Training

Professional Certificate Program


Instructor of Record:  TASE Instructor
Course Credit:  Professional Credit
 
COURSE DESCRIPTION:

Wellness Management examines the traits of emotional resilience, which can include perseverance, optimism, and internal locus of control. There are personal differences, and some of us manage stress better than others. Emotional resilience is an important trait to have, as those that have difficulties dealing with stress can sometimes turn to an addictive substance or behavior to sooth their emotional pain.

People with low self-esteem, poor interpersonal relationships, poor work identity, and inappropriate leisure activities could not handle the pain in their lives, they may form relationships of convenience with an addictive substance or behavior to relieve themselves of their stress. However, the relief is short-lived, and the emotional pain soon demands the person to engage in the use of the addictive substance/behavior repeatedly.

You will gain insights on cultivating emotional resilience, handling stress, relaxation techniques, as well as learn about the development of an addiction, the treatment modalities, and counselling techniques.

Who should attend?
Executives, managers, HR practitioners, psychologists and group facilitators

 
STUDENT LEARNING OUTCOMES:
 

Upon completion of the course, the student will be able to:

  • Identify the common causes of stresses and interventions
  • Implement steps to protect against addiction problems
  • Analyse the psychology behind addiction problems
  • Develop programs to support rehabilitation for addiction issues
 
TEXTS, READINGS, INSTRUCTIONAL RESOURCES:

No text is required. Materials will be provided by the instructor.

 
COURSE REQUIREMENTS:
  • Demonstrate minimum 75% attendance record
  • Complete a project on behavior change
 
GRADE DISTRIBUTION AND SCALE:

Grade Distribution:

  • Attendance and Participation100%
Instructor of Record:  TASE Instructor
Course Credit:  Professional Credit
 
COURSE DESCRIPTION:

Psychodynamic therapy, also known as insight-oriented therapy, focuses on unconscious processes as they are manifested in a person?s present behaviour. The goals of psychodynamic therapy are a client?s self-awareness and understanding of the influence of the past on present behaviour. In its brief form, a psychodynamic approach enables the client to examine unresolved conflicts and symptoms that arise from past dysfunctional relationships. Several different approaches to brief psychodynamic psychotherapy have evolved from psychoanalytic theory and have been clinically applied to a wide range of psychological disorders. There is a body of research that generally supports the efficacy of these approaches. Psychodynamic therapy is the oldest of the modern therapies. As such, it is based in a highly developed and multifaceted theory of human development and interaction.

Cognitive behavioural therapy is a short-term, goal-oriented psychotherapy treatment that takes a hands-on, practical approach to problem-solving. Its goal is to change patterns of thinking or behavior that are behind people?s difficulties, and so change the way they feel. It is used to help treat a wide range of issues in a person?s life, from sleeping difficulties or relationship problems, to drug and alcohol abuse or anxiety and depression. CBT works by changing people?s attitudes and their behavior by focusing on the thoughts, images, beliefs and attitudes that we hold (our cognitive processes) and how this relates to the way we behave, as a way of dealing with emotional problems.

Coaching is a deliberate process utilizing focused conversations to create an environment for individual growth, purposeful action, and sustained improvement. It is designed to help people focus on what they need to do more and less of to achieve their goals. In addition, coaching is a one-to-one process and a relationship between an individual and a coach with specific objectives and goals focused on developing potential, improving relationships, and enhancing performance. Coaching uses a formal yet personalized approach that integrates proven techniques for change with behavioral knowledge and hands-on practice. Coaching breaks down barriers to help achieve greater levels of accomplishment. It is a process of self-leadership that enables people to gain clarity about who they are, what they are doing, why they are doing it, and where they want to go.

Who should attend?
Executives, managers, teachers, counsellors, psychologists and social workers

 
STUDENT LEARNING OUTCOMES:
 

Upon completion of the course, the student will be able to:

  • Define the scope and field of practice in psychotherapy and coaching
  • Identify the typical challenges in clinical consultation
  • Implement steps in psychotherapy and coaching to effect results
  • Assess the appropriate steps needed for specific issues of concern
 
TEXTS, READINGS, INSTRUCTIONAL RESOURCES:

No text is required. Materials will be provided by the instructor.

 
COURSE REQUIREMENTS:
  • Demonstrate minimum 75% attendance record
  • Complete a project on behavior change
 
GRADE DISTRIBUTION AND SCALE:

Grade Distribution:

  • Attendance and Participation100%
Instructor of Record:  TASE Instructor
Course Credit:  Professional Credit
 
COURSE DESCRIPTION:

The lifetime prevalence for developing any mental disorder can be as high as 47.4% (World Health Organization, 2007). Thus, mental health issues are likely to affect people around us sometime in their lives. Many of people who come to counseling or psychotherapy are seeking help for a mental health issue, the most common being depression and anxiety disorders. Thus, basic knowledge on mental illnesses and their treatments is essential for mental health workers. Although recovery from mental illnesses is challenging, it is very possible given the right knowledge and appropriate treatment. The field today has advanced in that there are established understanding and treatments for most conditions. Having a sound knowledge of this is key to helping those afflicted. Increasingly, from human resource practitioners to executives, the ability to quickly assess staff resilience and wellness will bring clear advantage to ensuring sustainable performance and innovation.

