KAVAYITRI BAHINABAI CHAUDHARI

NORTH MAHARASHTRA UNIVERSITY, JALGAON

REVISED SYLLABUS FOR

CHOICE BASE CREDIT SYSTEM PATTERN (CBCS)

M.A. PART- I (PSYCHOLOGY)

FOR
SEMESTER I & SEMESTER II

UNDER THE FACULTY OF HUMANITIES

WITH EFFECT FROM

JUNE-2021

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 SYLLABUS FOR M.A. (PSYCHOLOGY) PART-I
CHOICE BASED CREDIT SYSTEM (CBCS) AND OLD PATTERN
EQUIVALENT COURSE CHART
SEMESTER-I
New Syllabus from June 2021 (CBCS Pattern) Old Syllabus from June 2017
Semester-I Semester-I
Paper Paper Code Name of The Paper Paper Name of The
AND No. Course/Paper Code Course/Paper
(Core Course)
I PG CC Personality I PSY-111 Approaches and
PSY-101 Psychology Aspects of Personality
II PG CC Psychometrics II PSY-112 Cognitive Psychology
PSY-102
III PG C.C. Experimental III PSY-113 Advanced
PSY-103 Psychology (Practical) Psychological Testing
NA Not Applicable IV PSY-114 Psychological Practical
NA (Tests)

SEMESTER-II
New Syllabus from June 2021 Old Syllabus from June 2017
Semester-II (CBCS) Semester-II
Paper Paper Code Name of The Paper Paper Name of The
AND No. Course/Paper No. Code Course/Paper
(Core Course)
I PG CC Biological Basis of I PSY-121 Motivation and Emotion
PSY-201 Motivation and
Emotion
II PG CC Statistical Methods II PSY-122 Cognitive Phenomenon
PSY-202 in Psychology
III PG CC Psychological III PSY-123 Statistics in Psychology
PSY-203 Testing (Practical)
NA-- NA-- Not Applicable IV PSY-124 Psychological Practical
(Experiments)

SKILL BASED, / ELECTIVE AND AUDIT COURSES

Semester Paper Skill Based /Electives Paper Code No Name of The
No. Course/Paper
IV Skill Based Course PG SC-PSY-104 Cognitive Psychology
OR OR OR
SEM-I V Elective Course PG EC PSY- 105 Learning Theories
VI Audit Course (Compulsory) PG AC-PSY-106 Practicing Cleanliness

IV Skills Course PG SC-PSY-204 Cognitive Process

SEM-II OR OR OR
V Elective Course PG EC PSY-205 Behaviour Modification
VI Audit course PG AC PSY-206 Soft Skills Development
Semester – I (18 Credits) + Semester-II (18 Credits) = Total 36 Credits

(Note: 60 Marks for External Exam and 40 Marks for Internal Exam. Theory Paper
Evaluation Chart Details Given on Last Page.)
Dr. G. B. Chaudhari
Chairman, BOS Psychology
KBC North Maharashtra University, Jalgaon.

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 KAVAYITRI BAHINABAI CHAUDHARI
NORTH MAHARASHTRA UNIVERSITY, JALGAON
FACULTY OF HUMANITIES
SYLLABUS FOR M.A. PSYCHOLOGY- (Part- I) SEMESTER- I
UNDER PATTEREN OF
CHOICE BASED CREDIT SYSTEM (CORE COURSE)

SUBJECT -PERSONALITY PSYCHOLOGY (PG CC PSY-101)

Total marks - 60 + 40 (Theory) Periods - 60
Credit - 04 Total Hours - 60

Objectives: -
1. To help the students to understand the term ‘Personality’. It will enable them to study
the various determinants of personality and measurement of traits.
2. To allow the students to observe and interpret individual differences in behaviour in the
light of sound theoretical systems of personality.
3. To acquaint the students with the applications of personality theories in different walks
of life.
UNIT-: I Introduction to Psychology of Personality [Periods 15]
1.1 Definition, Origins and Nature of Personality
1.2 Development of Personality -: (Meaning, Process and Techniques of Personality
Development.)
1.3 Determinants of Personality-; (Biological or Physical, Psychological, Environmental, Social,
Educational, & Family)
1.4 Characteristics of Good Personality Theory and Evaluation of Personality Theory
1.5 Approaches: Person-Situation Interaction, Idiographic & Nomothetic

UNIT-II Trait and Type Theories of Personality [Periods 15]

2.1 Trait and Type Theories of Personality, Differences between Trait and Type
2.2 Allport’s Trait Theory of Personality
2.3 Eysenck Personality Theory and the Big 5 Theories of Personality
2.4 Type A and B Personality Theory, Types of Theories of Personality (Carl Jung and The
Myers – Brigg’s Test.)
2.5 Concept of Personality: Indian Perspective- (Sattvic, Rajasic and Tamasic Personality)

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UNIT- III Psychodynamic and Humanistic Theories of Personality

[Periods 15]
3.1 Introduction to Psychodynamic Theories of Personality
3.2 Psychodynamic Theories of Personality (Freud, Erikson)
3.3 Social Psychological Theories of Personality (Alfred Adler, Karen Horney)
3.4 Humanistic Theories of Personality (Maslow, Rogers)
3.5 Application: Importance of Défense Mechanisms in one’s Life

UNIT-IV -Learning and Cognitive Theories of Personality [Periods 15]

4.1 Classical Conditioning by Pavlov (Stimulus Generalization and Discrimination, Extinction,
Reinforcer, Spontaneous Recovery)
4.2 Operant Conditioning by Skinner (Shaping, Aversive Stimulus, Behaviour Modification)
4.3 Dollard and Miller Theory of Personality (Drive, Clues, Response, Reinforcement,
Frustration-Aquaresis Hypothesis)
4.4 Bandura’s Social Cognitive Theory of Personality (Reciprocal Determination, Self-Efficacy)
4.5 George Kelly: Personal Construct Theory, (Structure of Personality, Characteristics of
Personal Construct, Human as a Scientist.)

BOOKS REFERENCE
Books:
1) Singh, Arun Kumar. (2014). Psychology of Personality. Motilal Banarsidass Publishers: New
Delhi.
2) Hall, C.S., Lindzey, G., & Campbell, J.B. (2007). Theories of Personality (4th Edn.) Wiley:
India.
3) Schultz, D.P & Schultz, E.S. (2005). Theories of personality. Delhi,
4) Gatchel, R. J., & Mears, F. (1982). Personality – Theory, Assessment, and Research. St.
Martin’s Press, Macmillan: London.
5) Kundu, C. L. (1989). Personality Development. Sterling Publishers Pvt Ltd: Delhi.
6) Ewen, R., B., (2010 ): An Introduction to theories of Personality. Psychology press, Taylor
and Francis group, New York.
7) Barve, B. N. (2006). Vyaktimatwa Siddhant. Vidya Prakashan, Nagpur.
8) Ryckman, R.M. (1978). Theories of Personality. D.Van Nostrand Company: New York.

