MSC Psych 2020 Syllabus Edited by Aachal

Amity Institute of Behavioral & Allied Sciences
Master of Science- Psychology

FLEXILEARN
-Freedom to design your degree
Programme Structure
Curriculum & Scheme of Examination
2018-21
AMITY UNIVERSITY MAHARASHTRA
Amity Institute of Behavioural &Allied Sciences (AIBAS)

Introduction to the School
AIBAS is sincerely dedicated to create trained human wealth in the fields demanding
behavioral understanding and interventions, the school employs effective teaching learning
environment in the core curriculum through continuous integration of training, field
exposure, observations and research. According to the National Mental health survey
(NMHS, 2016), there is an immense need of mental health professionals in the country.
Eventually, with the programmes like under-graduation, Post-graduation and MPhil in
clinical Psychology the school will be a great support to the nation for bridging the gap
between required and available mental health professionals through assessment diagnosis and
therapies. On the other hand, the undergraduate programme in applied psychology will be
helpful in providing human resource in the various other industries viz. social and community
development, schools/colleges, defence, artificial intelligence, organization behavior, animal
studies, staff welfare and motivation through counselling and training.
Vision
Amity Institute Behavioral and Allied Sciences (AIBAS) at Amity University, Mumbai
aspires to be a nationally recognized frontrunner in undergraduate, post graduate, M.Phil, and
Ph.D. Programs. We train and sensitize psychologists who will protect and promote the
mental health and well-being of our community by upholding the principle of social change
through the application of psychological science.
Mission
Amity Institute Behavioral and Allied Sciences (AIBAS) at Amity University, Mumbai is
committed to quality in undergraduate and post graduate education. Our graduate program
provides a foundation for the scientific understanding of behavior and mental processes and
in order to promote psychological well-being. The post-graduate program focuses more on
the need for empirical research and practice. The Clinical psychology wing which is RCI
recognized trains students for licensed Clinical practice in hospitals and other mental health
institutes.
Programmes offered
Undergraduate courses (Duration 3 yrs.)
 Bachelor of Arts (Hons.): Applied Psychology
The course is designed to broaden intellectual horizon of students through intellectual
and personal development. It focuses on application of principles and practices of
psychology in practical areas like industries, health sector, schools, etc.
 Bachelor of Science: Clinical Psychology
The course is designed to broaden intellectual horizon of students through intellectual
and personal development. It focuses on catering the specific mental health needs of
society.
Post-graduate course (Duration 2 yrs.)
 Master of Science: Psychology(Clinical,Counselling, Industrial/Organizational)
M.Sc. Psychology 2020-22 P a g e 2 | 279

The objective of this course is to develop personal awareness in effective application
of professional counseling skills, to develop diagnostic and testing skills of students,
and to develop orientation for practically relevant research. It also emphasizes upon
culturally informed and conceptualized view of the discipline so that students
understand role of individual and cultural differences and diversity in human
behavior.
MPhil Courses
 Clinical Psychology (RCI Approved) (Duration 2yrs.)
The aim of this course is to prepare the trainee to function as a qualified professional
Clinical Psychologist in the areas of mental and physical health by offering
Diagnostic, Therapeutic, Rehabilitative, Administrative services, and to work towards
promoting the well-being and quality-of-life of individuals.
PhD in Psychology (Duration 3yrs full time/5 yrs. part time)
The PhD in Psychology is a research program that aims to form psychology scholars who can
contribute to building knowledge in Psychology. The course prepares culturally sensitive
clinical health scientists, with competence at applied health research. It prepares culturally
sensitive health service practitioners who provide evidence-based health care services. It
prepares culturally sensitive educators, committed to lifelong learning and dissemination of
psychological knowledge, methods, and practice.
Programme outcomes-
Students graduating with a degree in BA Applied Psychology (Hons.) will be able to-
 Understand the theories, major concepts and mechanisms, which explain human thought and
behavior.
 Understand, design, and conduct basic psychological research.
 Apply ethical standards to evaluate psychological science and practice.
 Locate, evaluate, and apply psychological information. Students graduating with a degree in
psychology will be able to write and present effectively.
 Understand the difference between science, scientific practice and other ways of knowing.
Students graduating with a degree in BSc Clinical Psychology will be able to-
• Understand the theories, major concepts and mechanisms, which explain human
thought and behavior
• Understand the bio-psychosocial basis of mental illness.
• Understand individual variations in the development
• Apply psychological knowledge and practical skills to help people
Distinctive Features of the programmes
Students learn a wide variety of topics of psychology during their course in Amity. Some
important topics are listed below:
Summer Internship Program

There are certain phases of professional development that cannot be effectively taught in the
academic environment. These facets can only be learned through direct, on-the-job
experience working with successful professionals and experts in the field. For this purpose,
our curriculum involves a 120 days intensive summer internship and conduction of workshop
or exposure to related field through Industry visit.
During summer internship, AIBAS students join various industries, NGOs, hospitals, etc.
Some of the renowned places that have groomed AIBAS students are KEM hospital Mumbai,
TISS Mumbai, CapGemini, Navy Children School Visag, MGM hospital Indore, Institute of
Mental Health Hyderabad, Antara Psychiatric Hospital Kolkata, PN Cooper Hospital
Mumbai, Fortis Hospital Delhi, Monk Prayogshala, AIESEC, UNDP and OXFORD to name
a few.This internship helps students to develop attributes like intellectual ability, professional
judgment and decision making ability, inter-disciplinary approach, skills for data handling,
ability in written and oral presentation, sense of responsibility etc.
Workshops and trainings
A workshop is primarily an activity based academic event that is organized to provide the
students a one to one and hands on experience on any aspect of their learning. Regular
workshops are organized at school itself to acquaint students on practical skills and expertise
required in therapies, counselling and testing.
Psychology Laboratory
School has a well- established psychology laboratory with more than 200 standardized
projective and objective psychological tests and/or scales used for assessment of personality
types, IQ, Aptitude, Interest, motivation, emotions, leadership styles, marital adjustment,
neurocognitive functioning, creativity, mental disorders, developmental screening, vocational
preference etc.
The laboratory is well equipped with psychological apparatuses to measure attention,
perception, illusion, learning, memory and bio-feedback. Sound proof cabins for testing and
experimentation are made available to the children keeping privacy and confidentiality of the
clients intact.
Students are given opportunity of self-exploration by administering these tests on themselves
first and later they are trained to administer these tests on dummy clients/subjects.
Psychological profiling and report writing is part of practical classes.

MSC-Psychology
Programme Structure
(Total Credits=130)
Semester I (32 Credits)

Lecture
(L) Tutorial Practical
Sl. Course Total
Course Title Hours (T) Hours (P) Hours
No. Code Credits
Per Per Week Per Week
Week
Core courses* (27 credits) 27
1 PSY4101 Schools of Psychology 2 1 - 3
2 PSY4102 Cognitive Neuropsychology 2 1 - 3
Personality Theories and
3 PSY4103 2 1 - 3
Perspectives
4 PSY4104 Developmental Psychology 2 1 - 3
5 PSY4105 Research Methodology-I 2 1 - 3
6 PSY4106 Practicum – I - - 6 3
7 PSY4107 Statistics-I 2 1 - 3
Psychological Testing and
8 PSY4108 2 1 - 3
Assessment
Community Psychology and
9 PSY4109 2 1 - 3
Community Mental Health
Value enhancement Courses (02 credits) 2
10 CSS4151 Basics of Communication* 1 - - 1
PSY4152 Industry Visit I - - - 1
11
PSY 4153 Workshop with Certification I - - - 1
Open Electives (03 credits) 3
Foreign Language-I
LAN4151 French-I 3 - - 3
12
LAN4152 German-I 3 - - 3
LAN4153 Spanish-I 3 - - 3
Total 32

Semester II (32Credits)
Lecture
(L) Tutorial Practical Total
Sl. Course
Course Title Hours (T) Hours (P) Hours Credits
No. Code
Week
Multicultural Psychology:
1 PSY4201 2 1 - 3
Theory and Practice
Counselling and
2 PSY4202 Psychotherapeutic 2 1 - 3
Interventions
3 PSY4203 Research Methodology-II 2 1 - 3
4 PSY4204 Statistics-II 2 1 - 3
Positive Psychology and
5 PSY4205 Indigenous Therapeutic 2 1 - 3
Interventions and Practices
6 PSY4206 Practicum II - 3 6 3
16hr (in
7 PSY4207 Field Practice - - 6
semester)
Self-awareness and Growth of
8 PSY4208 2 1 - 3
Psychology Professionals
2
9 CSS4251 Corporate Communication* 1 - - 1
PSY4252 Industry Visit II - - - 1
10 Workshop with Certification
PSY 4253 - - - 1
II
Open Electives 3
Foreign Language-II
LAN4251 French-II 3 - - 3
11
LAN4252 German-II 3 - - 3
LAN4253 Spanish-II 3 - - 3
Total 32
Note: *Students will start their internship after the second semester (during the summer
break) and will continue field practice during the third semester (2 days per week) while
evaluation would be done in the end of fourth semester
* *Students would initiate Treatise work from the beginning of the second semester. The
dissertation topic and faculty guide allotment will begin in the third semester and final
evaluation would be done in the fourth semester. Guide and student can begin dissertation
from third semester onward.
*** The course structure is suggestive in nature. There can be addition and removal on basis
of availability of infrastructure.

Semester III (34 Credits): CLINICAL PSYCHOLOGY
Lecture
Sl. Course
No. Code
Week
Core courses* ( 21 Credits) 21
1 PSY4301 Advanced Clinical Psychology 2 1 - 3
2 PSY4302 Advanced Psychopathology 2 1 - 3
3 PSY4303 Clinical Neuropsychology 2 1 - 3
Assessment and Diagnostic in
4 PSY4304 2 1 - 3
Clinical Psychology
Practicum III: Clinical Case
5
PSY4305 Assessment, Intervention, 12 6 - 3
Reporting and Presentation
Summer Internship
6 PSY4306 - - - 6
(Evaluation)
Elective (Any Three) (09 Credits) 9
Forensic & Criminal
7 PSY4360 2 1 - 3
Psychology
8 PSY4361 Consumer Psychology 2 1 - 3
9 PSY4362 Military Psychology 2 1 - 3
Cognitive Behaviour Therapy
10 PSY4363 2 1 - 3
in Practice
Psychological Interventions
11 PSY4364 for Substance use and 2 1 - 3
Addiction Treatment
Suicide Prevention and
12 PSY4365 2 1 - 3
Management
13 CSS4351 Interpersonal Communication* 1 - - 1
PSY4352 Industry Visit III - - - 1
14 Workshop with certification
PSY 4353 - - - 1
III
Open Electives (02 Credits) 2
Foreign Language-III
LAN4351 French-III 2 - - 2
15
LAN4352 German-III 2 - - 2
LAN4353 Spanish-III 2 - - 2
Total 34

Semester III (34 Credits): COUNSELLING PSYCHOLOGY
Lecture
Sl. Course
No. Code
Week
Core courses* (21 Credits) 21
Development of
1 PSY4307 Contemporary Counselling 2 1 - 3
Psychology & Psychotherapy
Advanced Skills and
2 PSY4308 Processes in Counselling 2 1 - 3
Psychology
Counselling Across the
3 PSY4309 Lifespan Addressing Different 2 1 - 3
Groups
Assessment in Counselling &
4 PSY4310 2 1 3
Psychotherapy
Practicum III: Case
5 PSY4305 Assessment, Counselling, 2 1 - 3
Summer Internship
6 PSY4306 - - - 6
(Evaluation)
Electives (Any Three) (9 Credits) 9
Forensic & Criminal
7 PSY4360 2 1 - 3
Psychology
Cognitive Behavioural
10 PSY4363 2 1 - 3
Therapy in Practice
11 PSY4364 for Substance Use and 2 1 - 3
Addiction Treatment
Suicide Prevention and
12 PSY4365 2 1 - 3
Management
PSY 4353 - - - 1
III
Elective (Any 1) (02 Credits) 2
Foreign Language-I
16
Total 34

Semester III (34 Credits): INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY
Lecture
Sl. Course
No. Code
Week
Core courses* (21 Credits) 21
Industrial/Organizational
1 PSY4311 2 1 - 3
Psychology
2 PSY4312 Organizational Behaviour 2 1 - 3
3 PSY4313 Human Resource Management 2 1 - 3
Competency Based
4 PSY4314 2 1 - 3
Assessment in Organizations
Practicum-III: I/O Psychology
5 PSY4305 - - 6 3
practicum
Summer Internship
6 PSY4306 - - - 6
(Evaluation)
Electives (Any three) (9 credits) 9
Forensic & Criminal
7 PSY4360 2 1 - 3
Psychology
Cognitive Behaviour Therapy
10 PSY4363 2 1 - 3
in Practice
11 PSY4364 for Substance Use and 2 1 - 3
Addiction Treatment
Suicide Prevention &
12 PSY4365 2 1 - 3
Management
PSY 4353 - - - 1
III
Open Electives (02 Credits) 2
Foreign Language-I
16
Total 34

Semester IV (32 Credits): CLINICAL PSYCHOLOGY
Lecture
Sl. Course
No. Code
Week
Disorders of Childhood and
1 PSY4401 2 1 - 3
Adolescence
2 PSY4402 Personality Disorders 2 1 - 3
Clinical Counselling Skills
3 PSY4403 2 1 - 3
and Ethics
Practicum IV: Clinical Case
4 PSY4405 Assessment, Intervention, 2 1 - 3
5 PSY4406 Dissertation - - - 9
Palliative Psychology: Theory
6 PSY4460 2 1 - 3
to Practice
Crisis Intervention and Disaster
7 PSY4461 2 1 - 3
Management
8 PSY4462 Peace Psychology 2 1 - 3
9 PSY4463 Psychology of Aging 2 1 - 3
10 PSY4464 Behavioural Economics 2 1 - 3
11 PSY4465 Rehabilitation Psychology 2 1 - 3
Cross Cultural
CSS4451 1 - - 1
12 Communication*
PSY4452 Industry Visit IV - - - 1
13 PSY 4453 Workshop IV - - - 1
Total 32

Semester IV (32 Credits): COUNSELLING PSYCHOLOGY
Lecture
Sl. Course
No. Code
Week
Career Guidance and
1 PSY4404 2 1 - 3
Counselling
Family and Couple
2 PSY4407 2 1 - 3
Counselling
Advanced Psychotherapeutic
3 PSY4408 2 1 - 3
Interventions
Practicum IV: Assessment,
4 PSY4405 Counselling, Reporting and - - 6 3
Presentation
5 PSY4406 Dissertation 9
6 PSY4460 2 1 - 3
to Practice
Crisis intervention and
7 PSY4461 2 1 - 3
Disaster Management
10 PSY4464 Behavioural Economics 2 1 - 3
11 PSY4465 Rehabilitation Psychology
Cross Cultural
12 CSS4451 1 - - 1
Communication*
13
PSY 4453 Workshop IV - - - 1
Total 32

Semester IV (32 Credits): INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY
Lecture
Sl. Course
No. Code
Week
Organizational Development
1 PSY4409 2 1 - 3
and Change
2 PSY4410 Well-Being in the Workplace 2 1 - 3
3 PSY4411 Training and Development 2 1 - 3
Practicum IV: I/O psychology
4 PSY4405 2 1 - 3
practicum
5 PSY4406 Dissertation - - - 9
6 PSY4460 2 1 - 3
to Practice
Crisis intervention and
7 PSY4461 2 1 - 3
Disaster Management
10 PSY4464 Behaviour Economics 2 1 - 3
11 PSY4465 Rehabilitation Psychology 2 1 - 3
Cross Cultural
12 CSS4451 1 - - 1
Communication*
13
PSY 4453 Workshop IV - - - 1
Total 32

SYLLABUS

SEMESTER 1

SCHOOLS OF PSYCHOLOGY
Course Code: PSY4101 Credit Units: 3
Course Objectives:
The Schools of Psychology course focuses on developing a deeper understanding of the
schools of psychology by placing their evolution and growth within the broader framework of
the contextual forces that shaped them. Specific course objectives include the achievement of
the following:
 To instill an in-depth understanding of the evolution of psychology as a science

 To impart an integrated knowledge of the zeitgeist and developing sequence of
knowledge ideas that established the schools of psychology
 To facilitate a comprehensive understanding of the philosophical underpinnings and
major contributions of the schools of psychology.
 To instill an understanding of Western and Indian thought to facilitate a holistic
perspective of current developments in psychology.
Course Content:
Module I: History of Psychology as a Science
 Historical Antecedents: History as a knowledge resource – Why study it?

 Historiography and its significance in psychology Science & Psychology – The
Popper-Kuhn debate
 Features of Science: Empiricism, Determinism, Indeterminism & Non-determinism
Module II: Evolution of Psychological Thought
 Pre-Socratic Philosophers: The Naturalists (Thales, Anaximander, Heraclitus); The

Formalists (Zeno, Pythagoras)
 Medical Science & its growth (Hippocrates); Society & Politics of Athens (The
Sophists & their influence)
 The Philosophy of Socrates, Plato, Aristotle (Important elements related to psyche,
soul, ideas, knowledge)
 The Church and its influence: Augustine & Aquinas (Patristic & Scholastic
philosophy & their influence on psychology); The Search for the Good Life:
Skepticism, Epicureanism, Stoicism, Neoplatonism
Module III: Major Schools of Psychology

 Renaissance, the Scientific Revolution: Man as Machine
 Beginnings of early scientific & experimental psychology: Contributions of Wilhelm
Wundt Structuralism (Titchener), Functionalism (William James)
Module IV: Major Schools of Psychology
 Psychoanalysis (Freud), Behaviourism (Watson),

 Gestalt Psychology, Humanism (Rogers),
 Multiculturalism.
Module V: Overview of Indian Psychology
 Evolution of Indian Philosophy with introduction to major schools of Indian

philosophy: Major schools
 Implications of Indian philosophy on Indian psychology
 Self and Personality in Indian Philosophical Context
Examination Scheme:
Components Internal Assessment End Term Exam
Weightage 30 70
*Multiple modes of Assessment required for internal assessment (Home Assignment/ Class Test/ Presentation/ Mid-
Term Exam/case study/fieldwork/quiz/seminar)
List of Reading Material
 Hergenhahn, B.R. (2009). Introduction to History of Psychology (6th Edition):

Thomson Wadsworth
 Schultz, D.P. & Schultz, S.E. (2011). A History of Modern Psychology (10th edition):
Harcourt College Publishers, New York.
 Greenwood, D.J (2009): A conceptual history of psychology (1st Edition): McGraw-
Hill
 Mandler, G. (2007): A History of Modern Experimental Psychology: MIT Press
 Misra, G. (Ed.) (2011). Handbook of psychology in India. New Delhi: Oxford
University Press.
 Radhakrishnan, S. (2003). Indian Philosophy, Vol. 1 & 2. New Delhi; Oxford
University Press.
 Rao, K.R & Paranjpe, A.C (2016). Psychology in the Indian Tradition: Springer India
Pvt Ltd.
 Leahey, T.H. (2004). A history of psychology: Main currents in psychological
thought. (6thed.). Pearson Education: Delhi.

 Bermuidez, J. L (2006) (Ed). Philosophy of Psychology: Contemporary Readings.
 Tripathi, L.B (2001). Culture as a Psychological Construct. Volume: 13 issue: 2,
page(s): 129-140
 Issue published: September 1, 2001
 Tripathi, L.B. & Pandey, S. (2009). Manav Vikas Ka Manovigyan. (Vol. I & II), New
Delhi : Concept Publishing Company.
 Pandey. Janak (2001), Psychology in India Revised, Developments in the Discipline
(Volume2): New Delhi: Thousand Oak: London: Sage Publications

COGNITIVE NEUROPSYCHOLOGY
Course Objectives:
 To familiarize students with the fundamental anatomy and mechanisms of brain.
 To facilitate comprehension of how the brain is related to mental states and
cognitive processes.
 To understand cognitive process in context of traditional and current theories and
models.
 To enable comprehension of the implications of cognition in human existence.
 To provide exposure to neuroscience research with the goal of facilitating a deep-
rooted and genuine interest in the area of cognition.
Course Content:
Module I: History, Anatomy and Research Methods
 History of Cognitive Psychology

 Understanding the Mind
 Anatomy and Mechanisms of the Brain
 Research Methods
 Ethics in Cognitive Neuropsychology Research
Module II: Perceptual Processes I: Attention and Consciousnes
 Attention
 Visual Attention
 Auditory Attention
 Consciousness
 Subliminal Perception
 Neuroscience Research
Module III: Perceptual Processes II: Visual and Auditory Recognition
 Sensation to Representation
 Approaches to Perception
 Background on Visual Object Recognition
 Top-Down Processing and Visual Object Recognition
 Face Perception
 Speech Perception

Module IV: Memory
 Types of Memory and Processes

 Models of Memory
 Exceptional Memory and Neuropsychology
 Forgetting
 Enhancing Memory
Module V: Problem Solving, Decision Making, and Creativity
 Problem Solving
 Judgement and Decision Making
 Creativity
 Individual Differences in Cognition &Neuroscience Research
Examination Scheme:
Weightage 30 70
 Anderson, J.R. (2015). Cognitive Psychology and its Implications (8th ed.).
Madison Avenue, NY: Worth.
 Gazzaniga, M. S. (2009). The Cognitive Neurosciences (4th ed.). Cambridge, MA:
MIT Press.
 Gazzaniga, M.S., Ivry, R.B., & Mangun, G.R. (2014). Cognitive Neuroscience: The
Biology of the Mind. New York, NY: WW Norton & Co.
 Goldstein, E. B. (2018). Cognitive Psychology: Connecting Mind, Research, and
Everyday Experience (5th ed.). Belmont, CA: Wadsworth.
 Kellogg, R.T. (2016). Fundamentals of Cognitive Psychology (2nd ed.). New Delhi:
Sage.
 Kolb, B., & Whishaw, I.Q. (2015). Fundamentals of Human Neuropsychology (7th
ed.). New York, NY: Worth
 Lezak, M. D., Howieson, D.B., Bigler, E.D., & Tranel, D. (2012).
Neuropsychological Assessment (5th ed.). NY: OUP.
 Matlin, M. W. (2009). Cognition (7th ed.). Danvers, MA: John Wiley & Sons.
 Pinel, J.P.J. (2014). Biopsychology (9th ed.). New Jersey: Pearson Education.
 Robinson-Riegler, B., & Robinson-Riegler, G. (2012). Cognitive Psychology:
Applying the Science of the Mind (2nd ed.). Noida, UP: Dorling Kindersley (India).
 Smith, E.E., & Kosslyn, S.M. (2018). Cognitive Psychology: Mind and Brain.
Noida, UP: Pearson India.
 Solso, R.L., Maclin, O.H., & Maclin, M. K. (2016). Cognitive Psychology (8th ed.).
Noida, UP: Dorling Kindersley (India).
 Sternberg, R.J., & Sternberg, K. (2012). Cognitive Psychology (6th ed.). Belmont,
CA: Wadsworth.
 Walsh, K., & Darby, D. (2004). Neuropsychology: A Clinical Approach (4th ed.)

PERSONALITY THEORIES AND PERSPECTIVES
Course Objectives:
 To become familiar with the major theories and traditions related to the study of
personality and personal growth.
 To articulate the underlined themes, methodology and assumption of each theory to
enhance understanding of personality and behaviour.
 To introduce critical evaluation of different theories in the background of the
empirical evidence.
 To draw comparisons between various theoretical perspectives on understanding
personality and behaviour.
Course Content:
Module I: Personality Psychology
 Concept of Personality: Definitions, Brief history of Personality Psychology

 A personality Theory: Meaning, Nature, Components, Philosophical Assumptions,
Evaluation Criteria
 Determinants of Personality: Biological, Environmental, Social and Cultural
 Methods of Personality Assessment
Module II: Trait and Type Approaches
 Allport (Trait Theory)

 Cattell (16 Personality Factors)
 Eysenck (Dimensions of Personality)
 McCrae and Costa (Five Factor Model)
 Buss Plomin ( Temperamental Theory)
Module III: Psychoanalytic and Neo-Psychoanalytic Approaches
 Classical Psychoanalysis (Freud)

 Analytical Psychology (Jung)
 Individual Psychology (Adler)
 Psychosocial Theory (Erikson)
 Feminine Psychology (Horney)
 Fromm‟s Personality Theory

Module IV: Behavioural and Cognitive Approaches
 Classical and Operant Conditioning

 Social Learning : Bandura; and Dollard & Miller
 Personal Construct Theory (Kelly)
 Cognitive Affective Theory ( Mischel)
Examination Scheme:
Weightage 30 70
 Engler, B. (2014). Personality theories: An introduction. Belmont : CA: Wadsworth

Cengage Learning.
 Hall, C. S., Lindzey, G., & Campbell, J. B. (1998). Theories of personality. New
York: J. Wiley & Sons.
 Schultz, D. P., & Schultz, S. E. (2017). Theories of personality. Australia: Cengage
Learning.
 Ryckman, R. M. (2013). Theories of Personality (10th ed.). Belmont, CA:
Wadsworth/Cengage.
 Cervone, D. & Pervin, L.A. (2016). Personality: Theory and Research (Thirteenth
edition). Wiley.
 Ryckman, R. M. (2004). Theories of personality (8th ed.). Wadsworth/Thomson
Learning.

DEVELOPMENTAL PSYCHOLOGY
Course Objectives:
 To examine the key issues and questions in developmental psychology.
 Learning how developmental psychologists gain new knowledge and how to be
wise and critical consumers of that knowledge.
 Critically evaluating the role of heredity, maturation, and the environment in
development.
 Understanding physical, cognitive, social, personality development, and adjustment
issues across the life span.
 Familiarization with major scientific theories of development and implications in
everyday life.
Course Content:
Module I: Introduction to Developmental Psychology
 Nature and Scope

 Key Issues and Questions
 Designs for Studying Development
 Ethics in Developmental Psychology Research
Module II: Biological Foundation
 Biology and Heredity

 Interaction of Heredity and Environment
 Stages in Prenatal Development
 Prenatal Influences on Development
Module III: Development Across the Life Span
 Physical Development
 Cognitive Development
 Social Development
 Personality Development
Module IV: Major Theories of Development
 Early Perspective
 The Psychoanalytic Perspective
 The Ethological Perspective
 The Cognitive-Developmental Perspective
 The Ecological Perspective
Module V: Adjustment Related Issues
 Childhood: Developmental Red Flags; Separation Anxiety; Gender Identity; Self

Esteem; Education and School
 Adolescence: Psychological Hazards; Career Decision; Effects of Immaturity;
Media; Happiness in Adolescence
 Early Adulthood: Career Decisions; Sex-Role Adjustments; Work-Life Conflict;
Personal & Social Hazards
 Middle Age: Adjustment to Physical and Mental Changes; Stress; Vocational and
Marital Hazards.
 Old Age: Changes in Motor and Mental Abilities; Hazards to Personal and Social
Adjustment; Cultural Differences in End of Life Decisions
Examination Scheme:
Weightage 30 70
 Berk, L. E. (2017). Child Development (4th ed.). Pearson.

 Berk, L.E. (2017). Exploring Life Span Development (4th ed.). Pearson.
 Crain, W. (2017). Theories of Development: Concepts and Applications (6th ed.).
New Jersey: Routledge.
 Feldman, R.S., & Babu, N. (2018). Development Across the Life Span (8th ed.).
Pearson.
 Hurlock, E. (2017). Developmental Psychology: A Life-Span Approach (5th ed.).
Mc.Graw Hill.
 Lally, M., & Valentine-French, S. (2017). Lifespan Development: A Psychological
Perspective. College of Lake County Division.
 Papalia, D., Olds, S., & Feldman, R. (2017). Human Development. McGraw Hill.
 Santrock, J.W. (2017). Life Span Development (13th ed.). McGraw Hill.
 Shaffer, D. R. & Kipp, K. (2010). Developmental Psychology. Wadsworth,
Cengage Learning.
 Sigelman, C. K. (2008). Human Development. Cengage Learning
RESEARCH METHODOLOGY: 1
Course Objectives:
Research Methodology is an objective and scientific process of obtaining knowledge from the
existing world. This is a blend of various theoretical and scientific concepts. The present course
consists of important elements, process, and methods of research
 To strengthen the foundation for understanding scientific research and its process.
 To provide thorough knowledge of research and its elements
 To enable students to handle systematic and rigorous scientific enquiry
independently.
Course Content:
Module I: Approaches of Scientific Research

 Nature, Characteristics and purpose of Scientific Research;
 Paradigms of Research: Epistemology, Ontology, Methodology; Philosophy of Science;
 Types of Reasoning: Deductive and Inductive;
 Research Approach: Quantitative, Qualitative, Mixed; Steps of Conducting Scientific
Research
Module II: Hypothesis Testing and Data Collection

 Variable: Meaning and Types of variables;
 Research Question: Identification of research questions; Problem;
 Hypothesis: Types and Formulation of hypothesis, Type 1 and Type 2;
 Measurement Level: Four level of Measurement, Advantages and disadvantages;
 Concept of Effect Size; Data Sources: Primary, Secondary and Data Collection Methods
Module III: Sampling and Research Design

 Sampling: Concepts of Statistical Population, Sample, Sampling Frame, Sampling Error,
Sample Size, Characteristics of a good sample;
 Types of Sampling: Probability and Non-probability sampling.
 Research Design: Meaning, purpose, types: Exploratory, Descriptive, Explanatory
Module IV: Experimental Design

 Methods: Single, Double Blinded Study, Placebo; Manipulation, Control, Randomization
 Types of Experimental Design: Randomized and Quasi Experimental Approaches

Module V: Validity and Threats in Research
 Research Validity: Meaning, Characteristics.
 Types of research validity: Statistical Conclusion Validity, Internal Validity, External
Validity;
 Threats to research: Single group, multiple group, Social; improving validity of research;
 Principle and Ethics in Research
Examination Scheme:

Weightage 30 70
*Multiple modes of Assessment required for internal assessment (Home Assignment/ Class Test/ Presentation/ Mid-Term
Exam/case study/fieldwork/quiz/seminar)
 Creswell, J. W. (2008). Educational Research: Planning, conducting, and evaluating

quantitative and qualitative research (3rd ed.). Upper Saddle River: Pearson.
 Trochim, W.M.K, (2006). Research Methods Knowledge Base. Montgomery, Douglas
(2013). Design and analysis of experiments (8th ed.). Hoboken, NJ: John Wiley & Sons,
Inc.
 Kaplan, D. (2004). The Sage handbook of quantitative methodology for the social
sciences. sage.
 Bernard, H. R., & Bernard, H. R. (2013). Social research methods: Qualitative and
quantitative approaches. Sage.
 Newman, W. L. (1991). Social research methods: Qualitative and quantitative
approaches. Allyn and Bacon.
 Somekh, B., & Lewin, C. (Eds.). (2011). Theory and methods in social research. Sage.
 Bernard, H. R., & Bernard, H. R. (2013). Social research methods: Qualitative and
quantitative approaches. Sage.
 Kothari, C. R. (2004). Research methodology: Methods and techniques. New Age
International.
 Somekh, B., & Lewin, C. (Eds.). (2005). Research methods in the social sciences. Sage.
 Broota, K. D., Experimental Design in behavioral research. New Delhi: Wiley Eastern
(1992).
 Aron, A. & Aron, E.N. & Coups, E., Statistics for psychology. New Jersey: Pearson
(2008).
 Newman, L.W., Social research methods: Qualitative and quantitative approaches.
Pearson education (2002)
 Mc Guigan, F.J., Experimental Psychology: Methods and Research. Prentice Hall of
India (1990).

PRACTICUM-1
Course Objectives:
 To apply the concepts of psychology learned in classroom through experimentation and
testing
 To allow students to integrate, and evaluate the information and skills they have acquired in
their masters-level academic course work
 To gain first-hand experience in administering and scoring psychological tests and
interpreting the scores.
 To acquaint the students with the basic procedure of designing and performing
psychological experiments.
 To gain new understandings and competencies as psychologists while contributing to a field
setting.
Course Content:
MODULE I: COGNITION
 Stroop Experiment
 Word Superiority Effect/ Word Letter Effect Experiment
 Indian Adaptation of WISC
 Developmental test of visual perception-adult and adolescent
 Sensory Processing Measure
 Experiment based on Short-Term Memory (Forgetting/ Serial Position Effect)
MODULE II: DEVELOPMENTAL

 Illinois Test of Psycholinguistic Abilities – Third Edition (ITPA-3)
 Measure of Psychosocial Development
MODULE III: LEARNING

 Maze Learning Experiment
 Incidental vs Intentional Learning Experiment
MODULE IV: PERSONALITY & SELF-CONCEPT

 16 PF Questionnaire/NEO-4
 Multidimensional self-concept scale
MODULE V: HEALTH & WELL-BEING

 Mental Health Inventory
Note: Total 5 Practicum will be conducted in the second semester from following list of
tests/experiments, based on each of the above modules.

