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SCHEME OF STUDIES

SPRING SEMESTER 2013

Dr. Muhammad Ajmal National Institute of Psychology

Center of Excellence Quaid-i-Azam University

Islamabad

CONTENTS

Introduction

Guidelines for Faculty

M.Sc. Programme

Brief Introduction

M.Sc. I --- Course Outlines

Py-302: Social Psychology_________________________________________

Py-303: Applied Statistics_________________________________________

Py-307: Personality Psychology____________________________________

Py-319: Introduction to Applied Areas of Psychology___________________

Py-483: Behavioral Neurosciences__________________________________

Py-001: English Language Proficiency_______________________________

M.Sc. II --- Course Outlines

Py-305: Measurement in Psychology_________________________________

Py-306: Historical and Contemporary Issues in Psychology _______________

Py-315: Experimental Psychology___________________________________

Py-316: Psychopathology _________________________________________

Py-317: Research Methods ________________________________________

Py-320: Cognitive and Effective Processes____________________________

M.Sc. III --- Course Outlines

Py 318: Data Analysis __________________________________________

Industrial and Organizational Psychology

Py-402: Human Resource Management _____________________________

Py-412: Organizational Behavior __________________________________

Py-413: Consumer Behavior and Marketing _________________________

Developmental Psychopathology

Py 456: Developmental Disorder-1 ________________________________

Py 457: Developmental Disorder-II ________________________________

Py 458: Developmental Psychopathology and its Prevention ____________

Educational Psychology

Py 426: School Psychology ______________________________________

Py 429: Education & Community _________________________________

Py 433: Assessment, Evaluation, and Intervention ____________________

M.Phil & Ph.D. Programmes

Brief Introduction

Course Outlines

Py-601: Research Methods in Psychology ____________________________

Py-604: Seminar in Theories of Psychology ___________________________

Py-622: Use and Interpretation of Tests ______________________________

Py-624: Psychology of Self _______________________________________

Annexure

Time Table

Semester Schedule

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Introduction

The academic calendar is divided into two semesters every year, Spring Semester

(February to June) and Fall Semester (September to January). National Institute of Psychology’s

(NIP) teaching programs strictly follow the rules and regulations prescribed by Quaid-i-Azam

University in academics in a given semester. These programs have been approved by NIP’s

Board of Governors, Vice Chancellor of Quaid-i-Azam University being the Chairman.

This booklet contains course outlines of Spring Semester 2013 of M.Sc., M.Phil., and Ph.D.

levels; and some basic information regarding the prescribed rules, traditions, and expectations

regarding teaching at (NIP). This booklet provides an understanding of NIP’s teaching programs

in a condensed way that would help answering the queries that might emerge during course of

teaching. It contains detailed course outlines prepared on the basis of approved course outline

that are the brief descriptions of content that must be covered under a given title of the course

(given at the top of every page). Respective teachers of that course have prepared these who are

teaching the course in this semester. These course outlines have been updated after taking expert

opinion of the faculty who have taught the same course in previous semesters.

This booklet also provides with Guidelines for Faculty that must be taken into

consideration by faculty while teaching. Time Table and Semester Schedule of QAU for the

current semester is also the part of this booklet.

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Guidelines for Faculty The forthcoming section provides a brief of the university rules and NIP’s traditions pertaining to teaching practices. Academic faculty are expected to follow and practice these rules during the course of their teaching. Course Outlines

1. Teachers are required to develop detailed course-outlines according to the hours of teaching to be undertaken; week-wise distribution of the contents to be taught; assignments and practicum for the whole semester; and also a list of recommended books for the course to be taught.

2. Teachers share the detailed course outline/ requirements with the students in the very first class of the semester. It helps establishing a good rapport with the students and provides and element of organization in teaching.

Teaching Hours

3. Minimum requirement for teaching in a semester is 16 weeks. However, some times 17 to 18 weeks are available for teaching in a semester, depending upon the starting and closing dates of a semester and also depending upon the holidays and off days falling in a semester.

4. Teacher can calculate the approximate number of possible teaching hours in a given semester, considering the available weeks in a semester and the credit hours of the course to be taught. For example if the available teaching weeks in a particular semester are 17, the total teaching hours available during the semester for a particular course will be as follows:

i. One Credit hours course will be: 17x1 = 17 hours teaching ii. Two Credit hours course will be: 17x2 = 34 hours teaching

iii. Three Credit hours course will b: 17x3 = 51 hours teaching iv. Four Credit hours course will be: 17x4 = 68 hours teaching

5. Since each of the course in present SOS is of 3-credit hours therefore it is expected that

a teacher will have 34 classes in a semester. Teaching Format

6. Teachers can invite guest speakers, if it is required in any area of specialization. However, it must be intimated well before time to the Director/teaching coordinator.

7. English is medium of instructions and teachers are expected to deliver lectures in English; however, in order to facilitate understanding students and teachers can switch over to Urdu in classroom discussions.

8. The teachers are also supposed to be regular and punctual for effective role modeling. Unnecessary switching over of classes should be avoided; any change, if necessary, should be conveyed to the teaching coordinator in advance.

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9. It will be appreciated if the teacher remains accessible to students other than classroom. So that students could consult regarding learning any ongoing topic and assignments/ projects, if any need emerges.

Course Evaluation

10. At the conclusion of teaching in the end of semester, a course evaluation of teacher for

the respective course is carried out on the basis of a well developed likert-type scale. The results for teaching for each program is shared with all teachers. This includes quantitative as well as qualitative evaluation by students of respective teachers. It is also recommended for the teachers to take an informal evaluation during the course of teaching that may help to maintain better quality in teaching as per student’s mental level.

Evaluation of Students

11. A student shall be evaluated in each course on the basis of: (a) Sessional marks (50%) and (b) Terminal examination (50%).

12. For the sessional marks, the teacher can select a combination of various modes of evaluation such as sessional tests, class assignments, term papers, class participation, classroom presentations, field assignments such as observations or surveys, practicum (classroom and/or field experiments), etc.

13. The assignments/projects should be assigned marks that may justify the significance of content in the course outlines. For example, if 40 % of sessional marks are assigned to a project that is covering only 2 % content of the course, then it is not justifiable. Enough time period should also be given for the completion of the project in accordance with the significance of the task.

14. Sessional evaluation should be spread over the entire period of the semester. It would also be a good practice to set up at least one mid-term sessional test.

15. Students should be informed that assignments/ projects are required to be submitted within announced deadlines.

16. To avoid plagiarism, it should be conveyed to students that if any assignment/ project is found to be copied from any other source, it will be cancelled.

17. The sessional marks are sent to the university on or before the date given in the semester schedule, which is generally close to the date of the termination of the teaching.

18. The minimum passing marks for each course shall be 50%. A student obtaining less than 50% marks in any course is considered failed in that course and the marks obtained in that course shall not be counted towards the aggregate marks.

19. The terminal examination is held at the end of each semester on the dates fixed by the Controller of Examination of the University.

20. The evaluation in sessional exam and terminal exams are shared with students before sending to the University, to address any query that may emerge afterwards. A date and time for sharing terminal papers’ evaluations is announced by teaching coordinator.

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21. A student repeats the compulsory courses in which he/she has failed, as soon as the course/s is offered next.

22. No student is allowed to continue the studies beyond six semesters under any circumstances.

23. A handicapped/disabled (blind) student will be provided writer/ amanuensis at the expense of the university. The writer will be of a lower grade education and will be given 45 minutes extra time for solving the paper.

Attendance of Students

24. Teachers are expected to mark the attendance of the students in each class. Students must attend at least 80% of the class lectures and practicum/tutorials in order to be eligible for appearing in the terminal examination. The student falling short of required percentage is not allowed to appear in the terminal examination for the respective course and considered failed in that course. However, under special and unavoidable circumstances, the Director, on the recommendations of the respective teacher of the course, may condone the deficiency in attendance 5% further.

25. The teachers are requested to be careful in taking attendance. As a uniform policy of NIP, the student arriving late in the class upto 5 minutes; will be marked absent, unless a satisfactory explanation is provided for the late arrival.

26. Each teacher is required to maintain a date-wise record of the attendance. At the end of each calendar month, the percentage of attendance is calculated and if it is less than 80%, it is to the student concerned, in writing, through the Teaching Coordinator/Director. An overview of teaching record is also provided to the teacher in the middle of the semester to keep the pace for desired number of lectures.

27. A student shall be allowed to appear in the terminal examination provided he/she is an enrolled student of the university; has obtained the desired percentage of attendance; and has paid all the fee and dues; etc.

28. If a student fails to appear in the terminal examination in a course even for medical or any other reason, he/she is treated as absent and failed.

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M.Sc. Programme

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Brief Introduction

1. M.Sc. course work is spread over four semester. Student must pass 63 credits to earn

the degree. 2. First two semesters are mainly based on teaching of compulsory courses. Presently,

in 3rd semester, optional courses based on three areas of specialization are offered including Industrial and Organizational Psychology, Developmental Psychopathology, and, Educational Psychology. In 4th semester, students register for 2 optional courses from general category and compulsory courses of Internship and Research Project.

3. A student is required to pass at least 12 credits 1st and 2nd semester, failing in doing so shall deem the student to have failed in the respective semester. A student is required to pass 9 credit of course work in 3rd and 4th semester failing in doing so shall deem the student to have failed in the respective semester.

4. There are two non-teaching but compulsory courses Internship (3 credit hours) and Research Projects (6 credit hours). b) Internship during the summer vacations between third and fourth semester

provide an opportunity to the students to establish a contact with the real professional world in their respective areas of specialization. During the fourth semester, student submits a write-up on his/her work experience during the internship. The evaluation is done by the in-charge at their work place, the internship supervisor, director, and a senior faculty member of respective area of specialization in viva voce examination.

c) For research project/thesis, each student opts for an independent individual research under the supervision of a teacher. The supervisor for the research is assigned to the student during the third semester so that they could start working on topic of common interest well before time. However, this course is registered in 4th semester. Final report/thesis is submitted in spiral/loose binding by the end of the fourth semester or on/before the date announced by the university. Evaluation of the research work is done through viva voce examination by a panel of experts consisting of an external examiner, the supervisor, director, and research coordinator.

5. Candidates securing 80% marks or more in a course is given grade ‘A’, 60% to 79.4% grade ‘B’; and 50% to 59.4% grade ‘C’. less than 50% is declared as failure.

