adamas university school of science department of...
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S
Adamas University
School of Science
Department of Psychology
Undergraduate Course Structure (Under CBCS)
COURSE NAME: B.A./B.Sc. (Honours) in PSYCHOLOGY
DEPARTMENT OF PSYCHOLOGY
Year: 2019-22
TOTAL CREDIT: 148
SCHOOL OF SCIENCE
UNDERGRADUATE COURSE STRUCTURE
UNDER CHOICE BASED CREDIT SYSTEM
B.A. / B.Sc (Hons.) in PSYCHOLOGY
SEMESTER I
SL.
No.
TYPE OF
COURSE
COURSE
CODE TITLE OF THE COURSE
CONTACT HOURS
PER WEEK REMA
RKS L T P C
CC SPS31101 INTRODUCTION TO PSYCHOLOGY 3 1 4 6 CC SPS31103 BIOPSYCHOLOGY 3 1 4 6
GE GENERIC ELECTIVE – (SUB-1;
PAPER- 1) 5 1 0 6
AECC HEN31105 ENGLISH COMMUNICATION 2 0 0 2
EXT SPS31105 LIFE SKILLS AND MENTAL
HEALTH 2 0 0 2
SUB TOTAL 22
SEMESTER II
SL.
No.
TYPE OF
COURSE
COURSE
CODE TITLE OF THE COURSE
CONTACT HOURS
PER WEEK REMA
RKS L T P C
CC SPS31102 PSYCHOLOGY OF INDIVIDUAL
DIFFERENCES 3 1 4 6
CC SPS31104 STATISTICAL METHODS FOR
PSYCHOLOGICAL RESEARCH - I 3 1 4 6
AECC SGY31106 ENVIRONMENTAL SCIENCE 2 0 0 2
GE GENERIC ELECTIVE – (SUB-1;
PAPER- 2) 5 1 0 6
EXT SPS31106 PSYCHOLOGICAL FIRST AID 2 0 0 2
SUB TOTAL 22
SEMESTER III
SL.
No.
TYPE OF
COURSE
COURSE
CODE TITLE OF THE COURSE
CONTACT HOURS
PER WEEK REMA
RKS L T P C
CC SPS32101 RESEARCH METHODOLOGY 5 1 0 6 CC SPS32103 DEVELOPMENTAL PSYCHOLOGY 5 1 0 6
CC SPS32105 SOCIAL PSYCHOLOGY 5 1 0 6
SEC SPS32207
SKILL ENHANCEMENT COURSE I –
PSYCHOMETRIC ASSESSMENT OF
CHILDREN 0 0 4 2
GE GENERIC ELECTIVE (SUB-2, PAPER-1) 5 1 0 6
SUB TOTAL 26
SEMESTER IV
SL.
No.
TYPE OF
COURSE
COURSE
CODE TITLE OF THE COURSE
CONTACT HOURS
PER WEEK REMARK
S L T P C
CC SPS32102
STATISTICAL METHODS FOR
PSYCHOLOGICAL RESEARCH - II 3 1 4 6
CC SPS32104
UNDERSTANDING
PSYCHOLOGICAL DISORDERS 3 1 4 6
CC SPS32106 ORGANIZATIONAL BEHAVIOR 3 1 4 6
GE GENERIC ELECTIVE (SUB-2, PAPER-2) 5 1 0 6
SEC SPS32108 SKILL ENHANCEMENT COURSE II – PSYCHOMETRIC ASSESSMENT OF
ADULTS 0 0 4 2 SUB TOTAL 26
Discipline Specific Electives (DSE):
Students are required to study FOUR elective Papers from the Major/ Hons discipline during
semester V and VI. The lists of the electives are given below.
Choose any Two in Semester-V Choose any Two in Semester-VI
POSITIVE PSYCHOLOGY (SPS33105) A CULTURAL AND INDIGENOUS
PSYCHOLOGY (SPS33106)
A
HRM/ADVANCED INDUSTRIAL
PSYCHOLOGY (SPS33107)
A PSYCHOLOGICAL PERSPECTIVES IN
EDUCATION (SPS33108)
A
HEALTH PSYCHOLOGY (SPS33111) B STRESS MANAGEMENT (SPS33112) B
COMMUNITY PSYCHOLOGY (SPS33113) B NEUROPSYCHOLOGY (SPS33114) B
SEMESTER V
SL.
NO
.
TYPE OF
COURSE
COURSE
CODE TITLE OF THE COURSE
CONTACT HOURS
PER WEEK REMA
RKS L T P C
CC SPS33101 STATISTICAL METHODS FOR
PSYCHOLOGICAL RESEARCH - III 3 1 4 6
CC SPS33103
UNDERSTANDING AND DEALING
WITH PSYCHOLOGICAL
DISORDERS
3 1 4 6
DSE SPS33105 DISCIPLINE SPECIFIC ELECTIVE-I 5 1 0 6 DSE SPS33107 DISCIPLINE SPECIFIC ELECTIVE-II 5 1 0 6 PRO/INT SPS33509 PROJECT/INERNSHIP 2 0 0 2
26
SEMESTER VI
SL.
No.
TYPE OF
COURSE
COURSE
CODE TITLE OF THE COURSE
CONTACT HOURS
PER WEEK REMA
RKS L T P C
CC SPS33602 CLINICAL COURSEWORK 0 0 12 6 CC SPS33104 COUNSELING PSYCHOLOGY 3 1 4 6
DSE SPS33106
DISCIPLINE SPECIFIC ELECTIVE-
III 5 1 0 6
DSE SPS33108
DISCIPLINE SPECIFIC ELECTIVE-
IV 5 1 0 6
GDS SPS33710 DISSERTATION 2 0 0 2
26
TOTAL
(REQUIRED CREDIT) 148
ABBREVIATIONS:
CC Core Course
AECC: Ability Enhancement Compulsory Course
DSE Discipline Specific Elective Course
EXT Extension
GE Generic Elective Course
GDS Graduate Dissertation
SEC Skill Enhancement Course
(Elective Courses)
SL
.
No
.
TYPE OF
COURSE
COURSE
CODE TITLE OF THE COURSE
CONTACT HOURS
PER WEEK REM
ARK
S L T P C
SEMESTER I
GE SPS31109 GENERAL PSYCHOLOGY 3 1 2 6 SEMESTER II
GE SPS31110 APPLIED PSYCHOLOGY 3 1 2 6 SEMESTER III
GE SPS32109 POSITIVE PSYCHOLOGY AND
VIRTUES 5 1 0 6
SEMESTER IV
GE SPS32110 ABNORMAL PSYCHOLOGY 3 1 2 6
GENERIC ELECTIVE PAPERS
B.Sc. – 1st
Year
Sem. Paper Name (Paper
Code)
B.Sc. – 2nd
Year
Sem. Paper Name (Paper
Code)
Mathematics
I Elective Mathematics-
I (SMA31107) Statistics
III Elective Statistics-I
(SMA32111)
II Elective Mathematics-
II (SMA31108) IV
Elective Statistics-II
(SMA32112)
Zoology
I Elective Zoology I
(SBT31105)
Chemistry
III Elective Chemistry I
(SCY32107)
I Elective Zoology I
Lab (SBT31205) III
Elective Chemistry I
Lab (SCY32207)
II Elective Zoology II
(SBT31106) IV
Elective Chemistry II
(SCY32108)
II Elective Zoology II
Lab (SBT31206) IV
Elective Chemistry II
Lab (SCY32208)
Botany
I Elective Botany I
(SBN31105)
Physics
III Elective Physics I ----
(SPH32107)
I Elective Botany I Lab
(SBN31205) III
Elective Physics Lab I
----- SPH32207)
II Elective Botany II
(SBN31106) IV
Elective Physics II ----
(SPH32108)
II Elective Botany II Lab
(SBN31206) IV
Elective Physics Lab II
----- (SPH32208)
Geography
I
Elective Physical
Geography
(SGY31109)
Computer
Science
III
Elective Computer
Science (ECS32121)
I
Elective Physical
geography Lab
(SGY31205)
III
Elective Computer
Science Practical
(ECS32221)
II
Elective Human
Geography
(SGY31112) IV
Elective Computer
Science –II
(ECS32122)
II
Elective Geography
Lab (SGY31208) IV
Elective Computer
Science –II Lab
( ECS32222)
Economics
III Indian Economy
(CEC32103)
IV
Development
Economics
(CEC32104)
B.A. – 1st Year Sem. Paper Name (Paper
Code)
B.A. – 2nd
Year
Sem. Paper Name (Paper
Code)
English
I Language Literature &
Culture (HEN31107)
Political
Science
III Contemporary Political
Economy (HPO32107)
II
Academic Writing &
Composition
(HEN31106)
IV
Feminism Theory and
Practice (HPO32108)
Sociology
I
Introduction to
Sociology
(HSO31101)
History
III
Issues of
Contemporary World
(HHS32107)
II Sociology of India 1
(HSO31103)
IV
History of Bengal
(HHS32108)
Mass
Communication
I
Basics of Journalism
(HJM31105)
Bengali
III
Tagore Literature
(HBE32107)
II
Basics of Photography
(HJM31106)
IV
Film and culture
Studies (HBE32108)
CORE COURSES
SEMESTER-I
CC-1: INTRODUCTION TO PSYCHOLOGY (HPS31101)
Objective: To introduce students to the basic concepts of the field of psychology with an
emphasis on applications of psychology in everyday life.
Unit 1: Introduction: What is psychology? Perspectives on behaviour; Methods of psychology;
Subfields of psychology; Psychology in modern India.
Unit 2 :Sensation: Definition, sensory channels, sensory processes vision and hearing.
Functional limitations of sense organs.(Psychophysics basics)
Unit 3: Attention and Perception:
• Definition, determinants, types and theories of attention ,
• Perceptual processing, Role of attention in perception, Perceptual organization,
Perceptual sets, Perceptual constancies, Depth perception, Illusions.
Unit 4: Learning and Memory:
• Principles and applications of Classical conditioning, Operant conditioning, and
Observational learning; Cognitive influences on learning;
• Models of memory: Levels of processing, Parallel distributed processing, Information
processing; Reconstructive nature of memory; Forgetting; Improving memory.
Unit 5: Motivation and Emotion:
• Perspectives on motivation, Types of motivation, Motivational conflicts.
• Components of emotion, theories of emotion, facial feedback hypothesis
Unit-6
Practicum:
1. Memory-
a) Effect of spaced and unspaced method of learning on memorization capacity of the subject
b) Effect of retroactive and proactive inhibition on the memorization capacity of the subject
2. Perception- To demonstrate the effect of knowledge of results on the extent of Muller- Lyer
illusion in the subject.
3. a) Effect of intensity of stimulus on temporal perception of the subject.
b) Effect of quality of stimulus on the temporal perception of the subject.
4. a) Determination of the Difference Limen of the subject using 50gm, 100gm, 200gm weights
(using gradation method). Verification of Weber’s Ratio.
b) Determination of the Difference Limen of the subject using constant method.
