SYLLABUS PSYCHOLOGY

For

Four-Year Undergraduate Program Offered by

Department of Psychology

Deen Dayal Upadhyay Gorakhpur University

Gorakhpur, Uttar Pradesh
(NAAC accredited A++)

1
 Content

Program Page No.

Structure of the Program 1-5
Four Year Undergraduate Psychology Courses 6-44

Skill Enhancement Course/ Vocational (SEC) 45-48

49-51
Ability Enhancement Courses/ Co-Curricular (AEC)

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 Four-Year Undergraduate Program
Course Structure and Curriculum
PSYCHOLOGY
Effective from Session 2024-2025

SEMESTER-WISE TITLES OF THE COURSES IN PSYCHOLOGY SUBJECT

YEAR COURSE COURSE TITLE CREDITS TOTAL TEACHING

CODE HOURS
SEMESTER I

PSY101F Fundamentals of Psychology 4+0 60

PSY102F Lab Work 0+2 60

First Year
SEMESTER II

PSY103F Psychology of Individual Differences 4+0 60

PSY104F Lab Work /Psychological Testing 0+2 60

SEMESTER III

PSY105F Social Psychology 4+0 60

PSY106F Lab Work and Measurement of Social 0+2 60

Second Year
Behavior

SEMESTER IV

PSY107F Statistics in Psychology 4+0 60

PSY108F Lab Work 0+2 60

PSY109F Research Project 0+3 60

SEMESTER V

PSY110F Psychology of Human Development 4+0 60

PSY111F Abnormal Psychology 4+0 60

Third Year
PSY112F Psychological Assessment/Testing 0+2 60

SEMESTER VI

PSY113F Personality Psychology 4+0 60

PSY114F History and Systems of Psychology 4+0 60

PSY115F Psychological Assessment/Testing 0+2 60

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 SEMESTER VII

PSY116F Cognitive Psychology 4+0 60

PSY117F Motivation & Emotion 4+0 60

UG Honors PSY118F Neurophysiological Bases of Behavior 4+0 60
Forth Year
PSY119F Research Methodology & Testing in 4+0 60
Psychology
PSY120F Lab Work 0+4 120

SEMESTER VIII

PSY121F Guidance & Counseling Psychology 4+0 60

PSY122F Clinical Psychology 4+0 60

PSY123F Organizational Behavior 4+0 60

PSY124F Health Psychology 4+0 60

PSY125F Lab Work 0+4 120

SEMESTER VII

PSY116F Cognitive Psychology 4+0 60

PSY117F Motivation & Emotion 4+0 60

UG Honors PSY118F Neurophysiological Bases of Behavior 4+0 60
with
Research PSY119F Research Methodology & Testing in 4+0 60
Fourth Year Psychology
PSY120F Lab Work 0+4 120

SEMESTER VIII

PSY126F Qualitative Research Methods 4+0 60

PSY127F Introduction to Research Designs 4+0 60

PSY128F Research Project 0+12 360

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 Skill Enhancement Course/ Vocational (SEC)

YEAR SEMESTER COURSE COURSE TITLE CREDIT TOTAL

CODE TEACHING
HOURS
I PSYSEC101 Psychology of Happiness and Well- 3+0 45
I Being

II PSYSEC102 Psychology of Adjustment and Stress- 3+0 45

Management

II III PSYSEC103 Life Skills 3+0 45

Ability Enhancement Courses/ Co-Curricular (AEC)

YEAR SEMESTER COURSE COURSE TITLE CREDIT TOTAL

CODE TEACHING
HOURS
I II PSYAEC101 Emotional Intelligence 2+0 30
II IV PSYAEC102 Communication and Interpersonal 2+0 30
Relation Skills

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 Semester Wise Course Curricula

Program Outcomes (After 4 Years)

When students graduate with a Psychology major, they should exhibit competence in the following areas:
1. Knowledge Base of Psychology
Students should possess the ability to evaluate and interpret evidence, as well as apply psychological
concepts, theories, and research findings to individual, social, and cultural issues, through the
application of their acquired knowledge and critical thinking abilities.
2. Scientific Inquiry and Critical Thinking: Fundamental concepts and abilities in interpreting behavior,
studying research, and implementing research design principles should be imparted to students.

3. Awareness of Sociocultural Diversity and Societal Inequality: Students have to possess the capacity
to comprehend the intricacy of sociocultural diversity and social inequality when investigating and
analyzing psychological matters.

4. Ethical and Social Responsibility in a Diverse World: It is imperative that students acquaint
themselves with the principles of professional ethics and initiate a process of embracing those values
that will positively affect their responses to multicultural and global issues.
5. Communication Skills: It is expected that learners exhibit proficiency in written work as well as in
interpersonal and oral communication skills.
6. Proficiencies: Proficient in conducting database research, adept at presenting data in diverse formats,
skilled in producing written summaries, proficient in utilizing appropriate technology, and successful in
communicating orally and in writing within the specific field of study.
7. Professional Development: Students should cultivate skills that enhance their preparedness for
postgraduate or professional world.

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SEMESTER I

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 COURSE CODE: PSY101F COURSE CREDIT = 4+0
COURSE TITLE: FUNDAMENTALS OF PSYCHOLOGY
COURSE TYPE: Theory
Course Objectives: The major focus of the course is-
 To offer the students a comprehensive understanding of Psychology
 To develop understanding of the Origins, Goals, Study and Methods in Psychology
 To teach the fundamentals of Perception, Learning, memory and forgetting.
Course Outcomes: After the completion of the course, the student shall be able to-
 Understand the scientific study of human behavior.
 Acquaint with the field of psychology to help in enhancing adjustment in life.
 Develop familiarity with construct such as Perception, Learning, memory and forgetting.
 Apply that knowledge to their own conduct, to their interactions with others, and to their responsibilities
within culture and society.

Unit 1: Introduction to Psychology

Nature; Field and Methods (Experimental, Correlational and Observation)
Approaches (Psychoanalytical, Behavioral, Humanistic and Cognitive)

Unit 2: Attention and Perception

Attention: Nature and Types; Selective and Sustained Attention: Nature and Determinants
Perception: Nature, Form Perception, Figure and Ground, Principles of Perceptual Organization
Depth perception, Illusion.
Approaches (Gestalt, Physiological and Gibson’s Ecological Approach)

Unit 3: Learning
Classical, Instrumental and Operant Conditioning: Experimental Procedures,
Phenomena and Principles, Reinforcement
Verbal Learning: Experimental Materials and Procedures
Organization in Verbal Learning

Unit 4: Memory and Forgetting

Nature and Models of Memory (Atkinson-Shiffrin, Levels of Processing)
Stages of Memory: Encoding, Storage and Retrieval
Types of Memory: Sensory, Short Term and Long-Term Memory,
Working Memory, Reconstructive Memory, Implicit Memory
Theories of Forgetting- Perseveration-Consolidation, Interference Theory
Cue-Dependent Forgetting
Suggested Readings
 Baron, R. & Misra, G. (2016). Psychology (5th edition). New Delhi: Pearson.
 Ciccarelli, S. K., White, N.J., & Misra, G. (2017). Psychology (5th ed., South Asian Edition). New Delhi: Pearson
Education.
 Galotti, K.M. (2014). Cognitive Psychology: In and Out of the Laboratory (5th ed.).New Delhi: Sage.
 Feldman, R. S. (2006). Understanding Psychology. India: Tata McGraw Hill.
 Morgan, C.T., King, R.A., Weiss, R.A., & Schopler, J. (2004). Introduction to Psychology (7th ed.). New York:
McGraw Hill.
 त् रिपाठी ,लाल बच् चन(2019) आधु त् रन आधु त् रनक प् रायोत् रिक मनोत् रिज् ञान, मोतीलाल बनारसी दास पत् रललके शन
 D. & Gross, J.J.(2011). Psychology. W. W. Norton & Company.
 Zimbardo, P.C. & Weber, A.L. (1997). Psychology. New York: Harper CollinsCollege Publishers.
 Suggestive digital platforms web links http://heecontent.upsdc.gov.in/Home.aspx http://www.apa.org
 e-pathshala on Deen Dayal Upadhyay Gorakhpur University website 8
COURSE CODE: PSY102F COURSE CREDIT = 0+2
COURSE TITLE: LAB WORK

COURSE TYPE: Practical

Course Objectives: The major focus of the course is-

 To create critical understanding of measurement issues, methods and techniques in psychological inquiry.
 To familiarize students with the various tools for examination.

Course Outcomes: After the completion of the course, the student shall be able to-
 Conduct psychological experiments ensuring controlled conditions, report writing and interpretations of
the report

Course for Lab Work

 Any one experiment based on Attention/Perceptual Processes
 Any one experiment based on Classical Conditioning/Operant Conditioning/Verbal Learning
 Any one experiment based on Memory
 Any one experiment based on Forgetting

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SEMESTER II

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 COURSE CODE: PSY103F COURSE CREDITS: 4+0
COURSE TITLE: PSYCHOLOGY OF INDIVIDUAL DIFFERENCES
COURSE TYPE: Theory
Course Objective: The major focus of the course is-
 To impart conceptual understanding of essential psychological processes that will lead the students
to get advancement in the field of psychology.
 To understand the students with the nature of mental process, abilities, intelligence personality
and its consequences in different situations around the individuals.
 To study the importance of people’s behavior and helps people to understand how people act the
way they do.
Course Outcome: After the completion of the course, the student shall be able to-
 Analyze the essential processes and core psychological concepts, models, theories, various
perspectives,
 Apply psychological concepts in their own and in others’ lives.
 Gain a clear understanding of the concepts like mental abilities, intelligence, motivation, emotion
and personality of individuals.
 Develop critical analytical skills and abilities within the individual in different circumstances
around them.