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 KAVAYITRI BAHINABAI CHAUDHARI
NORTH MAHARASHTRA UNIVERSITY, JALGAON
FACULTY OF HUMANITIES
SYLLABUS FOR M.A. PSYCHOLOGY- (Part- I) SEMESTER- II
UNDER PATTEREN OF
CHOICE BASED CREDIT SYSTEM (CORE COURSE)

SUBJECT-BIOLOGICAL BASIS OF MOTIVATION AND EMOTION (PG CC PSY-201)

Total Marks - 60+40 (Theory) Total Hours - 60

Credit-04 Total Period- 60

Objectives:
1. To provide comprehensive overview of the major theories of Motivation and emotion
2. To create awareness about the role of biological factors in motivation and emotion.
3. To emphasize the importance of positive and negative emotions in human life.

UNIT-I: Basic Aspects of Motivation [Periods- 15]

1.1. Definition and Basic Motivational Concepts: instincts, needs, drives, motivational cycle etc.
1.2. Approaches to the study of motivation: Physiological, Ethological, Cognitive, Socio-cultural
and Developmental.
1.3. Mechanism of hunger and thirst
1.4. Mechanism of sleep and sex
1.5. Cognitive bases of motivation: Intrinsic Vs Extrinsic Motivation, Attribution, Competence.

UNIT-II: Understanding and Measuring Motivation [Periods- 15]

2.1. Meaning of Content and Process Theories of Motivation
2.2. Content Theories of Motivation: (Maslow’, Alderfer’s, Herzberg’s, McClelland)
2.3. Process Theories of Motivation: (Expectancy Theory, Equity Theory, Goal-setting Theory)
2.4. Measurement of motives: Issues and Techniques
2.5. Cross – Cultural perspective of motivation

UNIT- III Foundations of Emotion [Periods- 15]

3.1. Concepts and Components of Emotion
3.2. Types of Emotion (Paul Eckman, Robbert Plutchik's model)
3.3. Physiological basis of emotions (The brain, the autonomic nervous system, neuro-chemical
basis)
3.4. Cerebral lateralization of cognition and emotion

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3.5. Emotion and culture - Etic and Emic approach

UNIT-IV Theories and Measurement of Emotion [Periods- 15]

4.1. Bodily Response Theories of Emotion – (James-Lange, Cannon-Bard)
4.2. Cognitive Theories of Emotion (Schechter-Singer, Lazarus)
4.3. Broaden and Build theory of Positive Emotions
4.4. Facial Feedback Hypothesis
4.5. Emotional intelligence: Models (Ability, trait, mixed) and Measurements

REFERENCES:
1) Aamodt, M. G. (2010). Industrial/organizational psychology: An Applied Approach (6th
Ed.).U.S.A.: Wadsworth Cengage Learning.
2) Borod, J. (ed) (2000). The neuropsychology of emotions. Oxford: Oxford University
Press.
3) Buck, R. (1976). Human Motivation and Emotion. New York: Wiley.
4) Carlson, N. R. (2007). Foundations of physiological psychology. N.D.: Pearson Edu.
5) Ekman, P. & Davidson, R.J. (1995). The Nature of Emotion: Fundamental Questions.
NY: Oxford University Press.
6) Endler, N.S., & Magnusson, D. (1976). Interactional Psychology and Personality.
Hemisphere Pub. Corporation.
7) Frager, R. & Fadiman, J. (2007). Personality and personal growth (6th Edn.). India:
Pearson Prentice Hall.
8) Franken, R. E. (2007). Human motivation. USA: Thomson Higher Education.
9) Kalat, J. W. (2000). Biological psychology. Wadsworth, Inc.
10) Kondalkar, V. G. (2007). Organizational Behavior. New Delhi: New Age International
(P) Limited Publishers.
11) Lazarus, R.S. and Monat, A. (1979). Personality. Prentice Hall, Inc.
12) Linley, P. A., & Joseph, S. (2004). Positive Psychology In Practice. New Jersey: John
Wiley and Sons, Inc.
13) London, H. & Exner, J.E. (1978). Dimensions of Personality. New York: Wiley
14) Mayer, F.S & Sutton, K. (1996). Personality: An Integrative Approach. N.J.: Prentice-
Hall.
15) Mischel, W.; Shoda, Y.; & Smith, R. E. (2004). Introduction to personality. John Wiley
& Sons.

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16) Oatley, K. & Jenkins, J. M. (1992). Understanding Emotions. Cambridge: Blackwell
publishers.
17) Pinel, J.P.J. (2007). Biopsychology. N.D.: Pearson Edu.
18) Salovey, P. & Sluyter, D. (eds) (1997). Emotional development and emotional
intelligence: Implications for educators. NY: Basic Books.
19) Schultz, D.P & Schultz, E.S. (2005). Theories of personality. Delhi: Thomson
Wadsworth.
20) Taylor, S. (1999). Health psychology. ND: McGraw-Hill.

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 KAVAYITRI BAHINABAI CHAUDHARI
NORTH MAHARASHTRA UNIVERSITY, JALGAON
FACULTY OF HUMANITIES
SYLLABUS FOR M.A. PSYCHOLOGY- (Part- I) SEMESTER- I
UNDER PATTEREN OF
CHOICE BASED CREDIT SYSTEM (CORE COURSE)

SUBJECT – PSYCHOMETRICS (PG CC PSY-102)

Total marks - 60+40 (Theory) Periods - 60
Credit - 04 Total Hours - 60
---------------------------------------------------------------------------------------------------------------------
Objectives:
1. To create critical understanding of measurement issues and techniques in psychological
inquiry.
2. Enable students to develop skills and competencies in test construction and standardization
3. To develop occupational skills in student related with psychological testing.

Unit-I: Introduction to Psychological Testing [Periods 15]

1.1 Psychological test: History, meaning, nature and types
1.2 Levels of Measurement (Scales)
1.3 Characteristics of good test, meaning of test score, Test- Report writing
1.4, Social and ethical issues of psychological test.
1.5 Importance and Uses of psychological test

Unit-II: Test Construction and Norms [Periods 15]

2.1 Test construction: Meaning and Nature
2.2 Test construction, Item writing, item analysis, Item difficulty and Discrimination
2.3 Norms: Meaning and Development
2.4 Within-group norms- Percentiles, standard scores, the Deviation IQ
2.5 Relativity of norms

Unit-III: Reliability and Validity [Periods 15]

3.1 Reliability: Meaning and types
3.2 Factors influencing reliability
3.3 Validity: Meaning and types
3.4 Factors influencing validity
3.5 Factor analysis: Concept and Characteristics

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Unit-IV: Application of Psychological Testing [Periods 15]
4.1 Areas of testing: Intelligence, aptitude, Personality, interest neuropsychological
4.2 Computer-based psychological testing
4.3 Applications of psychological testing: Clinical and Counselling
4.4 Applications of psychological testing: Education and Career guidance
4.5 Applications of psychological testing: Industrial and Organizational, Military.

