Syllabi for UG and PG in Psychology

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Syllabi for UG and PG in Psychology

Dept of Psychology, Ravenshaw University, Cuttack (Approved on 03.07.2014 by BOS)

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Syllabi for UG and PG in Psychology (2013) Dept of Psychology, Ravenshaw University, Cuttack

(Approved on 03.07.2014 by BOS)

Members of the Course Revision Committee:

1. Dr. Shamita Mahapatra (HOD, Dept of Psychology, Ravenshaw Univ, Cuttack): Chairperson

2. Dr. Sangeeta Rath (Professor, Dept of Psychology, Ravenshaw Univ, Cuttack): Member

3. Ms. Shivani Nag(Lecturer, Dept of Psy, Rav Univ, Cuttack): Member

4. Dr. Prangya Paramita Priyadarshini Das, (Lecturer, Dept of Psy, Rav Univ, Cuttack): Member

5. Dr. Pranati Satpathy (Lecturer, Dept of Psychology, Rav. University, Cuttack): Member

6. Prof. A. K. Mohanty (Retd Prof, ZHCES, JNU, New Delhi): Member, Board of Studies,

Department of Psychology, Ravenshaw University, Cuttack.

7. Prof. U. N. Dash (Retd Prof, Centre of Adv Study in Psychology, Utkal University,

Bhubaneswar) Member, Board of Studies, Dept of Psychology, Ravenshaw Univ. Cuttack.

8. Prof. (Dr) Nibedita Jena: Ex-Additional DPI, Higher Education, Government of Odisha;

Member, Board of Studies, Dept of Psychology, Ravenshaw University, Cuttack.

The committee recommends the followings:

For UG

1. There will be three Honours and two Pass papers in first, second, third and fourth semesters

and six honors papers in the fifth and sixth semesters at UG level carrying 50 marks and 3

credits each.

2. Total number of papers for B. A. Honors will be 24 and for B. A. Pass will be carrying total

marks 1200 for honors and 400 for pass courses.

3. The distribution of papers- theory and practical of honors and pass courses will be in the

following manner:

a. From the first semester till the fourth semester there will be two theory papers and one

practical paper in honors and one theory and one practical paper for the pass course.

After the fourth semester the pass course will be over but the honors course will

continue till sixth semester (i.e. for a total duration of three years).

b. In both fifth and sixth semesters there will be six papers. In fifth semester out of the six

papers four will be theory and two will be practical papers.

c. In Sixth semester out of the six papers four will be theory papers, fifth paper will be a

Seminar paper and sixth will be a Personality Profile paper.

d. All the practical papers for B. A. Honors and B. A. Pass courses will be based on

laboratory or field works.

e. In sixth semester the Seminar paper will involve finalizing any relevant topic, writing the

full paper, and presenting the same before the examiners. The Personality Profile paper

will involve preparing a personality profile of the self by the students using relevant test

materials.

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4. Teaching and supervision of the papers for UG Honors and Pass courses will be done in

through the following manners:

a. Teaching of all the theory papers involves general class-room teaching involving the

students in discussions and tutorials.

b. Each theory class (period) for UG Honors and Pass courses will be of one-hour duration.

c. Each practical class for both UG Honors and Pass courses will be of two-hours duration

(i. e. 2 periods).

d. There will be a weekly class for the Seminar of two hours in which some students, who

will be serially selected as per their roll numbers, will present their papers in one session

followed by discussions- question-answers. All the students of the class and all faculty

members are required to be present in the Seminar Class. One person from the faculty

members or the HOD will be the chairperson to conduct the seminar for that day.

e. Personality Profile paper will be prepared on regular basis by the students under the

supervision of their respective Guides allotted to them by the Department of

Psychology.

5. The evaluation and distribution of marks of the all UG Honors and Pass papers will be as

following:

a. All theory and practical papers in UG Honors and Pass courses will comprise internal and

external evaluation. Out of total 50 marks 10 will be devoted to the internal evaluation

by the faculty members of the Dept. There will be no internal evaluation for Seminar

and Personality Profile papers.

b. Out of 10 internal marks 5 will be based on writing a term paper and 5 will be based on

class attendance of the students with the following criterion: Attendance 91% -100% will

get all 5 marks, 81%- 90% will get 4 marks, 71%- 80% will get 3 marks, 61% - 70% will get

2 marks, 51% - 60% will get 1 mark, and bellow 50% attendance will not get any marks,

or get zero.

c. External evaluation of all the theory papers for 40 marks will be done through written

examination in the end semester examination centrally conducted by the Controller of

Examination. Setting question papers and evaluation of the answer scripts will be done

by external paper setters and examiners respectively or as per the direction of the COE.

d. Evaluation of all the practical papers will be done through the practical examination

conducted by the Department of Psychology evaluated by the two examiners- one

external and another internal faculty member. Evaluation will be based on conduction of

practical, writing of practical, practical records of all earlier conducted practical in the

practical classes followed by the viva-voce test for full 50 marks.

e. Evaluation of the Seminar paper will be based on the writing of the paper and

presentation followed by question and answers to the candidate for full 50 marks by

one external and one internal examiner.

f. Evaluation of the Personality Profile will be based on the Records/Reports of the

personality profile followed by viva-voce test of the candidate for full 50 marks by one

external and one internal examiner.

g. Hours of written examination for all theory papers of UG Honors and Pass courses will

be of 2 hours duration and for Practical papers will be of 3 hours completed in one

sitting.

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For PG

6. At PG level there will be five papers in each of the four semesters constituting total 20

papers each comprising of 50 marks and 4 credits with two streams of special papers. Total

marks for two years M. A. course in Psychology will be 1000.

7. In first and second semesters there will be four theory papers and one practical paper. In

third and fourth semesters there will be three theory papers, one Dissertation and one

Seminar paper.

8. Among the theory papers, in third and fourth semester students will be offered two sets of

special papers- Health Psychology and School Psychology carrying same marks and credits.

A student has to choose one out of these two papers in the third semester.

9. Teaching and supervision of the papers of PG Course will be done in the following manner:

a. Teaching of all the theory papers will involve general class-room teaching involving the

students in discussions and tutorials. Each theory class will be of one-hour duration

(one period). Each practical will of two-hours duration (2 periods).

b. The practical papers in the first and second semesters will involve laboratory work or

field works. The practical works will be based on the theory papers of that semester,

classroom teaching and discussions.

c. i) The Dissertation work will be finished in two semesters- third and fourth.

ii) Students may choose any relevant topic of their choice for Dissertation under the

supervision of their respective Guides allotted to them by the Dept of Psychology in the

beginning of the third semester.

iii) Their research may be based either on laboratory work or field work.

iv) In third semester a student is required to finalize a topic, write the review of

literature, methodology and collect the data. Evaluation of this portion of dissertation

will be done accordingly for 50 marks.

d. In the fourth semester students are required to complete Dissertation by analyzing the

data, drawing inferences/conclusions and writing full and final Dissertation which they

are to submit for evaluation. Evaluation of this portion of dissertation will be done

accordingly for 50 marks.

e. In the third semester the Seminar paper will involve finalizing a topic, writing a paper

and presenting the same in the examination. They are to choose any relevant topic for

their paper with the consultation of their respective Guides allotted to them by the

Dept.

f. In fourth semester the students have to write again a new Seminar paper in the same

way as mentioned for the third semester.

f. In third and fourth semester there will be a weekly class for Seminar in which some

students, serially selected as per their roll numbers, will present their papers followed

by discussions and question-answer. All the students of the class and all faculty

members are required to be present in the Seminar Class. One person from the faculty

members or the HOD will be the chairperson to conduct the seminar for that day.

10. Examination/Evaluation/assessments and distribution of marks for all the papers at PG

levels will be made through the following ways:

a. There will be an external and internal evaluation comprising 40 and 10 marks

respectively for all the theory and practical papers except the Dissertation and Seminar.

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b. Internal evaluation will involve writing a term paper carrying 5 marks whereas class

attendance will be carrying 5 marks. The marks for the attendance will be given as per

the percentage of attendance of the students as mentioned for the UG course.

c. There will be no internal evaluation of the Dissertation and Seminar Papers. That will be

done in the final end semester examination for 50 marks.

d. All the examinations of PG theory, practical, Dissertation and Seminar papers will be

conducted by the Dept of Psychology as per the guidelines suggested by the Controller

of Examination (COE) from time to time.

e. External evaluation for the remaining 40 marks for theory and practical papers will be

done through written examination in the end semester. The question papers and

evaluation of the answer scripts will be done by the external or internal paper setters

and examiners as per the guidelines of the COE from time to time.

f. Time for the written end semester examination will be of three hours for both theory

and practical papers. All the practical examinations will be conducted in one sitting.

g. Evaluation of practical examination will be made by one internal and one external

examiner based on the conduction of the practical, writings of the practical, practical

records followed by the viva-voce test for 40 marks.

h. Evaluation of the Dissertation will be based on the writings of dissertation and viva-voce

test for all 50 marks by one external and one internal examiner as decided by the Dept.

i. Evaluation of the Seminar paper will be based on the writings and presentation skills for

all 50 marks by one external and one internal examiner as decided by the Dept.

