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TRAINING AND PRACTICE

Submitted to the University of Kerala in Partial fulfilment of the requirement for the Degree
of Master of Science in Psychology

By
PARAMANAND. S
Reg No. 60623144009

DEPARTMENT OF PSYCHOLOGY
UNIVERSITY COLLEGE, PALAYAM
THIRUVANTHAPURAM
JULY 2025
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CERTIFICATE

This is to certify that this is an authentic work carried out by Paramanand. S to the

University of Kerala for the partial fulfilment of the requirements of the award of the degree

of Master of Science in Psychology and that no part of it has presented previously for any

degree and diploma.

Place: Thiruvananthapuram

Date:

Signature of the

Head of the Department

Signature of the supervisors

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DECLARATION

I, Paramanand. S, hereby declare that this report is an authentic record of training and
practice carried by me and that it has not been previously presented for the award of any
degree or diploma.

Place: Thiruvananthapuram Paramanand. S

Date: Candidate code: 60623144009
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ACKNOWLEDGEMENT

It gives me immense pleasure to extend my heartfelt gratitude to everyone whose support and

encouragement have been instrumental in the successful completion of this work.

I am deeply thankful to Dr. P. N. Suresh Kumar, Psychiatrist at Chethana Centre for

Neuropsychiatry, Kozhikode, Kerala, and Dr. Biji V, Clinical Psychologist at the Mental

Health Centre, Thiruvananthapuram. I sincerely appreciate their expert guidance, insightful

knowledge, and the valuable input they provided throughout my internship. I also wish to

express my appreciation to all the staff members and co-trainees who contributed to this

learning experience.

I extend my gratitude to Dr. Swapna Ramachandran, Associate Professor and Head of the

Department of Psychology, University College, Thiruvananthapuram, for offering me the

necessary support and resources during this period. I am also thankful to Smt. Kalarani K,

Associate Professor, and Assistant Professors Mr. Hari Krishnan A, Ms. Hiya Roy, and Ms.

Arathi Sarma U, for their continuous support and guidance.

Finally, I would like to express my sincere thanks to everyone who was involved in the

various activities and services that were part of this training. I am also grateful to my fellow

classmates for their encouragement and companionship throughout this journey.

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CONTENTS

SL NO: TITLE PAGE NO:

1. Introduction 7

2. Internship Report 9

3. Community Work Report 25

4. Active Training Report 30

5. Tour Report 37
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TRAINING AND PRACTICE

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INTRODUCTION

The course titled "Training and Practice in Clinical Settings" is thoughtfully crafted as an
integrated theory-and-practice program that aims to develop the core competencies essential
for future clinical psychologists. Recognizing that success in this field requires more than just
academic understanding, the course places equal emphasis on practical skills and real-world
clinical insight.

The theoretical portion lays a strong foundation by familiarizing students with key
professional principles and advanced problem-solving techniques crucial for addressing the
complex challenges encountered in clinical psychology. At the same time, the hands-on
practicum offers students meaningful opportunities to work alongside experienced
practitioners. This practical exposure is instrumental in building a professional mindset and
helping students adapt to the nuanced demands of their specialization.

Training and practice are both essential for enhancing skills and improving performance, but
they serve different purposes. Training is the process of acquiring new skills or refining
existing ones through structured learning. It typically involves stages such as needs
assessment, program design, implementation, and evaluation. The goal of training is to
increase knowledge, competence, and effectiveness in a given area. Practice, on the other
hand, is the repeated application of a skill to achieve mastery and automaticity. Through
practice, individuals develop expertise and confidence in real-world settings. Clinical
psychologists use research, assessment, and therapeutic approaches to understand mental
health challenges and develop interventions to promote well-being.

Key elements of training and practice in clinical psychology settings:

● Assessment and Diagnosis: Clinical psychologists are trained to administer, score,

and interpret psychological tests to identify mental health conditions and inform
treatment planning.
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● Therapeutic Interventions: Clinical psychologists learn and practice evidence-based

therapies (such as CBT, DBT, and psychodynamic therapy) to address a range of
psychological issues.

