoughtful, with occasional pauses to find the right
words (possibly due to language nuances).
 The length of answers to questions: Provided concise and thoughtful answers, indicating a
desire to communicate effectively.
 The appropriateness of the answers: Appropriate
 Clarity of the answers and similar characteristics: Generally clear, but sometimes with slight
hesitation or indirectness, possibly reflecting cultural communication differences.

Thought content:

Jian is experiencing cultural adjustment stress, feeling isolated due to differences in social
customs and communication styles. He is finding it challenging to fully integrate into the social
fabric of Roorkee and is also facing some difficulties in completely grasping the nuances of
the language used in lectures and informal interactions. This is leading to feelings of anxiety,
loneliness, and a sense of being overwhelmed in a new environment.

SESSION CONTENT

Client’s Name: Mr. Jian Li

Interview No: 05

Date: 15-06-2025

Session No.: 1

Time: 11:30 AM

Purpose of the Interview: To understand the specific cultural adjustment challenges Jian is
facing at Roorkee and assess the impact on his emotional and academic well-being.
Jian arrived promptly for his session. I greeted him with a welcoming smile and offered him a
seat, acknowledging that moving to a new place with a different culture can present unique
challenges. I assured him that our sessions would provide a safe and confidential space to
discuss his experiences.

Client’s Appearance: (Described above)

I began by inviting Jian to share his experiences of adjusting to Roorkee. He explained that
while he finds the academic program in Physics stimulating, he is struggling with the social and
cultural aspects of university life here. He mentioned that some of the social customs and
norms are different from what he is accustomed to, leading to feelings of awkwardness and
uncertainty in social interactions.

Jian also pointed out that sometimes he misses subtle nuances in the language during lectures
and informal conversations, which can make it challenging to fully understand everything and
participate confidently. He feels that this language barrier, coupled with the cultural
differences, contributes to his feelings of isolation and makes it difficult to form close
friendships with his peers. He spends a significant amount of time alone in his room, feeling
homesick and missing the familiar cultural environment of his home.

Problem according to counselor point of view: Cultural Adjustment Stress, Social Isolation,
and mild Language-related Communication Challenges in a new academic environment.

In this initial session, we focused on identifying the specific cultural differences Jian is finding
challenging and the situations where he feels most isolated. We also discussed his efforts to
connect with others and any perceived barriers he has encountered.

End of the session: Jian, thank you for sharing your experiences so openly with me today. It’s
understandable that adjusting to a new culture and environment takes time and can be
challenging. We’ve made a good start in identifying the specific areas where you’re facing
difficulties. In our next session, we can explore strategies for navigating these cultural
differences, improving your comfort level in social situations, and finding ways to build
connections within the university community.

My observation: Jian is experiencing significant cultural adjustment stress leading to social

isolation and some communication challenges. He is motivated to adjust but needs support and
guidance in navigating the new cultural landscape.

Plan of action: Explore specific cultural differences that Jian is finding challenging and
provide psychoeducation on cultural adjustment. Develop strategies for improving his comfort
level in social situations, including initiating conversations and understanding social cues.
Encourage him to participate in cultural exchange events or connect with other students from
similar backgrounds (if applicable) or those interested in cross-cultural exchange. Address any
underlying anxiety related to social interactions and communication.

Today’s session was able to achieve the purpose with which it started.
 CASE – 6
CASE OF PARENTS COUNSELLING
 INTAKE INFORMATION

Name: Mr. Aravind & Mrs. Priya Kumar (Parents of Rohan Kumar)

Age: Mr. Kumar - 50 Yrs, Mrs. Kumar - 47 Yrs

Gender: Male (Mr. Kumar), Female (Mrs. Kumar)

Education qualification: Mr. Kumar - Bachelor of Engineering, Mrs. Kumar - Bachelor of Arts

Marital status: Married

Whether client (student) stays with parents: No (stays in hostel at Roorkee)

Position of the client (student) in the family: Elder of two children

Anyone in the family having conflict: Yes, between the parents regarding Rohan's future

Anyone in the family has suffered from any physical disorder: No

Presenting problem: Mr. and Mrs. Kumar sought counseling due to differing opinions and
resulting conflict regarding their son, Rohan's, career path after completing his B.Tech in Civil
Engineering. Mr. Kumar envisions Rohan pursuing a stable government job in a public sector
undertaking, while Mrs. Kumar believes Rohan should explore opportunities in the private
sector, possibly leading to more innovative roles and potentially higher earning potential in the
long run.

