PC 243-A: Training and Practice in Clinical Settings

Athulya c

M.Sc. Psychology

Register Number: ____________

Gregorian College of Advanced Studies

 Table of Contents

Introduction

Internship Overview

Acknowledgement……………………………………………………………..

Introduction to PC 243-A: Training and Practice in Clinical Settings………….

Internship Overview…………………………………………………………….

Organizational Profile – Government Mental Health Centre, Thrissur………….

Vision and Mission…………………………………………………………….

Departments and Services………………………………………………………

Services Offered…………………………………………………………………..

Activities Carried Out During Internship………………………………………….

Major Observations………………………………………………………………..

Personal and Professional Development…………………………………………

Cases Taken and Observed……………………………………………………..

Case Study 1………………………………………………………………………

Case Study 2………………………………………………………………………..

Community Activity Report…………………………………………………………..

Training Module………………………………………………………………………

Study Tour Report…………………………………………………………………….

Photographs……………………………………………………………………………
Introduction

This report is submitted in partial fulfillment of the requirements for the course

PC 243-A: Training and Practice in Clinical Settings, a comprehensive theory-cum-

practical paper in the final semester of the M.Sc. Psychology program. The course is

designed to bridge academic knowledge with field application by incorporating structured

training modules, supervised internships, and community-based mental health initiatives.

Through this report, an integrated account of my engagement in various practical

components is presented—including the design and delivery of a training module, hands-

on clinical internship experience, psychological case studies, community outreach

activities, and institutional visits. These components have collectively contributed to the

development of core competencies in psychological assessment, intervention, counseling,

and professional ethics.

This experiential learning process has significantly enhanced my preparedness for

professional roles in clinical psychology by promoting practical insight, critical thinking,

and a deepened understanding of the real-world challenges faced in mental health service

delivery.
 INTERNSHIP REPORT

Introduction

An internship is a period of work experience offered by an organization for a limited period of

time. It is a professional learning experience that offers meaningful, practical work related to a

student’s field of study or career interest. An internship gives a student the opportunity for career

exploration and development, and to learn new skills. It offers them an opportunity to bring new

ideas and energy into the workplace, develop talent and potentially build a pipeline for future.

Internships are supervised, structured learning experiences in a professional setting that allow you

to gain valuable work experience in a student’s chosen field of study. Clinical psychology is the

branch of psychology concerned with the assessment and treatment of mental illness, abnormal

behavior, and psychiatric problems.

The M.Sc. Psychology programmed offered at the PG Department of Psychology. Gregorian

college of advanced studies, Thiruvanthapuram consists of four semesters. During the fourth

semester, it is obligatory for a student to undertaken a training and practicum in clinical settings.

Practicum in clinical settings for a period of one semester under the direct supervision of a

qualified certified clinical psychologist in a clinical setting is required for a student undergoing

post graduate course in psychology taking clinical psychology as optional subject to further the

knowledge in clinical psychology, and to sharpen his/her skills in psycho diagnostics and

psychotherapy. The present candidate carried out his clinical practicum at west fort mental

hospital. The clinical practicum is carried out with the following specific objectives.

 To apply academic knowledge in practical clinical settings.

• To observe and participate in various psychological interventions and

assessments.
 • To enhance understanding of current practices in clinical psychology.

• To develop professional and interpersonal skills required for clinical work.

• To foster self-awareness and reflective practice

The internship programmed in west fort Mental health care center Thrissur was a

good exposure to the students. We got good opportunities to interact with the patients and

know their problems, to take awareness classes for both psychiatric patients. We are

assigned to take different cases except from the private rooms. It was a nice experience

for us to learn many new insights and got chances to visit and observe in detail functions,

procedures, therapies in the psychiatric department, to take part in topic presentations,

documentary presentations etc. The psychiatrist and counsellors who are working there

gave us valuable insights regarding various topics.