TESTS
1 Measure of Psychosocial Development Developmental
2 16 PF Questionnaire/NEO-4 Personality
3 Mental Health Inventory Health and wellbeing
4 Illinois Test of Psycholinguistic Abilities – Third Edition (ITPA-3) Developmental
5 Indian Adaptation of WISC Intelligence
6 Developmental test of visual perception-adult and adolescent Perception
7 Multidimensional self-concept scale Self-Concept
8 Sensory Processing Measure Sensory Processing
EXPERIMENTS
Experiment based on Short-Term Memory (Forgetting/

1 Memory
Serial Position Effect)
2 Stroop Experiment Attention
3 Word Superiority Effect/ Word Letter Effect Experiment Visual Perception
Maze Learning Experiment / Incidental vs Intentional
4 Learning
Learning
Examination Scheme:
Instruction
Components & Viva Journal Report Internals Total
Conduction
Weightage 20 20 20 20 20 100
Text & References:
 Ahmed S (2017) Intentional Learning Vs Incidental Learning. J Psychol Clin Psychiatry

7(2): 00426.
 Anastasy, A. & Urbina, Susana (2011). Psychological Testing, 7th ed, Fifth Indian reprint,
New Delhi: Pearson Education
 Harris, P.R. (2008) Designing and reporting experiments in psychology - 3rd ed. Open
University Press Milton Keynes , (308pp).
 Hussain, A. (2014). Experiments in Psychology. PHI Learning Pvt. Ltd. Delhi.
 Mohsin, S. M.: Experiments in Psychology. Motilal Banarasidas, 8th Edition (2016).
 Montgomery, D.C. Design and Analysis of Experiments. John Wiley & Sons., Inc., 9 th
Edition (2017).
 Woodworth, R.S., Schlosberg, H. Experimental Psychology. Oxford, England: Holt,
Rinehart & Winston. (1972)

STATISTICS I
Course Objectives:
 To acquaint students with the various Parametric statistical methods – requirements,
procedure and interpretation of outcomes.
 To ensure that students are able to manually calculate various statistical tests
 To enable students to test hypothesis via data analysis using a suitable statistical
software for all the learnt statistical methods.
Course Content:
Module I: Nature of Statistics
 Uses, importance and limitations of statistics

 Concept of Reasoning, population and sample; Probability theory in statistical
inferences
 Descriptive and Inferential statistics
 Variables and their types
 Scales of Measurement: Nominal, Ordinal, Interval, Ratio
 Sampling and its kinds: Probability sampling methods and Non-Probability sampling
methods
Module II: Normal Distribution and Hypothesis Testing
 Measurements of central tendency, Measurements of dispersion

 Normal Distribution: Properties & applications
 Standard error, Confidence Intervals, Degrees of Freedom
 Null Hypothesis, Type I and Type II errors
 Hypothesis testing: One-tailed and Two-tailed tests
 Effect size
Module III: Tests of Significance: Group Differences
 Standard error of mean, standard deviations

 Significance of difference between means-critical ratio,
 z test, t-test calculation (large and small sample) assumption & uses
 One-Way, Two Way ANOVA
Module IV: Correlation, Regression & Factor Analysis
 Correlation: concept, types, assumptions, use of correlational analysis in

Psychological Research
 Regression, its uses, concepts and assumptions
 Difference between Simple linear and multiple regressions
 Factor Analysis: An introduction
Examination Scheme:
Weightage 30 70
 Fields, A. (2017) Discovering Statistics using SPSS / R

 Garrett, H.E., (2004), Statistics in Psychology and Education (11th ed.); New Delhi:
Paragon International
 Minium E.W. King, H.M & Bear G (2011). Statistical Reasoning in Psychology
and Education (5th Ed.) N Y: John Willey and Sons
 Wesley O. J & Geisser. S (2005): Modes of Parametric Statistical
Inference. Wiley-Interscience
 Gupta S.P.(2012): Statistical methods, Sultan and Sons, New Delhi.
 Broota, K.D.(2006): Experimental design in Behavioural Research, New Delhi:
Wiley Eastern
 Rice, J.A (2013): Mathematical Statistics & Data Analysis, 3rd Edition, South
western.
 Howitt, D & Cramer, D (2011): Introduction to SPSS statistics in psychology, 5 th
Edition
 Cox, D.R. (2006): Principles of statistical inferences.
 Downie, N.M.(1983): Basic Statistical Methods. New York: Harper and
Publishers
 James K. Lindsey (1996): Parametric Statistical Inference, Oxford
science Publication.
 Edward, A.E. (1985): Experimental Design in Psychological Research (5th Ed.),
New Delhi: American Publishing Co.
 Berger. R.L (1990): Statistical Inferences, Cole Pub. Co

PSYCHOLOGICAL TESTING AND ASSESSMENT
Course Objectives:
 To familiarize students with psychometric theory and principles of test construction
in order to facilitate test creation
 To acquaint students with the characteristics and types of standardized tests.
 To inform students about the commonly used standardized psychological scales in
their respective domains
Course Content:
Module I: Nature of Psychological Assessment

 History of Psychological Assessment
 Purpose, uses & Limitations of Psychological Assessments
 Responsibilities of Test Publishers and Test Users
 Measurement vs Assessment vs Evaluation; Emerging trends of online testing
Module II: Classification of Psychological Tests & Test Creation

 Classification of tests
 Methods of Testing: Individual, Group
 Medium of instruction: Verbal, Non-Verbal
 Time limit: Speed, Power
 Levels of measurement: NOIR; Types of Response scales
Module III: Concept of Reliability and Validity

 Concept of Reliability, Reliability estimates and Types of Reliability
 Coefficient of Reliability- Purpose and nature of the test
 Concept of Validity, Types of validity
 Validity bias and fairness
 Factors affecting reliability and validity
Module IV: Test Creation and Item analysis
 Process of Test creation; Methods of Item analysis; Social Desirability

 Criteria of testing, Norms; Meaning and types,
 Scoring interpretation and report writing
 Methods of Norms creation; Importance of case history

Module V: Standardization of Psychological Tests
 Characteristics of a good Psychological Test
 Importance of Test Standardization & Objectivity
 The Standards for Educational and Psychological Testing (SEPT)
 Ethical consideration in Psychological Testing: User Qualifications
Examination Scheme:
Weightage 30 70
 Anastasi, A. & Urbina, S. (2011). Psychological testing, 7th Edition. N.D.: Pearson
Education.
 Kaplan, R.M. & Saccuzzo, D.P. (2017). Psychological Testing: Principles,
Applications, and Issues, 9th Edition. Australia: Thomson Wadsworth.
 Gregory, R.J. (2013). Psychological testing: History, principles and applications, 7th
Edition
New Delhi: Pearson Education.
 Singh, A.K. (2017). Tests, Measurements and Research Methods in Behavioural
Sciences, 5th Edition. Patna: Bharati Bhavan.
 Murphy, K. R., Davidshofer, R. K. (2004): Psychological testing: Principles and
application, 6th Edition, New Jersey: Prentice Hall Inc.
 Jackson C., (1998), Understanding Psychological Testing; Jaico Publishing House
 Guilford J.P.: Psychometric Methods
 Nunnally, J.C. (1981). Psychometric theory. NY: Tata McGraw-Hill
 Ghiselli, E.E. and Campbell, J.P., Zedek, S. (1981). Measurement theory for the
behavioral sciences. W.H. Freeman.
 Freeman, F.S. 3rd ed. (1965). Psychological testing. New Delhi: Oxford & IBH
Publishing Co. Pvt. Ltd.
 Cronbach, L. J. 5th ed. (1990). Essentials of psychological testing. New York:
Harper Collins Publishers:
 Aiken L.R. (1996) Rating Scales and Checklists: Evaluating Behavior,
Personality and Attitudes.
 Chadha, N. K. (1996). Theory and practice of psychometry. N. D.: New Age
International Ltd.
 Kline, P. (1983). Personality measurement and theory. Hutchinson

COMMUNITY PSYCHOLOGY AND COMMUNITY MENTAL HEALTH
Course Code: PSY4109 Credit Units:3
Course Objectives:
 Orient and introduce students to the perspectives on Community Psychology and
Mental Health across the world and Indian Context.
 Highlight concrete examples of transformative practices and policies and how they
can be achieved
 Understand mental health needs of populations in India and existing service
responses from various stakeholders‟ government, non-Govt, private sector, civil
societies, care givers and traditional healers.
 Introduction and critical analysis of Mental Health Care Act 2017 and legal
frameworks for mental health care and their critical analysis.
 Sensitise psychology professionals to the issues of mental health, human rights and
users of survivors of mental health services.
Course Content:
Module I: Conceptual foundation of Community Psychology
 Introduction and background of Community psychology; values and principles of

ecology, collaboration, empowerment, and social justice.
Module II: Introduction to Community Mental Health
 Introduction, background, need and goal; concepts and model of community mental
health services; multicultural approach for mental health services in resource-scarce
settings.
 Historical Background of community mental health in India; Origin of Community
Psychiatry
Module III: International perspectives and Mental Health Transformation
 Comprehensive mental health action plan, Mental Health worldwide, Innovative

Programmes. Mental Health Capacity Building: indicators, increasing access to
care through integration and collaboration
odule IV: Community Mental Health in India
 National mental Health Programme in India, existing service responses from

various stakeholders Government, non-Govt, private sector, civil societies, care
givers and traditional healers.
 Mental Health Care Act 2017 and legal frameworks for mental health care

Module V: Applying Community Mental Health on the Field
 Identification and intervention, human rights and users of survivors of mental

health services
Examination Scheme:
Weightage 30 70
 BS Chavan, Niting Gupta, Priti Arun, Ajeet Sidana, Sushrut Jadhav, Community
Mental Health in India, Jaypee Brothers Pvt. Ltd.; December 2012, ISBN:
9789350907023, Edition: 1
 Geoffrey Nelson, Bret Kloos, and Jose Ornelas, Community Psychology and
Community Mental Health: Towards Transformative Change, Print publication
date: 2014, Print ISBN-13: 9780199362424, Published to Oxford Scholarship
Online: October 2014, DOI:10.1093/acprof:oso/9780199362424.001.0001
 Graham Thornicroft, George Szmukler, Kim T Mueser, and Robert E. Drake,
Oxford Textbook of Community Mental Health, Publisher: Oxford University
Press Print Publication Date: Aug 2011 Print ISBN-13: 9780199565498 Published
online: Jul 2011
 Nagaraja, D. &Murthy, P. (Eds.). (2008). Mental Health Care and Human Rights.
New Delhi: NHRC & Bangalore: NIMHANS.
 Murthy, S. (Eds). (2006). Mental Health by the People. Peoples Action for Mental
Health (PAMH) Bangalore
 Government of India (1982). National Mental Health Programme.
 Government of India, (2010). Mental Health Care Act (2010). Ministry of Health
and Family Welfare.
 World Health Organization, (2005). Mental Health Atlas, Revised edition.
 Corey, G., Corey, M., & Callahan, P. (2003). Issues and ethics in the helping
professions (8th ed.). Belmont, CA: Brooks/Cole.
 Dejsjarlasis, Eisenberg, Good, Kleinman ( 1995). World Mental Health: Problems
and priorities in Low income countries. Oxford University Press.
 *Additional Readings corresponding to topics covered in the class will be provided

from time to time.

INDUSTRY VISIT I
Course Code: PSY 4152 Credit Units: 1
Course Objectives:
 To bridge the gap between theoretical training and practical learning.
 To gain practical knowledge.
 To gain advances in their choice of field.
 To explore various areas of psychology and the role of a psychologist in various
setups.
Course Content:
Guidelines:
1. Industrial Visit will be based on academic requirements and as per the norms of the
affiliating University.
2. The visiting industries and workplaces will be based on specialization and academic
requirements.
3. Industrial Visit will be within the stipulated period set by the department. The stipulated
period will be informed to the Students.
4. Discipline should be maintained both in industry and the public. Students should behave
in a very decent manner. Any violation will be viewed very seriously.
5. A report of Industrial Visit should be prepared individually and submitted to the IV
Faculty supervisor.
6. All are expected to use decent dress code and behave politely and decently and should
be helping each other.
7. In case of difficulty in visiting the actual field, we can use online mode for Industrial
Visit
For faculty
A route map with detailed itinerary showing places of visit, departure/ arrival time, details
of industry visiting, permission letter, mode of travel etc. and list of students, to be
submitted to the HOD as early as possible for approval of tour program.
Follow the following format for report writing:
 Cover Page
 Title
 Date
 Location
 Objectives
 Introduction
 Target population
 Session(s)
 Observations
 Learning
 Suggestions for the future
 Appendix

Examination Scheme:
Component Active Participation Report Writing and Total

Submission
Weightage 50 50 50

WORKSHOP/CERTIFICATION I
Course Objectives:
 To provide the students with a one to one and hands-on experience on any aspect of their
learning.
 To learn things/skills relevant to fields.
setups.
Course Content:
Guidelines for Workshop
The procedure for earning credits from workshop consists of the following steps:
1. Relevant study material and references will be provided by the trainer in

advance.
2. The participants are expected to explore the topic in advance and take an active
part in the discussions held
3. Attending and participating in all activities of the workshop.
4. Group Activities have to be undertaken by students as guided by the trainer.
5. Evaluation of workshop activities would be done through test and quiz at the
end of the workshop.
6. Submitting a write up of as a minimum of 500 words about the learning
outcome from the workshop.
Major Themes for Workshop
1. The workshop may be conducted on any of the following major themes:

2. Experimental Psychology
3. Health Psychology
4. Industrial Psychology
5. Organizational Behaviour
6. Sports Psychology
7. Social Psychology
8. Cognitive Psychology
These themes are merely indicative and other recent and relevant topics of study may be
included.
Methodology
The methodology followed at the workshop could be based on any one or more of the
following methods (depends on faculty supervisor).
 Case Study
 Group Activity
 Role Play
 Quiz
Examination Scheme:
Active Total
Components MCQ/ Quiz Report Writing
Participation
100
Weightage 30 30 40

SEMESTER 2

MULTICULTURAL PSYCHOLOGY: THEORY AND PRACTICE
Course Objectives:
 To prepare psychology students of the cultural diversity within and across the
cultures through enhanced understanding of the major components and principles of
multicultural competence -awareness, knowledge, skills, and values.
 To Integrate theoretical knowledge and empirical research with practical
applications on cultural diversity
 To identify ethical issues associated with multicultural practices in community
Course Content:
Module I: Introduction and Background
 Introduction to multicultural psychology: definition, components and principles of

multicultural competence -awareness, knowledge, skills, and values
 Need and scope for multicultural psychology
Module II: Multicultural Theories and research
 Worldview Model (D.W. Sue), Individualism-Collectivism (TRIANDIS, 1995),

Multicultural Personality Theory, Formation of attitudes, Stereotypes, and
Prejudice, Intergroup Contact, Color-Blind, and Social learning
Module III: Critical analysis and Issues of concern
 Casteism and Social Privilege, Racism, Ageism, Sexism, Classism and Gender
Diversity
Module IV: Identity development and prejudice reduction

 Racial-cultural identity development Models, Acculturation, Oppression &
Privilege, blaming the victim, Prejudice-reduction theories.
Module V: Multicultural competence and Ethics

 Developing Multicultural competence and assessment in counselling, school and
workplace; self-assessment, self-bias and privilege and multicultural assessment
 Ethics in multicultural research and practice

Examination Scheme:
Weightage 30 70
 Frederick T. L. Leong, editor-in-chief, Lillian Comas-DAPA handbook of

multicultural psychology. Vol. 1, Theory and research, Washington, D.C. :
American Psychological Association, 2014
 Gordon C. Nagayama Hall. (2017). Multicultural Psychology, Third Edition
 Nelson, T. D. (2006). The psychology of prejudice (2nd edition). Boston, MA:
Allyn & Bacon.
 Rothenberg, P.S. (2005). White privilege (2nd edition). New York, NY: Worth
Publishers.
 Tatum, B. D. (1997). Why are all the black kids sitting together in the cafeteria?
New York, NY: Basic Books.
 Ambedkar, B.R. The Untouchables: Who Were They and Why They Became
Untouchables
 M. Jeffery. (2015). Multicultural Psychology: Understanding Our Diverse
Communities. Fourth Edition, Oxford University Press, USA, 2015-12-31, ISBN-
10: 0190460857, ISBN-13 : 9780190460853

COUNSELLING AND PSYCHOTHERAPEUTIC INTERVENTIONS
Course Objectives:
 To gain knowledge of major theories of counselling and psychotherapy,
assessments and interventions
 To gain a comprehensive understanding of the important principles of counselling
and psychotherapy.
 To learn the techniques, skills and conditions required for effective practice of
psychotherapy
To learn the basic skills of case conceptualization, and application of empirically
supported interventions, and thus gain knowledge of various psychotherapeutic
approaches.
Course Content:
Module I: Principles of Counselling & Psychotherapy
 Counselling and Psychotherapy

Therapeutic Practice & Factors affecting Psychotherapy: Personal Characteristics of
effective counsellors; Client Variables; External Factors (with focus on the Indian
Cultural Context); Ethical issues
Measuring therapeutic outcomes
 Features of Science: Empiricism, Determinism, Indeterminism & Non-determinism
Module II: Evolution of Psychological Thought
 Pre-Socratic Philosophers: The Naturalists (Thales, Anaximander, Heraclitus); The

Formalists (Zeno, Pythagoras)
 Medical Science & its growth (Hippocrates); Society & Politics of Athens (The
Sophists & their influence)
 The Philosophy of Socrates, Plato, Aristotle (Important elements related to psyche,
soul, ideas, knowledge)
 The Church and its influence: Augustine & Aquinas (Patristic & Scholastic
philosophy & their influence on psychology); The Search for the Good Life:
Skepticism, Epicureanism, Stoicism, Neoplatonism
Module III: Major Schools of Psychology
 Renaissance, the Scientific Revolution: Man as Machine

 Beginnings of early scientific & experimental psychology: Contributions of
Wilhelm Wundt Structuralism (Titchener), Functionalism (William James)
Module IV: Major Schools of Psychology
 Psychoanalysis (Freud), Behaviourism (Watson),

 Gestalt Psychology, Humanism (Rogers),
 Multiculturalism.
Module V: Overview of Indian Psychology
 Evolution of Indian Philosophy with introduction to major schools of Indian

philosophy: Major schools
 Implications of Indian philosophy on Indian psychology
 Self and Personality in Indian Philosophical Context
Examination Scheme:
Weightage 30 70
 Corey, G. (2017). Theory and Practice of Counseling and Psychotherapy, Tenth

Edition
 Feltham, C., Hanley, T., Winter, L.A. (2017). The SAGE Handbook of Counselling
and Psychotherapy, Fourth Edition. SAGE Publications Ltd.
 Capuzzi, D. & Stauffer, M.D. (2016). Counseling and Psychotherapy: Theories &
Interventions, Sixth Edition. Wiley Publications
 Hays, D.G (2013). Assessment in Counselling: A Guide To The Use Of
Psychological Assessment Procedures, Fifth Edition. Wiley publications.
 Wolberg, L.R. (2013). The Technique of Psychotherapy. Fourth Edition.
Additional Reading
 Beck, J. S. (2011). Cognitive Behavior Therapy, Second Edition. (S.l.) : Guilford

Press.
 Milner, J. & O‟Byrne (2004). Assessment in Counselling: Theory, Process and
Decision Making. MacMillan Publication.
 Cooper, M. & Law, D. (2018). Working with Goals in Psychotherapy and
Counselling. First Edition. Oxfor University Press.
 Sharf, R.S. (2012). Theories of Psychotherapy and Counselling, Concepts and
Cases. Fifth Edition. Cengage Learning
 Sommers-Flanagan, J. & Sommers-Flanagan, R. (2012). Counselling &
Psychotherapy. Theories in Context & Practice. Second Edition. Wiley Publications
 Fava, G. A., & Tomba, E. (2009). Increasing psychological well-being and
resilience by psychotherapeutic methods. Journal of Personality, 77(6): 1903-1934.
 Hilsenroth, M. J. (2012). Special Issue: Psychodynamic Psychotherapy. [Special
issue]. Psychotherapy 49, (3).
 Kazdin, A.E. (2007). Mediators and mechanisms of change in psychotherapy.
Annual Review of Clinical Psych, 3, 1-27

RESEARCH METHODOLOGY: II
Course Objectives:
Research Methodology is an objective and scientific process of obtaining knowledge from
the existing world. This is a blend of various theoretical and scientific concepts. The
present course consists of important elements, process and methods of non-experimental
and mixed method research.
 To provide thorough knowledge of various non-experimental, qualitative and
mixed method researches and its elements
 To enable students to carry systematic and rigorous scientific research using
various non-experimental, qualitative and mixed method researches
Course Content:
Module I: Basics of Non-experimental Designs

 Nature, Characteristics and Background of Non-experimental Designs;
 Comparison on Experimental versus non-experimental research approach,
 Various types of Quantitative versus Qualitative types of Non-experimental
Researches,
 Quasi and Pure Mixed Method Research‟s, Potential threats in non-experimental
researches
Module II: Quantitative Non-experimental Research
 Survey: Characteristics, Development of Survey, Types, Advantages and

Disadvantages;
 Cross Sectional Research: Characteristics, Types
 Longitudinal: Trend, Panel and Cohort, Advantages and Disadvantages.
 Correlational research: Types: Explanatory and Prediction Design, Characteristics,
Steps, Potential Threats.
 Meta-Analysis: Background, Steps, Potential Threats of meta-analysis
Module III: Methods and Designs in Qualitative Research
 Nature of Qualitative research.

 Grounded Theory: Background, Types, Steps in Data Collection and Analysis;
 Thematic Approach: background, Steps in Data Collection and Analysis;
 Narrative: Background, Steps in Data Collection and Analysis;
 Ethnography: Background, Steps in Data Collection and Analysis,
 Research on Self-Generated data: Diary Method
Module IV: Handling Qualitative Data
 Collection of Qualitative Data, Sapling approaches for selecting participants and

sites; Gaining Access to participant and Sites,
 Types of Qualitative data, Transcription, Coding and Analyzing various qualitative
data,
 Convergence of Qualitative data, Reporting Qualitative Data, Potential Threats,
 Ethics involved in Qualitative Research, Software‟s for Qualitative Analysis:
NVivo, Atlas-ti
Module V: Mixed Method Researches
 Fundamentals of mixed methods research,

 Paradigm issues in mixed method research,
 Quasi mixed method and Pure Mixed Method Research, Types of Mixed method
design,
 Generation of questions in mixed method design, Sampling Strategies, Data
Collection Strategies, Analysis of Mixed method data, Inferences process in Mixed
method Research, Reporting the results.
Examination Scheme:
Weightage 30 70
 Ross, A. S. (2019). Experimental and nonexperimental designs in social

psychology. Routledge.
 Creswell, J. W. (2008). Educational Research: Planning, conducting, and
evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River:
Pearson.
 Bernard, H. R., & Bernard, H. R. (2013). Social research methods: Qualitative
and quantitative approaches. Sage.
 Newman, W. L. (1991). Social research methods: Qualitative and quantitative
approaches. Allyn and Bacon.
 Somekh, B., & Lewin, C. (Eds.). (2011). Theory and methods in social research.
Sage.
 Silverman, D. (Ed.). (2016). Qualitative research. Sage.
 Silverman, D. (2013). Doing qualitative research: A practical handbook. SAGE
publications limited.
 Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of
qualitative research. Sage.
 Bryant, A., & Charmaz, K. (Eds.). (2007). The Sage handbook of grounded
theory. Sage.
 Braun, V., Clarke, V., Hayfield, N., & Terry, G. (2019). Thematic analysis.
Handbook of Research Methods in Health Social Sciences, 843-860.
 Bergman, M. M. (Ed.). (2008). Advances in mixed methods research: Theories
and applications. Sage.
 Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research:
Integrating quantitative and qualitative approaches in the social and behavioral
sciences. Sage.
 Tashakkori, A., & Teddlie, C. (Eds.). (2010). Sage handbook of mixed methods
in social & behavioral research. sage.
 Creswell, J. W. (2014). A concise introduction to mixed methods research.
SAGE publications.
 Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design:
Choosing among five approaches. Sage publications.

STATISTICS II
Course Objectives:
 The paper on Statistics introduces quantification of psychological data and gives
primary research orientation to the students.
 To initiate the understanding Statistics and basic logic of Statistics to read and write
Psychology research article.
 To understand the statistics and ways of thinking about Statistics and research,
students will be unusually well prepared for the advanced courses.
 To understand statistical methods and its role in psychological research
Course Content:
Module-I An outline of statistics in psychology:
 Nature and Scopes of statistics, Overview of statistical method, characteristics,

limitations. kinds of statistical techniques; parametric and non parametric, uses of
statistics.
Module- II Describing data with Sampling Methods:
 Frequency distribution and tabulation of data, preparing frequency distribution

table, with class intervals, tally system, scores distribution in class interval, steps
for preparing frequency table, sampling methods (classification and
characteristics),Forms of Rating scale, Brief history of rating scales, errors or
problem in making rating scales, importance of rating scales, some more methods
of rating scales(Ranking method and Paired comparison method).
Module- III Graphical & Sampling Methods:
 Meaning of Graphic Methods- Importance or use, Limitations, Types (Bar

Diagram, Circle or Pie diagram, Histogram, Frequency Polygon, Cumulative
Frequency Curve, Ogive), General characteristics of Graphic Methods, Principles of
Graphic Methods.
 Meaning and Definition of Sampling Methods- Advantages of Sampling,
Limitations of sampling, characteristics of a good sampling, Types of sampling
(Probability sampling and non probability sampling), sampling distribution and
sampling error, Reliability of Sampling.
Module- IV Factorial Design & Statistical Analysis Methods in Psychology:
 Main effect and interactional effect, uses of Parametric & Non parametric tests,
correlation methods; Product moment method and Rank difference methods),
probable error in coefficient of correlation, Analysis of Variance one way & Two
Way, Regression and Prediction, standard error of estimate, efficiency of
forecasting,Chi square, Yate‟s Correction, Median Test, Sign Test, Sign Rank Test
of Difference, Composite Rank Method.
Module-V Project work:
 Designing Questionnaire and survey, getting started in SPSS- Data entry, using
statistics, Graphical representation, Manipulating Data.
 Designing questionnaire and survey, getting started in SPSS- Data entry, using
statistics, Graphical representation, manipulating data.
Examination Scheme:

Weightage 30 70
 Fields, A. (2017) Discovering Statistics using SPSS/R

 Garrett, H.E.,(2004), Statistics in Psychology and Education
 Minium E,W, King, H.M & Bear G (2011). Statistical Reasoning in Psychology
and Education.
 Wesley O.J & Geisser. S (2005): Modes of parametric statistical inference. Wiley-
Interscience.
 Broota, K.D (2006): Experimental Design in Behavioural Research.
 Rice, J.A (2013): Mathematical statistics & Data Analysis
 Howitt, D & Cramer, D (2011): Introduction to SPSS statistics in Psychology.
 Cox, D.R.(2006): Principles of Statistical inferences.
 Berger.R.L.(1990): Statistical inferences.
 David. C.Howell (2010): Statistical Methods for Psychology.
 Danis Anthony (2011): Statistics for Health, Life and Social Sciences.
 George E.P.Box, J.Stuart Hunter, William G. Hunter (2005): Statistics for
Experimenters: Design, Innovation, and Discovery

POSITIVE PSYCHOLOGY AND INDIGENOUS
THERAPUTIC INTERVENTIONS & PRACTICES
Course Objectives:
 To acquaint students with Positive Psychology and Indigenous Therapeutic
interventions.
 To generate awareness regarding the need for and importance of Positive
Psychology.
 To increase insight into some popularly practiced indigenous intervention
techniques
Course Content:
Module I: Introduction to Positive Psychology
 Positive Psychology: Nature and Scope, Understanding its growth & application
 Assumption and Goals of Positive Psychology
 Three Pillars of Positive Psychology: positive experiences, positive individual
traits, and positive institutions
 Perspectives on Positive Psychology: Western and Eastern, Character strengths and
virtues
Module II: Positive Psychological Concepts
 Adaptive Functioning: Hope, Optimism and Self Efficacy

 Prosocial behaviors: Gratitude, Forgiveness and Compassion
 Universal Virtues: Wisdom and Courage
 Emotional Coping: Emotional Intelligence and Resilience
Module III: Indigenous Practices
 Indigenous Practices: Nature and Scope, Role of Therapist, Primary and Secondary
Prevention, Primary and Secondary Enhancement
 Indigenous methods of healing – Shamanism, Faith Healing and other Ritualistic
healing methods.
 Alternative Therapeutic Practices: Naturopathy, Unani & Siddha
Module IV: Indigenous Therapeutic Practices

 Yoga: Background and Philosophy, Astanga yoga (8 stages of yoga). Yoga as
therapy.
 Reiki and Pranic healing: Background and Philosophy, Types of Healing (Others,
Self, Distance). Reiki & Pranic healing as Therapy.
 Meditation: Background and Philosophy, Different types of meditation (Vipassana,
Christian, Zen, Transcendental Meditation). Meditation as therapy. .
Module V: Positive Cognitive States
 Happiness and well-being

 Mindfulness
 Spirituality
 The Flow Experience
Examination Scheme:
Weightage 30 70
 Lopez, S. J., & Snyder, C. R. (2011). Oxford handbook of positive psychology.

Oxford: Oxford University Press.
 Lopez, S. J., Pedrotti, J. T., & Snyder, C. R. (2014). Positive psychology: The
scientific and practical explorations of human strengths (3rd ed.). Thousand Oaks,
Calif.: SAGE.
 Seligman, M.E.P. & Csikszentmihalyi, M.(2000). Positive Psychology: An
Introduction. American Psychologist, 55 (1), 5‐14.
 Agarwal, R.S. (2006). Secrets of Indian medicine. Pondicherry: Sri Aurobindo
Ashram.
 Baginski B J and Sharaman S (1997). Reiki, Universal life energy. New Delhi. B
Jain Publishers
 Iyengar, BKS, (2002). Yoga the path to holistic. London, Dorling Kindersley Book.
 Inglis, B. & West, R. (1983). The alternative health guide. London: Dorling
Kindersley Ltd.
 Baumgardner, S. and Crothers, M. (2009). Positive psychology. Upper Saddle
River, N.J.: Prentice Hall.
 Carr, A. (2004). Positive Psychology a science of happiness and human strengths.
New York, NY: BR Publishers
 Cornelissen, R. M. M., Misra, G., & Varma, S. (2014). Foundations and
Applications of Indian Psychology. Pearson India Education Services.
 Iyengar, BKS (2001) Light on Pranayama. New Delhi. Harper Collins Pub. India.
 Joseph, S. (2015). Positive Psychology in Practice: Promoting Human Flourishing
in Work, Health, Education, and Everyday Life (2nd ed.). John Wiley & Sons, Inc.,
Hoboken, New Jersey.
 PanditUsharbudhArya (1981). Mantra and meditation. Himalayan International
Institute of Yoga Science and Philosophy, USA.
 Rao, K. R., & Paranjpe, A. C. (2016). Psychology in the Indian tradition. Springer
Science.
 Snyder, C. R., & Lopez, S. J. (2007). Positive psychology: The scientific and
practical explorations of human strengths. SAGE Publications Inc.
 Snyder, C. R., Lopez, S. J., & Pedrotti, J. T. (2011). Positive psychology: The
scientific and practical explorations of human strengths (2nd ed.). Thousand Oaks,
Calif.: SAGE.

