Introduction to Rabindrik Psychotherapy

Introduction to Rabindrik Psychotherapy
Dr. D. Dutta Roy, Ph.D.
Psychology Research Unit
Indian Statistical Institute
Kolkata - 700108
Lecture given at the certificate course students of Performing Art Therapy Centre, RBU dated 7.12.2012.

Reader is requested to make comment on the article.


Q1. What is psychotherapy ?
The term psychotherapy refers to the treatment of psychological disorders through the use of psychological methods rather than physical means like drugs or surgery.
Verbal communication between therapist and client is the most significant element of psychotherapy. It can be carried out individually or in groups. It is concerned with the evaluation of problems and possible solutions as well as with the encouragement of more adaptive ways of thinking and behaving.

Q2. What are the main models of psychotherapy?
Psychodynamic
Behaviour therapy
Existential
Gestalt
Rational emotive therapy
Transactional analysis
Rabindrik psychotherapy

Q3. What is Rabindrik Psychotherapy ? How does it differ from other therapies ?

Rabindrik psychotherapy refers to the way of self-awakening through the use of therapeautic postulates extracted from the literary works of Rabindranath Tagore. It can be used for treatment of psychological disorders. Postulate refers to theoretical assumption. Theory is composed of postulate.
Here, therapist acts as facilitator. Therapist creates the environment through performing arts of Tagore that leads client to understand own conflict and its management. Both verbal and non-verbal communication between therapist and the client are followed. Therapist must have adequate knowledge about therapeautic postulates extracted from the literary works of Rabindranath Tagore.

Q4. What are the similarities and dissimilarities between Rabindrik psychotherapy and other therapies?

All psychotherapies aim at treatment of psychological disorders. But Rabindrik psychotherapy does not accept labeling one as suffering from psychological disorders.
In other therapy, like psychoanalysis, mind is divided into three layers as unconscious, pre and conscious. Rabindrik psychotherpy is concerned with consciousness experience only. Consciousness is classified into three layers as murta, raaga and saraswat.
Verbal communication between therapist and client is the most significant element of psychotherapy.This is followed in Rabindrik psychothrapy. In Rabindrik approach, performing art or non-verabal communication can be used.
Like other therapies, Rabindrik psychotherapy can be administered indiviually or in group.
Other therapies are concerned with the evaluation of problems and possible solutions as well as with the encouragement of more adaptive ways of thinking and behaving. On the other hand, Rabindrik psychotherapy is concerned with self-evaluation and possible solutions to overcome the conflict of layer dynamics.

Q5.What is postulate? Write about few postulates of Rabidrik psychotherpapy.

Postulate is the basic assumption of theory. Any theory is composed of several postulates. Few postulates of Rabidrik psychotherpapy are:

1. Do not label rather understand other’s consciousness.
   
2. Consciousness is free floating. Look at it as detached being.
   
3. Make the consciousness unbounded and experience it.
   Experience of consciousness is like a journey from incomplete to complete across its layers– Murta, Raaga and Saraswat.
   
4. Man is the pursuer of completeness and newness.
   
5. Searching newness makes man incomplete that acts as the drive to find out completeness. Incomplete to complete is a cycling process.
   

Here are few songs in Bengali and in English (translated by me)related to postulates
Do not label rather understand other’s consciousness.

"Je tore pagol bole tare tui bolis ne kichu.
Ajke tore kemon vebe ange je tor dhulo debe
Kal se prate mala hate asbe re tor pichu pichu.
Ajke apan maner vare thak se bose gadir pare
Kalke preme asbe neme, karbe se tar matha nichu."

English:
Do not say anything when one calls on you mad
Assuming you as abnormal, one can throw dust on you today.
Tomorrow he will come to you with garland
Today, due to self-pride, he sits on high chair.
Tomorrow, he will get down and bow his head.

Consciousness is free floating. Look at it as detached being.
"Je ami bhese chale kaler dheue akash tale ori pane dekhchi ami cheye. …… o je sachal chabir mato ami nirab kabir mato- ori pane dekhchi ami cheye. Ei je ami oi ami noi, apan-majhe apni je roi,
Jai na bhese marandhara beye-
Mukto ami, tripto ami, shanto ami, dipto ami, ori pane dekhchi ami cheye.”

