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Ph.D Applied Psychology at TISS Mumbai Offline Course

Quick facts, course details.

Ph.D. program in Applied Psychology shall be for a minimum duration of three years, including course work and a maximum of six years. Extension beyond the above limits will be governed by the relevant clauses as stipulated in the Statute/Ordinance of the individual Institution concerned.
This Ph.D. program offered by Tata Institute of Social Sciences, Mumbai.

Eligibility Criteria

The minimum academic qualification for admission to the Ph.D programmes is a Second Class Master’s or equivalent degree in the relevant subject awarded by a recognized university in India or abroad, with at least an average of 55 percent of aggregate marks, or a grade point average of 3.5 under the seven-point scale of the University Grants Commission (UGC). In the case of SC/ST/OBC (non-creamy layer)/differently-abled candidates, the minimum eligibility is an average of 45 percent of aggregate marks, or a grade point average of 2.50.

Work Experience: A minimum of five years of post-graduation work experience is required for Ph.D. programs. However, candidates with one to two years of work experience will be preferred.

Admission Details

Applicants will be shortlisted for the Research Aptitude Test (RAT) on the basis of the meeting the following considerations with regard to educational qualifications, work experience, and research proposal.

Other Popular Courses in this College

Other popular universities offering this course, rashtrasant tukadoji maharaj nagpur university, nagpur.

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Montfort College MSc Psychology Admissions 2024

Iit delhi msc cognitive science admissions 2024, msc psychology institutions in kerala, phd psychology admissions 2024-25, gbu mphil clinical psychology admissions 2024, kristu jayanti college admissions 2024.

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TISS Mumbai Admission Process 2024

From the academic year 2024-25, Tata Institute of Social Sciences (TISS) has changed its admission process and exam pattern for all its postgraduate admissions. Now, most of the students are wondering about the admission process and Exam Pattern of TISS. This article elaborates all the required information related to TISS postgraduate programs including MA Applied Psychology and its admission process.

Tata Institute of Social Sciences, often called TISS located in Mumbai is a very prestigious institute in the field of social sciences. The institute has many campuses in Tuljapur, Hyderabad, and Guwahati. TISS offers various undergraduate, postgraduate, and doctoral programs including Psychology.

Admission at TISS Mumbai will be on the basis of Common Universities Entrance Tests ( CUET-PG ). Besides CUET PG Scores, students also need to appear in Extempore Reflection, Group Discussion, and Personal Interview. Detailed stage-wise selection process has been given below.

TISS has 2 years Master’s in Psychology program under the School of Human Ecology. This course has been named MA Applied Psychology (Clinical and Counselling Practice).

The total intake for this course is 50.

TISS Selection Process 2024

Selection process for all PG programs including MA Applied Psychology (except HRM&LR, ODCL, and SE).

Selection process for HRM&LR, ODCL, and SE.

Also Read: TISS MA Psychology Syllabus and Fee Structure

Components of Online Assessment at TISS

The components mentioned in stage II (Online Assessments) will include the following.

Extempore Reflection on a Given Topic

Extempore Reflection refers to a specific topic relevant to discipline that will be given to the students. The candidates will need to speak for a maximum of 2-3 minutes. Candidates will have the option to request another topic if they do not feel comfortable with the topic.

Note: There will not be a third choice

Online Personal Interview (OPI)

There will be personal interviews of the students after taking the entrance (CUET-PG). This panel willdetermine the candidate’s motivation, interest, preparedness, and basic understanding of the discipline that they have studied in their under graduation.

The interview will also assess candidates’ comprehension of social and economic factors. It’s essential to emphasize that these are areas to be explored during the OPI, serving as indicators for evaluation.

Online Group Discussion/Case Discussion (OGD/OCD)

Besides personal interviews, there will be an Online Group Discussion and OPI for PG Programs such as the Master of Arts in Human Resources Management (HRM) and Labour Relations (LR) and, the Master of Arts in Organizational Development, change, and Leadership (ODCL).

Furthermore, there will be an Online Case Discussion and Online Personal Interview (OPI) as a part of the second round of selection (Online Assessment) for the Master of Arts in Social Entrepreneurship (SE) .

Montfort-College-MSc-Psychology-Admissions

About UPS Education

Post Graduate Diploma in Counselling (with an exit option at the certificate and Diploma level) 2024

All online application systems are down for maintenance. please return by 30th september, 2016 12pm., nirantar: continuing education programmes (cep) admissions.

About Nirantar: Continuing Education Programmes (CEP)
Nirantar: Continuing Education Programmes (CEP)
Eligibility
How to Apply
Selection Procedure
Admissions Rules
Notifications
For any application-related queries, contact: TISS CARE 022-25525252

Location: Mumbai

School: School of Social Work - Mumbai Campus

Age: 25 years and above
Graduate in any discipline from a recognized University.
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.

Duration : 45 Week (3 Semester, Part-time 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.