Organizational Profile

Government Mental Health Centre, Thrissur

About the Institution I did my internship at Government Mental Health Centre,

Thrissur. GMHC Thrissur is located in West Fort, at Kanjani Road, which is easily

accessible through various mode of transport. Government Mental Health Centre

Thrissur, is one among three major mental care providing centres in Kerala state that

works under the Health Ministry. It was established in the year 1889 by His Highness

Maharaja of Cochin as a single block with 15 cells for males and females. Then

additional blocks were built gradually and female section was separated from the single

unit. The management of this hospital was taken over by the Government of Kerala in
1956. Afterwards the pavilion wards for males and females were constructed in 1969. In

the year 1984 the hospital was renamed as Govt. Mental Health Centre Trichur as

recommended in the Estimate committee report. Six psychiatric units (4 under Kerala

Health Services and 2 for Medical College Thrissur) were created in 1984. Permission to

visit the inmates was granted to their relatives and friends from 1984 onwards. Better

provisions in the diet schedule as recommended by Krishnamoorthy Commission were

implemented the year 1984. Family ward for females (where the relatives stay with the

patient) was also provided.

The hospital premises have an area of about 14 acres and at present. There are 16

wards including a KHRWS pay wards, present sanctioned bed strength is 361. Initially

the sanctioned bed strength was 240 and the present sanctioned bed strength is 361. The

daily census on an average is above 396. The GMHC also has Criminal Dispute ward and

a Forensic ward for legal patients which is guarded by the Kerala Police.

Here, the institution provides out-patient, in-patient, general out-patient, and

outreach clinics services. These services are provided through different departments like

psychiatry, clinical psychology, psychiatric social work, general medicine and

rehabilitation. The hospital delivers care to all kinds of mental health problems. A group

of psychiatrists, clinical psychologist, case managers, psychiatric social workers, health

care professionals, nurses, occupational, vocational therapists and volunteers are working

as a team for providing mental health care for all people. Several rehabilitation units are

functioning at the institution. Patients whose illness have been improved also work in

these units. Units include: Bread making, soap and sanitizer making, gardening, book
binding, cover making, weaving, sewing, and so on are trained. The patients are given

free services with free medicines and meals.

Mission

Improve patients’ health outcome

Increase patient satisfaction

Serve the underserved

Vision

"Exceptional quality and compassionate care for every person, every family, every day."

Facilities and Services Provided

Mentally ill patients from all over the country are getting admitted there and receives excellent

treatment and care.

About 25 doctors working in two shifts, 85 staff nurses, 30 nursing assistants and 200 attenders

and 15 security officers available. Ambulance services are also provided.

Departments

Psychiatric Department

Clinical Psychology Department

Social Work Department

Nursing Department

Medical Record Library (MRL)

Medicine Department

X-ray and Lab

BICU

Psychological Tests

In the hospital, there are various psychometric testing and diagnosis, which are:

o Intelligence Tests

o Wechsler Adult Performance Intelligence Scale (WAPIS)

o Standard Progressive Matrices

o Colored Progressive Matrices

o Seguin Form Board

o Gesell’s Drawing Test (GDT)

o Vineland Social Maturity Scale (VSMS)

o Binet-Kamat Test (BKT)

o Rehabilitation Assessment

o ADHDT II (Attention-Deficit/Hyperactivity Disorder Test, Second Edition)

o Indian Scale for Assessment of Autism (ISAA)

o Learning Disability (SLD) Battery

PERSONAL AND PROFESSIONAL DEVELOPMENT

Challenges in interacting with psychotic patients helped refine my observational skills in

identifying hallucinations and delusions.
• Establishing rapport with patients became an essential skill, as it influenced
patient engagement and response to treatment.

• Exposure to various psychological assessments strengthened my ability to

administer, score, and interpret results.

• Therapy planning and treatment strategies were learned through case discussions
and real-time interventions.

Cases Taken and Observed

Case Study 1

SOCIO-DEMOGRAPHIC DETAILS

Name – K

Age – 28

Sex – Female

Religion – Hindu

Marital status – Married

Education – ITI

Occupation – Clerk

Domicile – Rural

S E S – lower middle class

Informant – Patient

Information – Not reliable

CHIEF COMPLAINTS

 Sadness

 Hopeless

 Lack of appetite

 Suicidal ideation

 Suicidal attempts
Duration 3 months

Onset – sudden

Course – Episodic

Precipitating factor – Death of mother

HISTORY OF PRESENT ILLNESS

Patient was well before 3 months back . She was working and leading a happy life

with her family. She got to know her mother passed away and this made her upset .