English
The ‘I’ that floats on the waves of time under the sky, I am watching at it. …..That ‘I’ moves like moving picture and I am watching at it as silent poet. This ‘I’ is not that ‘I’. I am within me. I am not floating like dead. I am free, satisfied, peaceful and lighted. I am watching at it.

Ei akashe amar mukti aloy aloy


Q6.Is therapeautic assessment important in Rabindrik psychotherapy?

In Rabindrik psychotherapy, therapeutic assessment is important to find out one’s mental state's position across three layers of consciousness. This helps the therapist in comprehending individual’s characteristics, reasons for present behaviour and in predicting one’s future psychological functioning or behaviour.

Q7.What is consciousness? Why is it imporant to study?

Consciousness is the immediate awareness of thoughts, sensations, memories, and the world around us. Experience of consciousness varies from moment to moment. Just like a river, it is changing. Individual’s behaviour is guided by his or her mental state position and its flow at the different layers of consciousness. Understanding about one’s state at the different layers of consciousness and its flowing pattern is prelude of Rabindrik psychotherapy.

Q8. What are changes taken place across three layers of consciousness ?

Consciousness experience varies with mental state position across layers of consciousness. These three layers are Murta, Raaga and Saraswat. When our mental state lies at the layer of murta, we are aware of morphology or the structural properties of the object in our surroundings. When our mental state lies at the layer of raaga, we associate morphology of the object with feeling of pleasantness or unpleasantness. This provides some meaning about object. And finally, when our mental state is in the saraswat layer, we experience harmony between the object and the environment. In this layer, our own existence is mixed with the surroundings. But such experience does not happen in murta and raaga layer.


Q9. What are the characteristics of three layers ?
Characteristics of three layers are given below:
Murta (The outer layer) : What we sense through our five sensory organs.
Raaga (The inner layer) : The meaning carried by the sensory stimuli. It is attached with affect or feeling of pleasant or unpleasantness. When perception is attached with affect, it is called apperception.
Saraswat layer (The inner core) : The feeling of harmony, the existence of truth, the feeling of white.

Q10. How does performing art help in assessment?
By using performing art, one can diagnose extent of malfunctions in the consciousness, locate one’s mental state across layers of consciousness, estimate possible flow of mental functions across layers. After taking case history and mental state examination, therapist will explore modes of performing arts to assess consciousness layers.

Q11. What are the approaches of therapy?
There are different approaches to administer performing art for assessing layers of consciousness.

a) Altered state of consciousness: It differs from normal waking consciousness. In this state, consciousness is split into two simultaneous streams of mental activity. One stream of mental activity remains conscious. But a second stream of mental activity-the one responding to the performing art is dissociated from awareness. This state is almost similar to hypnotic state. In hypnosis, suggestion is given by therapist. But in using performing art, client gets suggestion from the art itself.

b) Projecttion : In projection, individual projects own desires, feelings, needs etc. on the works of Rabindranath Tagore.

c) Self-report: Analysis of one's self-report about matching between own feeling and feeling of different characters of works of Rabindranath Tagore.

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Performing Art Therapy in Mental retardation

In the modification of behaviour of Mentally retarded children, performing art therapist should pay specific attention to deficits and deformities in the Murta layer of consciousness through performing art improvisation. Performing art includes specifically music, songs, dance, drama, painting etc having taal, lay, chanda. The last three are important as changes in murta layer of consciousness may affect Raag layer of consciousness that results intrinsic motivation to new or modified behaviour. Intrinsic motivation results sustainable change in the behaviour of children.

Before introducing intervention, case history taking and mental status examination are important. Case history may be collected from the parents or other informants. During taking the history, therapist should check extent of reliability of the statement of informants as there is a scope for hello error. Second, beginning and variation of each complaint must be recorded. If variation is needed, therapist should record the duration of behaviour constancy, possible antecedents or reasons, possible facilitators and inhibitors of the behavior.

