SC 01 B M.Sc, PG DIPLOMA PROF SCHOOL COUNSELLOR’S STUDIES PROGRAM STRUCTURE-1

M Sc, P.G DIPLOMA -PROFESSIONAL SCHOOL COUNSELORS’ STUDIES PROGRAM

The desirable profile of prospective professional counsellor for SCHOOLS/COLLEGES /INSTITUTES -must have the ability to:

• Understand, respect and value a client’s beliefs and experiences.
• Believe in the client’s capacity to find their own best solutions.
• Empathize well and have highly developed communication skills.
• Be open to developing their own personal awareness and be able to work with developmental feedback; personal and professional.
• Be open to exploring his/her client’s work honestly during the supervision process.

Definition of Professional Counseling services – is the application of mental health, psychological, or human development principles, through cognitive, affective, behavioural or systematic intervention strategies. By using these strategies, professional Counselors address wellness, and personal growth. career development issues, as well as mental health pathology. Professional Counselors have graduate training and education and often work in schools, colleges and universities, career agencies, substance abuse facilities, and clinics and hospitals.(UNESCO,WHO)

Role and Functions of Professional Counselors professional counselors are uniquely empowered  as campus based professionals, who help students succeed academically, socially, behaviorally, and emotionally .they collaborate with educators, parents, and other professionals to create safe, healthy, and supporting learning environments.

Counsellor: Job description

Counsellors help people to explore feelings and emotions that are often related to their experiences. This allows their clients to reflect on what is happening to them and consider alternative ways of doing things. 

Counsellors work in a confidential setting and listen attentively to their clients. They offer them the time, empathy and respect they need to express their feelings and perhaps understand themselves from a different perspective. The aim is reduce their confusion and enable them to cope with challenges or to make positive changes in their life where necessary.

Counsellors do not give advice, but help clients to make their own choices within the framework of an agreed counselling process , approaches and agreed terms of employment./contract.

There is also no clear distinction between the terms counselling and psychotherapy, and both can encompass a range of talking therapies and counseling school children with appropriate interventions and collaborative efforts of the parents, school staff, teachers as well as community at large.

Typical work activities

There are various models of counselling, each with its own theoretical basis. Differences in approach can relate to the individual practitioner’s interests and training, the setting in which the counselling consultation takes place, or the predominant client group. Counsellors working in particular fields (e.g. relationship guidance, addiction, sexual abuse or health, careers counselling, EARLY YEARS NUESES/TEACHERS FOR 0-5 YEARS ,. Mental health issues and BSELD/SEN) tend to specialize in the models most used in those areas, But SCHOOL COUNSELLORS SPECIALIST TEAM (SCST) WOULD BE SOME OF THESE SPECIALIST MEMBERS- NEED BASED AND POLICY OF THE SCHOOL MANAGEMENT REQUIRED TO IMPLEMENT SCHOOL WIDE SCHOOL COUNSELLING PROGRAM.. .

Work carried out across most areas of counselling includes:

• establishing a relationship of trust and respect with clients;
• agreeing a counselling contract to determine what will be covered in sessions (including confidentiality issues);
• encouraging clients to talk about issues they feel they cannot normally share with others;
• actively listening to client concerns and empathising with their position;
• accepting without bias the issues raised by clients;
• helping clients towards a deeper understanding of their concerns;
• challenging any inconsistencies in what clients say or do;
• helping clients to make decisions and choices regarding possible ways forward;
• referring clients to other sources of help, as appropriate;
• attending supervision and training courses;
• undertaking personal therapy (mandatory for accreditation);
• liaising, as necessary, with other agencies and individuals to help make changes based on the issues raised by clients;
• working to agreed targets in relation to client contact;
• undertaking group as well as individual therapy on occasion;
• keeping records and using reporting tools. 

“ISCA National Model for comprehensive and integrated professional counselling services focuses on 8 general domains for effective applications in everyday professional activities. They are equipped to promote, support the Psychological wellness of students, and resilience by collaborating with all concerned stakeholders, facilitating environmental changes conducive to good health and adjustments for students, and accessing resources to address a wide variety of behavioural, learning, mental, and physical needs” (ISCA)

Detailed syllabus-©RECOGNISED, DISTANCE LEARNING,

M Sc /PG DIPLOMA PROFESSIONAL School Counselors STUDIES program &P.G Diploma School Counselors (for In- service Teachers)-

website –www.schoolcounsellorsindia.org

Course structure and syllabus (RPQ-Considered by the Academic Board)

The IISP, SC& G‘s professional studies.M.Sc /PG . Diploma in School Counseling; and spl diploma (for in-service teachers)  in School Counseling are our Copyright courses to meet the demands of public and private sector Schools- as elementary, middle and high/higher secondary School Counselors.

