CAREER OPPORTUNITIES IN CLINICAL AND COUNSELING PSYCHOLOGY

CAREER OPPORTUNITIES IN CLINICAL AND COUNSELING PSYCHOLOGY
Clinical and counseling chologists deal with the causes, prevention, diagnosis, and treatment of individuals with psychological problems. These problems vary considerably as to their degree of severity. Although very similar, clinical and counseling psychologists differ with respect to the disorders of the patients they treat. Typically, clinical psychologists treat more severe disorders, such as phobias, bipolar disorder, and schizo-phrenia. On the other hand, counseling psychologists work with patients suffering from everyday stresses, including career planning, academic performance, and marriage and family difficulties. Clinical and counseling psy-chologists can be found working in individual practices, schools, colleges and universities, hospitals, and other mental health facilities. The particular method of therapy utilized by each clinical and counseling psychologist is often influenced by the theoretical orientation they adhere to. There are a total of over 200 theoretical orientations, each providing a different explanation behind the causes of psychological disorders and their appropriate treatments. Some orientations are more popular than others; however, most psychologists integrate two or more into their therapy. Furthermore, some theoretical orientations are better at explaining and treating certain disorders more than others. Regardless of their orientation preference, clinical and counseling psychologists are trained to assist a variety of individuals and their emotional difficulties. Clinical psychologists evaluate people in various settings, and give diagnostic tests. They may provide individual, family, or group psychotherapy, and design and implement behavior modification programs. Some clinical psychologists collaborate with physicians and other specialists to develop and implement treatment and intervention programs with greater compliance results. Other clinical psychologists work in universities and medical schools, where they train graduate students in the delivery of mental health and behavioral medicine services. Some administer community mental health programs.Areas of specialization within clinical psychology include health psychology, sports psychology, neuropsychology, and geropsy-chology. Health psychologists promote good health through health maintenance counseling programs designed to help people achieve goals such as to stop smoking or lose weight. They also work with people on the psychological aspects of chronic illness and disability. Sports psychologists work with athletes on such factors as mental preparation, anxiety management and performance anxiety. Neuropsychologists study the relation between the brain and behavior. They often work in stroke and head injury programs. Geropsychologists deal with the special problems faced by the elderly. The emergence and growth of these specialties reflects the increasing participation of psychologists in providing direct services to special patient populations.
Clinical and counseling psychologists deal with the causes, prevention, diagnosis, and treatment of individuals with psychological problems. These problems vary considerably as to their degree of severity. Although very similar, clinical and counseling psychologists differ with respect to the disorders of the patients they treat. Typically, clinical psychologists treat more severe disorders, such as phobias, bipolar disorder, and schizo-phrenia. On the other hand, counseling psychologists work with patients suffering from everyday stresses, including career planning, academic performance, and marriage and family difficulties. Clinical and counseling psy-chologists can be found working in individual practices, schools, colleges and universities, hospitals, and other mental health facilities. The particular method of therapy utilized by each clinical and counseling psychologist is often influenced by the theoretical orientation they adhere to. There are a total of over 200 theoretical orientations, each providing a different explanation behind the causes of psychological disorders and their appropriate treatments. Some orientations are more popular than others; however, most psychologists integrate two or more into their therapy. Furthermore, some theoretical orientations are better at explaining and treating certain disorders more than others. Regardless of their orientation preference, clinical and counseling psychologists are trained to assist a variety of individuals and their emotional difficulties. Clinical psychologists evaluate people in various settings, and give diagnostic tests. They may provide individual, family, or group psychotherapy, and design and implement behavior modification programs. Some clinical psychologists collaborate with physicians and other specialists to develop and implement treatment and intervention programs with greater compliance results. Other clinical psychologists work in universities and medical schools, where they train graduate students in the delivery of mental health and behavioral medicine services. Some administer community mental health programs.Areas of specialization within clinical psychology include health psychology, sports psychology, neuropsychology, and geropsy-chology. Health psychologists promote good health through health maintenance counseling programs designed to help people achieve goals such as to stop smoking or lose weight. They also work with people on the psychological aspects of chronic illness and disability. Sports psychologists work with athletes on such factors as mental preparation, anxiety management and performance anxiety. Neuropsychologists study the relation between the brain and behavior. They often work in stroke and head injury programs. Geropsychologists deal with the special problems faced by the elderly. The emergence and growth of these specialties reflects the increasing participation of psychologists in providing direct services to special patient populations.Subfields Within Clinical and Counseling PsychologyResearch Psychologists are continuously doing research in order to test the effectiveness of therapies, drug treatments, and many other psychological questions. Counseling Counseling involves working with a variety of individuals and their everyday problems in individual, family, or group settings.Psychotherapy Psychotherapy is used for individuals with severe psychopathologies, such as schizophrenia and severe depression. Treatment strategies often include medication, and sometimes hospitalization. Psychiatry Psychiatry is the field