Ma Psychology

Pandit Deendayal Energy University Psychology_Social Sciences_SLS
Course Structure & Syllabus for MA in

Psychology
School of Liberal Studies

Pandit Deendayal Energy University
Course Structure and Syllabus for MA in Psychology

PROGRAM OVERVIEW
A two-year master’s degree program in Psychology is aimed at imparting application
aspects of psychological concepts across various aspects of work and life. Through this
program students will develop an understanding of how psychological theories are
applied to real world situations. The course will focus on applying psychological
concepts, theories, and processes to the fields of health, business, society, spirituality,
and education. Techniques to evaluate contemporary local and global issues and topics
using an applied psychological Perspective will be integrated in the teaching pedagogy.
Further the course will also focus on making the student more job ready in various
areas at Individual, team and societal level. Societal development will be one of the
significant focus area of this program which can be aligned easily with mission and
vision of Pandit Deendayal Petroleum University. MA in psychology will also facilitate
the scope for the centers of excellence in specializations of psychology relating to
specific sectors such as health, youth, disability and social justice, entrepreneurship and
leadership; and for developing standardized psychological assessment procedures.
Teaching pedagogy for this course includes lectures, workshop, field projects, guest
talks, field visits, internships and practical lab work. In the final year Students also
required to submit two dissertations. Students’ performance is evaluated through class
assignments, mid – semester & end-semester exams, internships and dissertation are
taken into account. This holistic approach to learning facilitates students in
understanding the various theories and also to apply learnt concepts in the real world
situations.

COURSE STRUCTURE
MA in Psychology
Sr. Course Title Credit Course Code

No.
SEMESTER I – CORE PAPERS
1.1 Introduction to Applied Psychology 4 20MPS101
1.2 Cross-Cultural studies in Psychology 4 20MPS102
1.3 Cognitive Processes 4 20MPS103
1.4 Qualitative Research Methods in Psychology 4 20MPS104
1.5 Schools of psychology 4 20MPS105
SEMESTER II– CORE PAPERS
2.1 Experimental Psychology- Theory and Practical 4 20MPS106
2.2 Applied Statistics In Psychology 4 20MPS107
2.3 Applied Personality Psychology 4 20MPS108
2.4 Psychometrics: Theory And Practical 4 20MPS109
2.5 Applied Environmental Psychology 4 20MPS110
SEMESTER III – CORE PAPERS
3.1 Health & holistic Wellbeing 4 20MPS201
3.2 Applied Social Psychology 4 20MPS202
3.3 Physiological Psychology 4 20MPS203
3.4 Clinical Psychology 4 20MPS204
3.5 Applied Media Psychology 4 20MPS205
3.6 Dissertation I (Internship Report) 20MPS207
SEMESTER IV- CORE PAPERS

4.1 Applied Positive Psychology 4 20MPS208
4.2 Human Resource Development & Organizational 4 20MPS209
Development
4.3 Applied Counseling psychology 4 20MPS210
4.4 Applied Forensic Psychology 4 20MPS211
4.5 Applied Psychology of Creativity and Innovation 4 20MPS212
4.6 Dissertation II 20MPS214
 Four Semesters: 20 Papers (04 Credits Each) =Total 80 Credits.

 Dissertation = Total 10 Credits
 Third and Fourth Semester Internship & Dissertation
 For Courses 2.1 & 2.4 Theory and practical assessment will conducted to measure
learning outcomes of the student.


20MPS101 INTRODUCTION TO APPLIED PSYCHOLOGY

Teaching Scheme Examination Scheme
Theory Practical Total
L T P C Hrs/Week
MS ES IA LW LE/Viva Marks
4 0 0 4 4 25 50 25 -- -- 100
COURSE OBJECTIVES
 To outline various theories of applied psychology and gain conceptual clarity about related fields.
 To understand principles related to social and political context of education, and providing
information about various psychological vulnerabilities and distress faced by school going
children.
 To highlight the role of multiple psychological variables responsible for performance in sports,
and to acquaint the students with various methods and techniques for psychological skills
training.
 To understand the role of school psychologist, sports psychologist, psychologist at workplace,
applied social psychologist, military psychologist, forensic psychologist and health psychologist.
 To focus on the origin of military psychology in India, highlighting the historical issues and the
emerging trends.
Unit 1
a. Nature, Historical Origin and Significance 05 Hours
Definition and Nature of applied psychology; Research and applied psychology; Emerging areas of
applied psychology
Unit 2
a. School Psychology 15 Hours
The social and political context of education and its stresses and demands on human capacities; The role
of the teacher as a meek dictator‘: Understanding distress of teachers and students with reference to
powerlessness and mechanization and state-control of educational agendas; The developmental nature of
psychological vulnerabilities and distress that are faced by students in schools, eg., exam anxiety, learned
helplessness, peer pressure, negative media influences (including social media), school pressures,
substance abuse, child abuse, bullying, juvenile delinquency, issues of gender identity and sexuality,
consumerism, authority relations, crisis of values etc.
b. Psychology in Sports
Introduction- sports psychology in India; Role of psychological variables in sports performance;
Psychological skills training- improving concentration, imagery training, muscle relaxation; Yoga for
sports person.
c. Psychology at Workplace
What is work psychology? Theories of work psychology; Professional activities of work psychologists.
Unit 3
a. Applied Social Psychology 05 Hours
Research Methods in Applied social psychology; Role of applied social psychologist; Applied Social
Issues; Understanding others- nonverbal communication, basic channels, recognizing deception; Gender
Unit 4
a. Military Psychology 10 Hours
Nature, scope, historical perspective, contemporary issues and emerging trends in military
psychology; Selection of military personnel; Assessment of psychomotor, spatial abilities, interest,
aptitudes, and personality; Human errors, safety and accidents, ergonomics and system design;
Vigilance, Complacency.
b. Forensic Psychology
Introduction; Eyewitness and the use and application of cognitive theory; Training in forensic psychology
and professional issues; Psychology in courtroom; Terrorism
c. Applied Health Psychology 05 Hours
What is health psychology? A bio psychosocial approach to health; Training and working as a health
psychologist
COURSE OUTCOMES
On completion of the course, student will be able to

CO1: Will have acquired in-depth knowledge about the nature and fields related to Applied Psychology.
CO2: Will be able to apply the acquired theoretical knowledge in practical framework.
CO3: Will apply the concepts of applied psychology to fields of education, sports, military, forensic and
healthcare.
CO4: Evaluate contemporary local and global issues and topic from applied psychological perspective.
CO5: Will have an improved standpoint and conceptual clarity relating to various fields related to applied
psychology.
CO6 Build knowledgebase on emerging trends, complexity, challenges and choices related to applied
psychology
TEXT/REFERENCE BOOKS
1. Anastasi, A. Fields of Applied Psychology. McGraw Hill (International Student Edition), 1979
2. Baron, R. A., & Byrne, D. Social Psychology. Prentice-Hall of India, 1998.
3. Goldstein, A. P., & Krasner, B. Modern Applied Psychology. Pergmon Press, 1987.
4. McCormick, E. J., & Tiffin, J. Industrial Psychology. Allen & Unwin, 1975.
5. Misra, G. Psychological Perspective on Stress and Health. Concept Publishing Co.1999.
6. Sandhu, G. S. Psychology in Sports: A Contemporary Perspective. Friends, 1992.
7. Schultz, D. P., & Schultz, S. E. Psychology and Work Today: An Introduction to Industrial and
Organizational Psychology. Pearson (South Asia Edition), 2010.
8. Sharma, R. N., & Sharma, R. Advanced Applied Psychology. Atlantic Publishers and
Distributors, 2004.
9. Hall, R., & Mangelsdroff, D. (1991). Handbook of military psychology. John Wiley: USA.
10. Kennedy, C.H., & Zillmer, E.A. (2006). Military psychology: Clinical and operational
applications. Guilford: New York, USA.
11. Davey G. (2011) Fields of Applied Psychology. BPS Blackwell. UK
12. International Journal of Applied psychology
13. Schneider F.W., Gruman J.A., Larry M.C., 2nd edition. Applied Social Psychology
END SEMESTER EXAM QUESTION PAPER PATTERN
Max. Marks: 100 Exam Durations: 3 Hours
Part A: 10 questions of 2 Marks each-No Choice 20 Marks

Part B: 2 questions from each unit of internal choice, each carrying 20 marks 80 Marks

20MPS102 CROSS-CULTURAL STUDIES IN PSYCHOLOGY

L T P C Hrs/Week
4 0 0 4 4 25 50 25 -- -- 100
COURSE OBJECTIVES
 The purpose of the course is to comprehend the mental processes such as etic and emic
approaches, cultural transmission, emotional displays, cross cultural transmission and training.
 Understanding the applications of cross cultural research based findings to real life settings.
 Developing an understanding of cross cultural differences and similarities across the globe
 To provide knowledge and understanding of well-established processes and concepts in cross
cultural psychology
 To discuss both theoretical and applied perspectives on cross cultural transmission,
communication measurement and organizational systems
Unit 1 Cross- Cultural Psychology and Its Research Methods: 10 hours

Cross-cultural psychology-definition, Culture as internal or external to the person; Absolutism,
Relativism-universalism, goals of cross-cultural psychology, cultural transmission; Types of cross-
cultural studies, - Cultural transmission and individual development, social behavior, Absolutism,
Relativism-universalism, Aculturation and Intercultural relations
Unit 2 Methodological concerns 10 hours

Etic and Emic approaches, Hofstedes model, Designing culture comparative studies, Cultural bias,
Pursuing relationship between behavior and culture, sampling and measurement issue
Unit 3 Culture and emotions, Personality and culture 10 hours

Basic emotions, recognition and judgment of emotions; Cultural display rules, cultural construction of
emotional experiences and categories
Traits across cultures, Self in the social context, Personality tests, Big five, MMPI, Eyesenck
Unit 4 10 hours
a. Intercultural CommunicationandTraining:
Intercultural communication, communication problems, effectiveness; Intercultural training;
Unit 4 b.Workand Organization:

Organizational culture, work values, managerial behavior, psychological variables in the work
context; Role of culture in international HRM; effects of cultural differences on organizational
work behavior, work behavior varies across cultures; Human resource management and
performance appraisal in cross cultural context.
COURSE OUTCOMES

CO1: Developing an appreciation of how cross cultural principles can be applied to real life
settings and to understand the nature and scope of cross cultural Psychology.
CO2: Will provide students with knowledge of the fundamental issues in cross cultural psychology.
CO3: Will apply the concepts of cross cultural to understanding cross cultural behaviour and its
challenges
CO4: Evaluate contemporary local and global issues and topic from cross cultural
perspective.
CO5: Understanding the importance of cross cultural concerns within the broader context of the global
dynamics.
CO6 Build knowledgebase on emerging trends, complexity, challenges and choices related to cross
cultural studies in psychology.
1) Berry, J. W, Poortinga, Y.H., Breugelmans, S.M., Chasiotis, A., & Sam, D.L.(2011). Cross-
cultural psychology: Research and applications. Cambridge: Cambridge University Press.
2) Berry, J. W. et al. (Eds.). (1997). Handbook of' cross-cultural psychology (2nded.) (Vol. 1-3),
Boston: Allyn & Bacon.
3) Keith, K. D. (2010). Cross-cultural psychology: Contemporary themes and perspectives. New
York: Wiley-Blackwell
4) Dr. Sengupta N. & Bhattacharya M. (2007) International Human Resource Management.
Excel Books, New Delhi.
5) Eric B. Shiraev, Eric B Shiraev, David, (2017)Cross-Cultural Psychology: Critical Thinkingand
Contemporary Applications. (6th ed.)Routledge: taylor & Francis group.
In addition to the above reading materials like case studies, research paper and emerging trends will be
provided.