Unit 1: Motivation
Nature & Concept (Need, Drive, Instincts); Criteria of motivated Behaviour
Pull and Push Mechanism, Intrinsic Motivation,

Types of Motives: Biological (Hunger and Thirst), Social Motives (Achievement, Affiliation and
Approval)

Unit 2: Emotion
Nature and types of Emotion: Plutchik Wheel Model and Tompkins View; Two Dimensional and
Broaden and Build Model
Theories of Emotion: James-Lange, Cannon-Bard and Schachter- Singer.
Cognitive, Behavioural and Sociocultural Factors

Unit 3: Intelligence
Nature; Measurement (Binet-Simon, Wechsler and Cattell’s contribution)
Theories of Intelligence: Spearman, Thurston, Guilford, Sternberg, Gardner.

Unit 4: Personality
Definition, Determinants and Measurement
Theories of Personality: Trait Theory (Allport and Cattell)
Psychoanalytical (Freud); Humanistic (Rogers and Maslow).

Suggested Readings
 Baron, R. & Misra, G. (2016). Psychology (5th edition). New Delhi: Pearson.
 Ciccarelli, S. K., White, N.J., & Misra, G. (2017). Psychology (5th ed., South Asian Edition). New Delhi: Pearson
Education.
 Cornelissen, M., Mishra, G. & Verma, S. (2014). Foundations of Indian Psychology. New Delhi: Pearson Education.
 Galotti, K.M. (2014). Cognitive Psychology: In and Out of the Laboratory (5th ed.). New Delhi: Sage.
 Feldman, R. S. (2006). Understanding Psychology. India: Tata McGraw Hill.
 Morgan, C.T., King, R.A., Weiss, R.A., & Schopler, J. (2004). Introduction to Psychology (7th ed.). New York:
McGraw Hill.
 Zimbardo, P.C. & Weber, A.L. (1997). Psychology. New York: Harper Collins College Publishers.
 Suggestive digital platforms web links http://heecontent.upsdc.gov.in/Home.aspx 11
 http://www.apa.org
 e-pathshala on Deen Dayal Upadhyay Gorakhpur University website

COURSE CODE: PSY104F COURSE CREDTS: 0+2

COURSE TITLE: Lab Work/Psychological Testing

COURSE TYPE: Practical

Course Objective: The major focus of the course is-

 To acquaint the students with various tools for measurement of relevant dimensions of performance
(Motivation, Emotion, Intelligence, Attitude, Aptitude, Interest, Personality).
 To develop the skills for administering and interpreting various tests.
 To have the recording of behavior and for the monitoring of mental and emotional states.

Course Outcome: After the completion of the course, the student shall be able to-

 Establish control over variables, replicability, and the ability to establish cause and effect relationships
more accurately.
 Master an array of skills to carry out experiments in lab settings, design and conduct
psychological experiments ensuring controlled conditions, report writing and interpretations of the
report.

Course for Lab Work

 Plan, conduct and report an experiment/ Test related to Motivation

 Plan, conduct and report an experiment/ Test related to Emotion
 Administer and report any one standardized Intelligence Test
 Administer and report any one standardized Personality Test

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SEMESTER III

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 COURSE CODE: PSY105F COURSE CREDIT = 4+0
COURSE TITLE: SOCIAL PSYCHOLOGY
COURSE TYPE: Theory

Course Objective: The major focus of the course is-

 To acquaint students in understanding and applying theoretical perspectives in social psychology at
a cognitive, affective and motivational level.
 To create sound basis in understanding and applying theories in social psychology in the interpersonal,
group and cultural context.

Course Outcome: After the completion of the course, the student shall be able to:
 Understand general information, through in-class discussion and assignments, pertaining to
social psychological theories and an opportunity to apply social psychological theories to their daily
lives.
 Critically evaluate research to understand and explain human social behavior and relate social
psychological concepts and theories

Unit 1: Social Psychology

Nature; Scope
Methods of Studying Social Behavior: Experimental, Correlation, Observation.

Unit 2: Different Social Behaviours

Person Perception: Nature; Organization of Information; Impression Formation; Non verbal information cues
Social Cognition: B a s i c a s s u m p t i o n s : C o g n i t i v e Schema; Schematic Processing
Attitude: Nature, Formation; Measurement; Attitude Change
Attribution: Basic processes; Theories of Attribution (Correspondence Inference Theory, Causal attribution
theory, Theory of Success and Failure)
Interpersonal Attraction: Antecedents conditions; Determinants; Measurement

Unit 3: Aggression, Helping Behavior and Prejudice

Aggression: Nature; Frustration-Aggression Hypothesis, Social Learning Theory
Helping Behavior: Nature; Determinants
Prejudice: Nature; Sources of Prejudice; Stereotypes

Unit 4: Social and Group Influence Processes

Social Influence Processes: Nature; Types- Conformity, Compliance
Groups: Nature; Structure
Group Influence Processes: Social Facilitation, Social Loafing, De-individuation
Leadership: Concept; Styles; Contingency Theory
Suggested Readings
 Baron, R.A. & Branscombe, N.R. (2012). Social Psychology(13thed.) New Delhi: Pearson.
 Baron, R.A., Byrne, D. & Bhardwaj, G. (2010). Social Psychology (12thed). New Delhi: Pearson.
 Baumeister, R.F. & Bushman, B.J.(2013). Social Psychology and Human Nature. (3rded.). Wadsworth Pub. Co.
 Deb, Sibnath, Gireesan, A. & Prabhavalkar, P. (2019). Social Psychology in Everyday Life. New Delhi: Sage
Publications.
 Taylor, S.E., Paplau, L.A., & Sears, D.O. (2006). Social Psychology (12thed). New Delhi: Pearson Publications.
 त् रिपाठी, एल०बी० एवं सहयोगी (2001). आधु निक सामाजिक मनोविज् ञान I आगरा: हरप् रसाद भार् गवI
 सिं ह, अरु ण कु मार (2001). सामाजिक मनोविज् ञानI वाराणसी: मोतीलाल बनारसीदास I
 Suggestive digital platforms web links http://heecontent.upsdc.gov.in/Home.aspx
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 http://www.apa.org
 e-pathshala on Deen Dayal Upadhyay Gorakhpur University website
COURSE CODE: PSY106F COURSE CREDIT = 0+2

COURSE TITLE: LAB WORK AND MEASUREMENT OF SOCIAL BEHAVIOR

COURSE TYPE: Practical

Course Objective: The major focus of the course is-

 To expose the students to conduct the psychological experiments for understanding social behavior
 To train the students to tests for understanding social behavior as well as psychological measurements
and scientific reporting of the data.

Course Outcome: After the completion of the course, the student shall be able to:
 Exposed to the mixture of skills such as how to conduct a social psychological experiment for
understanding social behavior as well as psychological measurements and scientific reporting of the data.
Course for Lab Work
 Plan, conduct and report an experiment/ Test related to Attitude/Attitude Change/Person Perception
 Plan, conduct and report an experiment/ Test related to Aggression/Helping Behavior/Attribution
 Plan, conduct and report an experiment/ Test related to Interpersonal Attraction/Any one Social Influence
process
 Plan, conduct and report an experiment/ Test related to Attribution/Any one Group Influence process

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SEMESTER IV

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 COURSE CODE: PSY107F COURSE CREDIT = 4+0
COURSE TITLE: STATISTICS IN PSYCHOLOGY
COURSE TYPE: Theory

Course Objectives: The major focus of the course is-

 To develop an understanding of various statistical techniques in terms of their assumptions, applications
and limitations.
 To acquire competencies to organize and analyze data.
 To acquire elementary knowledge about computer’s use in Psychology for statistical analysis.

Course Outcomes: After the completion of the course, the student shall be able to:
 Comprehend psychological data and put them on appropriate scaling method.
 Getting hold of essentials of psychological testing along with various kinds of tests implemented.

Unit 1: Statistics and Measurement

Historical background and Nature of Statistics, Measurement: Levels of Measurement,
Population, Sample, Parameters and Estimate.
The Frequency Distribution: Test Score; Methods of Grouping Scores in Frequency Distribution,
Graphical Representation of Data
Parametric and Nonparametric Statistics: Difference; Advantages and Disadvantages.

