Dr. Manju Antil, Ph.D., is a counseling psychologist, psychotherapist, academician, and founder of Wellnessnetic Care. She currently serves as an Assistant Professor at Apeejay Stya University and has previously taught at K.R. Mangalam University. With over seven years of experience, she specializes in suicide ideation, projective assessments, personality psychology, and digital well-being. A former Research Fellow at NCERT, she has published 14+ research papers and 15 book chapters.

From Your Research Paper to Journal Publication| Behavioural Science Foundation III (LASS112)

 


From Your Research Paper to Journal Publication

A Practical, Hands-on Guide for Students

You have already written your research paper. You have presented it at a conference. You may even have presented it as a paper or poster.

So, what comes next?

The next step is to take your research from the classroom or conference platform to a scholarly journal.

But publishing a research paper does not simply mean finding a website that says “Submit your Paper Here.”

You need to learn how to:

  • identify a suitable journal,

  • use AI responsibly to discover possible journals,

  • check whether the journal is genuine and relevant,

  • read the journal's Author Guidelines,

  • modify your paper according to those guidelines,

  • submit your manuscript correctly, and

  • understand what happens after submission.

This article will take you through the entire process step by step.


Your Research Journey So Far

Think about your research journey as a staircase.

Illustration 1: From Classroom Learning to Publication

┌───────────────────────────────┐
│        RESEARCH IDEA          │
└───────────────┬───────────────┘
                ↓
┌───────────────────────────────┐
│          ABSTRACT             │
│     Semester / Stage 1        │
└───────────────┬───────────────┘
                ↓
┌───────────────────────────────┐
│       RESEARCH PAPER          │
│     Semester / Stage 2        │
└───────────────┬───────────────┘
                ↓
       ┌────────┴────────┐
       ↓                 ↓
┌──────────────┐   ┌──────────────┐
│    POSTER    │   │    PAPER     │
│ PRESENTATION │   │ PRESENTATION │
└──────┬───────┘   └──────┬───────┘
       └────────┬──────────┘
                ↓
┌───────────────────────────────┐
│       JOURNAL PUBLICATION     │
└───────────────────────────────┘

You are now at the publication stage.


STEP 1: Start With the Research Paper You Already Have

Do not begin by randomly searching for journals.

Start with the paper that you have already written.

Read your paper once again and identify:

  1. What is my main research topic?

  2. What are my main variables?

  3. Who are my participants or target population?

  4. What methodology have I used?

  5. What are my major findings?

  6. What are the important keywords?

Your paper may be:

Empirical → You collected and analysed original data.

Review-based → You reviewed and synthesised existing literature.

Database/Secondary-data based → You analysed data that already existed.

Illustration 2: Identify Your Paper Type

                    MY RESEARCH PAPER
                           │
             ┌─────────────┼─────────────┐
             ↓             ↓             ↓
         EMPIRICAL      REVIEW       DATABASE
             │             │             │
       Original data   Literature     Existing/
       Participants    synthesis      secondary data
       Analysis        & analysis     analysis

Knowing your paper type is important because not every journal accepts every type of manuscript.


STEP 2: Identify 3–5 Keywords

Before looking for a journal, identify the central concepts in your paper.

Example

Suppose your paper is titled:

“Relationship Between Social Media Use and Academic Procrastination Among Undergraduate Students”

You might identify the following keywords:

Social Media Use
Academic Procrastination
Undergraduate Students
Student Behaviour
Educational Psychology

Illustration 3: From Title to Keywords

RESEARCH PAPER
      │
      ↓
Read the title + abstract + objectives
      │
      ↓
Identify the major concepts
      │
      ↓
┌─────────────────────────────────┐
│          KEYWORDS               │
│                                 │
│  1. Social Media Use            │
│  2. Academic Procrastination   │
│  3. Undergraduate Students     │
│  4. Student Behaviour          │
│  5. Educational Psychology     │
└─────────────────────────────────┘

These keywords will help you search for journals that publish research similar to yours.


STEP 3: Use AI to Find Potential Journals

This is where technology can become your research assistant.

You can upload your already-written research paper to an appropriate AI research tool and ask it to suggest journals that may be suitable for your manuscript.

For example, you can give the AI a prompt such as:

“Analyse my research paper and suggest 5 suitable academic journals for this manuscript. Consider the research topic, methodology, population, keywords and type of paper. For each journal, provide its scope, publisher, indexing information, journal metrics where available, publication charges and official website. Prioritise journals that are relevant and credible rather than journals that simply promise fast publication.”

Illustration 4: AI-Assisted Journal Discovery

             YOUR RESEARCH PAPER
                       │
                       ↓
                UPLOAD TO AI
                       │
                       ↓
                AI ANALYSES
          Topic + Keywords + Method
                       │
          ┌────────────┼────────────┐
          ↓            ↓            ↓
       Journal A    Journal B    Journal C
          ↓            ↓            ↓
       Journal D    Journal E
                       │
                       ↓
              YOU VERIFY THEM

Remember:

AI gives suggestions. You make the final decision.

Never submit a paper to a journal simply because an AI tool recommended it.

AI can make mistakes, use outdated information, confuse similarly named journals, or repeat information found on unreliable websites.


STEP 4: Shortlist 4–5 Journals

Suppose the AI gives you five possible journals.

Do not immediately select Journal 1.

Create a shortlist.

Example

JournalWhy it may be relevant
Journal APsychology + student behaviour
Journal BEducational psychology
Journal CBehavioural science
Journal DSocial media research
Journal EHigher education research

Now your job is to investigate these journals yourself.


STEP 5: Open the Official Journal Website

This is a very important step.

Do not depend only on the link provided by AI.

Open the official journal website.

Look for sections such as:

Aims & Scope
Author Guidelines
Editorial Board
Peer Review
Publication Ethics
Indexing
Article Processing Charges
ISSN
Submission

Illustration 5: What Should You Look For?

             OFFICIAL JOURNAL WEBSITE
                       │
       ┌───────────────┼────────────────┐
       ↓               ↓                ↓
  AIMS & SCOPE   AUTHOR GUIDELINES   EDITORIAL BOARD
       │               │                │
       ↓               ↓                ↓
   Is my topic     How should       Who manages
   suitable?       I format it?     the journal?
                       │
       ┌───────────────┼────────────────┐
       ↓               ↓                ↓
   PEER REVIEW      INDEXING           FEES
       │               │                │
       ↓               ↓                ↓
   How is it       Is the claim      Is the fee
   reviewed?       verifiable?       transparent?

STEP 6: Check the Journal's Scope

Now ask one simple question:

Does this journal actually publish research like mine?

This is called journal–manuscript fit.

Imagine that your research is about:

Social Media Use and Academic Procrastination among Undergraduate Students.

A journal focusing on Psychology, Educational Psychology, Student Behaviour or related behavioural research may be relevant.

But a journal specialising in an unrelated discipline would not become a good choice merely because it has a high metric.

Illustration 6: Good Fit vs Poor Fit

             YOUR RESEARCH
                   │
                   ↓
          “Social Media Use
          & Procrastination”
                   │
          ┌────────┴────────┐
          ↓                 ↓
       GOOD FIT           POOR FIT
          │                 │
   Psychology          Unrelated
   Education           discipline
   Behavioural         with no relevant
   Science             scope
          │                 │
          ↓                 ↓
          ✓                 ✗

Golden Rule

A journal should fit your research—not the other way around.


STEP 7: Read the Author Guidelines

This is one of the most important steps in the entire publication process.

Once you shortlist a journal, open:

Author Guidelines / Instructions for Authors

Read them carefully.

Do not simply look at the journal title and click Submit.

Look for requirements related to:

  • Word limit

  • Abstract length

  • Keywords

  • Font

  • Font size

  • Line spacing

  • Heading style

  • Citation style

  • Reference style

  • Tables

  • Figures

  • Manuscript structure

  • Number of references

  • Ethical declarations

  • Conflict of interest

  • Funding statement

  • Submission format

Illustration 7: Author Guidelines as a Checklist

        AUTHOR GUIDELINES
               │
      ┌────────┼────────┐
      ↓        ↓        ↓
   ABSTRACT  KEYWORDS  FORMAT
      ↓        ↓        ↓
 REFERENCES  TABLES   FIGURES
      ↓        ↓        ↓
   ETHICS   DECLARATIONS  WORD LIMIT

STEP 8: Compare Your Paper With the Guidelines

Now comes the hands-on part.