of medicine that specializes in prescribing medications for psychological disorders. This requires a medical degree and specialized training in the effects of certain medications. Child and Children and adolescents sometimes experience Adolescent difficulties unique to their age group. Psychologists in Psychology this area give special attention to these issues and concerns. India ranks second in the world in terms of population. There needs to be a healthy ratio between doctors (in each specialized field) and patients, in order to ensure the good health of a country’s population. However, today, the number of Clinical Psychologists in the country is abysmally low. The situation looks very grim if we compare the number of Clinical Psychologists in the country with that of the number of Psychiatrists in India. The ratio between Clinical Psychologists and Psychiatrists, in the country, is very poor at 1:10. Even the current output of registered Clinical Psychologists in India is as low as ten percent of the total need.Psychotherapy can be and should be offered by trained Clinical Psychologists, according to the Rehabilitation Council of India (RCI). But due to the acute shortage of trained Clinical Psychologists in the country, even Psychologists and Psychiatrists offer counseling services. This is being done, despite the fact that Psychiatrists are trained to address mental health issues only from the physiological point of view. Students, who have merely completed their Post graduation in Social Work or in Psychology, are also offering counseling services, even though they are not registered under the RCI. This presents a picture of an acute lack of trained Clinical Psychologists in India. It also points to the urgent need for trained and qualified Clinical Psychologists.The Mental Health Authority (MHA) was set up by the Government of India, in the wake of the fire tragedy at a psychiatric nursing home in Erwadi (Tamil Nadu), in which many mentally ill patients were burnt to death. The task of issuing licenses to psychiatric nursing homes and such establishments was entrusted to the MHA. The presence of at least one registered Clinical Psychologist on the premises of any such establish-ment was recommended by the MHA. The RCI issues a registration number to every Clinical Psy-chologist which has to be renewed after every seven years.Career & Job Opportunities :EligibilityThe successful completion of an M.A. or M.Sc. Degree in Psychology with a minimum of 55 percent marks in aggregate is the minimum eligibility criteria for pursuing an M. Phil Degree in Clinical Psychology. It is preferable to have a special paper in Clinical Psychology at the Master’s Degree level. The aggregate percentage marks are relaxable by five percent for the students belonging to the Scheduled Castes, Scheduled Tribes and Other Backward Classes. Two years of practical experience in offering counseling services is also an eligibility criteria at several institutes.AptitudeOne needs to be kind and compassionate in nature in order to be a good Clinical Psychologist since this profession entails the practitioners to understand and solve the problems of people through counseling. One should have a good understanding of the workings of the human mind and should also have a natural propensity to unravel the deepest mysteries of the human mind. It is a difficult task to deal with patients exhibiting abnormal mental behaviour; hence a lot of patience is required on the part of a counselor.In the profession of Clinical Psychology, a counselor picks up a lot of negative thoughts and emotions from the patients. Hence, one should have the ability of ventilating all the negativity picked up during counseling. Moreover, one should also have strong skills of persuasion in order to help patients break their mental blocks. Effective communication skills are also required, since one has to uncover the innermost workings of the patients mental processes by talking with them.CoursesVarious courses in Clinical Psychology are offered by universities and institutes across the country. One can go in for an M. Phil. Programme of two years duration. Two-year M. Phil. programmes are available at the Central Institute of Psychiatry (CIP) in Ranchi (Jharkhand), the National Institute of Mental Health and Neuro Sciences (NIMHANS) in Bangalore (Karnataka) and at the Institute of Human Behaviour and Allied Sciences (IHBAS) in New Delhi. The IHBAS inducts 12 students into its M. Phil. programme every year. Each of the above-mentioned institutes conducts independent, all-India level entrance examinations for candidates wishing to get admission into M. Phil programmes at these institutes. The candidates who qualify in the written examination also have to clear an interview in order to get admission.Diploma courses and Certificate courses in Clinical Psychology are also offered by several institutes across the country. The Jamia Millia Islamia (New Delhi) and a few regional centers of the NCERT (National Council of Educational Research and Training) offer Diploma courses in Clinical Psychology.The RCI recommends a practice-oriented curriculum for students pursuing any course (Degree, Diploma or Certificate) in Clinical Psychology. The RCI recommends an OPD (Out Patient Department) in every institute offering a course in Clinical Psychology. It also recommends the restriction of theory-related teaching to only 30 percent of the syllabus while laying more stress on practical learning.ProspectsOne who has done a course in Clinical Psychology will be able to find jobs in the government sector. One will also be able to find jobs in the licensed psychiatric nursing homes. Clinical Psychologists are also required in the non-governmental organizations (NGOs) who are engaged in offering counseling services. One can also find a job as a full-time career counselor in a school, since the Central Board of Secondary Education (CBSE) has directed for the appointment of at least one full-time career counselor in each and every school under its affiliation. One can also specialize in marital counseling if one has obtained a professional degree in Clinical Psychology. Moreover, the prospects of earning name and fame are quite bright if one sets up a clinic and starts counseling independently. A lot of opportunities are also open for students of Clinical Psychology in the UK, the US, Australia and Singapore.The profession of Clinical Psychology is in a very young stage in India but is set to expand more in the near future. Together with it, the career scope of students, who do a course in Clinical Psychology today, will also expand in the near future.