Unit -2: Measures of Central Tendency and Variability

Mean, Median and Mode
Standard Deviation (SD) and Quartile Deviation
Cumulated Distributions: Graphic Method; Percentiles: Meaning and Uses

Unit 3: Linear Correlation

Product Moment and Spearman’s Rho: Meaning and Calculation
Partial Correlation

Unit 4: Significance of Mean and other Statistics

The Significance of the Difference between Means
Standard Error of Mean, SD of the Difference between Independent and Correlated means
Critical Ratio and t test, Degree of Freedom
Hypothesis of Chance and Null Hypothesis, Type I and Type II Error
Chi- Square tests

Suggested Readings
 Anastasi, A. (1950). Psychological Testing. Prentice Hall.
 Chaddha, N.K. (2009). Applied Psychometry. New Delhi: Sage.
 Cronbach, L.J. (1960) (2nd Edition). Essentials of Psychological Testing. New York: Harper.
 Freeman, F.S. (1962) (3rd Edition). Theory and practice of psychological testing. New York: Holt, Rinehart & Winston.
 Garrett, H. E. (1966). Statistics in Psychology and Education. Paragon International Publishers.
 Gregory, R. J. (2014) (6th Edition). Psychological Testing: History, Principles and Applications. New Delhi: Pearson
India Education.
 Guilford, J.P. (1936). Psychometric Methods. London: McGraw Hill Publishing Company.
 Kerlinger, F.N. (1983). Foundations of Behavioral Research. New Delhi: Surjeet Publications.
 लाल . जे . एन . ( 1999 ). मनोविज् ञान एवं शिक् षा मे ं सां ख् यिकी , नीलकमल प् रकाशन , गोरखपु र I
 मिश् रा, बब् बन तथा त् रिपाठी, लाल बचन (1994). मनोवै ज् ञानिक सां ख् यिकी, हर प् रसाद भार् गव, आगरा I
 Singh, A.K. (2006). Tests, Measurement and Research Methods in Behavioral Sciences.Patna: Bharti Bhavan.
 श् रीवास् तव, डी. एन.(2011). सां ख् यिकी एवं मापन, आगरा :अग् रवाल पब् लिके शन् स
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 COURSE CODE: PSY108F COURSE CREDIT = 0+2

COURSE TITLE: LAB WORK

COURSE TYPE: Practical

Course Objectives: The major focus of this course is-

 To develop an understanding of various methods of study and utilizing appropriate statistics
 To imbibe in students the aptitude for applied knowledge through lab work

Course Outcomes: After the completion of the course, the student shall be able to:
 Develop proficiency to conduct experiments/ screening and assessment of psychological tools for
examining different problems of psychology utilizing various statistical tests.
 Learn and execute various statistical tests with different type of research.

Course for Lab Work

 Plan, conduct and report an experiment utilizing independent sample t test

 Plan, conduct and report an experiment utilizing correlated t test
 Plan, conduct and report a study utilizing product moment correlation coefficient
 Plan, conduct and report an experiment utilizing chi- square test

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 COURSE CODE: PSY109F COURSE CREDIT = 0+3
COURSE TITLE: RESEARCH PROJECT

COURSE TYPE: Project

Course Objectives: The major focus of this course is-

 To develop research skills in students
 To help the students apply the psychological concepts rooted in societal problems

Course Outcomes: After the completion of the course, the student shall be able to:
 Gain understanding of planning, conduction and reporting of research
 Identify and understand various psychological tools
 Develop an understanding of various psychological methods of research

Requirements for this Course:

1. Student has to select a behavior or behavioral issue from a natural setting, choose an observation, survey,
case study, or any other method of data collection, visit the site, collect data, analyze, report, and present.
2. It can be done individually, or a group of students (not more than 5) can work on the same psychological problem
in a real-world setting, but they will submit their report individually for assessment.
3. Each individual student or student group would be assigned to a supervisor or project guide, and they
would work under the supervision of the guide.
4. Each individual student or student group have to submit the project report duly signed by the supervisor
or project guide for evaluation and viva voce at the end of the semester.
NOTE:

 The report should be of not less than 20 pages or approximately 15000 words in typed form (MS Word,
12-point font, Times New Roman) with a cover page.
 In the case of field research report, it should contain the following: the research problem, objectives,
methodology (including sample, measuring tools, and procedures), data analysis, results, discussion,
references, appendices related to research tools and consent form of participants)

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SEMESTER V

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 COURSE CODE: PSY110F COURSE CREDIT = 4+0
COURSE TITLE: PSYCHOLOGY OF HUMAN DEVELOPMENT
COURSE TYPE: Theory

Course Objectives: The major focus of this course is-

 To discover various developmental patterns and complexities throughout the life span
 To understand common developmental processes and their influences throughout the human life.
 To emphasize on overcoming the difficulties in understanding human behavior and to effectively
deal with the difficulties in explaining and predicting behavior.

Course Outcomes: After the completion of this course, the student shall be able-
 To demonstrate the comprehensive knowledge of human development.
 To comprehend the theoretical and empirical foundation and critically evaluate the developmental
information.
 To demonstrate the knowledge of basic and applied research used in the developmental study of the
human.

Unit 1: Human Development and Growth

Principles of Development, Methods of Studying Human Development
Prenatal Development: Stages and Hazards
Neonatal Development: Sensory and Motor Capacity

Unit 2: Physical, Motor and Language Development

Physical Growth, Body Size and Proportion Puberty and Growth Spurt Development of the Nervous System
Principle and Sequence of Motor Development, Motor Skills and Handedness
Stages of Language Development

Unit 3: Emotional and Social Development and Social Adjustment

Patterns of Emotional Development, Conditions Responsible For Emotional Development
Patters of Social Development in Childhood and Adolescence, Meaning of Social Development
Importance of Early Social Experience
Role of Companion in Social Adjustment
Development of self and Identity

Unit 4: Cognitive and Moral Development

Piaget's Theory of Cognitive Development, Pattern of Cognitive Development in Childhood and
Adolescence
Play and Cognitive Development
The Stages of Moral Development, Kohlberg’s Theory of Moral Development

Suggested Readings
 Berk, L. E. (2017). Development through Life span (7th ed.). Allyn & Bacon: Pearson.
 Feldman, R. S. & Babu, N. (2011). Discovering the Lifespan. New Delhi: Pearson
 Santrock, J. W. (2011). Child Development (13th ed.). New Delhi: McGraw-Hill
 Craig, G. J. (1983). Human Development (3rd ed.). Prentice-Hall Inc. New Jersey
 त् रिपाठी, एल० बी० एवं पाण् डे य, एस० (2009). मानव विकास का मनोविज् ञान I नई दिल् ली:
कां से प् ट पब् लिशिं ग कं पनी I

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 COURSE CODE: PSY111F COURSE CREDIT: 4+0
COURSE TITLE: ABNORMAL PSYCHOLOGY
COURSE TYPE: Theory
Course Objectives: The major focus of this course is-
 To introduce the field of abnormal psychology.
 To provide an overview of the clinical picture and etiology of the various psychological disorders.
 To orient the learners to the diagnostic criteria and the related vocabulary of major psychological
disorders.

Course Outcomes: After the completion of the course, the student shall be able to:
 Outline the differences between normal and abnormal behavior and learn the criteria of determining
abnormality.
 Apply the knowledge of assessment, diagnosis, classification system and DSM categories, to learn to
categorize and diagnose disorders according to the current diagnostic systems (current editions of the
Diagnostic and Statistical Manual of Mental Disorders and International Classification of Diseases- Mental
Disorders section).
 Summarize clinical features of symptoms, etiology and discriminate between the various mental health
disorders as presented in DSM-5.

Unit 1: Introduction to Abnormal Psychology and Classification System

Development of Field of Abnormal Psychology
Elements and Criteria of Psychological Abnormality
Basic Issues in Classification of Abnormal Behavior
The Advent of DSM Classification System; DSM-5; Introduction to ICD-10

Unit 2: Anxiety And Dissociative Disorders: Clinical Picture And Etiology

Anxiety Disorders: Generalized Anxiety Disorder (GAD), Phobia, Obsessive-Compulsive Disorder (OCD),
Panic Disorder, Post-Traumatic Stress Disorder (PTSD)
Dissociative and Somatoform Disorders

Unit 3: Neurodevelopmental Disorders: Clinical Picture And Etiology

Intellectual Disabilities, Autism Spectrum Disorders
Attention-Deficit/Hyperactivity Disorder (ADHD), Specific Learning Disorders

Unit 4: Severe Mental Disorders

Schizophrenia Spectrum Disorders: Types, Clinical Picture and Etiology
Schizoaffective Disorder (Bipolar Type; Depressive Type)
Depressive Disorders: Types, Clinical Picture and Etiology
Substance-Related Disorders: Nature and Types (Alcohol Abuse, Drug Abuse)

Suggested Readings
 American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders: DSM-5. American
Psychiatric Pub.
 Barlow D. H. & Durand V. M,& Stewart, S. H. (2009). Abnormal Psychology. New Delhi: Cengage Learning.
 Bennett, P. (2006). Abnormal and Clinical Psychology: An introductory textbook. New York: Open University Press.
 Carson, R.C., Butcher, J.N., Mineka, Z. & Hooley, J.M. (2008). Abnormal Psychology. New Delhi: Pearson.
 Kaplan, H. J., &Sadock, B. J. (2004). Synopsis of a comprehensive textbook of psychiatry (10th Ed.). Baltimore: Williams
&Wlkins.
 Sarason. I. G. & Sarason, B. R. (2006). Abnormal Psychology. (11thEd). Delhi: Prentice Hall India.
 काससन,आर.सी., बु चर, जे .एन., त् रमने का, जे . एिं हू ले , जे .एम् . (2016). असामान् य मनोत् रिज् ञान .पीससन प् रकाशन .
 त् रसं ह , अ.कु . एिं त् रसं ह , अ.कु . (2016). आधु त् रनक असामान् य मनोििज् ञान , मोतीलाल बनारसी दास, त् रदल् ली.
 Suggestive digital platforms web links http://heecontent.upsdc.gov.in/Home.aspx
 http://www.apa.org
 e-pathshala on Deen Dayal Upadhyay Gorakhpur University website
22
COURSE CODE: PSY112F COURSE CREDIT = 0+2
COURSE TITLE: PSYCHOLOGICAL ASSESSMENT/TESTING

COURSE TYPE: Practical

Course Objectives: The major focus of this course is-

 To develop an understanding of assessment and testing
 To imbibe in students the aptitude for applied knowledge through lab work

Course Outcomes: After the completion of the course, the student shall be able to:
 Develop proficiency to conduct the screening and assessment of psychological tools for examining
developmental issues and disorders
 Learn and execute an in- depth investigation of a single person, group, event or community.