Precipitating factor if any: Rohan is in his final year and approaching graduation, making the
decision about his immediate career crucial. Mr. Kumar is emphasizing the security and
prestige of government jobs, while Mrs. Kumar highlights the growth opportunities and
dynamic nature of the private sector. This difference in opinion has led to frequent arguments
and tension between them.

Duration of problem: Approximately 2 months, intensifying as graduation nears.

Any counseling taken: No

How intense is the problem and how does it affect the client (indirectly)?

 Has to take leave from work place/school/college - No (Parents are working professionals;
Rohan is at )
 Cannot carry on even the routine work - No (Parents are managing their daily routines, but
there is significant emotional distress)
 Does not want to do anything - Mrs. Kumar reports feeling emotionally drained and less
motivated in her daily activities due to the ongoing conflict. Mr. Kumar appears more rigid and
focused on his viewpoint.

Interview with the family members/spouse/the concerned person: Attended by both

parents, Mr. Aravind and Mrs. Priya Kumar.
 Relationship:

Patient’s relationship with the family members (as reported by parents):

 With Mother - Good and open communication, Rohan often shares his perspectives and
feelings with her.
 With Father - Respectful but slightly formal relationship. Rohan tends to be more reserved and
less expressive of his personal feelings with his father.
 With Younger Sibling (sister) - Not mentioned as a direct part of the current conflict.

Educational History (of Rohan, the student):

 In School/College: Rohan has been a consistently good student, securing admission to the
B.Tech Civil Engineering program at Roorkee.
 How is the client in studies and academic performance? Reportedly doing well in his final year,
maintaining a good academic standing.
 Does the client come up to the expectations of parents and teachers? Yes, Rohan has generally
met the academic expectations of both.
 How has the performance been over the years? Consistent good performance throughout his
academic career.
 Do they find there is sudden deterioration in studies and academic performance? No, Rohan’s
academic performance remains stable.

Establish Rapport

Appearance (of parents):

 Mr. Kumar: Dressed formally, appeared somewhat tense and concerned.

 Mrs. Kumar: Dressed neatly, seemed more visibly worried and emotionally fatigued.

Movement and Behavior (of parents):

 Mr. Kumar’s posture: Sat upright and maintained a formal demeanor.

 Mrs. Kumar’s posture: Appeared more restless, occasionally shifting in her seat and making
more hand movements.
 Eye Contact: Mr. Kumar maintained good eye contact, while Mrs. Kumar's eye contact
fluctuated, sometimes looking down when discussing the conflict.
 Facial expression: Mr. Kumar displayed a serious and determined expression, while Mrs.
Kumar appeared anxious and somewhat sad.

Mood (of parents): Mr. Kumar seemed firm in his beliefs, while Mrs. Kumar expressed
feelings of frustration and worry about the impact of their disagreement on Rohan.

Speech (of parents):

 The volume of the person’s voice: Mr. Kumar spoke in a moderate and assertive tone, while
Mrs. Kumar’s voice was softer and sometimes wavered slightly.
 The rate or speed of speech: Mr. Kumar spoke at a steady pace, while Mrs. Kumar tended to
speak more quickly when expressing her concerns.
 The length of answers to questions: Both parents provided detailed responses, often interjecting
to share their perspectives.
 The appropriateness of the answers: Both parents answered appropriately to the questions
asked.
 Clarity of the answers and similar characteristics: Both were generally clear, although their
differing viewpoints sometimes led to them contradicting each other.

Thought Content (Counselor's assessment of parents):

Mr. Kumar firmly believes that a government job offers the best security and stability for
Rohan's future, reflecting his own values and perhaps past experiences. He might be concerned
about the perceived instability of the private sector. Mrs. Kumar, on the other hand, seems to
prioritize Rohan's potential for growth, innovation, and financial success in the private sector,
possibly reflecting a more modern outlook or aspirations for her son's career. Both parents
appear to be motivated by a desire for their son's well-being but have conflicting ideas about
how to achieve that.

SESSION CONTENT

Client’s Name: Mr. Aravind & Mrs. Priya Kumar (Parents of Rohan Kumar)

Interview No: 01

Date: 10-06-2025

Session No.: 1

Time: 10:00 AM

Purpose of the Interview: To understand the differing perspectives of Mr. and Mrs. Kumar
regarding their son Rohan’s career path and facilitate a constructive dialogue between them.

Mr. and Mrs. Kumar entered the counseling room. I greeted them warmly and invited them to
sit down. I acknowledged that it takes courage and commitment to seek counseling and
expressed my willingness to help them work through their current disagreement regarding
Rohan's future.

