Psychology honours 2011-2012 - Christ University honours 2011-20… · Department of Psychology 1...

Christ University, Bangalore –29.

Department of Psychology 1

CHRIST UNIVERSITY BANGALORE –29

Undergraduate Department of Psychology

Syllabus for Psychology Honours course

Academic Year 2011-2012

COURSE OBJECTIVE:

The psychology honours course encourages students to experience the

breadth of the discipline of psychology with a variety of papers from

different branches of psychology. This gives an opportunity to students

to focus on a specific field and pursue their interests in more depth at a

later point.

The course involves papers from different fields of psychology along

with laboratory experiences and elementary statistics.

The course is also intended to inculcate the research culture in the

students’ specific area of interest by providing first hand experience in

research and related activities.



COURSE STRUCTURE – PSYCHOLOGY HONOURS

I SEMESTER Course Code Title Hours Marks Credits

PSY 131 Basic Psychological Processes-1 4 100 3

PSY 151 Practical 1 2 50 1

II SEMESTER Course Code Title Hours Marks Credits

PSY 231 Basic Psychological Processes-2 4 100 3


III SEMESTER Course Code Title Hours Marks Credits

PSY 331 Lifespan Psychology 4 100 3


IV SEMESTER Course Code Title Hours Marks Credits

PSY 431 Basic Social Psychology 4 100 3


V SEMESTER Course Code Title Hours Marks Credits PSY 541 History And Systems Of Psychology 4 100 4 PSY 542 Abnormal Behaviour-1 4 100 4 PSY 543 Research Methods 4 100 4 PSY 544 Psychological assessment 4 100 4 PSY 545 Health psychology 4 100 4 PSY 546 Psychological Statistics 4 100 4 PSY 547 Electives 2 50 2 PSY 561 Practicals -1 4 100 4 PSY 562 Research Project 4 100 4 VI SEMESTER Course Code Title Hours Marks Credits PSY 641 Basic Cognitive Psychology 4 100 4 PSY 642 Abnormal Behaviour-2 4 100 4 PSY 643 Physiological Psychology 4 100 4 PSY 644 Industrial and Organizational Psychology 4 100 4 PSY 645 Cultural Psychology 4 100 4 PSY 646 Internship 100 4 PSY 647 Elective 2 50 2 PSY 661 Practicals -II 4 100 4 PSY 662 Research Project 4 100 4

Total semesters – I, II, III, IV, V, & VI 2200 80



List of Electives offered: SEMESTER V: COURSE CODE

TITLE HOURS MARKS CREDITS

547-A

Childhood in India

2 50 2

547-B

Consumer Psychology

2 50 2

547-C

Counselling Psychology

2 50 2

547-D

Educational Psychology

2 50 2

547-E

Sports Psychology

2 50 2

LIST OF ELECTIVES FOR SEMESTER VI

COURSE CODE

TITLE HOURS MARKS CREDITS

647-A

Art Therapy

2 50 2

647-B

Childhood Disorders

2 50 2

647-C

Positive Psychology

2 50 2

647-D

Rehabilitation Psychology

2 50 2

647-E

Training And Development

2 50 2



SYLLABUS FOR THE CORE PAPERS

DEPARTMENT OF PSYCHOLOGY III YEAR B.A.HONOURS –V SEMESTER

HISTORY AND SYSTEMS OF PSYCHOLOGY

COURSE CODE: PSY 541 4 hrs / 100 Marks / 4 credits Total no of hrs/ sem: 60 Introduction: 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, primarily within the context of the intellectual history of Western Europe and America. Course Objectives:

1. To describe the key contributions of major figures in the history of psychology and be able to relate the major perspectives to the individuals who are responsible for articulating them.

2. To describe how historical trends and events have influenced the development of psychology as a scientific discipline.

3. To describe major perspectives of psychology. 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 be able to place current psychological thoughts/theories within that historical

development and context. 7. To recognize the role of women/minority groups/third-world countries in the history of

psychology, both as producer and consumers of psychological knowledge. 8. To be aware of the current changes occurring within psychology as a discipline and the

history of some of the more recent subdisciplines and emerging issues within psychology.

Contents:

Module I: HISTORICAL FOUNDATIONS (16 hrs)

Understanding Science, History, Psychology and notion of ‘Systems’; Psychology’s historical foundations in ancient Greece, Rome, Middle Ages and Renaissnace; The emergence of modern science; Background for the emergence of modern Psychology: The French, British and German tradion.



Module II: BIRTH OF THE DISCIPLINE (8 hrs)

Nineteenth century bases of Psychology: Physiology, Psychophysics and Evolution; The founding of modern Psychology as Natural-Human science.

Module III: MAJOR SYSTEMS (16 hrs)

Voluntarism and Structuralism, Functionalism, Gestalt psychology, Psychoanalysis, Behaviorism, Humanistic Psychology.

Module IV: PSYCHOLOGY AND ITS CONTENTS (8 hrs.)

Psychology and the brain; Psychology and the meanings of madness; Psychology and the child; Psychology and gender.

Module V: BEYOND THE SYSTEMS- CONTEMPORARY DEVELOPM ENTS (12 hrs.)

History of Psychology in India ; Diversity in Psychology; Indigenization; Globalization and the field of Psychology in 21st century.

PRIMARY TEXTS:

Brennan, J.F. (2003). History and systems of Psychology (6th Edn.). Delhi: Pearson Education Inc.

Hergenhahn, B. R. (2009). An introduction to the history of Psychology. (6th edn.). Belmont, CA: Wadsworth.

Richards, G. (1996). Putting psychology in its place. London: Routledge.

