A.C.-22.11.

2022
Appendix-10

INDEX
DEPARTMENT OF PSYCHOLOGY
SEMESTER-II

Sl.No. Content Page No.

1 BA (Hons.) Psychology 2-6

1. Psychology of Individual Differences

2. Social Psychology
3. Statistical Methods for Psychological
Research

2 Pool of Generic Electives offered by 7 - 14

Department of Psychology

1. Industrial and Organizational Psychology

2. Intergroup Relations
3. Health and Well-Being
4. Self in Contemporary Society
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Appendix-10

PSYCHOLOGY
COURSES OFFERED BY DEPARTMENT OF PSYCHOLOGY

Category I
[UG Programme for Bachelor in PSYCHOLOGY (Honours) degree in three years]

YEAR SEMESTER 2
FIRST YEAR-

DISCIPLINE SPECIFIC CORE COURSE -4 (DSC-4) – : PSYCHOLOGY OF INDIVIDUAL DIFFERENCES

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES

PRE REQUISITES OF THE COURSE

Course title Credits Credit distribution of the Eligibility Pre-requisite

& Code course criteria of the
Lecture Tutorial Practical/ course
Practice (if any)
DSC-4: 4 3 0 1 12th Pass Nil
PSYCHOLOGY
OF
INDIVIDUAL
DIFFERENCES

Learning Objectives

The Learning Objectives of this course are as follows:

 To encourage students to recognize individual differences.

 To impart knowledge of the theories of intelligence and personality.
 To educate the learner with the principles of psychological testing.
 To train students to use psychological tests to measure personality and intelligence.

Learning outcomes

The Learning Outcomes of this course are as follows:

 Developing an understanding of the concept of individual differences.
 Having a comprehensive knowledge of personality theories, and recognizing the role
of biology, culture and gender in the development of personality.
 Understanding the various approaches to intelligence and appreciating the diverse
frameworks.
 Knowing the principles of psychological testing and its applicationfor the
measurement of personality and intelligence.
 A.C.-22.11.2022
Appendix-10

SYLLABUS OF DSC-1

UNIT – I (5 Weeks)
Personality: Nature of personality; Approaches: Psychodynamic, Phenomenological-
humanistic, Trait, Social-cognitive; Biological foundations of personality; Culture, gender
and personality

UNIT – II (5 Weeks)
Intelligence: Psychometric and Cognitive process approaches; Broader conceptions of
intelligence; Heredity, environment and intelligence; Extremes of intelligence
UNIT – III (5 Weeks)
Psychological Testing: Defining features of a psychological test; Historical foundations of
psychological testing; Reliability, Validity, Norms; Types of psychological tests (Special
emphasis on personality and intelligence testing); Applications and Issues

Practical component
PRACTICAL:One practicum using any one psychological test (personality or intelligence
test). Each practicum group will consist of 10-12 students.

Essential/recommended readings
 Baron, R. A. & Misra, G. (2014). Psychology. Indian Subcontinent Edition.Pearson
Education.
 Ciccarelli, S. K., & Meyer, G. E. (2008). Psychology. South Asian Edition. Pearson
Education.
 Gregory, R.J. (2017). Psychological Testing: History, Principles, and Applications
(7th Ed.). Pearson Education.
 Murphy, K.R. & Davidshofer, C. O. (2019). Psychological Testing: Principles &
Applications (6th Ed.). Pearson Education.

Suggestive readings
 Passer, M.W. & Smith, R.E. (2010). Psychology: The Science of Mind and Behaviour.
Tata McGraw-Hill.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

DISCIPLINE SPECIFIC CORE COURSE – 5 (DSC-5): SOCIAL PSYCHOLOGY

Credit distribution, Eligibility and Prerequisites of the Course

Course title Credits Credit distribution of the Eligibility Pre-requisite

& Code course criteria of the
Lecture Tutorial Practical/ course
Practice (if any)
DSC-5: 4 3 0 1 12th Pass Nil
SOCIAL
PSYCHOLOGY
 A.C.-22.11.2022
Appendix-10

Learning Objectives

 The Learning Objectives of this course are as follows:

 To develop the conceptual knowledge of social psychology, its history, scope,
andmethods.
 To develop an understanding of cognitions, emotions, and actions of oneself and
others in the social and cultural context.
 To learn the causes of self and others’ behaviors and sources of bias in evaluating
such behaviors.

Learning outcomes

 The Learning Outcomes of this course are as follows:

 To provide a platform to conduct an in-depth teaching-learning process of the social
world both theoretically and empirically.
 To give ample opportunities to understand the self as a social being.
 To enhance the comprehension of the social phenomena involving self and others by
underscoring the role of cultural differences.
 To invoke the ‘social scientist’ within the budding psychologists by presenting the
complex debates for rigorous interrogation.
 To conduct practicum as a collaborative learning activity so that a link can be forged
between theory and practice.

SYLLABUS OF DSC- 2

UNIT – I ( 5 Weeks)
Introduction to Social Psychology: Nature, Scope, History, Social Psychology in India, and
Current Trends.

UNIT – II (5 Weeks)
Self and Identity in the Social World: Historical Context, Self-awareness and Self-
knowledge, Many Selves, Social Identity Theory, Self-motives, Self-esteem, Self-
presentation and Impression Management, Self, and Identity in the Cultural Context.

UNIT – III (5 Weeks)

Social Cognition and Attitudes: Social Schemas, Heuristics, Attribution, Attitudes and
Attitude Change.

Practical component
PRACTICAL: Practicum: Any 1 practicum based on Unit 2 or Unit 3. Each practicum group
will consist of 10-12 students.

Essential/recommended readings
 Baumeister, R.F. & Bushman, B.J. (2018). Social Psychology and Human Nature.
New Delhi: Cengage Learning.
 Franzoi, S.L. (2009). Social Psychology (5th Ed.). New York: McGraw-Hill.
 Hogg, M. &Vaughan, G.M. (2008). Social Psychology. Upper Saddle Rives, New
Jersey: Prentice Hall.
 Schneider, F.W., Gruman, A., Coults, L.M. (Eds.). (2012). Applied social psychology:
Understanding and addressing social and practical problems. New Delhi: Sage
publications.
 A.C.-22.11.2022
Appendix-10
 Taylor, S.E., Peplau, L.A. & Sears, D.O. (2006). Social Psychology (12th Ed.).New
Delhi: Pearson.

Suggestive readings (if any)

 Baron, R.A., Byrne, D. & Bhardwaj, G. (2010). Social Psychology (12th Ed.). New
Delhi: Pearson.
 Branscombe, N.R., Baron, R.A., Baumeister, R.F., & Kapur, P. (2019). Social
Psychology, 14th Ed. New Delhi: Pearson.
 Crisp, R.J., & Turner, R.N. (2014). Essential Social Psychology. New Delhi: Sage
 Misra, G. (2009). Psychology in India: Theoretical and Methodological
Developments (ICSSR Survey of Advances in Research), Vol 4. New Delhi: Pearson.