Client’s Appearance: (Described above)

I began by reiterating the confidential nature of our conversation and emphasized that the goal
of the session was to create a space where both of them could express their concerns and
aspirations for Rohan openly and respectfully. I invited them to share their individual
perspectives on Rohan's career options after graduation. Mr. Kumar initiated the discussion,
stating his strong preference for Rohan to secure a government job. He emphasized the job
security, benefits, and the stable career progression offered by public sector undertakings in the
civil engineering field. He expressed concern about the perceived uncertainty and potential
volatility of the private sector.
Mrs. Kumar then shared her viewpoint, expressing her belief that Rohan should explore
opportunities in the private sector. She highlighted the potential for innovation, diverse roles,
and faster career growth often available in private companies. She also mentioned the
possibility of Rohan earning a higher salary in the long run, which could contribute to a more
comfortable and fulfilling life. She expressed concern that a government job might limit
Rohan's potential and not fully utilize his skills and talents acquired at Roorkee.

Throughout the session, both parents expressed their love and concern for Rohan's future,
making it clear that their differing opinions stemmed from a shared desire for his success and
well-being. However, their communication during the session revealed a pattern of interrupting
each other and focusing on defending their own viewpoints rather than truly listening to and
understanding the other's perspective.

We discussed the potential impact of their ongoing conflict on Rohan, noting that it might be
causing him stress and confusion as he approaches a crucial decision in his life.

Problem from the counselor’s point of view: Interparental conflict due to differing
expectations and aspirations for their son's career path, leading to communication breakdown.

It was conveyed to Mr. and Mrs. Kumar that while their desires for Rohan’s future are valid,
their current conflict might be counterproductive. The importance of open and respectful
communication, active listening, and trying to understand each other’s underlying concerns was
highlighted.

The counselor encouraged them to consider Rohan's interests, strengths, and aspirations as
central to the decision-making process, rather than solely focusing on their individual
preferences.

End of the session: Mr. and Mrs. Kumar, today we've had an opportunity to hear both of your
perspectives on Rohan's career path. It's clear that you both care deeply about his future. In our
next session, we can explore your underlying concerns in more detail and work on developing
more effective communication strategies to reach a mutually agreeable decision that also takes
Rohan's input into account.

My observation: Both Mr. and Mrs. Kumar are well-intentioned parents who have differing
beliefs about what constitutes the best career path for their son. Their communication is
currently characterized by a lack of active listening and a strong focus on advocating for their
own viewpoint.

Plan of Action: Continue counseling sessions with both parents, focusing on improving their
communication skills, exploring their underlying values and fears related to Rohan's career, and
facilitating a discussion that includes Rohan's preferences and aspirations. Explore the pros and
cons of both government and private sector options in the field of civil engineering to provide
them with more objective information.

Today’s session was able to achieve the purpose with which it started.
 CASE – 7
CASE OF PERFORMANCE ANXIETY
 INTAKE INFORMATION

Name: Ms. Neha Verma

Age: 20 Yrs

Gender: Female

Educational Qualification: 3rd Year B.Tech (Electrical Engineering)

Marital status: Single

Whether client stays with parents: No (stays in hostel)

Whether have any siblings, if so how many: One younger brother

What is the position of the client in the family: Elder

Anyone in the family having conflicts: No

Anyone in the family1 has suffered from any physical disorders: No

Any counseling taken: No

Presenting problem: “I’ve been feeling extremely anxious and stressed about the upcoming
placement season. I constantly worry about not getting a good job, despite doing well
academically so far. The pressure from peers and the fear of failure are overwhelming, and I
find it hard to focus on my studies because of this constant worry.”

Precipitating factor if any: The imminent start of the placement process on campus, with many
seniors already having secured offers, triggering comparison and self-doubt.

Duration of problem: Approximately 1 month, intensifying as the placement season

approaches.

Any counseling taken: No

How intense is the problem and how does it affect the client?

 Has to take leave from work place/school/college - No (attending classes but with significant
distress)
 Cannot carry on even the routine work - No (managing basic routines but struggling with
focused studying and concentration)
 Does not want to do anything - Partially, Neha reports a lack of motivation for activities she
usually enjoys due to the constant anxiety.

Interview with family members/spouse/the concerned person:

 Interview of Father (Telephonic):

Name: Mr. Rajesh Verma

Age: 51 Yrs

Sex: Male

Relationship: Father

Mr. Verma reported that Neha has always been a bright and dedicated student. He has noticed
her sounding increasingly stressed and worried during their phone conversations. She talks a lot
about the pressure of placements and seems very concerned about not meeting expectations. He
mentioned that Neha was generally confident but has become unusually anxious in the past few
weeks.

