Centre: Centre for Lifelong Learning
Medium of Instruction: English
All candidates must be 25 years completed on 1st June 2017 or more at the time of applying for the Post Graduate Diploma in Counselling.
Duration of the Course: One- year, Part-time Programme: Friday (6.00 p.m. – 9.00 p.m.) and Saturdays (10.00 a.m. - 6.00 p.m.).
A Bachelor’s Degree, in any discipline from a recognized University. Preference will be given to those with work experience in clinical, social and developmental settings.
Last Date for Submission of Application by Post or in Person is March 31, 2017, and the Interviews will be held on April 19-22, 2017. The Interview Dates will be intimated to the eligible candidates through call letters.
CLICK HERE TO APPLY
Last Date for Receipt of Completed Form at the Institute by Post and in Person
31st March, 2017
Date of announcement of short list
5th April, 2017
19th - 22nd April, 2017
(The Interview Dates will be intimated to the eligible candidates through call letters.)
Announcement of Selection on TISS Website
9th May, 2017
Orientation and Commencement of Academic Session 2017–2018
Commencement of Academic Session -Semester I
Commencement of Academic Session -Semester II
About Centre for Lifelong Learning
The Centre for Lifelong Learning (CLL) was established on February 15, 2006, with the objective of providing training for adult learners in the areas of expertise in the Institute. The CLL was earlier known as Department of Extra Mural Studies, which was established in 1981.
It caters to two kinds of adult learners: (a) The Professional groups getting trained for their continuing education and (b) the general population from diverse backgrounds who are outside the formal education system or those who have not had the opportunity to access formal education system and want to access training or goal-oriented short-term vocational programmes.
By promoting the philosophy of lifelong learning, the CLL would maximise the capacities and potential of adult learners to contribute meaningfully as citizens to create a society that promotes and protects the values of dignity, equity, social justice and human rights.
Through extension, training, teaching, and research, the Centre will,
develop lifelong learning as a discipline of study and field of practice, and,
engage with diverse populations of adult learners, irrespective of caste, gender, class, ability and age.
To devise and implement relevant and need based certified training programmes for a range of adult learners towards responsible citizenship.
To prepare and implement a comprehensive strategy for lifelong learning for the elderly and youth populations.
To integrate Information, Communication, Technology (ICT) in the teaching learning processes.
Become a nodal centre in TISS for Distance Education and e-learning.
Centre for Lifelong Learning offers
Post Graduate Diploma in Counselling
Diploma in Gerontology
Diploma in Youth Development and Social Change
Diploma in Dance Movement Therapy
Certificate Course in Geriatric Care
Certificate Course in Oncological Care Giving
II. Design and Conduct Customised Short-term Programme.
Some of the current and proposed programmes are in the thematic areas of,
Participatory Training Methodology
Teachers as Mentors
Self-Development and Communication Skill
Developing Leadership Skills for NGOs
Counselling at the Workplace
'Nirantar' ...a Space for Lifelong Learning'
Some of the recently concluded programmes are:
Capacity Building for Women Managers in Higher Education
National workshop for Peer Counsellors on Prevention of Sexual Harassment at the Workplace for the Reserve Bank of India
Creative Arts for Practitioners
The CLL is part of the Joint Action Committee (JAC), Maharashtra, which has been set up to advocate for the implementation of policies and programmes formulated by the Central Government which remain on paper. These policies include the National Policy on Older Persons (NPOP), 1999; Maintenance and Welfare of Parents and Senior Citizens Act, 2007; and the Indira Gandhi National Old Age Pension Scheme, 2007.
Knowledge and practice competencies in counselling are the basic building blocks for skilled interpersonal helping. Any human service professional who can learn to proficiently use a range of counselling skills will find the development of other interpersonal skills considerably easier. Not to be interpersonally skilled in one’1, Counselling skills along with assertiveness, social and facilitation skills are of prime importance for interpersonal effectiveness2.
Counselling skills may be used in a variety of settings. Yet, “like all forms of talking, counselling has its limitations. It cannot solve all of the problems that life throws up. In the end, too, we have to stop talking and act. What must not happen in counselling is merely that two people meet and talk and talk and talk… Counselling must always have a practical end. What people often fear most of all is change. Often, people are happier to talk about how they might change than to do it; but, in the end, if counselling can be said to be effective, change on the part of the client is a vital element of the whole process”3.