PRACTICUM-II
Course Objectives:
 To apply the concepts of psychology learned in classroom through testing and
experimentation.
 To gain first-hand experience in administering and scoring psychological tests and
interpreting the scores.
 To allow students to integrate, and evaluate the information and skills acquired in
masters-level academic course work.
 To acquaint the students with the basic procedure of designing and performing
psychological experiments.
Course Content:
Module I: COGNITION & LEARNING

 Woodcock-Johnson Test
 Constructive Thinking Inventory
 Problem Solving Ability Test
 Critical Thinking Activities
 Mirror Drawing
 Biofeedback
Module II: FRUSTRATION AND AGGRESSION
 Picture Frustration Test

 State – Trait Anger Expression
Module III: SOCIAL PSYCHOLOGY
 Multifactor Leadership Questionnaire
Module IV: PERSONALITY
 MMPI – 2 Adult Interpretive System

 House Tree Person Test

Module V: POSITIVE PSYCHOLOGY
 Tennessee Self-concept Scale – Adult

 Learned Optimism Scale
Note: Total 5 Practicum will be conducted in the second semester from following list
of tests/experiments, based on each of the above modules.
TESTS
1. MMPI – 2 Adult Interpretive System Personality
2. Picture Frustration Test Aggression (Projective)
3. Woodcock-Johnson Test Cognitive Abilities
4. Tennessee Self-concept Scale – Adult Self-concept
5. Learned Optimism Scale Optimism
6. Multifactor Leadership Questionnaire Social Psychology
7. Constructive Thinking Inventory Thinking
8. Problem Solving Ability Test Problem Solving
9. House Tree Person Test Personality (Projective)
10. State – Trait Anger Expression Anger
EXPERIMENTS
1. Critical Thinking Activities Critical thinking
2. Mirror Drawing Motor learning
3. Biofeedback Cognitive – Behavioural
Examination Scheme:
Instruction
Components & Viva Journal Report Internals Total
Conduction
Weightage 20 20 20 20 20 100

Text & References:
 Donald G. Forgays, Deborah Kirby Forgays & Charles D.

Spielberger (1997). Factor Structure of the State-Trait Anger Expression
Inventory, Journal of Personality Assessment, 69:3, 497-
507, DOI: 10.1207/s15327752jpa6903_5
 Tuber, S.B., (2012). Understanding personality through Projective tests. Jason
Aronson Inc. Publishers;
 Rosenzweig, S., (1978). The Rosenzweig Picture Frustration (P-F) Study. St.
Louis: Rana House.
 Khazan, I. Z., (2013). The clinical handbook of biofeedback. Wiley-Blackwell
 Goethals, G. R., Sorenson, G. J., & Burns, J. M. (Eds.). (2004). Encyclopedia of
leadership. Thousand Oaks, CA: Sage.
 Hogg, M. A. (2007). Social psychology of leadership. In A. W. Kruglanski & E.
T. Higgins (Eds.), Social psychology: A handbook of basic principles (2nd ed.).
New York: Guilford Press.
 Lohman, D.F. (2003). The Woodcock-Johnson III and cognitive abilities test
(form 6): A concurrent validity study.
 Myers, D. G., (2010). Social Psychology. 10th ed. Mc Graw Hill
 Alexander Haslam, Stephen D. Reicher, and Michael J. Platow. The new
Psychology of Leadership. (2011) Psychology Press
 Diagnostic and Statistical Manual of Mental Disorders: Diagnostic and
Statistical Manual of Mental Disorders, Fifth Edition. Arlington, VA: American
Psychiatric Association, 2013.
 World Health Organization. (1992). The ICD-10 classification of mental and
behavioural disorders: Clinical descriptions and diagnostic guidelines. Geneva:
World Health Organization.

FIELD PRACTICE
Course Objective:
To develop, in students the skills of observation, collection and documentation of data for
conducting theoretically correct and practically relevant research
Methodology:
Each student will engage themselves in interaction and observation of psychological
processes in a subject/ field of their choice.
Student will then present their findings in the form of a paper for seminar discussions.
Similarly, field work will be done by students in their area of interest and present their
practical observations, as a report with analysis and suggestions.
Examination Scheme:
Internal Faculty Presentation/Daily

Field/Seminar Report Viva-Voce
and Interaction Diary Report
40 marks 30 marks 10 marks 20 marks

SELF-AWARENESS AND GROWTH OF PSYCHOLOGY
PROFESSIONALS
Course Objectives:
The key objective of this course is to facilitate the growth and development of the personal
and professional “personhood” of the student.
 Encourages and monitors the student‟s growth in their personal and professional
domains
 Instills awareness of a mental health professional‟s responsibilities, ethics and needs for
self-care.
 Encourages critical thinking skills of students through the use of lectures, experiential
activities, journal writing and reading requirements.
 Facilitate knowledge acquisition as well as improve the reflective and meta-cognitive
skills of students
Course Content:
Module I: Exploring Identity
 What is identity – Self & multiple Selves, Self-awareness, Self-concept

 Exploring Personality Type
 Understanding personal boundaries and their significance.
 Exploring the concepts of self-worth, self-efficacy and self-regulation
Module II: Therapist as an effective helper
 Exploring personal reasons for becoming a therapist

 Critical qualities of an effective counsellor
 Exploring core values - Personal vs Professional Values, Beliefs and Attitudes;
 Personal attachment style and its significance in relationships
 Mapping relationship patterns & safe spaces
Module III: Self-care & Wellbeing
 Understanding Emotional Intelligence & exploring the EI of the self

 Understanding coping, happiness & wellbeing, developing mindfulness
 Exploring empathy, gratitude exercises, developing and maintaining positive
relationships
 Exploring the meaning of Spirituality
Module IV: Communication Skills
 Basic Communication Skills, verbal and non-verbal communication

 Understanding differences: Being assertive, non-assertive & aggressive
 Giving feedback: receiving praise and critiquing
 Understanding silence as communication
Module V: Group Processes & Skills
 Understanding Group Dynamics

 Groups: facilitating participation
 Group activities and Group Therapy
Examination Scheme:
Weightage 30 70
 Goud, N. & Arko, A. (2006). Psychology and personal growth, Pearson, MA.
 Snyder, C.R. & Lopez, S.J. (2002). Handbook of positive psychology. (eds.). New
York: Oxford University Press
 Linley, P.A. & Joseph, S. (2004). Positive Psychology in practice. (eds.). NJ: John
Wiley & Sons, Inc.
 McLeod, J (2010). The Counsellor‟s Workbook – Developing a Personal Approach
(2nd Edition): McGraw-Hill Education

INDUSTRY VISIT II
Course Objectives:
setups.
Course Content:
Guidelines:
1. Industrial Visit will be based on academic requirements and as per the norms of
the affiliating University.
2. The visiting industries and workplaces will be based on specialization and
academic requirements.
3. Industrial Visit will be within the stipulated period set by the department. The
stipulated period will be informed to the Students.
4. Discipline should be maintained both in industry and the public. Students
should behave in a very decent manner. Any violation will be viewed very
seriously.
5. A report of Industrial Visit should be prepared individually and submitted to
the IV Faculty supervisor.
6. All are expected to use decent dress code and behave politely and decently and
should be helping each other.
7. In case of difficulty in visiting the actual field, we can use online mode for
Industrial Visit
For faculty
 A route map with detailed itinerary showing places of visit, departure/ arrival time,
details of industry visiting, permission letter, mode of travel etc. and list of
students, to be submitted to the HOD as early as possible for approval of tour
program.
 Cover Page
 Title
 Date
 Location

 Objectives
 Introduction
 Session(s)
 Observations
 Learning
 Appendix
Examination Scheme:

Submission
Weightage 50 50 50

WORKSHOP/CERTIFICATION II
Course Objectives:
learning.
setups.
Course Content:

advance.

included.

Methodology
 Case Study
 Group Activity
 Role Play
 Quiz
Examination Scheme:
Active Total
Participation
100
Weightage 30 30 40

SEMESTER 3:
CLINICAL
PSYCHOLOGY

ADVANCED CLINICAL PSYCHOLOGY
Course Objectives:
 To identify the factors determining the formation and maintenance of the less
common and more refractory psychological disorders.
 To identify and take appropriate action within professional ethical and legal
frameworks. Describe, explain and apply current code of conduct and ethical
principles that apply to clinical psychologists working in the area of mental health
and illness.
 To carry out the clinical work up of clients presenting with the range of mental
health problems and make clinical formulations/diagnosis, carryout with full
competence the psychological assessment
 To demonstrate knowledge of evidence-based intervention and prevention
techniques in treatment of psychological disorders.
 To understand the contemporary issues related to professional practice and policies
and acts related to professional practice and managed care in India.
Course Content:
Module I – Nature and Scope of Clinical Psychology
 Overview and scope of clinical psychology profession and practice.

 History and Growth; Professional roles and functions.
 Current issues and research trends.
 Ethical and legal issues; Code of Conduct.
Module II- Clinical Disorders: Signs and Symptoms
 Disorders of consciousness, attention, motor behavior and orientation.

 Disorders of experience of self
 Disorders of speech and thought,
 Disorders of perception, emotion, and memory.
Module III- Differential diagnosis
 Case History, Mental Status Examination

 Diagnostic Formulation and Provisional diagnosis

 Psychological Assessments: Cognitive Functions, Personality, Interpersonal
relations;
 Case Conceptualization.
Module IV–Major Therapeutic Approaches
 Psychodynamic Psychotherapy
 Applied Behaviour Therapy,
 Cognitive Behaviour Therapy and Dialectical Behaviour Therapy,
 Pharmacological management.
Module V – Policies and Professional Practice in India
 Contemporary issues related to professional practice and managed care

 Policies and Acts related to professional practice and managed care in India-
National Mental Health Policy of India
 Mental Health Care Act 2017, RPWD Act 2016, RCI Act 1992 and (Amendment)
Act 2000 and the Allied and Healthcare Professions Bill, 2018.
 Juvenile Justice (Care and Protection of Children) Act, 2015 and the Protection of
Children from Sexual Offences (POCSO) Act, 2012.
Examination Scheme:
Weightage 30 70
 Casey, P. & Kelly, B (2019). Fish's Clinical Psychopathology (4th ed.). Signs and
Symptoms in Psychiatry. London: RCPsych Publications - ISBN-13: 978-
1108456340
 Comer, R.J. & Comer J. S. (2017) Abnormal Psychology (10th ed.). New York:
Worth Publishers. ISBN-13: 978-1319066949
 Kelly, M (2010). CBT in Action: A Practitioner's Toolkit. Narre Warren North,
VIC: CBT Australia. ISBN13- 9780980775105
 McKay, M., Wood, J.C. & Brantley, J.(2019). The Dialectical Behavior Therapy
Skills Workbook: Practical DBT Exercises for Learning Mindfulness,
Interpersonal Effectiveness, Emotion Regulation (A New Harbinger Self-Help
Workbook): New Harbinger Publications. - ISBN-13: 978-1572245136
 Mental Healthcare Act (2017). Government of India. Retrieved from: Internet
 Millon, T., Blaney, P.H. & Davis, R.D. (2014). Oxford Textbook of
Psychopathology (Oxford Textbooks in Clinical Psychology) (3rd ed.). New
York: Oxford University Press. - ISBN- 13: 978-0199811779
 Oyebode, F. (2018). Sims' Symptoms in the Mind: Textbook of Descriptive
Psychopathology (6th ed. ) Elsevier. – Paperback ISBN: 9780702074011, eBook
ISBN: 9780702074028
 Rehailitation Council of India Act (1992). and (Amendment) Act 2000, Retrieved
from: Internet
 Rights of Persons with Disabilities Act, (2016). Retrieved from: internet
 Rimm D.C., & Masters J.C. (1979). Behavior therapy: Techniques and empirical
findings. New York: Academic Press. - ISBN-13: 978-0125888509
 The Allied and Healthcare Professions Bill, (2018). Retrieved from: internet
 The Juvenile Justice (Care and Protection of Children) Act. (2015). Ministry of
Law and Justice. Retrieved from: Internet
 Wolberg, L.R. (1995). The techniques of psychotherapy (4th ed.). New York:
Grune & Stratton.- ISBN-13: 978- 0808910091

ADVANCED PSYCHOPATHOLOGY
Course Objectives:
 To get introduced with the different mental health issues in the world of
psychopathology
 To recognize and conceptualize a variety of mental health disorders on theoretical
and practical perspective
 To identify the types and causes of mental disorders, their clinical features,
assessment, and treatment
 To demonstrate knowledge in professional and cultural issues related to
psychopathology and its clinical interventions
Course Content:
Module I: Overview of psychopathology

 Nature, scope and concept of psychopathology
 Evolution of the study of abnormal behaviour
 Systems of Classification: DSM 5, ICD-10, similarities and differences
 Cultural and ethical issues, current trends and researches
Module II: Major models of psychopathology

 Bio-medical Models; Biopsychosocial model
 Behavioural model; Cognitive model
 Psychoanalytic model; Humanistic-existential models
 Ethological model; Community disaster model; Social and multicultural models
Module III: Mood and affective disorders; schizophrenia and related disorders
 Bipolar disorders: Manic episode, depressive episode
 Depressive disorder: Major depression, dysthymia, seasonal affective disorder,
postpartum depression etc.
 Psychotic spectrum disorder: Schizophrenia, schizoaffective disorder, schizotypal
disorder
 Persistent delusional disorder; other psychotic disorders
Module IV: Anxiety and stress-related disorders

 Phobic anxiety disorder: Agoraphobia; social phobias; other phobic anxiety disorders
 Generalized anxiety disorder; obsessive compulsive disorder
 Post traumatic stress disorder; adjustment disorders

 Dissociative disorders; somatoform disorders
Module V: Behavioral syndromes associated with physiological disturbances and

physical factors
 Eating disorders: Anorexia nervosa; bulimia nervosa; other eating disorders
 Sleep disorders: Nonorganic insomnia; nonorganic hypersomnia; somnambulism etc.
 Sexuality related disorders: Sexual dysfunctions and paraphilia
 Gender and associated disorders: Gender dysphoria; transsexualism etc.
Examination Scheme:
Weightage 30 70
 Ahuja, N. (2011). A short Textbook of Psychiatry. New Delhi: Jaypee

Publishers.ISBN: 9789380704661
 American Psychiatric Association. (2013). Diagnostic and statistical manual of
mental disorders (DSM-5). American Psychiatric Pub. ISBN: 9780890425558
 Black, D. W. and Andreasen, N.C. (2017). Introductory Textbook of Psychiatry,
DSM-5 Edition, CBS Publishers & Distributors. ISBN: 9781585624706
 Blaney, P H., Krueger, R. F. & Million, T. (2014).Oxford Textbook of
Psychopathology (3rd edition). London: Oxford University Press. ISBN:
9780199811779
 Butcher, J.N., Hooley, J.M., Mineka, S. and Dwivedi, C.B. (2014). Abnormal
Psychology, 16th Edition, Pearson. ISBN: 9789332579408
 Casey, P. & Kelly, B (2019). Fish‟s Clinical Psychopathology (4th Ed.): Signs and
Symptoms in Psychiatry. London: RCPsych Publications ISBN: 9781108456340
 Comer, R.J., Comer, J.S. (2018) Abnormal Psychology (10th, Ed.). New York:
Worth Publishers ISBN: 9781319170301
 D. C. Beidel, B. C. Frueh, & M. Hersen (Eds.), Adult Psychopathology and
Diagnosis, 8th Edition (pp. 131-162). Hoboken, NJ: John Wiley & Sons, Inc. ISBN:
9781119383604
 J. E. Maddux & B. A. Winstead, Psychopathology: Foundations for a
Contemporary Understanding, 3rd Edition (pp. 3-21). New York: Taylor & Francis.
ISBN: 97803670858
 Meyer, I. H. (2003). Prejudice, social stress, and mental health in lesbian, gay, and
bisexual populations: Conceptual issues and research evidence. Psychological
Bulletin, 129(5), 674–697.
 Sadock, B.J. & Sadock, V.A. Kaplan & Sadock’s Synopsis of psychiatry:
Behavioral sciences/clinical psychiatry (11th. Ed.). Philadelphia: Lippincott
Williams & Wilkins. ISBN: 9789351292739
 Sadock, B.J., Sadock, V.A., & Pedro, R. (2017). Comprehensive Textbook of
Psychiatry (10th edition). ISBN: 9781451100471
 Sarason & Sarason (11th Ed.), Abnormal Psychology; Pearson Education, Delhi
ISBN: 9789332584846
 Taylor, M. A., & Vaidya, N. A. Descriptive psychopathology: the signs and
symptoms of behavioral disorders. Cambridge University Press. ISBN:
9780521713917
 Vyas, J. N & Gimire, S. R. (2018). Textbook of Postgraduate Psychiatry (2
Volumes). New Delhi: Jaypee brothers medical publishers (p) Ltd. ISBN:
9789351529101
 World Health Organization. The ICD-10: classification of mental and behavioural
disorders. ISBN: 9788174732378.

CLINICAL NEUROPSYCHOLOGY
Course Objectives:
 To demonstrate the historical development of neuropsychology as a distinct
discipline
 To demonstrate basic anatomy and structure of the Central Nervous System
 To describe the functional implications of the brain and spinal cord
 To demonstrate the neuropsychological profile of major mental disorders
 To demonstrate awareness of major neurocognitive disorders
Course Content:
Module I: Introduction of Clinical Neuropsychology

 Principles, scope and historical perspectives
 Contributions to neuropsychology from allied fields
 Assessment methods of Clinical Neuropsychology
 Ethical issues and current trends in neuropsychology
Module II: Anatomy and structure of the Central Nervous System
 General principles of cerebral organization

 Major anatomical structures of the brain and spinal cord
 Anatomical connectivity among various regions of the brain
 Blood supply to the CNS, blood-brain barrier
Module III: Functions of the cerebrum
 Frontal Lobe
 Temporal Lobe
 Parietal Lobe
 Occipital Lobe
Module IV: Neuropsychological profile of major mental disorders

 Psychotic disorders
 Mood disorders
 Anxiety disorders
 Substance abuse and addictive behaviors
Module V: Major Neurocognitive disorders

 Parkinson‟s disease
 Alzheimer‟s disease
 Vascular disease
 Traumatic Brain Injury
Examination Scheme:
Weightage 30 70
 Garrett, B., Hough, G. (2018). Brain and Behaviour; An Introduction to Behavior

Neuroscience. Canada: Sage publications. ISBN 978-1-5063-4920-6.
 Kolb, B., & Whishaw, I. Q. (2015). Fundamentals of Human Neuropsychology.
New York, NY: Worth Publishers. ISBN-10: 1-4292-8295-9.
 Kolb, B., & Whishaw, I. Q. (2014). An Introduction to Brain and Behaviour. New
York, NY: Worth Publishers. ISBN-13: 9-781-4292-422-88.
 Morgan, J. E., & Ricker, J.H. (Eds). (2018). Textbook of Clinical Neuropsychology.
New York: Taylor & Francis. ISBN: 978-1-84872-695-6.
 Wood, S.J., & Allen, N.B., Pantelis, C. (Eds.). (2009). The Neuropsychology of
Mental Illness. UK: Cambridge University Press. ISBN-13 978-0-521-86289-9.

ASSESSMENT AND DIAGNOSTIC IN CLINICAL PSYCHOLOGY
Course Objectives:
 To demonstrate objectives and effects of psychological testing in clinical settings.
 To familiarize about various testing methodologies and outlines capabilities and
limitations of these methods.
 To demonstrate the importance of measurement concepts in test interpretation.
 To demonstrate ethical and multicultural issues considerations in testing
Course Content:
Module I: Scope, Relevance and Issues in Psychological Evaluation

 Importance and Purpose of Clinical Psychological assessment, Assessment
Methods, Rationales of Test Selection.
 Measurement Concepts in Testing, Formats of report writing.
 Multicultural Issues in Clinical Psychological Assessment, Ethical and Professional
Issues in Assessment.
 Technological Advances in Clinical Assessment.
Module II: Assessment of Cognition Abilities

 History and Overview of intelligence testing.
 Intelligence Tests- Seguin Form Board, Draw-A-person Intellectual Ability Test
for Children
 Wechsler Intelligence Scales (adult and child), Binet Kamat Test, Bhatia Battery of
Intelligence Test.
 Cognitive Functions- PGI Memory Scale, Wechsler Memory Scale (WMS-IV-
India), Bender Gestalt Test.
 Cultural Free Tests- Raven„s Progressive Matrices.
Module III: Assessment of Achievement and Learning Disability

 Wide Range Achievement Test, V Edition-India (WRAT 5 – INDIA), Wechsler
Individual Achievement Test (WIAT),
 Kaufman Test of Educational Achievement (KTEA)
 Woodcock-Johnson Tests of Achievement (WJ- IV)
 NIMHANS Specific Learning Disability Index
Module IV: Assessment of Personality

 Personality Inventories (Adult) Cattell„s 16 Personality Factor Inventory (16 PF),
Myers Briggs Type Indicator (MBTI), Minnesota Multiphasic Personality
Inventory- 2 (MMPI-2), Millon Clinical Multiaxial Inventory -IV (MCMI-IV)
 Personality Inventories (Child) Personality Inventory for Children,
 Projective Tests (Adult)-Thematic Apperception Test, Rorschach Inkblot Test,
Sentence Completion Test.
 Projective Tests (Children)- Children Apperception Test (CAT), House-Tree-
Person (H-T-P), Draw A Person tests
Module V: Developmental Scales and Rating Scales

 Adaptive Functions- Vineland Social Maturity Scale
 Developmental Screening Tools- Test, , Gesell‟s Developmental Schedule
 Clinical Rating Scales for Children- ADHD and ASD Rating scales
 Clinical Rating Scale- Self-rated and observer-rated scales of different clinical
conditions such as anxiety, depression, mania, and Obsessive-Compulsive
Disorders (Beck's Depression Inventory, Beck Anxiety Inventory, Y-BOX etc)
Examination Scheme:
Weightage 30 70
 Geisinger, K. F., Bracken, B. A., Carlson, J. F., Hansen, J.-I. C., Kuncel, N. R.,
Reise, S. P., & Rodriguez, M. C. (Eds.). (2013). APA handbooks in
psychology®.APA handbook of testing and assessment in psychology, Vol. 2.
Testing and assessment in clinical and counseling psychology. American
Psychological Association. https://doi.org/10.1037/14048-000. ISBN:978-1-4338-
1227-9.
 Groth-Marnat G & Wright, A.J (2016). Handbook of psychological assessment.
New Jersey; Wiley & Sons, Inc. ISBN: 978-1-1189-6064-6.
 Lewis, A.J., Gould,E., Habib,C., King, R (Eds.).(2010). Integrative assessment in
clinical psychology. Australia: Australian Academic Press. ISBN: 978-1-9215-
1358-9
 Sellborn M & Suhr, J.A (Eds.) (2020). The Cambridge handbook of clinical
assessment and diagnosis. United Kingdom: Cambridge University Press. ISBN:
978-1-108-41591-0.
 Manuals of concerned tests

PRACTICUM – III: CLINICAL CASE ASSESSMENT,
INTERVENTION, REPORTING AND PRESENTATION
Course Code: PSY 4305 Credit Units:3
Course Objectives:
 To train students by giving them hands-on experience in Case-intake and Mental Status
examination.
 To help students gain in-depth understanding and exposure to the various diagnostic tools across
the life span by using objective and projective tests.
 To train students in assessments of cognitive abilities for children, adolescents and adults.
 To apply the concepts of clinical psychology learned in the classroom through assessment to
intervention.
Note: It is compulsory to
1. Carry out three comprehensive case assessments using any of the below mentioned assessment
tools and scales across the life span. For this purpose, a child, adolescent or adult subject will serve
as a single case of a different condition for which appropriate tests or scales should be selected.
2. A detailed case study is essential in the process which shall be according to the standard format
provided by the faculty supervisor. In this assessment if required any intervention can be included
from the below mentioned categories.
3. These three cases can be conducted on the field (School, NGO, OPDs) or on a specific case
mentioned or specified in the manual.
4. The selected assessment shall be administered, scored and interpreted under the faculty supervisor.
5. These cases are expected to be prepared and presented in class to the faculty supervisor as part of a
practicum course.
6. The case profiles should be prepared and submitted in a standard format provided by the faculty
supervisor for assessment purposes.
Course Content:
1. Intake Assessment in Clinical Settings
1. Mental Status Examination

2. History Taking

3. Clinical Interview
4. Screening for Vulnerability (SBQ, CSSS)
5. Case Study
2. Assessment for Children
1. Assessment for Learning Disability- Wide Range Achievement Test, V Edition-India (WRAT 5 –
INDIA), Wechsler Individual Achievement Test (WIAT), NIMHANS Specific Learning Disability
Index
2. Assessment for Autism- CARS-2
3. Assessment for Emotional Disturbance: CAT, HTP, DAP
4. Assessment of Personality: CPQ
5. Assessment for Achievement- Kaufman Test of Educational Achievement (KTEA), Woodcock-
Johnson Tests of Achievement (WJ- IV)
3. Assessment of Cognition Abilities
A. Assessment of Cognitive Abilities among Children-

1. Intelligence Tests- Seguin Form Board, WISC, Binet Kamat Test, MISIC, CPM
2. Projective technique- Draw-A-person Intellectual Ability Test for Children
B. Assessment of Cognitive Abilities among Adults-
1. Intelligence Tests- Weschler Intelligence Scales, Bhatia Battery of Intelligence Test,
Standard and Progressive Matrices
3. Cognitive Functions- PGI Memory Scale, Weschler Memory Scale (WMS-IV- India),
Bender Gestalt Test
4. Clinical Intervention
a) Psychophysiological techniques- Biofeedback – GSR, EMDR

b) Relaxation techniques- Jacobson‟s Progressive Muscle Relaxation, Yoga Nidra, Breathing
Exercises
c) Stress Reduction Techniques- MBSR, Autogenic Training
d) Counselling: Brief Counselling Techniques

Examination Scheme
Components Instruction & conduction Viva Journal Report Internals Total
Weightage 20 20 20 20 20 100

 Burke, H. R., & Bingham, W. C. (1969). Raven's Progressive Matrices: More on construct
validity. The Journal of Psychology, 72(2), 247-251.
 Diagnostic and Statistical Manual of Mental Disorders: Diagnostic and Statistical Manual of
Mental Disorders, Fifth Edition. Arlington, VA: American Psychiatric Association, 2013. ISBN:
0110743488949
 Groth-Marnat, G. (2009). Handbook of psychological assessment. John Wiley & Sons. ISBN:
978-1-118-96064-6
 Hersen, M. (2004). Comprehensive handbook of psychological assessment. John Wiley &
Sons.Print ISBN:9780471416111 |Online ISBN:9780471726753
 Hersen, M., & Rosqvist, J. (Eds.). (2008). Handbook of Psychological Assessment, Case
Conceptualization, and Treatment, Volume 1: Adults (Vol. 1). John Wiley & Sons. ISBN: 978-0-
470-17356-5
 Kamphaus, R. W. (1993). Clinical assessment of children's intelligence: A handbook for
professional practice. Allyn & Bacon.ISBN 978-0-387-29149-9
 Khazan, I. Z., (2013). The clinical handbook of biofeedback. Wiley-Blackwell ISBN-10:
1119993717
 Pestonjee, D. M. (Ed.). (1997). Third handbook of psychological and social instruments (Vol. 1).
Concept Publishing Company. ISBN-10: 817022652X
 Reynolds, C. R., & Kamphaus, R. W. (Eds.). (2003). Handbook of psychological and educational
assessment of children: Personality, behavior, and context (Vol. 2). Guilford Press. ISBN-10:
1572308834
 Sattler, J. M. (1974). Assessment of children's intelligence (pp. 298-299). Philadelphia: Saunders.
ISBN-10: 0721679439
 Sternberg, R. J. (1984). What should intelligence tests test? Implications of a triarchic theory of
intelligence for intelligence testing. Educational Researcher, 13(1), 5-15. ISSN: ISSN-0013-189X
 Tuber, S.B., (2012). Understanding personality through Projective tests. Jason Aronson Inc.
Publishers; ISBN-10: 0765709236
 Reynolds, C. R., & Kamphaus, R. W. (Eds.). (2003). Handbook of psychological and educational
assessment of children: Personality, behavior, and context (Vol. 2). Guilford Press. ISBN
9781572308848.
 Sparrow, S. S., & Davis, S. M. (2000). Recent advances in the assessment of intelligence and
cognition. Journal of Child Psychology and Psychiatry, 41(1), 117-131. ISBN. 978-1-4051-4593-0
 Jenkins, S. R. (Ed.). (2007). A handbook of clinical scoring systems for thematic apperceptive
techniques. Routledge. ISBN‑13: 978‑0‑8058‑4373‑6
 Smith, S. R., & Handler, L. (Eds.). (2015). The clinical assessment of children and adolescents: A
practitioner's handbook. Routledge. ISBN: 9781317843474
 Carr, A., Linehan, C., O'Reilly, G., Walsh, P. N., & McEvoy, J. (Eds.). (2016). The handbook of
intellectual disability and clinical psychology practice. Routledge.ISBN 9781315739229.

SUMMER INTERNSHIP EVALUATION
Overview
Both postgraduate and undergraduate students are required to complete two-month

(duration may change with prior intimation by department head, AIBAS) summer
internship (June-July) for partial/complete fulfillment of their degree. For Undergraduate
degree course two SIP are required, first after completion of two semesters that is one year
and second after completion of four semesters that is second year. For postgraduate degree
programmes one SIP after completion of two semesters is required. The programme is
indispensable to enable the students with the practical exposure in their core area of interest
(Corporate Sector, NGOs, Hospitals etc.), which in turn will be the pathway to their
personal and professional training. It will also help students to develop report writing
skills.
Course Objective:
To enable the students with the practical exposure in their core area of interest (Corporate
Sector, NGOs, Hospitals etc.), which in turn will be the pathway to their personal and
professional training.
It will also help students to develop report writing skills.
Duration: Two Months (June- July)
Methodology:
Students get opportunity in diversified Institutes e.g. Corporate Sector, Schools, NGOs and
Hospitals. They will be guided by an internal and external supervisor from their respective
Institute. Students will submit their summer project reports with their supervised daily
reporting.
Prerequisite for SIP:
Mandatory
 It is mandatory for all undergraduate and postgraduate students to undergo SIP

for completion of the degree programme.
 It is mandatory to submit the Internship Report to the department (as per the
guidelines and timeframe developed by the Internship coordinator {IC}) failing
which internship exposure will not be evaluated.
 All students have to report to the Faculty Supervisor with their internship details

prior to their joining date (failing which your internship will stand invalid).
 Students have to update their SIP details in the Google sheet which will be
shared with them by the department.
Flexible
Place:
 B.Sc.& MA Clinical Psychology students to get exposure under a clinical

Psychologist/Psychiatrist, Hospital setting/rehabilitation center, clinical and
forensic research centers, NGOs involved in the field of mental health, clinical
therapy centers.
 BA Applied students to get exposure in School/college counseling centers,

corporate HR departments, Health and nutrition counseling, training institutes,
NGOs in fields like adolescent and child development, Family counseling
centers, sports motivation centers, legal centers.
 Two month duration can also be completed at multiple places for wider exposure
with minimum 15 days engagement at each place.
 Students can tie-up with the institutions on their own or can seek department help.
Though, department does not guarantee placement for internship but we can
facilitate between you and some of the places/institutes where AIBAS has
collaborations.
 Your selection to the places of our collaboration is subject to their selection criteria.
In case they do not find you suitable then department will have no role to play.
 Please note that internship opportunity can be free or paid. In case any student opts
for paid internship, department does not have any problem.
 Student can re-intern at the same place provided there is enhancement in the level
of engagement and/or exposure
Duration:
 Two month duration can be relaxed on the basis of exposure and activities you
were involved as following-
a. Survey and research (1 day will be counted as 2)
b. Workshop or training (15 days will be equal to one month)
c. International internship should not be less than 15 days
d. Any other special circumstances/opportunity can be considered
equivalent to one month with the prior approval of the
discretion of the academic coordinator
 Internship can be extended up to one week beyond the specified limits based
on the uniqueness of the exposure only with the prior approval of the
Academic coordinator provided they take responsibility of fulfilling 75%
attendance criteria on joining the semester. No attendance will be given for the
extended period.
Completion of the internship
 After completion, students are required to attach the scanned photocopy of the
summer internship certificate as appendix in their final reports.