20MPS103 COGNITIVE PROCESSES

L T P C Hrs/Week
4 0 0 4 4 25 50 25 -- -- 100
COURSE OBJECTIVES
 The purpose of the course is to comprehend the mental processes such as learning, problem solving,
perception, attention, memory, language, and decision-making.
 Understanding the applications of research based findings in the real life settings.
 Developing an understanding of cognitive psychology applications in the area of technology and
business.
 To provide knowledge and understanding to the students about well-established theories in
cognitive psychology.
 To discuss both theoretical and applied perspectives on attention, perception, memory, role of
knowledge, language, reasoning, problem solving and decision making.
Unit -1 Nature and Importance of Cognitive Psychology 05 Hours

Cognitive Psychology: Definition, emergence of cognitive psychology; Current areas of research in
cognitive psychology, (Educational application, marketing and advertisement); Theories of cognitive
development – Piaget, Vygotsky; Application: Cognitive style and cognitive map; Contemporary
cognitive psychology.
Unit -2 Attention, Perception and Consciousness 10 Hours

Theories of attention- Filter theory, Attenuation theory, late selection theory, multimode theory; Theories
of perception- Top down vs bottom up process-Gestalt approaches; Consciousness of complex mental
processes; Applications- Subliminal perception, perceptual defense, and extra-sensory perception.
Unit -3 Memory 10 Hours

Types of memory; Sensory memory, Short Term Memory, Long Term Memory: Types; Determinants of
memory; Models: Unitary and dual process view: Waugh and Norman, Multi-process view: Atkinson
and Shiffrin; Craik and Lockhart, Connectionist model: Rumelhart and McClelland Theories of
forgetting: Psychoanalytical, Trace, Trace Decay, Interference, and recent trends; Application: Memory
improvement techniques, Distortion of memory.
Unit -4
a.Thinking and Concept Formation 10 Hours
Types of thinking – well defined and ill-defined problems – productive and reproductive problems -
model of problem solving; Problem solving approaches – Algorithm; heuristics: means-end analysis,
computer simulation, and analogy; Concept formation and categorization; Judgment and decision
making; Artificial Intelligence- Bottom up and top down approaches to the design of intelligent
machines; Characteristics of artificial neural networks.
b.Psycholinguistics 05 Hours
The nature of language: Communicative, arbitrary, structured, generative and dynamic nature of
language, phonemes, morphemes, syntax, semantics and pragmatics; Universal grammar and speech
recognition system; Linguistic relativity hypothesis and socio-cultural effects in linguistic
processing; Application- Development of reading ability, multilingualism.
COURSE OUTCOMES
CO1: Developing an appreciation of how cognitive psychology principles can be applied to real
life settings and to understand the nature and scope of Cognitive Psychology.
CO2: Will provide students with the knowledge of the fundamental issues in contemporary
cognitive processes.
CO3: Will be able to apply the concepts of cognitive psychology to psycholinguistics.
CO4: Evaluate contemporary local and global issues and topic from cognitive psychological
perspective.
CO5: Understanding of importance of cognitive psychology within the broader context of
languages.
CO6: Build knowledgebase on emerging trends, complexity, challenges and choices related to cognitive
psychology.
 Galotti. K. M. (2008) Cognitive psychology in and out of the laboratory. (8th ed).
 Sternberg, R.J. (2007). Cognitive Psychology. Australia: Thomson Wadsworth.
 Kellogg, R.T. (2007). Fundamentals of Cognitive Psychology. N.D. Sage Publications
 Hurlock, E. (2003). Developmental Psychology. Delhi: Tata McGraw hill.
 Matlin. M. W. (2012). Cognitive psychology. (8th ed). Wiley John and Sons.
 Carroll. D. W. (2007). Psychology of language. (5th ed). Brooks Cole.
 Solso. R. L., Maclin. H. O., Maclin. M. K. (2008). Cognitive psychology. (8th ed) Pearson.
provided.


QUALITATIVE RESEARCH METHODS IN

20MPS104
PSYCHOLOGY
L T P C Hrs/Week
4 0 0 4 4 25 50 25 -- -- 100
COURSE OBJECTIVES
 To understand a general definition of research design.
 To identify the overall process of designing a research study from its inception to its report
writing.
 To become familiar with ethical issues in research, including those issues that arise in using
quantitative and qualitative research.
 To know the primary characteristics of quantitative research and qualitative research.
 To design a good quantitative purpose statement and good quantitative research questions and
hypotheses.
 To be familiar with the steps involved in identifying and selecting a good instrument to use in a
study.
Unit 1 Nature of qualitative research ` 10 Hours

The history of qualitative research; The foundation of qualitative research; Characteristics of qualitative
research; The main steps in qualitative research; Reliability and validity in qualitative research; Critique
of qualitative research: Application of qualitative research methodology to research in Psychology
Unit 2 Paradigms of qualitative research 10 Hours

Inductive vs. Deductive approach; Ethnography, Observation (Participant and Non participant) Interviews,
Focus group Techniques Discourse analysis, Life history method; Coding
Unit 3 Designing Qualitative Research 10 Hours

Theory and concepts; Conceptual mapping; research questions; Defining the case; Sampling and
Instrumentation. Mixed methods; Design a qualitative study to suit a Psychology research. Ethical
problems and principles.
Unit 4 Strategies of data analysis 10 Hours

Triangulation, grounded theory, Within-case analysis, Cross-case analysis, Matrix displays; Computers in
qualitative data analysis. Document-based methods Strategies of qualitative data analysis; Hypothesis,
Research writing, Literature review, writing methods, results and discussion of results, referencing and
academic integrity.
COURSE OUTCOMES
CO1 Differentiate characteristics of quantitative and qualitative research

CO2 Formulate a research study
CO3 Formulate independent, dependent, and mediating variables
CO4 Use mixed methods research
CO5 Demonstrate steps of data collection
CO6 Create a research report
CO6 Build knowledgebase on emerging trends, complexity, challenges and choices related to
qualitative research methods in psychology.
1. Banister, P., Burman, E., Parker, I., Taylor, M., &Tindall, C. (1998). Qualitative Methods in
Psychology: A Research Guide. Buckingham: Open University Press.
2. Frost, N. (2012). Qualitative Research Methods in Psychology: Combining Core
3. Handbook of Qualitative Research Methods For Psychology and Social Sciences. United Kingdom:
The British Psychological Society.
4. Travers, M. (2001).Qualitative Research Through Case Studies. London: Sage Publications.
5. Chadha, N. K. (2009) Applied Psychometry. New Delhi: Sage.
6. Gliner, J.A & Morgan G.A. (2000) Research methods in applied settings: An integrated approach to
design and analysis, Lawrence Erlbaum, Mahwah.
7. Siegel, S. (1956) Non-parametric statistical for behavioral sciences. New York: McGraw Hill.
8. Weinberg, D. (2002). Qualitative Research Methods. Blackwell Publishers.


20MPS105 Schools of Psychology

L T P C Hrs/Week
4 0 0 4 4 25 50 25 -- -- 100
COURSE OBJECTIVES
 To understand various theories and concepts related to different schools of psychology.

 To explain and classify historical origin of psychology in India.
 To facilitate students understanding about the harmonious development of the individual andthe
society.
 To examine the stages of experiential learning; self-knowledge for own sake, for healing, and for
developing one’s potential.
 To focus on Indian psychology and its indigenous perspectives on consciousness, self,
meditation, motives and morality.
Unit 1 Introduction and Historical Overview 10 Hours

Psychological thought in the West: Greek heritage, medieval period and modern period; The four
founding paths of academic psychology; A fresh look at the history of psychology – Voices from non
Euro-American backgrounds; Issues: Crisis in psychology due to strict adherence to experimental-
analytical paradigm (logical empiricism); Move from a modern to a postmodern psychology; Diversity
on Psychology- Psychology in Russia, China, American, South African Psychology and Indian-Asian
Psychology.
Unit2 Psychology in India 10 Hours

Introduction to psychological thought in major Indian systems: Vedas, Upanishads, Yoga, Samkhya,
Bhagavad Gita, Tantra, Buddhism, Sufism and Integral Yoga; Academic psychology in India: Pre-
independence era; post-independence era; 1970s: The move to addressing social issues; 1980s:
Indigenization; 1990s: Paradigmatic concerns, disciplinary identity crisis; 2000s: Emergence of Indian
psychology in academia, Indic influences on modern psychology.
Unit 3 Paradigms in Psychology 10 Hours
Three essential aspects of all knowledge paradigms: Ontology, epistemology, and methodology; Six
important paradigms of Western psychology: Positivism, post- positivism, the critical perspective, social
constructionism, existential phenomenology, and co-operative enquiry.
Unit 4
a.Major Schools of Psychology 05 Hours
Some traditional and contemporary attempts at synthesis of major schools of psychology, Hundred years
of Indian Psychology; East and West: Transpersonal psychology, Ken Wilber‘s Integral psychology,
Contemporary Buddhism, Sikhism, Kashmir Shaivism, Sufism, Kriya Yoga, Integral Yoga of Sri
Aurobindo; Systems and theories: Vedas, Upanishads, Yoga, Samkhya, Bhagavad Gita, Tantra and
Buddhism.
b. Value education, integral health and spiritual business environment 05 Hours
Psychology in Indian Context, review and vision, Krishnamurti and value education, Mirambika;

