Nirantar: Continuing Education Programmes (CEP) Admissions

Diploma in Counselling Skills programme

Location: Mumbai

Centre: Centre for Lifelong Learning

Intake: 0 (Including students from the Certificate Course)

Eligibility

Age: 25 years and above

Medium of Instruction: English

Graduation in any discipline from a recognized University.

Preference will be given to Working Professionals with 2 or more years of relevant work experience in the social section and people oriented professions such as Social Work, Education, Health and Law and Human Resource Management.

Duration : 30 Weeks (2 Semester, Part-time Weekend Programme)

                  1st Semester:

                  Wednesday, Thursday, Friday - 6.00 p.m. to 9.00 p.m.

                  and Saturday - 10.00 a.m. to 6.00 p.m.

                 2nd Semester:

                 Friday - 6.00 p.m. to 9.00 p.m.

                 Saturday - 10.00 a.m. to 6.00 p.m.

Progression

Successful candidates can progress onto the P. G Diploma in Counselling offered by Centre for Lifelong Learning, TISS. given they fulfill the required criteria for progression.

Description

**"Entry level admissions are for PG Diploma in Counselling with an exit option at Certificate and Diploma level"

Location : Mumbai, TISS Campus

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Selected candidates list

Selected Candidates List

Waitlist 1

Waitlist 1

wait_list_2.pdf

IMPORTANT DATES

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.

Vision

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.

Mission

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

Objectives

• To prepare and implement a comprehensive strategy for Lifelong Learning for diverse populations across the life span
• To devise and implement relevant certified academic programmes for a range of adult learners to move them towards responsible citizenship and to take on public leadership.
• To offers cutting edge courses to meet the demands of adult learners seeking to work with vulnerable groups in society.
• To network, collaborate and set up partnerships with public and private sector institutions for teaching, research and extension.

DIPLOMA IN COUNSELLING SKILLS [  Read More  ]

Programme Objectives of Diploma in Counselling is designed to give learners the underpinning knowledge, skills, and competencies to use interpersonal and counselling skills ethically and safely in a variety of contexts and roles. It is designed as an advanced training for professionals working in various work settings like health services, management and/or education related professions and volunteers, GOs and NGOs wherein counselling skills could be used.

This qualification is intended for candidates who have already acquired a Certificate in Counselling Skills or its equivalent recognised qualification in counselling skills and want to:

1. take the next step in training to become an effective helper 
2. be prepared to apply counselling skills with a greater awareness of their professional or helping     roles in an agency settings like health services, management and/or education related professions and volunteers in the social services
3. learn more about counselling theory, ethics and mental health in greater depth
4. Those who want to perceive their professional and personal relationships as a part of personal development and growth.

This qualification is meant to enhance the supportive skills for those already in employment and is likely to lead to increased opportunities for promotion and advancement.

This qualification may lead to employability for those whose role is to support others in e.g. health and social care work, teaching and learning, advocacy and mediation, support and project work or other helping roles.

Goal of The Programme: is to provide a basic understanding of the theories of counselling and to develop a more complex set of interpersonal and counselling skills with an increased focus on the need to work on personal growth and transformation and an enhanced clarity of roles in helping professions or settings.

Objectives of the Diploma in Counselling Skills : The Educational Objectives are as follows:

1. To systematically understand the purpose, scope, types, theories and approaches to counselling with a focus on their relevance to the helping role
2. To develop an increased competency to plan and engage in relevant interventions for effective helping.
3. To relate learner’s' own roles and work settings so as to develop a greater awareness of ‘Self’ as a tool for change.
4. To develop a deeper awareness of personal qualities, values and levels of competencies to plan and engage in relevant interventions for effective application of understanding and helping and counselling skills.