Readings:
Baron, R. &Misra.G. (2013).Psychology. New Delhi: Pearson.
Chadha, N.K. & Seth, S. (2014). The Psychological Realm: An Introduction. New Delhi:
Pinnacle Learning.
Ciccarelli, S. K., & Meyer, G. E. (2010).Psychology: South Asian Edition. New Delhi: Pearson
Education.
Passer, M.W. & Smith, R.E. (2010).Psychology: The science of mind and behaviour. New Delhi:
Tata McGraw-Hill.
Further Readings
Best, J.B. (1998, 5th Edition). Cognitive Psychology. John Wiley & Sons. ISBN-13: 978-
0470002322 ISBN-10: 0470002328
Baron, R. A.(2001). Psychology (5th Edition), Prentice-Hall oflndia Private Limited.
Galloti, K. M.(2016). Cognitive Psychology. In and Out of the Laboratory (5th Edition).
SagePublication, 2016
Hilgard, E. R., Atkinson, R. C., & Atkinson, R. L.(1975). Introduction to Psychology (6th
Edition).Oxford IBH Publishing
Melvin, H. M.M., & William, A. H.(1979). Systems and Theories in Psychology. McGraw-Hill
Higher Education.
Mishra, B. K.(2016). Psychology. The Study of Human Behaviour (2nd Edition). PHI Learning
Private Limited.
Morgan, C.T., King, R.A., Weisz, J.R., & Schopler, J. (2001). Introduction to Psychology (7th
Edition), McGraw Hill Book Company.
Munn, N. L., Fernald, L. D., & Fernald, P. S.(2007). Introduction to Psychology (5th Edition).
A.I.T.B.S Publishers India.
Plotnik, R. & Kouyoumdjian, H.(2014). Introduction to Psychology (10th Edition). An Cengage
Learning.
Santrock, J.W. Psychology Essentials (Second Edition), McGraw Hill Higher Education
Solso, R. L., Maclin, H., & Maclin, M. K.(2008). Cognitive Psychology (8th Edition). Pearson
Publishing House.
Solso, R. L. (2006). Cognitive Psychology (6th Edition). Pearson Publishing House, 2006
CC-2: BIOPSYCHOLOGY(HPS31103)
Objectives:
• To explore the biological basis of experience and behaviour.
• To develop an understanding of the influence of behaviour, cognition, and the environment on
bodily system.
• To develop an appreciation of the neurobiological basis of psychological function and
dysfunction.
Unit 1: Introduction to biopsychology: Nature and scope; Methods and ethics in
biopsychology;
Unit 2: Basic unit of nervous system: Structure and functions of neurons; Neural conduction
and synaptic transmission, neurotransmitter.
Unit 3: Central Nervous system: Brain and Spinal Cord.
Unit 4: Peripheral Nervous system: Sympathetic and parasympathetic nervous system.
Unit 5: Neurophysiological basis of cognition. (Learning, memory, motivation and emotion)
Endocrine system: Structure, functions and abnormalities of major glands: Thyroid, Adrenal,
Gonads, and Pituitary.
Unit 6:
Practicum:
1. To determine the level of attention of your subject by administering the attention module of
the Neuropsychological Assessment Battery (NAB).
2. On Reaction Time
a) Effect of variation of instruction on simple reaction time of the subject. (Emphasis on
Physiological Explanation)
b) Effect of variation of foreperiod on simple reaction time of the subject. (Emphasis on
Physiological Explanation)
c) Effect of change in quality of the stimulus on simple reaction time of the subject. (Emphasis
on Physiological Explanation)
c) Determination of discriminative reaction time of the subject. (Emphasis on Physiological
Explanation)
d) Determination of choice reaction time of the subject. (Emphasis on Physiological
Explanation)
3. Assess the brain functioning of your subject by administering P.G.I. Battery for Brain
Dysfunction (PGI BBD).
Readings:
Pinel, J. P. J. (2011). Biopsychology, 8th Edition. Pearson Education, New Delhi.
Carlson, N. R. (2009) Foundations of Physiological Psychology, 6th Edition. Pearson Education,
New Delhi.
Breedlove, S. M., Rosenzweig, M. R., & Watson, N. V. (2007) Biological Psychology: An
introduction to behavioral, cognitive, and clinical neuroscience, 5th Edition. Sinauer Associates,
Inc., Sunderland, Massachusetts.
Further Readings
Hall, J. E., & Guyton, A. C. (2011) Guyton and Hall textbook of medical physiology.
Philadelphia, PA: Saunders Elsevier.
Kalat, J.W. (2004). Biological Psychology, 8th Edition, Thompson – Wadsworth.
Levinthal, C.F. (2005). Introduction to Physiological Psychology, 3rd Edition, Prentice -Hall of
India Pvt. Ltd., New Delhi.
Morgan, C.T. (1965). Physiological Psychology, McGraw Hill, New York.
AECC: ENGLISH COMMUNICATION (HEN31105)
Unit I: Introduction: Theory of Communication, Types and modes of Communication
Unit II: Language of Communication:
Verbal and Non-verbal (Spoken and Written)
Personal, Social and Business
Barriers and Strategies
Intra-personal, Inter-personal and Group communication
Unit III: Speaking Skills:
Monologue, Dialogue, Group Discussion, Effective Communication/ Mis- Communication,
Interview, Public Speech
Unit IV: Reading and Understanding
Close Reading, Comprehension, Summary Paraphrasing, Analysis and Interpretation
Unit V:
Translation (from Indian language to English and vice-versa)
Literary/Knowledge Texts
Unit VI: Writing Skills
Documenting, Report Writing, Making notes, Letter writing
Recommended Readings:
1. Fluency in English - Part II, Oxford University Press, 2006.
2. Business English, Pearson, 2008.
3. Language, Literature and Creativity, Orient Blackswan, 2013.
4. Language through Literature (forthcoming) ed. Dr. Gauri Mishra, Dr Ranjana Kaul, Dr Brati
Biswas
EXT-1: LIFE SKILLS AND MENTAL HEALTH ( SPS31105)
Objective: Life skills and mental health is designed to facilitate the practice and reinforcement
of psychosocial skills in a culturally and developmentally appropriate way; it contributes to the
promotion of personal and social development, the prevention of health and social problems
through negotiation, thinking, problem solving, decision making along with coping skills and the
protection of self by using self management.
Course Outcome:
• Building resilience in the apprentices (and therefore building their capability to resist
suicide)
• Identifying apprentices in need and connecting them with help
• Uniting the Industry and Society with Self.
Course Structure:
Unit 1: INTRODUCTION TO LIFE SKILLS AND MENTAL HEALTH
• Concept of life skill and components of life skills.
• Needs and Importance of life skills
• Concept of mental health and linkage with life skill
• Role of Life skill education and different intervention organization.
Unit 2: LIFE SKILLS, HEALTH AND SAFETY MEASURES
• Reproductive and sexual Health of different age groups health and life skills
• Nutrition and different age groups
• Life skill and safety in everyday life ,safety measures-common injuries, first AID
• Emergency care and Accident prevention.
Unit 3: SOCIAL SKILLS AND NEGOTIATION SKILLS
• Self-Awareness - Definition, Types of Self - Self Concept, Body Image, Self Esteem -
Techniques used for Self Awareness
• Communication and interpersonal relationship - Definition, types of communication,
Barriers of communication and factors affecting interpersonal relation.
• Team work, Empathy - Sympathy, Empathy & Altruism and group discussion and
organization of group/community activities.
Unit 4: THINKING, PROBLEM SOLVING AND DECISION MAKING SKILLS
• Thinking - Nature, Elements of Thought - Types of Thinking
• Creative and Critical Thinking- Definition, Nature, Stages
• Problem Solving - Definition, Steps in Problem Solving - Factors Influencing Problem
Solving Decision Making - Definition, Process, Need - Consequences, Models of
Decision Making –
• Career planning and Goal Setting
Unit 5: COPING SKILLS AND SELF MANAGEMENT
• Coping with Emotions - Definition, Characteristics, Two-Dimensional Approach -
Coping Strategies
• Coping with Stress - Definition, Stressors - Sources of Stress - The General Adaptive
Syndrome Model of Stress - Coping Strategies. Stress management practices.
• Self-evaluation, Johari window, SWOT Analysis, self-confidence.
• Self-control and self-management practices.
Unit 6: PRACTICUM LIFE SKILLS
• Design and Development of Module for life skill education (covering unit 1 to 5)
• Life Skills Assessment Scale
• Yoga, sports and life skills
• Relaxation techniques
Reading List:
Agrawal, R. (2001). Stress in life & at work. New Delhi: Response Books.
Azad, M. and Adhikary, A. (2008), Address the HIV and AIDS issues and empowering the out
school vulnerable adolescents through Life Skills Education- a Unique study of Modicare
Foundation in collaboration with Rajiv Gandhi Foundation, New Delhi. In RGNIYD, (2009).
Life Skills Education : Book of Abstracts, Department of Life Skills Education, RGNIYD :
Sriperumbudur, p.p 103.
Baker, S.S. (1965). Your key to creative thinking: How to get more & Better ideas. USA: Harper
& Row Publishing.
Foster, J. (2005). How to get Ideas. New Delhi: Viva Books Private Ltd.
Goel, A. and Goel, S.L. (2006). Stress Management and Education. New Delhi: Deep & Deep
publications Pvt. Ltd.
Joshi, C.P. (1999). A study of Stress and burnout. Jaipur: Print well Publishers Distribtors.
Juneja, N. (2004). How Principals Manage Stress-strategies for Successful Coping. New Delhi:
Mittal Publications.
Narula, U. (1994). Development of Communication. New Delhi: Har-Anand Publications
Rawlinson, J.G. (1984). Creative Thinking & Brainstorming. England: Gjower Publication Co.
Ltd.
UNESCO, (2001). Life Skills in Non-Formal Education: A Review. New Delhi: Indian National
Commission and UNESCO.
SEMESTER II
CC-3: PSYCHOLOGY OF INDIVIDUAL DIFFERENCES (SPS31102)
Objective: To develop an understanding of the concept of individual differences with the goal to
promote self-reflection and understanding of self and others.
Unit 1: Basics of Personality: Nature of personality; Biopsychosocial foundations of
personality; Culture, gender and personality; Perspectives on personality:
Unit 2: Theories of Personality: Psychodynamic (Freud), humanistic (Maslow) and social
(Bandura).
Unit 3: Intelligence: Concept of intelligence: Psychometric and cognitive approaches to
intelligence; Gardner’s multiple intelligences; Emotional Intelligence, Heredity, environment and
intelligence; Group differences in intelligence; Giftedness and Intellectual Disability.
Unit 4: Indian approach: Self and Identity from Indian Perspective: Nyaya, Vedanta and
Buddhist views of Self. Components of Identity: Concept of Triguna from Sankhya perspective.
Unit 5: Enhancing individual’s potential: Self-determination theory; Enhancing cognitive
potential, Self-regulation and self enhancement; Fostering creativity.