● Crisis Management: Training equips clinical psychologists to handle acute mental

health crises, provide immediate support, and implement safety planning.

● Consultation and Collaboration: Clinical psychologists often collaborate with other

health professionals, educators, and families to support clients’ holistic well-being.

● Research and Evaluation: Clinical psychologists engage in research to evaluate

treatment outcomes, develop new interventions, and contribute to the advancement of
mental health practices.
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INTERNSHIP REPORT

An internship is a career-oriented learning experience provided by organizations in both non-

profit and for-profit sectors, offering students the opportunity to work in real-world
professional environments. It serves as a bridge between academic learning and practical
application, allowing interns to gain hands-on experience in their chosen field. Typically
offered for a fixed or limited duration, internships enable students to observe how theoretical
knowledge from their studies translates into real-life practice, while also enhancing their
Curriculum Vitae with valuable industry exposure. In many ways, internships act as job
training for future professional roles, equipping students with the skills and confidence
needed to transition into their careers.

A quality internship generally follows a part-time or full-time structure and limits clerical or
administrative tasks to no more than 25% of the responsibilities. It provides a clear outline of
job roles or project expectations, familiarizes interns with the organization’s culture and
workflows, and supports them in setting and achieving learning goals. Interns benefit from
regular guidance and feedback, as well as opportunities to build professional networks and
interact with higher management. Beyond technical skills, internships foster the development
of oral and written communication abilities, cultural awareness, and interpersonal
competencies, preparing students to work effectively within diverse and dynamic
environments.

I have done two internships for the Months of April and May. The first internship was
done at Chethana Center for Neuropsychiatry, Malaparamba, Kozhikode under the guidance
of Dr. Suresh Kumar, psychiatrist from April 01/04/2025 to 29/4/2025 and the second
internship was done at The Insight Centre, Vazhuthacaud, under the guidance of Senior
Psychotherapist Reen V.R and Educational Therapist Aswathy S.S.
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CASE STUDY – 1

Name (in Block letters): HA

Father’s/Husband’s/Guardian’s Name: BA

Age & Date of Birth: 18

Sex: Female

Educational Qualification: Bachelor’s Degree

Occupation: Student

Religion: Muslin

Mother tongue: Malayalam

Residence: Sub-Urban

Distance to the Hospital: [Not specified]

Family type: Nuclear family

Family Income (Monthly): ₹40,000 – ₹60,000

Present Address: Malapuram

Phone Number: [Not specified]

Permanent Address: Malapuram

Phone Number: [Not specified]

Previous Consultation/Hospitalization: Yes

Diagnosis: Schizophrenia

Source of Referral: Parents

Type of Admission: Voluntary

Date of Admission: 01/04/2024

Date of Discharge: Not Yet

Prepared by: Paramanand S

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Designation: Intern

Date: 20/04/2025

Patient’s Report

Reliability
Information from the client is satisfactory and supported by her father’s report.

Chief Complaints

● Hearing voices

● Smells things that are not there

● Believing someone will harm her

● Believing certain gestures or comments are meant to insult her

● Difficulty in organising thoughts

● Robotic movements

● Body image problems

History of Present Illness

Mode of Onset: Acute

Course of Illness: Continuous
Progress of Illness: Deteriorating

Predisposing Factors: Paternal grandmother had psychotic symptoms

Precipitating Factors: Sexual abuse and emotional abuse.
Perpetuating Factors: Lack of insight and non adherence to medications.
Limiting or Modifying Factors: Access to counseling and psychiatric medications.

AH presents with an acute onset of psychotic symptoms, including auditory and olfactory
hallucinations, persecutory and referential delusions, disorganized thoughts, robotic
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movements, and significant body image issues. The illness has followed a continuous and
deteriorating course. A family history of psychosis on the paternal side and traumatic
experiences of sexual and emotional abuse appear to have played a major role in the onset of
her condition. Her childhood was marked by emotional withdrawal, difficulty in social
interaction, and occasional mood swings. She was often anxious, and struggled with
concentration, though her academic performance remained average. The lack of early
psychological support, combined with poor insight and non-adherence to treatment, has likely
perpetuated her current symptoms.

