Centre: Centre for Lifelong Learning
Intake: 20 (Including students from the Diploma Course)
Graduate in any discipline from a recognized University.
Medium of Instruction: English
Age: 25 and above
Entry requirements No previous training or experience in Counselling / Counseling Skill required.
Progression: Successful candidates can progress onto the Diploma in Counselling Skills Programme offered by Centre for Lifelong Learning, TISS.
Duration : Part-time Weekend Programme.Wednesday to Friday : 6 pm to 9 pm & Saturday 11am to 6pm
Please note that - Field Practicum component will be full time course.
Revised TIME SLOT FOR TELEPHONIC INTERVIEW - PGDC ( 2017-18)
DAF Form - A
DAF Form - B
Last Date for Receipt of Completed Form at the Institute by Post and in Person
10th April, 2018
Date of announcement of short list
12th April, 2018ced
18th to 21st April, 2018
(The Interview Dates will be intimated to the eligible candidates through call letters.)
Announcement of Selection on TISS Website
To be announced
Orientation and Commencement of Academic Session 2017–2018
Commencement of Academic Session -Semester I
Commencement of Academic Session -Semester II
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.
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.
CERTIFICATE IN COUNSELLING SKILLS [ First in the Ladder based programme Read More ]
Rationale: This certificate in Counselling Skills Programme is designed to give learners the underpinning knowledge, skills, and competencies to use counselling skills ethically and safely in a variety of contexts and roles. The Certificate Course will offer an appropriate starting point for students, as well as professionals working in other helping professions to apply these skills at their workplaces.
Goal of the Programme: is to impart basic inter personal and counselling skills in learners to foster personal growth and professional development and enhancement of their helping roles in their personal and professional lives.
Objectives of the Certificate Programme: The educational objectives are as follows:
Learner Outcomes: By the end of the programme, the learners will be able to:
This qualification is intended for candidates who want to:
Methodology: There will be a balance between didactic and experiential methods. The learners would be initiated to engage in self exploration and value awareness and understand of of the self as as central to developing counselling skills
Learning will be proportionately structured in Large and small groups. There will be emphasis on 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 learning experiences.
Distribution of Credit Hours:
FC : Foundation Course or Dialogues On Development: 2 CREDITS (30 hrs)
Rationale: This course aims to orient the learners, who are from varied backgrounds - socially, culturally and professionally to contemporary key concepts of social development dialogues. This has been designed keeping in view the TISS vision for working for the promotion of sustainable, equitable and participatory development, social welfare and social justice through TISS' teaching programmes, research, and extension work.
Learner Objectives of the course:
On completion of this course, the learner will be able to:
Unit 1: Understanding development: Debates and Concepts on Growth and Development, Equity and sustainability, sustainable development.
Unit 2: Understanding Society – social institutions, Caste in Indian Society; Evolution and Expression; Current challenges.
Unit 3: Understanding Responsible citizenship: India and the Indian Constitution: A Brief History of the Constitution, and the Constituent Assembly, Democracy and Institutions in India, Social Movements and Civil Society Struggles in India: State, democracy and civil society; Explaining social movements.
Unit 4: Understanding Gender and Sexuality: Construction of Gender, rethinking sex and gender.
Methodology: Interactive sessions using Lecture method, Discussions - large group and small groups – activity based and using short films.
Mode of Assessment: Group Assignment, Individual Assignment.
CCS 1 : Introduction to Counselling and Other Helping Professions: 2 CREDITS ( 30 hrs)
The aim of the course is to orient and explain to the learner what counselling is, its position in the helping professions; distinction from Clinical Psychology, Counselling Psychology ,Social Work, Psychiatry and rehabilitative work etc.; what is the nature and scope of issues that the counselling profession would address; who are the people who seek counselling, how is it different from advice sought through significant others or 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 backdrop for Certificate in Counselling skills is the goal of this course.
Learner Objectives of the course: On completion of this course, the learner will be able to:
Unit 1: Introduction to counselling: Meaning, definition, scope. Types of counselling- development, preventive and facilitative. Functions of Counselling- Preventive, Remedial and developmental.
Unit 2: Difference between using interpersonal and /counselling skills and counselling practice- roles, ethical dilemmas, advantages and disadvantages.
Unit 3: Settings where interpersonal - counselling skills are used- School, NGOs, Hospitals, Corporates.
Methodology: Lecture method, discussion based method - Plenary and Small Group- activity based.
Mode of Assessment: Individual Assignment, written exam.
CCS 2 : Establishing Boundaries for the Helping Role: 4 CREDITS (60 hrs)
The aim of the course is to enable the learner use a range of counselling skills to facilitate the helping interaction in their professional situations/contexts in an ethical and safe manner. It also aims to train the learners to work empathically as a helper in their professional situations/contexts. This course will emphasize the need to focus on the helpee’s person/subject/ needs and concerns in the use of counselling skills.
Learner Objectives: On completion of this course, the learner will be able to:
Unit 1: Relevance of establishing boundaries- Advantages and disadvantage
Unit 2: Setting boundaries as a helper - with regard to time, physical space, structure of the session (beginning, middle and end stage)
Unit 3: Nature and limits of confidentiality for helping role within the established boundaries.