Thus, the focus of counselling must be to enable change in a person towards clarifying one’s own life situation. Thus, “counselling may be viewed as a special kind of helping relationship with a set of activities and methods, or as defining an area in which services are provided”4. According to Rogers and Patterson, counselling involves some central qualities offered by counsellor in their interviewing relationships with clients. Counselling, thus, is a psychological process not only representing counselling skills and counsellor qualities but also the counsellor’5, “the aim of counselling is to free a person being counselled to live more fully and such fuller living comes through action. Counselling must seek to empower the client to become confident enough to choose a particular course of action and complete it.” Hence, any education programme related to this field needs to encompass all the above areas to facilitate personal and professional development in persons engaging in counselling intervention.
Counselling as an enabling and resilience-building process has tremendous significance in the context of the modern day world. In this nexus, the existing geo-socio-cultural situation and subsequent changes occurring in and around us have implications on the day-to-day functioning of individuals. Consequently, human relationships and life patterns are becoming increasingly complex and challenging. As a result, pressures and demands of living place tremendous strain on our ability to cope effectively. Incidences of stress-related breakdowns are on the rise. Thus, counselling, as a helping tool to aid individuals and groups to deal effectively with adversities, is gaining momentum. Application of counselling skills is becoming a central feature of the work of all helping professionals. In fact, a heavy demand is placed on helping professionals in different settings (health, education, welfare, corporate, and so on) to engage in counselling in their primary roles. Additionally, administrators and managers of programmes/schemes are also resorting to counselling for interpersonal effectiveness at different levels in their organisations. As a result, training in counselling skills is imperative. Further, there is a growing demand for systematic training in counselling skills for different helping professionals to engage in the counselling process with more confidence.
The Post Graduate Diploma in Counselling is offered by the Centre for Lifelong Learning in keeping with the rationale given above. It is a one-year, part-time week-end Programme in order to facilitate the adult working population to participate in the Programme.
Hence, the specific purpose of this Post Graduate Diploma is to meet the growing needs that different professionals are experiencing in their work situations for systematic training to counsel and enhance human relations. Thus, it is for those in people-oriented professions whose tasks require them to engage in counselling skills even though they do not possess any formal orientation/ training in counselling.
Further, this Post Graduate Diploma is in response to the immense need expressed for such a Programme from the wide range of adult learners. The Institute has worked with through its various Programmes and Courses in the past. In particular, the Centre has offered a part-time, evening, short-term training programme, ‘Foundation Course in Counselling Skills for Helping Professionals’ from 2003 to 2008, which has covered 177 participants in all.
Objectives of the Post Graduate Diploma
To develop a greater awareness of ‘self’ as a tool for change in the counselling process.
To build personal qualities for growth and professional development as necessary requisites for effective counselling.
To systematically understand the purpose, scope, types, theories and approaches to counselling with a focus on their relevance to practice.
To develop competencies to plan and engage in relevant interventions for effective counselling.
By the end of the Course the students will be able to:
Appreciate the Purpose, Nature, Scope, Theories and Process of counselling as a ‘helping’ profession.
Understand human needs from the lifespan perspective; identify psychopathology and assess various concerns that clients bring into the counselling process.
Integrate the core skills of counselling: genuineness, empathy and positive regard.
Practice the basic counselling skills of observation, attending, active listening, empathy, appropriate questioning, paraphrasing, reflection of feeling and thought, summarization, confrontation and constructive use of silence.
Maintain the ethical limits of the counselling relationship and safeguard the confidentiality of clients.
Make appropriate referrals for psychological testing and psychiatric medication.
Make the necessary therapeutic and developmental interventions with a focus on ‘Rights Based’ approach that are suited to versatile client needs and contemporary socio-cultural realities.
Gain deeper insight about themselves, especially in relation to their values, attitudes, biases/prejudices and subsequent behaviour which may adversely affect the counselling process.
1.Burnard, P. (1989), Teaching Interpersonal Skills, Chapman and Hall Ltd., London.
2.Rogers, C. (1951), Client Centered Therapy: Its Current Practice, Implications and Theory. Boston Houghton, Mithinco.
3.Burnard, P. (1999), Counselling Skills Training: A Sourcebook of Activities, Viva Books Private Ltd., Delhi.
4.Jones, N. (1990), The Theory and Practice of Counselling Psychology, Cassell Education Ltd., London.