DISCIPLINE SPECIFIC CORE COURSE–6 (DSC-6):

STATISTICAL METHODS FOR PSYCHOLOGICAL RESEARCH

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite of
Lecture Tutorial Practical/ the
Practice course(if
any)
DSC-6: 4 3 1 0 12th Pass Nil
STATISTICAL
METHODS FOR
PSYCHOLOGICAL
RESEARCH

Learning Objectives

The Learning Objectives of this course are as follows:

 To familiarize students with the use of statistical methods in psychological research.

 To foster an understanding of the techniques of descriptive statistics for quantitative
research.
 To teach the application of the same in the field of Psychology.

Learning outcomes

The Learning Outcomes of this course are as follows:

 Understanding the relevance of statistical methodsfor psychological research, and the

difference between descriptive and inferential statistics.
 A.C.-22.11.2022
Appendix-10
 Having knowledge about variables, scales of measurement and the percentile system.
 Learning to present numerical data graphically.
 Knowing the properties and computation of the various measures of central tendency
and variability.
 Developing an understanding of standard scores, and the nature and applications of
the normal probability distribution.
 Getting acquainted with correlation technique for quantitative research.

SYLLABUS OF DSC-3

UNIT – I (5 Weeks)

Psychological Research; Relevance of Statistics in Psychological Research; Descriptive and

Inferential Statistics; Scales of Measurement; Grouped Frequency Distribution; Computation
of Percentiles and Percentile Ranks from Grouped Data; Graphical Representation of Data
(Histogram, Frequency Polygon, Cumulative Percentage Curve)

UNIT – II (3 Weeks)
Measures of Central Tendency: Definition; Properties and Comparison; Calculation of Mode,
Median and Mean from Raw Scores; Effects of Linear Score Transformations on Measures of
Central Tendency Measures of Variability: Range; Semi-Interquartile Range; Variance;
Standard Deviation (Properties and Comparison); Calculation of Variance and Standard
Deviation; Effects of Linear Score Transformations on Measures of Variability

UNIT – III (4 Weeks)

Standard (z) Scores: Standard Scores; Properties of z-Scores; Transforming Raw Scores Into
z-Scores, Determining Raw Scores From z-Scores, Some Common Standard Scores,
Comparison of z- Scores And Percentile Ranks
The Normal Probability Distribution: Nature, Properties and Applications; Finding Areas
When the Score is Known, Finding Scores When the Area is Known; Applications

UNIT – IV (3 Weeks)
Meaning of Correlation; Correlation and Causation; Calculating Pearson’s Correlation
Coefficient from Deviation Scores and Raw Scores; Effects of Linear Score Transformations.

Practical component (if any) - NIL

Essential/recommended readings
Howitt, D. &Cramer, D. (2011). Introduction to Statistics in Psychology (5th Ed.). Pearson
Education.
King, B.M., Rosopa, P.J., &Minium, E.W. (2011). Statistical Reasoning in the Behavioral
Sciences (6th Ed.). Wiley.
Mangal, S.K. (2010). Statistics in Psychology and Education (2nd Ed.). PHI Learning.
Suggestive readings
Aron, A., Coups, E.J. & Aron, E.N. (2013). Statistics for Psychology (6th Ed.). Pearson
Education.
Garrett, H.E. (2005). Statistics in Psychology and Education.Paragon International
Publishers.
 A.C.-22.11.2022
Appendix-10

COMMON POOL OF GENERIC ELECTIVES (GE) COURSES

B.A. (Hons.) Psychology & B.A. (Hons.) Applied Psychology
First Year- Semester II

GENERIC ELECTIVES (GE-5):

INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the course Eligibility Pre-
Lecture Tutorial Practical/ criteria requisit
Practice e of the
course
th
GE-5: 4 3 0 1 12 Pass Nil
INDUSTRIAL AND
ORGANIZATIONAL
PSYCHOLOGY

Learning Objectives

The Learning Objectives of this course are as follows:

● To understand the scope of organisational psychology
● Know about contemporary trends in industrial/ organisational behaviour
● Analyze motivational cycle
● To learn about theories of job satisfaction
● Examine varied theories and models of leadership
● To exhibit an experiential understanding of practical aspects of
industrial/organisational psychology

Learning outcomes

The Learning Outcomes of this course are as follows:

● Developing knowledge of I/O Psychology, its nature, scope, trends and challenges.
● To develop a better understanding of the behaviour of the employees at workplace
and how the factors like motivation, Job satisfaction and Leadership makes an
organization effective and efficient

SYLLABUS OF GE-5

UNIT – I (3 Weeks)
Introduction: Definition of I/O, Nature and scope of I/O, Difference between Industrial and
organizational psychology, Contributing disciplines to I/O, Brief understanding of Atharva
Veda, Contemporary trends and challenges.
 A.C.-22.11.2022
Appendix-10
UNIT – II (4 Weeks)
Motivation and Job satisfaction: Motivation: Definition, Motivational cycle , types
(Intrinsic and extrinsic); Job satisfaction: Elements of Job satisfaction, theories (Maslow’s
Hierarchy of Needs, McClellands’ Need theory, Vrooms’ Expectancy theory, Alderfer ERG
theory, Frederick Herzberg Two Factor Theory, Locke’s Value Theory, Adam’s Equity
Theory, Porter and Lawler’s Expectancy Theory).

UNIT – III (4 Weeks)

Leadership: Definition of leadership, Contemporary theories (Transformational Leadership
Theory, Transactional Leadership Theory, Charismatic Leadership Theory, Indigenous
theories (Performance-maintenance theory, Nurturant task –participative model of leadership,
consultative style of management and pioneering innovative theory of leadership)

Practical component (4 Weeks)

PRACTICAL: Any two of the following based on GE-5: Industrial and Organizational
Psychology. Each Practical Group will consist of 10-12 students.

1. Test/ scales ( topics mentioned in syllabus)

2. Business model analysis
3. Case study ( leadership)
4. Experiential activities like Role Plays

Essential/recommended readings
● Greenberg & Baron, (2008). Behaviour in Organition, 9th (Ed.) Pearson. (Unit 2: Chapter
4; Unit 3: Chapter 12)
● Luthans, F, Brett C. Luthans, Kyle W. (2015). Organizational behaviour:An evidence
based approach,13th Edition. McGraw Hill (Unit 2 : Chapter 2 &13)
● Parikh, N. & Gupta, R. (2010).Organization Behaviour. Tata Mc.Graw Hill Education
,New Delhi (Unit 2: Chapter 7 & Chapter 8; Unit 3: chapter 18 & 19)
● Prakash, A. (2011). Organizational behaviour in India: An Indigenous Perspective. In G.
Misra (Ed.), Handbook of Psychology, Oxford University Press.
● Robbins, S.P., Judge T.A. (2017) Essentials of Organizational Behaviour, Pearson
Education. (Unit 1: Chapter 1, Unit 2: Chapter 7, Unit 3: Chapter 13)

Suggestive readings
● Sharma, S. (2015). Globalizing Indian Thought through Indian Management Knowledge
Tree. IIM Kozhikode society & Management Review, 4(1), 1-14.
● Sinha, J.B.P. (1995). Cultural Context of leadership and Power. Sage Publications.

