Internship Report NIMH & Hall

Internship Activities
Internship Activities in Partial Fulfilment of the Requirements for the Degree of Masters in
School Psychology, Department of Psychology
Submitted to
Jakia Rahman
Department of Psychology
University of Dhaka
Submitted by
Rawnak Jahan Jui
Exam Roll:3016
MS in School Psychology
Department of Psychology
University of Dhaka 06 September, 2021
Acknowledgement
The internship opportunity I had with National Institute of Mental Health (NIMH) was a
great chance for learning and professional development. Therefore, I consider myself as a very
lucky individual as I was provided with an opportunity to be a part of it. I am also grateful for
having a chance to meet so many wonderful people and professionals who led me though this in-
ternship period. Bearing in mind previous I am using this opportunity to express my deepest grat-
itude and special thanks to Dr. Kamal Uddin, Professor of Department of Psychology in Univer-
sity of Dhaka who recommended me for the internship in these institutions. I would like to ex-
press my sincere gratitude to Dr. Niaz Mohammad Khan, Professor of Department of Psychiatry
in BSMMU and Professor Dr. Helal Uddin (NIMH) who allowed me to do my internship in
these institutions. I express my special thanks to Md. Zahir Uddin, Assistant professor Clinical
Psychology (NIMH) and Jamal Hossain (NIMH) who spite of being extraordinarily busy with
their duties, took time out to hear, guide and keep me on the correct path and allowing me to
carry out my internship at their esteemed organisation and extending during the training.
I perceive as this opportunity as a big milestone in my career development. I will strive to
use gained skills and knowledge in the best possible way, and I will continue to work on their
improvement, in order to attain desired career objectives. Hope to continue cooperation with all
of you in the future,
Sincerely,
Name: Rawnak Jahan Jui Date:06 September, 2021
Table of Contents
Summary.....................................................................................................................................6
Introduction......................................................................................................................................7
Description of the Internship Setting .......................................................................................8
NIMH……………………………………………………………………………………..9
Department of Psychiatry ...............................................................................................11
Psychotherapy Unit .................................................................................................................11

Consultations. ....................................................................................................................12
Individual psychotherapy. ............................................................................................... 12
Short and long term therapy. .......................................................................................... 13
Group therapy. ................................................................................................................ 13
Internship Activities ................................................................................................................13
Relaxation Training ...............................................................................................................13
Finding the best relaxation technique. ............................................................................ 14
Deep breathing. ............................................................................................................... 15
Body scan meditation ...................................................................................................... 17
Mindfulness meditation ................................................................................................... 18
Rhythmic movement and mindful exercise ....................................................................18
Starting a regular relaxation practice ............................................................................ 21
Parenting Skill Training ........................................................................................................22 Par-
entings styles................................................................................................................ 23
Parenting skills ................................................................................................................ 25
Social Skill Training.............................................................................................................. 27
Social anxiety disorder. ................................................................................................... 28
Training techniques. ........................................................................................................ 29
Group Therapy ...................................................................................................................... 30

The principles of group therapy. .................................................................................... 31
Settings of group therapy. ............................................................................................... 32
Reasons to use group therapy .........................................................................................32
Sex Therapy ..........................................................................................................................33
How does sex therapy work ?........................................................................................34
Case History Taking ..........................................................................................................35
Steps in history taking.....................................................................................................
Case Studies .............................................................................................................................39
Attentions-Deficit/Hyperactivity Disorder .............................................................................39
Borderline Personality Disorder ............................................................................................40
Separation Anxiety Disorder ................................................................................................. 41 So-
cial Anxiety Disorder ........................................................................................................42 Obses-
sive-Compulsive Disorder ............................................................................................43
Premenstrual Dysphoric Disorder .......................................................................................... 44
Conversion Disorder ............................................................................................................. 45
Binge Eating Disorder ...........................................................................................................46
Major Depressive Disorder .................................................................................................... 47

Conduct Disorder .................................................................................................................. 48 Re-
flection on Internship Experience...................................................................................... 50 Con-
clusion ............................................................................................................................... 53
References ................................................................................................................................55
Summary
This is the internship report based on the twenty-two working days and 30 hours long in-
ternship program that I had successfully completed in “National Institute of Mental Health and
Hospital (NIMH)” and Sir A.F. Rahman Hall from 06.01.2020 to 07.03.2020 as a requirement of
my M.S. in School Psychology program on Department of Psychology, University of Dhaka. As
being completely new to hospital setting and in Male dormitory every hour spent in the NIMH
and Sir A. F. Rahman hall gave me some amount of experience all the time all of which cannot
be explained in words. But nevertheless, they were all useful for my career. This report includes
the description of internship setting, possible divisions and work distribution in the internship
setting. This report comprises all the activities that had been done in the internship period. My
personal views about the internship setting, my value addition to the internship period are also
included in the report. With limited knowledge and experience I tried my best to make this report
as much understandable as possible and translated the real world experience into a document.
The various obstacles to process improvement and maintaining ethical standards in a therapeutic
environment have also been experienced. To write this internship report APA format was fol-
lowed.
Internship Activities in Partial Fulfilment of the Requirements for the Degree of Masters in
Psychology According to British poet John Keats, “Nothing ever becomes real until it is experi-
enced. Even a proverb is not a proverb to you until your life has illustrated it” (Genn, 2007).
These words convey one simple yet inescapable truth; true knowledge is always born of empiri-
cism. It is therefore not enough for psychology students to merely read books and memorise the-
ories. Mastery of the practical applications of theoretical concepts is also vital and there is no
better way for students to acquire such experience than through participation in internships work
related positions that offer them the opportunity to gain professional insight into an occupational
field of interest (Erdogan, 2007).
Internships are structured and supervised professional experiences in an approved organisa-
tion or agency where students earn academic credit upon completion of the experience (Inkster &
Ross, 1995). Internships offer psychology students exposure to such environments and the op-
portunity to gain valuable work-experience. Internships help individuals to improve their level of
professionalism. Internships encourage individuals to develop a more realistic view of what is
expected of them in the real world by immersing them in the culture of an organised institution.
Psychology students learn to communicate effectively with supervisors, co-workers and
clients and improve their time management skills as well as their ability to function efficiently
under pressure. Internships allow individuals to acquire new skills through training and to
strengthen old ones through practice. The result will be a more confident and competent individ-
ual having more professional work attitudes and habits.
Gault, Leach, and Duey (2010) conducted a study to examine the perceived value of the in-
ternship experience, the effects of intern performance on internship value perceptions, and on
employment selection and compensation from the employers’ perspective. The results indicated
more full time opportunities for undergraduates with internship experiences. Moreover, while
even average-performing interns were significantly more likely to receive full-time job offers
than non-interns, high-performing interns were more likely to receive higher starting salaries and
high intern performance also resulted in enhanced employer-perceived value of the internship
program.
Internships also assist psychology students in making informed career decisions. Daily ac-
tivities and interpersonal interactions make students able to gather valuable information about
their field. They also get a chance to evaluate their own strengths and preferences before they
formally enter the job market.

A psychology student’s possibility of acquiring employment after graduation is increased if
he/she also possesses practical knowledge of his/her field. Interns have the opportunity to meet
and network with individuals, including potential employers, with whom they would not nor-
mally come in contact. So, it is clear then that an excellent academic program is not enough to
prepare students for employment. They also need hands-on exposure prior to the job application
process and internships provide an effective way of acquiring such. Internships increase profes-
sionalism and provide vital information for making career choices.
Any university can offer its students this most valuable experience so that they can supply
invaluable benefits to universities. Organisations and students alike, it is essential that they be in-
corporated into university academic programs.