5.Burnard, P. (1991), Coping with Stress in Health Professions (Therapy in Practice), Nelson Thornes, London.
REQUIREMENTS FOR PASSING the POST GRADUATE DIPLOMA IN COUNSELLING
Candidates admitted to the Institute will be under the discipline of the Director and other concerned officers. The Director will have the power to take disciplinary action including laying of fines, suspensions and/or revocation of registration as a student.
Regularity: Every student is normally expected to maintain full attendance in the class as well as field work. Also, the fulfillment of required assignment(s) is expected of all students. Any irregularity in this regard or absence without prior permission will affect the evaluation of the student concerned and may entail disciplinary action.
Absence from Class: A student is allowed to sit for examinations provided he/she fulfills the attendance requirements. The minimum required attendance is 75 percent for each course, i.e., 23 hours of a 30 hours Course (2 credits). In the case of those who exceed 25 per cent of absence but are within 33 per cent, the Chairperson will decide based on the genuineness of the reasons of the absence whether to permit the student to sit for the examination. In addition the student will need to do additional course work as decided by the Course Teacher, to compensate for this absence. If the student’s absence exceeds that of the maximum 33 per cent, then he/she will not be permitted to sit for the examination. A student, who fails to meet the minimum attendance requirements in a semester, will not be allowed to appear for the examination in that semester. He/She will be permitted only in the next academic year.
Absence from Field Work Training: A student, who is absent for more than two days in field work for any reason, will have to compensate the days of his/her absence in consultation with the field work instructor concerned with information to the Field Work Co-ordinator of CLL.
Each course of study, credited or non-credited, taught or field related, or research study, will be assessed through the following assessment unit types with prescribed weightages, as per a pre-defined schedule, which is provided at the commencement of a semester. These may involve individual or group work:
Assignments: which are held in the course of the semester, conducted as individual or group assessments.
Class presentations: Individual or group which are held during the semester.
Reflective journals or field diaries
Reports or dissertations or productions
Faculty assessment of class participation or field work, or process aspects of field work or dissertation/research.
Written tests (open book, closed book, take home) conducted during or at the end of the semester
Viva/oral test or examination
Observation by faculty/supervisor
Non-credited compulsory requirements of programmes require certificates of participation/completion and also include evaluative components, which may be mentioned in testimonials.
No course has only one type of evaluation instrument. Each course has at least an assignment and end semester examination. The end semester examination weightage will not exceed 60% of the course.
In general the total number of assessment units will not exceed the number of credits of the course. For e.g. a two credit course is assessed by two units of assessment—an assignment and an examination or two assignments or two tests.
TISS had set up a Student Cell in 1986, with the financial assistance from the then Ministry of Welfare, government of India, to assist the students from the Scheduled Castes (SCs) and Scheduled Tribes (STs) for improving their academic performance and optimizing their development in their personal and social life at the Institute. In 1988, the Institute obtained approval of the University Grants Commission to set up a Special Cell for SCs and STs, which started functioning in 1989. Recently, the Institute has incorporated the Other Backward Classes (OBCs) and the Persons with Disability (PWD) into the Cell with similar objectives.
The Cell is headed by a Liaison Officer on behalf of the Cell facilitates the overall welfare of the students, staff and faculty belonging to these communities. Besides him, the Cell consists of a Section Officer and a Statistical Assistant.
For further details please contact Liaison Officer, Prof. Vijay Raghavan (Ext. 5461) and or Section Officer, Mr. Vinayak Shinde (Extn. 5233).
Distribution of Credit Hours:
Introduction to Counselling
Concepts in Psychology
Human Growth and Development across the Lifespan
Personal and Interpersonal Development of the Practitioner (PIDP)
Understanding Psychological Problems
Theoretical Approaches to Counselling and Techniques
Field Practicum – I (Skill Workshops) Including PTM and Creative Arts for Practitioners
Field Practicum – I (Block Field Work)
DC 1: INTRODUCTION TO COUNSELLING
Rationale for the Course
The aim of the course is to orient the learner to counselling programme. There is a need to understand what counselling is, its position in the helping professions; distinction from Clinical Psychology, Social Work, etc.; what is the nature and scope of issues that this counselling profession would address; who are the people who seek counselling, how is it different from advice sought through significant others and some formal channels, like, the clergy among the Christians, and what do we seek to change (behaviour) or achieve when we counsel others will be addressed in the course. Therefore, clarifying course expectations and creating a back drop for Post Graduate Diploma in Counselling, is the objective of this course.