SUPPLEMENTARY TEXTS:

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.



ABNORMAL BEHAVIOUR -I

COURSE CODE: PSY 542 4 hrs / 100 Marks / 4 credits Total no of hrs/ sem: 60 This specialization paper provides a detailed study on the aspects of psychopathology. The student learns the history of the study of abnormal behaviour, definition, criteria and perspectives on abnormal behaviour, classification system, stress and adjustment disorders, and an overview of anxiety, somatoform and dissociative disorders

MODULE 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.

MODULE II : PSYCHOLOGICAL MODELS OF ABNORMALITY: (12 Hours)

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

MODULE III : COGNITIVE DISORDERS (12 Hours)

Brain impairment in adults: Clinical sign of brain damage,Delirium, Dementia, Alzheimers, Amnestic syndrome. Disorders involving head injury.

MODULE IV: ANXIETY BASED DISORDERS : (10 hours) Anxiety based response patterns – Panic Disorder, Phobic Disorder, Obsessive Compulsive disorder, Generalized Anxiety disorder, Post – Traumatic Stress disorder.

MODULE V: SOMATOFORM AND DISSOCIATIVE DISORDERS (10 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.



COURSE TEXT: Robert C. Carson, James N. Butcher, :Abnormal Psychology and Modern Life and Susan Mineka ( 2004) 13th Edition, Pearson Education. Lauren B.Alloy, John H. Riskind, and : Abnormal Psychology – Current Perspectives. Margaret J. Manos (2006) 9th Edition, Tata McGraw – Hill Edition Barlow, David H., Duranb Mark V,(2000): Abnormal Psychology – 2nd Edition,

Thomson Publication) BOOKS FOR REFERENCE: Bootzin, R.R.., Acocella, J.R. and : Abnormal Psychology– Current Perspective 6th Alloy L.B. (1993) : Edition, International Edition, the Graw – Hill Inc., USA. David Sue, Derald Sue, & Understanding Abnormal Behaviour – Stanly Sue, (1990) : 3rd Edition, Houghton Miffin Co. Davidson and Neal (1996): Abnormal Psychology.

Revised 6th Edition, John Wiley Sons The ICD – 10 – Classification of Mental and Behavioural Disorders WHO. Geneva 1992, Oxford University press. The DSM IV TR of APA , Jaypee pulication



RESEARCH METHODOLOGY

COURSE CODE: PSY 543 4 hrs / 100 marks / 4 credits Total no of hrs / sem: 60 COURSE OBJECTIVE: This course on research methods will provide students of the honours program an opportunity to investigate the scientific basis of research in psychology and familiarise themselves with the most common methods adopted in psychological research. At the end of the course students will be able to differentiate between scientific from non scientific research in psychology, demonstrate logic of selecting appropriate groups or samples for conducting research, evaluate the strengths and weaknesses of various methods of data collection, and differentiate between experimental and non experimental research in psychology. (Each Unit will be covered in 12 Hours) Unit -1 Psychology and Research Scientific research; empirical method; hypothetico-deductive method; falsifiability; descriptive research; hypothesis testing; the null-hypothesis; one- and two-tailed hypotheses; planning research Psychological variables and constructs; operational definitions; independent and dependent variables; extraneous variables; random and constant error; confounding. Unit 2 Populations and Samples in Research Populations and samples; sampling bias; representative samples; random samples; stratified, quota, cluster, snowball, self-selecting and opportunity samples; sample size. Experimental, control and placebo groups. Unit 3 Quantitative methods: Experimental and non experimental research in Psychology Experiments; non-experimental work; the laboratory; field experiments; quasi-experiments; natural experiments; ex post facto research; criticisms of the experiment. The experimental method : experimental designs Repeated measures; related designs; order effects. Independent samples design; participant (subject) variables. Matched pairs. Single participant. Unit 4 Qualitative methods: Observations and Data Collection in Research Observation as technique and design; participant and non-participant observation; structured observation; controlled observation; naturalistic observation-; objections to structured observation-;



participant observation; role-play and simulation; the diary method; participant observation; indirect observation. Types of interview method; the clinical method; the individual case-study; interview techniques; surveys. Questionnaires; attitude scales; questionnaire and scale items; projective tests; sociomeny; psychometric rests. REFERENCES Essential Readings and secondary Readings

• Adelman, C. (Ed.) (1981) Uttering Muttering. Grant McIntyre. [on face-to-face interviews] • Borg, W.R., and Gall, M.D. (1989) Educational Research: An Introduction. (Fifth edition) Longman. • Breakwell, G.M., Hammond, S., and Fife-Schaw, C. (Eds.) (1995) Research Methods in Psychology. Sage. • Bulmer, M. (1984) Sociological Research Methods. (Second edition) Macmillan. • Burgess, R.G. (1984) In the Field. Allen and Unwin. • Campbell, D.T., and Stanley, J.C. (1963) Experimental and quasi-experimental designs for research. In:

N.L. Gage (Ed.) Handbook of Research on Teaching. Rand McNally. • Denzin, N.K., and Lincoln, Y.S. (Eds.) (1994) Handbook of Qualitative Research. Sage. • Dominowski, R.L. (1980) Research Methods. Prentice-Hall. • Ely, M., Anzul, M., Friedman, T., Garner, D., and Steinmetz, A.M. (1990) Doing Qualitative Research:

Circles within Circles. Falmer Press. • Hakim, C. (1987) Research Design: Strategies and Choices in the Design of Social Research. Allen and

Unwin. • Isaac, S., and Michael, W.B. (1989) Handbook in Research and Evaluation for Education and the

Behavioural Sciences. EdITS Publishers. • McNeill, P. (1990) Research Methods. (Second edition) Routledge. • Moser, C.A., and Kalton, G. (1979) Survey Methods of Social Investigation. Gower. • Oppenheim, A.N. (1993) Questionnaire Design, Interviewing and Attitutde Measurement. Pinter. • Robson, C. (1993) Real World Research: A Resource for Social Scientists and Practitioner-Researchers.