Take your existing paper.

Keep the Author Guidelines open beside it.

Then compare them.

Example

Suppose:

Journal requirement: Abstract = maximum 250 words

Your abstract = 380 words.

You need to modify the abstract.

Suppose:

Journal requirement: APA 7th edition references

Your references are inconsistent.

You need to correct them.

Suppose:

Journal requirement: 5–7 keywords

Your paper has only three.

You need to revise the keywords.

Illustration 8: Paper → Guidelines → Modified Paper

┌──────────────────┐
│  YOUR EXISTING   │
│      PAPER       │
└────────┬─────────┘
         ↓
┌──────────────────┐
│ JOURNAL AUTHOR   │
│    GUIDELINES    │
└────────┬─────────┘
         ↓
     COMPARE
         ↓
┌──────────────────┐
│ IDENTIFY THE GAP │
└────────┬─────────┘
         ↓
┌──────────────────┐
│ MODIFY THE PAPER │
└────────┬─────────┘
         ↓
┌──────────────────┐
│ FINAL MANUSCRIPT │
└──────────────────┘

STEP 9: Modify the Paper — But Do Not Manipulate the Research

There is an important distinction here.

You CAN modify:

✓ Formatting
✓ Structure
✓ Abstract length
✓ Keywords
✓ Headings
✓ Citation style
✓ Reference style
✓ Tables and figures
✓ Required declarations

You MUST NOT manipulate:

✗ Data
✗ Results
✗ Findings
✗ Participants
✗ Statistical results
✗ References
✗ Conclusions

Illustration 9: Modify vs Manipulate

                 PAPER REVISION
                       │
             ┌─────────┴─────────┐
             ↓                   ↓
        ACCEPTABLE            NOT ACCEPTABLE
             │                   │
      Formatting              Fabricating data
      References              Changing results
      Structure               Fake references
      Abstract                Inventing findings
      Keywords                Manipulating data
             │                   │
             ✓                   ✗

The purpose of following Author Guidelines is to prepare your manuscript, not to change the truth of your research.


STEP 10: Check Journal Quality and Credibility

Before submitting, perform a credibility check.

A useful framework is:

THINK → CHECK → SUBMIT

THINK

Is this journal appropriate for my research?

CHECK

Can I independently verify the journal's important information?

SUBMIT

Have I completed all the checks before submission?

The Think.Check.Submit. initiative provides a practical checklist for evaluating journals, including publisher identity, peer review, editorial information, indexing, fees and other indicators of trustworthiness.

Illustration 10: Think–Check–Submit

       🧠 THINK
          ↓
 Is this the right journal?
          ↓
       🔍 CHECK
          ↓
Can I verify its information?
          ↓
       📤 SUBMIT
          ↓
Only after completing the checks

STEP 11: Check the Journal Metrics

You may come across terms such as:

  • Impact Factor / Journal Impact Factor

  • CiteScore

  • SJR

  • SNIP

  • H-index

These metrics are useful, but do not select a journal only because it has a high number.

For example, a journal may have a high Impact Factor but may not be the appropriate journal for your research.

Illustration 11: Don't Chase Only the Number

             JOURNAL SELECTION
                    │
          ┌─────────┴─────────┐
          ↓                   ↓
   HIGH METRIC ONLY       OVERALL FIT
          │                   │
     “9.2! Choose it!”    Scope ✓
          │               Peer Review ✓
          ✗               Indexing ✓
                          Ethics ✓
                          Guidelines ✓
                          Relevance ✓
                              │
                              ↓
                           BETTER

Journal Impact Factor is a journal-level metric, not a direct measure of the quality of your individual paper.

If a journal claims a particular Impact Factor or indexing status, verify the claim through the relevant authoritative database rather than relying only on the journal's website.


STEP 12: Check the Peer-Review Process

A credible journal should explain its review process.

Look for:

Who reviews the paper?

How is the review conducted?

What happens after submission?

For example:

              MANUSCRIPT
                  ↓
               EDITOR
                  ↓
            PEER REVIEW
                  ↓
         ┌────────┼────────┐
         ↓        ↓        ↓
      ACCEPT    REVISE   REJECT
                  ↓
               REVISE
                  ↓
               REVIEW
                  ↓
               ACCEPT

A request for revision is not necessarily a rejection.

Revision is a normal part of academic publishing.


STEP 13: Check the Editorial Board

Open the journal's Editorial Board page.

Check:

  • Are editors clearly named?

  • Are their institutional affiliations provided?

  • Are they identifiable researchers?

  • Is their expertise relevant to the journal?

If necessary, verify editorial board members through institutional webpages, ORCID or other reliable scholarly profiles.

Illustration 12: Editorial Board Check

             EDITORIAL BOARD
                    │
        ┌───────────┼───────────┐
        ↓           ↓           ↓
      NAME      AFFILIATION   EXPERTISE
        │           │           │
        ↓           ↓           ↓
   Can I verify?  University?  Relevant?
        │           │           │
        └───────────┼───────────┘
                    ↓
                 CHECK ✓

STEP 14: Check the Publication Fee

Some journals charge an Article Processing Charge (APC).

Some journals do not.

Therefore:

Paid journal does not automatically mean bad journal.

And:

Free journal does not automatically mean good journal.

The important question is whether the fee is transparent.

Check:

  • How much is the fee?

  • When is it charged?

  • Is it clearly mentioned on the official website?

  • Are there waivers?

  • What does the fee cover?

Illustration 13: Publication Fee

             PUBLICATION FEE
                    │
          ┌─────────┴─────────┐
          ↓                   ↓
       CLEARLY             UNCLEAR
       STATED                │
          │                  ↓
          ↓              🚩 CHECK
     Continue checking

STEP 15: Watch Out for Red Flags 🚩

Students are often attracted by phrases such as:

“Guaranteed Publication”

“100% Acceptance”

“Publish in 48 Hours”

“No Peer Review”

“Pay Today – Certificate Tomorrow”

Be careful.

A journal that promises publication simply because you have paid a fee should be investigated very carefully.

Illustration 14: Red Flag Warning

              🚩 RED FLAGS 🚩

       GUARANTEED ACCEPTANCE
                ↓
       PUBLISH IN 2–3 DAYS
                ↓
       NO PEER REVIEW
                ↓
       UNCLEAR INDEXING
                ↓
       UNKNOWN EDITORIAL BOARD
                ↓
       UNCLEAR FEES
                ↓
       UNRELATED JOURNAL SCOPE
                ↓
           🛑 STOP & CHECK

One warning sign does not automatically prove that a journal is predatory. However, multiple unexplained warning signs should make you investigate further.


STEP 16: Prepare the Final Manuscript

Once you have selected your journal and checked its requirements, prepare your final manuscript.

Illustration 15: Final Manuscript Preparation

SELECT JOURNAL
      ↓
READ GUIDELINES
      ↓
FORMAT PAPER
      ↓
CHECK ABSTRACT
      ↓
CHECK KEYWORDS
      ↓
CHECK REFERENCES
      ↓
CHECK TABLES & FIGURES
      ↓
CHECK ETHICAL DECLARATIONS
      ↓
PROOFREAD
      ↓
FINAL MANUSCRIPT

STEP 17: Submit Through the Official Channel

Now you are ready to submit.

Use the journal's official submission system or the official submission route specified by the journal.

Before clicking Submit, check:

Final Submission Checklist

☐ Correct journal selected
☐ Author Guidelines followed
☐ Abstract within word limit
☐ Keywords added
☐ References formatted
☐ Tables checked
☐ Figures checked
☐ Ethical statements completed
☐ Manuscript proofread
☐ Correct file uploaded
☐ Cover letter prepared if required
☐ Submission details checked

Then:

SUBMIT

Keep a record of:

  • Submission date

  • Manuscript title

  • Manuscript ID

  • Journal name

  • Corresponding author details

  • Submission confirmation


STEP 18: What Happens After Submission?

Students often think:

Submit → Published

But academic publishing usually involves several stages.

Illustration 16: Life of a Manuscript

          📄 SUBMISSION
                ↓
       EDITORIAL SCREENING
                ↓
           PEER REVIEW
                ↓
        REVIEWER COMMENTS
                ↓
           REVISION
                ↓
       RESUBMISSION
                ↓
           ACCEPTANCE
                ↓
       PRODUCTION / PROOF
                ↓
          📚 PUBLISHED

The process can take time.

