Syllabus for
Master of Science (Psychology-Clinical )
Academic Year  (2023)

The Department of Psychology offers a two-year full-time M Sc program in Psychology with specialization in Clinical Psychology. Keeping pace with the disciplinary advances the program would address knowledge about psychological functioning at individual and social levels in an all-encompassing manner. With the goal of acquiring specialized knowledge, the program would allow students to nurture their academic interest in clinical psychology, along with personal growth and awareness. The spirit of interdisciplinary growth is kept in view while conceptualizing a three-tier system- A) CORE COURSES in the first three PG semesters (courses, which can be considered to be fundamental in giving PG students a larger perspective of Psychology as a social science discipline, irrespective of specialization); B) SPECIALIZATION COURSES (specific theory courses within the subject of Clinical Psychology); and C) ELECTIVE COURSES (a wide variety, across all disciplinary specializations, primarily conceptualized by individual faculties (based on their own interest/expertise), offered from time to time and chosen by students according to their preference. The program would strive to prepare competent professional psychologists who would excel in knowledge, orientation, and practice in psychology, with high ethical standards and social relevance.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO1: Demonstrate theoretical knowledge of general and clinical psychology.

PO2: Identify and distinguish between disorders, evaluate and assess various conditions that arise in clinical practice; use clinical judgment in case conceptualization and intervention.

PO3: Review and analyze scientific texts, develop research proposals and conduct, document and disseminate research.

PO4: Demonstrate social and cultural competence in interactions with individuals of diverse backgrounds

PO5: Identify,approach and engage diverse communities or stakeholders and support them through promotion, prevention and psychosocial interventions.

PO6: Demonstrate ethical codes of conduct in practice, reflect on professional development and review mental health laws.

Programme Specific Outcome:

Programme Educational Objective:

Formative and Summative assessments are conducted by the department to ascertain the readiness for learning and the attainment of learning outcomes. Assessments are examinations are based on competency frame work and principles of outcome-based education. Attainment of learning outcomes/ expected competencies is evaluated using either holistic or analytic rubrics, grading schemes or attainment criteria specified to the students at the beginning of the semester. Learning outcomes (Course outcomes) of each course are mapped to programme outcomes. Assessments and examinations follow the principle of constructive alignment and outcomes are mapped to higher order thinking skills. Most common frameworks used in this programme include Revised Blooms Taxonomy, and Structure of Observed Learning outcomes (SOLO) and ICAP framework.

This course will introduce students to the domain of academic writing and its intricacies. Every student, regardless of his or her area of interest, will be called upon to use an academic style of writing at different levels and at various points in time. This course will therefore seek to impart such knowledge about the styles of writing used in the current academic scenario. It will provide students with opportunities in the classroom setting to practice such styles, both individually and in collaboration with others.

An overview of the status of academic writing and its importance; different approaches and processes;

Experiential Learning as Assessment Strategies: Individual/Group presentations on forms and issues in Academic Writing; classroom assignments in generating abstracts, posters, reviews, etc

key issues: plagiarism, biases, and frequent errors

Guidelines and rules in Academic Writing: Introduction to style and formatting guidelines from the American Psychological Association (APA); specific guidelines pertaining to in-text citations, references, and structures of academic courses

Forms of Academic Writing: Abstract writing; summarisation; review of literature; scientific

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course

Course Description: This course has been conceptualized in order to inculcate awareness about legal and ethical aspects of practicing Clinical Psychology in India. It highlights the commonly encountered ethical dilemmas in clinical practice and facilitates ethical decision making in a multicultural context. The courses also address licensure and certification issues in clinical psychology practice in India.

• History of ethical principles in Psychology; 

• General Ethical Principles: Beneficence and Non-maleficence, Fidelity and Responsibility, Integrity, Justice, Respect for People’s Rights and Dignity; 

• Ethical standards: Resolving Ethical Issues, Competence, Human Relations, Privacy and Confidentiality, Advertising and Other Public Statements, Record Keeping and Fees, Education and Training, Research and Publication, Assessment, Therapy, Ethics in Indian context

• Ethics and the personal context: Morals, Virtues, Emotions; 

• Multiple relationships and Boundary issues, Close Encounters, Attraction, & Sexual Misconduct; Psychotherapy contract: Informed consent, confidentiality and guidelines for contacting; 

• Ethics and confidentiality in digital age, Ethics in online therapy.

• Developing a personal model for ethical decision making.

• Ethics in child psychotherapy; 

• Couples and families, Survivors of sexual violence; 

• Therapy with LGBT; 

• Ethical Issues in the Consultation-Liaison Context; 

• Assessment and Management of Suicide Risk; 

• Ethics in Multicultural and Interpersonal context

• Mental healthcare act 2017; 

• Rights of Persons with Disabilities Act, 2016; 

• RCI Regulations and Act 2000; 

• Process of getting certified as licensed clinical psychologists; 

• Representing clients in court of law

• RTI Act, 

• Consumer Protection Act

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation to be eligible to write the ESE. 

The Developmental Psychology course for Clinical Psychology builds upon principles of human development acquired at the undergraduate level. This course examines research in developmental psychology as it applies to real-world situations. The goal is to acquire a greater understanding of factors influencing development, such as biological, hereditary, environmental, or cultural effects that describe, explain and predict developmental changes in humans over the lifespan. The focus will almost exclusively be on typical development. As such, the course will not focus on therapeutic approaches, interventions, or clinical populations.  We will examine how knowledge of developmental perspectives can inform parenting decisions, education, public policy, interventions and clinical practice. As this course is only a semester-long, it would be impossible to cover in-depth the entire field of applied developmental psychology. Instead, we will focus on selected topics related to child and adolescents in cognitive development and socio-emotional development, and have separate discussion adulthood and aging theories and its impact on adult development.

Jean Piaget : A constructivist approach ; Objects and Space: Object Permanence, metacognitive thinking, personal fableness and adolescent risk behaviour; Vygotsky:  A social contextual approach; Criticisms and application, Neo-Piagetian work Robbie Case, Changes in adult cognitive development-Schaie and William Perry; Play and play patterns

Social cognition: Intentionality; Theory of mind, Favell’s perspective taking, false belief task, self-control; Moral development, reasoning and Prosocial behavior- Piaget, Kohlberg, & Gilligan; teaching moral values; Intentionality, Self and social understanding- self-concept, self-perception, peer relationship and identity- Erickson, Marcia’s Identity status; health adolescent identity development- positive youth development model; Gender development-Bell; Sex differences and gender role socialization, sexuality, gender fluidity.

Emotional development- still face experiment, emotional regulation and dysregulation, temperament, cycle of aggression, goodness of fit, attachment theories and styles- Bowlby, Ainsworth, and Winnicot; factors that affect attachment-quality time and opportunity for attachment, infant characteristics,  parents internal working model, family environment; Caregiving and Parenting-Diana Baumrind, impact of parenting, issues- co-sleeping, disciplining, abuse, resilience; the role of culture; Bronfenbernner’s Ecosystems model and importance of having a developmental lens

Development during Adulthood, Emerging Adults-Arnett, Bio-psycho-social model of development and developmental tasks- Robert Havighurst, Career and vocation changes-Super Donald, Life stages-Levinson, Erickson; Mid Life Crisis, adult attachment patterns and relationships; Sexuality and Menopause; Coping with death and dying- Kubler Ross; Aging- positive and successful aging; gains and losses in later adult life

End semester examination (ESE) – 30%  

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks

This course is offered to students in the first semester to introduce them to the tradition of quantitative research in psychology. It begins by discussing the philosophical foundations of quantitative research followed by the scientific basis of research. Students are expected to see the links between scientific process of research and development of clinical psychology. Students will be introduced to research designs and process of research in quantitative methods. The course also provides opportunities to practice skills of research in laboratory setting

Philosophical roots of quantitative research; History of scientific research in psychology; Definition of research; Purpose and need of psychological research. Experimental, Exploratory, Correlational and descriptive research in psychology; Ethical issues in psychological research

Conceptualization, operationalization and measurement; Causality and experimentation; Definition and nature of variables; operationally defining variables; Independent variables; Dependent variables; formulation of research problems and hypothesis; Different types of hypothesis;

Adequate vs Inadequate (faulty) research design; Types of experimental design based on subjects and factors; Within-subjects, between subjects, single-subject, single factor, and factorial design; Sources of error variance and its management in the various types of experimental designs; Mixed design

Experimental manipulation and control of variables; steps in quantitative research (5 hours of lab work dedicated to developing problem statement and a hypothesis is suggested)

Population and sample: Basic assumptions; Sampling distribution; Sampling techniques: probability and non-probability sampling; Methods of data collection: observational methods, surveys, questionnaires, interviewing methods, case study methods, and psychometric tests

Difference between different sampling and data collection methods, when to use what. 

Elements of quantitative research proposal 

End semester examination (ESE) - 30%  

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks

This course introduces students to mental health issues in clinical psychology by introducing clinical psychopathology. The use of diagnostic assessments using both DSM V-TR and ICD 11 will be explored in this course. Students will also be encouraged to integrate the bio-psycho-social model of health and illness with clinical interventions. 

