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BACHELOR OF ARTS (HONOURS) PSYCHOLOGY

DETAILED SYLLABUS 2013-16

DEPARTMENT OF PSYCHOLOGY

CHRIST UNIVERSITY

BANGALORE, INDIA

Christ University, Bangalore-29

Department of Psychology 2

Programme Description

The Bachelor of Arts (Honours) in Psychology is a full-time undergraduate programme offered

to students pursuing their Bachelor of Arts degree in a triple major programme at Christ

University. The Honours programme is offered to students of V semester and is currently in its

third year. The programme offers papers from different disciplines of psychology along with

laboratory and field experience, elementary statistics and research.

Programme Objectives

The Psychology Honours programme has been designed with the following objectives:

1. To gain core knowledge in primary disciplines of psychology as appropriate at

undergraduate level.

2. To learn about contemporary issues and debates in the core disciplines of psychology.

3. To study the history of psychology and its relevance in the current context.

4. To learn basic principles of scientific research in psychology.

5. To gain field experience and learn about current practices in the fields of counseling,

human resource development and clinical psychology.

Admission Criteria

1. Name of the Course BA Honours (Psychology)

2. Duration of the Course 2 Semesters

3. Eligibility 50% marks aggregate in first four

semesters of a triple major combination at

BA level.

4. Intake 40

5. Admission Admission is made based on the marks

scored in the qualifying examinations and

personal interview conducted by the

admission committee.

Level of Knowledge : Knowledge of basic concepts, theories, debates and issues in the field of

psychology is essential for the Honours programme.



PROGRAMME STRUCTURE

Semester Paper

Code

Courses Marks Total Hours Credits

CIA ESE

I PSY 131 Basic Psychological Processes-I 50 50 100 5 4

II PSY 231 Basic Psychological Processes-

II

50 50 100 5 4

III PSY 331 Life Span Development 50 50 100 5 4

IV PSY 431 Basic Social Psychology 50 50 100 5 4

V

PSH 541 History And Systems of

Psychology

50 50 100 4 4

PSH 542 Abnormal Behaviour-1 50 50 100 4 4

PSH 543 Research Methods 50 50 100 4 4

PSH 544 Psychological Assessment 50 50 100 4 4

PSH 545 Physiological Psychology 50 50 100 4 4

PSH 546 Psychological Statistics 50 50 100 4 4

PSH 547A Childhood in India

50

-

50

2

2

PSH 547B Consumer Psychology

PSH 547C Counselling Psychology

PSH 547D Educational Psychology

PSH 547E Sports Psychology

PSH 562 Research Project 100 4 4



PROGRAMME STRUCTURE CONTINUED

Semester Paper Code Courses Marks Total Hours Credits

CIA ESE

VI

PSH 641 Basic Cognitive Psychology 50 50 100 4 4

PSH 642 Abnormal Behaviour-2 50 50 100 4 4

PSH 643 Health Psychology 50 50 100 4 4

PSH 644 Industrial and Organizational

Psychology

50 50 100 4 4

PSH 645 Cultural Psychology 50 50 100 4 4

PSH 646 Internship and Community

Service

50 50 100 4 4

PSH 647A Art Therapy

50

-

50

2

2

PSH 647B Childhood Disorders

PSH 647C Positive Psychology

PSH 647D Rehabilitation Psychology

PSH 647E Training and Development in

Organizations

PSH 661 Practicals -II 50 50 100 4 4

PSH 662 Research Project 100 4 4

Total 2200 80



Syllabus for the Core Papers

Department of Psychology

III Year BA Honours: V Semester

Course Title Course Code Credits Total Hours

Total Marks

History and Systems of

Psychology

PSH 541 4 60 100

Course Description

One of the routes to understand and critically appreciate the contemporary Psychology is to look

at its history. This paper intends to provide a bird’s eye view of the emergence and development

of Psychology as a formal ‘scientific’ discipline. It traces the history of the origins of the

discipline, in both ancient and modern times. It also traces the growth of the discipline in modern

India.

Course Objectives and Learning Outcomes

1. To describe the key contributions of major figures in the history of psychology.

2. To relate the major perspectives in psychology with the individuals responsible for

articulating them.

3. To understand how historical trends and events have influenced the development of

psychology as a scientific discipline.

4. To demonstrate an understanding of major questions/ideas that have driven psychological

thought throughout its history.

5. To examine the historical context including political and cultural contexts within which

the development of psychology as a discipline has taken place.



6. To understand perspectives and current trends in psychology in India.

Unit I: Historical Foundations (16 hours)

Understanding Science, History, Psychology and notion of ‘Systems’; Psychology’s historical

foundations in ancient Greece, Rome, Middle Ages and Renaissnace;

Unit II: Birth of the Discipline (8 hours)

The emergence of modern science; Background for the emergence of modern Psychology: The

French, British and German tradition.

Unit III Nineteenth Century Bases for Psychology (8 hours)

Nineteenth century bases of Psychology: Physiology, Psychophysics and Evolution; The

founding of modern Psychology as Natural-Human science.

Unit IV: Major Systems (16 hours)

Voluntarism and Structuralism, Functionalism, Gestalt psychology, Psychoanalysis,

Behaviorism, Humanistic Psychology.

Unit V: Beyond the Systems: Contemporary Developments (12 hours)

History of Psychology in India; Diversity in Psychology; Indigenization; Globalization and the

field of Psychology in 21st century.

Evaluation

Part 1: CIA (Continuous Internal Assessment)

CIA I: Mid Semester Examination: Total marks 50

CIA II: Written/Individual Assignment: Total Marks 20

Objective: To test basic understanding of concepts related to history and systems of psychology.

CIA III: Group Presentation/Activity: Total marks 20

Objective: To test the understanding of contemporary debates in Indian Psychology.



CIA I + II + III = 90 / 100 = 45 / 50

Attendance = 5

Total = 100 = 50

Part 2: End Semester Examination

Total Marks=100/2=50

Question paper pattern

Section A Brief, concepts, definitions, applications 2 marks x10=20

Section B Short Answers: Conceptual/Application 5 marks x 4 =20

Section C Essay Type: Descriptive/Conceptual 15 marks x 3=45

Section D Compulsory: Case Study (Application) 15X1=15 marks.

References:

Essential Reading

Hergenhahn, B. R. (2009). An introduction to the history of psychology.(6th

edn.). Belmont, CA:

Wadsworth.

Recommended Reading

Brennan, J.F. (2003). History and systems of psychology (6th

Edn.).New Delhi: Pearson

Education Inc.

Brown, S.D. &Stenner, P. (2009). Psychology without foundations: History, philosophy and

psychosocial theory. New Delhi: Sage.

Heidbreder, E. (1933/1961). Seven psychologies. Englewood Cliffs, NJ: Prentice-Hall.

Hunt, M. (2007). The story of psychology. New York: Anchor Books



Jones, D &Elcock, J. (2001). History and theories of Psychology: A critical perspective.

London: Arnold.

Lawson, R.B., Graham, J.E. & Baker, K.M. (2007). A history of Psychology: Globalizations,

ideas and applications. New Delhi: Prentice-Hall Inc.

Leahey, T.H. (2004). A history of Psychology: Main currents in psychological thought (6th

Edn.).

Delhi: Pearson Education Inc.




Total Marks

Abnormal Behaviour I

PSH 542

4 60 100

Course Description

Abnormal psychology is the field concerned with the study, assessment, treatment of abnormal

behavior. This paper familiarizes the students with the different aspects of abnormal psychology.

This specialization paper aims to create interest in the students about psychopathology. It deals

with concepts of what is abnormality, what are the different types of psychological disorders and

what causes them etc.. The topics covered under this paper give an opportunity for the students

to understand the basic concepts related to abnormality, different models, and some of the

disorders like anxiety disorders, cognitive disorders, somatoform and dissociative disorders.

Course Objectives and Learning Outcome

The outcomes students are expected to attain after the completion of the course are:

1. Understanding the concept of abnormality, historical perspectives and classification

systems

2. Knowledge of the psychological theories and models for the field of abnormal

psychology.

3. Understanding of clinical picture and etiology of major psychological disorders.

4. Ability to apply course materials to case studies of individuals



Unit I: Introduction (12 hours)

Defining Abnormal Behaviour, Criteria of Abnormal Behaviour, Historical Background,

Classification of Abnormal Behaviour, Brief Mention of Different classification methods (DSM

& ICD), Causes of Abnormal Behaviour – Necessary, Predisposing, Precipitating and

Reinforcing Causes.

Unit II: Psychological Models of Abnormality (12 hours)

Psychodynamic (Only Freud), Behaviouristic, Cognitive - Behavioral, Humanistic and

Interpersonal Models

Unit III: Anxiety Based Disorders (12 hours)

Anxiety based response patterns – Panic Disorder, Phobic Disorder, Obsessive Compulsive

disorder, Generalized Anxiety disorder, Post – Traumatic Stress disorder.