She had a very strong attachment with her mother. Her father died at her childhood

and mother was only her attachment figure. She talked to her neighbors about her sadness
to get a relief. They also provided her mental support. She felt loneliness as her mother
and father died and she is alone. Gradually suicidal ideation was shown. She lost her
interest in life and decided to end her life. She cutter her hand using knife. Her husband
got her to Government Mental health center at Thrissur on 2023.

Negative History

No history of hearing voices, seeing things or talking or muttering to self and

disorganized behavior. No history of increased self-esteem, over talkativeness,

disinherited act.

HISTORY OF PAST ILLNESS

No significant history of Medical and psychiatric illness was reported.

FAMILY HISTORY

Family genogram
The patient was a single child. Her father died on 2002 and her mother died on

2023. Her father was an alcoholic. Both of them died due to heart attack. She was

attached to her mother. She is married and have two children. Elder one is a boy

and younger one is a girl. According to the patient her mother’s death was the

reason for her illness.

PERSONAL HISTORY

Birth history: Normal

Early developmental history: Normal

Educational history: The patient have passed her plus two and then completed

course on ITI. She was extrovert and had a good relationship with peers and

teachers.

Occupational history: The patient started working at the age of 22 in stationary

shop as clerk. She was satisfied with her job. As she became pregnant she

resigned from the job.

Marital and sexual history

Patient was married at the age of 20. It was a love marriage. She is satisfied with

her marriage life. Her husband is a priest at temple. Currently they have two

children, a son and daughter of age 7 and 2 years. She mentioned that her sexual

adjustment was good.

Religious History: The patient is religious and believes in God.

PREMORBID PERSONALITY

The patient was extrovert and calm in nature. She enjoyed listening to music in
free time. She maintained a good relationship with neighbors and friends. She

was married to the person whom she loved. They led a good family life with her

husband and children.

RELEVANT FINDINGS IN PHYSICAL EXAMINATION:

No significant findings in physical examination.

FINDINGS IN MENTAL STATUS EXAMINATION:

General appearance and behavior:

She was well dressed and sat comfortably on the chair. She was conscious and had

touch with reality and surroundings. Rapport was established and was cooperative

throughout the sessions.

Psychomotor activity: Normal

Speech: Rate – Normal

Tone – Normal

Volume – Normal

Reaction time – Normal

Appropriate and goal directed

Affect: Subjective – “Suicide cheythan nokiyapo konduvanathanu”

Objective – Normal

Stable/labile – Stable

Range – Normal

Congruent- Congruent to situation

Thought: Flow – Normal

Form – coherent
Content – Optimistic

Perception: Denies any perceptual abnormalities

Attention: Aroused and sustained

Orientation: Time – Intact

Date – Intact

Place- Intact

Person – Intact

Memory: Immediate- Intact

Recent – Intact

Remote – Intact

General fund of knowledge and intelligence: Adequate and average

Judgement: Test – Present

Social – Present

Personal – Present

Insight: Present

DIAGNOSTIC FORMULATION

The patient, Mrs. K, 28 years old Hindu female, married, studied up to plus two

and completed ITI course, currently unemployed, belonging to lower middle class,

nuclear family rural background, with the chief complaints includes Sadness

Hopeless, lack of appetite suicidal ideation and Suicidal attempts with sudden

onset, Episodic course with precipitating factor death of mother duration of

episode 3 months. MSE findings reveal that the patient was oriented about herself

and her surroundings. She has insight on her condition.