Unit 6:
Practicum: Any 2 practicum pertaining to CC-3
Two psychological tests (one based on Intelligence and one based on personality).
1. Intelligence:
a.) Assess the level of concrete intelligence of the subject by administering Koh’s Block
Design Test.
b.) Assess the level of abstract reasoning of the subject by administering Raven's
Comprehensive Progressive Matrices.
c.) Assess the intelligence quotient the subject by administering Seguine Form Board .
d.) To determine the scholastic aptitude of the subject by administering Differential Aptitude
Test (DAT) (for guidance).
2. Personality:
a) To determine the personality profile of the subject by administering The Sixteen
Personality Factor (16PF) Questionnaire.
b) To determine the personality traits of the subject by administering Eysenck’s Personality
Questionnaire Revised (E.P.Q - R).
Readings:
Carr, A. (2011): Positive psychology. Routledge.
Chadha, N.K. & Seth, S. (2014). The Psychological Realm: An Introduction. Pinnacle Learning,
New Delhi.
Ciccarelli, S. K., & Meyer, G. E. (2010). Psychology: South Asian Edition. New Delhi: Pearson
Education.
Matthijs Cornelissen, Girishwar Misra and Suneet Varma (eds.) (2011), Foundations of Indian
Psychology (Vol. 1), Theories and concepts .Pearson.
Mentis, M., Dunn-Bernstein, M., Mentis, M., &Skuy, M. (2009).Bridging learning: Unlocking
cognitive potential in and out of the classroom. Corwin.
Passer, M.W. & Smith, R.E. (2010). Psychology: The science of mind and behaviour. New
Delhi: Tata McGraw-Hill.
Baron, R. A. & Mishra, G. (2015). Psychology. Pearson Education Limited. ISBN-13:
9788131773444.
Further Readings
Aleem, S. (2012). Theories of Personality. Published by Dorling Kindersley (India) Pvt. Ltd.
Sinha, D., Misra, G., & Dalal, A.K. (2015, September). Psychology for India .
SAGE Publications
The Oxford Handbook of Positive Psychology (Second Edition). Edited by Shane J. Lopez and
C.R. Snyder. Oxford Library of Psychology
CC-4: STATISTICAL METHODS FOR PSYCHOLOGICAL RESEARCH-I (SPS33101)
Objective: To familiarize students with the use of statistical methods in psychological research
and the techniques of descriptive statistics for quantitative research.
Unit 1:
Introduction: Psychological Research; Relevance of Statistics in Psychological Research;
Descriptive and Inferential Statistics; Variables and Constants; Scales of Measurement.
Unit 2:
Frequency Distributions, Percentiles, and Percentile Ranks: Organizing Quantitative Data;
Constructing a Grouped Frequency Distribution, a Relative Frequency Distribution and a
Cumulative Frequency Distribution; Computation of Percentiles and Percentile Ranks.
Unit 3:
Graphic Representation of Data: Basic procedures; The Histogram; The Frequency Polygon; The
Bar Diagram; The Pie Chart; The Cumulative Frequency Graph; Factors affecting the Shape of
Graphs(Skewness and Kurtosis).
Unit 4:
Measures of Central Tendency: The Mean ;The Median; The Mode; Calculation of Mean,
Median and Mode from Raw Scores and Grouped Scores; Properties and Comparison of
Measures of Central Tendency; Central Tendency Measures in Normal and Skewed
Distributions; Effects of Linear Transformations on Measures of Central Tendency.
Unit: 5
Measures of Variability: The Range; The Semi-Interquartile Range; TheVariance; The Standard
Deviation; Calculation of Variance and Standard Deviation from Deviation Scores and Raw
Scores; Properties and Comparison of Measures of Variability; Effects of Linear
Transformations on Measures of Variability.
Unit 6:
Standard (z) Scores: Standard Scores; Properties of z-scores; Transforming raw scores into z-
scores, Determining a raw score from a z-score, Some Common Standard Scores, Comparison of
z-scores and Percentile Ranks.
The Normal Probability Distribution: Nature and Properties of the Normal Probability
Distribution; Standard Scores and the Normal Curve; The Standard Normal Curve: Finding
Areas when the Score is Known, Finding Scores when the Area is Known; The Normal Curve as
a Model for Real Variables; The Normal Curve as a Model for Sampling Distributions;
Divergence from Normality (Skewness and Kurtosis).
Practicum:
1. On Graphical representations ( Frequency Polygon, Histogram, Pie Chart, Smoothed Curve,
Ogive)
2. On computation of Central Tendency and Variability measures
3. On Skewness, Kurtosis, Normal Probability Curve- Areas and Z scores
Reading List:
Chadha, N.K. (1991). Statistics for Behavioral and Social Sciences.Reliance Pub. House: New
Delhi
Coolican, H. (2006). Introduction to Research Methodology in Psychology. London: Hodder
Arnold.
Gravetter, F.J. &Wallnau, L.B. (2009).Statistics for the Behavioral Sciences (9th Ed.). USA:
Cengage Learning.
King, B.M. &Minium, E.W, (2007).Statistical Reasoning in the Behavioral Sciences (5th Ed.).
USA: John Wiley & Sons.
Mangal, S.K. (2012).Statistics in Psychology and Education (2nd Ed.). New Delhi: PHI learning
Pvt. Ltd.
Further Readings
Anastasi, A.(1990). Psychological Testing, New York: MacMillan Co.
Das, D. & Das, A. (2008). Statistics in Biology and Psychology. Academic Publishers, Calcutta,
(Latest edition)
Freeman, S.F.: Theory and practice of Psychological testing. Oxford & IBH publishing Co.
Calcutta. Third Edition.
Garrett, H.E. (1981). Statistics in Psychology and education. VakilsFeffer & Simons Ltd.
Guilford, J.P. & Fruchter, B. (1973). Fundamental Statistics in Psychology and Education,
McGraw Hill New Delhi.
Kaplan, R.M. & Saccuzzo D.P.: Psychological Testing Principles, Applications, and Issues,
Wadsworth, Fifth Edition.
Singh,A.K.(1988). Tests, Measurements and Research Methods In Behavioural Sciences. Tata
McGraw Hill, New Delhi.
EXT – 2:PSYCHOLOGICAL FIRST AID (SPS31106)
Basic Objectives of Psychological First Aid. Establish a human connection in a non-intrusive,
compassionate manner. Enhance immediate and ongoing safety, and provide physical and
emotional comfort. Calm and orient emotionally overwhelmed or distraught survivors. A
supportive intervention for use in the immediate aftermath of disasters and terrorism. Support
adaptive coping, acknowledge coping efforts and strengths, and empower survivors
Learning Outcome:
• Identify the basic objectives and intervention strategies of Psychological First Aid.
• Gain skills needed to implement the intervention strategies of Psychological First Aid.
• Adapt Psychological First Aid in diverse settings and with different populations.
• Appreciate the importance of providing Psychological First Aid in the aftermath of
disaster.
• Gain confidence in implementing Psychological First Aid in the immediate aftermath of a
disaster.
• Identify ways to enhance provider care before, during, and after disaster care.
UNIT I- INTRODUCTION AND OVERVIEW
Psychological first aid. Who, when and where of PFA. Things to say and do, supporting those
who likely need special attention.
UNIT II- CRISIS EVENTS
Crisis events – both large –scale and individual, common physical, psychological, behavioral and
social reaction after crisis/disaster. Severe, potentially incapacitating psychological and
behavioral reactions after a disaster. PTSD and its coping.
UNIT III- A WORD OF CAUTION
Death and Bereavement. Stages of death and bereavement by Kubler Ross. Stress and basic
stress management for disaster survivors. When to refer for further mental health support.
UNIT IV- ACTION PRINCIPLE
Basic communication techniques for PFA, Action principles, Recognition of basic human needs,
first line psychosocial support. Working with children and adolescents, working with older adults
and working with survivors with disabilities.
Resilience, Protective factors for Psychological resilience in children and youth, strategies for
promoting resilience in children and youth.
UNIT-V – SELF CARE FOR DISASTER WORKER
Practice self-care and team care, PFA capacity building: disaster preparedness & response. Stress
Management Assistance. Burnout of Human Service Providers. Compassion Fatigue. Vicarious
Traumatization. Adaptation and resources in local languages, PFA facilitation guide, online
resources. The Positive Effects of Self-Care and Self-Compassion.
UNIT-VI – PRACTICUM
Mini project on crisis intervention.
Mini project on community service.
Reading List:
Burke, S. & Richardson, J. (2009). Psychological first air: An Australian aid. The Australian
Psychological Society Ltd.
Everly, G.S. Jr., & Lating, J.M. (2017). The Johns Hopkins guide to psychological first aid. John
Hopkins University Press.
Winch, G. (2013). Emotional first aid: Healing, rejection, guilt, failure and other everyday hurts.
NY, USA: Hudson Street Press.
SEMESTER III
CC–5: RESEARCH METHODOLOGY (SPS32101)
Objective: To educate students with the process and the methods of quantitative and qualitative
psychological research traditions.
UNIT 1
Basics of Research in Psychology: What is Psychological Research? The Goals of Psychological
Research; Principles of Good Research; Ethics in Psychological Research.
UNIT 2
Research Traditions Quantitative and Qualitative Orientations towards Research and their Steps;
Comparing Qualitative and Quantitative Research Traditions; Formulating a Problem and
Developing a Testable Research Question / Research Hypothesis.
UNIT 3
Methods of Data Collection Sampling; Probability Sampling Methods and Non Probability
Sampling Methods.
UNIT 4
Random Sampling and Sampling Distributions: Random Sampling; Using a Table of Random
Numbers; The Random Sampling Distribution of the Mean: An Introduction; Characteristics of
the Random Sampling Distribution of the Mean; Using the Sampling Distribution of Sample
Means to Determine the Probability for Different Ranges of Values; Random Sampling With and
Without Replacement.
UNIT 5
Experimental Method Introduction to Experimental and Quasi-experimental Methods.
Non Experimental Methods: Case Study; Observation; Surveys, Focus Group Discussion,
Interviews, Psychological Testing: Standardization; Reliability, Validity and Norms of a
Psychological Test; applications
UNIT 6
Practicum: The students are required to conduct two practicals, one from each of the following
groups.
1. Experiment / Psychological testing: One experiment based on group data analysis, one
psychological test based on group data analysis
2. Administration of different Qualitative Research Methods: Interview Observation Projective /
Semi Projective Tests, Case Study
Reading List:
Chadha, N.K. (2009) Applied Psychometry. Sage Pub: New Delhi.
Dyer, C. (2001) Research in Psychology: A Practical Guide to Research Methodology and
Statistics (2nd Ed.) Oxford: Blackwell Publishers
Gregory, R.J. (2006). Psychological Testing: History, Principles, and Applications (4th Ed.).
New Delhi: Pearson Education.
Murphy, K.R. & Davidshofer, C. O. (2004). Psychological Testing: Principles & Applications
(6th Ed.) New Jersey: Prentice Hall.