CLICK HERE TO APPLY

I MPO R T AN T DA TE S - 2024-25

Exit Option: Entry level admissions are for PG Diploma in Counselling with an exit option at Certificate (1 st Semester – 15 weeks) and Diploma level (2 nd Semester – 30 weeks)

ATTENDANCE REQUIREMENTS DURING THE COURSE:

Attendance Rules

Attendance in class and fieldwork is compulsory. Every student is expected to maintain regularity and 100% attendance for all programme requirements: (i) all classes for the courses for which the student is registered, (ii) field practicum, (iii) internships, etc. A minimum of 75% attendance is required for every module.

Attendance for Modules:

Eligible Absence : Absence up to 25% may be condoned by the School Dean. Remaining absent for 25% of the time is not a matter of right, but a measure to support for students meet medical or health issues or for personal and family crises.

Eligible for Supplementary : Absence between 26–33% will make the student ineligible to appear for the examination. The student can, however, appear for the Supplementary Examination whenever it is scheduled to be held.

Repeat the Course/Module : Absence above 33% will automatically lead to the student repeating the Course/Module when offered in the next academic year. (Absence including due to medical emergencies are treated as absence)

Repeat the Semester: Absence in more than 4 credits will lead to the student repeating the Semester when offered in the next academic year. ((Absence including due to medical emergencies are treated as absence).

Attendance for Fieldwork

(1) Attendance on all days of fieldwork / internship is compulsory

(2) Absence of up to two days for genuine reasons such as medical / family emergencies is allowed for block fieldwork / internship (of one month duration) only with proper permissions.

(3) Absence beyond two days needs to be compensated in toto for the number of days missed. Such absences should be marked to the Academic Section with appropriate remarks of the Field Work Supervisor/ Faculty-in-charge and Dean to issue a letter to the defaulting students.

(4) Any absence without genuine reasons and without permissions needs to be fully compensated.

Programme Completion/Credit Requirements Fulfilment:

A student must receive a CGPA of 4.0 points in each module to be considered to have completed the semester/programme successfully.

The grade earned in a given course will be credited to the student only if he/she has the requisite attendance.

Students having shortage of attendance as per the Attendance Rule will be considered as failed and will be shown as ‘AB’ (absent) in the course, even if the assignments have been submitted and they have appeared for tests. Such students will have to undergo supplementary assessments or repeat the course in a future semester.

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

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 offer 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.

POST GRADUATE DIPLOMA IN COUNSELLING [ 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

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.

To develop competencies to plan and engage in relevant interventions for effective application of counselling principles and skills.

To develop a greater awareness of ‘self’ as a tool for change for personal growth, professional growth and in the counselling process.

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:

Appreciate the Purpose, Nature, Scope, Theories, and Process of counselling as a ‘helping’ profession.

Understand human needs from the lifespan perspective; identify psychopathology and assess various concerns that clients bring into the counselling process.

Integrate the core skills of counselling: genuineness, empathy, and positive regard.

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.

Maintain the ethical limits of the counselling relationship and safeguard the confidentiality of clients. .

Make appropriate referrals for psychological testing and psychiatric medication.

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.

Gain deeper insight about themselves, especially in relation to their values, attitudes, biases/prejudices and subsequent behaviour which may adversely affect the counselling process.

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 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

Post Graduate Diploma in Counseling

COURSES DETAILS

List of Courses and Distribution of Credits Semester 1

Semester III

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 agency 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.

SEMESTER WISE COURSES:

1 st SEMESTER

FC : Foundation Course or Dialogues On Development: 2 CREDITS (30 hrs)

Rationale: This course aims to orient the learners, who are from diverse - social, cultural and para-professional backgrounds, to contemporary key concepts of social development. The course 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:

Understand & Explain the concept of sustainable development

Discuss the Human Rights Framework & the National & International perspective on the same.

Discuss key components affecting development including class, caste and gender, globalisation and the politics of environment & climate change.

Explain the relation and the impact of these social, economic, political issues on individuals groups, and society at large primarily in the Indian context.

Course Contents:

Unit I: Understanding sustainable development: The Debate on economic Growth and Development : Tractional welfare economics and the Capabilities Approach of Dr. Amartya Sen. Sustainable Development and Political Economy.

Unit II: Understanding Society – Human Rights, Perspective, Caste in India, Society : Its Evolution and Expression; Current challenges, regarding class & caste in India.

Unit III: Understanding Responsible citizenship: Brief History of the Indian Constitution, Federalism, Social Movements and Civil Society Struggles in India: State, democracy and Civil society.

Unit IV: Understanding Gender and Women in Indian Society: Construction of Gender, rethinking sex and gender. Legislation for protecting women and girl child.

Unit V: Globalisation: Liberal & Neo-liberal Paradigms. Is Globalisation in retreat?

Methodology: Interactive sessions using Lecture method, Discussions - large group and small groups – Teaching Videos / Films.

Mode of Assessment: Individual Assignment, Written Examination.

CCS 1 : Introduction to Counselling and Other Helping Professions: 4 CREDITS ( 60 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 PG Diploma 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:

Demonstrate their understanding of the meaning and scope of counselling skills, especially in relation to developmental counselling vis-à-vis Clinical Psychology, Social Work, and other helping professions and reflection on some of the terminologies used in the discipline.