Unit IV: Somatoform and Dissociative Disorders (12 hours)

Somatoform disorders–Somatization Disorder, Hypochondriasis, Somatoform Pain disorder,

Conversion Disorder, Symptoms and causes.Dissociative Disorders –Dissociative Amnesia,

Dissociative Fugue, Dissociative Identity Disorder and Depersonalization Disorder.Symptoms

and causes.

Unit V:Developmental Disorders (12 hours)

Mental Retardation- Definition, Levels of MR, Clinical types and Causes for MR

Autism- clinical picture and causes.Learning Disability, Clinical Picture, Causal Factors

Evaluation




Objective: To test basic understanding of concepts related to abnormal psychology.




Objective: To test the understanding of different disorders.

CIA I + II + III = 90 / 100 = 45 / 50

Attendance = 5

Total = 100 = 50








References:

Essential Reading:

APA (1994)..The DSM IV TR.New Delhi: Jaypee Publication

Carson, R.C., Butcher, J.N. &Mineka, S. (2004). Abnormal Psychology and Modern Life.13th

Edition, New Delhi:Pearson Education.

WHO, (1992).The ICD 10-Classification of Mental and Behavioural Disorders.Geneva : Oxford

University press.

Recommended Reading

Barlow, D.H. & Duranb, M. V.(2000). Abnormal Psychology – 2nd Edition, Toronto: Thompson

Publication.



Bootzin, R.R., Acocella, J.R. &Alloy L.B. (1993): Abnormal Psychology– Current

Perspective 6th

:Edition, International Edition, NY: McGraw–Hill Inc.

David, S. ,Derald.S, &Stanly, S. (1990).Understanding Abnormal Behaviour –3rd

Edition,

Boston: Houghton Mifflin Co.

Lauren, B.A, Riskind,J.H. & Manos, M.J. (2006).Abnormal Psychology – Current Perspectives.

9th

Edition, NY: McGraw Hill




Total Marks

Research Methodology PSH 543 4 60 100

Course Description

The course in research methodology offers a basic understanding of the fundamental principles

and methods in psychological research. It covers the essential assumptions of qualitative and

quantitative research in psychology. The present course also gives an overview on the process of

conducting research both in qualitative and quantitative paradigm. It emphasizes on the logic of

selecting appropriate groups or samples for conducting research, evaluate the strengths and

weaknesses of various research designs. The paper is designed to elaborate various methods of

data collection through simulated and field based pedagogies.


After the completion of this course, a student will be able to:

1. Understand the fundamentals of research methods in psychology

2. Comprehend the foundation on sampling, methods of data collection and research design

in psychology

3. Differentiate qualitative and quantitative approach in research

4. Build up skills on designing research

5. Develop skills on collecting research data using various methods

6. Expand skills on developing research problem in the area of psychology

7. Develop skills on proposal writing



Unit I: Fundamentals of research methods in psychology (15 hours)

Scientific research-Characteristics of science; Variables- operational definitions, independent

and dependent variables, extraneous variables; Problem: Define problem, criteria of problem

statements; Hypothesis: Types of hypothesis- null hypothesis, directional and non directional

hypothesis. Hypothesis testing- one tail and two tail testing; Planning research, Steps in scientific

research.

Unit II: Populations and Samples in Research (10 hours)

Sampling fundamentals: universe, population, sample size, sampling frame, Sampling process

and sampling error; Types of sampling: Probability- simple, systematic, stratified, cluster and

quota sampling; Non probability sampling- Convenience, purposive, snowball, theoretical and

opportunistic sampling.

Unit III: Methods of Data Collection (10 hours)

Observation technique: participant and non-participant observation; structured observation,

controlled observation; naturalistic observation; Questionnaires; attitude scales; projective tests;

sociometry; psychometric rests; Surveys; Interview methods: structured, semi structured and

unstructured interview; Focus group, life histories, narratives, documents and case studies

Unit IV: Experimental Research Design (10 hours)

Definition of experiment, importance of experiment in psychology, field vs Laboratory

experiment; Experimental designs: within group and between group designs. Matched pair

design, Single participant design.

Unit V: Qualitative Research Methods (15 hours)

Definition of qualitative research method; Difference between qualitative and quantitative

research; Process of qualitative research; Different traditions of qualitative research:

Ethnography, phenomenology, grounded theory, narrative analysis.



Evaluation




Objective: Review articles-critical appraisal of research article, Style of writing, skill of

paraphrasing


Objective: Proposal writing- conceptualizing the problem, skill of designing and planning

research

CIA I + II + III = 90 / 100 = 45 / 50

Attendance = 5

Total = 100 = 50








References:

Essential Reading

Kerlinger, N. (1996). Foundations of behavioural research. India: Prentice Hall

Recommended Reading

Gravetter,F.J.,&Forzana,L.A.B(2009). Research methods for behavioral sciences .United



States :Wordsworthcengage learning .

Bordens, K.S., & Abbott, B.B. (2006).Research and design methods: A process approach

(6th

ed.). New Delhi: Tata McGraw-Hill Company Limited

Biber,S.N.H. &Leavy(2006).The practice of qualitative research.NewDelhi:Sage publications.

Ritchie,J.&Lewis,J.(eds.).(2003).Qualitative research practice: A guide for social science

students and researchers. New Delhi: Sage




Total Marks

Psychological Assessment PSH 544

4 60 100

Course Description

The course introduces students to psychological assessment methods and techniques. The paper

is divided into 5 units. Unit I, ‘Introduction’, is the introductory module that makes a distinction

between the fundamental concepts of psychological assessment and testing. It also covers ethical

and social issues in the field. Unit II, ‘Test Construction’, deals with various aspects of test

construction. Unit IIIcovers the measurement of intelligence and the issues in psychological

testing. Unit IVcovers the tools used in personality assessment, and the measurement of interests,

attitudes and values.Unit V makes a distinction between aptitude and achievement tests and the

types of aptitude and achievement tests are discussed.


After the completion of a course, the student will be able to:

1. Make a distinction between the concepts of psychological assessment and testing

2. Understand the basics of test construction

3. Explain the origins and types of intelligence testing

4. Describe the tools used for personality assessment

5. Describe certain measures used in the measurement of interests, values and attitudes

6. Distinguish between aptitude and achievement tests




Psychological Assessment: Definition and Purpose; Psychological Testing: Definition, Types of

tests, Principles, Applications and Issues; Ethical & Social Considerations in Testing: User

qualifications, Testing instruments and Procedures, Protection of Privacy, Confidentiality and

Communicating test results.

Unit II: Test Construction (12 hours)

Steps in test construction, Item Writing: types of items, General guidelines for item writing

Characteristics of a good psychological test: Objectivity, Standardization,

Reliability: Meaning, Types of Reliability & Factors influencing Reliability.

Validity: Meaning, Types of validity and Factors influencing validity.

Norms: Norm Referenced and Criterion Referenced tests, Types of Norms and Test Scales.

Unit III: Assessment of Cognitive Abilities (10 hours)

Measurement of Intelligence: Types of Intelligence tests, Individual intelligence tests, Other

broad range intelligence tests, Group intelligence tests.

Psychological issues in intelligence testing - Longitudinal studies, Problems in cross cultural

testing

Unit IV: Assessment of Personality (12 hours)

Measurement of Personality: Meaning and Purpose, Tools of Personality Assessment,

Measurement of Interests, Values and Attitudes

Projective Techniques: Meaning and Types of Projective Techniques, Classification and

Evaluation of Projective Techniques

Unit V: Assessment of Aptitude and Achievement (14 hours)

Aptitude and Achievement: Distinction between Aptitude and Achievement Tests, Types of

Aptitude tests, Types and selection of standardized Achievement Tests, Achievement test

batteries, Achievement tests in specific areas.



Evaluation




Objective: To test basic understanding of concepts related to psychological assessment.


Objective: To understand application of various psychological assessment tools and techniques.

CIA I + II + III = 90 / 100 = 45 / 50

Attendance = 5

Total = 100 = 50








References :

Essential Reading

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

Singh, A.K. (2006). Tests, Measurements and Research Methods in Behavioural Sciences.Patna:

BharatiBhavan.



Recommended Reading

Aiken, L.R., &Groth- Marnat, G.(2006). Psychological Testing and Assessment – twelfth

edition. Boston, MA: Pearson.

Gregory, R.J. (2005). Psychological testing: History, principles and applications. New Delhi:

Pearson Education.

Kaplan, R.M. &Saccuzzo, D.P. (2007).Psychological Testing: Principles, Applications, and

Issues. Australia: Thomson Wadsworth.