Neuman, W.L. (2006). Social Research Methods: Qualitative and Quantitative Approaches (6th
Ed.) Boston: Pearson Education.
Willig, C. (2001). Introducing qualitative research in psychology: Adventures in theory and
method. Philadelphia : Open University Press.
CC – 6: DEVELOPMENTAL PSYCHOLOGY (SPS32103)
Objectives:
1. To equip the learner with an understanding of the concept and process of human development
across the life span
2. To impart an understanding of the various domains of human development
3. To inculcate sensitivity to socio-cultural context of human development
UNIT 1: Introduction: a) Concept of Human Development b) Theories, themes and research
designs
UNIT 2: Periods of Life Span Development a) Prenatal development b) Birth and Infancy c)
Childhood d) Adolescence e) Adulthood
UNIT 3: Domains of Human Development-I a) Physical development
b) Cognitive development: perspectives of Piaget and Vygotsky c) Language
development
UNIT 4: Domains of Human Development-II a) Emotional development b) Moral
development c) Personality development(Erickson)
UNIT 5: Socio-Cultural Contexts for Human Development a) Family b) Peers, Media &
Schooling c) Human Development in the Indian context
UNIT 6 :
Practicum:
1) Determine the level of development and developmental quotient of the subject by
using Developmental screening test (DST).
2) Determine the level of social maturity of the subject by using Vineland Social Maturity
Scale (VSMS).
3) Case observation.
Reading List:
Berk, L. E. (2010). Child Development (9th Ed.). New Delhi: Prentice Hall.
Mitchell, P. and Ziegler, F. (2007). Fundamentals of development: The Psychology of
Childhood. New York: Psychology Press.
Papalia, D. E., Olds, S.W. & Feldman, R.D. (2006). Human development (9th Ed.). New Delhi:
McGraw Hill.
Santrock, J. W. (2011). Child Development (13th Ed.). New Delhi: McGraw Hill.
Santrock, J.W. (2012).Life Span Development (13th ed) New Delhi: McGraw Hill.
Saraswathi, T.S. (2003). Cross-cultural perspectives in Human Development: Theory, Research
and Applications. New Delhi: Sage Publications.
Srivastava, A.K. (1997). Child Development: An Indian Perspective. New Delhi.
CC-7: SOCIAL PSYCHOLOGY(SPS32105)
Objectives:
• Develop an understanding of the individual in relation to the social world
• Introduce students to the realm of social influence, as to how individuals think, feel and behave
in social situations.
Unit 1: Introduction: Nature and scope of social psychology; Overview of the history of social
psychology (including development in India); Relationship with sociology and anthropology.
Unit 2: Understanding and evaluating the social world: Social cognition, Social perception,
Attitudes, Attitude-behaviour link; Strategies for attitude change
Unit 3: Social interaction and Influence: Interpersonal attraction, Pro-Social Behaviour,
Aggression, Social Influence
Unit 4: Group Dynamics and Inter-group relations: Nature of groups, Consequences of
belonging (performance, decision making, cooperation and conflict), Nature of intergroup
relations (prejudice, inter-group conflict, intervention techniques)
Unit 5: Applied Social Psychology: Nature of applied Social Psychology, Methodological
approaches – Participatory Action and Learning research techniques.
Unit 6: Practicum:
• Determine the group cohesiveness by using Sociogram method,
• Effect of individual and group situations on social facilitation by problem solving.
• Construction of an attitude scale using Likert’s method of scale construction.
Readings:
Baron, R.A., Byrne, D. &Bhardwaj, G. (2010).Social Psychology (12th Ed.). New Delhi:
Pearson.
Baumeister,R.F.& Bushman,B.J.(2013).Social Psychology and Human Nature.Wadsworth.
Franzoi, S.L. (2009). Social Psychology (5th Ed.). New York: McGraw-Hill.
Hogg,M.&Vaughan,G.M.(2008).Social Psychology.Prentice Hall.
Kassin, S., Fein, S., & Markus, H.R. (2008).Social Psychology.New York: Houghton Miffin.
Misra, G. (2009).Psychology in India, Vol. 4: Theoretical and Methodological Developments
(ICSSR Survey of Advances in Research).New Delhi: Pearson
Taylor, S.E., Peplau, L.A. & Sears, D.O. (2006).Social Psychology (12th Ed.).New Delhi:
Pearson
Further Readings
Krech, D. & Crutchfield, R. S. Theory and Problems of Social Psychology. McGraw Hill.
Kuppuswamy. An Introduction to Social Psychology.Media Promoters and Publishers Pvt Ltd.
SEC : SKILL ENHANCEMENT COURSE I (SPS32207)
Psychometric Assessment of Children
SEC-01: BEHAVIOUR MODIFICATION
Objective: To understand the concept of behaviour modification and its applications.
Unit 1: Introduction-What is behaviour. What is behaviour modification. What is behaviour
assessment.
Unit 2: Classical conditioning theory, basic principles, cognitive perspective and applications.
Operant conditioning theory, basic principles, punishment, negative reinforcement, schedules of
reinforcement, cognitive perspective and applications.
Unit 3 : Techniques- Token Economy, Contingencies, Shaping, Premack Principle.
Unit 4: Applications- School, Family, Work. Behavioural principles and procedures-a) Getting
a behaviour to occur more often with positive reinforcement, b.) Developing and maintaining
behaviour with conditioned reinforcement, c.) Decreasing a behaviour with extinction. Planning,
applying and evaluating.
Readings:
Hilgard, E.R., Atkinson, R.C., and Atkinson, R.L. (1975). Introduction to Psychology, 6th Ed.
Oxford IBH Publishing.
Luthans, F. (2005). Organizational Behaviour, 10th Edition. McGraw Hill Irwin, Boston, MA.
ISBN: 0072873876 / 9780072873870.
Robbins, S.P., Judge, T.A., & Hasham, E.S. (2012, Copyright).Organizational Behaviour. Arab
World Edition. Pearson Education Ltd. ISBN: 978-1-4082-5965-8.
Robbins, S.P. (2000). Organizational Behaviour: Concepts, Controversies and Applications. VII
Ed. New Delhi, Prentice Hall of India.
Further Readings
Miltenberger, R.G.(May 12th 2011) Behaviour Modification: Principles and Procedures.
Wadsworth Publishing Company.
SEMESTER- IV
CC-8: STATISTICAL METHODS FOR PSYCHOLOGICAL RESEARCH-II (SPS32102)
Objective: To familiarize students with the use of statistical methods in psychological research
and the techniques of inferential statistics for quantitative research.
Unit 1:
Introduction to Inferential Statistics and Hypothesis Testing about the Difference between Two
Independent Means: The meaning of Statistical Inference and Hypothesis Testing; Hypothesis
Testing about the difference between Two Independent means; Null and the Alternative
Hypotheses; The Random Sampling Distribution of the Difference between Two Sample Means;
Properties of the Sampling Distribution of the Difference between Means; Choice of HA: One-
Tailed and Two-Tailed Tests; Steps for Hypothesis Testing;
Unit 2: Correlation: The Meaning of Correlation; Historical Perspective; The Scatter plot of
Bivariate Distributions; Correlation: A Matter of Direction; Correlation: A Matter of Degree;
The Coefficient of Correlation; Calculating Pearson’s Correlation Coefficient from Deviation
Scores and Raw Scores; Spearman’s Rank-Order Correlation Coefficient; Correlation and
Causation; The Effects of Score Transformations; Cautions concerning Correlation Coefficients.
Unit 3:
Computing t UsingDefinitional Formula only; Assumptions Associated with Inference about the
Difference between TwoIndependent Means; The Statistical Decision regarding Retention and
Rejection of Null Hypothesis.
Unit 4:
Interpreting the results of hypothesis testing ;A Statistically Significant Difference versus a
Practically Important Difference; Errors in Hypothesis Testing; Power of a Test; Levels of
Significance versus p-Values.
Unit 5:
Hypothesis testing about the difference between two dependent (correlated) means
the null and alternative hypotheses; Determining a Formula for t; degrees of freedom for tests of
no difference between dependent means; testing a hypothesis about two dependent means using
the formula involving standard errors and correlation only; assumptions when testing a
hypothesis about the difference between two dependent means. Confidence intervalsconfidence
intervals for μx - μy; the relation between confidence intervals and hypothesis testing; the
advantages of confidence intervals.
Unit 6:
Practicum : Mini Project
Reading List:
Chadha, N.K. (1991). Statistics for Behavioral and Social Sciences.Reliance Pub. House: New
Delhi
Coolican, H. (2006). Introduction to Research Methodology in Psychology. London: Hodder
Arnold.
Gravetter, F.J. &Wallnau, L.B. (2009).Statistics for the Behavioral Sciences (9th Ed.). USA:
Cengage Learning.
King, B.M. &Minium, E.W, (2007).Statistical Reasoning in the Behavioral Sciences (5th Ed.).
USA: John Wiley & Sons.
Mangal, S.K. (2012).Statistics in Psychology and Education (2nd Ed.). New Delhi: PHI learning
Pvt. Ltd.
Further Readings
Anastasi, A.(1990). Psychological Testing, New York: MacMillan Co.
Das, D. & Das, A. (2008). Statistics in Biology and Psychology. Academic Publishers, Calcutta,
(Latest edition)
Freeman, S.F.: Theory and practice of Psychological testing. Oxford & IBH publishing
Co.Calcutta. Third Edition.
Garrett, H.E. (1981). Statistics in Psychology and education. VakilsFeffer & Simons Ltd.
Guilford, J.P. & Fruchter, B. (1973). Fundamental Statistics in Psychology and Education,
McGraw Hill New Delhi.
Kaplan, R.M. & Saccuzzo D.P.: Psychological Testing Principles, Applications, and Issues,
Wadsworth, Fifth Edition.
Singh,A.K.(1988). Tests, Measurements and Research Methods In Behavioural Sciences. Tata
McGraw Hill, New Delhi.
CC-9: UNDERSTANDING PSYCHOLOGICAL DISORDERS (SPS32104)
Objectives
The paper aims at providing an overview of the concept of abnormality and the symptoms and
etiology of various psychological disorders. This will sensitize them to information on
psychopathology and dispel myths regarding it.
Unit 1: Understanding Abnormality: Issues in defining Normality and Abnormality; Issues in
diagnosis and classification; Nature of Clinical Assessment
Unit 2: Clinical Picture and etiology of Disorders I: Anxiety disorders (any 2
disorders);- Generalized Anxiety Disorder and Obsessive Compulsive Disorder
Unit 3: Clinical Picture and etiology- Mood disorders
Unit 4: Somatoform disorders – Hypochondriasis and Conversion disorders
Unit 5: Clinical Picture and etiology: Schizophrenia
Unit 6: Practicum:
1. Determination of the state and trait anxiety level of the subject by administering State
Trait Anxiety Inventory (STAI)
2. Measurement of the level of attention deficiency hyperactivity of the client by administering
Conners Abbreviated Rating Scale.