GENERIC ELECTIVES (GE-6: INTERGROUP RELATIONS

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite of
Lecture Tutorial Practical/ the course
Practice
GE6: 4 3 0 1 12th Pass Nil
INTERGROUP
RELATIONS
 A.C.-22.11.2022
Appendix-10

Learning Objectives
 The Learning objectives of this course are as follows:
 The course on intergroup relations shall facilitate in a non-psychology student an
understanding of society as a whole, the frictions and fissures in humanity and the
psychological bases for the same.
 The objective is to help students develop insights into their one’s own needs for
belongingness and differentiation as a precursor to these dynamics and conflicts.

Learning outcomes
 The Learning Outcomes of this course are as follows:
 To understand the socio-psychological underpinnings of group membership and
relationship between groups
 To understand the psychological foundations of conflict between groups
 Learning to resolve inter-group conflicts and improving inter-group relations

SYLLABUS OF GE-6

UNIT – I (3 Weeks)
Groups and their Importance : Groups, types and importance, Intragroup - intergroup
differences, discontinuity effects, inter-group relations

UNIT – II (4 Weeks)
Intergroup Interaction Approach: Realistic conflict theory, Robbers cave experiment
(cooperation vs. competition), Social Identity theory, minimal group studies; Relative
deprivation theory, Norm Violation theory

UNIT – III (5 Weeks)

Social and Cultural Aspects of Intergroup Relations: Cognitive biases & stereotypes,
prejudice, Discrimination, social dilemma; inter-group conflicts and their types;
consequences of conflicts (subtle and blatant forms); Case studies in Indian context.

UNIT – IV (3 Weeks)
Resolving Intergroup Conflicts: Contact based strategies, Cognitive strategies; Conflict
Resolution (arbitration, negotiation, mediation etc.), Case Studies in Indian context.

Practical component (if any) - NIL

Essential/recommended readings
 Baron, R.A., Branscombe, N.R, Byrne,D. & Bhardwaj, G. (2009) Social psychology.
New Delhi: Pearson.
 Baumeister, R.F., & Bushman, B.J.(2013). Social Psychology & Human Nature.
Wadsworth
 (chapter on prejudice and intergroup relations)
 Dunham, Y., Srinivasan, M., Dotsch, R., & Barner, D. (2014). Religion insulates
ingroup evaluations: the development of intergroup attitudes in
India. Developmental science, 17(2), 311–
319. https://doi.org/10.1111/desc.12105
 Forsyth, D.R. (2009) Group dynamics.Broke/Cole: Wadsworth.
 Miller, N.& Breuuer, M.B. (1996). Intergroup Relations (Mapping Social
Psychology). Open University Press.
 A.C.-22.11.2022
Appendix-10
 Tripathi, R.C. (2009). Hindu Social Identities and Imagined Past. In A.K.Tiwari
(Ed), Psychological Perspectives on Social Issues and Human
Development. Concept Publishing Company.

Suggestive readings -

 Myers, D. Sehejpal, P., Behera, P. (2011). Social Psychology. McGraw Hill

Education.
 Taylor, S. E., Peplau, L. A., & Sears, D. O. (1997). Social Psychology(9th ed.).
Prentice-Hall, Inc.
 Franzoi, S.L. (2016) Social Psychology. 7th Edition, BVT Publishing, Redding, CA.

GENERIC ELECTIVES (GE-7): HEALTH AND WELL-BEING

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the
Practice course
GE-7 : 4 3 1 0 12th Pass Nil
HEALTH AND
WELL-BEING

Learning Objectives

 The Learning Objectives of this course are as follows:

 To equip the learner about the components and theoretical basis of health and
 wellbeing and understanding the relationship between mind and body.
 To inculcate sensitivity to health related behaviors and ways of adopting them.
 To develop an understanding of how engaging in physical activity improves health
and regulating emotions can impact wellbeing.
 To enable the learners develop skills to manage their health and wellbeing

Learning outcomes
 The Learning Outcomes of this course are as follows:
 Demonstrate an adequate knowledge of various components of health and theoretical
basis of Health & Well-being.
 Developing an understanding health related behaviours and ways to engage in them
for promoting health and wellbeing
 Evaluating the usefulness of physical activity and skills to regulate emotions in
enhancing health and wellbeing.
 Displaying different kinds of skills to manage stress and techniques of relaxation.

SYLLABUS OF GE-7

UNIT – I (4 Weeks)
 A.C.-22.11.2022
Appendix-10
Conceptualizing Health and Wellbeing: defining Health & wellbeing, notion of Health &
illness, Mind -body relationship, components & indicators of health & wellbeing, bio-
psychosocial model of health

UNIT – II (4 Weeks)
Understanding Health behaviors: healthy behaviors-health belief model, stages of change
model, compromising behaviors, eating behaviors.

UNIT – III (3 Weeks)

Enhancing Health & Well-being: Physical activity & Emotion regulation

UNIT – IV (4 Weeks)
Managing Health & Wellbeing: stress management -nature of stress, consequences in brief,
relaxation techniques-meditation, yoga

Practical component (if any) - NIL

Essential/recommended readings

 Arora,M.K. and Sran,S.K (2017) Psychology of health and well-being , Book Age
Publications: New Delhi, ISBN: 978-93-83281-71-8.
 Dalal,A.K.,&Misra,G.(2011).New Directions in Health Psychology.Sage
 DiMatteo,M.R.&Martin,L.R.(2002).Health Psychology:NewDelhi:Pearson.
 Khosla,M.(Ed.)(2022). Understanding the Psychology of Health and Well-being. Sage
Texts, Delhi.ISBN 9789354794391
 Sarafino, E.P.(2013).Health psychology.7th Edition, Wiley.

Suggestive readings

 Taylor,S.E.(2012).Health Psychology(7th edition).New york: TataMcGraw Hill.

publications.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

GENERIC ELECTIVES (GE-8): SELF IN CONTEMPORARY SOCIETY

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the Eligibility Pre-
course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
GE-8 : 4 3 1 0 12th Pass Nil
SELF IN
CONTEMPORARY
SOCIETY
 A.C.-22.11.2022
Appendix-10
Learning Objectives

The Learning Objectives of this course are as follows:

 To understand the concept of self both in the Western context and the Indian context.
 To delve into the understanding and processes of culture and self.
 To enable students to engage in how culture and identity interacts in a globalised and
in a multicultural world.
 To understand the emerging digital world and its impact on self.