Course Structure for B.A. (Honors in Psychology)

Course code Course Title Marks Credit

Semester-I

A.H.1.1.1 Basic Psychological Processes- I 50 3

A.H.1.1.2 Theory & Systems in Psychology- I 50 3

A.H.1.1.3 Practical Works 50 3

Semester-II

A.H.1.2.4 Basic Psychological Processes- II 50 3

A.H.1.2.5 Theory & Systems in Psychology- II 50 3


Semester-III

A.H.2.3.7 Educational Psychology- I 50 3

A.H.2.3.8 Developmental Psychology- I 50 3


Semester-IV

A.H.2.4.10 Educational Psychology- II 50 3

A.H.2.4.11 Developmental Psychology- II 50 3


Semester-V

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A.H.3.5.13 Social Psychology- I 50 3

A.H.3.5.14 Organizational Behavior- I 50 3

A.H.3.5.15 Psychopathology- I 50 3

A.H.3.5.16 Statistics- I 50 3



Semester-VI

A.H.3.6.19 Social Psychology- II 50 3

A.H.3.6.20 Organizational Behavior- II 50 3

A.H.3.6.21 Psychopathology- II 50 3

A.H.3.6.22 Counselling Psychology 50 3

A.H.3.6.23 Seminar Paper (Practical Works) 50 3

A.H.3.6.24 Personality Profile (Practical Works) 50 3

Course-Structure for B. A. (Pass)


Semester-I

A.E.1.1.1 Basic Psychological Processes- I 50 3

A.E.1.1.2 Practical Works 50 3

Semester-II

A.E.1.2.3 Basic Psychological Processes- II 50 3


Semester-III

A.E.2.3.5 Educational Psychology 50 3


Semester-IV

A.E.2.4.7 Social Psychology 50 3


Course Structure of M. A. in Psychology


Semester- I

PSY. 1.1.1 Human Cognition and Mind 50 4

PSY. 1.1.2 Theoretical System in Psychology- I 50 4

PSY.1.1.3 Research Methods-I 50 4

PSY.1.1.4 Statistics-I 50 4

PSY.1.1.5 Practical Works 50 4

Semester-II

PSY.1.2.6 Cognitive Psychology 50 4

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PSY.1.2.7 Theoretical system in Psychology- II 50 4

PSY.1.2.8 Research Methods- II 50 4

PSY.1.2.9 Statistics- II 50 4

PSY.1.2.10 Practical Works 50 4

Semester-III

PSY.2.3.11 Applied Social Psychology- I 50 4

PSY2.3.12 Counselling Psychology- I 50 4

PSY.2.3.13 (A)

PSY.2.3.13 (B)

Health Psychology I (Special paper) or

School Psychology I (Special paper) 50 4

PSY. 2.3.14 Dissertation I (Practical Works) 50 4

PSY.2.3.15 Seminar Paper (Practical Works) 50 4

Semester IV

PSY.2.4.16 Applied Social Psychology II 50 4

PSY.2.4.17 Counselling Psychology II 50 4

PSY.2.4.18 (A)

PSY.2.4.18 (B)

Health Psychology II (Special paper) or

School Psychology II (Special paper) 50 4

PSY.2.4.19 Dissertation II (Practical Works) 50 4

PSY.2.4.20 Seminar Paper II (Practical Works) 50 4

Course Contents for BA (Honours in Psychology)

Semester-I

BASIC PSYCHOLOGICAL PROCESSES-I

Paper Code: AH-1.1.1

Total Marks-50 (10+40), Credits: 3, Time: 2 Hours Objectives:

1. To help students to acquire an appreciation for psychological concepts in general.

2. To develop in students an understanding of basic principles of human behavior.

3. To develop in students the skill of using the basic psychological concepts in day-to-day activities.

Note: The paper carries 50 marks out of which 10 marks are for internal assessment. Thus, the paper in

the term end examination will carry 40 marks and will be of two hours duration.

Unit-I: Introduction: Cognitive Psychology-meaning and definition, the domains of Cognitive

Psychology, a brief history of cognitive psychology, research methods in cognitive psychology,

paradigms of cognitive psychology. Neuropsychological Basis of Cognition: Structure and

functions of neuron, structures and functions of central and autonomic nervous system,

techniques of studying the functions of the brain.

Unit-II: Perception: Perception- Sensation, the raw materials of understanding (brief

description), the focus of our attention, the organizing principles, perceptual constancies and

illusions, some key perceptual processes- pattern and distance, motion perception.

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Unit-III: Learning: Learning- Meaning and definition of learning, Classical conditioning- basic

principles, the neural basis of learning, a cognitive perspective, turning principles into action.

Operant Conditioning- Nature, learning based on consequences, basic principles, schedules of

reinforcement, biological constraints on learning, the cognitive perspective, applying the

principles of operant conditioning. Observational Learning- basic principles, Observational

learning and aggression, practical applications

Text Books:

1. Solso, R.L. (2000). Cognitive Psychology (6th

Edition), USA, Allyn Bacon.

2. Galloti, K.M. (2004).Cognitive Psychology: In and Out of Laboratory (3rd

Edition), USA,

Thomson Wadsworth.

3. Baron, R. A. (2002). Psychology (5th

Edition), New Delhi, Pearson Education.

Reference Books:

1. Feldman, R.S. (2004). Understanding Psychology (6th

Edition), New Delhi, Tata Mc. Graw Hill

Publishing Company Limited.

2. Morgan, C.T., King, R.A., Weisz, J.R., & Schopler, J. (2008). Introduction to psychology (7th

edition) Bombay: Tata-McGraw Hill.

Semester-I

THEORY AND SYSTEMS IN PSYCHOLOGY- I

Paper Code: AH-1.1.2

Total Marks-50 (10+40), Credits: 3, Time: 2 Hours

Objectives:

1. To acquaint the students with the history of psychology and the modern development in the field.

2. To help the students to develop an idea of different schools of Psychology and the thoughts

formulated therein.

3. To provide the students with the knowledge of history of Psychology in India.

Note: The paper carries 50 marks out of which 10 marks are for Internal Assessment. Thus the paper in

the term end examination will carry 40 marks and will be of 2 hours duration.

Unit-I: Systems and Theories in Psychology: Introduction- Systems and theories: An overview

of history and schools of psychology. Early schools of Psychology: Structuralism (Tichner) and

Functionalism (William James).

Unit-II: The Schools of Psychology I: Behaviourism (Watson).

Unit-III: The Schools of Psychology II: Gestalt psychology (Wertheimer, Koffka and Kohler)

Text Books:

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1. Hergenhahn, B.R. (2009). An Introduction to the History of Psychology, (6th

International

Student Edition) Wardsworth Cengage Learning.

2. Lawson, R.B., Graham, J.E., & Baker, K. M. (2009). A History of Psychology: Globalization,

Ideas, and Applications, (1st

Edition), USA, Pearson Education.

3. Chaplin, J. P. & Krawiec, T. S. (1988). Systems and Theories of Psychology (4th

Edition).

New York; Holt, Rinehart and Winston.

Reference Books:

1. Singh, A.K. (2002). The Comprehensive History of Psychology (3rd

Edition). Motilal

Banarsidas Publishers Pvt Ltd.

2. Leahey, T.H. (1997). A History of Psychology: Main Currents in Psychological Thought (4th

Edition). Prentice Hall International, Inc.

3. Brennan, J. F. (1991) History and Systems of Psychology (3rd

Edition), Prentice Hall

International, Inc.

4. Heidbreder, E. (2008), Seven Psychologies. USA, Prentice Hall.

5. Schultz, D.P. & Schultz, S.E. (2007). History of Psychology (9th

Edition, Belmont, USA,

Thomson Wardsworth.

Semester-I

PRACTICAL WORKS (Honours)

AH-1.1.3


Objectives:

1. To train students to demonstrate the operation of some of the basic principles of human

behavior.

2. To help students to relate the theoretical concepts to real life situations.

Note: The paper carries 50 marks out of which 10 marks are for internal assessment. Thus the paper in

the term end examination will carry 40 marks, will be of 3 hours duration and will be conducted in one

sitting. Students are required to conduct at least four practicals which will follow from the

theory papers as mentioned in the syllabus and classroom teaching and discussions. The

following are some of the suggested practicals which can also be replaced by other practicals if

needed:

1. Doing two things at a time

2. Learning Curve

3. RL by method of limit

4. RL by method of constant stimuli

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Semester-II

BASIC PSYCHOLOGICAL PROCESSES-II

AH-1.2.4


Objectives:






Unit-I: Memory: The Atkinson and Shiffrin model, working memory, episodic memory, semantic

memory, procedural memory. Forgetting- Due to decay, due to interference, forgetting and

retrieval inhibition.

Unit II: Intelligence: Nature and Theories of intelligence- Gardner, Sternberg, Das and Naglieri,

measurement of intelligence, the cognitive and neural basis of intelligence, heredity,

environment and intelligence.

Unit-III: Motivation & Emotion: Meaning and Definition of Motivation, Need, Drive and

Incentives. Theories of motivation- Drive theory, Arousal theory, Expectancy theory, Maslow’s

need hierarchy theory. Forms of human needs and motivation- hunger, need for achievement,

need for affiliation, need for power. Emotion: Nature and Definition of Emotion, Brief

description of Cannon-Bard, James-Lange and Schachter-Singer theories of emotion; Expression

of emotion.

Text Books:


Edition). New Delhi, Pearson Education.


Edition). New Delhi, Tata Mc. Graw Hill


Reference Books:


edition). Bombay, Tata-McGraw Hill.

2. Feldman, R. S. (2004). Understanding Psychology (6th

Edition). New Delhi, Tata Mc. Graw Hill


Semester-II

THEORY AND SYSTEMS IN PSYCHOLOGY- II

AH-1.2.5


Objectives:

1. To acquaint the students with the history of psychology and the modern development in the

field.

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2. To help the students to develop an idea of different schools of Psychology and the thoughts

formulated therein.

3. To provide the students with the knowledge of history of Psychology in India.

Note: The paper carries 50 marks out of which 10 marks are for Internal Assessment. Thus the paper in


Unit-I: Psychoanalysis: Contribution of Freud, Adler, Jung; and Neo-Freudians- Horney, Sullivan,

Erikson, and Erick Fromm;

Unit-II: Humanistic Psychology – How did Humanistic Psychology emerge; basic tenets of

Humanistic Psychology; Contribution of Abraham Maslow and Carl Rogers.

Unit-III: Psychology in India: Introduction; Twentieth Century Psychology in India and future

perspectives.

Text Books:

1. Hergenhahn, B R (2009). An Introduction to the History of Psychology by. (6th

International Student Edition), Wardsworth Cengage Learning.

2. Misra, G. (2011). Psychology in India (ed). New Delhi, Indian Council of Social Research,

Pearson Publication. Volume IV.

3. Lawson, Robert B; Graham, Jean E; and Baker, Kristin M (2009). A History of Psychology:

Globalization, Ideas, and Applications (1st

Edition). Delhi, Pearson Education.

4. Sinha, Durganand (1986). Psychology in Third World: Perspectives from India. New Delhi,

Sage.

Reference Books:

1. Chaplin, J.P. & Krawiec, T.S. (1988). Systems and Theories of Psychology,(4th

Edition),

New York:Holt, Rinehart and Winston Inc.

2. Sing, A. K. (2002). The Comprehensive History of Psychology (3rd

Edition). Patna, New

Delhi-Motilal Banarsidas Publishers Pvt Ltd.

3. Leahey, T.H. (1997). A History of Psychology: Main Currents in Psychological Thought (4th

Edition). London, Prentice Hall International Inc.

4. Brennan, J.F. (1991). History and Systems of Psychology (3rd

Edition). London, Prentice

Hall International Inc.