Final evaluation and grading
Students are expected to demonstrate below mentioned essential skills/knowledge

through internship report and Viva presentations as per the respective degree levels
mentioned below:
a. FYBA/B.Sc. – History taking/ data collection process in case involved in

research project/ observation skills (CSWFa-e)
b. SYBA/B.Sc. – History taking and diagnosis/ data collection and analysis/

participating in training programs/conducting counselling or training session
(CSWFa-f)
c. M.Sc. – History taking and diagnosis with treatment planning/ Research design,
analysis and interpretation/designing training programs/ conducting sessions.
(CSWFa-i)
Examination scheme:
Mode of evaluation Maximum Marks Grading

Internal Faculty Interaction 10 Marks No grading
Personal diary 5 Marks No grading

Feedback from External 30 Marks Below Average-1 (10
Supervisor marks)
Average-2 (15 marks)
Good-3 (20 marks)
very Good-4 (25 marks)
Excellent-5 (30 marks)
Viva Voce and presentation 25 Marks No grading
Report Writing 30 Marks No grading
Total 100 Marks No grading
***there will be summer internship faculty allotted to the students before beginning of the
semester II & IV break. The faculty allotted to you will conduct a detailed orientation
session and share the complete student guide with timeline and report writing formats.

FORENSIC AND CRIMINAL PSYCHOLOGY
Course Objectives:
 To understand nature, scope and history of Forensic Psychology
 To learn the role of forensic Psychologists, the psychologists in the court,
eyewitness testimony and false confession as the central issue in the forensic
Psychology
 To understand the process of offender profiling
 To get an orientation of modern techniques of Investigation
 To get an orientation on cyber psychology
Course Content:
Module I: Forensic Sciences: Forensic Psychology

 Forensic Sciences: Forensic Psychology: An overview and it‟s comparison to
Forensic Psychiatry,
 Definitions, Nature, scope and history of Forensic Psychology; The roles of the
Forensic Psychologist
 Ethical Considerations: Ethical principles of Forensic Psychology, Legal Aspects,
Human Rights
 Other closely related fields: Police Psychology, Correctional Psychology,
Victimology and Victim services
Module II: Development and Psychology of Criminal Behavior
 Factors influencing criminal behavior: Developmental Perspective and

Developmental Factors, Neuro-psychological Factors, Psychosocial Factors
 Juvenile Delinquency: Juvenile Offenders, Juvenile Fire-settings,
 Criminal Psychopath,
 Psychology of Violence and Sexual Assault
Module III: Behavioral Evidence Analysis: Criminal Profiling
 History of Criminal Profiling,

 Inductive and Deductive methods,
 Process: Introduction to Crime Reconstruction, Victimology, Psychological
Autopsy, Crime Scene Characteristics, Understanding Offender Signature and
Modus Operandi,
 Dynamics of Serial Killings

Module IV: Forensic Psychological Interview & Investigation
 Techniques for Psychological Interview: Cognitive Interview, Cognitive Load,

Peace Model,
 Modern Psychological Techniques: Polygraph, Brain Electrical Oscillation
Signature Profiling, fMRI based Investigative tools, Layered Voice Analysis,
Narco-analysis, Forensic Statement Analysis,
 Recent trends and Techniques of Interviewing and Investigation
Module V: Cyber Psychology
 Introduction to Cyber Crimes and Cyber Psychology,

 Psychological Aspects of Cyber Space,
 Individual and Group Dynamics in Cyberspace,
 Cyber-patterns: Criminal Behavior on the internet, Cyberstalking, Cyberbullying.
Field Visit to Forensic Science Laboratory or Gujarat Forensic Science University would
be planned.
Examination Scheme:
Weightage 30 70
 Andrew D. Cling, James Michael Lampinen, and Jeffrey S. Neuschatz (2012) The
psychology of Eyewitness Identification, Psychology Press ISBN 13 978-
1138117235
 Bartol, C. R. & Bartol, A. M. (2004) Introduction to forensic psychology. New
Delhi: Sage.ISBN 13- 978-1544327884
 Bartol, C.R & Bartol, A.M, (2008). Current Perspectives in Forensic Psychology
and Criminal Behavior, Second Edition California: SAGE Publications Inc., ISBN
13 978-1412958318
 Bartol C R and Batrol A. M. (2010), Criminal Behavior: A psychological
Approach, Prentice Hall. ISBN 13 978-0132973199
 David C., (2008), Criminal Psychology: 2nd ed Hodder Education. ISBN 13: 978-
0415714815
 Howwitt D., (2018) Introduction to Forensic and Criminal Psychology. New
York : Pearson, ©2018 ISBN-13: 978-1405874465
 Smith A A., Fullwood C., Keep M., Kuss D., (2019) The Oxford Handbook of
Cyberpsychology, Oxford University Press ISBN 13 978-0198812746
 Gordon, N. J., Fleisher, W. L., and Weinberg, C. D. (2002). Effective Interviewing
and Interrogation Techniques: Academic Press. ISBN 13 978-0323165839
 Weiner I B., Hess A.K., (2005), Handbook of Forensic Psychology (3rd ed.). John
Wiley and Sons. ISBN 13 978-0471692324
 Katherin Ramsland (2017). The Psychology of Death Investigations: Behavioural
Analysis for Psychological Autopsy and Criminal Profiling 1st Ed. CRC Press
ISBN 13- 978-1138735293
 Monica T. Whitty, Garry Young (2016) Cyberpsychology: The Study of Individuals,
Society and Digital Technologies, Wiley-Blackwell ISBN 13- 978-0470975626
 Thomas Parsons, (2017) Cyberpsychology and the Brain, Cambridge University
Press ISBN 13 978-1107477575
 Turvey, B (2011) Criminal Profiling: An Introduction to Behavioral Evidence
Analysis. Elsevier Academic Press ISBN 13- 978-0123852434
 Veeraraghavan, V., (2009) Handbook of Forensic Psychology. Selective &
Scientific Books Publishers and Distributors ISBN -13 978-8189128166
 Walker, L.E.A. and Shapiro D (2003) Introduction to Forensic Psychology: Clinical
and Social Psychological Perspective. Springer ISBN 13 978-0306479083.
 Wrightsman, L.S.& Fulero, S.M.(2008). Forensic Psychology. London. Batsford
Academic and Education Ltd. ISBN-13: 978-0495506515

CONSUMER PSYCHOLOGY
Course Objectives:
 To create understanding regarding the need and scope of Consumer behaviour and
Consumer Rights.
 To familiarize with the various psychological factors that affect consumer
behaviour.
 To give an overview of the principles that influence consumer decision making.
 To acquaint with the application of psychological principles that affect buying
behaviour.
Course Content:
Module I: Consumer Behaviour
 Consumer Behaviour: Nature and Scope

 Factors affecting Consumer Behaviour: Internal and External
 Consumer Awareness, Consumer Rights, Consumer Protection Act.
 Research Methods: Survey, Focus Groups, Interviews, Experiments, Purchase
Panels, Database Marketing.
Module II: Consumer Motivation
 Types of Motivation: Intrinsic and Extrinsic

 Factors affecting motivation: Personal Relevance, Consistency with Self-Concept,
Values, Needs, Goals, Perceived Risk, Attitudes.
 Theories of Motivation: Need Theory, Expectancy Theory, Balance Theory.
 Motivating Customers: Research, Reinforce, Encourage Involvement
Module III: Attention and Perception
 Attention: Focal and Non-Focal Attention; Characteristics of Attention: Selective,

Divided, Limited
 Factors affecting attention: Colour, Novelty, Preference, Brand Identity.
 Perception: Gestalt Laws of Perception; Use of senses: Vision, Hearing, Taste,
Smell, Touch; Subliminal Perception
 Marketing Implications
Module IV: Marketing Communication

 Attitudes: Characteristics, Cognitive and Affective Foundations.
 Changing attitudes: Factors, Overcoming Resistance to Change.
 Persuasion: Factors: Source, Message, Audience; Use of Humor, Fear and Shock
appeals.
 Socially Responsible Communication.
Module V: Decision Making and Buying Behaviour

 Cognitive and Affective Factors and Use of Heuristics in Decision Making
 Decision Making Process, Buying Behaviour: Factors: Cultural, Social, Personality.
 Role of Technology and Social Media
 Current Trends and Ethical considerations
Examination Scheme:
Weightage 30 70
 Campbell, M. C., & Winterich, K. P. (2018). A Framework for the Consumer

Psychology of Morality in the Marketplace. Journal of Consumer
Psychology, 28(2), 167-79.
 Close, A.G. (2017). Online Consumer Behavior: Theory and Research in Social
Media, Advertising and E-tail. Routledge. [ISBN-10: 1138107557, ISBN-13: 978-
1138107557]
 Fennis, B. M., & Stroebe, W. (2010). The psychology of advertising. London:
Routledge, Taylor & Francis Group. [ ISBN-10: 0415442737, ISBN-13: 978-
0415442732]
 Foxall, G. (2004). Consumer psychology in behavioral perspective. Beard Books.[
ISBN-10: 1587982404, ISBN-13: 978-1587982408]
 Foxall, G. (2009). Interpreting Consumer Choice: The Behavioural Perspective
Model. Routledge.[ISBN-10: 0415477603, ISBN-13: 978-0415477604]
 Haugtvedt, C. P., Machleit, K. A., & Yalch, R. (2005). Online consumer
psychology: understanding and influencing consumer behavior in the virtual world.
Psychology Press. [ ISBN-10: 0805851550, ISBN-13: 978-0805851557]
 Hoyer, W. D., & MacInnis, D. J. (2010). Consumer behavior (5th ed.). United
States United Kingdom: South-Western/Cengage Learning. [ ISBN-10:
0324834276, ISBN-13: 978-0324834277]
 Jansson-Boyd, C. V. (2019). Consumer psychology (2nd ed.). Maidenhead; New
York : Open University Press. [ISBN-10: 0335247962, ISBN-13: 978-
0335247967]
 Kardes, F.R., Herr, P.M., & Schwarz, N. (2019). Handbook of Research Methods in
Consumer Psychology. Routledge. [ISBN 9780815352983]
 Kumar, S.R. (2017). Consumer Behaviour: The Indian Context (Concepts and
Cases). India: Pearson. [ISBN-10: 9332587965, ISBN-13: 978-9332587960]
 Loudon, D., & Bitta A.D. (2017). Consumer Behaviour (4th Ed.). McGraw Hill
Education. [ISBN-10: 0070473811, ISBN-13: 978-0070473812]
 Maheswaran, D., & Puliyel, T. (2017). Understanding Indian Consumers. Oxford
University Press. [ISBN-10: 0199479623, ISBN-13: 978-0199479627]
 Majumdar, R. (2009). Consumer Behaviour: Insights from Indian Market. PHI
Learning Pvt. Ltd. [ISBN-10: 8120339630, ISBN-13: 978-8120339637]
 Pierce, J. L., & Peck, J. (2018). The history of psychological ownership and its
emergence in consumer psychology. In Psychological ownership and consumer
behavior (pp. 1-18). Springer, Cham.
 Solomon, M.R. (2014). Consumer Behavior: Buying, Having, and Being (11th
ed.). Pearson. [ISBN-10: 0133450899, ISBN-13: 978-0133450897]
 Stewart, D. W., & Shamdasani, P. (2017). Online focus groups. Journal of
Advertising, 46(1), 48-60.
 Wänke, M. (2009). Social psychology of consumer behavior. New
York: Psychology Press. [ISBN-10: 9781138882942, ISBN-13: 978-1138882942]

MILITARY PSYCHOLOGY
Course Objectives:
 To enable students to understand the nature and scope of Military Psychology
 To delineate the selection and training procedure involved in recruitment of
Military Personnel
 To understand Human and Group Dynamics in Military Setting
 To provide an understanding of Mental Health concerns of Military Personnel and
devise effective Psychological Interventions
Course Content:
MODULE-I: Nature and Scope of Military Psychology

 Military Psychology: Nature, Scope and Historical Perspective
 Centurion Trajectory of Military Psychology
 Operational Psychology: Foundation, Application, and Issues
 Military Psychology in India
MODULE-II: Selection and Training of Military Personnel

 Testing in Military Setting
 Procedural issues in Military Psychology
 Identifying Character Strengths in Military Personnel
 Misconduct Behaviour in Armed Forces
MODULE-III: Human and Group Dynamics in Military Setting

 Human factors in Military Organizations
 Leadership in Military
 Value-based Leadership
 Group cohesion and Morale
MODULE-IV: Mental Health Concerns in Military Setting

 Understanding Stressors: Causes of Burnout and Traumatic events in Armed Forces
 Dealing with Stress in Peace locations and in Operational areas
 Combat Stress Reactions (CSR), PTSD and Post Traumatic Growth (PTG)
 Promoting Psychosocial Health of Disaster First Responders
MODULE-V: Psychological Interventions in Military Context

 Optimism: A secret Weapon

 Resilience: Building, Measuring Soldier Resilience; Developing Interventions
 Hardiness as a Resilience Factor
 Planning of Preventive and Promotive Psychosocial Mental Health Services
Examination Scheme:
Weightage 30 70
 Boe, O. Bang, H., Nilsen, A. (2014). Experienced military officer‟s perception of

 Boe, O., Bang, H. (2017). The Big 12: The Most Important Character Strengths for
Military Officers. Athens Journal of Social Sciences, 4(2), 161-174. ISBN:
 Bowles, S., Bartone, P.T. (2017). Handbook of Military Psychology: Clinical and
Organizational Practice. Sage Publications. ISBN: 978-3-319-66192-6
important character strengths. Social and Behavioral Sciences, 339-345.
 Kennedy C.H., Zillmer, E.A. (2006). Military Psychology: Clinical and Operational
Applications. The Guilford Press. ISBN: 978-1462506491
 Laurence, J.H., Matthews, M.D. (2012). The Oxford Handbook of Military
Psychology. Oxford University Press. ISBN: 978-0195399325
 Maheshwari, N., Kumar, V.V., (2016). Military Psychology: Concepts, Trends, and
Interventions. Sage Publications. ISBN: 978-9351506300
 Moore, B.A., Barnett, J.E. (2013). Military Psychologists‟ Desk Reference. Oxford
University Press. ISBN: 978-0199928262
 Rawat, S. (2017). Military Psychology: International Perspectives. Rawat
Publications (1st Edition). ISBN: 978-8131608425

COGNITIVE BEHAVIOR THERAPY IN PRACTICE
Course Objectives:
 At the end of this course the students will be able to:
 Understand the interaction between cognitions, behaviors, emotions, and biology in
the development and maintenance of psychological problems.
 Conceptualize client issues in cognitive-behavioral terms.
 Knowledge of primary CB intervention techniques.
 Basic experience with cognitive behavioral intervention methods
Course Content:
Module I: Historical background and Overview.
 CBT: Introduction, Historical influences and philosophical assumptions

 Basic principles and assumptions of CBT
 Applications, Limitations, therapist skill and client suitability.
 Generalization, maintenance and follow up
Module II: Cognitive Conceptualization.

 The Cognitive Model: Identifying NATs, emotions and core beliefs.
 Evaluating and responding to Automatic thoughts.
 Therapeutic Techniques: identifying and modifying intermediate beliefs, Working with
core beliefs.
 Schema focused therapy.
Module III: CBT Process

 Assessment and formulation.
 Structure of therapy: introductory session- Orienting clients to CBT and instruction on
the cognitive model, informed consent.
 Session two & beyond: Structure ,format, Homework Implementation &management
 Termination and relapse prevention
Module IV: Various types of CBT

 Cognitive emotional behavior therapy (CEBT), Structured cognitive behavioral
training (SCBT), moral recognition therapy (MRT), Stress inoculation training (SIT),
 Activity guided CBT: Group-knitting, Mindfulness based cognitive behavioral therapy,
Meichenbaum‟s Cognitive Behavior Modification,
 Acceptance and commitment, Short term Cognitive Behavior therapy (CBT),
Dialectical behavior therapy (DBT) & Mindfulness based cognitive therapy (MBCT).
Module V: Applications of CBT.

 Clinical Case Conceptualization
 Client diversity and cultural competency of therapist.
 Barriers to treatment, managing problems.
 Ethical considerations and accountability.
Examination Scheme:

Weightage 30 70
 Beck, J. (2011). Cognitive behavior therapy: Basics and beyond (2nd ed.). New
York, New York: Guildford Press. ISBN-13: 978-1609185046.
 Barlow, D., et al. (2011). Unified protocol for transdiagnostic treatment of
emotional disorders: Therapist guide. New York: New York: Oxford University
Press. ISBN-13: 978-0199772667.
 Barrett, P.M., Duffy, A.L., Dadds, M.R., & Rapee, R.M. (2001). Cognitive-
behavioral treatment of anxiety disorders in children: Long-term (6 year) follow-up.
Journal of Consulting and Clinical Psychology, 69, 135-141.
 Chansky, T.E. (2000). Freeing your Child from Obsessive-Compulsive Disorder.
New York: Three Rivers Press. ISBN-13: 978-0812931174.
 Hanna, G.L., Fischer, D.J., & Fluent, T.E. (2006). Separation anxiety disorder in
children and adolescents. Pediatrics in Review, 27, 56-63.
 Hofmann (2012). An Introduction to Modern CBT. Wiley-Blackwell. ISBN 978-0-
470- 97175-8
 Kendall, P.C. & Hedtke, K.A. (2006). Cognitive-Behavioral Therapy for Anxious
Children: Therapist Manual (3rd ed). Ardmore PA: Workbook Publishing, Inc.
ISBN-13: 978-1888805222
 Kendall, PC, Aschenbrand, SG, & Hudson, JL. (2003). Child-focused treatment of
anxiety. In AE Kazdin & JR Weisz, (Eds.). Evidenced-Based Psychotherapies for
Children and Adolescents. New York: Guilford Press (pp. 81-100). ISBN
9781462522699.
 March, J.S. & Benton, C.M. (2007). Talking Back to OCD: A Program that helps
Kids and teens Say “No Way”- and Parents Say “Way to Go.” New York: Guilford.
ISBN-10: 1593853556 70.
 Piacentini, J. & Langley, A.K. (2004). Cognitive-behavioral therapy for children
who have obsessive-compulsive disorder. Journal of Clinical Psychology, 60 (11),
1181-1194.

PSYCHOLOGICAL INTERVENTIONS FOR SUBSTANCE
USE AND ADDICTION TREATMENT
Course Objectives:
 To conduct assessment and diagnosis of substance abuse and co-occurring disorders
in substance dependents
 To acquaint students about theories and etiology of addictions, including strategies
for prevention, intervention, and treatment.
 To acquaint students to learn about the essential interviewing, and counseling to
treatment substance dependents.
 To sensitize students about the existing models of counseling and interventions
related to treatment of substance dependents.
Course Content:
Module I: Overview of Substance Dependence

 Substance use and addiction: ICD 10 and DSM 5 criteria
 Epidemiology and demographic variables
 Classification based on effects of drugs central nervous systems: depressants,
stimulants, hallucinogens, cannabis, and inhalants
 Classification based on law as legal and illegal drugs, instrumental drug use and
recreational drug use
Module II: Etiology and Theories of Substance Dependence

 Physical dependence theory/ Biological prospective
 Disease model theory of substance abuse and addiction
 Psychoanalytical/ Dynamic theory
 Behaviorist & learning theory: classical conditioning and operant conditioning
prospective of addiction/dependence.
Module III: Screening and Interventions of Substance Dependence

 Screening, diagnosis, motivation to change, change without formal treatment
 Professional treatment: individual counselling, the family and drug addiction
 Family counselling.
 Self-help groups: alcohol anonymous and narcotic anonymous
 Systemic intervention: demand reduction, supply reduction and harm reduction
Module IV: Co-occurring Disorders and Management of Substance dependence

 Poly drug abuse, and comorbidity: depression and other psychological disorder
prevalent among substance dependents, substance abuse and suicide, substance
abuse and HIV, substance abuse and sexual dysfunction
 Abstinence and relapse, theories of relapse and Relapse Management
 Reintegration and rehabilitation, aftercare services, and crisis intervention
 Five pillars of recovery: physical well-being, productive work routine, meaningful
relationships,
 positive personality changes and experiencing pleasure without drugs.
Module V: Prevention and Awareness

 Prevention: models of prevention, principles of drug abuse prevention
 Understanding primary prevention and education, family system in primary and
secondary prevention, multicultural issues in primary and secondary prevention
 Substance abuse prevention in the workplace, substance abuse prevention and the
college students
 Role of counsellor: individual, family, and group counselling
Examination Scheme:

Weightage 30 70
 Abadinsky, H. (2010). Drug use and abuse: A comprehensive introduction. Nelson

Education.
 Levinthal. C. F. (2014). Drugs, behavior, and modern society. Pearson
 Maisto, S. A., Galizio, M., & Connors, G. J. (2011). Drug use and abuse. Cengage
Learning.
 Rosenberg, K. P. (Ed.). (2014). Behavioral addictions: Criteria, evidence, and
treatment. Academic Press.
 Thombs, D. L., & Osborn, C. J. (2019). Introduction to addictive behaviors.
Guilford Publications.
 Thombs, D. L., (2006). Introduction to addictive behaviors. Guilford Publications.
mental disorders (DSM-5®). American Psychiatric Pub.
behavioural disorders: diagnostic criteria for research (Vol. 2). World Health
Organization.

SUICIDE PREVENTION AND MANAGEMENT
Course Objectives:
 To acquaint students about the epidemiology and theories of suicide, as well as the
various models of suicide prevention.
 To Sensitize students about the risk and protective factors for suicide and identify
which social groups are at high risk for suicide.
 To enable students to critically evaluate, select, and apply evidence-based suicide
risk screening and assessment.
 To get insight into the development and implementation of interventions for
individuals with suicidal thoughts and behaviors.
 To acquaint students for the counselling and crisis intervention for high risk
suicidal vulnerable groups.
Course Content:
Module I: Introduction to Suicide Prevention and Models

 Nature, scope of suicide prevention and management
 Important definitions: suicidality, suicidal ideation, suicide attempt, death by suicide,
self-harm, suicide behaviours
 Suicide: global and national epidemiology of suicide and suicide attempts
 Models of causation of suicidal behavior: brief introduction to medical model,
suicidal behavior and health illness, biological factors in suicide, psychological
factors in suicide
Module II: Theories Related to Suicide

 Emile Durkheim suicide theory, emotion dysregulation theory
 Cognitive theory, interpersonal theory of suicide
 Integrated motivational-volitional model of suicidal behaviour
 Positive psychological theories applied to suicide prevention: broaden-and-build
theory, hope theory, self-determination theory
Module III: Suicide Risk Assessment and Psychopathology Related to Suicide

 Warning signs of suicide, risk, and protective factors
 Screening and assessment
 Suicide and Psychopathology: mood disorder, personality disorder, substance use
disorder
 Suicide and physical/chronic diseases

Module IV: Evidence Based Treatment and Suicide
 Pharmacotherapy, emotional regulation and psychological first aid
 Brief introduction to the application of different psychotherapies in the context of
suicide:
 Psychodynamic psychotherapy, Dialectical behavior therapy, Problem solving
therapy, Cognitive therapy
 Helplines, Tele-Web support services, and suicide prevention
Examination Scheme:
Weightage 30 70
 O'Connor, R. C., & Pirkis, J. (Eds.). (2016). The international handbook of suicide
prevention. John Wiley & Sons.
 Rogers, J. R., & Benson, K. M. Suicide Prevention in Counseling Psychology.
In The Oxford Handbook of Prevention in Counseling Psychology.
 Sadek, J. (2018). A Clinician’s Guide to Suicide Risk Assessment and Management.
Springer.
 Shackelford, T. K., & Weekes-Shackelford, V. A. (Eds.). (2012). The Oxford
handbook of evolutionary perspectives on violence, homicide, and war. Oxford
University Press.
 Soper, C. A. (2018). The evolution of suicide. Cham, Switzerland: Springer.
 Chehil, S., & Kutcher, S. (2012). Suicide Risk Managment. John Wiley & Sons
 Falcone, T., & Timmons-Mitchell, J. (2018). Suicide Prevention. Springer
International Publishing:.
 Harris, D. L., & Bordere, T. C. (Eds.). (2016). Handbook of social justice in loss
and grief: Exploring diversity, equity, and inclusion. Routledge.
 Hirsch, J. K., Chang, E. C., & Rabon, J. K. (2018). A Positive Psychological
Approach to Suicide. Springer International Publishing.
 Jobes, D. A. (2016). Managing suicidal risk: A collaborative approach. Guilford
Publications.
 Neimeyer, R. A. (Ed.). (2012). Techniques of grief therapy: Creative practices for
counseling the bereaved. Routledge.
 Nock, M. K. (Ed.). (2014). The Oxford handbook of suicide and self-injury. Oxford
University Press.

INDUSTRY VISIT III
Course Objectives:
setups.
Course Content:
Guidelines:
seriously.
Industrial Visit
For faculty
program.
 Cover Page
 Title
 Date
 Location
 Objectives
 Introduction
 Session(s)
 Observations
 Learning
 Appendix
Examination Scheme:

Submission
Weightage 50 50 50

WORKSHOP/CERTIFICATION III
Course Objectives:
learning.
setups.
Course Content:

advance.

included.

Methodology
 Case Study
 Group Activity
 Role Play
 Quiz
Examination Scheme:
Active Total
Participation
100
Weightage 30 30 40

SEMESTER 3:
COUNSELLING
PSYCHOLOGY

DEVELOPMENT OF CONTEMPORARY COUNSELLING
PSYCHOLOGY & PSYCHOTHERAPY
Course Objectives:
 To understand the Historical Development and Professional Foundations of
Counselling Psychology and Psychotherapy
 To acquaint students with the technological advancements in the field of
Counselling and Psychotherapy
 To delineate the fundamentals of research in counselling and psychotherapy
 To provide an understanding of the current status and trends in Counselling
Psychology and Psychotherapy
Course Content:
Module I: Historical Development of Counselling and Psychotherapy

 Historical Development of Counselling: Stages of Development of the Profession;
Past, Present, and Future
 The Movement Toward Psychotherapy Integration; Origin of Counselling and
Psychotherapy Movement in India
 Advantages of Psychotherapy Integration
 The Challenge of Developing an Integrative Perspective
Module II: Professional and Theoretical Foundations of Counselling and

Psychotherapy
 Major goals of counselling; Guidance, Counselling, and Psychotherapy
 Development of theories of Counselling and Psychotherapy
 Attribution and Systematic Framework of Counselling: Attributes, Systems of
Counselling
 Law and Counselling in India
Module III: Research in Counselling and Psychotherapy

 Background; Essential Research Knowledge and Skills
 Critical Issues and Challenges in Research on Counseling and Psychotherapy
 Qualitative Research Design and Models of Inquiry
 Multicultural, Social Justice and International Issues in Counselling and
Psychotherapy Research

Module IV: Technological Advancements in Counselling and Psychotherapy
 Assessment and Diagnosis
 Technological Aids for Client Interventions
 Technology-Based Resources for Counselors and Clients
 Counselor Supervision
Module V: Current Status and Trends in Counselling Psychology and Psychotherapy

 Current Status and Trends in Counselling and Psychotherapy: Violence, Trauma and
Crises; Promoting Wellness; Concern for Social Justice and Advocacy
 Greater Emphasis on Technology: Online Counselling/Distance
Counselling/Telephonic Counselling /Cybercounselling
 Leadership & Identity of Counsellors
 Global Diversity Issues in Counselling
Examination Scheme:
Weightage 30 70
 Capuzzi, D., Gross, D.R. (2017). Introduction to the Counseling Profession (7th
Edition). Taylor & Francis. ISBN: 978-1138684782
 Corey, G. (2017). Theory and Practice of Counseling and Psychotherapy (10th
Edition). Cengage Learning. ISBN: 978-1305263727
 Gladding, S.T., Batra, P, (2018). Counselling: A Comprehensive Profession (8th
Edition). Pearson. ISBN: 978-9353061807
 Murphy, D. (2017). Counselling Psychology: A Textbook for Study and Practice
(1st Edition). Wiley. ISBN:978-1119106869
 Nystul, M. S. (2011). Introduction to Counseling: An art and science perspective
(4th ed.). Englewood Cliffs, NJ: Prentice-Hall. ISBN: 978-0205350940
 Woolfe, R., Strawbridge, S., Douglas, B., Dryden, W. (2009). Handbook of
Counselling Psychology (3rd Edition). Sage Publications. ISBN: 978-1847870797

ADVANCED SKILLS AND PROCESSES IN COUNSELLING
PSYCHOLOGY
Course Objectives:
 To demonstrate the understanding of the process of counselling and gain confidence
in managing sessions: opening, closing and directing the session till termination
 To equip students with an appropriate range of advanced listening, interviewing and
responding skills to facilitate the counselling process
 To understand and demonstrate competencies needed for evoking intrinsic
motivation for change
 To acquire practical knowledge and ensure good practices in counselling
Course Content:
Module I: Counselling Process and Relationship

 Counselling as a Process: Stages & Models
 Building the Relationship: Ingredients of effective counselling relationship, Rapport
building
 Skills for Initial Session, Facilitating Initial Disclosure
 Intake Interview & Mental Status Examination
Module II: Core Counselling Skills – Listening

 Effective verbal Communication & its role
 Effective nonverbal communication: Models and role
 Active Listening Responses – Clarification, Paraphrase, Reflection of content &
feeling, Summarization Skills
 Barriers to Listening
Module III: Core Counselling Skills – Responding

 Influential & Interactional models of counselling
 Open and close ended questions
 Information giving through self-disclosure
 Confrontation; Use of silence
Module IV: Advanced Counselling Skills of Responding

 Reframing & Problem-solving Skills
 Identifying, defining and evaluating Outcome goals & Process Goals
 Termination skills, Follow Up, Therapist Documentation & communication with
experts
 Ethical & Multicultural issues, Emerging Trends
Module V: Motivational Interviewing Skills for Change

 Introduction to MI
 Stages of Change
 Principles & Models of MI
 Applications of MI
Examination Scheme:
Weightage 30 70
The course will include screening and discussion of counselling videos as well as
practice skills inside the classroom.
Books:
 Ivey, A.E., Ivey, M.B. & Zalaquett, C.P (2017). Intentional Interviewing and
Counselling: Facilitating Client Development in a Multicultural Society. Thomson:
Brooks/Cole. (0781349654504)
 Cormier, S. & Nurius, P.S & Osborne, C.J (2013). Interviewing & Change Strategies
for Helpers (7th Edition). Cengage Learning (13: 978-0840028570.)
 Nelson‐Jones, R. (2005). Basic Counselling Skills: A Helpers Manual. New Delhi:
Sage
 Publications. ( 0857024175)
 Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people
change. New York, NY: Guilford Press. (9781609182274)
 Moyers, T., (2014). The Relationship in Motivational Interviewing. Psychotherapy, 51
(3) 358-363. (1609182278)
 Aldridge, S. & Rigby, S. (2004). Counselling Skills in Context. British Association for
Counselling and Psychotherapy. Hodder & Stoughton (0340799641)
 Martin, D. G. (2011). Counseling and Therapy Skills. NY: Waveland Pr In
(9781577666424)
Additional Reading:
 Philp Burnard - (2009) - Counselling Skills Training - Viva Books. (8130910578)
 Jennie Lindon and Lance lindon - (2008) - “Counselling Skills” - Palgrave Macmillan
(0230537863).
 Kathryn Geldard and David Geldard - (2003) - „Counselling Skills in Everyday Life‟ -
Palgrave Macmillan ( 9781403903136)
 Corey, Gerald (2000). Theory and Practice of Group Counseling (5th Ed). Belmont
CA: Brooks/Cole.
 Erford, B. (2015). 40 techniques every counselor should know (2nd ed.). New York,
NY: Pearson.ISBN 978-0-13-357174-5

COUNSELLING ACROSS THE LIFESPAN ADDRESSING DIFFERENT
GROUPS
Course Objectives:
 To understand academic, social, emotional and behavioral difficulties of children
and adolescents
 To impart students with counselling needs in premarital, marriage, workplace and
elderly.
 To highlight counselling for people with addiction, attempted suicide, disabilities,
trauma and LGBT+.
To increase awareness of students about current issues and various ethical
considerations in counseling.
Course Content:
Module I: Children and Adolescents.

 Underachievers, Slow Learners and Talented/ Exceptional Children
 Children With ADHD, Intellectual, and Learning Disability.
 Emotional, Behavioral Issues Conduct Disorders, Developmental Disorders.
 Children with Socially Underprivileged Background
Module II: Counselling Adults & Elderly.