Performing art therapist by improvisation of activity can assess child's sensory thresholds, pattern of perception, short, long term memory, working memory, psychomotor co-ordination etc. It must be remembered that aim of performing art therapist is not to teach singing, playing music, drama etc but to facilitate performing arts in order to improve adaptive and to control maladaptive behaviour.

Therapist should identify which adaptive behaviour requires minimum support and which one requires maximum support. For the same, one can prepare behaviour checklist using rating scale. The scale categories will be:

Assign 5 if the behaviour requires least support of others
Assign 4 if the behaviour requires less support of others
Assign 3 if the behaviour requires moderate support of others
Assign 2 if the behaviour requires much support of others
Assign 1 if the behaviour requires maximum support of others

The scaling will help therapist to plot graph of changes and association among different adaptive skills.

ADAPTIVE BEHAVIOUR

Adaptive behaviors are everyday living skills such as walking, talking, getting dressed, going to school, going to work, preparing a meal, cleaning the house, etc. They are skills that a person learns in the process of adapting to his/her surroundings. Since adaptive behaviors are for the most part developmental, it is possible to describe a person's adaptive behavior as an age-equivalent score. An average five-year-old, for example, would be expected to have adaptive behavior similar to that of other five-year-olds.

Performing art therapist will prepare adaptive and mal adaptive behaviour checklist before intervention. Below are the some adaptive and maladaptive behaviour.

MOTOR SKILL

1. Motor Skills
   
2. Gross Motor
   
3. Fine Motor
   
   SOCIAL SKILL
   
4. Social & Communication Skills
   
5. Social Interaction
   
6. Language Comprehension
   
7. Language Expression
   
8. Personal Living Skills
   
   SELF-HELP SKILLS
   
9. Eating & Meal Preparation
   
10. Toileting
    
11. Dressing
    
12. Personal Self-Care
    
13. Domestic Skills
    
14. Community Living Skills
    
    OCCUPATION
    
15. Time & Punctuality
    
16. Money & Value
    
17. Work Skills
    
18. Home/Community Orientation
    

Maladaptive Behavior - General
INTERNALIZED

1. Hurts Self
   
2. Repetitive Habits
   
3. Withdrawn or Inattentive
   
4. Asocial
   
5. Socially Offensive
   
6. Uncooperative
   
   EXTERNALIZED
   
7. Hurts Others
   
8. Destructive to property
   
9. Disruptive
   

Bengali version checklist
Below is the Bengali version checklist to assess abilities to detect source of sound, to pronounce sound and to vary the sound in the ascending and descending orders.

BEHAVIOUR CHECKLIST IN BENGALI LANGUAGE (Click it to make it big)



ACTIVITY ANALYSIS: Activity analysis is most important in modification of one's behaviour.

Activity: First play one rattle lightly and rhythmically in front of the child. Second, observe movement of eye ball, change in facial expression (smile, muscular changes in face), and tertiary activity. Third change the source of sound, observe and score the behaviour. (Click below to make the figure big)

INTERVENTION
Identify deficit > Set target behaviour > Set systematic steps to achieve target behaviour > Activity > Observe > Intervention by activity > Is target behaviour achieved? > yes > Is it sustainable? > Yes > Stop

Here Intervention includes
1. Segmenting behaviour: Target behaviour should be segmented in interlinked parts of behaviour. Each part should be linked with antecedents and consequences so that facilitating and inhibiting factors can be identified.
2. Associating behaviour: Now, arrange the behaviour in such a fashion so that facilitating factors are incorporated
3. Disassociating Behaviour : The inhibitors should be disassociated from each segment of behaviour
4. Shaping behaviour: The existing behaviour can be shaped using reinforcement schedule principles
5. Modeling behaviour: The new behaviour can be modeled using reinforcement schedule principles

MENTAL RETARDATION
Mental retardation (MR) is a generalized disorder appearing before adulthood, characterized by significantly impaired cognitive functioning and deficits inhttp://www.blogger.com/img/blank.gif two or more adaptive behaviors.