Informant’s Report

Name of Informant: BA
Relationship: Father
Length & Intimacy of Contact: Lifelong, reliable informant
Consistency & Adequacy: Consistent and credible
Reason for Seeking Help Now: As per doctor’s direction
Expectations from Treatment: Reduction of psychotic symptoms and improvement of low
mood

Chief Complaints (as per informant)

● Hearing voices

● Smells things that are not there

● Believing someone will harm her

● Believing certain gestures or comments are meant to insult her

● Difficulty in organising thoughts

● Robotic movements

● Body image problems

● Lack of social interaction

● Lack of support from certain family members

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● Hopelessness

Treatment History

● Consulted a psychiatrist in the past year, but treatment adherence was low.

History of Past Illness (Medical/Psychiatric)

● Received treatment for her psychotic symptoms.

Family History

HA belongs to a nuclear family of four. She has a younger brother who is 12 years
old. HA has a relatively good relationship with her family. Her paternal grandmother,
while alive, had exhibited psychotic symptoms. She had delusional beliefs that her
actions were constantly monitored by deities and that they would punish her. HA’s
mother is hesitant in accepting her diagnosis, fearful of what the label of mental
illness may do to her future.

Personal History
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Birth and Early Development: First child, developmental milestones reached without delay.

Scholastic/Extracurricular: Academic skills are average. Does not participate in

extracurriculars.

Menstrual History: Menarche at the age of 13.

Premorbid Personality

● Self: Low self-esteem, body image dissatisfaction

● Relations: Close with family immediate family members

● Work & Leisure: She is currently a high school student and mostly spends her time on

social media.

● Mood: Dysphoric

● Character: Slow to warm up

● Attitudes & Standards: Cooperative, pessimistic

● Habits: Excessive social media use

MENTAL STATUS EXAMINATION

General Appearance and Behaviour: Well-groomed, appropriately dressed. Eye contact

present. Rapport initially guarded but improved.

Psychomotor Activity: Restless.

Speech: Slow rate, normal volume, mild difficulty in articulation

Thought: Disorganized and tangential

Perception: Currently no distortions

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Mood: Dysphoric

Cognitive Functions:

● Orientation: Intact

● Attention & concentration: Inadequate

● Memory: Intact

● Intelligence: Average

● Judgement: Impaired

● Insight: Partial insight

Diagnostic Formulation

Provisional Diagnosis: Schizophrenia ICD-10: F20 / DSM-5: 295.90

Differential Diagnoses:

● Schizoaffective Disorder

● Post-Traumatic Stress Disorder (PTSD) with Psychotic Features

Summary

HA is an 18-year-old girl who presents with a recent onset of psychotic symptoms, including
hearing voices, smelling things that are not present, paranoid and referential delusions,
disorganized thinking, robotic movements, and body image disturbances. Psychosocial
stressors, such as a history of sexual and emotional abuse, and a family history of psychosis
(paternal grandmother), serve as key precipitating and predisposing factors. Her mother
shows reluctance to accept the diagnosis due to stigma and fear about her daughter’s future,
which has contributed to delays in consistent treatment. HA had previous psychiatric
consultations but showed poor adherence to medication. The provisional diagnosis is
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Schizophrenia (ICD-10: F20 / DSM-5: 295.90). Differential diagnoses include

Schizoaffective Disorder and Post-Traumatic Stress Disorder (PTSD) with psychotic features.