 Premarital and Marital Counselling: Role Conflict, Sex and Sexuality Issues and
Relationship Enrichment Skills and New Dimensions of Relationship.
 Lesbian, Gay, Bisexual and Transgender and Overview Of LGBT+, Psychosocial
Interventions Family Planning and Reproductive Health.
 Psychosocial Issues of Women in Indian Context, Women in Career.
 Counselling Elderly: Pre-Retirement and Retirement Counselling, Coping with Loss
of Spouse, Health Related Issues, Enhancing Quality of Life.
Module III: Counselling Special Groups.
 Suicide Prevention and Management.

 Rehabilitation Counselling for Alcohol, Drugs, and Digital Addiction
 Trauma and Sexually Abused Children.
 Counselling Terminal Illness.

Module IV: Counselling for Youth.
 Career Counselling: Multicultural Career Counselling

 Work and Mental Health: Unemployment and Mental Distress
 Physical and Psychological Rehabilitation of Persons with Disability
 Vocational and Social Rehabilitation of Persons with Disability
Module V: Current Issues, Future Research, Social Justice, E-Therapy, and Ethical
Issues
 Current Social Issues in Counselling Psychology and Future Research.

 Social Justice and Counselling Psychology.
 Relevance of E-Therapy.
 Ethical Considerations.
Examination Scheme:
Weightage 30 70
 American Counseling Association (2005). ACA code of ethics. Retrieved from

http://www.counseling.org/Files/FD.
 APA (2010). Telepsychology is on the rise. Monitor on Psychology. 41, 11.
 Alcaniz, M., Botella, C., Banos, R.M., Zaragoza, I., & Guixeres, J. (2009) The
intelligent e-therapy system: A paradigm for telepsychology and cybertherapy.
British Journal of Guidance & Counselling, 37, 287-296.
 Bor, R., Jo Ebner-Landy, Gilli, S., Brace,C. (2002). Counselling in Schools. Sage
Publications
 Ltd. ISBN 076197275-7 (ISBN: 9780761972754)
 Carroll, M. (1996). Workplace Counselling A Systematic Approach to Employee
Care. New Delhi: Sage Publications. ISBN-13: 978-0761950219
 Casey, J. A. (1995). Developmental issues for school counselors using technology.
Elementary
 School Guidance &Counseling, 30, 26-35.
 Clough, P; Pardeck, J., Yuen, F.(eds) (2005). Handbook of Emotional and
Behavioural difficulties. New Delhi, Sage Publications. ISBN:9781848608146
 Canadian Journal of Counselling / Revue canadienne de counseling / 2008, Vol.
42:4 Social Justice and Counselling Psychology: Situating the Role of Graduate
Student Research, Education, and Training Angèle Palmer Ontario Institute for
Studies in Education/University of Toronto Jessica Parish York University
 Garland, D. S., (1983). Working with couples for marriage enrichment.
SanFrancisco, CA: Jossey- Bass. ISBN-13: 978-0875895734
 Geldard, K and Geldard, D (2004). Counselling Adolescents. Sage Publications,
New Delhi price: ISBN: 9781526463531
 Gothard, B., Mignot, P., Offer, M., & Ruff. M. (2001). Career Guidance in Context.
Sage ISBN: 9780761969068
 Herr, E.L., and Cramer, S.H. (2003). Career guidance and counselling through the
life span: Systematic approaches (6thed.) Boston: Allynand Bacon. ISBN-13: 978-
0321081391
 Kapur, M. (2011). Counselling Children with Psychological Problems. Delhi:
Pearson. ISBN- 9788131730447
 Kober, R. Enhancing the quality of life of people with intellectual disabilities:
Theory and practice (ED.) New York: Springer. ISBN-13: 978-9048196494
 Kourkouta L., Iliadis, Monios A. (2015) Psychosocial issues in elderly 232
Psychosocial issues in elderly, Prog Health Sci 2015, Vol 5, No1
 King B.M. (1996) Human Sexuality Today (2nd ed.). New Jersey: Prentice Hall,
ISBN-13: 978-0205988006 17Lair G S (ed 1st (1996) Counseling the Terminally
Ill: Sharing the Journey (Series in Death, Dying, and Bereavement) 1st Edition
ISBN-13: 978-1560325178 ISBN-10: 1560325178
 Matthys, W. & Lochman, J.E. (2010). Oppositional Defiant Disorder and Conduct
Disorder in Children. Wilyey- Blackwell. ISBN-978-0-47051088-9
 Midgley, N., Hayes, J., Cooper, M. (2017). Essential research findings in child and
adolescent counselling and psychotherapy (Eds.) ISBN- 978-1-4-4129-6250-6 New
Delhi: Sage.
 Manhal-Baugus M (2001). E-therapy: Practical, Ethical, And Legal Issues.
Cyberpsychol Behav. 2001 Oct;4(5):551–63.
 Mallen MJ, Vogel DL, Rochlen AB, Day SX. (2005) Online Counseling:
Reviewing the Literature from a Counseling Psychology Framework. Couns
Psychol. 2005; 33:819–71.
 Nelson-Jones, R. (1996). Relating skills: A practical guide to effective personal
relationships. Trowbridge, Wiltshire, Great Britian: Redwood Books. ISBN-
13: 978-0304334209.
 Norton,K and Mcgauley, G (1998). Counselling Difficult clients. Sage Publications,
New-Delhi. ISBN13 9780803976733
 Niles, S. & Harris-Bowlsbey, J. (5th Ed) (2013). Career development interventions
in the 21stcentury, Upper Saddle River, NJ: Pearson Education ISBN-13: 978-
0134286303
 O‟Leary, C.J (1999). Counselling Couples and Families. Sage Publications, New
Delhi
 Ponte Otto, D.B. Casas, J.M; Suzuki, L.A. And Alexander, C.M. (eds). (2001).
Handbook of Multicultural Counselling. ISBN-13: 978-1412964326 Sage
Publications, New Delhi
 Rivers, P.C (1994) Alcoholic and Human Behaviour: Theory Research and
Practice. ISBN-13: 978-0130198785New Jersey: Prentice Hall.
 Reynolds DJ, Stiles WB, Grohol JM. (2006) An Investigation of Session Impact
and Alliance in Internet Based Psychotherapy: Preliminary results. Couns Psycho
ther Res. 2006;6(3):164–8.
 Sen, A.K. (1982). Mental Retardation. Bhelpur: Kripa Psychology Center.
 Sherry, J. (2004). Counselling Children, Adolescents and Families. Sage
Publications, New Delhi
 See discussions, stats, and author profiles for this publication at:
https://www.researchgate.net/publication/233318721 Lesbian, gay, bisexual and
transgender psychology: An international conversation among researchers Article.
March 2010 DOI: 10.1080/19419891003634612
 Velleman, R. (2001). Counselling for Alcoholic Problems. New Delhi:Sage
Publications.
 Vasquez, M. J. T. (2012). Psychology and social justice: Why we do what we do.
American Psychologist, 67(5), 337–346. https://doi.org/10.1037/a0029232
 Wolfe, R. Dryden, W. and Star bridge, S. (eds) (2003). Handbook of Counselling
Psychology. Sage Publications.
 Wright, B.A. (1983). Physical disability: A psychosocial approach (2nd ed.). New
York, NY: Harper & Row.
 Concerned Faculty May Update/Add References as and When Deemed Necessary

ASSESSMENT IN COUNSELLING & PSYCHOTHERAPY
Course Objectives:
 To acquaint the students with the concept of Psychological Testing and Assessment
in counselling
 To provide knowledge about various domains of psychological assessment
 To familiarize about various professional and ethical standard of testing and
assessment
 To delineate the strategies and methods of presenting, developing and
communicating reports of results of assessment
Course Content:
Module I: Assessment In Counselling

 Meaning and Definitions of Assessment in Psychology, Purpose, principles and nature
of Psychological Assessment, Test Usage
 History and Background of Psychological Assessment. Guidelines for Evaluating
Tests
 Types of Psychological Methods: Standardized: Test, Batteries and Scales and Non
standardized Assessment: Case history, Behavioral observation and Interview
 Ethical and Professional Issues in Assessment, Recent Advancements in
Psychological Assessment
Module II: Assessment of Intelligence and Cognition

 Individual and Group Intelligence Tests- Intelligence Tests- Seguin Form Board,
VSMS (Vinelend Social Maturity Scale) , Draw-A-person Intellectual Ability Test for
Children, Weschler Intelligence Scales (adult and child), Binet Kamat Test, Bhatia
Battery of Intelligence Test, Ravens Matrices
 Assessment of Achievement and Learning Disability: Wide Range Achievement Test,
V Edition-India (WRAT 5 – INDIA), Wechsler Individual Achievement Test
(WIAT), Woodcock-Johnson Tests of Achievement (WJ- IV), NIMHANS Specific
Leaning Disability Index
 Aptitude: DAT, GATB, MAB (Multidimensional Aptitude Battery)
 Administration, scoring, interpretation and reporting.
Module III: Career Development Assessments

 Assessment of Career Choice and Development, Assessment of Career Change,
Career Planning Competencies, Uses of Career Development Measures in
Counseling.
 Measures of Work and Personal Values: Valued Living Questionnaire (VLQ), The
(Schwartz) Portrait Values Questionnaire (PVQ), The Portrait Value Questionnaire
(PVQ-21)
 Assessment of Interests, Types and Selection: Strong Interest Inventory, Kuder
Career Search with Person Match (KCS), Self-Directed Search, Campbell Interest
and Skill Survey (CISS)
 Career and Life Planning: Standardized and Non standardized Assessment Programs-
FIRO-B Profile
Module IV: Personality Assessment

 Personality Inventories: Myers-Briggs Type Indicator (MBTI), Cattell„s 16
Personality Factor Inventory (16 PF), Neo-FFI, Eysenck Personality, Personality
Inventory for Children
 Projective Techniques: Thematic Apperception Test, Rosenzweig Picture frustration
Study, Sentence Completion Test, Child Apperception Test, House-Tree-Person (H-
T-P)
 Assessment of Interpersonal Relationships: The Psychological and Interpersonal
Relationship Scales (PAIRS), Relationship Assessment Scale
 Measurement of Cross-Cultural and Multicultural Personality Assessment: The
Multicultural Personality Questionnaire
Module V: Professional Practices and Considerations

 Assessment of Special Populations: Cultural Bias In Testing, Assessment of Clients
With Disabilities, Assessment of Older Adults
 Communication of Test Results: General Guidelines for Communication of Test
Results, Test Interpretation, Report Writing
 Overview of Assessment Measures and Models in DSM-5, Planning Intervention,
liaising with other professionals for intervention
 Recent Trends and Advancement in Assessment in Counselling Field: Computer
Assisted Assessment
Examination Scheme:
Weightage 30 70

 Betz, N. E., Borgen, F. H. and Harmon, L. W. 2005. Skills Confidence Inventory
Manual: Research, Development, and Strategies for Interpretation. ed. Mountain
View, CA: CPP. ISBN: 978-1-4338-0861-6
 Hansen, J. C. 2005. “Assessment of Interests.” Pp. 281-304 in Career Development
and Counseling, edited by S. D. Brown and R. W. Lent. New York: Wiley.
Holland, J. L. 1997. Making Vocational Choices. 3d ed. ISBN 978-1-118-06335-4
 Hays, D. G. (2014). Assessment in counseling: A guide to the use of psychological
assessment procedures. John Wiley & Sons. ISBN-10: 1556203187
 Geisinger, K. F., Bracken, B. A., Carlson, J. F., Hansen, J. I. C., Kuncel, N. R.,
Reise, S. P., & Rodriguez, M. C. (2013). APA handbook of testing and assessment
in psychology, Vol. 2: Testing and assessment in clinical and counseling
psychology (pp. ix-605). American Psychological Association. SBN. 1-4338-1230-
4
 Brown, S. D., & Lent, R. W. (Eds.). (2008). Handbook of counseling psychology.
John Wiley & Sons. ISBN-10: 0470096225
 Wood, C., & Hays, D. G. (2013). A counselor's guide to career assessment
instruments. National Career Development Association. 305 North Beech Circle,
Broken Arrow, OK 74012. ISBN: 978-1-885333-38-4.
 Yeager, K. R., & Roberts, A. R. (2015). The ACT Model: Assessment, Crisis
Intervention, and Trauma Treatment in the Aftermath of Community Disasters (pp.
183-213). Crisis Intervention Handbook: Assessment, Treatment and Research.(4th
ed.) NY: Oxford University Press. ISBN: 9781336284623
 Osborn, D. S., & Zunker, V. G. (2015). Using assessment results for career
development. Cengage Learning. ISBN-10: 1305397770
 Drummond, R. J., & Jones, K. D. (2006). Assessment procedures for counselors
and helping professionals. Pearson/Merrill Prentice Hall. ISBN: 9780132850636
 Whiston, S. C. (2012). Principles and applications of assessment in counseling.
Cengage Learning. ISBN-10: 0840028555
 Seligman, L. (2011). Diagnosis and treatment planning in counseling. Springer
Science & Business Media. ISBN: 978-1-4419-8927-7
 Polanski, P. J., & Hinkle, J. S. (2000). The mental status examination: Its use by
professional counselors. Journal of Counseling & Development, 78(3), 357-364.
 Tate, Kevin & Bloom, Margaret & Tassara, Marcel & Caperton, William. (2014).
Counselor Competence, Performance Assessment, and Program Evaluation: Using
Psychometric Instruments. Measurement and Evaluation in Counseling and
Development. Online First. 10.1177/0748175614538063.
 Milner, J., O'Byrne, P., & Campling, J. (2003). Assessment in Counselling: Theory,
process and decision making. Macmillan International Higher Education. ISBN:
9780230802650
 Staggs, G.D. (2004). Meta-analyses of interest-personality convergence using the
Strong Interest Inventory and the Multidimensional Personality Questionnaire.
(Order No. 3145683, Iowa State University). ProQuest Dissertations and Theses,
pp. 1-24.
 Zytowski, D.G. 2001. “Kuder Career Search with Person Match: Career
Assessment for the 21st century.” Journal of Career Assessment 9:229-241.

PRACTICUM – III: CASE ASSESSMENT, COUNSELLING,
REPORTING AND PRESENTATION
Course Code: PSY 4305 Course Code: PSY 4305
Course Objectives:
 To train students by giving them hands on experience in case intake and assessment through
interviews, observation, case history and assessments tools
 To help students gain in-depth understanding and exposure to the various diagnostic tools across
the life span by using objective and projective tests.
 To train students in assessments of cognitive abilities and personality for children, adolescents and
adults.
 To apply the concepts of counselling psychology learned in the classroom through processes
beginning with assessment to intervention.
Note: It is compulsory to:
1. Carry out three comprehensive case studies using any of the below mentioned assessment tools
and scales across the life span. For this purpose a child, adolescent or adult subject will serve as a
single case of a different condition for which appropriate tests or scales should be selected.
2. Three detailed case studies are essential which shall be according to the standard format provided
by the faculty supervisor. In these cases, if required, any intervention can be included from the
below mentioned categories.
3. These three cases can be conducted on the field (School, NGO, College, De-addiction Centres) or
on a specific case mentioned or specified in the manual.
4. The selected assessment shall be administered, scored and interpreted under guidance of the
faculty supervisor.
practicum course.
Course Content:
A. Intake Interviews & Assessments

a. Mental Status Examination

b. Intake Interview & History Taking
c. Inventory of Common Problems
d. WHODAS/ Suicide Risk Assessment
B. Assessment of Cognitive Abilities
Assessment of cognitive abilities in Children
a. Mallin‟s Intelligence Scale for Indian Children
b. Kaufman Assessment Battery for Children
c. Wechsler Intelligence Scale for Children
d. Binet-Kamat Test of Intelligence
e. Projective technique- Draw-A-person Intellectual Ability Test for Children
Assessment of cognitive abilities in Adults
f. Wechsler Adult Intelligence Scale
g. Bhatia Battery Test of Intelligence
C. Personality Assessments
a. OMNI Personality Inventory/ Minnesota Multiphasic Personality Inventory
b. NEO – Five Factor Inventory
c. Myers Briggs Type Indicator/ Millon Index of Personality Styles (Revised)
d. 16 Personality Factor/ Personality Assessment Inventory
D. Projective Tests
a. Thematic Apperception Test/ Children‟s Apperception Test
b. House Tree Person Test
c. Draw A Person test
d. Sentence Completion Test
E. Designing & Implementing Counselling Interventions
a. Biofeedback – GSR, EMG
b. Jacobson‟s Progressive Muscle Relaxation
c. Guided Visualization/Imagery
d. Token Economy – Design and administer
Examination Scheme

Weightage 20 20 20 20 20 100

Publishers;
 Rosenzweig, S., (1978). The Rosenzweig Picture Frustration (P-F) Study. St. Louis: Rana House.
 Khazan, I. Z., (2013). The clinical handbook of biofeedback. Wiley-Blackwell
Mental Disorders, Fifth Edition. Arlington, VA: American Psychiatric Association, 2013.
 World Health Organization. (1992). The ICD-10 classification of mental and behavioural
disorders: Clinical descriptions and diagnostic guidelines. Geneva: World Health Organization.
 Schraw, G. (2010). Review of the Wechsler Adult Intelligence Scale–Fourth edition. In R. Spies,
J. F. Carlson, & K. F. Geisinger (Eds.), The eighteenth mental measurements yearbook. Buros
Institute. Retrieved from http://buros.org/tests-reviewed-eighteenth-entalmeasurements-yearbook
 Lichtenberger, E. O., & Kaufman, A. S. (1998). Assessment Battery for Children (K-ABC). In R.
J. Samuda, R. Feuerstein, A. S. Kaufman, J. E. Lewis, R. J. Sternberg, & Associates (Eds.),
Advances in cross-cultural assessment (pp. 56–99). Thousand Oaks, CA: Sage.
 Schuerger, J. M. (2000). The Sixteen Personality Factor Questionnaire (16PF). In C. E. Watkins,
Jr., & V. L. Campbell (Eds.), Testing and assessment in counseling and practice (2nd ed., pp. 73–
110). Mahwah, NJ: Erlbaum

Overview

skills.
Course Objective:
Methodology:
reporting.
Mandatory


Flexible
Place:

therapy centers.

collaborations.
Duration:
extended period.


mentioned below:


(CSWFa-f)
(CSWFa-i)
Examination scheme:


Supervisor marks)
Good-3 (20 marks)

Course Objectives:
Psychology
Course Content:

Human Rights


Modus Operandi,


Peace Model,

be planned.
Examination Scheme:
Weightage 30 70
1138117235
Delhi: Sage.ISBN 13- 978-1544327884
13 978-1412958318
0415714815
ISBN 13- 978-1138735293
Press ISBN 13 978-1107477575

CONSUMER PSYCHOLOGY
Course Objectives:
Consumer Rights.
behaviour.
behaviour.
Course Content:



Divided, Limited

appeals.

Examination Scheme:
Weightage 30 70

Psychology, 28(2), 167-79.
1138107557]
0415442732]
ISBN-10: 1587982404, ISBN-13: 978-1587982408]
0324834276, ISBN-13: 978-0324834277]
0335247967]

MILITARY PSYCHOLOGY
Course Objectives:
Military Personnel
Course Content:






Examination Scheme:
Weightage 30 70


Course Objectives:
Course Content:


core beliefs.



Examination Scheme:
Weightage 30 70
Press. ISBN-13: 978-0199772667.
470- 97175-8
ISBN-13: 978-1888805222
9781462522699.
ISBN-10: 1593853556 70.
1181-1194.

Course Objectives:
Course Content:




relationships,

college students
Examination Scheme:
Weightage 30 70

Education.
Learning.
Organization.

Course Objectives:
Course Content:

factors in suicide


disorder

suicide:
Examination Scheme:
Weightage 30 70
Springer.
University Press.
Publications.
University Press.

Course Objectives:
psychopathology
Course Content:


disorder



physical factors
Examination Scheme:
Weightage 30 70

9780199811779
9781119383604
ISBN: 97803670858
Bulletin, 129(5), 674–697.
ISBN: 9789332584846
9780521713917
9789351529101

INDUSTRY VISIT III
Course Objectives:
setups.
Course Content:
Guidelines:
seriously.
Industrial Visit
For faculty
program.
 Cover Page
 Title
 Date
 Location
 Objectives
 Introduction
 Session(s)
 Observations
 Learning
 Appendix
Examination Scheme:

Submission
Weightage 50 50 50

Course Objectives:
learning.
setups.
Course Content:

advance.

included.

Methodology
 Case Study
 Group Activity
 Role Play
 Quiz
Examination Scheme:
Active Total
Participation
100
Weightage 30 30 40

SEMESTER 3:
INDUSTRIAL/
ORGANIZATIONAL
PSYCHOLOGY

INDUSTRIAL /ORGANIZATIONAL PSYCHOLOGY
Course Objectives:
psychopathology
Course Content:
Module I: Introduction
 Definition, Goals and Fundamental concepts- Nature of organization.
 Historical background: Classical studies- Time and motion studies and Hawthorne
studies, Scientific Management
 Present and Future of Industrial Psychology: The Challenges to Industrial
Psychology in the 21st Century.
 Research Methods in Industrial Psychology
Module II: Employees Selection, Job Analysis and Performance Appraisal

 Employee Selection: Basis and methods of selection, Psychological tests used in
selection.
 Job Analysis: Meaning, Approaches, Purpose and Methods
 Performance Appraisal: Meaning, Purpose of performance appraisal, Objective vs.
Subjective Performance Criteria, Methods , Problems and Pitfall
 Legal Issues in employee selection and job analysis
Module III: Individual at Workplace

 Individual Differences – KSAOs
 Reward system- Financial and non-financial incentives.
 Communication: Key Parts, process, Interpersonal and Nonverbal communication,
Barriers to effective communication. Job-Person fit
Module IV: Stress and Workplace Psychological Health

 Stress: causes, types and stress management at workplace
 Counterproductive and deviant work behaviors

 Psychology of lateness, Absenteeism and turnover, Industrial fatigue and boredom
 Ethics and values
Module V: Organizational Attitudes & Behaviours

 Fairness and diversity in the workplace
 Union as organization: The formation of a union
 Industrial accidents: Causes and preventive measures
 Psychological Contract, Organizational Citizenship Behavior and Organizational
Commitment
Examination Scheme:
Weightage 30 70
 Spector , P. E., (2016). Industrial and organizational psychology. Research and

practice, Wiley. ISBN 978-0-470-94976-4.
 Aamodt, M.G. (2015) Industrial/Organizational Psychology. An Applied Approach
(8th ed.). Wadsworth/Thompson: Belmont, C.A. ISBN: 9780495601067,
9780495601067
 Landy, F. J., & Conte, J. M. (2016). The 21st Century: An Introduction to Industrial
and Organizational Psychology (5th ed.), Wiley. ISBN-10: 1405190256 , ISBN-13:
978-1405190251
 Blum, M, L., & Naylor J, C. (2004). Industrial Psychology. Its Theoretical &
Social Foundations CBS Publication. ISBN-10: 006356078X ISBN-13: 978-
0063560789
 Miner J.B. (1992). Industrial/Organizational Psychology. New York: McGraw Hill.
ISBN- 9780070424401
 Muchinshky, P. M. (2006). Psychology Applied to Work (10th ed.). Belmont:
Wadsworth. ISBN-10: 9780495006817; ISBN-13: 978-0495006817
 Riggio, R. E. (2017). Introduction to industrial/organizational psychology (7th Ed.).
Upper Saddle River, NJ: Prentice-Hall. ISBN-13: 978-1138655324, ISBN-10:
1138655325
 Schultz D.P. and Schultz E.S. (2009). Psychology & Work Today Eighth Editio,
Pearson Education, Inc. and Dorling Kinderssley Publishing Inc.2. ISBN-13: 978-
0205683581, ISBN-10: 0205683584
 Aswathappa K. (2007). Human Resource Management (5th ed.). New Delhi: Tata
McGraw Hill. -10: 0070660204, ISBN-13: 978-0070660205

ORGANIZATIONAL BEHAVIOR
Course Objectives:
 To understand group behavior in organizations, including leadership, power and
politics, conflict, and negotiations.
 To understand theories about how managers should behave to motivate and control
employees. Define organizational culture and explain how managers create culture.
 To describe the types of organizational structures managers can design, and explain
why they choose one structure over another. Explain what leadership is and what
makes for an effective leader.
 To explain why groups and teams are key contributors to organizational
effectiveness. Understand conflict management strategies that managers can use to
resolve organizational conflict effectively.
 To identify principles and challenges related to organizational behavior at the levels
of individual, team and organization
Course Content:
Module I: Introduction and Historical Development

 Historical developments in OB, the organizational system; structural and functional
characteristics of organizations; organizational designs
 Challenges and opportunities for organizational behavior
 Foundation of group behavior: Types of groups, Group development model ( FSNPA)
 Concept of Positive Organizational Behavior
Module II: Leadership: Power and Politics

 Leadership: Trait, behavioral, contingency, and contemporary theories.
 Leadership styles and skills, contemporary issues in leadership: Indian perspective
 Power and politics in organizations: Bases of power and power tactics.
 Causes and consequences of political behavior.
Module III: Emotions, Perception and Motivation

 View of emotionality: Basic emotion and function, Emotional Labor, Emotional
Intelligence
 Perception and individual decision making
 Meaning of Values and Important types
 Motivation: Meaning, motives, work motivation approaches, organizational reward
system

Module IV: Conflict and Negotiation.
 Intra-individual, interpersonal, and inter-group conflicts; conflict
process.
 Negotiation strategies and process
 Understanding work team: Types and Creating effective team
 Job characteristic and redesign: Job rotation, Job Enrichment, Alternative work
arrangement.
Module V: Organizational Culture and Outcomes

 Nature and types; developing and maintaining organizational
culture and creating customer responsive culture
 Mindfulness, Gratitude, Positive Psychological capital
 Attitude and job Satisfaction: Major Job attitudes, causes and outcomes.
 Current issues and Ethical considerations.
Examination Scheme:
Weightage 30 70
 Goorge, J. M. & Jones, G. R. (2011). Understanding and managing organizational

behavior. (6th Ed.). Upper Saddle River, NJ: Prentice Hall. ISBN-10: 0136124496,
ISBN-13: 978-0136124498.
 Hellriegel, D., & Slown, J. W. (2004). Organizational behavior. South Western:
Thompson. ISBN-13: 978-1-4390-4225-0
 Luthans, F. (2005).Organizational behavior (12th Ed.). New York: McGraw Hill.
ISBN-13: 978-0073530352 , ISBN-10: 0073530352
 Riggio, R. E. (2003). Introduction to industrial/organizational psychology (4th
Ed.). Upper Saddle River, NJ: Prentice-Hall. ISBN-13: 978-0130482358, ISBN-10:
0130482358
 Robbins, S., Judge, T.A., & Sanghi, S. (2009). Organizational behavior. (13th Ed.).
New Delhi: Pearson Education. ISBN-10: 8131721213, ISBN-13: 978-
8131721216.
 Nelson, D. L., & Quick, J. C. (2013). Organizational behavior: Science, the real
world and you (7th Ed.). Florence, K. Y.: Cengage. ISBN-13: 9788131518526

HUMAN RESOURCE MANAGEMENT
Course Objectives:
 To understand management of Human Resource at workplace setting
 To understand HRM functions, need of Human Resource Management
 To prepare students to handle changing work conditions with HRM
To learn different factors in management of Human Resource at workplace
Course Content:
Module I: Human Resource Management

 Nature, scope, and challenges of HRM&Policies and Practices
 HRM Functions: Organizing, Directing, Controlling
 Strategic Human Resource Management: Definition, Importance
 Human Resource Development: Definition Importance
Module II: Recruitment and Selection

 Recruitment and Selection : Recruitment process, job posting and job bidding
 Recruitment methods and technology: Internal, External, Traditional, alternatives to
recruitment.
 Selection process: review of applications, selection test, employment interview, pre-
employment screening.
 Selection decision: Evaluating the effectiveness of selection, Environmental factors
affecting the selection process
Module III: Human Resource Planning

 Human Resource Planning: Meaning, Importance, Process
 Career and career path: Career anchors, career stages, career concerns.
 Career Development: Career planning approach, career management
 Training and Development: Training Need Analysis, Training design, Implementing
Training and Development programme, Training Evaluation
Module IV: Employee Performance and compensation

 Performance Management System, performance issues, performance feedback
 Performance feedback Method: MBO, 360-Degree Feedback, BARS
 Legal considerations in performance appraisal
 Compensation: direct financial compensation and indirect financial compensation
Module V: Occupational Health and Safety
 Occupational Health and safety: purpose and importance
 Hazards to occupational safety and health, causes of occupational accidents, violence
at workplace, preventions.
 Employee Assistance Programme (EAP), Health Promotion, wellness programs
 Union management Relations, Role of trade Union, collective bargaining, Labour
Legislation.
Examination Scheme:
Weightage 30 70
 Anderson, N. Ones, D. S., Sinangil, H.K &Viswesvaran, C.(2005).Handbook of

Industrial and Organizational Psychology: Personnel Psychology(Vol. 1). New
Delhi: Sage Publications, New Delhi.[ ISBN-10:0761964886 ]
 Armstrong, M. (2005).A Handbook of Human Resource Management Practice (9th
ed.). New Delhi : Kogan Page India, [ISBN-13: 978-0749476823]
 Aswathappa, K. (2010). Human Resource Management: Text and Cases (8th ed.).
New Delhi: Tata McGraw‐ Hill Education Private Limited. [ISBN-10:9352605438]
 Blanchard, P.N . &Thacker, J.W. (2007) Effective Training: Systems, Strategies,
and Practices (2nd ed.). New Delhi: Pearson Education, Inc. [ISBN-10:
9780132681605]
 Bratton, J. & Gold, J. (2009).Human Resource Management Theory and Practice
(4th ed.), New York, NY: Palgrave Macmillan. [ISIN: B07XSK1C18]
 Cascio, W.F &Aguinis, H. (2005).Applied Psychology in Human Resource
Management (6th ed.). New Jersey, NJ: Prentice Hall Inc. [ISIN: B00IZ0LE4I ]
 Deb, T. (2006).Strategic Approach to Human Resource Management: Concepts,
Tools, & Application. New Delhi: Atlantic Publishers. [ISBN-10:9788126905904]
 Dessler, G., Varkkey, B.,(2017) Human Resource Management (15th ed.), Pearson
Education. [ISBN-13:978-9352862658]

COMPETENCY BASED ASSESSMENT IN ORGANIZATIONS
Course Objectives:
 To introduce students to the concept of competency at work, areas of competency-
based application, and its relevance in present times.
 To facilitate awareness of approaches in competency mapping and learning of
stages in competency model development.
 To provide a detailed overview of the various areas and methods of psychological
assessment in I/O Psychology.
To help build a comprehensive understanding of assessment centre methodology.
Course Content:
Module I: Competency at Work

 Interface between Competence & Competency, History, Characteristics, Types,
Categories
 Concept and Relevance of Competency at Work, Competency Frameworks
 The Iceberg Model, Competencies for Competitive Advantage
 Developing Competency Dictionary, Competency Description, Competency Levels
Module II: Competency Mapping

 Competency Mapping – Meaning, Significance, Historical & Contemporary
Approaches
 Stages in Developing a Competency Model, Sources of Competency Information
 Competency Management Methods – Behavioural Event Interview, Critical
Incident Interview, Task Analysis Approach, Expert Panel, Threshold Scales,
Repertory Grids
 Current Issues and Ethical Considerations
Module III: Areas of Competency-Based Application

 Recruitment and Selection
 Compensation
 Performance Management
 Career Planning & Development
Module IV: Psychological Assessment in Organizations

 Attitudes, Emotions, Mental Abilities, Personality, Sensory/Motor Ability
 Motivation, Performance, Work Environment, Counterproductive Work
Behaviours, Quality of Life
 Communication, Group Behavior, Interpersonal Trust, Conflict Resolution,
Leadership, Stress
 MBTI, DiSC, Criterion-Focused Occupational Personality Scales (COPS), FIRO-B,
Cross-Cultural Adaptability Inventory (CCAI), Career Transitions Inventory (CTI),
MSCEIT
Module V: Assessment Centres

 Overview, Brief Historical Background, Significance
 Essential Features, Types, Steps in Designing an Assessment Centre
 Assessment Centre Tools – Exercises, Psychometric Testing
 Providing Feedback, Ethical Considerations
Examination Scheme:
Weightage 30 70
 Cohen, R. J. & Swerdlik, M. E. (2018). Psychological Testing and Assessment: An

Introduction to Tests and Measurement (9th ed.). New York: McGraw-Hill. [ISBN-
13: 978-9353162139]
 Dubois, D. D., Stern, D. J. K., Kemp, L. K., & Rothwell, W. J. (2010). Competency
Based Human Resource Management: Discover a New System for Unleashing the
Productive Power of Exemplary Performers. California: Davies-Black Publishing.
[ISBN-13: 978-0891063926]
 Goldstein, H. W., Pulakos, E. D., Passmore, J., & Semedo, C. (2017). The Wiley
Handbook of the Psychology of Recruitment, Selection and Employee Retention.
Oxford: John Wiley & Sons. [ISBN-13: 978-1118972694]
 Nikolaou, I. & Oostrom, J. K. (2015). Employee Recruitment, Selection, and
Assessment. New York: Psychology Press. [ISBN-13: 978-1138823266]
 Sanghi, S. (2016). The Handbook of Competency Mapping: Understanding,
Designing, and Implementing Competency Models in Organizations (3rd ed.). New
Delhi: Sage Publications. [ISBN-13: 978-9385985157]
 Sawardekar, N. (2002). Assessment Centres: Identifying Potential and Developing
Competency. New Delhi: Sage Publications. [ISBN-13: 978-0761996477]
 Shermon, G. (2004). Competency Based Human Resource Management: A
Strategic Resource for Competency Mapping, Assessment and Development
Centres. New Delhi: Tata McGraw-Hill. [ISBN-13: 978-0070528048]
 Spencer, L. M., & Spencer, S. M. (1993). Competence at Work. Models for
Superior Performance. New York: JohnWiley & Sons. [ISBN-13: 978-
8126516339].
 Taylor, I. (2007). A Practical Guide to Assessment Centres and Selection Methods.
Cornwall: MPG Books. [ISBN-13: 978-0749450540]
 Thornton III, G. C., & Rupp, D. E. (2006). Assessment Centers in Human Resource
Management: Strategies for Prediction, Diagnosis, and Development. New York:
Psychology Press [ISBN-13: 978-0805851250]
Note: Concerned Faculty May Update References As and When Deemed Necessary

PRACTICUM – III: I/O PSYCHOLOGY PRACTICUM
Course Objectives:
 To understand the practical applications of the various theoretical concepts in work settings.
 To familiarize students with the various tools and methods of assessment used in organizations.
 To provide an insight into the process of competency mapping through designing a competency
framework.
 To understand the role of psychology in human experience at work through structured experiences
and case presentations.