List of colleges offering the courses
Name of the course Institutes offering the courses
M. Sc. Psychology

Bangalore University, Bangalore, (Karnataka), Jnana Bharathi, Bangalore 560056.
Sri Venkatehswara University, Tirupati, (Andhra Pradesh) Tirupati 517502, Chittor, Andhra Pradesh.
University of Calcutta, Kolkata, West Bengal-700073.
University of Mysore, Mysore, (Karnataka) Mysore Viswavidyalaya Karya Soudha, Crawford Hall, P.B. No. 17, Mysore 570005.
M.Sc. Holistic Psychology

Bangalore University, Bangalore, (Karnataka) Jnana Bharathi, Bangalore 560056.
M.Phil. in Psychology

Gujarat University, Ahmedabad, (Gujarat) PB No.4010, Navrangpura, Ahmedabad - 380009.
Gurunanak Dev University, Amritsar, (Punjab).
Gurunanak Dev University, Amritsar.
Sardar Patel University, Gujarat, (Gujarat) Vallabh Vidyanagar - 388120, Gujarat.
University of Mysore, Mysore, (Karnataka) Mysore Viswavidyalaya Karya Soudha, Crawford Hall, P.B. No. 17, Mysore 570005.
M. Phil. in Rehabilitation

Mahatma Gandhi (M.G) University, Kerala, (Kerala) Priyadarsini Hills P. O.,
Psychology Kottayam, Kerala, India Pin-686560.
National Institute For The Mentally Handicapped, Manovikas Nagar, Secunderabad 500009, (Andhra Pradesh).
National Institute For The Mentally Handicapped, Manovikas Nagar, P.O. Bowenpally, Secunderabad 500011.
P.G. Diploma in C.A.H Psychology

Maharaja Sayajirao University of Baroda, Vadodara, (Gujarat) Fatehgunj,
Vadodara - 390002.
P.G. Diploma in Clinical and Community

Maharaja Sayajirao University of Baroda, Vadodara, (Gujarat), Fatehgunj,
and Community Vadodara-390002.
Psychology (CCP)
Ph.D. in Clinical psychology

Bangalore University, Bangalore, (Karnataka) Jnana Bharathi, Bangalore
Psychology 560056.
Gurunanak Dev University, Amritsar, (Punjab).
Gurunanak Dev University, Amritsar.
Post Graduate Diploma in counselling psychology

Punjabi University, Patiala, (Chandigarh) Arts Block No. 1, First Floor,
Patiala -147002. India.
M.A. (Psychology)

Barakatullah Vishwavidyalaya, Bhopal, (Madhya Pradesh).
Behrampur University, Bhanja Bihar, Orissa-760007.
Bhagalpur University, (Bihar), Bhagalpur- 812007.
Devi Ahilya Vishwavidyalaya, MGM Medical College, AB Road, Indore-452001.
Gujarat University, Ahmedabad, Gujarat- 380009.
Gurunanak Dev University, Amritsar, (Punjab).
Himachal Pradesh University, Summer Hills, Shimla-171005.
Jamia Millia Islamia, Jamia Nagar, New Delhi - 110025.
Jodhpur University, Jodhpur, (Rajasthan), Jodhpur-313001.
Kurukshetra University, Kurukshetra, Haryana- 136119.
Lalit Narayan Mithila University, Darbhanga, Bihar-840004
Magadh University, (Bihar),Bodh Gaya, Bihar - 824234.
Maharaja Sayajirao University of Baroda, Vadodara-390002.
Maharshi Dayanand University, Rohtak, (Haryana).
Mahatma Gandhi (M.G) University, Priyadarsini Hills P.O., Kottayam, Kerala, India Pin-686560.
Mohanlal Sukhadia University, Udaipur-313001.
North Eastern hill University, (Meghalaya), Shillong 793001.
Punjabi University, Patiala, (Chandigarh), Patiala -147002.
Sambalpur University, Burla, Orissa- 768019.
Sardar Patel University, Gujarat, Gujarat- 388120.
Saurashtra University, Rajkot, Gujarat - 360005.
South Gujarat University, Surat, Gujarat- 395007.
University of Calicut, Kozhikode-673008.
University of Delhi, Delhi, (Delhi), Delhi - 110007.
Utkal University, Bhubaneshwar, Orissa-751004.
(The author is working as Health Educator in Department of Health and Family Welfare at Sadar Hospital, Aurangabad, Bihar)