Description of the Internship Settings
NIMH
National Institute of Mental Health & Hospital (NIMH) is situated in a well-known place
of Dhaka city called Sher E Bangla Nogar. As it is a renowned place and as there are more fa -
mous hospitals here people can reach very easily.
Objectives:
1.To extend the indoor seat into present capacity and to take more development outdoor program
2.To take higher education program for psychiatry e.g. PHD, MD, MS, and other courses in psy-
chiatry and related subject.
3. To take training programmes for doctors, nurses, social workers, psychologist and occupa-
tional therapist
4.To maintain central psychiatry register for the better treatment of the patient in future.
5.To discover suitable technology for the mental health of the countrymen.
6. To sent mental health services to grass root level of the community/country with the help of
WHO.
7.To take for reaching rehabilitation program for the beneficiaries.

8.Use pabna mental hospital for training and research work.
9. Excellent Research work.
More about
Today’s well known agency National Institute of Mental Health has a lengthy background.
Its journey was started in February 1981 through a health complex in Shohorwardy hospital nam-
ing organisation in training in mental health (OTMH). In 1984 a recommendation was passed by
the officials and the specialists to set up the institute in Sher-e-bangle Nagar permanently. In
1988an indoor of institute of mental health and research (IMHR) was established with 50 seats in
Sir Solimullah medical college, which was transferred in Dhaka Medical College Hospital
(DMCH) later in1993. A decision for allotting a land for IMHR in Sher e bangla Nogar Dhaka
was taken by a standing committee of the ministry of health and family Welfare. Than a project
was taken for constructing a building successively included in ADP to the implemented for tk 4
core in April 1994. 19th October 1992in a meeting of the executive committee of ECNEC the
name of the project change into National Institute Of Mental Health and Tk 17.96 cores of the in-
stitute started to play its role in a full swing with 100 indoor seat for indoor program and other
programs.
Now it’s continued its all services with 200 in-services.
Department of Psychiatry
The Department of Psychiatry of Bangabandhu Sheikh Mujib Medical University combines
compassionate care and medical expertise to provide comprehensive out-patient treatment for
psychiatric disorders. Treatment is voluntary and individually tailored and is provided by a
multi-disciplinary team consisting of a psychiatrist, psychologist, trained nurse, and occupational
therapist. The types of psychiatric problems usually managed by the department include: Acute
stress disorder; Addiction disorders; Obsessive compulsive disorder; Anxiety disorders: General-
ized anxiety disorder, Panic disorder, Phobias / Social anxiety disorder, Post-traumatic stress dis-
order; Depression; Bipolar disorder; Somatoform disorders; Schizophrenia and other psychotic
disorders; Stress and related disorders; Delirium; Dementia and other cognitive disorders; Psy-
chological reactions to medical illnesses; ADHD and learning disorders; Autism; Behavioral dis-
orders.
The department provides variety of assessment, evaluation and management of psychiatric
conditions, utilising different type of testing. Services of the department include: Evaluation of
Psychiatric problem; Attention & behaviour testing; Full neuropsychological screening; Medica-
tion/Psycho-pharmacotherapy; Counselling; Marital and family therapy and counselling; Psy-
chotherapy; Occupational therapy assessment and treatment; Intelligence, developmental and
academic testing.
Psychotherapy Unit
Psychotherapy Unit of Department of Psychiatry in BSMMU offers psychotherapy to any-
body who is concerned about their emotional difficulties and is either seeking psychotherapy or
looking for advice about which kind of psychological help would be best for them. Aim of this
unit is to provide comprehensive, specialist consultations and short and long-term psychother-
apy. Individuals are referred from outdoor section by psychiatrist. Referrals can also be made by
GPs, social workers, local hospitals and voluntary organisations. Psychotherapy Unit offers the
following services: Consultations, Individual psychotherapy, Short and long term therapy, Group
therapy.
Consultations
The consultation offers an opportunity to think together with a psychotherapist about per-
son’s difficulties and about what kind of ongoing help, if any, client may need. The consultation
may consist of more than one meeting. These meetings give an opportunity to get a better under-
standing of what psychotherapy involves and whether this type of experience will be helpful to
the person. Psychotherapy aims to try to bring about changes in how the person deals with their
experiences in relation to themselves and others and help them to alleviate their emotional pain
and distress.
Individual psychotherapy
Individual psychotherapy at the Psychotherapy Unit may be one possible outcome of the
consultation process. Psychotherapists provide weekly psychotherapy sessions up to two years,
which offer an opportunity to think together with a psychotherapist about the difficulties in more
depth and on a regular basis over an extended period of time.
Short and long term therapy

Short-term therapy can consist of treatment for 3 months, 6 months or up to a year; long-
term therapy tends to last for up to 2 years.
Group therapy
Psychotherapy Unit arranges some group therapies for the people having the same difficul-
ties. These group therapies provide a safe place to share and explore one’s problem interrelation
to others. Group therapies are arranged on particular days of every week. Group therapies in-
clude: Relaxation, Positive parenting, Social skill training, Psychiatric sex education.
My activities in the internship setting was basically to learn how to arrange, participate and
facilitate Relaxation Training; Parenting Skill Training; Social Skill Training; Group therapy;
Sex therapy sessions. Another important activity was to practically learn how to take case studies
of the clients in hospital setting. Experiencing how to approach a client at the first meeting was
also a notable activity in the internship period.
Relaxation Training
When stress overwhelms nervous system, body is flooded with chemicals that prepare body
for "fight or flight." This stress response can be lifesaving in emergency situations where quick
action is needed. But when it’s constantly activated by the stresses of everyday life, it can wear
body down and take a toll on emotional and physical health. No one can avoid all stress, but its
detrimental effects can be counteract by learning how to produce the relaxation response, a state
of deep rest that is the polar opposite of the stress response.

The relaxation response puts the brakes on stress and brings body and mind back into a
state of equilibrium. When the relaxation response is activated, heart rate slows down, breathing
becomes slower and deeper, blood pressure drops or stabilises, and muscles relax blood flow to
the brain increases. In addition to its calming physical effects, the relaxation response also in-
creases energy and focus, combats illness, relieves aches and pains, heightens problem-solving
abilities, and boosts motivation and productivity. Best of all, anyone can reap these benefits with
regular practice. The important thing to remember is that simply laying on the couch, reading, or
watching TV—while sometimes relaxing—isn’t enough to produce the physical and psychologi-
cal benefits of the relaxation response. For that, actively practice a relaxation technique would be
need.
Finding the best relaxation technique
There is no single relaxation technique that is best for everyone. The right relaxation tech-
nique is the one that resonates with, fits lifestyle, and is able to focus mind and interrupt every -
day thoughts to elicit the relaxation response. It may even be found that alternating or combining
different techniques provides the best results.
Reaction to stress may also influence the relaxation technique that works best: The “fight”
response. If a person tends to become angry, agitated, or keyed up under stress, he/she will re-
spond best to stress relief activities that quiet us down, such as meditation, progressive muscle
relaxation, deep breathing, or guided imagery. The “flight” response, If a person tends to become
depressed, withdrawn, or spaced out under stress, he/she will respond best to stress relief activi-
ties that are stimulating and energise our nervous system, such as rhythmic exercise, massage,
mindfulness, or power yoga.