1. Four reports covering one theme from each of the four modules – using different tools for
assessment, structured exercise, competency mapping will be submitted in the third semester.
2. Report on administration of tools to follow the format used in the previous two semesters.
3. Competency mapping, experiment, and structured exercise to be planned, designed, conducted and
reported in consultation with course supervisor.
4. Students are expected to consult theoretical framework, available case studies, research, and have
a concrete rationale when designing and planning for various modules.
5. Timely and periodic submission of reports for assessment from Modules I & II and two completed
case studies.
Course Content:
A. Assessment in Industrial Setup – HRD Instruments & Psychological Assessment
At Least 1 test to be administered, scored and interpreted and reported from each of the following:
 Personal Orientation, Individual, & Interpersonal Styles – Motivational Analysis of Organisations-

Behaviour (MAO-B)/Work Preference Schedule/Transactional Styles Inventory-General (TSI-G)/
Management Preference (CMP)
 Role & Organization – Organisational Role Stress Scale/Role Efficacy Scale/OCTAPACE
Profile/Team Effectiveness Scale
 Personal & Groups Factors – DiSC/MBTI/NEO-FFI/FIRO-B/ Negotiation Scale
 Stress & Coping – Occupational Stress Index/Coping Styles Scale/PGI Well-Being Measure
B. Psychological Assessment in Industrial Setup

 Personal Factors – DiSC/MBTI/NEO-FFI/DAT/Psychological Capital Questionnaire

 Groups & Leaders – Multifactor Leadership Questionnaire/FIRO-B/Negotiation Scale
 Stress & Coping – Occupational Stress Index/Coping Styles Scale/PGI Well-Being Measure
 Workplace Diversity – Social Intelligence Scale/Spirituality Scale/Murthy Empathy
Scale/Emotional Intelligence Test (EIT)
C. Competency Mapping
Students will learn how to plan, design, conduct, and report competency mapping using various sources of
competency information. Rationale for the design, methods, and findings to be presented in class in the
form of a case study. Feedback to be sought from classmates at various stages. Students may choose to
conduct an experiment in the area of consumer psychology, alternative (e), in addition to competency
mapping.
 Recruitment and Selection
 Compensation
 Career Planning & Development
 Attention, Perception, Decision Making
D. Structured Experience
Students will learn how to design, conduct, and report structured experiences. A combination of at least 3
assessment tools to be used in the structured experience. Rationale for design, methods, and findings to be
presented in class in the form of a case study. Feedback to be sought from classmates at various stages.
 Personal Development – Communicating Effectively/Self-Awareness
 Groups & Teams – Decision Making/Problem Solving/Power & Politics
 Leaders – Leadership Skills/Conflict & Negotiation
 Individual Differences
E. Skill Development
 Role Plays/ Case Studies/ Book Reviews/ Movie Screenings/ Video Analysis
 Case Presentations and Group Discussions
 Field Work, Field Visits, and Online Communication

 Ethical issues
Examination Scheme
Weightage 20 20 20 20 20 100

 Ahmad, I., & Zafar, M. A. (2018). Impact of psychological contract fulfillment on organizational
citizenship behavior. International Journal of Contemporary Hospitality Management.
 Chen, M. W., & Rybak, C. (2017). Group leadership skills: Interpersonal process in group
counseling and therapy. SAGE Publications. [ISBN: 978-1506349305]
 Chu, F., Fu, Y., & Liu, S. (2019). Organization is also a “life form”: Organizational-level
personality, job satisfaction, and safety performance of high-speed rail operators. Accident
Analysis & Prevention, 125, 217-223.
 Cristofaro, M. (2017). Reducing biases of decision-making processes in complex
organizations. Management Research Review.
 Dubois, D. D., Stern, D. J. K., Kemp, L. K., & Rothwell, W. J. (2010). Competency Based Human
Resource Management: Discover a New System for Unleashing the Productive Power of
Exemplary Performers. California: Davies-Black Publishing. [ISBN-13: 978-0891063926]
 Ferris, G. R., Harris, J. N., Russell, Z. A., & Maher, L. P. (2018). Politics in organizations. In D.
S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.), The SAGE handbook of
industrial, work & organizational psychology: Organizational psychology (p. 469–486). Sage
Reference.
 Hoyer, W. D., & MacInnis, D. J. (2010). Consumer behavior (5th ed.). United States United
Kingdom: South-Western/Cengage Learning. [ISBN-13: 978-0324834277]
 Ilies, R., Lanaj, K., Pluut, H., & Goh, Z. (2018). Intrapersonal and interpersonal need fulfillment at
work: Differential antecedents and incremental validity in explaining job satisfaction and
citizenship behavior. Journal of Vocational Behavior, 108, 151-164.
 Myers, I. B., McCaulley, M. H., Quenk, N. L., & Hammer, A. L. (2018). MBTI® manual for the
Global Step I™ and Step II™ assessments.
 Narayana, A. (2017). A critical review of organizational culture on employee
performance. American Journal of Engineering and Technology Management, 2(5), 72-76.
 Pareek, U. & Purohit, S. (2018). Training Instruments in HRD and OD (4th ed.). New Delhi: Sage.
 Parrek, U. (2005). Motivational Analysis of Organizational Behavior. University. Penerjemah:
Diana Angelica. Salemba Empat. Jakarta.
 Rousseau, D. M., Hansen, S. D., & Tomprou, M. (2018). A dynamic phase model of psychological
contract processes. Journal of Organizational Behavior, 39(9), 1081-1098.
 Sexton, J. B., Schwartz, S. P., Chadwick, W. A., Rehder, K. J., Bae, J., Bokovoy, J., ... & Profit, J.
(2017). The associations between work–life balance behaviours, teamwork climate and safety
climate: cross-sectional survey introducing the work–life climate scale, psychometric properties,
benchmarking data and future directions. BMJ quality & safety, 26(8), 632-640.
 Sirgy, M. J., & Lee, D. J. (2018). Work-life balance: An integrative review. Applied Research in
Quality of Life, 13(1), 229-254.
 Somoye, K. G. (2016). The Effects of Power and Politics in Modern Organizations and its Impact
on Workers‟ Productivity. International Journal of Academic Research in Business and Social
Sciences, 6(11), 2222-6990Somoye, K. G. (2016). The Effects of Power and Politics in Modern
Organizations and its Impact on Workers‟ Productivity. International Journal of Academic
Research in Business and Social Sciences, 6(11), 2222-6990.

Overview

skills.
Course Objective:
Methodology:
reporting.
Mandatory


Flexible
Place:

therapy centers.

collaborations.
Duration:
extended period.


mentioned below:


(CSWFa-f)
(CSWFa-i)
Examination scheme:


Supervisor marks)
Good-3 (20 marks)

Course Objectives:
Psychology
Course Content:

Human Rights


Modus Operandi,


Peace Model,

be planned.
Examination Scheme:
Weightage 30 70
1138117235
Delhi: Sage.ISBN 13- 978-1544327884
13 978-1412958318
0415714815
ISBN 13- 978-1138735293
Press ISBN 13 978-1107477575

CONSUMER PSYCHOLOGY
Course Objectives:
Consumer Rights.
behaviour.
behaviour.
Course Content:



Divided, Limited

appeals.

Examination Scheme:
Weightage 30 70

Psychology, 28(2), 167-79.
1138107557]
0415442732]
ISBN-10: 1587982404, ISBN-13: 978-1587982408]
0324834276, ISBN-13: 978-0324834277]
0335247967]

MILITARY PSYCHOLOGY
Course Objectives:
Military Personnel
Course Content:






Examination Scheme:
Weightage 30 70


Course Objectives:
Course Content:


core beliefs.



Examination Scheme:
Weightage 30 70
Press. ISBN-13: 978-0199772667.
470- 97175-8
ISBN-13: 978-1888805222
9781462522699.
ISBN-10: 1593853556 70.
1181-1194.

Course Objectives:
Course Content:




relationships,

college students
Examination Scheme:
Weightage 30 70

Education.
Learning.
Organization.

Course Objectives:
Course Content:

factors in suicide


disorder

suicide:
Examination Scheme:
Weightage 30 70
Springer.
University Press.
Publications.
University Press.

Course Objectives:
psychopathology
Course Content:


disorder



physical factors
Examination Scheme:
Weightage 30 70

9780199811779
9781119383604
ISBN: 97803670858
Bulletin, 129(5), 674–697.
ISBN: 9789332584846
9780521713917
9789351529101

INDUSTRY VISIT III
Course Objectives:
setups.
Course Content:
Guidelines:
seriously.
Industrial Visit
For faculty
program.
 Cover Page
 Title
 Date
 Location
 Objectives
 Introduction
 Session(s)
 Observations
 Learning
 Appendix
Examination Scheme:

Submission
Weightage 50 50 50

Course Objectives:
learning.
setups.
Course Content:

advance.

included.

Methodology
 Case Study
 Group Activity
 Role Play
 Quiz
Examination Scheme:
Active Total
Participation
100
Weightage 30 30 40

SEMESTER 4:
CLINICAL
PSYCHOLOGY

DISORDERS OF CHILDHOOD AND ADOLESCENCE
Course Objectives:
 To demonstrate knowledge of the key concepts, assumptions, and principles
associated with the developmental psychopathology perspective.
 To employ a broad range of criteria for differentiating between normal and
abnormal development in childhood and adolescence.
 To identify multiple factors and processes associated with the onset and course of a
range of problems and disorders experienced by children and adolescents.
 To demonstrate knowledge of evidence-based intervention and prevention
techniques in treatment of childhood and adolescence psychological disorders.
Course Content:
Module I – Overview of developmental psychopathology:

 Principle of developmental psychopathology; normal and abnormal developmental
processes
 Risk, vulnerability and protective factors in developmental psychopathology
 Explanatory models of mental disorders among children and adolescents; biological
and psychological, social and cultural context.
 Current issues and research trends in assessment, diagnosis and treatment of disorders
of children and adolescents
Module II- Disorders in early childhood and adolescence- etiology and management
 Attachment disorders of infancy: disinhibited social engagement disorder and reactive
attachment disorder.
 Sleep and sleep disturbances
 Disruptive behavior disorders: oppositional defiant disorder and conduct disorder;
 Eating and elimination disorders
Module III- Neurodevelopmental disorders- etiology and management

 Intellectual disability
 Specific learning disability
 Autism spectrum disorders
 Attention deficit hyperactivity disorders
Module IV- Anxiety and stress related disorders- etiology and management.
 Anxiety disorders; generalized anxiety disorder, separation anxiety disorder, phobia
and panic disorder, obsessive compulsive disorder
 Child maltreatment, acute & post traumatic stress disorders
 Somatoform disorders
 Dissociative disorders
Module V- Major psychiatric disorders in childhood and adolescents- etiology and

management.
 Mood disorders in children and adolescents; Depression and Bipolar disorders.
 Substance-induced mood disorder
 Premenstrual dysmorphic disorder
 Childhood schizophrenia
Examination Scheme:
Weightage 30 70
 Comer, R.J. & Comer J. S. (2017) Abnormal Psychology (10th e ). New York:
Worth Publishers.- ISBN-13: 978-1319066949
 Millon, T., Blaney, P.H. & Davis, R. (2014). Oxford Textbook of Psychopathology
(Oxford Textbooks in Clinical Psychology) (3rd e ). New York: Oxford University
Press.- ISBN-13: 978-0199811779
 Rimm , & Masters J. (1979). Behavior therapy: Techniques and empirical
findings. New York: Academic Press.- ISBN-13: 978-0125888509
 Rutter, M. & Herson, L. (1994). Child and Adolescent Psychiatry: Modern
approaches (3rd e ). London: Blackwell Scientific Publications.- ISBN-13: 978-
0632028221
 Sadock, J., Ruiz, P., & Sadock, V. (2017). Comprehensive Textbook of Psychiatry
(10th e Vols.1-2). Philadelphia: Lippincott Williams & Wilkins. – ISBN-
13: 978-1-45-110047-1
 The Juvenile Justice (Care and Protection of Children) Act. (2015). Ministry of
Law and Justice. Retrieved from: Internet
 Walker, E & Roberts, M. (2001). Handbook of Clinical Child Psychology (3rd e ).
Canada: John WileSons. – ISBN-13: 978-0-471-24406-6
 Vyas, J.N. & Ghimire, S.R. (2016). Textbook of postgraduate psychiatry (3rd e ,
Vols. 1-2). New Delhi: Jaypee brothers. - ISBN-13: 978-9351529101

PERSONALITY DISORDERS
Course Objectives:
 To get introduced with different types of personality disorders
 To signify historical considerations of personality disorders, influence of culture,
gender and stress
 To demonstrate the understanding in epidemiology and theoretical models
 To demonstrate knowledge in clinical presentations, diagnostic challenges, patterns
of comorbidity and its evaluation strategies
Course Content:
Module I: History and epidemiology of personality disorders

 Overview and concept of personality disorders
 Historical evolution of clusters of personality disorders
 Systems of Classification: DSM 5, ICD-10, similarities and differences in personality
disorders
 Epidemiology of different types personality disorders
Module II: Theoretical overview of personality disorders

 Psychoanalytical model, cognitive model, interpersonal model
 Neurobiological models of personality disorders and other models of personality
disorders
 Gender differences in development Manifestation of personality disorders
 Socio-cultural correlates of personality disorders
Module III: Concept, etiology and assessment strategies of cluster A personality

disorders
 Concept, causes and development of paranoid, schizoid and schizotypal personality
disorders
 Specific evaluation strategies and intervention tools used in diagnosing and treating
the disorders
 Co-morbid disorders
 Recent researches in the associated field
Module IV: Concept, etiology and assessment strategies of cluster B personality

disorders
 Concept, causes and development of antisocial, borderline, histrionic and narcissistic
personality disorders
the disorders
Module V: Concept, etiology and assessment strategies of cluster C personality

disorders
 Concept, causes and development of avoidant, dependent and obsessive-compulsive
personality disorders
the disorders
Examination Scheme:
Weightage 30 70
 Ahuja, N. (2011). A short Textbook of Psychiatry. New Delhi: Jaypee Publishers.

ISBN: 9789380704661
9780199811779
9781119383604
 Kessler, R.C., et al.(2003) Comorbid mental disorders account for the role
impairment of commonly occurring chronic physical disorders: Results from the
national Comorbidity Survey.
 Krahe, B (1992). Personality and Social Psychology: Towards a synthesis. Sage
Publications. ISBN : 9780803987258
 Len Sperry, (3rd Edition) Handbook of Diagnosis and Treatment of DSM-5
Personality Disorders: Assessment, Case conceptualization, and Treatment ISBN:
9780415841917
 Linehan, M.M (2015) DBT Skills Training Manual (2nd Ed.). ISBN:
9781462516995
 Ellis, B.J Jackson, J.J, & Boyce, W.T (2006), The stress response systems:
Universality and adaptive individual differences. Developmental Review
ISBN: 9789332584846
 Segal, D. L., Coolidge, F. L., & Rosowsky, E. (2006). Personality disorders and
older adults: Diagnosis, assessment, and treatment. New York: Wiley. ISBN:
9780471649830
9780521713917
volumes). New Delhi: Jaypee brothers medical publishers (p) Ltd. ISBN:
9789351529101
behavioural disorders. ISBN: 9788174732378

CLINICAL COUNSELLING SKILLS & ETHICS
Course Objectives:
 To understand the skills involved in clinical counseling practice; along with its
historical development and its current status.
 To provide students with an understanding of the importance of counselor‟s roles
and skills within evolving practice environments and across the spectrum of the
field of clinical counseling Psychology.
 To incorporate the current research trends in the field of clinical counseling.
 To apply practical skills in ethical practices in clinical counseling
Course Content:
Module I: Overview of clinical counseling skills
 Meaning, nature and definition of clinical counseling skills
 Scope of clinical counseling
 Historical perspectives; Counseling settings
 Clinical counseling in India – development and current status
Module II: Therapeutic relationship
 Rights and responsibilities of a clinical counselor
 Qualities of helping relationship
 Factors influencing the relationship
 The therapy contract: Types and considerations
Module III: Essential counseling skills
 Developing and building counseling skills
 Attending behaviour, non-judgmental observational skills, skills of active listening,
reflective skills
 Integrative skills, influencing skills, capacity forming skills, eliciting and reflecting
skills
 Empathy, critical thinking, flexibility, multicultural competency etc.
Module IV: Research and Recent advancements
 Researches related to process and outcome in the field of clinical counseling
 Clinical counseling and liaison fields
 Issues related to evidence based practice
 Quantitative and qualitative researches in clinical counseling
Module V: Ethical practices in clinical counseling
 Ethical dilemmas; Legal concerns of counselors
 Issues related to contracts, consent (assent in case of minors)
 Confidentiality and its limits
 Maintaining boundaries; professional competence etc.

Examination Scheme:
Weightage 30 70
 American Psychiatric Association. (2013). Diagnostic and statistical manual of mental

disorders (DSM-5). American Psychiatric Pub. ISBN: 9780890425558
9780199811779
 Capuzzi, D. & Gross, D.R. (2014) Counselling and Psychotherapy: Theories and
interventions (5th ed.). Wiley & Sons. ISBN: 9781556202711
 Corey, G. Theory and practice of counseling and psychotherapy (9th ed.) Brooks
/Cole. ISBN: 9781305088016
 Gibsob, R.L . & Mitchell M.H (2015). Introduction to counseling and guidance (6th
Ed.). New Delhi: Pearson ISBN: 9789332551831
 Hersen, M & Sledge, E. (2002) (Ed.) Encyclopedia of Psychotherapy. (2 Vols) New
York: Academic. ISBN: 9780123430106
 Sadock, B.J. & Sadock, V.A. Kaplan & Sadock’s Synopsis of psychiatry: Behavioral
sciences/clinical psychiatry (11th. Ed.). Philadelphia: Lippincott Williams & Wilkins.
ISBN: 9789351292739
 Sills C. (2006). Contracts in Counselling & Psychotherapy (2nd Ed.). SAGE
Publications Ltd. ISBN: 9781412920667
 Tishby, O & Wiseman H. (2018). Developing the Therapeutic Relationship:
Integrating Case Studies, Research, and Practice American Psychological
Association. ISBN: 9781433829222
behavioural disorders. ISBN: 9788174732378

PRACTICUM – IV: CLINICAL CASE ASSESSMENT,
INTERVENTION, REPORTING AND PRESENTATION
Course Code: PSY 4405 Credit Units:3
Course Objectives:
 To familiarize students with tools for screening Neurological conditions.

 To help students gain in-depth understanding and exposure to projective, personality and screening
tools for diagnosing adult psychopathology.
 To train students in writing reports by integrating the findings of assessments and observations.
 To train students in applying the theoretical knowledge of clinical psychology on the field.
Note: It is compulsory to
1. Carry out two comprehensive case assessments using any of the below mentioned assessment tools
and scales across the life span. For this purpose an adult or an elderly subject will serve as a single
case of different conditions for which appropriate tests or scales should be selected.
2. A detailed case study is essential in the process which shall be according to the standard format
provided by the faculty supervisor. In this assessment if required any intervention can be included
from the below mentioned categories.
3. These three cases can be conducted on the field ( NGO, Old Age Home, OPDs) or on a specific
case mentioned or specified in the manual.
practicum course.
Course Content:
1. Intake Assessment in Clinical Settings
1. Mental Status Examination

2. History Taking
3. Clinical Interview
4. Screening for Vulnerability (SBQ, CSSS)
5. Case Study
2. Screening for Neurological Condition
1. Assessment for Attention: Neuropsychological Assessment Battery (NAB)

2. Assessment for Neuropsychological Disorders: NIMHANS NeuroPsychology Battery, PGI
Battery, BGT
3. Assessment for Executive Function: TRAIL making, VERBAL FLUENCY, STROOP Test
2. Adult Psychopathology
1. Personality Tools- OMNI Personality Inventory, MMPI, MCMI, SCID

2. Mental Health Screening Scales- BDI/BHS (Beck Depression/Hopelessness Inventory), Hamilton
Anxiety/Depression Scales, Yale Brown Obsessive Compulsive Scale (YBOCS),
3. Screening in Special Conditions: Alcohol Use Disorders Identification Test (Audit), Drug Use
Screening Inventory-Revised (Dusi-R)
4. Projective: Rorschach, Thematic Apperception test, SCT
5. Test profile generation and integration, Integration with observation and interview findings
3. Case conceptualization and intervention planning
1. Differential diagnosis and diagnosis: DSM and ICD, combining tests, MSE, and
2. Interview findings, Communication of diagnosis to patients and family members,
3. Suggested management plan.
4. Explanation of condition and psycho-education, Planning intervention, process and termination
5. Report generation, prognosis, Documentation of assessment and management: process and
finding
Examination Scheme
Weightage 20 20 20 20 20 100

Mental Disorders, Fifth Edition. Arlington, VA: American Psychiatric Association, 2013. ISBN-
13: 978-0890420621
 Exner, Joh E. (1995) The Rorschach: A comprehensive System. Vol.1: Basic Foundations.
Newyork: John Wiley & Sons. ISBN-13: 978-0471119876
 Goodman WK, Price LH, Rasmussen SA, et al. The Yale-Brown Obsessive Compulsive Scale. I.
Development, use, and reliability. Arch Gen Psychiatry. 1989;46(11):1006‐1011.
doi:10.1001/archpsyc.1989.01810110048007
 Greene, Roger L (1980) The MMPI-2/ MMPI: An interpretive manual, Texas, America ISBN-13:
978-0205535859
 Groth-Marnat, G. (2009). Handbook of psychological assessment. John Wiley & Sons. ISBN-13:
978-0471052203
 Hersen, M. (2004). Comprehensive handbook of psychological assessment. John Wiley & Sons.
 Hersen, M., & Rosqvist, J. (Eds.). (2008). Handbook of Psychological Assessment, Case
Conceptualization, and Treatment, Volume 1: Adults (Vol. 1). John Wiley & Sons. ISBN-13: 978-
0471779995
 Kapes, J. T., Mastie, M. M. E., & Whitfield, E. A. (1994). A counselor's guide to career
assessment instruments. National Career Development Association. ISBN-13: 978-1885333001
 Krane, N. E. R., & Tirre, W. C. (2005). Ability Assessment in Career Counseling.
 McMahon, M., & Watson, M. (2015). Qualitative career assessment. In Career assessment (pp.
257-262). SensePublishers, Rotterdam.
 Million, T., Million, C., & Grossman, S., (2015). Million Clinical Multiaxial Inventory-IV manual
(4th ed.). Bloomington: NCS Pearson, Inc.
 Rorschach, H. (1927) Rorschach Test-Psycho-diagnostic Plates. Cambridge, MA: Hogrefe
Publishing Corp.
 Rorschach, H., (1998). Psychodiagnostics: A Diagnostic Test based on Perception (10th Ed.,)
Cambridge, MA: Hogrefe Publishing Corp ISBN-13: 978-0353335080
 Suzuki, L. A., & Ponterotto, J. G. (Eds.). (2007). Handbook of multicultural assessment: Clinical,
psychological, and educational applications. John Wiley & Sons. ISBN-13: 978-0787987039
 Tripathi R, Kumar JK, Bharath S, Marimuthu P, Varghese M. Clinical validity of NIMHANS
neuropsychological battery for elderly: A preliminary report. Indian J Psychiatry. 2013;55(3):279‐
282. doi:10.4103/0019-5545.117149
Publishers ISBN-13: 978-1442235113
ISBN-13: 978-8174731555
282. doi:10.4103/0019-5545.117149
 Sellbom, M., & Suhr, J. (Eds.). (2019). The Cambridge Handbook of Clinical Assessment and
Diagnosis (Cambridge Handbooks in Psychology). Cambridge: Cambridge University Press.
doi:10.1017/9781108235433 ISBN-13: 978-1108402491

DISSERTATION

Course Objectives:
 To provide students with an opportunity that helps further intellectual and personal
development in their chosen field by undertaking a significant practical unit of
activity, having an educational value at a level commensurate with the award of
your degree
 To help students gain insight by applying the theoretical principles of research
methods to design their own research in their area of their interest by studying
existing literature, collecting and analyzing data and presenting their own findings.
 To enable the students with the practical exposure in their core area of interest
personal and professional training.
Duration: Four Months (Jan. - April)
Instructions:
Hospitals. The entire dissertation will be guided by an internal supervisor. Students will
submit their reports as and when the internal supervisor ask them to submit. The student
will discuss their work and progress every week with their internal supervisor.
Selection of the Dissertation Topic: While selecting the topic, kindly ensure that the
dissertation topic selected is related to your specialization. The topic selected should be
related to the areas of study within the core program and specialization; clearly focused so
as to facilitate an in-depth approach, subject to the availability of adequate sources of
information and to your own knowledge; of value and interest to you and your personal
and professional development.
Planning the dissertation: Establishing the precise focus of your study by deciding on the
aims and objectives of the dissertation, or formulating research questions that needs to be
investigated. Drawing up initial dissertation outlines considering the aims and objectives of
the dissertation. Workout various stages of dissertation Devising a timetable to ensure that
all stages of dissertation are completed in time. The dissertation plan provides your faculty-
guide with an opportunity, at an early stage of your work, to make constructive comments
and help guide the direction of your research.

Dissertation format All students must follow all the rules in submitting their dissertation.
The Dissertation Report format which would be provided to you by your faculty guide
should be strictly followed while conducting your research and writing your dissertation
report.
Dissertation report should include the following chapters:
Chapter 1: Introduction:
This chapter should include Introduction to the topic, Statement of the Problem, Objectives
of the study, Significance of the study, Research Objectives and Hypothesis
Chapter 2: Literature Review
Chapter 3: Methodology: This chapter can include Research Design, Sample Size,
Variables, Tools, and Data Analysis Procedures
Chapter 4: This chapter will include Results of the Study
Chapter 5: The results of the study should be discussed in reference to the existing
literature in this chapter.
Chapter 6: Conclusion, Limitation, Social Implications
References (As per APA 7 Format)
Appendix
Plagiarism Report: The entire dissertation should be checked for Plagiarism by
recognized Plagiarism checker. The last page of the plagiarism should be attached to your
dissertation report. The accepted plagiarism percentage is less than 15 % and dissertation
report having more than 15 % would be directly rejected.
Examination Scheme:
Component Weightage
Conceptual Framework 10M
Viva & presentation Objectives & Methodology 10M
(35M) Conclusion & Implications 10M
Limitations & Suggestions 5M
Dissertation Report 45M
Internal faculty interaction 20M
Total 100M

(Note: The Viva Voce Exam would be conducted by both the internal and the external
examiner for 35 marks each and the average marks would be given to the students out of
35.)
Guidelines for the Assessment of the Dissertation

While evaluating the dissertation, faculty guide will be considering the following aspects:
1. Has the student made a clear statement of the objective or objective(s)?
2. If there is more than one objective, do these constitute parts of a whole?
3. Has the student developed an appropriate analytical framework for addressing the
problem at hand?
4. Is this based on up-to-date developments in the topic area?
5. Has the student collected information / data suitable to the frameworks?
6. Are the techniques employed by the student to analyze the data / information
appropriate and relevant?
7. Has the student succeeded in drawing conclusion form the analysis?
8. Do the conclusions relate well to the objectives of the project?
9. Has the student been regular in his work?
10. Layout of the written report.