Author:
Dr. Bhrigunath Singh

GUIDANCE AND COUNSELLING

GUIDANCE AND COUNSELLING
Guidance is the assistance given to individuals in making intelligent choices and adjustments. It is based on the democratic principle that it is the duty and right of every individual to choose his own way in life so far as his choice does not interfere with the rights of others. Guidance is an integral part of education and is centered directly upon this function.
Today curricula offered by colleges and universities have increased tremendously. Vocations of many forms are penetrating in to colleges and universities. Competitive exams for entry into institutions and services have become normal phenomena in our country as elsewhere.
Expert help is required by the students in making wise choices and be successful in competitive exams. Expert assistance is also required for enabling the student in making proper adjustment in relation to general academic life at college or university to effect maximum intellectual, emotional and physical development.
GUIDANCE AND CURRICULUM
Continuous development of the student’s abilities to think, to concentrate on the task at hand, to work happily and corporately with others can be achieved only through a curriculum that provides for these kinds of growth. With this broad educational guidance in mind schools have fused curriculum, instruction and guidance in the person of a major professor, tutor, or don. Guidance periods are as intrinsic a part of the student’s academic schedule as are the lecture, discussion and laboratory periods.
The fusion of curriculum instruction and guidance is achieved through the relationship established between teacher and student, in groups and in individual conferences. With this end in view the conference or workshop plan conferences of two types have been established; the group conference, which takes the form of class discussion and the individual conference, scheduled outside of class time.
When a student is new to a teacher the teacher should try to know the problems, interests and knowledge of his student. For this to begin the instructor should make a careful study of the student’s past records and achievements. Second, through frequent personal conferences the instructor comes to know each student’s problem, and desires. Third, one hour a week is devoted to taking a series of nationally standardized tests both aptitude and achievement. The scores made on these tests in no way affect the student’s grade in the course. On the basis of achievement test the students learns in what general fields of knowledge-English, Science, Social Science and foreign language. He is proficient or deficient; while from the aptitude tests in what subject he has natural ability. Thus each students program is built around his individual needs, capacities and talents.
Lectures that are creative and dramatic have a place in the teaching program but should be combined with the highly individualized type of relationships. Tests and cumulative personal records have a rightful place. They make it possible for the teacher to meet an individual’s needs with less fumbling. A suitable curriculum and effective methods of teaching provide the medium in which the student gains an understanding of the world in which he lives, discovers himself, and realizes his potentialities.
ROLE OF GUIDANCE IN CURRICULAR REORGANISATION
The guidance program can be an effective factor in the continuous reorganization of the curriculum. The major roles of guidance are given below.
Ø Through the insight made possible by guidance procedures teachers can select subject matter experience more closely related to the needs, interests, and abilities of the pupils.
Ø New and needed types of curricular materials can be introduced.
Ø In addiction the overlapping of subject content b=can be more easily eliminated because of the close contact between pupil and teacher.
SUGGESTIONS HELPFUL IN INITIATING CURRICULAR CHANGES THROUGH A GUIDANCE PROGRAM
1. Teachers should retain the same group of students in a subject area as long as this continued contact seems profitable.
2. Home room students should be encouraged to offer a subject to their home room students in addition to the contact with these pupils in the home room period.
3. Teachers should be encouraged to teach more than one subject.
4. Two or more teachers should be encouraged to cooperate in offering a more extensively integrated program.
5. New materials may be continuously introduced into various subjects and the amount of time used for this purpose can be extended.
6. All teachers at each grade level should meet frequently and discuss and formulate plans for curricular reorganizations.
7. The guidance minded teacher should integrate the subject activities of the pupil an relate them to his total development.
8. The teacher as advisor should be helpful to pupils in guiding them in to those curricular and extracurricular experiences which promises greatest worth.
9. Teacher should be aided in their curricular work through special bulletins and other types of helpful materials. A minneographe3d curriculum bulletin might well be issued to give information about the subject offering he activities and requirements for graduation, the subject offering, the activities and requirements of each course, the requirements for college entrance.
10. Prognostic test results might well be made available to teachers.
AREAS OF EDUCATIONAL GUIDANCE
Educational problems head the test of student problems hence education is an important guidance area.
Expert assistance is also required for enabling the students in making proper adjustment in relation to general academic life at college or university to effect maximum intellectual, emotional and physical development.
1. PREADMISSION GUIDANCE:
Preadmission guidance needs to be imparted to help the students make educational plans consistent with their abilities interests and goals and to select appropriate courses and co-curricular activities which will enable them to join careers of their choice.
2. POST ADMISSION GUIDANCE
Post admission guidance needs to be imparted to enable the students to succeed in their educational plans. They need to be guided for developing good study habits, prepare for examinations properly and face examinations with confidence.
3. The students also need to be helped to explore educational possibilities beyond their present educational level-higher educational institutions in our country and abroad. They need to be guided in selecting subjects for specialization and additional courses in India of studies. They also need to be made familiar with various fellowships, scholarships, competitive exams etc., so that their journey ahead becomes smooth and profitable.
4. Special facility of guidance is needed at crisis points. E.g., student finds difficulty in following subjects, he lacks concentration, he gets poor grades, and he is indecisive about a change of subject. He has to be guided as to how he could overcome these difficulties and what special efforts he has to make in that direction.
5. The students from backward classes need more attention so that they progress smoothly. Special efforts need to be made to help first generation learners those students whose parents may never have gone to college. These students ay have many special academic problems because of the deficiencies in their own home back ground and the inability of their parents to give them much guidance to do well in school.
LEARNING EVALUATION
Learning evaluation is a powerful way to improve learning and raise standards. With materials for each subject as well as general information, guidance will help to integrate assessment for learning in to everyday classroom practice.
Learning evaluation involves using assessment in the classroom to raise pupil achievement. It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim.
Guidance describes the principles and characteristics of assessment learning evaluation and provides a general checklist and resources for each subject .it aims to promote consistency and coherence in how assessment for learning is used in the classroom.

Guidance describes principles and characteristics of learning, which are given below.
1. Learning evaluation should be a part of effective planning of teaching and learning.
2. Learning evaluation should focus on how students learn.
3. Learning evaluation should be recognized as central to classroom practice.
4. Learning evaluation should be regarded as a key professional skill for teachers.
5. Learning evaluation should be sensitive and constructive because any assessment has an emotional impact.
6. Learning evaluation should take account of the motivation.
7. Learning evaluation should promote commitment to learning goals.
8. Learners should receive constructive guidance about how to improve.
9. Learning evaluation develops learners’ capacity for self-assessment.
10. Assessment for learning should recognize the full range of achievements of all learners.

CHOICE OF COURSES
It is a very important decision a person must to take for himself and his choice is a long process rather than a simple incident. Vocational interests and choices do not appear all of a sudden during adolescence, they appear as a result of developmental process.
An individual never reaches the ultimate decision at a single moment in time, but through a series of decisions over a period of many years. The period during which the individual makes what can be described as a fantasy choice; the period during which he is making a tentative process and the period when he makes a realistic choice.
The period of fantasy choice coincides in general with the latency period, between six and eleven, although residual elements of fantasy choices frequently carry over in to pre-adolescent years. The period of tentative choice coincides by and large, with early and late adolescence with few exceptions, realistic choices are made in early childhood.
Guidance and choices of courses are related in following statements.
1.occupational choice is a developmental process. It is not a single decision made over a period of years a process, which takes place over a minimum of six over ten years or more.
2.Since each decision during adolescence is related to one’s experience up to that point, and in turn has an influence on the future, the process of decision-making is basically irreversible.
3.Since occupational choice involves the balancing of a series of subjective elements with opportunities and limitations of reality, the crystallization of occupational choice inevitably has the quality of compromise.