Learning outcomes
The Learning Outcomes of this course are as follows:
 To help understand students with the need of understanding the self.
 To create an understanding of self in relation to diversity of culture, special focus on
Indian perspectives of self.
 To expand an understanding of self as an emerging and evolving variable and being
shaped by the current socio-cultural factors.

SYLLABUS OF GE-8

UNIT – I (4 Weeks)
Understanding Self : Self and Identity in Indian and Western approach; Indian approaches
to understand self – Paranjpe’s writings on Advaita Vedanta and it’s comparison with
Erikson’s view. Western approaches to understand self: Winnicott - True and False self,
Serena Chen - Relational self. Comparison between Indian Self and Western Self.

UNIT – II (3 Weeks)
Culture and self : Culture and the Self; Cultural variations of self and it’s critique:
Individualism-Collectivism, Independent and Interdependent self-construal; Cross-cultural
case studies.

UNIT – III (4 Weeks)

Culture and Identity : Self in a globalized world: Individuality in Cultural Globalization,
Identity Negotiation; Migration and Identity; Emerging issues: Bicultural identity,
acculturation, identity confusion, and coping.

UNIT – IV (4 Weeks)
Self in a Digital World : Definition of Digital Self; Self in a digital world: The psychology
of media use, Impact of digital technology (social media: WhatsApp, Youtube, Facebook,
Instagram, Twitter, & Podcasts), Positive and Negative aspects of media.

Practical component (if any) - NIL

Essential/recommended readings
 Andersen, S. M., & Chen, S. (2002). The relational self: an interpersonal social-
cognitive theory. Psychological review, 109(4), 619.
 Chen, C. P. (2016). Forming digital self and parasocial relationships on YouTube.
Journal of Consumer culture, 16(1), 232-254.
 Chen, S., Boucher, H., & Kraus, M. W. (2011). The relational self. In Handbook of
identity theory and research (pp. 149-175). New York: Springer.
 Dalal, A. K. (2019). Wither Indian psychology? New Delhi: Rawat Publications.
 Goldstein, S. B. (2019). Cross-cultural explorations: activities in culture and
psychology (3th ed). New York: Routledge.
 Erikson, E. H. (1951). Childhood and society. New York: Norton.
 A.C.-22.11.2022
Appendix-10
 Erikson, E. H. (1968). Identity: Youth and crisis. New York: Norton.
 Harris, R. J. & Sanborn, F. W. (2018). A cognitive psychology of mass communication
(6th ed). New York: Routledge.
 Hermans, H. J. M. &Hermans-Konopka, A. (2010). Dialogical self theory:
positioning and counter-positioning in a globalizing society. (pp 1-81) New York:
Cambridge University Press.
 Huynh, Q. L., Nguyen, A. M. D., & Benet-Martínez, V. (2011). Bicultural identity
integration. In Handbook of identity theory and research (pp. 827-842). Springer,
New York, NY.
 Iqani, M., & Schroeder, J. E. (2016). # selfie: Digital self-portraits as commodity
form and consumption practice. Consumption Markets & Culture, 19(5), 405-415.
 Lifton, R. J. (1999). The protean self: Human resilience in an age of fragmentation.
University of Chicago Press.
 Markus, H. R., &Kitayama, S. (1991). Culture and the self: Implications for
cognition, emotion, and motivation. Psychological review, 98(2), 224.
 Mishra, A. K., Akoijam, A. B. &Misra, G. (2009). Social psychological perspectives
on self and identity. In G, Misra. (Ed), Psychology in India (pp. 53 - 104), ICSSR,
New Delhi.
 Misra, G. (2011). Handbook of Psychology in India, New Delhi: Oxford University
Press.
 Ozer, S. (2019). Towards a psychology of cultural globalisation: A sense of self in a
changing world. Psychology and Developing Societies, 31(1), 162-186.
 Oyserman, D., Elmer, K., & Smith, G. (2012). Self, self-concept, and identity. In M.
 R. Leary & J. P. Tangney (Eds.). Handbook of self and identity. Ch.4. Pp. 69 -
104.(2nd Edn.). New York: The Guilford Press.
 Paranjpe A.C. (2000). Self and identity in modern psychology and Indian thought.
 New York: Plenum Press. (Chapter 2 & 3)
 Salagame, K. (2013). Ego and ahaṁkāra: Self and identity in modern psychology and
Indian thought. Foundations and Applications of Indian Psychology.
 Sinha, J. B. P. (2002). Towards Indigenization of Psychology in India. In G, Misra. &
A. K. Mohanty (Eds.). Perspectives on Indigenous Psychology (pp. 440-457). New
Delhi: Concept Publishing Company
 Smith, P. B., Bond, M. H., &Kagitcibasi, C. (2006). Understanding social psychology
across cultures: living and working in a changing world. London: Sage.
 Triandis, H. C. (1995). Individualism and Collectivism (1st ed.). New York:
Routledge.
 Timotijevic, L., &Breakwell, G. M. (2000). Migration and threat to identity. Journal
of Community & Applied Social Psychology, 10(5), 355-372.
 Vignoles, V. L., Owe, E., Becker, M., Smith, P. B., Easterbrook, M. J., Brown, R.,
Bond, M. H. (2016). Beyond the 'east–west' dichotomy: Global variation in cultural
models of selfhood. Journal of Experimental Psychology: General, 145(8), 966–1000.
 Virupaksha, H. G., Kumar, A., &Nirmala, B. P. (2014). Migration and mental health:
An interface. Journal of natural science, biology, and medicine, 5(2), 233–239.
 Winnicot, D. W. (1971 Vaughn, L. M. (2019). Psychology and culture: thinking,
behaving, and behaving in a global context. New York: Routledge). Playing and
reality. London: Tavistock.
 A.C.-22.11.2022
Appendix-10
Suggestive readings
 Hermans, H. J. M (1993). The dialogical self: beyond individualism and rationalism.
American Psychologist, 47(1). 23-33.
 Hermans, H. J., &Dimaggio, G. (2007). Self, identity, and globalization in times of
uncertainty: A dialogical analysis. Review of general psychology, 11(1), 31-61.
 Jensen, L. A. (2011). Navigating local and global worlds: Opportunities and risks for
adolescent cultural identity development. Psychological Studies, 56(1), 62-70.
 Mascolo, F. M., Misra, G., &Rapisardi, C. (2004). Individual and relational
conceptions of self in India and the United States. New directions for Child and
Adolescent development, no. 104, Pp. 9-27.
 Rao, K, R. &Paranjpe, A. C. (2017). Psychology in the Indian Tradition. New Delhi:
D.K. Printworld.
 Salagame, K.K.K., (2011b). Ego and Ahamkāra: Self and identity in modern
psychology and Indian thought. In M. Cornelissen, and G.Misra (Eds.). Foundations
of Indian Psychology: Theories and concepts. Pearson Education, New Delhi. Pp.
133-145.
 Sharma, S., & Sharma, M. (2010). Globalization, threatened identities, coping and
well-being. Psychological Studies, 55(4), 313-322.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.
 A.C.-22.11.2022
Appendix-10

****

INDEX

DEPARTMENT OF PSYCHOLOGY

(APPLIED PSYCHOLOGY)

SEMESTER-II

Sl.No. Content Page

No.