LEARNER OUTCOMES: By the end of the Course, the learners will be able to: 

1. Understand the key concepts used in psychology for understanding the individuals and groups in their helping work.
2. Understand the issues of the individual in the context of theories of human development across lifespan and plan interventions accordingly.
3. Apply systematically the three-stage model in their helping work with individuals for effective helping using the micro skills of counselling.
4. Understand the individual and the issues on the basis of different counselling theories.
5. Gain and express a deeper insight about themselves, especially in relation to their values, attitudes, biases/prejudices, and subsequent behaviour which may adversely affect the application of counselling skills. Thus initiate the process of developing the attitude of Non-Judgementalism
6. Develop realistic goals and concrete plans to apply the learnings within their personal and professional contexts.

Methodology: The course emphasizes both theoretical teaching and an experiential style of learning. Central to counselling skills practice is the idea that to understand the experience of the other one has to first understand ‘the Self’. The course is structured so that students learn not only from what is taught, but also by actively engaging in the various exercises including self-exploration. Much of the learning will be in small groups and there will be an emphasis on the learner, where appropriate, sharing and reflecting on and journaling their personal experiences. Since Diploma in counselling skills programme programme is a value addition programme for the adult learners - as part of the learning students are expected to apply, integrate the learnings to their existing place of work as helpers which during which they will be mentored and or supervised.

Distribution of Credit Hours:

Semester II  

Semesterwise Courses:

DC 1 : Concepts in Psychology: 2 CREDITS (30 hrs)

Rationale

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.

Objectives of the Course:On completion of this course, the learners will be able to:

1. Demonstrate their comprehension of the basic counselling psychology terminologies and concepts such as perception, cognition, emotion, motivation, and personality used in understanding personality.
2. Explain see how these concepts play out in human behaviour.

Course Contents

Perception, cognition, personality, emotion, motivation.

Detailed Course Contents

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.

Methodology : Lecture, Discussion methods- Plenary, small group using structured exercises.

Mode of Assessment: Individual assignment/ group assignment and written exam.

DC 2 : Human Growth and Development Across the Lifespan: 2 Credits ( 30 Hrs)

Rationale for the Course

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.

Objectives of the Course: On completion of this course, the learners will be able to:

1. Demonstrate an overall understanding of the principles of growth and its relevance to understand behaviour at various stages of life,
2. Demonstrate an understanding of the role of heredity and environmental influences in human growth and behaviour,
3. Explain the developmental tasks and critical development periods across life cycle,
4. Express a sensitivity to current contextual issues that influence growth and development, and
5. Identify areas of intervention for counselling practice.

Course Contents

Unit 1: Principles of growth and development- 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.

Unit 2: Lifespan perspective and ecological approach of Bronfenbrenner to understand human growth and behaviour.

Unit 3: Role of heredity and environment: influence of social customs, traditions, values, socialising process, gender, and deprivation on human development.

Unit 4: Developmental tasks related to psychosocial development, moral development and personality development.

Unit 5: Influence of family, school, community, and media on accomplishing the developmental tasks.

Unit 6: 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.

Methodology : Lecture, Discussion methods- Plenary, small group using structured exercises.

Mode of Assessment: Individual assignment/ Group assignment and written exam.

DC 3 : Introduction to the Counselling Process – I: 2 Credits ( 30 Hrs)

Rationale: This course will provide the learners with the basic knowledge and elementary skills and practice component for using core skills of Counselling using counselling process as the stage model of Gerald Egan.

Objectives of the Course: On completion of this course, the learners will be able to:

1. Demonstrate an understanding of the counselling or helping process of Egan's Stage model.
2. Apply Egan's stage model in their helping role using micro skills.
3. Discuss the strengths and limitation of Egan's stage model in helping profession.

Course Contents 

Unit 1: Introduction to the Egan’s stage model

Unit 2: Use of Micro skills in the Egan stage model - attending, reflecting, paraphrasing, questioning, summarising in helping roles

Unit 3: Discussion on strengths and limitation of Egan’s model. Contexts / Settings / problems for which Egan’s model fits best.

Methodology: Role-play, lecture and discussion method.