CONCLUSION
The young students in schools and colleges need to be informed about various jobs and openings available to them and the requirements, responsibilities and the nature of work involved in them. So that they could measure themselves up to them and develop and crystallize their occupational goals. They need to be helped in making meaningful occupational selection and preparation for an entry into them to have a fulfilling and rewarding career.

NATIONAL TRUST ANNUAL AWARDS 2008

NATIONAL TRUST
For the Welfare of Persons with Autism, Cerebral Palsy, Mental Retardation & Multiple Disabilities
(A Statutory Body under the Ministry of Social Justice & Empowerment, Government of India)
9th Floor, Jeevan Prakash Building, Kasturba Gandhi Marg, New Delhi – 110 001
Tel : 23766898-99 & 43520861-64, Fax : 23731648

In its endevour to Discover Ability

Invites Applications form individuals/ organisations working for the welfare of persons with Autism, Cerebral Palsy, Mental Retardation & Multiple Disabilities.


ANNUAL AWARDS 2008

Disability issues & movement in the country have fast evolved from the traditional/religious model to charity & social models and now to a human rights model where it is no longer an issue of pity or charity but an issue of human dignity & independence. It is no longer an act of social benevolence but a matter of right that environmental & attitudinal barriers are removed. It is neither a matter of chance nor sympathy rather the persons with disability have the right to be included in schools, job establishments etc, and the right to access to public buildings, public transports and information. It is in the light of this paradigm shift and the consequent need to recognize excellence, to encourage voluntarism and to promote best practices in the disability sector that the National Trust Annual Awards are instituted.

CATEGORY OF AWARDS
There are different categories for the Annual Awards (as detailed at Annexure A) which range from individual categories to institutional categories with suitable amendments from time to time in order to align with the changing needs and to focus on priority areas.

ELIGIBILTY
(i) Disability for the purpose of Awards shall be limited to disabilities under the National Trust Act.
(ii) All individuals/ organizations who work for the welfare of persons with disabilities shall be eligible, but in case of organizations registered with the National Trust, such registration should have been on or before the last date of the preceding financial year.
(iii) There shall be no age bar.

APPLICATION PROCESS
(i) Applications / nominations shall be invited every year through advertisement in the newspaper.
(ii) Applicants will be required to submit their applications in the prescribed format as given at Annexure B.
(iii) Any applicant can apply for a maximum of two Awards.
(iv) Applications can be submitted directly to the National Trust on or before the last date prescribed.
(v) The National Trust may also nominate, at any later stage, any individual/ organization based on its internal assessment for consideration under any category of Award.

SELECTION PROCESS
(i) There shall be a common Selection Committee for all the categories of the Awards. The Committee shall consist of members of the Board of the National Trust and representatives from registered organizations, parents and persons with disabilities.
(ii) The selection in each category of Awards shall be based on selection criteria as laid down in Annexure C and also as mentioned herein below.
(iii) Special Weightage will be given to recommendations from the authorities as mentioned at Annexure D
(iv) Weightage will also be given to maintain regional balance, urban-rural balance and disability balance.
(v) In case the applications received are below acceptable standards the Selection Committee may also decide not to recommend any winner in that particular category.

For more details please refer this link:

http://thenationaltrust.in/yahoo_site_admin/assets/docs/NT_Annual_Awards-booklet.105104020.pdf

The last date for receipt of application is 7th May, 2008.

Application format and details terms & conditions etc. canbe downloadd from their website. for any information/clarification pleact contact:

Deputy Director (Programme)
9th Floor, Jeevan Prakash Building, Kasturba Gandhi Marg, New Delhi – 110 001
Tel : 23766898-99 & 43520861-64, Fax : 23731648
Email: nationaltrust@nic.in
Website: www.nationaltrust.org.in

WHO Cares for HIV/AIDS

WHO Cares for HIV/AIDS

With its unique integrated management approach, WHO is reaching out to the rural HIV population. Nancy Singh highlights this unique strategy

You must have noticed the superstars of Hollywood and Bollywood sashaying across Indian streets to spread awareness about HIV and a battery of journalists and cameramen following them for a sound-byte. In this jamboree, the level to which the star has successfully managed to spread awareness about the real issue is questionable. But another important issue is how many residing in rural India, that has a bulk of HIV load, have even heard of this dramatised message. It is then that we realise and appreciate the importance of groundwork done by organisations like World Health Organisation (WHO) in nondescript villages in the districts of Davangere (Karnataka) and Karur (Tamil Nadu).

Says Dr L Ramakrishnan, Country Director, Programmes and Research, Solidarity and Action Against the HIV Infection in India (SAATHII), an NGO executing the WHO project, "Tamil Nadu has the maximum number of documented AIDS cases, in spite of wide Anti-Retroviral Therapy (ART) access. Access to treatment is largely restricted to urban populations, and HIV positive people from rural areas, often with limited financial resources, are forced to travel long distances to access treatment, care and support services."


Taking Care Deeper
India has the highest burden of Persons Living with HIV/AIDS (PLHA) in Asia, and third in the world with 2.5 million (UNAIDS 2007). Although the Indian HIV epidemic shows a stabilising of the epidemic trend, it is estimated that the need for HIV and ART care will increase as people infected about eight years ago will now start developing HIV/AIDS-related illnesses. Although the National AIDS Control Organisation (NACO) is scaling up its care and treatment programme to 147 ART centres nationally, the delivery of HIV care at district and sub-district level (primary healthcare level) is still inadequate, the WHO has found.