Blackwell. • Spradley, J.P. (1980) Participant Observation. Hold, Rinehart and Winston. • Tesch, R. (1990) Qualitative Research: Analysis Types & Software Tools. Falmer Press. • Benbasat, I. (Ed.) (1989) The Information Systems Research Challenge: Experimental Research Methods.

Volume 2. Harvard Business School. • Kraemer, K.L. (Ed.) (1989) The Information Systems Research Challenge: Survey Research Methods.

Volume 3. Harvard Business School.

• Riley, J. (1990) Getting the Most from Your Data: A Handbook of Practical Ideas on How to Analyse Qualitative Data. Bristol: Technical and Educational Services Ltd.

• Bruning, J.L., and Kintz, B.L. (1987) Computational Handbook of Statistics. (Third edition) Scott, Foresman.

• Hays, William L. (1988) Statistics. Holt Rinehart and Winston. • Marsh, C. (1988) Exploring Data: An Introduction to Data Analyisis for Social Scientists. Polity Press. • Moroney, M.J. (1951) Facts from Figures. Penguin. • Rowntree, D. (1981) Statistics Without Tears. Routledge. • Zeisl, H. (1968) Say It with Figures. (Fifth edition) Harper and Row

• Campbell, D.T., and Stanley, J.C. (1963) Experimental and quasi-experimental designs for research. In: N.L. Gage (ed), Handbook of Research on Teaching. Rand McNally

• Kahneman, D., Slovic, P., and Tversky, A. (1982) Judgment under Uncertainty: Heuristics and Biases. Cambridge University



PSYCHOLOGICAL ASSESSMENT COURSE CODE: PSY 544 4 hrs / 100 Marks / 4 credits Total no of hrs/sem: 60 Course Objective: To familiarize the students with various the various Psychological assessment Methods MODULE I: INTRODUCTION (12 hours) 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 MODULE 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. MODULE 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 MODULE 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 MODULE V: ASSESSMENT OF APTITUDE AND AHIEVEMENT (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.



COURSE TEXT: 1. Anastasi, A. & Urbina, S. (1997). Psychological testing. N.D.: Pearson Education. 2. Kaplan, R.M. & Saccuzzo, D.P. (2007). Psychological Testing: Principles, Applications, and Issues. Australia: Thomson Wadsworth. 3. Gregory, R.J. (2005). Psychological testing: History, principles and applications. New Delhi: Pearson Education. 4. Singh, A.K. (2006). Tests, Measurements and Research Methods in Behavioural Sciences. Patna: Bharati Bhavan. 5. Aiken, L.R., & Groth- Marnat, G.(2006). Psychological Testing and Assessment – twelfth edition. Boston, MA: Pearson.



HEALTH PSYCHOLOGY

COURSE CODE: PSY 545 4 hrs / 100 marks / 4 credits Total no of hrs / sem: 60

CHAPTER 1: INTRODUCTION

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 (12 hours)

CHAPTER 2: STRESS AND ILLNESS

Definition, Categories of stressors, Predisposing factors, Effects of stress- GAS and Psycho Neuroimmunology, Type A behaviour and Stress. Adjustment disorders,

Coping with stress – general principles of coping, Techniques of coping

Issues related to care giving- Caregivers burden, Burnout (12 hours)

CHAPTER 3: CHRONIC AND TERMINAL ILLNESS

Nature, Psychosocial factors and Management-

a. Pain and its impact

b. Chronic Illness and its impact- CHD, Hypertension, Diabetes, Asthma, Allergy, Menstrual Disorders

c. Terminal Illness- Cancer, HIV/AIDS (12 hours)

CHAPTER 4:` PATIENT- PROVIDER RELATIONS & HEALTH P ROMOTION

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 (12 hours)

CHAPTER 5: HEALTH CARE INTERVENTIONS:

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

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

awareness, Time management, Crisis management (12 hours)

COURSE TEXT:

1. Dimatteo, Robin,M., Martin, Leslie, R., Health Psychology(2007), Pearson Education

2. Shelley, E. Taylor, Health Psychology(1986), MGH

3. Ogden,j., Health Psychology. A text book. (2010). Tata Mc Graw-Hill

REFERENCES:

4. Abound F.E., Health Psychology in Global Perspectives(1998), Thousand Oaks, C.A.

Sage Publications

5. Kuppuswamy B (2001) Elements of ancient Indian psychology(2001), New Delhi,

Konark Publications.



PSYCHOLOGICAL STATISTICS

COURSE CODE: PSY 546 4 hrs / 100 Marks / 4 credits Total no of hrs/sem: 60 MODULE 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. MODULE 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 –. MODULE III: CORRELATION AND REGRESSION ANALYSIS (12 hours) Definitions, Meaning and Use – Correlation, linear and non-linear correlation. Pearson’s Poduct 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 MODULE 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.

MODULE V: BASICS OF NON PARAMETRIC STATISTICS (10 hours) Definitions, Meaning and types.