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M.Sc. I (Course Outlines)

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Course Code: Py 302

Course: Social Psychology Credit Hours: 3

Instructor: Ms. Rabia Muqtadir

Course Description Social psychology is the branch of psychology. It studies the individual and its interaction with the group. The basic purpose of this course is to introduce current concepts and theories that attempt to explain the behavior of the individual in society. Major topics include culture, social roles, attitudes, social cognition, prejudice, aggression, and conformity and conflict resolution.

Course Objectives By studying this course, students will be in a position to understand and then apply psychology in any of the social setup.

Dstribution of Sessional Marks

Grading Marks Assignment # 1 (Poster Presentation) 10 Assignment # 2 (movie Review) 10 Assignment # 3 (Social Experiments) 15 Project 15 Quizzes 10+10 Class participation 5 Total 75

Course Outline Weeks Topics to be taught Assignment/ Tests Dates

1-2 Introducing Social Psychology • Social Psychology: A working Definition • Social Psychology in the new millennium • Research Methods in Social Psychology

2 Social Theories • Biological/evolutionary level of analysis • Cognitive level of analysis • Motivational/affective level of analysis • Interpersonal level of analysis • Group and cultural level of analysis

Assignment # 1

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3 The Self in a Social World • Children as Social Beings (process of

socialization) • The self: self concept, self esteem, self-

functioning, self and gender, self serving bias) • Social Factors in the Acquisition of Language

4-5 Understanding the Social world • Social Perception and Social Cognition

Quiz # 1

6-7 Attitude and Attitude Change • Attitude formation • Attitude and behavior • Attitude Change (cognitive dissonance) • Persuasion

Assignment # 2

8 Prejudice: Disliking Others • The Nature and Power of Prejudice • Prejudice and discrimination • Prejudice based on gender • Reducing Prejudice

Project Assignment

9. Interpersonal Attraction • Understanding Attraction • Forming close relationships • Adult attachment and interpersonal relations

9-10 Social Influence • Conformity, Compliance & Obedience • Resisting Social Pressure

11 Pro social behavior and Aggressive behavior • Helping others • Understanding aggression • Reducing aggression

Quiz # 2

12-13 Groups & Individual s • What is a Group? • Social Facilitation • Social Loafing

Assignment # 3

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• Group-think

14 Application of Social Psychology • Law and social Psychology • Media and social Psychology • Work Place Social Psychology

15 • Students Presentations

16 • Students Presentations

Reading Material

1. Baron, R. A. & Byrne, D. (2003). Social Psychology, 10th Ed, India: Prentice Hall.

2. Callan, et.al (1999). Social Psychology, 2nd Ed, London: Harcourt.

3. Hewstone, M., Stroebe, W. & Stephenson, G.M. (Ed.). (1996). Introduction to Social

Psychology, 2nd Ed, Oxford: Blackwell Publishers.

4. Oskamp, S. & Schultz, P. W. (1998). Applied Social Psychology, 2nd Ed, New Jersey: Prentice Hall.

5. Myers, David G (2004) Social Psychology, 8th Edition, NJ: Worth publishers.

6. Feldman S. Robert (1985) Social Psychology: theories, research and application. McGraw Hill Inc, N.Y.

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Course code: Py-303 Course: Applied Statistics

Credit Hours: 3 Instructor: Mr. Syed Muhammad Imran Bukhari

Course Description Statistics is the study of the collection, organization, analysis, interpretation, and presentation of data. If the data set is based on a sample of a larger population, then the analyst can extend inferences onto the population based on the statistical results from the sample. The main focus of the course is on the theory and techniques which will be useful for practicing applied statistics in industry or research.

Course Objectives Applied Statistics course aims to provide a thorough ground in important areas of statistics and to prepare students to apply this knowledge to real world problems.

• Student will gain a deeper knowledge of statistics with applications • The emphasis of the program is on the applications of contemporary statistical methods

and the use of the latest computational techniques. • Course encourages critical thinking and offers great flexibility to suit all interests and

development needs. Distribution of Sessional Marks

3 tests Each of 20 marks 1 Assignment 15 Marks

Course Outline Weeks Topics to be taught Tests

Dates 1 Introduction to Application of Statistics in Psychology

• Definition and Description of basic terms in Statistics • Importance, Applications and Limitation of Statistics in Psychology

2 Frequency Distribution and Graphical Presentation of Data • Introduction • Frequency Distribution Tables • Frequency Distribution Graphs • Shapes of Frequency Distribution • Percentiles and Percentile Ranks • Quartile and Decile • Stem and Leaf Displays • Pie Chart

3 & 4 Measure of Central Tendency • Arithmetic Mean and its properties • Median and its properties • Mode and its properties • Advantages and Disadvantages of Mean, Median, and Mode

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• When to use which Measure of central tendency 5 & 6 Measures of Variability

• Range • Variance and Standard Deviation • Variance and Standard Deviation for Population • Variance and Standard Deviation for Sample • Comparing Measures of Variability

6 Probability (Introduction) • Definition of Probability • Description of terms used in Probability • Binomial Distribution

7-8 Normal Probability Distribution and its properties • Symmetrical Distribution, Skewed Distribution and Kurtosis • Normal Curve • Determining areas under Normal Curve • Z-Scores

9 Hypothesis Testing/Tests of Significance • Null and Alternative Hypothesis • Types of Errors • Levels of Significance • Degree of Freedom • Directional and Non-Directional Tests

10-11 Hypothesis Testing with single and two samples • Z-test • One sample t-test • Paired sample t-test • Independent sample t-test • Cohen’s D Computation and Interpretation

12-15 Hypothesis Testing with other kinds of data • Analysis of Variance (ANOVA) • Chi-square test • Correlation • Regression Analysis

16 • Non-Parametric Statistics (Introduction) • Recap of the teaching

Reading Material

1. Field, A. (2009). Discovering Statistics: Using SPSS. New Delhi: Sage Publication. 2. Howell. D. C. (2007). Statistical Methods for Psychology. USA: Thomson Wadsworth 3. Walpole, R. E. (1982). Introduction to Statistics. New York: Macmillan Co. 4. Garrett, H. E., & Woodsworth, R.S. (1967). Statistics in Psychology and Education.

London: Longmans, Green, & Co. 5. George, A. Ferguson & Yoshio Takane (1989). Statistical Analysis in Psychology and

Education. McGraw Hill Book Co.

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Course code : Py-307 Course: Personality Psychology

Credit Hours: 3 Instructor: Ms. Shaista Waqar

Course Description and Course Objectives

This course will provide a survey of current theory and research in the field of personality psychology. The subfield of personality occupies a unique position in psychology because of its mandate to study the whole person. The goal of this course is to cover a variety of topics in personality psychology, in some depth, attempting to bring them together in a reasonably coherent depiction of what personality is and how it functions. The purpose of this course is to familiarize the student with the main theories, concepts and research strategies which characterize the field of personality.

Distribution of Sessional Marks

3 quizzes 45 (15 marks each) Practicum 15 marks Presentations 15 marks Total 75 marks

Course Outline

Weeks Topics to be taught Assignment/

Tests Dates 1 Introduction to field of Personality Psychology

• Defining Personality • Three levels of Personality Analysis • Six Domains of Knowledge About Human Nature • Sources of Personality Data • Evaluation of Personality Measures • Research Designs in Personality

2, 3 Domains of Knowledge about Human Nature Dispositional Domain

• Traits and Trait Taxonomies o What is trait o Methods for identifying traits o Taxonomies of Persoanlity

• Personality Dispositions over time o Personality Development, Stability,

Change, and Coherence o Personality Stability Over Time

Quiz 1

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o Personality Change o Personality Coherence Over Time

4,5 Biological Domain • Genetics of Personality

o Heritability o Genes and Environment

• Physiological Approaches to Personality o Sheldon’s Physiological Approach o Physiologically based dimensions of

Personality • Evolutionary Perspectives on Personality

o Evolution and natural selection o Human nature o Sex differences o Individual differences

6,7,8 Intrapsychic Domain • Psychoanalytic Approaches to Personality

o Fundamental assumptions of Psychoanalytic theory

o Psychoanalytic theory: Contemporary Issues • Motives and Personality

o Big three motives o Humanistic tradition

Quiz II

9,10 Cognitive/Experiential Domain • Cognitive Topics in Personality

o Personality revealed through Perceptions o Personality revealed through Interpretations o Personality revealed through Goals

• Emotions and Personality o Issues in Emotion Research o Content of Emotional Life o Personality and well-being o Style of Emotional Life o The Interaction of Content and Style in

Emotional Life

Quiz III

11,12 Social and Cultural Domain • Sex, Gender and Personality

o Sex Differences in Personality o Masculinity, Femininity, Androgyny, and Sex

Roles o Theories of Sex Differences

• Culture and Personality

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o What is Cultural Personality Psychology? o Major Approaches to Culture

13,14 Adjustment Domain

• Personality in relation to stress, coping and adjustment o Models of the Personality-Illness Connection o The Concept of Stress o Stress Response o Coping Strategies and Styles

• Personality Disorders o Building blocks of Personality o Specific Personality Disorders

• Antisocial personality disorder • Borderline personality disorder • Histrionic personality disorder • Narcissistic personality disorder • Schizoid personality disorder • Schizotypal personality disorder • Paranoid personality disorder • Avoidant personality disorder

• Dependent personality disorder • Obsessive-compulsive disorder

Presentations

15 Current trends in Personality Psychology • Domains of Knowledge: Where We've Been, Where We're Going • Integration: Personality in the New Millennium

16 Recap of the course

Course Practicum

Administration of one personality/ abilities/ competencies test.

Reading Material

1. Larsen, R. J., & Buss, D.M. (2002). Personality Psychology: Domains of Knowledge about Human Nature. New York. McGraw Hill.

2. Burger, J.M (2004). Personality. (6th ed.). Thomson:USA.

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Course code Py-319 Course: Introduction to Applied Areas of Psychology

Credit Hours: 3 Instructor: Ms. Humaira Jami

Course Description

This course is to introduce Applied area in psychology majorly focusing at four areas of that are taught as specialized courses later in NIP including Developmental Psychopathology, Psychology of Gender, Educational psychology, and Industrial and Organizational Psychology.

Course Objectives The course is designed to establish an understanding of the four areas of psychology and that will help them to establish their interest when taking up their optional areas of specialization in third semester. This course will serve to draw attention on the broad but focal area of each specialization.