References:

1. Anastasi, A. &Urbina, S. (1997). Psychological testing. N .D.: Pearson Education.

2. Kaplan, R.M. & Saccuzzo, D.P. (2007). Psychological Testing: Principles, Applications, and
Issues. Australia: Thomson Wadsworth
3. Singh, A.K. (2006). Tests, Measurements and Research Methods in Behavioral Sciences.
Patna: Bharati Bhavan.
4. Singh A.K. (2006). Research Methods in Psychology, Sociology and Education. Delhi
Motilal Banarasidas Publication.
5. Anastasi, A. (1988). Psychological testing. NY: Macmillan.
6. Freeman, F.S. (1965). Psychological testing.3rd Ed.New Delhi: Oxford & IBHPublishing
Co. Pvt. Ltd.
7. Miller, Mclntire and Lovler (2011). Foundation of psychological testing, 3rd, Sage
publication, California.
8. Murphy, K. R., Davidshofer, R. K. (1988): Psychological testing: Principles and
applications.
New Jersey: Prentice Hall Inc.
9. Ghiselli, E. E., Campbell, J. P. & Zedek, S. (1981). Measurement theory for the behavioral
sciences. W.H. Freeman.
10. Chadha, N. K. (1996). Theory and practice of psychometric. New Delhi: New Age
International Ltd.
11. Kothari C.R. (2004). Research Methodology. 2nd ed. New Delhi: New Age International
Ltd.

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 KAVAYITRI BAHINABAI CHAUDHARI
NORTH MAHARASHTRA UNIVERSITY, JALGAON
FACULTY OF HUMANITIES
SYLLABUS FOR M.A. PSYCHOLOGY- (Part- I) SEMESTER- II
UNDER PATTEREN OF
CHOICE BASED CREDIT SYSTEM (CORE COURSE)

SUBJECT- STATISTICAL METHODS IN PSYCHOLOGY (PG CC PSY-202)

Total Marks - 60+40 (Theory) Periods - 60

Credit - 04 Total Hours - 60

Objectives:
1. To acquaint the students and make them understand the different statistical methods with their
uses and interpretations.
2. To develop computational skills in students.
3. To enable students to analyze the data and to make predictions for betterment of the society.

UNIT- I: Introduction to Statistics [Periods-15]

1.1 Nature, Relevance and Applications of Statistics in Psychology

1.2 Descriptive Statistics : Measures of Central Tendency (Mean, Median, Mode), Variability
(Range, QD, AD, SD, Variance)

1.3 Inferential Statistics : Estimation (Estimation and Interval Estimation), Hypothesis Testing
(Types of Hypothesis, Levels of Significance, Type- I & Type-II Errors)

1.4 Terminologies used in Statistics : Population, sample, sampling error, standard error, statistic
and parameter, sample size, degrees of freedom (df), variables, data, outliers

1.5 Scales of Measurement : (Nominal, Ordinal, Interval and Ratio Scale)

UNIT- II: Normal Distribution [Periods-15]

2.1 Concepts and Principles of Probability
2.2 Properties of Normal Probability Curve (NPC)
2.3 Z-Scores
2.4 Applications of Normal Distribution
2.5 Divergence in Normal Distribution

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UNIT- III: Parametric Statistics [Periods-15]
3.1 Correlation: Concept and Coefficient of Correlation, Pearson’s Product Moment Correlation
3.2 Regression and Prediction: Concept of Regression, Calculation of Regression Equation,
Prediction with Regression Equation
3.3 Other Methods of Correlation - Biserial, Point-biserial, Tetrachoric, Phi-Coefficient, Partial
and Multiple Correlation
3.4 Significance of Difference between Means: t- test for independent samples, t- test for
dependent samples, Effect size (Cohen’s d)
3.5 Analysis of Variance (ANOVA): Concept of Variance, One Way ANOVA, Two Way
ANOVA, Analysis of Covariance (ANCOVA)

UNIT- IV: Non-Parametric Statistics [Periods-15]

4.1 Concepts and Uses of Non-Parametric Statistics
4.2 One Sample and Two Related Sample Tests: One Sample Tests (Sign Test, Median Test,
Chi-square Test), Two Related Sample Tests (McNemar Test, Wilcoxon Matched-Pair
Signed- Rank Test)
4.3 Non-Parametric Analysis of Two Independent Samples: Chi-Square Test, Median Test,
Mann-Whitney U Test
4.4 Non-Parametric Tests for K-related and K-independent samples: Friedman’s Two Way
ANOVA by Ranks (for K-related samples)
4.5 Non-Parametric Measures of Correlation: Spearman’s Rank-order Correlation,
- Kendall’s Rank-order Correlation

NOTE-

1. The question paper will consist of questions based on Theory (50%) and Statistical
Calculations (50%).
2. Calculation exercises in the question paper shall be restricted to the following:
 Pearson’s Product Moment Correlation
 t- test (for independent and dependent samples)
 One Way ANOVA
 Sign Test, Median Test, Chi-square Test (One Sample Tests)
 McNemar Test- (Two Related Sample Test)
 Chi-Square Test, Mann-Whitney U Test (Two Independent Sample Tests)
 Spearman’s Rank-order Correlation
3. Students can use non-scientific / simple calculator during examination.

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REFERENCES:
1) Arthur, A., Elliot, J & Elaine, N. (2013). Statistics for Psychology. Delhi: Pearson.
2) Black, T.R. (1999). Doing quantitative research in the social sciences: An integrated
approach to research design, measurement and statistics. London: Sage Pub.
3) Fergusson, G. A. (1976). Statistical analysis in psychology and education. McGraw-Hill.
4) Foster, J.J. (2001). Data analysis: Using SPSS for windows. London: Sage Pub.
5) Glass, G. V. & Stanley, J. C. (1970). Statistical methods in education and psychology.
Prentice-Hall.
6) Guilford J. P. and Fruchter B. (1985). Fundamental Statistics in Psychology and
Education (6th ed). McGraw – Hill.
7) Levin, J. & Fox, J. A. (2006). Elementary statistics in social research. Delhi: Pearson
Education.
8) Lomax, R. G. (1998). Statistical concepts: A second course for education and
behavioural sciences. N.J.: Lawrence Erlbaum Asso. Inc.
9) Mangal, S. K. (2006). Statistics in Psychology and Education. N.D.: Prentice-Hall
10) Minium E.W., King B. M., Bear G. (1995). Statistical Reasoning in Psychology and
Education. Singapore: John Wiley.
11) Veeraraghavan, V. & Shetgovekar, S. (2016). Textbook of Parametric and
Nonparametric Statistics. New Delhi: Sage Publications India Pvt. Ltd.
12) Welkowitz, J., Emen, R. B. and Cohen, J. (1982). Introductory statistics for the
behavioural sciences (3rd ed.). N.Y.: Academic Press.