Course for Lab Work

 Administration, Scoring and Interpretation of any tool of Emotional Maturity/Social Adjustment/Motor
Development
 Administration, Scoring and Interpretation of any tool to measure Moral Development/Cognitive
Development/Language Development
 Administration, Scoring and Interpretation of any tool to measure Depression/PTSD
 Administration, Scoring and Interpretation of any tool to measure Anxiety/ADHD

23
SEMESTER VI

COURSE CODE: PSY113F COURSE CREDIT = 4+0

COURSE TITLE: PERSONALITY PSYCHOLOGY
COURSE TYPE: Theory 24
 Course Objectives: The major focus of the course is-
 To introduce the most influential personality theories to date.
 To develop an understanding of how theorists have viewed human personality
 To equip students with the ability to evaluate these theories and determine which ones have value
and merit for further scientific inquiry.

Course Outcomes: After the completion of the course, the student shall be able to-
 Understand the theories of personality
 Understand the key concepts, principles of different theories of personality.
 Know the personality-related processes that explain individual behavioral variances.
 Think critically about and apply theoretical and empirical reasons for human behavior
 Apply the key personality domains and theories to gain a better understanding of one's own and
others' behavior.

Unit 1: Determinants and Measurement of Personality

Definitions of Personality
Determinants of Personality: Biological and Physiological; Psychological; Social; Cultural and
Environmental.
Measurement of Personality: Self report Inventories and Projective Techniques

Unit 2:Psychodynamic Theories of Personality

Freud’s Psychoanalytic Theory
Jung’s Analytic Theory.
Adler’s Individual Theory

Unit 3: Humanistic & Trait Theories

Abraham Maslow’s Need Hierarchy Theory of Personality.
Carl Rogers’s Phenomenological Theory of Personality
Gorden Allport’s Trait Theory of Personality
Factor Theories of Personality: Raymond B. Cattell’s and Big Five Personality Theory.

Unit 4:Social Learning and Contemporary Approach to Personality

Albert Bandura’s Social Learning Theory of Personality
Triguna and Panch Kosha

Suggested Readings
 Boeree,G.C.(2006). Personality Theories. Original E-Text-Site:
http://www.ship.edu/%7Ecgboeree/perscontents.html
 Carver,C.S., & Scheier, M. F. (2017). Perspectives on Personality (8th ed.). New York: Pearson Education.
 Friedman, H. S., & Schustack, M. W.(2015). Personality: Classic Theories and Modern Research
 (6th ed.). Boston, MA: Pearson Education.
 Hall, C.S., Lindzey, G. & Campbell, J.B. (1998). Theories of Personality. Wiley & Sons.
 Schultz, D. P., & Schultz, S. E. (2017). Theories of Personality (11th ed.). Boston, MA: Cengage Learning.
 vLFkkuk] e/kq ,oa fdj.kokyk oekZ(2023 ). ÞO;fDrRo euksfoKkuÞ eksrhyky cukjlhnkl]okjk.klh A
 JhokLro] Mh0,u0(2020). ÞO;fDrRo dk euksfoKkuÞ fouksn iqLrd efUnj]vkxjk &2 A
 flag] v:.k dqekj(2017 ). ÞO;fDrRo euksfoKkuÞ eksrhyky cukjlhnkl]iVuk A

COURSE CODE: PSY114F COURSE CREDIT = 4+0

COURSE TITLE: HISTORY AND SYSTEMS OF PSYCHOLOGY
COURSE TYPE: Theory
25
 Course Objectives: The major focus of the course is-
 To provide students with a comprehensive overview of the historical progression of psychological
thought, spanning from its philosophical roots to contemporary perspectives.
 To familiarize students with the major theoretical frameworks and methodologies that has shaped the
discipline of psychology over time.
 To cultivate students' ability to analyze understanding of the interconnectedness between historical
events, theoretical paradigms, and modern psychological practices.

Course Outcomes: Through this course, student should be able to:

 Identify historical roots of theories and principles in psychology.
 Appraise the contribution of different schools in emergence of psychology as a science.
 Illustrate the skills in evaluation of different psychological schools of thoughts.

Unit 1: The Emergence of Psychology

Introduction to Psychology, Philosophical Roots of Psychology, Contribution of Helmholtz,
Ebbhinghaus, Weber and Fechner.

Unit 2: Structuralism and Functionalism

Fundamental Postulates and Contributions of Structuralism (Wundt and Tichner)
Subject Matters and Contributions of Functionalism (William James and Harvey Carr), The Emergence
of Psychology as a Science.

Unit 3: Behaviorism and Gestalt Psychology

Basic Proposes of Behaviorism, Contributions of Behaviorism to Psychology, Elementary Postulates of
Gestalt Psychology, and Contributions of Gestalt Approach to Psychology.

Unit 4: Psychodynamic School

Basic Assumptions of Psychoanalysis, Contribution of Freud, Adler and Jung. Contributions of Neo
Freudians.

Unit 5: Humanistic Psychology

Basic Postulates of Humanistic Psychology, Contributions of Humanistic Psychology to the Emergence
of Psychology, Carl Roger's Phenomenological Theory, Maslow’s: Need Hierarchy Theory.

Suggested Readings:
 Leahy, T. H. (2006). History of Psychology: Main Currents in Psychological Thoughts. New York:
Pearson Education.
 Wolman, B.B. (1979). Contemporary theories and systems in psychology. London: Freeman Book
Company.
 Chaplin, J.P., & Krawice, T.S. (1979). Systems and theories in psychology. New York: Holt Rinechart &
Winston.
 Misra, G. (2010). Psychology in India. New Delhi: Pearson India

26
 COURSE CODE: PSY115F COURSE CREDIT = 0+2
COURSE TITLE: PSYCHOLOGICAL ASSESSMENT/TESTING
COURSE TYPE: Practical

Course Objectives: The major focus of this course is-

 To develop an understanding of assessment and testing of personality and neuropsychological functions
 To imbibe in students the aptitude for applied knowledge through assessment and testing

Course Outcomes: After the completion of the course, the student shall be able to:
 Develop proficiency to conduct the personality assessment
 Test various neuropsychological functions

Course for Lab Work

 Administration, Scoring and Interpretation of any test of personality traits
 Administration, Scoring and Interpretation of any projective personality test
 Measurement / Experiment on Memory/Attention/Perception
 Measurement of Muller Lyer Illusion using Method of Average Error

27
SEMESTER VII
UG HONORS FOURTH YEAR
AND
UG HONORS FOURTH YEAR WITH RESEARCH

28
 COURSE CODE: PSY116F COURSE CREDIT = 4+0
COURSE TITLE: COGNITIVE PSYCHOLOGY
COURSE TYPE: Theory

Course Objectives: The major focus of this course is-

 To understand from a cognitive point of view, advanced theoretical, empirical, and applied
knowledge of how basic mental processes work.
 To focuses on how the interactions of thinking, emotion, creativity, and problem- solving abilities
affect how and why you think the way you do.
 To understand internal mental processes- all of the workings inside your brain

Course Outcomes: After the completion of this course, the student shall be able to:
 Understanding how humans learn, remember, and process information.
 Know the cognitive approach to studying and learning strategies, maximizing their potential for
long-term memory, encoding and recall.

Unit 1: Introduction to Cognitive Psychology

Emergence of Cognitive Psychology, Research Methods in Cognitive Psychology (Naturalistic and
Controlled Observation)
Paradigms of Cognitive Psychology (Information Processing and Connectionist Approach)
Cognitive Neuroscience: Anatomy of the Brain (Fore Brain, Mid Brain, Hindbrain),
Positron Emission Tomography (PET), Functional Magnetic Resonance Imaging (FMRI), Event-Related
Potential Technique

Unit 2: Attention and Other Basic Processes

Selective Attention (Filter Theory, Attenuation Theory, Late-Selection Theory) Stroop Effect,
Bottom- Up Process (Template Matching, Prototype Matching)
Top-Down Process (Perceptual Learning, Model of Word Perception)

Unit 3: Memory & Forgetting

Declarative, Implicit and Explicit Memory
Models of Memory (Atkinson-Shiffrin Model, Levels of Processing Model, Tulving's Model of
Memory, Parallel Distributed Processing)
Semantic Memory Models (Hierarchical Semantic Network Model, Feature Comparison Model)
Theories of Forgetting (Interference, Cue-Dependent and Two- Factor Theory)

Unit 4: Language & Problem Solving

The Structure of Language: Phonology; Syntax; Semantics
Language Comprehension and Production: Speech Perception; Speech Errors in Production; Sentence
Comprehension
Problem Solving: Stages, Strategies (Analogy Approach, Means-Ends Heuristic);
Factors that Influence Problem Solving.
Decision Making and Reasoning: Types and Heuristics

Suggested Readings:
 Galotti, K.M. (1999). Cognitive Psychology: In and Outside Laboratory. Mumbai: Thomson Asia.
 Matlin, M.W. (1995). Cognition (III ed.). Bangalore: Prism Books Pvt. Ltd.
 Snodgrass, J.G. et. al. (1985). Human Experimental Psychology. New York: Oxford University Press.
 Misra, G. (Eds.) (2009). ICSSR Survey of advances in Research: Psychology in India (Volume 1): Basic Psychological
Processes and Human Development. New Delhi: Pearson Education in South Asia.
29
 COURSE CODE: PSY117F COURSE CREDIT = 4+0
COURSE TITLE: MOTIVATION AND EMOTION
COURSE TYPE: Theory

Course Objectives: The major focus of the course is-

 To comprehend the concept, nature, functions and various approached of motivation and emotion.
 To understand how emotional states influence the manifestation of motivated goal- directed activities
and vice versa
 To look at the motivation and emotions processes from a number of different psychological
angles (biological, cognitive, developmental, social)
 To understand how to comprehend & control motivation and emotion, both intra- personally and
interpersonally
Course Outcomes: After the completion of the course, the student shall be able to-
 Understand motivation and emotion from an empirical, scholarly perspective, rather than from an
intuitive or speculative standpoint based purely on personal experience and observations.
 Acquaint with ancient and contemporary theoretical frameworks and approaches used to explore
motivation and emotion.
 Analyzing the various ways in which motivational and emotional processes occur in daily life.
 Remember circumstances involving motivation and emotion, and develop behavioral predictions.