As part of de-centralisation of HIV services, Integrated Counselling and Testing Centre (ICTC) and Prevention of Parent To Child Transmission (PPTCT) services are established at district and sub-district levels, up to taluk, Community Health Centres (CHC) and 24-hour Primary Health Centres (PHC) in these two states. It was envisioned that the Integrated Management of Adult and Adolescent Illness (IMAI) training will support primary care management and allow most care, treatment and prevention to be delivered near the patient's home. IMAI is a training package developed by the WHO, which has been implemented extensively in African and Asian countries. Karur and Davangere are the first two districts selected for implementation in India, following country-specific adaptation by the WHO and state partners. Adapted materials have also been translated into Tamil and Kannada. The main purpose is that busy primary care providers should be able to manage most of the simple problems, while referring more complicated cases to the district hospital or ART centre if there is one.

Holistic Approach:
Under the leadership of the state governments of Karnataka and Tamil Nadu, and day-to-day supervision by the Karnataka State AIDS Control Society (KSAPS) and Tamil Nadu State AIDS Control Society (TNSACS) and their technical partners, this innovative project to mainstream HIV into the general health services and strengthen district healthcare was initiated in April 2007. Under this plan, a total of 159 doctors and 448 paramedical staff from the two districts' primary health centres and general hospitals underwent training in specific modules since April 2006. "The IMAI project in India is a capacity building project to mainstream and integrate HIV into the district and sub-district level primary health systems," says Dr Po Lin Chan, Country Officer, WHO. IMAI uses a standardised training package to train healthcare providers such as doctors, nurses, counsellors, laboratory technicians, peer educators, and Auxiliary Nurse Midwives (ANM) who each have a role in the delivery of specific HIV/AIDS care in their normal routine work.

The IMAI training covers a whole range of HIV/AIDS-related prevention, care, support and treatment issues from clinical aspects such as treatment of acute conditions and opportunistic infections (like fever, diarrhoea, respiratory complaints, reproductive tract symptoms, and malnutrition) , to basic understanding of ART, skills for counselling, adherence support and palliative care with prevention integrated throughout. It incorporates chronic care principles which are relevant to not just HIV, but also the management of diabetes, hypertension, epilepsy, other chronic blood diseases like thalassaemia, cancers etc. "It emphasises core competencies and skill-based learning. It trains the healthcare provider in a structured method to approach a patient, be it HIV or non-HIV, in a holistic way," says Dr Chan.

One-of-a-kind:
The best part about IMAI is that it's not just another regular training course that creates awareness and attempts to sensitise the caretakers on HIV. The IMAI uses the 'user of the health system' i.e. patients/PLHAs in the training of healthcare providers. "Today, our system is too verticalised and nobody has a team approach. Training programmes won't help as they are all forgotten once they are over. We know from past experience in training in many health programmes that despite the investment in training and capacity building, linkage and referrals between the healthcare services and community still do not routinely happen," says Dr Chan. After much brainstorming and examining the ground situation, WHO came up with a set of training methods that would make an impact and be fruitful as well. The approach of IMAI is unique.

The use of Expert-Patient Trainers (EPT): It involves training given by people living with AIDS as 'experts.' Their own illness is used as a valuable education strategy to support training of healthcare workers. "In the IMAI project, district-based AIDS patients are trained to play specific cases with the course participants during skill stations, in addition to joining small group discussions during the interactive classroom training," says Dr Ramakrishnan. Hence, the use of EPT adds a dose of reality to training and helps to bring attitude changes in reducing stigma and discrimination in healthcare workers. What is motivating is the observation that even after the IMAI training, the EPTs kept in touch with the medical and paramedical staff whom they trained and also refer other patients from their community for a wide range of services like counselling and testing of HIV, management of acute illnesses, tuberculosis testing, and antenatal/PPTCT services. EPTs are empowered to take care of their own health and equipped to provide information and act as links between their peers and the district health system, thereby generating demand from the community.

Says Dr Chan, "The IMAI training has Greater Involvement of People Living with HIV/AIDS (GIPA), which is a part of the solution to the challenge of linking the community (the demand) and the healthcare system (the 'supplier'). For example, in the pilot site of Karur - EPTs hail from Karur and neighbouring districts of Namakkal, Erode, Dindigul, Tiruchirapalli, Thanjavur, Theni, Perambalur and Coimbatore." 57 PLHIV have been trained as EPTs.

In return, benefits to the EPTs themselves from being part of the 'solution' meant improved knowledge about their own disease and treatment literacy, a change in their attitudes and a sense of worth-facilitating 'positive living.' Dr John Stephens, Training Coordinator, St John's HIV/AIDS Training of Trainers Centre, Karnataka, adds, "It also increased their confidence and enthusiasm to contribute and to participate in the activities of the positive network, and to provide information to other PLHAs. It gave them a better understanding of the limitations and difficulties faced by the healthcare staff."

Post-training mentoring on site: Mentoring by a senior clinician and district administration/ health officer contributes to the continued reinforcement of translating knowledge and skills to local action by the healthcare staff, including local troubleshooting of problems. Post-training mentoring visits to the taluk/CHC/PHC have resulted in many significant changes. IMAI methodically uses structured 'sequence of care' to follow all chronic management patients in the PHCs, including diabetes, hypertension and HIV. This has resulted in reduced crowding of patients waiting for the doctor in the PHC setting. "The ANM, nurse and counsellor each play a part in the chronic care sequence and thus reduce the workload of the doctor," says Dr Chan.