MR possesses less than 70 IQ and SQ level. According to the definition by the American Association on Mental Retardation (AAMR), an individual is considered to have mental retardation based on the following three criteria: intellectual functioning level (IQ) is below 70-75; significant limitations exist in two or more adaptive skill areas; and the condition manifests before the age of 18. Adaptive skill areas are those daily living skills needed to live, work, and play in the community. The new definition includes ten adaptive skills: communication, self-care, home living, social skills, leisure, health and safety, self-direction, functional academics, community use, and work.

Cognitive functioning: Any mental process that involves symbolic operations–eg, perception, memory, creation of imagery, and thinking; Cognitive functioning encompasses awareness and capacity for judgment.

Individual fails to put the blocks in the hole according to the size and shape. This suggests impairment in perception.
Adaptive behaviors: It is the individual’s everyday behavior that he/she emits to respond to the demands of his/her cultural, social, and physical environment. Adaptive behaviour includes self-help eating (taking food without other's help), dressing (to wear cloth him/her self, to button the wearing), socialization (to play with others, to visit the neighbour's house), occupational activities (to string the bead, to clean the utensils etc).

Physical demand: "Open the door", "Close the door"
Social demand: "Hello","Go to toilet"

STATISTICS

According to the World Health Organization (1994); approximately 156 million people, or 3 percent of the world's population have mental retardation. Prevalence by continent:

Africa 20,310,000
Australia 5,25,000
Asia 97,710,000
Europe 15,390,000
Latin America 13,800,000
North America 8,610,000

Mental retardation knows no boundaries. It cuts across the lines of racial, ethnic, educational, social and economic backgrounds. It can occur in any family. One out of ten American families is directly affected by mental retardation.

Ref: http://www.disabilityindia.org/MentalRetardation.html

CAUSES:
Problems at birth:Although any birth condition of unusual stress may injure the infant's brain, premature birth, and low birth weight predict serious problems more often than any other conditions.

Problems after birth: Childhood diseases such as whooping cough, chicken pox, and measles can damage the brain, as can accidents such as a blow to the head or near drowning. Mercury and lead poisoning can cause irreparable damage to the brain and nervous system.

Poverty: Children in poor families may suffer mental retardation because of malnutrition, disease-producing conditions, inadequate medical care, and environmental health hazards. Also, children in disadvantaged areas may be deprived of many common cultural and day-to-day experiences provided to other young children. Research suggests that such under-stimulation can result in irreversible damage and can serve as a cause of mental retardation.

CLASSIFICATION:
In ICD-10, there are 6 classifications as

1. (F70–F79) Mental retardation
   
2. (F70.) Mild mental retardation
   
3. (F71.) Moderate mental retardation
   
4. (F72.) Severe mental retardation
   
5. (F73.) Profound mental retardation
   
6. (F78.) Other [[mental retardation
   
7. (F79.) Unspecified mental retardation
   

Mild mental retardation: Approximately 85% of the mentally retarded population is in the mildly retarded category. Their IQ score ranges from 50-75, and they can often acquire academic skills up to the 6th grade level. They can become fairly self-sufficient and in some cases live independently, with community and social support.

Moderate mental retardation: About 10% of the mentally retarded population is considered moderately retarded. Moderately retarded individuals have IQ scores ranging from 35-55. They can carry out work and self-care tasks with moderate supervision. They typically acquire communication skills in childhood and are able to live and function successfully within the community in a supervised environment such as a group home.

Severe mental retardation: About 3-4% of the mentally retarded population is severely retarded. Severely retarded individuals have IQ scores of 20-40. They may master very basic self-care skills and some communication skills. Many severely retarded individuals are able to live in a group home.

Profound mental retardation: Only 1-2% of the mentally retarded population is classified as profoundly retarded. Profoundly retarded individuals have IQ scores under 20-25. They may be able to develop basic self-care and communication skills with appropriate support and training. Their retardation is often caused by an accompanying neurological disorder. The profoundly retarded need a high level of structure and supervision.