PROVISIONAL DIAGNOSIS

Depression
 Case Study 2

SOCIO-DEMOGRAPHIC DETAILS

Name – K

Age – 63

Sex – Female

Religion – Hindu

Marital status – Married

Education – illiterate

Occupation – housewife

Domicile – Rural

S E S – Middle class

Informant – Patient and patient’s husband

Information – Reliable

CHIEF COMPLAINTS

 Suspicious on her husband

 She believes that she is God ( Mariyamma )

 Harmless spirit on her head is present

 Violent behaviors

Duration 10 years
Onset – Gradual

Course – Episodic

Precipitating factor – Over religious, family issues

HISTORY OF PRESENT ILLNESS

The patient was an avid believer of religion and stereotypes. The patient had a

good relationship with her husband and children before 10 years. She used to visit

a temple of ‘Maariyamma’ in Chittur near her ancestral home . After a point of

time, the patient believed that ‘Maariyamma’ has occupied her body and now she

is Maariyamma. She has delusion of grandiosity. In some days she would wake

up early and do the household chores claiming she is Maariyamma. She believes a

harmless spirit resides in her head. She also believes her neighbors did

Blackmagic on her for her destruction. She says that one day her neighbor throw

some powder towards her when she was wasting her clothes. Within the 10 years

she was consulted in Jubilee Mission Hospital 3 times. She skipped her medicines

in between. Due to some family issues about his son’s marriage life, it became

worse on her condition. Recently she started suspecting her husband of

adultery. She mentions that her 4 neighbor ladies have given her husband some

kind of medicine and keep him under control. She was emotionally down due the

her husbands these behaviors. She says that she can hear voices of two persons

talking each other. She also attempted harming him with a knife. She likes her son

but shows her dislike towards her daughters. She locked out her husband for 3 days

and her children had to convince to open the door for him. Later she was bought to

GMHC and admitted.

Negative History
No history of depressed mood. No history of increased self-esteem, over

talkativeness, disinherited act. No history of repetitive and intrusive thoughts,

images, impulses and act or irrational fear. No history of alcohol abuse.

HISTORY OF PAST ILLNESS

No significant history of Medical and psychiatric illness was reported.

FAMILY HISTORY

Family genogram

The patient is the eldest daughter of the five children. One of her younger siblings

has passed away as well as her parents. She is married have three children. Two

daughters and a son.

PERSONAL HISTORY

Birth history: Not available

Early developmental history: Not available

Educational history: not available

Occupational history: housewife

Marital and sexual history

Patient was married at the age of 14. It was an arranged marriage. She is
satisfied with her marriage life. Her husband is a peon in SBI . Currently they

have three children, a son and 2 daughters of age 26, 29 and 34 years. Sexual

history is not available

Religious History: The patient is religious and believes in God.

PREMORBID PERSONALITY

The patient was extrovert and calm in nature. She loves to cook. Helps husband in

family chores. She maintained a good relationship with family and neighbors

RELEVANT FINDINGS IN PHYSICAL EXAMINATION:

No significant findings in physical examination.

FINDINGS IN MENTAL STATUS EXAMINATION:

General appearance and behavior:

She was well dressed and sat comfortably on the chair. She was conscious and had

touch with reality and surroundings. Rapport was established and was cooperative

throughout the sessions.

Psychomotor activity: Normal

Speech: Rate – Normal

Tone – Normal

Volume – Normal

Reaction time – Normal

Appropriate and goal directed

Affect: Depressive affect

Subjective – “Ente bharthavu moshayi. ” and cried

Objective – Normal

Stable/labile – labile

Range – Normal
Congruent- Congruent to situation

Thought: Flow – disorganized

Form – delusion

Content – Delusion

Perception: Denies any perceptual abnormalities

Attention: Aroused and sustained

Orientation: Time – Intact

Date – Intact

Place- Intact

Person – Intact

Memory: Immediate- Intact

Recent – Intact

Remote – Intact

General fund of knowledge and intelligence: Adequate and average

Judgement: Test – Present

Social – Present

Personal – impaired

Insight: Absent

DIAGNOSTIC FORMULATION

The patient, Mrs. K of 63 years old Hindu female, belonging to a middle class

family of rural background, with the chief complaints of Suspicious on her

husband, she believes that she is God (Mariyamah ), Harmless spirit on her head

is present, Violent behaviors with gradual onset, episodic course with

precipitating factor includes over religiousness and family issues, MSE findings

reveal that depressive affect and presence of delusion and hallucination. With
significant impairment in social- vocational function. Insight is absent

PROVISIONAL DIAGNOSIS

Schizophrenia

Community Activity Report

Activity: psychological assessment

Venue: Community Mental Health Centre Thrissur

Date: __________

Details:

Session included education on symptoms, coping strategies, reinforcement schedules.