12
 KAVAYITRI BAHINABAI CHAUDHARI
NORTH MAHARASHTRA UNIVERSITY, JALGAON
FACULTY OF HUMANITIES
SYLLABUS FOR M.A. PSYCHOLOGY- (Part- I) SEMESTER- I
UNDER PATTEREN OF
CHOICE BASED CREDIT SYSTEM (CORE COURSE)

SUBJECT: - EXPERIMENTAL PSYCHOLOGY (PRACTICAL) (PG CC PSY-103)

Total marks - 60+40 (Practical) Periods-72

Credit - 06 Total Hours- 72

Objectives: -
To acquaint the students with.
1. Skills of scientific techniques of conducting experiments in psychology
2. The different areas of experimental research in psychology
3. Application of experimental findings in day-to-day life.

Group – A) Psycho-Physics and Scaling Method, Motor Skills (Any One)

1) Muller Lyre Illusion
2) Size and Weight Illusion
3) Finger Dexterity
4) Motor skills

Group – B) Sensation Perception and Attention (Any Three)

1) Size Constancy
2) Perception of distance (Howard- Dolman)
3) Division of attention
4) Color Perception (perimeter)
5) Fluctuation of Attention
6) Depth Perception

Group – C) Learning and Memory (Any Five)

1) Multiple Choice
2) Mirror Drawing
3) Maze Learning
4) Serial Learning
5) Proactive and Retroactive Inhibition
6) Transfer of Learning
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 7) STM- Digits and Letters
8) Word association
9) Stuff effect
10) Zeigarnic Effect

Group – D) Cognition Motivation and Emotion (Any One)

1) Concept Formation
2) Reaction Formation
3) Knowledge of Results
4) Emotional Expression
5) Measurement of Retention
Conduct of Practical Examination
Internal Evaluation: 40 Marks.
1. There will be 40 marks for internal assessment and 60 marks for External Evaluation
2. Internal Assessment of practical 40 marks there will be internal practical examination after
completion of three experiment and the division of 40 internal marks like following:

Items Marks
1. Attendance & Performance During Academic 10
Session
2. Experiment and experiment evaluation reports 10
3. Three experiment conduct of 5 subject and submitted 20
their report.
Total 40

External Evaluation: 60 Marks

Instruction – Students should bring one Subject While Coming for Practical Exam.
Examination will be of 60 marks and division of marks like following.

Items Marks

1. Journal -- 15

2. Instruction and conduct-- 15

3. Report writing -- 15

4. Viva-voce -- 15
Total 60

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IMPORTANT NOTES
A) CONDUCTION OF PRACTICALS:
1. Each batch of practical (for university exam also) will consist of maximum Ten students and
Four Hours.
2. Separate batch will be formed if this number exceeds even by two.
3. Workload for each batch will be equivalent to six lecture periods.
4. Students have to require maintaining a journal and obtaining the completion certificate signed
by teacher in-charge and head of the department. Without this certificate, students will not be
allowed to appear for the university examination.

B) Conduction of Practical’s at Examination:

1. External examiners will reach one hour before at the Centre for paper setting and laboratory
inspection.
2. External examiners will jointly set question paper at the respective center with the help of
internal examiner.
3. Remuneration of the question paper setting will be equally divided in to internal and external
examiners and paid by the respective centre/college.

Following types of job opportunities available after completion of M.A. degree.

1) Self skill-oriented job: Work as a Counselor in psychiatric clinic or they can run their own
counselling clinic. Conduct personality development programmes.
2) Public oriented job: Personnel manager in industries, counselor in government sector and HR
department. Career counselor and can also work with NGO`s in different fields
3) Can appear for MPSC, UPSC and other competitive examinations.
4) Can work as a school teacher, lecturer.
5) Work as a Rehabilitation teacher for mentally retarded, physically handicapped and for special
children
References:
1. Collins, M. & Drever, J. (1930). Experimental Psychology. London: Methuen & Co. Ltd.
2. Galloti, K. M. (2004). Cognitive Psychology. In and Out of Laboratory. USA: Thomson
Wadsworth
3. Mohsin, S. M. (2013). Experiments in Psychology Motilal Banarsidass Publishing House,
Mumbai
4. Nunn, V.K. (1988). Laboratory Psychology: A beginner’s guide. Hove: Psychology Press
Ltd.
5. Rajamnickam. M. (2005). Experimental Psychology: With Advanced Experiments. Vol.
1&2. New Delhi: Concept Publishing Company.
6. Tinker, M. A. & Russel W. A. (1958) Introduction to Methods in Experimental Psychology. New
York, Appleton- Century Crofts.

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 KAVAYITRI BAHINABAI CHAUDHARI
NORTH MAHARASHTRA UNIVERSITY, JALGAON
FACULTY OF HUMANITIES
SYLLABUS FOR M.A. PSYCHOLOGY- (Part- I) SEMESTER- II
UNDER PATTEREN OF
CHOICE BASED CREDIT SYSTEM (CORE COURSE)

SUBJECT- PSYCHOLOGICAL TESTING (PRACTICAL) (PG CC PSY-203)

Total marks - 60+40 (Practical) Periods - 72

Credit - 06 Total Hours - 72

Objectives:
To acquaint the students with:
1. The administration of psychological tests, interpretation of scores and report writing,
2. The evaluation procedures and evaluation of psychological tests,
3. Certain skills of psychological counselling based on psychological test results.

NOTE: Only standardized tests should be used.

Group A: Clinical Tests (Any Four)

1. Altman’s Mania Scale
2. Autism distress behaviour scale
3. Beck’s Depression Inventory
4. Children Apperception Test (CAT)
5. Depression proneness
6. Kundu Neurotic Personality Inventory
7. Mental Health Scale
8. Neurosis Measurement Scale
9. Personal Stress Source Inventory
10. Sexual Anxiety Scale
11. Suicidal Ideation Scale

Group B. Counselling Tests (Any Four)

1. Altruism Scale
2. Big Five Personality Inventory
3. Draw A Man Test for Indian Children
4. Emotional Maturity Scale
5. Family Environment Scale
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 6. Locus of Control Scale
7. Marital Adjustment Questionnaire
8. Marriage Attitude Scale
9. Social Maturity Scale
10. Students’ Examination Anxiety Test.
11. Youth Problem Inventory

Group C. Other Tests (Any Two)

1. Creativity Test
2. Dowry Attitude Scale
3. Emotional Intelligence Test
4. Leadership Performance Scale
5. Malian’s Intelligence Scale
6. Problem Solving Ability Test
7. Raven’s Standard Progressive Matrices
8. Social Distance Scale
9. Social Networking Addiction Test
10. Spiritual Personality Inventory

Important Note:
A. General Instructions:
1. Each batch of practical will consist of maximum 8 students.
2. A separate batch will be formed if this number exceeds even by one.
3. Workload for each batch will be equivalent to 8 lecture periods.
4. Students will be required to maintain a journal for this course and obtain the completion
certificate from the teacher in-charge and certified by H.O.D. Without this certificate, the students
will not be allowed to appear for the Internal Examination and External as per the rules of credit
system.