Spiritual climate of business organization; Healing and pedagogy in Ayurveda; Aurveda for mind.
COURSE OUTCOMES
By the end of this course students will be able to
CO1 Will develop an appreciation of the need to have different perspectives in psychology.
CO2 Initiation of the journey of self-understanding by developing self-reflective skills and
exploring self and personality from a developmental perspective.
CO3 Recognizing the various kinds of errors made during knowledge acquisition and steps
to get rid of them.
CO4 Will facilitate knowledge about difference between western and indigenous psychology
variety in psychology and the modern development in the field.
CO5 To enable students with the understanding of history of Psychology in India and future
prospects.
CO6 Build knowledgebase on emerging trends, complexity, challenges and choices related to different
schools of psychology.
1. Bhatia, S. (2002). Orientalism in Euro-American and Indian psychology: Historical representations
of ―natives‖ in colonial and postcolonial contexts. History of Psychology, 5(4), 376–398.
2. Brock, A. C. (2006). Internationalizing the history of psychology. New York: New York University
Press.
3. Brysbaert, M., & Rastle, K. (2009). Historical and conceptual issues in psychology. New Delhi, India:
Pearson Educational.
4. Corelissen, R. M., Misra, G., & Varma, S. (Eds.) (2014). Foundations and applications of Indian
psychology. New Delhi, India: Pearson.
5. Gergen, K. J. (1990). Toward a postmodern psychology. The Humanistic Psychologist, 18(1), 23.
6. Guba, E. G. (1990). The alternative paradigm dialog. In E. G. Guba (Ed.), The paradigm dialog (pp.
17-30). New Delhi, India: Sage.
7. Leahey, T. H. (2004). A history of psychology: Main currents in psychological thought (6th ed.).
Upper Saddle River, NJ: Pearson Prentice Hall.
8. Lincoln, Y. S., Lynham S. A., & Guba, E. G. (2011). Paradigmatic controversies, contradictions, and
emerging confluences, revisited. In Y. S. Lincoln & S.A.
9. Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2005). Paradigmatic controversies, contradictions,
and emerging confluences. In Y. S. Lincoln and S. A. Lynham (Eds.), The SAGE handbook of
qualitative research (3rd ed.). Thousand Oaks: Sage.
10. Misra, G., & Paranjpe, A. C. (2012). Psychology in modern India. In Robert B. Rieber (Ed.),
Encyclopedia of the history of psychological theories (Part 1, pp. 881-892). New Delhi, India:
Springer Science.
11. Hussain A. Islamic Psychology: Emergence of a new field.
provided.



20MPS106 Experimental Psychology- Theory and Practical

Theory Practical
Total
L T P C Hrs/Week LE/Vi
MS ES IA LW Marks
va
2 0 4 4 6 25 50 25 30 20 100
COURSE OBJECTIVES
 The purpose of the course is to make the students understand the mental processes such as
learning, problem solving, perception, attention, memory, language, and decision-making
through experiments.
 Understanding the applications of research based findings to real life settings.
 Developing an understanding of experimental psychology applications in the real life
 To provide knowledge and understanding to students of well-established theories with the help
of experiments.
 To discuss both theoretical and applied perspectives of various processes.
Unit 1. Attention 10 Hours

Theory: Nature of attention; definition and determinants of attention, Kinds of attention; habitual,
selective, divided Theories of attention: Automatic Vs Controlled Processes
Practical: Attention Enhancement, Tachitoscope span of attention-visual, Decision Making: Paired
Comparison Method.
Unit 2.Learning and Conditioning 05 Hours

Theory: Classical conditioning, Higher order conditioning, Operant conditioning- Social Learning
Practical: Test of Information Processing Skills, Normal Probability curve
Unit 3. Memory (Memory and Forgetting) 05 Hours
Theory: Memory processes; Sensory Memory: Sperling’s Partial Technique; STM: Single and Dual
Process Theories; LTM: Interference and Two Factor Theories, Retention and Recognition, Forgetting.
Practical: Punch Board Maze, Card Sorting Square tray.
Unit 4
a.Thinking and Concepts 10 Hours
Theory: The thinking process, Problem Solving, Decision Making, Creative thinking, Language
formation, skeptical Enquiry, scientific approach to solve problems related to behavior and mental
processes.
Practical: Intelligence: Bhatia Battery of Intelligence Test, Wechsler Adult Intelligence Scale,
Perception: Size Constancy Apparatus, Depth/distance perception, Horizontal Vertical Illusion
b. Psychophysical Scaling and Psychophysics: 10 Hours
Theory: Physical and Psychological Continua; Absolute and Difference Limen; Weber’s Law and
Fechner’s Law; Steven’s Power Law. Theory of Signal detection
Practical: Motor Ability Measure (Finger and tweezer Dexterity), Steadiness tester, Developmental Assessment
Scales

COURSE OUTCOMES
CO1 Developing an appreciation of how experimental psychology principles can be applied to

real life settings and to understand the nature and scope of multisensory stimulations.
CO2 Will provide students with knowledge of the fundamental issues in contemporary
experimental psychology through the use of lab experiments and tests.
CO3 Will apply the concepts of experimental psychology to understanding human perception
and behaviour.
CO4 Evaluate perceptual issues and topics from experimental perspective.
CO5 Understanding of importance of experimental psychology with exposure to laboratory
experiments and tests.
experimental psychology.
1. D’Amato, M. R. Experimental Psychology: Methodology, Psychophysics and Learning. Tata
McGraw Hill, 1979.
2. Ram Nath Sharma and Rachna Sharma, Experimental Psychology, Atlantic Publishers and
Distributors (2003)
3. Anderson, J. R. Learning and Memory: An Integrated Approach. John Wiley, 2000.
4. Kantowitz, B. H., Roediger III, H. L., & Elmes, D. G. Experimental Psychology. Wadsworth
Cengage Learning (International Student Edition), 2009.
5. Martin, D. W. (2008). Doing psychology experiments. Belmont, CA: Thomson- Wadsworth.
Recommended American Psychological Association. (2001). Publication manual of the American
psychological association. Washington, DC: American Psychological Association
6. Lab Manuals of tests, instruments and projective tests. These would be on constructs of Memory,
Learning, conditioning, attention, thinking, intelligence, emotion and motivation
In addition to the above reading materials like case studies, research paper and emerging trends will
be provided.


20MPS107 APPLIED STATISTICS IN PSYCHOLOGY

L T P C Hrs/Week
4 0 0 4 4 25 50 25 30 20 100
COURSE OBJECTIVES
 Understanding basic statistical concepts and their theoretical foundations important for their
appropriate use in data analyses.
 Know key terms and major contributors pertaining to psychological statistics.
 Understand the difference between descriptive and inferential statistics
 Be able to do calculations for descriptive and inferential statistics, and test hypotheses using the
appropriate inferential distributions and formulae.
 Developing skills important for using statistical analyses in organizing and preparing data for
psychological research and interpretation
Unit 1 10 Hours
Introduction to Statistics, Why do psychologists need to know about statistics?, Types of Statistical
Techniques, Measurement Scales in Statistics and its importance, Different concepts and terms used in
Statistics – Null Hypothesis, Alternate Hypothesis, Levels of Significance, Sample Size, Types of Errors,
Degrees of Freedom, One Tailed Tests, Two Tailed Tests.
Unit 2 10 Hours
Chi Square – Equal Probability, Normal Probability, 2 x 2 Contingency Table, Chi-Square for
Independence, Contingency Co-efficient; T-Test for two samples of correlated/related/paired scores (one
group design), T-Test for two samples of unrelated/uncorrelated scores (two group design)
Unit 3 10 Hours
Correlation – Raw Score Method, Product Moment Method, Pearson’s Correlation Coefficient,
Spearman Rank Order Correlation Coefficient, Assumed Mean Method; Special Correlation Methods –
Correlation Ratio (ETA Correlation), Biserial Correlation, Point Biserial Correlation, Tetrachoric
Correlation, Partial and Multiple Correlation
Unit 4 05 Hours
a.Analysis of Variance, One Way, Two Way, Three Way, ANCOVA; Regression and Prediction
05 Hours
b.Non-Parametric Tests – Mann-Whitney U Test, Wilcoxon Signed Rank Test, Kruskal Wallis Test,
Friedman’s ANOVA; SPSS – Introduction, Data entry, Calculation, Interpretation of Results.

COURSE OUTCOMES
CO1 Demonstrate their understanding of descriptive statistics by practical application of quantitative
reasoning and data visualization.
CO2 Demonstrate their knowledge of the basics of inferential statistics by making valid generalizations
from sample data.
CO3 Explain the logic and appropriate applications of statistical analyses for univariate or bivariate
research designs, problems, or hypotheses.
CO4 Calculate the statistics necessary to solve problems (both manually and via computer), including
descriptive statistics, statistical significance tests, effect sizes, and confidence intervals.
CO5 Communicate the meaning of statistical analyses in everyday language and professional formats
(e.g., graphs, tables, and words).
CO6 Build knowledgebase on emerging trends, complexity, challenges and choices related to statistical
applications in psychology.
TEXT / REFERENCE BOOKS
1. Mayers, Andrew, Introduction to statistics and SPSS in psychology, Pearson (2013)

2. Cramer, Duncan Howitt, Dennis, Introduction to statistics in psychology [with SPSS], Pearson (2014)
3. Arthur Aron, Elaine Aron, Elliot Coups, Statistics for psychology, Pearson Education, 2013
4. Hugh Coolican, Research Methods and Statistics in Psychology, Psychology Press (2014)
5. C.R. Kothari, Research Methodology – Methods and Techniques, 2nd Revised Edition, New Age
International Publishers, 2004
provided.
End Semester Exam Question Paper Pattern
Total. Marks: 100 Exam Durations: 3 Hours

Part A: MCQ Based Online Assessment 50 Marks
Part B: Practical, Journal and Viva 50 Marks

20MPS108 Applied Personality Psychology

L T P C Hrs/Week
4 0 0 4 4 25 50 25 -- -- 100
COURSE OBJECTIVES
 To understand the various theories and theoretical concepts related to personality psychology.
 To examine the value of the course and use it as a tool to improve workplace processes,
behaviors, and relationships.
 To learn determinants of personality: Biological and socio-cultural.
 To learn the origin and development of self-concept with suitable examples and application to
the personality theories.
 To provides insights about personality psychology as a meeting point amid various fields of
psychology.
Unit 1
a. Introduction to Personality 05 Hours
Definitions and nature of personality; Approaches: Person-Situation interaction, Methods and
Assessment tools of personality assessment.
b. Theories of Personality 10 Hours
Introduction to Personality theories, major theoretical perspectives of cognitive; behavioural;
psychoanalytic; humanistic, and biological theories.
Unit 2 Personality in the educational and work context 10 Hours

Personality development of students; Factors influencing personality development; Personality and
personnel selection; Personality correlates of job performance.
Unit 3 Personality and deviant behaviour 10 Hours

Crime and Personality; Personality Modification in the criminal justice system
Unit 4 Indian perspectives of psychology 05 Hours

Sri Aurobindo‘s Integral yoga, Mediation, Spirituality, Self and Personality in Indian context.
COURSE OUTCOMES
CO1: Developing a critical understanding of personality through various personality approaches

and to be able to apply learnt concepts in real world situations.
CO2: Fostering an applied perspective by engaging students in a discussion about the everyday
applications of various personality theories.
CO3: Will be able apply the concepts of personality psychology to fields of education, health,
society and organization.