Distribution of Sessional Marks Quiz 1 (Developmental psychopathology) 17 marks Quiz 2 (Psychology of Gender) 17 marks Quiz 3 (Educational Psychology) 17 Marks Quiz 4 (Industrial organization) 17 marks Activity participation 4 Attendance 3 (95%)

Course Outline

Weeks Topics to be taught Assignment/ Tests Dates

Unit 1 (1-4 weeks)

Developmental psychopathology (DP) 1. Introduction to DP 2. Introduction to models 3. Resilience and Risk factors 4. Introduction to psychopathologies

a. Emotional and behavioral b. Cognitive and intellectual c. Health related issues

Last class in 4th week

Unit 2 (5-8 weeks)

Psychology of Gender Introduction

1. Feminist approach 2. Gender issues


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a. Distinguishing gender from sex b. Gender roles and stereotypes c. Gender differences d. Gender discrimination e. Gender development/socialization f. Gender deviance

3. Gender analysis

Unit 3 (9-12 weeks)

Educational Psychology 1. Introduction to Educational psychology 2. Principles to School psychology 3. Learning and motivation 4. Education and community 5. Designing and managing class room instruction 6. Curriculum


Unit 4 (13-16 weeks)

Industrial and Organizational Psychology (IO) 1. Introduction to Industrial and Organizational

Psychology 2. Psychology of The Work Environment 3. Human Resource Management 4. Organizational Behavior 5. Consumer Behavior and Marketing


Reading Material Developmental Psychopathology:

1. Mrash, E. J. & Barkley, R. A. (1996). Child Psychopathology. Guilford Press: New York. 2. Nelson, R. W., & Israel, A. C. (2003). Behaviors of childhood. (5thed.). Prentice Hall:

New Jersey 3. Wenar, C. (1994). Developmental psychopathology from infancy through adolescence.

McGraw Hill Inc.: New York. Psychology of Gender:

Eagly, A. H., Beall, A. E., & Sternberg, R. J. (Eds.).( 2004). The psychology of gender (2nded.). The Guilford press: New York.

Educational psychology: Parsons, R. D. , Hinson, S. L., & Brown, D. S. (2001). Educational psychology: A practitioner-researcher model of teaching. Wardsworth Instructor’s Edition.

Industrial and Organizational Psychology:

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Schultz, S. E., & Schultz (1990). Psychology and industry today. (5thed.). Maxwell Macmillan, Inc.: New York.

Course Code: Py 483 Course: Behavioral Neurosciences

Credit Hours: 3 Instructor: Ms. Irum Naqvi

Course Description Behavioral Neuroscience is the discipline dedicated to the scientific investigation and advancement of theory pertaining to processes underlying the biological basis of human behavior. The field is interdisciplinary in approach requiring some knowledge of psychology, biology, chemistry, neuro-pharmacology, biochemistry, and the clinical sciences (e.g., neurology and neuropsychiatry).

Course Objectives The goal of this course is to provide a comprehensive introduction to behavioral neuroscience beginning with a detailed review of the nerve cell, conduction and neurotransmission. Next, we build upon this smallest unit of the nervous system through study of neuroanatomy, structure/function relationships and the developmental evolution of the whole brain. As the course proceeds, these foundational topics will nurture understanding of the neural bases of sensation, perception, cognition and emotion as well as Ingestive, sexual and addictive behavior.

Distribution of Sessional Marks The students are supposed to appear in all tests. No marks or chance will be given if student can not produce a medical certificate. Similarly assignments will not be accepted or marked after the due date. Grading Total Marks: 75 marks SESSIONAL TEST: T.M. 45 marks (15 each) There will be THREE Sessional tests held during the course work. Sessional test will be comprised of MCQs, True/ false and Short answers. (Week 4 & 7, 11) Assignments and Presentations: Marks 30 Class will be divided into groups for assignment and presentations.

1. Class activities (Marks 5) 2. Assignment on selected neuropsychological test, administration, scoring and

interpretation. (Marks 10) 3. A case study review on any neuropsychological disorder and presentation. (Marks 10 + 5)

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Course Outline

Weeks Topics to be taught Week 1 and 2 Introduction to Behavioral Neuroscience

• Origin and history of Physiological Psychology • The nature of Physiological Psychology • Natural Selection and Evaluation • Ethical Issues in Research with animals • Career in Neuroscience

Week 3 , 4, and 5

Structures and Functions of Cells of the Nervous System • Cells of the Nervous System • Communication within the neuron • Communication between Neurons • Overview of Brain parts and Its functions

Week 6and 7 Psychopharmacology • Principles of psychopharmacology • Sites of Drug Action • Endocrinology and Hormones • Neurotransmitters and Neuromodulators

Week 8 and 9 Methods and Strategies of Research • Recording and Stimulating Neural Activity • Neurochemical Methods • Genetic Methods

Week 10 and 11 Neuro-physiological Description of sleep, motivation, emotions, and memory

Week 12, 13, 14, and 15

Neurological disorders • Seizures Disorders • Degenerative Disorders • Disorders caused by Infection Diseases

(Description, Physiological causes, and Physiological treatment of disorders)

Week 16 Recap and Revision of course

Reading Material

1. Carlson, N.R. (2006). The Physiology of Behavior. ( 9th Edition). Allyn and Bacon Publishers: Boston, Massachusetts.

2. Carlson, N. R. (2005). Foundations of Physiological Psychology. (6th Edition). Pearson Education in South Asia.

3. Garrett. B (2003) Brain and Behavior. Thomson, Wadsworth: Canda

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4. Gazzaniga, M. s., Ivry, R. B., & Mangun, G. R. (2002). Cognitive Neuroscience: The Biology of Mind. (2nd Edition). W.W.Norton and Company, Inc.

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. Course code 001 Course: English Language Proficiency

Credit Hours: 3 Instructor: Mr. Uzma Anjum

Course Description

English Language Proficiency is a credit-bearing course. This course will introduce students to the critical reading, thinking, speaking and writing practices that will not only enable them to complete their studies successfully but also equip them to compose a research write-up. It primarily focuses on structure, paragraphing, composition, comprehension, and analytical skills

Course Objectives

The primary objective of this course is to enhance language skills and develop critical thinking. Moreover, to enable learners in improving their written and oral communication skills so that they can effectively apply their learned skills in everyday life and usage of language in context.


Quizzes 2 20 (10 marks each) Mid Term Examination 35 Assignment 10 marks Presentations 10 marks Total 75 marks

Course Outline

Weeks Topics to be taught

1 Introduction of the Course Ice breaking activity Listening activities

• A song • A Speech

Listen and sing Listen and find out

2 & 3 Kind of sentences • Simple • Compound • Complex

Sentence Structure (Parallel structure ) • Phrases(relative)

Exercises

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4 & 5 Paragraphing (activities) • Main idea • Idea expansion

Readings Practice activities

6 & 7 Writing Strategies: Summing up Précis writing


8 & 9 Narrating(On being a westerner Tobias Wolf) Describing(Father Jan Gray)


10 & 11 Defining(A complete human being Richard Livingstone) Classifying(Pawnee kin relationship By Gene Weltfish) Comparing and Contrasting (Women’s diaries of the westward journey. Lillian Schlissel ) (Life on earth. By David Attenborough Joe Cortina and Janet

Elder. Opening Doors. )


12 & 13 Exemplification/Cause and Effect(The sanity of French David Schoenbrun ) Explaining Concept(Patriarchy in Puritan family Steven Mintz

and Susan Kellogg Americanism Individualism Robert N. Bellah )


14 Taking a Position(Taking a stand against sexism by Kistin A. Goss

Chidren need to play not to compete Jessica Statsky) Speculating about Causes( More testing more learning Patrick

O’ Malley Improving TV for American children Edward L. Palmer)


15 & 16 Speculating about causes( Why there are so few women in science Stephen King

Suicide among young people Fuchs ) Argument and persuasion (The myth of American uniformity

Peter F. Drucken)

Readings Practice activities Readings Practice activities

Reading Material

1. Connolly, Francis. A Rhetoric Case Book 2. Read, Herbert. English Prose Style

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3. Bailey, P. Edward et al. Writing Research Papers. A Practical Guide 4. The St. Martin Guide to Writing

M.Sc. II (Course Outlines)

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Course Code: Py-305 Course: Measurement in Psychology

Credit Hours: 3 Instructor: Ms. Humaira Jami

Course Description

Emphasis is on understanding basic principles of measuring psychological phenomenon like intelligence, personality, achievement, aptitude etc. Psychometric properties like reliability, validity, norms etc. of any measure that needs to be considered while selecting to measure any phenomenon will be addressed. Test development process will also be studied.

Course Objectives The goal of this course is to provide a comprehensive introduction to principles in psychological measurement. By the end of the semester, students should be able to make decision that which measure is the most suitable for testing and assessment of any psychological phenomenon. They should be able to administer, interpret, and assess psychological phenomenon with the measures available along with the capability to develop and adapt relevant tests.

Distribution of Sessional Marks Test 1 (Unit 1) 15 marks Test 2 (Unit 2) 15 marks Test 3 (Unit 2) 15 Marks Test 4 (Unit 3) 15 marks Attendance 3 (95%) Group Assignment 12 Class will be divided into 6 groups of 5 students each. Groups will be required to prepare assignment and deliver presentation on assigned measurement category (Unit 4). Major emphasis should be on test introduction, administration, scoring, interpretation, reliability, and validity. Each student in the group will administer the respective test on two individuals and will do scoring and interpretation herself/himself. Together there will be 10 participants on which test will be administered. As a group you will be required to share results, interpretation, issues, and biases that emerged during administration with the rest of the class during presentation.

Course Outline


Unit 1 (1-4 weeks)

Introduction to Measurement in Psychology

Testing and Assessment Settings for Application Historical Background


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Role of Culture Ethical and Legal Issues in Testing Assumptions about Psychological Testing

Unit 2 (5-10 weeks)

Psychometrics

Scale of Measurement Reliability Validity Norms Errors and Biases

Last class in 7th week and 10th Week


Test Development and Adaptation Test conceptualization Test construction Item analysis Validation Adaptation



Psychological Testing

Intelligence (IQ and Emotional) Personality (Objective, Projective, and Behavioural Assessment) Achievement Aptitude Neuropsychological

Group presentation and assignment

Reading Material

1. Cohen, R. J., & Swerdlik, M. E. (2007). Psychological Testing and Assessment (6th Edition). The McGraw-Hill.

2. Anastasi, A., & Urbina, S. (1997). Psychological Testing (7th ed.)

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Course Code: Py 306 Course: Historical and Contemporary Issues in Psychology

Credit Hours: 3 Instructor: Mr. Naeem Aslam

Course Description

The course comprises of the historical roots of psychology. How psychology emerge from the philosophy and physiology. It will also discuss the significance of different school of thoughts and the current contemporary issues in psychology

Course Objectives The students will have better understanding of the historical links of psychology. They will better comprehend the role of different schools in the development of the discipline


Assignment = 10 marks Project = 15 marks

Presentation = 15 marks

Sessionals = 15 + 15 = 30

Class participation = 5 marks

Course Outline


Tests Dates 1 Philosophical roots of psychology, natural philoaophy; Phyiological

roots of psychology, psychophysics.