CASE STUDY – 2

Name (in Block letters): AH

Father’s/Husband’s/Guardian’s Name: AS

Age & Date of Birth: 13

Sex: Male

Educational Qualification: 7th Standard

Occupation: Student

Religion: Hindu

Mother tongue: Malayalam

Residence: Sub-Urban

Distance to the Hospital: [Not specified]

Family type: Nuclear family

Family Income (Monthly): ₹30,001 – ₹50,000

Present Address: Trivandrum

Phone Number: [Not specified]

Permanent Address: Trivandrum

Phone Number: [Not specified]

Previous Consultation/Hospitalization: No

Diagnosis: Intellectual disability disorder, Attention Deficit Hyperactivity Disorder

Source of Referral: School

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Type of Admission: Voluntary

Date of Admission: 03/05/2024

Date of Discharge: Not Yet

Prepared by: Paramanand S

Designation: Intern

Date: 18/05/2025

Patient’s Report

Reliability
Information from the client is satisfactory and supported by his mother’s report.

Chief Complaints

● Attention deficit

● Impulsiveness

● Lack of sitting tolerance

● Forgetfullness

● Scholastic backwardness

● Reading and writing difficulties

● Lack of basic arithmetic operations

● Deficit in intellectual functioning

History of Present Illness

Mode of Onset: Acute

Course of Illness: Continuous
Progress of Illness: Deteriorating
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Predisposing Factors: None.

Precipitating Factors: Premature birth and low birth weight.
Perpetuating Factors: Lack of early intervention and support.
Limiting or Modifying Factors: Access to counseling and behaviour therapy.

A.H was born prematurely and had low birth weight. He attained his milestones later than his
peers. Parents began to observe signs of inattention and restlessness as early as toddlerhood.
He exhibited excessive motor activity, had difficulty engaging in sustained play, and
frequently moved from one activity to another without completing tasks. Upon entering
formal education, the child began to show signs of academic difficulties, including poor
reading and writing skills, frequent reversals of letters, and inability to grasp basic arithmetic
concepts. Over time, his intellectual deficits became more evident, with consistent
underperformance across subjects despite attempts at remedial support. The absence of early
therapeutic intervention may have contributed to the worsening of symptoms.

Informant’s Report

Name of Informant: BH
Relationship: Mother
Length & Intimacy of Contact: Lifelong, reliable informant
Consistency & Adequacy: Consistent and credible
Reason for Seeking Help Now: As per teacher’s direction
Expectations from Treatment: Development in academic skills

Chief Complaints (as per informant)

● Attention deficit

● Impulsiveness

● Lack of sitting tolerance

● Forgetfullness

● Scholastic backwardness

● Reading and writing difficulties

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● Lack of basic arithmetic operations

● Deficit in intellectual functioning

● Lack of motivation

Treatment History

● None

History of Past Illness (Medical/Psychiatric)

● None

Family History

He comes from a nuclear family. He is an only child and was disconnected from other
children of his age growing up. His father does not believe in therapeutic
interventions. He believes A.H is falling backwards in class because he is not trying
hard enough or because he is lazy. Since A.H attained his milestones even though
with a delay, his father is of the opinion that he will improve in his academics on his
own if given living situations. There is no known history of mental disorders in the
family.
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Personal History

Birth and Early Development: Only child, cesarean section, premature birth, delay in
achieving developmental milestones.

Scholastic/Extracurricular: Academic skills significantly lower than peers. Does not

participate in extracurriculars.

Menstrual History: Not applicable.

Premorbid Personality

● Self: Self-critical, low self-esteem.

● Relations: Close with mother and grandmother, fearful towards father.

● Work & Leisure: Enjoys watching TV and Youtube.

● Mood: Euthymic

● Character: Reserved, sensitive to criticism.

● Attitudes & Standards: Low academic standards, self-defeating attitude.

● Habits: Continuous TV or phone use.

MENTAL STATUS EXAMINATION

General Appearance and Behaviour: Well-groomed, appropriately dressed. Eye contact

present but not sustained. Rapport initially guarded but improved. Reality contact intact.

Psychomotor Activity: Restless, fidgety.

Speech: fast tempo, excessive.

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Thought: Generally logical but disorganized.

Perception: No hallucinations reported.

Mood: Euthymic.