Unit 1: Basic Motivational concepts and Motives

Instincts, Needs and Drives, Incentives
Biological Motives: Hunger, Thirst, Sex & Sleep, Social Motives: Achievement, Aggression and
Affiliation
Extrinsic and Intrinsic Motivation

Unit 2: Approaches to the study of Motivation

Psychoanalytic, Ethological, Behaviorist and Humanistic
Expectancy Value theory
Indigenous Indian Approaches

Unit 3: Conceptual framework of Emotion

Basic Emotions, Physiology of Emotion
Relationship between Motivation, Emotion, Cognition & Culture
Emotion in Social Life: Emotional Competence, Emotional Maturity, Emotional Regulation

Unit 4: Theories of Emotion

Ambitious Theories (Tomkins, Mandler, Izard, Frijda)
Cognitive Theories (Arnold, Schachter), Rasa Theory
Emotional Intelligence (Concept, Models, Applications)

Suggested Readings
 Beck, R. C. (2003). Motivation: Theories and Principles (5th Ed.) (5th ed.). Boston, MA: Pearson Education.
 Cofer, C.N. & Apply, M.H. (1980). Motivation: theory and Research. New Delhi: Wiley Eastern Limited.
 Ewards, D.C. (1999). Human Motivation and Emotion. New Delhi: Sage
 Franken, R. E. (2006). Human Motivation (6th ed.). Belmont, CA: Wadsworth/Cengage Learning.
 Izard, C. E. (1977). Human Emotions: New York, Plenum Press.
 Izard, C. E., Kagan, J., & Zajonc, R. B. (Eds.). (1985). Emotions, cognition, and behavior. Cambridge University Press.
 Manstead, A.S.R. (Eds.) (2008). Psychology of Emotions (Vol. I, II, III, IV). New Delhi: Sage Publications.
 Oatley, K., Keltner, D. Jenkins, J.M. (2006). Understanding Emotions: JM. Oxford, UK:
 Reeve, J.M. (2001). Understanding Human Motivation and Emotion. New York: John Wiley& Son.
30
 COURSE CODE: PSY118F COURSE CREDIT = 4+0

COURSE TITLE: NEUROPHYSIOLOGICAL BASES OF BEHAVIOR

COURSE TYPE: Theory

Course Objectives: The major focus of the course is-

 To provide a comprehensive examination of the structure and operations of the brain from a scientific
perspective.
 To serve as a foundation for understanding Nervous System, sensory and motor functions, brain rhythms,
and adaptability.

Course Outcomes: After the completion of the course, the student shall be able to-
 Gain knowledge of the fundamental principles underlying the structure and operations of the nervous
system, including an understanding of how the brain is organized.
 Identify the specific areas and indicators of irregularities in advanced mental processes.
 Integrate scientific findings related to neuropsychological cognition, syndromes, and the mapping of
advanced mental functions.

Unit 1: Basic Functional unit and methods

Neuron: Types and Structure, Glia
Nerve Impulse and its Transmission
Synapse: Properties, Temporal and Spatial Summation, EPSP and IPSP, Neurotransmitters.
Methods and Techniques to Study Brain

Unit 2: Organization of Nervous System

Peripheral Nervous System: Somatic and Autonomic Nervous System
Central Nervous System: Brain and Spinal Cord (Structurer and Function) Organization of Cerebral cortex
Hemisphericity

Unit 3: Neurophysiological Bases of-

Endocrine System and Behavior
Emotions
Sleep
Attention
Memory and Language

Unit 4: Clinical Manifestations and Neurophysiology of-

Delirium
Dementia
Amnesia

Suggested Readings
 Gazzaniga, M., Ivry, R.B. & Mangun, G.R. (2012). Cognitive Neuroscience – The Biology of the Mind.
W.W. Norton & Company.
 Kalat, J.W. (2007). Biological Psychology. (9th ed.).UK: Thompson & Wadsworth.
 Kolb, B. & Whishaw, Z. Q. (2003). Fundamentals of Human Neuropsychology (6th Edition).New York:
Worth Publishers.

31
COURSE CODE: PSY119F COURSE CREDIT = 4+0
COURSE TITLE: RESEARCH METHODOLOGY AND TESTING IN PSYCHOLOGY
COURSE TYPE: Theory
Course Objectives: The major focus of the course is-
 To acquaint learners with methodology of quantitative psychological research and psychological
testing.
 To acquaint learners with philosophy, ethics, design, and evaluation of research in psychology.
 To enable learners to design research and statistical analysis of data.

Course Outcome: Through this course, student should be able to:

 The learners will be able to comprehend psychological design and can put them on appropriate
scaling method.
 Students will be getting hold of essentials of psychological testing along with various kinds of tests
implemented.

Unit 1: Research Methods

Scientific Approach; Types of Research: Empirical; Theoretical; Descriptive; Exploratory; Cross-
Sectional & Longitudinal

Unit 2: Psychological Research Processes

Problem- Sources & Formulation
Hypothesis- Meaning; Criteria & Types;
Variable: Concept; Types and Control;
Sampling- Concept & Techniques.

Unit 3: Research Design

Concept and Types of Variance
Experimental Designs; Nature types, Quasi-Experimental Designs; Non- Experimental Methods (Survey
and Field Study); Ex-Post Facto studies.

Unit-4: Psychological Tests

Meaning & Types; Steps for Construction of Psychological Tests: Item Writing; Item Analysis
Meaning and Types of Reliability,
Validity: Types and Procedures Standardization of test.
Norms: Types

Suggested Readings:
 Anastasi, A. (1950). Psychological Testing. Prentice Hall.
 Chaddha, N.K. (2009). Applied Psychometry. New Delhi: Sage.
 Freeman, F.S. (1962) (3rd Edition). Theory and practice of psychological testing. NewYork: Holt, Rinehart & Winston.
 Garrett,H.E. (1966). Statistics in Psychology and Education. Paragon International Publishers.
 Guilford, J.P. (1936). Psychometric Methods. London: McGraw Hill Publishing Company.
 Kerlinger, F.N. (1983). Foundations of Behavioral Research. New Delhi: Surjeet Publications.
 Singh, A.K. (2006). Tests, Measurement and Research Methods in Behavioral Sciences. Patna: Bharti Bhavan.
 JhokLro] jketh(2016) मनोिSKkfud ,oa “kSf{kd ekiu, मोतीलाल बनारसी दास, okjk.klh.
 लाल . जे . एन . ( 1999 ). मनोत् रिज् ञान एिं त् रशक् षा मे ं सां त् रययकी नीलकमल प् रकाशन िोरखपु रI 10. त् रमश् रा बबन एिं त् रिपाठी, लाल बचन (1994).
मनोिै ज् ञात् रनक एिं त् रं ं िययकी, हर प् रसाद भािसि, आिरा I
 त् रसं ह ए. के . (2013) मनोत् रिज् ञान, समाजशास् त् र तथा त् रशक् षा मे ं सां त् रययकी, नोिे ल् टी एं ड कं पनी, अशोक राजपथ, पटना 800004.
 त् रसं ह ए. के . (2004) मनोत् रिज् ञान समाजशास् त् र तथा त् रशक् षा मे ं शोध त् रित् रधयां , मोतीलाल बनारसी दास, त् रदल् ली, मु ं बई, चे न् नई, कोलकाता,

बे ं िलु रु , िाराणसी, पु णे . 32
 COURSE CODE: PSY120F COURSE CREDIT = 0+4
COURSE TITLE: LAB WORK

COURSE TYPE: Practical

Course Objectives: The major focus of this course is-

 To develop an understanding of assessment and testing of cognitive and emotional functions
 To imbibe in students the aptitude for applied knowledge through assessment and testing

Course Outcomes: After the completion of the course, the student shall be able to:
 Develop proficiency to assess the cognitive and emotional functions
 Conduct psychological experiments ensuring controlled conditions, report writing and interpretations of
the report

Course for Lab Work

 Administration, Scoring and Interpretation of any test of Cognitive Function/Motivation
 Administration, Scoring and Interpretation of any tool to measure Emotion/Emotional Intelligence
 Plan, Conduct and Report an Experiment using Experimental Method
 Ascertain the Reliability of any Psychological Test using any method of Reliability and Report

33
SEMESTER VIII
UG HONORS ONLY

34
 COURSE CODE: PSY121F COURSE CREDIT = 4+0

COURSE TITLE: GUIDANCE AND COUNSELLING PSYCHOLOGY

COURSE TYPE: Theory

Course Objectives: The major focus of this course is-

 To understand academic, emotional, behavioral difficulties of children and adolescents
 To acquaint students with counselling needs in marriage, workplace and among elderly
 To highlight counselling for people with addiction issues, attempted suicide, disabilities and
trauma
 To delineate the theories of career development and technological advances in counselling

Course Outcomes: At the end of this course, the student will be able to:
 Students will be able to understand about different guidance & counseling techniques
 Will understand to establish rapport and use various approaches in counseling with different areas
where counseling can be done

Unit 1: Guidance and Counseling

Meaning; Goals; Types of Counseling: a Overview.
Theoretical Bases of Counseling: Psychoanalytic; Phenomenological, Cognitive-Behavioral; Indian
Contribution to Counseling

Unit 2: Counseling Processes

Counseling Interview
Counseling Micro Skills: Attending, Paraphrasing, Encouragers, Confronting and Summarizing

Unit 3: Counseling Techniques

Psychoanalytic
Person-Centered
Cognitive-Behavioral (Beck and Albert Allis)

Unit 4: Counseling in Schools and Family

Career counseling
Family counseling, Marriage counseling
Group counseling; Counseling for Substance abuse and Child abuse
Trauma counseling

Suggested Readings:
 Edward, N. (2011). Counseling Theory and Practice. Cengage Learning.
 Gelso, C. J. & Pretz, B.R. (1995). Counseling Psychology. Bangalore: Prism Books Pvt. Ltd.
 Gibson, R. L. & Mitchell, M.H. (2005). Introduction to Counseling and Guidance (6thEd.)Pearson
Education.
 Kapur, Malavika (2011). Counseling Children with Psychological Problems. Pearson
Publications.