Define the characteristics of a counselling and helping / supportive relationships

Clarify their understanding of the role and tasks of the Helper in varied contexts - Designing and Implementing Work Integrated Preventive and Promotive Mental wellbeing at work settings using these roles.

Unit 1: Introduction to counselling: Meaning, definition, scope. Types of counselling- development, preventive and facilitative. Functions of Counselling and Counselling skills - Preventive, Remedial and developmental - their helping / supportive role vis-a vis Preventive, Remedial and Developmental functions.

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. Designing and implementing a work integrated mental wellbeing interventions at their work settings using their supportive role.

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 the key concepts in understanding boundaries in counselling skills to facilitate the helping interaction in their professional situations/contexts in an appropriate and effective manner. It also aims to increase the learners ability to work with boundaries 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 the concepts of Frameworks and Boundaries of counselling theory and practice.

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

Demonstrate an increase in understanding on the concepts of Boundaries, Frames (framing) in interpersonal relationships.

Establish boundaries in their helping role with the helpee.

Identify own feelings in order to set them aside and focus on the person/subject/helpee in their professional situations/context

Work with the person/subject/helpee to meet their goals in their professional situations/context.

Demonstrate a readiness to link the learnings of this course with the course on 'Theories and Processes in Counselling

Unit 1: Relevance of establishing boundaries- Advantages and disadvantage Concepts of Frames, Maps and Territory and Boundaries

Unit 2: Setting boundaries as a helper - with regard to time, physical space, structure of the session (beginning, middle and end stage) Managing Healthy Boundaries.

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.

Mode of Assessment: Group presentations, Individual assignment, / written exam.

CCS 3 : Introduction to Interpersonal and Counselling Skills for Helping Professionals: 2 CREDITS (30 hrs)

The focus of the course will be to provide learners the knowledge, skills and the practice of skills for using core interpersonal counselling skills.

Explain the importance of the core conditions of warmth, empathy, and genuineness- authenticity and unconditional positive regard in counselling practice.

Demonstrate use and an appropriate range of listening and responding skills to facilitate the helping interactions.

Employ appropriate use of open & close-ended questions in their practice skills.

Demonstrate sensitivity in timing responses and staying with silence

Demonstrate use of a range of interpersonal and counselling skills to facilitate the helping interactions like listening, responding, paraphrasing, reflection, observation, and silence.

Demonstrate and use feedback and reflections to enhance interpersonal and counselling skills with peers in the class.

Unit I: The self of the counsellor: Self Awareness & Interpersonal skills, Motivation to join a Helping Profession & Self Awareness, Brem's Four dimensions of Self-Awareness, working with diverse population. Practicing Ideographically : Multicultural and multi-ethnic considerations.

Unit II: The Helper- Helpee relationship: The Helping Relationship including cultural variables. Core conditions - Warmth, Developing Empathy, Genuineness and Unconditional Positive Regard for the helpee. Qualities of an effective helper.

Unit III: Core Interpersonal Counselling skills (A) - Effective Communication : SOLER, Four Listening Responses : Clarification, Paraphrase, Reflection, Summarisation, Barriers to Listening.

Unit IV: Core Interpersonal Counselling skills (B) - Four Influencing Responses: Questioning - open and close ended questions, Information Giving, Self-disclosure, Confrontation. Use of silence. Distinguishing between Listening and Influencing Responses and their appropriate use.

Unit V: Use of feedback and reflection skills: Proving constructive feedback (Situation, Behaviour, Impact) to others for their growth as a helper. Development skills to assess personal development and identifying learning needs for the self.

Methodology: Learning Activities: Questionnaire, interview dyads, small group discussion, Role Plays, Teaching Videos.

Mode of Assessment: Group presentations and Written exam.

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:

Use self-awareness to inform helping work in their professional situations/context

Encourage a continuous process of self-reflection and critical self-analysis.

Appreciate the role of the self in relationship building and maintenance.

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, Team Work

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 concepts and approaches to 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 - 2 credits (30 hrs)

Journal writing facilitates the conscious practice of reflection and allows students to express feelings regarding their educational experiences, journals assist students with exploring different options for handling daily experiences. Use of a learning log has become an established part of initial and continuing professional development in helping professions especially counselling, psychotherapy. And expressive and reflective writing in this context is considered to be a significant part of the development of reflective practitioners.

Learner Objectives:

To introduce the process of journal writing to promote reflection, facilitating, critical thought, expressing feelings, and writing focused arguments.

Using Self as a tool and becoming more aware of self and mindful application - integration of learning from class in personal, work and social settings.

This is a regular exploration of student's learning - learner's own reflections on the input, discussions, experiences, insights gained and readings for the course - which the students starts right from the beginning of the course. The review needs to be written as soon as possible after each course / session. The has to be on one's own thoughts, feelings and responses rather than referring to handouts or repeating what the faculty said. Students will be able to evaluate their own self growth.

As outline for keeping the learning log will be given to the students which has to be filled after every class room input session and submitted weekly to the course Faculty. At the end of the course there would be a seminar to share the learnings.