PALLIATIVE PSYCHOLOGY: THEORY TO PRACTICE
Course Objectives:
 To make students understand Palliative Care structure and processes
 To understand role of psychology professionals in palliative care
 To have the theoretical background, knowledge, skills, and attitudes required in the
field of palliative care and apply in the field
 To know the legal and ethical aspects of the palliative care
 To understand status of Palliative care in India
Course Content:
Module I: Palliative Care: Structures and Processes of Care
 Concept, Principles and Models: Integrated model of curative and palliative care for
chronic progressive illness,
 Stages of palliative care
 Role of palliative care providers; Physicians, Nurses, social workers, psychologists,
family members, care givers, spiritual counsellors, volunteers and traditional healers
Module II: Domains of Palliative Care
 Physical and biological Aspects of Care

 Psychological and Psychiatric Aspects of Care
 Spiritual, Religious, and Existential Aspects of Care
 Social and Cultural Aspects of Care
Module III: Care of the Care Givers & Patient at the End of Life
 Components of care: Quality-of-life dimensions of palliative care and Caregivers

well-being
 Goal of end of life
 Services included in end of life: Palliative Care, Supportive Care and Hospice Care
 Post Palliative Care services: Support for Grief & Bereavement,
Module IV: Legal and Ethical Aspects of Care

 Healthcare Ethics, Informed consent, confidentiality and Medical negligence
 Requests for assistance in dying, artificial nutrition and Hydration,
 End-of-Life Care for Patients with Mental Illness and Personality Disorders
 Poor, Homeless, and Underserved Populations
Module V: Palliative Care in India
 Philosophy and structure

 Regional Response to Palliative care
 Palliative Care centers in India
 Research, Current trends, challenges and Scope of palliative care in India
Examination Scheme:
Weightage 30 70
 E. Alessandra Strada. (2018). Palliative Psychology: Clinical Perspectives on an

Emerging Specialty, Oxford University Press.
 Khosla, D., Patel, F. D., & Sharma, S. C. (2012). Palliative care in India: current
progress and future needs. Indian journal of palliative care, 18(3), 149–154.
https://doi.org/10.4103/0973-1075.105683
 Nessa Coyle and Betty R. Ferrell (2016). Legal and Ethical Aspects of Palliative
Care, Publisher: Oxford University Press
 https://www.who.int/cancer/media/FINAL-PalliativeCareModule.pdf
 Nessa Coyle. (2016). Legal and Ethical Aspects of Care, reprint, Publisher
Oxford University Press, 2016 ISBN 0190258063, 9780190258061

CRISIS INTERVENTION AND DISASTER MANAGEMENT
Course Code: PSY4461 Credit units: 3
Course Objectives:
 To understand the meaning and importance of crisis and crisis intervention
 To understand crisis counselling and role of counsellors during crisis
 To have understanding of disaster management and patterns of Epidemiological
outbreaks
 To understand and develop skills for Emergency Response and Management
 To be aware of self-care and coping strategies required during any natural or
human-caused crisis or disaster or epidemiological outbreak
Course Content:
Module I: Crisis and Crisis Interventions
 Crisis: Meaning and Types

 Crisis Intervention: Nature, Meaning, Scope, goal and principles, Types of Crisis
Intervention
 Models and Stages of crisis intervention
 Vulnerability and Risk Specific Crisis Situations
Module II: Crisis Counselling
 Meaning and scope of crisis counselling

 Difference between crisis intervention and Crisis counselling
 Process of Crisis Counselling
 Work Settings for crisis counsellors
 Online crisis counselling
Module III: Disaster and Epidemiological outbreaks
 Disasters, Hazards and Extreme Events: Types of Disasters; floods, earthquakes and
mass violence
 Disasters Management: Policy, Institutions, Governance and Management, Building
Resilient Infrastructure and Communities (BRIC)
 Social Epidemiology and outbreaks: Definition, history and research; Outbreaks,
Epidemic and Pandemic
 Integrated perspective on Major Public Health Disasters: Coronavirus Disease 2019

(COVID-19) pandemic, 2015–16 Zika virus epidemic, Western African Ebola virus
epidemic 2013-16, 2002–04 SARS outbreak, plagues subsequent outbreaks, MERS,
NIPAH
Module IV: Emergency Response and Management
 Effective emergency response: Assessment, Evacuation, Environmental health,

Psychological first aid, Personnel management, Equipment & supplies, International
assistance and in-country coordination
 Mental health and psychosocial considerations during major epidemiological
outbreaks
 Key interventions after disaster: New normal & rehabilitation
 Technologies for Disaster Management
Module V: Self Care and Coping
 Self-Care: Meaning and Assessment

 Self-assessment; Physical, Emotional and Behavioral health
 Emergency self-care & Coping Strategies; building self-care plan
 Counseling for people in emotional distress related to any natural or human-caused
crisis or disaster or epidemiological outbreak
Examination Scheme:
Weightage 30 70
 Butterfield, L.D., Borgen, W.A., Maglio, A.T., & Amundson, N.E. (2009). Using
enhanced critical incident technique in counselling psychology research. Canadian
Journal of Counselling, 43, 265-282.
 Disaster Management in India, https://ndma.gov.in/en/
 France, K., (1990). Crisis Intervention: A Handbook of Immediate Person-to-
Person Help. (2nd Ed.). Springfield, Ill.: Charles Thomas Pub.
 Mitchell , J.T., Everly, G.S. (1997). The scientific evidence for critical incident
stress management. Journal of Emergency Medical Service, 22, 86–93.
 Roberts, A. R. & Everly, G.S. (2006). A meta-analysis of 36 crisis intervention

studies. Brief Treatment and Crisis Intervention, 6, 10-21.
 Rose, S.C., Bisson, J., Churchill, R. & Wessly, S. (2009). Psychological debriefing
for preventing post-traumatic stress disorder. The Cochrane Collaboration: Wiley
Publishers.
 Van-Oruum, W. & Mordock, JB. (1983). Crisis Counselling with children and
Adolescents: A Guide for Non-Professionals Counsellors. New York: Continuum.
 Crisis Intervention in Counselling
 https://www.aipc.net.au/articles/crisis-intervention-in-counselling-part-1/
 https://www.samhsa.gov/find-help/disaster-distres
 National Association of State Mental Health Program Directors,
https://www.nasmhpd.org/content/early-intervention-psychosis-eip
 Building Resilient Infrastructure and Communities (BRIC)
https://www.fema.gov/bric

PEACE PSYCHOLOGY
Course Objectives:
 To understand the theoretical dimension of Peace Psychology.
 To highlight the meaning, need, aim, scope and relevance of Peace Psychology.
 To underline implication of Peace Psychology for state and society through use of
conflict-management and peace-building initiatives.
 To study the process of Peace Building and Peace-Making in multicultural societies
and the pursuit of social justice.
Course Content:
Module I: Perspectives of Peace Psychology
 Peace Psychology: Meaning, Need, Aim, Scope and Relevance

 Direct and Structural Violence and Causes
 Nonviolence: Violence, Nonviolence and Problem-Solving Thoughts of Phule,
Gandhi
 Effects of Violence and Nonviolence
Module II: Direct Violence
 Intimate Violence: Role of Psychologist

 Violence against Minorities: Managing Multiculturalism
 Genocide and Mass Killing: Their Roots and Prevention
 Terrorism: Psychological Roots
Module III: Structural Violence
 Social Justice and Moral Exclusion: Role of Psychologist

 Women and Children as Victims of Structural Violence
 Human Rights Violations as Structural violence
 Psychologists Building Cultures of Peace
Module IV: Peacebuilding, Reconciliation and Mindfulness
 Psychological Construct of Personality for Achieving Peace: Empathy, Openness,

Flexibility, Conscientiousness.
 Reconciliation and Issues of Forgiveness.
 Negotiation, Mediation, Communication, Assertiveness, Critical Thinking Skills
 Mindfulness in the Peace Building Process
Module V: Peace-making, Feminist Approach
 Understanding the Feminist Approach to Peace Psychology

 Children‟s Perspectives on Peace
 Conflict Development and Management,
 Ethical Considerations
Examination Scheme:
Weightage 30 70
 Blumberg, H.H., Hare, P.A., & Costin, A. (2006). Peace Psychology: A

Comprehensive Introduction. (1st e Cambridge University Press. [ISBN-13: 978-
0521839143] .
 Bretherton, D., Law, S.F. (2015). Methodologies in Peace Psychology: Peace
Research by Peaceful Means. New York, NY: Springer. [ISBN-13: 978-
3319183947]
 Calloway-Thomas, C. (2010).Empathy in Global World: An Intercultural
Perspective (1st ed.).SAGE Publications.[ISBN-13: 978-1412957908]
 Christie, D. J., Wagner, R. V., & winter, D. D. (Eds.) (2001). Peace, Conflict, and
Violence: Peace Psychology for the 21st Century. Pearson publication.[ISBN-
13:978-0130968210]
 Jeong, Ho-Won. (2008). Understanding Conflict and Conflict Analysis. (1st ed.)
SAGE Publications Ltd.[ ISBN-13: 978-1412903097]
 Langholtz, H. J. (Ed.). (1998). The psychology of peacekeeping. Westport, CT:
Praeger.[ ISBN-13: 978-0275962326]
 MacNair, R. M. (2003). The psychology of peace: An introduction. Westport, CT:
Praeger.[ ASIN: B01K0PZRFC]
 Malley-Morrison, K., Mercurio, A., &Twose, G. (2013). International Handbook of
Peace and Reconciliation (Eds.). New York, NY: Springer. [ISBN-13: 978-
1461459323]
 Mayton, D.M. (2009). Nonviolence and Peace Psychology. New York: Springer.[
ISBN-13: 978-0387893471]
 Newman, L. S. (2019). Confronting Humanity at its Worst: Social Psychological
Perspectives on Genocide, Published to Oxford Scholarship Online, Print[ISBN-13:
9780190685942]
 Tropp, L.R. (2012). The Oxford Handbook of intergroup conflict (Ed.). Oxford
University Press. [ISBN-13: 978-0199747672]
 Waldron, V.R. & Kelley, D.L. (2008). Communicating Forgiveness. Arizona:
SAGE Publication. [ISBN-13: 978-1412939713]
Concerned Faculty May Update /Add References as and When Deemed Necessary

PSYCHOLOGY OF AGEING
Course Objectives:
 To gain an understanding of the field of psychology of aging.
 To study the various cognitive, personality and emotional changes occurring due to
ageing
 To study the neurocognitive disorders pertaining to old age
 To study the various approaches for counseling and therapies for old age
 To get oriented towards the various policies of old age and programs that helps in
successful aging
Course Content:
Module I: Ageing & Theories of Ageing
 Introduction to Psychology of Ageing

 History of the psychology of ageing
 Research Methods to study Aging
 Theory of Aging: Eric Erikson, Paul Baltes: Selective optimization with
compensation
Module II: Cognitive, Personality and Emotional Changes in old age
 Changes in Intelligence, Processing speed, Attention, Memory, Language,

Visuospatial
 Abilities, Executive Functions,
 Personality Theories and Ageing,
 Age and Emotional well being, Age related differences in Emotional Regulation
 Models of Emotional Functioning
Module III: Neurocognitive Disorders and Assessments
 Neurocognitive Disorders (Major and mild) Alzheimer type, Creutzfeldt-Jakob

Disease (CJD), Huntington‟s disease, Parkinson‟s disease,
 Illnesses which can be confused with Neurocognitive disorders such as Delirium
 Neuropsychological assessment for aged
 Geriatric assessment: Other assessment tools for aged such as adjustment inventory
for old age and problem inventory for old age

Module IV: Counselling and Psychotherapy
 Resilience and successful aging,

 Work, Leisure and retirement:
 Dying and bereavement;
 Therapies for aged: Narrative therapy, reminiscence therapy, Acceptance and
Commitment therapy, and Cognitive Behavioral Therapy
Module V: Markers of Happy Ageing
 Generativity and Meaning of Life

 Organization of Elder care Services: impact of changing Scenario of contemporary
Indian culture on elder care;
 Community and social supports in the care of the elderly NGOs in elder Care, living
in institutions, and improving the Quality Of life,
 Policies for Aged: National Policy for Senior Citizens, National Protection for old
age, Old age security, Self-advocacy
Visit to Old Age Home can be planned
Examination Scheme:
Weightage 30 70
 An Integrated Programme for Older Persons (Revised Scheme Effective from

01.04.2008). NGO's Schemes: Ministry of Social Justice and Empowerment,
Government of India. 2008. Available
from: http://www.socialjustice.nic.in/ipop.php?pageid=4 .
 Astur, R.S. (2002). Humans with hippocampus damage display severe spatial
memory impairments in a virtual Morris water task. Behavioural Brain Research,
132, 77-84.
 Barnes, C.A. (1998). Memory changes during normal aging: Neurobiological
correlates. In: J. Martinez and R. Kesner (Eds), Neurobiology of Learning &
Memory (pp. 247-287). San Diego, CA: Academic Press.
 Birren, J.E. & Schaie, W. (1996) Handbook of Psychology of Aging, New York:
Academic Press. ISBN 13 978-0121012656
 Biswas, S. K. (1987) Dependency and family care of the'aged in village India: A
case study. In Ageing in contempory India. Ed. S. K. Biswas. Indian
Anthropological Society, Calcutta. 38-57
 Burns, S.N. and Barnes, C.A. (2006). Neural plasticity in the ageing brain. Nature
reviews Neuroscience, 7, 30-40.
 Chaterjee S.C., Sengupta J (2017) Death and Dying in India: Ageing and end of
life care of the elderly. Routledge Comtemporary South Asia. ISBN 13: 978-
0367886172
 Diehl M., Wahl, H.W., (2020) The Psychology of later life: The contextual
perspective. American Psychological Association. ISBN-13: 978-1433831652
 Erikson, E. H., & Erikson, J. M. (1997). The life cycle completed: Extended
version. New York: Norton. ISBN 13 978-0393317725
 Gokhale, S.D., Ramamurti, P.V., Pandit, N. & Pandal, B. (1999) Ageing in India,
Somaiga Pubs Pvt Ltd
 Hamilton I. S.,(2012)The psychology of Ageing-An Introduction 5th Ed. Jessica
Kingsley Publishers; ISBN 13 978-1849052450
 Hurlock,E.B. (1980) Developmental Psychology: A life span approach. Tata
McGraw Hill Co. ISBN 13 978-0070993631
 Ministry of Social Justice and Empowerment. National Policy on Older Persons.
Government of India. Available from
from: http://www.socialjustice.nic.in/hindi/pdf/npopcomplete.pdf .
 Papalia, D., Wendoks S., Feldman R., (2017): Human Development, 9th Ed. Tata
McGraw Hill Publishing Co. ISBN 13 978-0070586918
 Srinivasan,K.(1997) Basic Demographic Techniques and applications, New Delhi
Sage India & Vistage, Pvt Ltd. ISBN-13: 978-0761992097
 Yochin B, Woodhead E.L., (2018) Psychology of Ageing- A biopsychosocial
Perspective. Springer Publishing Company ISBN 13 978-0826137289

BEHAVIORAL ECONOMICS
Course Objectives:
 To develop an understanding of the new Economics of Human Behavior
 To Expand ability to develop alternative solutions through the lens of an Economic
way of thinking
 To develop understanding of market and market failure
 To develop understanding of individual choices and decision making
Course Content:
Module I:Introduction to Behavioral Economics
 Nature and scope of Behavioural Economics.

 Economics: Neoclassical and Behavioural.
 Basic Economic Theory: Choice theory, Experimental game theory
 Dimensions of Behavioral Economics.
Module II: Behavioral Economics: Important Concepts and Theories
 Rational Choice Theory, Choice Architecture

 Bounded Rationality, Prospect theory, Dual System Theory
 Mental Accounting and framing: Reference dependent utility, willingness to pay or
accept etc.
 Integrative thinking: Role in Behavioural Economics
Module III: Behavioural Economics and Decision Making
 Heuristics: Availability effect, Salience

 Irrational Decision Making, Diversification and Empathy Gap, Forecasting Memory
 Biases: Optimism Bias, Overconfidence Effect, self serving biases, market monopoly
 Influential factors: Power of Rank, Pricing, Choice Overload, Limited Information,
Information Avoidance
Module IV: Applications of Behavioral Economics
 Areas of function: Health, Environment, Charity, organ donation, Financial decisions

etc..
 Behavioral Change: Awareness, Willingness to contribute ,Behavioral Change Matrix
 Social Preferences: Standard model, inequality aversion model, policy implication
 Human Understanding: Business Advantage, choices
Module V: Behavioral Economics Application
 Organizational Setting : Employee management, Motivation

 Marketing: Consumer behavior
 Advertisement and Communication
 Current issues and Ethical considerations in Behavioural Economics
Examination Scheme:
Weightage 30 70
 Anger, E. (2016) A Course in Behavioural Economics: An Introduction(2nd ed.)

Palgrave Macmillan.[ ISBN: 978-1-137-51292-5]
 Cartwright, E.,(2018) Behavioura Economics Approach to Human Behaviour(3rd
ed.). U. Chicago Press. [ISBN:978-1-138-09711-7 ]
 Corr, P. And Plagnol, A. (2019) Behavioural Economics The basics. Routledge
Taylor&Francis Group. [ISBN:978-1-138-22890-0]
 Dhami and Sanjit,(2016). The Foundation of Behavioural Economic Analysis.
Oxford University Press. [ISBN: 978-0-19-871552-8]
 Frantz, R., Chen, S., Dopfer, K.,Heukelom, F., Mousavi, S.,(2017)Routledge
Handbook of Behavioural Economics. Routledge Taylor & Francis Group. [ISBN-
13: 978-0367321857]
 Huettel, S., (2014) Behavioural Economics: When Psychology and Economics
Collide. The Great Courses Corporate Headquarters. [ ISIN: B079B7Y52B]
 Rehman, T.,(2018) Behavioural Economics Trends, Perspectives and Challenges.
Nova Science Publishers New York. [ISBN-10:1536131520]
 Wilkinso, N. And Klaes M. (2012) An Introduction to Behavioural Economics (2nd
ed.)Palgrave Macmillan. [ISBN-13:978-0-230-29146-1]

REHABILITATION PSYCHOLOGY
Course Objectives:
 To introduce the importance of rehabilitation, recovery and rehabilitation psychology.
 To explore the concept of disability.
 To understand the different issues and applications of rehabilitation psychology.
 To acquaint students with different approaches and models to rehabilitation
counselling.
Course Content:
Module I: Rehabilitation Psychology: Overview and Concepts
 Nature and scope of rehabilitation psychology

 Concepts of ability and disability, types of disability
 Recovery and rehabilitation
 Ethical Issues in Rehabilitation
Module II: Assessment and Rehabilitation of Persons with Disability
 Assessment and Physical rehabilitation of persons with disability

 Assessment and Psycho- social and vocational rehabilitation.
 Legal issues in rehabilitation for persons with disabilities: overview of RPWD act, RCI
act. National trust act, and United Nations convention on the rights of persons with
disabilities
Module III: Application of Rehabilitation Psychology
 Rehabilitation of addictions: drug and alcohol.Rehabilitation after abuse and violence

 Palliative care, pain management and symptom control.
 Sports Injury and Rehabilitation.
 Psychiatric rehabilitation
Module IV: Psychological Approaches to Rehabilitation Counselling
 Psychodynamic therapy in rehabilitation counselling.

 Person-centered therapy in rehabilitation counselling
 Behavioural therapy in rehabilitation counselling.CBT in rehabilitation counselling.
Module V: Assistive technology and Models and current issues in Rehabilitation
Psychology
 Assistive technology for enhancing functional capacities of persons with disabilities

 Medical and Neuropsychological models of disability
 Social and Biopsychosocial model of disability
 Current issues in rehabilitation Psychology
Examination Scheme:
Weightage 30 70
 Chan F , Berven N L , Thomas K R (2015) Counseling Theories and Techniques for

Rehabilitation and Mental Health Professionals New York, NY: Springer Publishing
Company ISBN 9780826198679 EISBN 9780826198686
 Chan, F., Berven, N.L., Thomas, K.R. (2004). Counselling Theories and Techniques
for Rehabilitation Health Professionals. New York, NY: Springer Publishing
Company ISBN-13: 978-0826198679
 Falvo, D.R. (2013). Medical and psychosocial aspects of Chronic Illness and
disability (5th ed.). Burlington, MA: Jones and Bartlett Learning ISBN-13: 978-
0763713515
 Frank, G.R., Rosenthal, M., Caplan, B. (2010). Handbook of Rehabilitation
Psychology, American Psychological Association. ISBN-13: 978-1433804441
 Kennedy, P. (2012).The Oxford Handbook of Rehabilitation Psychology (Eds.). New
York, NY : Oxford University Press.
 Marini, I. & Stebnicki, N. (2012). The Psychological and Social Impact of Illness and
Disability (Eds.), New York, NY: Springer Publishing Company. ISBN-13: 978-
0826106551
 Gawali, G. (2012). Vocational Rehabilitation of Persons with Disability: Psychosocial
and Legal Perspectives (Ed.). Mumbai: Himalaya Publications.
 Taylor, R.R. (2006). Cognitive Behavioural Therapy for Chronic Illness and
Disability. Springer. ISBN-13: 978-0387253091
 Zeppetella, G. (2012). Palliative Care in Clinical Practice. Springer ISBN-13: 978-
1447128427
 Taylor, J. & Taylor S. (1997). Psychological approaches to sports injury
rehabilitation. Maryland: Aspen Publishers. ISBN-13: 978-0834209732
 Arvinen- Barrow, M. & Walker, N. (2013).The psychology of sport injury and
rehabilitation. Routledge ISBN-13: 978-0815362692
 The rights of persons with disabilities act, 2016. Retrieved from
http://www.disabilityaffairs.gov.in/upload/uploadfiles/files/RPWD%20ACT%202016
.pdf
Concerned Faculty May Update/Add References as and When Deemed Necessary

INDUSTRY VISIT IV
Course Objectives:
setups.
Course Content:
Guidelines:
seriously.
Industrial Visit
For faculty
program.
 Cover Page
 Title
 Date
 Location
 Objectives
 Introduction
 Session(s)
 Observations
 Learning
 Appendix
Examination Scheme:

Submission
Weightage 50 50 50

WORKSHOP/CERTIFICATION IV
Course Objectives:
learning.
setups.
Course Content:

advance.

included.

Methodology
 Case Study
 Group Activity
 Role Play
 Quiz
Examination Scheme:
Active Total
Participation
100
Weightage 30 30 40

SEMESTER 4:
COUNSELLING
PSYCHOLOGY

CAREER GUIDANCE AND COUNSELLING
Course Objectives:
 To understand role of theory in career development and assessment in counselling
set ups.
 To know how career development relates to human development over the lifespan.
 To appraise students for skills of interventions in career guidance and counselling.
 Arrive at their own personal orientation to counselling.
Course Content:
Module I: Foundation of Career Guidance and Counselling:

 Definition of terms: career, career development, career development & maturity,
career counselling, career education, career guidance, guidance and counselling.
 History of Career Guidance & Counselling Movement; history in India, women in
career, career for special population, basis on gender, occupational information.
 The ethical standards of the NCDA, Terminology, assessment, constructivism and
personal challenges.
 Expanding the View and designing career counselling strategies from frank parsons to
the 21st century.
Module II: Career Counselling and guidance in social context and applying theories.
 Career guidance in a global world, guidance as lifelong process, areas of
specialization in guidance.
 A one stop holistic career guidance, helping strategies in career guidance; individual
counselling, group process Super‟s life span theory,
 John Holland‟s theory, Lent, Brown and Hackett‟s social cognitive career theory,
Trait & Factor theory
 Theories focusing on content, process, comparison of the major theories, Social
justice.
Module III: Contextual Perspectives on Career and Lifestyle Planning and career
Development: Elementary school, high school and higher education
 Elementary schools: career development in the elementary schools, goals of career

development interventions, career development interventions in the elementary
schools, parental involvement.
 High schools: career development goals and career development interventions for
middle schools; high school.
 Higher education: the career needs of higher education students, career development
competencies in adulthood, self-knowledge, education and occupational exploration,
career planning.
 Community service: setting for community-based career counsellors for private
practice, cyber counselling, mental health centers, substance abuse centers, vocational
rehabilitation settings, career counselling with families.
Module IV: Constructivist and technological approaches to career counselling
 The story approach, Active engagement and the influence of constructivism, the
system theory framework, solution focused career counselling, socio dynamic career
counselling.
 Exploring life and working experience for self-construction, the theory and practice of
career construction,
 Online software for career orientation program. Computer assisted career guidance
systems.
 Career Information and Planning system, Occupational information sources: New and
emerging occupational fields.
Module V: Training and practice (Project Work)
 Career Development Learning Systems: Experiential learning

 A preferred approach to training through field work,
 Career development learning in school system
 Career development learning in different fields
Examination Scheme:
Weightage 30 70
 Brown, D. (2003). Career information, career counseling, and career

development (8th ed.). Boston: Allyn & Bacon. ISBN-13: 978-0133917772
 Corey, G. (2010). Creating your professional path. Alexandria, VA: American
Counseling Association.
 Dugan, M. H. & Jurgens, J.C. (2007). Career interventions and techniques: A
complete guide for human service professionals. Boston, MA.: Pearson
Education, Inc. ISBN-13: 978-0205452385
 Evans, K. (2008). Gaining cultural competence in career counseling. Boston:
Houghton-Mifflin. Amundson, N., Harris-Bowlsbey, J., & Niles, S. & (2014).
Essential elements of career counselling: Processes and techniques (3rd ed.).
Upper Saddle River, NJ: Pearson Education. ISBN-13978-0618573585
 Figler, H., andBolles, R. (1999), The career counselor’s handbook. Berkley, CA:
Ten Speed Press. ISBN-13: 978-1580088701
 Greenhous, J.H., Callanan, G.A.,& Godshalk, V.M.(2000). Career Management.
ISBN 9781138636460
 Gysbers, N., Heppner, M. J. & Johnston, J.A. (2003). Career counseling:
Process, Issues, Techniques (2nd edition). Boston, MA.: Allyn & Bacon. ISBN-
13: 978-0205340552
 Gysbers, N., Heppner, M., & Johnston, J. (2009). Career counseling: Contexts,
processes, and techniques (3rd ed.). Alexandria, VA: American Counseling
Association. ISBN-13: 978-1556202896
 Harr, G.L. (1995). Career guide: Road maps to meaning in the world of work.
Pacific Grove, CA: Brooks/Cole. ISBN-13: 978-0534219420
 Kapes, J., Mastie, M., & Whitfield, E. (2002). A counselor’s guide to career
assessment instruments (4th ed.). Alexandria, VA: NCDA. ISBN-13: 978-
1885333384
 Mary.,McMahon (2017): Career counselling constructive approaches. ISBN
9781138910096
 Peterson, N. & Gonzalez, R. (2005). The role of work in people‟s lives: Applied
career counseling and vocational psychology, 2nd edition, Belmont, CA.:
Thomson.
 Patton, W.,&McMahon.(2006). Career development and system theory: A new
relationship. Pacific Grove,CA:Brooks/Cole. ISBN-13: 978-0534348137
 Remley, T. & Herlihy, B. (2001). Ethical, legal and professional issues in
counseling. Boston: Allyn & Bacon. ISBN-13: 978-0134061641
 Savickas, M.L. (2001). The next decade in vocational psychology: Mission and
objectives. Journal of Vocational Behaviour, 59 ,284-290.
 Sharf, R.S. (2006). Applying career development theory to counseling. Belmont,
CA.: Thomson ISBN-13: 978-1285075440
 Watkins,C.E.,& Campbell, V.L,(Eds). (2000). Testing and Assessment in
counselling practice. ISBN-13: 978-0805823806
 Wendy Patton and Mary McMohan.(2006). Career development and system
theory. ISBN-13: 978-9462096332
 Watson, M.,Duarte,M.E.,&Glavin,K.(2005).Cross cultural perspective on career
assessment. The career development quarterly, 54, 29-36.
 Young, R.A.,Valach,L.,&Collin, A.(2002). A contextualistic explanation of
career.
 Zunker, V.G. (2006). Career counseling: A holistic approach (7th ed.).
Belmont, CA: Thomson Wadsworth. ISBN-13: 978-0534640170

FAMILY AND COUPLE COUNSELLING
Course Objectives:
 To facilitate an epistemological shift from individual to family systems and
relational thinking
 To develop competence in clinical assessment, conceptualization and therapeutic
interventions in the area of family and couple counselling
 To develop therapeutic alliance and necessary skills of interactions, interviewing
and interventions with multiple members through a systems and relational
perspective
 To apply and follow ethical standards of best practice in the area of family and
couple counselling, including multicultural competencies
Course Content:
Module I: Introduction to Family and Couple Therapies

 Origin and evolution of family counselling
 Origin of Couples counselling
 Family Theories - Systems theory, Attachment Theory
 Conceptualization of family as a human system - Cybernetics, Equifinality, Stages of
family life cycle.
Module II: Theories & Models – I

 Theories focusing on Behavior patterns in family
 Structural FT, Brief Strategic FT, Cognitive Behavioural FT
 Theoretical Assumptions
 Conceptualizations of family functioning & issues
Module III: Theories & Models – II

 Theories focusing on Belief Systems & Contexts
 Solution Focused FT/ Transgenerational FT/ Milan Systemic FT, Attachment Based
Therapies
 Theoretical Assumptions
 Conceptualization of family functioning and issues
Module IV: Assessment and Interventions in Family Therapy

 Family assessment - Diagnostic interviews, genograms, family mapping, symptom
inventories;
 Family interventions - Psychoeducational, behavioral, communication, family life
cycle interventions.
 Developing appropriate goals for counselling through systems perspective
 Working with the Family
Module V: Assessment and Interventions in Couple Therapy

 Approaches to Couples Therapy and Interventions (Gottmans Model, Insight oriented
Approach, Behavioral Approach, Systemic Approach, Application)
 Couple Therapy with Diverse Populations
 Couple Sexual Therapy
 Ethical Practices and Considerations
Examination Scheme:
Weightage 30 70
Textbooks:
 Carr, A. (2010). Family Therapy: Concepts Process and Practice (2nd Edition).
Wiley Series. (0470014555)
 Gurman, A.S. (2008). Clinical Handbook of Couple Therapy (4thed.). New York,
NY: The Guildford Press (1462513921)
 Nichols, M.P. (2010). Family Therapy: Concepts and Methods (9th ed.). Boston:
Allyn and Bacon ( 9780133826609)
 Goldenberg, Stanton, Goldenberg (2017). Family Therapy, An Overview (9th ed.).
Cengage Learning. ( 9781305092969)
 Johnson, S.M. & Whiffen, V.E. (2003). Attachment Processes in Couple and
Family Therapy (Eds.). New York, NY: The Guilford Press ( 9781593852924)
 Hecker, L. (2010). Ethics and Professional Issues in Couple and Family Therapy.
New York, NY: Routledge. ( 0789033895)
 McGoldrick, M., Gerson,R., Petry, S. (2008). Genograms: Assessment and
intervention, 3rd Edition. New York: Norton ( 9780393705096)
Reference Books:
 Jongsma, A. & Dattilio, F. (2000). The Family therapy treatment planner. New
York, NY: John Wiley ( 9780470441930)
 Nichols, M.P. (2009). Inside Family Therapy: A Case Study in Family Healing
(2nd Ed.), Boston, MA; Pearson: Allyn and Bacon (9780205611072)
 Corey, G (2009). Theory and Practice of Counseling and Psychotherapy. Californa:
Thomson Brooks ( 9788131518984)
Recommended List of Journals for Further Reading:
 Contemporary Family Therapy

 Journal of Couple and Relationship Therapy
 Journal of Family Therapy
 Family Process
 Family Systems & Health

ADVANCED PSYCHOTHERAPEUTIC INTERVENTIONS
Course Objectives:
 To gain in-depth understanding of the philosophical and theoretical underpinnings
of different types of advanced interventions
 To demonstrate competence in applying problem-specific, client-specific
interventions through appropriate conceptualization and assessments
 To integrate theoretical expertise, evidence based therapies and client preferences
and develop eclecticism in the practice of counseling
 To follow ethical principles of counselling in the practice of advanced therapeutic
interventions
Course Content:
Module I: Expressive Therapies

 Introduction to Expressive therapies, types & target population
 Characteristics and role of expressive therapy in assessment and intervention
 Play Therapy - Role of play in child development; Function of play in therapy
 Assessment, formulation and change in play therapy; Play therapy with adults
Module II: Post-modern Approaches

 Introduction: Historical roots & Philosophical Assumptions
 Types & Key characteristics
 Solution Focused Brief Therapy (SFBT) - Key concepts, theoretical foundations
 Interventions & Application of SFBT
Module III: Gestalt Therapy

 Introduction: Historical context, evolution and Philosophical assumptions
 Key Concepts & Techniques
 Therapeutic Process, Therapist- client relationship
 Applications & Limitations
Module IV: Transactional Analysis

 Introduction – Historical Background & Influences
 Key concepts: Basics of the mind, Ego States
 Types of transactions, Life Positions & Scripts, Strokes, Games
 Application: Self & Change, Application in counselling & work

Module V: Group Counselling
 Understanding Group Counselling: Types of groups; Planning and starting groups
 Group Process: Attending and observation, Group Facilitation, Group Counselling
methods
 Evaluation of effectiveness in group counselling, Applications
 Ethical Practices & Multicultural Competencies
Examination Scheme:
Weightage 30 70
 Malchiodi, C.A. (Ed.). (2005). Expressive therapies. New York: Guilford.