M Sc  SCHOOL COUNSELORS PROGRAM– following course structure since been formulated and credits shown against each topic. ISCA has also developed the assessment and evaluation criteria, delineated below.-

1. M Sc Degree Requirements (60 credits) 24 months-10+2 modules –(Recognition prev qualification/experience considered for reduced duration– ) RPQ Admissible
2. PG Diploma school counsellors program(48 credits) 12 months—total 6 +2 modules (with one optional module with live case history project work. )
3. P.G Diploma School counsellors program (36 credits) -6 months,4 +1 Modules (In service Teachers)

IISP Modules of studies for PG Diploma and M Sc School counselors program  8/5 assignments submission to qualify.

Study Modules   – (Texts prepared and self instructional guided by tutors, based on relevant text books on the subjects Indicatives only COPY OF THE TEXT BOOK PROVIDED FOR PERSONAL USE ONLY.)

1. IISP 44 – Professional Orientation and Foundations of School Counseling (3 Credits)m

An introduction to  the fields of Community and School Counseling. Counselor roles, the history of the profession, the school guidance movement, the community model of preventive and remedial service delivery, developmental guidance, and the professional identity of the counselor are addressed. This module integrates theory, practice, and research to provide an overview of school counseling models, services, and skills. Students will learn the ISCA National Model and It’s Comprehensive Guidance and Counseling Framework influenced by British Association Counselling & Psychotherapy.(BACP, U K). They will become familiar with the roles and functions of the professional school counselor across levels. Students will understand different models of and develop essential skills in consultation, coordination, and collaboration processes.. They will understand how school counselors advocate and take leadership for systemic change. Students will develop skills for designing, implementing, evaluating, and advocating for comprehensive school counseling programs that include all students and meet the needs of diverse student populations. Students will begin to develop a professional identity as school counselors.

2. IISP 45 – Ethics and Standards of Practice (3 Credits)m

The counseling profession demands that the counselor possess a complete understanding of a wide variety of issues related to the practice of providing professional counseling services. These issues include: standards for the profession, principles of ethical behavior, legal issues and liability risk, elements of professionalism, and the role of personal values in the delivery of counseling services. This course is designed to help the student gain knowledge of the ethical guidelines that inform professional behavior,  and ISCA ,India, adopted BACP , ethical standards and guidelines appropriated to our needs for school counseling/counseling practices. School counselors to foster within the student an  appreciation for the complex nature of applying ethical and legal principles to practice.

3.4.&5 IISP 46 A,B& C – Theories of Counseling Skills and Approaches (3 Credits)m

The principle theories of Counseling and learning to use competently and appropriately, when offering counseling services for the students, And understanding the relationship of a given theory to its model of counseling, and the beginning choice of a preferred model of personality that may help guide the student’s counseling behavior.

6.. IISP 47- Developmental Theories and Applications (4 Credits)

An overview of human development throughout the lifetime in the family, social, and  cultural context. The individual and family lifecycles are viewed as mutually interactive processes that are also affected by such factors as biology/genetics, gender, race, ethnicity, acculturation, religion, etc. The development of the individual is traced chronologically through a survey of a select number of major theoretical approaches. Factors influencing development such as developmental tasks, family, and cultural context are explored concurrently. This exploration serves as a backdrop for client assessment and case conceptualization.

7. IISP48 – Skills and Techniques in school counseling as an effective school counselor (6. Credits) Acquaints the novice counselor  with the basic counseling skills necessary for counseling and consulting in a multicultural society. Theories of individual and systemic change guide the application of helping relationship skills in counseling and consultation. Active listening, reflection of feeling, confrontation, interpretation, diagnostic interviewing, and crisis intervention skills are discussed, demonstrated, and practiced. Ethnic culture, race, gender, and sexual orientation variables are addressed in the context of the intentionality of the interviewing process. Students are expected to participate actively in exercises, to role play, and to engage in a process of self-understanding and self-assessment.

8. IISP 49 – Small Group Counseling Process & Dynamics (3 Credits)m

Group development, group dynamics, group counseling theories, and ethical issues pertaining to group work. Students can apply their growing knowledge of group counseling by practicing the skills necessary for forming, leading, and evaluating groups in a variety of work settings. Significant portion of class time (minimum of 10 hours) participating in small group experiences.

9. IISP 50- Theoretical & Practical   Sources for Academic Counseling K-12 students. Academic Goal, RTI,(4 Credits)m The key  barriers to learning ,problems, post secondary career development and an examination of the sources useful for the career/lifestyle development of various categories of students. Makes connections and shows the interrelationships between the theoretical and the practical focuses of career/life development. School Counselor  self care strategies as professionals. Overcoming exam anxiety and test taking skills

10. IISP 51- personal/Social skills in K-12 development &Multicultural Counseling (6 Credits)m

Exposes   students to issues of race, ethnicity,  socioeconomic status, culture, gender, sexual orientation, physical/psychological ability, religion, and age as they relate to the counselor, client, and counseling process. Throughout the course, the concept of culture is used as an over-arching term inclusive of the above categories. Also reviews how the mental health delivery system is based on Indian Health schemes developed in time.. Culturally sensitive counseling strategies are introduced to provide students with a conceptual and practical framework for working with diverse populations in a respectful way.(3credit)

11.IISP-52- Principles, and implementation of school counseling program-parent and guardian consultations (3 Credits)m The design and implementation of a comprehensive developmental school counseling service that seeks to serve the students, their families, and the faculty in elementary, middle, and high schools.