3. Administration of the Dyslexia Screening Test Junior on the subject to determine the level of
dyslexia.
Readings:
Bennett,P. (2006). Abnormal and Clinical Psychology: An introductory textbook. New York:
Open University Press.
Brewer,K. (2001). Clinical Psychology.Oxford : Heinemann Educational Publishers
Carson,R.C., Butcher,J.N.,Mineka,S.&Hooley,J.M. (2008). Abnormal Psychology. New Delhi:
Pearson.
David Barlow H. & Durand V. Mark, 7thEdition, e-book (2013) Abnormal Psychology :Cengage
Learning India Edition
Kearney, C. A. &Trull, T. J. (2012). Abnormal Psychology and Life: A dimensional approach.
New Delhi :Cengage learning
Further Readings
Comer, R. J.(2010). Abnormal psychology. New York, NY: Worth.9th edition.
Kaplan and Sadock's Synopsis of Psychiatry. Behavioural Sciences/ Clinical Psychiatry.
Benjamin James Sadock and Virginia Alcott Sadock, Walters Kluwer/Lippinincott Williams and
Wilkins, 2007.
Kring, A.M., Johnson, S.L., Gerald C., & Neale, D.J.M. (2015). Abnormal Psychology. 13th
edition.
CC- 10: ORGANIZATIONAL BEHAVIOUR (SPS32106)
Objectives:
1. To develop an awareness of the concepts related to organizational behaviour.
2. Help the students develop connectivity between concepts and practices of organizations.
Unit 1:
Introduction: Historical antecedents of Organizational Behaviour: Scientific management &
Human Relations Movement; Contemporary Trends and Challenges; Organizational Behavior:
Challenges in the Indian Setting .
Unit 2:
Individual level processes: Employee attitudes: Job satisfaction, Organizational Commitment and
Organizational Citizenship Behaviour.
Unit 3:
Work Motivation; Early theories: Maslow, McClelland, Two factor; Contemporary theories and
applications: Goal setting & MBO, Equity, Expectancy, Job Characteristics Model & Job
Redesign
Unit 4:
Dynamics of Organizational Behavior: Organizational culture; Power and Politics: Influence,
sexual harassment, organizational politics; Positive Organizational Behaviour: Optimism.
Unit 5:
Leadership: Basic approaches: Trait theories, Behavioral theories, Contingency theories;
Contemporary Issues: Inspirational approaches to leadership, Challenges to the leadership
construct; Indian perspective on leadership
Unit 6:
Practicum:
1. Assessment and understanding of interpersonal relationships using Johari Window.
2. Determination of the achievement motivation of the subject using Deo-Mohan Achievement
Motivation (N- Ach) Scale. (Deo-Mohan Achievement Motivation (N- Ach) Scale (13 to 20
years)- Prativa Deo and Asha Mohan).
3. To assess the job satisfaction level of employees.
Readings:
Chadha, N.K. (2007). Organizational Behavior. Galgotia Publishers: New Delhi.
Greenberg, J. & Baron, R.A. (2007).Behaviour in Organizations (9th Ed.). India: Dorling
Kindersley.
Griffin, R.W. & Moorhead, G. (2009). Organizational Behavior: Managing People &
Organizations. New Delhi : Biztantra publishers.
Landy, F.J. & Conte,J.M. (2007).Work in the 21st Century: An Introduction to Industrial and
Organizational Psychology. New York: Wiley Blackwell.
Luthans, F. (2009).Organizational behavior. New Delhi: McGraw Hill.
Muchinsky, P. (2006). Psychology applied to work: An introduction to industrial and
organizational psychology. NC: Hypergraphic Press.
Pareek, U. (2010). Understanding organizational behaviour. Oxford: Oxford University Press.
Prakash, A. (2011). Organizational behavior in India: An indigenous perspective. In G. Misra
(Ed.), Handbook of Psychology. New Delhi: Oxford University Press.
Robbins, S. P. & Judge, T.A. (2007). Organizational Behavior (12th Ed). New Delhi: Prentice
Hall of India.
Schermerhorn, J.R. , Hunt,J.G. & Osborn, R.N. (2008). Organizational Behavior (10th Ed.)
New Delhi: Wiley India Pvt. Ltd.
Singh, K. (2010). Organizational Behavior: Texts & Cases. India: Dorling Kindersley Sinha,
J.B.P. (2008). Culture and Organizational Behavior. New Delhi: Sage.
Further Readings:
Blum, N.L. & Naylor, J.C.: Industrial Psychology- Its Theoretical and Social Foundation
Schultz, D.P. & Schultz S.E.: Psychology and Work Today: an Introduction to Industrial and
Organizational Psychology, Prentice Hall.
SEC : SKILL ENHANCEMENT COURSE II (SPS32108)
Psychometric Assessment Of Adults
SEC-02: EMOTIONAL INTELLIGENCE
Objective: To understand the concept of emotional intelligence and learn ways of developing it.
Unit 1: Introduction: Emotional Intelligence; Models of Emotional Intelligence; EQ
competencies: selfawareness, self-regulation, motivation, empathy, and interpersonal skills;
Importance of Emotional Intelligence.
Unit 2: Knowing One’s And Others’ Emotions: Levels of emotional awareness; Recognizing
emotions in oneself; The universality of emotional expression; Perceiving emotions accurately in
others.
Unit 3: Managing Emotions: The relationship between emotions, thought and behaviour;
Techniques to manage emotions .
Unit 4: Applications: Workplace; Relationships; Conflict Management; Effective Leadership
Readings:
Bar-On, R., & Parker, J.D.A.(Eds.) (2000). The handbook of emotional intelligence. San
Francisco, California: Jossey Bros.
Goleman, D. (1995). Emotional Intelligence. New York: Bantam Book.
Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books.
Singh, D. (2003). Emotional intelligence at work (2 nded.) New Delhi: Response Books. 37
SEMESTER V
CC-11: STATISTICAL METHODS FOR PSYCHOLOGICAL RESEARCH-III
(SPS33101)
Objective: To educate students with the techniques of inferential statistics and hypothesis
testing.
Unit 1:
Hypothesis Testing for Categorical Variables and Inference about Frequencies
The chi-square as a measure of discrepancy between expected and observed frequencies; logic of
the chi-square test; assumptions of chi-square; calculation of the chi-square goodness-of-fit-test-
one way classification; chi square for two classification variables-contingency table analysis;
Interpretation of the outcome of a chi-square test.
Unit 2:
Nonparametric Approaches to Data
Introduction to Distribution-free Nonparametric Tests; Comparison with Parametric Tests; Uses
and Applications of Nonparametric Tests
Unit 3:
Introduction to qualitative research: Difference between qualitative and quantitative research.
Unit 4:
Different methods of qualitative research: Narrative, grounded theory, case study, ethnography
and phenomenology.
Unit 5:
Theoretical Introduction to SPSS Statistical Package
Unit 6:
Mini Project – On qualitative research (Thematic Analysis).
Reading List:
Aron, A., Aron, E.N., & Coups, E.J. (2007).Statistics for Psychology (4th Ed). India: Prentice
Hall .
Chadha, N.K. (1991) Statistics for Behavioral and Social Sciences. Reliance Pub. House: New
Delhi
Field, A. (2009). Discovering Statistics using SPSS (3rd Ed). New Delhi :Sage.
King, B.M. & Minium, E.W. (2007).Statistical Reasoning in the Behavioral
Sciences (5th Ed).USA: John Willey.
Mangal, S.K. (2012).Statistics in Psychology & Education.(2nd Ed). New Delhi:
PHI learning Pvt. Ltd.
Further Readings
Broota, K. D. (2017). Experimental Design in Behavioural Research, Delhi.
Das, D. & Das, A. (Latest edition). Statistics in Biology and Psychology. Academic Publishers,
Calcutta.
Garrett, H.E. (1981). Statistics in Psychology and education. VakilsFetTer& Simons Ltd.
Kothari, C.R. (1990). Research Methodology Methods and Techniques. Wishwa Prakashan
Calcutta, Second edition.
CC-12: UNDERSTANDING AND DEALING WITH PSYCHOLOGICAL DISORDERS
(SPS33103)
Objective:
• To introduce the etiological understanding and therapeutic interventions for the various
psychological disorders.
• Help students develop and understanding of how to deal with moderate to severe
psychopathology.
Unit 1: Etiology & Interventions for Mood disorders
Unit 2: Etiology & interventions for Schizophrenia
Unit 3: Clinical picture and etiology - Personality Disorders.
Unit 4: Clinical picture and etiology - Developmental disorders : Mental Retardation, ADHD
Unit 5: Perspectives of Counselling: Concept, Steps, Types- Directive, Nondirective and
Eclectic
Unit 6:
Practicum:
1. a.) Determine the state and trait anger level of the subject by administering State -Trait
Anger Expression Inventory.
b.) Assess the level of depression of the subject by administering the Beck Depression Inventory
II (BDI-II)
c) Assess the level of anxiety of the subject by administering Beck Anxiety Inventory II .
Readings:
Bennett, P. (2011) Abnormal and Clinical Psychology: An introductory Textbook, McGraw Hill.
Carson,R.C., Butcher,J.N., Mineka,S.&Hooley,J.M. (2008). Abnormal Psychology. New Delhi:
Pearson.
Plante, T.G. () Contemporary Clinical Psychology John Wiley & Sons.
Riskind, J.H., Manos,M.J. and Alloy,L.B. (2004) Abnormal Psychology : Current Perspectives.
McGraw Hill
Further Readings
Corey, G. (2008).Theory and Practice of Counseling and Psychotherapy. Thomson Learning
Academic Resource Center.
Kaplan and Sadock's Synopsis of Psychiatry. Behavioural Sciences/ Clinical Psychiatry.
Benjamin James Sadock and Virginia Alcott Sadock, Walters Kluwer/Lippinincott Williams and
Wilkins, 2007.
SEMESTER VI
CC-13: COUNSELLING PSYCHOLOGY(SPS33104)
Objectives:
• To develop an understanding of basic concepts, processes, and techniques of Counseling.
• To acquaint the learner with the challenges of Counseling.
Unit 1: Introduction: Nature and Goals; Counselling as a profession: professional ethics (Latest
version of American Counselling Association – ACA); The effective counsellor: personality
characteristics; status of counselling psychology in India
Unit 2: Counselling Process: Building counselling relationships; Working in a counselling
relationship; Closing counselling relationships
Unit3: Techniques of Counselling- I: Psychoanalytic techniques; Humanistic techniques.
Unit 4: Techniques of Counselling- II: Behavioral techniques; Cognitive techniques; Indian
techniques: Yoga and Meditation .
Unit 5: Counselling Applications: Child Counselling; Family Counselling; Career Counselling;
Crisis Intervention: suicide, grief, and sexual abuse .
Unit 6: Practicum:
1. Determination of the interest pattern of the subject using Guilford- Zimmerman Interest
Inventory. (Interest-Guilford, J.S. & Zimmerman, W. S. (1963, 1989,Copyright). Guilford-
Zimmerman Interest Inventory.)