CO4: Will be able to understand anti-social and deviant personality behaviour.
CO5: Will be able to understand the nature of historical development of contemporary
psychological theories on personality.
CO6 Build knowledgebase on emerging trends, complexity, challenges and choices related to cognitive
psychology.
Text/Reference Book
1. Hall, C.S., Lindzey, G., & Campbell, J.B. (2007). Theories of Personality. 4th Edn. Wiley: India.
2. Schultz, D.P & Schultz, E.S. (2005). Theories of personality. Delhi: Thomson Wadsworth.
3. Mischel, W.; Shoda, Y.; & Smith, R. E. (2004). Introduction to personality. John Wiley & Sons
4. Larsen, R. J., & Buss, D. M. (2013). Personality Psychology: Domains of knowledge about human
nature (5th ed.). New York: McGraw Hill.
5. Cambridge Handbook of Personality.
6. Handbook of Psychological Instruments: D.M.Pestonjee.
provided.


20MPS109 PSYCHOMETRICS: THEORY AND PRACTICAL
L T P C Hrs/Week
2 0 4 4 6 25 50 25 30 20 100
COURSE OBJECTIVES
 To develop an understanding of the basic principles of test construction and theory.
 To understand, history of psychological testing, principles and concepts used in psychometric
assessment.
 To understand method of applications of psychological testing in educational, clinical and
employment settings.
 To enable understanding of psychometric statistics and its application in scoring and scores
interpretation.
 To provide basic skills pertaining to psychological assessment and report preparation.
 To offer hands-on learning experience and training about psychological testing.
Unit 1
a. Nature and Scope of Psychological Assessment 05 Hours
Definition, uses, and characteristics of psychological tests; Ethical issues and bias in testing; Meaning
and difference between psychological and physical properties of scales and measures; Levels of
measurement, Likert scale; uses of scales.
b. Types and Applications of Psychological Tests 05 Hours
Types of tests. Individual tests, tests for special populations, group testing; self-report, projective
testing and behavioural measures; speed and power tests, verbal, nonverbal and performance
tests; culture fair and culture free tests; Using tests in various settings like Educational,
occupational, clinical, counselling and guidance
Unit 2 Test Construction 10 Hours

Item Construction, Item Analysis, develop test administration, Norms, Scoring and Interpretation of
Tests; Tester’s Bias and Extraneous Factors.
Practical: To develop a questionnaire for a psychological construct
Unit 3 Psychometric Evaluation and Standardization of Tests 06 Hours

Reliability Definition, The correlation coefficient, Statistical Significance, Reliability Coefficient and
Types of Reliability, Reliability of speeded test, standard error of measurement reliability applied to
mastery testing and cutoff scores.
Validity Definition, Evolving Concepts of test validity, Content-description procedures, Criterion-
prediction procedures, construct identification procedures, Overview and Integration.
Unit 4 14 Hours
Psychometric In Various Contexts
Lab exposure of Psychometric tools
1. Intelligence test related to Educational setting.
2. Aptitude Test related to Educational setting.
3. Personality testing in educational, clinical and organizational setting.
4. Projective Test to clinical setting.
COURSE OUTCOMES
CO1 Will have sounds knowledge about psychometric tool construction.

CO2 Will demonstrate awareness of the ethical and legal issues involved in the assessment process.
CO3 Acquiring knowledge to effectively evaluate the appropriateness and quality of psychological
tests and their psychometric strengths and weaknesses.
CO4 Develop knowledge about the application of tests in a variety of settings.
CO5 Will develop knowledge about the steps in test construction and test standardization.
psychometric.
1. Anastasi, A. & Urbina, S. (1997). Psychological testing. N.D.: Pearson Education.
2. Aiken, L. R., & Groth-Marnet, G. (2009). Psychological testing and assessment (12th Ed.) New
Delhi: Pearson Education.
3. Gregory, R. J. (2011). Psychological testing: History, principles, and applications (6th edition). New
Delhi: Pearson Education.
4. Kaplan, R.M.,& Saccuzzo, D. P. (2012). Psychological testing: Principles, applications and issues
(8th ed.). New Delhi: Cengage.
5. Murphy, K.R.& Davidsofer, C. O. (2005). Psychological testing: Principles and applications (6th
Ed.). NJ: Pearson Education.
6. Freeman, F.S. 3rd ed. (1965). Psychological testing. New Delhi: Oxford & IBH Publishing Co. Pvt.
Ltd.
7. Cronbach, L. J. 5th ed. (1990). Essentials of psychological testing. New York: Harper Collins
Publishers
8. Aiken L.R. (1996) Rating Scales and Checklists: Evaluating Behavior, Personality and Attitudes.
9. Ghiselli, E. E., Campbell, J. P. & Zedek, S. (1981). Measurement theory for the behavioural sciences.
W.H. Freeman.
provided.


20MPS110 APPLIED ENVIRONMENTAL PSYCHOLOGY

L T P C Hrs/Week
4 0 0 4 4 25 50 25 -- -- 100
COURSE OBJECTIVES
 The purpose of the course is to comprehend the environmental challenges
 Understanding the applications of research based findings to real life issues
 Developing an understanding of environmental psychology applications in the area of day to day
challenges
 To provide knowledge and understanding of well-established theories in environmental
psychology.
 To discuss both theoretical and applied perspectives of environmental issues to help reduce stress,
pollution and crowding concerns.
Unit 1 Introduction 05 hours

Nature, scope, history of environmental psychology; Major research methods in environmental
psychology; Spatial-physical environment to sustainable development. Spatial structure of
environment.
Unit 2 Environmental Risk Perception 05 hours

Environmental Perception and Cognition; Environmental Cognition, Cognitive Maps, Way finding.
Unit 3 Theories of Environmental Behaviour relationships 10 hours

Functions of theories; the arousal perspective; Environmental load perspective; Adaptation level
theory; Environmental stress perspective
Unit 4
a. Personal space and territoriality, Density and Crowding 10 hours
Models to explain environmental behavior; Functions of personal space, Physical determinants of
personal space; Consequences of personal space invasion; Territorial behaviour , Territory and
aggression; Density and social behaviour, Causes and effects of crowding
b. Disasters Weather Climate and behaviour 10 hour

Geographical and climatological determinism; Heat and behavior; Cold and behavior; Barometric
pressure and altitude; Natural disasters, Air pollution, technological disasters, effects of toxic exposure,
air; Pollution.
COURSE OUTCOMES
CO1: Developing an appreciation of how environmental psychology principles can be applied to real
life settings and to understand the nature and scope of environmental Psychology.
CO2: Will provide students with knowledge of the fundamental issues in contemporary environmental
psychology.
CO3: Will apply the concepts of environmental psychology to solving day to day challenges

CO4: Evaluate contemporary local and global issues and from environmental psychology
perspective.
CO5: Understanding of importance of environmental psychology within the broader context of societal
changes
psychology
1. Bell, P. A., Greene, T. C., Fisher, J. D. and Baum, A. (2001). Environmental Psychology (Vth
Edition). USA: Wadsworth Group / Thomson learning, 10 Davis Drive Belmont CA.
2. Goldsmith, E. (1991). The Way; The Ecological World – View. Bostone; Shambala
3. Ittelson W. H., Proshansky, H. M., Rilvin, E. G., Winkel, G. H. and Dempsey, D. (1974). An
Introduction to Environmental Psychology. New York: Holt Rinehart and Winston.
4. Jain, U. (1987). The Psychological Consequences of Crowding. New Delhi: Sage.
5. Stokols, D. and Atmann, I. (Eds) (1987). Handbook of Environmental Psychology. New York:
Wiley.
6. Tewari, P. S. N. (2000). Paryavaraniya Manovigyan. New Delhi: Moti Lal Banarsi Das.
7. Gifford, R. (2007). Environmental psychology: Principles and practice. Optimal Books.
8. Winter, D. D., & Koger, S. (2004). The Psychology of Environmental Problems (2nd ed.).
Mahwah, NJ: Lawrence Erlbaum Associates.
9. Berg A., et al. (2012) Environmental Psychology: An Introduction.(edited) BPS Blackwell.
provided.
Total. Marks: 100 Exam Durations: 3 Hours

Part A: MCQ Based Online Assessment 50 Marks
Part B: Practical, Journal and Viva 50 Marks
Note: Students will be required to maintain a journal for this course.