BOOKS FOR REFERENCE:

1. Henry E. Garrett ‘Statistics in psychology and Education’ (2005) Paragon International Publishers, New Delhi.

2. Aron,Aron and Coups ‘Statistics For Psychology’ 4th Edition Pearson Education,New Delhi.



PRACTICALS PAPER-1

COURSE CODE: PSY 551 4 hrs / 100 marks / 4 credits Total no of hrs / sem: 60 1. INTRODUCTION & COURSE OBJECTIVE:

This paper is aimed at helping the student understand the theoretical framework that they have learnt in five semesters with the help of a series of experiments in the practical class. The paper includes a list of experiments related to different psychological process in psychology along with experiments and tests related to the specialization papers such as developmental psychology, social psychology abnormal psychology, consumer behaviour and industrial and organizational psychology etc.

3. DURATION: The paper is a compulsory paper offered to the V th semester students. The number of hours offered to this course in the semester is 60 hours.

4. ELIGIBILITY: It will be offered to all, V semester / III year students of Psychology honours programme. 5. COURSE STRUCTURE Semester Subject/ Papers Code Maximum

Marks Total Hours

Credit Teaching Methodology

V Practicals in Psychology-I

PSY 551 100

60 4 Lecture, demonstration and conducting of experiments

6. CIA – CONTINUOUS INTERNAL ASSESSMENT - METHODO LOGY / EVALUATION CIA I –Mid semester exam - Total Marks 50 CIA II – Group presentation - Total marks 20 CIA III – Record Work - Total marks 20 CIA I + II + III = 90 / 100 = 45 / 50 Attendance = 5 Total = 100 = 50 End semester exam = 100 = 50 7. EXAMINATION SYSTEM

Question paper pattern

Section – A 2 expts for conducting =25*2 = 50 marks Section – B 1 expts for procedure = 20 marks Section – C Statistics = 20 marks Section – D Viva = 10 Marks



SYLLABUS FOR PRACTICALS PAPER

COURSE CODE: PSY 551 4 hrs / 100 marks / 4 credits Total no of hrs / sem: 60 Basic Psychological Processes CHOOSE ANY TEN FOR CONDUCTING AND DISCUSSION AND TEN FOR DEMONSTRATION

V Semester

1. 16 PF 2. Beck’s Anxiety scale/Hamilton Anxiety Scale 3. DAT 4. DBDA 5. Job Satisfaction 6. Size Weight Illusion 7. Stress Adaptability scale* 8. career Interest Inventory* 9. Psycho social Pain inventory* 10. Bhatia Battery of Intelligence 11. PGI Battery for Assessment of mental efficiency in the elderly. 12. GHQ 13. Stress and Coping 14. 16 PF 15. Bhatia’s Battery 16. Comprehensive Interest Schedule 17. Subjective Well Being Scale 18. Family Environment Scale 19. Rorschach Ink Blot Test 20. TAT 21. CAT 22. FIRO-B 23. Bendon Visual Retention Test 24. Cognitive style Inventory 25. Bio-Feedback 26. Cultural Determination Scale 27. Neuro Psychological Battery 28. Type A/B Scale 29. PVQ 30. Signal Detection 31. Chunking on recall 32. Emotional Maturity scale 33. Tweezer Dexterity test 34. MMSE



35. Sentence completion test 36. Self Acceptance Scale 37. Fatigue on performance 38. Binet Kamat IQ test 39. PGI Memory scale 40. MRMT 41. Subjective Well being scale 42. Span of Attention 43. Finger Dexterity 44. Maze Learning 45. Bilateral Transfer



CORE PAPERS FOR VI SEMESTER BASIC COGNITIVE PSYCHOLOGY

COURSE CODE: PSY 641 4 hrs / 100 Marks / 4 credits Total no of hrs/sem: 60 Objective: To make the students familiar with the fundamental concepts and processes of Cognitive Psychology. UNIT I: INTRODUCTION TO COGNITION 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 2: PERCEPTUAL PROCESSES 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 3: MEMORY 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 4: LANGUAGE COMPREHENSION AND PRODUCTION 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 MAK ING Problem solving- Types of problem, Understanding the problem, Problem-Solving Approaches, Factors that influence Problem Solving. Crativity. 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 PRIMARY REFERENCE BOOKS: Matlin M.W. (2003) ‘Cognition’ 5th Edition, Wiley Publication. Riegler, B.R., Reigler, G.L. (2008), Cognitive Psychology- Applying the Science of Mind. 2nd Edition, Pearson Education. ADDITIONAL READING: Benjafield J G (2007). ‘Cognition’ Third Edition. Oxford University Press. Goldstein B.E.(2008) ‘Cognitive Psychology’ 2nd Edition, Wadsworth



ABNORMAL BEHAVIOUR-2

COURSE CODE: PSY 63I 4 hrs / 100 Marks / 4 credits Total no of hrs/ sem: 60 This course is a continuation of PSY 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 MODULE 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.

MODULE 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.

MODULE III : SCHIZOPHRENIA & 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.

MODULE 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

MODULE V :DEVELOPMENTAL DISORDER (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

COURSE TEXT:

Robert C. Carson, James N. Butcher, :Abnormal Psychology and Modern Life and Susan Mineka ( 2004) 13th Edition, Pearson Education.

Lauren B.Alloy, John H. Riskind, and : Abnormal Psychology – Current Perspectives. Margaret J. Manos (2006) 9th Edition, Tata McGraw – Hill Edition

Barlow, David H., Duranb Mark V,(2000): Abnormal Psychology – 2nd Edition, Thomson Publication)



BOOKS FOR REFERENCE: Bootzin, R.R.., Acocella, J.R. and : Abnormal Psychology– Current Perspective 6th Alloy L.B. (1993) : Edition, International Edition, the Graw – Hill Inc., USA. David Sue, Derald Sue, & Understanding Abnormal Behaviour – Stanly Sue, (1990) : 3rd Edition, Houghton Miffin Co. Davidson and Neal (1996): Abnormal Psychology.