2 Pre – scientific history of psychology; Basic Concepts (rationalism, empiricism, idealism, reductionism, determinism, monism,Dualism

3 Empirical philosopher of 18th & 19 century: David Hume,John Locke, Assignment 5 marks

4 Rationalist Philosophers: Plato, Rene Descartes philosophy.

5 School of thoughts in Psychology: Structuralism (Wilhelm Wundt, Edward Tichner)

6 Functionalism & Evolutionary psychology: Charles Darwin, William James

7 Behaviorism

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8 Psychoanalysis : past, present and future 9 Humanistic School of thought & current trends

10 Cognitive psychology Assignment 5 marks

11 Gestalt perspective 12 Contemporary Issues in Psychology: Psychological Study of Social

Issues: Population Studies; Environmental issues. Issues of Ethnic Minorities; Sectarianism & Psychopathology among Culturally Diverse Population. Academic & professional trends in psychology in the developing and under-developing countries.

13 Rehabilitation Issues; issues related to psycho-trauma; psycho-Trauma an emerging field in Pakistan, Refugees and Psychological Adjustment

Project 15 marks

14 Health Issues; Contribution in Health care; Stress and Psychological disorders, Multidisciplinary Approach; Bio-psycho-social modal

15 Addiction & Substance abuse; Research and Treatment.

16 Issues of positive psychology :Resilience, ,Self Concept, self esteem

Reading Material 1. Goodwin, C. (2005). A history of modern psychology. Danvers, MA: Willey & Sons 2. Benjamin, L. T. (2007). A brief history of modern psychology. Australia: Blackwell

Publishing 3. Snyder, C. R., & Shane, J. L. (2007). Positive Psychology. London: Sage Publications 4. Leahey, T. H. (2005). A History of Psychology. New Dehli: Pearsons 5. Stevens, M. J., & Wedding, D. (Ed.). (2005). Handbook of international psychology.

New York: Routledge

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Course code Py-315 Course: Experimental Psychology

Credit Hours: 3 Instructor: Ms. Saira Khan

Course Description

This course provides an orientation about basic concepts of experimental psychology as well as understanding of experimental methods. It also offers a firsthand knowledge and experimental demonstration of fundamental notion of experimental psychology.

Course Objectives This course will help students to understand the:

• Basic experimental research designs • Application of experimental research • Methods in experiments • Practical knowhow of elementary concepts of experimental psychology


Sessional I & II 30 (15 marks each) Practicum Work 40 marks Class Participation 5 marks Total Midterm Evaluation 75 marks Terminal Evaluation 75 marks Total Marks 150

Course Outline Weeks Topics to be taught Assignment/

Tests Dates 1&2 Introduction to Experimental Psychology

• Scope of Experimental Psychology • Experimental psychology as a model • Applying assumptions of scientific method to Experimental

Psychology What is an Experiment (Advantages of Experiment and Why Experiments are Conducted)

3& 4 Experimental Designs • Randomized group design • Matched Group design • Blocking factorial design

Threats to internal and external validity

5&6 Psychophysical Methods • Basic concepts of Psycho-physics • Methods of measuring absolute and differential threshold

Comparison of experimental procedures

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7 Reaction Time and Association • Reaction time • Judgment time • Determinants of reaction time

8&9 Perception • Perceptual grouping • Depth perception • Auto kinetic and induced movement • Apparent movement

10 & 11 Measurement of Learning and Conditioning • Basic concepts of learning • Types of learning • Measurement of learning • Types of conditioning

Experimental topics and Research Illustration –Within and Between subjects designs –Stimulus Intensity

12 & 13 Retention and Forgetting • Ebbinghaus Contribution • Varieties of Memory • Determinants of rate of forgetting • Measurement of retention

14 Case studies • Cola Tasting • Territoriality in parking lots • Maternal Behavior

15 & 16 Introduction to Virtual Experiments • Investigating the bystander effect: Virtual Reality as a viable

platform for experimental psychology • The Web Experimental Psychology Lab: Five years of data

collection on the Internet • Stroop Experiment

Practical work: Practicum in experimental lab will be conducted pertaining to the concepts of perception, memory, learning and Psychophysics. Corresponding experimental reports will be generated.

Reading Material D Amato, M. R. (2007). Experimetal Psychology: Methodology, psychophyscics and Learning.

London: McGraw Hill. Postman, L., & Egna, J. P. (2007). Experimental Psychology: An Introduction. Banglore: CBS

Publishers Solso, R. L., & Maclin, M. K. (2003). Experimental Psychology: A case Approach . (7th ed.). Boston: Allyn & Bacon.

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Elmes, D. G., Kantowitz, B. H., & Roediger, H. L. (2006). Experimental Psychology. (8th ed.).Monterey, CA: Wadsworth.

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Course Code: Py-316 Course: Psychopathology

Credit Hour: 3 Instructor: Dr. Muazzama Abidi

Course Description

The course psychopathols is aimed at the introduction of basic concepts of distress, mental illness and abnormality. Variety of clinical conditions like Adjustment Disorders, Eating Disorders, Mood Disorders, and Anxiety Disorders along with causes and treatment are part of this program. Students will be trained to take psychopathology personally that means to apply empirical knowledge of case studies in the daily life of Pakistani culture.

Course Objectives Aside from providing certain key conditions and overview of different intervention approaches students will be well equipped for the issue of conceptualization of mental ailments in a realistic manner.


Marks for Punctuality & Maintenance of Discipline

I Class Room Participation 5 Marks II Assignment 10 Marks III Project 15 Marks IV Presentations 15 Marks V Sessional 30 Marks VI Terminal Exam 75 Marks

Course Outline

Weeks Topics 1 Introduction to the Concepts of Psychopathology

Defining Psychopathology Cultural Relativism Unusualness Discomfort Mental Illness criterion Maladaptiveness

2 Assessing and Diagnosing Abnormality Gathering Information Symptoms and History Physiological and Neurophysiological Factors

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Sociocultural Factors Assessment Tools The Clinical Interview Clinical Tests, Questionnaires, and Inventories

3 & 4 Treatments for Abnormality Taking Psychology Personally Biological Treatments Psychological Therapies Psychodynamic Therapies Humanistic Therapy Behavior Therapies Cognitive Therapies

5& 6 Anxiety Disorders: Panic, Phobias, and Generalized Anxiety Anxiety Disorders: Posttraumatic Stress Disorder and Obsessive-Compulsive Disorder

7 & 8 Mood Disorders Symptoms, Diagnosis, and Prognosis Unipolar Depressive Disorder Bipolar Disorder

9 & 10 Suicide Defining and Measuring Suicide Suicide Rates Understanding Suicide Psychological Treatment of Suicide

11 & 12 Presentations on Researches Related to Psychopathology

13 & 14 Personality Disorders Defining and Diagnosing Personality Disorders

15 Eating Disorders Anorexia Nervosa Bulimia Nervosa

16 Wrapping up the course

Reading Material

Hoeksema, Susan. Nolen,. (2001). Abnormal Psychology. McGraw-Hill, USA.

DSM IV- TR

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Course code Py-317 Course: Research Methods

Credit Hours: 3 Instructor: Mr. Syed Muhammad Imran Bukhari

Course Description Research Methods is an area of Psychology which primarily focuses on ways and techniques of conducting scientific and empirical research. It also emphasizes understanding of the basic concepts and issues pertinent tos the objective exploration of socio-psychological phenomena.

Course Objectives This course will help students to understand the procedure of scientific research and develop comprehension of conducting psychological research as part of their main course. Research methods would facilitate in comprehending the interplay of varying constructs and research designs which can be employed in any basic or applied research. Moreover, this course assists in emergent perceptive of research proposals and research strategies.


2 quiz 30 (15 Marks each) 2 Assignments 30 Marks (15 marks each) Research Proposals 15 Marks Total 75 Marks

Course Outline


1-2 The Basics of Research • Science in Historical, Social and Moral Context • Types of Research • Research Terminologies • Methods of Inquiry • Goals of Scientific Research

3-4 Scientific Method and Research Process • Scientific and Unscientific approaches to knowledge

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• Steps of Scientific Method • Elements of Scientific Method • The Research Process

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5 Research Ideas

• Sources of Ideas • Conducting a Literature Search • Purpose of Literature Review • Finding an Idea for a new Research Study

6 Ethical Issues in Research • APA ethics Code • Fraud in Research • Ethics and Animal Experimentation • Issues of plagiarism and fabrication

7 Defining and Measuring Variables • Constructs and Operational Definitions • Validity and Reliability of Measurements • Scales of Measurement • Modalities of Measurement

8 Selecting Research Participants (Sampling) • Introduction • Probability Sampling Methods • Non-Probability Sampling Methods

9 & 10 Descriptive and Correlational Research Strategies • Observational Research Design • Survey Research Design • Case Study Design • Correlational Research Strategy/Design

11 Experimental Research Strategy • Cause-and-Effect Relationship • Elements of Experiment • Dealing with Extraneous Variables • Control Groups • Manipulation Checks

12-13 Quasi-Experimental Strategy • Introduction • Non-Equivalent Group Design • Time-Series Design • Developmental Research Strategy/Design

14 Experimental Designs • Introduction • Between-Subjects Design • Within-Subjects Design

15 Factorial Designs • Introduction • Types of Factorial Designs

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• Applications of Factorial Designs

16 Writing a Research Report • The goal of a Research Report • General APA guidelines for Writing Style and Format • Elements of an APA-Style Research Report • Writing a Research Proposal

Reading Material 1. Gravetter, F. J., & Forzano, L. B. (2003). Research Methods for Behavioral Sciences. USA:

ThomsonWadsworth 2. Shaugnessy, J., Zechmeister, E., & Zechmeister, J. (2003). Research Methods in Psychology.