20MPS201 Health & Wholistic Wellbeing

L T P C Hrs/Week
4 0 0 4 4 25 50 25 -- -- 100
COURSE OBJECTIVES
 To understand the theoretical concepts related to health psychology and various psycho-social
models of health.
 To enable the students to understand the formation and emergence of Health Psychology.
 To acquire adequate knowledge about issues related to stress and its management.
 To understand psycho-social impact health behaviour in real world situations.
 To develop sufficient understanding about the promotion of healthy by behaviour understanding
concept of wellness.
 To facilitate students understanding about behavioural and life style issues in health.
Unit 1 Introduction 05 Hours

Nature and scope of health psychology; Health Belief model bio-psycho-social model of health; Cross-
cultural perspectives on health; Goals of health psychology, branches of health psychology. . Health
behavior and belief: Factors predicting health behavior and beliefs.
Unit 2 Stress and Illness 10 Hours

Nature of stress and its health related consequences; Behavioural, physical and psychological symptoms;
Models of stress; Stress and chronic illness- cardiovascular disorders; coronary artery disease and
essential hypertension; Unhealthy habits & behavior; smoking, causes and maintenance of smoking
behavior; Health awareness and health seeking behavior.
Unit 3 Factors of Health Behaviours 10 Hours

Meaning of health behaviours; Role of behavioural factors in disease and disorder; Ethnic and gender
differences in health risks and habits; Doctor –patient communication and compliance; Attitude change
and health behaviours.
Unit 4
a.Holistic Healing techniques 10 Hours
Western and Indian perspectives of stress management; Physical relaxation techniques; Behavioural and
cognitive methods; Life style management; exercise, diet and weight control; Alternative Wholistic
healing techniques – yoga, Vipasana, meditation; Stress and burnout.
b. Conducting Health Research 05 Hours

Research Methods in Health Psychology: Correlational, Cross-sectional, longitudinal, experimental
designs and ex-post-facto design, Stress and Stressor, Psychoneuroimmunology (PNI); The Placebo in
treatment and research.

COURSE OUTCOMES
CO1: Acquire in depth knowledge about the field of health psychology.

CO2: Will develop skills to formulate health behaviour research.
CO3: Will recognize factors responsible for healthy behaviour.
CO4: Demonstrate adequate knowledge mind-body relationship as a correlate of wellness.
CO5: Will develop understand the broad field of health and health psychology and individual
aspects of health and well-being.
Health and Wholistic wellbeing.
1. Brannon, L & Feist, J (2007) Introduction to Health Psychology (First Indian reprint) Akash Press
New Delhi.
2. Taylor, Shelly E (2006). Health Psychology. (Sixth Edn), New York, Mc Graw- Hill International
Edition.
3. Cohen, L.M., McChargue, D.E. and Collins, F.J. (2003). The Health Psychology Handbook. New
Delhi: Sage Publications.
4. Friedman-Di, Mateo (1989). Health Psychology. New York: Prentice Hall.
Mohan, J. (2013) Psychosocial Correlates of Coronary Artery Disease: A Monograph. New Delhi:
Friends Publishers.
5. Pestonjee, D.M. (1999). Stress and Coping: The Indian Experience. New Delhi: Sage Publications.
6. Singh, R. and Shyam, R. (2007). Psychology of Well Being.
7. Sarafino, P. E. (1998). Health Psychology: Biopsychosocial Interaction. New Delhi: John Wiley
and Sons.
8. Sharma R. & Cooper C. (2017). Executive Burnout: Eastern and Western Concepts, Models and
Approaches for Mitigation. Emerald. UK
9. Mulla Z. & Krishnan V. (2014). Karma-Yoga: The Indian Model of Moral Development.
provided.



20MPS202 Applied Social Psychology
Theory Practical
Total
L T P C Hrs/Week LE/Viv
MS ES IA LW Marks
a
4 0 0 4 4 25 50 25 -- -- 100
COURSE OBJECTIVES
 The purpose of the course is to understand the social dynamics and processes in the contemporary
life
 Understanding the applications of research based findings to real life social settings.
 Developing an understanding of cognition and attribution to day to day challenges
 To provide knowledge and understanding of theories in criminal, group, interpersonal settings
 To discuss both theoretical and applied perspectives on the conflicting challenges in the social
life of the community
Unit 1 Foundations of Applied Social Psychology and Theoretical Framework 10 hours

Social psychology as a science; role of personal values, historical context, need for a broad
approach; the scientific process, theory is social psychology, Cognitive Dissonance Theory,
Research process in Social sciences research. The self: Answering the question who I am?
Unit 2 Applying Crime and Criminal Behaviour 10 hours

Aggression. Origin of criminal behavior Crime: Theories of criminal behavior; Prevention of crime,
rehabilitation of criminals, role of psychologists; Juvenile delinquents. Mob Lynching. Problem due to
alcoholism, Definition, types, theories of alcoholism, effects, methods of treatment, prevention and
rehabilitation. Prostitution; emerging challenges: Trans-gender issues, same-sex marriage. Cybercrime
Unit 3 Social Cognition and Attribution 10 hours

Heuristics; Impact of schemas on social cognition; Automatic and controlled thought processing.
Attribution: Sources of errors in social cognition, interplay of affect and cognition, theory of
attribution; attribution about self and others, biases.
Unit 4
a. Interpersonal Relationship and Prosocial Behaviour 5 hours
Interpersonal attraction: Internal sources of attraction: needs and emotions; External sources of
attraction: proximity and physical beauty; Social interaction: Similarity and Mutual liking; Close
relationships: family, friends and romantic relationships .Pro-social behavior: motives, bystander
intervention; helping: factors influencing helping behaviour.
b. Applying Social Psychology to the Groups and Community 5 hours
Key components of groups, benefits and costs of joining groups, Effects of presence of others: Group
influence, Social facilitations, Social loafing, hooliganism, deindividuation; Co-operation and conflict
in groups; techniques to resolve conflicts; Group decision making process, role of leadership in group
setting.

COURSE OUTCOMES

CO1 Developing an appreciation of how social psychology principles can be applied to real life
settings and to understand the nature and scope of social Psychology.
CO2 Will provide students with knowledge of the fundamental issues in contemporary social
psychology.
CO3 Will apply the concepts of social psychology to contemporary social challenges
CO4 Evaluate contemporary local and global issues and topic from socio- psychological
perspective.
CO5 Understanding of importance of social psychology within the broader context of overcoming
social challenges
CO6 Build knowledgebase on emerging trends, complexity, challenges and choices related to social
psychology.

1. Schneider W. (2012) Applied Social Psychology (2nd Ed). Sage. New Delhi
2. Alcock, P. (1997). Understanding Poverty (2nd Ed). Great Britan: Palgrave
3. Bloom, B. (1984).Community mental health: A generalintroduction.Belmont,
CA:Wadsworth
4. Dalal, A. K. &Misra, G. (2001) New Directions in Indian Psychology. New Delhi: Sage publications.
5. Baron, R. A., Branscombe, N. R. & Byrne, D. (2009). Social psychology (12th ed.). New York:
Pearson Education.
6. Taylor, S.E., Peplau, L.A., & Sears, D.O. (2006). Social psychology (12th ed.). New Jersey: Pearson
Education.
7. Semin, G., & Fiedler, K. (1996). Applied social psychology. London: Sage.
8. Kloos, B., Hill, J, Thomas, E., Wandersman, A., Elias, M., & Dalton, J. H. (2012). Community
psychology: Linking individuals and communities (3rd ed.). Wadsworth, Cengage Learning:
Belmont, CA, USA.
9. Naidoo, A., Pillay, J., & Bowman, B. (2007). Community psychology. Juta and Company Ltd.
10. Orford, J. (1992). Community psychology: Theory and practice. Wiley.
11. Rappaport, J. & Seidman, E. (2000). Handbook of community psychology. Springer Science &
Business Media.
12. Srinivasa Murthy & Barbara. J. Buras. (1992). Eds. Community mental healthproceedings of the
Indo-US symposium. Bangalore: NIMHANS
provided.


20MPS203 PHYSIOLOGICAL PSYCHOLOGY

Hrs/Wee Theory Practical Total
L T P C
k MS ES IA LW LE/Viva Marks
4 0 0 4 4 25 50 25 -- -- 100
COURSE OBJECTIVES
 To analyze and recognize the relations between psychological processes and somatic adaptive
responses and compare various theories explaining the mind/body relationship.
 To learn the physiology and functioning of the nervous system, including an understanding of the
neuron, the nerve impulse, and the synapse.
 To introduce the different physiological systems involved in learning and memory (e.g. brain
plasticity, leaning and conditioning, etc)
 To relate principles of physiological response mechanisms to aspects of adaptation in personality,
behavior, and in health and disease. Also to understand its adaptability in pharmacology.
 Evaluate interrelationships between observable physiological function and psychological
behaviour.
Unit 1 Fundamentals of Biopsychology 10 Hours

Nature and scope of bio-psychology; Methods of studying brain-behavior relationship; the mind-brain
relationship-dualism and monism; Biological basis of behavior- neurotransmitters and behavior; genetic
basis-chromosomes and genes.
Unit 2 Anatomy of Nervous System 10 Hours

Structure, function and division of nervous system- central and peripheral; Organization of the cerebral
cortex and its lobes.
Unit 3-Neuropsychology and Neurological Basis Of Learning And Memory 15 Hours
a) Neuropsychology
Neurons-structure, types and functions; Neuronal conduction-communication between neurons, synaptic
conduction; Neurotransmitters- categories and functions; Neurological disorders- tumours, seizures,
Parkinson’s disease, Alzheimer’s disease, multiple Sclerosis; Neurological disorders-and disabilities
b) Neurological Basis Of Learning And Memory
Brain areas associated with learning and memory; Types of Amnesia- Amnesia after concussion
(Anterograde, Retrograde), Korsakoff, Alzheimer’s disease; Studies on role of brain in learning and
conditioning; Synaptic mechanisms and synaptic plasticity of learning and memory
Unit 4- Hunger, sleep & sexual orientation 05 Hours
Biological theories of hunger and eating behaviour, physiological research on hunger and satiety;
Brain areas involved in sleep. Physiological and behavioral events of sleep; Biological aspects of
sexual behavior; hormones and sexual development. Sexual orientation, hormones and the brain.

COURSE OUTCOMES

CO1 : Will build strong foundation knowledge about biological basis of behaviour.
CO2: Describe the processes involved in the generation and propagation of a neural impulse,
synapses and neurotransmitters.
CO3: Will be able to recognize the major anatomical divisions of the human brain.
CO4: Will be able to apply knowledge of the physiological bases of behaviour to real-world
issues.
CO5: Explain the physiological processes underpinning various psychological phenomena.
physiological psychology.
1. Handbook of Biological Psychology – Sage publications.
2. Kalat, J.W. (2012). Biological psychology. CA: Wardsworth/Thomson Learning.
3. Neil . R. Carlson (2005) Foundations of Physiological Psychology. 6thed. Pearson.
4. Pinel, J.P.J. (2013). Biopsychology. NJ: Pearson Education Inc.
5. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3031936/ - principles of psychopharmacology
6. http://nursece4less.com/tests/materials/n075materials.pdf
provided.