Semester-II


AH-1.2.6


Objectives:


behavior.


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needed:

1. Serial Position Effect

2. Test of Intelligence (WAIS)

3. DL by method of limits

4. DL by method of constant stimuli

Semester III

EDUCATIONAL PSYCHOLOGY I

AH-2.3.7


Objectives:

1. To help the students to develop an idea about educational psychology and understand its

importance.

2. To guide students in appreciating the role of psychological concepts in educational setting.

3. To enable the students to use some of the basic facts and findings obtained in the field of

educational psychology in the actual context.

Note: The paper carries 50 marks out of which 10 marks are for internal assessment. Thus, the paper at

term end examination will carry 40 marks and will be of 2 hours duration.

Unit-I: Educational Psychology and Learning and Teaching for Development of Knowledge:

Meaning and Definition of Educational Psychology and Role of Educational Psychology; Learning

and teaching about Concepts: views of concept learning, strategies for teaching concepts,

teaching concepts through discovery, teaching concepts through exposition, teaching concepts

in diverse classrooms. Problem Solving: General and domain specific problems, stages of

problem solving, factors hindering problem solving, effective problem solving.

Unit II: Motivation in Learning and Teaching: Definition, intrinsic and extrinsic motivation,

approaches to motivation, socio-cultural conceptions of motivation, goal orientation and

motivation, strategies to encourage motivation and thoughtful learning.

Unit III: Learner differences and learning needs: Teaching students with learning disability and

mental retardation, teaching to gifted and talented students

Text Books:

1. Woolfolk, A. (2004). Educational Psychology, (9th

Edition). Boston, Pearson.

2. Gage, N.L. & Berliner, D.C. (2009). Educational Psychology (5th

Edition), Boston,

Houghton Mifflin.

Reference Book:

1. Slavin, Robert E. (2012). Educational Psychology: Theory and Practice. Delhi, Pearson,

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Semester III

DEVELOPMENTAL PSYCHOLOGY-I

AH-2.3.8


Objectives:

1. To help students understand the basic principles of human development.

2. To assist students to appreciate the transition across the developmental stages of human life.

3. To know about the critical periods in human development for the occurrence of specific

behavioral changes.

Note: This paper carries 50 marks out of which 10 marks are for internal assessment. Thus, the paper in


Unit-I: Understanding Life-span Human Development: Defining Development, Conceptualizing

the life span development, nature-nurture issue- studying genetic and environmental

influences, gene and environment interaction. Developmental research designs: cross-

sectional, longitudinal and sequential.

Unit-II: Development during Childhood Years: Cognitive development, social development,

emotional development.

Unit-III: Theories of Development: Contributions of Piaget, Vygotsky and Kohlberg.

Books:

1. Sigelman, C. K. & Rider, E. (2008). Life Span Human Development (6th

Edition). UK,

Wadsworth Publishing Company.

2. Sigelman, C. K. (2006) Human Development (7th

Edition). UK, Wadsworth Publishing

Company.

Reference Books:

1. Woolfolk, A. (2004). Educational Psychology (9th


2. Papalia, D. (2009). Human Development (11th

Edition). New York, McGraw-Hill.

Semester-III

PRACTICAL WORKS (HONOURS)

AH-2.3.9


Objectives: 1. To provide students with the experimental knowledge of the basic concepts covered in

educational and developmental Psychology.

2. To train students to administer psychological tests, score and interpret test scores.






needed:

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1. Effect of set on problem solving behaviour

2. Task Completion-Incompletion Phenomenon

3. Raven’s Progressive Matrices

4. Child’s home observation and Parent’s interview

Semester IV

EDUCATIONAL PSYCHOLOGY II

AH-2.4.10


Objectives:


importance.






Unit-I: Creating Learning Environments: Goals of classroom management, creating and

maintaining a positive learning environment.

Unit-II: Teaching for Academic Learning: Teacher directed instruction-characteristics of

effective teachers, explanation and direct instruction, seatwork and homework, questioning

and recitation, group discussion. Student centered teaching – Effective teaching in inclusive

classrooms.

Unit III: Teaching for Self-regulation and creativity: Self-Regulation- Factors influencing self

regulation, self regulation processes, and teaching students to be self-regulated learners.

Creativity- Definition, source of creativity, assessment of creativity, creativity in the classroom,

“the big-C creativity”.

Text Books:

1. Woolfolk, A. (2004). Educational Psychology (9th


2. Gage, N. L. & Berliner, D.C. (1994). Educational Psychology (5th

Edition). Boston,

Houghton Mifflin.

Reference Book:


Semester-IV

DEVELOPMENTAL PSYCHOLOGY-II

AH-2.4.11


Objectives: 1. To help students understand the basic principles of human development.

2. To assist students to appreciate the transition across the developmental stages of human life.

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3. To know about the critical periods in human development for the occurrence of specific

behavioral changes.

Note: This paper carries 50 marks out of which 10 marks are for internal assessment. Thus, the paper in


Unit-I: Adolescence & Adulthood: Physical, cognitive, social and emotional development during

adolescence, adolescents at risk. Physical, Cognitive, social changes in adulthood, crisis of adult

life.

Unit-II: Self and Personality: Conceptualizing the self and personality, Development of self

during infancy, childhood, adolescence and adulthood. Theories of Personality- Freud and

Erikson.

Unit-III: Old Age, Death and Dying: An Overview of Developmental Changes during Old Age.

Theories of Aging, Kubler-Ross’s Stages of Dying, The experience of Bereavement, Bereavement

and Human Development.

Text Books:

1. Papalia, D. (2009). Human Development (11th

Edition). New York, McGraw-Hill.

2. Sigelman, C. K. & Rider, E. (2008). Life Span Human Development (6th

Edition). UK,

Wadsworth Publishing Company.

3. Sigelman, C. K. (2006) Human Development (7th

Edition). UK, Wadsworth Publishing

Company.

Semester IV


AH-2.4.12


Objectives:

1. To provide students with the experimental knowledge of the basic concepts covered in


2. To train the students to administer psychological tests, score and interpret the test scores.






needed:

1. Assessment of Creativity in Children

2. Self-concept Scale

3. Conservation of volume

4. Geriatric Depression Scale

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Semester V

SOCIAL PSYCHOLOGY- I

AH-3.5.13


1. To make the students aware of the basic nature of their social reality and help them understand

this reality in psychological terms.

2. To enable the students to appreciate the application of psychological principles in the

development and maintenance of the relationship between individual and society.

3. To enable the students to apply the principles of psychology in social behaviour for the

development of the society.



Unit I: Social Psychology: Introduction- the Science of Social Side of Life; Social Psychology-

What it is? What it does? Its cutting edge, the origin and development.

Unit II: Social Cognition and Social Perception: Schema, Heuristics, and Potential Sources of

errors in social cognition; Affect and Cognition, Non-verbal communication, Impression

formation.

Unit III: The Self and Attitude: Self Presentation, Self Esteem, Social Comparison, Attitude

formation and change of attitude.

Text Books:

1. Baron, R. A., Branscombe, N.R., Byrne, Donn., & Bhardawaj, G. (2012). Fundamentals of

Social Psychology. Delhi, Pearson.

2. Crisp, R. J. & Turner, R. N. (2010). Essential Social Psychology. New Delhi, Los Angeles -

SAGE.

3. Feldman, R.S. (1998). Social Psychology. New Jersey, Prentice Hall.

Reference Books:

1. Kumar, V. B. (2008). A Text Book of Social Psychology. Mumbai- Himalaya Publishing

House.

2. Baron, R.A., Branscombe, N.R. & Byrne, D.R. (2008). Social Psychology (12th

Edn). Delhi,

Pearson.

3. Hogg, M.A. and Vaughan, G. (2007). Social Psychology, New York, Prentice Hall.

Semester-V

ORGANIZATIONAL BEHAVIOR I

AH-3.5.14:


Objectives: 1. To offer knowledge of basic explanatory concepts and their application in relation to

modern organization.

17

2. To help students understand the role of psychology in understanding, predicting and

controlling individuals’ behavior in organizational set up.

3. To provide the students with the knowledge of specific problems emerging in an

organizational set up and effective ways of their management.



Unit-I: Individual Dynamics: Meaning of Organizational Behavior, Challenges and Opportunities

for Organizational Behavior, Perception- Factors influencing perception, making judgment

about others, perception and decision making. Motivation- theory X and theory Y, need

hierarchy theory, two factors theory, ERG theory, expectancy theory, and equity theory.

Unit-II: Group Dynamics: Definition and Classifications, Stages of Group development, Decision

making, work teams, team’s vs. groups, types of teams, effective teams.

Unit-III: Organizational Dynamics: Forces for changes, resistance to change, approaches to

change; What is MBO? MBO in practice, and Employee involvement programme.

Text Books:

1. Robbins, S.P. (2007). Organizational Behavior (6th

Edition). Australia, Pearson/Prentice

Hall.

2. Luthans, F. (2002). Organizational Behavior (9th

Edition). USA, Tata McGraw Hill.

3. Aswathappa, K. (2007) Organizational Behavior (5th

Edition). Mumbai, Himalaya

Publishing House.

4. Robbins, Stephen P. and Judge, Timothy A (2010). Organizational Behavior (14th

Edition). Prentice Hal.

Semester-V

PSYCHOPATHOLOGY-I

AH-3.5.15


Objectives: 1. To help students develop an idea about abnormal behaviour.

2. To enable students to use appropriate vocabulary to describe mental disorders.

3. To assist students in gaining knowledge of the methods of detecting, interpreting and treating

the disorders.



Unit-I: Introduction and Current Paradigms in Psychopathology: The concept of normality and

abnormality. Current Paradigms- the Biological Paradigm, the Psychodynamic Paradigm,

Humanistic-Existential Paradigms, the Learning paradigm, and the Cognitive paradigm. Brief

idea about DSM.

Unit-II: Anxiety Disorders : Generalized anxiety disorder, phobias, obsessive compulsive

disorder, post-traumatic stress disorder- etiology and treatment.

18

Unit-III: Stress, Coping and Maladaptive Behavior: Stress and Coping, Stressful Situations and

Life Transitions, Clinical Reaction to Stress, and Treating Stress-Related Problems.

Text Books:

1. Davison, G. C. & Neale, J.M. (1998). Abnormal Psychology. New York: John Wiley & Sons.

2. Carson, R.C. Butcher, J. N., & Mineka, S. (1996). Abnormal Psychology and Modern Life (14th

Edition). New York: Harper Collins.