Revised 6th Edition, John Wiley Sons The ICD – 10 – Classification of Mental and Behavioural Disorders WHO. Geneva 1992, Oxford University press. The DSM IV TR of APA , Jaypee pulication



PHYSIOLOGICAL PSYCHOLOGY

COURSE CODE: 643 4 hrs / 100 Marks / 4 credits Total no of hrs/sem: 60 MODULE I: INTRODUCTION (12 hours)

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.

MODULE 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.

MODULE 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.

MODULE 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

MODULEV: 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



BOOKS FOR REFERENCE:

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

� Thompson R F, Foundations of Physiological Psychology,(1967) Harper international

Edn, Tokyo

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

� Levinthal. C.F, (2003), Introduction to physiological Psychology,3rd edn, Prentice hall,

Newdelhi.

� Rosenswig, Breedlor, Leiman (2002), Biological Psychology, 3rd edn, Sinaven associates.



INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY

COURSE CODE: PSY 644 4 hrs / 100 marks / 4 credits Total no of hrs / sem: 60 COURSE OBJECTIVE: This paper provides a study of people at work, dealing with selection, placement and training, performance appraisal, motivation and leadership. They study about the needs and attitudes, satisfaction, personality, values and the reactions of employees and employers in an organization. They also study about the issues related to people in organization and the workplace. MODULE – 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. MODULE – II SELECTION, TRAINING AND PERFORMANCE APP RAISAL (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 MODULE – III MOTIVATION, INCENTIVES AND LEADERSHI P (14 hrs) Motivation – Definition, theories – Maslow’s and Herzberg’s Incentives – Definition. Types – financial and non financial incentives Leadership –Definition. Different Leadership styles MODULE – IV ATTITUDES, JOB SATISFACTION, PERSONAL ITY 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. MODULE – V ISSUES RELATED TO WORK PLACE AND WORK AG GRESSION (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.



REFERENCE BOOKS:

1. Blum, M.L. and Naylor, J.C ‘Industrial Psychology’, CBS Publishers and Distributors. New Delhi, 1984

2. Newstrom, J.W. & Davis, K., ‘Organizational Behaviour- Human Behaviour At Work’, Tata McGraw-Hill Pub.Co.Ltd. New Delhi, 1998

3. Mohanty, G., ‘Industrial Psychology and Organizational Psychology’, Kalyani Publishers, Ludhiana

4. Schultz, D.P. and Schultz E.S., ‘Psychology and Work Today’, 6th Edition, Mac Milan Publishing Co., New York.

5. Miner, J.B Industrial Organizational Psychology, McGraw Hill Inc., New York, Harrell, 1992

6. Ghosh and Ghorpade ‘Industrial Psychology. Himalaya publishing house, 2002. 7. John W. Slocum and Don Hellriegal,’Fundamentals of Organizational Behaviour’

Thomson publishing, India edition. 8. Stephen P. Robbins and Timothy A. Judge (12th Edition) ‘Organizational Behaviour’

Prentice hall India.



CULTURAL PSYCHOLOGY

COURSE CODE: PSY 645 5 hrs / 100 Marks / 4 credits Total no of hrs/sem: 75 Course Objective

• To understand the interface between psychology and culture • To understand theory and practice of psychology in a cultural context • To make acquainted with the critical perspectives towards mainstream mental health

practice • To understand the history and current status of mental health practice in India • To offer research orientation on various cultural issues in the context of India • Provide an understanding on culture and psychological processes • To Sensitize the importance of interdisciplinary approach in psychology • To understand Eastern perspectives in psychology

Module I An introduction to the study of culture and Psychology (15 hrs)

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 .

Module II Culture and Basic psychological processes (15 hrs)

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

Module III Culture ,self and personality (15 hrs)

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 ?



Module IV culture and mental Health in India (15 hrs)

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

Module VI Eastern perspectives in Psychology (15 hrs)

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

Primary Reading Materials Matsumoto,D and Juang,L(2004).Culture and Psychology. Third edition. United States: Thomson wadsworth . Misra,G and Mohanthy .A.k(2002) .Perspectives on indigenous Psychology . Valsiner,J(2007).Culture in minds and societies .Foundations of cultural Psychology New Delhi :Sage publications Misra ,G (2003).implications of culture for psychological knowledge .in J.W .Berry ,R.C Mishra and R.C Tripathi.(Eds).Psychology in human and social development .New Delhi : Sage publications Dalal,A.K and Misra ,G (eds) (2002).New directions in Indian Psychology . New delhi: Sage publications NewDelhi.concept publishing company Reading materials compiled by teacher in charge Other Reading Materials 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.M. (2005). Historicizing Indian Psychiatry. Indian Journal of Psychiatry. 47, 126-129. 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



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 Sebastia ,B(2009).Restoring mental health in India, Pluralistic Therapies and concepts.new Delhi :oxford university press.



PRACTICALS PAPER-11

COURSE CODE: PSY 651 4 hrs / 100 marks / 4 credits Total no of hrs / sem: 60 1. INTRODUCTION & COURSE OBJECTIVE:

This paper is aimed at helping the student understand the theoretical framework that they have learnt in five semesters with the help of a series of experiments in the practical class. The paper includes a list of experiments related to different psychological process in psychology along with experiments and tests related to the specialization papers such as developmental psychology, social psychology abnormal psychology, consumer behaviour and industrial and organizational psychology etc.

3. DURATION: The paper is a compulsory paper offered to the V th semester students. The number of hours offered to this course in the semester is 60 hours.