20MPS204 CLINICAL PSYCHOLOGY

L T P C Hrs/Week Mark
MS ES IA LW LE/Viva s
4 0 0 4 4 25 50 25 -- -- 100
COURSE OBJECTIVES
 To be able to gain knowledge for the purpose of understanding symptoms of psychological
disorders
 To have extensive knowledge of mental illness and how to diagnose and treat it.
 To be able to conduct psychological assessment and formulate therapeutic interventions
 To be able to conduct research in the field of mental health
 To be able to perform research and collect data to enhance the understanding of clinical
psychology.
Unit 1
a. Introduction to Clinical Psychology 03 Hours
Definition and Nature of Clinical Psychology; closely related mental health professionals; Activities of
a clinical psychologist; Models of Training in Clinical Psychology; Prescription Privileges of clinical
psychologist; Technological Innovations
Unit 2
a. Diagnosis and Classification of Psychological Problems 05 Hours
What is Abnormal Behaviour? - Statistical Infrequency or Violation of Social Norms, Subjective
Distress, Disability, Dysfunction, or Impairment; Mental Illness – Importance of Diagnosis,
Classification Systems; Causes of Abnormal Behaviour and Mental Illness
b. Assessment in Clinical Psychology 02 Hours
General Characteristics of Interviews; Interviewing Essentials and Techniques; Types of Interviews;
Reliability and Validity of Interviews
Unit 3
a. Clinical Interventions 05 Hours
Evidence-Based Treatment and Evidence-Based Practice; Course of Clinical Intervention; Techniques
of Psychodynamic Psychotherapy; Client-Centered Therapy; Emotion-Focused Therapy; Cognitive-
Behavioural Therapy; Group Therapy; Family Therapy
b. Panic, Anxiety and OCD 05 Hours
Difference between Fear, Anxiety; Phobia – Psychological Causal Factors and Treatment; Social Anxiety
Disorder (Social Phobia) – Psychological Causal Factors and Treatment; Panic disorder; Agoraphobia –
Psychological Causal Factors and Treatment; Generalized Anxiety Disorder – Psychological Causal
Factors and Treatment; Obsessive Compulsive Disorder – Psychological Causal Factors and Treatment
Unit 4
a. Personality Disorders 05 Hours
Cluster A, B, and C Personality Disorders – Causal Factors; Treatment methods of Personality Disorders
b. Sexual Disorders 05 Hours
Different Paraphilic Disorders – Causal Factors and Treatment; Sexual Dysfunctions in Males and
Females – Causal Factors and Treatment

c. Eating Disorders 05 Hours

Clinical Aspects of Eating Disorders - Anorexia Nervosa, Bulimia Nervosa, Binge-Eating Disorder;
Causal Factors in Eating Disorders; Treatment of Eating Disorders
d. Disorders of Childhood and Adolescence 05 Hours
Anxiety Disorders of Childhood and Adolescence; Childhood Depression and Bipolar Disorder;
Oppositional Defiant Disorder; Conduct Disorder; Elimination Disorders; Attention-
Deficit/Hyperactivity Disorder; Autism Spectrum Disorder
COURSE OUTCOMES
CO1 Develop foundational knowledge of Clinical Psychology
CO2 Categorize normal and abnormal behaviour
CO3 Develop competency in psychological assessment and diagnosis
CO4 Explain causal factors of different psychopathological conditions
CO5 Develop competency in psychological intervention, treatment, supervision, and consultation
CO6 Develop competency in research methods appropriate to the field of clinical psychology

1. Timothy J. T., Mitch P., Clinical Psychology, 8th Edition, Wadsworth, Cengage Learning, 2013
2. Butcher, James N. H., Jill M. M., Susan N., Matthew K., Abnormal Psychology, 17th Edition, Pearson
Global Edition, 2017
3. Barlow, D. H., & Durand, V. M. Textbook of Abnormal Psychology. Cengage Learning, 2011.
4. Hecker, J. E., & Thorpe, G. L. (2005). Introduction to clinical psychology. Delhi: Pearson Education.
Husain,
5. Press. Llewelyn, S., Murphy, D. (Eds.) (2014). What is clinical psychology? Oxford UK: Oxford
University
6. Press. Plante, T. G. (2011). Contemporary clinical psychology. (3rd edition). New York: John Wiley
& Sons.
7. Pomerantz, A. M. (2008). Clinical psychology: Science, practice and culture. New Delhi: Sage
Publications.
8. Sommers-Flanagan, J. & Sommers-Flanagan, R. (2017). Clinical Interviewing. New Jersey: Wiley
provided.


20MPS205 APPLIED MEDIA PSYCHOLOGY

L T P C Hrs/Week
4 0 0 4 4 25 50 25 -- -- 100
COURSE OBJECTIVES
 To acquaint the students with the emerging area of media psychology as an interdisciplinary
course.
 To promote positive views of media for the betterment of society.
 To impart knowledge about media management through advertising and public relations.
 Demonstrate an understanding of the role of psychological theory to inform the range of topics
within the field of media psychology
 Demonstration of how theories from psychology apply to legacy and emerging technologies,
including persuasion, attention, social influence, cognition, engagement, and emotion.
Unit 1 Introduction 05 hours

Definition and meaning of media psychology; Media psychology: emerging discipline; History of
media psychology; Press, Radio, television and their transformation, Present modes of
communication and their origin added, Multiculturalism, Berry’s theory
Unit 2 Theories of Media 10 hours

Agenda setting theory, Gate keeping theory, Cultivation theory, Spiral of silence theory; Social learning
theory, Uses and Gratification theory, Active theory of Television viewing Individual difference theory,
Theory of cognitive dissonance; Affective disposition, Excitation transfer theory, Play theory,
Simulation theory, three-factor theory of emotion, technological determinism theory
Unit 3 Media and Communication 10 hour

Concept, process, models of communication; Introduction to crisis communication; Political
communication; Mass communication and its functions, Barriers of communication; Prosocial impact of
the media messages, Media representation of various social groups- men, women, religious groups, groups
by social class, disability
Unit 4
a. Advertising & Marketing: 05 hours
Defining Advertising –functions of advertising – characteristics of an effective ad; The psychological
principles behind how advertising works; Concept, Strategies, Promotion as form of marketing; Priming
and social construction;
b. Side Effects of Media: 10 hours

c. Cybercrimes; hacking, flooding, crashing, Internet addictions.

COURSE OUTCOMES

CO1: Summarize the meaning and evolution of media psychology as a branch of psychology.
CO2: Explain the contribution of different theories suggestive to the field of media psychology and
its implications.
CO3: Describe the communication processes and barriers in the field of media.
CO4: An understanding of the psychological principles behind Advertising and Marketing.
CO5: Evaluate the negative impact of media on the psychological state of the population.
CO6 Build knowledgebase on emerging trends, complexity, challenges and choices related to media
psychology.
1. Dill K. (2013) Edt. The Oxford Handbook of Media Psychology. Oxford University Press. New
York
2. Kirsh, S.J. (2006). Children Adolescents and Media Violence. New York: Sage.
3. Jenkins, H. (2006). Convergence Culture: Where Old and New Media Collide. New York:
University
4. Wood, R.N. (1983). Mass Media and Individual. Minnesota: Woods.
5. Joinson, A. N. (2003). Understanding the Psychology of Internet Behaviour: Virtual Worlds,
Real Lives. Palgrave Macmillan, New York.
6. Turkle, S. (2011). Alone together: Why we expect more from technology and less from each
other. Basic Books, Philadelphia.
7. George E. Belch and Michael A Belch. (2007). Advertising and Promotion: An
8. Integrated Marketing Communications Perspectives. 6th ed. New Delhi: Tata Mc
9. Graw Hill Edition.
10. William Wells, Tohn Burnet and Sandra Moriarty. (2006). Advertising Principles and
11. Practices. 6th ed. New Delhi: Pearson Prentice Hall.
provided.


20MPS208 POSITIVE PSYCHOLOGY

L T P C Hrs/Week
4 0 0 4 4 25 50 25 -- -- 100
COURSE OBJECTIVES
 To explain eastern and western perspective of positive psychology.

 To acquire adequate knowledge about major theories related to positive psychology and
spirituality.
 To make use of learnt concepts in real world situations.
 To develop adequate knowledge about the basic and applied principles of spirituality, positive
psychology and positive emotions..
 To facilitate an analysis of own lives and personal strength with the basic concepts of positive
psychology.
Unit 1 Introduction and Historical Overview 05 Hours

Psychology from a positive perspective; Eastern and Western perspectives on Positive Psychology;
Positive emotional states, principles of pleasure: understanding positive effect, positive emotions,
happiness (eudemonic and hedonic) and well-being.
Unit 2 Theories of Positive Psychology 10 Hours

Theories of Positive Psychology; PERMA (Positive Emotions, Engagement, Relationships, Meaning,
and Accomplishments); Flow Theory (Alan Carr); Broaden and build theory, Self-determination theory.
Unit 3 Application of positive Psychology 10 Hours

Positive psychology in education- teaching well-being and resilience in primary and secondary school,
cultivating adolescents’ motivation; Positive psychology for mental health, Positive Behaviour at
Workplace: Positive Organisational Behaviour.
Unit 4
a.Applied Perspective on Spirituality 05 Hours
Spirituality: Origin and definitions; Applications of spiritual psychology. Spiritual well-being:
Existential and religious; Case study involving inclusion of spirituality in the therapeutic process;
Spiritual coping methods, Prosocial Behaviour: Altruism; Gratitude; Forgiveness; Positive Relationship,
Successful Aging.
b. Happiness and Well-being 10 Hours

Approach to Happiness; Determinants of happiness; Happiness and Well-being, Positive emotion:
Defining Emotional Terms; Distinguishing the Positive and the negative affect.