Total Marks

Physiological Psychology PSH 545 4 60 100

Course Description

Physiological psychology is the scientific study of the structure and function of the nervous

system, the development and evolution of neural and behavioral systems, and interactions among

behavior, environment, physiology, and heredity. This area focuses on the relationship between

brain and behavior. In this course students will understand the biological underpinnings of

behavior and explore what is currently known about the biological basis of arousal, sleep,

emotions, learning, memory, and language.


After the completion of the course, students will be able to:

1. Describe how the general principles and tools of physiological psychology are applied

2. Identify the major anatomical structures of the nervous system by their function and their

relative position.

3. Break down the structure of neurons and describe their function.

4. Classify the actions of neurotransmitters and receptor types and predict their effects on

behavior

5. Use anatomical structures and transmitter actions to describe different glands

6. Demonstrate the biological basis of learning, consciousness, sleep, emotion and memory.




Definition and Nature; Relation with other branches: Biopsychology,

Psychopharmacology, Neuropsychology, Psychophysiology and Comparative psychology;

Methods of study: Ablation, Recording, Electrical and chemical stimulation, Stereotaxic,

surgery, Anatomical methods, Neuroimagery: CT scans, PET scans, MRI, FMRI; Basic

reasoning in and implications of biology of behavior.

Unit II: Neuroanatomy (12hours)

Evolution of Nervous system; Neurons: Structure of neurons, The Peripheral Nervous System:

the structure and function; The Somatic Nervous System: the structure and function; The

Autonomic Nervous System: the structure and function; The Central Nervous System: the

structure and function; The brain: the hindbrain, the mid brain, and the fore brain.

Unit III: Neural Impulse (12hours)

Nerve impulse transmission (graded potentials; spike potentials; EPSP; IPSP; chemical

mediators;resting potential, action potential, conduction across the length of a neuron and

conduction across the synapse, neurotransmitters and the nervous system- acetylcholine,

dopamine, norepinephrine, serotonin, and GABA.

Unit IV: Hormone and Behavior (12 hours)

Main endocrine glands: characteristics of the endocrine glands , hormone characteristics,

methods of investigation, mechanisms of hormone functions ,Major endocrine glands Thyroid,

Parathyroid, Adrenal, pancreas, Pituitary, Gonads, Hormones of the hypothalamus; Production

and principal effects of hormones

Unit V: The Biology of Emotions, Learning and Memory (12hours)

Neurophysiology of arousal, attention, consciousness and sleep; Psychophysiology of emotions;

Brain mechanisms: learning and memory, Physiological correlates of learning and memory;

Brain damage and impairment of implicit memory and explicit memory, role of hippocampus,

amygdale and frontal lobe



Evaluation




Objective: To test basic understanding of concepts related to physiological psychology.


Objective: To test the understanding of the relationship between biology and higher mental

functions.

CIA I + II + III = 90 / 100 = 45 / 50

Attendance = 5

Total = 100 = 50








References:

Essential Readings

Leukel, F,(1985). Introduction to Physiological Psychology. New Delhi: CBS publishers.

Levinthal, C.F (2003). Introduction to physiological Psychology,3rdedn, New Delhi:

Prentice Hall.



Recommended Reading

Pinel, J.P. Biopsychology (1990). Allyn and Bacon.

Rosenswig, Breedlor, Leiman.(2002). Biological Psychology, 3rd

edn, Sinaven associates.

Thompson R F. (1967) Foundations of Physiological Psychology.Tokyo: Harper International

Edn.




Total Marks

Psychological Statistics PSH 546 4 60 100

Course Description

This course provides a grounding in the fundamentals of statistics. The course starts with scales

of measurement and descriptive statistics. Inferential statistics covers correlation, regression,

Anova, chi-square and tests of difference.



1. Learn the basic and intermediate concepts of statistics.

2. Have a conceptual understanding of Uses and Application of various concepts

3. Will learn the various merits and demerits of both descriptive and inferential statistics.

4. Will be able to design scales and apply requisite statistics

5. Will be ready to learn advanced statistics.

Unit I:Introduction (12 hours)

Definition and Meaning of Statistics – origin, growth and characteristics; Primary and secondary

data, class interval and frequency distribution, graphic representation of data- Bar diagram, Pie

diagram and line graph, Histogram and Ogives; Normal Distribution–characteristics–skewness

and kurtosis.

Unit II: Averages and Dispersions (12 hours)

Definitions, Meaning and Use – Arithmetic mean – for grouped and ungrouped data; Median–

ungrouped, grouped and median in frequency distribution; Mode – ungrouped and grouped;



Definitions, Meaning and Use–Variability–range, Quartile Deviation, Standard Deviation

– long and short method.

Unit III: Correlation and Regression Analysis (12 hours)

Definitions, Meaning and Use–Correlation, linear and non-linear correlation; Pearson’s Product

moment correlation; Spearman’s rank order correlation; Definitions, Meaning and Use –

Regression, Regression equations of Y on X and X on Y. Difference and similarity between

Correlation and Regression Analysis

Unit IV: Tests of Significance (12 hours)

Parametric and Non-Parametric Tests; Definitions, Meaning and Use – Student’s T- test, F- test,

ANOVA – One- way and two way; Definitions, Meaning and Use, Chi–square test and goodness

of fit.

Unit V: Basics of Non-Parametric Statistics (12 hours)

Definitions, Meaning and types.

Evaluation




Objective: To test basic understanding of different statistical methods.


Objective: To test application of statistical methods.

CIA I + II + III = 90 / 100 = 45 / 50

Attendance = 5

Total = 100 = 50










References

Essential Reading

Aron,A. & Coups Statistics For Psychology 4th

Edition New Delhi : Pearson Education.

Recommended Reading

Henry E. G. (2005). Statistics in psychology and education. New Delhi:Paragon International

Publishers.




Total Marks

Practicals Paper-I & II

PSH 561

&661

3 per

semester

60 100

Course Description

This is a practical paper, and it includes experiments and tests related to basic psychological

process along with experiments and tests related to the specialization papers such as

developmental psychology, social psychology, abnormal psychology, cognitive psychology,

consumer behaviour and industrial and organizational psychology. The course involves classical

as well as contemporary tests in the field of psychology. It helps in understanding the practical

application of the theoretical concepts.


At the end of the course, students will be able to

1. Conduct experiments.

2. Administer psychological scales.

3. Make interpretations based on the norms given in the manual.

4. Write a report about the experiment or test conducted which reflects the details of the

test, its applications, procedure of administration and results.

Evaluation


CIA I – Mid Semester Examination - 50

CIA II –Class presentation(group) - 20

CIA III – Record work -20

Attendance/regularity -10



Total Marks = 100 reduced to 50

Part 2: End Semester Practical Examination

Duration of the exam=3hours

Examination pattern:

1 experiment for conducting and discussion = 50 marks

1 experiment-demonstration = 40 marks

Viva =10 marks

Total Marks=100=50, Part 1 + Part 2= 100 marks

Choose any 16 for conducting and discussion or for demonstration:

SECTION 1:

Experiments/Psychological Tests on Memory

1. Effect of cueing on recall

2. Test on working memory

3. Effect of serial position on recall

4. Chunking on recall

5. Memory Drum

6. Paired associate learning

II Experiments/Psychological Tests on Sensation

1. Mapping Retinal colour zones

2. Stroop effect

3.Two point Threshold

4.Localization of sound(Sound Cage)

III Experiments/Psychological Tests on Perception

1. Muller Lyer illusion

2. Stroop effect



3. Signal detection

IV Experiments/Psychological Tests on Cognition

1.Test on creativity

2.Strategies in problem solving

V Experiments/Psychological Tests on Learning

1. Bilateral transfer

2. Habit interference

3. Maze learning

4. Test on schedules of reinforcement

5. Test o learning curve

6.Retro achievement in Habituation

VI Experiments/Psychological Tests on Personality

1. Rotter’s Locus of control

2. Sentence completion test

3. Thematic apperception test/ Children’s apperception test

4. Rorschach Inkblot test

5. Type A/B personality test

6. Personal Value Questionnaire

7. Eysenck’s personality inventory

8. 16 Personality Factor Questionnaire

9. Myers Briggs Type Indicator

VII Experiments/Psychological Tests on Emotion

1. Test on emotional intelligence

2. Motiquiz inventory

3. Test on emotional maturity



VIII Experiments/Psychological Tests on Motivation

1. Achievement motivation quiz

2. Work motivation scale

3. Level of aspiration and achievemnet

VIII Experiments/Psychological Tests on Intelligence

1. Raven’s progressive matrices

2. Bhatia test of intelligence

3. General mental ability

4. OTIS

IX Experiments/Psychological Tests on Suggestion

1. Size weight illusion

X. Experiments/Psychological Tests in Life span development

1. Children’s self concept

2. Concept formation pf height and size

3. Group social problem solving skills

4. Coloured progressive matrices

5. Guidance needs inventory

6. Psychological well being scale

7. Adolescent problem checklist

8. Bells adjustment inventory

9. WHO Quality of life Assessment

10. Death Anxiety scale

11. Marital Satisfaction scale

12. Family Environment scale.

13. Vineland Social Maturity Scale



14.Perceived parenting style questionnaire

XI. Experiments/Psychological Tests in Abnormal psychology

1. General health questionnaire

2. Beck’s depression inventory

3. Anxiety assessment scale

4. STAXI

5. Self acceptance scale

6.Life satisfaction scale

XII Experiments/Psychological Tests in Social psychology

1.T- P Leadership questionnaire

2. Rosenberg Self esteem scale

3. Assertiveness scale

4. Social Distance Scale

5.FIRO-B(interpersonal relationship orientation)