Handouts were provided and Q&A was conducted.

Introduction

As part of the academic and clinical requirements of the postgraduate psychology

program, we participated in a community outreach initiative organized in the form of a

Psychological Assessment Camp at the Government Mental Health Centre, Thrissur. The

camp was designed with the objective of applying theoretical knowledge and

psychological skills in a real-world setting, offering both learning opportunities for

students and essential mental health services for the public.

The Government Mental Health Centre, Thrissur, is a leading institution in Kerala that

provides comprehensive mental health services to a diverse population. Recognizing the

growing need for early identification and intervention in psychological issues, the camp
focused on assessing the mental health status of individuals from various socio-economic

backgrounds, including psychiatric outpatients, caregivers, and individuals referred for

further evaluation.

This community-based initiative aimed to bridge the gap between mental health services

and underserved populations, offering free psychological screenings and professional

consultations. The focus was not only on assessment but also on enhancing awareness,

reducing stigma, and encouraging open conversations around mental health within the

community.

Throughout the duration of the camp, psychology trainees were actively involved in

every stage of the process—from case history collection and behavioral observations to

administration of standardized psychological tests. Supervised by experienced mental

health professionals, we had the opportunity to interact with clients from varied

backgrounds, which enriched our understanding of mental health in a broader socio-

cultural context.

This camp served as a vital platform for students to gain hands-on experience while

simultaneously fulfilling a social responsibility toward mental health promotion. It also

emphasized the importance of early detection, psychological support, and timely

referrals, especially in a community where mental health resources may be limited or

underutilized.
Objectives of the Camp

o To provide free psychological screening and assessments for individuals in need.

o To identify early signs of mental illness, learning disabilities, and behavioral

issues.

o To raise mental health awareness and reduce stigma in the community.

o To refer cases requiring further intervention to appropriate departments.

o To give psychology students hands-on experience in community-based mental

health initiatives.

Activities Conducted

o Initial Screening and Case History Collection

o Greeted participants and explained the purpose of the assessment.

o Collected personal, medical, psychological, and family history.

o Used structured and semi-structured interview formats.

Administration of Psychological Tools

Depending on age and presenting complaints, the following tools were used:

IQ Assessment: Binet-Kamat Test, WAIS

Developmental Screening: Vineland Social Maturity Scale (VSMS)

Observation and Interaction

Engaged participants in informal settings to observe affect, mood, attention, social

interaction, etc. Maintained behavioral observation notes for each participant.

d) Feedback and Referral

o Provided immediate feedback for mild to moderate concerns.

o Severe or complex cases were referred to psychiatrists or clinical psychologists at

the Centre.

o Parents of children were given guidance on managing behavioral issues and

learning difficulties

. Conclusion

The Psychological Assessment Camp conducted at the Government Mental Health

Centre, Thrissur, proved to be an enriching and transformative experience, both

professionally and personally. It served as a vital platform for applying academic

knowledge in a real-world clinical context, highlighting the importance of community-

based mental health interventions. Through this camp, we gained firsthand exposure to

diverse psychological conditions, which deepened our understanding of how socio-

economic, cultural, and familial factors influence mental health. Engaging directly with

patients, caregivers, and community members helped us move beyond textbook

knowledge and appreciate the nuanced realities faced by individuals seeking

psychological help in a public healthcare setting. The process of administering

standardized psychological assessments, conducting behavioural observations, taking

case histories, and offering basic feedback under supervision allowed us to develop

essential professional skills. These included not just technical competencies, but also

empathy, cultural sensitivity, patience, and ethical responsibility—all crucial attributes

