Nirantar: Continuing Education Programmes (STP) Admissions

Post Graduate Diploma in Counselling [with exit option at Certificate and Diploma level]

Location: Mumbai

Centre: Centre for Lifelong Learning


Intake: 35 (Including students progressing from Certificate in Counselling Skills and Diploma in Counselling Skills)

Eligibility

  1. Age: 25 years and above
  2. Graduate in any discipline from a recognized University.
  3. Preference will be given to Working Professionals with 3 or more years of relevant work experience in the social sector and people oriental professions such as Social Work, Education, Health, Law Human Resources Management.

Additional Admission Requirements

To progress to the Post Graduate Diploma in Counselling Skills the candidate has to complete all the requirements of the Diploma in Counseling Skills.

Duration : 45 Week (3 Semester, Part-time Weekend Programme)

The distribution is as follows:

1st Semester - 15 Weeks

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

                            Saturday - 11.00 a.m. to 6.00 p.m.

2nd Semester - 15 Weeks

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

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

3rd Semester - 15 Weeks

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

                             Saturday - 11.00 a.m. to 6.00 p.m.

 

 

 

Description

**Intake: 35 (Including students progressing from Certificate in Counselling Skills and Diploma in Counselling Skills)

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IMPORTANT DATES

Last Date of submission of application form

31st March, 2019

Displaying the list of short-listed candidates for personal interview

8th April, 2019

Interview date - Skype interview for outstation candidates

 25th April, 2019

Interview date - Personal interview at TISS campus for local candidates (Mumbai and Pune)

 23rd - 25th April, 2019

Declaration of Selection list with waiting list (On TISS website)

30th April, 2019

Last date for completing admission procedure for selected candidates

30th May, 2019

Date of commencement of program

12th June, 2019

First Contact program / I Semester Classes

June - October

First semester exam and second contact program / II Semester

1st sem ends by 25th October, 2019 and 2nd sem starts on 29th Nov 2019

second semester exam and viva voce

upto 20th April, 2019

Conclusion of Program

30th April, 2019

Block Field Work

March - April 2020

 

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

  1. To prepare and implement a comprehensive strategy for Lifelong Learning for diverse populations across the life span
  2. 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.
  3. To offers cutting edge courses to meet the demands of adult learners seeking to work with vulnerable groups in society. 
  4. To network, collaborate and set up partnerships with public and private sector institutions for teaching, research and extension. 

POST GRADUATE DIPLOMA IN COUNSELLING [with exit option at Certificate and Diploma level Read More ]

Goal of the Post Graduate Diploma in Counselling

To create a skilled cadre, with advanced knowledge and skills of counselling with sensitivity and socially awareness, compassionate and empathetic individuals who while leading a productive life will also utilize their knowledge and skills for a value added contribution to the development of a peaceful, inclusive, healthy environment in their personal and professional domains.

Objectives of the Post Graduate Diploma in Counselling

  1. To systematically understand the purpose, scope, types, theories and approaches to counselling with a focus on their relevance to practice in their contexts-personal and professional.
  2. To develop competencies to plan and engage in relevant interventions for effective application of counselling principles and skills.
  3. To develop a greater awareness of ‘self’ as a tool for change  for personal growth, professional growth and in the counselling process.
  4. To build personal qualities for growth and professional development as necessary requisites for effective counselling.

Learner Competencies

By the end of the Course, the students will be able to:

  1. Appreciate the Purpose, Nature, Scope, Theories, and Process of counselling as a ‘helping’ profession.
  2. Understand human needs from the lifespan perspective; identify psychopathology and assess various concerns that clients bring into the counselling process.
  3. Integrate the core skills of counselling: genuineness, empathy, and positive regard.
  4. 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.
  5. Maintain the ethical limits of the counselling relationship and safeguard the confidentiality of clients.    .
  6. Make appropriate referrals for psychological testing and psychiatric medication.
  7. Make the necessary therapeutic and developmental interventions with a focus on ‘Rights Based’ approaches that are suited to versatile client needs and contemporary socio-cultural realities.
  8. Gain deeper insight about themselves, especially in relation to their values, attitudes, biases/prejudices and subsequent behaviour which may adversely affect the counselling process.
  9. Effectively apply the learning in their settings.

Methodology:  The course emphasizes 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 their own experiences. Since Post Graduate Diploma in counselling skills programme is a value addition programme for the 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. 