Therefore, students should distinguish between:

Submission

Acceptance

and

Publication

These are three different stages.


A Very Important Example

Imagine that you submitted your paper on 1 September.

The journal sends reviewer comments on 20 September.

You revise the paper and resubmit it on 30 September.

The editor accepts it on 15 October.

The paper is finally published online later.

Your timeline is:

1 Sept          20 Sept          30 Sept          15 Oct
  │                │                 │                │
  ↓                ↓                 ↓                ↓
SUBMISSION      REVIEW          REVISION          ACCEPTANCE
                                                     ↓
                                                  PUBLICATION

Therefore:

“I submitted my paper” does not mean “my paper has been published.”


STEP 19: Your Hands-on Publication Activity

Now it is your turn.

Take the research paper you have already written.

Complete these steps:

1. Select your research paper

2. Identify 3–5 keywords

3. Upload your paper to an appropriate AI research tool

4. Ask AI to suggest 4–5 potentially suitable journals

5. Open the official websites

6. Read the Aims & Scope

7. Read the Author Guidelines

8. Check peer review, editorial board, indexing, metrics and fees

9. Select the most appropriate journal

10. Modify your paper according to its Author Guidelines

11. Proofread the final manuscript

12. Submit through the official submission channel

13. Keep your submission evidence

14. Track the publication process


Your Journal Selection Worksheet

Before submitting, compare your shortlisted journals.

CriteriaJournal 1Journal 2Journal 3
Scope matches my paper✓ / ✗✓ / ✗✓ / ✗
Similar papers published✓ / ✗✓ / ✗✓ / ✗
Author Guidelines available✓ / ✗✓ / ✗✓ / ✗
Peer review explained✓ / ✗✓ / ✗✓ / ✗
Editorial Board identifiable✓ / ✗✓ / ✗✓ / ✗
ISSN verifiable✓ / ✗✓ / ✗✓ / ✗
Indexing verified✓ / ✗✓ / ✗✓ / ✗
Journal metrics verified✓ / ✗✓ / ✗✓ / ✗
Publication fee transparent✓ / ✗✓ / ✗✓ / ✗
Submission process clear✓ / ✗✓ / ✗✓ / ✗
Red flags foundYes / NoYes / NoYes / No
Final decisionSubmit / AvoidSubmit / AvoidSubmit / Avoid

The Golden Rule of Journal Selection 🏆

Do not ask:

“Which journal will publish my paper quickly?”

Ask:

“Which credible journal is the best fit for my research?”

Illustration 17: The Right Question

        ❌ WRONG QUESTION

 “Where can I publish quickly?”
                 ↓
          Focus = SPEED


        ✅ RIGHT QUESTION

 “Which credible journal is
 the best fit for my research?”
                 ↓
     Focus = QUALITY + FIT

Your goal is not simply to see your paper published somewhere.

Your goal is to learn how to become a responsible researcher who can:

WRITE → IDENTIFY → EVALUATE → MODIFY → SUBMIT → REVISE → PUBLISH


Final Researcher Mindset

Remember these five words:

THINK → CHECK → MODIFY → SUBMIT → LEARN

Every paper you write teaches you something.

Every reviewer comment can improve your research.

Every journal's Author Guidelines teach you something about scholarly communication.

And every publication should move you one step forward as a researcher.

Your research does not end when you finish writing the paper.

That is where the publication journey begins.

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Is Everyone Who Looks Happy Actually Okay? First Aid: Mental Health (SBSM101) | Unit I


 

Is Everyone Who Looks Happy Actually Okay?

The Psychology Behind the Smile

First Aid: Mental Health (SBSM101) | Unit I – UNDERSTAND

Have you ever looked at someone and thought, “She is so happy”?

Maybe she is the person who laughs the loudest in your class. She is always surrounded by friends, participates in every event, posts beautiful photographs and seems completely confident.

Or perhaps it is that boy who always makes everyone laugh. He is doing well academically, has a large social circle and seems to have his future figured out.

You look at them and think:

“They are fine. They have nothing to worry about.”

But let me ask you something.

How do you know?

And before you answer that question, think about yourself.

Have you ever smiled when you were nervous?

Have you ever laughed even though you were worried?

Have you ever told someone, “I'm fine,” simply because you didn't feel like explaining what was actually happening?

If you have, then you already know something important about human psychology:

What we show is not always the complete picture of what we experience.

But there is another side to this idea. A person who looks happy is not necessarily hiding sadness, anxiety or depression.

So, what is really happening behind the smile?


A world that smiles—and worries

Here is something fascinating.

Gallup's State of the World's Emotional Health 2025, based on more than 145,000 interviews across 144 countries and areas, examined people's emotional experiences during 2024.

73% of adults worldwide said they had smiled or laughed a lot the previous day.

The same percentage—73%—said they had experienced enjoyment. 72% felt well-rested, and 88% said they had been treated with respect. (Gallup.com)

Sounds encouraging, doesn't it?

Now look at the other side of the same data.

39% reported a lot of worry.

37% reported a lot of stress.

26% reported sadness.

22% reported anger. (Gallup.com)

Now stop for a moment.

How can someone laugh and worry on the same day?

Very easily.

You can laugh with your friends while worrying about your examination.

You can enjoy your birthday while worrying about your future.

You can love your family while feeling emotionally exhausted.

You can be excited about getting a job and simultaneously be terrified that you won't be good enough.

You can have a wonderful day and still have a difficult evening.

Human beings are emotionally complex.

And that is precisely why a smile cannot be used as a psychological test.


⏱️ 2-Minute Psychology Activity: Your Last 24 Hours

Before reading further, take two minutes.

Think about yesterday.

Write down three emotions you experienced.

Perhaps you felt:

happy + worried + tired

or

excited + irritated + grateful

or

calm + lonely + hopeful.

Now ask yourself:

Did experiencing one emotion make the others disappear?

Probably not.

That is your first psychological insight:

Different emotional experiences can coexist.

Mental health is therefore much more complex than simply asking whether someone is “happy” or “unhappy.”


Does smiling mean that someone is mentally healthy?

No.

And this distinction is extremely important.

Gallup's figures describe reported emotional experiences. They do not diagnose mental disorders.

Feeling worried does not automatically mean that you have an anxiety disorder.

Feeling sad does not automatically mean that you have depression.

Laughing does not automatically mean that you are psychologically healthy.

The World Health Organization estimates that in 2021, nearly 1.1 billion people—almost one in seven people worldwide—were living with a mental disorder. Anxiety and depressive disorders were among the most common. WHO defines a mental disorder as a clinically significant disturbance in cognition, emotional regulation or behaviour, generally associated with significant distress or impairment in important areas of functioning. (World Health Organization)

So psychology asks us to make an important distinction:

An emotion is not the same thing as a mental disorder.

You can feel sad and be mentally healthy.

You can feel happy and still experience psychological difficulties.

And sometimes, you can experience both in the same day.


The person who seemed to have everything

Think about Deepika Padukone.

At the height of her career, what did the world see?

Success.

Fame.

Money.

Recognition.

A thriving career.

From the outside, it would have been very easy to think:

“She has everything. What could possibly be wrong?”

Yet in 2015, Padukone publicly spoke about experiencing depression. She described that period as a struggle to get up and face the day and spoke about how her mother noticed that something was wrong. (Indian Express)

Imagine meeting her at a public event before knowing her story.

Would her appearance have allowed you to diagnose depression?

No.

Would her professional success have ruled it out?

Again, no.

That gives us an important psychological lesson:

External success is not a complete measure of internal well-being.

We sometimes make an unconscious assumption:

“If someone has a good life, they must feel good.”

But psychological experience is influenced by much more than achievements and circumstances.


⏱️ 2-Minute Psychology Activity: The “Perfect Life” Illusion

Think of someone you follow on social media whose life appears perfect.

Don't name them.

Now answer three questions:

What do I actually know about their life?

What have I simply assumed?

What parts of their life have I never seen?

Now ask yourself:

Am I comparing my complete life with someone else's selected moments?

If yes, you have just identified an important psychological trap.

A photograph gives you a moment.

It does not give you the whole person.