Further working with human beings in any human service professions mandates that the rights of individuals are upheld and their dignity respected. Thus, every profession is guided by a set of values and principles that form a code of ethics that guides practice and stipulates that the professional adheres to ethical practices. This course will focus on ethical practices, guidelines, principles and standards of counselling practice.
Objectives of the Course
To understand the meaning and scope of counselling, especially in relation to developmental counselling vis-à-vis Clinical Psychology, Social Work, and other helping professions and reflection on some of the terminologies used in the discipline.
To understand the role and tasks of the counsellor in varied contexts.
To understand and apply ethical standards and practices in counselling.
Counselling: Evolution, meaning/definition, nature and scope. Distinction of various terms — developmental counselling and clinical psychology, trauma counselling, counselling in special settings/cases, social work intervention and counselling, who changes which behaviour, thoughts and attitudes. The varied contexts where counselling is required; the varied contexts where counselling requirement is emerging — HIV/AIDS, Substance Abuse, Terminal Illness, Disability, Disasters (natural and human-made), the armed, the police and security forces, rural crisis situations, situations of crime and violence especially against women, children and other marginalised groups. The meaning and scope of various terms in use: empathy, objectivity, affirmation, subjectivity, transference, attentive listening, etc., Role and tasks of the counsellor; understanding client problems/issues within specific contexts.
Need and scope of ethics in counselling, ethical practices and standards for human service professions and skills in applying ethics to counselling. Licensing in counselling.
Detailed Course Contents
Unit I: Introduction to counselling, its meaning, definition and scope. What is not counselling, types of counselling - (1) developmental, (2) preventive, (3) facilitative counselling, Clinical Counselling. The counselling relationship - the counselling setting (where the counselling actually takes place),the core conditions in counselling process, stages of counselling process.The role and tasks of counsellor, situating and understanding client problems and issues.the initial exchanges, impression formation and insight into the problem/issue; Interpretation of the behaviour of the client. Awareness of self of the practitioner- Values , Biases, Value conlicts and management of value conflict while working with clients.
Unit II: Microskills used in counselling process-The meaning and scope of various terms in use, empathy, objectivity, affirmation, subjectivity, transference, attentive listening, Microskills - Immediacy, structuring, advance empathy - reflection of feeling and reflection of content, paraphrasing, summarization,Interviewing, probing skills- use of open ended and closed ended questioning . Transference and Counter transference.
Unit III: The varied contexts where counselling requirement is emerging - HIV/AIDS, Substance Abuse, Terminal Illness, Disability, Disasters (natural and human-made), the Armed forces, the Police and Security Forces, rural crisis situations, farmer suicides, situations of crime and violence especially against women, children and other marginalised groups, etc.
Unit IV: What is ethics, need for ethical guidelines, scope of ethics in counselling; ethical guidelines and practices in counselling; skills and techniques of application of ethics to counselling practice.
DC 2: CONCEPTS IN PSYCHOLOGY
Understanding human beings as thinking, feeling and acting individuals is essential to counselling. There is a need to understand the interplay of various psychological concepts influencing human behaviour. A strong foundation in these concepts serves not only in grounding the theoretical background that guides human behaviour, but also sharpens skill of working with human beings in distress.
To help students comprehend basic terms and concepts such as perception, cognition, emotion, motivation and personality used in understanding personality.
To see how these concepts play out in human behaviour.
Perception, cognition, personality, emotion, motivation.
Unit I: Cognitive processes — what is Cognition, Attention, Perception and Learning (Types of Learning); Development and implication of cognition, basic cognitive theories and information processing.
Unit II: Social Cognition — Role of social and cultural factors in cognition. Person perception and interpersonal interaction processes. Small group processes.
Unit III: Personality, understanding personality, influence of cognition and perception on personality, expressions of personality, structure of personality, trends in personality psychology.
Unit IV: Emotion, understanding the role of emotions in human behaviour, theories of emotion.
Unit V: Motivation, theories of motivation, influences of motivation on personality and cognition and vice-versa.