New York. McGraw Hill. 3. Craig, J. R., & Metz, L.P. (1997). Research Methods. Brooks & Cole. 4. Mc Burney, D., & White, T. L. (2002). Research Methods (6thed.). Thomson: Wadsworth. 5. All available journal in NIP Library (for reference and preparation of research proposals).

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Course code: Py-320 Course: Cognitive & Affective Processes

Credit Hours: 3 Instructor: Ms. Aisha Zubair

Course Description

Cognitive and Affective Processes is the study of information processing approach and higher mental processes. These comprise the total processes by which people acquire, store and use the information. The discipline also focuses on the mechanisms of sensation and perception as well as fragile issues of learning, memory and forgetting. Cognitive & Affective Processes provides elaborative models of higher order processing strategies involved in thinking, language, and development of cognitive structures. It also captures the interplay of cognition, affect, and behavioral manifestations in personal and social situations.

Course Objectives This course will help the students to understand and learn about cognitive structures and resultant behaviors. It will also facilitate to comprehend the interplay of computer, verbal and mathematical models to represent complex set of human mental behaviors. Enable the students to develop in-depth conception of varying psychological attributes like reaction time, sensation, perception, emotional arousal, and learning within the context of mental configurations. Cognitive Affective Processes would also facilitate in grasping the paradigms of higher mental processes involved in thinking and language acquisition skills. Moreover, this course assists in the emergent perceptive of empirical mentalism and operationalism.


Quiz (2) 30 (15 marks each) Assignments (2) 10 (5 marks each) Field Project 20 marks Class Presentations 15 marks Total 75 marks

Course Outline

Weeks Topics Evaluation Schedule

1 Understanding Cognitive & Affective Processes • Roots of cognitive psychology • Psychological views of mind • Mental representations

2 & 3 Processing of sensory information • Allocation of attention • Arousal and attention • Components of attention • Masking • Sensory information storage in different modalities

Assignment 1

4 Pattern Recognition Quiz 1

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• Template matching • Feature analysis • Visual features detectors • Pattern recognition of speech signals

5 & 6 Problem Solving • Stages in problem solving • Problem representation • Paradigms of problem solving • Problem solving and memory

Assignment 2

7 Affective Processes • Physiological arousal • Emotions and cognitions • Theories of emotions • Influence of contextual factors on affective processes

Field project

8 & 9 Language Acquisition • Design features of language • The developmental sequence • Learning theory of language acquisition • Social significance of bilingualism • Dimensions of bilingual ability • The cognitive approach

10 Judgment and Decision Making • Cognition and Emotion • Stress • Values and reward prediction • Emotion and self-regulation

Quiz 2

11, 12, & 13

Theories & Principles of Learning • Creativity and Genius • Planning and Decision Making

Class Presentations

14 & 15 Perceiving Groups – Prejudice • Reasoning • Relations, events & schemata • Integration

16 Recapitulation

Reading Material 1. Esgate, A. (2004). An Introduction to applied cognitive psychology. NY : Psychology Press. 2. Eysenck, M. W. (2005). Cognitive Psychology: A student's handbook. NY: Psychology

Press. 3. Galotti, K. M. (2004). Cognitive psychology: In and out of the laboratory. Belmont, CA:

Wadsworth/Thomson Learning. 4. Groome, D. (2006). Introduction to cognitive psychology: Processes and Disorders. Hove :

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Psychology Press. 5. Sternberg, R. J. (2006). Cognitive psychology. Australia : Thomson wadsworth.

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M.Sc. III (Course Outlines)

Data Analysis (compulsory)

(Optional Specialized Courses)

Industrial and Organizational Psychology Developmental Psychopathology

Educational Psychology

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Course Code: Py 318 Course: Data Analysis

Credit Hours: 3 Instructor: Jamil A. Malik (PhD)

Course Description

The course data analysis in research has been designed to link the various aspects of research together. The student have been oriented to applied statistics, applied research, made familiar with terms and concepts of psychometrics. This course helps students understand the practical aspects of conceptualizing a research, coining the conceptual framework, collecting data, and conducting appropriate analysis to find meaningful results.

Course Objectives Be able to understand how different aspects of research come together. Be able to understand and take appropriate statistical procedures and decisions Be able to interpret basic statistics tables Understand the salient features of a research report.


Field Assignment = 10 Marks Class assignments = 10+15 = 25Marks

Sessionals = 20 + 20 = 40 Marks

Assignment submission dates are before 1st class of the respective week and test dates are last class of the respective week, unless otherwise notified

Course Outline


Tests Dates 1 Introduction to the course outline and discussion on course content

and schedule of sessionals.

2 Data analysis in psychological research

3 Qualitative data analysis (strategies) Field Assignment

4 Qualitative data analysis (strategies)

5 Quantitative data analysis: Measurement scales 6 Introduction to soft-wares Field

Assignment Submission

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7 A detailed orientation to SPSS environment Test 1 8 Writing, formatting and handling data Class

Assignment 1 9 Data screening Class


10 Data manipulation Class Assignment 2

11 Graphical representation of data Test 2 12 Reliability testing 13 Data exploration: Descriptive statistics

14 Hypothesis testing: One sample t-test, Independent sample t-test, Paired sample t-test

Class assignment Submission 2

15 Analysis of Variance (ANOVA) 16 Reporting results

Reading Material

1. Field, E. (2009). Discovering Statistics Using SPSS (3rd ed.). London: Sage Publications. 2. Clayton, K. N. (1984). An Introduction to Statistics for Psychology and Education.

Columbus: Chalrles, E. Merrill Publishing Co. 3. Mertens, D.M. (1996). Research Methods in Education and Psychology. London: Sage

Publications. 4. Shaugnessy, J., Zechmeister, E., & Zechmeister, J. (2003). Research Methods in

Psychology. NewYork. Mc Graw Hill. Internet sources http://www.statsoft.com/ http://hsc.uwe.ac.uk/dataanalysis/ http://www.ats.ucla.edu/stat/spss/ http://quantpsy.org/calc.htm

http://www.statsoft.com/

http://hsc.uwe.ac.uk/dataanalysis/

http://www.ats.ucla.edu/stat/spss/

http://quantpsy.org/calc.htm

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Course: Py-402 Course: Human Resource Management

Credit Hours: 3 Instructor: Prof. Dr. M. Anis-ul-Haque


Sessional 18 Assignment/Practicum 20 Quiz 10 Presentation 05

Class participation 02 Mid Term 20 Terminal 75


Tests Dates 1-2

Historical Perspective and HRM in Changing Environment - Historical perspective

- HRM in changing environment - Models of HRM

3-5 Organizational Design - Organization structure

- Human resource planning - Job analysis, its nature and scope - Techniques for conducting job analysis

- Job design and its approaches

6-8 Staffing - Recruitment and selection

- Sources of recruitment - Nature and methods of employee selection - Psychometric properties of selection devices/approaches - Problems/issues associated with recruitment/selection

9-10 Performance Appraisal - Nature and purpose of performance appraisal - Techniques of performance appraisal - Problems/issues related to performance appraisal

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11-13 Training and Evaluation - Nature and scope of training - Training need assessment - Principles of training and training methods - Evaluating training and developmental programs

14-16 Strategies for Improving Competitiveness - Programs for improving quality, productivity and quality of work life - Work site design/Work Environment - Job design and alternative work arrangements - Participative interventions - Quality Circles - Total Quality Management - Role of HR Deptt in organizational improvement

Reading Material

1. Anthony W. P., Kacmar, K.M. & Perrewe, P.R. (2002). Humane Resource

Management. Fort Worth, TX: Harcourt College Publishers. 2. Bolander; G., Snell, C. and Sherman, A. (2001). Managing Humane Resources.

Cincinnati, OH: South- Western. 3. Byars, L. L. and Rue, L. W. (2006). Humane Resource Mangement. Boston, MA;

Irwin McGraws- Hill. 4. Cascio, W. (2003). Managing Humane Resources. New York: McGraw-Hill. 5. DeCenzo, D.A., & Robbins, S.P. (2005). Humane Resource Mangement. New York;

Wiley. 6. Dessler, G. (2000). Humane Resource Mangement. Upper Saddle River, NJ; Prentice

Hall. 7. Fisher, C.D., Schoenfeldt, L.F. and Shaw, J.B. (2003). Humane Resource

Mnagement. Boston, MA;Houghton Mifflin. 8. Bernardin, H.j. and Russell, J.E. (1998). Humane Resource Management. Irwin/

McGraw-Hill.

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Course code: Py-412 Course: Organizational Behavior

Credit Hours: 3 Instructor: Ms. Aisha Zubair

Course Description

Organizational Behavior is the aggregate of human behavior, attitudes, and performances within organizational setting; drawing on theory, methods, and principles from such disciplines as psychology, sociology, and cultural anthropology to learn about individual, groups, structure, and processes. Organizational Behavior primarily focuses on understanding the behavior of people in organizations and concerns of management such as employee productivity, the quality of work life, job stress, and career progression. The discipline of OB also focuses on the analysis of effective leadership styles, organizational culture, design and change.

Course Objectives This course will help students to understand and learn about behavior and management within work settings. It will also facilitate to comprehend the interplay of motivation, individual differences, and intergroup conflicts in organizational functioning and its effectiveness. Enable the students to develop in-depth conception of varying determinants like organizational stress, job design, organizational culture and processes in implementing total quality management. Organizational Behavior would also facilitate in grasping the indispensable issues of leadership, organizational change, and innovation. Moreover, this course assists in the emergent perceptive of ever changing economical scenarios and its aftermath within the indigenous context.


Quiz (2) 30 (15 marks each) Assignments (2) 15 (7.5 marks each) Organizational Case Study 15 marks Class Presentations 15 marks Total 75 marks

Course Outline

Weeks Topics Evaluation

Schedule 1 Field of Organizational Behavior

• Introduction to organizational behavior • Selected functions of management • Research techniques for studying management practices

2 & 3 Organizational Culture • Influencing culture change • Socialization and culture

Assignment 1

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• Understanding individual differences in work behaviors • Content approaches of motivation • Process approaches of motivation

4 Evaluation, Feedback, and Reward System

• Evaluation of performance • Performance evaluation feedback • Model of individual rewards

Quiz 1

5 & 6 Job Design • Job design and quality of work life • Job performance outcomes • Job analysis • Job rotation & job enrichment • Designing job depth

Assignment 2

7 Organizational Stress • Work stressors • Stress outcomes • Stress prevention & management

Organizational Case Study

8 & 9 Group Behavior & Interpersonal Influence • Intergroup conflict • Dysfunctional groups • Conflict resolution • Negotiations

10 Organizational Power and Politics • Empowerment • Illusion of power • Ethics, power, & politics

Quiz 2

11, 12, & 13

Leadership and Leadership Development • Trait approaches • Behavioral approaches • Situational approaches • Leadership: Developing applications • Vroom-Jago model • Attribution model • Transactional and transformational leadership • Multicultural leadership

Class Presentations

14 & 15

Organizational Structure and Design • Organization design models • Parameters of organizational design • Virtual organizations • Multinational structure & design

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16 Recapitulation

Reading Material

1. Hellriegel, D. (2004). Organizational behavior. Belmont, CA : Thomson. 2. Hersey, P. E., & Kenneth, H. (2002). Management of organizational behavior: Leading

human resources. New Delhi: Prentice-Hall. 3. Kinicki, A. (2005). Organizational behavior: Key concepts, skills and best practices.

