Psycho-social counseling is a supportive, goal-oriented process that focuses on the interconnection between an individual's psychological well-being and their social environment. It helps individuals cope with emotional, mental, behavioral, and social challenges by promoting self-awareness, resilience, and personal growth. The term "psycho-social" reflects the holistic approach of addressing both the internal psychological state and external social influences—such as relationships, family dynamics, community, and culture—that affect a person's mental health.

This type of counseling is especially relevant in contexts where individuals face trauma, stress, social marginalization, or crisis situations. Through empathetic listening, dialogue, and therapeutic techniques, psycho-social counselors empower individuals to manage stress, build positive coping strategies, and improve their overall quality of life. It plays a vital role in educational settings, conflict zones, post-disaster recovery, and healthcare environments, making it a key component of community and mental health support systems.

English Education

Unit I: Introduction to English Language Education

1.1 Meaning and Importance of English Language

• English as a global lingua franca
• Medium of international communication, science, technology, and business
• Essential for academic and career advancement

1.2 Objectives of English Language Education

• Develop listening, speaking, reading, and writing (LSRW) skills
• Enable effective communication
• Foster critical thinking and creativity through language use

1.3 Nature and Characteristics of English

• Rich vocabulary and flexible syntax
• Widely adaptable and constantly evolving
• Significant cultural and literary value

Unit II: Language Learning and Acquisition

2.1 Language Learning vs Language Acquisition

• Acquisition: Natural, subconscious process (e.g., first language)
• Learning: Formal, conscious effort (e.g., second language in classroom)

2.2 Theories of Language Learning

1. Behaviorist Theory (Skinner):
   • Learning through habit formation
   • Reinforcement and repetition
2. Innatist Theory (Chomsky):
   • Language Acquisition Device (LAD)
   • Universal grammar
3. Interactionist Theory (Vygotsky):
   • Social interaction as a basis for language development
   • Zone of Proximal Development (ZPD)

Unit III: Methods and Approaches of English Language Teaching

3.1 Grammar-Translation Method (GTM)

• Focus on grammar rules and translation
• Reading and writing prioritized
• Limited speaking and listening practice

3.2 Direct Method

• Emphasis on speaking and listening
• No translation; uses target language only
• Vocabulary taught through demonstration

3.3 Audio-Lingual Method

• Repetition and drills
• Habit formation and pattern practice
• Based on structural linguistics

3.4 Communicative Language Teaching (CLT)

• Focus on communication and fluency
• Meaningful interaction in real-life contexts
• Encourages learner autonomy

Unit IV: Language Skills and Their Pedagogies

4.1 Listening

• Active and passive listening
• Techniques: Pre-listening, while-listening, post-listening

4.2 Speaking

• Pronunciation, fluency, and accuracy
• Activities: role plays, discussions, presentations

4.3 Reading

• Skimming, scanning, intensive and extensive reading
• Strategies: prediction, inference, summarizing

4.4 Writing

• Stages: planning, drafting, revising, editing
• Genres: narrative, descriptive, argumentative, etc.

Unit V: Curriculum and Materials in English Language Teaching

5.1 English Curriculum in Nepal

• National Curriculum Framework (NCF)
• English taught from primary to higher education

5.2 Teaching Materials and Resources

• Textbooks, workbooks, supplementary readers
• Audio-visual aids, ICT tools, online resources

5.3 Characteristics of Good ELT Materials

• Age-appropriate, culturally relevant
• Encourages interaction and creativity
• Supports all four language skills

Unit VI: Evaluation and Assessment in ELT

6.1 Concept of Language Assessment

• Measuring proficiency in LSRW
• Diagnostic, formative, and summative assessments

6.2 Tools and Techniques

• Tests: oral, written, objective, subjective
• Alternative assessments: portfolios, presentations, projects

6.3 Characteristics of a Good Language Test

• Validity, reliability, practicality
• Fairness and clarity in instruction