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

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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)


  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 : Part-time Weekend Programme.-Wednesday to Friday : 6pm to 9 pm & Saturday 11am to 6pm.

Please note that – Field Practicum component  will be full time course. 

Click here to Apply



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



PGDC Admission Result

DAF Form – A

DAF Form – B


Click here to apply


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, 2018

Personal Interview

 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

Wednesday, June 5, 2019

Commencement of Academic Session -⁠Semester I

Wednesday, June 5, 2019

Commencement of Academic Session -⁠Semester II

To be Announced


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


  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. Demonstrate the ability to integrate and move within cross cutting counselling theories.

Methodology:  The course will emphasise on both the experiential and experimental learning and  an increase in personal engagement. And involve a deeper exploration the Self.

Learning will be facilitated  through both discourse and working in simulated situation ( role plays ) in one to one and small group structures. Journaling and assignments will be designed placing a higher  demand on the  application of complex concepts and also to facilitate personal growth and transformation. The critical  evaluation of  diverse counselling concepts, theories and techniques will be promoted through debate, discourse and written assignments.


Distribution of Credit Hours:

Post Graduate Diploma in Counseling


List of Courses and Distribution of Credits

Semester 1

Sr. NoName of the course ModuleCreditsHours
FCFoundation Course or Dialogues on Development230
CCS 1Introduction to Counselling and other Helping professions230
CCS 2Establishing boundaries for the helping role460
 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 5Issues of Ethics and Diversity in a helping role230
CCS6Learning Review Journal230
FPIField Practicum- Skill Workshops and Field visits260
Semester 2
Sr. NoName of the course ModuleCreditsHours
DC 1Concepts in Psychology230
DC 2Human growth and development Across lifespan230
DC 3Introduction to the Counselling Process I230
DC 4Introduction to Counselling Theories-I230
DC 5Developing Self Awareness230
FPIIField Practicum ( Workshops – 30 hours and Field work- 30 hrs)4120



       Semester III

Name of the course ModuleCreditsHours


Introduction to Counselling Theories -II230


Introduction to Counselling process Skills II230
PGDC 3Mental Health, Well- Being and Understanding Psychological Problems230
PGDC 4Community Mental Health 2 30
 PGDC 5 Introduction to Theoretical Techniques and approaches 2 30
PGDC6Developing personal self and professional Self230
 Sub Total12180 hrs
FP IIIField Practicum ( Skill Workshops and Block Field work)6180 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 100 hours formally contracted counselling (one-to-one) with at least 5 different clients in an agency setting. Cancellations and non-attendance do not count towards this total. ( This will be part of the Field Practicum 2- Block Field work )

Supervision Candidates will be required to undergo supervision at their agency for client work. In addition, candidates require 30-50 hours group training supervision as part of the course ( This will be part of the Field Practicum 2-Block Field 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:

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-Psychiatry 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)


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

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.



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:

i.    Skill Workshops

  1. Child, Adolescent and Parent Counselling
  2. Gender and Gender based violence
  3. Substance  Abuse

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.

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 GradeLevel of Performance/CompetenceGrade Point Range
OOutstanding Performance-demonstrating high level mastery and ability to apply concepts to new situations9.0 – 10.0
A+Excellent-demonstrating mastery of all learning or assessment situations8.0 – 8.9
A-Very Good-demonstrating mastery of most learning or assessment situations7.0 – 7.9
B+Good-demonstrating thorough competence in most situations6.0 – 6.9
B-Moderate-showing reasonably acceptable competence in some situations, minimal competence in others5.0 – 5.9
C+Average Competence-demonstrating minimal competence in most situations, while showing considerable capacity for improvement in others4.0 – 4.9
C-Below Average Competence-Not passing, but still showing some capacity for improvement or development3.0 – 3.9
DUnsatisfactory Competence-Below satisfaction level performance marked by lack of engagement or inability to apply concepts2.0 – 2.9
EHighly Unsatisfactory competence-Complete lack of engagement and comprehension; also frequent absence1.0 – 1.9
FUnacceptable-Non-completion of assignments or blank responses in a test or blank answer sheets0 – 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


1st Semester


2nd Semester

P. G. Diploma

3rd Semester

Tuition Fee








Internship/Field Practicum




Total (A)




Other Charges   
Identity Card *300—–—–
Library Deposit (Refundable) *2,000——-——–
Convocation Charges *2,000—–
 Development Fund 2,5002,5002,500
 Computer Infrastructure Use 1,0001,0001,000
Lab Expenses1,0002,0002,000
Equipment Security Deposit—–2,0002,000
Students Medical Insurance Premium—–—–—–
Caution (Refundable) *2,000———–
Total (B)11,8008,5008,500
TOTAL (A+B)29,80028,00029,500

* – Payable atleast once

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