Cognitive Functions:

● Orientation: Intact

● Attention & concentration: Inadequate

● Memory: Intact (immediate, recent, remote)

● Intelligence: Average

● Judgement: Intact

● Insight: Partial insight

Diagnostic Formulation

Provisional Diagnosis: Attention-Deficit/Hyperactivity Disorder (ADHD) ICD-10: F90.2 /

DSM-5: 314.01

Intellectual Disability ICD-10: F70 / DSM-5: F70 (317)

Differential Diagnoses:

● Specific Learning Disorder (SLD)

● Autism Spectrum Disorder (ASD)

Summary

A.H. is a 13-year-old boy referred from school due to attention difficulties, impulsiveness,
academic underachievement, and intellectual deficits. Born prematurely with delayed
milestones, he has shown ongoing and worsening challenges in reading, writing, and math.
Clinical observation revealed restlessness, fast speech, and poor concentration, with partial
insight and low self-esteem. He is diagnosed with ADHD and Intellectual Disability, with
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SLD and ASD as differentials. Educational Therapy, Behavioural Therapy and One-On-One
Remedial Tutoring are recommended.
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A REPORT OF THE COMMUNITY WORK

Introduction

Community work refers to a range of organized activities aimed at improving the well-
being of a community through collective efforts. It is a developmental process that involves
both a task and a method, where the task focuses on bringing about social change, promoting
equality, social justice, and human rights, while the method emphasizes participation,
empowerment, and collective decision-making in a coordinated and structured manner.
Community work includes both short-term efforts like community service, which is usually
goal-oriented and done in groups, and long-term initiatives such as community development,
which seeks to enhance the capacity and sustainability of communities over time.

Venue 1: University college palayam, Thiruvananthapuram

As a part of the world mental health day, a mental health week was celebrated at University
College Thiruvananthapuram from 10/10/2023 to 14/10/2023 with each day witnessing
different activities aimed at mental health and well- being of the students. Every year on
October 10th, World Mental Health Day is commemorated with the aim of increasing
awareness of mental health concerns and organizing support for better mental health. ‘Mental
Health is a universal human right’ is the motto of 2023. The psychology department of
University College held a number of programs during mental health week.

On the first day, we spoke to the Honourable Principal,Vice Principal, other staff members
and students at university college about mental health day, the importance of celebrating
mental health day and what the psychology department is going to do in the coming days of
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mental health week to foster the mental health awareness of the students. Then they were all
invited to the programs planned to be held in the department of psychology in the coming
days.

On the second day we divided into different groups and took classes to students on the
importance of mental health and how to maintain good mental health. These classes were
conducted under the supervision of our teacher Harikrishnan. and hiya roy. These classes
were able to create mental health awareness in students and after the discussion students
asked their doubts about mental health and clarified them.

On day three,at 10. Am a social experiment was held on campus, asking participants about
“How happy are you with your Mental Health”? It was a huge success. This social
experiment had 350 responses, of which 180 participants reported they are satisfied with their
mental health, 100 participants reported that they are undecided yet and 70 of participants
reported they are unsatisfied about their mental health. We offered mental health support for
participants who reported unsatisfied with mental health. And the other experiment asked the
students to write a short stick note about “Thinks that make you feel better” . Many students
participated in this experiment and they all seemed to be happy.

On the Last day several assessments were carried out in the psychology department. 120
students from various departments participated in this session with enthusiasm. The
assessment began before midday, and thereafter, students provided comments on the
assessments. Assessments of depression, OCD, colour blindness. personality, memory.
reasoning, and intelligence were conducted.
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Venue 2: University college palayam, Thiruvananthapuram

On 9th June 2025, a community awareness program was conducted at University College,
Palayam, focusing on the theme “Say No to Drugs: Awareness, Reflection, and Action.” The
initiative was designed for students of the Political Science Department and aimed to raise
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awareness about the rising concern of drug addiction, its psychological and social effects, and
ways to prevent it. This program formed part of a larger community outreach effort to
empower youth with the knowledge and tools needed to combat substance abuse and make
healthier life choices.

The program began with an ice-breaking session that created an energetic and inclusive
atmosphere. Through fun movement-based activities such as Walk–Stop–Clap, Name–Jump–
Dance, and Change the Pair, students engaged with one another, broke social barriers, and
prepared for the discussions ahead. This playful start set a positive tone and encouraged
openness for the more serious topics to follow.