Relationship

Patient’s relationship with family members:

 With Mother - Good and supportive

 With Father - Good and understanding
 With Younger Brother - Cordial

Educational History

 In School/College: Consistent high academic achiever throughout school and has maintained a
good GPA in her Electrical Engineering program at Roorkee.
 How is the client in studies and academic performance? Currently, she is finding it difficult to
concentrate and perform at her usual level due to anxiety.
 Does the client come up to the expectations of parents and teachers? Yes, generally she has.
 How has the performance been over the years? Excellent throughout her academic career.
 Do they find there is sudden deterioration in studies and academic performance? Yes, a
noticeable decline in focus and productivity in the last month.

Establish Rapport

Appearance

 Age : 20 years
 Sex : Female
 Hygienic: Yes

Movement and Behavior

 Client’s gait : Normal

 Posture: Appeared tense and fidgety, often tapping her fingers.
 Eye contact: Made good eye contact but occasionally seemed distracted by her thoughts.
 Facial expression: Expressed worry and anxiety.

Mood: Predominantly anxious, with feelings of worry and apprehension.

Speech

 The volume of the person’s voice: Moderate, sometimes slightly higher pitched when
expressing anxiety.
 The rate or speed of speech: Normal to slightly fast when discussing her worries.
 The length of answers to questions: Provided thoughtful answers but often returned to the topic
of placement anxiety.
 The appropriateness of the answers: Appropriate
 Clarity of the answers and similar characteristics: Clear

Thought content:

Neha is experiencing significant performance anxiety related to placements. Her thoughts are
dominated by fears of failure, not getting a good job, and disappointing her family and herself.
She is likely comparing herself to her peers and focusing on potential negative outcomes rather
than her strengths and past achievements.

SESSION CONTENT

Client’s Name: Ms. Neha Verma

Interview No: 04

Date: 11-06-2025

Session No.: 1

Time: 11:00 AM

Purpose of the Interview: To understand the nature and intensity of Neha’s placement-related
anxiety and identify contributing factors.

Neha arrived for her session on time. I greeted her and offered her a seat. I acknowledged that
the placement season at Roorkee can be a stressful period and assured her that we would work
together to address her anxieties.

Client’s Appearance: Neha appeared well-groomed but seemed visibly worried and slightly
restless.

I began by creating a safe and supportive environment, emphasizing the confidentiality of our
sessions. I encouraged her to share her feelings and concerns openly. Neha explained that the
pressure of placements has become overwhelming. She constantly thinks about the selection
processes, interviews, and the possibility of not securing a desirable job offer. She feels
immense pressure to perform well and worries about the future.
She mentioned that seeing her seniors and peers talk about their interviews and offers triggers
significant anxiety and makes her question her own preparedness and abilities. She is
concerned about living up to the expectations of her parents, who have supported her education.
This constant worry is making it difficult for her to focus on her coursework in her final year.
She finds herself easily distracted and less motivated to study.

Problem according to counselor point of view: Performance Anxiety, specifically related to

job placements.

In this initial session, we began to explore the specific triggers for Neha's anxiety and the
negative thought patterns fueling her worries. We discussed how comparison with peers and
fear of the unknown future can contribute to such intense anxiety.

End of the session: Neha, thank you for sharing your feelings with me today. It's
understandable to feel anxious during this crucial time. We've started to identify the sources of
your anxiety. In our next session, we will focus on identifying and challenging these negative
thoughts and developing coping strategies to manage your anxiety more effectively.

My observation: Neha is experiencing significant performance anxiety related to placements,

which is impacting her focus and well-being. She is aware of her anxiety and is seeking help to
manage it.

Plan of action: Explore Neha’s specific fears and negative thought patterns related to
placements. Implement cognitive restructuring techniques to challenge these thoughts and
develop a more balanced perspective. Teach relaxation techniques and stress management
strategies. Help her focus on her strengths and past achievements. Explore resources available
on campus for placement preparation and career guidance.

Today’s session was able to achieve the purpose with which it started.
 CASE – 8
CASE OF SOCIAL ISOLATION
 INTAKE INFORMATION

Name: Mr. Aditya Reddy

Age: 18 Yrs

Gender: Male

Educational Qualification: 1st Year B.Tech + M.Tech (Dual Degree in Biotechnology)

Marital status: Single

Whether client stays with parents: No (stays in hostel)

Whether have any siblings, if so how many: No (Only child)

What is the position of the client in the family: Only child

Anyone in the family having conflicts: No

Anyone in the family2 has suffered from any physical disorders: No

Any counseling taken: No

Presenting problem: “Since joining Roorkee, I’ve been feeling increasingly lonely and
isolated. I find it difficult to connect with other students, and I don’t have any close friends
here. The campus feels huge, and I often spend most of my time alone in my room. I miss my
friends from back home.”

