Start- up Activity (15 min.) Research Topic Indigenization of school counseling: A study on psychological dimension of counseling practices in Buddhist (Karuna) model of well-being. Purpose Research Questions Possible Paradigm Key Concepts/ possible concepts associated with research questions Possible theories used in research Previous studies Remarks Research Topic Indigenization of school counseling: A study on psychological dimension of counseling practices in Karuna model of well-being. Rationale of the Study School counseling as a form of counseling is relatively new field in students’ growth and wellbeing which has largely followed Western models, despite being practiced in diverse cultural and educational settings. The current counseling frameworks, theories, and techniques are predominantly Eurocentric, with minimal adaptation to Nepali socio-cultural realities. While African and Chinese educators are developing culturally relevant counseling approaches (Afrocentric and Sinocentric models), Indian school counseling remains heavily influenced by Western psychology, often overlooking indigenous wisdom from Indian traditions such as Buddhism, Yoga, and Ayurveda. Existing school counseling programs in India focus on remedial and problem-solving approaches rather than holistic, preventive, and culturally rooted methods. The National Education Policy (NEP) 2020 emphasizes mental health and well-being in schools, yet the counseling strategies lack Indigenization (Nepalikaran)—integration of Nepali philosophies, values, and practices. Buddhist teachings, with their emphasis on mindfulness, Karuna(compassion), and self-awareness, align closely with modern counseling principles. However, these teachings have not been systematically incorporated into school counseling frameworks in Nepal. This study aims to bridge this gap by exploring Gautama Buddha’s teachings as a foundation for Indigenization(Nepalikaran) of School Counseling, making it more relevant to Indian students and educators. Purpose/ Aim of the Study To analyze Gautama Buddha’s teachings from a School Counseling perspective as part of Indigenization (Nepalikaran) of School Counseling. Objectives of the Study 1. To examine the need for Indigenization (Nepalikaran) of School Counseling in Nepal. 2. To analyze the limitations of Eurocentric counseling models in Indian schools. 3. To highlight the importance of Buddhist psychotherapy in school counseling. 4. To identify counseling techniques in Buddha’s teachings (e.g., mindfulness, ethical living, emotional regulation). 5. To develop a culturally adapted school counseling framework based on Buddha’s philosophy. Research Questions 1. 2. 3. 4. What challenges do school counselors face in applying Western counseling models? Why is Nepalikaran of School Counseling needed from a Buddhist perspective? How do Buddha’s teachings align with modern school counseling approaches? What Buddhist-based interventions can be integrated into Comprehensive school counseling programs of Nepal? Key concepts/ Definitions 1. Indigenization – Decolonization and indigenization of knowledge, making it culturally relevant. 2. Local Knowledge, Indigenous Knowledge 3. Nepalikaran of School Counseling– Adapting counseling practices using culturally relative Nepali philosophies, particularly Buddhism, to suit students' needs. 4. Decolonization 5. Buddhism Philosophies- mindfulness, ethics, and emotional well-being techniques, ensuring a culturally appropriate and effective approach for Nepali schools. 6. Psychological Dimension, wellbeing. Research Gap Despite 80 years of Social Work education in India, the curriculum remains heavily Eurocentric, neglecting local knowledge systems, philosophies, and indigenous welfare practices. While India has a rich heritage of **dharmic traditions, spiritual wisdom, and nationalist movements**, these have been largely ignored in Social Work education. **Key Gaps Identified:** 1. **Lack of Indigenous Integration** – The profession has failed to incorporate **Indian spiritual, religious, and philosophical insights**, limiting its effectiveness in addressing local issues. 2. **Disconnect from Indian Realities** – Western models dominate, making it difficult to address **grassroot-level social problems** without understanding India’s cultural and social stratification. 3. **Missing Spiritual Link** – **Buddha’s teachings** align closely with Social Work values (compassion, justice, empowerment), yet this connection remains unexplored in professional training. 4. **Need for Curriculum Transformation** – Without **Bharathiyakaran (Indianization)**, Social Work education remains disconnected from India’s socio-cultural context. This study aims to **bridge this gap** by exploring **Buddha’s teachings as an indigenous foundation for Social Work**, making the profession more relevant and effective in India. Reference Subba, U. K. (2013). History, development, present status and future of psychology in Trichandra College.Academia. https://www.academia.edu/6974615/ Historical development, present status and future of psychology.