 

MEDIUM OF INSTRUCTION: English

Distribution of Credit Hours:

Post Graduate Diploma in Counseling

COURSES DETAILS

List of Courses and Distribution of Credits

Semester 1

Sr. No Name of the course Module Credits Hours
FC Dialogues on Development 2 30
CCS 1 Introduction to Counselling and other Helping Professions 4 60
CCS 2 Establishing boundaries for the Helping Role 4 60
CCS 3 Introduction to Interpersonal and Counselling Skills for Helping Professionals  2  30
CCS 4 Use of Self Awareness in a Helping Role  2  30
CCS 5 Issues of Ethics and Diversity in a Helping Role 2 30
CCS6 Learning Review Journal 4 60
    18 270 hrs
FPI Field Practicum - I 2 60
  Total 18 330 hrs    
Semester II
Sr. No Name of the course Module Credits Hours
DC 1 Concepts in Psychology 2 30
DC 2 Human Growth and Development Across Lifespan 2 30
DC 3 Introduction to the Counselling Process - I 2 30
DC 4 Introduction to Counselling Theories - I 2 30
DC 5 Developing Self Awareness 2 30
    10 150 hrs
FPII Field Practicum - II 4 120
  Total 14 270 hrs 

 

 

       Semester III

Sr. No

Name of the course Module Credits Hours

PGDC 1

Introduction to Counselling Theories -II 2 30

PGDC 2

Introduction to Counselling Process Skills - II 2 30
PGDC 3 Mental Health, Well- Being and Understanding Psychological Problems 2 30
PGDC 4 Community Mental Health  2  30
 PGDC 5 Introduction to Theoretical Techniques and Approaches  2  30
PGDC6 Developing Personal Self and Professional Self 2 30
  Sub Total 12 180 hrs
FP III Field Practicum - III 6 180 hrs   
  Total 18 360 hrs

 

Additional Requirements During the course:

Personal Counselling - a minimum of 25 hours face to face personal therapy-counselling during the course.

Client work - a minimum of 180 hours Client work including one to one work with at least 5 different clients in an agecy setting. Cancellations and non-attendance do not count towards this total.

Supervision Candidates will be required to undergo supervision at their agency for client work.

 

Semesterwise Courses:

PGDC 1 : Introduction to Counselling Theories – ll: 2 CREDITS, (30 hrs)

Rationale for the Course:

Learners would examine Counselling theories that are more complex and in greater depth. An understanding of the philosophical background of theories and also their basic assumptions and methodologies would lead to a deep understanding of counselling theories and a systematic application in managing change for both personal and professional growth.

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

  1. Demonstrate a deeper understanding of the major and complex theories of counselling and how these theories can assist professionals to understand the psychological dynamics at work in their helpee/subject/people’s lives;
  2. Compare and contrast counselling and personality theories with reference to their conceptual, practical, and ethical dimensions.
  3. Demonstrate skills for developing case formulations from diverse theoretic approaches

Unit 1:  Understanding key concepts of Counselling Theories: Psychoanalytic-Psychodynamic theories- by Sigmund Freud, Carl Jung, Adler and Ego Psychology by Erik Erikson, Sudhir Kakar.

Unit 2 : Key elements of counselling theories Existential theories by Viktor Frankyl and Yalom

Unit 3: Group Counselling : Nature and purpose of groups, Group processes and dynamics, stages in group counselling and techniques.

Unit 4: Working with  Families; Understand  the systems of interactions between family members; Learn the Theories  and methods of Family Therapy especially - Structural Family Therapy, Systemic Family Therapy  and Conjoint Family Therapy; and skills to reduce distress and conflict and improving adjustments within the family

Methodology: Role play, lecture and Discussion method.

Mode of Assessment: Group Assignment, Written exam.


 

PGDC 2 : Introduction to Counselling Process – II: 2 CREDITS, (30 hrs)

Counselling is a process of change managing the process is central to counselling skills. Thus, awareness of counselling processes from different theoretical and methodological process requires a greater level of awareness and a complex set of understandings and skills

Objectives of the Course: By the end of the course, the student will be able to

  1. List the stages involved in the counselling process seen from a variety of theoretical perspectives
  2. Describe essential worker tasks and skills for each phase of helping
  3. Demonstrate interviewing and use of counselling skills
  4. Demonstrate versatility with a range of skills and strategies in both individual and family counselling
  5. Develop Case formulations from diverse theoretical perspectives 

Course Contents

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.