for a future mental health practitioner. The camp also reinforced the critical role of early
identification and intervention, particularly in settings where access to specialized care is

limited. Many of the individuals we assessed presented with conditions that had gone

unrecognized or untreated, primarily due to lack of awareness, stigma, or financial

constraints. This highlighted the urgency and impact of preventive mental health services

in rural and semi-urban populations. Furthermore, working within a multidisciplinary

environment at the Government Mental Health Centre exposed us to interprofessional

collaboration, which is essential for holistic mental health care. The support and guidance

provided by clinical psychologists, psychiatrists, and social workers helped us integrate

our theoretical knowledge with practical insights. Most importantly, this camp

emphasized the social responsibility of mental health professionals. As psychology

students, we were reminded that our work extends beyond clinical boundaries—it

involves educating the public, advocating for mental health awareness, and contributing

to community well-being. In conclusion, the Psychological Assessment Camp was not

just a learning opportunity, but a deeply meaningful experience that strengthened our

commitment to the field of psychology. It reaffirmed the importance of accessible,

inclusive, and compassionate mental health services, and inspired us to continue

engaging in community outreach as part of our professional journey.

 TRAINIG MODULE

Title: Soft Skill Training for Children (Age Group: 10 Years)

Location: [HOLY TRINITY ENGLISH MEDIUM HIGHER SECONDARY

SCHOOL]

Date: [Insert date of program]

Conducted by: [Institution/Team Name]

Introduction

In the rapidly evolving social and educational landscape of the 21st century, the

importance of soft skills is increasingly being recognized alongside academic

achievement. Soft skills are a combination of interpersonal abilities, emotional

intelligence, social awareness, and communication techniques that empower individuals

to interact effectively and harmoniously with others. These include—but are not limited

to—skills such as empathy, cooperation, adaptability, self-awareness, problem-solving,

and effective communication.

While these competencies are often associated with professional or adult functioning,

early childhood and preadolescence (ages 7–12) is actually the most formative period to

introduce and nurture them. Around the age of 10, children are in the developmental

stage known as middle childhood, marked by significant cognitive, emotional, and social

growth. At this age, children begin to understand complex emotional states, develop a

stronger sense of identity, and become more socially aware. Their peer relationships

deepen, their need for belonging grows, and their ability to empathize improves. These

characteristics make it an ideal age to introduce structured soft skill training.

Moreover, children at this age are highly receptive to experiential learning and often

emulate the behaviour of adults and peers. If provided with the right guidance and

exposure, they can internalize positive values and behaviours that last a lifetime.

Equipping children with soft skills not only improves their social competence and

classroom behaviour but also significantly contributes to mental health, resilience, and

future employability.

This community outreach program was designed with the aim of early intervention,

focusing on building a foundation for healthy interpersonal interactions, emotional

intelligence, and collaborative behaviour. The training was customized to be

developmentally appropriate, using games, stories, and group activities to ensure that

learning remained both effective and engaging.

By targeting this specific age group (10 years), the program sought to:

 Encourage positive communication patterns, including listening and respectful

speaking.
  Promote team spirit and reduce tendencies toward isolation or aggressive

behaviour.

 Build empathy by helping children understand different perspectives and

emotions.

 Develop self-awareness, enabling them to recognize their strengths, feelings, and

areas of improvement.

 Equip children with basic strategies to regulate emotions like anger, frustration, or

sadness.

 Introduce problem-solving techniques to handle everyday social conflicts in a

healthy and constructive manner.

Ultimately, the program aimed not just at temporary learning, but at planting seeds for

lifelong socio-emotional growth, helping children become more balanced, thoughtful, and

compassionate individuals.

Objectives of the Program

 To introduce the concept of soft skills in a child-friendly manner.

 To enhance communication and interpersonal skills among children.

 To promote emotional awareness and empathy.

 To improve the ability to work in teams and resolve minor conflicts.

 To develop confidence and positive self-expression.