Precipitating factor if any: The transition to a large and new environment of Roorkee, away
from his established social circle and family support.

Duration of problem: Approximately 3 months since the start of the academic year.

Any counseling taken: No

How intense is the problem and how does it affect the client?

 Has to take leave from work place/school/college - No (attending classes)

 Cannot carry on even the routine work - No (managing basic routines but experiencing low
mood and lack of motivation for extracurricular activities)
 Does not want to do anything - Yes, Aditya reports a lack of interest in social activities and
prefers to stay in his room.

Interview with family members/spouse/the concerned person:

 Interview of Mother (Telephonic):

Name: Mrs. Lakshmi Reddy

Age: 46 Yrs

Sex: Female

Relationship: Mother

Mrs. Reddy reported that Aditya was a sociable and well-liked child in school. She has noticed
him sounding increasingly down and lonely during their phone calls since he joined Roorkee.
He mentions feeling overwhelmed by the size of the campus and finding it hard to make
friends. She is worried about his emotional well-being.

Relationship

Patient’s relationship with family members:

 With Mother - Very close and supportive relationship

 With Father - Good and understanding relationship
 With friends (from before ) - Maintains contact but misses their physical presence and regular
interaction.

Educational History

 In School/College: Good academic record in school and secured admission to the Dual Degree
program in Biotechnology at Roorkee.
 How is the client in studies and academic performance? Currently performing adequately in his
courses but reports a lack of enthusiasm and difficulty focusing at times.
 Does the client come up to the expectations of parents and teachers? Yes, academically he has
been meeting expectations.
 How has the performance been over the years? Consistent good performance.
 Do they find there is sudden deterioration in studies and academic performance? No significant
deterioration reported so far, but there is concern about potential future impact.

Establish Rapport

Appearance

 Age : 18 years
 Sex : Male
 Hygienic: Yes

Movement and Behavior

 Client’s gait : Normal

 Posture: Appeared slightly withdrawn and slumped.
 Eye contact: Made hesitant eye contact, often looking down.
 Facial expression: Expressed sadness and loneliness.

Mood: Predominantly sad and lonely, with feelings of isolation.

Speech

 The volume of the person’s voice: Soft

 The rate or speed of speech: Slow
 The length of answers to questions: Brief and sometimes requiring prompting.
 The appropriateness of the answers: Appropriate
 Clarity of the answers and similar characteristics: Clear

Thought content:

Aditya is experiencing social isolation and loneliness due to the challenges of adjusting to a
new and large university environment. He is missing his established social connections from
home and is struggling to form meaningful relationships with his peers at Roorkee. He may be
feeling overwhelmed and unsure about how to initiate and maintain friendships.

SESSION CONTENT

Client’s Name: Mr. Aditya Reddy

Interview No: 01

Date: 12-06-2025

Session No.: 1

Time: 2:00 PM

Purpose of the Interview: To understand the extent of Aditya’s social isolation and identify
the factors contributing to his feelings of loneliness.

Aditya came to the counseling center for his session. I greeted him and offered him a
comfortable seat. I acknowledged that transitioning to a new university can be challenging and
commended him for seeking support.

Client’s Appearance: Aditya appeared neat but looked sad and somewhat withdrawn.

I began by establishing rapport and assuring Aditya of the confidentiality of our conversations.
I encouraged him to share his experiences openly. Aditya explained that since starting at
Roorkee, he has found it difficult to connect with other students. He feels like an outsider and
hasn't been able to form close friendships like he had back home. He described the campus as
vast and often feels lost in the crowd. He spends most of his free time alone in his hostel room,
feeling lonely and missing his friends.

He mentioned that he tries to interact with classmates during lectures, but these interactions are
mostly limited to academic topics. He feels hesitant to approach others or initiate social
activities. He also feels that the other students have already formed their own groups, making it
harder for him to fit in.

Problem according to counselor point of view: Social Isolation, Adjustment difficulties in a

new environment.

In this initial session, we focused on exploring the specific situations where Aditya feels most
isolated and his previous experiences with forming friendships. We also discussed his interests
and potential avenues for connecting with like-minded individuals on campus.

End of the session: Aditya, thank you for sharing your experiences with me today. It takes
courage to talk about feeling lonely. We’ve started to understand the challenges you’re facing
in connecting with others here. In our next session, we will explore strategies for overcoming
these difficulties and finding ways to build meaningful connections on campus.

My observation: Aditya is experiencing significant social isolation and loneliness, which is

impacting his overall well-being and potentially his academic engagement. He seems motivated
to connect with others but lacks the confidence or skills to do so effectively in this new
environment.