Major theoretical models of psychopathology. Systems of classification, basic features; DSM-5- TR, ICD-11, similarities, differences and critical evaluation; new disorders in DSM-5- TR

Psychopathology of Mood and Anxiety Disorders 

Depression, bipolar affective disorders; phobia, GAD, panic, OCD, PSTD, adjustment disorder; Clinical characteristics, etiology

Psychopathology of Dissociative, Somatoform and Behavioral Syndromes:

Dissociative disorder, somatoform disorder, other neurotic disorder; Clinical characteristics and etiology.

Psychopathology of Psychotic Disorders

Schizophrenia, delusion, other psychotic disorders; Clinical characteristics, etiology; Psycho diagnostic assessments

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course.(CIA+ESE)

This Course intends to familiarize students with an introductory knowledge of the topics and methods of biological psychology to create an understanding of the underlying biological foundations of human behavior.

Topic 1: Introduction

The origins of biopsychology, Nature of biological psychology, basic cytology and biochemistry, Mind Brain relationship, Methods of study of research in biopsychology-anatomical methods, degeneration techniques, lesion techniques, chemical methods, stereotaxic surgery, micro-electrode studies, oscilloscope, polygraph, scanning methods & Ethical issues in research. Introduction to genetics.

Topics 2: Neural and endocrine systems, brain and CNS, PNS.

Structure of neurons, types, functions, neural conduction, communication between neurons, Synaptic conduction, Neurotransmitters. The endocrine system. Pituitary, pineal, thyroid, parathyroid, adrenaline glands, pancreas, gonads. Endocrine influences on behaviour; Basic features of nervous system, Meninges, Ventricular system, Cerebrospinal fluid, Blood brain barrier, Peripheral nervous system: Cranial Nerves, Spinal Nerves, Autonomous nervous system; Major structures and functions, spinal cord, Brain: Fore brain, Midbrain, Hindbrain, Cerebral cortex, temporal, parietal and occipital lobes; prefrontal cortex. 

Topics 3: Basic cognition

Learning: Neurophysiology of learning, Synaptic plasticity; Memory: Neurological basis of memory, Language: Lateralization, Evolution and neurophysiology of speech.

Topic 4: Disorders of cognitive functions and apply the neurological and biomechanisms in clinical practice.

Brain damage and dysfunction of memory; Disorders of reading writing: aphasia, alexia & dyslexia.

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation to be eligible to write the ESE. 

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 50% is required to pass the course.(CIA+ESE)

This course will introduce students to the tradition of qualitative research in social sciences with an emphasis of its applicability in psychology. Different methods of collecting qualitative data are discussed. Methods of Qualitative data analysis are also touched upon. Along with courses on research in the first and second semesters, this course intends to provide students with the theoretical background to develop their research proposal

Defining qualitative research; Historical development of qualitative research; Key philosophical and methodological issues in qualitative research; Different traditions of qualitative research; Grounded theory, Narrative approach, Ethnography, Action research and Discourse analysis (8 hrs)

Research Lab (7 Hrs) 

1. Review of different article related to the different traditions of qualitative research

2. Skill training seminars

Conceptualizing research questions, issues of paradigm. Designing samples, Theoretical sampling, Contrasting qualitative with quantitative approach in research process  Issues of Credibility and trustworthiness (8 hrs)

Research Lab (7 Hrs) 

1. Qualitative research proposal  lab

2. Simulated techniques on designing qualitative research

What is qualitative data? Various methods of collecting qualitative data: participant observation, interviewing, focus groups, life history and oral history, documents, diaries, photographs, films and videos, conversation, texts and case studies (8 hrs)

Research Lab (7 Hrs) 

1. Simulated techniques on different data collection methods

2. Skill training seminars

Different traditions of qualitative data analysis; thematic analysis, Narrative analysis, Discourse analysis, Content analysis (8 hrs)

Research Lab (7 Hrs) 

1. Qualitative  data analysis software NVivo

2. Reporting qualitative research data

1. Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches. Los Angeles, CA: Sage. 

2. Ritchie, J., Lewis, J., McNaughton Nicholls, C., & Ormston, R. (2014). Qualitative    research Pactice A  guide    for social science students and researchers (2nd ed.). New Delhi: Sage Publication Limited.

1. Bryman,A (Ed.)(2007) Sage Benchmarks in social science research  methods Vol.I,Vol.II ,Vol,III,and Vol.  IV.New Delhi : Sage Publications

2. Kvale,S.(Ed.) (1997).Psychology & Post-modernism. New Delhi:Sage Publications

3. McGhee, P. (2001). Thinking critically about qualitative research in psychology. In P. McGhee, Thinking psychologically (pp.98-111). New York: Palgrave

4. Smith,J.A.(ed.)(2003).Qualitative psychology: A practical guide to research methods.New Delhi: Sage.

5. Smith,J.A., Harre,R., & Langenhove,L.V.(eds.).(1995).Rethinking methods in psychology.  NewDelhi:Sage.

6. Willig,C.(2001).Introducing qualitative research in psychology: Adventures in theory and method. Buckingham:Open University Press

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation to be eligible to write the ESE. 

Course Description

In this course, students will spend four hours a week or a total of 30 hours during the semester involved in supervised community service. Students are encouraged to work alongside NGO’s or other professional bodies. Students will engage in activities such as children, adolescents and youth teaching/tutoring, community organization, psychological assessment and mental health awareness. Reflections on their interactions are an integral part of this course. Student engagement will be assessed by the supervisor.

Course objectives

This course will help the learner 

• To choose a community-based organization that they are interested in working with. 
• To support organizations to help the community.

Community service: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of a psychologist in community service: Social Psychologist, Community Psychologist & Counselor. Outcomes of community service: Personal outcome; Social outcome, Learning outcome and Career outcome.

Students in groups will partner with various NGO’s and organizations working in the areas of education, development, interventions and mental health. As part of the course requires the students will be involved in the community-oriented activities of the organizations they affiliate with. The NGO’s or Organizations along with the faculty coordinator will be responsible for the process delivery. These placements will offer students hands-on experiences in working with various issues in the community and facilitate meaningful learning. 

Reflection is a core component of Community service. It is a period of critical thinking performed by the student and is based on a specific or overall experience of the student.   It guides students towards greater personal development by coming to a better understanding of their own values, opinions, and assumptions. The types of reflection which can be used are, class discussion, brainstorming, sharing of critical personal and group incidents, directed writings, experiential research paper, student portfolios and so on. The students are expected to discuss in groups at the end of this course using the following guidelines.

Reason for choosing the organization

•The planning phase of service-learning initiatives

•Logistics for the initiative of the action

•Stakeholders/beneficiaries 

•Execution of the action initiative

•Specific learning outcome

•Evaluation 

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.

In this course the students are required to identify and select a topic of their interest to conduct research on.

Course Objectives:

This course intends to help the learner

• identify a research problem

• develop a research proposal to study the problem

Review of Literature and Problem Identification

Identifying a problem; Presentation of research idea; Presentation of research idea; Training on review of literature; Research proposal (Quantitative ); Research proposal (Qualitative )

Developing the Proposal

Issues in Methodological frame work; Presentation of methodology; Presentation of methodology; Submission and Presentation of first draft

Submission and Presentation of first draft; Final presentation; Final submission of proposal

Continuous Internal Assessment (CIA)

• CIA 1: 20 marks

• CIA 2: 25 Marks

• Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.

This Course intends to familiarize students with an introductory knowledge of the topics and methods of biological psychology to create an understanding of the underlying biological foundations of human behavior

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

• Identify basic brain structures and related functions

• Describe contemporary research methods for studying brain and behavior

• Interpret how drugs and hormones influence behavior

• Identify the process by which memories are formed

• Analyze the neurological pathways related to hunger, emotions, and sleep

• Recognize the ways various emotions are expressed

• Describe biological and social origins of sexual behavior / motivation

• Differentiate lateralization of brain function and language development

• Apply biological elements to common psychological disorders

Emotions as response patterns: fear, anger and aggression; Hormonal control of aggressive behavior; Neural basis of the communication of emotion: Recognition and expression; Physiological correlations of Arousal: consciousness and sleep, Factors affecting consciousness. Sleep: Rhythms of sleeping and waking, neural basis of biological clocks, Stages of sleep, brain mechanisms of REM sleep and dreaming, physiological mechanisms of sleep and waking; Hunger –theories, neural signals; Thirst-neural mechanisms; Sex- hormones and sexual development, neural mechanism of sexual behavior, sexual orientations, hormones and the brain.

Stress and health: The stress response, stress and gastric ulcers, Psychoneuroimmunology, stress and the hippocampus; Fear conditioning: amygdale, contextual fear conditioning and the hippocampus; Human obesity. Implications in eating disorder; Schizophrenia, Substance abuse disorders, Major affective disorders, and Anxiety disorders; Implications in sleep disorders;sexual deviance

Major Psychiatric Disorders: Schizophrenia, Substance abuse disorders, Major affective disorders, and anxiety disorders. Case discussions of psychiatric disorders:

1. Carlson, N. R,  & Melissa A. B (2017). Physiology of behaviour (12th.ed.). Boston: Allyn & Bacon.

2. Kalat, J.W. (2019). Biological psychology (13th.ed.). Belmont: Wadsworth/Thomson learning.

3. Pinel, P. J & Barnes S. J (2018). Biopsychology (10th .ed.). Boston: Allyn & Bacon

2. Garrett, B. (2003). Brain and Behavior. Wadsworth, Thomson Learning Inc, USA.

3. Freberg, L A. Discovering Biological Psychology (2nd ed.) (2006), Wardsworth, Belmont: USA

4. Wagner, H., & Silber, K. (2004), Physiological Psychology, Garland Science, Abingdon: UK.

5. Rosenweig, M.R., Leiman, A.L. & Breedlove, S.M. (1999). Biological psychology: An introduction to behavioral, cognitive, clinical neuroscience. (2nd ed.). USA: Sinauer Associates, Inc.