Conduct of Practical Examination of Credit System.

[B] Evaluation of Practical-
1. There will be 40 marks for internal assessment and 60 marks for External Evaluation (End of
Semester Examination)
2. Internal Assessment of practical 40 marks there will be internal practical examination after
completion of five practical’s and the division of 40 internal marks like following:
17
 a) Internal Evaluation: 40 Marks.
Items Marks
4. Attendance & Performance During Academic Session 10
5. Testing and Test Evaluation Reports 10
6. One Test Administered on 10 Subject and Submitted 20
Their Report.
Total 40

Internal examination will be conducted at Department Level and subject teacher and one expert
appointed by H.O.D. will conduct the examination: -
1. Each batch of practical examination will consist of maximum 8 students.
2. Subject teacher and H.O.D. will jointly set question paper.
b) External Evaluation: 60 Marks
Instruction – Students should bring one Subject while coming for Practical Exam.
Examination will be of 60 marks and distribution of marks will be as follows.

Sr. No. Items Marks

1 Journal 15
2 Instruction and Test Administration 15
3 Report Writing 15
4 Viva-voce 15
Total 60

The program of the External Evaluation (Semester End Examination)

1. Two examiners will be appointed & one of whom will be preferably Internal Examiner.
2. If no teacher from the department is eligible as internal examiner, then both examiners will be
out of the given department; one will work as internal examiner and one as external examiner.
3. Duration of the End Semester Examination of will be 4 hours per batch.
4. Each batch of practical examination will consist of maximum 8 students.
5. Internal and External Examiners will jointly set question papers.
6. Each question paper will have three subsets i.e. A, B, C. The question paper will contain
problems based on the practical conducted at the respective centres.
7. In the case where marks are given by internal as well as external examiners, average of the same
will be calculated and considered as final marks of the students under the given heading

[C] Remuneration to examiners for End Semester Examination

1. Each question paper will have three subsets i.e. A, B, C (the three subsets together will be
treated as one question paper for billing purpose).
2. Remuneration will be equally divided between the two examiners.

18
REFERENCES:
1. Anastasi, A. & Urbina, S. (1997). Psychological Testing. N. D.: Pearson Education.
2. Chadha, N. K. (1996). Theory and Practive of Psychometry. N. D.: New Age International Ltd.
3. Kaplan, R. M. & Saccuzzo, D. P. (2007). Psychological Testing: principles. Application and
Issues. Australia: Thomson Wadsworth.
4. Singh, A. K. (2006). Tests, Measurements and Research Methods in Behavioural Sciences.
Patna: Bharati Bhavan.
5. Freeman, F.S. 3rd ed. (1965). Psychological testing. New Delhi: Oxford & IBH Publishing Co.
Pvt. Ltd.
6. Cronbach L. J. (1984). Essentials of Psychological Testing. (4th Ed)
7. Anastasi A. (1988). Psychological Testing. New York: McMillan
8. Murphy, K. R., Davidshofer, R. K. (1988): Psychological testing: Principles and applications.
New Jersey: Prentice Hall Inc.
9. Nunnally, J.C. and Bernstein, I.H. (1994). Psychometric theory (3rd ed). NY: McGraw-Hill.
10. Aiken L.R. (1996). Rating Scales and Checklists: Evaluating Behavior, Personality and
Attitudes.

19
 KAVAYITRI BAHINABAI CHAUDHARI
NORTH MAHARASHTRA UNIVERSITY, JALGAON
FACULTY OF HUMANITIES
SYLLABUS FOR M.A. PSYCHOLOGY- (Part- I) SEMESTER- I
UNDER PATTEREN OF
CHOICE BASED CREDIT SYSTEM (SKILL BASED COURSE)

SUBJECT - COGNITIVE PSYCHOLOGY (PG SC PSY-104)

Total marks - 60+40 (Theory) Periods - 60

Credit - 04 Total Hours - 60

Objectives –
1) To introduce the nature and basic processes of cognitive psychology to Students.
2) To acquaint the students with the application of cognitive process in day-to-day life.

Unit I- Cognitive Psychology: An Overview [Periods 15]

1.1- Definition and origin of cognitive psychology
1.2 - Modern cognitive psychology and theories of cognitive psychology
1.3 - Current status of cognitive psychology
1.4 - Research Methods and paradigms of cognitive psychology
1.5 - Cognition and Intelligence

Unit-II- Cognitive Neuroscience [Periods 15]

2.1- Cognition in the brain- Anatomy and Mechanisms of the brain
2.2- Structures and Functions of the brain
2.3- Neuronal structure and functions, Neurotransmitters
2.4- Brain related disorders
2.5- Cognitive Neuropsychological methods in brain functions

Unit-III- Attention and Perceptual Process [Periods 15]

2.1- Selective attention, Models of selective attention-The Filter model of Broadbent and The
Attenuation model of Treisman
2.2- Divided Attention-Dual -Task performance, The Attention hypothesis of Automatisation,
The psychological refractory period, Automaticity and the effect of practice-The stroop task,
Feature integration theory

20
2.3 -Definition of perception and nature of pattern recognition, Gestalt approaches to perception-
Bottom-up processes, Top down processes
2.4- Feature analysis- Eye moment and pattern perception, Prototype matching- abstraction of
visual information, Psudomemory, Prototype theory
2.5- Application- Neurocognition of attention and extra sensory perception

Unit-IV Concept Formation, Problem Solving and Creativity [Periods 15]

4.1- Concept formation strategies, Acquiring Prototypes, Tip of the tongue Phenomenon
4.2 - Meta cognition, Meta memory
4.3- Problem solving-classification of problem, Problem solving approaches- Problem space
theory, Means-end hypothesis, the analogy approaches, Algorithm technique, Heuristics
4.4- Nature of creative thinking, Creativity and intelligence, Creative abilities, Creativity and
learning, Factors influencing creativity
4.5- Application - Fostering creativity