Once the participants were comfortable and engaged, the facilitator led an awareness session
exploring the nature of addiction. Students learned about the definition of addiction, the types
of addictive substances, and the causes and triggers, such as peer pressure, trauma, and
curiosity. The discussion highlighted the physical, psychological, and social consequences of
substance abuse, as well as the stages of addiction and how quickly dependency can develop.
Legal implications under the Narcotic Drugs and Psychotropic Substances (NDPS) Act were
also explained, making students aware of the serious repercussions of drug-related offenses.
Real-life case examples and reflective questions made the session more relatable and thought-
provoking.

To encourage creative expression, students were then grouped randomly and tasked with
preparing a short skit on addiction-related scenarios within just five minutes. Despite the
limited preparation time, they delivered impressive performances that ranged from deeply
emotional to satirical, demonstrating empathy, creativity, and teamwork. These skits provided
an experiential way for students to process and present what they had learned, bringing out
the human side of addiction and its impact on individuals and society.

The program concluded with a reflective feedback session. Students shared their experiences,
insights, and takeaways, expressing how the session helped them understand the subtle ways
addiction can take hold. Many appreciated the interactive and non-judgmental approach,
while others felt inspired to initiate peer-led awareness campaigns in the future. Written
feedback forms were also distributed to assess the session’s impact and collect suggestions
for upcoming initiatives.
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Overall, the outreach program succeeded in combining education, interaction, and creativity,
leaving a lasting impression on the participants and reinforcing the collective responsibility to
“Say No to Drugs.”
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REPORT OF THE ACTIVE TRAINING ON PROBLEM SOLVING

SKILLS

INTRODUCTION

Problem-solving skills are a set of cognitive, emotional, and behavioral abilities that allow
individuals to effectively identify, analyze, and resolve challenges in everyday life. These
skills involve a sequence of steps, including recognizing the problem, clearly defining it,
generating and evaluating possible solutions, making decisions, and taking action. According
to psychologist Robert Sternberg, “Problem-solving is the process of moving from a given
state to a goal state through a set of mental operations” (Sternberg, 2003). This highlights the
structured nature of problem-solving as a cognitive process. Strong problem-solving abilities
require critical thinking, logical reasoning, creativity, decision-making, and emotional
regulation.

Problem-solving skill learning refers to the progressive development of an individual’s ability

to effectively approach, analyze, and resolve problems in various domains, including
academic, interpersonal, occupational, or everyday life situations. This process is not simply
about gaining knowledge of techniques; rather, it involves actively applying cognitive,
emotional, and sometimes behavioral strategies to navigate real-world challenges.

At its core, learning problem-solving skills requires a blend of critical thinking, logical
reasoning, decision-making, creativity, and emotional regulation. In the early stages,
individuals often need to be taught structured methods—such as identifying the problem,
gathering relevant information, generating possible solutions, weighing options, choosing the
best course of action, and evaluating the outcome. These steps often require conscious effort
and guidance through modeling, instruction, or scaffolding by educators, mentors, or
psychologists. As individuals repeatedly engage with problem-solving tasks, they start to
recognize patterns and develop a mental toolkit of strategies that can be flexibly applied
across different situations.
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Techniques for problem solving skills

1. Identify the Problem Clearly

The first step in effective problem-solving is to clearly and accurately identify the problem.
Many people jump straight into trying to fix a situation without fully understanding what the
actual issue is. This can lead to wasted effort or temporary solutions that don't address the
root cause. Start by asking detailed questions such as:

● What exactly is the issue?

● Is it a lack of resources, a communication gap, a conflict, or a misunderstanding?

Try to describe the problem in specific terms, not vague feelings.

Next, consider when, where and with who the problem occurs:

● Is it a recurring issue or a one-time event?

● Does it happen in a particular context, such as at work, in a relationship, or during a
certain time of day?
● Who is involved?
● Does the problem only affect you, or are others involved?