London: McGraw Hill. 4. Kreitner, R. (2004). Organizational behavior. Boston: McGraw-Hill. 5. McGraw-Hill. 6. McShane, S. L. (2000). Organizational behavior. London : Irwin McGraw-Hill. 7. Miner, J. B. (2006). Organizational behavior 2: Essential theories of process and

structure. New Delhi : Prentice Hall.

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Course code: Py-413 Course: Consumer Behavior and Marketing

Credit Hours: 3 Instructor: Ms. Shaista Waqar

Course Description and Course Objectives

Marketing begins and ends with the consumer from determining the consumers’ wants and needs to providing customer satisfaction. Thus, a clear understanding of the principles and concepts of consumer behavior is critical to creating a successful marketing strategy and also for helping improve the wellbeing of consumers. The course will enable students to apply different conceptual lenses and adopt a pervasive critical stance by considering a psychological perspective to consumer research. It will be primarily focused to understand how consumer behavior can be beneficial for developing an effective marketing strategy.


2 quizzes 30 (15 marks each) Assignment 15 Project 30 marks Total 75 marks

Course Outline


Tests Dates 1 Introduction to Consumer Behavior

2, 3 Consumer Decision Making Process Quiz 1

4,5 Individual Factors Influencing Consumer Behavior

6,7 Environmental Influences on Consumer Behavior

Quiz II

8 Introduction to Marketing

9,10 Marketing Management/Strategies

11, 12 Promotional Strategies

13,14 Project Presentations

15 Ethical Issues in Marketing and Pakistani Perspective about consumer behavior and marketing

16 Recap of the course

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Course Practicum

• Introducing and marketing a product for NIP students

Reading Material

1. Blackwell, R., Souza, D., Taghian, M., Miniard, P. & Engel, J. (2007). Consumer Behavior: An Asia Pacific Approach. Thomson, USA.

2. Assail, H. (1995). Consumer behaviour & marketing action (5th ed). New York: South Western College Publishing.

3. Foxall, G.R., & Goldsmith, R. E., (1994). Consumer Psychology and marketing. London: Rutledge.

4. Hawkins, D.I., best, R.J., & Coney, K.A., (2001). Consumer behavior building marketing strategy. New York: McGraw-Hill.

5. Lowe. R.E., (1997). Consumer education and economics. (4th ed). New York: McGraw-Hill.

6. Wikie, W.L. (1994). Consumer behavior. New York: Willey & Sons 7. Taylor. R. Kinnear, J.Thomas C., (1996). Marketing research: an applied approach. New

York: McGraw-Hill.

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Course Code: Py-456 Course: Developmental Disorder-1

Credit Hours: 3 Instructor: Ms. Irum Naqvi

Course Description

This course gives students an overview of some prevalent developmental disorders of children including ADHD, conduct disorders, emotional and social disorders, anxiety, and mood disorders. The course covers issues related to psycho-diagnosis and assessment and treatment of specific disorders, as well as more general theoretical issues related to causes of disorders in development and the implications of various disorders for the understanding of normal development.

Course Objectives The goal of this course is to provide a comprehensive introduction to students with an interest in difficulties associated with developmental disorders. The students will get orientation to complete course with the epidemiological factors, possible theoretical and the therapeutic explanation of each disorder.

Distribution of Sessional Marks The students are supposed to appear in all tests. No marks or chance will be given if student can not produce a medical certificate. Similarly assignments will not be accepted or marked after the due date. Grading Total Marks: 75 marks SESSIONAL TEST: T.M. 45 marks There will be THREE Sessional tests held during the course work. Sessional test will be comprised of MCQs, True/ false and Short answers. (Week 4 & 7, 11) Assignments and Presentations: Marks 30

1. Class assignment and presentation on assessment of disorders. (Marks 10) 2. Project based on case studies and Presentation (collection of symptoms, etiological

factor, tests application, and treatment recommendations) (Marks 15) 3. Class participation (Review of case studies and role plays) (Marks 5)

Course Outline

Behavioral Disorders (DSM IV criteria, epidemiology, etiology, and psychotherapeutic approaches)

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Week 1, 2 & 3 • Introduction to the subject • Attention Deficit Hyperactivity Disorder

Week 4 & 5 • Disruptive behavioral disorders • Conduct disorder • Oppositional defiant disorder

Week 6, 7 & 8 • Substance related disorders Emotional and Social disorders DSM IV criteria, epidemiology, etiology, and psycho therapeutic approaches)

Week 9 & 10 • Reactive attachment

• Gender identity disorder Week 11 & 12 • Childhood mood disorder

• Childhood anxiety disorders Week 13 & 14 • Generalized anxiety disorder

• Phobias • Obsessive Compulsive • Post traumatic Stress disorder

Week 15 • Panic attacks • Separation anxiety • Selective Mutism

Week 16 Recap and Revision of course

Reading Material

1. Nelson, R. & Israel, A. (2003). Behavior disorders of childhood (5th edition). New Jersey: Prentice Hall

2. Malsh, E. & Barkley, R. (1996). Child psychopathology. New York: The Guidford Press All DP related books

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Course Code: Py 457 Course Title: Developmental Psychopathology II

Credit Hours: 3 Course Instructor: Mr. Naeem Aslam

Course Description

The course discusses the basic principles of developmental psychopathology. It includes the multicultural and social perspectives on developmental psychopathology and general concepts of gene-environment interaction on child development. It will help in understanding he genetic and environmental influences on the development of psychopathology.

Course Objectives This course helps the students the basic concepts and nature of developmental psychopathology. Moreover, it will help understanding the ways to the promotion wellness and prevention and intervention of psychopathology.


Assignment = 10 marks Project = 15 marks Presentation = 15 marks Sessionals = 15 + 15 = 30 Class participation = 5 marks

Course Outline


Tests Dates 1 Basic principles of developmental psychopathology

2 Diagnosis and Classification: Multiaxial Classification

3 Case history taking Assignment

5 marks 4 Scope, Issues and Challenges in Developmental Psychopathology

5 Pervasive Developmental Disorders

DSM-IV-TR Criteria, Etiology, Assessment & therapeutic Intervention

6 Assessment and Interventions of the PDD.

7 Mental retardation/Intellectual Disability DSM-IV-TR Criteria, Etiology, Assessment & Therapeutic Intervention

8 Severe deviation in the late childhood and Adolescents---Schizophrenia

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9 Assessment and intervention of the Childhood Schizophrenia 10 Communication Disorders

DSM-IV-TR Criteria, Etiology, Assessment & therapeutic Intervention

Assignment 5 marks

11 Genetic and environmental influences on Anxiety and Depression 12 Child maltreatment and domestic violence 13 Personality disorders; assessment and interventions

14 Family interventions 15 Intervention and Prevention: psychoanalytic and behavior approach 16 Intervention and prevention: Cognitive and humanistic approach

Reading Material

1. American psychiatric Association. (2004). Diagnostic and statistical manual of mental disorders. Washington, DC: APA

2. Achenbach, T. M. (1982). Developmental Psychopathology (2nd ed.). New York: John Wiley & Sons.

3. Benner, S. M. (2003). Assessment of young children with special needs: A context-based approach. Australia: Thomson/Delmar Learning.

4. Mash, E. J., & Wolfe, D. A. (2005). Abnormal child psychology. (3rd Ed.). USA: Wadsworth, Inc.

5. Kronenberger, W. G., & Meyer, R. G. The child clinician’s handbook. Boston: Allyn & Bacon. 6. Wenar, C. (2007). Developmental Psychopathology: from infancy through adolescence (5th.ed.).

London: McGraw-Hill. 7. Judziak, J. J(2008). Developmental Psychopathology and wellness. Genetic and

Environmental influences

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Course Code: Py-458 Course: Developmental Psychopathology and its Prevention

Credit Hour: 3 Instructor: Dr. Muazzama Abidi

Course Description

Developmental Psychopathology and its Prevention is an applied branch of Psychology which deals with developmental disabilities, developmental disorders and clinical symptoms among children and adolescents. The course aims at flourishing the knowledge related to subject among students. It will provide theoretical and practical picture which deals mainly with prevention, Intervention and the management of Psychological problems of children and adolescents

Course Objectives The core element of teaching this course to MSC Students is to provide them basic concepts of theoretical and therapeutic Perspectives in DP, Universal Preventive interventions and Programs focused on Externalizing, and internalizing Behaviors.

Distribution of Sessional Marks Marks for Punctuality & Maintenance of Discipline

I Class Room Participation 5 Marks II Sessional Exam A 20 Marks III Sessional Exam B 25 Marks IV Project submission (write-up) 15 Marks V Presentations 10 Marks VI Terminal Exam 75 Marks

Course Outline


1 Introduction to the Concepts of Developmental Psychopathology and its Prevention

2 From Theory to Practice Treatment and Prevention Possibilities

3 & 4 Childhood Growth and Development Risk Factors in Developmental Psychopathology Prevention Programs Assessment Theoretical Perspective

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5 & 6 Family and Community Influences

Family Influences on child Development

7 & 8 Evidence Base for treating Children’s Mental Health Disorders Principal Approaches to Primary Prevention

9 & 10 Origins of Behavior Disorders Conceptual Models of Disturbed Children Family Control of Disordered Behavior Families and the Concept of Risk

11 & 12 Presentations on Researches Related to “Developmental Psychopathology and its Prevention.

13 & 14 Hyperactivity Distractibility and Impulsivity Juvenile Delinquency and Problems in Moral Development

15 Family counseling

16 Wrapping up the course

Reading Material

1. Blau, Gary. M., & Gullotla, Thomasa., P. (2008). Hand Book of Childhood Behavioral Isssues. Taylor & Frances Group, LLC.