3. Kring, Ann M; Johnson, Sheri L; Davison, Gerald C; and Neale, John M. (2012). Abnormal

Psychology (12th Edn). John Wiley and Sons.

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

behaviour. New Delhi: Prentice Hall.

Semester-V

STATISTICS IN PSYCHOLOGY

AH-3.5.16


Objectives: 1. To help students to develop the concept of measurement and statistical analysis.

2. To enable the students to understand the logic and basic principles of quantitative analysis.

3. To develop in students the skill of using quantitative methods in drawing psychological

inferences.



Unit-I: Scales of measurement, Measures of Central Tendency, concept of Variability and

measures of variability, Population and Sample, Types of Sampling: Random Sampling, Stratified

Sampling, and Purposive Sampling.

Unit-II: Concept of Probability, Characteristics of Normal Probability curve, Skewness, and

Kurtosis,‘t’ for independent and correlated samples. Correlation: Product moment coefficient of

correlation and Spearman’s Rank Order Correlation.

Unit-III: One Way Analysis of Variance, Brief idea about Purpose and Assumptions. Reliability,

Methods of determining Test reliability, Test-retest, Alternate or Parallel Form, Split-half, and

Kuder-Richardson, Validity- brief idea about different types of validity.

Text Books:

1. Ferguson, G. A. (1989). Statistical Analysis in Psychology and Education (6th

Edition). New

York, McGraw-Hill.

2. Howell, D. C. (2009). Statistical Methods for Psychology(7th

Edition). Wadsworth

Publishing.

3. Minium, E.W. (1978). Statistics in Psychology and Education (2nd

Edition), New York, Wiley.

19

Reference Book:

1. Broota, K. D. (1989). Experimental Designs in Behavioural Research. New Delhi: Wiley

Eastern Limited.

Semester V


AH-3.5.17


Objective: To help the students gain experimental knowledge regarding the basic concepts covered in

social psychology, organizational psychology and psychopathology.






needed:

1. A measure of stress

2. Test of mental health

3. Verbal reasoning test/ Moral value scale/ Job satisfaction Test

4. Work-motivation Scale

Semester-V

PRACTICAL (Honours)

AH-3.5.18









needed:

1. Group Affiliation/ Parent-child relationship Scale

2. Differential Aptitude Test (Specify a particular test)

3. Attitude Towards Women

4. Test of Depression/ Word-Association Test (WAT)

20

Semester VI

SOCIAL PSYCHOLOGY-II

AH-3.6.19


Objectives: 1. To make the students aware of the basic nature of their social reality and help them understand








Unit I: Stereotyping, Prejudice and Discrimination: The nature and origin of stereotyping;

Prejudice and discrimination; and techniques for countering its effects.

Unit II: Interpersonal Attraction and Close Relationship: Internal and external determinants of

Attraction and factors influencing attraction. Close Relationships and Interdependent

Relationship.

Unit III: Social Influence and Pro-social Behaviour: Conformity, Social Influence and Obedience

to Authority; Pro-Social Behaviour- Motives for Pro-Social Behavior, Bystander Apathy, External

and Internal Influences on Helping Behavior.

Text Books:

1. Baron, R. A; Branscombe, N.R; Byrne, Donn; & Bhardawaj, G. (2012). Fundamentals of

Social Psychology. Delhi, Pearson.

2. Crisp, R. J. & Turner, R. N. (2010). Essential Social Psychology. New Delhi, Los Angeles -

SAGE.

3. Feldman, R.S. (1998). Social Psychology, New Jersey, Prentice Hall. Hogg, M. A. and

Vaughan, G. (2007). Social Psychology, New York, Prentice Hall.

Reference Books:


House.


edition)

Delhi, Pearson.

Semester-VI

ORGANIZATIONAL BEHAVIOR-II

AH-3.6.20


Objectives: 1. To offer knowledge of basic explanatory concepts and their application in relation to modern

organization.

21

2. To help students understand the role of psychology in understanding, predicting and controlling

individuals’ behavior in organizational set up.

3. To provide the students with the knowledge of specific problems emerging in an organizational

set up and effective ways of their management.



Unit-I: Values and Attitudes: Importance, sources and types of values. Sources, types, and skills

involved in changing attitudes.

Unit-II: Job Satisfaction and Communication: Determinants and measurement of job

satisfaction, effect of job satisfaction on employee performance. Function of communication,

process model, sources of distortions, and barriers to effective communication.

Unit-III: Conflict and Work Stress: Conflict- nature, process, negotiation strategies, issues in

negotiation. Work Stress- Nature, sources, consequences, and stress management.

Text Books:

1. Robbins, S.P. (2007). Organizational Behavior (6th

Edition). Australia, Pearson/Prentice

Hall.

2. Luthans, F. (2002). Organizational Behavior (9th

Edition). USA, Tata McGraw Hill.

3. Aswathappa, K. (2007) Organizational Behavior (5th

Edition). Mumbai, Himalaya

Publishing House.

Semester-VI

PSYCHOPATHOLOGY-II

AH-3.6.21


1. To help students develop an idea about abnormal behaviour.

2. To enable students to use appropriate vocabulary to describe mental disorders.

3. To assist students in gaining knowledge of the methods of detecting, interpreting and treating

the disorders.



Unit-I: Somatoform Disorders and Dissociative Disorder: Somatoform disorders- pain disorder,

conversion disorder, somatization disorder, etiology of somatoform disorders, and therapies for

somatoform disorders. Dissociative disorders- dissociative amnesia, dissociative fugue,

dissociative identity disorder, etiology of dissociative disorders, and therapies for dissociative

disorder.

Unit-II: Schizophrenia and Bi-polar Disorders: Etiology and Treatment.

Unit-III: Personality Disorders: Etiology and Therapies.

Text Books:

22

1. Carson, R.C., Butcher, J.N., & Mineka, S. (1996). Abnormal Psychology and Modern Life

(14th

Edition). New York: Harper Collins.

2. Davison, G. C., & Neale, J.M. (1998). Abnormal Psychology. New York: John Wiley &

Sons.

3. Kring, Ann M; Johnson, Sheri L; Davison, Gerald C; and Neale, John M. (2012).

Abnormal Psychology (12th Edn). John Wiley and Sons.

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

behaviour. New Delhi: Prentice Hall.

Semester-VI

COUNSELING PSYCHOLOGY

AH-3.6.22


Objectives:

1. To provide the students with the basic idea of Counseling Psychology.

2. To acquaint the students with the processes and techniques of counseling.

3. To provide the students with the knowledge of application of counseling in real life set-up.



Unit I: Introduction to Counselling: Counselling- definition, meaning & scope. The effective

Counselor- personal, educational and systemic factors.

Unit II: Theoretical Approaches: Psychoanalytic Approach, Behavioral Approach, Cognitive

Approach and Humanistic Approach.

Unit III: Counselling Processes: Factors influencing counseling; Types of Interview; Counselor’s

skills- transference and counter transference.

Text Books:

1. Gelso, J. & Fretz, R. (2000). Counselling Psychology (2nd

Edition). Brooks Cole.

2. Gladding, S.T. (2006). Counselling: A Comprehensive Profession (5th

Edition) . Scottsdale, USA,

Prentice Hall.

Reference Books:

1. Todd, Judith; Bohart, Arthur C. (2005). Foundations of Clinical and Counseling Psychology (4th

Edition).

2. Peterson, V. & Nisenholz, J.V. (1998). Orientation to Counselling (4th Edition) . Boston, Allyn &

Bacon.

23

Semester-VI

SEMINAR PAPER (Practical Works)

AH-3.6.23

Total Marks-50, Credits: 3

Objectives: 1. To train the students to choose a topic of interest from any area of Psychology and collect

materials to develop a thorough knowledge on it.

2. To train the students to write a seminar paper on the chosen topic as per the APA style.

3. To facilitate the development of the skill of presentation of the paper before the audience.

Note: This paper carries 50 marks out of which 30 marks are allotted to the write up and 20

marks, for its oral presentation. Within each modality the students are to be evaluated with

respect to the relevance of the topic chosen, content coverage, organization of information and

originality in the style of writing and presentation of the paper. The five point scale for each

dimension will involve the following.

1. Poor *, 2. Fair **, 3. Good ***, 4. Very Good ****, and 5. Outstanding *****

Semester-VI

PERSONALITY PROFILE

AH-3.6.24

Total Marks-50, Credits: 3

Objectives: 1. To train the students to use the psychological tests on themselves to assess their own

personality.

2. To train the students to prepare a personality profile of themselves and know about their own

personality traits.

Note: This paper carries 50 marks out of which 30 marks are allotted to the record of the

personality profile and 20 marks for viva-voce. The students are required to prepare a

personality profile of themselves using relevant psychological tests throughout the semester

under the supervision of their respective Guides allotted to them by the Dept of Psychology.

Finally in the end term examination their records of Personality Profile written in proper format

will be submitted for evaluation.

--------------------------------------------------

End of Content

24

Course Contents for BA (Pass in Psychology)

Semester-I

BASIC PSYCHOLOGICAL PROCESSES-I

Paper Code: AE-1.1.1







Unit-I: Introduction: Cognitive Psychology-meaning and definition, the domains of Cognitive

Psychology, a brief history of cognitive psychology, research methods in cognitive psychology,

paradigms of cognitive psychology. Neuropsychological Basis of Cognition: Structure and

functions of neuron, structures and functions of central and autonomic nervous system,

techniques of studying the functions of the brain.

Unit-II: Perception: Perception- Sensation, the raw materials of understanding (brief

description), the focus of our attention, the organizing principles, perceptual constancies and

illusions, some key perceptual processes- pattern and distance, motion perception.

Unit-III: Learning: Learning- Meaning and definition of learning, Classical conditioning- basic

principles, the neural basis of learning, a cognitive perspective, turning principles into action.

Operant Conditioning- Nature, learning based on consequences, basic principles, schedules of

reinforcement, biological constraints on learning, the cognitive perspective, applying the

principles of operant conditioning. Observational Learning- basic principles, Observational

learning and aggression, practical applications

Text Books:

1. Solso, R.L. (2000). Cognitive Psychology (6th

Edition), USA, Allyn Bacon.

2. Galloti, K.M. (2004).Cognitive Psychology: In and Out of Laboratory (3rd

Edition), USA,

Thomson Wadsworth.


Edition), New Delhi, Pearson Education.