References:
1) Best J.B. (1999) Cognitive psychology – USA: Wadsworth Publishing Co.
2) Galotti K.M.(2001) Cognitive psychology 2nd edition New Delhi, Wiley
3)Borude. R.R. (2005) Bodhanik Manasshastra, Chhaya Publication.Aurangabad
4) Matlin, M. (1994). Cognition. Bangalore: Harcourt Brace Pub.
5) Sternberg, R.J. (2007). Cognitive Psychology. Australia: ThomsonWadsworth.
6) Kellogg, R.T.(2007). Fundamentals of Cognitive Psychology. N.D. SagePublications.
7) Solso, R. L. (2004). Cognitive Psychology (6th ed). Delhi: Pearson Education.
8) Wade, C. and Tavris, C. (2007). Psychology. ND: Pearson Education.
9) Jahnke, J. C. & Nowaczyk, R. H. (1998). Cognition. Upper Saddle NJ: Prentice Hall.
10) Burne, L.E., Dominowski, R.L. & Loftus, E.E. (1979). Cognitive processes.NJ: Prentice-
Hall.
11) Gavin, H. (1998). The essence of cognitive psychology. London: Prentice-Hall.
12) Corens, S., Ward, L.M., & Enns, J. (1994). Sensation and perception. NY: Harcourt Brace
& Co.
13) Messer, D. & Miller, S. (1999). Exploring developmental psychology. London:Arnold.
14) Flavell, J.H. (1985). Cognitive development (2nd ed) NJ: Prentice Hall.
15) Best, J. B. (1999). Cognitive Psychology. USA: Wadsworth Publishing Co.
16) Guenther R. K. (1998). Human Cognition. New Jersey: Prentice-Hall. 12
21
 KAVAYITRI BAHINABAI CHAUDHARI
NORTH MAHARASHTRA UNIVERSITY, JALGAON
FACULTY OF HUMANITIES
SYLLABUS FOR M.A. PSYCHOLOGY- (Part- I) SEMESTER- II
UNDER PATTEREN OF
CHOICE BASED CREDIT SYSTEM (SKILL BASED COURSE)

SUBJECT- COGNITIVE PROCESS (PG SC PSY- 204)

Total marks - 60+40 (Theory) Periods - 60

Credit - 04 Total Hours - 60

Objectives –
1) To introduce the nature and basic processes of cognitive psychology to students.

2) To acquaint the students with the application of cognitive process in day-to-day life.

UNIT- I: Theories of Learning and Thinking [Periods-15]

1.1- Theories of learning- Pavlovian classical conditioning
1.2 - Thorndike’s instrumental learning and law of effect, Skinner radical Behaviour
1.3- Associationism, Gestalt theory, Information processing theory
1.4- Theories of thinking-Central theory, Peripheral theory
1.5 - Application- Learning and Thinking

UNIT- II: Memory and Related Models [Periods-15]

2.1 - Episodic Memory-Theories of memory
2.2 - a) Short term memory-Fragility, Capacity, Coding
b) Long term memory-Determinants of accuracy, Effect of context
2.3 - Models of memory-Craik and Lockhart’s level of processing approach, Tulvings model,
Encoding specificity model
2.4 - Semantic memory- The semantic and episodic distinction, Concepts, Categories and its
prototype view, Theories of semantic memory-Feature Comparison model, Network
model, Exemplar model, Autobiographical Memory
2.5 - Application- Mnemonics

22
UNIT- III: Language Production and Process [Periods-15]
3.1 - The structure of language
3.2 - Language comprehension and production- Speech perception, speech errors in production,
sentence comprehension, comprehending text passages
3.3 - Language and cognition-The modularity hypothesis, The Whorfian Modularity hypothesis
3.4 - Neuropsychological views and evidence
3.5 - Application- PET scan and language

UNIT- IV: Basic Concepts in Decision Making [Periods-15]

4.1- Phases of decision making
4.2 - Basic concepts of probability
4.3 - Availability heuristics- Regency, Effect of familiarity
4.4 - Overconfidence- Causes
4.5 - Application- Improving decision making

REFERENCES:
1) Best J.B. (1999) Cognitive psychology – USA: Wadsworth Publishing Co.
2) Galotti K.M.(2001) Cognitive psychology 2nd edition New Delhi, Wiley
3) Borude. R.R. (2005) Bodhanik Manasshastra, Chhaya Publication. Aurangabad
4) Matlin, M. (1994). Cognition. Bangalore: Harcourt Brace Pub.
5) Sternberg, R.J. (2007). Cognitive Psychology. Australia: Thomson Wadsworth.
6) Kellogg, R.T.(2007). Fundamentals of Cognitive Psychology. N.D. Sage Publications.
7) Solso, R. L. (2004). Cognitive Psychology (6th ed). Delhi: Pearson Education.
8) Wade, C. and Tavris, C. (2007). Psychology. ND: Pearson Education.
9) Jahnke, J. C. & Nowaczyk, R. H. (1998). Cognition. Upper Saddle NJ: Prentice Hall.
10) Burne, L.E., Dominowski, R.L. & Loftus, E.E. (1979). Cognitive processes.NJ: Prentice-Hall.
11) Gavin, H. (1998). The essence of cognitive psychology. London: Prentice-Hall.
12) Corens, S., Ward, L.M., & Enns, J. (1994). Sensation and perception. NY: Harcourt Brace &
Co.
13) Messer, D. & Miller, S. (1999). Exploring developmental psychology. London:Arnold.
14) Flavell, J.H. (1985). Cognitive development (2nd ed) NJ: Prentice Hall.
15) Best, J. B. (1999). Cognitive Psychology. USA: Wadsworth Publishing Co.
16) Guenther R. K. (1998). Human Cognition. New Jersey: Prentice-Hall.

23
 KAVAYITRI BAHINABAI CHAUDHARI
NORTH MAHARASHTRA UNIVERSITY, JALGAON
FACULTY OF HUMANITIES
SYLLABUS FOR M.A. PSYCHOLOGY- (Part- I) SEMESTER- I
UNDER PATTEREN OF
CHOICE BASED CREDIT SYSTEM (ELECTIVE COURSE)

SUBJECT - LEARNING THEORIES (PG EC PSY- 105)

Total marks - 60+40 (Theory) Periods - 60
Credit - 04 Total Hours - 60

Objectives: -
1. To acquaint the students with the nature and process of learning.
2. To understand the principles and theories of learning.