1 BA (Hons.) Applied Psychology– DSC 1-6

1. Foundantions Of Intelligence, Personality And Affect

2. Developmental Psychology
3. Social And Group Processes

2 Pool of Generic Electives 7 - 14

1. Industrial and Organizational Psychology
2. Intergroup Relations
3. Health and Well-Being
4. Self in Contemporary Society

****
 A.C.-22.11.2022
Appendix-10

APPLIED PSYCHOLOGY
COURSES OFFERED BY DEPARTMENT OF PSYCHOLOGY

Category I
[UG Programme for Bachelor in APPLIED PSYCHOLOGY (Honours) degree in three years]

YEAR SEMESTER 2
FIRST YEAR-

DISCIPLINE SPECIFIC CORE COURSE -4 (DSC-4) – :

FOUNDANTIONS OF INTELLIGENCE, PERSONALITY AND AFFECT

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES

PRE REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
(if any)
DSC-4: 4 3 0 1 12th Pass Nil
FOUNDANTIONS
OF
INTELLIGENCE,
PERSONALITY
AND AFFECT

Learning Objectives
The Learning Objectives of this course are as follows:
 Understanding and applying psychological determinants to everyday life events.
 Evaluating correct, logical, and unbiased inferences about human behaviour from
empirical information and evidences.
 Learning to design, conduct, or evaluate basic psychological research based on
individual differences ,affect and motivation.
 Demonstrating knowledge of ethical principles that influence psychologists in their
research on individual differences.
 A.C.-22.11.2022
Appendix-10
 Learning outcomes
 The Learning Outcomes of this course are as follows:
 Demonstrate an understanding and knowledge of the focus of Differential
Psychology/Individual Differences as a separate area of study along with a focus on
motivation and emotion
 Demonstrate comprehension in their abilities to define, operationalize, and assess
psychological constructs on which individuals differ as well as areas related to
motivation and emotion.
 Display an understanding of how these aspects of individual differences, motivation
and emotion are studied in the laboratory.

SYLLABUS OF DSC-4

UNIT – I (5 Weeks)
Intelligence:
• Defining Intelligence;
• Historical perspective;
• Hereditary, Environment and Intelligence;
• Theories: Psychometric approach, Cognitive processes approach, contemporary
theories of R. Sternberg and H. Gardner;
• Emotional intelligence; Assessment of intelligence with group differences;
• Extremes of Intelligence: Giftedness and MR

UNIT – II (5 Weeks)
Personality:
• Defining Personality;
• Personality-environment interaction;
• Theories: Psychodynamic, phenomenological-humanistic, behavioural and social-
cognitive, Trait Perspective;
• Biological basis of personality.
• Assessment of Personality

UNIT – III (5 Weeks)

Motivation & Emotion
• Perspectives on motivation: Instinct Theory of Motivation (McDougall),
Psychodynamic and humanistic views, Maslow’s theory, Self-determination theory;
• Types of Motives;
• Emotions: Nature: Cognitive and Physiological components;
• Bodily changes and Emotions;
• The facial expression of emotions and Display rules;
• Theories: The James-Lange Somatic theory, The Cannon-Bard Theory, , Schachter -
Singer Theory.

Practical component (7 Weeks per practicum)

PRACTICAL: Any TWO test from the THREE units above.
Report writing in the APA style. Each practicum group will consist of 10-12 students.

Essential/recommended readings
 Passer, M.W. & Smith, R.E. (2013). Psychology: The Science of Mind and
Behaviour. New Delhi: Tata McGraw- Hill
 Ciccarelli,S. K., Meyer, G. E. &Misra, G. (2013/latest). Psychology: South Asian
Edition. New Delhi: Pearson Education.
 Nolen-Hoeksema, S., Fredrickson, B., Loftus, G. R., & Lutz, C. (2014). Atkinson &
Hilgard's: Introduction to psychology. Wadworth : Cengage Learning
 A.C.-22.11.2022
Appendix-10
Suggestive reading
 Sibia, A., &Misra, G. (2011). Understanding emotion. Handbook of psychology in
India, 286-298.Johnson, W. (2014) Developing difference. Palgrave Macmillan.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

DISCIPLINE SPECIFIC CORE COURSE – 5 (DSC-5): DEVELOPMENTAL PSYCHOLOGY

Credit distribution, Eligibility and Prerequisites of the Course

Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
(if any)
th
DSC-5: 4 3 0 1 12 Pass Nil
DEVELOPMENTAL
PSYCHOLOGY

Learning Objectives
 The Learning Objectives of this course are as follows:
 Assist students in understanding how developmental psychology plays a role in their
own lives and future careers
 Connects students to current research and real-world application
 Through an integrated approach students gain the insight they need to understand,
explain & apply key human development issues in Real life setting
 Describe ways that culture impacts development.
 Hands on training to students with the help of practical listed in the course

Learning outcomes
 The Learning Outcomes of this course are as follows:
 Critically evaluate theories of lifespan development
 Assess the biological cognitive, emotional and social factors that influence development
 Discuss methodological approaches used to study development
 Examine development issues of children and adolescent in the Indian context.

SYLLABUS OF DSC- 5

UNIT – I ( 5 Weeks)
Nature and Perspectives of Development: Understanding context: family, peers, school;
research methods and designs (Longitudinal & Cross-Sectional). Physical development:
patterns of growth from prenatal development to adolescence.

UNIT – II (5 Weeks)
Cognitive Development: Brief introduction to cognitive development: Piagetian,
Vygotskian. Language development

UNIT – III (5 Weeks)

Emotional Development : Displaying, Recognizing & Interpreting Emotions; Attachment;
Theories of Moral development (Kohlberg, Gilligan).
 A.C.-22.11.2022
Appendix-10

Practical component
 PRACTICAL: Any two practicals from the following list based on DSC05:
DevelopmentalPsychology. Each practical group will consist of 10-12 students.
 Assessment of cognitive or socio-emotional status with the help of standardized
psychological tests.
 Field report: The interaction between individuals and contexts (family, school,
peers,culture).
 Case study of an atypical individual.
 Field work: Visit to an NGO working in the area of issues of children/adolescents