Key Soft Skills Covered

1. Communication Skills

o Active listening

o Expressing thoughts clearly

o Non-verbal cues (facial expressions, tone)

2. Teamwork and Cooperation

o Group tasks and mutual support

o Respecting others’ opinions

3. Emotional Intelligence

o Identifying and naming emotions

o Techniques for emotional regulation (e.g., deep breathing, talking it out)

4. Empathy and Respect

o Understanding others' feelings

o Kindness activities and gratitude journals

5. Confidence and Decision-Making

o Making choices in hypothetical scenarios

o Appreciating one’s strengths and abilities

Conclusion

The Soft Skill Training Program for 10-year-old children proved to be a meaningful and
impactful initiative in promoting vital social, emotional, and interpersonal competencies
at a crucial stage of child development. The outcomes of the program reflected the
receptiveness of children at this age and the transformative potential of structured soft
skill education when delivered through age-appropriate, interactive methods. This
initiative reinforced the understanding that soft skills are not secondary to academic
achievement, but rather complementary and foundational to a child’s overall
development. In today’s world, children are not only required to grasp academic content
but must also learn to function within diverse social environments, build healthy
relationships, cope with stress, and make responsible decisions. These skills directly
contribute to a child's ability to thrive in school settings, family environments, peer
groups, and eventually, society at large. By introducing children to essential soft skills
such as effective communication, empathy, emotional regulation, cooperation, and
problem-solving, the program played a preventive and developmental role. It helped
address and reduce behavioural challenges, enhanced emotional awareness, and fostered
a classroom culture of respect and collaboration. Many children demonstrated increased
self-confidence, improved listening skills, greater patience, and willingness to cooperate
with peers following the sessions. Moreover, the training provided early tools for
emotional resilience—a skill set that helps children bounce back from setbacks, manage
anxiety, and seek help when needed. This emotional foundation is crucial not only for
mental well-being but also for cultivating positive self-esteem and social adaptability in
adolescence and beyond. The success of this program also highlighted the importance of
community-based interventions in education. With the support of teachers, parents, and
facilitators, such programs can be sustained and scaled. Encouragingly, teachers and
caregivers reported noticeable improvements in children’s peer interactions, attentiveness
in class, and problem-solving behaviour shortly after the intervention. In conclusion, the
program demonstrated that early exposure to soft skills is not only beneficial—it is
essential. It lays down a solid framework for the development of emotionally intelligent,
empathetic, and socially competent individuals. Investing in such early interventions is a
step toward creating a more emotionally healthy and socially responsible generation
 STUDY TOUR REPORT

Karuna Sai Psychopark – De-Addiction and Mental Health Research Institute

Vellanad, Thiruvananthapuram, Kerala

Introduction

As part of the Clinical Psychology internship curriculum, a study tour was conducted to

Psychopark, India’s first psychology-themed park and rehabilitation center, located in the

serene village of Vellanad, Thiruvananthapuram. This pioneering center is devoted to

promoting psychological literacy and mental health awareness through immersive,

interactive, and educational experiences designed for people of all ages.

The primary aim of the tour was to deepen students’ understanding of psychological

concepts, emotional well-being, and cognitive functioning through experiential learning

beyond the conventional classroom or clinical environment. By engaging directly with

thoughtfully curated exhibits and simulations, students were able to witness abstract

psychological principles come alive in a tangible and relatable manner.

For a psychology student, visiting this one-of-a-kind destination was more than just a

field trip—it was a transformative journey into the depths of the human mind. Through

virtual reality simulations, sensory experiments, and emotion-based learning zones, the

experience offered new perspectives on how people perceive, process, and respond to

their inner and outer worlds. Concepts such as perception, memory, stress, and emotional

regulation—often confined to academic theory—were explored through playful yet

scientifically grounded installations.

The visit also served as a powerful demonstration of how psychology can be made

accessible to the general public through creative, engaging, and inclusive approaches.

Observing the integration of educational exhibits with rehabilitation services, we gained

insight into how mental health awareness can be normalized and destigmatized at the

community level. The park’s ability to blend fun, science, and therapy was not only

inspiring but also a call to reimagine the future of mental health education.