UNIT-I: Nature, Variables, Factors and Measures of Learning [Periods-15]

1.1 Definition and nature of learning
1.2 Basic Principles of Learning
1.3 Factors influencing in learning – Individual differences, past variables, method variables
1.4 Measures of learning – Memory span, Method of Recall, Recognition, Relearning,
Reconstruction.
1.5 Observational Learning-Some basic principles, observational learning and aggression,
observation learning and culture

UNIT-II: Learning Theories [Periods-15]

2.1 Classification of learning theories (Associative, Cognitive and Modern Learning Theories)
2.2. Associative learning theories- Thorndike structure of S-R bonds
2.3 Pavlov's classical conditioning theory
2.4 Skinner's operant conditioning theory
2.5 Clerk Hull’s theory

UNIT-III: Major Cognitive Approaches [Periods-15]

3.1 Cognitive learning theory

3.2 Gestalt theory of learning, Lewin field approach

24
3.3 Tolman’s sign theory
3.4 Bruner’s Cognitive Theory of learning
3.5 Asubel’s Theory Of learning and Instruction

UNIT-IV Modern Learning Theories [Periods-15]

4.1 Gagne’s Hierarchical theory of learning

4.2 Bandura’s social learning theory
4.3 Bloom’s theory of Mastery learning
4.4 The information processing model of learning
4.5 Application of learning theories

REFERENCE
1. Baron, R.A. (2001). Psychology (5th Edition). Pearson Publications

2. Mohan, Jitendra. (1992). Educational Psychology. Wiley Eastern Ltd

3. Ciccereli, Saundra K. and Meyer, G .E. (2008). Psychology, South Asian Edition. Pearson

Publications

4. Passer, M.W. & Smith, R.E. (2010). Psychology- The Science of Mind and Behaviour (5th
Edn). McGraw Hill Publication

5. Oslon, M. H. and Hergenhahn, B.R. (2013): An Introduction to Theories of Learning

Prentice-Hall India, 9th Edition, ISBN-978-81-203-4814-1

6. Bower, G. H. and Hilgard, E.R. (1980): Theories of Learning; Pearson Publication; 5th
Edition; ISBN-10: 0139144323, ISBN-13: 978-0139144325

7. Malone, J.C. (2002): Theories of Learning: A Historical Approach; Wadsworth Pub Co.;
ISBN-10: 0534971490, ISBN-13: 978-0534971496
8.Phillips, Dennis and Soltis, Jonas (2009): Perspectives on Learning (Thinking About
Education); Teachers College Press; 5th Edition; ISBN-10: 9780807749838, ISBN-13:
978-0807749838

9. जगताप, ह.ना. (2009). अध्ययन उपपत्ती व अध्यापन. ननत्य नुतन प्रकाशन, पुणे.

25
 KAVAYITRI BAHINABAI CHAUDHARI
NORTH MAHARASHTRA UNIVERSITY, JALGAON
FACULTY OF HUMANITIES
SYLLABUS FOR M.A. PSYCHOLOGY- (Part- I) SEMESTER- II
UNDER PATTEREN OF
CHOICE BASED CREDIT SYSTEM (ELECTIVE COURSE)

SUBJECT- BEHAVIOUR MODIFICATION (PG EC PSY- 205)

Total marks - 60+40 (Theory) Periods - 60

Credit - 04 Total Hours - 60

Objectives:-
1. To introduce students the basic concepts of behavior Methodology.
2. To asquint the students with principles of behavior modification and its application.

UNIT- I: Behavior Modification and Its Principles and Procedures [Periods-15]

1:1-Behavior, Behavior modification, Behavioral assessment and misconception about behavior
modification.
1:2-Areas of application- Parenting and child management, Education , Clinical behavioral
therapy, self management of personal problems, medical and health care, sport psychology,
culturally diverse individuals.
1:3- Positive reinforcement- Meaning, effectiveness of positive reinforcement, pitfalls and
guidelines.
1:4-Conditioned reinforcement- Meaning, effectiveness of conditioned reinforcement, pitfalls,
guidelines.
1:5-Extiction- Meaning, effectiveness of conditioned reinforcement, pitfalls, guidelines

UNIT-II: Developing Behavioral Persistence [Periods-15]

2:1-Intermittent reinforcement- Meaning, types, eight basic schedules for increasing and
maintaining behavior.
2:2- Stimulus discrimination and stimulus generalization- meaning, effectiveness of stimulus
discrimination training, pitfalls, guidelines.
2:3- Fading- Meaning, effectiveness, pitfalls, guidelines.
2:4-Shaping- Meaning, effectiveness, pitfalls guidelines
2:5- Behavior chaining- Stimulus response chaining, effectiveness, pitfalls, guidelines.

26
UNIT- III: Eliminating Inappropriate Behavior [Periods-15]
3:1-Punishment- Principles, types, influencing factors, pitfalls, guidelines.
3:2- Avoidance conditioning- Escape conditioning, avoidance conditioning, pitfalls, guidelines.
3:3- Respondent conditioning- Principles, application of respondent conditioning principles.
3:4- Generality of behavior change- Meaning, influencing factors,
3:5- Programming generality of respondent behavior, Pitfalls, guidelines for generality of
operant behavior.

UNIT- IV: Effective Programming Strategies [Periods-15]

4:1- Stimulus control rules and goals- Rules, goals
4:2- Modelling, physical guidance, situational inducement
4:3- Token economy- Initial steps, specific implementation procedures,
4:4- Self-control- Causes of self-control, model for self-control, steps,
4:5- Systematic self-desensitization- Treatments for simple phobias, systematic desensitization.

TEXT BOOK:
1) Martin, Pear (2002). Behavior Modification (What it is and how to do it) Prentice Hall of
India New Delhi -110001

REFERENCES:
1) D’amato, M.R. (1979). Experimental Psychology: Methodology, Psychophysics and
Learning. New Delhi: Tata McGraw Hill Publishing Company, Ltd.
2) Dandekar, W.N. (1966). Fundamentals of Experimental Psychology. Kolhapur: School
and College Book Stall.
3) Desai, B. & Abhyankar, S. (2017). Prayogik Manasshashtra Aani Sanshodhan Padhati.
Pune: Narendra Prakashan.
4) Ghorpade, M.B. (1964). An Introduction to Experimental Psychology. Allahabad: Kitab
Mahal (W.D.) Pvt. Ltd.
5) Healy, A.F. & Proctor, R.W. (2003). Handbook of Experimental Psychology. New
Jersey: John Wiley & Sons, Inc.

