Sujata Sriram

Training in Counselling: Trainers’ Perspectives

This paper examines educator’s perspectives on training for counselling in Mumbai. Thematic analysis, with a pre-coded questionnaire was done with ten institutes running counselling programmes of varying duration—short-term, diploma and degree programmes. Counselling training imbued counsellors with theory and practice. An absence of a standardized curriculum for counselling training produced inconsistency in graduates across programmes. Over the years, there was an increase in the number of students being admitted into counselling programmes, these students were from across social class. A gender divide was clearly seen, with more women taking admission in counselling programmes. Curriculum revision was easier in short-term programmes. Trainers believed that there was insufficient attention on practical learning. Intensive fieldwork was required, with supervision and internship. Regulation of the field was important for entry of trained professionals. Participants expressed a need for training counsellors to use vernacular languages for counselling.

An Ethnography of Love in a Tamil Family

If you visit Dr. Margaret Trawick’s home page at the University of Massey, New Zealand, there are two photographs on display. One is of Trawick herself. The other is a photograph of one of the primary respondents in her study on love in a Tamil family. The inscription below that photograph reads ‘In Memory of Pullavar S.R. Themozhiyar, 1938–1998’. Trawick lived with Themozhiyar’s family and used them as sources for her book Notes on Love in a Tamil Family. The book was researched in three phases, in 1975, 1980 and then in 1984. First published in 1990, the book was awarded the 1992 Coomaraswamy award for significant scholarly work on South Asia. Oxford University Press, India brought out an Indian edition in 1996. Trawick’s meeting with Themozhiyar, or Ayya, as he is also known in the book, was a serendipitous one. She was in Tamil Nadu researching concepts of the human body in South India. Ayya was introduced to her as a ‘Tamil scholar who made his living by lecturing at religious gatherings about Saiva literature’ (p. 41). Ayya introduced Trawick to the epic poem Tirukkovaiyar by Manikkavacakar. This was a love poem, which talked of the love of a man and a woman, and also spoke of the

Engaging the Student: Redesigning Classrooms for Project-Based Learning

Schoolrooms in India are rarely designed for active learning. Information is communicated from teacher to student in a top-down fashion, using the transmission mode. Classrooms and teachers do not encourage participation of students as active learners. While research shows the efficacy of project-based approaches in education, it is rare to see the approaches implemented in practice in schools in India. Project-based approaches allow for active learning by the learner, contributing to the development of both cognitive and social skills. Learning through project methods engages the learner and the teacher equally. However preparing for project-based learning requires change in the attitudes of teachers, along with more effort required to design classrooms and material accordingly. While learners in select prestigious schools in India have exposure to active, project-based learning, this experience does not percolate down to children studying in state-sponsored schools. This paper examines some of the advantages of project-based learning, and the challenges faced by teachers and schools in India in implementing the same.

The Virtual World of Social Networking Sites Adolescent’s Use and Experiences

Social Networking Sites (SNSs) such as Facebook have made inroads in the life of users. The current study used a quantitative approach to explore adolescents’ usage of SNS in Mumbai and their perceptions and experiences of the same. The sample consisted of 121 adolescent boys and girls in the age group of 13–18 years. Easily accessible Internet and availability of devices such as smartphones influenced access to SNS. Computer-mediated-communication was the preferred means of communication. Selective self-representation and online social comparison were pertinent themes seen through the study. Gender and age differences were found in the overall usage and experiences of SNS. Parental involvement and monitoring resulted in adolescents engaging in privacy management and helped control risky online behaviour. Overall, adolescents reported more positive experiences with SNS.

Counselling in India: An Introduction to the Volume

This volume titled ‘Counselling in India: Reflections on the Process’, brings together empirical research on practising therapists and counsellors in India. The experiences of being therapists and counsellors in India are illustrated, with an emphasis on the process of therapy and counselling. In India, the stigma related to mental illness and going to a mental health practitioner persists, compounding the task of the counsellor. The discourse on counselling, as practiced in diverse contexts, such as hospitals, schools, private practice, family courts and helplines, have been summed up. Challenges confronted at the initial stage of joining the profession as novice counsellors, the motivational factors that contribute to entering the profession, the synergies between the personal and the professional self of the therapist have been discussed. The use of the creative arts such as music, art and intermodal methods in therapy have been considered. Counsellor training and implications of the gaps therein have been deliberated.

The Road Ahead: Conclusion and Directions for Future Research

This volume has brought together a set of papers that examine the process of counselling as practiced by counsellors and therapists in India. Challenges faced by therapists due to poor mental health literacy have been illustrated. Inadequacies arising from training and supervision, due to variations in academic curricula and expectations have been identified. The scope of counselling as a profession, along with ethical dilemmas arising out of practice has been examined. The impact of the profession on the personal and professional self of the therapist, and the motivational factors and values of the counsellor are propositions that need consideration. Implications for research, training and outreach have emerged from the studies.

Beginning the Journey: What Motivates Therapists to Join the Profession?

The choice of counselling and psychotherapy as a profession is determined by a range of factors. In India, psychotherapy as a profession is still in its early stages of development. There is limited research on what motivates individuals to take up psychotherapy as a career. A qualitative dominant mixed methods research study was conceptualized to explore factors contributing to therapists choosing psychotherapy as a profession. Sixteen practising psychotherapists, 10 women and 6 men, with 6–25 years of experience participated in the study. An interest in the human mind, in healing and reading and in working with children, led therapists to enter the helping profession. Personal qualities such as being a people’s person and being a patient listener facilitated the choice. Experiencing life changing events and personal distress, receiving professional help or adopting certain roles within the family were mentioned as facilitating factors. Personal needs and the role of destiny and chance were also identified as contributing elements. Different therapists took different routes in their journey towards pursuing the profession of counselling and psychotherapy. Awareness of factors that contributed to entering the field through self-reflective practice in training and supervision is recommended.

Marital Counselling in India: Perspectives from Family Court Counsellors

At a national convention organized to commemorate the 25th anniversary of the establishment of the Family Court in Mumbai, 98 family court marriage counsellors from 14 states in India discussed issues connected to the Family Courts Act of 1984. Matters relating to the setting up and functioning of the courts, nature of cases, challenges encountered and good practice models were deliberated on. There was little parity across states on how the Act was implemented. Kerala and Maharashtra emerged as model states, wherein rules and processes were in place and enforced. Problems arising from occupying dual roles of advocate or judge with marriage counsellor were illustrated. There was agreement that the nature of cases seen across states was similar, with an increase in cases of maintenance, dowry and family violence. Interference by advocates and family members was expressed as a challenge that counsellors had to deal with on a daily basis. Counsellors brought up work-related issues such as high case load, involuntary clients, stagnation in the work role and lack of support from the system, coupled with inadequate training. Suggestions were made on the need for periodic training, accreditation and licensing of marriage and family counsellors. Systematization of procedures and processes in the court through the development of manuals and guidelines was emphasized.