35
COURSE CODE: PSY122F COURSE CREDIT = 4+0
COURSE TITLE: CLINICAL PSYCHOLOGY
COURSE TYPE: Theory

Course Objectives: The major focus of this course is-

 To introduce the student to fundamental aspects of clinical psychology.
 To enable the students to understand the nature & the extent of skills necessary to conduct the
clinical practices by profession.
 To empower the students the ability to diagnose and identify the diverse mental problems and its
causes.

Course Outcomes: At the end of this course, the student will be able to:
 To understand the clinical psychology in general.
 Analyze and apply the assessment processes in diagnosis of behavioral issues.
 Evaluate the application of various therapeutic interventions in different settings.
 Apply the knowledge of clinical psychology to evaluate the mental status of individuals.

Unit 1: Introduction to Clinical Psychology

Clinical Psychology: Nature, Perspective and Historical Background
Clinical Assessment: Nature and Purpose, Clinical Relationship, Interview,
Testing in Clinical Psychology: Projective Tests- Nature and Types (Rorschach Inkblot Test, TAT)
Self-Report Inventories- Nature & Types, Outline for a Case Study

Unit 2: Therapies in individual Settings- I

Freudian Psychoanalysis: Theoretical Background & Therapeutic Techniques
Humanistic Existential Therapy (Rogers, Fritz Perls and Rolo May): Theoretical Background &
Therapeutic Techniques

Unit 3: Therapies in individual Settings- II

Behavior Therapy: Theoretical Background/Therapeutic Techniques
Cognitive Behavior Therapy: Theoretical Background & Therapeutic Techniques

Unit 4: Therapies in Group and Family Setting

Group Therapy: Nature, Historical Background, Formation of Groups; Forms of Group Therapies:
Psychodrama, Sensitivity Training and T- groups; Transactional Analysis and Encounter Group
Family Therapy: Historical Background, Goals and Models of Family Therapy

Suggested Readings:
 Bellack, A. & Hersen, M. (1980). Introduction to Clinical Psychology, New York: Oxford University
Press.
 Gregory, R.J. (2019). Psychological Testing, Pearson.
 Korchin, J. (1979). Modern Clinical Psychology, New York: Harper Collins.
 McMullin, R.E. (2000). The New Handbook of Cognitive Therapy Techniques, New Norton &
Company.
 Nietzel, M.T., Bernstein, D.A. & Milich, R. (1987). Introduction to Clinical Psychology,
 New Jersey: Prentice Hall.
 Semenoff, B. (1976). Projective Techniques, London: Wiley & Sons.
 Woleman, B.B. (1984). Handbook of Clinical Psychology, New York: Wiley & Sons.

36
COURSE CODE: PSY123F COURSE CREDIT = 4+0
COURSE TITLE: ORGANIZATIONAL BEHAVIOR
COURSE TYPE: Theory
Course Objectives: The major focus of the course is-
 To comprehend organizational behavior principles, theories, and research.
 Have a look at how people and groups act in the social and technological context of the workplace.
 To use the ideas to build up an organization's human resources by looking at individual and group
behavior, communication, conflict, and different management styles, ways to motivate people, and
coordination in the workplace.

Course Outcomes: After the completion of the course, the student shall be able to:
 Discuss the evolution of the field of organizational behavior and describe the micro and macro
methods.
 Describe how groups function and demonstrate the abilities required to perform in groups (team
building) and understand the various leadership styles and the role of leaders in decision-making.
 Explain organizational culture and characterize its components, as well as to examine the
implementation of organizational change.

Unit 1: Organizational Behavior

Introduction and Historical Background
Frame Work of Organizational Behavior
Field of Organizational Behavior

Unit 2: Personality, Perception and Individual Decision making

Personality Frameworks and Other Personality Attributes: The Myers-Briggs Type Indicators, Big Five
Personality Model, Core Self-Evaluations, Self- Monitoring and Proactive Personality
Person Perception: Common Shortcuts in Judging Others
The Link Between Perception and Individual Decision Making; Influences on Decision Making:
Individual Differences and Organizational Constraints

Unit 3: Attitudes and Motivation

Job Attitudes: Job Satisfaction, Job Involvement and Organizational Commitment
Outcomes of Job Satisfaction: Job Performance, Organizational Citizenship Behavior
Herzberg’s Two factor theory: McClelland’s Theory of Needs
Self - Determination Theory, Self-Efficacy Theory, Expectancy Theory

Unit 4: Organizational Structure, Change and Culture

Organizational Structure: Nature and Frameworks
Approaches to Managing Organizational Change (Lewin’s Three Step Model; Kotter’s Eight Step Plan)
Resistance to Change and Creating a Culture for Change
Organizational Culture: Nature and Functions

Suggested Readings:
 Hunt, J.G., Osborn, R.N. & Blen, M.U. (2010). Organizational Behavior, John Wiley & Sons,Inc. (11thedition).
 McShane, Steven L. & Glinow, Mary Ann Von, (2010). Organizational Behaviour: McGraw-Hill (5thedition)
 Robbins, S.P. Judge, T.A. & Saughi, S. (2013). Organizational Behavior, New Delhi: PearsonEducation (15thedition).
 Robbins, S.P. Judge, T.A. & Vohra, N. (2019). Organizational Behavior, New Delhi: PearsonEducation (18thedition)
 tSu]ih0lh0(2002). ÞlaxBukRed O;ogkjÞ jktLFkku fgUnh xzUFk vdkneh t;iqjA
 lqyseku] eqgEen ,oa pkS/kjh] fou; dqekj (2008. Þvk/kqfud vkS|ksfxd ,oa laxBukRed

37
 COURSE CODE: PSY124F COURSE CREDIT = 4+0
COURSE TITLE: HEALTH PSYCHOLOGY
COURSE TYPE: Theory
Course Objectives: The major focus of the course is-
 To understand health psychology and the relationship between mind and body.
 To understand the relationship between psychological factors and physical health and learn how to
enhance well-being.

Course Outcomes: After the completion of the course, the student shall be able to:
 Describe the relationships of social, biological, behavioral and cognitive variables to health.
 Find out those aspects of the social environment that influence health and illness outcomes including
interactions among family members and between healthcare consumers and healthcare providers.

Unit 1: Introduction to Health Psychology

Concept: Health and Illness; Nature of Health Psychology; Goals of Health Psychology
Models of Health: Bio-Psychosocial Model of Health
Role of Health Psychologists

Unit 2: Behavior and Health

Health Enhancing Behaviors (Exercise, Weight Management, Healthy Diet, Meditation, Immunization);
Health Compromising Behaviors (Alcoholism, Smoking, Tobacco Use, Social Media Addiction)
Theories of Health Behavior: Social Cognitive Theory, Theory of Planned Behavior, Health Belief Model,
Protection – Motivation Theory, Trans – Theoretical Model of Behavior Change
Barriers to Health Behavior Change

Unit 3: Chronic Illnesses

Cardiovascular Diseases –Risk factors, Prevention and Management
Diabetes- Types, Health Implications, Problems in Self-Management and Intervention
Cancer- Prevalence and Types, Psychosocial Factors and Cancer; Adjusting to Cancer; Psycho
Diagnostic Intervention
Brain Stroke – Risk factors, Psychological Effects, Intervention.

Unit 4: Health Care System: Indian Scenario

Inequalities in Health Care Systems and Services
The Attitude of Health Professionals; Doctor-Patient Communication; Burnout in Health Professionals
Health Promotion in India
Status of Health Psychology in India

Suggested Readings:
 Dimatteo, M. R., & Martin L. R. (2011).Health psychology. India: Dorling
 Sarafino, E.P. (2002). Health psychology: Bio psychosocial interactions (4th Ed.).NY: Wiley.
 Taylor, S.E. (2006). Health psychology. (6th Ed.) New Delhi: Tata McGraw Hill.
 Ogden, J. (2012). Health Psychology. McCrawhill Foundation
 Morrison, V., & Bennett, P. (2009). Introduction to Health Psychology (2nd Ed) Pearson Education Limited, New York.
 दबू े ,अ. एिं शु क् ला, आ. (2022). स् िास् थ मनोत् रिज् ञान . त् रकताब महल प् रकाशन .
 Suggestive digital platforms web links http://heecontent.upsdc.gov.in/Home.aspx http://www.apa.org
 :http://heecontent.upsdc.gov.in/Home.aspx e-pathshala of DDUGU
 https://youtu.be/bBCPlSoSwqs
 http://182.18.165.51/StudyMaterialUploadHelpFile.pdf

38
COURSE CODE: PSY125F COURSE CREDIT = 0+4
COURSE TITLE: LAB WORK
COURSE TYPE: Practical

Course Objectives: The major focus of this course is-

 To develop an understanding of assessment and testing of health psychology
 To imbibe in students the aptitude for applied knowledge through clinical assessment

Course Outcomes: After the completion of the course, the student shall be able to:
 Conduct the screening and assessment of psychological tools for examining clinical issues
 Learn and execute an in-depth investigation of a single person, group, event or community

Course for Lab Work

 Plan, conduct and report an experiment/ test related to health behaviors/health beliefs
 Plan, conduct and report an experiment/ test related to emotion/emotional intelligence/intrinsic motivation
 Administration, scoring and interpretation of any projective personality test
 Administer and report any one standardized test related to job satisfaction/ decision making/self-efficacy

39
SEMESTER VIII
(With Research)

40
 COURSE CODE: PSY126F COURSE CREDIT = 4+0
COURSE TITLE: QUALITATIVE RESEARCH METHODS
COURSE TYPE: Theory

Course Objectives: The major focus of the course is-

 To learn basic steps they need to know if they want to do qualitative research.
 To teaches them about the larger qualitative approaches and methodologies in which these methods can
be used.
 To learn about how qualitative research is done and are encouraged to try out the most important
methods for collecting, analyzing, and reporting qualitative data.