Assessment: Reflections in the Learning review journal, and individual presentation in Seminar.

FP I - FIELD PRACTICUM - I - 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 - I is intended to complement curricular objectives of the certificate programme and are closely integrated with classroom courses. Field experience provides for the acquisition of knowledge and skills in the process of supportive and developmental counselling.

A series of field works seminars and skills workshops will be held towards the end of the course in order to orient and expose participants to the various organizations they will be visiting

Objectives of Field Practicum I :

To acquaint students with the range of thematic issues and the range of interventions/settings of Counselling Practice.

Apply knowledge and skills gained through opportunities for direct intervention with diverse client groups.- under the supervisions of tutors in skill lab settings.

To help students get a first-hand experience of field realities and issues faced by marginalised group.

To develop initial skills of reporting and group discussion as part of the Field Practicum.

As part of the Field Practicum I - EDUCATIONAL VISIT/ORGANIZATIONAL VISIT are organized to government/non-government 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:

To expose students to the social/voluntary sector and State Initiatives

To expose and sensitize students to the core issues of areas of interventions.

To familiarize students with organizational structure, functions, staffing patterns, programmes and policies.

2 nd SEMESTER

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

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:

Demonstrate their comprehension of the basic counselling psychology terminologies and concepts such as perception, cognition, emotion, motivation, and personality used in understanding personality.

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 - U nderstanding 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:

Demonstrate an overall understanding of the principles of growth and its relevance to understand behaviour at various stages of life,

Demonstrate an understanding of the role of heredity and environmental influences in human growth and behaviour,

Explain the developmental tasks and critical development periods across life cycle,

Express a sensitivity to current contextual issues that influence growth and development, and

Identify areas of intervention for counselling practice.

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 - An 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 – As 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 – An understanding 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.

Demonstrate an understanding of the counselling or helping process of Egan's Stage model.

Apply Egan's stage model in their helping role using micro skills.

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)

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:

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;

Provide evidence of the learning from exposure to counselling theories and discourses for understanding a psychologically healthy, positively adapted individual.

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, Thorndike, 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)

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

To be engaged in a continuous process of self-reflection and critical self-analysis.

To express an appreciation of the role of the self in relationship building and maintenance.

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

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:

Obtain exposure to a variety settings where counselling is practiced.

Apply knowledge and skills gained through opportunities for direct intervention with diverse client groups.

Appreciate the importance of the interdisciplinary team while observing the critical role by each team member for effective intervention.

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 & Sexuality, 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.

3 rd SEMESTER

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:

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;

Compare and contrast counselling and personality theories with reference to their conceptual, practical, and ethical dimensions.

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 Frankl 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.

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

List the stages involved in the counselling process seen from a variety of theoretical perspectives

Describe essential worker tasks and skills for each phase of helping

Demonstrate interviewing and use of counselling skills

Demonstrate versatility with a range of skills and strategies in both individual and family counselling

Develop Case formulations from diverse theoretical perspectives

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.

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

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

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:

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.

Demonstrate an understanding of wide spectrum of psychopathology and disorders.

Demonstrate ability to apply skills in differentiating adaptive and maladaptive functioning and intervene appropriately.

Demonstrate the use of the knowledge of diagnosis and understanding pathology in context in intervention and referral.

Explain the contemporary critique of medical models of mental health

Describe distress, dysfunction and human conflict from social and cultural contexts

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 – Understanding the need for knowing 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 & Coping in adulthood - characteristics of healthy coping; depression, psychosis, anxiety, neurosis, personality, psychosomatic substance abuse/other addictive and sexual disorders in adulthood; Coping and adaptation in Old Age - Alzheimer’s and age-related dementia.

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; understanding the Mental Health Act 2017.

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:

Understand the history- origin of community mental health services, its goal and scope.

Exposed to different community mental health programmes in global and Indian context.

Appreciate the significance of the community mental health services

Understand the roles played the community mental health professionals

Participate or engage in a community mental health services and make referrals of their clients to these services.

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 Centres, Community Mental Health Centres, 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)

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:

Demonstrate an understanding of various theoretical approaches, models, and techniques used in counselling.

Report on the hands-on training in the use of various counselling approaches, models, and techniques in a variety of settings.

Demonstrate accurate application the various approaches, models, and techniques and develop their own unique counselling technique.

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.

Unit 1: Positive Psychology: Resilience Building, Crisis Counselling/ Grief Counselling – theories, process and application/settings.

Unit 2: Narrative Therapy: Introduction to the concepts of Narrative Therapy, techniques, process and application/settings.

Unit 3: Solution Focused Counselling: Introduction to the concepts of Solution Focused Therapy – Techniques, process and application/settings.

PGDC 6 : Developing Personal Self and Professional Self: 2 CREDITS (30 hrs)

Demonstrate the use self-awareness to inform helping work in their professional situations/context

Engage in depth the continuous process of self-reflection and critical self-analysis.

Express their appreciation of the role of the “Self” in relationship building.

Plan effective management of stress

Demonstrate their ability to work in teams and appreciate the benefits of working as team

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)

The students will be able to:

Describe value of the exposure to a variety settings where counselling is practiced.