Deep breathing.
Deep breathing is a simple yet powerful relaxation technique. It’s easy to learn, can be
practiced almost anywhere, and provides a quick way to get our stress levels in check. Deep
breathing is the cornerstone of many other relaxation practices, too, and can be combined with
other relaxing elements such as aromatherapy and music.
The key to deep breathing is to breathe deeply from the abdomen, getting as much fresh air
as possible in our lungs. When deep breaths are taken from the abdomen, rather than swallowing
breaths from upper chest, more oxygen are inhaled. The more oxygen anyone gets; the less tense,
short of breath, and anxious he/she feel.
·Sitting comfortably with back straight. Putting one hand on chest and the other hand on stom-
ach. ·Breathing in through nose. Raising the hand on stomach. Moving the hand on chest very
little.
Exhaling through mouth, pushing out as much air as possible while contracting abdominal mus-
cles. Moving in the hand on stomach while exhaling, but moving the hand on chest very little.
·Continuing to breathe in through nose and out through mouth. Inhaling enough so that lower ab-
domen rises and falls. Counting slowly while exhaling.
·If it is found difficult breathing from abdomen while sitting up, it should be tried lying down.
A small book can be put on stomach so that the book rises as one inhale and falls as one exhale.
Progressive muscle relaxation

Progressive muscle relaxation is a two-step process in which individuals systematically
tense and relax different muscle groups in the body. With regular practice, it gives an intimate fa-
miliarity with what tension as well as complete relaxation-feels like in different parts of the
body. This can help to react to the first signs of the muscular tension that accompanies stress.
And as the body relaxes, so will the mind.
Progressive muscle relaxation can be combined with deep breathing for additional stress re-
lief. Consulting with doctor first if one has a history of muscle spasms, back problems, or other
serious injuries that may be irritated by tensing muscles.
• Starting at feet and working way up to face, trying to only tense those muscles intended.
• Loosing clothing, taking off shoes, and getting comfortable.
• Taking a few minutes to breathe in and out in slow, deep breaths.
• When ready, shifting attention to right foot. Taking a moment to focus on the way it feels.
• Slowly tensing the muscles in right foot, squeezing as tightly as one can. Holding for a count of
10.
• Relaxing foot. Focusing on the tension flowing away and how foot feels as it becomes limp
and loose.
• Staying in this relaxed state for a moment, breathing deeply and slowly.
• Shifting attention to left foot. Following the same sequence of muscle tension and release.
• Moving slowly up through body, contracting and relaxing the different muscle groups.
• It may takes some practice at first, but one should try not to tense muscles other than those in-
tended.
Body scan meditation
This is a type of meditation that focuses one’s attention on various parts of your body. Like
progressive muscle relaxation, one starts with his/her feet and work his/her way up. But instead
of tensing and relaxing muscles, one simply focus on the way each part of your body feels, with-
out labelling the sensations as either “good” or “bad”.
• Lying on back, legs uncrossed, arms relaxed at sides, eyes open or closed. Focusing on breath-
ing for about two minutes until starting to feel relaxed.
• Turning focus to the toes off right foot. Noticing any sensations is feeling while continuing to
also focusing on breathing. Imagine each deep breath flowing to toes. Remaining focused on
this area for one to two minutes. Moving focus to the sole of right foot. Tuning in to any sensa-
tions is feeling in that part of body and imagining each breath flowing from the sole of foot.
After one or two minutes, moving focus to right ankle and repeat. Moving to calf, knee, thigh,
hip, and then repeating the sequence for left leg. From there, moving up the torso, through the
lower back and abdomen, the upper back and chest, and the shoulders. Paying close attention to
any area of the body that causes pain or discomfort.
• After completing the body scan, relaxing for a while in silence and stillness, noting how body
feels. Then slowly opening eyes and stretching, if necessary. Mindfulness meditation. Rather
than worrying about the future or dwelling on the past, mindfulness meditation switches the fo-
cus to what is happening right now, enabling one to be fully engaged in the present moment.
Meditations that cultivate mindfulness have long been used to reduce stress, anxiety, de-
pression, and other negative emotions. Some of these meditations bring people into the present
by focusing their attention on a single repetitive action, such as breathing or a few repeated
words. Other forms of mindfulness meditation encourage people to follow and then release inter-
nal thoughts or sensations. Mindfulness can also be applied to activities such as walking, exercis-
ing, or eating.
A basic mindfulness meditation:
• Finding a quiet place where one won’t be interrupted or distracted.
• Sitting on a straight-backed chair or cross-legged on the floor.
• Finding a point of focus, such as breathing—the sensation of air flowing into nostrils and out
of mouth or belly rising and falling—or an external focus, such as a candle flame or a meaning-
ful word that one repeat throughout the meditation.
• Not becoming worried about distracting thoughts that go through mind or about how well it has
been doing. If thoughts intrude during relaxation session, one should not fight them; one should
just gently turn attention back to the point of focus.
Rhythmic movement and mindful exercise
The idea of exercising may not sound particularly soothing, but rhythmic exercise that gets
into a flow of repetitive movement can be very relaxing. Examples include: Running, Walking,
Swimming, Dancing, Rowing, and Climbing. Adding mindfulness to workout maximises stress
relief while simply engaging in rhythmic exercise.
As with meditation, mindful exercise requires being fully engaged in the present moment
paying attention to how body feels right now, rather than daily worries or concerns. In order to
“turn off” thoughts, focusing on the sensations in limbs and how breathing complements move-
ment, instead of zoning out or staring at a TV while exercising. At the time of walking or run-
ning, for example, focusing on the sensation of feet touching the ground, the rhythm of breath
and the feeling of the wind against face. At the time of resistance training, focusing on coordinat-
ing breathing with movements and paying attention to how body feels while raising and lowering
weights. And if mind wanders to other thoughts, gently returning focus to breathing and move-
ment.
Visualisation
Visualization, or guided imagery, is a variation on traditional meditation that involves
imagining a scene in which person feels at peace, free to let go of all tension and anxiety. Choose
whatever setting is most calming to person, whether it’s a tropical beach, a favorite childhood
spot, or a quiet wooded glen. One can practice visualisation on his/her own or with a therapist (or
an app or audio download off a therapist) guiding him/her through the imagery. One can also
choose to do visualisation in silence or use listening aids, such as soothing music or a sound ma-
chine or recording that matches his/her chosen setting—the sound of ocean waves if he/she have
chosen a beach, for example.
Practicing visualization:
• Closing eyes and imagine restful place. Picturing it as vividly as possible—everything
one can see, hear, smell, taste, and feel. Just “looking” at it like one would a photograph is not
enough. Visualization works best if one incorporate as many sensory details as possible.
• For example, if one is thinking about a dock on a quiet lake: Seeing the sun setting over
the water, Hearing the birds singing, Smelling the pine trees, Feeling the cool water on bare
feet,
Tasting the fresh, clean air.
• Enjoying the feeling of worries drifting away as slowly exploring restful place. When one
is ready, gently opening his/her eyes and come back to the present.
Visualisation session
This is normal. One may also experience feelings of heaviness in limbs, muscle twitches,
or yawning. Again, these are normal responses.
Yoga and tai chi.
Yoga involves a series of both moving and stationary poses, combined with deep breath-
ing.
As well as reducing anxiety and stress, yoga can also improve flexibility, strength, balance,
and stamina. Since injuries can happen when yoga is practiced incorrectly, it’s best to learn by
attending group classes, hiring a private teacher, or at least following video instructions. After
learning the basics, one can practice alone or with others.
Type of yoga which is best for stress. Although almost all yoga classes end in a relaxation
pose, classes that emphasise slow, steady movement, deep breathing, and gentle stretching are
best for stress relief.

1. Satyananda is a traditional form of yoga. It features gentle poses, deep relaxation, and
meditation, making it suitable for beginners as well as anyone primarily looking for stress re-
duction.
2. Hatha yoga is also reasonably gentle way to relieve stress and is suitable for beginners.
Alternately, look for labels like gentle, for stress relief, or for beginners when selecting a yoga
class.
3. Power yoga, with its intense poses and focus on fitness, is better suited to those looking
for stimulation as well as relaxation.
Tai chi. Tai chi is a self-paced, non-competitive series of slow, flowing body movements.
By focusing mind on the movements and breathing, one keeps his/her attention on the present,
which clears the mind and leads to a relaxed state. Tai chi is a safe, low-impact option for people
of all ages and fitness levels, including older adults and those recovering from injuries. As with
yoga, it is best to learned in a class or from a private instructor.
Starting a regular relaxation practice
Learning the basics of these relaxation techniques isn’t difficult, but it takes regular prac-
tice to truly harness their stress-relieving power. Most stress experts recommend setting aside at
least 10 to 20 minutes a day for your relaxation practice. Set aside time in daily schedule. If pos-
sible, one should schedule a set time once or twice a day for his/her practice. Many relaxation
techniques can be practiced while doing other things.