Course Outcomes: After the completion of the course, the student shall be able to-
 Come up with a research strategy that meets a study's goal in an appropriate within a consistent
conceptual framework.
 Understand how question design affects the creation of survey, focus group and interview questions
 To design and evaluate semi-structured interview and focus group questions;
 To conduct (and record/transcribe) interviews and focus groups in a professional way.
 Analyze rich, complex, qualitative data using a variety of methods and orders of analysis; and evaluate
the results in a realistic way.
 Report the results of qualitative research in a professional and academic way.

Unit 1: Qualitative Research

Conceptual Foundations: : Positivism, Post Positivism and Post modernism: Phenomenology and
Existentialism; Hermeneutics and Discursive Term
Themes of Qualitative Inquiry
Ethical Issues

Unit 2: Qualitative Research Design

General Principle
Choosing the Right Method
Methods of Data Collection (Qualitative Interviewing, Focus Group, Observation, Text)
Triangulation
Validity in Qualitative Research

Unit 3: Methods of Qualitative Research: Theoretical Background, Research Questions, Data Collection,
Data Analysis and Report Writing of Each of the Following-
Interpretative Phenomenological Analysis
Grounded Theory

Unit 4: Methods of Qualitative Research: Theoretical Background, Research Questions, Data Collection,
Data Analysis and Report Writing of Each of the Following-
Discourse Analysis: Discursive psychology and Foucauldian Discourse Analysis
:Narrative Analysis, Thematic Analysis

Suggested Readings:
 Patton, M. Q. (1998). Qualitative evaluation and research methods. (2nd ed.). SAGE Publications, inc.
 Seale, C., Gobo, G., Gubrium, J. F., & Silverman, D. (Eds.). (2003). Qualitative research practice. Sage.
 Smith, J.A. (2008). Qualitative Psychology: A Practical Guide to Research Methods (3rd edition): Sage.
 Willig, C. (2001). Introducing Qualitative Research in Psychology. Open University Press.
 Willig, C. & Station-Rogers, W. (2010). The Sage Handbook of Qualitative Research in Psychology. Sage. 41
 COURSE CODE: PSY127F COURSE CREDIT = 4+0
COURSE TITLE: INTRODUCTION TO RESEARCH DESIGNS
COURSE TYPE: Theory

COURSE OBJECTIVES: The major focus of the course is-

 Comprehensive understanding of Research Design and Analysis of Variance to scholars
 Comprehending how various designs might be utilized in various types of research situations
 Help students think critically about the appropriate methods for designing a research proposal, collecting
and analyzing data, and determining the use of basic statistics for analyzing empirical data

Course Outcomes: After the completion of the course, the student shall be able to:
 Understand the concept of research and research design
 Distinguish a purpose of various research design
 Identify the overall process of designing psychological research
 Analyze ANOVA for scholarly writing

Unit l: Research Design:

Meaning, Purposes and Criteria, the Concept and Types of Variance
Types of Research Design: Quasi-experimental and experimental Design; Factorial Designs, Mixed
Designs, Repeated Measures Designs, Mixed Design.

Unit 2: Correlational Non-experimental Design:

Nature of Ex-post Facto Studies
Survey Research
Field Study
Causal Comparison Designs

Unit 3: Analysis of Variance:

Concept and Assumptions of Analysis of Variance.
Important Terminologies
One -Way and Two -Way Analysis of Variance (Independent sample and repeated measures)
Main Effect and Interaction Effect
Post Hoc Comparison Methods

Suggested Readings:
 Black, T.R. (1988). Quantitative Research Design for Social Science. Thousand Oaks: Sage.
 Broota, K.D. (1992). Experimental Designs in Behavioural Research. New Delhi: Wiley Eastern.
 Brown C.W. & Ghiselli, E.E.(1965). Scienctific Mrthods in Psychology, McGraw- Hill,N.Y.
 Cook, T.D., & Campbell, D.T. (1979). Ouasi-experimentation. Blalock, H.M. (1979): Socialstatistics. New York: McGraw
Hill.
 Edwards, A.K. (1976). Experimental designs in psychological research. New York: Holt
 Heman, G.W. (1995). Research Methods in Psychology, Houghton MIfflin Company, Boston, Illinois, New Jersy.
 Newman, W.L.(1991). Social Research Methods: Qualitative and Qualitative Methods, Boston: Allyn & Bacon.
 McGuigan, F.J.(1968). Experimental Psychology – AMethodological Approach, Prentice Hall, N.J.
 Karlinger F.N.(1983). Foundations of Behavioural Research, Surjeet Publication, Delhi.
 Tripathi, L.B. (1985). Psychology Research Methods, Har Prasad Bhargav, Agra

42
 COURSE CODE: PSY128F COURSE CREDIT = 0+12
COURSE TITLE: RESEARCH PROJECT
COURSE TYPE: Practical

Course Objectives: The major focus of this course is-

 To develop research skills in students
 To help the students utilize the psychological methods of investigation in basic/applied settings.

Course Outcomes: After the completion of the course, the student shall be able to:
 Gain understanding of planning, conduction and reporting of a research
 Understand the utilization of various psychological tools
 Develop an understanding of various psychological methods of research

Requirements for this Course:

Every student has to select an innovative topic of research related to psychology and choose an appropriate
method, design, sampling and data collection techniques according to the nature of problem. The student as per the
demand of the research shall do the fieldwork, collection of data, analysis of the results, and preparation of the
report. Every student would work under the supervision of a faculty allotted by the department.

At the end of the Semester the student should submit the report-
 The report should be of minimum 35 pages\20000 words in typed form (MS Word, 1.5 spaced, 12-point
font, Times New Roman) with a cover page.
 The report shall contain the following chapters- Introduction, Review of Literature, Objectives and\or
Hypothesis, Methodology (including sample, measuring tools, and procedures), Results (including data
analysis, Tabulation), Discussion, Conclusion, References and Appendices.
 The report submitted should be in alignment with Research Ethics (Informed consent and Plagiarism)
and APA guidelines.

Interpretation

 The project report should satisfy the following requirements-

 New interpretation of factor or theories.

 Evince the candidate capacity for critical examination.
 The literary presentation is in a form suitable for publication.
 The candidate have to prepare a power point presentation and a viva voice would be conducted by team
of examiners (nominated by Board of Studies) based on the presentation and report.

43
Skill Enhancement Course/
Vocational (SEC)

44
 COURSE CODE: PSYSEC101 COURSE CREDITS: 3+0

COURSE TITLE: PSYCHOLOGY OF HAPPINESS AND WELL-BEING

COURSE TYPE: Theory

Course Objectives: The major focus of the course is-

 To help students acquire knowledge about various aspects of happiness
 To make students able to identify correlates of happiness to promote well-being in day-to-day life.

Course Outcomes: After the completion of the course, the student will be able to-
 Understand the pursuits of happiness
 Have knowledge about the researches on happiness
 Apply the knowledge of measuring happiness and its correlates for the well-being in life

Unit 1: Introduction to Psychology of Happiness

Positive and Negative Affectivity
Types of Happiness- Eudemonic and Hedonic
Earlier Developments in the Fields of Happiness
Measures and Positive Correlates of Happiness
Traits Associated with Happiness Setting
The Global Pursuit of Happiness

Unit 2: Psychological Correlates of Happiness

Bliss
Quality of Life
Life Satisfaction
Experience of Flow

Unit 3: Happiness and its Social Aspects

Social Correlates of Happiness
Culture and Happiness
Relationships and Happiness
Sense of Belongingness for Happiness
Altruism

Unit 4: Well-Being
Concept: Social / Emotional Wellbeing; Subjective Wellbeing
Building Resilience and Wellbeing

Suggested Readings:
 Baumgardner, S.R. & Crothers, M.K. (2009). Positive Psychology. New Delhi: Pearson Education
 Carr, A. (2004). Positive Psychology. The Science of Happiness and Human Strengths. London: Routledge.
 Snyder, C.R.& Lopez. S. (2007). Positive Psychology. The scientific and Practical explorations of Human Strengths.
Sage Publications
 Synder, C.R.& Lopez. S. (2007). Handbook of Positive Psychology. Oxford Publications.
 राय,अ. (2023). सकरात् मक मनोविज् ञान .मोतीलाल बनारसी दास प् रकाशन .