Essential/recommended readings
 Berk, L. E. (2010). Child Development (9th Ed.). New Delhi: Prentice Hall. (Unit 3:
Chapter 12)
 Feldman, R.S. & Babu, N. (2011). Discovering the life-span. New-Delhi: Pearson.
(Unit 1: Chapter 1, 2 to 8)
 Kakar, S. (2012) The inner world: A psychoanalytic study of childhood and society in
India (4th Ed.). New Delhi. Oxford University Press (Unit 3)
 Santrock, J.W. (2012). A topical approach to life-span development. New Delhi:Tata
McGraw- Hill.( Unit 1 to 3)
 Shaffer, D.R. &Kipp, K. (2007). Developmental psychology: Childhood and
Adolescence Indian reprint:Thomson Wadsworth (Unit 2 : Chapter 7 to 10, Unit 3:
Chapter 11 ,15 &16)
 Sharma, N. & Chaudhary, N. (2009). Human development: Contexts and processes In
G. Misra (ed)
 Psychology in India, Vol 1: Basic psychological processes and human development.
India: Pearson. (Unit 3)

Suggestive readings (if any)

 Georgas, J., John W. Berry., van debVijver,F.J.R, Kagitçibasi, Çigdem,Poortinga, Y.
P. (2006). Family across Thirty Cultures: A Thirty Nation Psychological
Study.Cambridge Press.
 Mitchell, P. and Ziegler, F. (2007). Fundamentals of development: The Psychology of
Childhood. New York: Psychology Press.
 Saraswathi, T.S. (2003). Cross-cultural perspectives in Human Development:
Theory,Research and Applications. New Delhi: Sage Publications.
 Srivastava, A.K. (1997). Child Development: An Indian Perspective. New Delhi.
 Patra ,S (2022) .Adolescence in India : Issues ,Challenges & Possibilities .New Delhi:
Springer

DISCIPLINE SPECIFIC CORE COURSE–6 (DSC-6):

SOCIAL AND GROUP PROCESSES

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
 A.C.-22.11.2022
Appendix-10
Code Practice (if any)
th
DSC-6: 4 3 0 1 12 Pass Nil
SOCIAL
AND
GROUP
PROCESSES

Learning Objectives
The Learning Objectives of this course are as follows:
 Understand the process of social interaction and human behaviour.
 Understand various processes and their implications in Indian society.
 Describe the cultural and personal diversities in India and their relationship with
certain social problems in Indian context

Learning outcomes

The Learning Outcomes of this course are as follows:

 Understand the importance of self and its implications for social relationships.
 Understand the dimensions of aggression in society and create harmonious
relationshipsbased on prosocial behaviour and non-violence.
 Describe and understand the social problems in the Indian context with respect to
the role ofgroups and group dynamics.

SYLLABUS OF DSC-6

UNIT – I ( 5 Weeks)
Self and social influence:
Defining the self, sources of self-knowledge, social and cultural influences on self, social
identity theory, social cognitive perspective of self (self-schema, self-schema clarity and
complexity). Social influence, conformity, compliance and obedience.
UNIT – II (5 Weeks)
Social Interaction:
Interpersonal Attraction: meaning and nature of interpersonal attraction, Determinants of
interpersonal attraction, Theories of interpersonal attraction; Prosocial Behaviour: Nature &
determinants, Bystander effect, Theories of Prosocial Behaviour; Aggression: definition,
causes, theories and reducing aggression (Indian perspective – Gandhi’s Non-violence).

UNIT – III ( 5 Weeks)

Group Dynamics: (12 classes)
Group Dynamics: Definition, types of groups, formation, structural properties, group decision
making, group think and group polarization, social loafing, social facilitation.

Practical component
Any 2 practicums either in lab and/or field based on DSC06: Social and GroupProcesses.
Each practical group will consist of 10-12 students.

Essential/recommended readings
 A.C.-22.11.2022
Appendix-10
 Aronson, E., Wilson, T. D., Alert, R. M., Sommers, S. R., & Tucker, V. (2020).
SocialPsychology (10th ed.). Pearson India Education Services Pvt. Ltd.
 Baron, R. A., Branscombe, N. R., Byrne, D., & Bhardwaj, G. (2010). Social
Psychology(12th ed.). Delhi, Pearson.
 Baumeister, R. F., & Bushman, B. J. (2013). Social Psychology & Human Nature.
Wadsworth

Suggestive readings

 Hogg, M., & Vaughan, G. M. (2008). Social Psychology. Prentice Hall.

 Myers, D. G. (2005). Social Psychology (8th ed.). New Delhi: Tata McGraw-Hill
Pub Co.Ltd

COMMON POOL OF GENERIC ELECTIVES (GE) COURSES

B.A. (Hons.) Psychology & B.A. (Hons.) Applied Psychology
First Year- Semester II

GENERIC ELECTIVES (GE-5):

INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the Eligibil Pre-
course ity requisit
Lecture Tutorial Practical/ criteri e of the
Practice a course
GE-5: 4 3 0 1 12th Nil
INDUSTRIAL AND Pass
ORGANIZATIONAL
PSYCHOLOGY

Learning Objectives

The Learning Objectives of this course are as follows:

● To understand the scope of organisational psychology
● Know about contemporary trends in industrial/ organisational behaviour
● Analyze motivational cycle
● To learn about theories of job satisfaction
● Examine varied theories and models of leadership
● To exhibit an experiential understanding of practical aspects of
industrial/organisational psychology
 A.C.-22.11.2022
Appendix-10

Learning outcomes

The Learning Outcomes of this course are as follows:

● Developing knowledge of I/O Psychology, its nature, scope, trends and challenges.
● To develop a better understanding of the behaviour of the employees at workplace
and how the factors like motivation, Job satisfaction and Leadership makes an
organization effective and efficient

SYLLABUS OF GE-5

UNIT – I (3 Weeks)
Introduction: Definition of I/O, Nature and scope of I/O, Difference between Industrial and
organizational psychology, Contributing disciplines to I/O, Brief understanding of Atharva
Veda, Contemporary trends and challenges.

UNIT – II (4 Weeks)
Motivation and Job satisfaction: Motivation: Definition, Motivational cycle , types
(Intrinsic and extrinsic); Job satisfaction: Elements of Job satisfaction, theories (Maslow’s
Hierarchy of Needs, McClellands’ Need theory, Vrooms’ Expectancy theory, Alderfer ERG
theory, Frederick Herzberg Two Factor Theory, Locke’s Value Theory, Adam’s Equity
Theory, Porter and Lawler’s Expectancy Theory).

UNIT – III (5 Weeks)

Leadership: Definition of leadership, Contemporary theories (Transformational Leadership
Theory, Transactional Leadership Theory, Charismatic Leadership Theory, Indigenous
theories (Performance-maintenance theory, Nurturant task –participative model of leadership,
consultative style of management and pioneering innovative theory of leadership)

Practical component (3 Weeks)

PRACTICAL: Any two of the following based on GE-5: Industrial and Organizational
Psychology. Each Practical Group will consist of 10-12 students.