Reference Books:


Edition), New Delhi, Tata Mc. Graw

Hill Publishing Company Limited.


edition) Bombay: Tata-McGraw Hill.

25

Semester-I

PRACTICAL WORKS (Pass Course)

AE-1.1.2



behavior.







needed:

1. Doing two things at a time

2. Learning Curve

3. Retroactive Inhibition

4. Curve of Forgetting

Semester-II

BASIC PSYCHOLOGICAL PROCESSES -II

AE-1.2.3







Unit-I: Memory: The Atkinson and Shiffrin model, working memory, episodic memory, semantic

memory, procedural memory. Forgetting- Due to decay, due to interference, forgetting and

retrieval inhibition.

Unit II: Intelligence: Nature and Theories of intelligence- Gardner, Sternberg, Das and Naglieri,

measurement of intelligence, the cognitive and neural basis of intelligence, heredity,

environment and intelligence.

Unit-III: Motivation & Emotion: Meaning and Definition of Motivation, Need, Drive and

Incentives. Theories of motivation- Drive theory, Arousal theory, Expectancy theory, Maslow’s

need hierarchy theory. Forms of human needs and motivation- hunger, need for achievement,

26

need for affiliation, need for power. Emotion: Nature and Definition of Emotion, Brief

description of Cannon-Bard, James-Lange and Schachter-Singer theories of emotion; Expression

of emotion.

Text Books:


Edition). New Delhi, Pearson Education.


Edition). New Delhi, Tata Mc. Graw


Reference Books:


edition). Bombay, Tata-McGraw Hill.

2. Feldman, R. S. (2004). Understanding Psychology (6th

Edition). New Delhi, Tata Mc. Graw


Semester-II


AE-1.2.4


Objectives:


behavior.







needed:

1. Serial Position Effect

2. Test of Intelligence (WAIS)

3. Level of Aspiration

4. Task Completion-Incompletion Phenomenon

Semester III

EDUCATIONAL PSYCHOLOGY

AE-2.3.5


Objectives:


importance.




27

Note: The paper carries 50 marks out of which 10 marks are for internal assessment. Thus, the paper at


Unit-I: Educational Psychology and Learning and Teaching for Development of Knowledge:

Meaning and Definition of Educational Psychology and Role of Educational Psychology; Learning

and teaching about Concepts: views of concept learning, strategies for teaching concepts,

teaching concepts through discovery, teaching concepts through exposition, teaching concepts

in diverse classrooms. Problem Solving: General and domain specific problems, stages of

problem solving, factors hindering problem solving, effective problem solving.

Unit II: Motivation in Learning and Teaching: Definition, intrinsic and extrinsic motivation,

approaches to motivation, socio-cultural conceptions of motivation, goal orientation and

motivation, strategies to encourage motivation and thoughtful learning.

Unit III: Learner differences and learning needs: Teaching students with learning disability and

mental retardation, teaching to gifted and talented students

Text Books:

1. Woolfolk, A. (2004). Educational Psychology, (9th


2. Gage, N.L. & Berliner, D.C. (2009). Educational Psychology (5th

Edition), Boston, Houghton

Mifflin.

Reference Book:


Semester-III


AE-2.3.6


Objectives: 1. To provide students with the experimental knowledge of the basic concepts covered in


2. To train students to administer psychological tests, score and interpret the test scores.






needed:

1. Effect of set on problem solving behaviour

2. DAT

3. Assessment of creativity in children

4. Academic Anxiety

28

Semester IV

SOCIAL PSYCHOLOGY

AE-2.4.7


1. To make the students aware of the basic nature of their social reality and help them understand








Unit I: Social Psychology: Introduction- the Science of Social Side of Life; Social Psychology-

What it is? What it does? Its cutting edge, the origin and development.

Unit II: Social Cognition and Social Perception: Schema, Heuristics, and Potential Sources of

errors in social cognition; Affect and Cognition, Non-verbal communication, Impression

formation.

Unit III: The Self and Attitude: Self Presentation, Self Esteem, Social Comparison, Attitude

formation and change of attitude.

Text Books:

1. Baron, R. A., Branscombe, N.R., Byrne, Donn., & Bhardawaj, G. (2012). Fundamentals

of Social Psychology. Delhi, Pearson.

2. Crisp, R. J. & Turner, R. N. (2010). Essential Social Psychology. New Delhi, Los Angeles

- SAGE.

3. Feldman, R.S. (1998). Social Psychology. New Jersey, Prentice Hall.

Reference Books:


House.


Edn).

Delhi, Pearson.

3. Hogg, M.A. and Vaughan, G. (2007). Social Psychology. New York, Prentice Hall.

Semester-IV

PRACTICAL (Pass Course)

AE-2.4.8






29




needed:

1. Social perception test/ Group affiliation Attitude towards women/

2. Parent-child relationship scale

3. Self- concept Scale

4. Self-esteem Scale (Morris Rosenberg)

----------------------------------------------------------------------------

End of Content

Course Contents of M. A. in Psychology

Semester-I

HUMAN COGNITION AND MIND

PSY-1.1.1

Total Marks: 50 (10+40), Credits: 4, Time: 3 Hours

Objective: To acquaint the students with the human cognition and mind so as to enable them to apply

these concepts for better understanding of psychological processes and behaviour.

Unit-I: The Social Origins of Higher Mental Functions: Introduction, Internalization, and the

Zone of Proximal Development.

Unit II: Socio-Cultural Construction of Mind and Language: Language and construction of mind,

Discursive practices and meaning making, role of mediation in socio-cultural approach,

language, culture and language use, social processes in knowledge, language and theory of

mind.

Unit-III: Thought and Language: Piaget’s theory of child language and thought, Stern’s theory of

language development.

Unit-IV: Theories of Intelligence: Introduction, Howard Gardner and Theory of Multiple

Intelligence, Robert Sternberg and Triarchic theory of human intelligence, J. P. Das and PASS

theory of Intelligence.

Text Books:

1. Wertsch, J V; Rio P D and Alvarez, A. (1995). Socio-cultural Studies of Mind (Eds). New

York, Cambridge University Press

2. Shukla, Aradhana (2009). Culture Cognition and Behaviour (Ed). New Delhi, Concept

Publishing Company.

3. Vygotsky, L S (1986). Thought and Language by (Ed). (Translated by Eugenia Hanfmann

& Gertrude Vakar), the MIT Press, Cambridge.

4. Sternberg, Robert J (1990). Metaphors of Mind: Conceptions of the Nature of

Intelligence. Cambridge University Press.

30

5. Das, J P; Naglieri, Jack A and Kirby, John R (1994). Assessment of Cognitive Processes: The

Pass Theory of Intelligence. Allyn and Bacon (1st

edn).

Semester-I

THEORETICAL SYSTEMS IN PSYCHOLOGY-I

PSY-1.1.2


Objective: To provide the students the foundational knowledge regarding history and evolution of

psychology as well as various theoretical concepts developed over a period of time and help them to

understand the basic psychological theories and systems in psychology.

Unit-I: The Evolution of the Scientific Method in Psychology: An overview of Psychology as a

Science, as a social science. The rise of Experimental Psychology; Voluntarism; Structuralism

(Contribution of Wilhelm Wundt and Titchener); and Other Early Approaches to Psychology.

Unit-II: Psychoanalysis and Humanistic Approach: Psychoanalysis (Sigmund Freud, and Carl

Jung). Humanistic Approach (Abraham Maslow and Carl Rogers).

Unit-III: Other Approaches of Psychology I: Functionalism (James, Dewey, and Cattell),

Behaviourism (Watson, Skinner and Mc Dougall), Gestalt (Wertheimer, Koffka and Kohler) and

Cognitivism (Piaget and Post Piagetian).

Unit-IV: Other Approaches of Psychology II: Constructivism and Social Constructivism

(Vygotsky, Gregan and Bruner)

Text Books:

1. Hergenhahn B R (2009). An Introduction to the History of Psychology. (Sixth International

Student Edition), Belmont USA, Wardsworth Cengage Learning.

2. Chaplin, J P and Krawiec, T S (1988). Systems and Theories of Psychology. (Fourth Edition),

New York- Holt, Rinehart and Winston Inc.

3. Lawson, Robert B; Graham, Jean E and Baker, Kristin M (2009). A History of Psychology:

Globalization, Ideas, and Applications. First Edition, New Delhi, Pearson Education.

Reference Books:

1. Leahey, Thomas Hardy (2009). A History of Psychology: Main Currents in Psychological

Thought. London, Prentice Hall International Inc.

2. Brennan, J F (1991). History and Systems of Psychology. (Third Edition). London, Prentice


3. Misra, Girishwar and Prakash, Anand (2012). Kenneth J. Gergen and Social Constructivism.

New Delhi, Psychological Studies, Vol. 57, No.2, Apr-June.

4. Yang L and Gergen K (2012). Social Construction and its Development: Liping Yang.

Interviews Kenneth Gergen. New Delhi, Psychological Studies, Vol. 57, No.2, Apr-June.

5. McNamee, S (). From Social Construction to Relational Construction: Practices from the

Edge.

31

Semester-I

RESEARCH METHODS-I

PSY: 1.1.3


Objective: To develop in students an understanding of scientific research in psychology and application

of this knowledge in their own research.

Unit I: Foundation of Research: What is research? Scientific Method, Research and Theory,

Conceptual and Theoretical Models; Objectivity; Limitation of Psychological/Social Science

Research; and Ethics in Psychological/Social science Research.

Unit II: Types of Research: Classification of Research- Qualitative Research and Quantitative

Research, Pure and applied research, Exploratory and Formulative research, Descriptive

Research, Diagnostic Study, Evaluation study, Action Research, Experimental Research,

Analytical Study or Statistical Method, Historical Research, Surveys, Case Study, Field Study.

Reliability and Validity in Research.

Unit III: Planning of Research: Planning Processes, Selection of Problem for Research,

Formulation of the selected problem, Review of Literature- Literature search Procedures,

sources of Literature, Planning the Review work, Note taking; Hypothesis, Concepts,

measurement, Research design or Plan.

Unit IV: Sampling and Tools of Research: Meaning of Sample and Universe, Sampling

techniques- Probability and Non-probability Sampling Techniques, Sample design and Choice of

Sampling Techniques, Sample Size, Sampling and Non-sampling errors. What are Research

Tools, Types of Research Tools, Reliability and Validity of Research Tools, Psychological test and

Inventories, Qualities of good test, Types of Tools, Construction of schedules and

Questionnaires, Measurement Scale and indices, Pilot studies and Pre-tests.