Plan of action: Explore Aditya’s social skills and identify any barriers to forming connections.
Encourage participation in clubs, events, or activities aligned with his interests on campus.
Develop strategies for initiating conversations and building relationships. Address any
underlying social anxiety or lack of confidence.Today’s session was able to achieve the
purpose with which it started.
 CASE – 9
CASE OF ACADEMIC DISHONESTY
 INTAKE INFORMATION

Name: Mr. Varun Sharma

Age: 22 Yrs

Gender: Male

Educational Qualification: 1st Year M.Tech (Computer Science)

Marital status: Single

Whether client stays with parents: No (stays in hostel)

Whether have any siblings, if so how many: One younger brother

What is the position of the client in the family: Elder

Anyone in the family having conflicts: No

Anyone in the family3 has suffered from any physical disorders: No

Any counseling taken: No

Presenting problem: “I’ve been caught plagiarizing in a major project for one of my M.Tech
courses. I’m terrified about the potential consequences, including failing the course or even
being expelled. I know it was wrong, and I regret it deeply, but I panicked due to the pressure
of the deadline.”

Precipitating factor if any: Intense pressure to complete a significant project within a short
timeframe, coupled with feelings of being unprepared and overwhelmed by the complexity of
the task.

Duration of problem: The specific incident occurred recently (within the last week), but Varun
has been experiencing academic stress for the past few weeks leading up to the deadline.

Any counseling taken: No

How intense is the problem and how does it affect the client?

 Has to take leave from work place/school/college - Yes, Varun is finding it very difficult to
focus on his studies or attend classes due to the stress and anxiety.
 Cannot carry on even the routine work - Yes, Varun reports difficulty sleeping, loss of appetite,
and inability to concentrate on anything else.
 Does not want to do anything - Yes, Varun feels overwhelmed and unmotivated to engage in
any academic or social activities.

Interview with family members/spouse/the concerned person:

 Interview of Father (Telephonic):

Name: Mr. Rohan Sharma

Age: 53 Yrs

Sex: Male

Relationship: Father

Mr. Sharma reported that Varun sounded extremely distressed and worried during their recent
phone call. Varun confessed to being caught for plagiarism in his project and is very scared
about the repercussions. Mr. Sharma expressed his disappointment but also concern for Varun’s
mental state.

Relationship

Patient’s relationship with family members:

 With Mother - Good and supportive

 With Father - Respectful and slightly authoritative relationship. Varun is more reserved about
sharing his mistakes with his father.
 With Younger Brother - Cordial

Educational History

 In School/College (Undergraduate): Generally good academic record in his undergraduate

Computer Science program.
 In College (Postgraduate): Initially performed well in his M.Tech program but has been
struggling with the workload in the current semester.
 How is the client in studies and academic performance? Currently experiencing significant
stress and potential academic consequences due to the plagiarism incident.
 Does the client come up to the expectations of parents and teachers? Generally, yes, but this
incident is a significant deviation.
 How has the performance been over the years? Overall good, but with recent struggles in the
M.Tech program.

Establish Rapport

Appearance

 Age : 22 years
 Sex : Male
 Hygienic: Yes

Movement and Behavior

 Client’s gait : Normal but appeared sluggish.

 Posture: Slumped and tense.
 Eye contact: Minimal eye contact, often looking down and appearing ashamed.
 Facial expression: Expressed distress, anxiety, and shame.

Mood: Overwhelmed with anxiety, fear, guilt, and shame.

Speech

 The volume of the person’s voice: Soft and low.

 The rate or speed of speech: Slow and hesitant.
 The length of answers to questions: Brief and often apologetic.
 The appropriateness of the answers: Appropriate, expressing remorse and understanding of his
mistake.
 Clarity of the answers and similar characteristics: Clear but filled with anxiety.

Thought content:

Varun is consumed by fear and anxiety about the consequences of his academic dishonesty. He
is experiencing intense guilt and shame over his actions and is worried about the impact on his
academic career and future. He is likely blaming himself and focusing on the potential negative
outcomes.

SESSION CONTENT

Client’s Name: Mr. Varun Sharma

Interview No: 02

Date: 13-06-2025

Session No.: 1

Time: 10:00 AM

Purpose of the Interview: To understand the circumstances leading to the academic

dishonesty, assess Varun’s emotional state, and explore ways to address the situation
constructively.

Varun came to the session looking visibly distressed. I greeted him with empathy and offered
him a comfortable space to talk about what happened. I acknowledged that making mistakes is
a part of learning and assured him that we would work through this together.