"Furthermore, the diagnosis of unique HIV/AIDS opportunistic infection cases at the district hospital level after visits by the mentoring team, improved use of universal precaution, making post exposure prophylaxis, gloves and needle destroyers available at the primary healthcare centres with the support of the district collector's office have led to better quality of services at primary level," says Dr Ramakrishnan.

Team approach: During the IMAI training, the medical and paramedical staffs are trained to backup each other as a team. Some examples reported from the pilot sites include personal communication. The counsellor trained in IMAI identified a patient as having HIV-related illness, which was missed by the PHC doctor, and referred back to the doctor to double check. EPTs, even after the IMAI training finished, maintained strong links with the trained medical and paramedical staff. Dr Chan recalls, "After attending training, the doctor and staff nurse from a Karur district PHC have conducted a delivery for a HIV positive mother using adequate precautions. ICTC counsellors have reported being sensitised to MSM and transgender issues through skill-station simulations. ANMs refer PLHAs for health services and ensure patients are followed up regularly in the ART centre."

Overcoming Hurdles:
Considering that India is actually many countries in one, there were genuine cultural, social and economical challenges unique to each state. "There were many challenges in the field as we piloted the IMAI training in two different states which had their unique strengths and weaknesses," Dr Chan concedes. The challenges varied from creating the human resource pool of facilitators and EPTs to overcoming the initial stigma and discrimination of the healthcare workers (trainees), deputation of healthcare providers for training and making available the essential drugs and post exposure prophylaxis at primary level. However, having a good rapport with the HIV patients did help a lot. "SAATHII has been active since 2001 in creating awareness about HIV. Hence that rapport helped a lot here," says Dr Ramakrishnan.

After much reflection, these challenges were overcome by constant advocacy with the state and district administration, motivating PLHAs and community as well as healthcare providers. "Leadership of the district collector's office was crucial in the translation from 'training' to 'providing services/action'," says Dr Chan. The technical and cultural adaptations were made by Indian health experts (doctor, nurses, counsellors, PLHAs) through a series of meetings and further during each field training in the pilot districts. Adaptations were also made in the operational components.

Piloting to Success:
With its pilot projects a success, the WHO is looking into scaling up in other high HIV prevalence districts and states, and exploring the possibility of linking it with the National Rural Health Mission (NRHM) towards mainstreaming of HIV into general health services, as part of the national vision to strengthen primary healthcare. Dr Chan reveals, "Tamil Nadu is planning to up-scale the WHO IMAI approach to other districts, while in Karnataka, talks are under way to scale up to other districts with high HIV burden." IMAI has already been adopted in 32 countries mostly in Africa. In Asia, the IMAI training has been adopted by China, Cambodia, Indonesia, and Myanmar.

Project coordinator Vacany Listing from ACTIONAID INDIA: Regional Office Bhubaneswar. Orissa

ACTIONAID INDIA: Regional Office Bhubaneswar. Orissa

Invites application for the post of Project coordinator, Mainstreaming HIV Response Resource Unit, Orissa.

ActionAid is an international anti-poverty agency working in over 40 countries, taking sides with poor people to end poverty and injustice together.

They have been recently commissioned by UNDP to implement a project to mainstream HIV response into selected ministries and agencies in Orissa. This 5 year project aims to benefit at least 6 lakh people across 6 districts of Orissa state through mainstreaming and community mobilization efforts. We are looking for a suitably experienced and qualified person to coordinate this challenging job.

Location: Bhubaneswar.

Duration: 3 months probation, initially two year contract with possible extension to three more years.

Specific task:
To expand the coverage and impact of the national HIV response - by mainstreaming HIV in six ministries as envisaged in the National AIDS Control Programme in Orissa linking up with actions in the field.

To assist civil society and private sector organizations implementing policies and programmes to reduce HIV stigma and discrimination for marginalized communities, especially women in Orissa

Capacities enhanced for effective management of NACP-III by government, with key ministries contributing to NACP-III goals through their respective areas of responsibilities in Orissa.

Minimum qualification and experience:
a. Advanced University degree (at least Masters or equivalent) in public health, medicine, social sciences, social work, public administration, law, or related fields. At least 10 years experience in progressively responsible positions.

b. Experience in designing and implementing HIV/AIDS programs for vulnerable population groups, advocating for policy change

c. Experience in dealing with national networks and advocacy in social areas or public health.

d. Proven effective representation skills to varied high level stakeholders.

e. Experience managing, designing, conducting and analyzing quantitative surveys or other statistical exercises.

f. Proven leadership skills and ability to work in a team.

g. Experience in building the capacity of the staff team from diverse cultures through both supervisory and non-supervisory relationships.

h. Strong communication skills, especially writing, presentation skills

i. Strong research and analytical skills with ability to conduct independent analysis and strategic planning.

j. High levels of advocacy and diplomatic skills to deals with higher ranking officials in various ministries

k. Good negotiation and communication skills in English, Hindi and preferably Oriya

l. Excellent computer skills in word and data processing

Salary: Pay is competitive and commensurate with experience current level and position.

Apply with an updated bio data with the address and contact details of two referees to

ACTIONAID, Regional Office, 331-A, Sahid Nagar, Bhubaneswar- 751007
or email to hrmruorissa@gmail.com.

The last date of receiving the applications is 27th April 2008.