1. Test/ scales ( topics mentioned in syllabus)

2. Business model analysis
3. Case study ( leadership)
4. Experiential activities like Role Plays

Essential/recommended readings
● Greenberg & Baron, (2008). Behaviour in Organition, 9th (Ed.) Pearson. (Unit 2: Chapter
4; Unit 3: Chapter 12)
● Luthans, F, Brett C. Luthans, Kyle W. (2015). Organizational behaviour:An evidence
based approach,13th Edition. McGraw Hill (Unit 2 : Chapter 2 &13)
● Parikh, N. & Gupta, R. (2010).Organization Behaviour. Tata Mc.Graw Hill Education
,New Delhi (Unit 2: Chapter 7 & Chapter 8; Unit 3: chapter 18 & 19)
● Prakash, A. (2011). Organizational behaviour in India: An Indigenous Perspective. In G.
Misra (Ed.), Handbook of Psychology, Oxford University Press.
● Robbins, S.P., Judge T.A. (2017) Essentials of Organizational Behaviour, Pearson
Education. (Unit 1: Chapter 1, Unit 2: Chapter 7, Unit 3: Chapter 13)

Suggestive readings
● Sharma, S. (2015). Globalizing Indian Thought through Indian Management Knowledge
Tree. IIM Kozhikode society & Management Review, 4(1), 1-14.
 A.C.-22.11.2022
Appendix-10
● Sinha, J.B.P. (1995). Cultural Context of leadership and Power. Sage Publications.

GENERIC ELECTIVES (GE-6: INTERGROUP RELATIONS

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite of
Lecture Tutorial Practical/ the course
Practice
GE6: 4 3 0 1 12th Pass Nil
INTERGROUP
RELATIONS

Learning Objectives
 The Learning objectives of this course are as follows:
 The course on intergroup relations shall facilitate in a non-psychology student an
understanding of society as a whole, the frictions and fissures in humanity and the
psychological bases for the same.
 The objective is to help students develop insights into their one’s own needs for
belongingness and differentiation as a precursor to these dynamics and conflicts.

Learning outcomes
 The Learning Outcomes of this course are as follows:
 To understand the socio-psychological underpinnings of group membership and
relationship between groups
 To understand the psychological foundations of conflict between groups
 Learning to resolve inter-group conflicts and improving inter-group relations

SYLLABUS OF GE-6

UNIT – I (3 Weeks)
Groups and their Importance : Groups, types and importance, Intragroup - intergroup
differences, discontinuity effects, inter-group relations

UNIT – II (4 Weeks)
Intergroup Interaction Approach: Realistic conflict theory, Robbers cave experiment
(cooperation vs. competition), Social Identity theory, minimal group studies; Relative
deprivation theory, Norm Violation theory

UNIT – III (5 Weeks)

Social and Cultural Aspects of Intergroup Relations: Cognitive biases & stereotypes,
prejudice, Discrimination, social dilemma; inter-group conflicts and their types;
consequences of conflicts (subtle and blatant forms); Case studies in Indian context.

UNIT – IV (3 Weeks)
Resolving Intergroup Conflicts: Contact based strategies, Cognitive strategies; Conflict
Resolution (arbitration, negotiation, mediation etc.), Case Studies in Indian context.

Practical component (if any) - NIL

 A.C.-22.11.2022
Appendix-10

Essential/recommended readings
 Baron, R.A., Branscombe, N.R, Byrne,D. & Bhardwaj, G. (2009) Social psychology.
New Delhi: Pearson.
 Baumeister, R.F., & Bushman, B.J.(2013). Social Psychology & Human Nature.
Wadsworth
 (chapter on prejudice and intergroup relations)
 Dunham, Y., Srinivasan, M., Dotsch, R., & Barner, D. (2014). Religion insulates
ingroup evaluations: the development of intergroup attitudes in
India. Developmental science, 17(2), 311–
319. https://doi.org/10.1111/desc.12105
 Forsyth, D.R. (2009) Group dynamics.Broke/Cole: Wadsworth.
 Miller, N.& Breuuer, M.B. (1996). Intergroup Relations (Mapping Social
Psychology). Open University Press.
 Tripathi, R.C. (2009). Hindu Social Identities and Imagined Past. In A.K.Tiwari
(Ed), Psychological Perspectives on Social Issues and Human
Development. Concept Publishing Company.

Suggestive readings -

 Myers, D. Sehejpal, P., Behera, P. (2011). Social Psychology. McGraw Hill

Education.
 Taylor, S. E., Peplau, L. A., & Sears, D. O. (1997). Social Psychology(9th ed.).
Prentice-Hall, Inc.
 Franzoi, S.L. (2016) Social Psychology. 7th Edition, BVT Publishing, Redding, CA.

GENERIC ELECTIVES (GE-7): HEALTH AND WELL-BEING

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice
GE-7 : 4 3 1 0 12th Pass Nil
HEALTH
AND
WELL-
BEING

Learning Objectives

 The Learning Objectives of this course are as follows:

 To equip the learner about the components and theoretical basis of health and
 wellbeing and understanding the relationship between mind and body.
 To inculcate sensitivity to health related behaviors and ways of adopting them.
 To develop an understanding of how engaging in physical activity improves health
and regulating emotions can impact wellbeing.
 To enable the learners develop skills to manage their health and wellbeing
 A.C.-22.11.2022
Appendix-10

Learning outcomes
 The Learning Outcomes of this course are as follows:
 Demonstrate an adequate knowledge of various components of health and theoretical
basis of Health & Well-being.
 Developing an understanding health related behaviours and ways to engage in them
for promoting health and wellbeing
 Evaluating the usefulness of physical activity and skills to regulate emotions in
enhancing health and wellbeing.
 Displaying different kinds of skills to manage stress and techniques of relaxation.

SYLLABUS OF GE-7

UNIT – I (4 Weeks)
Conceptualizing Health and Wellbeing: defining Health & wellbeing, notion of Health &
illness, Mind -body relationship, components & indicators of health & wellbeing, bio-
psychosocial model of health

UNIT – II (4 Weeks)
Understanding Health behaviors: healthy behaviors-health belief model, stages of change
model, compromising behaviors, eating behaviors.

UNIT – III (3 Weeks)

Enhancing Health & Well-being: Physical activity & Emotion regulation

UNIT – IV (4 Weeks)
Managing Health & Wellbeing: stress management -nature of stress, consequences in brief,
relaxation techniques-meditation, yoga

Practical component (if any) - NIL

Essential/recommended readings

 Arora,M.K. and Sran,S.K (2017) Psychology of health and well-being , Book Age
Publications: New Delhi, ISBN: 978-93-83281-71-8.
 Dalal,A.K.,&Misra,G.(2011).New Directions in Health Psychology.Sage
 DiMatteo,M.R.&Martin,L.R.(2002).Health Psychology:NewDelhi:Pearson.
 Khosla,M.(Ed.)(2022). Understanding the Psychology of Health and Well-being. Sage
Texts, Delhi.ISBN 9789354794391
 Sarafino, E.P.(2013).Health psychology.7th Edition, Wiley.