Demonstrate competencies in the application of the knowledge and skills gained through opportunities for direct intervention with diverse client groups.

Describe the value and the importance of the interdisciplinary team while observing the critical role by each team member for effective intervention.

While observing the critical role by each team member for effective intervention.

Critically examine the organisational aspects of the placement setting in relation to its genesis and structure; viability, relevance, scope and types of Counselling offered.

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 1 month. Students will be working in the field setting, for example in a Government or Non-government institutions, a community based organisation, 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 recording 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.

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]

How long is this course? Can I attend it from my current location?

The course is spread across 18 months, three semesters ( One Semester is 15 weeks) , with physical classes and field practicum at the end of each semester after the classroom lectures. The course is offered in face-to-face mode in Mumbai. Online classes are not available.

How many hours of classes do I need to attend every week?

For the first and the third semesters: Wednesday, Thursday, Friday - 6:00 to 9:00 pm ; Saturday - 11:00 am to 6:00 pm (15 hours per week)

For the second semester: Friday - 6:00 pm to 9:00 pm and Saturday - 10:00 am to 6:00 pm (10 hours per week)

How will I be evaluated?

The Evaluation or assessment for course modules differ- It can be individual or group assignments, Class Presentations, Written Exams, Journals etc.

There are at least 2 modes of assessment for a 2 credit ( 30hrs) class module and need submissions for all modes of assessments.

What is the pedagogy of the Programme?

The course is designed to provide the learners with enough practicum experience that helps in transfer of learning to their respective work space. The pedagogy includes role plays, classroom activities, case discussions and lectures.

Will I be able to practice as an independent therapist/psychologist/counsellor after completing the PG Diploma course?

This is a value added programme. Only a degree of PG Diploma doesn’t equip/allow you to practice independently as a psychologist/therapist/counsellor. To be a Professional Psychologist/ Therapist/Counsellor- you will need to have a Postgraduate / Master’s degree in the same field.

After completing the course services can be provided by you in organizations providing mental health services to diverse populations.

Can I apply for a Master's in Psychology after completion of the course?

Yes ,you can apply for the Master’s programme ( depending on the eligibility required by specific university / college) after completing the PG Diploma in Counselling Skills as per the credits required for application. The credits awarded on completion of the programme are 54.

What if I discontinue due to personal reasons? Will I get a refund of my money?

Learners may request for deferment to a later semester in case of personal exigencies and unavoidable circumstances. However, such requests must be validated with appropriate documentation.

For more information on refund and deferment [Read here : https://admissions.tiss.edu/view/6/admissions/stp-admissions/admission-rules-4/ ].

How will be the Field Practicum in the course?

After every semester there will be a block field practicum. The student has to be present for all the field practicums.

1st semester - 2 credits (60 hrs.)

2nd semester - 4 credits (120 hrs.)

3rd semester - 6 credits (180 hrs.)

What undergraduate major is required?

There is no specific undergraduate major that is required for the program. However, undergraduate courses in psychology, counselling, and/or human development are highly recommended.

What kind of internships are available in the program?

Internships are available in different settings with agencies providing mental health services to different populations. The agencies include government, non-government and private organizations.

Are hostel facilities provided for the students who are not from Mumbai?

No hostel facilities are available for this course. The students will have to make arrangements for their stay during the course.

What support services are available for students during the program?

TISS has a one of a kind and famous Library ( rich resource of book collections, journals , online e -resources, gymnasium, Health Centre, Counselling Centre, anti-ragging cell etc.

Do we get any opportunities for networking or connecting with professionals in this field?

Yes, many guest faculty, guest speakers and alumni are invited for various sessions.

Does the course have an alumni network in place? Do we become members of this network after completion of any semester?

Yes, we have the alumni network and are in the process of formalizing one.

How do I address concerns or challenges I face during the course ?

Any concern faced during the course can be brought up to the Programme Manager and the CLL Secretariat. The students will be guided further to the relevant concerns.

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Tiss mumbai ma psychology entrance – complete details.

Tata Institute of Social Sciences – National Eligibility Test, also known as TISS-NET is a postgraduate entrance test for Full-Time (Regular) Post-Graduate Degree Programs, such as M.A, M.Sc., MHA., MPH, LAW at Tata Institute of Social Sciences Mumbai, Tuljapur, Guwahati, and Hyderabad campuses.

Before learning more about TISS NET or TISS Entrance Exam Pattern, it is necessary to know that Tata Institute of Social Science has now adopted CUET PG for its admissions to all postgraduate programs including MA Applied Psychology.

In a recent statement, the Tata Institute of Social Sciences Mumbai mentioned that admission to ALL its PG courses will based on the CUET PG Scores because it will give a single window opportunity for students seeking admission to any university and college participating in CUET PG.

Click here to read more about the changes to TISS NET Exam Pattern.

TISS-NET is a computer-based test that was conducted in 40 cities divided into 4 regions in different parts of the country.