ACTIONAID, Bhubaneswar
email: hrmruorissa@gmail.com

Career Opportunities For Psychologists

Career Opportunities For Psychologists
MedVista Health Care Solutions Pvt. Ltd.
Infopark, Cochin Campus

Recruitment: For Fresh Psychology Post Graduates

Walk-in Interview:
2-4 yrs Experienced Psychologists-Preferably Clinical/ Psychometric Test Development/ EducationalExcellent Communication Skills


Venue:

Department of Psychology
Kerala University Campus, Kariavattom,
Trivandrum

Date & Time:22nd April 2008 at 11 am

Interested Candidates are requested to appear for the campus recruitment/ walk-inwith two copies of resume

SAARC Energy Centre (SEC) Youth Energy Award 2008

SAARC Energy Centre (SEC)
Islamabad, Pakistan

ANNOUNCEMENT

SEC Youth Energy Award 2008

Essay Writing Competition on
“Energy Cooperation is Key to Economic Development in SAARC Region"

The energy sector in South Asia provides both challenges as well as opportunities for regional cooperation to achieve a win-win situation for all Member States; the ultimate beneficiary will be the people of the South Asia. Cooperation in energy sector can help to reduce energy security risks. South Asia is faced with the challenge of meeting its growing energy demand in a sustainable manner but with the limited means in hand. The per capita commercial energy consumption for the region as a whole is only 300 kg oil equivalent per year. Its energy needs will increase 3 times in the next 20 years from 500 million tonnes of oil equivalent to 1,500 million tonnes of oil equivalent. Its fossil fuels (coal, oil, gas) demand will further increase despite best endeavours to promote and develop alternate energy resources. The South Asian leaders at their Summit in 2004 have accorded high priority to regional energy cooperation.

In order to increase awareness among the youth of South Asia region and have them on board in identification and resolution of the energy issues the region is facing, the SAARC Energy Centre has initiated an annual program of Youth Energy Award. Under this program the students of the SAARC region will participate in the essay writing competitions on an identified theme. The theme of the essay for the year 2008 is “Energy Cooperation is Key to Economic Development in SAARC Region”. The authors of three best essays will be awarded with following three cash prizes: First prize US$ 1000, Second prize US$ 500, and Third Prize US$ 300.

Eligibility and procedure
? The participant of the competition should be a national of any of the SAARC Member States, less than 23 years of age on 31st December 2008 and registered for studies leading to a bachelor’s or master’s degree.
? The essay should be original 1½ spaced typewritten on A4 size page, not more than 750 words in English language focusing on the theme.
? The essay should include the references cited and supported by reasonable data with proper justification/analysis quoting the sources of data used.
? The participants will submit their essays to their respective national focal points by email (scanned copy of hard print) on or before 30th April 2008 . The email addresses of the country focal point are provided below.
? The essay should be accompanied with pdf or scanned copy of hard print of author’s biodata including contact details (postal and email address and phone number), certified copies of proof of age, university registration, and a certificate from the concerned institutional head (Principal or head of the faculty) that essay is actually written by the participant. A sample of the certificate is provided below.
? The authors of short-listed best essays in each country will be called for personal interview before the National Award Committee (constituted in each SAARC Member State) about their essays.
? Each National Award Committee will select three best authors and will send their names (merit list) and other documentation to the SAARC Energy Centre, Islamabad.
? The Governing Board of the SAARC Energy Centre will decide on the First, Second and Third prize winners.

The three prize winners will be invited to one of the energy related SAARC events for receiving the SEC Youth Energy Award. Their travel cost and local hospitality will be borne by SEC. Remaining short listed participants will be issued commendation certificates and all participants will be given a certificate of participation. SEC will not be responsible for any cost incurred on writing of the essay. This announcement is available on SEC website www.saarcenergy.org.

NOTE: Non receipt of any of the above stated required documents will disqualify the author for the competition.

Country Focal Points:
Afghanistan
Er. Mohd Amin Munsef
munsif_dorani@yahoo.com

Bangladesh
Dr. Muhammad Nurul Islam
nurul@iat.buet.ac.bd

Bhutan
Mr. Yeshi Wangdi
ywangdi@druknet.bt

India
Dr. Ajay Mathur
dg-bee@nic.in

Maldives
Mr. Abdulla Wahid
wahid@meew.gov.mv

Nepal
Mr. Anup Kumar Upadhyay
anupupdhy@yahoo.com

Pakistan
Mr. M. Naeem Malik
nmalik@saarcenergy.org

Sri Lanka
Prof. Priyantha Wijayatunga
priyantha@pucsl.gov.lk


************************************************************************
(Sample Certificate)
[on the letterhead of the educational institute to which the participant is registered for bachelor’s or master’s degree]

C E R T I F I C A T E
Certified that Miss/Ms/Mr …………………….. son/daughter of ………………… registered in this institute for …………………………………… degree course under registration number ……………… is the author of the attached essay on “Energy Cooperation is Key to Economic Development in SAARC Region” bearing my and participants signatures on each page.
His/her date of birth is …………………….
Signature and stamp
(Name and designation of the
head of the educational institute)
*******************************************************************************

Essay Submission Form:

SEC Youth Energy Award 2008

Essay Writing Competition on
“Energy Cooperation is Key to Economic Development in SAARC Region”

COUNTRY NAME: …………………………………………………………..
Author’s name: ……………………………….………………………….
Educational Institution ……………………………………….………………….

Check list of the attached documents:
Scanned copy of the essay signed by author and the head of the educational institute
Author’s bio-data including contact details
Certified proof of age
Certificate from the concerned institutional head as per sample

Send by email to:
Your country focal point
and cc to:
youthaward@saarcenergy.org