Meditating while commuting on the bus or train, taking a yoga or tai chi break at
lunchtime, or practicing mindful walking while exercising. Make use of Smartphone apps and
other aids. Many people find that Smartphone apps or audio downloads can be useful in guiding
them through different relaxation practices, establishing a regular routine, and keeping track of
progress. Not practicing when sleepy. These techniques are so relaxing that they can make one
very sleepy. However, one will get the most benefit if practice when he/she is fully alert. Avoid-
ing practices close to bedtime or after a heavy meal or alcohol. Expect ups and downs.
Sometimes it can take time and practice to start reaping the full rewards of relaxation tech-
niques such as meditation. The more one stick with it, the sooner the results will come. If one
skips a few days or even a few weeks, he/she should not get discouraged. Just getting started
again and slowly building up to old momentum. (Lawrence Robinson, Robert Segal, M.A.,
Jeanne Segal, Ph.D., and Melinda Smith, 2018).
Parenting Skill Training
Parenting or child rearing is the process of promoting and supporting the physical, emo-
tional, social, and intellectual development of a child from infancy to adulthood. Parenting refers
to the intricacies of raising a child and not exclusively to the biological relationship (Jane B.
Brooks, 2012). Parenting styles. Developmental psychologist Diana Baumrind identified three
main parenting styles in early child development: authoritative, authoritarian, and permissive
(Baumrind, D. 1967, 1971, 1978)). These parenting styles were later expanded to four, to include
an uninvolved style. Research has found that parenting style is significantly related to a child's
subsequent mental health and well-being (Rubin, Mark, 2015). In particular, authoritative parent-
ing is positively related to mental health and satisfaction with life, and authoritarian parenting is
negatively related to these variables (Rubin, M.; Kelly, B. M., 2015).
Authoritative parenting.
Described by Baumrind as the "just right" style, it combines a medium level demands on the
child and a medium level responsiveness from the parents. Authoritative parents rely on positive
reinforcement and infrequent use of punishment. Parents are more aware of a child's feelings and
capabilities and support the development of a child's autonomy within reasonable limits. There is
a give-and-take atmosphere involved in parent-child communication and both control and sup-
port are balanced. Research shows that this style is more beneficial than the too-hard authoritar-
ian style or the too-soft permissive style.
Authoritarian parenting styles.
Authoritarian parents are very rigid and strict. High demands are placed on the child, but
there is little responsiveness to them. Parents who practice authoritarian style parenting have a
non-negotiable set of rules and expectations that are strictly enforced and require rigid obedi-
ence. When the rules are not followed, punishment is often used to promote future obedience.
There is usually no explanation of punishment except that the child is in trouble for breaking a
rule (Fletcher, A. C.; Walls, J. K.; Cook, E. C.; Madison, K. J.; Bridges, T. H., 2008). This par-
enting style is strongly associated with corporal punishment, such as spanking and "Because I
said so" is a typical response to a child's question of authority. This type of parenting is seen
more often in working-class families than in the middle class. In 1983 Diana Baumrind found
that children raised in an authoritarian-style home were less cheerful, more moody and more vul-
nerable to stress. In many cases these children also demonstrated passive hostility.
Permissive parenting
Permissive, or indulgent, parenting is more popular in middle class than in working-class
families. In these settings, a child's freedom and autonomy are highly valued, and parents tend to
rely mostly on reasoning and explanation. Parents are undemanding, so there tends to be little if
any punishment or explicit rules in this style of parenting. These parents say that their children
are free from external constraints and tend to be highly responsive to whatever the child wants at
the time. Children of permissive parents are generally happy but sometimes show low levels of
self-control and self-reliance because they lack structure at home.
Uninvolved parenting
An uninvolved or neglectful parenting style is when parents are often emotionally or phys-
ically absent. They have little to no expectation of the child and regularly have no communica-
tion. They are not responsive to a child's needs and have little to no behavioral expectations. If
present, they may provide what the child needs for survival with little to no engagement (Brown,
Lola; Iyengar, Shrinidhi, 2008). There is often a large gap between parents and children with this
parenting style. Children with little or no communication with their own parents tended to be vic-
timized by other children and may themselves be exhibit deviant behavior (Finkelhor, D.; Orm-
rod, R.; Turner, H.; Holt, M., 2009). Children of uninvolved parents suffer in social competence,
academic performance, psychosocial development and problem behavior.
There is no single definitive model of parenting. With authoritarian and permissive parent-
ing on opposite sides of the spectrum, most conventional and modern models of parenting fall
somewhere in between. Parenting strategies, as well as behaviors and ideals of what parents ex-
pect, (whether communicated orally and/or non-verbally) can also play a significant role in a
child's development.
Parenting skills
Parenting skills are the guiding forces of a "good parent" to lead a child into a healthy
adult, they influence on development, maintenance, and cessation of children’s negative and pos-
itive behaviors. Parenting takes a lot of skill and patience and is constant work and growth. The
cognitive potential, social skills and behavioral functioning a child acquires during the early
years are fundamentally dependent on the quality of their interactions with their parents.
Canadian Council on Learning says that children benefit most (avoids poor developmental
outcomes) when their parents (Parenting styles, behavior and skills and their impact on young
children, 2007):
1. Communicate truthfully about events or discussions that have happened, because authenticity
from parents who explain and help their children understand on what happened and how they
were involved if they were without giving defining rules will create a realistic aptitude within
children's growing psyche;
2. Stay consistent, as children need structure: parents that institute regular routines see benefits in
their children's behavioral pattern;
3. Utilize resources available to them, reaching out into the community and building a supportive
social network;
4. Take more interest in their child's educational and early development needs (e.g. Play that en-
hances socialization, autonomy, cohesion, calmness and trust.); and
5. Keep an open communication and stay educated on what their child is seeing, learning and do-
ing and how it is affecting them. Urie Bronfenbrenner said on this matter that "Every kid needs
one adult who is crazy about them” (Bronfenbrenner, Urie, 1986).
Virginia Satir emphasized on these views by stating "Parenting...the most complicated job
in the world" (Virginia Satir, 1972). Research classifies competence and skills required in parent-
ing as follows (Sanders, Matthew R., 2008):
1. Parent-child relationship skills: quality time spend, positive communications and delight-
ing affection.
2. 2. Encouraging desirable behavior: praise and encouragement, nonverbal attention, facil-
itating engaging activities.

3. Teaching skills and behaviors: being a good example, incidental teaching, benevolent
communication of the skill with role playing & other methods, communicating logical incen-
tives and consequences.
4. Managing misbehavior: establishing assertive ground rules/limit setting, directed discus-
sion, providing clear and calm instructions, communicate and enforce appropriate conse-
quences for problem behavior, using restrictive means like quiet time and time out with au-
thoritative stance and not authoritarian.
5. Anticipating and planning: advanced planning and preparation for readying the child for
challenges, finding out engaging and age appropriate developmental activities, preparing token
economy for self-management practice with guidance, holding follow-up discussions, identify-
ing possible negative developmental trajectories.
6. Self-regulation skills: Monitoring behaviors (own and children's), setting developmen-
tally appropriate goals, evaluating strengths and weaknesses and setting practice tasks for
skills improvement, monitoring & preventing internalizing and externalizing behaviors, setting
personal goals for positive change.
7. Mood and coping skills: reframing and discouraging unhelpful thoughts (diversions, goal
orientation and mindfulness), stress and tension management (for self and in the house), devel-
oping personal coping statements and plans for high-risk situations, developing mutual respect
and consideration between members of the family, positive involvement: engaging in support
and strength oriented collaborative activities/rituals for enhancing interpersonal relationships.
8. Partner support skills: improving personal communication, giving and receiving con-
structive hope in problems for adaptation, collaborative or leading/navigate problem solving,