Understanding the roles of different people or systems can clarify whether the problem is
internal (within your control) or external (involving others or external circumstances). A
well-defined problem sets the foundation for finding an effective and lasting solution.

2. Break the Problem into Smaller Parts

Large or complex problems can feel overwhelming and paralyzing. To make the issue more
manageable, break it down into smaller, actionable components.

1. Chunk the Problem into Smaller Tasks: Divide the issue into smaller, more
manageable components to reduce overwhelm and make the process more organized.
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2. Focus on One Aspect at a Time: Prioritize and address one section of the problem
before moving on to the next. This helps maintain clarity and reduces mental fatigue.

3. Identify High-Impact Areas: Analyze which parts of the problem have the greatest
impact or require urgent attention, and address those first.

4. Start with Simpler Tasks: Tackle smaller or easier tasks first to build confidence and
momentum before dealing with more complex challenges.

5. Set Milestones or Micro-Goals: Create checkpoints along the way. Achieving small
wins boosts motivation and provides a sense of progress.

3. Brainstorm Solutions

Brainstorming is a creative thinking process where you aim to produce as many ideas as
possible, without immediately evaluating or dismissing them.

1. Generate a Large Quantity of Ideas: Focus on coming up with as many solutions as

possible, without worrying about how realistic or feasible they are at first.

2. Encourage Wild and Imaginative Ideas: Even ideas that seem unrealistic can spark
innovative thinking or be reshaped into practical solutions later.

3. Use the “Yes, and...” Technique: Build on others' suggestions instead of shutting
them down. This collaborative mindset enhances creativity and connection between
ideas.

4. Write Down Every Idea: Use sticky notes, a whiteboard, or a shared document to
visually capture all ideas—this helps identify patterns and ensures no idea is lost.
5. Use Prompts or Brainstorming Questions: Stimulate thinking with prompts like
“What are 10 different ways to solve this?”, “What would a child/adult/expert
suggest?” and “How would I approach this with unlimited resources?”
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4. Weigh the Pros and Cons

After generating multiple possible solutions, it’s essential to critically evaluate each one. A
structured approach is to list the pros and cons of every option.

1. Create a Two-Column List: Draw a line down the middle of a page or board and
label one side “Pros” and the other “Cons”. List the positive outcomes and negative
aspects of each solution.

2. Use a Scoring System

Assign numerical values (e.g., 1–5) to each pro and con based on importance or
impact. Tally the scores to compare options more objectively.

3. Categorize Pros and Cons: Group the pros and cons into categories such as Practical
(cost, time, feasibility), Emotional (stress, satisfaction), Social (impact on others,
relationships), Long-term effects (sustainability, future benefits)

4. Consider Best-Case vs. Worst-Case Scenarios: Think through the most optimistic
and most pessimistic outcomes of each solution to understand the range of possible
impacts.

5. Reflect on Personal or Organizational Values: Evaluate whether the pros align with
your goals, ethics, or priorities. A solution with fewer cons may still not be ideal if it
conflicts with core values.

5. Use Decision-Making Techniques

To make an informed and strategic choice among the solutions, apply structured decision-
making techniques.

1. SWOT Analysis: This method helps analyze each solution’s Strengths, Weaknesses,
Opportunities, and Threats. It’s particularly useful in business or project planning.
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2. Cost-Benefit Analysis: This involves comparing the costs (financial, emotional,

time-related) against the expected benefits to see if the solution is worth pursuing.

3. Decision Matrix: A table that rates each option against important criteria (e.g.,
effectiveness, cost, time) can help you rank solutions objectively.

4. Risk Analysis: Evaluate the likelihood and impact of risks for each solution.
Consider the worst-case scenarios and how to mitigate them before deciding.

5. Paired Comparison Analysis

Compare each possible solution against every other in pairs, deciding which of each
pair is more favorable. Totals help determine the best overall option.

6. Try the “5 Whys” Technique

The “5 Whys” is a simple but powerful technique used to identify the root cause of a
problem, rather than just treating its symptoms. It involves asking “Why?” repeatedly
(typically five times) in response to each answer given. For example:

Problem: "The project was delayed."