6. Wallace, B. & Fisher, L.E. (1991). Consciousness and Behavior (3rd ed.). USA: Allyn & Bacon.

7. Pinel, J.P.J. (2000). Biopsychology (4th .ed.). Boston: Allyn & Bacon

8. Kandel, E.R. Schwartz, J.H. & Jessel, T.M. (2000). Principles of neural science (4 th ed.). New York: McGraw-Hill.

9. Leukel, F(1985). Introduction to Physiological Psychology (3rd. ed.). New Delhi: CPS Publishers

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation to be eligible to write the ESE. 

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 50% is required to pass the course (CIA+ESE)

Course Description: This course extends the learning in Quantitative research methods in Psychology by introducing students to the measurement and statistical techniques in research. Students will be given opportunity in this course to practice in labs the techniques of tool construction and statistical analysis. Students will be trained in software packages such as SPSS and Excel. 

Descriptive statistics and probability

Definition and purpose of psychological statistics; Definition of measurement; scales of measurement; measures of central tendency and variability

Probability distribution and normal curve; Levels of significance; Type 1 and 2 errors, one tailed two tailed tests; Parametric and non-parametric tests

Correlation

Inferential statistics

Linear regression: simple, multiple and stepwise Multiple linear regression

t-tests with non-parametricsolution; One-way ANOVA; Two- way ANOVA and its non-parametric equivalent;

ANCOVA, MANOVA

Foundations of Psychological Measurement and Testing

Development of Psychological test Item generation, analysis; item difficulty; item discrimination; and Item reliability

Assumptions and theories of test construction: Item response theory and Classical test theory

Test standardization

Estimation of Reliability, validity; Learning and developing test norms

2.Cohen, R.J., & Swerdlik, M.E. (2005). Psychological testing and assessment: An introduction to tests and measurement (6th ed.). New York: McGraw-Hill.

3.Heiman, G.W. (2001). Understanding research methods and statistics: An integrated introduction for psychology (2nd ed.). Boston: Houghton Mifflin Company

4. Kaplan, R.N.,& Saccuzzo, D (2001). Psychological Testing, Principles, Applications and issues. New York Kerlinger, N. (1996). Foundations of behavioural research.  India: Prentice Hall

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation to be eligible to write the ESE. 

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 50% is required to pass the course (CIA+ESE)

This course introduces students to mental health issues in clinical psychology by introducing clinical psychopathology. The use of diagnostic assessments using both DSM V-TR and ICD 11 will be explored in this course. Students will also be encouraged to integrate the bio-psycho-social model of health and illness with clinical interventions.

Course objectives:

•To understand the etiology and current classificatory systems of mental disorders

•To learn about the different symptoms, courses and prognoses of mental disorders

Psychopathology of Neurocognitive  and Sleep Disorders

Dementia, delirium, head injury, epilepsy, other amnesic syndromes; Clinical characteristics and etiology and treatment

Sleep disorder; Clinical characteristics, etiology and treatment

Psychopathology of substance-related and addictive disorders and feeding and eating disorders

Clinical characteristics, etiology, models of addiction, assessment in addiction. Motivational intervention and behavioral assessment.

Feeding and Eating disorders- Anorexia and

Psychopathology of Adult Personality Disorders, sexual dysfunctions and gender dysphoria.

Clinical characteristics, etiology and theories of cluster A, B and C personality disorders. Differences in ICD and DSM V. Clinical characteristics, etiology of sexual dysfunctions, gender dysphoria, and paraphilias.

Disorders of Infancy, childhood and adolescence.

Specific developmental disorder of scholastic skills; Pervasive developmental disorders, behavioural and emotional disorders, disorders of social functioning

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course.(CIA+ESE)

his course is part of the first years master's program in Clinical Psychology and comprises a core methodology that underlies the understanding of both normal and abnormal human behaviour. This course contributes to the Clinical Psychology program objectives of (a) developing domain knowledge (b) enhancing observation skills and critical analysis (c) inculcating

evidence-based inference and finally (d) enhances self awareness and self regulation. At the same time the course also exemplifies the University expectation of excellence and service and contributes to the following graduate attributes of academic excellence, professional excellence and personal enhancement.

 This course will provide students with an understanding of normal mental processes and their relationship to brain, mind and behavior. This course will give an overview antecedents and influences on Cognitive Psychology and the basic concepts from an information-processing and computational perspective. Domain wise understanding of cognition will be highlighted in the understanding of attention and perception. The course will require the use of labs and experiments to demonstrate concepts in the course. Application to the practice of evaluating behaviour in the context of clinical psychology will be highlighted in this course.

History & Emergence of Cognitive Science; Information Processing: Serial v/s Parallel Processing

Brain and Perception: Dorsal and Ventral pathways; Theories of Perception: Gestalt approach, Top–Down vs. Bottom- up Processing, Information Processing; Pattern Recognition: Feature detection analysis, Template matching, Prototype matching;

Basic Concepts: Divided attention, Selective Attention; Theories and current developments: Bottleneck and Capacity theories; Automatic and Controlled processing, switching attention

Architecture of Memory, Working Memory and Levels of processing;  Remembering: Autobiographical and eyewitness memories; traumatic and false memories, Confabulation; Models of Knowledge Representation: Semantic Memory, Episodic Memory, Procedural (Implicit and Explicit);

Achromatopsia, Akinetopsia, Optic Ataxia, Prosopagnosia, Aphantasia, Apraxia

Attention: Spatial Neglect, Pseudo Neglect, Extinction

Experiments in Perception

Experiments in Attention

Methods: Cognitive Tasks, EEG/ERP; Eye Tracking; fMRI, TMS, fNIRS; Studies on Perception; Studies on Attention

Experiments in Psychophysics, Signal Detection Theory; Experiments in Attention

Continuous Internal Assessment (CIA)

• CIA 1: 30 marks

• CIA 2: 35 Marks

• Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation to be eligible to write the ESE. 

 End Semester Examination (ESE)

• The passing grade for the ESE is 40%

• An overall grade of 50% is required to pass the course.(CIA+ESE)

This course will cover issues in the assessment of personality using self-report measures and cognitive functions such as intelligence and memory. This course is meant to provide students with skills of administering, scoring, interpreting and conveying report in clinical settings using simulated labs and field exposure. A part of this course will be linked to community service course where students will conduct free assessment camps in community settings such as schools catering to poor students; NGO’s working with children etc.

The basic objective of this course is

●      To introduce central concepts of psychological measurement – personality and cognitive functions.

●      To critically examine psychometric considerations, methodologies, data acquisition, data analyses, and communications related to real world applications of using psychometrics within social science and educational environments.

introduction and Psychometric properties of assessments in Personality, Intelligence and Memory

Sixteen Personality Factor Questionnaire (16PF), Minnesota Multiphasic Personality Inventory (MMPI

Raven’s Progressive matrices: Standard progressive matrices (SPM), Binet-Kamat test of Intelligence (BKT), Bhatia’s performance battery; Vineland Adaptive Behaviour Scale, Wechsler Intelligence Scale for Children (WISC), Wechsler Adult Performance Intelligence Test

Wechsler Memory Scale (WMS), 

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course

This course aims at providing students with the skills of clinical interviewing, assessment and formulations in order to help them prepare for clinical work in their practicum

-        Intentional clinical interviewing

-        Basic listening skills

-        Reflection of feeling

-        Reflection of meaning

-        Influencing  skills

Establishing therapeutic alliance

-        Intentional clinical interviewing

-        Mental status examination

-        Clinical case history

-        Psycho-diagnostic formulation

-        Multi axial diagnosis

-        Formulation using the CBT approach

-        Developing goals in therapy

-        Skills of treatment planning

-        Structuring the sessions

-        Skills of treatment planning

-        Dealing with breaches and transference

-        Establishing therapeutic alliance

Ethical considerations

1. Green.,Ben.(1996).Problem - based Psychiatry.B.I.Churchill Livingstone Pvt Ltd, New Delhi.

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course.(CIA+ESE)

Course Description

In this course, students will spend four hours a week or a total of 30 hours during the semester involved in supervised community service. Students are encouraged to work alongside NGO’s or other professional bodies. Students will engage in activities such as children, adolescents and youth teaching/tutoring, community organization, psychological assessment, and mental health awareness. Reflections on their interactions are an integral part of this course. Student engagement will be assessed by the supervisor.

Course objectives

This course will help the learner 

●      To choose a community-based organization that they are interested in working with. 

●      To support organizations to help the community.

Community service: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of a psychologist in community service: Social Psychologist, Community Psychologist & Counselor. Outcomes of community service: Personal outcome; Social outcome, Learning outcome and Career outcome.