Who should attend?
Counsellors, psychologists, social workers, teachers and parents

 
STUDENT LEARNING OUTCOMES:
 

Upon completion of the course, the student will be able to:

  • Assess mental health concerns with psychological assessments
  • Analyze the nature of mental health challenges and implement interventions
  • Develop rehabilitation programs for mental health patients
  • Implement steps to promote mental health in community
 
TEXTS, READINGS, INSTRUCTIONAL RESOURCES:

No text is required. Materials will be provided by the instructor.

 
COURSE REQUIREMENTS:
  • Demonstrate minimum 75% attendance record
  • Complete a project on behavior change
 
GRADE DISTRIBUTION AND SCALE:

Grade Distribution:

  • Attendance and Participation100%
Instructor of Record:  TASE Instructor
Course Credit:  Professional Credit
 
COURSE DESCRIPTION:

Adult development refers to the changes that occur in biological, psychological, and interpersonal domains of human life from the end of adolescence until the end of life. These changes may be gradual or rapid, and can reflect positive, negative, or no change from previous levels of functioning. Changes occur at the cellular level and are partially explained by biological theories of adult development and aging. Biological changes influence psychological and interpersonal/social developmental changes, which are often described by stage theories of human development. Stage theories typically focus on ?age-appropriate? developmental tasks to be achieved at each stage. The socio-cultural definition of being an adult is based on what a culture normatively views as being the required criteria for adulthood, which in turn influence the definitions of adulthood of individuals within that culture. Current views on adult development in late life focus on the concept of successful aging, defined as low probability of disease and disease-related disability, high cognitive and physical functional capacity, and active engagement with life. Biomedical theories hold that one can age successfully by caring for physical health and minimizing loss in function, whereas psychosocial theories posit that capitalizing upon social and cognitive resources, such as a positive attitude or social support from neighbors and friends, is key to aging successfully.

This innovative course will also equip people to work therapeutically with children, young people and families. You will be trained to offer therapy based on psychodynamic and systemic approaches, in addition to some other evidence-based treatments such as CBT and mindfulness. You will learn the importance of attachment or early relationships affect the child?s development. In addition, you will acquire key neuroscience knowledge to ensure parenting or caring for the child is effective and productive. The aim is to help the child to develop the whole brain with effective integration for flexibility and adaptability.

Who should attend?
Teachers, counsellors, psychologists and parents

 
STUDENT LEARNING OUTCOMES:
 

Upon completion of the course, the student will be able to:

  • Define the scope and scale of typical human development stages
  • Identify the challenges that development brings and how to navigate them
  • Implement steps that facilitate the transition through the stages of development
  • Develop programs that children and adults could apply for healthy development
 
TEXTS, READINGS, INSTRUCTIONAL RESOURCES:

No text is required. Materials will be provided by the instructor.

 
COURSE REQUIREMENTS:
  • Demonstrate minimum 75% attendance record
  • Complete a project on behavior change
 
GRADE DISTRIBUTION AND SCALE:

Grade Distribution:

  • Attendance and Participation100%
Instructor of Record:  TASE Instructor
Course Credit:  Professional Credit
 
COURSE DESCRIPTION:

Group behaviour includes the scientific study of how people's thoughts, feelings, and behaviours are influenced by the actual, imagined, or implied presence of others. The terms thoughts, feelings, and behaviours include all psychological variables that are measurable in a human being. The statement that others' presence may be imagined or implied suggests that we are prone to social influence even when no other people are present, such as when watching television, or following internalized cultural norms. Social psychologists typically explain human behaviour as a result of the interaction of mental states and immediate social situations. In general, social psychologists have a preference for laboratory-based, empirical findings. Social psychology theories tend to be specific and focused, rather than global and general. Social psychologists therefore deal with the factors that lead us to behave in a given way in the presence of others, and look at the conditions under which certain behaviour/actions and feelings occur. Social psychology is concerned with the way these feelings, thoughts, beliefs, intentions and goals are constructed and how such psychological factors, in turn, influence our interactions with others.

There is also a focus on organizational psychology which is the scientific study of human behavior in the workplace and applies psychological theories and principles to organizations. Organizational psychologists are trained in the scientist?practitioner model. They contribute to an organization's success by improving the performance, satisfaction, safety, health and well-being of its employees. Organizational psychologist conducts research on employee behaviors and attitudes, and how these can be improved through hiring practices, training programs, feedback, and management systems. They also help organizations and their employees? transition among periods of change and organization development.

Who should attend?
Executives, managers, HR practitioners, psychologists and group facilitators

 
STUDENT LEARNING OUTCOMES:
 

Upon completion of the course, the student will be able to:

  • Analyze group behavior for effective leadership in various organizations
  • Develop the group for productive bonding and work
  • Lead the group with clear objectives
  • Identify the obstacles in group process and resolve them
 
TEXTS, READINGS, INSTRUCTIONAL RESOURCES:

No text is required. Materials will be provided by the instructor.

 
COURSE REQUIREMENTS:
  • Demonstrate minimum 75% attendance record
  • Complete a project on behavior change
 
GRADE DISTRIBUTION AND SCALE:

Grade Distribution:

  • Attendance and Participation100%
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