2. Kaufman, James., M. (1985). Characteristics of Children’s Behavior Disorders. Charles E. Merrill Publishing Co. A bell and Housewell Company, Columbas, Ohio 43216.

3. Rudolph, Linda. B., & Thompson Charles. L. (2000). Counseling Children Brooks/ Cole United States.

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Course Code: Py: 426 Course: School Psychology

Credit Hours: 3 Instructor: Rubina Hanif (Ph.D)

Course Description

This course is designed with eemphasis on understanding the social, emotional, physical, and intellectual development of children and adolescents. Students opting for the course will learn the theoretical and applied aspects of learning, motivation, human development, assessment and interventions. Students will also get familiar to the role and characteristics of a school psychologist and to the processes of becoming a school psychologist. Ethical issues will be discussed in terms of professional practices in school and students will get a detailed orientation of learning theories as well as assessment of classroom effectiveness

Course Objectives By the end of this course, you should be able to:

• Understand role and functions of a school psychologist • Assess effectiveness of psychological concepts in classroom • Critically analyze the contemporary issues


Assignment = 10 marks Workshops = 20 marks

Sessional Tests = 20 + 20 = 40 Class Activity = 05 marks

Course Outline


Tests Dates 1 An overview of the field:

Nature, aim and scope of school Psychology School psychology vs Educational Psychology School Psychology and related disciplines

2 History of School Psychology: Historical contexts and foundations of the area

3 Early childhood Education Early Contributors Pioneers in Early Childhood Education Leaders of the Twentieth Century

4-5 Role of school psychologists: Sessional

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Role and functions of school Psychologists School Psychologist as problem solver

Test-1

6-7 Application of Theories: Application of social learning theory Cognitive aspects of student motivation Personality and emotional factors in learners’ motivation

8-10 Education for children in special needs Special needs of children Inclusive vs special education Teacher mediated strategies Peer mediated strategies Emotional and behavioral problems Slow learners High Achievers vs Underachiever

Sessional Test-2

11-13 Contemporary issues in school psychology Social skills training Resilience training Proactive strategies in promoting learning Emotional well-being of children Classroom management Managing disruptive children Time management

This topic will be covered through workshops.

14 Ethical and legal issues in school psychology

15-16 School Psychology in Pakistan

Reading Material

1. Esquiel, G. B., Lopez, E. C., & Nahari, S. G. (2007). Multicultural handbook of school psychology: an interdisciplinary perspective. New Jersey: Lawrence Erlbaum Associates, Inc.

2. Merrell, K. W., Ervin, R. A., & Gimpel, G. A. (2006). School Psychology for 21st century. New York: Guilford Press.

3. Peacock, G. G., Ervin, R. A., & Daly, E. J. (2009). Practical Handbook of School Psychology: Effective Practices for the 21st Century. New York: Guilford Press Inc.

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Course Code: Py 429 Course: Education & Community

Credit Hour: 3 Instructor: Rabia Muqtadir

Course Description

Educational Psychology is the field of psychology that is interested in understanding experiences of learner in relation to educational environment. Present Course aims to cover the role that community can play in education. It is important to understand this role as educational activities are an essential part of the human societies. The course would aim to familiarize the students with the role that a community can play in the lives of normal and problematic behavior of students and how resources from the community can help in improving the overall well-being of the learners.

Course Objectives The course specifically aims to prepare the students in taking up the challenge of bridging the gap between educational institutions and communities. The students must understand the importance of local resource utilization in improving life-long educational experiences of the learners. A special attempt will be made to understand foreign concepts and practices in community education field in specific context of Pakistan to make them more indigenous.


Assignments/Presentations = 40 marks Sessionals = 20 marks Movie/Book review = 10 marks Class participation = 5 marks


Tests Dates 1-2 Introduction to community

Systems and Models in Community Psychology Community Education Stakeholders for community related interventions

Assignment # 1

3-4 Education Sector of Pakistan Policy, status and issues related to formal and informal education in Pakistan

Assignment # 2

5-9 Parent-Teacher Partnerships Developing the Partnership

Assignment # 3

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Managing the Partnership Parent Education

Best Practices in School Community Partnerships Best Practices in Behavioral Parent Training

10-11 Community based Intervention in School Settings

Sessional Test

12-13 Understanding emotional and social needs of special/exceptional children

Movie/book Review

14 Safe Schools

15 Role of Psychologists in education and community 16 Recap of the course

Reading Material

1. Couchenour, D., & Chrisman, K. (2004). Families, Schools, and Communities: Toggether

for young Children (2nd ed.). Thompson Delmar Learning: Australia. 2. Gestwicki, C. (2004). Home, School, and Community relations (5th ed.). Thompson

Delmar learning: Australia 3. Long, M., Wood, C., Littleton, K., Passenger, T., & Sheehy, K. (2000). The psychology

of education (2nd ed.) 4. Mann.P.A. (1978). Community Psychology: Concepts and Application. Collin Macmillan

Publishers: London

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Course Code: Py 433 Course: Assessment, Evaluation, and Intervention

Credit Hour: 3 Instructor: Ms. Saira Khan

Course Description

This refers to the concept of evaluation and assessment that are conducted in educational settings. The course has been set in a way that allows the students to be familiar with the concepts related to assessment tools, their administration, scoring and issues involved in selection of tests. The ideology in that every child being assessed requires to be tested according to the content of testing.

Course Objectives By studying this course, students will be in a position to

• Select tests in appropriate situation • Be able to conduct assessment in the classroom and other educational settings • Understand and learn the technical strength of various achievement, ability, emotional

and other type of tests.


Student presentation 20 marks Assignment: no: 1 15 Marks Team Assessment. Complete the Battelle (or another curriculum-based measure) with a child or a Case study using an arena assessment format with 3-6 other students from the class. Write one assessment report and recommendations as a team, with each discipline or team member contributing their findings and recommendations. Behavioral Assessment. 15 marks

Complete 1 behavioral assessment and summarize results. Write a formal report with summary/ recommendations. Sessional (1 & 2 ) 20marks Class Participation 5 marks

Course Outline

Weeks Topics to be taught Week 1 Objectives and importance of assessment, Nature and Type of

Assessment-Formal & Informal assessment , Context issues and trends in

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Assessment Week 2 &3 The role of measurement and assessment in teaching tests used in

assessment Week 4 & 5 Foundations of Assessment

Multi-Dimensional Assessment of emotional and behavioral problems Best Practices in Intellectual Assessment Best Practices in Assessment of Adaptive Behavior

Week 6 &7 Best practices in systematic direct observation of student behavior Best Practices in Functional Behavioral Assessment for designing individualized educational Program

Week 8 &9 Case Study Method. Portfolios Week 10 &11 Use of Tests In educational Settings, Assessment tests and Evaluation

procedures for Social, Emotional, and Behavioral Problems

Week 12 &13, 14 Introduction to intervention programs focusing on • Best practices in Class room intervention for attention problems • Best Practices in Early Intervention • Best practices in peer mediated Interventions • Intervention for school psychologists: A cognitive Approach to

problem solving Week 15 &16 Use of play for assessment and intervention with Young children

Reading Material

1. Linn, R.L., & Miller, M.D. (2005). Measurement and assessment in teaching (9th ed.). Pearson Education Inc. New Delhi India

2. Bentham, S.(2002). Psychology and Education: Routledge Taylor & Francis Group. New York

3. Thomas, A., & Grimes, J. (Eds.). (2002). Best practices in school psychology - IV. Washington, DC: National Association for School Psychologists.

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M.Phil. & PhD Programme

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Brief Introduction

1. M.Phil. course is based on 50 credit hours including 24 credit courses in two semesters and a dissertation of 26 credits based on a research by the end of the fourth semester. Extension for two semesters is possible on the recommendation of the supervisor and approval of the Director.

2. During the first semester compulsory courses (12 credit hours) are offered and in the second semester optional courses (12 credit hours) are offered. Each course will carry 100 marks of which 50 are based on sessional examination and 50 on terminal examination.

3. Each student conducts a research work under an assigned supervisor, appointed by the AS&RB on the recommendation of the Director. Selected research topic so chosen is approved by AS&RB. Viva-voce examination in defense of the dissertation is conducted in process of evaluation by a panel consisting of an external examiner, supervisor, the Director, and Research Coordinator.

4. The minimum pass marks for each course shall be 50%. Candidate securing 80% marks or more shall be placed in Grade ‘A’ those securing 65% or more but less than 80% marks in Grade ‘B’ and those securing 50% marks or more but less than 65% marks in Grade ‘C’. A cumulative grade point average (CGPA) at the end of the semester is the average of the GPA of all the courses passed during that semester. If CGPA is less than 2.5, the student is ceased to continue as student any further.

5. PhD programme is based on 4 years that can be extended upto 7 years maximum including 18 credit hours course work. This course work is completed in period of 3 years on the convenience of student and offering of courses in a given semester.

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M.Phil/PhD

(Course Outlines)

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Course Code: Py 601 Course: Research Methods in Psychology

Credit Hours: 3 Instructor: Prof. Dr. Anila Kamal

Course Description

This course provides an in-depth theoretical and practical understanding of psychological research techniques and methodology. All the topics covered under the course will address the methodological issues in deciding how to study various psychological phenomena in indigenous context. In addition to lectures and presentations, the students will also prepare a research proposal in the style mostly used by research psychologists.

Distribution of Sessional Marks S. No. Grading Marks

1 Presentation of Research Synopsis and its presentation. 10+8+2 (2 marks for cl participation)

2 Assignment and presentation on selected topic 10+8+2 3 Test 10 4 Final Terminal Paper 50


Tests Dates 1 Introduction to the course: Scientific and Non-scientific research.

2 Conceptual and operational definitions. Formulation of Hypothesis. Major Paradigms in research.

3 - 6 Methods of research: (1) History and Archival Research, (2) Survey, (3) Questionnaire based research, (4) Interview and Narrative based research, (5) Single case Design, (6) Small ‘n’ Research, (7) Single-Factor Experimental designs.

7 - 9 (8) Independent group design in Experimental method, (9) Repeated measure design in experimental method, (10) Complex Design in Experimental Methods, (11) Quasi-Experimental Designs: Single subject, (12) Quasi Experimental Design: multiple base live designs

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10-13 (13) Quasi-experimental Design: Interrupted and Multiple Time series designs, (14) Focus Group Discussion based research, (15) Grounded Theory based research, (16) Discourse Analysis based research, (17) Ethnographic Research, (18) Phemonological Research, (19) Narrative Based Research, (20) Biographical Research, (21) Qualitative Evaluation Research and (22) Participant Observation Research.