Methodology: Role-play, lecture and discussion method.

Mode of Assessment: Group Assignment/ Individual Assignment, Written exam.


 

PGDC 3 : Mental Health, Well- Being and Understanding Psychological Problems: 2 CREDITS (30 hrs)

Rationale for the Course

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 the positive adaptations and behaviour.

However, there is developing critique and the limitation of the application of medical model to the human condition and narratives of mental dysfunction and distress.  Students need to become aware of these critiques and have an inclusive perspective from social and cultural dimensions of human behaviour and experiences

Objectives of the Course: by the end of the course the student will be to:

  1. Describe their understanding of the  basic concepts in adaptive and maladaptive behaviours and the current debates surrounding the conceptualisation and intervention approaches in the arena of wellness-illness.
  2. Demonstrate an understanding of wide spectrum of psychopathology and disorders.
  3. Demonstrate ability to apply  skills in differentiating adaptive and maladaptive functioning and intervene appropriately.
  4. Demonstrate the  use of the knowledge of diagnosis and understanding pathology in context in intervention and referral.      
  5. Explain the contemporary critique of medical models of mental health   
  6. Describe distress, dysfunction and human conflict from social and cultural contexts

Course Contents

Conceptions of adaptive and maladaptive behaviour-historical overview; developmental psychopathology and aetiology; the diagnostic classification system -; maladaptive behaviour and issues for coping across the lifespan, other conditions that may be a focus of clinical intervention; contemporary critique of medical model of mental health.

Unit I: Adaptive and maladaptive behaviours. Concepts of mental health, wellbeing, and mental illness.

Unit II:    Basics of classification of psychiatric disorders and the need for understanding this classification.

Unit III:  Signs and symptoms of psychiatric disorders: prognosis, Psychosocial factors, and the Role of a counsellor in understanding and using this information in referral

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.

Methodology: lecture and discussion method- using activity

Mode of Assessment: Group Assignment, Written exam


 

PGDC 4 : Community Mental Health: 2 CREDITS (30 hrs)

Rationale: To promote mental health there is a need to living conditions and environment that support mental health and allow people to adopt and maintain healthy lifestyle. There is need for services at community levels so that the care giving responsibility is just not with the patient's family members. There is a need for co creating a society that respects and protects basic, civil, political, and cultural rights is needed to be built to promote mental health.

Objectives of the Course: By the end of the course the student will be to:

  1. Understand the history- origin of community mental health services, its goal and scope.
  2. Exposed to different community mental health programmes in global and Indian context.
  3. Appreciate the significance of the community mental health services
  4. Understand the roles played the community mental health professionals
  5. Participate or engage in a community mental health services and make referrals of their clients to these services.

Course Contents:

Unit 1: Understanding the development of community mental health services: Origin-History, Definition of community mental health, goal of community mental health services, scope of community mental health

Unit 2: Community services halfway homes, psychiatric wards of general hospitals (including partial hospitalization), day care centers -community mental health centers, and Self-help groups for mental health

Unit 3: Relevance and scope of community in Indian context: Mental health policies in India and way forward, Critique of Medical model

Methodology: lecture and discussion method, case studies, short films.

Mode of Assessment: Group Assignment/ Project Work, Written exam.

--------------------------------------------------------------------------------------------------------------------------------

PGDC 5 : Theoretical Techniques and Approaches – ll

2 CREDITS (30 hrs)

Rationale

This course builds on the theories taught during the second semester. Various approaches and models used for counselling will be introduced to students in greater detail and depth. Students will be trained in the use of these techniques in diverse settings. Exposure to the various theoretical approaches, models, and techniques will facilitate the students to develop a unique style and system of counselling.

Objectives of the Course: at the end of the course the students will be able to:

  1. Demonstrate an understanding of various theoretical approaches, models, and techniques used in counselling.
  2. Report on the hands-on training in the use of various counselling approaches, models, and techniques in a variety of settings.
  3. Demonstrate accurate application the various approaches, models, and techniques and develop their own unique counselling technique.

Course Contents

Techniques in psycho-dynamic therapy; behaviour modification; cognitive behaviour therapy; existential approaches; positive psychology; transpersonal and eastern approaches, group counselling, Narrative and Solutions Based Counselling.