(9781593853792)
 Degges-White, S. & Davis, N. L. (eds.). (2011). Integrating the expressive arts into
counselling practice. New York: Springer (0826106064).
 Malchiodi, C. (2012). Handbook of Art Therapy, ed. 2nd Edition Guilford Press
(9781609189754)
 Brook, S. (ed.). (2006). Creative arts therapies manual. Springfield, IL: Charles C.
Thomas. (9780398076214)
 Schaefer, C.E., O'Connor, K.J. (2015). Handbook of Play Therapy. 2nd Edition
(9781118859834).
 Corey, G. (2017). Theory and Practice of Counseling and Psychotherapy, Tenth
Edition (9788131518984)
 Capuzzi, D. & Stauffer, M.D. (2016). Counseling and Psychotherapy: Theories &
Interventions, Sixth Edition. Wiley Publications (9781556203541)
 Blom, R. (2006). The handbook of gestalt play therapy: Practical guidelines for
child therapists. Philadelphia, PA: Jessica Kingsley Publishers (9781843104599)
 Corey, M.S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.).
Pacific Grove, CA: Brooks/Cole Publishing Company (1133945465).
 Yalom, I. & Leszcz, M. (2006). The theory and practice of group psychotherapy
(5th ed.). New York, NY: Basic Books (9780465084487).
 Axline, V. M. (1969). Play therapy. New York, NY: Houghton Mifflin Company
(9780345303356).
 Appalachian Expressive Arts Collective. (2003). Expressive arts therapy: Creative
process in art and life. Boone, NC: Parkway Publishers.
 Smith, A. L. (2011). Assessing creative approaches in beginning counselors:
Building the foundation.
 Cattanach, A. (2008). Narrative approaches in play therapy. Philadelphia, PA:
Jessica Kingsley (1849051429)

PRACTICUM – IV: ASSESSMENT, COUNSELLING, REPORTING
AND PRESENTATION
Course Code: PSY 4405 Course Code: PSY 4305
Course Objectives:
 To familiarize students with tools for career assessments, systemic assessments and assessments of
geriatric population
 To gain in-depth experience in administering, scoring and interpreting assessments related to
addiction and requirements related to academics.
 To provide practical experience of integrating and summarizing data gathered from practicum, and
report through case presentation.
 To facilitate comprehensive and effective integration of information, knowledge and skills gained
through coursework and practicum
1. Students are expected to be able to carry out two case studies related to the areas of diability,
addiction, career guidance or working with elderly. They should be able to identify client
competencies/attitudes/personality and identify the concerned assessment tools, score & interpret
information, which will then be supplemented by information obtained through case history and
observation.
2. Student should be able to carry out a full assessment for career guidance and counselling and be
able to prepare a comprehensive profile using personality, aptitude, interest and case study.
3. Students are expected conduct their case studies on the field (NGO, Old Age Home, Schools,
College) or on a specific case mentioned or specified in the manual, and must demonstrate ethical
and multicultural competencies while conducting assessments.
practicum course.
supervisor for assessment purposes
Course Content:
A. Career Guidance and Assessments

a. David's Battery of Differential Ability/ Differential Aptitude Test

b. Vocational Interest Survey/ Strong Interest Inventory/ Holland‟s Self Directed Search
c. Career Attitudes & Strategies Inventory/ Career Beliefs Inventory/ Career Decision-
Making Self-Efficacy Scale
d. Career Development Competencies Assessment/ Career Futures Inventory
B. Development Profiling & Student Assessments
a. Bender Visual Motor Gestalt Test
b. Vineland Social Maturity Scale
c. Learning Style Inventory/ Learning Needs Screening Tool
d. Study Attitudes & Methods Survey
C. Systems Assessment
a. Marital Compatibility test
b. Dyadic Adjustment Scale
c. Quality of Marital Relationships Scale/ Lerner‟s Couple Adjustment Scale
d. Family Quality of Life Scale
D. Addiction Screening
a. Alcohol Use Disorders Identification Test (AUDIT)
b. Drug Use Screening Inventory-Revised (Dusi-R)
c. Michigan Alcoholism Screening Test
d. Eating Attitudes Test
E. Geriatric Assessment
a. Neuropsychological Assessment Battery/ Adjustment Inventory (Dr. P.V. Ramamurthy)
b. Mental Status Examination
c. Montreal Cognitive Assessment
d. Cambridge Assessment of Memory and Cognition
Examination Scheme
Weightage 20 20 20 20 20 100

Publishers
Mental Disorders, Fifth Edition. Arlington, VA: American Psychiatric Association, 2013.
282. doi:10.4103/0019-5545.117149
 Bennett, G. K., Seashore, H. G., & Wesman, A. G. (1990). Differential Aptitude Tests (5th ed.)
San Antonio, TX: Psychological Corporation.
 Brannigan, G. C., & Decker, S. L. (2003). Bender Visual Motor Gestalt Test (2nd ed.). Itasca, IL:
Riverside.
 Bowman, S. L. (1995). Career strategies and assessment issues for African-Americans. In F.T. L.
Leong (Ed.), Career development and vocational behavior of racial and ethnic minorities (pp. 137–
164). Mahwah, NJ: Erlbaum.
 Baker, R. W., & Trzepacz, P. T. (2005). Mental status examination. In G. P. Koocher, J. C.
Norcross, & S. S. Hill III (Eds.), Psychologists‟ desk reference (2nd ed., pp. 7–12). Oxford,
England: Oxford University Press.

DISSERTATION

Course Objectives:
your degree
Instructions:

report.
Appendix
Examination Scheme:
Component Weightage
Viva & presentation Objectives & Methodology 10M
Total 100M

35.)

problem at hand?

Course Objectives:
Course Content:


well-being


Examination Scheme:
Weightage 30 70


Course Objectives:
outbreaks
Course Content:

Intervention

mass violence

NIPAH

outbreaks

Examination Scheme:
Weightage 30 70

Publishers.

PEACE PSYCHOLOGY
Course Objectives:
Course Content:

Gandhi Effects of Violence and Nonviolence



Flexibility, Conscientiousness.Reconciliation and Issues of Forgiveness.

 Children‟s Perspectives on Peace. Conflict Development and Management,
Examination Scheme:
Weightage 30 70
Blumberg, H.H., Hare, P.A., & Costin, A. (2006). Peace Psychology: A

Comprehensive Introduction. (1st e Cambridge University Press. [ISBN-13: 978-
0521839143] .
 Bretherton, D., Law, S.F. (2015). Methodologies in Peace Psychology: Peace
Research by Peaceful Means. New York, NY: Springer. [ISBN-13: 978-
3319183947]
 Calloway-Thomas, C. (2010).Empathy in Global World: An Intercultural
Perspective (1st ed.).SAGE Publications.[ISBN-13: 978-1412957908]
Violence: Peace Psychology for the 21st Century. Pearson publication.[ISBN-
13:978-0130968210]
 Jeong, Ho-Won. (2008). Understanding Conflict and Conflict Analysis. (1st ed.)
SAGE Publications Ltd.[ ISBN-13: 978-1412903097]
 Langholtz, H. J. (Ed.). (1998). The psychology of peacekeeping. Westport, CT:
Praeger.[ ISBN-13: 978-0275962326]
 MacNair, R. M. (2003). The psychology of peace: An introduction. Westport, CT:
Praeger.[ ASIN: B01K0PZRFC]
 Malley-Morrison, K., Mercurio, A., &Twose, G. (2013). International Handbook of
Peace and Reconciliation (Eds.). New York, NY: Springer. [ISBN-13: 978-
1461459323]
 Mayton, D.M. (2009). Nonviolence and Peace Psychology. New York: Springer.[
ISBN-13: 978-0387893471]
9780190685942]
 Tropp, L.R. (2012). The Oxford Handbook of intergroup conflict (Ed.). Oxford
University Press. [ISBN-13: 978-0199747672]
 Waldron, V.R. & Kelley, D.L. (2008). Communicating Forgiveness. Arizona:
SAGE Publication. [ISBN-13: 978-1412939713]

Course Objectives:
ageing
successful aging
Course Content:

compensation

Visuospatial




Examination Scheme:
Weightage 30 70

132, 77-84.
0367886172

Course Objectives:
way of thinking
Course Content:


accept etc.


etc..

Examination Scheme:
Weightage 30 70

13: 978-0367321857]

Course Objectives:
counselling.
Course Content:


act
 National trust act, and United Nations convention on the rights of persons with
disabilities
 Rehabilitation of addictions: drug and alcohol

 Rehabilitation after abuse and violence

 Behavioural therapy in rehabilitation counselling.
 Cognitive- Behavioural therapy in rehabilitation counselling.

Psychology

Examination Scheme:
Weightage 30 70

Company ISBN-13: 978-0826198679
0763713515
0826106551
1447128427
.pdf

INDUSTRY VISIT IV
Course Objectives:
setups.
Course Content:
Guidelines:
seriously.
Industrial Visit
For faculty
program.
 Cover Page
 Title
 Date
 Location
 Objectives
 Introduction
 Session(s)
 Observations
 Learning
 Appendix
Examination Scheme:

Submission
Weightage 50 50 50

Course Objectives:
learning.
setups.
Course Content:

advance.

included.

Methodology
 Case Study
 Group Activity
 Role Play
 Quiz
Examination Scheme:
Active Total
Participation
100
Weightage 30 30 40

SEMESTER 4:
INDUSTRIAL/
ORGANIZATIONAL
PSYCHOLOGY

ORGANIZATIONAL DEVELOPMENT AND CHANGE
Course Objectives:
 To create awareness regarding the various change agents operating within
organizations.
 To familiarize with change and development intervention techniques used to
manage change.
 To acquaint with the process and practice of Organizational Development.
 To give an exposure to the different theories of change and development
Course Content:
Module I: Organizational Development

 Understanding and Defining OD.
 Nature and History of OD.
 Characteristics and Assumptions of OD.
 Methods of OD: Survey Feedback, Grid Organizational Development, Process
Consultation, Gestalt
Module II: Organizational Development: Process and Practice
 Process of OD: Entering and Contracting, Diagnosing, Analyzing, Feedback,

Intervention, Evaluating.
 Role of OD Professionals in Organisations.
 Competencies and Skills Required for an OD Professional.
 Ethical Considerations in the Process and Practice of OD
Module III: Organizational Change
 Change Agents: Planned and Unplanned Change.

 Theories of Planned Change: Lewin‟s Change Model, Action Research Model, The
Positive Model.
 General Model of Planned Change.
 Resistance to Change: Individual and Organizational factors, Overcoming
Resistance.

Module IV: Development and Change Interventions
 OD Interventions: Interpersonal, Group and Organizational Process Interventions.

 Restructuring Organisations, Employee Involvement, Performance Management.
 Strategic Change Interventions: Transformational Change, Continuous Change,
Trans-organizational Change.
 Designing Interventions
Module V: Organizational Interventions
 OD and Globalization, Third-party Peacemaking Interventions.

 Building Learning Organizations, Structural and Comprehensive OD Interventions.
 Emerging Trends: Technology and OD.
 Future Trends and Issues within the Organization
Examination Scheme:
Weightage 30 70
 Allcorn, S. (2005). Organizational dynamics and intervention: Tools for changing

the workplace. Prentice Hall India Learning Private Limited. [ISBN-10:
9788120329058, ISBN-13: 978-8120329058]
 Brown, D. R. (2013). An experiential approach to organization development (8th
Ed). Boston: Prentice Hall. [ ISBN-10: 9332518335, ISBN-13: 978-9332518339]
 Cummings, T., & Worley, C., (2004). Organization Development and Change (8th
ed.). Cincinnati, Ohio: South-Western College Publishing. [ISBN-10:
9780324260601, ISBN-13: 978-0324260601]
 Cummings, T., & Worley, C., (2015). Organization Development and Change (10th
ed.). Cengage Learning. [ISBN-10: 8131531678, ISBN-13: 978-8131531679]
 French, W. L., Bell, C., & Vohra, V. (2017). Organization Development:
Behavioral Science Interventions for Organizational Improvement (6th Ed.
Revised). Pearson Education. [ ISBN-10: 9789332575264, ISBN-13: 978-
9332575264]
 French, W. L., Bell, C., & Zawacki, R. A. (2005). Organization development and
transformation: Managing effective change. New York: McGraw-Hill/Irwin.
[ISBN-10: 0070603944, ISBN-13: 978-0070603943]

 Gareth, J., & Mary, M. (2017). Organizational Theory, Design and Change (7th
Ed.). Pearson Education. [ ISBN-10: 9352865294, ISBN-13: 978-9352865291]
 Kumar, A. (2019). Beyond technical smartness: Rethinking the development and
implementation of sociotechnical smart grids in India. Energy Research & Social
Science, 49, 158-168.
 Pareek, U., & Khanna, S. (2012). Understanding organizational Behaviour (3rd
ed). OUP Catalogue, Oxford University Press. [ISBN: 9780198070733]
 Pareek, U. (2004). Understanding Organizational Behavior. Oxford University
Press, New Delhi. [ ISBN-10: 019566776X, ISBN-13: 9780195667769]
 Ramnarayan, S. & Rao, T.V. (2011).Organization Development: Accelerating
Learning and Transformation (2 nd ed.). New Delhi: Sage Publication. [ ISBN-10:
813210739X, ISBN-13: 978-8132107392]
 Rothwell, W. J., Stavros, J. M., & Sullivan, R. L. (2009). Practicing Organization
Development: A Guide for Leading Change. Hoboken: John Wiley & Sons. [ ISBN-
10: 0470405449, ISBN-13: 978-0470405444]
 Sharma, R. R. (2006). Change management: Concepts and applications. New
Delhi: Tata McGraw-Hill. [ ISBN-10: 0070635862, ISBN-13: 978-0070635869]

WELL-BEING IN THE WORKPLACE
Course Objectives:
 To introduce students to relevant models, perspectives, and need for coaching,
mentoring, and counselling in organizations.
 To understand the roles, responsibilities, and challenges of counsellors working in
organizations.
 To appreciate the outcomes of workplace counselling and visualize the role of
personal, interpersonal, and organizational factors in well-being.
 To expose students to various interventions and programs designed and executed in
organizations to facilitate well-being in the workplace.
Course Content:
Module I: Coaching and Mentoring: Overview and Models

 Historical Background, Meaning & Types of Coaching and Mentoring
 Difference between Coaching, Mentoring, & Counselling; Situational Coach-
Mentoring Continuum
 Qualities of an Effective Coach & Mentor
 Models & Perspectives – GROW, Hudson; Cognitive-Behavioral, Gestalt, Solution-
Focused
Module II: Coaching and Mentoring: Areas of Application

 Preparation for New Roles
 Delegation
 Management Style
Module III: Workplace Counselling: Goals, Framework, & Models

 Historical Background
 Goals, Framework of Workplace Counselling
 Training, Roles, and Responsibilities of Counsellors in Organizations
 Models of Workplace Counselling – Counselling Orientation, Brief Therapy,
Problem-Focused, Work-Oriented, Manager Based, Externally-Based, Internally-
Based, Welfare-Based, Organizational Change
Module IV: Workplace Counselling: Need, Outcomes, & Ethics

 Workplace Situations, Issues, Behaviors Signaling the Need for Counselling
 Outcomes of Workplace Counselling
 Balancing Professional Relationships, Managing the Counselling Process in
Organizations
 Ethical Considerations and Specific Issues
Module V: Workplace Well-Being

 Integrated Organizational Well-Being Initiative, EAPs
 Positive Psychology Interventions at Work, Role of Psychological Contract
 Work-Family Balance, Work Schedules, Dual-Career Challenges, Mental Health
and Work
 Gainful Employment; Managing Transitions, Workplace Conflicts and Bullying
Examination Scheme:
Weightage 30 70
 Carroll, M. (1996). Workplace Counselling: A Systemic Approach to Employee

Care. New Delhi: Sage Publications. [ISBN-13: 978-0761950219]
 Carroll, M. & Walton, M. (1997). Handbook of Counselling in Organizations. New
Delhi: Sage Publications. [ISBN-13: 978-0761950875]
 Chen, P. Y. & Cooper, C. L. (2014). Wellbeing: A Complete Reference Guide,
Volume III. Sussex: John Wiley and Sons. [ISBN-13: 978-1118608364]
 Coles, A. (2003). Counselling in the Workplace. Berkshire: Open University Press.
[ISBN-13: 978-0335212118]
 Dewe, P. & Cooper, C. (2012). Well-Being and Work: Towards a Balanced
Agenda. Hampshire: Palgrave Macmillan. [ISBN-13: 978-1349318452]
 Landy, F. J. & Conte, J. M. (2009). Work in the 21st Century (2nd ed.). Hoboken:
John Wiley & Sons. [ISBN-13: 978-8126523801]
 McLean, P. (2012). The Completely Revised Handbook of Coaching: A
Developmental Approach. CA: John Wiley & Sons. [ISBN-13: 978-0470906743]
 Muchinsky, P. M. (2006). Psychology Applied to Work (8th ed.). Belmont:
Wadsworth. [ISBN-13: 978-0495006817]
 Oade, A. (2009). Managing Workplace Bullying. Hampshire: Palgrave MacMillan.
[ISBN-13: 978-134930995]
 Parsloe, E. & Leedham, M. (2009). Coaching and Mentoring Practical
Conversations to Improve Learning (2nd ed.). London: British Library. [ISBN-13:

978-0749443658]
 Putnam, L. (2015). Workplace Wellness that Works. Hoboken: John Wiley & Sons.
[ISBN-13: 978-8126572540]
 Tsai, M. & Chen, W. (2017). Family, Work, and Wellbeing in Asia. Singapore:
Springer. [ISBN-13: 978-9811351037]

TRAINING AND DEVELOPMENT
Course Objectives:
 To develop familiarity with the concepts, training methods, and stages in training
and development.
 To comprehend why people in the same organization might have different training
needs.
 To realize how trainee and trainer characteristics can act as constraints and
catalysts.
 To understand the relationship between needs analysis, design, development,
implementation, and evaluation of training.
Course Content:
Module I: Training Needs Analysis (TNA)

 Training – Training, Learning, and Performance; Training Models
 TNA – Concept, Suitability
 The TNA Model
 The Framework for Conducting a TNA
Module II: Training Design

 Constraints – Organizational & Trainee Population, Ways of Dealing with Constraints
 Establishing Training Objectives
 Trainee Characteristics – Individual Differences in terms of KSAOs
 Facilitation of Learning and Transfer of Training, Outcomes of Design
Module III: Training Methods – Traditional & Electronic

 Lecture & Demonstrations, Games & Simulations
 On-the-Job Training
 Computer-Based, e-Learning, Intelligent Tutoring Systems
 Programmed Instruction, Interactive Multimedia, Virtual Reality
Module IV: Development and Implementation of Training

 Developing Training – Choosing Suitable Instructional Methods, Materials &
Equipment, Facilities, Motivating Trainees to Learn
 Implementing Training – Structure of Training, Trainer‟s Role Before and During
Training
 Skills of an Effective Trainer

 Fundamental Issues in Employee Training
Module V: Evaluation and Key Areas of Training

 Types of Evaluation Data Collected – Process Data, Outcome Data, Costs and
Benefits, Research Designs for Evaluation
 Key Areas of Organizational Training – Productivity, Cross-Cultural Skills,
Leadership Skills, Team Building, Sexual Harassment Awareness
 Current Issues and Ethical Considerations
Examination Scheme:
Weightage 30 70
*Multiple modes of Assessment required for internal assessment (Home Assignment/
Class Test/ Presentation/ Mid-Term Exam/case study/fieldwork/quiz/seminar)
 Aamodt, M. G. (2014). Industrial/Organizational Psychology: An Applied

Approach (8th ed.). Boston: Cengage Learning. [ISBN-13: 978-1305118423]
 Barbazette, J. (2006). Training Needs Assessment: Methods, Tools, &
Techniques. CA: Wiley. [ISBN-13: 978-0787975258]
 Bhattacharyya, D. B. (2015). Training and Development: Theories and
Applications. New Delhi: Sage. [ISBN-13: 978-9351501404]
 Blanchard, P. N., Thacker, J. W., & Ram, V. A. (2015). Effective Training:
Systems, Strategies, and Practices (5th ed.). New Delhi: Pearson. [ISBN-13:
978-9332537019]
 Buckley, R., & Caple, J. (2007). The Theory and Practice of Training (5th ed.).
London: British Library. [ISBN-13: 978-0749449766]
 Goetsch, D. L., & Davis, S. B. (2015). Quality Management for Organizational
Excellence (8th ed.). New Jersey: Pearson. [ISBN-13: 978-0133791853]
 Janakiram, B. (2007). Training and Development. New Delhi: Dreamtech Press.
[ISBN-13: 978-8177227253]
 Landy, F. J. & Conte, J. M. (2009). Work in the 21st Century (4th ed.).
Hoboken: John Wiley & Sons. [ISBN-13: 978-8126523801]
 Muchinsky, P. M. (2006). Psychology Applied to Work (8th ed.). Belmont:
Wadsworth. [ISBN-13: 978-0495006817]
 Noe, R. A., & Kodwani, A. D. (2018). Employee Training and Development
(7th ed.). New Delhi: McGraw Hill. [ISBN-13: 978-9353161651]
 Riggio, R. E. (2018). Introduction to Industrial/Organizational Psychology (7th
ed.). New York: Routledge. [ISBN-13: 978-1138655324]
 Saks, A. M., Haccoun, R. R., & Belcourt, M. (2010). Managing Performance
through Training and Development. Nelson Education. [ISBN-13: 978-
0176616229]
 Thomas, M. J. W. (2017). Training and Assessing Non-Technical Skills: A
Practical Guide. NW: Taylor & Francis. [ISBN-13: 978-1409436331]

PRACTICUM – IV: I/O PSYCHOLOGY PRACTICUM
Course Objectives:
 To familiarize students with various tools used for psychosocial assessment at work.
 To equip students with skills and field experience that enable them to understand counselling
needs in a workplace
 To enable exploration and explanation of human work behaviour through modalities such as focus
group discussion in order to understand how to make organizations more effective.
 To develop a concrete understanding of how to plan and carry out a training needs analysis and the
skill set necessary for planning a training

1. Four reports covering one theme from each of the four modules – using different tools for
assessment, structured exercise, competency mapping will be submitted in the third semester.
2. Report on administration of tools to follow the format used in the previous two semesters.
3. Competency mapping, experiment, and structured exercise to be planned, designed, conducted and
reported in consultation with course supervisor.
4. Students are expected to consult theoretical framework, available case studies, research, and have
a concrete rationale when designing and planning for various modules.
5. Timely and periodic submission of reports for assessment from Modules I & II and two completed
case studies.
Course Content:
A. Psychosocial Assessment in the Workplace

 Psychosocial – Measures of Psychosocial Development/Tennessee Self Concept Scale (Adult)/
The VIA Inventory of Strengths
 Screening – BDI/DASS-21/Mini Mental Status Examination (MMSE)/Modified Mini-Mental
Status Exam (3MS)/Memory Impairment Screen
 Workplace Concerns – Work Life Balance Culture Scale (WLBCS)/Inventory of Common
Problems/Career Transitions Inventory (CTI)
 General Well-Being – PGI Well-Being Measure/General Health Questionnaire (GHQ)/Mental
Health Inventory
B. Counselling Needs in the Workplace

Students will explore the counselling needs of employees in a workplace using a combination of
interview, survey, and at least 2 assessment tools and submit a report. Rationale for the design, methods,
and findings to be presented in class in the form of a case study. Feedback to be sought from classmates at
various stages.
 Career Development
 Change in Performance
 Change in Motivation & Satisfaction
 Turnover Intention
C. Focus Group Discussion

Students will plan an intervention for employees using but may not be limited to focus group discussion.
Organize, conduct, and report the intervention. Students are expected to use appropriate assessment tools.
Rationale for the design, methods, and findings to be presented in class in the form of a case study.
Feedback to be sought from classmates at various stages.
 Role of Emotional Intelligence – Employee Motivation, Feedback
 Consumer Expectations
 Burnout & Stress Management – PsyCap/Gratitude/Mindfulness
 Workplace Diversity & Acceptance
D. Training Needs Analysis

Students will assess training needs for a group using various training methods, design, and/or conduct a
training. Rationale for the design, methods, and findings to be presented in class in the form of a case
study. Feedback to be sought from classmates at various stages.
 Diversity
 Ethics
 New Employee Training
 Productivity
E. Skill Development
 Role Plays/ Case Studies/ Book Reviews/ Movie Screenings/ Video Analysis
 Case Presentations and Group Discussions
 Field Work, Field Visits, and Online Communication
 Ethical Issues
Examination Scheme
Weightage 20 20 20 20 20 100

 Chang, E. H., Milkman, K. L., Gromet, D. M., Rebele, R. W., Massey, C., Duckworth, A. L., &
Grant, A. M. (2019). The mixed effects of online diversity training. Proceedings of the National
Academy of Sciences, 116(16), 7778-7783.
 Lindner, D., & Leyh, C. (2018, July). Organizations in Transformation: Agility as Consequence or
Prerequisite of Digitization? In International Conference on Business Information Systems (pp. 86-
101). Springer, Cham.
 Nguyen, A. T., Parker, L., Brennan, L., & Lockrey, S. (2020). A consumer definition of eco-
friendly packaging. Journal of Cleaner Production, 252, 119792.
 Rawski, S. L., & Conroy, S. A. (2020). Beyond demographic identities and motivation to learn:
The effect of organizational identification on diversity training outcomes. Journal of
Organizational Behavior, 41(5), 461-478.
 Singh, Anupama, and Sumi Jha. „Exploration of people centric organizational health dimensions: a
study of Indian R&D organization.‟ Industrial and Commercial Training (2018).
 Na-nan, K., Chaiprasit, K., & Pukkeeree, P. (2017). Influences of workplace environment factors
on employees‟ training transfer. Industrial and Commercial Training.
 Nwaeke, L. I., & Obiekwe, O. (2017). Impact of manpower training and development on
organizational productivity and performance: A theoretical review. European Journal of Business
and Management, 9(4), 153-159.
 Blanchard, P. N., Thacker, J. W., & Ram, V. A. (2015). Effective Training: Systems, Strategies,
and Practices (5th ed.). New Delhi: Pearson. [ISBN-13: 978-0132681605]
 Zacher, H., Rauvola, R. S., & Rudolph, C. W. (2019). Innovating Career Counselling to Manage
the Transitions to Bridge Employment and Retirement. In Handbook of Innovative Career
Counselling (pp. 173-192). Springer, Cham.
 Sahoo, M., & Mishra, S. (2019). Effects of trainee characteristics, training attitudes and training
need analysis on motivation to transfer training. Management Research Review.
 Manna, R., Singh, A., & Sharma, P. (2016). Does training need analysis help to minimize
competency gap: an investigation. Amity Journal of Training and Development, 1(1), 109-131.
 Holloway, K., Arcus, K., & Orsborn, G. (2018). Training needs analysis–The essential first step
for continuing professional development design. Nurse education in practice, 28, 7-12.
 Joyce, S., Modini, M., Christensen, H., Mykletun, A., Bryant, R., Mitchell, P. B., & Harvey, S. B.
(2016). Workplace interventions for common mental disorders: a systematic meta-
review. Psychological medicine, 46(4), 683-697.
 Elder, R. L., Agee, M., & Adamson, C. (2018). Workplace counselling and the contemporary
world of work. New Zealand Journal of Counselling, 38(1).

DISSERTATION

Course Objectives:
your degree
Instructions:

report.
Appendix
Examination Scheme:
Component Weightage
Viva & presentation
Objectives & Methodology 10M
Total 100M

35.)

problem at hand?

Course Objectives:
Course Content:


well-being


Examination Scheme:
Weightage 30 70


Course Objectives:
outbreaks
Course Content:

Intervention

mass violence

NIPAH

outbreaks

Examination Scheme:
Weightage 30 70

Publishers.

PEACE PSYCHOLOGY
Course Objectives:
Course Content:

Gandhi Effects of Violence and Nonviolence



Flexibility, Conscientiousness. Reconciliation and Issues of Forgiveness.

 Children‟s Perspectives on Peace
 Conflict Development and Management,
Examination Scheme:
Weightage 30 70
Blumberg, H.H., Hare, P.A., & Costin, A. (2006). Peace Psychology: A Comprehensive
Introduction. (1st e Cambridge University Press. [ISBN-13: 978-0521839143] .
 Bretherton, D., Law, S.F. (2015). Methodologies in Peace Psychology: Peace Research by
Peaceful Means. New York, NY: Springer. [ISBN-13: 978-3319183947]
 Calloway-Thomas, C. (2010).Empathy in Global World: An Intercultural Perspective (1st
ed.).SAGE Publications.[ISBN-13: 978-1412957908]
Violence: Peace Psychology for the 21st Century. Pearson publication.[ISBN-13:978-
0130968210]
 Jeong, Ho-Won. (2008). Understanding Conflict and Conflict Analysis. (1st ed.) SAGE
Publications Ltd.[ ISBN-13: 978-1412903097]
 Langholtz, H. J. (Ed.). (1998). The psychology of peacekeeping. Westport, CT: Praeger.[
ISBN-13: 978-0275962326]
 MacNair, R. M. (2003). The psychology of peace: An introduction. Westport, CT: Praeger.[
ASIN: B01K0PZRFC]
 Malley-Morrison, K., Mercurio, A., &Twose, G. (2013). International Handbook of Peace
and Reconciliation (Eds.). New York, NY: Springer. [ISBN-13: 978-1461459323]
 Mayton, D.M. (2009). Nonviolence and Peace Psychology. New York: Springer.[ ISBN-
13: 978-0387893471]
9780190685942]
 Tropp, L.R. (2012). The Oxford Handbook of intergroup conflict (Ed.). Oxford University
Press. [ISBN-13: 978-0199747672]
 Waldron, V.R. & Kelley, D.L. (2008). Communicating Forgiveness. Arizona: SAGE
Publication. [ISBN-13: 978-1412939713]

Course Objectives:
ageing
successful aging
Course Content:

compensation

Visuospatial




Examination Scheme:
Weightage 30 70

132, 77-84.
0367886172

Course Objectives:
way of thinking
Course Content:


accept etc.


etc..

Examination Scheme:
Weightage 30 70

13: 978-0367321857]

Course Objectives:
counselling.
Course Content:


act
 National trust act, and United Nations convention on the rights of persons with
disabilities
 Rehabilitation of addictions: drug and alcohol

 Rehabilitation after abuse and violence

 Behavioural therapy in rehabilitation counselling.
 Cognitive- Behavioural therapy in rehabilitation counselling.

Psychology

Examination Scheme:
Weightage 30 70

Company ISBN-13: 978-0826198679
0763713515
0826106551
1447128427
.pdf

INDUSTRY VISIT IV
Course Objectives:
setups.
Course Content:
Guidelines:
seriously.
Industrial Visit
For faculty
program.
 Cover Page
 Title
 Date
 Location
 Objectives
 Introduction
 Session(s)
 Observations
 Learning
 Appendix
Examination Scheme:

Submission
Weightage 50 50 50

Course Objectives:
learning.
setups.
Course Content:

advance.

included.

Methodology
 Case Study
 Group Activity
 Role Play
 Quiz
Examination Scheme:
Active Total
Participation
100
Weightage 30 30 40

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Amity Institute of Behavioral & Allied Sciences

Master of Science- Psychology

Amity Institute of Behavioural &Allied Sciences (AIBAS)

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Semester I (32 Credits)

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Course Code: PSY4101 Credit Units: 3

 To instill an in-depth understanding of the evolution of psychology as a science

Module I: History of Psychology as a Science

 Historical Antecedents: History as a knowledge resource – Why study it?

Module II: Evolution of Psychological Thought

 Pre-Socratic Philosophers: The Naturalists (Thales, Anaximander, Heraclitus); The

Module III: Major Schools of Psychology

M.Sc. Psychology 2020-22 P a g e 15 | 279

Module IV: Major Schools of Psychology

 Psychoanalysis (Freud), Behaviourism (Watson),

Module V: Overview of Indian Psychology

 Evolution of Indian Philosophy with introduction to major schools of Indian

Components Internal Assessment End Term Exam

List of Reading Material

 Hergenhahn, B.R. (2009). Introduction to History of Psychology (6th Edition):

M.Sc. Psychology 2020-22 P a g e 16 | 279

M.Sc. Psychology 2020-22 P a g e 17 | 279

Module I: History, Anatomy and Research Methods

 History of Cognitive Psychology

Module II: Perceptual Processes I: Attention and Consciousnes

Module III: Perceptual Processes II: Visual and Auditory Recognition

M.Sc. Psychology 2020-22 P a g e 18 | 279

 Types of Memory and Processes

Module V: Problem Solving, Decision Making, and Creativity

Components Internal Assessment End Term Exam

List of Reading Material

M.Sc. Psychology 2020-22 P a g e 20 | 279

Module I: Personality Psychology

 Concept of Personality: Definitions, Brief history of Personality Psychology

Module II: Trait and Type Approaches

 Allport (Trait Theory)

Module III: Psychoanalytic and Neo-Psychoanalytic Approaches

 Classical Psychoanalysis (Freud)

M.Sc. Psychology 2020-22 P a g e 21 | 279

 Classical and Operant Conditioning

Components Internal Assessment End Term Exam

List of Reading Material

 Engler, B. (2014). Personality theories: An introduction. Belmont : CA: Wadsworth

M.Sc. Psychology 2020-22 P a g e 22 | 279

Module I: Introduction to Developmental Psychology

 Nature and Scope

Module II: Biological Foundation

 Biology and Heredity