Classroom Interaction Process of Teachers and Students at Pre-University Level
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Dr. Sindhu Vasanth B is a distinguished educational and counselling psychologist with over 15 years of professional experience in teaching, training, research, and psychological counselling. She has worked extensively in academia, contributing to the advancement of psychology education and supporting learners across diverse stages of personal and academic development.
She holds a PhD in Psychology from the University of Mysore, with her doctoral research centered on Classroom Dynamics of Teaching Learning Factors At Pre-University Level. Her areas of specialization lie in Educational Psychology, Counselling Psychology, and Cross-Cultural Psychology, with focused interests in classroom dynamics, student motivation, learning styles, inclusive education, academic performance, and curriculum development. In the domain of counselling, her work spans adolescent counselling, career guidance, marital and relationship counselling, emotional regulation, stress management, and mental health interventions across age groups, with a special sensitivity to cultural diversity and its impact on psychological well-being.
Dr. Sindhu has been actively involved in curriculum design, pedagogical innovation, and holistic student mentorship addressing both intellectual and emotional growth. Her approach is student-centered and guided by principles of inclusivity and psychological well-being.
She also served as an interview panelist in the Karnataka State Police recruitment process (2018–2020), applying psychological principles in the evaluation of candidates. She has conducted numerous workshops, guest lectures, and training programs focused on mental health awareness, self-development, and qualitative research methods.
As a researcher and published author, Dr. Sindhu has contributed to scholarly journals and academic volumes, including co-editing Thinking Minds: Nuances of Life Through Diverse Cultures.
"""I am not what happened to me, I am what I choose to become."" — Carl Jung"
This study explores how classroom interactions shape the academic experiences of pre-university students. It highlights the importance of teacher communication styles, student participation, and the emotional climate of the classroom. The research offers insights into how constructive classroom environments can foster student engagement, motivation, and academic growth. Emphasis is placed on mutual respect, responsiveness, and structured interactions as key elements in enhancing educational outcomes.Source link: https://ijip.in/wp-content/uploads/2022/03/18.01.065.20221001.pdf
This study explores how classroom interactions shape the academic experiences of pre-university students. It highlights the importance of teacher communication styles, student participation, and the emotional climate of the classroom. The research offers insights into how constructive classroom environments can foster student engagement, motivation, and academic growth. Emphasis is placed on mutual respect, responsiveness, and structured interactions as key elements in enhancing educational outcomes.Source link: https://ijip.in/wp-content/uploads/2022/12/18.01.077.20221004.pdf
Authors: Priyadarshini, A., Sanyal, D., & Vasanth, B. S. (2025)
Write-up:This chapter offers an interdisciplinary approach to education, highlighting the need to integrate both social and psychological perspectives in curriculum development and classroom strategies. It emphasizes how holistic education benefits from an understanding of learner diversity, social structures, and individual mental processes. The chapter serves as a valuable resource for educators, researchers, and policymakers committed to inclusive and psychologically-informed education. Source:Published in Innovations in Educational Psychology (pp. 55–104). IGI Global. DOI: 10.1234/igiglobal.382170
Authors: Niranjan, K. J., & Vasanth, B. S. (2025) This chapter explores how poetry can act as a mirror to the soul—facilitating self-reflection, emotional expression, and identity formation among learners. Blending psychological theory with literary practice, the authors advocate for integrating poetry into the curriculum as a therapeutic and developmental tool. The work is particularly relevant to K–12 educators and curriculum designers seeking to enrich classroom engagement through creative methodologies.
This edited volume brings together essays and reflections on human experiences shaped by cultural diversity. It explores themes of identity, resilience, mental health, and learning across different sociocultural settings. As co-editor, Dr. Sindhu Vasanth B contributed to curating scholarly and experiential narratives that enrich our understanding of life through psychological and cultural lenses. The book is designed for educators, students, and mental health professionals seeking cross-disciplinary perspectives. Source link: https://notionpress.com/read/thinking-minds
This chapter offers practical and research-backed strategies for identifying burnout in public sector employees. It discusses physical, emotional, and behavioral indicators of burnout, along with the systemic factors that contribute to it. The work emphasizes early detection, organizational support systems, and mental health advocacy to enhance employee wellness and retention. Source link: https://doi.org/10.4018/979-8-3373-5661-7.ch00
“Beyond the Mask: A Comparative Analysis of Serial Killers' Motivations and Behavioral Patterns” Awarded at the 6th International Conference on Mental Healthcare in India: Basics and Beyond, Lucknow.
4th Rank – M.Sc. Psychological Counselling, Bangalore University Recognized for academic excellence and distinction in postgraduate studies.
