9 Aspects That Made TCI- Workshop Different

Image used under CC license, for representational purpose only

The two workshops I mentioned in the previous post were part of a programme called ‘Disasoochi’, implemented by the National Service Scheme (NSS) of Vocational Higher Secondary Schools in Kerala. 

Disasoochi literally means the mariner’s compass, representing the objective of the programme, to help teenagers find their way in life.

The ‘input’ in Disasoochi was through a series of workshops, altogether six days. Four days for students, one day for teachers and another one day for parents. 

As mentioned in the previous post, the methodology was Theme Centred Interaction which is a form of applied humanistic psychology. Humanistic psychology is promotive psychology, the other side being clinical psychology which is corrective in approach.

Humanistic psychology states that if approach is good, the response in good. Lets explore the elements that went into TCI workshops that proved to be ‘good approaches’.

• 1.       We insisted that the number of participants must be restricted to 25 or 26. More than this would result in lesser involvement.
• 2.       All of us – students and TCI leaders – sat in a circle, on the same type of chairs. This suggested that we are all learners together, and that we are equal.
• 3.       We gave equal importance to thought and feelings. At times, feelings had the upper hand.
• 4.       The theme was life-based. It was “I change, I become an instrument of change at home and in my school”. The theme necessitated a lot of introspection and retrospection.
• 5.       We used a wide variety of structures in the workshop for different sessions. In addition to the plenum where all sat together, there were occasions when they sat in twos, threes, fives etc.
• 6.       We as leaders were willing to honestly share from our lives. This created an atmosphere of trust. The students started opening up.
• 7.       We gave importance to each participant. Each participant’s uniqueness was accepted and appreciated. We listened keenly to whatever they shared, as well as to their non-verbal communication.
• 8.      We were not judgmental. We never brought in a question to which the answer from the student could have been wrong
• 9.      We always upheld what was positive, and never made fuss about whatever was negative or less desirable.

To conclude, I must say that in the TCI workshops we offered to the students, there was a clear deviation from the class-room style they were used to and bored with. There is more to Disasoochi that I would like to share, but perhaps in another post. Till then, take care!