COURSE OUTCOMES
CO1: To enable students to appreciate and understand the meaning and conceptual positive
psychology approaches.
CO2: Will be able to understand different perspective related to experiences of happiness.
CO3: Will be able to understand both conceptual and applied aspects related to positive
emotions and positive traits.
CO4: To identify the key virtues and character strengths which facilitate happiness and well-
being.
CO5: To provide students insight on applications of positive psychology for mental health and
other fields
psychology.
TEXT/REFERENCE BOOK
1. Baumgardner, S., Crothers, M. (2009). Positive psychology. New Delhi, India: Pearson.
2. Carr A. (2011). Positive Psychology: The Science of Happiness and Human strengths, 2nd
Edition. Routledge Taylor & Francis Group, New York
3. Csikszentmihalyi, M. (1996). Flow and the psychology of discovery and invention. New York:
Harper Collins. Chicago
4. Peterson, C. (2006). A Primer in Positive Psychology. Oxford University Press, New York.
5. Snyder, C. & Lopez, S. (2007) Positive psychology; The Scientific and Practical Explorations of
human strengths. Sage South Asian Edition. New Delhi
6. Husain, A. (2011). Spirituality and holistic health – A psychological perspective. New Delhi,
India: Prasad Psycho Corporation.
7. Husain, A., Beg, M. A., & Dwivedi, C. B. (2013). Psychology of humanity and spirituality. New
Delhi, India: Research India Press.
8. Lines, D. (2006). Spirituality in counselling and psychotherapy. New Delhi, India: Sage
Publications India Pvt. Ltd.
9. Miller, L. J. (Ed.) (2012). The Oxford handbook of psychology and spirituality. Oxford
University Press.
10. David, S. A., Boniwell, I., & Ayers, A. C. (2013). The Oxford handbook of happiness.
Oxford: Oxford University Press.
11. Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction.
American Psychologist, 55(1), 5-14.
provided.

HUMAN RESOURCE DEVELOPMENT &

20MPS209 ORGANIZATIONAL
DEVELOPMENT
L T P C Hrs/Week
4 0 0 4 4 25 50 25 -- -- 100
COURSE OBJECTIVES
 The purpose of this course is to developing a deeper understanding of conceptual and theoretical
employees’ work attitudes
 Understanding the applications of research based findings to real life settings.
 Developing an understanding of workplace dynamics for better performance
 To provide knowledge and understanding to students of well-established theories of workplace
behaviour
 To discuss both theoretical and applied perspectives motivation, learning, stress, power and
political behaviour, coaching and counselling
Unit 1: Learning and Performance Management and Challenges of Manage 10 hours

a.Learning and Performance Management: Behavioural Models of Learning in Organizations; Social
and Cognition Theories of Learning; Goal setting at work; Performance a key construct; Performance
feedback; Rewarding Performance; Correcting poor performance
hallenges for Managers: Competing in the Global Economy; Cultural differences andwork-related
attitudes; The Diverse workforce; Ethics, Character, and Personal Integrity; Ethical Dilemmas facing
the modern organization
Unit 2: Stress and well-being at work 10 hours

Definition; Four approaches to Stress; The stress response; Sources of work stress; The consequences of
stress; Individual differences in the stress-strain relationship; Preventive stress management;
Comprehensive health promotion
Unit 3: Power and Political Behaviour 05 hours

The concept of Power; Forms and sources of Power in Organizations; Using power ethically; Symbols
and Power; Political Behaviour in Organizations; Managing Political Behaviour in Organizations
Unit 4: Organizational systems: Communication, Coaching, mentoring and counselling process

at work place 10 Hours
a. Communication: Interpersonal Communication; Communication skills for effective managers;
Barriers and Gateway to Communication; Defensive and Non-defensive communication; Non-verbal
Communication; Positive, Health Communication; Communicating through New Technologies;
Coaching, mentoring and Counselling: Process of counselling, coaching and mentoring. Mentor
competencies: The nurturing superior.
b. Assessment and evaluation: 05 Hours
Vocational Interest Record (VIR); Short Employee attitude Scale; Organizational Citizenship
Behavior Scale; Motivation Analysis

COURSE OUTCOMES
CO1: Developing an appreciation of how workplace principles can be applied to real life settings
and to understand the nature and scope of workplace.
CO2: Will provide students with knowledge of the fundamental issues in contemporary workplace
psychology.
CO3: Will apply the concepts of workplace psychology to human resource management.
CO4: Evaluate contemporary local and global issues and topic from workplace psychology.
CO5: Understanding of importance of workplace psychology within the broader context of
intercultural issues.
CO6: Build knowledgebase on emerging trends, complexity, challenges and choices related to
human resources and organization development.
Recommended Readings:
1. Garvey, B., Stokes, P., & Megginson, D. (2009). Coaching and mentoring: Theory and practice.
London: Sage.
2. Gupta, Gupta, R. K., & Awasthy, R. (Eds.) (2015). Qualitative research in management: Methods
and experiences. New Delhi, India: Sage Publications.
3. Guptan, S. U. (2006). Mentoring: A practical guide to touching lives. New Delhi, India: Response
Books.
4. Pareek, U. (2007). Understanding organizational behaviour (2nd ed.). Delhi, India: Oxford
University Press.
5. Ragins, B. R., & Kram, K. E. (Eds.) (2007). The handbook of mentoring at work: Theory, research
and practice. Los Angeles: Sage Publications.
6. Rock, A. D., & Garavan, T. N. (2006). Reconceptualizing developmental relationships.
7. Human Resource Development Review, 5(3), 330-354.
8. Santhosh, B. (2012). Coaching: The art of developing leaders. New Delhi: Wiley-India.
9. Sinha, J. B. P. (2009). Culture and organizational behaviour. New Delhi: Sage Publication.
10. Stress and Work: Perspectives on Understanding and Managing stress (2013): Sage
be provided.

20MPS210 COUNSELLING PSYCHOLOGY

Theory Practical
Hrs/Wee Total
L T P C LE/Vi
k MS ES IA LW Marks
va
4 0 0 4 4 25 50 25 -- -- 100
COURSE OBJECTIVES
 To understand human behaviour at different stages.
 To recognize behavioural problems and examine strategies for positive behaviour management.
 To identify different types of exceptionalities.
 To relate counselling theory to issues in counselling.
 To develop an ethical approach to counselling.
Unit 1: Nature and Scope of Counselling 10 hours

Definition and Goals of Counselling; Stages of the Counselling process; Rapport Building and
characteristics of an effective counsellor; Challenges in the role of acounsellor, Therapeutic
Relationship, Effective communication; The Client-Counsellor Relationship :Therapeutic Relationship;
Effective communication; The Counsellor’s Needs; Counsellor Objectivity/Subjectivity; Emotional
Involvement; Counselor ethical boundaries inPractice
Unit 2 : Process of counselling 10 hours

Basic Counselling Skills: Observation Skills Questioning; Communication Skills (Listening, Feedback,
Non-Verbal; Making Notes and Reflections; The Counselling Interview: History Taking; Interviewing
(Characteristics, Types, Techniques) Developing Case Histories: Collecting, Documenting Information;
Working with Other Profession, Assessments
Unit 3: Purpose of Counselling in different areas of human development 10 hours

Depression, Anxiety, Delinquents; Adolescent; Gender specific; Drug Addiction; Vocational guidance
and career; Family and marital
Unit 4 :
a. Theory and approaches in Counselling 10 hours
Person-centered Theory; Carl Rogers; Psychoanalytic Approaches and psychodynamic therapy,
Existential Theory and therapy, Cognitive behavior Therapy, gestalt Theory and therapy, Feminist
Theory.
b.Counselling in the Indian Context 10 hours

Synthesis of Indian literature in Counselling psychology & social change; Needs and problems of
Indians; Ethical issues in counselling practice with special reference to India; Legal issues: Licensing
and certification counselling practice in India.
Unit 4:Psychotherapies in Counselling 10 hours

Person-centered Theory; Carl Rogers; Transactional Analysis: Eric Berne; Logo Therapy: Victor Frankl;
Multimodal Therapy; Arnold Lazarus; Cognitive Behaviour Therapy; Arnold Lazarus; Acceptance &

Commitment Therapy: William Glasser; Gestalt theory; feminist theory
COURSE OUTCOMES
CO1 Having a comprehensive understanding of the profession of counselling, particularly in the

Indian context.
CO2 Acquiring basic counselling skills of problem identification, and relationship building (e.g.
empathy, listening, paraphrasing, unconditional positive regard).
CO3 Demonstrating skills of helping clients. Students may choose relaxation, reducing negative
/maladaptive self-talk, and also learn skills of terminating the counselling
relationship.
CO4 Developing qualities of an effective counsellor including increasing self-awareness,
reflexivity, self-monitoring and objectivity.
CO5 Developing proficiencies to assist professional counsellors during intake interviews.
counselling psychology.
1. Feltham, C. & Horton, I.E. (ed) (2006). The Sage handbook of Counselling and Psychotherapy (2nd
ed.). London: Sage Publication.
2. Gibson, R.L., Mitchell, M.H. (2005). Introduction to counselling and guidance (6th ed.) Delhi:
Pearson education Pte.Ltd.
3. 3. Gelso, C. J., Fretz B.R. (1995) counselling psychology. Banglore: Prism books Pvt.Ltd
4. Capuzzi, D., & Gross, D.R. (2008). Counselling and Psychotherapy: theories and interventions
4thEdn. Pearson Education: India.
5. Corey, G. (2008). Theory and practice of group counselling. Thomson Brooks/Cole: Belmont CA
6. Nelson R., Jones (2009) Theory and Practice of Counselling and Therapy (4th Ed) Sage Publication
7. Rao, S.N. (2006). Counselling and guidance (2nd ed). New Delhi: Tata McGraw-Hill Publishing Co.
Ltd.
8. Adler, L. L., & Gielen, U. P. (Eds.) (2001). Cross-cultural topics in psychology. Westport, CT:
Praeger.
9. Misra, G. (Ed.) (1990). Applied social psychology in India. New Delhi: Sage.
10. Chandra, R. (2011). Psychology, counselling and therapeutic practices. N.D.: Gyan Books.
In addition to the above reading materials like case studies, research paper and emerging trends
will be provided.


20MPS211 APPLIED FORENSIC PSYCHOLOGY

L T P C Hrs/Week
4 0 0 4 4 25 50 25 -- -- 100
COURSE OBJECTIVES
 Being able to conceptualise forensic psychology as a distinct discipline as well as an

understanding of its historical roots.
 Learning about the forensic interviewing with the help of advanced tools used in crime
investigation.
 To become familiar with the types of forensic evaluations conducted in criminal and civil cases
 To become familiar with the landmark legal cases that impact forensic psychology.
 To understand the various career opportunities and the education and training needed to become
a forensic psychologist.
Unit 1
a. Introduction to Forensic Psychology 05 Hours
What are Forensic Sciences; Definition, Meaning and Nature of Forensic Psychology; Brief History of
Forensic Psychology; Forensic Psychology Today – Police and Public Safety Psychology; Legal
Psychology; Psychology of Crime and Delinquency; Victimology and Victim Services; Correctional
Psychology; Roles played by psychologists in Law; Pathways for Influencing the Legal System
b. Introduction to Criminal Psychology 02 Hours
What is crime; Theories of criminal psychology – Biological, Sociological, and Psychological.
Unit 2
a. Psychology of Investigations 05 Hours
Investigative Psychology; Profiling - Crime Scene Profiling, Geographical Profiling and Crime Mapping,
Suspect-Based Profiling, Psychological Profiling, The Psychological Autopsy – and their limitations;
Detection of Deception; The Polygraph
b.Psychology of Investigations 05 Hours
Forensic Hypnosis - Hypnotic Trance Theory; Cognitive-Behavioral Viewpoint; Hypnosis in Forensic
Settings; Eyewitness Evidence - Eyewitness Testimony; Cognitive Interview; Identifying the Face;
Unconscious Transference; Own-Race Bias (ORB); Pretrial Identification Methods - Lineups and Photo
Spreads.