45
 COURSE CODE: PSYSEC102 COURSE CREDITS: 3+0
COURSE TITLE: PSYCHOLOGY OF ADJUSTMENT AND STRESS MANAGEMENT
COURSE TYPE: Theory

Course Objectives: The major focus of the course is-

 To acquaint the students with various areas of adjustment and familiarize the students with modern
ways of effective adjustment.
 To recognize the signs of stress, and learn how they can make adjustments and manage to cope with
stress more effectively.
 Students also may develop various skills to manage their stress and improve their quality of life.

Course Outcomes: After successful completion of this course students would able:
 To understand modern ways of effective adjustment in various aspects of life
 To understand the nature of stress and learn the skill to identify symptoms demonstrating stress
 To get an insight into the various environmental, social, psychological and physiological
concomitants of stress
 To develop skills to reduce the impact of these factors and promote conditions that will reduce
stress

Unit 1: Understanding Stress

Stress: Nature, Types Sources of Stress, Symptoms (Physical and Psychological),
Bodily Reaction to Stress
Perspective on Stress: Physiological, Psychological and Social.

Unit 2: Strategies of Stress Management and Prevention

Relaxation Techniques
Positive Talk
Thoughts Stopping
Mindfulness Techniques
Meditation and Yogic Practices

Unit 3: Human Adjustment

Psychology of Adjustment
Psychodynamic Perspectives: Freud, Jung and Adler
Behavioral Perspectives: Pavlov, Skinner, Bandura
Roots of Happiness
Marital Adjustment
Adjustment with Career and Work

Suggested Readings:
 B.L. (2018). Managing Stress: Principles and Strategies for Health and Well-Being (9th Edition). Burlington, MA:
Jones & Bartlett Learning.
 Carr, A. (2004). Positive Psychology: The science of happiness and human strength.UK:
 DiMatteo, M.R. & Martin, L.R.(2002). Health psychology. New Delhi: Pearson
 Eastwood, A. (1983)Psychology of adjustment : personal growth in a changing world. Englewood Cliffs, N.J. :
Prentice-Hall
 Kottler, J. A. & Chen, D. D. (2011). Stress management and prevention: Applications to daily life (2nd Ed.). London
and New York: Routledge.
 Marks, D., Murray, M., Evans, B., Willig, C., Woodall, C. and Sykes, C. (2005). 2nd ed. Health psychology: Theory,
research and practice. N.D.: Sage Pub
 Neiten, W. & Lloyd, M.A (2007). Psychology applied to Modern life. Thomson Detmar Routledge.
46
 COURSE CODE: PSYSEC103 COURSE CREDITS: 3+0
COURSE TITLE: LIFE SKILLS
COURSE TYPE: Theory

Course Objectives: The major focus of the course is-

 To develop understanding into the fundamentals of life skills.
 To examine the multidisciplinary impact of life skills education.
 To develop competencies to understand and handle issues of adolescent and youth.
 To gain skills to train people for crisis management, empowerment of women and corporate issues.

Course outcomes: After successful completion of this course, students would able:
 Experience self-awareness and develops ways to face demands and challenges of life.
 Examine the theoretical and application based perspective of life skills education.
 Develop competencies to classify different types of life skills.
 Develop understanding into techniques of education of life skills.

Unit 1: Introduction to Life Skill Education

Concept of Life Skills
Models of Life Skills. (WHO Model, 4 H Targeting Life Skills Model)
Theoretical Foundations of Life Skills:
Theories of Self (Looking Glass Self, Self Determination Theory)
Theories of Emotions and Coping (Psychological Stress- Lazarus, Broaden and Build Theory of Emotions-
Fredrickson) Theory of Risk and Resilience (Masten, Luther, Becker)

Unit 2: Core Life Skills

Skills of Self-Management and Empathy
Self-Awareness (Self Concept, Self Esteem, Techniques for Enhancing Self Awareness); Empathy (Meaning
and Techniques to Enhance Empathy)
Coping with Emotions (Meaning of Emotions, Coping with Negative Emotions, Cultivating Positive Emotions)
Coping with Stress (Types of Stress, Signs and Symptoms, Strategies to Manage Stress)
Communication skills (Types of Communication, Styles of Communication, Barriers in Communication,
Strategies for Effective Communication)
Interpersonal Skills (Determinants, Maintaining, Sustaining and Ending a Relationship, Conflict Resolution).
Negotiation and Refusal skills (Stages of Negotiation, Enhancing Negotiation Skills, Refusal Skills)
Creative Thinking and Critical Thinking

Unit 3: Life Skills in Contemporary Times

Media and Life Skills Development (Influence of Media in Life Skill Development, Use of Social Media for
Life Skill Development)
Life Skills for Social Inclusion, Women Empowerment.
Life Skills for Corporate Sector (Crisis Intervention, Team Building)

Suggested Readings:
1. Ghosh, Shantikumar. 2004. Universal Values. Kolkata: The Ramakrishna Mission.
2. Goleman, D. 1995. Emotional Intelligence. New Delhi: Bloomsbury Publishing India Private Limited.
3. Joshi, Kireet. 1997 Education for Character Development. Delhi: Dharma Hinduja Centre of Indic Studies.
4. Mookerji, Radha K. 1989 Ancient Indian Education. Delhi: Motilal Banarasidass Patra, Avinash. 2012.
5. Dawkins, E.R. 2016. 52 Weeks of Self Reflection — Your Guided Journal of Self Reflection. Chicago: A B
Johnson Publishing
6. Ackerman, C.E. 87 Self-Reflection Questions for Introspection [+Exercises]. Retrieved 2021 from
https://positivepsychology.com/introspection-self-reflection/

47
Ability Enhancement
Courses/
Co-Curricular (AEC)

48
 COURSE CODE: AECPSY 101 COURSE CREDITS: 2+0

COURSE TITLE: EMOTIONAL INTELLIGENCE

COURSE TYPE: Theory

Course Objectives: The major focus of the course is-

 To empower students for developing adequate vocabulary for expression of emotions and thereby
develop their emotional intelligence and wisdom.
 To help students learn the concept of Emotional Intelligence (EI).
 To become acquainted with the models of EI and their assessment.
 To learn ways of managing emotions and learn strategies to improve EI.
 To learn the applications of EI in various settings.

Course Outcome: After successful completion of this course, students would able:
 To gain knowledge about the concept of emotional intelligence.
 To explain the components of emotional competencies.
 To manage emotions and acquire different strategies to improve emotional intelligence.
 To apply emotional intelligence in different settings ranging from educational, personal to health and
workplace settings.

Unit 1: Emotional Intelligence

Concept
Historical Background
Importance
Measurement of EI

Unit 2: Models of emotional intelligence & competencies

Ability
Trait
Mixed
Framework of Emotional Competencies: Self-Awareness, Self-Management, Social Awareness, and
Relationship Management

Suggested Readings:
 Bar-On, R., & Parker, J. D. A. (Eds.) (2000). The Handbook of Emotional Intelligence. San Francisco,
California: Jossey Bros.
 Goleman, D. (1995). Emotional Intelligence. New York: Bantam Book.
 Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books.
 Goleman, D. (2007). Emotional Intelligence, A New Vision for Educators. Amazon Books
 Salovey, P., Marc, A., Brackett, and Mayer, J. D,, (Eds.). (2007). Emotional Intelligence: Key Readings
on the Mayer & Salovey Model. National Professional Resources Inc.
 Singh, D. (2001). Emotional Intelligence at work. Sage Publications Inc. Response Books.

49
 COURSE CODE: AECPSY 102 COURSE CREDITS: 2+0
COURSE TITLE: COMMUNICATION AND INTERPERSONAL RELATION SKILLS
COURSE TYPE: Theory

Course Objectives: The major focus of the course is-

 To gain an understanding of the nature, process and relevance of communication
 To improve one's comprehension of communication skills and cultivate effective communication skills
 To read others' body language and interpret what your own body is communicating.

Course Outcomes: After the completion of the course, the student will be able to-
 Increase effectiveness by carefully listening and recognizing the distinction between 'hearing' and
'listening'
 Acquire the skills necessary to listen actively and a greater understanding of their Communication.
 Develop and understand the appropriate skills and interventions needed to address various psychosocial
problems.

Unit 1: Communication
Meaning; Essentials of Good Communication;
Communication Barriers
Non-Verbal Communication and Body Language.
Techniques of Effective Communication: Para Verbal Communication Skills; Active Listening Skills and
Empathy.

Unit 2: Personality development

Concept of Personality; Trait and Types of Personality; Determinants of Personality.
Goal Setting and Time Management: Concept and Importance of Goals;
SMART (Specific, Measurable, Achievable, Realistic, Time-bound) Goals
Identifying Time Wasters
Techniques of Time Management.

Unit 3: Interpersonal relationships

Types of Interpersonal Relationship; Tips to Improve Interpersonal Relationship.
Digital Etiquette: ICT; E-mail Etiquette; Online Etiquette.
Impact of Behavior-Focused Skills and Interventions,
Behavior Intervention Strategies-Antecedent and Consequence
Enhancing Skills/Interventions through Social Influence.

Suggested Readings:
 Dubey, Anubhuti & Shukla, Aradhana (2023). Communication Skills and Personality Development, Anu
Books International Publishers, Delhi.
 Dalal, A. & Misra, G.(2002). New Directions in Indian Psychology (Vol. 1). Social Psychology. New
Delhi, Sage Publications.
 Petes S. J. & Francis(2011). Soft Skills and Professional Communication. New Delhi:Tata McGraw-
Hill Education.
 Misra, G.(2011). Oxford Handbook of Psychology. New Delhi: Oxford Press.
 Schneider, F.W., Grumman, J.A. & Couts, L.M.(2012). Applied Social Psychology (2ndEdition).
Sage Publications, New Delhi.
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50