DC 3: HUMAN GROWTH AND DEVELOPMENT ACROSS THE LIFESPAN
Human development occurs throughout the lifespan, and implies cumulative-continuous as well as innovative-discontinuous developmental processes and outcomes. The continuous and systematic changes in the behaviour of individuals, and the processes underlying these developmental changes across the life span are of primary interest. Consideration is given to the ways in which varying and changing ecological contexts, both proximal and distal, influence human development. This course is concerned with identifying factors which may foster and enhance development and optimize growth over the lifespan. Overall, this course provides students with opportunities to study developmental processes and transitions from conception to death, the many factors influencing the course and direction of development, and implications of these for research, applied programme, and social policy.
To develop an overall understanding of the principles of growth and its relevance to understand behaviour at various stages of life,
To understand the role of heredity and environmental influences in human growth and behaviour,
To explain the developmental tasks and critical development periods across life cycle,
To develop sensitivity to current contextual issues that influence growth and development, and
To identify areas of intervention for counselling practice.
Basic concepts, historical background, conception and birth, genetics, infant development, preschool years, school age and middle childhood, adolescent years, theories of adulthood (young adult, mature adult), theories of ageing.
Principles of growth and development.
Lifespan perspective and ecological approach of Bronfenbrenner to understand human growth and behaviour.
Role of heredity and environment: influence of social customs, traditions, values, socialising process, gender and deprivation on human development.
Developmental tasks related to psychosocial development, moral development and personality development.
Influence of family, school, community and media on accomplishing the developmental tasks.
Current issues, related to globalisation, human rights and gender equality, and their implications on human development.
Areas of intervention: issues related to education, health care, vulnerability, human rights, and gender.
DC 4: PERSONAL AND INTERPERSONAL DEVELOPMENT OF THE practitioner
Effective practice requires deep insight into one’s self both as a person and as a professional. It becomes vital to understand the interplay of the personal and professional selves of the individual. In order to be able to do so, a counsellor should be equipped to look into one’s self, introspect, and gain insights into one’s functioning and skills of interaction. The counsellor needs to be aware of his/her values/attitudes/prejudices related to caste, class, gender, well-being, health and disability and ways in which these influence the counselling process. This self-awareness is expected to sharpen and enhance one’s intuition and empowers the counsellor to be sensitive to one’s own strengths and needs, and, thus, be more effective in understanding that of the others. This is done in the context of the socio-cultural environment from which one comes, and influences the personal and professional self of the individual.
Helping professions, counselling mandate the use of self as a tool for building and maintaining relationships as well as bringing about change. Enhanced understanding of the self would ensure the conscious use of self in the counselling process and enable greater efficiency on the part of the practitioner.
To gain an understanding and enhanced awareness about the self.
To encourage a continuous process of self-reflection and critical self-analysis.
To understand components such as communication, emotions, and values that influences the self.
To appreciate the role of the self in relationship building and maintenance.
To understand the social and cultural factors that influences the development of the self.
To be able to make connections between the personal and professional self.
Understanding the self, strengths and attributes; self-awareness; communication patterns and styles, body language, feedback, space; understanding personal style; emotional regulation and display.
Unit I: Self
Understanding the self-strengths, attributes review, talents, gifts, johari window. self-awareness/exploration, values, beliefs, prejudice, stereotypes. Weaknesses and problem areas of the self, areas of improvement, scope for change. Factors which help determine the self: family peer group, media, gender and sexuality, disability, caste, class, life experiences.
Unit II: Communication
Patterns and styles of communication, congruence between thinking, feeling and doing. Blocks in communication. Sharpening awareness of others, active listening and responding/reflecting skills, asking questions. Body language and gestures. Control, authority, power and assertion. Negotiation. Territoriality and use of space. Using silence. Giving and receiving feedback.
Unit III: Emotions
Handling emotions of self and others, emotional intelligence, emotional display and regulation.
Unit IV: Boundaries and demarcating boundaries in the counselling situation
Unit V: Teamwork
DC 5: COUNSELLING PROCESS
The aim of this course is to equip the learner with the knowledge and skills related to the counselling process. This course aims to focus on the skills.
To develop an understanding of the different models/paradigms of counselling.
To understand the different aspects of the counselling relationship.
To understand group dynamics and its possibilities for helping individuals in group settings.
To develop skills to help individuals and groups to handle commonly occurring client problems.
To acquaint the learner with the varied forms of counselling.
To acquaint the learner with the ethical issues in counselling and issues related to licensing and regulation.