The American Association on Mental Retardation (AAMR) has developed another widely accepted diagnostic classification system for mental retardation. The AAMR classification system focuses on the capabilities of the retarded individual rather than on the limitations. The categories describe the level of support required. They are: intermittent support, limited support, extensive support, and pervasive support. To some extent, the AAMR classification mirrors the DSM-IV classification. Intermittent support, for example, is support needed only occasionally, perhaps during times of stress or crisis. It is the type of support typically required for most mildly retarded individuals. At the other end of the spectrum, pervasive support, or life-long, daily support for most adaptive areas, would be required for profoundly retarded individuals.

medical-dictionary

MENTAL STATUS EXAMINATION
Psychiatric mental status examination

1. Observations of Examiner (not in response to questions):
2. Patient's own subjective evaluation of his emotional reaction and mood
3. Content of thought
4. Examination of the Cognitive Functions

THERAPY

Applied Behavior Analysis (ABA):Applied behavior analysis is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behavior. Learning principles include classical, operant conditioning and trial and error theory.

Socially significant behaviors" include reading, academics, social skills, communication, and adaptive living skills. Adaptive living skills include gross and fine motor skills, eating and food preparation, toileting, dressing, personal self-care, domestic skills, time and punctuality, money and value, home and community orientation, and work skills.

Components of ABA

1. selection of interfering behavior or behavioral skill deficit;
   


2. identification of goals and objectives;
   


3. establishment of a method of measuring target behaviors;
   


4. evaluation of the current levels of performance (baseline);
   


5. design and implementation of the interventions that teach new skills and/or reduce interfering behaviors;
   


6. continuous measurement of target behaviors to determine the effectiveness of the intervention, and
   


7. ongoing evaluation of the effectiveness of the intervention, with modifications made as necessary to maintain and/or increase both the effectiveness and the efficiency of the intervention.
   

PERFORMING ART THERAPY
Performing art therapist will prepare one case history records and behaviour check list based on possible limitations of children or based on observation of child's behaviour. The check list of behaviour will be graded in such a fashion so that one can measure change in behaviour across periods. Measurement is important as this will give therapist regular feedback about therapy. Therapist should be aware of different developmental stages from birth to childhood and its different principles. I am suggesting Hurlock or Mussen's book on child development. Knowledge about the developmental stages gives idea about extent of development with age. Development includes physical, intellectual, social, moral, emotional and personalty development.To develop adaptive behaviour, it is important to know about gross (total-body movements as playing football) and fine motor skills (delicate movement where in eye-hand coordination is involved as beading string).


DANCE THERAPY: Dance is useful therapy to improve psycho-motor skills. Dance therapy is not movement therapy where in movement is important for adaptive skill development. Dance therapy helps to integrate sensory organs of the children. Physical complaints can be reduced by the dance. Besides, it develops socialization skills. Dance helps therapist to examine the extent of physical and cognitive deficits of the children.Therapist can design the training need oriented dance in order to develop specific adaptive skills. But in this technique, client's consciousness will not be free floating. Therefore, therapist can act as facilitator rather trainer. Therapist can demonstrate phule phule dhole dhole dance of Tagore sangeet. It facilitates both eye-coordination and coordination among different parts of body.



DRAMA THERAPY: To perform drama, therapist can use mask of pet animals, toys, flash cards, sands etc. to develop adaptive behaviour skills.

MUSIC THERAPY: Therapist can improvise theme using instrumental music. Some of the instruments are given below:




The theme should be directed to develop adaptive behaviour of the children.

Sample question for 1st Sem Cert course

SAMPLE QUESTIONS
Performing Arts Therapy Centre
Rabindra bharati University

Paper: Psychology (First Semester) for Certificate course

Full marks: 100 Time: 3 hours

A. Answer any five (1st question is compulsory) (5 X 16)
1. Psychology is important to learn performing art therapy. – Do you agree with this statement? Give reasons.
2. Make difference between sensation and perception. Describe principles of Perception.
3. What is classical conditioning? Write the experiment of Pavlov.
4. What is forgetting? Why do people forget ?
5. Does conflict occur in our consciousness ? Illustrate with example.
6. What is stress ? Make difference between eustress and distress.
7. What is conflict ? Discuss types of conflict with examples.
8. Performing art is useful instrument to assess mental status examination – Give reasons

B. Write short notes ( any 2 only) (2 X10)
1. Double Approach conflict
2. Distortion in outer layer of consciousness
3. Digit span
4. Attention
5. Individual psychotherapy