Client’s Appearance: (Described above)

I began by establishing rapport and emphasizing the confidentiality of our conversation. I

encouraged Varun to share the details of the incident and how he was feeling. Varun explained
that he felt overwhelmed by the pressure of a major project deadline and felt unprepared to
complete it to the required standard within the given time. In a moment of panic and poor
judgment, he resorted to plagiarism.
He expressed deep regret and understanding that his actions were wrong. He is now terrified
about the potential consequences, including failing the course, facing academic probation, or
even expulsion from the M.Tech program. He is also worried about disappointing his parents,
who have high expectations of him.

Varun reported feeling extremely anxious, having difficulty sleeping, experiencing a loss of
appetite, and struggling to focus on his other coursework. He feels consumed by guilt and
shame and is unsure about how to face his professors or peers.

Problem according to counselor point of view: Academic Dishonesty under duress, leading
to significant anxiety and distress.

In this initial session, we focused on allowing Varun to express his feelings and understand the
context of his actions without condoning the behavior itself. We explored the pressure he was
feeling and the coping mechanisms he employed, albeit maladaptively.

End of the session: Varun, thank you for being honest and sharing this difficult situation with
me. It’s clear that you are feeling a great deal of remorse and anxiety. In our next session, we
will discuss strategies for addressing the immediate consequences, exploring healthier ways to
cope with academic stress in the future, and potentially working on restorative actions.

My observation: Varun is experiencing significant distress and regret over his academic
dishonesty. He seems to understand the gravity of his actions and is fearful of the
consequences. The pressure of the academic environment appears to have played a role in his
decision.

Plan of action: Assess Varun’s coping mechanisms for academic stress. Explore the
underlying reasons for his feeling unprepared for the project. Discuss strategies for managing
academic pressure effectively, including time management, seeking help from professors, and
ethical academic conduct. Prepare him for potential disciplinary procedures and explore
possibilities for restorative actions, if applicable.

Today’s session was able to achieve the purpose with which it started
 CASE – 10
CASE OF RELATIONSHIP DISTRESS
 INTAKE INFORMATION

Name: Mr. Siddharth Kapoor

Age: 21 Yrs

Gender: Male

Educational Qualification: 4th Year B.Tech (Mechanical Engineering)

Marital status: Single (recently ended a long-term relationship)

Whether client stays with parents: No (stays in hostel)

Whether have any siblings, if so how many: One elder sister

What is the position of the client in the family: Younger

Anyone in the family having conflicts: No

Anyone in the family has suffered from any physical disorders: No

Any counseling taken: No

Presenting problem: “I recently broke up with my girlfriend of three years, and I’m finding it
really hard to cope. It’s affecting my ability to focus on my final-year project, and I’m
completely demotivated about my future career plans. We were very close, and now I feel lost
and empty without her. Everything reminds me of her.”

Precipitating factor if any: The breakup of a significant long-term romantic relationship that
ended approximately two weeks prior to seeking counseling. The reasons for the breakup were
cited as growing differences in career aspirations and geographical preferences after
graduation.

Duration of problem: Approximately 2 weeks, since the breakup occurred.

Any counseling taken: No

How intense is the problem and how does it affect the client?

 Has to take leave from work place/school/college - Partially. Siddharth is still attending classes
but reports significant difficulty concentrating and has missed some project-related meetings.
 Cannot carry on even the routine work - Partially. While managing basic self-care, Siddharth is
struggling with academic work, especially his final-year project which requires sustained focus
and motivation. He has also withdrawn from his usual social activities.
 Does not want to do anything - Yes. Siddharth reports a significant loss of interest in activities
he previously enjoyed, including his hobbies and spending time with friends. He feels a
pervasive sense of sadness and lack of motivation.
 Interview with family members/spouse/the concerned person:

Interview of Elder Sister (Telephonic):

Name: Ms. Priya Kapoor

Age: 25 Yrs

Sex: Female

Relationship: Elder Sister

Priya reported that Siddharth was visibly upset and withdrawn during their recent phone
conversations. He mentioned the breakup and seemed very heartbroken. She is concerned about
his well-being, especially as he is in his final year and needs to focus on his project and future
career. She described him as usually being very focused and driven, but now he sounds
despondent and unmotivated.

Relationship

Patient’s relationship with family members:

 With Mother - Good and supportive, though he hasn’t fully confided in her about the extent of
his distress yet.
 With Father - Respectful but less emotionally expressive relationship. Siddharth is hesitant to
burden his father with his personal problems.
 With Elder Sister - Close and supportive relationship, he often seeks her advice and comfort.