4. ELIGIBILITY: It will be offered to all, VI semester / III year students of Psychology honours programme. 5. COURSE STRUCTURE Semester Subject/ Papers Code Maximum

Marks Total Hours


VI Practicals in Psychology-I

PSY 551 100

60 4 Lecture, demonstration and conducting of experiments

6. CIA – CONTINUOUS INTERNAL ASSESSMENT - METHODO LOGY / EVALUATION CIA I –Mid semester exam - Total Marks 50 CIA II – Group presentation - Total marks 20 CIA III – Record Work - Total marks 20 CIA I + II + III = 90 / 100 = 45 / 50 Attendance = 5 Total = 100 = 50 End semester exam = 100 = 50 7. EXAMINATION SYSTEM

Question paper pattern

Section – A 2 expts for conducting =25*2 = 50 marks Section – B 1 expts for procedure = 20 marks Section – C Statistics = 20 marks Section – D Viva = 10 Marks



SYLLABUS FOR PRACTICALS PAPER-11

COURSE CODE: PSY 651 4 hrs / 100 marks / 3 credits Total no of hrs / sem: 60 Basic Psychological Processes CHOOSE ANY TEN FOR CONDUCTING AND DISCUSSION AND TEN FOR DEMONSTRATION COURSE CODE: PSY 651

VI Semester 46. 16 PF 47. Beck’s Anxiety scale/Hamilton Anxiety Scale 48. DAT 49. DBDA 50. Job Satisfaction 51. Size Weight Illusion 52. Stress Adaptability scale* 53. career Interest Inventory* 54. Psycho social Pain inventory* 55. Bhatia Battery of Intelligence 56. PGI Battery for Assessment of mental efficiency in the elderly. 57. GHQ 58. Stress and Coping 59. 16 PF 60. Bhatia’s Battery 61. Comprehensive Interest Schedule 62. Subjective Well Being Scale 63. Family Environment Scale 64. Rorschach Ink Blot Test 65. TAT 66. CAT 67. FIRO-B 68. Bendon Visual Retention Test 69. Cognitive style Inventory 70. Bio-Feedback 71. Cultural Determination Scale 72. Neuro Psychological Battery 73. Type A/B Scale 74. PVQ 75. Signal Detection 76. Chunking on recall 77. Emotional Maturity scale 78. Tweezer Dexterity test 79. MMSE



80. Sentence completion test 81. Self Acceptance Scale 82. Fatigue on performance 83. Binet Kamat IQ test 84. PGI Memory scale 85. MRMT 86. Subjective Well being scale 87. Span of Attention 88. Finger Dexterity 89. Maze Learning 90. Bilateral Transfer



Research Project

Objective: To inculcate interest in research in the field of psychology and to pursue an in depth study in a focused manner in their chosen area. Introduction: The research project for the BA honours course is divided into two parts. The first part (semester V) focuses on drawing up a research proposal and developing the rationale and methodology for the study. The second part (semester VI) focuses on data collection, analysis and discussion.

DURATION: The paper is a compulsory paper offered to the V and VI th semester psychology honours students in two parts Semester Subject/ Papers Code Maximum

Marks Total Hours


V & VI Research project

PSY 561 &

PSY 661

100

-

4 + 4 Research Guidance and research work

Evaluation pattern: Semester V:

• Presentation and Submission of research proposal, and the first three chapters-Introduction, Review of literature, Methodology

• Final evaluation by the guide and an external faculty • Evaluation Criteria:

o research proposal-25% marks o Introduction-25% marks o Review of Literature-25% marks o Methodology-25% marks

Semester VI:

• Final submission of the dissertation including Data analysis, Results and discussion

• Final evaluation by the guide and an external faculty • Evaluation Criteria:

o Results and Discussion-25% marks o Style of writing and references-25% o Presentation of the research and viva voce-50% marks

Student has to submit 4 copies of the bound dissertation to the department.



ELECTIVES

COURSE CODE: PSY 547 & 647 2 hrs / 50 marks / 2 credits Total no of hrs / sem: 30 INTRODUCTION & COURSE OBJECTIVE: This course is aimed at helping the student pursue focused study based on their area of interest in different field of psychology. DURATION: The student has to compulsorily choose one elective each in each of the semesters. The number of hours offered to this course in the semester is 30 hours.

ELIGIBILITY: It will be offered to all, V and VI semester students of Psychology honours programme. COURSE STRUCTURE Semester Subject/ Papers Code Maximum

Marks Total Hours


V & VI Electives PSY 547 &

PSY 647

50

30 2 Lecture, discussions , field visits

CIA – CONTINUOUS INTERNAL ASSESSMENT - METHODOLOG Y / EVALUATION CIA I + II + III = 90 / 100 = 45 / 50 Attendance = 5 Total = 50



CONSUMER PSYCHOLOGY

CONSUMER PSYCHOLOGY

COURSE CODE: PSY 634 2 hrs / 50 Marks / 2 credits Total no of hrs/Sem: 30 Objective is to

� To introduce the students to the field of consumer psychology � To help students to understand the underlying psychological and related factors which

influence the human response to product purchase decisions and consumption practices. MODULE –I: INTRODUCTION (6 hours) Consumer behaviour: Definition, scope, consumer roles, history of consumer behaviour and the marketing concept, contributing disciplines and application of consumer behaviour. Consumer research process: Brief introduction Consumer and market segmentation: need, types – geographic, demographic, psychographic and life style. MODULE –II: PERSONAL INFLUENCES ON CONSUMER BEHAVIO UR (12 hrs) Personality and self concept, attitudes, motivation, emotion, learning and memory, information processing, MODULE –III: CONSUMER COMMUNICATION PROCESS (4 hrs) Marketing communication: process, barriers, types of communication systems, Source, Message and Medium of Communication. MODULE –IV: CONSUMERS IN THEIR SOCIAL AND CULTURAL SETTINGS (10 hrs) Family life cycle stages, nature of household and purchases and family decision making and resolving conflict. Social class and groups: 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. MODULE –V: CONSUMER DECISION MAKING (4 hours) 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.