14 Sampling and Data Collection. Probability and Non-probability samples.

15 Ethical Issues in psychological research: APA standards

16 Research in Psychology-Pakistani Perspective

Suggested Readings

1. Goodwin, J. C. (2005). Research Methods in Psychology (3rd ed.): John Willy & Sons 2. Punch, K. F. (2006). Developing Effective Research Proposal (2nd ed.), London,

Thousand Oaks. New Delhi: Sage Publications 3. Shaughnessy, J. J., & Zachmeister, B. E., & Zachmeister, S. J. (2006). Research Methods

in Psychology, (7th ed.). McGraw Hill Companies 4. Craig, J. R., & Metze, L. P. (1986). Methods of psychological research. (2nd ed)

California: Brooks/Cole publishing company. 5. Christensen, L. B. (1985). Experimental methodology (3rd ed.) Allyn and Bacon, Inc 6. Heimen, H. G. (1995). Research Methods in Psychology: Houghten Mufflin Co 7. Mertens, M. D. (1998). Research methods in education and psychology: Integrating

diversity with quantitative and qualitative approaches. Sage Publications, Inc 8. Mc. Guigan, F. J. (1990). Experimental psychology (5th ed.) Prentice Hall Inc. New Delhi 9. Numan, L. W. (-). Social research methods: Qualitative and quantitative approach (4th

ed). London: Allyn & Bacon. 10. Reaves, C. C. (1992). Qualitative Research for the Behavioral Sciences: John Wiley &

Sons. 11. Rosenberg, K. M., & Daly, H. B. (1993). Foundations of behavioral research: A basic

question approach. New York: Holt, Rinehart and Winston Inc 12. Selltiz, Wrightsman, L. S. & Cook, C. W. (1972). Research methods in Social Relations

(3rd ed.) New York: Holt, Rinehart Winston. 13. Smith, H & Davis, C. (1998). Method of Psychological Research (3rd ed.). Prentice Hall 14. Warwick, D. P., & Leninger, C. A. (1975). The sample survey theory and Practice New

York: McGraw Hill Book Company. 15. Bloor, M., Frankland, J., Thomas, M., & Robson, K. (2002). Focus groups in social

research, London: Sage.

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16. Gerring, J. (2007). Case study research: Principles and practices. NY: Cambridge University Press.

17. Presser, S., Rothgeb, J.M., Couper, M.P., Lessler, J.T., Martin, E., Martin, J., & Singer, E. (2004). Methods for testing and evaluating survey questionnaires. New Jersy: John Wily & Sons.

18. Cozby, P.C. (2003). Methods in behavioral research; Boston: MC Graw Hill. 19. Breakwell, G.M., Hammond, S., Fife-Shaw, C., & Smith, J.A. (2006). Research methods

in psychology (3rd ed.). London: Sage. 20. Mertens, D.M. (1998). Research methods in education and psychology: Intergrating

diversity with quantitative and qualitative approaches. London, Sage. 21. Elmes, D.G., Kantowitz, B.H., & Roediger III, H.L. (2003). Research methods in

psychology (7th ed.). Australia: Thomson. 22. Mc Burnay, D. H., & White, T. L. (2004). Research methods. Australia: Thomson. 23. Fischer, C.T. (Ed.) (2006). Qualitative research methods for psychologists. Boston:

Academic Press. 24. Shaughnessy, J.J. Zchmeister, E.B. Zechmeister, J.S. (2006). Research methods in

psychology, NY: McGraw Hill. 25. Mertens, D. M. (1998). Research methods in education and psychology: Integrating

diversity with qualitative and qualitative approaches. London: SAGE. 26. McBurney, D. H., & White, T. L. (2004). Research Methods. Australia: Thomson. 27. Gravetter, F. J. Forzano, L. B. (2003). Research methods for the behavioral sciences.

Australia: Thomson. 28. Scale, C., Gobo, G., Gubrium, J. F., & Selverman, D. (Eds.) (2007). Qualitative research

practice. London: SAGE. 29. Flick, U. (2006). An introduction to qualitative research. London: SAGE.

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Course code: Py-604 Course: Seminar in Theories of Psychology

Credit Hour: 3 Teacher Name : Rubina Hanif (Ph.D)

Course Description

The course is aimed to instill knowledge of the basic assumptions, concepts and current research in major theories of Psychology. This course is seminar based and not a lecture based. Some introductory lectures will be delivered. The students are supposed to present seminars on assigned theories. The learning and critical evaluation skills will be developed through discussions and presentations.

Course Objectives By studying this course, students will be in a position to understand and then apply theories of psychology in any of the social setup and to design theory based research plan.

Distribution of Sessional Marks Sessional test 20 Writ-up (Theory) 10 marks Seminar 10 marks Research Proposal 10marks

Course Outline


Tests Dates 1-2 Role of theory and theory construction in psychology (Lecture)

3 How to prepare a theory based research Proposal? (Lecture)

4 Introduction of significant theories in psychology: Psychoanalytic, behavioral, humanistic, cognitive approaches (Lecture)

5-6 Health Psychology (Seminars) Health Belief Model

Sessional

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Health Locus of Control Life events theory.

Test-1

7-8 Industrial Organizational Psychology (Seminars) Goal setting theory Need theories (Maslow’s theory and Two factor theory by Herzberg) Control theory Leadership Theories

9-11 Educational Psychology (Seminars) Learning Theories Motivation theories Social Cognitive theories Metacognition theories

Sessional Test-II

12-14 Clinical/Counseling Psychology (Seminars) Cognitive behavior theory Integrative Family perspective Transpersonal perspective Psychopharmacology

15-16 Presentations of research proposal

Reading Material Students will develop a list of books and internet resources accordingly.

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Course Code: Py-622 Course: Use and Interpretation of Tests

Credit Hours: 3 Instructor: Dr. M. Anis-ul-Haque


Sessional test: 08 Class Assignment/Presentation/Project: 20 Class Participation: 02 Mid-Term: 20 Terminal Exam: 50

Course Outline


Tests Dates 1-3 Foundation of tests and assessment

- Psychological tests and Assessment - Tools of Psychological Assessment - Validity and Reliability Concept - Test Construction - Basic statistical concepts in testing and assessment - Culture and Assessment - Legal and ethical Consideration

4-5

Administration, Scoring and Interpretation of tests - Preparation

- Test Administration - Ending the test Session and Marking - Testing people with disabilities and Troubleshooting - Interpreting Scores - Factors influencing interpretation - Sources of information

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6-8 Test Manuals and Normative tables

- Norms and its Types - Norms Tables - Choosing Norms - Issues concerning the choice of norms - Drawing Profiles

9-12 Selected Tests and Making their Profiles - Assessment of Intellectual functioning

- Assessment of Personality - Assessment of Aptitudes - Assessment of Interests/Career development - Assessment of Achievement/Educational ability

13-14 Integrating Test Results - Focus and domain of functioning

- Organization and integration of data - Deal with disparities and Incidental findings

15-16 Reporting Test Results - Form and Content/Framework for the report - Writing Style

Reading Material

1. Psychological Testing: Anastasi and Urbina. 2. Psychological Testing and Assessment: Cohen and Swerdlik 3. Tests and Assessment: Walsh and Betz 4. Psychometric Theory: Nunnally and Bernstein. New York: McGraw Hill. 5. Measurement and Evaluation in Psychology and Education: Thorndike,

Cunningham and Hagen. Macmillan Publishing Company. 6. Psychological Testing: Theresa J. B. Kline. Vistaar Publication. New Delhi. 7. A handbook of Test Construction: Paul Kline

Web Activity

www.ets.org www.edits.net http://teststandards.org

Journals

Personnel Psychology Educational and Psychological Measurement Journal of Educational Measurement

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Journal of Personality Assessment

Course Code: Py-626 Course: Psychology of Self

Credit Hour: 3 Instructor: Jamil A. Malik (PhD)

Course Description

This course is designed to present a detailed orientation of development of various self concepts including evolution of self, identity, ego identity, self-esteem, depersonalization, stability and change, and psychosemantic aspects of self. These concepts will be explored using a developmental approach i.e., during childhood, adolescence and beyond adolescence. Additionally the course also aims to give a brief orientation of self-assessment techniques of Psychosynthesis.

Course Objectives To develop an understanding of self in childhood, adolescence, and adulthood To learn some techniques of psychosynthesis


Class assignments 15 Marks Sessionals = 15 + 15 = 30 Marks

Class Participation = 5 Marks Assignment submission dates are before 1st class of the respective week and test dates are last

class of the respective week, unless otherwise notified


Tests Dates 1 Introduction and course overview

2 Brief History of Psychology of Self

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3 Primary relationships—the emergence of self Mirroring and child development

4 The evolution of the self Test 1

5 Childhood—the conservation and evolution of self

6 The meaning and development of identity

7 Adolescence—the consolidation of self Ego identity and Self-esteem

8 Depersonalization, Disorders of Self Test 2

9 Beyond adolescence—institutional demands and personal resolutions Stability and change

10 Identity and its development

11 Psychosynthesis The life and work of Roberto Assagioli


12 A model of human growth

13 Awakening “I”

14 Presence

15 The individual session: Methods and techniques

16 Two maps for the individual session

Reading Material

1. Martin, J., Sugarman, J. H., & Hickinbottom, S. (2009). Persons: Understanding

psychological selfhood and agency: Springer. 2. Honess, T., & Yardley, K. (1987). Self and Identity: Perspectives Across the Lifespan:

Routledge & Kegan Paul. 3. Dunning, D. (2005). Self-insight: Roadblocks and detours on the path to knowing thyself:

Psychology Press. 4. Rochat, P. E. (1995). The self in infancy: Theory and research: North-Holland/Elsevier

Science Publishers. 5. Brown, M. Y. (2004). Unfolding Self: The practice of psychosynthesis: Helios Press. 6. Firman, J., & Gila, A. (2002). Psychosynthesis: A psychology of the spirit: SUNY Press. 7. Firman, J., & Gila, A. (2010). A psychotherapy of love: Psychosynthesis in practice:

SUNY Press.

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Annexure

spring semester 2013 - nip.edu.pk · internship. the evaluation is done by the incharge at their...

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