Students in groups will partner with various NGO’s and organizations working in the areas of education, development, interventions and mental health. As part of the course requires the students will be involved in the community-oriented activities of the organizations they affiliate with. The NGO’s or Organizations along with the faculty coordinator will be responsible for the process delivery. These placements will offer students hands-on experiences in working with various issues in the community and facilitate meaningful learning

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course

Psychotherapy-1 is a post graduate course offered in the third semester to students of Clinical Psychology (MPCL). The course aims to integrate the theoretical knowledge imparted through prior courses such as History  and Philosophy of Clinical Psychology (MPS 131), Theories of Personality (MPS 132), Biological foundations of Behaviour (MPS 135, MPS 235), Law and Ethics in Clinical Psychology (MPS 231), Psychopathology-1 (MPS 232) and Psycho Diagnostic Lab (MPS 251) with therapeutic skills than can be applied in clinical settings, thereby fostering  graduate attributes of academic excellence while upholding the vision of the department by nurturing professional development. Furthermore, it builds upon essential elements of functional competencies, ethical and reflective practise within the scientist-practioner model. This course has been conceptualized with an intention to orient students to the theoretical foundations, processes, skills and techniques underlying different psychotherapeutic approaches for the treatment and care of persons with mental illness.  A review of evidence-based practices for psychological interventions, ethical dilemmas in decision making, legal mandates for therapeutic professions and reflective practices in psychotherapy will explored. Designed as an introductory course in psychotherapy, it allows students to walk the bridge that connects theory with practise and in turn helps them comprehend and reflect on the psychotherapeutic assessments and interventions during their clinical internship

This course will help the learner understand 

·     The elements of psychotherapeutic process

·     Theoretical foundations underlying different psychotherapeutic approaches

·     Therapeutic skills and techniques unique to each psychotherapeutic approach

·     Evidence based practices for psychological interventions and their specific areas of application

·     The ethical guidelines that govern decision making during the therapeutic process

·     The need and significance of reflective practices in psychotherapy

Introduction; Psychotherapy research: Methods, outcomes, process issues; Training & Supervision of individual psychotherapists: Selection issues, personal motivating factors, theoretical learning, supervised clinical practicum, personal therapy, continuous professional/personal development; Other critical issues in psychotherapy

Psychoanalytic, Brief Analytic, Object-Relations, and Interpersonal Approaches

Client-Centered, Existential and Gestalt therapies

Behavioral therapy, Cognitive therapy (Beck), Rational Emotive Behavior Therapy (Ellis). 

1. Corey, G. (2017). Theory and Practice of Counseling and Psychotherapy (10th ed.).Boston, USA: Cengage Learning.

2. Barlow, D. (2014). Clinical Handbook of Psychological Disorders: A Step-by-Step Treatment Manual (5th ed.). New York: The Guilford Press.

1. Herlihy, B., & Corey, G. (2014). ACA Ethical Standards Casebook (7th ed.). USA:Wiley.

2. Herlihy, B., & Corey, G. (2014). Boundary Issues in Counseling: Multiple Roles and Responsibilities, (3rd ed.). USA: Wiley.

3. Corey, G. (2012). Case Approach to Counseling and Psychotherapy (8th ed.). USA:Brooks/Cole Cengage Learning.

4. Corey, G., Haynes, R., Moulten, P., & Mouratori, M. (2010). Clinical Supervision in the Helping Professions: A Practical Guide (2nd ed.). USA: Wiley.

5. Corey, G., & Schneider Corey, M. (2008). I Never Knew I Had A Choice: Explorations in Personal Growth (9th ed.). USA: Brooks/Cole Cengage Learning.

6. Yalom, I. (2012). Love’s Executioner & Other Tales of Psychotherapy (2nd ed.). New York: Basic Books.

7. Corey, G., Schneider Corey, M., & Callanan, P. (2010). Issues and Ethics in the Helping Professions (8th ed.). USA: Brooks/Cole Cengage Learning.

8. Yalom, I. (2009). The Gift of Therapy: An Open Letter to a New Generation of Therapists and Their Patients (1st ed.). USA: Harper Collins ebooks.

9. Feltman, C. (2017). The Sage Handbook of Counselling and Psychotherapy (4th ed.).USA: Sage.

Course description: This course has been conceptualized in order to critically address theory informing group and family therapy and facilitate the development of mastery n developing treatment plans based on empirical research. This Course is meant to provide students of clinical psychology an opportunity to examine the theoretical underpinnings of group and family therapies. Students will be encouraged to view the historical and cultural contexts within which group psychotherapy and family and marital therapy (including couples counseling) has emerged.

Course objectives: This course will help the learner to

• gain a familiarity with historical aspects of family and group therapies
• assess and conceptualize dynamics that contribute to or maintain pathology
• plan appropriate interventions to address the same

• Understand the historical aspects of family and group therapy
• Assess family and group dynamics in a structured manner
• Critically analyze the nature of theory informing couples, marriage and family therapy
• Develop treatment plans for couples and families.
• Examine the relevance of group therapy as a preferred treatment plan for clientele with psychological dysfunctions.

Historical and cultural contexts for the development of Couples, Family and Group therapy. Developmental frameworks in Couples, Family and Group therapy.

Assessment

Couples Therapy: Theoretical frameworks, Issues and therapeutic approaches for working with couples. Evidence based practice in couples therapy, Treatment planning, Emotion Focused Therapy, Gottman's approach to family therapy

Family Therapy: Major Dominant theories of Family Therapy - classical, post modern and social contructivistic approaches. 

Group Therapy: Theories of group therapy, emergence of group interventions as de facto forms of treatment and brief forms of group therapy; Treatment planning using Group interventions – choice of treatment and modality. Review of evidence based models in Group therapy

2. Corey, G (2008) Theory and Practice of Group Psychotherapy, 8th edition, Pacific Grove, CA: Brooks/Cole.

2. Alonso, A., & Swiller, H.I. (1992) Group Therapy in Clinical Practice, American Psychiatric Press, Inc.

3. Bernard, H. S. & MacKenzie, K.R. (eds.) (1999), Basics of Group Psychotherapy, Guilford Press.

4. Bieling, P.J., MacCabe, R.E., & Antony, M.M. (2006).  Cognitive-Behavioral Therapy in Groups NY: Guilford Pub.

5. Bion, W.R. (1959) Experiences in Groups and other Courses. N.Y.: Basic Books.

6. Corey, M. & Corey,G. (1997) Groups: Process & Practice (5th ed.) Pacific Grove, CA: Brooks/Cole.

7. Dies, R.R. & MacKenzie, K.R. (1983) Advances in Group Psychotherapy: Integrating Research and Practice. N.Y.: International University Press.

8. Fehr, S.S. (1999) Introduction to Group Therapy: A Practical Guide. N.Y.:Haworth Press.

9. Foulkes, S.H. & Anthony, E.J. (1965) Group Psychotherapy: The Psychoanalytic Approach.London: Penguin Books.

10. Gazda, G.M. (1989) Group Counseling: A Developmental Approach (4th ed.) Boston: Allyn & Bacon.

11. Kaplan, H. & Sadock, B. (eds.) (1993) Comprehensive Group Psychotherapy ,3rd ed. Baltimore: Williams & Wilkins.

12. Carter, B. & McGoldrick, M. (1999). The changing family life cycle. 3rd. Ed.Boston: Allyn and Bacon.

13. McGoldrick, M. & Gerson, R. (1999). Genograms in family assessment. 2nd.Ed. New York: Norton.

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course.(CIA+ESE)

Course Objectives/Course Description

This course has been conceptualized in order to further learning in Psychopathology 1 and provides students with an in depth understanding of psychopathologies of anxiety-based, somatoform, and dissociative disorders, mood disorders, psychotic disorders, and disorders of infancy & childhood. This course aligns with other courses in the department in achieving the larger objective of gaining knowledge, skills and competencies required for practicing as a clinical psychologist.

This course will help the students gain familiarity with DSM V and ICD 10 classificatory systems of the various manifestations of psychopathology, learn skills required to diagnose various disorders and models of etiology of psychopathologies.

Depression, bipolar affective disorders; phobia, GAD, panic, OCD, PSTD, adjustment disorder; Clinical characteristics, etiology.

Dissociative disorder, somatoform disorder, other neurotic disorder; Clinical characteristics and etiology.

Schizophrenia, delusion, other psychotic disorders; Clinical characteristics, etiology; Psycho diagnostic assessments

Specific developmental disorder of scholastic skills; Pervasive developmental disorders, behavioural and emotional disorders, disorders of social functioning.

4. Blaney, P H., Krueger, R. F. & Million, T. (2015).Oxford Textbook of Psychopathology (3rd edition). London:  Oxford University Press.

5. Fish, F. J.(1967). Fish's Clinical psychopathology: signs and symptoms in psychiatry (3rd. Ed.). Bristol :J. Wright,

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th .ed.). Washington, DC.'

Hecker, S.E. & Thorpe, G.L. (2005). Introduction to clinical psychology: Science, practice & ethics. Delhi: Pearson Education, Inc.