Unit 3
a.Eyewitness Identification and Testimony 05 Hours
The Construction and Reconstruction of Eyewitness Memories - Cross-Racial Identifications, Stress and
Weapons Focus, Unconscious Transference, Leading or Suggestive Comments, Preexisting
Expectations, Witness Confidence, When the Eyewitness Is a Child; Guidelines to Improve Eyewitness
Accuracy; Techniques for Refreshing the Memories of Witnesses – Hypnosis, The Cognitive Interview
b.Expert Testimony 03 Hours
Expert Certification; Legal Standards for the Admission of Scientific Evidence; The Confidentiality
Issue; Duty to Warn or Protect; Ultimate Issue or Ultimate Opinion Testimony; Surviving the Witness
Stand
Unit 4
a. Criminal Psychology 05 Hours
The Juvenile Offender; Definition of Juvenile Delinquency; The Nature and Extent of Juvenile
Offending; Developmental Factors in the Formation of Persistent Criminal Behaviour; Additional Social
Developmental Influences
b.The Criminal Psychopath 05 Hours
General Behavioral Characteristics of Psychopaths; Antisocial Personality Disorder and Psychopathy;
Prevalence of Criminal Psychopathy.
c..Psychology of Violence and Intimidation 05 Hours
Gender, Race, and Ethnic Differences in Criminal Violence; Theoretical Perspectives and factors of
Violence; The Effects of Violent Media - Violent Video and Electronic Games; Workplace Violence;
Criminal Homicide; Hate or Bias Crimes; Stalking: The Crime of Intimidation; Cyberstalking;
Cyberbullying.
COURSE OUTCOMES
CO1 Develop an understanding how various theories and principles of psychology are applied in the
court of law and criminal justice system.
CO2 Demonstrate knowledge of key issues in eyewitness testimony and false confession.
CO3 Develop a working knowledge and understanding of the basic theory and methods of investigation
used in forensic psychology with an emphasis on crime scene analysis and forensic psychological
tools.
CO4 Develop offender or criminal profiling.
CO5 Demonstrate working knowledge of forensic report writing and providing psychological
consultancy in forensic setting.
psychology
1. Bartol, C. R. & Bartol, A. M. (2004). Introduction to forensic psychology. Thousand Oaks, CA: Sage
Publications.
2. Brown, J. M., & Campbell, E. A. (Eds.) (2010). The Cambridge handbook of forensic psychology.
Cambridge, England: Cambridge University Press.
3. Costanzo, M. & Krauss, D. (2010). Legal and forensic psychology. New York: Worth Publishers.
4. G., Hollin, C., & Bull, R. (Eds.) (2008). Forensic psychology. Chichester, England: John Wiley &
Sons, Ltd.
5. Huss Matthew T. (2009). Forensic psychology: Research, clinical practice, and applications. West
Sussex, UK: Wiley-Blackwell.
6. Joanna R. Adler, Jacqueline M Gray (Eds) (2010) Forensic psychology, N.Y.: William Publishing,
7. Towl, Graham J., & Crighton, David A. (Eds) (2010) Forensic psychology, West Sussex: N.J. John
Wiley & Sons Ltd.
8. Weiner, Irving B. & Hess, Allen K. (Eds) (2006) Handbook of Forensic Psychology, N.J. John Wiley
& Sons Ltd.
be provided.



APPLIED PSYCHOLOGY OF CREATIVITY AND

20MPS212
INNOVATION
L T P C Hrs/Week
4 0 0 4 4 25 50 25 -- -- 100
COURSE OBJECTIVES
 To understand the concept of creativity and innovation, further highlighting various approaches
related to it.
 To be able to apply learnt concepts in real world situations.
 To express the value of creativity and its relation to various fields of life.
 To explore various therapeutic uses of creativity in countless formants.
 To understand the link between creativity and problem solving.
Unit 1 Introduction 10 Hours

Creativity and conceptualization of creativity; Creativity and Innovation; Creativity across
psychological paradigm; Myths about creativity; Creativity as a personality trait; an achievement
parameter.
Unit 2 Cognitive approaches 10 Hours

Different approaches to Creativity, A three facet model of creativity; Problem solving and
creativity; The 4P’s Creativity model and its application In different fields.
Unit 3 Creativity and Humans 05 Hours

Creativity and Intellgience; Creativity and thinking; Individual differences; Measuring creativity.
Unit 4
a.Creativity and Research 05 Hours
Sharper tools, new insights; Frameworks for thinking about creativity; Enabling and enhancing
creativity competences and skills.
b.Creativity in different fields 10 Hours

a. Creative functioning in social contexts; Creativity and innovations in organizations; Creativity,
leadership and chance; Bloom’s Taxonomy.
b. Therapeutic use of creativity
Play therapy; types and uses; Art therapy; Definition, Use and types; Sand therapy: introduction and uses.

COURSE OUTCOMES

CO1: Acquire in depth knowledge about the field of creativity and innovation.
CO2: Will have a sound creativity pertaining to societal constructs, accentuation its
origin which is observed from childhood play.
CO3: Will apply the concepts of creativity to the field of research, organization and leadership.
CO4: Evaluate the therapeutic uses of play therapy, art therapy and sand therapy.
CO5: Indentify the cognitive approaches, and cognitive models which can be used for thinking and
problem solving.
CO6 Build knowledgebase on emerging trends, complexity, challenges and choices related to Creativity
and Innovation.
1. Sternberg R. (1988). The Nature of Creativity: Contemporary Psychological Perspective (edited).

Cambridge University Press, New York
2. Gruber H., Bodeker K. (2005). Creativity, Psychology and the History of Science.(edited)
Springer, Netherlands
3. Bateson P., Matrin P. (2013) Play, Playfulness, Creativity and Innovation Cambridge University
Press, New York
4. Shalley C., Hitt M, Zhou J. (2015) The Oxford Handbook of Creativity, Innovation, and
Entrepreneurship. Oxford University Press. New York
5. Goller I., Bessant J. (2017) Creativity for Innovation Management. Routledge. New York
6. Edwards D. () Art Therapy. Sage Publications. New Delhi
7. Ryan V. & Wilson K. (2005). Play Therapy: A Non-directive Approach for Children and
Adolescents. Elsevier. Turner B. ()The Routledge International Handbook of Sandplay Therapy.
Routledge
be provided.


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Pandit Deendayal Energy University Psychology_Social Sciences_SLS

Course Structure & Syllabus for MA in

School of Liberal Studies

Course Structure and Syllabus for MA in Psychology

Course Structure and Syllabus for MA in Psychology

Sr. Course Title Credit Course Code

SEMESTER IV- CORE PAPERS

 Four Semesters: 20 Papers (04 Credits Each) =Total 80 Credits.

Course Structure and Syllabus for MA in Psychology

Course Structure and Syllabus for MA in Psychology

20MPS101 INTRODUCTION TO APPLIED PSYCHOLOGY

On completion of the course, student will be able to

END SEMESTER EXAM QUESTION PAPER PATTERN

Max. Marks: 100 Exam Durations: 3 Hours

Part A: 10 questions of 2 Marks each-No Choice 20 Marks

Course Structure and Syllabus for MA in Psychology

20MPS102 CROSS-CULTURAL STUDIES IN PSYCHOLOGY

Unit 1 Cross- Cultural Psychology and Its Research Methods: 10 hours

Unit 2 Methodological concerns 10 hours

Unit 3 Culture and emotions, Personality and culture 10 hours

Unit 4 b.Workand Organization:

Course Structure and Syllabus for MA in Psychology

END SEMESTER EXAM QUESTION PAPER PATTERN

Course Structure and Syllabus for MA in Psychology

20MPS103 COGNITIVE PROCESSES

Unit -1 Nature and Importance of Cognitive Psychology 05 Hours

Unit -2 Attention, Perception and Consciousness 10 Hours

Unit -3 Memory 10 Hours

END SEMESTER EXAM QUESTION PAPER PATTERN

Max. Marks: 100 Exam Durations: 3 Hours

Part A: 10 questions of 2 Marks each-No Choice 20 Marks

Course Structure and Syllabus for MA in Psychology

QUALITATIVE RESEARCH METHODS IN

Unit 1 Nature of qualitative research ` 10 Hours

Unit 2 Paradigms of qualitative research 10 Hours

Unit 3 Designing Qualitative Research 10 Hours

Unit 4 Strategies of data analysis 10 Hours

CO1 Differentiate characteristics of quantitative and qualitative research

END SEMESTER EXAM QUESTION PAPER PATTERN

Max. Marks: 100 Exam Durations: 3 Hours

Part A: 10 questions of 2 Marks each-No Choice 20 Marks

Course Structure and Syllabus for MA in Psychology

20MPS105 Schools of Psychology

 To understand various theories and concepts related to different schools of psychology.

Unit 1 Introduction and Historical Overview 10 Hours

Unit2 Psychology in India 10 Hours

Course Structure and Syllabus for MA in Psychology

Course Structure and Syllabus for MA in Psychology

END SEMESTER EXAM QUESTION PAPER PATTERN

Max. Marks: 100 Exam Durations: 3 Hours

Part A: 10 questions of 2 Marks each-No Choice 20 Marks

Course Structure and Syllabus for MA in Psychology

20MPS106 Experimental Psychology- Theory and Practical

Unit 1. Attention 10 Hours

Unit 2.Learning and Conditioning 05 Hours

Course Structure and Syllabus for MA in Psychology

CO1 Developing an appreciation of how experimental psychology principles can be applied to

Max. Marks: 100 Exam Durations: 3 Hours

Course Structure and Syllabus for MA in Psychology