Unit 4: Applying establishing boundaries in their personal and professional contexts- difficulties or challenges in setting up and working in these boundaries. Factors leading to the challenges and or factors facilitating the set and work within these boundaries.
Methodology: Role-plays, Group discussions short videos
Mode of Assessment: Group presentations, Individual assignment, / written exam, Reflections in the Learning review journal
CCS 3 : Introduction to Interpersonal and Counselling Skills for Helping Professionals: 2 CREDITS (30 hrs)
This course will provide them the knowledge and skills and practice component for using core-counselling skills.
Unit 1: The Helper- Helpee relationship: The role and tasks of counsellor, Core conditions- warmth, developing empathy, genuineness and unconditional positive regard for the helpee. qualities of an effective helper.
Unit 2: Core Counselling skills -Interpersonal Skills (A): Influencing skills, Effective communication, observation.
Unit 3: Use of Counselling skills -Interpersonal Skills (B) : use of a range of listening and responding skills to facilitate the helping interaction,- Active listening, questioning- open ended questioning and close ended questioning, paraphrasing, reflecting, summarising, use of silence.
Unit 4: Use of feedback and reflection skills: Use of reflection and feedback, skills to assess personal development and identifying learning needs as a helper. Use of Feedback skills to provide constructive feedback to others for their growth as a helper
Mode of Assessment: Group presentations, Individual assignment, / written exam Reflections in the Learning review journal
CCS 4 : Use of Self-Awareness in a Helping Role: 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:
Unit 1: Understanding of Self: Factors that leads to formation of self. Acceptance of one self and loving oneself.
Unit 2: Practicing Assertiveness, Time Management
Unit 3: Managing one’s own feelings: identifying one’s own feelings, setting it aside and focussing on the helpee.
Unit 4: Empathy: meaning of empathy, reflecting on difficulty and challenges of feeling empathy towards others (with peers, family members, colleagues in workplace etc)
Methodology: Role-plays, Group discussions short videos.
Mode of Assessment: Group presentations/Individual assignment, Reflections in the Learning review journal
CCS 5 : Issues of Ethics and Diversity in a Helping Role: 2 CREDITS (30 hrs)
Rationale: This course will provide framework to use counselling skills ethically and safely in their professional situations/context. Significance of this course lies in making the learners becoming aware of their personal limits in a helping role and be able to do referrals wherever appropriate. Also, extending helping support keeping in mind the issues of diversity while working with individuals and groups in their helper role.
Learner Objectives of the Course: On completion of this course, the learner will be able to:
Demonstrate gains in the understanding of key aspects of ethical frameworks
Appreciate the need and significance for ethical guidelines, framework in the context of helping role with diverse groups and do appropriate referrals to other professionals.
Apply ethical framework in the use of helping skills when working with individuals and groups.
Unit 1: Use of Interpersonal- counselling skills ethically and safely in helping role: what is ethics, need for ethical framework, key aspects of ethical framework in a helping relationship.
Unit 2: Working within personal limits of ability: awareness of own limitations in terms of knowledge and skills. Enable the helpee to find additional sources of support where appropriate- by Identifying range of referral agencies along with the value and potential of appropriate referral.
Unit 3: Issues of Diversity: Identifying and acknowledging diversity in helper in the context of culture, profession, gender, socio economic status, religion, sexual preferences etc. Understanding the help a in these diverse contexts and responding to the helper’s needs accordingly.
CCS 6: Learning Review Journal ( 30 hrs- 2 credits)
Rationale: Writing the journal is part of developing the skills of a reflective practitioner, which is an essential part in any helping professions especially in the developing as a counsellor. This would enable the learner to review his/her own personal learning goals for this course, review his/her own progress and periodically review one's own learning need.:
Course content: This will be a regular exploration of student's learning - learner's oen reflections on the input, discussions, experiences and readings for the course – which the learner starts right from the beginning of the course. The focus is on one's own thoughts, feelings and responses rather than referring to handouts or repeating what the teacher/ faculty said. The learner's expeience of Field praciticum -Skill workshops and Field visits will also entail as part of this process.
Assessment: Journal writing and Individual assignment
FP I - FIELD PRACTICUM : Skill Workshops and Field Visits: 2 CREDITS (60 Hrs)
The main goal of field experience is to provide the student with the opportunity to engage actively in professional tasks that complement and reinforce classroom learning.
Field Practicum - Skill workshops ( 30 hrs) and Field visits ( 30 hrs) are intended to complement curricular objectives of the certificate programme and are closely intergrated with classroom courses. Field experience provides for the acquisition of knowledge and skills in the process of supportive and developmental counselling.
Objectives of Field Practicum - Skill Workshops:
FIELD PRACTICUM: EDUCATIONAL VISIT/ORGANIZATIONAL VISIT:
These are visits organized to governmental/non governmental agencies in urban and semi rural areas. Organizations are identified thematically. Students will get an opportunity to hear about the agency and its work, and visit the work area if possible.
Following the visits, the students meet to discuss the visit in a group discussion that will be facilitated by the faculty who accompanied the group on the visit. Then the students are required to write individual reports and do group presentations.
The Objectives of the Educational Visit/s are:
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 for Certificate in Counselling Skills Programme
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