promoting relationship happiness and cordiality. Consistency is considered as the “backbone”
of positive parenting skills and “overprotection” as the weakness (Cutts, 1952).
Social Skill Training
Social skills training (SST) is a type of behavioral therapy used to improve social skills in
people with mental disorders or developmental disabilities. SST may be used by teachers, thera-
pists, or other professionals to help those with anxiety disorders, mood disorders, personality dis-
orders and other diagnoses. It is delivered either individually or in a group format, usually once
or twice a week, and is often used as one component of a combined treatment program (Arlin
Cuncic, 2018).
Social anxiety disorder
Social anxiety can have an impact on social skills in a variety of ways. People with social
anxiety disorder (SAD) are less likely to engage in social interactions, giving them less opportu-
nity to build skills and gain confidence. SAD can also have a direct impact on social behavior re-
gardless of skill level. For example, person may know that eye contact is important but feel un-
able to maintain it during a conversation because of fear.
SST has been shown to be effective in improving social skills for those with SAD regard-
less of the social issue. If there is a skills deficit, person can learn how to better manage social in-
teractions. If social anxiety is masking a person’s social ability, practice and exposure during
SST can help improve his/her confidence and self-esteem and reduce your anxiety about social
situations. For those with social anxiety disorder, SST is often used in combination with other
treatments such as cognitive-behavioral therapy (CBT) or medication (Arlin Cuncic, 2018).
Training techniques
SST generally begins with an assessment of specific skill deficits and impairments. Thera-
pist may ask his client which social interactions he/she fined the most challenging or which skills
he/she feels could be improved. The goal of this process is to identify the best targets for social
skills training for client’s particular situation.
Once specific target areas are identified, techniques for improving social skills are intro-
duced. Usually, changes are made in one area at a time to ensure the client don't get over-
whelmed. SST techniques include the following:
1. Instruction is the educational component of SST that involves the modeling of appropri-
ate social behaviors. A therapist may describe a particular skill, explain how to carry it out,
and model the behavior. Complex behaviors like how to carry on a conversation may be bro-
ken down into smaller pieces such as introducing yourself, making small talk, and leaving a
conversation. Therapists will also discuss both verbal and nonverbal behaviors.
2. Behavioral rehearsal or role-play involves practicing new skills during therapy in simu-
lated situations.
3. Corrective feedback is used to help improve social skills during practice.
4. Positive reinforcement is used to reward improvements in social skills.
5. Weekly homework assignments provide the chance to practice new social skills outside
of Therapy (Arlin Cuncic, 2018).

Group Therapy
Group psychotherapy or group therapy is a form of psychotherapy in which one or more
therapists treat a small group of clients together as a group. The term can legitimately refer to
any form of psychotherapy when delivered in a group format, including cognitive behavioral
therapy or interpersonal therapy, but it is usually applied to psychodynamic group therapy where
the group context and group process is explicitly utilized as a mechanism of change by develop-
ing, exploring and examining interpersonal relationships within the group.
The broader concept of group therapy can be taken to include any helping process that
takes place in a group, including support groups, skills training groups (such as anger manage-
ment, mindfulness, relaxation training or social skills training), and psychoeducation groups.
Other, more specialized forms of group therapy would include non-verbal expressive therapies
such as art therapy, dance therapy, or music therapy.
The principles of group therapy. In The Theory and Practice of Group Psychotherapy,
Irvin D. Yalom outlines the key therapeutic principles that have been derived from self-reports
from individuals who have been involved in the group therapy process (Kendra Cherry, 2017):
1. The instillation of hope: The group contains members at different stages of the treatment
process. Seeing people who are coping or recovering gives hope to those at the beginning of
the process.
2. Universality: Being part of a group of people who have the same experiences helps peo-
ple see that what they are going through is universal and that they are not alone.
3. Imparting information: Group members can help each other by sharing information.
4. Altruism: Group members can share their strengths and help others in the group, which
can boost self-esteem and confidence.
5. The corrective recapitulation of the primary family group: The therapy group is much
like a family in some ways. Within the group, each member can explore how childhood expe-
riences contributed to personality and behaviors. They can also learn to avoid behaviors that
are destructive or unhelpful in real life.
6. Development of socialization techniques: The group setting is a great place to practice
new behaviors. The setting is safe and supportive, allowing group members to experiment
without the fear of failure.
7. Imitative behavior: Individuals can model the behavior of other members of the group
or observe and imitate the behavior of the therapist.
8. Interpersonal learning: By interacting with other people and receiving feedback from the
group and the therapist, members of the group can gain a greater understanding of themselves.
9. Group cohesiveness: Because the group is united in a common goal, members gain a
sense of belonging and acceptance.
10. Catharsis: Sharing feelings and experiences with a group of people can help re-
lieve pain, guilt, or stress.
11. Existential factors: While working within a group offers support and guidance,
group therapy helps member realise that they are responsible for their own lives, actions, and
choices.
Settings of group therapy
Groups can be as small as three or four people, but group therapy sessions often involve
around seven to twelve individuals (although it is possible to have more participants). The group
typically meets once or twice each week for an hour or two. According to author Oded Manor in
The Handbook of Psychotherapy, the minimum number of group therapy sessions is usually
around six but a full year of sessions is more common. Manor also notes that these meetings may
either be open or closed. In open sessions, new participants are welcome to join at any time. In a
closed group, only a core group of members are invited to participate.
In many cases, the group will meet in a room where the chairs are arranged in a large circle
so that each member can see every other person in the group. A session might begin with mem-
bers of the group introducing themselves and sharing why they are in group therapy. Members
might also share their experiences and progress since the last meeting. The precise manner in
which the session is conducted depends largely on the goals of the group and the style of the
therapist. Some therapists might encourage a more free-form style of dialogue, where each mem-
ber participates as he or she sees fit. Other therapists instead have a specific plan for each session
that might include having clients practice new skills with other members of the group (Kendra
Cherry, 2017).
Reasons to use group therapy
The principal advantages of group therapy include (Kendra Cherry, 2017):
1. Group therapy allows people to receive the support and encouragement of the other members
of the group. People participating in the group can see that others are going through the same
thing, which can help them feel less alone.

2. Group members can serve as role models to other members of the group. By observing some-
one successfully coping with a problem, other members of the group can see that there is hope
for recovery. As each person progresses, they can, in turn, serve as a role model and support fig-
ure for others. This can help foster feelings of success and accomplishment.
3. Group therapy is often very affordable. Instead of focusing on just one client at a time, the
therapist can devote his or her time to a much larger group of people.
4. Group therapy offers a safe haven. The setting allows people to practice behaviors and actions
within the safety and security of the group.
5. By working in a group, the therapist can see first-hand how each person responds to other peo-
ple and behaves in social situations. Using this information, the therapist can provide valuable
feedback to each client.
Sex Therapy
Sex therapy is a type of talk therapy that’s designed to help individuals and couples address
medical, psychological, personal, or interpersonal factors impacting sexual satisfaction.
The goal of sex therapy is to help people move past physical and emotional challenges to
have a satisfying relationship and pleasurable sex life. Sexual dysfunction is common. In fact, 43
percent of women and 31 percent of men report experiencing some type of sexual dysfunction
during their lifetimes. These dysfunctions may include: erectile dysfunction, low libido, lack of
interest, premature ejaculation, low confidence, lack of response to sexual stimulus, inability to
reach orgasm, excessive libido, inability to control sexual behaviour, distressing sexual thoughts,
and unwanted sexual fetishes.