2. Determination of the cognitive style of the subject by administering Cognitive Style Inventory
(CSI) by Dr. Praveen Kumar Jha.
Readings:
Aguilera, D.C. (1998). Crisis Intervention: Theory and Methodology (8thEd.) Philadelphia:
Mosby.
Belkin, G. S. (1998). Introduction toCounselling (3rd Ed.) Iowa: W. C. Brown.
Capuzzi,D. &Gross, D. R. (2007). Counselling and Psychotherapy: Theories and Interventions
(4th Ed.) New Delhi. Pearson.
Corey, G. (2009) Counselling and Psychotherapy; Theory and Practice.(7th Ed.) New Delhi:
Cengage Learning.
Friedlander, M.L. & Diamond, G.M. (2012).Couple and Family Therapy. In E. M. Altmaier and
J.C.
Hansen (Eds.) The Oxford Handbook of Counselling Psychology. New York: Oxford University
Press.
Geldard, K. &Geldard, D. (2011).Counselling Children: A Practical Introduction ( 3rd Ed.) New
Delhi: Sage.
Gibson, R. L. & Mitchell, M. H. (2012).Introduction to Counselling and Guidance (7th Ed.) New
Delhi: Pearson.
Gladding, S. T. (2012). Counselling: A Comprehensive Profession. (7th Ed) New Delhi. Pearson.
Hansen, J.C. (2012). Contemporary Counselling Psychology.In E. M. Altmaier and J.C. Hansen
(Eds) The Oxford Handbook of Counselling Psychology. New York: Oxford University Press.
Kapur, M. (2011).Counselling Children with Psychological Problems. New Delhi, Pearson.
Rao, K. (2010). Psychological Interventions: From Theory to Practice. In G. Misra (Ed):
Psychology in India. Volume 3: Clinical and Health Psychology. New Delhi. ICSSR/ Pearson
Rao, S.N. &Sahajpal, P. (2013) Counselling and Guidance. New Delhi: Tata McGraw Hill.
Seligman,L.&Reichenberg ,L.W.(2010). Theories of Counseling and Psychotherapy: Systems,
Strategies, and Skills. 3rd Ed. Indian reprint: Pearson.
Sharf, R. S. (2012). Theories of Psychotherapy &Counselling: Concepts and Cases (5th Ed).
Brooks/ Cole Cengage Learning.
Udupa, K. N. (1985). Stress and its Management by Yoga. Delhi: Motilal Banarsidas.
DSE-A -01: POSITIVE PSYCHOLOGY(SPS33105)
Objective: To introduce the basic concepts of the growing approach of positive psychology and
understand it’s applications in various domains.
Unit 1: Introduction: Positive Psychology: An Introduction, Perspectives on
PositivePsychology: Western and Eastern, Character Strengths and virtues.
Unit 2: Positive Emotional States and Processes: Happiness and Well being, Positive Affect
and Positive Emotions, Broaden and build theory; Cultivating positive emotions; Happiness-
hedonic and Euaimonic theory;
Unit 3: Positive Cognitive States and Processes: Self-efficacy, Optimism, Hope, Wisdom,
Flow, Mindfulness.
Unit 4: Applications: Work, education, ageing, health .
Unit 5: Positive emotions, Well- being: negative vs positive functions; Subjective well –being:
Emotional, social and psychological well-being; Model of complete mental life Test: The
positive and negative affect schedule (PANAS-X); The satisfaction with life scale (Diener et al,
1985); Practice ‘Be happy’ attitude. Emotional Intelligence, Resilience.
Unit 6:
1. Determination of overall wellbeing of the subject by administering PGI General
Well Being scale.
2. Determination of overall wellbeing of the subject by administering PANAS.
3. Assessment of the level of life satisfaction of the subject by administering Satisfaction with
Life Scale Diener et al. (1985).
Reading List:
Baumgardner, S.R. Crothers M.K. (2010). Positive psychology. Upper Saddle River, N.J.:
Prentice Hall.
Carr, A. (2004). Positive Psychology: The science of happiness and human strength.UK:
Routledge.
Peterson, C. (2006). A Primer in Positive Psychology. New York: Oxford University Press.
Seligman, M.E.P. (2002). Authentic Happiness: Using the New Positive Psychology to Realize
Your Potential for Lasting Fulfillment. New York: Free Press/Simon and Schuster.
Snyder, C.R., &Lopez,S.J.(2007). Positive psychology: The scientific and practical explorations
of human strengths. Thousand Oaks, CA: Sage.
Snyder, C. R., & Lopez, S. (Eds.). (2002). Handbook of positive psychology. New York: Oxford
University Press.
DSE-A -02: HUMAN RESOURCE MANAGEMENT(SPS33107)
Objective: To help students understand the various processes and issues inherent in
organizations related to human resources.
Unit 1: Introduction to Human Resource Management (HRM): HRM and HRD, Context and
issues in HRM
Unit 2: Human Resource Practices Job analysis; Recruitment and selection; Training;
Performance evaluation
Unit 3: International human resource management (IHRM) The context of Globalization, Role
of culture in IHRM, Dimensions of Cultural difference (Hofsteade), Policies and practices in the
multinational enterprise.
Unit 4: Organizational change and development: Organizational change: concepts, models
(one model),techniques (one for individual and one for group), organizational development:
concepts, models (one model), techniques (one for individual and one for group).
Unit 5: Individual level processes: Employee attitudes: Job satisfaction, Organizational
Commitment and Organizational Citizenship Behaviour.
Unit 6: Practicum:
1. Determination of the individual career and family values of the subject using Career and
Family Values Scale (CFVS)(college female) Sadhna Tanwar and Kulvinder Singh.
2. Assess the individual social skills of the subject by administering Social Skills Inventory
by Ronald Riggio.
Reading List:
Aamodt, M.G. (2001) Industrial/ Organizational Psychology. Thompson Wadsworth, a division
of Thompson learning Inc.
Bhatnagar, J. & Budhwar, J.(2009). The changing face of people management in India. London:
Routledge.
Briscoe, D. R., Schuler, R. S. & Claus, L. (2009). International human resource management:
Policies and practices for multinational enterprises ( 3rd Ed). New York: Routledge.
Chadha, N.K. (2005) Human Resource Management-Issues, case studies and experiential
exercises. (3rd ed.) New Delhi: Sai Printographers.
DeCenzo, D.A.& Robbins, S.P.(2006). Fundamentals of human resource management.(8th Ed).
NY: Wiley.
DSE-B -03: HEALTH PSYCHOLOGY(SPS33111)
Objective: To understand the relationship between psychological factors and physical health and
learn how to enhance well-being.
Unit 1: Introduction: Introduction to Health Psychology: components of health: social,
emotional, cognitive and physical aspects, mind-body relationship, goals of health psychology,
Bio-psychosocial model of health
Unit 2: Behavior and health: Characteristics of health behaviour; Barriers to health behaviour;
Theories of health behaviour and their implications.
Unit 3: Stress and Illness: Definition, Categories of stressors, Predisposing factors, effects of
stress- GAS and Psychoneuroimmunology, Type A Behaviour and Stress, Adjustment Disorders,
Coping with Stress- General Principles of Coping, Techniques of coping. Issues related to
caregiving – Caregiver’s burden, burnout
Unit 4: Health Enhancing Behaviours: Exercise, nutrition, safety, pain, stress management
Unit 5: Health and Well-being: Happiness; Life satisfaction; Resilience; Optimism and Hope
Unit 6: Practicum:
1. Assessment of the level of distress of the subject using Students Stress Scale by Dr.
Manju Agarwal (1996).
2. Measure the skin surface temperature of your subject to see how the subject’s thoughts
and feelings affect his/her body by Using Stress Thermometer,
3. Experiments on Mindfulness - Assessment of a core characteristic of dispositional
mindfulness of the subject using Mindful Attention Awareness Scale (MAAS).
4. Measurement of hope in an adult by administering Hope: Adult Hope Scale- Synder.
Readings:
Allen, F. (2011).Health psychology and behaviour.Tata McGraw Hill Edition.
Carr, A. (2004). Positive Psychology: The science of happiness and human strength.UK:
Kindersley. Misra,G. (1999).Stress and Health. New Delhi: Concept.
Routledge. Dimatteo, M. R., & Martin L. R. (2011).Health psychology. India: Dorling Sarafino,
E.P. (2002). Health psychology: Bio psychosocial interactions (4th Ed.).NY: Wiley.
Snyder, C.R., Lopez S. J., &Pedrotti, J. T. (2011). Positive psychology: The scientific and
practical explorations of human strengths. New Delhi: Sage.
Taylor, S.E. (2006). Health psychology. (6th Ed.) New Delhi: Tata McGraw Hill.
DSE-B -04: COMMUNITY PSYCHOLOGY (SPS33113)
Objective: To learn the link between individuals and communities and deal with social issues
more effectively with people’s participation.
Unit 1: Introduction: Definition of community psychology; types of communities; models.
Unit 2: Core values: Individual and family wellness; sense of community; respect for human
diversity; social justice; empowerment and citizen participation.
Unit 3: Health promotion: process of community organization for health promotion,
importance. Community program for: child and maternal health, physical challenged and old age
in the Indian context.
Unit 4: Interventions: community development and empowerment; case studies in Indian
context.
Unit 5: Ecological levels of analysis in community psychology: individuals micro-systems,
organizations, macro-systems, levels of interventions.
Unit 6: Practicum
1. Assessment of relationship dimension, personal growth dimension and the dimension of
system maintenance of the subject using the Family Environment Scale: Bhatia, H., & Chaddha,
N.K. (1993). 2. 2.Measurement of adjustment of college students using Adjustment Assessment
Questionnaire (Adolescents & Adults) – M.S.L Saxena.
Readings:
Banerjee, A., Banerji, R., Duflo, E., Glenneske, R., &Khenani, S. (2006) Can Information
Campaign start local participation and improve outcomes? A study of primary education in Uttar
Pradesh, India, World Bank Policy Research, Working Paper No.3967
Fetterman, D.M., Kaftarian, S.J. &Wandersman, A (Eds)(1996) Empowerment Evaluation, New
Delhi : Sage Publication.
Kloos B. Hill, J Thomas, Wandersman A, Elias M.J. & Dalton J.H. (2012). Community
Psychology: Linking Individuals and Communities, Wadsworth Cengage Learning.
McKenzie, J. F. Pinger, R. R. &Kotecki, J. E. (2005).An introduction to community health.
United States: Jones and Bartlett Publishers.
Misra, G. (Ed).(2010) Psychology in India.Indian Council of Social Science Research.Dorling
Kindersley (India) Pvt Ltd. Pearson Education.
Poland, B. D., Green, L.W. &Rootman, I.(2000) Setting for Health Promotion: Linking Theory
and Practice, Sage Publication, New Delhi.