REFERENCES:

• Schiffman Leon G and Kanuk Leslie Lazar (2004), Consumer Behaviour, 8th edition, Prentice-Hall of India Pvt Ltd, New Delhi, India

• Batra Satish K and S.H.H. Kazmi (2004), Consumer Behaviour – Text and Cases, Excel

Books, A-45, Naraina, Phase I, New Delhi, India.

• Foxall Gordan R and Goldsmith Ronald E (1997) Consumer Psychology for Marketing, Reprint, , International Thomson Business Press, London.

• Loudon, David L and Della Bitta, Albert J (1993) Consumer Behaviour, fourth edition,

McGraw-Hill International editions,



ART THERAPY 2hrs / 50 Marks / 2 credits Total no of hrs/sem: 30 MODULE I: INTRODUCTION (4 hours) 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 approaches Benefits of Art Therapy.

MODULE 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. MODULE III: ART THERAPY WITH CHILDREN (4hours) Use of Art Therapy in Education, Schools and Classooms. Use of Art Therapy for children with Special Needs, Art Therapy in Healthcare with children. MODULE 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. MODULE 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. COURSE TEXT: 1) Art Therapy Sourcebook (Sourcebooks) Cathy Malchiodi (Paperback - Aug 9, 2006) 2) Handbook of Art Therapy by Cathy A. Malchiodi and Cathy Malchiodi (Hardcover - Nov 21, 2002) 3) Art Therapy: An Introduction (Basic Principles Into Practice Series) (Hardcover) Judith

Rubin 4) Art Therapy for Groups: A Handbook of Themes and Exercises by Marian Liebmann (Paperback - April 8, 2004) 5) Child Art Therapy by Judith Aron Rubin (Paperback - April 28, 2005) - Deluxe Edition 6) Approaches to Art Therapy: Theory and Technique (Hardcover) Judith A. Rubin



BOOKS FOR REFERENCE: 1) Art Therapy Activities: A Practical Guide for Teachers, Therapists And Parents by Pamela J. Stack (Plastic Comb - Jun 8, 2006) 2) Understanding Children's Drawings by Cathy A. Malchiodi (Paperback - Jul 30, 1998) 3) Contemporary Art Therapy With Adolescents (Paperback) Shirley Riley 4) Art Therapy for Children of All Ages by Heather Pearman and Herbert Abrams (Paperback - Aug 9, 2007) 5) Explore Yourself Through Art: Creative Projects to Help You Achieve Personal Insight & Growth & Promote Problem Solving (Paperback) Vicky Barber 6) Breaking the Silence: Art Therapy with Children from Violent Homes by Cathy Malchiodi (Hardcover - Oct 1, 1997) 7) Expressive And Creative Arts Methods for Trauma Survivors (Paperback) Lois J. Carey 8) Family Art Therapy: Foundations of Theory and Practice (Family Therapy and Counseling) (Hardcover) Christine Kerr 9) The Dynamics of Art As Therapy With Adolescents (Hardcover) Bruce L. Moon 10) Foundation and Form in Jungian Sandplay: An Art Therapy Approach by Lenore Steinhardt (Paperback - April 2000)



DISORDERS OF CHILDHOOD

2 hrs / 100 Marks / 2 credits Total no of hrs/sem: 30 MODULE I: INTRODUCTION (4 hours) 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 MODULE 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 MODULE 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) MODULE 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



MODULE 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 COURSE TEXT: 1. Kendall, P.C. - Childhood Disorders, Illustrated Edition (2000),Psychology Press 2. Alloy,L.B., Riskind,J.H., Manos,M.J. – Abnormal Psychology- Current Perspectives,9th

Edition(2005), Tata Mcgraw –Hill 3. Sarason,I.G., Sarason,B.R., Abnormal Psychology- The problem of maladaptive behaviour,

10th Edition(2002), Prentice Hall. 4. Durand,V.M., Barlow,D.H., Essentials of Abnormal Psychology, 4th Edition (2006),

Thomson Wadsworth CIA Topics: 1.Childhood Psychoses 2.Childhood Anxiety Disorders –Separation Anxiety Disorder, Social Phobia, Generalized Anxiety Disorder 3. Childhood Depression



Training and development

2 hrs / 100 Marks / 2 credits Total no of hrs/sem: 30

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 (12 hours) Training Need Analysis, levels and issues in training need analysis, Methods of Training Needs Assessment, 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 3: Training evaluation, methods and issues (12 hours) Training Evaluation - Need for evaluation, Concept of Return on Investment, Cost-Benefit Analysis, Developing Models of Training Evaluation for Technical and Behavioral Training, Various techniques and methods of training and development, technology and training, current issues in training and development. Reference Books Noe, R. A. (2005). Employee Training and Development (3rd Ed). Irwin/McGraw-Hill. Pareek, U (). Training Instruments for HRD



REHABILITATION PSYCHOLOGY


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 paper covers principles, approaches, assessment and counseling interventions specifically related to rehabilitation in the specific context of psychiatric problems. Objective: The student would learn concepts and skills related to rehabilitation being an adjunct to counseling interventions. Module 1- Basic Concepts of Rehabilitation (10 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

Module 2- Counseling in Rehabilitation (10 hours) · Goals, objectives of rehabilitation for different problems · Stigma of mental illness, discrimination and cultural factors · Impact of disability on the individual, family, community · Individual and Group Counseling for individuals, families · Role of Self- Help Groups

Module 3- Settings in Rehabilitation (10 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 · Approaches in rehabilitation programmes: Therapeutic communities, Behavioural, TA, Eclectic · Multi disciplinary teams and roles

Teaching Methodology- Lectures, Article Reviews, Field visits to rehabilitation setting; Evaluation will be based on assignments, article Reviews; topics; report of a field visit.