Now think about Michael Phelps

Imagine standing in an Olympic stadium.

Thousands of people are cheering.

The cameras are everywhere.

You have just won another gold medal.

Michael Phelps has won 28 Olympic medals, including 23 gold medals.

What would you assume about his mental state if all you had was that photograph?

Probably:

“He must be incredibly happy.”

Yet Phelps has publicly discussed depression, anxiety and periods of severe psychological distress, as well as the importance of seeking help.

Think about the apparent contradiction:

23 Olympic gold medals.

And psychological distress.

These two realities can exist in the same human being.

His story does not mean successful people are secretly unhappy.

It means something much more useful:

Achievement does not make a person psychologically invulnerable.


The person everyone thinks is “strong”

Now think about someone whose entire public image is associated with strength.

Dwayne Johnson has spoken publicly about experiencing depression during difficult periods of his life.

That challenges a very common belief:

“Strong people don't struggle.”

But what does psychological strength actually mean?

Is it never crying?

Never feeling overwhelmed?

Never asking for help?

Never admitting uncertainty?

Or could strength sometimes mean:

“Something isn't right, and I need support.”

Think about that.

Psychological resilience does not require a person to be emotionally invulnerable.


⏱️ 2-Minute Psychology Activity: What Does “Strong” Mean?

Complete this sentence without overthinking:

“A mentally strong person is someone who ______.”

Now look at your answer.

Did you write:

never cries?

never gives up?

handles everything alone?

doesn't need help?

Or did you write:

adapts?

asks for help?

accepts emotions?

keeps going despite difficulties?

There is no single correct answer.

But this exercise helps you notice your own beliefs about vulnerability and strength.

And that is self-awareness.


A smile is information—but it is not the whole story

Imagine your friend is laughing with everyone.

What do you actually know?

You know:

Your friend is laughing.

What might you interpret?

“She is happy.”

Perhaps.

But you don't know that for certain.

Now imagine another friend is sitting alone.

What do you know?

He is sitting alone.

What might you interpret?

“He is lonely.”

Perhaps.

But perhaps he simply wants some quiet time.

This distinction is fundamental in psychology:

Observation is not interpretation.

And interpretation is not diagnosis.

The SBSM101 syllabus specifically takes students toward this distinction in Unit II, where they learn to identify emotional, behavioural, cognitive and physical indicators and distinguish observation from interpretation.


⏱️ 2-Minute Psychology Activity: Observation or Assumption?

Read these statements.

“She has stopped attending classes.”

What do you actually know?

Now compare it with:

“She has stopped attending classes because she is depressed.”

What changed?

The first statement is an observation.

The second is an interpretation that may or may not be correct.

Now try these:

“He is very quiet today.”

“He is socially anxious.”

“She is laughing with her friends.”

“She is completely happy.”

“He failed his examination.”

“He has low self-esteem.”

Can you see the difference?

This tiny exercise develops an important psychological habit:

Describe what you know before deciding what it means.


What about Instagram?

Now let's bring this directly into student life.

Open your Instagram feed in your mind.

What do you see?

Travelling.

Graduations.

Birthdays.

Relationships.

Parties.

Gym transformations.

New jobs.

Beautiful photographs.

Smiling faces.

And perhaps, without realising it, you think:

“Everyone is happier than me.”

But you know your complete life:

your worries,

your unfinished work,

your insecurities,

your family concerns,

your failures,

your private thoughts.

You see only what another person has chosen to show.

So you may be comparing:

your complete life

with

someone else's selected moments.

That is not a fair comparison.


And the research on young people is fascinating

The World Happiness Report 2026 examined social media and well-being using data from the 2022 PISA survey involving more than 270,000 15- to 16-year-olds across 47 countries. The researchers found that the relationship between social-media use and life satisfaction is complex. Among girls, life satisfaction was highest among light users and tended to decline as social-media use increased; the pattern was different for boys and varied considerably across regions. (World Happiness Report)

But here's the part I particularly want you to notice.

The report does not give us a simple message such as:

“Social media causes unhappiness.”

Instead, it shows that how social media is used and the broader social context matter. The report also found that a sense of school belonging was much more strongly associated with life satisfaction than social-media use in the international data. (World Happiness Report)

That is an important finding for university students.

Perhaps the question is not simply:

“How much time do you spend online?”

Perhaps we should also ask:

“Do you feel that you belong somewhere?”


⏱️ 2-Minute Psychology Activity: Belonging Check

Take a moment and rate yourself from 0 to 10:

“I feel that I genuinely belong in my college/university community.”

Don't think about popularity.

Think about belonging.

Now ask:

Who could I call if I was having a genuinely difficult day?

If a name immediately came to mind, that's useful information.

If you struggled to think of someone, that's also useful information.

This is not a diagnosis.

It is simply a moment of self-awareness.


What should you actually notice in another person?

Suppose your friend is usually energetic, social and involved in everything.

Suddenly, over several weeks, they stop attending classes, withdraw from friends, sleep poorly and repeatedly say that they feel exhausted.

You ask:

“Are you okay?”

They smile:

“Yes, I'm fine.”

What should you do?

Should you say:

“No, you're not. I know you're depressed.”

No.

That would be an assumption.

Should you completely ignore what you have observed?

Also no.

A better response might be:

“Okay. I respect that. I've noticed you've seemed a little different recently. If things are difficult and you ever want to talk, I'm here.”

Notice what you have done.

You haven't diagnosed.

You haven't interrogated.

You haven't dismissed them.

You have simply communicated:

I noticed. I care. I'm available.

That is much closer to mental-health first aid.


Why emotional expression matters

Research gives us another interesting piece of the puzzle.

A meta-analysis of 48 studies involving 21,150 participants examined emotion-regulation strategies and mental health. It found different relationships between strategies such as cognitive reappraisal and expressive suppression and outcomes including life satisfaction, positive affect, depression, anxiety and negative affect. (PubMed)

This does not mean:

“If you hide your feelings, you will become mentally ill.”

Psychology is more nuanced than that.

But it does suggest that how we manage and regulate emotions matters.

There is a difference between:

“I'm angry, so I'll pause before I respond.”

and:

“I'm not allowed to feel angry. I have to pretend everything is fine.”

The first can be emotional regulation.

The second may involve emotional suppression.

The goal of mental health is not to express every emotion to everyone.

It is to develop flexible and healthy ways of recognising, managing and communicating emotions.


⏱️ 2-Minute Psychology Activity: What Do You Do With Difficult Emotions?

Think of the last time you were upset.

What did you usually do?

Did you:

  • talk to someone?

  • go for a walk?

  • sleep?

  • exercise?

  • write?

  • pray or meditate?

  • distract yourself?

  • scroll endlessly?

  • isolate yourself?

  • pretend nothing happened?

Now ask:

Did my strategy actually help me process the emotion, or did it simply help me escape it temporarily?

Don't judge your answer.

Just notice it.

That is the beginning of emotional self-awareness.


Perhaps “happy” is the wrong question

The World Happiness Report gives us an interesting way of thinking about happiness.

It doesn't simply ask:

“Did you smile yesterday?”

It primarily looks at how people evaluate their lives as a whole.

You might have a terrible Monday and still think:

“Overall, I'm satisfied with my life.”

You might have a wonderful birthday and still think:

“I'm unhappy with where my life is going.”

One moment does not necessarily represent the whole person.

And perhaps that is what we should remember when we look at other people too.

A photograph is a moment.

A smile is a moment.

A difficult day is a moment.

A successful examination is a moment.

None of these, alone, tells us the whole psychological story.


Now turn the question toward yourself

Perhaps the most important part of this topic isn't about celebrities.

It's about you.

Think about the last time someone asked:

“How are you?”

What did you say?

“Fine.”

Did you mean:

“I'm genuinely doing well”?

Or:

“I'm tired, but I don't want to discuss it”?

Or:

“I don't know what I'm feeling”?

Or:

“I don't want to burden anyone”?

Or perhaps you really were fine.

All of these are possible.

And that's why mental-health awareness should not make us suspicious of everyone.

It should make us more thoughtful about what we know and what we don't know.


⏱️ One Last 2-Minute Activity: The “I'm Fine” Question

Write down this sentence:

“When I say ‘I'm fine,’ I usually mean…”

Complete it honestly.