6.Sodhi’s Attitude Scale

7. Effect of competition on performance

XIII Experiments/Psychological Tests on Industrial psychology

1. David’s battery of differential aptitude

2. Tweezer dexterity

3. MRMT

4. Finger dexterity

5. Job Satisfaction scale

6. Steadiness scale /muscular fatigue on performance

7.Comprehensive Interest Schedule

8.Differential Aptitude Test(DAT)



XIVExperiments/Psychological Tests on consumer psychology

1. Compulsive Buying Behaviour

2. Observation and suggestion

3. Brain Dominance Inventory



PAPERS FOR VI SEMESTER


Total Marks

Basic Cognitive

Psychology

PSH 641 4 60 100

Course Description

This course is an introduction to basic concepts of cognitive psychology. Course will cover

theories and researches done in the area of cognitive psychology. Topics covered will bean

introduction to cognition, history of cognition, memory, language comprehension, language

production, problem solving, reasoning and decision making. Diverse theories and certain

experiments will be described and discussed. In addition to readings from the textbook, students

will read at least one scientific journal related to the current topic and discuss the experimental

findings in class.


1. Develop a core competency in the area of cognitive psychology, focusing on topics such

as language, memory, problem solving, reasoning and decision making

2. Communicate how the human brain interprets and manipulates information

3. Understand human psychology from cognitive perspective and participate as an active

recipient of cognitive phenomena around us

4. Think critically and analyze various cognitive phenomena of everyday experience often

taken for granted



5. Describe, evaluate, and communicate the impact of researches done in the area of

cognition

Unit I: Introduction to Cognition (12 hours)

Meaning and various cognitive processes, interdisciplinary nature.

Development of cognitive psychology: Psychology before Cognitive Psychology.

Psychophysics, Structuralism, Functionalism, Behaviourism, Memory research, Gestalt

psychology, Emergence of cognitive psychology, Information processing, Connectionism,

Alternate approaches to cognitive psychology; Research Methods in Cognitive psychology.

Unit II: Perceptual Processes (12 hours)

Object Recognition- theories of object recognition, Bottom –Up and Top-Down Processing, Face

Perception, Change Blindness.Attention: Divided attention, Selective Attention. Visual attention

and Auditory attention.Consciouness: Varieties, Subliminal Perception; Visual Perception:

Perceptual Organizational Processes; Multisensory interaction and Integration - Synesthesia,

Comparing the senses, Perception and Action.

Unit III: Memory (12 hours)

Working Memory: Research on working Memory, Factors affecting the capacity of working

memory, Baddeley’s working memory Approach; Long Term Memory: Encoding and Retrieval

in Long Term memory, Autobiographical memory; Memory Strategies: Practice, Mnemonics

using Imagery,Mnemonics using organization, The Multimodal Approach, Improving

prospective memory; Metacognition: Metamemory, TOT, Metacomprehension

Unit IV: Language Comprehension and Production (12 hours)

Psycholinguistics and Neurolinguistics; Speech Perception- Characteristics, Theories;

Reading process, Understanding Discourse; Speaking- producing a word, sentence, speech

errors, discourse, the social contexts of speech; Writing –cognitive model, planning the writing

assignmemnt, sentence generation, revision.Bilingualism



Unit V: Problem Solving, Reasoning and Decision Making (12 hours)

Problem solving- Types of problem, Understanding the problem, Problem-Solving Approaches,

Factors that influence Problem Solving.Creativity.Reasoning- inductive and deductive

reasoning;Decision Making- Heuristics in decision making- representative ness, availability and

Anchoring and adjustment; The framing effect, Overconfidence in decisions, The Hindsight Bias

Evaluation




Objective: To test the understanding of different concepts of cognitive psychology.


Objective: To test the application of cognitive psychological principles.

CIA I + II + III = 90 / 100 = 45 / 50

Attendance = 5

Total = 100 = 50








References:



Essential Reading

Matlin M.W. (2003).Cognition 5th

Edition, London: Wiley Publication.

Riegler, B.R., Reigler, G.L. (2008), Cognitive Psychology- Applying the Science of Mind. 2nd

Edition, New Delhi: Pearson Education.

Recommended Reading

Benjafield J G (2007). Cognition.Third Edition.Delhi: Oxford University Press

Goldstein B.E.(2008).Cognitive Psychology. 2nd

Edition, London: Wadsworth




Total Marks

Abnormal Behaviour-2 PSH 642 4 60 100

Course Description

This course is a continuation of PSH 531. Students learn about the mood disorders,

schizophrenia, delusional disorders, substance abuse disorders, personality disorders sexual

disorders and brain disorders. The practical course involves assessment of psychopathology.


At the end of the course, students will be able to:

1. Define and classify personality disorders, mood disorders, schizophrenia and delusional

disorders and cognitive disorders.

2. Describe causes of disorders related to personality disorders, mood disorders,

schizophrenia and delusional and cognitive disorders.

3. Learn about disorders related to substance abuse.

Unit I: Personality Disorders (12 hours)

Definition, DSM IV Classification and Brief Descriptions of all the personality disorders

including the provisional categories.

Sexual deviations – Paraphilias and Gender Identity disorders.

Unit II: Mood Disorders (12 hours)

Classification – Unipolar: Normal Depression, Dysthymia, Major Depressive disorder-subtypes

of Major Depressive Disorder, Causal factors in unipolar disorders.

Bipolar: Cyclothamia, Bipolar I and II disorder, Causal Factors in Bipolar disorders.



Unit III: Schizophrenia and Delusional Disorders (12 hours)

Schizophrenia – Brief History of the concept, Clinical Picture, Types- Disorganized,Paranoid,

Catatonic, Undifferentiated, and Other types. Causal factors in schizophrenia.

Delusional Disorders – Clinical Picture, Types, Causes.

Unit IV: Substance Abuse Disorder (12 hours)

Definition, Criteria, Alcohol abuse and Dependence- Clinical Picture and Causal factors.

Drug Abuse and dependence – narcotics, stimulants, sedatives, hallucinogens

Unit V: Cognitive Disorders (12 hours)

Brain impairment in adults: Clinical sign of brain damage,Delirium, Dementia, Alzheimers,

Amnestic syndrome. Disorders involving head injury.

Evaluation




Objective: To test the understanding of personality, schizophrenia and mood disorders.


Objective: To test the understanding of Substance abuse, delusional and cognitive disorders.

CIA I + II + III = 90 / 100 = 45 / 50

Attendance = 5

Total = 100 = 50










References:

Essential Reading

APA (1994)..The DSM IV TR.New Delhi: Jaypee Publication

Carson, R.C., Butcher, J.N. &Mineka, S. (2004). Abnormal Psychology and Modern Life.13th

Edition, New Delhi:Pearson Education.

WHO, (1992).The ICD 10-Classification of Mental and Behavioural Disorders.Geneva : Oxford

University press.

Recommended Reading

Barlow, D.H. & Duranb, M. V.(2000). Abnormal Psychology – 2nd Edition, Toronto:Thompson

Publication.

Bootzin, R.R., Acocella, J.R. & Alloy L.B. (1993): Abnormal Psychology– Current Perspective

6th

: Edition, International Edition, NY: McGraw–Hill Inc.

David, S. ,Derald. S, & Stanly, S. (1990).Understanding Abnormal Behaviour –3rd

Edition,

Boston: Houghton Mifflin Co.

Lauren, B.A, Riskind,J.H. & Manos, M.J. (2006).Abnormal Psychology – Current Perspectives.

9th

Edition, NY: McGraw Hill




Total Marks

Health Psychology PSH 643 4 60 100

Course Description

The course in HealthPsychology provides an introduction to the psychology of health and illness.