Oyebode, F. (2008). Sims’ Symptoms in the Mind: An Introduction to Descriptive Psychopathology (4th. Ed.). Edinburgh; New York: Saunders Ltd.

Vyas, J. N & Gimire, S. R. (2016). Textbook of Postgraduate Psychiatry. New Delhi: Jaypee brothers medical  publishers Ltd.

The course on ‘Behavioral Therapy for Developmental Disorders’ is designed to equip the student to identify different types of neurodevelopmental Disorders and the develop the skills in the assessment and interventions using different treatment approaches. Objectives will be measured with help of clinical practices and reporting. Critical aspects of Professional Conduct in the practice with children with developmental disabilities will be highlighted. 

•Demonstrate understanding of the nature and needs of Developmental Disabilities. Elaborate the characteristics of persons with Intellectual Disability (ID), Specific Learning Disability (SLD) and Autism Spectrum Disorder(ASD) 

•Describe the causes and prevalence of ID, SLD and ASD. 

•Discuss the different types of ID, SLD and ASD 

•Demonstrate understanding of educational considerations of persons with ID, SLD and ASD

Understanding different types of Developmental disorders (ID, SLD, ASD); Measurements of behavioral symptoms; permanent-product recording procedures; Practical exposure: Conduct assessment and identify the treatment plan

Understanding therapeutic skills and methods- cognitive and metacognitive skills, perceptual skills, social skills; promoting inclusive practices; ABA Therapy; Floor time; PECS; Relationship Development Intervention; Joint Attention Symbolic Play Engagement Regulation (JASPER); Discrete Trial Training; Pivotal Response Treatment; Social Story; Technology based intervention

Report writing for assessment and intervention process; Considering ethical aspects of intervention; Supervision on the clinical cases

•Flint,j.Wilkie,A.O.M,Buckle,V.J,Winter (1995) The detection of sub telomeric chromosomal rearrangements in idiopathic mental retardation. Nature Genet. 9:132-140. 

•Grey CA, Garand JD (1993). “Social Stories: improving responses of students with autism with accurate social information”. Focus on Autistic Behavior. 8 (1): 1-10.

•Hirisave U, Oomen A, Kapur M. Psychological assessment of children in the clinical setting. 1st ed. Bangalore: Nimhans; 2002, p. 79-80 

•Jayachandran, P., Vimala (1995 and 2000). Madras Developmental Programming System,Vijaya Human services, 6 Lakhmiperam Street, Chennai14. 

•Juneja M, Mishra D, Russell P, Gulati S, Deshmukh V, Tudu P, et al. INCLEN diagnostic tool for Autism Spectrum Disorder (INDT-ASD): Development and validation. Indian Pediatr. 2014; 51:359-65. 

•Karanth, P., & Rozario, J. (2003). Learning disabilities in India: willing the mind to learn. Sage Publication, New Delhi 

•Koegel LK, Koegel RL, Brookman LI (2005). Child-Initiated interactions that are pivotal in intervention for children with autism. In: Hibbs ED, Jensen PS, editors. Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice. 2nd ed. pp. 633-657. 

•Lakhan R, Ekúndayò OT, Shahbazi M. (2015) An estimation of the prevalence of intellectual disabilities and its association with age in rural and urban populations in India. J Neurosci Rural Pac t; 6:523-8 

•Lerner, J. (2000). Learning Disabilities: Theories, diagnosis, and teaching strategies. Boston: Houghton Mifflin

•Reddy G.L., & Rama, R. (2000). Education of Children with Special Needs, New Delhi - Discovery Pub. 

•Salvador-Carulla L, Reed GM, Vaez-Azizi LM, et al (2011;). Intellectual developmental disorders: towards a new name, definition and framework for 'mental retardation/intellectual disability' in ICD-11. World Psychiatry 10:175- 180 

CIA 1: 20 marks 

CIA 2: 25 Marks 

Class participation & Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he,they will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course

This course will prepare students towards therapeutically engage children. This course will also provide insight into the theoretical framework of Therapeutic play and creative techniques of engagement and processes with focus on guidelines for therapeutic practice with children. This course will help the students:

• To understand the person of play therapist and the role of play therapist in therapeutic experience. 
• To familiarise the guidelines in structuring play therapy room and medias used for therapy. 
• To understand parent’s role in play therapy process. 
• To understand basic dimensions of the therapeutic relationship. 

Psychoanalytic Play Therapy, Release Play Therapy, Relationship Play Therapy, Nondirective Play Therapy Play Therapy in Elementary Schools, Association for Play Therapy, Trends in Play Therapy; Play Therapist: Creating Differences, Personality Characteristics, Therapist Self-understanding, Therapist Self-acceptance, Role of the Play Therapist.

Playroom Location, Playroom Size, Playroom Characteristics, Other Settings for Play Therapy, Rationale for Selecting Toys and Materials, Categories of Toys, Tote Bag Playroom, Recommended Toys and Materials for the Playroom, Special Considerations, Suggested Titles for the Play Therapy Program in Schools, Implementing a Play Therapy Program in Schools.

Parent’s Part in the Process: The Parent Interview, Obtain Permission from Legal Guardian, Confidentiality, Psychiatric Referral, Explaining Play Therapy to Parents. Therapeutic Relationship with the child: Objectives of the Relationship, Making Contact with the Child, The Initial Encounter in the Waiting Room, Structuring the Relationship in the Playroom, Responding to the Reluctant Anxious Child, The Child’s View of the Play Therapy Relationship, Questioning Techniques of Children, Explaining the Observation Mirror and Recording, Taking Notes during the Session.

CIA 1: 20 marks 

CIA 2: 25 Marks 

Class participation & Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he,they will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course 

The course introduces learners to gender and sexuality norms and paradigms informing queer affirmative counselling practice. This course also introduces learners to queer affirmative care, including psychodiagnostic through a queer lens, understanding of significant psychological challenges faced by the queer community, especially in India, and the operationalisation of queer affirmative counselling practice.

-Understand basic concepts of sexuality and gender  from an intersectional  perspective 

- Gain skills to  work with LGBTQIA+ people from an inter and multidisciplinary perspective

- Practice queer affirmative psychology in clinical and community settings

Introduction to gender and sexuality, gender and sexuality-related norms, gender-sexuality as social structures, queer movement and politics in India (Transgender Bill and IPC section 377), sexuality in the personal and professional/ clinical context, and paradigms informing queer affirmative counselling practice.

LGBTQIA+ communities and mental health: minority stress, major mental health issues, societal and structural problems associated with the mental health of queer people. 

Queer affirmative counselling skills - the role of language, person-centred therapeutic practices, trans-affirmative practice, cognitive behavioural interventions, working with families, peers, allies, and healthcare professionals.  

Ranade, K., Chakravarty, S., Nair, P., Shringarpure, G. (2022). Queer Affirmative Counselling Practice - A Resource Book for Mental Health Practitioners in India, Mumbai: Mariwala Health Initiative.

Ranade, K. (2018). Growing up gay in urban India. Critical Psychosocial perspectives. Springer Singapore.

Kumar, P. (2021). Sexuality, Abjection and Queer Existence in Contemporary India. Routledge.

Ranade, K., Hastak, Y. Growing Up and Sexual Identity Formation - Mental Health Concerns of lesbian women, In Davar, B.V., Ravindran, S. (2015). (eds), Gendering Mental Health: Knowledges, Identities, Institutions, New Delhi: Oxford University Press.

Sharma H. Are we being trained to discriminate? Need to sensitize doctors in India on issues of gender and sexuality. Research & Humanities in Medical Education (RHiME). 2018;5: 35-43.

Threadgold L. ‘Commentary on: Medical imagination‘. En-Gender! 2020 3(2): 16-17. Available from: https://engenderacademia.files.wordpress.com/2020/11/price-finished.pdf

Vanita, R. Queering India: same-sex love and eroticism in Indian culture and society. Routledge;2001.

Ranade, K., Shah, C., & Chatterjee, S. (2016). Making sense: Familial journeys towards acceptance of gay and lesbian family members in India. The Indian Journal of Social Work, 77(4), 437-458.

Ranade K, Chakravarty S. ‘Coming Out’ of the comfort zone: challenging heteronormativity through affirmative counselling practice with lesbian and gay clients. In: Bhola P, Raguram A, editors. Ethical issues in counselling and psychotherapy practice. Singapore: Springer Science; 2016. p. 141-54.

Ranade K, Chakravarty S. Gay-affirmative counselling practice: resource and training manual. Mumbai: Saksham; 2013. 