Different models/paradigms of counselling; Commonly occurring problems for which clients seek counselling; The nature of relationship between the counsellor and the client, ethical issues and standards/regulations; Interpersonal skills in counselling; The process of counselling — assessing body language, listening, reacting to client and client’s problems, concluding the session: relationship building; transference and counter transference; reassessment of problems and concerns; goal setting; initiating interventions; supporting the implementation; evaluating action and sustaining change; termination and follow-up.
Unit I: The counselling relationship:The nature of relationship between the counsellor and the client.
Unit II: The process of counselling: assessing body language, silence, listening, reacting to client and client’s problems, the clinical interview and note taking; the various sessions and monitoring progress, concluding the session. Counselling Process Recordings.
Unit III: Different models/paradigms of counselling; relationship building; reassessment of problems and concerns; goal setting; initiating interventions; supporting the implementation; evaluating action and sustaining change; termination and follow-up.
DC 6: COUNSELLING THEORIES
Theories provide a framework that helps us understand human behaviour so that we can organise concepts and respond to complex phenomena. A good theory generates a hypothesis about why certain behaviours occur and what the counsellor can do to be helpful. This helps explain how change occurs by defining the role of the counsellor and the process for change. A theory provides guidance for how to do our work. This course on counselling theories sets the stage for other courses on theoretical approaches and techniques to counselling; it can be considered as an orientation course on the theories on which many approaches and techniques are themselves based.
On completion of this course, the student will be able to:
Have a basic understanding of the major theories of counselling and how these theories can assist counsellors in understanding the psychological dynamics at work in people’s lives;
Develop paradigms to evaluate and integrate counselling and personality theories into their counselling practices;
Compare and contrast counselling and personality theories with reference to their conceptual, practical and ethical dimensions; and
Provide exposure to theories and discourses for understanding a psychologically healthy, positively adapted individual.
Understanding personality, psychoanalytic/psycho-dynamic theories, behavioural theories, humanistic theories, existential theories.
The brief history of each theory, along with the prominent figures associated with the theory, the terms and concepts associated with each theory and the current applications of the theory will be examined in the course.
The theories that will be covered will be:
Unit I: Understanding personality — some discourses and concepts — defences and coping.
Unit II: Psychoanalytic/psycho-dynamic theories — Freud, Jung, Ego psychology — Erikson, Kakar.
Unit III: Behavioural theories — Pavlov, Watson, Skinner, Thorndike, Bandura.
Unit IV: Humanistic theories: Maslow, Rogers.
Unit V: Existential theories: Frankl, Fromm.
DC: 7: UNDERSTANDING PSYCHOLOGICAL PROBLEMS
Understanding human beings and their functioning is fundamental to counselling. In order to comprehend their functioning, it becomes important to learn about how human beings behave as they adapt in dealing and coping with life situations, both general and specific. There is a need to recognise problems and issues, if any, and also the positive adaptations and behaviour on the continuum of adaptive and maladaptive behaviour. This course aims at imparting knowledge and developing skills of identifying such behaviour and understanding human beings on this continuum and also the positive adaptations and behaviour.
To understand basic concepts in adaptive and maladaptive behaviours and the current debates surrounding the conceptualisation and intervention approaches in the arena of wellness-illness.
To be exposed to the broad spectrum of psychopathology and disorders.
To develop skills in differentiating adaptive and maladaptive functioning and intervene appropriately.
To use the knowledge of diagnosis and understanding pathology in context in intervention and referral.
Conceptions of adaptive and maladaptive behaviour-historical overview; developmental psychopathology and aetiology; the diagnostic classification system - DSM-III (R), DSM-IV and ICD; maladaptive behaviour and issues for coping across the lifespan, other conditions that may be a focus of clinical intervention.
Unit I: Adaptive and maladaptive behaviours. Concepts of mental health, wellbeing and mental illness.
Unit II: Classification of psychiatric disorders and the need for understanding this classification. DSM-III (R) and DSM-IV.
Unit III: Signs and symptoms of psychiatric disorders: Aetiology, diagnostic criteria, prognosis, psychosocial factors and treatment of Major mental illness (Schizophrenia, Bipolar affective disorder) and Minor mental illness (anxiety disorders, OCD, depression, somatoform disorders), Suicide, substance abuse, personality disorders, dementia; childhood disorders. Role of a counsellor in understanding and using this information in intervention.