Further Readings
APA Handbook of Community Psychology by Meg A. Bond, PhD, Irma Serrano-García, PhD,
and Christopher B. Keys, PhD and Marybeth Shinn, PhD (Associate Editor). Part of the APA
Handbooks in Psychology Series and APA Reference Books Collection
DSE-A- 05: CULTURAL AND INDIGENOUS PSYCHOLOGY (SPS33106)
Objective: To understand the role of culture in understanding behaviour and exploring
psychological insights in the Indian thought traditions.
Unit 1: Cultural Processes: Cultures; Multiculturism and Cultural Relativity; Cultures and
psychology: Perspectives of cross cultural psychology.
Unit 2: Culture, Self and Others: Who am I and Who are They? Representation: Person, Other
People, Self and of Groups, Acculturation & Enculturation: A Developmental Perspective:
Family and children, models of the family, self-construal and developmental pathways.
Unit 3: Intercultural Contacts: Nature, psychological benefits and costs, Migration,
globalization and cultural diversity.
Unit 4: Indigenous Psychology: Indian Psychology – Implications and applications;
indigenization of psychology in India. Integration of modern psychology with Indian thought.
Unit 5: Culture and mental health in India: Indigenous healing traditions in India. History of
mental health practices in India.
Unit 6: Practicum:
1. Conduction of semi structured interview of people from different ethnic background on gender
role attitude.
2. Determination of prejudice using Bogardus Social Distance Scale on Ethnic Issues.
Readings
Adair, John. G.(2002) .How International is International Psychology? International Journal of
Psychology,37, 160-170.
Auluck, S. (2002).Self and identity.In G. Misra, and A. K. Mohanty (eds.), Perspectives on
indigenous psychology, p. 374-398. New Delhi: Concept Publishing Company.
Chiu, C., & Hong, Y. (2006).Social Psychology of Culture. New York: Psychology Press.
Kim,U.,Shu,K.,Yang,K.S.,&Hwang, K.K.(2006).Indigenous and Cultural Psychology:
Understanding People in Context. Springer.
Jain, U. (2002). An Indian perspective on emotions.In G. Misra, and A. K. Mohanty (eds.),
Perspectives on indigenous psychology, p. 281-291. New Delhi: Concept Publishing Company.
Mathijs, Cornelissen, R,M., Misra,G.&Verma, Suneet.(2011). Foundation of Indian Psychology,
Vol 1,Theories and Concepts. New Delhi: Pearson
Misra, G., & Gergen, K. J. (2002).On the place of culture in psychological science. . In G. Misra,
and A.
K.Mohanty (eds.), Perspectives on indigenous psychology, p. 421-439. New Delhi: Concept
Publishing Company.
Rao, K. R. (2011). Indian psychology: Implications and applications. In Cornelissen, R.M. M.,
Misra, G., Varma, S. (Eds.), Foundation of Indian Psychology: Theories and concepts, Vol, 1.
New Delhi: Pearson.
Sinha, J. B. P. (2002). Towards indigenization of Psychology in India. . In G. Misra, and A. K.
Mohanty (eds.), Perspectives on indigenous psychology, p. 440-457. New Delhi: Concept
Publishing Company.
Smith, P.B., Bond, M. H., &Kagitcibasi, C. (2006). Understanding Social Psychology across
cultures: Living and working in a changing world. London: Sage.
Further Readings:
Sinha, D. (2015). Psychology for India. Edited by Misra, G. & Dalal, A.K. SAGE Publications
India Pvt. Ltd. Shiraev, E.B. & Levy, D.A. (2015, 5th Edition).Cross-Cultural Psychology.
Critical Thinking and Contemporary Applications. Pearson India Education Services Pvt. Ltd.
DSE-A -06: PSYCHOLOGICAL PERSPECTIVES IN EDUCATION (SPS33108)
Objectives:
• To understand of the interface between education and psychology
• To appreciate the various issues and challenges that emerges with reference to the application
of Psychological ideas and theories in the discipline of education
• To enable learners to deal with various problems and issues related to student diversity in a
classroom
Unit 1: Education and Psychology: An Introduction: Education as a Discipline, Education
&Schooling; Contributions of Psychology to Education; ‘Child-centred’ and ‘progressive’
education.
Unit 2: Debates and Issues in Educational Psychology: Role of Play in Education; Role of a
teacher.
Unit 3: Classroom Management & Assessment: Issues related to Classroom Management,
Discipline and Control: Behavioural objective myth, the law and order myth, the myth of
irresponsible youth; Uses and abuses of psychological testing in education, The IQ controversy.
Unit 4: Inclusive Education: Dealing with Classroom Diversity: Inclusive Education: Nature,
Concept& Importance; Addressing classroom diversity: Gender, Socio-Economic Status, Caste.
Disability
Unit 5: Motivation Teaching and Learning: Exploring motivation. Motivation to achieve,
Motivation -relationships and socio-cultural contexts, hard to reach and low achievement
students.
Unit 6: a) Mini Project
b) Assess the level of academic stress experienced by college students by administering
Academic Stress Scale for college students (ASSCS) by Dr.Vikas S. Kamble.
Readings:
Bartlett, S., & Burton, D. (2012). Introduction to education studies. London: Sage.
Combs, A. (1979). Myths in education: Beliefs that hinder progress and their alternatives.
London: Allyn & Bacon.
Dearden, R. (1967). The concept of play. In R. Peters, The concept of education (pp. 51-63).
London: Routledge & Kegan Paul.
Leicester, M. (2008). Creating an inclusive school. London: Continuum International Publishing
Group.
Long, M. (2000). The Psychology of Education. Sussex: Routledge.
Matthews, M. (1980). The marxist theory of schooling: A study of epistemology and education.
Sussex: The Harvester Press.
Morris, B. (1966). The contribution of psychology to the study of education. In J. Tibble, The
study of education (pp. 133-178). London: Routledge & Kegan Paul.
Richmond, W. (1975). Education and schooling. London: Methuen & Co. Ltd.
Slavin, R. (2006). Educational psychology: Theory and practice. New York: Pearson.
Smith, M. (1977). The underground and education: A guide to the alternative press. London:
Methuen & Co. Ltd.
Spring, J. (1975). A preimer of libertarian education. New York: Free Life Editions.
Sutherland, M. (1988). Thoery of education. London: Longman.
Woolfolk, A. (2013). Educational psychology. Delhi: Pearson.
DSE-B -07: STRESS MANAGEMENT (SPS33112)
Objective: In everyday life we experience stress related to various situations. Students will learn
how they can make adjustments and manage to cope with stress more effectively.
Unit 1: Stress: Introduction, Nature of stress, symptoms of stress
Unit 2: Various sources of stress: environmental, social, physiological and psychological
Unit 3: Stress and health: effects of stress on health, eustress
Unit 4: Managing stress: Methods - yoga, meditation, relaxation techniques, Problem focused
and emotion focused approaches.
Unit 5: Life style issues and stress: Stress and eating cycle, diet nutrition and stress;
technological intrusions.
Unit-6: Practicum-
1. Academic stress questionnaire. – Determine the Subject’s academic stress by
administering Student Academic Stress Scale (SASS).
2. Administering Jecobson’s Progressive Muscle Relaxation Technique, application of
progressive relaxation therapy in full body relaxation.
3. Measurement of the skin surface temperature of your subject to see how the subject’s
thoughts and feelings affect his/her body by administering Stress Thermometer,
Readings:
Carr, A. (2004). Positive Psychology: The science of happiness and human strength.UK:
Routledge.
DiMatteo, M.R. & Martin, L.R. (2002). Health psychology.New Delhi: Pearson
Neiten, W. & Lloyd, M.A (2007). Psychology applied to Modern life. Thomson Detmar
Learning.
Further Readings
Goldberger, I. & Breznitz,S.(1986). Handbook of Stress: Theoretical and Clinical Aspect. The
Free Press Collier MacMillan Publishers. London.
Misra, G. (Ed.) (1999). Psychological Perspectives on Stress and Health, New Delhi, Concept
DSE- A-08-NEUROPSYCHOLOGY:(SPS33114)
Course Description:
This Course intends to familiarize students with an introductory knowledge of the topics and
methods of biological psychology to create an understanding of the underlying biological
foundations of human behaviour. This course is an extension of Biological foundations of
behaviour taught in the first semester
Course Objectives and learning outcomes:
At the end of the course students will be able to understand the neuropsychology of cognitive
functions, neuropsychology of arousal, motivation and emotion along with select psychiatric
conditions
UNIT1: Neuropsychology of Cognitive Functions
Learning: Neurophysiology of learning, Synaptic plasticity;
Memory: Neurological basis of memory, Brain damage and dysfunction of memory
Language: Lateralization, Evolution and neurophysiology of speech. Disorders of reading
writing: aphasia, alexia & dyslexia.
UNIT II: Neuropsychology of Arousal: Physiological correlations of Arousal: consciousness
and sleep, Factors affecting consciousness. Sleep: Rhythms of sleeping and waking, neural basis
of biological clocks, Stages of sleep, brain mechanisms of REM sleep and dreaming,
physiological mechanisms of sleep and waking, disorder of sleep
UNIT III: Neuropsychology of Motivation: Hunger theories, neural signals; Thirst-neural
mechanisms; Human obesity. Anorexia nervosa, Sex-hormones and sexual development, neural
mechanism of sexual behaviour, sexual orientations, hormones and the brain.
UNIT IV: Neuropsychology of Psychiatric Disorders: Schizophrenia, Substance abuse
disorders, Major affective disorders, and Anxiety disorders.
UNIT V: Cognitive Impairment: Normal Aging, Mild Cognitive Impairment, and Alzheimer’s
Disease.
UNIT VI: Practicum: Administration of the screening module of the Neuropsychological
assessment battery to provide an estimate of the subjects functioning of the particular domain.
Essential Reading
Carlson, N.R. (2004). Physiological of behaviour (8th.ed.). Boston:Allyn & Bacon.
Kalat, J.W. (2004). Biological psychology (8th.ed.). Belmont:Wadsworth/Thomson learning.
Recommended Reading
Blackmore, S. (2003). Consciousness: An introduction. London: Hodder &Stoughton.
Garrett, B. (2003). Brain and Behavior. Wadsworth, Thomson Learning Inc, USA
Freberg, L A. Discovering Biological Psychology (2nded.)(2006), Wardsworth, Belmont: USA
Wagner, H., & Silber, K. (2004),Physiological Psychlogy, Garland Science, Abingdon: UK.
Rosenweig, M.R., Leiman, A.L. & Breedlove, S.M. (1999). Biological psychology: An
introduction to behavioral, cognitive, clinical neuroscience. (2nded.). USA:SinauerAssociates,
Inc.Wallace, B. & Fisher, L.E. (1991). Consciousness and Behavior (3rded.). USA: Allyn &
Bacon.Pinel, J.P.J. (2000). Biopsychology (4th.ed.). Boston: Allyn & Bacon.
Kandel, E.R. Schwartz, J.H. & Jessel, T.M. (2000). Principles of neural science (4th.ed.).New
york: McGraw-Hill.