Text Books:

1. Heiman, Gary (2001). Research Methods in Psychology. Wadsworth Publishing.

2. Heiman, Gary (2000). Understanding Research Methods and Statistics: An Integrated

Introduction for Psychology. Wadsworth Publishing.

3. Krishnaswami, O. R. and Ranganatham, M (2011). Methodology of Research in Social

Sciences (Second Revised ed). Mumbai, Himalaya Publication House.

4. Singh, A K (1998). Tests, Measurement and Research Methods in Behavioural Sciences.

Patna, Bharati Bhawan (P & D). (Third Ed).

5. Haslam, S. Alexander and McGary, Craig (2003). Research Methods and Statistics in

Psychology. London, SAGE Publications.

Reference Books:

1. Kerlinger, Fred N (2009). Foundation of Behavioural Research. Delhi, Surjeet

Publication.

2. Majumdar, P K (2011). Research Methods in Social Science. New Delhi, Viva Books.

3. Dash, Priyaranjan (2011). Research Methodology with SPSS. Delhi, Vrinda Publication (P) Ltd.

4. Shaughnessy, John J and Zechmeister, Eugene B (1997). Research Methods in

Psychology. The MgGraw-Hill Companies, Inc.

5. Goodwin, C James (2009). Research in Psychology: Methods and Design.

32

Semester-I

STATISTICS I

PSY-1.1.4


Objective: To acquaint the students with basic statistical techniques and their applications so as to

enable them to analyze the data and draw inferences from their own research.

UNIT-I: Normal Probability Curve and Hypothesis Testing: Normal Probability Curve,

Characteristics and Applications, Logic of Hypothesis Testing, Type I and Type II Errors, Power of

Statistical tests

UNIT-II: Tests of Correlation: An introduction to tests of correlation, Pearson’s ‘r’: parametric

test of correlation, Spearman’s rho: nonparametric test of correlation

UNIT-III: Tests of Difference for two sample designs: An Introduction to the t-test, Correlated

and Uncorrelated t-test

UNIT-IV: Prediction: The Regression equation, Bi-variate regression.

Text Books:

1. Ferguson, G.A. (1989). Statistical Analysis in Psychology and Education,(6th

Edition), New

York, McGraw-Hill.

2. Siegel, S. & Castellan, N.J. (1988). Nonparametric Statistics for The Behavioral Sciences

(2nd

Edition), Tata McGraw Hill.



Reference Books:

1. Howell, D.C. (2009). Statistical Methods for Psychology(7th

Edition) Hardcover,

Wadsworth Publishing.

2. Broota, K.D. (1989). Experimental Designs in Behavioural Research. New Delhi: Wiley

Eastern Limited.

3. Guilford, J.P.(1976). Statistics in Psychology and Education (6th

Edition), Tokyo, Tata

McGraw Hill International Education.

Semester-I

PRACTICAL WORKS

PSY-1.1.5


Objectives: To train the students to undergo the practical works using the knowledge gained from the

theory papers taught to them.

Note: This paper carries 50 marks out of which 10 marks are for internal assessment. Thus the paper in



33


following are some of the suggested practicals:

1. Test of Visual search

2. TAT

Semester II

COGNITIVE PSYCHOLOGY

PSY-1.2.6


Objectives: To provide the students with the knowledge of basic cognitive processes that give rise to

varying forms of human behaviour.

Unit-I: Attention: Definition and Issues of attention, processing capacity and selective

attention, auditory signals, theories of selective attention (Filter, attenuation, late-selection,

multimode, attention, capacity and mental efforts, schema theory), visual attention, automatic

processing, neuropsychological studies of attention.

Unit-II: Perception: Sensation and Perception, perceptual Span, iconic storage, echoic storage,

function of sensory stores, visual pattern recognition-Gestalt theory, canonic perspectives,

bottom-up versus top-down processing, template matching, feature analysis, prototype

matching, pattern recognition among experts, the role of the perceiver in pattern recognition.

Unit-III: Memory: Structures and Processes, Short-term memory, Neurocognition and STM,

Working memory, Capacity of STM, the coding of information in STM, retrieval of information

from STM, Long term memory-Neurocognition of LTM, LTM storage and structure, very long-

term memory (VLTM), autobiographical memories. Models of memory-Waugh and Norman,

Atkinson and Shiffrin. Level of recall, Levels of processing (Craik), self-reference effect, episodic

and semantic memory (Tulving), Connectionist model of memory (Rumelhart and McClelland.)

Unit-IV: Language: Linguistic hierarchy-Phonemes, morphemes, syntax, Chomsky’s theory of

Grammar, Psycholinguistic aspects of language- innate properties and environmental effects,

linguistic-relativity hypothesis, cognitive psychology and language-abstraction of linguistic

ideas, knowledge and comprehension, Kintsch’s model of comprehension, language and

neurology.

Text Books:

1. Solso, Robert L; MacLin, Otto H and MacLin, M. Kimberly (2008). Cognitive Psychology.

London, Prentice Hall.

2. Galotti, Kathleen M (2007). Cognitive Psychology: In and Out of the Laboratory. (3rd

Edition),

Wadsworth Cengaga Learning.

3. Sternberg, Robert J (2008). Cognitive Psychology. Cengage Learning.

Reference Books:

1. Robinson, Bridget and Robinson, Greg L (). Cognitive Psychology. (2nd

Edition). Cengage

Learning.

2. Matlin, Margaret W (2008). Cognition. London, Wiley.

34

Semester II

THEORETICAL SYSTEMS IN PSYCHOLOGY-II

PSY.1.2.7


Objectives: In continuation of the foundational knowledge to the students, this paper will help to

understand the contemporary call for indigenization, difference between western and indigenous

psychology and diversity in psychology and global initiatives after globalization.

Unit-I: Contemporary Psychology: The diversity of contemporary psychology, the tension

between pure, scientific and applied psychology, psychology’s status as a science, globalization

and the field of psychology, post-modernism, and multi-cultural movements

Unit-II: Development Initiatives and the Call for Indigenization: Western psychology in the

developing world, the call for indigenization, systematic deterrents to the development of

psychology in the developing world, linking the social and economic aspects toward a global

psychology paradigm

Unit-III: Diversity on Psychology: Racial diversity in American Psychology, Psychology in Russia

and Psychology in China

Unit-IV: Indigenous Psychologies: Latin American Psychology, South African Psychology and

Indian-Asian Psychology, Psychology in India: Retrospect and Prospect

Text Books:

1. Hergenhahn B R (2009). An Introduction to the History of Psychology. (Sixth International

Student Edition), Belmont USA, Wardsworth Cengage Learning.

2. Lawson, Robert B; Graham, Jean E and Baker, Kristin M (2009). A History of Psychology:

Globalization, Ideas, and Applications. First Edition, New Delhi, Pearson Education.

3. Misra, Girishwar (2011) Psychology in India (Ed). New Delhi, Indian Council of Social

Research and Pearson Publication. Vol. IV.

Reference Books:

1. Sinha, Durganand (1986). Psychology in the Third World: Perspectives from India. New

Delhi, Sage.

2. Chaplin, J P and Krawiec, T S (1988). Systems and Theories of Psychology. (Fourth

Edition), New York- Holt, Rinehart and Winston Inc.

3. Leahey, Thomas Hardy (2009). A History of Psychology: Main Currents in Psychological

Thought London, Prentice Hall International Inc.

4. Brennan, J F (1991). History and Systems of Psychology. (Third Edition). London, Prentice


5. NCERT Book on Psychology in Indian Perspectives

35

Semester II

RESEARCH METHODS II

PSY: 1.2.8


Objective: To provide the students a thorough knowledge of research and research methods so as to

enable them to carry out researches later.

Unit I: Methods of Data Collection: Meaning and Importance of data, Sources of data, Use of

secondary data, Methods of collecting Primary data- Observation, Q-Methodology,

Experimentation, simulation, Interviewing, Panel Method, Mail Survey, Projective Techniques,

Sociometry, Content Analysis.

Unit II: Research Designs: Introduction to Research Designs, Types of Research Designs,

Experimental Research Designs, Correlational Research Designs, Threats to Internal and

External Validity of Research Designs.

Unit III: Field Work and Data Analysis: The Nature of Field Work, Actual Sampling frame and

sample selection, Field Operation. Preparation for Analysis, Editing, Coding and Classification,

Transcriptions of Data, Choosing Appropriate Statistical Tests, Descriptive Analysis, Inferential

Analysis, Use of SPSS.

Unit IV: Writing Research Proposal and Research Report: Research Proposal- Title of the

Research, Introduction- Definition, Assumption, limitation and delimitations; Review of Related

Literature, Hypothesis, Methods, Time Schedule, Expected Results, References, Appendix.

Research Report- Meaning, Purpose and Characteristics of a report, Types of Reports- Technical

Reports/Thesis, Popular report, Interim report, Summary report, Research abstract, Research

Article, and Research Report Format.

Text Books:

1. Heiman, Gary (2001). Research Methods in Psychology. Wadsworth Publishing.

2. Heiman, Gary (2000). Understanding Research Methods and Statistics: An Integrated

Introduction for Psychology. Wadsworth Publishing.

3. Krishnaswami, O. R. Swami and Ranganatham, M (2011). Methodology of Research in

Social Sciences (Second Revised ed). Mumbai, Himalaya Publication House.

4. Singh, A K (1998). Tests, Measurement and Research Methods in Behavioural Sciences.

Patna, Bharati Bhawan (P & D). (Third Ed).

5. Kerlinger, Fred N (1983). Foundation of Behavioural Research. Delhi, Surjeet Publication.

Reference Books:

1. Majumdar, P K (2011). Research Methods in Social Science. New Delhi, Viva Books.

2. Dash, Priyaranjan (2011). Research Methodology with SPSS. Delhi, Vrinda Publication (P)

Ltd.

3. Haslam, S. Alexander and McGary, Craig (2003). Research Methods and Statistics in

Psychology. London, SAGE Publications.

4. Shaughnessy, John J and Zechmeister, Eugene B (1997). Research Methods in

Psychology. The MgGraw-Hill Companies, Inc.

5. Goodwin, C James (2009). Research in Psychology: Methods and Design

36

Semester II

STATISTICS II

PSY-1.2.9


Objectives: To impart the statistical knowledge to the students so that they would be able to

understand the statistical analyses carried out in any research and apply the knowledge in their own

research as well.