American Psychological Association (APA) Guidelines for Psychological Practice with Transgender and Gender Nonconforming People. 2015

United Nations. Universal declaration of human rights. Paris; UNO;1948 Dec 10[cited 2018 Dec 12]. Available from http://www.un.org/en/universal-declaration-human-rights/index.html

Toonen v. Australia, Human Rights Committee Communication No. 488/1992, U.N. Doc CCPR/C/50/D/488/1992. 1994 [cited 2018 Dec 12]. Available from: http://hrlibrary.umn.edu/undocs/html/vws488.htm

The Yogyakarta principles (Original principles adopted in 2006). Available from: https://yogyakartaprinciples.org/

United Nations Human Rights Council. Discriminatory laws and practices and acts of violence against individuals based on their sexual orientation and gender identity; Report of the United Nations High Commissioner for Human Rights. United Nations General Assembly Document A/HRC/19/41; 2011 Nov 17 [cited 2018 Dec 10]. Available from: https://www.ohchr.org/Documents/Issues/Discrimination/A.HRC.19.41_English.pdf

UN High Commissioner for Human Rights. Navi Pillay: “Respond systematically to homophobic violence and discrimination.” 2013 Apr 18 [cited 2018 Dec 12]. Video file. Available from: https://www.youtube.com/watch?v=imuvlSrO4V4

United Nations Human Rights Office. Free and Equal. Stand up for equal rights & fair treatment for lesbian, gay, bi, trans & intersex people everywhere. 2012. Available from: https://www.unfe.org/

United Nations Secretary-General. Secretary-General’s video message to the Oslo Conference on Human Rights, Sexual Orientation and Gender Identity.2013 Apr 15 [cited 2018 Dec 12]. Available from: https://www.un.org/sg/en/content/sg/statement/2013-04-15/secretary-generals-video-message-oslo-conference-human-rights-sexual

Obergefell et al v. Hodges, Director, Ohio Department of Health, et al. No 14 – 556, Supreme Court of the United States. 2015 Jun 26 [cited 2018 Dec 12]. Available from: https://www.supremecourt.gov/opinions/14pdf/14-556_3204.pdf

United Nations Human Rights Council. Report of the Independent Expert on protection against violence and discrimination based on sexual orientation and gender identity. United Nations General Assembly Document A/HRC/35/36. 2017. Available from: https://www.ohchr.org/EN/Issues/SexualOrientationGender/Pages/Index.aspx

CIA 1: 20 marks 

CIA 2: 25 Marks 

Class participation & Attendance: 5 marks 

All the CIAs are a must-pass assessment with a passing grade of 50%. If a student does not meet the passing grade for CIA, they will have to repeat the CIA before moving to the next CIA. To pass the course, the student must pass all the CIA components with an overall CIA mark of 25/50.  

Course description: Clinical neuropsychology addresses the link between brain and behaviour. Neuropsychological assessments provide a scientific way of quantifying and describing the cognitive, behavioural and emotional sequelae of changes in brain function caused by damage or disease. This module introduces you to neuroanatomy, neuropsychological assessment, and neuropsychological rehabilitation.

Course objectives: Students will acquire:

• An understanding of the broad work field of clinical neuropsychologists and the ability to apply this understanding. The focus lies on knowledge of various neurological, psychiatric and neuropsychological disorders, their underlying pathology, as well as the methods and techniques used to diagnose and treat them
• Knowledge of the functional neuroanatomy, neuropathology, neurophysiology and neuropathophysiology
• Oral and written skills that allow them to present a current (clinical) neuropsychological theme/topic

History, basic anatomy, elements of neurology, Methods of study of research in neuropsychology-anatomical methods, degeneration techniques, lesion techniques, chemical methods, stereotaxic surgery, micro-electrode studies, oscilloscope, polygraph, scanning methods & Ethical issues in research.

Major structures and functions, spinal cord, Brain: Fore brain, Mid brain, Hind brain, Cerebral cortex, temporal, parietal and occipital lobes; prefrontal cortex

Lobe syndromes- frontal, temporal, parietal, occipital

Spiritual dimensions of neurology, Neurology and emotions, neurological changes during cousnelling interventions.

Neuropsychology of psychiatric conditions: Schizophrenia, Substance abuse disorders, Major affective disorders and Anxiety disorders.

Neuropsychological assessments

Continuous Internal Assessment (CIA)
CIA 1: 20 marks
CIA 2: 25 Marks
Class participation & Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.

Course Description: This course aims at providing students with the skills of clinical interviewing, focusing on specific techniques and techniques

to interview specific clinical population and help them prepare for clinical work in their practicum.

Course Objectives:

This course will help the learner

1. Understand and develop skills of assessment and case history taking in specific clinical population.

2. Develop specific techniques that promote positive Doctor-Patient relationship.

Specific techniques: Facilitating interventions: Reinforcement, reflection, summarizing, education, Reassurance, encouragement,

acknowledgement to emotion, Humour, Silence. Nonverbal Communication; Expanding Interventions: Clarifying, Associations, Leading, Probing,

Transitions, Redirecting. Obstructive Interventions: Closed- Ended question, Compound questions, why questions, judgemental questions, or

Statements, Minimizing patient’s concerns, premature advice, Premature interpretations, Transition.

Interviewing the difficult Patient: Patients with Psychosis, Depressed and potentially suicidal patients, Hostile Agitated and Potentially violent

patients, Deceptive patients.

Clinical history taking; Mental Status Examination for children

What is motivational interviewing, The method of Motivational Interviewing, Engaging, Focusing, Evoking and Planning. Motivational

Interviewing in everyday practice.

William, R. M & Stephen, R. (2013) Motivational Interviewing; Helping People with change New York, NY: Guilford Press.

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock's synopsis of psychiatry: Behavioral sciences/clinical psychiatry (Eleventh

edition.). Philadelphia: Wolters Kluwer.

Ivey, A., Ivey, M., & Zalaquett, C (2009). Intentional Interviewing and counseling :Facilitating client development in a multicultural society.

Cengage

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course.(CIA+ESE)

Course Description: Students shall complete an observership at an agency providing mental health services for a minimum of 30 days. 

Course Objectives: The course will give an opportunity to

• Observe clinical practice under the supervision of a mental health professional.
• Understand different facets of clinical practice 

Observing clinical practice, note taking, Reflection and analysis

The student must get a minimum of 25/50 to pass the course

Course Description: This course has been conceptualized to empower the students with skills of preparing a research manuscript and aiming to publish the same. 

Course Objective

This course will help the learner to gain familiarity and develop skills associated with the processes of data collection, data analysis, writing a manuscript and publishing it. 

• Identify appropriate journals for publication
• Create a research manuscript
• Critically evaluate the work of self and peers

Identifying appropriate research journals, preparing manuscripts according to author guidelines. 

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course.(CIA+ESE)

Course Description: This course has been conceptualized in order to provide knowledge in social psychology to conceptualize the subject matter of the social individual in its deepest sense.  Building from the preliminary knowledge of social psychology at the undergraduate level, this course offers learners a more hands-on experience in social behaviour dynamics. 

This course is structured to provide students a culturally informed and contextualized view of the discipline.  Students are encouraged to appreciate and analyze the changing cultural diversity in the present Indian society, therefore, equipping them to approach social issues with its implications. The course will be augmented with field work and labs to enhance learning.

Course Objectives:

This course will help the learner to gain familiarity with :

• The historical development of social psychology as a discipline, its nature and critical issues and current debates within it.
• The plurality and multiple research designs and methods that can be employed to undertake research in social psychology with an-depth understanding of the ethical issues associated with them.
• The nature of how the self and identity develop in a social and cultural context and how individuals engage in the processes of social perception and social cognition.
• An understanding of social interactions in the context of interpersonal relationships, group dynamics and aggression.
• The diverse social issues that exist in society and the application of social psychological principles and theories to address these issues, with a special focus on mental health in India.

• Evaluate the historical and cultural context of social psychology as a discipline internationally and India.
• Examine theoretical frameworks underlying social interaction and its relationship to social identity.
• Relate knowledge of theory as well as current and past research in social psychology to situations in everyday life such as interpersonal and group relations.
• Understand the nature, dynamics and dimensions of interpersonal behaviour.

The definition and nature social psychology; Growth of social psychology; Alternative conceptions of social psychology; Crisis of confidence in the discipline and its resolution;  Development of social psychology in India; Current status of the discipline; Indigenization of social psychology; Issues in experimental social psychology; Emerging alternative methods in social psychology;  Ethical issues in social psychological research.

Self and identity : Culture and development of self, social identity , diverse identities; Social cognition and impression management ; Attribution- theories, biases and errors; Organizing and Changing attitudes; persuasion and propaganda techniques ; Prejudice, Stereotypes and Discrimination : Theories of inter-group relations, reducing prejudice ; The development of social representations.

Nature, dimensions and dynamics of interpersonal relationships; Interpersonal attraction ; Sexuality and intimacy; Diverse and complex relationships – alternate sexualities; Groups: Small groups and its functions , social influence processes in groups ; Aggression: Theories and individual differences in aggression; Violence- sexual harassment, genocide,terrorism.

Cross-cultural psychology: Diversity in socialization: Individualistic vs. collectivistic culture:Social psychological perspectives on health and illness ; Culture, personality and psychopathology ; Traditional healing methods: Cross- cultural aspects of coping ;Environmental stresses and social behaviour; Psychological effects of unemployment. Social and ethnic minorities and law; Poverty and deprivation.

Third edition. New Delhi : Cengage publishers.

2. Fraser, C., and Burchell, B. (2001). Introducing Social Psychology. Cambridge: Polity

2. Crisp, R.J. and Turner , R.N.(2014).Essential social psychology. New Delhi : Sage.

3. Dalal, A.K. and Misra, G. (2002). Social Psychology in India: Evolution and emerging trends.   In A.K. Dalal and G.Misra (Eds.), New directions in Indian Psychology (Vol1: Social Psychology). (pp.19-49). New Delhi: Sage.