School of Human Ecology at TISS Mumbai campus offers a Master of Arts in Applied Psychology (Clinical and Counselling Practices). The institute has an intake of 50 seats in this course.

The total course fee for an M.A. in Applied Psychology at Mumbai Campus is around ₹1,59,000.

Candidates can check the subject-wise credits and fee structure here .

Eligibility Criteria

In order to be eligible for this course, candidates should have any of the following qualifications:

completed or are in the process of completing B.A./B.Sc. Honors in Psychology.
completed/are in the process of completing B.A./B.Sc. General – with a minimum of three papers in Psychology
completed any bachelor’s Degree from a recognized University and have completed a university-recognized one-year, part-time/full-time post-graduate diploma in counseling fulfilling the UGC criterion of a minimum of 40 credits (Distance and online diploma courses will not be considered).

Reservation Criteria

The TISS Mumbai campus offers the following reservations in all the courses, including M.A in Applied Psychology:

Scheduled Caste (SC): 15%
Scheduled Tribes: 7.5%
Other-Backward Classes (NCL): 27%

Documents Required For TISS-NET Applications

Candidates should keep the soft copies of the following documents handy while filing the TISS-NET Applications Forms:

Caste/Tribe Certificate (for SC/ST)
OBC Certificate (for OBC candidates)
PWD Certificate (for PWD candidates)
Income Certificate (if applicable)

Note: SC/ST candidates whose annual family income is <=250000 (2.5 lac) and OBC(NC) candidates whose annual family income is <=100000 have to upload an Income certificate.

TISS-NET Stage-Wise Weightage

Candidates should complete the two stages for admission to Masters in Applied Psychology at TISS. First is the TISS National Entrance Test (TISS-NET) , and second is the TISS Online Assessment (OA).

Here is the detailed weightage for the final selection process

The OA is conducted by a three-member panel to assess the candidates’ suitability and interest in the chosen program.

Learn more about Online Assessments (OA) .

TISS-NET Question Paper Pattern

TISS-NET contains 100 objective-type questions. The duration of the test is 100 minutes. There is no negative marking in this examination. The medium of TISS-NET is English. The exam is usually conducted between 2 PM to 3:40 PM. This test shortlists the candidates for Stage 2. There are no reservation rules in the shortlisting stage. The shortlisting for Stage 2 will be based on the candidates’ aggregate TISS NET Score.

Here is the detailed Question paper structure of the TISS-NET Exam:

Candidates can take a look at the Online Examination Portal of TISS-NET and get familiar with the functionality.

Join the Telegram Channel to Get Daily Quizzes on Analytical Reasoning, General Awareness, Current Affairs for TISS-NET/CUET-PG Psychology Exam.

Learn more about Live Classes For Live TISS-NET | GATE | CUET-PG | MA Psychology Entrance Preparation

For the latest updates or any queries related to psychology entrance preparation, follow us on Instagram and Facebook .

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Stipends for doctoral students of psychology have not kept pace with cost of living in the U.S., study finds

A n online survey of doctoral students in psychology across the U.S. has shown that their annual stipends are not keeping pace with the rising cost of living. More than 80% of these students reported taking on additional debt to cover their living expenses. The survey also found that students who were more concerned about their financial situation were more likely to postpone getting married or having children and were also more likely to forego medical or mental health care. The paper was published in the Journal of Clinical Psychology .

The cost of higher education in the United States has risen dramatically over the past several decades. Since the 1980s, tuition and fees at both public and private colleges and universities have increased by as much as 250%, which is a rate far exceeding inflation. For the 2021-2022 academic year, the average cost of tuition and fees was $38,185 at private colleges and $10,338 for state residents at public colleges.

This rise in costs has been driven by factors such as increased demand for higher education, reductions in state funding for public institutions, growing administrative expenses, and investments in facilities and technology. The escalating cost of higher education has led to a significant increase in student loan debt, which has become a major financial burden for many Americans.

In 2021, total student loan debt in the U.S. was estimated to be over $1.7 trillion. With around 44 million borrowers, the average debt is around $38,000 per borrower. This rising cost of higher education and the associated debt has sparked an ongoing debate about the value of a university degree and the need to reform the higher education system.

Research focusing on graduate psychology students has revealed that their debt levels have escalated from between $20,000-$60,000 around the turn of the millennium to recent estimates exceeding $122,000 and $231,000 for PhD and PsyD students, respectively. This level of debt is in stark contrast to the median annual salary for clinical psychologists, which stands at $90,000.

Study author Erica Szkody and her colleagues wanted to further explore the financial stress and debt situations of doctoral students in clinical psychology. They were interested in understanding the sources of funding and financial support these students receive, how they manage their finances, and the impact of financial stress on their future plans and mental health. They sought detailed insights through an online survey.

The survey included 912 doctoral students from scientist-practitioner and clinical scientist psychology graduate programs in the U.S., with 82% identifying as female and 73% as White. The participants represented a diverse geographical distribution across the country.