Unit-I: One-way Analysis of Variance and Multiple Comparisons: One-way Analysis of

Variance, Multiple Comparisons, Tukey test, and Scheffe test.

UNIT- II: Factorial Analysis of Variance: Main effects, Interaction, The Importance of

Interaction, and Two-way analysis of variance.

Unit-III: Dealing with Nominal and Ordinal Scale: Chi-square, Kruskal Wallis H, Friedman’s Two

Way analysis of Variance, Mann-Whitney Test, and Signed Rank test.

Unit-IV: Multivariate Analysis: Uses of Multivariate Analysis and Multiple regressions.

Text Book:

1. Ferguson, G. A. (1989). Statistical Analysis in Psychology and Education,(6th

Edition), New

York, McGraw-Hill.



Reference Books:

1. Siegel, S. & Castellan, N.J. (1988). Nonparametric Statistics for The Behavioral

Sciences(2nd

Edition), Tata McGraw Hill.

2. Howell, D. C. (2009). Statistical Methods for Psychology(7th

Edition)Hardcover, Wadsworth

Publishing.

3. Broota, K. D. (1989). Experimental Designs in Behavioural Research. New Delhi: Wiley

Eastern Limited.

4. Guilford, J. P. (1976). Statistics in Psychology and Education (6th

Edition), Tokyo, Tata McGraw

Hill International Education.

Semester II

PRACTICAL WORKS

PSY-1.2.10


Objectives: To train the students about the practical knowledge of testing in psychology and make

them able to handle any psychological testing in their research.

Note: This paper carries 50 marks out of which 10 marks are for internal assessment. Thus the paper in

the term end examination will carry 40 marks and will be of 3 hours duration and will be conducted in

one sitting. Students are required to conduct at least four practicals which will follow from the

theory papers as mentioned in the syllabus and classroom teachings and discussions. The

following are some of the suggested practicals:

37

1. A Test of Selective Attention

2. Writing a presenting a research report

3. Writing a research proposal

4. Preparing report basing upon on secondary data

Semester III

APPLIED SOCIAL PSYCHOLOGY-I

PSY.2.3.11


Objectives: To acquaint the students about the application of social psychology in various fields and

enable them to apply this knowledge to deal with the problems of their own life as well as the society of

which they are a part.

Unit I: Foundation of Applied Social Psychology: Defining Social Psychology, Defining Applied

Social Psychology, Applied Social Psychology as a Science, Historical Context of Applied Social

Psychology, Social Influences on Behaviour, Needs for a Broad Approach, and Various Roles of

Applied Social Psychology.

Unit II: Applying Social Psychology to Arenas of Life: Introduction; Applying Social Psychology

to the Community- Definition, Origins and Approaches to Community Psychology, Sense of

Community, and Applying Social Psychology to Positive Well-Being.

Unit III: Applying Social Psychology to Social Diversity: Applying Social Psychology to Social

Diversity- Cultural Diversity, Demographics: Personal Diversity, Diversity: Opportunities,

Diversity: Challenges- Prejudice & Discrimination; Diversity and Conflict- Theories of Conflict,

Conflict Management and Resolution.

Unit IV: Applying Social Psychology to Criminal Justice: The Crime and Criminal- The Social

Psychology of a Crime, the Origin of Criminal Behaviour, The response to the Criminal Justice

System- The Police Investigation, The Courtroom, and The Prison Setting.

Text Books:

1. Schneider, F. W., Gruman, J., & Coutts, L. M. (Eds.). (2005). Applied Social Psychology:

Understanding and Addressing Social and Practical Problems. London: Sage

Publications.

2. Gün R Semin, Klaus Fiedler (1996). Applied Social Psychology. Sage Publication.

3. Linda Steg, Abraham P. Buunk, Talib Rothengatter (2008). Applied Social

Psychology: Understanding and Managing Social Problems. Cambridge University Press.

4. Brewer, M. B., & Hewstone, M. (Eds.). (2003). Applied Social Psychology. London:

Blackwell.

Reference Books:

1. Buunk, B. P., & Van Vugt, M. (2007). Applying Social Psychology: From Problems to

Solutions. Thousand Oaks, CA: Sage Publications.

38

2. Donaldson, S. I., Berger, D. E., & Pezdek, K. (Eds.). (2006). Applied Psychology: New

Frontiers and Rewarding Careers. Mahwah, NJ: Lawrence Erlbaum Associates.

3. Sadava, S. W., & McCreary, D. R. (Eds.). (1997). Applied Social Psychology. Upper Saddle

River, NJ: Prentice Hall.

4. Misra, Giriswar (2009). Applied Social Psychology in India (ed). New Delhi, Sage

Publications.

Semester III

COUNSELLING PSYCHOLOGY I

PSY- 2.3.12


Objective: To train the students to become an effective counselor with an understanding of the

theories and practice of counseling and application of this knowledge in real life set up.

Unit-I: Introduction to Counselling Psychology: Counselling Psychology: A Growing Profession-

Definition, Meaning and Scope; Counselling Psychology and other Specialities and Fields

Unit II: The Effective Counsellor: Personal, Theoretical, and Educational Factors: Personal

characteristics, the theoretical approaches, educational qualities; and Ethical issues in

Counselling.

Unit-III: Building a Counselling Relationship: Factors that Influence the counseling process,

types of Initial interviews, beginning the initial interviews, exploration and identification of

goals.

Unit-IV: Working in a Counselling Relationship: Counselor’s skills in the understanding and

action phases, transference and counter transference, and the real relationship.

Text Books:

1. Gelso, J. and Fretz, R (2000). Counselling Psychology. Brooks Cole.

2. Gladding, Samuel T (2011). Counselling: A Comprehensive Profession. (6th Edn); Prentice

Hall.

Reference Books:

1. Peterson, J. Vincent and Nisenholz, Bernard (1998). Orientation to Counselling. (4th

Edition). Allyn & Bacon.

2. Judith, Todd and Arthur, C Bohart (2005). Foundations of Clinical and Counseling

Psychology. (4th Edition).

3. Corey, Gerald (2008). Theory and Practice of Counselling and Psychotherapy. Thomson

Brooks/Cole.

4. Corsini, Raymond J and Wedding, Danny (2010). Current Psychotherapies. Brooks Cole.

39

Semester-III

HEALTH PSYCHOLOGY I (SPECIAL PAPER)

PSY.2.3.13 (A)


Objective: To make students understand the formation and emergence of Health Psychology. They will

be able to understand the broad field of health and health psychology encompassing macro- social

environmental, cross-cultural and individual aspects of health and well being.

Unit- I: What is Health Psychology? Definition of Health Psychology; The mind-body

relationship: A brief history, Why is the field of health psychology needed?, The biopsychosocial

model Vs The Biomedical model.

Unit- II: Conducting Health Research: The Placebo in treatment and research, Research

Methods in Health Psychology: Correlational, Cross-sectional, longitudinal, experimental

designs and ex-post-facto design, Stress and Stressor, Psychoneuroimmunology (PNI), Sources

of Chronic Stress, Coping with Stress and managing stress.

Unit-III: Adhering to Medical advice: Theories that applies to adherence, issues in adherence,

factors that predict adherence, improving adherence.

Unit- IV: Health and the Individual: Psychological and Physical Disorders, Explaining link

between personality and disease, Physiological mechanisms versus health behaviour; the type

A and B personality, hostility and heart disease, Stress and Physical Illness- Coronary Heart

disease (CHD), Cancer and Infectious diseases, Exercise and Activity: Physical activity and

health, Physical activity and mental health, and Promoting Physical activity

Text Books:

1. Taylor, Shelly E (2006). Health Psychology. (Sixth Edn), New York, Mc Graw- Hill

International Edition.

2. Brannon, L & Feist, J (2007) Introduction to Health Psychology(First Indian reprint) Akash

Press New Delhi

3. Marks, David F; Murray, Michael; Evans, Brian and Willing, Carla (2000). Health

Psychology: Theory, Research and Practice. London, SAGE Publications.

Reference Books:

1. Dimatto, M Robin and Martin, Leslie R (2011). Health Psychology. New Delhi, Pearson.

2. Marks, David F; and Estacio, Michael D. Emee (2011). Health Psychology: Theory,

Research and Practice. London, New Delhi, Sage Publications Ltd.

3. Sarafino, Edward P (2008). Health Psychology: Biopsychosocial Interactions (6th

ed).

London, Wiley.

40

Semester-III

SCHOOL PSYCHOLOGY-I (SPECIAL PAPER)

PSY.2.3.13 (B)


Objectives: To acquaint the students with a young, dynamic and exciting field of psychology that has

incredible and still unrealized potential for positively affecting education, psychology and lives of

children, adolescents and their families by introducing them to its history, scope and services it offers.

Unit-I: Introduction to the field of school psychology: Introduction, Definition of school

psychology, Characteristics of school psychologists, How does one become a school

psychologist, Differentiating school psychology from related profession, and the expanding role

of school psychology.

Unit-II: The historical context of school psychology: Philosophical, Intellectual and socio-

cultural foundations, Developments in American education, Development and

professionalization of the field, Beginnings of school psychology, Recent history of school

psychology, Growth through tension and opposition.

Unit-III: The role of school psychologist in assessment: Assessment standards and

psychometric properties, Intellectual assessment, Assessment of academic skills, Assessment of

social-emotional and behavioural functioning, Diagnosis and classification in the schools,

assessment as a problem solving process.

Unit-IV: The Role of school psychologist in prevention and intervention: Prevention and

intervention as part of a data-driven problem solving process, factors that influence

development, Evidence-based instruction and intervention strategies, Prevention and

intervention literature on effective teaching, Data-driven problem solving across levels of

prevention.

Text Books:

1. Merrell, K.W., Ervin, R.A. & Peacock, G. (2012). School Psychology for the 21st

Century-

Foundations and Practices. (2nd

Edition), New York, The University Guilford Press.

2. Bray, M.A. & Kehle, T. J. (2011). The Oxford Handbook of School Psychology. Oxford

University Press, Inc.

Semester-III

DISSERTATION I (Practical Work)

PSY.2.3.14

Total Marks: 50, Credits: 4

Objective: To train the students to conduct a research on their own by formulating a topic, developing

a research design, and using various techniques and tools of data collection, and data analysis.

Note: The Dissertation work will be finished in two semesters- third and fourth. Students may

take any relevant topic of their choice for Dissertation under the supervision of their respective

41

Guides allotted to them by the Dept of Psychology in the beginning of the third semester. Their

research may be based on either laboratory work or field work. In third semester a student is

required to finalize a topic, write the review of literature, methodology and collect the data.