Educational History

 In School/College: Consistent good academic record throughout school and has maintained a
satisfactory GPA in his Mechanical Engineering program at Roorkee. He was also actively
involved in extracurricular activities until recently.
 How is the client in studies and academic performance? Currently struggling with focus and
motivation, impacting his ability to work on his final-year project and prepare for potential job
interviews.
 Does the client come up to the expectations of parents and teachers? Generally, yes, but his
current state is causing concern.
 How has the performance been over the years? Solid academic performance.
 Do they find there is sudden deterioration in studies and academic performance? Yes, a
noticeable decline in the past two weeks since the breakup.

Establish Rapport

Appearance

 Age : 21 years
 Sex : Male
 Hygienic: Yes, but appeared somewhat tired and less concerned with his appearance than usual.

Movement and Behavior

 Client’s gait : Normal but lacked energy.

 Posture: Slumped and appeared dejected.
 Eye contact: Intermittent eye contact, often looking down with a sad expression.
 Facial expression: Predominantly sad, with occasional expressions of pain or longing.

Mood: Predominantly sad, with feelings of loss, emptiness, and lack of motivation. He also
expressed feelings of loneliness and difficulty imagining his future without his partner.

Speech

 The volume of the person’s voice: Soft and somewhat monotonous.

 The rate or speed of speech: Slow and measured, often with pauses.
 The length of answers to questions: Provided thoughtful but often brief answers, expressing a
sense of emotional exhaustion.
 The appropriateness of the answers: Appropriate, clearly articulating his feelings and
experiences related to the breakup.
 Clarity of the answers and similar characteristics: Clear but tinged with sadness.

Thought content:

Siddharth is experiencing significant emotional distress following the breakup of a long-term

relationship. His thoughts are centered around the loss of his partner, memories of their time
together, and a sense of uncertainty and despair about the future. He is struggling with feelings
of loneliness and emptiness, which are impacting his motivation and ability to focus on his
academic responsibilities. He may also be questioning his self-worth and future happiness.

SESSION CONTENT

Client’s Name: Mr. Siddharth Kapoor

Interview No: 06

Date: 14-06-2025

Session No.: 1

Time: 3:00 PM

Purpose of the Interview: To understand the depth of Siddharth’s emotional distress following
the breakup and assess its impact on his academic and personal life.

Siddharth arrived for his session looking visibly downcast. I greeted him with warmth and
empathy, acknowledging that breakups can be incredibly painful experiences. I offered him a
comfortable seat and assured him of complete confidentiality as he shared his feelings.
Client’s Appearance: (Described above)

I began by allowing Siddharth to express his feelings about the breakup without interruption.
He spoke about the significant role his partner played in his life and how much he misses her
companionship, support, and shared experiences. He described feeling a deep sense of loss and
emptiness since the breakup, making it difficult to engage in his usual routines and activities.

Siddharth shared that his inability to focus on his final-year project is causing him additional
stress, as the deadlines are approaching. He feels unmotivated to work on it and finds his mind
constantly drifting back to thoughts of his former partner. This lack of progress on his project is
further exacerbating his anxiety about his academic performance and future career prospects.

He mentioned that he has withdrawn from socializing with his friends, as he doesn't feel like
being around people and finds it hard to pretend that everything is okay. He has also lost
interest in his hobbies, which used to bring him joy and relaxation. Siddharth expressed a
feeling of being lost and uncertain about his future without his partner, making it challenging to
think about his career goals after graduation.

Problem according to counselor point of view: Relationship Distress following a significant

breakup, leading to emotional distress, demotivation, and difficulty concentrating on academic
responsibilities.

In this initial session, the primary focus was on providing Siddharth with a safe space to
express his grief and validate his feelings of loss. We began to explore the nature of his
relationship, the reasons for the breakup, and his coping mechanisms so far.

End of the session: Siddharth, thank you for sharing such personal and painful feelings with
me today. It’s completely understandable that you’re feeling this way after such a significant
relationship ended. We’ve made a good start in acknowledging your pain and loss. In our next
session, we can delve deeper into your emotions, explore coping strategies for grief and
heartbreak, and gradually work towards regaining your focus on your academic and future
goals.

My observation: Siddharth is experiencing significant emotional pain and distress due to the
recent breakup. This is severely impacting his motivation, concentration, and overall well-
being, particularly concerning given his final year of B.Tech.

Plan of action: Provide ongoing support and validation for Siddharth’s feelings of grief and
loss. Explore healthy coping mechanisms for dealing with heartbreak. Help him process his
emotions and gradually adjust to his new reality. Assist him in re-engaging with his academic
responsibilities and future career planning. Encourage him to reconnect with his support system
of friends and family.

Today’s session was able to achieve the purpose with which it started.