Mode of Assessment: Group Assignment, Written exam.

DC 4 : Introduction to Counselling Theories – I: 2 Credits ( 30 Hrs)

Rationale for the Course

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.

Objectives of the Course

On completion of this course, the student will be able to:

1. Demonstrate a basic understanding and scope of some of the major theories of counselling and how these theories can assist helpers in understanding the psychological dynamics at work in people’s lives;
2. Provide evidence of the learning from exposure to counselling theories and discourses for understanding a psychologically healthy, positively adapted individual.

Course Contents:

Unit 1: Understanding Personality- Discussions and Concepts- Importance of theory in helping work with individuals.

Unit 2 : Key elements of counselling theories- Humanistic theories by Maslow, Carl Rogers.

Unit 3: Understanding key concepts of counselling theories: Behaviour therapy- by Pavlov, Watson, Skinner, Throndike, Cognitive Behaviour Therapy by Aron Beck and Social Learning Theory by Albert Bandura.

Methodology: Role play, lecture and discussion method.

Mode of Assessment: Group Assignment,Written exam.

DC 5 : Developing Self Awareness

2 Credits ( 30 Hrs) 

Rationale: Effective practice requires deep insight into one’s self both as a person and as a professional.Helping professions and counselling mandate the use of self-awareness as a tool for building and maintaining relationships as well as bringing about change.

Learner Objectives of the Course: On completion of this course, the learners will be able to :

1. Use self awareness to inform helping work in their professional situations/context
2. To be engaged in a a continuous process of self-reflection and critical self-analysis.
3. To express an appreciation of the role of the self in relationship building and maintenance.

Course Contents

Unit 1: Using counselling theory for personal and interpersonal development. understand own personality

Unit 2: Exploring one’s vulnerability and embracing it, Change-process of change, blocks to change, creativity. 

Unit 3: Gratitude, identifying and understanding one’s own values, stereotypes, prejudices

Methodology: Role-plays, Group discussions short videos

Mode of Assessment: Group presentations/Individual assignment, Reflections in the Learning review journal

FP II : FIELD PRACTICUM: 4 Credits ( 120 hrs)

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:

1. Obtain exposure to a variety settings where counselling is practiced.
2. Apply knowledge and skills gained through opportunities for direct intervention with diverse client groups.
3. Appreciate the importance of the interdisciplinary team while observing the critical role by each team member for effective intervention.
4. 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 : There would be workshops on themes of - Participatory Training Methodology, Art-based Interventions, Preventive and Promotive Approaches to Mental health, Gender & Secuality, Working with Vulnerable client groups - Sexual Abuse, Domestic Violence etc.

II. Field Work : This will offer an opportunity to students to apply counselling knowledge and skills in their own place of work setting. This will be supervised by CLL faculty. A continuous performance assessment of the student will take place through student recordings and supervisory reports from field supervisors.  These will be a final evaluation of student performance guided by prescribed assessment tools.

Grading Scheme

A grade point of 4.0 is the minimum requirement for passing in Individual courses, including in fieldwork/ internship/research project. A minimum grade point average (GPA) of 4.0 is required for passing in a Semester. Letter Grades and corresponding qualifying descriptions and grade point range are given below.

Remarks in the Semester Grade Sheet

S1 - Supplementary – 1

S2 - Supplementary – 2

Re - Repeat Course / Fieldwork / Internship / Research Project

I - Improvement Examination

R - Re-evaluation

M - Mandatory

Op - Optional

Au - Audit

EC - Extra Credit

 
Semester Result Description

PP - Passed and Promoted (Passed in all courses, fieldwork/internship and research project)

FS - Failed and allowed to keep Semester (that is, failed in up to two courses or 4 credits)

FR - Failed and Repeat Semester (that is, failed in 3 or more courses or more than 4 credits)

[These rules are under review for Short Term Programmes]

Fee Structure:

**"Entry level admissions are for PG Diploma in Counselling with an exit option at Certificate and Diploma level"