****



SPORTS PSYCHOLOGY

2 hrs / 100 Marks / 2 credits Total no of hrs/sem: 30 MODULE I: INTRODUCTION TO SPORTS PSYCHOLOGY (10 hour History, Nature, and Scope of sports psychology. Recent perspectives Issues of race, gender and sexual orientation in sports. Role of a sports psychologist MODULE II: COGNITIVE AND SOCIAL PSYCHOLOGICAL DIMENSIONS IN SPORTS (10HOURS) Goal setting. Motivation, skills and performance, personality profiles of successful sports persons. Group Dynamics and Team Cohesion. Competition and Cooperation. Leadership. Social facilitation. Aggression and Violence in Sport MODULE III: ENHANCING INDIVIDUAL AND TEAM PERFORM ANCE

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. MODULE IV: SPORTS PSYCHOLOGICAL INTERVENTIONS (10 hours) Cognitive and behavioural interventions. Relaxation, Self- talk, Hypnosis. Imagery Training/coaching techniques. Psychological Skills Training

COURSE TEXT: Richard H. Cox. Sport Psychology. McGraw Hill. Current edition. Weinberg, R. S. & Gould, D. (2007). Foundations of Sport and Exercise Psychology (4th edition). Champaign, IL: Humans Kinetics. BOOKS FOR REFERENCE: 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 Sandhu, G. S. (1992), Psychology in sports : A contemporary perspective. New Delhi : Friends



SPORTS PSYCHOLOGY


Unit I

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

Unit II:

Family and Society: Child rearing practices across cultures, Family systems.

Unit III

Children and Law: UN Rights of the Child, Constitutional Provisions in India, Laws related to Adoption, Marriage, Education, Child Labour, Delinquency.

Unit IV:

Children in Especially Difficult Circumstances: Malnutrition, Institutionalized children, Adoption, child abuse, literacy, girl child.

References:

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

Veeraraghavan, Singh, Khandelwal (Eds.). (2002). The Child in the New Millennium. New Delhi: Mosaic Books.



EDUCATIONAL PSYCHOLOGY

2 hrs / 100 Marks / 2 credits Total no of hrs/sem: 30 Objective:

• To develop an understanding about effective teaching. • To understand the nature of classroom teaching. • To understand the dynamics of teaching & learning. • To understand individual difference, especially exceptional children.

MODULE I: INTRODUCTION (6hrs) Definition and meaning, Education &Educational psychology, History, Nature, Scope, and functions MODULE II: LEARNERS WHO ARE EXCEPTIONAL (6hrs) 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. MODULE III: SOCIAL CONSRUCTIVIST APPROACH (6hrs) Social constructivist approach to teaching, teachers and peers as joint contributors to student’s learning, structuring small group work, social constructivist programs. MODULE IV: MOTIVATION, TEACHING, AND LEARNING (6hrs ) Exploring motivation, Motivation to achieve , Motivation , relationships and socio-cultural contexts, Hard-to –reach an, low – achieving students . MODULE –V: MANAGING THE CLASSROOM (6hrs) 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:

• Santrock, John W. (2006) Educational Psychology, 2nd edition, Tata McGraw-Hill publishing company limited, New Delhi, India.

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

Delhi, India.



COUNSELLING PSYCHOLOGY

2hrs / 50 Marks / 2 credits Total no of hrs/sem: 30 MODULE I: INTRODUCTION (10 hours) Counselling, Guidance, Psychotherapy: Definition and Purpose Counselling Specialities : Career Counselling, Marriage, Couple and family Counselling, School and college counselling, Abuse and Disability Counselling MODULE II: COUNSELLING THEORIES (13 hours) Psychoanalytic, Adlerian, Person- Centered, Gestalt , Existential MODULE III: COUNSELLING THEORIES (contd) (13 hours) Behavioural Therapy, REBT, Reality Therapy, Cognitive therapy, Solution focused counselling, Integrative approach MODULE IV: COUNSELLING PROCESS (14 hours) Building Counselling relationships, working in a counselling relationship, Termination of Counselling relationships

MODULE V: ETHICS AND MULTICULTURAL ISSUES (10 hours) Ethical and Legal aspects of counselling, Counselling in a multicultural society COURSE TEXT: 1. Gladding, S.T. (2009) Counselling: A Comprehensive Profession : Pearson Education.



Positive Psychology


Unit: 1: Introduction to Positive Psychology (8 hours)

What is Positive Psychology, Eastern and Western perspectives on Positive Psychology, Theoretical background of positive psychology

Unit 2: Concepts in Positive Psychology (14 hours)

An overview: Positive emotions, happiness, subjective wellbeing, optimism and hope, wisdom and courage, mindfulness, flow and spirituality, Altruism, Gratitude and Forgiveness, Attachment and Love.

Unit 3: Applications of Positive Psychology (8 hours)

Schooling, Work, Communities.

Reference Books

Synder,C.R.,& Lopez, S.J. (2007). Positive Psychology . Sage

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