It begins with an overview of the different models that explain healthbehaviour. It also deals with

stress and its impact on health including stress related disorders. Terminal and Chronic illnesses

like CHD, Hypertensions, AIDS and Cancer are also dealt with in the course. Patient- Provider

relationships, health promotion and health care interventions are other modules covered in this

course.

Course Objectives and Learning Outcome:


1. Know why some people engage in healthbehaviours and others don't

2. Know the impact of stress on health and issues related to coping

3. Understand the concept of burnout and appreciate caregivers burden

4. Understand the psychological aspects of terminal and chronic illness.

5. Understand the importance of patient -provider relationships

6. Demonstrate a range of health care interventions


Definition and Scope, Historical development-A brief history of medicine, Models in health

psychology- Biomedical and Bio-psychosocial model, The Mind-Body Connection,



Psychological factors in Illness and Disease, The stages of change model, The Health

belief model, Theories of reasoned action and planned behavior

Unit II: Stress and Illness (12 hours)

Definition, Categories of stressors, Predisposing factors, Effects of stress- GAS and Psycho

Neuroimmunology, Type Abehaviour and Stress. Adjustment disorders,Coping with stress –

general principles of coping, Techniques of coping. Issues related to care giving- Caregivers

burden, Burnout

Unit III: Chronic and Terminal Illness (12 hours)

Nature, Psychosocial factors and Management-Pain and its impact, Chronic Illness and its

impact- CHD, Hypertension, Diabetes, Asthma, Allergy, Menstrual Disorders, Terminal Illness-

Cancer, HIV/AIDS

Unit IV:Patient- Provider Relations and Health Promotion (12 hours)

Communication issues in health care : Nature of patient-provider communication, Results of

Poor Patient- provider communication (Non Adherence), Improving patient-provider

communication. Prevention of Diseases-Primary Prevention- Safety restraints, Immunization,

Safe-Sex, Nutrition and Diet, Obesity and Weight Control, Exercise, Sleep, Substance

use.Secondary Prevention and tertiary prevention and its behavioral outcomes- components of

interventions,Individual differences and personal characteristics

Unit V: Health Care Interventions: (12 hours)

Relaxation Training, Yogasanas and Exercises, Meditation, Biofeedback, Behaviour

Modification, Cognitive Behavioual techniques, Hypnosis, Assertiveness training, Self

awareness, Time management, Crisis management.

Evaluation






Objective: To test the understanding of concepts related to health psychology.


Objective: To test the application of health psychology principles.

CIA I + II + III = 90 / 100 = 45 / 50

Attendance = 5

Total = 100 = 50








References:

Essential Reading

Shelley, E. Taylor.(1986). Health Psychology.Delhi: MGH

Recommended Reading

Abound F.E. (1998). Health Psychology in Global Perspectives. Thousand Oaks, CA: Sage

Publications

Dimatteo, Robin,M., Martin, Leslie, R. (2007). Health Psychology.New Delhi: Pearson

Education



Kuppuswamy, B. (2001). Elements of Ancient Indian Psychology. New Delhi:

Konark POgden,j. (2010). Health Psychology.A text book.Delhi: Tata McGraw-Hill

Publications.


Total Marks

Industrial and

Organizational

Psychology

PSH 644

4 60 100

Course Description

This paper is aimed at providing the learners an overview of I/O Psychology by describing the

various individual, group, and organizational issues at work. This paper also intends at enhancing

the understanding of the learner about the world of work and related concerns. The areas covered

in the paper include employee selection, placement, training, performance appraisal, motivation

and leadership. The paper also intends to give an understanding about attitudes, satisfaction,

personality, values and the reactions of employees and employers in an organization. Students

also study about the issues related to people in organization and the workplace.


1. Demonstrate fundamental knowledge about definition, need and scope of I/O Psychology

2. To be aware about the brief history and various related fields of I/O Psychology

3. To understand the concept of Job analysis and be aware about the various methods of Job

analysis.

4. To comprehend the process of employee selection and understand the various methods of

selection process with special emphasis on psychological testing.



5. To demonstrate knowledge about the processes of training and performance

appraisal

6. To gain knowledge about factors influencing employee motivation, job satisfaction and

learn about the various types of financial and nonfinancial.

7. To understand the issues of work place stress and aggression and its impact on employee

performance.

Unit I- Introduction (8 hrs)

Definition, goals, key forces, fundamental concepts; History of Industrial and Organizational

Psychology; Related fields - O.B., H.R.M, and O.D.

Unit II- Selection, Training and Performance Appraisal (14 hrs)

Job analysis – Definition, need for Job analysis; Selection: Definition, Processes - Interviews

and psychological Tests; Training: Definition, Techniques–On the Job and off the Job

Performance Appraisal: Definition, need, Methods of Performance Appraisal–Objective,

judgmental and performance appraisal for managers.

Unit III: Motivation, Incentives and Leadership (14 hrs)

Motivation–Definition; Theories–Maslow’s and Herzberg’s theory; Incentives – Definition.

Types–financial and non financial incentives; Leadership –Definition. Different Leadership

styles.

Unit IV: Attitudes, Job Satisfaction, Personality and Values (14 hrs)

Attitudes – components, Job attitudes, Importance of Attitudes in work place diversity

Job satisfaction–Factors, Impact of Job satisfaction and dissatisfaction in the work place

Personality–Personality attributes influencing organizational Behaviour; Values: Types, Linking

Individual’s Personality and Values in the work place.

Unit V: Issues Related to Work place and Work Aggression (10 hrs)



Concept of stress, role of Personality in stress–Type A personality, Hardy Personality.

Primary source of stress – Organizational Sources of Stress, life stressors; Impact of stress–

Impacts on health, performance, Job burnout; Managing stress–Individual practice,

Organizational practice; Work place aggression, Work place bullying, sexual harassment, work

place violence.

Evaluation




Objective:To test the understanding of concepts related to industrial psychology.


Objective: To test the application of psychological principles in the workplace.

CIA I + II + III = 90 / 100 = 45 / 50

Attendance = 5

Total = 100 = 50










References:

Essential Reading

Blum, M.L. and Naylor, J.C (1984).Industrial Psychology.New Delhi:CBS Publishers and

Distributors.

Newstrom, J.W. & Davis, K., (1998).Organizational Behaviour- Human BehaviourAt Work’,

New Delhi: Tata McGraw-Hill

Schultz, D.P. and Schultz E.S., ‘Psychology and Work Today’, 6th

Edition, Mac Milan Publishing

Co., New York

Recommended Reading

Harrell, Ghosh and Ghorpade(2002).‘Industrial Psychology.New Delhi: Himalaya publishing

house.

Miner, J.B.(1992).Industrial Organizational Psychology, New York: McGrawHill Inc.

Slocum, J. W. &Hellriegal, D. Fundamentals of Organizational Behaviour’ Thomson publishing,

India edition.

Stephen P. R& Judge, T. A ‘Organizational Behaviour’. (12th

Edition) Prentice hall India.



Course Title Course Code Credits Total Hours Total Marks

Cultural Psychology PSH 645 4 60 100

Course Description

The paper offers research orientation on various cultural issues in the context of India and

provides an understanding of the culture and psychological processes. Eastern perspectives in

psychology are highlighted. Sensitivity towards the importance of an interdisciplinary approach

in psychology is generated.


1. To understand the interface between psychology and culture, theory and practice of

psychology in a cultural context.

2. Make acquaintance with the critical perspectives towards mainstream mental health

practice.

3. To apprise students of the history and current status of mental health practice in India.

Unit I: An Introduction to the Study of Culture and Psychology (12 hours)

Definition of culture; Approaches to culture; Interface between psychology and culture;

Pancultural principles verses culture-specific Differences: Etics and Emics; Methods of

understanding culture, scope of cultural psychology.

Unit II Culture and Basic Psychological Processes (12 hours)

Culture and perception–perception and experience cultural influence on visual perception;

Culture and Cognition–culture, categorization and concept formation, culture and memory;



Culture and consciousness- culture and dreams, culture and time, culture and perception

of pain; Culture and intelligence–cross cultural research on intelligence, cultural differences in

the meaning and concept of intelligence.

Unit III Culture, Self and Personality (12 hours)

Culture and health –difference in the definitions of health, sociocultural influence on physical

health and medical disease process; Cultural influences on attitudes and beliefs related to health

and diseases; Culture, self and personality; Culture and gender –culture and gender stereotype,

How does culture influence gender ?

Unit IV Culture and Mental Health in India (12 hours)

Indigenous healing traditions in India; History of mental health practices in India;

Current status of mental health practice in India; Key issues in the theory and practice of mental

health in India.

Unit V Eastern Perspectives in Psychology (12hours)

The concept of mind in Samkhya and Nyaya-Vaiseshika philosophy; Bhagavad Gita and mental

health; Concepts of health and illness in Ayurveda; Personality –implications from Yoga; Indian

perspective on emotion.