27
 KAVAYITRI BAHINABAI CHAUDHARI
NORTH MAHARASHTRA UNIVERSITY, JALGAON
FACULTY OF HUMANITIES
SYLLABUS FOR M.A. PSYCHOLOGY- (Part- I) SEMESTER- I
UNDER PATTEREN OF
CHOICE BASED CREDIT SYSTEM (AUDIT COURSE)

SUBJECT - PRACTICING CLEANLINESS (PG AC PSY-106)

(Compulsory Course: College Level)

Total marks – 100 Periods - 40

Credit - 02 Total Hours - 40

Course Objectives: •
1. To make students aware of Clean India Mission and inculcate cleanliness practices among
them.
 Awareness program on
 Swachh Bharat Abhiyan (Clean India Mission)
 Clean Campus Mission
 Role of youth in Clean India Mission
 Cleaning activities inside and surroundings of Department buildings.
 Tree plantation and further care of planted trees
 Waste (Liquid/Solid/e-waste) Management, Japanese 5-S practices
 Planning and execution of collection of Garbage from different sections of University
campus
 Role of youth in power saving, pollution control, control of global warming, preservation
of ground water and many more issues of national importance.
 Cleanest School/Department and Cleanest Hostel contests,
 Painting and Essay writing competitions

Course Outcomes:
After the completion of this course, the student will be able to
Course outcome
Identify need at of cleanliness at home/office and other public places
Plan and observe cleanliness programs at home and other places.
Practice in regular life

28
 KAVAYITRI BAHINABAI CHAUDHARI
NORTH MAHARASHTRA UNIVERSITY, JALGAON
FACULTY OF HUMANITIES
SYLLABUS FOR M.A. PSYCHOLOGY- (Part- I) SEMESTER- II
UNDER PATTEREN OF
CHOICE BASED CREDIT SYSTEM (AUDIT COURSE)
(College Level)
SUBJECT- SOFT SKILLS DEVELOPMENT (PG AC PSY-206)
Total Marks - 100 Periods - 40
Credit - 02 Total Hours - 40

Objectives:-
1. To introduce students the basic concepts of soft skills.
2. To asquint the students with principles and applications of soft skills in their real life
situations.

UNIT- I: Life Skills and Self-awareness

1.1 Meaning and Nature of Life Skills

1.2 Self-esteem : Understanding Self, Concept of Self-esteem, Positive and Negative Self-
esteem)
1.3 Self-motivation : Nature and Types of Motivation, Enhancing Self-motivation, Factors
affecting motivation)
1.4 Creativity: Nature and Definitions of Creativity, Factors Affecting Creativity, Stages of
Creativity, Personality of a Creative Person, Verbal and Nonverbal Creativity, Enhancing
Creativity)
1.5 Self-management: Self-management skills and Social Competency, Social Competency
Behaviour, Value Orientation, Life Goals)

UNIT- II: Communicating and Thinking

2.1 Communication: Nature, Importance and Definition of Communication, Basic Models,
Determinants and Types of Communication, Communication Styles, Effective
Communication, Communicating Rationally

2.2 Thinking and Reasoning: Nature and Types of Thinking, Concepts, Reasoning, Theories and
Factors Related to Thinking, Attribution and its Impact on Thinking, Problem Solving

2.3 Proactive Thinking : Nature of Proactive Thinking, Being Proactive, Effective Thought
Patterns, Begin with the End in Mind, Put First Things First, Think Win/Win, Seek First to
Understand Than to Be Understood

2.4 Positive Thinking: Nature and Significance of Positive Thinking, Winning Negative Thinking,
Correlates of Positive Thinking, Steps to Positive Thinking, Use the Power of Positive
Thoughts, Effects of Positive Thinking

29
2.5 Assertiveness: Nature of Assertiveness, Types of Assertiveness, Skills in Assertiveness,
Strategies to Become Assertive, Characteristics of an Assertive Person

UNIT- III: Emotions

3.1 Basics of Emotions : Nature and Biology of Emotions, Expression of Emotions, Emotional
Development, Gender and Emotions, Correlates of Emotions
3.2 Emotional Intelligence: Nature and Significance of Emotional Intelligence, Scope and Types
of Emotional Intelligence, Correlates of Emotional Intelligence, Strategies to Enhance
Emotional Intelligence
3.3 Love and Happiness : Nature of Love, Types and Dimensions of Love, Relation Between
Marriage and Love, Nature and Correlates of Happiness, Consequences of Happiness
3.4 Anger and Fear: Nature, Causes and Types of Anger, Types of Anger Expression, Anger
Management, Nature and Causes of Fear, Difference between Fear and Anxiety, Overcoming
fear
3.5 Stress: Nature of Stress, Nature of Demands and Coping, Types and Causes of Stressors,
Effects and Indicators of Stress, Management of Stress, Time Management and Stress
Reduction

UNIT- IV: Social Skills

4.1 Empathy : Nature and Types of Empathy, Correlates of Empathy, Enhancing Empathy,
Applications of Empathy
4.2 Friendship: Nature of Friendship, Changing Trends of Friendship, Type of Friendship,
Correlates of Friendship, Benefits of Friendship
4.3 Team Building : Nature and Significance of Team Building, Stages of Team Building,
Effectiveness of Team Building, Guidelines for Team Building
4.4 Interpersonal Relationships: Formal and Informal Relations, Factors Affecting Interpersonal
Communication and Relations, Role of Feedback in Interpersonal Communication, Strategies
for Maintaining Good Interpersonal Relations, Relating to Others in Virtual World
4.5 Leadership: Nature of Leadership, Personality of an Effective Leader, Types of Leadership,
Functions of a Leader, Gender and Leadership
ACTIVITIES
In charge teacher should conduct workshops, case studies, group discussions and seminars
to train the students to understand and practice all those life skills to their real life situations and
especially in their career.

EVALUATION PATTERN
For this paper evaluation has to be done at college level and their convenience. Marks
distribution is as follows:

30
 Sr. Type of Assessment Marks
1 Theory 40
2 Workshops 15
3 Group Discussions 15
4 Seminars 15
5 Case Studies 15
Total Marks 100

REFERENCES:

1) Wadkar, A. J. (2016). Life Skills for Success. Delhi: Sage Publications India Pvt. Ltd.
2) Bhatnagar, N. (2014). Effective Communication and Soft skills. Delhi: Pearson
Publications.
3) Gopalswamy, R. (2015). The Ace of Soft Skills. Delhi: Pearson Publications.

31
 QUESTION PAPER PATTERN
CBCS Pattern
Time- 2 Hours Class- M.A.-I Marks -60

Instructions-
1. All questions carry equal marks
2. All questions are compulsory.
Que- 1. Answer in one sentence. (Any Six) [12 Marks]
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Que- 2. Answer in three to four sentences. (Any Four) [12 Marks]
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5. -------------------------------------------------------------------------------------
6. -------------------------------------------------------------------------------------
Que- 3. Answer in brief. (Any Three) [12 Marks]
1. -------------------------------------------------------------------------------------
2. -------------------------------------------------------------------------------------
3. -------------------------------------------------------------------------------------
4. -------------------------------------------------------------------------------------
5. -------------------------------------------------------------------------------------
Que- 4. Write a short note on. (Any Two) [12 Marks]
1. -------------------------------------------------------------------------------------
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Que- 4. Long answers questions. (Any One) [12 Marks]
1. -------------------------------------------------------------------------------------
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32
Internal Examination Pattern: - 40 Marks (College Level)

Internal Internal Attendance and performance Total

Test -I Test -II

15 15 10 40

External examination-60 Marks (University Level)

33