A fulfilling sex life is healthy and natural. Physical and emotional intimacies are essential
parts of well-being. When sexual dysfunction occurs, having that fulfilling sex life can be diffi-
cult. Sex therapy may be able to help you reframe your sexual challenges and increase your sex-
ual satisfaction.
How does sex therapy work?
• Sex therapy is like any type of psychotherapy. The conditions are treated by talking
through the person’s experiences, worries, and feelings. Together with therapist, person then
work out coping mechanisms to help improve his/her responses in the future so that you can
have a healthier sex life. During your initial appointments, your therapist will either talk with
just the client or with the client and his/her partner together. The therapist is there to guide and
help the client to process his/her current challenge:
• They are not there to take one person’s side or to help persuade anyone.
• Also, everyone will keep their clothes on. The sex therapist will not be having sexual re-
lations with anyone or showing anyone how to have sex. With each session, therapist will con-
tinue to push the client toward better management and acceptance of his/her concerns that may
be leading to sexual dysfunction. All talk therapy, including sex therapy, is both a supportive
and an educational environment. It’s meant to provide comfort and encouragement for change.
The client will likely leave his/her therapist’s office with assignments and work to do before
his/her next appointment. If therapist suspects the dysfunction the client experiencing is the re-
sult of a physical sexual concern, they may refer those client to a medical doctor. Therapist and
the doctor can consult about signs and symptoms and work to help find any physical concerns
that may be contributing to greater sexual problems.
Case History Taking

A psychological history is the result of a treatment process where a psychologist working
in the field of mental health systematically records the content of an interview with a client. This
is then combined with the mental status examination to produce a "psychological formulation" of
the person being examined.
Steps in history taking
1. Patient identification: The basic details of who the client is are collected. This includes
their age, sex, educational status, religion, occupation, relationship status, address and contact
details. This serves several purposes. Firstly, it is necessary information for administrative pur-
poses and for this reason some of this is often taken by clerks. Secondly, the questions are
largely non-threatening and provide a gentle introduction into the meeting of client and psy-
chotherapist. Thirdly, it provides a format for individual introduction suitable to the culture.
Thus the psychotherapist may start by introducing themselves and then move on to these ques-
tions. This initial structure can provide a sense of familiarity for the client who is stressed about
what is happening.
2. Source and method of presentation: The next step is to determine why the client is there.
How did they get to be in the interview? Were they referred by someone (such as another clini-
cian, a relative or friend, or by the police or the courts) or did they come looking for help? If they
were referred by someone then what was that person's reason for the referral. Often such infor-
mation is provided in a referral letter or by an earlier phone call.
3. The main (chief) complaints: The therapist next tries to clarify what are the main prob-
lems that have brought the client to be there. Some of this may have already been achieved in the
previous section. The client may have more than one problem and these may be related, such as
post-traumatic stress disorder and alcohol abuse or seemingly unrelated, such as panic disorder
and premature ejaculation. The client is unlikely to present a diagnosis and is more likely to de-
scribe the nature of their problems in common language.
4. History of the presenting complaints (present illness): The therapist then attempts to ob-
tain a clear description of these problems. When did they start? How did they start, suddenly,
slowly or in fits and starts? Have they fluctuated over time? What does the client describe as the
essential features of the complaints? Having developed a hypothesis of what may be the diagno-
sis, the therapist next looks at symptoms that might confirm this hypothesis or lead them to con-
sider another possibility. Much of the mental process for the therapist is involved in this process
of hypothesis testing to arrive at a diagnostic formulation that will form the basis of a manage-
ment plan. The severity of each complaint is assessed and this may include probing questions on
sensitive issues such as suicidal thoughts or sexual difficulties.
5. Past history: This is divided into the psychological past history, which looks at any pre-
vious episodes of the presenting complaint as well as any other past or ongoing psychological
problems. The past substance (drug) history included data about patterns of use (mode of admin-
istration, age of onset, frequency, amount, last use, medical or psychological complications, his-
tory of attempting to quit) for alcohol, tobacco, and illicit drugs. The medical past history docu-
ments significant illnesses: both past and current, and significant medical events such as head in-
jury, seizures, major surgeries and major illnesses. A separate sexual history gathers data about
sexual orientation and sexual activity. Finally a history of abuse, including physical, emotional,
and sexual abuse is obtained from the client and collateral sources (family members or close
family friends) as trauma might not be directly remembered by the client.

6. Family history: Many psychological disorders have a genetic component and the biologi-
cal family history is thus relevant. Clinical experience also suggests that a response to treatment
may have a genetic component as well. Apart from the genetic factors, research has shown that
illnesses in the parents such as depression and alcohol abuse are associated with a higher rate of
some conditions in the children growing up in that environment. Similar effects are seen with the
death of a parent from a protracted illness.
7. Developmental history: This documents the significant events in the client's life.
Ideally it starts with pre-natal factors such as maternal illnesses or complications with the preg-
nancy, then documents delivery and early childhood illnesses or problems. It then looks at signif-
icant events in the client's life such as parental separation, abuse, education, psychosexual devel-
opment, peer relationships, behavioral aspects and any legal complications. It flows then into
adulthood with relationship and occupational histories. The aim is to get an overview of who the
client is and what they have experienced in life, both good and bad. Major stresses and transi-
tions such as marriage, parenthood, retirement, death or loss of a partner, and financial success
and failure are all important, as is how the client has dealt with them. Sexual adjustment and
problems can be relevant and are often questioned.
8. Social history: If the information has not already been obtained, the therapist then docu-
ments the social circumstances of the client looking at factors such as finances, housing, relation-
ships, drug and alcohol use, and problems with the law or other authorities. This is also a time to
document racial or cultural issues that are relevant to the presenting complaint.
9. Review of Systems: A psychological review of systems may include screening questions
directed at identifying or exploring co-morbid psychological illnesses or issues. A full review of

systems should attempt to identify and list all of the relevant STRESSORS that may be impact -
ing a patient's function and overall health.
10. Summary: Having collected this information the therapist usually then considers any
other factors that might be relevant to the particular client and enquires about them. Although the
gathering of the information may follow the flow of the client's thoughts rather than those of the
therapist, it is not uncommon for the therapist to record the psychological history under headings,
such as those above, to make it easier for others who will later read it. Subsequent history taking
on reviews concentrates on changes in the levels of symptoms and responses to treatment, in-
cluding possible side-effects.

Case Studies
Case 01
Ref: Adolescent psychiatric unit DOE = 15-02-2020
P: ****** DOB = 21-03-2009
Age Education Job Income
Father 41 M. A. Accountants *****
Mother 37 B. A. Housewife
M: ******
Name: AZ
Age: 10 years 2 month 29 days.
Gender: Female.
Father’s name: SSMother’s name: M
Address: Mirpur, Dhaka
Phone: ***********
C/C (Chief Complaints):

• Restless
• Irregular response
• Repetitive motor movement
• Learning difficulties
• Poor memorizing ability.
• Poor response to name.
• Poor eye contact
• Play alone and unable to mix up with peers.
• Throw precious/normal things through the window or Varanda.
• Food Problem: Do not chew food.
• Sensory Problem: Use adult/other hands.
Strength
• Can identify body parts.
• Likes to play.
• She likes song and dance.
• Have good colour
• matching sense.
• B/H (Birth History)
• Pregnancy: Planned; The mother was 26 years old during pregnancy.
• Antenatal: FT, LUCS in hospital.
• Neo-Natal
• B/C: Normal.
• B/W: 4 kg.
• Post-Natal: No significant history.
• D/H (Developmental History)
• Neck Control: 4 months.
• Independent Sitting: 5 months.
• Independent Walking: 18 months.
• Babbling: ?
• H/O (Home Observation)

• Psychological Assessment:
DSM lV, ADCL.
• Diagnosis
ASD
• Impairment: Impairment in language, socialization, communication, and behavior.
• Follow-up Report:
Improvement in single word (Abba, Amma, Apa).
Fewer tendencies to throw things through windows.
Try to mix up and play with the peers.
Try to chew food.
Still play alone but sometimes want to play together with parents.
Listen rhyme and match alphabet on mobile phone.
Take more or less all types of food.
Speak 1 word
• Advice
Make daily routine.
Give idea about new topic before teaching.
Praise her.
Use task analysis.
Give break in study.
Recommendation
Recommended for PA and MH
Case 02
Ref: Child assessment unit DOE = 18-04-2020
P: ****** DOB = 19-09-2012
Father 35 B.A Business *****
Mother 31 H.S.C. Housewife
M: ******
Name: SA
Age: 06 years 06 month 26 days.