Evaluation




Objective:To test the understanding of concepts related to cultural psychology.


Objective: To test application of cultural psychology principles in the Indian context.

CIA I + II + III = 90 / 100 = 45 / 50

Attendance = 5



Total = 100 = 50








References:

Essential Reading

Matsumoto,D and Juang,L(2004).Culture and Psychology. Third edition. United States:

Misra ,G (2003).implications of culture for psychological knowledge .in J.W .Berry ,R.C

Recommended Reading

Basu, A.M. (2005). Historicizing Indian Psychiatry.Indian Journal of Psychiatry. 47, 126-129.

Basu, A.M. (2004). A new knowledge of madness-nineteenth century Asylum Psychiatry in

Bengal.Indian Journal of History of Science, 39 (3), 247-277.

Basu, A.M. (2004). Emergence of a marginal science in a colonial city: Reading psychiatry in

Bengali periodicals. The Indian Economic and Social History Review, 41 (2), 103-141.

Basu, A.R. (2005). Culture and mental health.Health Action, 18 (11), 7-8.

Bhugra,J.C.D and Campion. D. (1997).Experiences of religious healing in psychiatric patients in

South India.Soc Psychiatry Epidemiol 32(9 )215-221



Dalal,A.K and Misra ,G (eds) (2002).New directions in Indian Psychology . New delhi:

Sage publications NewDelhi.concept publishing company

Kakar, S.(1982). Shamans, Mystics and Doctors.A Psychological inquiry into India and its

Healing Traditions. Delhi: Oxford University Press.

Mills, J.H. (1999).Re-forming the Indian: Treatment regimes in the lunatic asylums of British

India, 1857-1880.The Indian Economic and Social History Review.36(4) 407-409

Mishra and R.C Tripathi.(Eds).Psychology in human and social development .New Delhi : Sage

publications

Sebastia ,B(2009).Restoring mental health in India, Pluralistic Therapies and concepts. New

Delhi : Oxford University Press.

Valsiner,J. (2007).Culture in minds and societies .Foundations of cultural Psychology

New Delhi: Sage publications




Total Marks

Research Project PSH 561 and

PSH 661

4 +4 - 100

Course Description

This course forms an integral part of the BA Honours programme. It is spread over the two

semesters and encompasses basic components of carrying out scientific research independently

in the field of psychology. In the first semester, the focus is on drawing up a research proposal

and developing the rationale and methodology for the study. In the second semester (VI) the

focus shifts to data collection, analysis and writing of the results and discussion. The course is

considered as a partial fulfillment towards the award of the degree of BA in Psychology

Honours.


1. To inculcate interest in scientific research and build a scientific temper in students.

2. To learn the basics of conceptualization and formulation of a simple research project.

3. To learn selection and administration of tools for data collection in the field.

4. To apply statistical methods to conduct analysis of data and/or qualitative research

methods.

5. To learn interpretation of results and presentation of a scientific report.

6. To learn academic writing with special reference to the APA style.



Evaluation

Semester V

i. Presentation and Submission of research proposal, and the first three chapters-

Introduction, Review of Literature, Method

ii. Research Proposal: 25 Marks (Marked by panel of faculty members)

iii. Introduction, Review of Literature & Method: 75 Marks

Semester VI

1. Final submission of the dissertation including Data analysis, Results and Discussion.

2. Presentation of Findings in front of a panel of faculty members 3 weeks prior to final

submission: 25 Marks

3. Grading by Supervisor: 75 Marks

Grading by External Examiner: 75 Marks (An aggregate of both will be

taken to obtain the final grade out of 100 for the Semester).

Guidelines for Presentation and Submission: Guidelines prescribed in the Dissertation

Guidelines for Department of Psychology are to be followed strictly.




Internship and

Community Service

PSH 646 4 100 hrs 100

Course Description

The internship component of the coursework is meant to give hands on, field experience to

students in different streams of psychology. The internship is divided into two

components. The first component entails seeking a short term placement (30 working

days) in an organization/institution in the field of counseling, clinical or human resource

development based on students’ interest. Students learn about assessment, intervention,

training and gain exposure to various aspects related to working in the field.

The second phase of the internship (15 working days) has a service learning component. In

this students are expected to find short term placements in communities where they can

gain exposure to service learning by using their training in psychology to work with

marginalized sections of the society in areas of education, mental health, counseling or

any other.



1. Gain knowledge about the various avenues available in the field of psychology.

2. Gain practical and field based experience in different domains such as counseling, clinical and

human resource development.

3. Become sensitive to and appreciate issues related to the community.

4. Get field experience in working with marginalized sections of the society.



Course Structure

Internship to be carried out in two parts:

Part 1: Month of April-May Before the commencement of the course (one month)

Part 2: During the Semester break in the month of Oct-Nov (2 weeks)

Evaluation:

Evaluation of the Internship will be based on the following:

1. Submission of Internship reports: (2 in no.)

Summer internship: 50 marks.

Semester Break internship: 25 marks

2. Personal interaction and viva voce with research supervisor based on internship

reports submitted: 25 marks.




Electives: V and VI

Semester

PSH 547 A,

B, C, D, E

&PSH 647 A,

B, C, D, E.

2 per

elective/semester

30 per

elective/semester

50

marks/semester

Course Description

This course is aimed at helping the student pursue focused study based on their area of interest in

different fields of psychology. Each semester, two/four electives will be offered out of which

students may choose to do one. The course is evaluated through a continuous internal assessment

and no end semester examination is held.

CIA: Continuous Internal Assessment

CIA I + II + III = 90 / 100 = 45 / 50

Objectives

1. To test basic understanding of concepts related to the elective.

2. To test the application of theories and concepts related to the elective.

3. To test the contemporary understanding of the topic.

Attendance= 5

Total= 50 marks/semester/elective


Total Marks



Childhood in India PSH 547 A 2 30 50

Course Description

The course in Childhood in India introduces concepts related to issues and concerns that are

socially, legally and psychologically relevant to developing an understanding of an Indian

childhood. As an elective course, it is meant to be interactive and application based.



1. Appreciate issues related to childhood in India

2. Understand legal and social concerns related to childhood in India

3. Develop an understanding of the psychological concerns of children in difficult circumstances.

4. Gain an understanding of the policies and programmes available for children in India.

Unit I : Introductory Concepts (6 hours)

Studying Children; Context of Childhood in India; Cross-Cultural perspective to the study of

Children;

Unit II: Issues and Concerns (6 hours)

Children in Especially Difficult Circumstances: Malnutrition, Institutionalized children,

Adoption, child abuse, literacy, girl child, disability.

Unit III: Children and Law (6 hours)

Children and Law: UN Rights of the Child, Constitutional Provisions in India, Laws related to

Adoption, Marriage, Education, Child Labour, Delinquency. (6hours)

Unit IV: Working with children

Working with children in difficult circumstances; planning programmes and activities for

children.



Unit V: Policies and Programmes (6 hours)

Programmes for children in India: ICDS, role of NGO’s, educational institutions.

References:

Kumar, V. (2009).Encyclopedia of Child Welfare and Protection.Anmol Publications Pvt. Ltd.

New Delhi.

Kaul, V. &Sankar, D. (2009).Early Childhood Care and Education in India. New Delhi:

NUEPA.

Veeraraghavan, Singh, Khandelwal (Eds.). (2002). The Child in the New Millennium. New

Delhi: Mosaic Books.


Total Marks

Consumer Psychology PSH 547 B 2 30 50

Course Description

An introductory course in consumer psychology provides an overview of consumer behavior,

factors that influence it and decision making. As an elective course it uses an interactive mode of

learning.



1. Understandfundamental concepts related to consumer psychology.



2. Understand the underlying psychological and related factors which influence the

human response to product purchase decisions.

3. Appreciate consumption practices.


Consumer behaviour: Definition, scope, consumer roles, history of consumer behaviour and the

marketing concept, contributing disciplines and application of consumer behaviour.

Consumer research process: objectives, design - qualitative (depth interview, focus groups and

projective techniques) and quantitative (data collection methods and data collection instruments,

sample design, collecting data, analyzing and report preparation).

Market segmentation: need, types – geographic, demographic, psychographic and life style.

Product positioning: need and strategy.

Unit II: Factors Influencing Consumer Behaviour (6 hours)

Consumer motivation: needs, goals, motive arousal, reactions to frustration.

Consumer Personality: nature, influences on consumer behaviour.

Consumer emotions: nature, uses in advertising.

Consumer Perception and its implications (images, price, quality and risk).

Consumer Learning: Classical and Instrumental theories in the context of consumer behaviour.