4. Dovidio,J.F. (2010).The Sage handbook of prejudice, stereotyping and discrimination. London :Sage

5. Heinzen,T.E., and Wind, G. (2019). Case studies in social psychology : Critical thinking and application.First edition. California :Sage publications .

6. Hepburn,A (2003). An introduction to critical social psychology. London :Thousand Oaks, California : Sage

7. Klauer,K.C. Andreas , V., and Christoph,S. (2011). Cognitive methods in social psychology. New York : Guilford press.

8. Linda, S. (Ed) (2017). Applied social psychology : understanding and managing social problems. Cambridge ,UK: Cambridge university press

9. McGhee, P. (2001). Thinking about experimental social psychology. In P. McGhee,Thinking psychologically (pp. 119-139). New York: Palgrave.

10. Michener, H.A., Delamater, J.D., and Myers, D.J. (2004). Social Psychology (5 th ed.).

Belmont,CA: Wadsworth/ Thomson Learning.

11. Nelson,T.D. (2019). Classic and Contemporary studies in social psychology: A text

reader. California : Sage publications.

Recommended Journal references :

12. Baumeister,R.F and Vos,K.D. (2003). Social psychology articles from the 1980s and 1990s : Some new classics and overlooked gems. Psychological Inquiry,14 (3/4),

p193-195.

13. Fiske,S,T.(2015). Grolar bears, social class and policy relevance : Extraordinary agendas for the emerging 21 st century. European journal of social psychology, 45(5),

p551-559.

14. Greenberg.J. (2005). The revealing science of social psychology. Psychological Inquiry,16(4). p168-171.

15. Kapur, R.L. (1994). Violence in India: A Psychological Perspective. D.L.N. Rao Murthy Oration, Indian Journal of Psychiatry, 36(4), 163-169.

16. Kiran,R. (2006). Lessons learnt in mental health and psychosocial care in India after disasters. International review of psychiatry, 18(6). p547-552.

17. Leung,K. (2007). Asian social psychology : Achievements ,threats and opportunities. Asian journal of social psychology , 10(1), p8-15.

18. Moghaddam, F.M. (1987). Psychology in the three worlds: As reflected by the crisis in social psychology and the move toward indigenous third world psychology. American

Psychologist, 42, 912-920.

19. Verma,S.K. , Bharti,P., and Singh,. T. (2018). Does stigma always have negative consequences?. Journal of community and applied social psychology.28(6), p495-507.

20. Wilson, T.D.(2005). The message is the method : Celebrating and exporting the experimental approach. Psychological Inquiry

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course.(CIA+ESE)

Course Description: This elective is aimed at providing students an understanding of the inter-links between psychology and education. Application of psychological principles to educational settings will be imparted in this course. An understanding of Biological foundations of behaviour and developmental psychology is a pre-requisite for this course. Completion of this course would equip students to deliver clinical interventions in educational settings. 

This course will help the learner to

• Understand the Educational Psychology field, Interventions and Research Models.
• Gain knowledge of  Educational Psychology theories and conceptual frameworks.
• Develop skills on various models and strategies of Educational Psychology assessment and intervention with students, parents, teachers, educators and other professionals. 
• Develop a critical, creative and intended approach regarding psychological intervention in different educational settings.

•Understand key issues and develop effective solutions
•Evaluate study methodology and scientific basis of findings
•Demonstrate various Childhood disorders and its implications in classroom teaching and learning
•Explore a case with learning disability
•Report a case study of a learner with learning disability 
 

Introduction to Educational Psychology; Educational Psychologists intervention & Research in Educational Psychology 

Applied Theoretical Frameworks of Learning, Teaching and Development; Motivation and Learning; Metacognition, Self-regulation and Learning 

Vocational Counseling and Guidance; Indiscipline, Teacher-Student Relationship and Classroom management 

Learning disabilities, Special needs & Multicultural classrooms; Parenting Education Prevention Approaches in Educational settings

2.Robinson, S. (2009). Foundation of Educational Psychology (2nd ed.). New Delhi: Ane Books.

2. Rubie-Davies, C. (Ed.) (2011). Educational Psychology Concepts, Research and Challenges. New York: Routledge. 

3. Brophy, J. (2010). Motivating Students to Learn (3rd edition). New York: Routledge. 

4. Smith, T., Polloway, E., Patton, J. & Dowdy, C. (2012). Teaching Students with Special Needs in Inclusive Settings (6th edition). New Delhi: PHI Learning.

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course

Forensic Psychology is the application of psycvhology in the aid of legal investoigation, which looks into the vast psychological perspective and applies them to legal investigations including issues such as public policies, new laws, competency and also the mental state of a defendant.

•Forensic Science: Definition, history and development - scope and need of forensic science in the criminal justice system

•Forensic Psychology: Definition and scope - Sub-specializations of forensic psychology- Relationship between psychology and law- Relationship between forensic psychology, criminology and criminal psychology- Ethical issues in forensic psychology.

•Daubert standard and Frye standard- Mc’Naughten rule- Insanity definition in Indian Penal Code (IPC section 84): Legal and medical insanity- Stages of mind.

•Forensic Psychology research methods

•History of crime- Criminal behaviour: Definition and causal factors (biological, psychological and social factors).

•Schools of Criminology: Pre-classical thought, Classical school of thought, Neo-Classical and Positive school of thought.

 •Psychobiology of crime: Introduction- Inhibitive and disinhibitory systems in the brain, Frontal controlling functions and response inhibition.

·       Interrogation and Confession: Reid Techniques in Interrogation of Suspects.

·       Eye-witness Testimony: Assessment of false memory, Confabulations and Contamination of Eye-Witness Witnesses

·       Court Structure and Jurisdiction- Civil and Criminal courts- Stages in Judicial Process in forensic psychological cases.

·       The Criminal Psychopath- General behavioural characteristics of psychopaths - Antisocial Personality Disorder and Psychopathy- Prevalence of criminal psychopathy- Offending patterns of criminal psychopaths.

·       Criminal Homicide-Multiple Murder, Serial Killers, Mass Murders.

·       Criminal Profiling: Introduction- Types of profiling: Inductive and Deductive profiling- Process of profiling- FBI stages of profiling.

·       Polygraph: Instrumentation, principles and procedure- Methods of formulation of relevant, irrelevant and control questions- Scoring and analysis.

·       Brain Electrical Oscillation Signature Profiling (BEOS): Principles and procedure- Designing of probes: audio and visual.

·       Narco Analysis: History- Principles and procedure. 

·       The legal status of forensic psychological tests in India.

Continuous Internal Assessment (CIA)
CIA 1: 20 marks
CIA 2: 25 Marks
Class participation & Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.

This course suitable for post graduate students of Counselling and Clinical Psychology intends to deepen their theoretical understanding of sexual dysfunctions and sex therapy, train them in empirically proven techniques of individual and couple sex therapy across behavioural, cognitive, emotion focussed and systemic frameworks. The students will be equipped to critically appraise the research literature in the area, conceptualize research on sex therapy as well as get comfortable in handling clients with sexual dysfunctions.

Course Objectives:

• A thorough understanding of normal sexual functioning, deviations from normality, types of male and female sexual dysfunctions.
• Familiarisation with the intricacies, therapist qualities, interviewing strategies, application of culturally appropriate intervention strategies in the context of sex therapy.
• Acquiring an overview of current status of research in sexuality and sex therapy, and ability to conceptualize process and outcome research.

Psychosexual development. Models of sexual functioning (Medical, Cognitive behavioural, Experiential). Distinguishing between normal and dysfunctional sexual behaviour. Classification of male and female dysfunctions.

Qualities of a sex therapist. Models of sex therapy. Clinical evaluation and Psychometric assessment in sex therapy. Techniques in sex therapy. Sex therapy with single individuals.

Normal and dysfunctional couple sexual interactions. Systemic approaches to couple sex therapy. Processes in integration of sex and couple therapy. Challenges in sex therapy.

History and evolution of sex therapy research. Critical evaluation. Current trends and future directions in the area of sex therapy. Conceptualising culturally sensitive process and outcome research in sex therapy.

Hertlein, K. M., Weeks, G. R., & Gambescia, N. (Eds.). (2009). Systemic sex therapy. New York, NY: Routledge.

LoPiccolo, J., & LoPiccolo, L. (Eds.). (2012). Handbook of sex therapy. Springer Science & Business Media.

Weeks, G. R. (2013). Integrating sex and marital therapy: A clinical guide. Routledge.

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course

Course Description: This course aims at imparting knowledge on concepts of crisis and trauma. It will provide inputs on stages of crisis and trauma, and skills for dealing with crisis and trauma at personal,interpersonal and community levels. This course will also help the students gain knowledge on techniques relevant to crisis and trauma management and enable the students to understand the clinical outcome of crisis and trauma events so that they are able to plan out strategic interventions accordingly

Course Objectives:

• To provide the students an opportunity to learn the concept of Crisis and Trauma Counselling - skills training, case management and family education
• To educate the students on crisis and trauma assessments and legislations related to it

Crisis Phases - Models of Crisis & Assessment ;Trauma Phases - models of trauma & Assessment

Different models of interventions;Issues and challenges in trauma management

2. Dass-Brailsford, P. (2007). A Practical Approach to Trauma: Empowering Interventions. USA: Sage Publications.

3. Gilliland, Burl E. & James, Richard K. (1998). Crisis Intervention Strategies. Brooks/Cole Publishing Company: USA.

4. Bisson JI, Roberts N, Macho G. The Cardiff traumatic stress initiative: an evidence-based approach to early psychological intervention following traumatic

events. Psychiatric Bulletin. 2003;27:145–147.