Evaluation of this portion of dissertation will be done accordingly, the full marks being 50.

Semester-III

SEMINAR PAPER I (Practical Work)

PSY.2.3.15


Objective: To train the students to write and present a paper. They will learn how to select a topic,

develop the skill of writing and the skill of presentation of the same in a seminar.

Note: In the third semester the Seminar paper will involve finalizing a topic, writing a paper and

presenting the same in the examination. They may take any relevant topic of seminar of their

choice with the consultation of their respective Guides allotted to them by the Dept.

Evaluation of the Seminar paper will done keeping in view the writings and presentation skills

from a total mark of 50 for this paper.

There will be a weekly class for Seminar in which some students, serially selected as per their

roll numbers, will present their papers followed by discussion and question-answer. All the

students of the class and all faculty members are required to be present in the Seminar Class.

One person from the faculty members or the HOD will be the chairperson to conduct the

seminar for that day.

Semester-IV

APPLIED SOCIAL PSYCHOLOGY II

PSY.2.4.16


Objectives: To impart knowledge of social psychology and their application in practical field particularly

in Indian context. They would be able to grasp the various social issues and problems of Indian society

and apply the knowledge of social psychology to deal with them.

Unit I: Applied Social Psychology in India; Applying Social Psychology in Study of Caste, Class,

Gender, Population, and Politics in India.

Unit II: Society, Ecology, and Competence; Social Psychological aspects of language in India,

Disadvantaged Children’s Deficiency in Learning.

Unit III: Psychology of Deprivation, Poverty and Human Development- Socialization of Indian

Children; Planning for Poverty Reduction in India.

Unit IV: Marginalization and Social Mobility in India; Development and Social Tensions; Role of

Psychology in Nation building.

42

Text Books:

1. Misra, Girishwar (edited) (2009). Applied social psychology in India. New Delhi, Sage

Publications.

2. Misra, Girishwar (edited) (2011). Psychology in India: Theoretical and Methodological

Developments. Delhi, ICSSR-Pearson, Vol- 4.

3. Sinha D, Tripathy R C and Misra G, (eds) (1982). Deprivation: Its Social Roots and

Psychological Consequences. New Delhi, Concept publishing.

Reference Books:

1. Berry,John W; Mishra R. C. and Tripathy, R. C (editors) (2003). Psychology in Human and

Social Development: Lessons from Diverse Cultures. Sage Publications, New Delhi.

2. Mohanty, A. K. & Misra, G. (2000). Psychology of Poverty and Disadvantage. Concept

Publication, New Delhi.

3. R. M. Matthijs Cornelissen, Girishwar Misra, and Suneet Varma (2013). Foundations of

Indian Psychology. Volume 1: Theories and Concepts [Kindle Edition]. New Delhi. Pearson

Education India.

Semester IV

COUNSELLING II

PSY- 2.4.17


Objectives: To train the students to apply the knowledge and skill of counselling in practical fields. They

will be able to learn the various types of counselling, and the assessment procedures as well.

Unit-I: Theory and Practice in Counselling I: The Psychoanalytic Approach- Contributions of

Freud, Adler and Erickson.

Unit II: Theory and Practice in Counselling II: Cognitive Behavioural Approaches- Rational

Emotive Therapy and Transactional Analysis Therapy; Behavioural Approaches- Skinner’s

Contributions.

Unit III: Intervention Areas in Counselling: Career counseling (in brief); Family and Marital

counselling (in brief); School counselling (in brief); and Group Counselling (in brief).

Unit IV: Assessment and Diagnosis in Counselling: Use of Psychological Tests (Standardized and

Non-standardised); and Diagnosis applying DSM IV.

Text Books:

1. Gelso, J. and Fretz, R (2000). Counselling Psychology. Brooks Cole.

2. Gladding, Samuel T (2011). Counselling: A Comprehensive Profession. (6th

Edn);Prentice Hall.

Reference Books:

1. Peterson, J. Vincent and Nisenholz, Bernard (1998). Orientation to Counselling. (4th

Edition). Allyn & Bacon.

2. Judith, Todd and Arthur, C Bohart (2005). Foundations of Clinical and Counseling

Psychology. (4th Edition).

43

3. Corey, Gerald (2008). Theory and Practice of Counselling and Psychotherapy. Thomson

Brooks/Cole.

4. Corsini, Raymond J and Wedding, Danny (2010). Current Psychotherapies. Brooks Cole.

Semester IV

HEALTH PSYCHOLOGY II (SPECIAL PAPER)

PSY.2.4.18(A)


Objective: To make the students learn the application of health psychology in various fields which

determine one’s health. They would be able to understand the behavioural and life style issues in

health such as food and eating, drinking, smoking, the awareness of HIV/ AIDS and the various measures

of health promotion and disease prevention as well.

Unit- I: Food and Eating: Eating, drinking, and obesity; Evolutionary perspective of food and

eating, Ecological Model of Food and eating, Epidemiological studies of diet and health,

Psychological, social and cultural aspects of food and eating, and eating disorders

Unit- II: Alcohol and Drinking: Historical background, The danger of drinking- physical health,

accidents, psychosocial problems; Theories of drinking and alcohol dependence- Genetic

Theory, addiction, disease and dependency theories, Psychoanalytic theories, Learning theory;

Prevention and Treatment of alcohol problems.

Unit-III: Smoking, Sexual Behaviour and HIV/AIDS: Prevalence and distribution of smoking,

Theories of smoking, Acquisition of smoking, determinants of smoking, Smoking Cessation,

Social aspects of cessation, Psychological therapy for smokers. Sexual Behaviour, and Problems

with study on Sex; and Sexual behaviour and HIV/AIDS.

Unit- IV: Health Promotion and Disease Prevention: Health Promotion: Behaviour Change

Approach, Self-Empowerment Approach, Collective action approach, Effectiveness of Health

Promotion. Disease Prevention: Immunization and Screening: Immunization- immunization

among children, immunization programmes and role of health professionals; causes of non-

immunization; Screening- cancer screening, and Genetic Screening; and Promoting community

mental health.

Text Books:

1. Marks, David F; Murray, Michael; Evans, Brian and Willing, Carla (2000). Health

Psychology: Theory, Research and Practice. London, SAGE Publications.

2. Marks, David F; and Estacio, Michael D. Emee (2011). Health Psychology: Theory,

Research and Practice. London, New Delhi, Sage Publications Ltd.

3. Sarafino, Edward P (2008). Health Psychology: Biopsychosocial Interactions (6th

ed).

London, Wiley.

Reference Books:

44

1. Taylor, Shelly E (2006). Health Psychology. (Sixth Edn), New York, Mc Graw- Hill Int.

Edition.

2. Dimatto, M Robin and Martin, Leslie R (2011). Health Psychology. New Delhi, Pearson.

Semester IV

SCHOOL PSYCHOLOGY II (SPECIAL PAPER)

PSY.2.4.18 (B)


Objectives: To impart the knowledge among the students regarding some major problems of children

affecting their academic achievement and the ways to deal with the same so as to enable them to work

as effective school psychologists in future.

Unit-I: Pediatric Health-Related Disorders, their Prevention and Early Intervention:

Introduction, Chronic illness in children, Health related prevention and wellness, Common

childhood disorders (Research on risk and protective factors, Prevention and early

intervention): Childhood obesity, Prenatal cocaine exposure, and Lead exposure.

Unit-II: Reading and Learning Problems: Learning disabilities- Introduction, Definitions,

Characteristics and Prevalence. Reading and Reading Disabilities- Defining Reading, Stages of

Reading Development, Defining reading disability, Classification and causes of reading disability,

Reading and PASS theory of Intelligence, Remedy to reading disabilities through PREP.

Unit-III: Working as a School Psychologist: Obtaining a job as a school psychologist, Obtaining

a job in a non-school setting, The work setting, The role and function of school psychologists,

Ideal and actual roles, Demographic characteristics of school psychologist, Job supply and

demand.

Unit-IV: Counselling in School Psychology: Introduction, Psychological issues supporting

counselling in school psychology, School counselors at various levels- Elementary school

counselling and Guidance, Middle school counseling and guidance, Secondary school

counselling and guidance; Twenty first-century school counseling.

Text Books:

1. Merrell, K.W., Ervin, R.A. & Peacock, G. (2012). School Psychology for the 21st

Century-

Foundations and Practices. (2nd

Eds). The University Guilford Press, New York.

2. Bray, M.A. & Kehle, T. J. (2011, Eds.). The Oxford Handbook of School Psychology. Oxford

University Press, Inc.

Reference Books:

1. Catts, H.W. and Kamhi, A.G. (). Language and Reading Disabilities. Allyn and Bacon.

2. Das, J .P. (2008). Dyslexia and Reading Difficulties: An Interpretation for Teachers.

London, Sage Publications.

3. Mahakud, G. C. (2013). Dyslexia-An Introduction to Reading Disorders. (First Eds). Mc

Graw Hill Education, (India), Pvt Ltd.

45

4. Learner, J. (2003) Learning Disabilities: Theories, Diagnosis and Teaching Starategies, (9th

Edition), New York, Haughton Mifflin Company.

Semester-IV

DISSERTATION II (Practical Work)

PSY.2.4.19


Objective: To train the students to conduct a research on their own by formulating a topic, developing

a research design, and using various techniques and tools of data collection, and data analysis.

Note: In the fourth semester students are required to complete Dissertation started in third

semester by analyzing the data, drawing inferences/conclusions and writing full and final

Dissertation which they are to submit for evaluation. Evaluation of this portion of dissertation

will be done accordingly, the full marks for the paper being 50.

Semester-IV

SEMINAR PAPER-II (Practical Work)

PSY.2.4.20


Objectives: To train the students to write and present a paper. They will learn how to select a topic,

develop the skill of writing a seminar paper and the skill of presentation of the same in a seminar.

Note: In fourth semester the students have to write again a new Seminar paper in the same

way as mentioned for the third semester. Evaluation of the Seminar paper will be based on the

writing and presentation skill of the students. The full mark for this paper is 50.

There will be a weekly class for Seminar in which some students, serially selected as per their

roll numbers, will present their papers followed by discussion and question-answer. All the

students of the class and all faculty members are required to be present in the Seminar Class.

One person from the faculty members or the HOD will be the chairperson to conduct the

seminar for that day.

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Syllabi for UG and PG in Psychology

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