Then write:

“When I am genuinely struggling, the person I would most likely talk to is…”

Finally:

“One thing that would make it easier for me to ask for help is…”

You don't have to share your answers.

This is for you.

Because mental-health literacy begins not only with understanding other people, but with understanding yourself.


So, is everyone who looks happy actually okay?

We don't know.

And that is the honest psychological answer.

Some people who look happy really are doing well.

Some may be struggling.

Some may be experiencing both happiness and distress.

Some may simply prefer not to show certain parts of their emotional life.

Our responsibility is not to become experts at uncovering everyone's hidden problems.

Our responsibility is to become better at understanding people without immediately judging them.

That means noticing changes.

It means asking rather than assuming.

It means listening rather than labelling.

It means understanding that mental health is more complicated than a facial expression.

And it means knowing when a friend may need more support than we can provide.


A question to carry with you

The next time you see someone smiling, don't immediately think:

“They must be perfectly fine.”

But don't think:

“They must be hiding something.”

Instead, think:

“I don't know their whole story.”

That small change in thinking is powerful.

Because mental-health literacy is not about learning to diagnose everyone around you.

It is about becoming someone who can:

notice without judging,

ask without intruding,

listen without labelling,

and support without pretending to be a therapist.

That is where mental-health first aid begins.

And perhaps the question we should carry forward is not:

“Does this person look happy?”

but:

“How are they really doing—and do they have someone they can talk to?”


🌱 Your Takeaway

Before moving to the next topic, remember just three things:

A smile is an expression, not a diagnosis.

An emotion is not the same thing as a mental disorder.

What you observe is not necessarily the whole psychological reality of a person.

And perhaps the most important one:

Don't diagnose the smile. Understand the person.


Where do we go from here?

If happiness is not the same as mental health, then what exactly is mental health?

Can a mentally healthy person feel stressed?

Can someone experiencing a mental disorder still experience happiness?

What is psychological well-being?

And when does ordinary stress become psychological distress?

These questions take us further into Unit I – UNDERSTAND of First Aid: Mental Health (SBSM101).


References & Further Reading

  1. Gallup. (2025). State of the World's Emotional Health 2025. Gallup World Poll, 145,000+ interviews across 144 countries and areas. (Gallup.com)

  2. World Health Organization. (2025). Mental disorders. WHO. The source reports that approximately 1.1 billion people, nearly 1 in 7 globally, were living with a mental disorder in 2021. (World Health Organization)

  3. Helliwell, J. F., Layard, R., Sachs, J. D., De Neve, J.-E., Aknin, L. B., & Wang, S. (Eds.). (2026). World Happiness Report 2026. Wellbeing Research Centre, University of Oxford. (World Happiness Report)

  4. Helliwell et al. (2026). International evidence on happiness and social media. In World Happiness Report 2026. (World Happiness Report)

  5. Hu, T., Zhang, D., Wang, J., Mistry, R., Ran, G., & Wang, X. (2014). Relation between emotion regulation and mental health: A meta-analysis review. Psychological Reports, 114(2), 341–362. The meta-analysis included 48 studies, 51 independent samples and 21,150 participants. (PubMed)

  6. The Indian Express. (2015). Deepika Padukone talks about depression, first time on television. This documents Padukone's public disclosure about her experience of depression. (Indian Express)

  7. SBSM101 Course Syllabus. Unit I – UNDERSTAND: What Is Mental Health? and Unit II – NOTICE: Can You Spot the Signs?


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An introductory guide for students of the PG Diploma in Counselling Psychology| BSDC502: INTRODUCTION TO COUNSELLING



BSDC502: INTRODUCTION TO COUNSELLING

Understanding the Person, the Process and the Profession

An introductory guide for students of the PG Diploma in Counselling Psychology


Welcome to the World of Counselling

Imagine that a student walks into a counselling room.

She is 21 years old. She attends university regularly, submits most of her assignments and appears socially confident. Her classmates describe her as cheerful.

The counsellor asks:

“How have you been feeling lately?”

She smiles and replies:

“I'm fine.”

The counsellor waits.

After a few moments, she says:

“Actually, I don't think I'm fine. I just don't know how to explain it.”

This simple interaction raises several questions.

What does “I'm fine” actually mean?

Is the student experiencing emotional distress?

Is she going through a developmental transition?

Is she experiencing academic or relationship difficulties?

Does she need counselling?

What should the counsellor do next?

Should the counsellor give advice?

Should the counsellor diagnose her?

Should the counsellor simply listen?

Or should the counsellor help her explore what she is experiencing?

These questions take us directly into the world of counselling psychology.


1. What Is This Course About?

BSDC502: Introduction to Counselling is a foundational course in the PG Diploma in Counselling Psychology offered by the School of Behavioural Sciences, Apeejay Stya University.

The course carries 3 credits and is placed in the first semester of the programme.

The syllabus describes counselling psychology as a broad psychological speciality concerned with counselling processes, outcomes, training and supervision, and identifies applications across areas such as grief counselling, school counselling, family counselling, couples counselling, hospital settings, career guidance, preventive counselling, substance abuse, learning disability, adolescent problems and counselling for special groups.

Therefore, this course is not merely about learning a definition of counselling.

It is an introduction to a professional way of understanding people, psychological concerns, relationships, contexts and processes of change.

The American Psychological Association defines counselling as professional assistance in coping with personal problems, including emotional, behavioural, vocational, marital, educational, rehabilitation and life-stage concerns. (APA Dictionary)

Counselling psychology itself is described by the APA as a branch of psychology concerned with facilitating personal and interpersonal functioning across the lifespan, including emotional, social, vocational, educational, health-related, developmental and organisational concerns. (APA Dictionary)


2. Why Should You Study Counselling?

Every human being encounters situations that require adaptation.

Think about the transitions people experience:

Childhood → Adolescence → Higher education → Employment → Relationships → Marriage/Family → Parenthood → Midlife → Retirement → Later life

At every stage, people encounter decisions, expectations, losses, opportunities and challenges.

A student may ask:

“What career should I choose?”

A newly employed graduate may ask:

“Why am I unable to adjust to my workplace?”

A parent may ask:

“Why has my child suddenly become withdrawn?”

A couple may ask:

“Why do we keep having the same argument?”

An older adult may ask:

“What is my purpose now that I have retired?”

These are different concerns, but all involve human functioning, relationships, meaning, adaptation or change.

This is one reason counselling psychology has such a broad scope.


3. Counselling Is Not Just for People With Mental Disorders

This is an important distinction for beginning students.

A common misconception is:

“Only people with mental illness need counselling.”

That is not correct.

Mental health is broader than the absence of mental illness.

The World Health Organization describes mental health as a state of mental well-being that enables people to cope with life's stresses, realise their abilities, learn and work effectively, and contribute to their communities. WHO also emphasises that mental health can be influenced by individual, family, community and structural factors. (World Health Organization)

Therefore, counselling may be relevant to people experiencing:

  • emotional difficulties,

  • relationship concerns,

  • academic stress,

  • career uncertainty,

  • adjustment problems,

  • grief,

  • developmental transitions,

  • family conflict,

  • interpersonal difficulties,

  • identity concerns,

  • behavioural concerns,

  • or a desire for personal growth.

The person does not necessarily have to meet criteria for a mental disorder to benefit from psychological support.


4. Case Study: “Everyone Thinks I'm Fine”

Meet Ananya

Ananya is a 22-year-old postgraduate student.

She attends classes, participates in university activities and maintains an active social-media presence.

Her friends often say:

“She is always happy.”

Her mother says:

“She has everything she needs.”

But Ananya tells the counsellor:

“I feel exhausted all the time. I don't want anyone to know because everyone expects me to be happy.”

Think Like a Counsellor

What would you want to understand?

  • What does “exhausted” mean to Ananya?

  • When did she begin feeling this way?

  • What situations increase or decrease her distress?

  • What expectations does she experience?

  • What are her relationships like?

  • What coping strategies does she use?

  • What support systems does she have?

  • How is she functioning academically and socially?

  • What does she expect from counselling?

Notice that we have not immediately labelled her.

We are trying to understand her experience.

This movement from immediate judgement toward systematic exploration is central to counselling.


5. Counselling Is Not Simply Giving Advice

Suppose a student tells a counsellor:

“I don't know whether I should continue my course or leave it.”

The counsellor could say:

“Leave it. You are clearly unhappy.”