5. Başoğlu M, Salcıoğlu E, Livanou M, et al. Single-session behavioural treatment ofearthquake-related posttraumatic stress disorder: a randomised controlled trial. J

Trauma Stress. 2005;18(1):1–11. 

6. Bryant RA. Early predictors of posttraumatic stress disorder. BiologicalPsychiatry. 2003;53:789–795.

2. Briere, J. (2012). Working with trauma: Mindfulness and compassion. In C. K. Germer & R. D. Siegel (Eds.), Wisdom and compassion in psychotherapy (pp. 265 279). NewYork, NY: Guilford.

Course Description: This course has been conceptualized in order to familiarize the students with the basic philosophy, assessment and treatment strategies of cognitive behavioral therapy.

This course will help the learner to

• Understand the core theoretical concepts of Cognitive Behavioral Therapy, disorder-specific models of case conceptualization and interventions.
• Analyze and apply evidence-based practices in psychotherapy research pertaining to CBT

• Conduct a functional behavioral assessment of a client’s presenting problems
• Conceptualize a case using CBT models
• Critically evaluate existing literature on CBT

Introduction and theoretical basis of CBT. Assessment and Formulation, Goal setting in CBT, Cognitive restructuring techniques

CBT for mood disorders, anxiety disorders, third wave CBT, recent developments

2.Hofmann, S. G. (2012). An Introduction to Modern CBT: Psychological Solutions to Mental Health Problems Malden, MA: Wiley-Blackwell

2.Miltenberger, R. G. (2001). Behavior modification: Principles and procedures (2nd Ed.). Belmont, CA: Wadsworth/Thomson Learning.

3.Smith, N.W. (2001). Current systems in psychology: History, theory, research & applications. USA: Wadsworth/Thomson learning.

4.Griffiths, R. (2009). CBT for beginners. New Delhi: SAGE

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course

Course Description: This course aims at providing students with an opportunity to understand the philosophical and logical foundations of health and illness conceptualized by Asian healing methods in relation to Western medicine. The course provides students hands on experiences on Yoga and Meditation and an opportunity to understand the possibilities of integrating Asian Healing Practices with Western Medicine.

Course objectives: This course will help the learner

• To gain a familiarity with Asian Healing Practices.
• To understand philosophical and logical foundations of Asian Healing Practices
• To evaluate the best ways in which Asian Healing Practices has integrated with western medicine.
• To demonstrate the knowledge in any one Asian Healing Practices.

Science and scientific reasoning in healing; Origin and relevance of CAM; Concepts, Causes, Classification, Diagnosis and Treatment of Health & Illness in Ayurveda.

Naturopathy, Unani, Siddha and Reiki ; Acupuncture; Indigenous methods of healing – Shamanism, Religious based and Ritual art form based healing methods; Yoga and Meditation.

Philosophical foundations ;Problematizing the notion of mental illness ; various conceptions of mental illness; Anti-psychiatry movement

Philosophy for counseling and psychotherapy; Issues of integration; Implications to Health Psychology; Psychotherapy and medical treatment

2. Furnham, A. (2005). Complementary and alternative medicine: shopping for health in post-modern times. In P. White. (Ed.). Bio psychosocial medicine: an integrated approach to understanding illness. Oxford: Oxford University Press.

3. Howard, A. (2000). Philosophy for counseling and psychotherapy. Palgrave.

4. White, P. (Ed.). (2005). Bio psychosocial medicine: an integrated approach tounderstanding illness. Oxford: Oxford University Press.

5. Inglis, B. & West, R. (1983). The alternative health guide. London: Dorling Kindersley Ltd.

2. Sri Aurobindo Ashram. Health and healing in Yoga. (2009). Pondicherry: Sri Aurobindo Ashram.

3. Sharma, R.K. & Dash, B.(2007). Caraka Samhita. Vol.II. Varanasi: Chowkhamba Sanskrit Series Office.

4. Sharma, R.K. & Dash, B.(2007). Caraka Samhita. Vol.V.Varanasi: Chowkhamba Sanskrit Series Office.

This course will address one of the most important developments in mental health globally- community mental health programmes- by examining community mental health programmes that have taken centrestage in India’s mental health care landscape. It will look at how scaling up of community mental health practice in India as advocated by international bodies plays out on the ground when multiple stakeholders  appear on the scene. The course will draw from  national mental health policies and recent literature  on global mental health to provide an overview of challenges and possibilities of these policies and programmes when applied in the Global South with special focus on India. 

Course objectives:

-Trace the history of  programmes and policies related to community mental health nationally and internationally

- Map the complex dynamics between global mental health developments and national community mental health policies, that in turn interact with and shape local practices on the ground.

- Develop a critical understanding among community, mainstream mental health services and psychosocial disability in the Global South with special reference to India

Meaning and definitions of community and community mental health, history of community mental health in India, current national and international policies and programmes: UN, WHO and Movement for Global Mental Health; Theoretical perspectives on community mental health, Medical model v/s community mental health model: Use of non-professionals in mental health: lay community health volunteers

Gender, culture and human rights in mental health; User-survivor perspectives, alternative communities, psychiatric pluralism in India; Mental health in the Global South: Colonisation and racism, casteism, poverty, crime and delinquency, unemployment, tribal issues, migration,  gender, and sexuality; disability and psychology; Community based interventions. 

Gupta, N., Chavan, B. S., Arun, P., Sidana, A., & Jadhav, S. (2012). Community mental health in India. Jaypee Brothers Medical Publishers (P) Ltd.

Lukose, R. A. (2009). Liberalization's children: Gender, youth, and consumer citizenship in globalizing India. Duke University Press.

Davar, B. (1999). Mental health of Indian Women. New Delhi, Sage Publications.

Sinha G. Tripathi R C & Misra G (Eds). (1998). Deprivation: Its Social roots and psychological consequences, New Delhi. Concept publishing company.

Government of India, (2017). National health policy. Retrieved from https://www.mohfw.gov.in/sites/default/files/9147562941489753121.pdf

Government of India (2015). Guidelines for implementing of district level activities under the NMHP during the 12th plan period. Retrieved from https://mohfw.gov.in/sites/default/files/56464578341436263710_0_0.pdf

Government of India. (2014). National Mental Health Policy. Retrieved from https://www.nhp.gov.in/sites/default/files/pdf/national%20mental%20health%20policy%20of%20india%202014.pdf

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course

This course furthers the aims of psycho diagnostics – 1 and provides students with an opportunity to develop skills in assessment, administration and scoring and interpretation of psychological test ( projective, aptitude and neuropsychological with adults and childeren)

• Rorschach Inkblot Test 

• Thematic Apperception Test (TAT) 

• Children’s Apperception Test (CAT) 

• Sack’s Sentence Completion Test (SSCT) 

• Raven’s Controlled Projection Test (RCPT)

• Differential Aptitude Test (DAT)  

• Comprehensive Interest Schedule (CIS)

• Childhood Autism Rating Scale (CARS)  
• Connor’s rating scale for Attention deficit hyperactive disorder
• NIMHANS index for Specific learning disorders 
• Child Behavior Checklist (CBCL)

• Clinical Rating Scales: BDI, HDRS, HARS, CARS-training
• Neuropsychological battery (adult)-training.             
• Rosharch – Exner
• TAT

1. Groth – Marnat, G (2003). Handbook of Psychological Assessment. John Wiley & Sons Inc., Hoboken, New Jersey
2. Kaplan, R.M & Saccuzzo, D. P (2009). Psychological testing: Principles, Applications and  Issues.  7^th Edition,    Wadsworth, Belmont, USA

    

Course Description: This course has been conceptualized in order to equip the students with the necessary skills of publishing their manuscript in an academic journal and presenting their research work in a conference. The process will be supervised by the respective research supervisors.

Course Objective: 

• To help the learner gain familiarity with the process of publication
• To help the learner gain exposure to seminars and conferences

Identifying types of journals, preparing a manuscript according to author guidelines provided by the journal,

Preparing a scientific poster, preparing a presentation for an academic conference

The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course

Course Description: During Supervised clinical practicum students spend 200 hours engaging in clinical practicum in a mental health agency. Students are expected to attend group and individual supervision both on site and campus. As a follow-up of the theoretical and basic skill inputs the students have received in various clinical psychology specialization papers during II and III semesters, students need to learn clinical skills.

This course will help the learner to demonstrate

• Basic diagnostic and assessment skills.
• Interviewing skills.
• Basic therapeutic skills to engage in brief sessional work with clients.
• Personal development as (future) clinicians.

● Demonstrate skill in arriving at provisional and differential diagnoses

● Provide a detailed Psychopathology formulation

● Provide a detailed Psychotherapeutic formulation

● Become more self-aware in terms of their therapeutic skills or blind spots.

Students engage in supervised clinical practicum at various internship sites.

Students take individual supervison for their client work

Students present cases and are supervised in groups