12.. IISP 53–Assessment, evaluation and Its Application in counseling & teacher consultation (4 Credits)m

An introduction to  the basic elements of program for student’s safety, their rights, as individuals and groups. Specific attention is given to the principles of psychological wellness of students, classroom guidance, interpretation of chosen instruments, and the communication of results to the client or client group. An overview of the types of assessment / tests counselors are likely to encounter in practice, across psychological, educational, cognitive, contextual environment, and developmental inventories typically used by counselors in School counseling practices..

13.. IISP 54- Applied Research Methods for Counselors/projects on live case s (6 Credits)

Basic principles and methods of research design, statistics, and program evaluation, including analysis and interpretation of data that are particularly relevant for counseling students. Includes use of the computer in statistical analysis of data and in  the evaluation of selected projects./alternatively to submit dissertation on minimum two case studies :

14.. IISP 55 – Counseling students with special Needs, (gen 1Tier awareness / appreciation)ADHD,ASD, OCD,DYSLEXIA and at Risk for DROPPING OUT OF SCHOOL.  (6 Credits) The psycho-social development of children with disabilities and those identified as gifted and talented. Adaptive methodology for identifying, planning for, and working effectively with exceptional, diverse, and at-risk children in the general education classroom will be examined. Collaborative/consultations with parents/teachers, referrals where necessary.

15., IISP 56, career counseling /transition for post secondary options. (4 Credits) Discussion surrounding the issues of admission testing, financial aid practices, application policies and procedures, diversity, and technology used to facilitate the college search and admission process. Creation resources to guide and career counseling students. Planning a career development program.

16.. Practicum/Internship (4 +4)/projects work on live cases-Assignment..

The practicum and internship are the field work components of the program of 100 hours duration spread over two months in different settings. These are supervised experiences The Institute’s approved supervisor’s monitors and guide the progress of the practicum/internship and initiates contact with the other stake holders, when necessary.

Additional modules for M Sc. SCHOOL COUNSELORS PROGRAM-Specialization (option for two modules only @ Rs 1400/- each)

IISC-404– Assessment tools and techniques in Counseling children & adolescents

IISC406 – Career Counseling and guidance (3 Credits)

IISC407 – Management of School Counseling Programs (6 Credits)

IISC411 – Educational Collaboration in Schools (6 Credits)

IISC412 – School-Based Family Counseling (6 Credits)

IISP 413- Specialist Educators Special Educational needs /BSE Learning difficulties/SEN

IISP 414- SPL Behv, social, emotional developing skills (Whole school wide applications).

IISP -414SPL–Bullying Prevention& Positive Behavior Management- (whole school wide approach)

Electives from the following as per applicant’s suitability/potential job prospects

IISC 408 – Elementary School Counseling (2 Credits)

IISC409 – Middle School Counseling (2 Credits)

IISC 410 – High School/sec School Counseling  (2 Credits).

ASSESSMENT THROUGH WRITTEN assignments- evaluation by the faculties’ System– (As per ISCA guidelines, norms and flexible)

The IISP & SCG follows the “Credit System” for most of its programs as adopted by ODL institutes and universities in the country.. Each credit is equivalent to 30 hours of study, which comprises all learning activities (i.e. reading and comprehending the print material, listening to audio, watching video, attending counseling sessions, teleconference and writing assignment responses). A six-credit course, for instance, involves 180 study hours. The course weight age is expressed in terms of credits. This helps the learner to understand the academic effort one has to put in, in order to successfully complete a course. Completion of an academic program (Degree, Diploma or Certificate) requires successful completion of assignments, term-end examination and other activities such as practical, dissertation, etc. as per the requirement of respective program. This PG Diploma course is of 60 credits incl practicum, on SUCCESSFUL completion the course including all the practicum, students are eligible for the award/certificate as a relevant course of study..

REDUCED FEE STRUCTURE:-AN AFFORDABLE can be paid in max TWO instalments Registration Rs1500/-;-

• Masters – Rs 44000/- 2 years (U K GB POUND 2200/- FOR STUDENTS FROM ABROAD)
• ALL P G DIP –ONE YEAR Rs 28000/-((U K GB POUND 1200/- FOR STUDENTS FROM ABROAD) ALL P G/adv DIP- 6-8  MONTHS   Rs 22000/- IN SERVICE TEACHERS

(Payable in two instalments)

• P G CERTI COURSES Rs14000/
• PLUS ACTUAL COURIER CHARGES MIN DOMESTIC Rs 1200/-(few scholarships for deserving cases only