But that would be a decision made by the counsellor.

A counselling-oriented approach would explore:

  • Why does the student want to leave?

  • What does the course represent to the student?

  • Was the course chosen voluntarily?

  • What expectations do family members have?

  • What alternatives exist?

  • What are the financial consequences?

  • What are the student's abilities and interests?

  • Is the problem temporary or persistent?

  • What fears are influencing the decision?

The objective is not simply:

“Tell the client what to do.”

The objective is to facilitate a professional process in which the client's concerns can be understood and addressed.

The APA's definition of counselling includes professional assistance and techniques such as active listening, discussion, clarification and guidance. (APA Dictionary)


6. Counselling, Helping and Ordinary Conversation

Here is an interesting question:

If your friend listens to your problems for one hour, have they provided counselling?

Not necessarily.

A supportive conversation can certainly be helpful.

But professional counselling involves:

  • professional training,

  • a defined helping relationship,

  • psychological knowledge,

  • purposeful communication,

  • appropriate boundaries,

  • conceptual understanding,

  • professional responsibility,

  • and appropriate use of counselling methods.

The APA describes the counselling process as an interpersonal process in which counsellor and client attempt to define, address and resolve specific client problems. (APA Dictionary)

Thus:

Friendship ≠ Professional Counselling

Advice ≠ Professional Counselling

Listening ≠ Automatically Counselling

Listening is important.

But professional counselling involves much more.


7. The Central Idea of Counselling

One of the most useful questions you can carry throughout this course is:

“What is happening for this person?”

Compare two statements:

“He is lazy.”

and

“I wonder what is contributing to his withdrawal from academic activities.”

The first is a label.

The second is an invitation to investigate.

This does not mean that counsellors ignore behaviour.

Rather, counsellors attempt to understand behaviour within a broader psychological and contextual framework.


8. The Counselling Lens

Throughout this course, develop the habit of looking at a counselling situation through four broad questions.

PERSON

Who is this individual?

CONCERN

What difficulty, conflict, transition or developmental issue is being experienced?

CONTEXT

What social, cultural, family, environmental and interpersonal factors may be relevant?

CHANGE

What kind of change, adaptation, coping or growth may be possible?

These four questions will help you connect the five units of this course.


9. The Vision of the Course

The vision of BSDC502 is to build a strong foundation for understanding counselling as a professional, psychological, human-centred and contextual process.

The course aims to encourage students to move beyond simplistic explanations of behaviour and develop a deeper understanding of:

  • human individuality,

  • psychological processes,

  • interpersonal relationships,

  • social and cultural contexts,

  • theoretical perspectives,

  • professional roles,

  • and interdisciplinary foundations.

Ultimately, the course prepares students to think critically about how psychological knowledge can be applied to human concerns in responsible and appropriate ways.


10. Mission of the Course

The course seeks to:

  1. Develop foundational knowledge of counselling.

  2. Explain the characteristics, needs, goals and principles of counselling.

  3. Differentiate counselling from guidance and psychotherapy.

  4. Introduce students to the social and cultural foundations of counselling.

  5. Develop awareness of indigenous and multicultural perspectives.

  6. Introduce the historical development of counselling.

  7. Examine the contributions of major theorists.

  8. Introduce major humanistic and contemporary approaches.

  9. Develop interdisciplinary understanding.

  10. Prepare students for further professional study in counselling psychology.

These objectives directly reflect the five-unit structure and course outcomes prescribed for BSDC502.


11. Course Objectives: What Are You Expected to Learn?

By the end of the course, students should have developed knowledge and understanding in five major areas.

A. Foundational Knowledge

Understanding:

  • what counselling is,

  • its characteristics,

  • its needs,

  • its goals,

  • and its principles.

B. Contextual Understanding

Understanding:

  • social influences,

  • cultural influences,

  • indigenous factors,

  • and multicultural counselling.

C. Historical and Theoretical Understanding

Understanding the development of counselling and the contributions of major theorists.

D. Approach-Based Understanding

Understanding major counselling approaches and their assumptions about human beings and psychological change.

E. Professional and Interdisciplinary Understanding

Understanding how philosophy, sociology, psychology, family studies, social work and psychiatry contribute to counselling.


12. Course Outcomes

The syllabus identifies five Course Outcomes.

CO1 — Foundations of Counselling

Students will explain the concept, characteristics, needs, goals and principles of counselling and distinguish counselling from guidance and psychotherapy while recognising its relationship with other branches of psychology.

CO2 — Social and Cultural Foundations

Students will analyse social, cultural and indigenous influences on counselling and understand multicultural counselling in diverse settings.

CO3 — Historical Perspectives

Students will examine the historical development of counselling and evaluate the contributions of major psychological theorists to contemporary counselling practice.

CO4 — Major Counselling Approaches

Students will compare and understand humanistic and contemporary counselling approaches, including person-centred, existential, Gestalt, emotion-focused and positive psychology perspectives.

CO5 — Professional Foundations

Students will evaluate the interdisciplinary foundations of counselling and explain the contributions of philosophy, sociology, psychology, family studies, social work and psychiatry.


13. Your Five-Unit Learning Journey

Think of the course as a journey.

UNIT I

What Is Counselling?

You begin with the foundations:

  • Definition and characteristic features

  • Needs

  • Goals

  • Principles

  • Counselling

  • Guidance

  • Psychotherapy

  • Relationship with other branches of psychology

Central Question

What makes counselling a professional psychological process?


14. UNIT II

How Does Context Shape Counselling?

The second unit examines:

  • Social factors influencing counselling

  • Cultural factors influencing counselling

  • Indigenous factors

  • Multicultural counselling

Central Question

Can we understand a person without understanding their context?

Increasingly, psychological practice recognises that people bring their cultural identities, social contexts and intersecting identities into professional relationships. APA multicultural guidelines explicitly encourage psychologists to consider context, identity and intersectionality and to move beyond assumptions based on limited knowledge of individuals or communities. (American Psychological Association)


15. Case Study: “But That's How Our Family Works”

Rahul, 23, tells his counsellor:

“I want to make my own career decision, but my family expects me to follow their choice.”

The counsellor should not automatically assume:

“Your family is controlling.”

Instead, the counsellor may explore:

  • What does family responsibility mean to Rahul?

  • What does independence mean?

  • What expectations exist within the family?

  • What cultural values influence those expectations?

  • What does Rahul personally want?

  • What are the possible consequences of different choices?

Learning Point

The same behaviour may have different meanings in different cultural contexts.

This is why multicultural competence matters.


16. UNIT III

How Did Counselling Develop?

The third unit takes us into the history and theoretical development of counselling.

It includes:

  • Need for counselling

  • Historical perspectives of counselling

  • Sigmund Freud

  • Carl Rogers

  • Fritz Perls

  • Abraham Maslow

  • Albert Ellis

  • Viktor Frankl

  • Aaron Beck

These thinkers did not all agree.

And that is exactly what makes the history of counselling fascinating.


17. One Client — Multiple Theoretical Lenses

Imagine a client says:

“I know I am capable, but I constantly feel that I am not good enough.”

Different theorists may ask different questions.

Freud

Could explore unconscious processes and early experiences.

Rogers

Could explore self-concept, incongruence and conditions of worth.

Maslow

Could consider unmet needs and possibilities for growth.

Ellis

Could examine irrational beliefs and cognitive-emotional processes.

Frankl

Could explore meaning, values and existential concerns.

Beck

Could examine automatic thoughts and cognitive patterns.

Perls

Could focus on awareness and present experience.

This demonstrates a fundamental principle:

A theory is a lens through which human experience is understood.

Learning theories is therefore not merely memorising names.

It means learning how different psychologists conceptualised:

human nature → psychological problems → change → counselling relationships → intervention.


18. UNIT IV

How Do Different Counselling Approaches Understand Change?

Unit IV focuses on:

  • Humanistic counselling

  • Person-centred counselling

  • Existential counselling

  • Gestalt therapy

  • Emotion-focused therapy

  • Positive psychology approach

This unit moves students towards deeper questions about the counselling process.

For example:

Person-Centred Counselling

What happens when a person experiences a relationship characterised by genuine understanding and acceptance?

Existential Counselling

How do freedom, responsibility, choice, meaning and existence influence psychological life?

Gestalt Therapy

How does awareness of present experience contribute to change?