The survey inquired about the students’ incomes, including stipends, part-time employment, savings, and other sources of income, as well as their expenses, such as daily living costs, work and education-related expenditures, and their level of debt. It also explored issues related to financial stress, including delays in achieving life milestones due to financial concerns, living arrangements, and assessments related to financial hardship, depression, anxiety, substance abuse, sleep patterns, and sleep difficulties.

The findings indicated that half of the students received stipends covering all 12 months of the year, while 39% received support for 9 months. Despite variations in funding during the summer, over half of the participants reported some form of support. Savings among students varied significantly, with 50% reporting up to $5,000 in savings and 15% having none. Financial support from friends, family, partners, or child support was crucial for 72% of the students, especially during the summer months.

Despite program restrictions on part-time employment, 28% of students reported having part-time jobs at some point. Only 5% had no undergraduate student loan debt, and 19% had not taken out graduate student loans. The average loan size reported was around $77,000, with some students reporting debts as high as $500,000.

Most students shared housing with roommates, family members, or friends, with 86% renting homes or apartments. The average annual expenditure for students was approximately $17,500, against an average reported income of about $21,500, leaving them with around $4,000 in expendable pre-tax income. However, about 35% reported having no expendable income.

Approximately 43% of participants expressed significant stress about their financial debt, and 16% seriously considered discontinuing their doctoral studies due to financial difficulties. About half of the participants delayed life milestones due to financial concerns, most commonly postponing marriage, starting a family, having children, and participating in social activities.

Further analysis revealed that lower stipends, greater debt, and smaller savings were linked to higher financial stress and more time spent worrying about financial issues. Greater financial concerns were associated with higher levels of depression and anxiety, as well as reduced sleep quality.

“This study illustrates the inadequacy of current financial support for clinical psychology doctoral students,” the study authors concluded. “Most of the sample reported receiving a stipend that required them to take out significant loans during graduate school, which contributed to debt and financial stress.”

“We also now know that financial stress is related to symptoms of depression and anxiety, and poor sleep for clinical psychology doctoral students, as well as avoiding seeking proper health care, which makes financial stress in graduate school a topic of critical importance. University and program leadership are encouraged to advocate for increased financial support, as well as improve financial transparency and access to health care.”

The study sheds light on an important predicament current doctoral students face. However, it should be noted that study participants were exclusively students from clinical psychology programs that were members of the Council of University Directors of Clinical Psychology. Results might be somewhat different on students of other programs.

The paper, “ Financial stress and debt in clinical psychology doctoral students, ” was authored by Erica Szkody, Steven Hobaica, Sarah Owens, Jennifer Boland, Jason J. Washburn, and Debora Bell.

Remembering Alumnus and Emeritus Professor Auke Tellegen

On March 11, 2024, the world lost a brilliant mind and a remarkable soul. Auke Tellegen , psychologist, and esteemed professor, passed away peacefully in his home, leaving behind a legacy that will continue to shape the field of psychology for generations to come.

Tellegen received a Ph.D. in personality psychology from the University of Minnesota in 1962 and completed a post-doctoral fellowship in clinical psychology at the University of Minnesota Medical School in 1963. He was a professor in the Department of Psychology from 1968 to 1999 when he became Professor Emeritus. He worked on psychological and personality assessment, developing the Multidimensional Personality Questionnaire, and contributed to the Minnesota Multiphasic Personality Inventory.

Auke Tellegen's contributions to the field of psychology are immeasurable. He dedicated his life to unraveling the complexities of human behavior and personality, pioneering groundbreaking research that has left an indelible mark on the discipline. His memory is a blessing to all who had the privilege of knowing him, and his major contributions to the field of psychology continue to drive the path toward a deeper understanding of ourselves and the world around us.

Auke Tellegen's memorial event will take place on Sunday, May 5 at 3 pm in the Johnson Room at the McNamara Alumni Center on campus.

Auke Tellegen, PhD, alumnus and emeritus professor in the Department of Psychology at the University of Minnesota.

Composed by Madison Stromberg, communications assistant.

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Graduating N.J. college student was killed in crash with alleged drunk driver, family says

Updated: Apr. 01, 2024, 5:52 p.m. |
Published: Apr. 01, 2024, 4:48 p.m.

Yolanda Pacheco was a student in Stockton University’s psychology program and was set to graduate with her bachelor’s degree in May, according to her family. Patricia Helmick

Nyah Marshall | NJ Advance Media for NJ.com

A 22-year-old Stockton University student who was set to graduate this May, was killed in a crash involving a drunk driver, according to the victim’s family.

On March 28, Yolanda Pacheco , of Mount Holly, was driving an SUV in the westbound lanes of the Black Horse Pike in Hamilton Township in Atlantic County, when she was struck.

The crash involved a car driven by an unidentified 25-year-old woman from Mays Landing, which collided with Pacheco’s vehicle near milepost 37.2, according to New Jersey State Police.

The impact caused Pacheco’s SUV to veer off the highway, overturn and collide with three parked vehicles, ultimately killing her, police said.

Pacheco’s passenger, a 27-year-old woman from Egg Harbor City, was treated for moderate injuries.

The 25-year-old driver of the other car involved was also hospitalized with moderate injuries, according to police.