Unit III: Consumer Attitude and Communication Process (6 hours)

Attitude: functions, Tri-component attitude model and Katz’s models of attitude and attitude

change.

Post purchase attitude change: cognitive dissonance theory and attribution theory.

Marketing communication: process, barriers, types of communication systems, Source, Message

and Medium of Communication.

Unit IV: Consumers in Their Social and Cultural Settings (6 hours)



Reference group: Nature, types and influences on consumers.

Family life cycle stages, nature of household and purchases and family decision making and

resolving conflict. Social class: Nature of social class, symbols of status, concept of money and

social class, social class categories and consumer behaviour.

Culture – characteristics, values relevant to consumer behaviour (other-oriented, environmental-

oriented and self-oriented). Sub-cultures – Aspects, Religious, Regional, Age and Gender. Cross

cultural influences.

Unit V: Consumer Decision Making (6hours)

Consumer decision: Stages in consumer decision process – situational influence, problem

recognition, information search, evaluation of alternatives and selection, outlet selection and

purchase and post purchase action.

Organizational Buyer: nature, market structure and pattern of demand, characteristics, decision

approach, purchase pattern and organizational buyer decision process.

References:

Batra, S. K. &. Kazmi, S.H.H. (2004). Consumer Behaviour – Text and Cases.New Delhi: Excel

Books. ,

Foxall, G. R. &Goldsmith, R. E. (1997).Consumer Psychology for Marketing, Reprint, London:

International Thomson Business Press.

Schiffman L. G &Kanuk, L. L. (2004), Consumer Behaviour, 8th

edition, New Delhi :Prentice-

Hall.




Total Marks

Counselling Psychology PSH 547 C 2 30 50

Course Description

An introductory course in counseling Psychology apprises students about counseling theories,

processes and ethical and cultural considerations related to counseling practice.



1. Define and understand the purpose of guidance and counselling

2. Get an overview of different types of counseling specialities.

3. Appreciate counseling theories.

4. Understand the counseling process and appreciate ethical practices in counselling.


Counselling, Guidance, Psychotherapy: Definition and Purpose; Counselling Specialities: Career

Counselling, Marriage, Couple and family Counselling, School and college counselling, Abuse

and Disability Counselling

Unit II: Counselling Theories I (6 hours)

Psychoanalytic, Adlerian, Person- Centered, Gestalt, Existential

Unit III: Counselling Theories II(6 hours)

Behavioural Therapy, REBT, Reality Therapy, Cognitive therapy, Solution focused counselling,

Integrative approach

Unit IV: Counselling Process (6 hours)



Building Counselling relationships, working in a counselling relationship, Termination of

Counselling relationships.

Unit V: Ethics and Multicultural issues (6 hours)

Ethical and Legal aspects of counselling, Counselling in a multicultural society

References:

Gladding, S.T. (2009). Counselling: A Comprehensive Profession: New Delhi: Pearson

Education.


Total Marks

Educational Psychology PSH 547 D 2 30 50

Course Description

An introductory course in Educational psychology, introduces concepts related to application of

psychology in the field of education. As an elective course, it uses an interactive mode of

learning.



1. Develop an understanding about effective teaching practices

2. Understand the nature and dynamics of teaching and learning.

3. Get an overview of concepts related to the education of children with special needs.

Unit I: Introduction (6hours)



Definition and meaning, Education &Educational psychology, History, Nature, Scope,

and functions

Unit II: Learners who are Exceptional (6hours)

Who are children with disabilities?(Sensory and physical disorders, mental retardation, speech

and language disorders, learning disabilities, attention deficit hyperactivity disorder, emotional

and behavioral disorders).

Educational issues involving children with disabilities, Children who are gifted.

Unit III: Social Constructivist Approach (6hours)

Social constructivist approach to teaching, teachers and peers as joint contributors to student’s

learning, structuring small group work, social constructivist programs.

Unit IV: Motivation, Teaching, and Learning (6hours)

Exploring motivation, Motivation to achieve, Motivation, relationships and socio-cultural

contexts; hard-to –reach and low–achieving students.

Unit V: Managing the Classroom (6hours)

Why classrooms need to be managed effectively, Designing the physical environment of the

classroom, Creating a positive environment for learning, Being a good communicator, Dealing

with problem behaviors.

References:

Mangal, S.K.(2006) Essentials of Educational Psychology. New Delhi: Prentice Hall of India.

Santrock, John W. (2006).Educational Psychology, 2nd

edition, New Delhi: Tata McGraw-Hill

publishing company limited. .




Total Marks

Sports Psychology PSH 547 E 2 30 50

Course Description

An introductory course in sports psychology aims at apprising students about the basic concepts

related to applying psychological principles in sports.


At the end of the course, students will be able:

1. Understand the scope and perspectives in sports psychology.

2. Explain issues of race, gender and orientation in sports.

3. Understand the cognitive and social psychological dimensions in sports.

4. Learn ways to enhance individual and team performance.

Unit I: Introduction to Sports Psychology (4 hours)

History, Nature, and Scope of sports psychology. Recent perspectives

Issues of race, gender and sexual orientation in sports; Role of a sports psychologist

Unit II: Cognitive and Social Psychological Dimensions in Sports (8 hours)

Goal setting. Motivation, skills and performance, personality profiles of successful sports

persons.

Unit III: Group Dynamics (5 hours)

Group Dynamics and Team Cohesion.Competition and Cooperation.Leadership.Social

facilitation. Aggression and Violence in Sport

Unit IV: Enhancing Individual and Team Performance (8 hours)



The role of stress, arousal, anxiety and attention in the performance of individual and

team sports.Aggression, injury, & addictive behaviors.Drug Abuse in Sport and Exercise.

Burnout, overtraining & overreaching.

UnitV: Sports Psychological Interventions (5 hours)

Cognitive and behavioural interventions; Relaxation, Self- talk, Hypnosis; Imagery

Training/coaching techniques. Psychological Skills Training

References:

Arnold, D.L.U. & Nation, J. R. (1989) Sports psychology. Chicago :Nalson-Hall

Cratty, B. J. (1989) Psychology in contemporary sports. N. J.: Prentice Hall.

Horn, T. S (Ed) (1992). Advances in sports psychology.Canada : Herman Kinetics.

Lynch, J. (2001). Creative coaching. Champaign, IT: Human Kinetics

Mohan, J. (1996) Recent advances in sports psychology. New Delhi : Friends

Murphy, E. (1995) Advances in sports psychology.IIIionis : Human Kinetics

Murphy, S. M. (1995) Sports psychological interventions. Champaign : Herman Kinetics

Richard H. Cox. (2007). Sport Psychology. 6/e MI: McGraw Hill.

Sandhu, G. S. (1992), Psychology in sports : A contemporary perspective. New Delhi : Friends

Weinberg, R. S. & Gould, D. (2007).Foundations of Sport and Exercise Psychology (4th

edition).

Champaign, IL: Humans Kinetics.




Total Marks

Art Therapy PSH 647 A 2 30 50

Course Description

An elective course in art therapy introduces concepts related to use of art as therapy. It lays

special emphasis on applying art therapy for use with children in clinical as well as normal

settings.


At the end of this course, students will be able to:

1. Describe the history and goals of Art Therapy.

2. Understand the concept of Art with children and adolescents.

3. Understand applications of Art Therapy in working with children and adults in traumatized

situations.


Definition, history and goals of Art Therapy, Role of an Art Therapist in society,

Perspectives in Art Therapy–Psycho-Dynamic, Humanist and Constructivist/Post-Systematic

approachesBenefits of Art Therapy.

Unit II: Art Therapy and Children and Families (4hours)

Art Therapy and Children and Adolescents. The understanding of children’s drawings; Family

Art Therapy; Art and Play Intervention with Traumatized Children.

Unit III: Art Therapy with Children (4 hours)

Use of Art Therapy in Education, Schools and Classrooms; Use of Art Therapy for children with

Special Needs; Art Therapy in Healthcare with children.



Unit IV: Art Therapy and Adults (8 hours)

Creative Interventions and Mindfulness Practices, Art Therapy Approaches to disaster relief, Art

Therapy and Posttraumatic Stress Disorder. Art Therapy and Grief, loss and bereavement issues,

Art Therapy with the elderly; Art Therapy and addictions, Art Therapy and women, Art Therapy

and survivors of sexual abuse, Art Therapy and survivors of suicide.

Unit V:Principles and Techniques (10 hours)

General Ethical and Legal Principles in Art Therapy, Evaluation tools in Art Therapy. Exercises

and themes, Sandplay techniques, Dreamwork and Art Therapy; Cultural and Social diversity

and Group Art Therapy.

References:

Malchiodi, C.A. (2006). Art Therapy Sourcebook. NY: McGraw Hill.