Emotion-Focused Therapy

What role do emotions play in psychological functioning and transformation?

Positive Psychology

How can strengths, well-being, resilience and flourishing be understood and developed?


19. Case Study: “I Have Everything, But I Am Not Happy”

Meera is 25.

She has:

  • completed her degree,

  • secured a good job,

  • supportive parents,

  • friends,

  • financial stability.

Yet she says:

“I have achieved everything people wanted me to achieve. But I don't know whether I actually want this life.”

How might different approaches understand her concern?

Humanistic Lens

Explore her experience, authenticity and potential for growth.

Person-Centred Lens

Provide a relationship that allows her to explore herself without premature judgement.

Existential Lens

Explore choice, freedom, responsibility, authenticity and meaning.

Gestalt Lens

Explore her present experience and awareness.

Emotion-Focused Lens

Explore and work with emotional processes.

Positive Psychology Lens

Explore strengths, values, well-being and possibilities for flourishing.

The objective is not to turn students into “theory machines.”

It is to help them understand how theoretical perspectives shape clinical and counselling thinking.


20. UNIT V

Where Does Counselling Get Its Knowledge?

The final unit broadens our perspective.

Counselling has interdisciplinary foundations.

The syllabus specifically identifies contributions from:

  • Philosophy

  • Sociology

  • Psychology

  • Family studies

  • Social work

  • Psychiatry

Why so many disciplines?

Because human problems are rarely one-dimensional.

Consider a young adult experiencing severe distress.

Psychology may ask:

What cognitive, emotional and behavioural processes are involved?

Sociology may ask:

What social structures and relationships influence the person's experience?

Family Studies may ask:

How does the family system function?

Social Work may ask:

What social resources and environmental barriers are involved?

Psychiatry may contribute:

Understanding of mental disorders and medical aspects of mental healthcare.

Philosophy may ask:

What are the person's values, beliefs, meaning and assumptions about life?

This is why counselling requires an interdisciplinary perspective.


21. The Person Is More Than the Problem

Imagine a counsellor writes:

“Client = anxiety.”

That is problematic.

A person is not an anxiety disorder.

A person may be:

a student + daughter/son + friend + professional + partner + community member + individual with strengths + individual with difficulties + person with hopes and goals.

The concern is one part of the person's experience.

It is not the whole person.


22. A Useful Model for Students

Whenever you encounter a case, try to think across these dimensions:

DimensionQuestions
BiologicalIs there a relevant physical or health factor?
PsychologicalWhat thoughts, emotions and behaviours are involved?
SocialWhat relationships and social conditions matter?
CulturalWhat values, beliefs and cultural meanings are relevant?
FamilyWhat family patterns or expectations may be involved?
DevelopmentalWhat life stage or transition is occurring?
EnvironmentalWhat circumstances surround the person?
StrengthsWhat resources and capacities does the person possess?

This is not a substitute for formal assessment.

It is a way of developing multidimensional thinking.


23. Counselling Requires Curiosity, Not Assumption

Consider these statements:

“She is attention-seeking.”

“He is lazy.”

“She is too sensitive.”

“He lacks motivation.”

“She is stubborn.”

These statements may describe someone's interpretation of behaviour, but they do not necessarily explain the behaviour.

A counsellor needs to ask:

What else could be happening?

This is the beginning of professional curiosity.


24. Think Like a Counsellor

Situation

A student suddenly stops attending classes.

Initial label

“The student is irresponsible.”

Counselling questions

  • Is there an academic problem?

  • Is the student struggling with adjustment?

  • Is there family stress?

  • Is there financial difficulty?

  • Is there a relationship concern?

  • Is there social isolation?

  • Is the student experiencing emotional distress?

  • Has something changed recently?

  • What does the student say is happening?

Professional principle

Observe first. Understand next. Conclude carefully.


25. Counselling and the Importance of Context

A person's behaviour cannot always be understood independently of their environment.

WHO notes that individual, family, community and structural factors can combine to protect or undermine mental health. (World Health Organization)

For counselling psychology students, this has an important implication:

The individual and the environment must often be understood together.

A student experiencing academic difficulty may also be dealing with:

  • family expectations,

  • financial pressure,

  • discrimination,

  • relationship difficulties,

  • migration,

  • health concerns,

  • loneliness,

  • or uncertainty about identity.

The counselling process therefore requires contextual thinking.


26. Counselling and Culture

Culture influences how people understand:

  • distress,

  • family,

  • relationships,

  • gender roles,

  • success,

  • failure,

  • illness,

  • healing,

  • spirituality,

  • authority,

  • independence,

  • responsibility,

  • and help-seeking.

Therefore, counsellors should avoid assuming:

“My understanding of this situation must be the client's understanding.”

Multicultural counselling requires awareness of the client's cultural background and the counsellor's own assumptions and biases. APA's multicultural guidelines explicitly emphasise the complexity of identity and the importance of understanding clients within their sociocultural contexts. (American Psychological Association)


27. A Question for Future Counsellors

Imagine a client says:

“I don't want to disappoint my parents.”

What does that sentence mean?

It could mean:

  • fear of rejection,

  • cultural expectations,

  • emotional dependence,

  • family loyalty,

  • financial dependence,

  • respect for parents,

  • internalised expectations,

  • or several of these simultaneously.

Never assume.

Ask.

Explore.

Understand.


28. Counselling as Both Science and Human Relationship

Counselling requires scientific knowledge.

Students need to understand:

  • psychological theories,

  • human development,

  • behaviour,

  • cognition,

  • emotion,

  • assessment,

  • research,

  • evidence,

  • and professional practice.

But counselling is also fundamentally relational.

A counsellor interacts with a person who has:

  • feelings,

  • beliefs,

  • experiences,

  • fears,

  • expectations,

  • values,

  • relationships,

  • strengths,

  • vulnerabilities,

  • and hopes.

Therefore, effective counselling requires the integration of knowledge and human understanding.


29. What Makes a Future Counsellor Different from a Good Adviser?

A good adviser might say:

“I have experienced something similar. Do this.”

A future counsellor learns to ask:

“What is your experience?”

A good friend might say:

“Don't worry.”

A future counsellor learns to explore:

“What is worrying you?”

Someone may say:

“You are overthinking.”

A counsellor learns to ask:

“What thoughts keep coming back, and what do they mean to you?”

The difference is not that counsellors never provide information or guidance.

The difference is that professional counselling is purposeful, theoretically informed and professionally structured.


30. Professional Boundaries Begin Here

As students of counselling psychology, it is important to understand that having knowledge about psychology does not automatically make someone a qualified professional counsellor.

Professional practice requires appropriate education, training, competence, ethical responsibility and awareness of professional limits.

The APA notes that psychologists receive professional training and work across settings including schools, universities, hospitals, clinics, social agencies, research and private practice. (APA Dictionary)

Therefore:

Learning counselling is the beginning of professional development, not the end of it.


31. Your Learning Journey Through BSDC502

The course can be visualised as:

STEP 1 — UNDERSTAND

What is counselling?

STEP 2 — CONTEXTUALISE

Who is the client within their social and cultural environment?

STEP 3 — THEORISE

How can different psychological perspectives explain the concern?

STEP 4 — COMPARE

How do different counselling approaches understand change?

STEP 5 — INTEGRATE

How do different disciplines contribute to professional counselling?

This progression mirrors the structure of the prescribed syllabus.


32. What Exactly Will You Study?

UNIT I — INTRODUCTION TO COUNSELLING

You will study:

  • Definition of counselling

  • Characteristic features of counselling

  • Needs of counselling

  • Goals of counselling

  • Principles of counselling

  • Counselling

  • Guidance

  • Psychotherapy

  • Relationship between counselling and other branches of psychology


UNIT II — SOCIAL AND CULTURAL FOUNDATIONS FOR COUNSELLING

You will study:

  • Social factors influencing counselling

  • Cultural factors influencing counselling

  • Indigenous factors in counselling

  • Multicultural counselling


UNIT III — PERSPECTIVES OF COUNSELLING I

You will study:

  • Need for counselling

  • Historical perspectives of counselling

  • Sigmund Freud

  • Carl Rogers

  • Fritz Perls

  • Abraham Maslow

  • Albert Ellis

  • Viktor Frankl

  • Aaron Beck


UNIT IV — PERSPECTIVES OF COUNSELLING II

You will study:

  • Humanistic counselling

  • Person-centred counselling

  • Existential counselling

  • Gestalt therapy

  • Emotion-focused therapy

  • Positive psychology approach


UNIT V — PROFESSIONAL FOUNDATIONS OF COUNSELLING

You will study the contributions of:

  • Philosophy

  • Sociology

  • Psychology

  • Family studies

  • Social work

  • Psychiatry


33. An Important Distinction: Knowing a Theory vs. Thinking Through a Theory

Suppose you memorise:

“Rogers = Person-Centred.”