Ultimately, this experience reinforced the idea that psychology is not confined to

hospitals, clinics, or academic journals—it is woven into everyday life. When

psychological knowledge is presented with empathy, creativity, and clarity, it becomes a

tool not just for understanding others, but for healing, connection, and empowerment.

Objectives of the Study Tour

 To observe and understand the application of psychological interventions in real-

world settings.

 To gain exposure to therapeutic practices used in de-addiction and mental health

rehabilitation.
  To interact with professionals and understand the integration of clinical,

cognitive, and community-based methods.

 To understand the role of innovative therapies such as MBCT, CBT, and creative

modalities in recovery.

 To reflect on the significance of environment, structure, and family involvement

in rehabilitation.

Highlights of the Visit

Interactive Exhibits

Visitors engaged in real-time psychological experiments and simulations covering

perception, memory, learning, and emotional processing. These activities helped illustrate

how cognitive and behavioural processes operate in daily life.

Mind Maze

A major attraction of the park, the Mind Maze tested participants’ problem-solving,

spatial reasoning, and adaptability. It served as a live demonstration of executive

functions like working memory, attention, and decision-making.

Virtual Reality (VR) Experiences

Immersive VR modules allowed us to explore stress responses, social anxiety, and

phobias in a safe and controlled setting. These simulations offered a rare opportunity to

empathize with the lived experiences of individuals facing psychological challenges.

Brain Gallery
This section presented anatomical models and interactive panels illustrating brain

structures, neurotransmitters, and neuroplasticity. It connected neuroscience with

psychological theory and behaviour, supporting integrative learning.

Emotions Zone

The Emotions Zone featured multimedia exhibits on emotional intelligence, regulation,

and empathy. It deepened our understanding of the interplay between emotion, cognition,

and behaviour in both healthy and pathological contexts.

Mental Health Awareness Exhibits

This section provided educational content on common mental disorders (e.g., depression,

anxiety, schizophrenia) and their treatments. Resources for managing stress and seeking

professional support were made available to visitors.

Educational Value and Insights

 Hands-on Learning: The experience demonstrated how interactive education can

make psychological principles more accessible and memorable.

 Therapeutic Application: VR simulations gave insight into exposure therapy,

anxiety desensitization, and the potential of technology in clinical settings.

 Mental Health Promotion: Psychopark exemplifies how psychology can be

brought into the public domain to reduce stigma and raise awareness.
  Student Engagement: Real-time cognitive and emotional challenges fostered

self-reflection and encouraged application of psychological theory to practical

experiences.

Conclusion

The study tour to Karuna Sai Psychopark – De-Addiction and Mental Health Research

Institute was an enriching and eye-opening experience that offered far more than just

theoretical knowledge. It provided a holistic perspective on mental health care,

highlighting how effective rehabilitation goes beyond clinical diagnoses and medication

to include emotional expression, social connection, creativity, and mindful living.

One of the most profound lessons was the power of environment and culture in shaping

recovery outcomes. The serene, green surroundings of the centre and the positive,

structured daily routines contribute not only to psychological healing but also to

rebuilding a sense of purpose and identity among the inmates. Additionally, the inclusion

of success stories, family involvement, and real-life engagement with former clients

reminded us that mental health treatment must be empowering, humanizing, and hope-

oriented.

This experience also reinforced the idea that psychology is not confined to academic

settings or therapy rooms—it is deeply embedded in everyday life, relationships,

environments, and cultural expressions. It taught us the importance of empathy,

creativity, and adaptability in psychological practice and the need to see each client not

just as a patient, but as a whole person with strengths, stories, and the capacity for

growth.
In conclusion, the study tour not only contributed to our academic learning but also

deeply influenced our personal and professional development. It inspired us to become

psychologists who are not only scientifically informed but also emotionally intelligent,

socially aware, and ethically grounded. The visit to Karunasai has left a lasting

impression and will continue to shape our approach to mental health care as we move

forward in our careers.

PHOTOGRAPHS

Photographs

• Workshop certificates (Attached)

• Photographic evidence of training sessions

• Attendance sheets

• Report on volunteer activity