Authorities said the investigation into the crash is ongoing, but have not commented on its progress or on the cause of the crash.

In a GoFundMe organized by Patricia Helmick, Pacheco’s mother, Hemlick says that her daughter was killed in an accident caused by an alleged drunk driver.

Pacheco was a student in Stockton University’s psychology program and was set to graduate with her bachelor’s degree in May, according to her family.

“We are now left to plan a funeral instead of a graduation party,” Helmick wrote in the GoFundMe. “No parent should have to go through this.”

The family is raising funds for Pacheco’s funeral service, scheduled for this Friday. As of Monday, they have surpassed their $20,000 goal on GoFundMe .

Described by her family as “one of a kind,” Pacheco was known for her great heart, bubbly personally and willingness to help anyone in need, her mother said in the online fundraiser.

“(Yolanda) was a great daughter, granddaughter, sister, aunt and friend to her loved ones,” Hemlick said. “Losing someone so young and unexpected has caused financial hardship for her family.”

In an email sent out to students and staff, Stockton University’s administration expressed condolences to Pacheco’s family and friends and offered support services.

Pacheco’s sister, Yesenia, is also apart of the University’s community. She is the school’s coordinator of student transitions, according to Christopher C. Catching, vice president for student affairs.

Stockton’s counselors are available to help any student or staff member in need of support through telehealth or in-person appointments, Catching said in a statement.

“Students can contact the Counseling Center by calling (609) 652-4722 or visit during walk-in hours Monday through Friday, 8:30 a.m.-4 p.m., in J-204,” Catching said.

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Ph.D. in Applied Psychology (Anchored by School of Human Ecology ...
Description. 1. Ph.D. Programme in Applied Psychology. Total Intake:- 3. Location :- Mumbai. Thematic Areas. Couple and family relationships (heterosexual and queer) and counselling and psychotherapy, Gender, sexuality and counselling and psychotherapy, Young people's mental health, Counselling and interventions. Fee Structure:
Overview
Ph.D. in Applied Psychology (Anchored by School of Human Ecology) ... Post graduate certificate programme in Couple and Family Therapy by TISS : Post Graduate Diploma in Psychotherapy and Counselling with Children and Adolescents (PGD-PCCA) ... Tata Institute of Social Sciences, V.N. Purav Marg, Deonar, Mumbai-400088. +91(22)25525000 ;
Ph.D. (Applied Psychology) From TISS Mumbai, Mumbai
1 st semester - Rs 7,500. 2 nd semester - Rs 500. 3 rd semester - Rs 2500. 4 th semester - Rs 500. 5 th semester - Rs 2500. 6 th semester - Rs 3000. 7 th semester - Rs 23000. 8 th semester - Rs 21000. Hostel Charges will be 20,000 per semester (PhD Scholars will have their hostel seats available for the full year unlike Masters ...
Ph.D Applied Psychology at TISS Mumbai Offline Course
Ph.D. program in Applied Psychology shall be for a minimum duration of three years, including course work and a maximum of six years. Extension beyond the above limits will be governed by the relevant clauses as stipulated in the Statute/Ordinance of the individual Institution concerned. This Ph.D. program offered by Tata Institute of Social ...
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Ph.D. (Library & Information Science) ₹ 66,500 1st Yr Fees. 4 Years Degree On Campus Doctorate/M.Phil Full Time. Check Detailed Fees. Apply Now. Download Brochure. Compare. TISS invites applications for M.Phil and PhD. Programmes with the various Schools and Independent Centres of the Institute across TISS Mumbai, Tuljapur and Guwahati Campuses.
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TISS Mumbai also known as Tata Institute of Social Sciences (TISS) is a Multi-campus Research University in Mumbai. TISS is known for its interdisciplinary approach to social sciences. TISS Mumbai is ranked 60th in the University Category and 99th in Overall Category by NIRF 2022. TISS Mumbai HRM is also highly preferred and has an intake of 68 students per year.
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Master of Arts in Applied Psychology (Clinical and Counseling Practice
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118 views. TISS, Mumbai has invited online applications from eligible candidates to take admission in the Ph.D. in Applied Psychology course for session 2022-2024. Further dates are given below with the link to apply for the same. Tata Institute of Social Science (TISS) is based in Mumbai and has many centers in tuljapur, Hyderabad, Guwahati.
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TISS, Mumbai PhD in Psychology
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TISS Mumbai MA Psychology Entrance
School of Human Ecology at TISS Mumbai campus offers a Master of Arts in Applied Psychology (Clinical and Counselling Practices). The institute has an intake of 50 seats in this course. The total course fee for an M.A. in Applied Psychology at Mumbai Campus is around ₹1,59,000. Candidates can check the subject-wise credits and fee structure here.
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Ph.D Applied Psychology at TISS Mumbai Offline Course

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Post Graduate Diploma in Counselling (with an exit option at the certificate and Diploma level) 2024

Exit Option: Entry level admissions are for PG Diploma in Counselling with an exit option at Certificate (1 st Semester – 15 weeks) and Diploma level (2 nd Semester – 30 weeks)

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Stories by Nyah Marshall

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