Suggestive readings

 Taylor,S.E.(2012).Health Psychology(7th edition).New york: TataMcGraw Hill.

publications.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.
 A.C.-22.11.2022
Appendix-10

GENERIC ELECTIVES (GE-8): SELF IN CONTEMPORARY SOCIETY

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
th
GE-8 : 4 3 1 0 12 Pass Nil
SELF IN
CONTEMPORARY
SOCIETY

Learning Objectives

The Learning Objectives of this course are as follows:

 To understand the concept of self both in the Western context and the Indian context.
 To delve into the understanding and processes of culture and self.
 To enable students to engage in how culture and identity interacts in a globalised and
in a multicultural world.
 To understand the emerging digital world and its impact on self.

Learning outcomes
The Learning Outcomes of this course are as follows:
 To help understand students with the need of understanding the self.
 To create an understanding of self in relation to diversity of culture, special focus on
Indian perspectives of self.
 To expand an understanding of self as an emerging and evolving variable and being
shaped by the current socio-cultural factors.

SYLLABUS OF GE-8

UNIT – I (4 Weeks)
Understanding Self : Self and Identity in Indian and Western approach; Indian approaches
to understand self – Paranjpe’s writings on Advaita Vedanta and it’s comparison with
Erikson’s view. Western approaches to understand self: Winnicott - True and False self,
Serena Chen - Relational self. Comparison between Indian Self and Western Self.

UNIT – II (3 Weeks)
Culture and self : Culture and the Self; Cultural variations of self and it’s critique:
Individualism-Collectivism, Independent and Interdependent self-construal; Cross-cultural
case studies.

UNIT – III (4 Weeks)

Culture and Identity : Self in a globalized world: Individuality in Cultural Globalization,
Identity Negotiation; Migration and Identity; Emerging issues: Bicultural identity,
acculturation, identity confusion, and coping.

UNIT – IV (4 Weeks)
 A.C.-22.11.2022
Appendix-10
Self in a Digital World : Definition of Digital Self; Self in a digital world: The psychology
of media use, Impact of digital technology (social media: WhatsApp, Youtube, Facebook,
Instagram, Twitter, & Podcasts), Positive and Negative aspects of media.

Practical component (if any) - NIL

Essential/recommended readings
 Andersen, S. M., & Chen, S. (2002). The relational self: an interpersonal social-
cognitive theory. Psychological review, 109(4), 619.
 Chen, C. P. (2016). Forming digital self and parasocial relationships on YouTube.
Journal of Consumer culture, 16(1), 232-254.
 Chen, S., Boucher, H., & Kraus, M. W. (2011). The relational self. In Handbook of
identity theory and research (pp. 149-175). New York: Springer.
 Dalal, A. K. (2019). Wither Indian psychology? New Delhi: Rawat Publications.
 Goldstein, S. B. (2019). Cross-cultural explorations: activities in culture and
psychology (3th ed). New York: Routledge.
 Erikson, E. H. (1951). Childhood and society. New York: Norton.
 Erikson, E. H. (1968). Identity: Youth and crisis. New York: Norton.
 Harris, R. J. & Sanborn, F. W. (2018). A cognitive psychology of mass communication
(6th ed). New York: Routledge.
 Hermans, H. J. M. &Hermans-Konopka, A. (2010). Dialogical self theory:
positioning and counter-positioning in a globalizing society. (pp 1-81) New York:
Cambridge University Press.
 Huynh, Q. L., Nguyen, A. M. D., & Benet-Martínez, V. (2011). Bicultural identity
integration. In Handbook of identity theory and research (pp. 827-842). Springer,
New York, NY.
 Iqani, M., & Schroeder, J. E. (2016). # selfie: Digital self-portraits as commodity
form and consumption practice. Consumption Markets & Culture, 19(5), 405-415.
 Lifton, R. J. (1999). The protean self: Human resilience in an age of fragmentation.
University of Chicago Press.
 Markus, H. R., &Kitayama, S. (1991). Culture and the self: Implications for
cognition, emotion, and motivation. Psychological review, 98(2), 224.
 Mishra, A. K., Akoijam, A. B. &Misra, G. (2009). Social psychological perspectives
on self and identity. In G, Misra. (Ed), Psychology in India (pp. 53 - 104), ICSSR,
New Delhi.
 Misra, G. (2011). Handbook of Psychology in India, New Delhi: Oxford University
Press.
 Ozer, S. (2019). Towards a psychology of cultural globalisation: A sense of self in a
changing world. Psychology and Developing Societies, 31(1), 162-186.
 Oyserman, D., Elmer, K., & Smith, G. (2012). Self, self-concept, and identity. In M.
 R. Leary & J. P. Tangney (Eds.). Handbook of self and identity. Ch.4. Pp. 69 -
104.(2nd Edn.). New York: The Guilford Press.
 Paranjpe A.C. (2000). Self and identity in modern psychology and Indian thought.
 New York: Plenum Press. (Chapter 2 & 3)
 Salagame, K. (2013). Ego and ahaṁkāra: Self and identity in modern psychology and
Indian thought. Foundations and Applications of Indian Psychology.
 A.C.-22.11.2022
Appendix-10
 Sinha, J. B. P. (2002). Towards Indigenization of Psychology in India. In G, Misra. &
A. K. Mohanty (Eds.). Perspectives on Indigenous Psychology (pp. 440-457). New
Delhi: Concept Publishing Company
 Smith, P. B., Bond, M. H., &Kagitcibasi, C. (2006). Understanding social psychology
across cultures: living and working in a changing world. London: Sage.
 Triandis, H. C. (1995). Individualism and Collectivism (1st ed.). New York:
Routledge.
 Timotijevic, L., &Breakwell, G. M. (2000). Migration and threat to identity. Journal
of Community & Applied Social Psychology, 10(5), 355-372.
 Vignoles, V. L., Owe, E., Becker, M., Smith, P. B., Easterbrook, M. J., Brown, R.,
Bond, M. H. (2016). Beyond the 'east–west' dichotomy: Global variation in cultural
models of selfhood. Journal of Experimental Psychology: General, 145(8), 966–1000.
 Virupaksha, H. G., Kumar, A., &Nirmala, B. P. (2014). Migration and mental health:
An interface. Journal of natural science, biology, and medicine, 5(2), 233–239.
 Winnicot, D. W. (1971 Vaughn, L. M. (2019). Psychology and culture: thinking,
behaving, and behaving in a global context. New York: Routledge). Playing and
reality. London: Tavistock.

Suggestive readings
 Hermans, H. J. M (1993). The dialogical self: beyond individualism and rationalism.
American Psychologist, 47(1). 23-33.
 Hermans, H. J., &Dimaggio, G. (2007). Self, identity, and globalization in times of
uncertainty: A dialogical analysis. Review of general psychology, 11(1), 31-61.
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Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.