That is knowledge.

Suppose you understand:

“Person-centred counselling places substantial emphasis on the therapeutic relationship and the client's subjective experience.”

That is understanding.

Suppose you can examine a case and ask:

“What aspects of this client's experience might be particularly relevant from a person-centred perspective?”

That is application.

And when you compare that formulation with another theoretical perspective and evaluate similarities and differences, you are moving toward critical thinking.

That is the kind of progression this course should encourage.


34. Interactive Activity: One Problem, Many Perspectives

Situation

A student says:

“I failed one examination, so I know I am a failure.”

Write down how each theoretical perspective might approach this statement.

Freud

What past experiences or unconscious dynamics might be relevant?

Rogers

What does this say about self-concept and conditions of worth?

Ellis

What irrational belief is contained in the statement?

Beck

What cognitive distortion or automatic thought may be present?

Frankl

What meaning is the student assigning to failure?

Maslow

What needs and possibilities for growth are involved?

Perls

What is the student experiencing in the present moment?

This activity will prepare you for Unit III.


35. Interactive Activity: Counselling or Advice?

For each response, decide whether it represents advice, ordinary support, information-giving or counselling-oriented exploration.

Statement A

“If I were you, I would leave the relationship.”

Statement B

“Tell me more about what has been happening in the relationship.”

Statement C

“You should not worry so much.”

Statement D

“What do you think you need from this relationship?”

Reflection

What makes some responses more exploratory than others?

There may be situations in professional counselling where information, guidance or advice has a legitimate role. The important issue is understanding when and how such responses fit within a professional process.


36. Your First Counselling Skill: Curiosity

Before mastering advanced counselling techniques, develop professional curiosity.

Instead of:

“Why are you doing this?”

try to understand:

“What was happening for you when you did this?”

Instead of:

“Why can't you control yourself?”

ask:

“What happens just before you feel that you are losing control?”

Instead of:

“Why don't you communicate with your parents?”

explore:

“What happens when you try to communicate with them?”

The wording matters.

But more importantly, the mindset behind the wording matters.


37. A Final Case Study

Case: “The Perfect Student”

Kabir is 19.

He scores highly in examinations.

His parents describe him as:

“Our ideal child.”

His teachers consider him disciplined.

His friends think he is extremely successful.

One day, Kabir tells a counsellor:

“I am terrified of making mistakes.”

He continues:

“If I get 90%, I think about the 10% I lost.”

“If someone criticises me, I feel like I have failed completely.”

“I don't know who I am when I am not achieving something.”

Now Think Like a Counselling Psychology Student

What would you explore?

Self-concept?

Perfectionism?

Family expectations?

Conditions of worth?

Cognitive patterns?

Achievement-related beliefs?

Emotional processes?

Meaning and identity?

Cultural expectations?

Strengths and coping?

There may be many possibilities.

The counsellor's task is not to jump immediately to one explanation.

The counsellor needs to understand the person systematically.


38. What Should You Remember Before Starting Unit I?

Carry these principles with you:

1. Every behaviour has a context.

2. Every client has a unique subjective experience.

3. A label is not an explanation.

4. Listening is important, but professional counselling involves more than listening.

5. Counselling is not synonymous with advice-giving.

6. Culture influences psychological experience and help-seeking.

7. Different theories provide different perspectives.

8. No single theory should be memorised without understanding its assumptions.

9. Counselling has interdisciplinary foundations.

10. Professional competence develops progressively through education, training, reflection and supervised practice.


39. Key Terms to Know

Before beginning Unit I, become familiar with these terms:

Counselling
Counselling Psychology
Client
Counsellor
Helping Relationship
Guidance
Psychotherapy
Mental Health
Well-being
Multicultural Counselling
Indigenous Perspective
Humanistic Approach
Person-Centred Approach
Existential Approach
Gestalt Therapy
Emotion-Focused Therapy
Positive Psychology
Psychological Theory
Interdisciplinary Approach

These terms will progressively acquire greater meaning as you move through the course.


40. Quick Self-Check

Before proceeding to Unit I, see whether you can answer these questions.

Conceptual Questions

  1. What is counselling?

  2. Why is counselling considered a professional process?

  3. Is counselling the same as giving advice?

  4. Why do people seek counselling?

  5. Why is mental health broader than mental illness?

  6. Why is cultural context important in counselling?

  7. Why are multiple theories needed?

  8. Why does counselling draw upon several disciplines?

Application Questions

  1. A student is struggling academically. What information would you want before assuming that the student is “lazy”?

  2. A client wants advice about a career decision. How could a counsellor facilitate exploration without simply making the decision for the client?

  3. Two clients show similar behaviour but come from very different cultural backgrounds. Why might their experiences need to be understood differently?

  4. Why might two counselling theories conceptualise the same client concern differently?


41. Reflection: What Kind of Counsellor Do You Want to Become?

Take a moment before beginning the first unit.

Complete these sentences:

A good counsellor should be someone who...

A counsellor should never...

The most important quality I expect from a counsellor is...

One assumption about human behaviour that I want to challenge in myself is...

One thing I hope to learn from this course is...

There are no model answers.

Your responses are the beginning of professional self-reflection.


42. The Bigger Picture

The PG Diploma in Counselling Psychology aims to provide students with understanding of counselling theories, intervention methods, behavioural and mental processes, helping skills and applications across different settings.

BSDC502 provides the conceptual foundation for that journey.

You will begin with:

What is counselling?

Then move toward:

Why do people need counselling?

How do social and cultural contexts influence counselling?

How have major thinkers understood human behaviour?

How do different counselling approaches conceptualise change?

How do other disciplines contribute to counselling?

And ultimately:

How can psychological knowledge be used responsibly to understand and support human beings?

That final question is much larger than any single unit.

It is the question that connects the entire discipline.


43. Final Message to Students

Counselling begins with a person.

Not a diagnosis.

Not a textbook.

Not a technique.

Not a theory.

A person.

A person with a history.

A person with relationships.

A person with beliefs.

A person shaped by culture and society.

A person with difficulties.

A person with strengths.

A person with hopes.

And a person capable of change.

Your task in this course is to learn how psychological knowledge can help you understand that person more deeply and how different counselling perspectives have attempted to facilitate meaningful change.

As you move through BSDC502, do not simply ask:

“What do I need to remember for the examination?”

Also ask:

“What does this tell me about human beings?”

“How would this theory understand a real client?”

“What assumptions does this approach make?”

“What might I be missing?”

“How would culture influence this situation?”

“What would responsible professional practice require?”

If you develop the habit of asking these questions, you will gain much more than knowledge of counselling theories.

You will begin developing a counselling perspective.


References

American Psychological Association. (2017). Multicultural guidelines: An ecological approach to context, identity, and intersectionality. American Psychological Association. (American Psychological Association)

American Psychological Association. (2018). APA dictionary of psychology: Counseling. American Psychological Association. (APA Dictionary)

American Psychological Association. (2018). APA dictionary of psychology: Counseling psychology. American Psychological Association. (APA Dictionary)

American Psychological Association. (2018). APA dictionary of psychology: Counseling process. American Psychological Association. (APA Dictionary)

Apeejay Stya University, School of Behavioural Sciences. (2026). Syllabus for PG Diploma in Counselling Psychology (2026–2027): BSDC502 Introduction to Counselling.

World Health Organization. (2022). World mental health report: Transforming mental health for all. World Health Organization.

World Health Organization. (n.d.). Mental health. World Health Organization. (World Health Organization)


Course Roadmap

NEXT: UNIT I — INTRODUCTION TO COUNSELLING

We will now begin with the first prescribed unit and study every topic listed in the syllabus, including:

Definition and characteristic features of counselling → Needs → Goals → Principles → Counselling → Guidance → Psychotherapy → Relationship with other branches of psychology.


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