Sample questions for 1st sem 1st year diploma

SAMPLE QUESTIONS
Performing Arts Therapy Centre
Rabindra bharati University
Paper: Psychology (First Semester) for 1st Year Diploma group

Full marks: 100 Time: 3 hours

A. Answer any four (1st question is compulsory) (4 X 20)

1. Sukanya, 10 years old, grade IV, came to the clinic with complaint of poor academic performance. Initial case history and psychological testing reveal that she is average in intellectual functions. She is good in performing arts like painting, singing and drama. She does not find any interest in study. Her note book is filled with different forms of human figures, some are crossed and some are overlapped. As a performing art therapist, what will be your improvisation to use her innate potentialities for developing interest in study ?

2. Psychology is important to learn performing art therapy. – Do you agree with this statement? Give reasons.

3. What is learning? Can it be conditioned ?

4. Delineate the statement – “Stress is a non specific response of the body”

5. What is conflict ? Discuss types of conflict with examples.

6. Stars are twinkling in the sky. They are separated from each other. But people perceive different figures like human being, animal etc. by grouping them. Why do people group them and how ?

7. Performing art is useful instrument to assess mental status examination – Give reasons

B. Write short notes ( any 2 only) (2 X10)
1. Approach avoidance conflict
2. Inner layer of consciousness
3. Memory span
4. Fluctuation of attention
5. Psychotherapy

Sample questions for 1st sem 2nd year diploma

SAMPLE QUESTIONS
Performing Arts Therapy Centre
Rabindra bharati University
Paper: Psychology (First Semester) for 2nd Year Diploma group

Full marks: 100 Time: 3 hours

A. Answer any four (1st question is compulsory) (4 X 20)

1. Ramal, 20 years old, has complained of tingling sensation on his left thigh. Through clinical interview, therapist has noted that he regularly keeps his cell-phone in the left side pocket of his pant. His habit is to send short messages to the friends. His friends also reciprocate. Recently, due to loss of cell phone, he is not in touch with friends. How do you explain Ramal’s complaints in terms of conditioning theory of learning ? What will be your improvisation of performing art to relieve Ramal from such typical complain?

2. Psychology is important to learn performing art therapy. – Do you agree with this statement? Give reasons.

3. What is learning? Can it be conditioned ?

4. Delineate the statement – “Stress is a non specific response of the body”

5. What is conflict ? Discuss types of conflict.

6. Stars are twinkling in the sky. They are separated from each other. But people perceive different figures like human being, animal etc. by grouping them. Why do the people group them and how ?

7. Psychology touches almost every facet of our life – Give reasons

B. Write short notes ( any 2 only) (2 X10)

1. Role stress
2. GAS
3. Layers of Consciousness
4. Fluctuation of attention
5. Working memory

FORMAT TO WRITE DISSERTATION IN PATC COURSE

FORMAT TO WRITE DISSERTATION IN PAT COURSE

General comment:

Your dissertation should not exceed 10,000 word limits.

• Dissertation should include 11 sections

• State the purpose of the each chapter before writing it.

1. TITLE PAGE:

a. Title: It is brief and related to basic problems of dissertation. It should be different from others

b. By author: Author’s name

c. Research supervisor’s name

d. University emblem

e. Name and address of the university

f. Foot note: A dissertation submitted for the post graduate diploma in Performing Art Therapy to Performing Art Therapy Center, Rabindra Bharati University, Kolkata

g. Date of submission :

2. CONTENTS

a. Topics: Title of each chapter and subheadings with page no

b. Tables: Caption of table and page no

c. Figures: Caption of Figures and page no

3. PREFACE

Introduce very briefly the objectives of study, methods followed, results obtained and organization of chapters.

4. ACKNOWLEDGEMENT

Acknowledge assistance from various sources.