Gender: Female.
Father’s name: MKA
Mother’s name: MA
Address: Dhaka Cant., Dhaka
Phone: ***********
• C/C (Chief Complaints)
Physically disable
Irregular eye contact
Irregular response
Can’t speak a single word
Eating problem
Poor memorizing ability.
Food Problem: Do not chew food.
Sensory Problem: Use adult/other hands.
• Strength
She likes song and dance.
Can identify body parts.
Have good color matching sense.

Pregnancy: Planned; The mother was 24 years old during pregnancy.
Antenatal: FT, LUCS in hospital.
Neo-Natal
B/C: Normal.B/W: 3 kgPost-Natal: No significant history.
• F/H (Family History)
Consanguinity: Absent.
Family Member: 4 members.
Family Type: Single family.
Siblings: SA has one elder brother.
Others: No family history of such problems.
• S/H (School History)
She is a student of Physically challenged in PROYASH
She goes to special school
Peer relation-good is not good
DSM lV
• Diagnosis
Physically challenged
• Impairment: Impairment in Physically, language, socialization, communication, and be-
havior.
Improvement in single word (Abba, Amma, Apa).
Try to mix up and play with the peers.
Try to chew food.
Still play alone but sometimes want to play together with parents.
Listen rhyme and match alphabet on mobile phone.
Take more or less all types of food.
• Advice
Make daily routine.
Admitted to her mental age appropriate class.
Give idea about new topic before teaching.
Praise her.
Use task analysis
• Recommendation
Recommended for PA and MH.

Case 3
Ref- Child assessment unit DOE = 23-03-2020
P- **** DOB = 15-10-2013
Father 37 H. S. C Businessman *****
Mother 29 S. S. C. H. W
M- ****
Name: WD
Age: 5 years 6 months 8 days.
Gender: Male.
Father’s name: H R
Mother’s name: K B
Address: Khilkhet, Dhaka.

Phone: ***********
Poor response to name.
Poor eye contact.
No meaningful speech or word.
Play alone and unable to mix up with peers.
Strength:
Can identify body parts and food.
Pregnancy: Unexpected pregnancy.
Antenatal: Full term baby; Delivered by c/s.
Neo-Natal
B/C: Delay
B/W: 3 kg.
B/F: Immediate.
Post-Natal: Normal fever.
No history of seizure.
Neck Control: 2/3 months.
Independent Sitting: 6 months.
The parents reported that their child had language, socialization, communication problem
since Childhood.
SDQ was applied. SDQ measures the followings:
• Total difficulties.
• Emotional symptoms.
• Conduct problems.
• Hyperactivity.
• Peer problems.
• Pro-social behavior.
The child had problems in the followings:
• Abnormal pro-social behavior.
• Hyperactivity.
• Peer problems.
• Diagnosis:
ASD
• Still play alone but sometimes want to play together with parents.
• Listen rhyme and match alphabet on mobile phone.
• Take more or less all types of food.
• Doesn’t speak but try.
Recommendation
• Full psychological assessment.
• Advise:
• Talk to the child more in a single word and small sentence clearly.
• Continuation of special schooling.
• Involvement in child’s play
Case 4
Ref: Psychological Assessment Clinic DOE = 28-03-2020
P: ***** DOB = 02-02-2008
Father 45 M. A. Businessman ******
Mother 40 M. A. Employee *****

M: ******
Name: RS
Gender: Male
Father’s name: RK
Mother’s name: SR
Address: Mirpur, Dhaka.
Phone: ***********
Poor speech.
Hyperactive
Unable to speak in full sentence.
Communication lacking.
Delayed thought process.
Flat tone.
No play skill.
• Strengths
Good copying ability.
Can identify body parts.
Give and take is present.
Socialization is present.
• Can follow instruction.
B/H (Birth History)
Pregnancy: Planned, Premature baby.
Antenatal: NVD at hospital.
• Neo-Natal:
B/C: Delay
B/W: 3.5 kg
• Post-Natal: No significant physical illness.
• Feeding History: Regular family food. No problems in chewing food.
The mother reported that a speech therapist was appointed in their home. At first he was in-
terested to the therapeutic acidities, but now he doesn’t like those activities. The mother also
reported that RS has fascination in ball, water, books, bubbles, and soup. He also liked mu-
sic very much. Mothers also informed that the home environment for the child was very
overprotective.
Consanguinity: Absent.
Family Member: 4 members.
Family Type: Single.
Siblings: RS has one younger sister of 8 years old.
Others: No family history of autism.
• On Observation
The child was very smart looking. He was little verbal. He was able to follow instructions of
teacher. He was in pre-writing stage. Sometimes he became hyperactive. He wasn’t active
during play time. He had toilet training. He was responsive to his name calling. He was in-
terested in toys of the classroom. He was fearful at balloons. He performed shape matching
task correctly. On observation, initiative in peer play was observed. He completed ADL
tasks.
• Diagnosis
• Down’s syndrome
• Psychological Assessments
• M-Chat: Positive result.
• WICS-IV.
• Advice/Intervention
• Behavior modification.
• Structured daily routine with picture.
• Enhancement of sharing skills.
• Pretend play.
• Teaching with role modeling.
• Play with body contact.

• Talking with smile.
• Use gesture and posture at the time of telling rhyme.
• Cycling and trampling.
• Use 1:1 intervention technique.
• Hold the story book at the position of shoulder to improve eye contact.
Follow –up report
Improved speech to 2-4 words.
Problems in using pronoun.

Case 5
Ref: Child assessment unit DOE = 02-04-2020
P: **** DOB = 10-06-2004
Father 52 M.A. Employee *****
Mother 49 H. S. C. Teacher *****
M: ******
Name: SKM
Gender: Male
Father’s name: KM
Mother’s name: SA
Address: New iskaton, Dhaka.
Phone: ***********
Hyperactive.
Attention problem.
Poor speech.
Harm people.
No pretend play.
Poor communication.
• Strengths
Good at learning and writing.

• H/O present illness
The mother reported that her child has poor speech. He is very hyperactive. He doesn’t
communicate spontaneously. Mother also noticed that her child doesn’t play pretend game.
He also plays alone. Mother also reported that her child has good comprehension ability.
• H/O past illness
No significant physical illness.
Pregnancy: Planned; regular antenatal check up.
Antenatal: FT, LUCS in hospital due to prolonged labor.
Neo-Natal
B/C: Immediate.
• B/W: 3.5 kg.
• Post-Natal: No significant illness.
• Feeding history: Breast feeding up to 6 months of age and then regular food of age ap-
propriate was continued.
Immunization: Completed as EPI schedule.
• Neck Control: 4 months.
• Independent Sitting: 8 months.
• Independent Walking: 15 months.

• Babbling: 12 months.
• Consanguinity: Absent.
• Family Member: 3 members.
• Family Type: Single family.
• Siblings: No other siblings.
• Others: No family history of such illness.
• S/H (School History)
• Attending inclusive education.
• SKM is a student at Primary and Secondary School in PROYASH.
• Observation
The child was looking very cute with social smile. He was very hyperactive and he was do-
ing repeatative behavior. No facial and body dimorphism was present. He was responsive to
his name. He had good comprehension ability. He was not cooperative with the teachers. He
had good coping skills as he was visual learner. On observation it is seen that he likes
rhythmic sound. But he had problem in expressive language. So, expressive language ses-
sion was given to him.
• Psychological Assessments
Socialization
Poor eye contact.
Social smile.
Response to his name calling.
• Behavior
Like music.
Fearful at loud sound and cockroaches.
Visual learner.
Good copying ability.
• Assessment tools used:
Pre-PIA-CV.
The how and why communication questionnaire.
ICD-10.
• M-chat.
• RNDA.
• Diagnosis
ADHD
Advice
To improve communication skills, help the child immediately when asks for help.
Teaching pointing at the time of asking something.