● Why? "Because we missed the deadline for the first phase."

● Why? "Because we didn’t receive the required data on time."
● Why? "Because the data team wasn’t informed early enough."
● Why? "Because there was a miscommunication in the planning meeting."
● Why? "Because no one was assigned to follow up with them."

By drilling down into the chain of causes, you can identify the real issue that needs to be
fixed, which often lies deeper than the surface problem. This prevents quick-fix solutions that
don’t address the true source of the difficulty.
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7. Use Trial and Error

Trial and error is a hands-on approach to solving problems by experimenting with different
solutions until one proves effective.

1. Small-scale testing: Try solutions in low-risk settings before full implementation. For
example, if managing time better is the goal, test a new schedule for one day or one
week before committing to it.

2. Keep a reflection log: Document each attempt, what you did, what happened, and
what you learned. This builds a clearer picture of progress and patterns.

3. A/B testing: Try two different methods and compare outcomes. Choose the more
effective one.

4. Limit the variables: Change only one factor at a time. This helps isolate which action
caused a result.

5. Iterative improvement: Use feedback from failed attempts to tweak and improve the
next version of the solution.

Detailed Report

I took MSc Geography students in University College, Thiruvananthapuram with an age

range of 20-23. On June 4 2025 I started the session at 11 am. Firstly I introduced myself and
the purpose of conducting a skills training session on problem solving. As the students were
all college students and would be stepping into the adult world in a few years, learning
problem solving skills that can be utilized in their professional and personal lives are vital.

I initially explained the importance of learning problem solving skills and the consequences
that may follow if an individual lacks this particular set of skills, including the impact on
interpersonal relationships. We discussed seven types of skills, each one was elaborated with
their own specific techniques that are applicable in one’s practical life.
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We then moved on to using student’s real life problems as an example to learn how to apply
the tips and techniques they have learned. The SWOT analysis seemed to be of particular
interest to the students. Cost-Benefit analysis was another technique the students seems to
resonate with. We concluded the session by taking feedback from the students who took part
in the training. Those who volunteered to speak were of the opinion that the session provided
them with a structured and simplified process they could utilize to solve their problems,
especially the complex, multi-layered problems that may feel overwhelming.
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TOUR REPORT

On 25th February 2025, the Department of Psychology at University College organized a

one-day industrial visit to Karunasai De-Addiction Centre, as part of the academic
curriculum. The main objective of the students was to gain hands-on exposure to
psychological theories and their practical implications beyond traditional classroom settings.
A total of 14 students, along with a faculty member, took part in the visit.

The group reached their destination by 10 AM. The day commenced with an engaging ice-
breaking session, where loud music was played for the students to dance to. This was
followed by an introductory orientation about Karunasai. Students were then given the
opportunity to explore the various informative exhibitions that highlighted the development
of psychology over time, including early psychotherapy techniques, primitive and traditional
treatments for mental health problems, and contemporary approaches. The visit also featured
sculptures of influential psychologists, genograms, and other displays related to various
psychological themes, enhancing students’ understanding of historical milestones in the field.

Following a lunch break at Red Castle, Psychopark, the afternoon activities included visits to
the Brain Museum and an art gallery, which showcased creative interpretations of
psychological concepts. A highlight of the visit was an interactive session with Dr. L. R.
Madhujan, Managing Director of Karunasai, who shared valuable insights on psychological
theories, substance use disorders, history of the establishment, dream analysis, and the
dynamic relationship between theory and experience. Students also toured the Psycho-Socio-
Cultural Museum, which emphasized the impact of human thought evolution on societal
development and everyday life.

The visit concluded with a film screening addressing psychological conditions such as anger
issues and Obsessive-Compulsive Disorder (OCD), further deepening students’
understanding of emotional and behavioral challenges. The group departed from Karunasai at
5 PM. Overall, the visit proved to be a highly enriching and informative experience,
effectively connecting theoretical knowledge with practical insights into psychology, its
applications, and its relevance in real-life contexts.
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