5. INTRODUCTION

a. General problem : For example ON STRESS/ON CONSCIOUSNESS/ ON PERCEPTION/ ON LEARNING/ ON CONFLICT . Select the problem which has been studied in the class. This will help you to write the introduction about the problem.

b. Specific problem: Effect of performing art on changes in level of stress/ Analysis of stress. Specific problem should be related to general problem. Select the specific problem in such a manner so that you can present it in your dissertation within specific time limit.

c. Introduction: Introduce general and specific problem, idea formulation, Importance of ideas to study. For example, your general problem is ON STRESS. Define and describe it. Write about specific problem and its importance to study in this dissertation.

b. Objectives : It comprises questions that will be answered in the dissertation. There will be justification in setting objectives. A literature survey would help seeking the useful questions that can be used as objectives.

c. Hypothetical models: Any cause effect models

d. Operational definitions of technical terms: All the variables measured in this study should be operationally defined so that they can be understood by the examiners.

6. LITERATURE REVIEW:

a. Past researches and results and its classification in different angles. Critical comparison of the past literature

b. Summary of literature review - narrow down to give outline of future research. It should cover all the study variables under study.

7. METHODS:

a. Participants: Sources and techniques followed in getting participants, single case or multiple. No. of participants. Description of participants- age, education, specific disorders, suffering time (in frequency Table form), inclusion and exclusion criteria. (Add case history in the APPENDIX with code).

b. Instruments:

v Schedule: One introductory schedule was used to know about age, educational level, specific interest and aptitudes in performing art. Schedule format will be given in the appendix with code. For example APPENDIX- A

v Musical instruments: If any musical instrument is used, describe the characteristics of instrument, purpose to use it in this study, procedure to administration to the subject including instruction to the subject or client. (Picture can be given in the Appendix -B).

v Performing art: Describe the performing art used in the study, its purpose in this study, procedure of administration (Picture can be given in the Appendix -C)

v Questionnaire: If any standardized questionnaire is used, describe its characteristics (no of items, what it measures, response categories), usefulness in your study, scoring procedure, reliability and validity of the questionnaire. If student him/herself constructed questionnaire or checklist, give justification and describe the methods followed to design instrument.

v Recording instrument: Describe the recording instrument, its purpose for collection of data, procedure to retrieve the data etc.

c. Design of research : If observation method is followed, describe time and event sampling, precautions maintained to control extraneous variables. If experimental design is followed, describe pre-post design, control and experimental groups, precautions maintained to control extraneous variables.

d. Collection of data : Collection of consent, Establishing rapport, specific procedures followed in collection of data.

e. Analysis of data : Brief description about measurement tools used for data analysis

8. RESULTS :

a. Descriptive : Analysis of data to describe frequency or percentage or average of each study variable. Results will be presented in Table form and graphs.

b. Model: Analysis of data to relate study objectives. For example, study objective is to examine effect of performing art therapy on change in stress perception, analysis should reflect changes in stress level before and after intervention or therapy. Results will be presented in Table form.

9. DISCUSSION:

a. Summarize major findings

b. Relate major findings of study with past researches

c. Implications

d. Limitations ( in time, in availability of instrument, and others)

e. Future research

10. REFERENCES

a. Books:

i. Author/s, Year, Title, Place, Publisher, page no.

ii. Author/s, Year, Title, in Editor’s name, (Ed./s), Book name, Place, Publisher, Page no.

b. Journals: Paterson, P. (2008). How well do young offenders with Asperger Syndrome cope in custody?: Two prison case studies British Journal of Learning Disabilities, 36(1), 54-58.

c. Webs: Topics, Source, URL

d. Video Blog: Title, Video posted to http://www.youtube.com/watch?v=lqM90eQi5-M

11. APPENDIX

a. Brief description about institution from which data were collected

b. The primary or secondary data in original form

c. The questionnaires, observation checklists, or other tools used in study

d. Any other

ANECDOTAL RECORDS

1. Basic information:
Name of client:                             Age:                            Educational level:
Date:                         Day:
Time of observation : Starting time and Ending time
Place and surroundings:
Address:

2. Specific events :

3. Events and observation:
    Singing :  How client sings

4. Analysis of observation: Specific facilitators and inhibitors

5. Impression about client's cognitive, emotional and psycho-motor coordination

6. Therapeautic suggestions:

7. Limitations:

8. Bibliography:

9. Annextures

Links:

Psychiatric Case history writing format