Malchiodi, C.A.(2002). Handbook of Art Therapy. London: Guilford Press

Marian, L. (2004). Art Therapy for Groups: A Handbook of Themes and Exercises

Rubin, J. A. (1999). Art Therapy: An Introduction (Basic Principles Into Practice Series).

London:Taylor & Francis

Rubin, J. A. (2005). Child Art Therapy.NJ: John Wiley & Sons.

http://www.amazon.com/Handbook-Art-Therapy-Cathy-Malchiodi/dp/1572308095/ref=sr_1_2?ie=UTF8&s=books&qid=1262626782&sr=1-2

http://www.amazon.com/Marian-Liebmann/e/B001JP2P3A/ref=sr_ntt_srch_lnk_2?_encoding=UTF8&qid=1262627080&sr=1-14

http://www.amazon.com/Art-Therapy-Groups-Handbook-Exercises/dp/1583912185/ref=sr_1_14?ie=UTF8&s=books&qid=1262627080&sr=1-14

http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&sort=relevancerank&search-alias=books&field-author=Judith%20Rubin

http://www.amazon.com/Child-Therapy-Judith-Aron-Rubin/dp/0471679917/ref=sr_1_8?ie=UTF8&s=books&qid=1262626782&sr=1-8




Total Marks

Childhood Disorders PSH 647 B 2 30 50

Course Description

As an elective course in Childhood Disorders, the course introduces concepts related to different

types of developmental and pervasive disorders.



1. Understand issues in child psychopathology

2. Identify and define models of childhood disorders.

3.Recognize common developmental disorders, pervasive developmental disorders and disorders

of personal regulation.

4. Discuss issues related to working with children with developmental disorders.


Issues in Child Psychotherapy – Definition, Prevalence , Classification and Diagnosis (DSM –

IV TR) , Long term Consequences; Models of Childhood Disorders – Theory and Therapy

:Behavioural Perspective, Cognitive Perspective, Interpersonal Perspective, Sociocultural

Perspective, Psychodynamic Perspective and Neuroscience Perspective

Unit II: Common Developmental Disorders (8 hours)

Attention Deficit Disorder (ADHD)- Clinical Description, Statistics, Causes, Treatment

Learning Disorders–Reading, Mathematics, Written Expression- Clinical Description, Statistics,

Causes, Treatment



Communication Disorders–Expressive Language ; Mixed Receptive/Expressive,

Phonological, Stuttering.

Unit III: Pervasive Developmental Disorders (8 hours)

Autistic Disorder- Clinical Description, Statistics, Causes, Treatment; Asperger’s Disorder -

Clinical Description, Statistics, Causes, Treatment; Other PDDs – Childhood Disintegrative

Disorder and Rett’s Disorder–Clinical Description, Statistics, Causes. Mental Retardation (Axis

II)

Unit IV: Disorders of Personal Regulation (8 hours)

Eating Disorders – Anorexia Nervosa, Bulimia Nervosa, Childhood Obesity, Pica

Elimination Disorders – Enuresis and Encopresis; Sleep Disorders- Insomnia, Nightmares and

Night Terrors and Sleep Walking.

Unit V: Challenges in Childhood Disorders (2 hours)

Society and People with Developmental Disorders: Issues in Early Intervention Programmes,

Mainstreaming, Community Inclusion, Least Restrictive Environment; An Overview of

Prevention and Therapy: Play Therapy, Behavioural and Cognitive-Behavioural Therapy, Family

Therapy.

References:

Alloy,L.B., Riskind,J.H., Manos,M.J. (2005). Abnormal Psychology- Current Perspectives,

9th

Edition. NY: Tata McGraw –Hill

Durand,V.M.&Barlow,D.H.(2006). Essentials of Abnormal Psychology, 4th

Edition. London:

Thomson Wadsworth

Kendall, P.C. (2000).Childhood Disorders, Illustrated EditionLondon: Psychology Press



Sarason,I.G., Sarason,B.R.(2002). Abnormal Psychology-The problem of maladaptive

behaviour, 10th

Edition. London: Prentice Hall.


Total Marks

Positive Psychology PSH 647 C 2 30 50

Course Description

The elective course in Positive Psychology introduces concepts related to positive psychology

and its applications in the contemporary context.


At the end of the course, students will be able to

1. Identify basic concepts related to positive psychology.

2. Discuss the concepts in the context of altruism and spirituality

3. Discuss its applications in different settings.

Unit: I: Introduction to Positive Psychology (4 hours)

What is Positive Psychology, Eastern and Western perspectives on Positive Psychology,

Theoretical background of positive psychology.

Unit II: Concepts in Positive Psychology (8 hours)

An overview: Positive emotions, happiness, subjective wellbeing, optimism and hope, wisdom

and courage.

Unit III: Spirituality and Altruism (8 hours)



Mindfulness, flow and spirituality, Altruism, Gratitude and Forgiveness, Attachment and

Love.

Unit IV: Promoting Positive Relationships (5 hours)

Positive personal traits, positive coping strategies.

Unit V: Applications of Positive Psychology (5 hours)

Schooling, Work, Communities.

References:

Synder,C.R.,& Lopez, S.J. (2007). Positive Psychology. New Delhi: Sage Publishing House.


Total Marks

Rehabilitation

Psychology

PSH 647 D 2 30 50

Course Description

Mental and physical disabilities include rehabilitation as part of treatment plan that

targets individuals, families and communities. Rehabilitation is usually included in settings

such mental health centers, half way homes, counseling centers, remedial centers etc. This course

covers principles, approaches, assessment and counseling interventions specifically related

to rehabilitation in the specific context of psychiatric problems.



1. Understand basic concepts related to rehabilitation.

2. Recognize goals and objectives of rehabilitation counseling.



3. Distinguish between group and individual counseling.

4. Discuss approaches in rehabilitation programmes.

Unit I: Basic Concepts of Rehabilitation (4 hours)

Definition of rehabilitation, impairment, handicap; History, philosophy and principles of

rehabilitation; Disability due to psychiatric disorders; Assessment, planning, intervention and

evaluation: Disability, family burden, coping, work performance, quality of life

Unit II: Counseling in Rehabilitation (8 hours)

Goals, objectives of rehabilitation for different problems; Stigma of mental

illness, discrimination and cultural factors; Impact of disability on the individual, family,

community.

Unit III: Individual and Group Counselling (8 hours)

Individual and Group Counseling for individuals, families.Role of Self- Help Groups

Unit IV: Settings in Rehabilitation (5 hours)

Hospital and community based rehabilitation; residential and non residential programmes

Types of settings: halfway homes, hostels, day care, sheltered workshops, therapeutic

communities, vocational training units, community based programmes.

Unit V: Approaches in Rehabilitation Programmes (5 hours)

Approaches in rehabilitation programmes: Therapeutic communities, Behavioural, TA, Eclectic

Multi disciplinary teams and roles.

References

Liberman R.P. (1992).(Ed.) Effective Psychiatric Rehabilitation. In New

Directions for Mental Health Services.53.San Francisco CA.,

Jossey-Bass,



Liberman R.P.(1988). (Ed.) Psychiatric Rehabilitation of Chronic Mental

Patients. Washington DC: American Psychiatric Press.


Total Marks

Training and

Development in

Organizations

PSH 647 E 2 30 50

Course Description

The elective course in Training and Development in organizations uses an interactive mode to

discuss basic concepts and principles related to training and development issues in organizational

set ups.



1. Discuss basic concepts in training needs, analysis and learning paradigms.

2. Understand concepts related to training delivery, evaluation and methods.

3. Appreciate issues related to training and working in organizations.

Unit: 1: Introduction to Training & Development (6 hours)

Need for Training - Individual, Operational and Organizational, Meaning and Distinction -

Education, Training and Development, Types of Training, Linking training to company’s

functions.

Unit 2: Training needs analysis and learning paradigms (6 hours)



Training Need Analysis, levels and issues in training need analysis, Methods of Training

Needs Assessment.

Unit III: Training Delivery (6 hours)

Training Delivery - Use of various training methodologies and their impact on training

effectiveness; Define learning, different outcomes of learning, learning and motivation theories

and their implication in training; Transfer of training.

Unit IV: Training evaluation, methods and issues (6 hours)

Training Evaluation-Need for evaluation, Concept of Return on Investment, Cost-Benefit

Analysis, Developing Models of Training Evaluation for Technical and Behavioral Training,

Unit V: Techniques in Training and Development (6 hours)

Various techniques and methods of training and development, technology and training, current

issues in training and development.

References:

Noe, R. A. (2005). Employee Training and Development.(3rd Ed).London: Irwin/McGraw-Hill.

Pareek, U (2000). Training Instruments for HRD. New Delhi: Tata McGraw Hill

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