Leukel, F. (1985). Introduction to physiological psychology (3rd. ed.). New Delhi: CPS
Publisher
ELECTIVE COURSES
ELECTIVE PSYCHOLOGY –I
MINOR SEM- I
General Psychology(SPS31109)
Credit 4
Course Description: This course is offered to the first semester minor undergraduate students
of psychology. This course, involving the study of Basic Psychological processes, is an
introductory paper that gives an understanding about the field of Psychology. This paper will
provide students with an introduction to the key concepts, theories, and methods in general
psychology. It focuses on various basic processes underlying human behaviour.
Course Objectives and Learning Outcome:
1. To introduce and initiate the student into the world of Psychology with a brief historical sketch
of the science of psychology and a glimpse into the methods used in the study of human
behaviour.
2. To understand the fundamental processes underlying human behaviour such as biological
foundations of behaviour, processes underlying sensation, perception, cognition, memory,
learning, motivation, emotion, individual differences, intelligence, personality and states of
consciousness.
3. To apply the principles of psychology in day-to-day life for a better understanding of
themselves and others.
COURSE CONTENT:
UNIT 1: Introduction- Definition, Methods and Branches of Psychology.
UNIT 2: Schools of Psychology – Psychodynamic, Behavioural and Gestalt
UNIT 3: Attention and Sensation
a) Determinants of attention, shift, fluctuation, oscillation and distraction. Theories
b) Sensation and Perception; Attributes of sensation.
UNIT 4: Perceptual Processes:
a) Perception of form, space, movement and time.
b) Optical illusions.
UNIT 5: Emotion – Nature, Basic Emotions, Physiological Correlates of Emotion.
Learning processes: nature and factors of learning; theories: trial and error, conditioning –
classical and operant; insight; transfer of training, programmed learning.
Unit: 6 Practicum:
Perception- To demonstrate the effect of knowledge of results on the extent of Muller- Lyer
illusion in the subject.
Memory- Effect of spaced and unspaced method of learning on memorization capacity of the
subject
Readings:
1. Atkinson, R.L., Atkinson,R.C., Smith, E.E., &Hilgard, E.R. : Introduction to Psychology,
(Latest Edition). Harcourt Brace Java Publishers, Tokyo.
2. Baron, R.A. : Psychology: The Essential Science. Allyn and Bacon, New York, 1995.
3. Gallotti, K.M.: Cognitive Psychology– In and Out of the laboratory. 2nd Ed, Int. Thomson
Pub. Co. Bangalore, 2000.
4. Lahey, B.B.: Psychology: An Introduction, 6th Ed., Tata McGraw Hill, New York, 1965.
5. Lefton, L.A.: Psychology, Allyn and Bacon, Boston, 1985.
6. McGuigan, F.J.: Experimental Psychology: A Methodological Approach, Prentice-
Hall,1990.
7. Mohsin, S.M.: Research Methods in Behavioral Sciences, Orient Longman, Calcutta, 1981.
8. Morgan, C.T., King, R.A., Weisz, J.R., &Schopler, J: Introduction to Psychology
(International Student Edition) McGraw Hill Book Co., 1986.
9. Munn, N.L., Fernald, L.D., and Ferhald, P.S.: Introduction to Psychology, Third Edition,
Oxford IBH Publishing House Co., Calcutta 1972.
10. Olson, M.; Hergenhahn, B.R.: Introduction to the Theories of Learning, Prentice-Hall India,
2009.
11. Rathus, S.A.: Psychology in the New Millenium. Prism Books Pvt Ltd. Bangalore, 1999.
12. Woodworth, R.S. & Schlosberg, H.: Experimental Psychology (Latest Edition) Primlani,
Oxford and MBH Publishing Co. Calcutta.
ELECTIVE PSYCHOLOGY -II
MINOR SEM-II
Applied Psychology (SPS31110) Credit 4
Course: Application of psychological principles to solve human problems has acquired new
dimension with the changing nature of the challenges that the world faces today. In view of this,
the scientific discipline of applied psychology has emerged as a natural process of evolution in
the knowledge base. It has gathered spectacular momentum in recent years.
Objectives:
1. To inform students about the basics of scientific research in applied psychology.
2. To make them learn the application of psychology in day to day life.
3. To acquaint students with various applications of Psychological principals.
Outcome of the Course:
1. To help students to understand the relationship between theoretical and applied aspects of
Psychology
3. To familiarize students with problems and solutions in various applied fields
4. To apprise students about the role of Psychologists in various applied fields
COURSE CONTENT:
UNIT-I: Introduction: Nature and fields of scientific research in applied psychology. Scientific
discipline of applied psychology and challenges.
UNIT-II: Psychology in industries and organizations: Personnel selection; job analysis; fatigue
and accidents; advertising and consumer behaviour.
UNIT-III: Psychology in education: School as an agent of socialization. Factors influencing
school achievement. Exceptional children: Problems and remedial measures.
UNIT-IV: Psychology and mental health: Symptoms and causes of anxiety disorders and
schizophrenia, mental retardation. Anti-social behaviour: Crime and delinquency.
UNIT-V: Psychology and social behaviour: Prejudice and stereotypes; conflict and its
resolution. Applying Social Psychology and Social Problems: Intervention and Evaluation with
emphasis on Environmental Problems and Poverty in India.
UNIT-VI: Practicum
1. Academic stress questionnaire. – Determine the Subject’s academic stress by
administering Student Academic Stress Scale (SASS).
2. To assess the job satisfaction level of employees.
Readings:
1. An Introduction to Applied Cognitive Psychology. Psychology Press: New York.
Sternberg, R. J. (Ed.) (2000).
2. Anastasi, A. (1979). Fields of applied psychology. New Delhi: McGraw Hill.
3. Applied Psychology: Perceiving Learning and Remembering. Australia: Cengage
Learning.
4. Durso, F. T. (2007). Handbook of Applied Psychology (2nd Ed). New West Sussex :
Wiley & Sons. Esgate, A. et al. (2005).
5. Goldstein, A. P., & Krasner, B. (1987). Modern applied psychology. Elmford, New
York: Pergmon Press.
6. Handbook of intelligence. New York: Cambridge University Press. Sternberg, R. J.
(2009).
7. McCormick, E. J., &Ilgen, D. (1980). Industrial psychology. Englewood Cliffs, N.J.:
Prentice Hall.
ELECTIVE PSYCHOLOGY -III
MINOR SEM-III
Positive Psychology and Virtues (SPS32109) Credit -4
Objective: To introduce the basic concepts of the growing approach of positive psychology and
understand it’s applications in various domains.
Unit 1: Introduction: Positive Psychology: An Introduction, Perspectives on Positive
Psychology: Western and Eastern, Character Strengths and virtues.
Unit 2: Positive Emotional States and Processes: Happiness and Well being, Positive Affect
and Positive Emotions, Broaden and build theory; Cultivating positive emotions; Happiness-
hedonic and Eudemonic theory;
Unit 3: Positive Cognitive States and Processes: Self-efficacy, Optimism, Hope, Wisdom,
Flow, Mindfulness.
Unit 4: Applications: Work, education, ageing, health .
Unit 5: Positive emotions, Well-being: negative vs positive functions; Subjective well–being.
Emotional, social and psychological well-being; Practice ‘Be happy’ attitude. Emotional
Intelligence, Resilience.
Unit 6: practicum
1. Determination of overall wellbeing of the subject by administering PANAS.
2. Assessment of the level of life satisfaction of the subject by administering Satisfaction with
Life Scale Diener et al. (1985).
Reading List:
Baumgardner, S.R. Crothers M.K. (2010). Positive psychology. Upper Saddle River, N.J.:
Prentice Hall.
Carr, A. (2004). Positive Psychology: The science of happiness and human strength.UK:
Routledge.
Peterson, C. (2006). A Primer in Positive Psychology. New York: Oxford University Press.
Seligman, M.E.P. (2002). Authentic Happiness: Using the New Positive Psychology to Realize
Your Potential for Lasting Fulfillment. New York: Free Press/Simon and Schuster.
Snyder, C.R., &Lopez,S.J.(2007). Positive psychology: The scientific and practical explorations
of human strengths. Thousand Oaks, CA: Sage.
Snyder, C. R., & Lopez, S. (Eds.). (2002). Handbook of positive psychology. New York: Oxford
University Press.
ELECTIVE PSYCHOLOGY -IV
MINOR SEM-IV
Abnormal Psychology(SPS32110) Credit -4
Course: Abnormal psychology studies abnormal experiences of individual which surround an
individual quite frequently - at our home, neighbourhood, place of study/workplace, or in media
reports and such others. These issues capture our interest, demand our attention and concern.
Hence this specialization paper aims to create interest in the students regarding these issues by
introducing them to the concept of abnormality, different types of psychological disorders and
their causes, etc.
Objectives and Learning Outcomes:
1. To have knowledge of different aspects of abnormal behaviour.
2. To know the historical development of the study of abnormal behaviour, criteria and
perspectives in abnormal behaviour, common classification systems, and range of disorders
including anxiety disorders, mood disorders, schizophrenia, and personality disorders.
3. Understand various behavioural dysfunctions and use the same in day-to-day life.
COURSE CONTENT:
UNIT-I: Concepts of normality, abnormality and psychopathology. Current classification of
mental disorders (According to APA) – Concept of neurotic, psychotic, psycho-physiological
disorders.
UNIT-II: Anxiety disorder: Signs and Symptoms of generalized anxiety disorder, obsessive
compulsive disorder, Phobia
UNIT-III: Mood disorder: Signs and Symptoms of dysthymia, major depressive disorder,
bipolar mood disorder , Somatoform disorders – Somatization and Conversion disorder.
UNIT-IV: Signs and Symptoms of Schizophrenia, Subtypes of Schizophrenia.
UNIT-V: Clinical features of mental retardation; and Attention deficit hyperactivity disorder.
UNIT-VI: Practicum:
1. Determination of the state and trait anxiety level of the subject by administering State
Trait Anxiety Inventory (STAI)
2. Determine the state and trait aggression level of the subject by administering State -Trait
Anger Expression Inventory.
Butcher, J. N., Mineka, S., & Hooley, J. M. (2010). Abnormal psychology (14thed.). New York:
Pearson
Capuzzi, D. & Gross, D.R., Counseling and Psychology: Theories and Intervention, 4th
EditionPearson Education: India.
Durand, V. M., & Barlow, D. H. (2010). Essentials of abnormal psychology. Florence, KY:
Cengage.
Halgin, R., &Whitbourne, S. K. (2010). Abnormal psychology: Clinical perspective on
psychological disorders (6thed.). Singapore: McGraw Hill
Prochaaska, J.O. &Norreross, JSC, Systems of Psychology: A Trans-Theorical Analysis, 9th
Edition, Thomson Brooks.
Sue, R., Sue, D., & Sue, S. (2010). Understanding abnormal behaviour. Boston:
Wadsworth/Cengage.
Sundberg, N.D., Clinical Psychology: Evolving Theory, Practice & research
Wolman, B.B., of Child Clinical Psychology, New York: McGraw Hill.