As he likes moving object, make sure of his participation by giving the preferred object.
Reflection on Internship Experience
On the whole I had a very good internship experience at NIMH and Sir A. F Rahman Hall.
I would like to express that the only improvement I would have liked to see is for my internship
to learn the practical implication of my psychology knowledge in hospital setting. Nevertheless,
the tasks I was offered and kept up with were still extremely interesting and rewarding. I would
tell future interns to always remain on their toes in order to accept new practical experiences as
quickly and swiftly as possible.
As my task in my internship setting was to learn how to arrange and facilitate multiple
group therapy sessions and to experience how to take case studies in practical hospital setting, I
can say that I am now confident to apply those knowledge by my own at any hospital setting.
Suppose after completing of the internship now I can say that I am able to facilitate Relaxation
training, social skill training, group therapy, sex therapy and parenting training. I am now realiz-
ing that my acquired knowledge would be ungratified without the practical experiences of the
implication of that knowledge. I have already gave details about NIMH.
The most interesting experience in the internship period to me was the day of allocation
meeting. In allocation meeting the facilitator allocated the clients to the psychotherapists. At first
the facilitator asked the clients or informant of the clients some questions systematically to find
out the most basic types of problems the clients faced at that moment although they had already
diagnosed as having psychological problems. The facilitator asked the clients or informant of the
clients questions in the way so that the internship students like me could write down the answers
given by the clients to use as a source of the case study.
Through that information we could relate the complaints taken from the clients or infor-
mant of the clients with the particular diagnostic criteria of DSM-5. From the allocation meeting
I learned how to approach a client at the first meeting and how to bring out the fundamental
problems of the clients in easiest way by interviewing readily. Another important professional
behavior I have learned from the facilitator of the allocation meeting which is essential for a per-
son who wants to seek his or her profession in the field of Psychology and that was the way of
asking for the treatment fees from the clients.
The challenging issue for me in my internship period was to accept the somehow unethical
environment of the treatment settings. Suppose, the setting in which the psychotherapists pro-
vided individual psychotherapy was noisy because at least five individual psychotherapy ses-
sions were continued in a small room at a time. So it is very difficult for psychotherapists to give
proper support to their clients and clients also face trouble to find a confidential environment in
which they can participate more attentively.
Although the allocation meeting was the great opportunity for me to experience the client
with psychological problems by my own eyes, that setting was not comfortable for the clients to
express their complications completely because the setting of the allocation meeting demanded
the presence of all psychotherapist. And we know that the presence of third party prevents the
clients to be opened up fully. There is a say that something is better than nothing.
There is lots of lacking I experienced n my internship setting which were against of my eth-
ical knowledge about mental health services. But the matter of hope is that within this insuffi-
ciency the Psychiatry Department is trying to give its best to support the lower income people
with psychological difficulties.
Actually the internship period gave me the opportunity to see the scenario of the mental
health services of the most influential hospital of Bangladesh.

Conclusion
Overall, I would describe my internship as a positive and instructive experience. It was my
first experience in hospital setting which made me able to relate my psychology knowledge with
real life experiences. Therefore, it took some time to figure out a new environment and finally
get started with it. Concerning my future professional career, I am realizing that this practical
knowledge of psychology will help to be a good psychologist. I have been able to meet and net-
work with so many people that I am sure will be able to help me with opportunities in the future.
One main thing that I have learned through this internship is time management skills as
well as self-motivation. When I first started I did not think that I was going to be able to make
myself sit in a hospital for six hours a day, six days a week. Once I realized what I had to do I or-
ganized my day and work so that I was not overlapping or wasting my hours. I learned that I
needed to b organized if I want to be a good psychologist. From this internship and time man-
agement I had to learn how to motivate myself through being in the hospital setting for so many
hours.
Throughout my internship, I could understand more about the definition of a psychologist
and mental health professional and prepare myself to become a responsible and passionate psy-
chologist in future. Along my training period, I realize that observation is a main element to
Find out the root cause of a problem. Not only for my project but daily activities too. Dur-
ing my Internship, I cooperate with my colleagues and coordinators to determine the problem is-
sues of a client. Moreover, the internship period indirectly helps me to learn independently, dis-
cipline myself, be considerate/patient, develop self-trust, take initiative and solve problems. Be-
sides, my communication skills are strengthened as well when communicating with others. Dur-
ing my training period, I have received suggestions and advices from psychotherapists and psy-
chiatrist. However, those advices are useful guidance for me to prepare myself for the profes-
sional life. Apart from that, I had also developed my skills through various training sessions that
I had participated. In sum, the activities that I had learned during internship period really are use-
ful for me in future to face challenges in a working environment.

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Internship Activities

School Psychology, Department of Psychology

Rawnak Jahan Jui

University of Dhaka 06 September, 2021

I perceive as this opportunity as a big milestone in my career development. I will strive to

of you in the future,

Name: Rawnak Jahan Jui Date:06 September, 2021

Description of the Internship Setting .......................................................................................8

Department of Psychiatry ...............................................................................................11

Psychotherapy Unit .................................................................................................................11

Individual psychotherapy. ............................................................................................... 12

Short and long term therapy. .......................................................................................... 13

Group therapy. ................................................................................................................ 13

Internship Activities ................................................................................................................13

Relaxation Training ...............................................................................................................13

Finding the best relaxation technique. ............................................................................ 14

Deep breathing. ............................................................................................................... 15

Body scan meditation ...................................................................................................... 17

Mindfulness meditation ................................................................................................... 18

Rhythmic movement and mindful exercise ....................................................................18

Starting a regular relaxation practice ............................................................................ 21

Parenting Skill Training ........................................................................................................22 Par-

Parenting skills ................................................................................................................ 25

Social Skill Training.............................................................................................................. 27

Social anxiety disorder. ................................................................................................... 28

Training techniques. ........................................................................................................ 29

Group Therapy ...................................................................................................................... 30

The principles of group therapy. .................................................................................... 31

Settings of group therapy. ............................................................................................... 32

Reasons to use group therapy .........................................................................................32

Sex Therapy ..........................................................................................................................33

How does sex therapy work ?........................................................................................34

Case History Taking ..........................................................................................................35

Steps in history taking.....................................................................................................

Case Studies .............................................................................................................................39

Attentions-Deficit/Hyperactivity Disorder .............................................................................39

Borderline Personality Disorder ............................................................................................40

Separation Anxiety Disorder ................................................................................................. 41 So-

cial Anxiety Disorder ........................................................................................................42 Obses-

sive-Compulsive Disorder ............................................................................................43

Premenstrual Dysphoric Disorder .......................................................................................... 44

Conversion Disorder ............................................................................................................. 45

Binge Eating Disorder ...........................................................................................................46

Major Depressive Disorder .................................................................................................... 47

Conduct Disorder .................................................................................................................. 48 Re-

flection on Internship Experience...................................................................................... 50 Con-

my M.S. in School Psychology program on Department of Psychology, University of Dhaka. As

field of interest (Erdogan, 2007).

Internships are structured and supervised professional experiences in an approved organisa-

professionalism. Internships encourage individuals to develop a more realistic view of what is

Psychology students learn to communicate effectively with supervisors, co-workers and

ual having more professional work attitudes and habits.

formally enter the job market.

A psychology student’s possibility of acquiring employment after graduation is increased if

sionalism and provide vital information for making career choices.

corporated into university academic programs.

Description of the Internship Settings

mous hospitals here people can reach very easily.

chiatry and related subject.

7.To take for reaching rehabilitation program for the beneficiaries.

8.Use pabna mental hospital for training and research work.

9. Excellent Research work.

Now it’s continued its all services with 200 in-services.

The Department of Psychiatry of Bangabandhu Sheikh Mujib Medical University combines

Internship Report NIMH & Hall

Internship Report NIMH & Hall