Course Contents

Unit 1:  Positive Psychology: Resilience Building, Crisis Counselling/ Grief Counselling.

Unit 2: Narrative Therapy

Unit 3: Solutions Focused Counselling

Methodology: Role-play, lecture and discussion method.

Mode of Assessment: Group Assignment, Written exam.


 

PGDC 6 : Developing Personal Self and Professional Self: 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. Demonstrate the use self awareness to inform helping work in their professional situations/context
  2. Engage in depth the continuous process of self-reflection and critical self-analysis.
  3. Express their appreciation of the role of the “Self” in relationship building.
  4. Plan effective management of stress  
  5. Demonstrate their ability to work in teams and appreciate the benefits of working as team

Course Contents:

Unit 1: Power and Relationships: Personal and professional relationship- its nature and characteristics. Types of power and its influence on these relationships.

Unit 2: Conflict management

Unit 3: Influencing Skills for change

Unit 4: Inter personal communication skills.

Methodology: lecture and discussion method, case studies, short films

Mode of Assessment: Group Assignment and Individual assignment.


 

FP III- FIELD PRACTICUM - III : 6 CREDITS (180 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 be able to:

  1. describe value of the  exposure to a variety settings where counselling is practiced.
  2. Demonstrate competencies in the application of the  knowledge and skills gained through opportunities for direct intervention with diverse client groups.
  3. describe the value and  the importance of the interdisciplinary team while observing the critical role by each team member for effective intervention.
  4. while observing the critical role by each team member for effective intervention.
  5. critically 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:

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.

Students will have to complete 180 hrs of supervised field work over a period of maximum 3 months by working in the field agency for minimum 3 hrs each day or 15 hrs over a week.  Students will be working in the field setting, for example in a Government or Non governmental institution, a community based orgnisation, school, college health settings like hospital. Student are expected to apply, integrate the learnings from class room over the three semesters during field work.

The Block Field Work will be recorded and documented in the form of recoring and/or journal writing. These hours of fieldwork will be evaluated for the final grade.

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.

 

Letter Grade Level of Performance/Competence Grade Point Range
O Outstanding Performance-demonstrating high level mastery and ability to apply concepts to new situations 9.0 - 10.0
A+ Excellent-demonstrating mastery of all learning or assessment situations 8.0 - 8.9
A- Very Good-demonstrating mastery of most learning or assessment situations 7.0 - 7.9
B+ Good-demonstrating thorough competence in most situations 6.0 - 6.9
B- Moderate-showing reasonably acceptable competence in some situations, minimal competence in others 5.0 - 5.9
C+ Average Competence-demonstrating minimal competence in most situations, while showing considerable capacity for improvement in others 4.0 - 4.9
C- Below Average Competence-Not passing, but still showing some capacity for improvement or development 3.0 - 3.9
D Unsatisfactory Competence-Below satisfaction level performance marked by lack of engagement or inability to apply concepts 2.0 - 2.9
E Highly Unsatisfactory competence-Complete lack of engagement and comprehension; also frequent absence 1.0 - 1.9
F Unacceptable-Non-completion of assignments or blank responses in a test or blank answer sheets 0 - 0.9

 

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 programms]

 

Fee Structure:

Fee Structure for Post Graduate Diploma in Counselling Programme

Fees and Deposits

Certificate

1st Semester

Diploma

2nd Semester

P. G. Diploma

3rd Semester

Tuition Fee

17,000

20,000

20,000

Examination

1,000

2,000

3,000

Internship/Field Practicum

2,000

3,500

3,500

Total (A)

20,000

25,500

26,500

Other Charges      
Identity Card * 300 ----- -----
Library 1,000 1,000 1,000
Library Deposit (Refundable) * 2,000 ------- --------
Convocation Charges * 2,000 --- -----
 Development Fund  2,500 2,500 2,500
 Computer Infrastructure Use  1,000 1,000 1,000
Lab Expenses ----- 2,000 2,000
Equipment Security Deposit ----- ----- -----
Students Medical Insurance Premium ----- ----- -----
Caution (Refundable) * 2,000 ------ -----
Total (B) 10,800 4,500 4,500
TOTAL (A+B) 30,800 30,000 31,000
GRAND TOTAL   91,800   

* - Payable atleast once

 

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