Unit IV: Childhood disorders — emotional disturbances and disorders; over controlled, under controlled disorders and developmental disorders; adolescent problems and disorders — persistent anti-social behaviour, delinquency, depression and suicidal behaviour; stress and coping in adulthood — characteristics of healthy coping; depression, psychosis, anxiety, neurosis, personality, psychosomatic substance abuse/other addictive and sexual disorders in adulthood, Alzheimer’s and age-related dementia — coping and adaptation in old age. Other conditions that may be a focus of clinical intervention- relational problems related to abuse or neglect, additional conditions (identity, acculturation, academics, occupational, phases of life, work place and age related).
Unit V: Adaptive strategies and interventions: Strategies of and for the community in coping and adaptation (tertiary interventions); cultural understanding and community based programmes for enhancing well-being and coping.
DC 8: THEORETICAL APPROACHES TO COUNSELLING AND TECHNIQUES
This course builds on the theories taught during the first semester. Various approaches and models used for counselling will be introduced to students. Students will be trained in the use of these techniques in various settings. Exposure to the various theoretical approaches, models and techniques will help students develop their own unique style and system of counselling.
On completion of the course, students will acquire an understanding of various theoretical approaches, models and techniques used in counselling.
Students will receive hands-on training in the use of various counselling approaches, models and techniques in a variety of settings.
Students can use the various approaches, models and techniques to help develop their own unique counselling technique.
Techniques in psycho-dynamic therapy; behaviour modification; cognitive behaviour therapy; existential approaches; positive psychology; transpersonal and eastern approaches; group counselling; eclectic and integrative approaches.
Unit I: Psycho-dynamic Approach.
Unit II: Behaviour Modification.
Unit III: Cognitive Behaviour Therapy: Cognitive Therapy, Stress Inoculation Techniques.
Unit IV: Positive Psychology: Resilience Building, Crisis Counselling/ Grief Counselling.
Unit V: Group Counselling: The nature and purpose of a constructed group; Group processes and dynamics; Features of group counselling; Stages of group counselling; The nature and facilitation of change in a counselling group; Support groups.
Unit VI: Eclectic and Integrative Therapy.
Rationale for Field Practicum
Field Instruction provides an opportunity for students to integrate theory with practice. It is here that the experiential nature of the learning process comes to life as students have the opportunity to test out in ‘reality’, the relevance and applicability of knowledge, values and skills obtained in the classroom. Thus the Field Practicum enables students to undergo the complete Experiential Learning Cycle by moving from the ‘concrete act of doing’ to ‘making observations’ for ‘reflection’ and ‘developing insights’ to decide on ‘action plans’ that once again can be verified in the real world for effective practice.
Further, it offers avenues for reviewing the quality of interventions in the practice arena along with the opportunity for examining one’s own knowledge, values and competency in a practical setting.
Objectives of Field Practicum
The students will:
Obtain exposure to a variety settings where counselling is practised.
Apply knowledge and skills gained through opportunities for direct intervention with diverse client groups.
Appreciate the importance of the interdisciplinary team while observing the critical role by each team member for effective intervention.
Examine the organisational aspects of the placement setting in relation to its genesis and structure; viability, relevance, scope and types of Counselling offered.
The Field Practicum process will be as follows:
i. Skill Workshops
Life Skills Approach
Child, Adolescent and Parent Counselling
Family-Centred Counselling, Group counselling, working with survivors of violence and or abuse.
Therapeutic approaches workshops – Gestalt, Transactional Analysis, REBT, Narrative Therapy.
ii. Block Field Work
This will offer an opportunity to students for direct counselling in any one placement setting. A range of settings will be included over which students will be spread. The settings will cover schools, child guidance clinics, psychiatric clinics, career counselling centres, family counselling centres, adoption agencies, drug rehabilitation facilities, disability rehabilitation settings, etc.
Field Work will include supervised placements of students in diverse setting to enable them to do direct counselling with client groups (individually and in groups). A continuous performance assessment of the student will take place through student recordings and supervisory reports from field supervisors. There will be a mid- Field Work review and feedback as well as a final evaluation of student performance guided by prescribed assessment tools.
Payment of Fees
The fees and deposits should be paid by Fee Chalan to any branch of SBI all over India. Fees for First Semester should be paid before 30th May 2017, and for Second Semester fees to be paid on or before 16th November, 2017, and an official receipt to be obtained.
FEES FOR POST GRADUATE DIPLOMA IN COUNSELLING
Fees and Deposits
Library Deposit (Refundable)
Computer Infrastructure Use
Equipment Security Deposit
Students Medical Insurance Premium
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