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

The MSc in Clinical Psycho-oncology is an multidisciplinary programme designed for those planning careers in psychosocial care of persons affected by cancer and pallatieve care. The programme is especially useful for psychologists, Counsellors, social workers, nurses, doctors, and persons from allied health fields with an interest in oncology. The programme is benchmarked to International Standards in Psycho - oncology practise and contexualised to meet local and regional needs.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO1: Demonstrate domain expertise in the field of psycho-oncology including theoretical foundations of human behavior

PO2: Demonstrate consultative decision making with empathy, clarity and comprehensiveness while respecting diversity among various stakeholders in the field of psycho-oncology

PO3: Demonstrate ethical and analytical research skills and contribute to knowledge sharing among various stakeholders

PO4: Demonstrate professional competencies and practise skills needed in a multidisciplinary team in psycho-oncology settings

PO5: Demonstrate skills in evaluating research from a critical perspective, exhibit proficiency in evidence-based clinical practices and participate in community-oriented action research in psycho-oncology settings

PO6: Illustrate the relation between physiological and psychological domains of oncology

PO7: Demonstrate skills to work with individuals and families of people with oncological conditions at different stages of their lifespan

PO8: Deal with ethical and moral dilemmas in end-of-life care with knowledge about the national and international policies and standards of care in palliative and end-of-life care

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 framework 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. The most common frameworks used in this programme include Revised Blooms Taxonomy and Structure of Observed Learning outcomes (SOLO) and ICAP framework.

 Assessment is based on the performance of the student throughout the semester.

Credit Structure

Normally 15 hours of classroom teaching in a semester is considered as one credit for theory courses.

• Courses with 30 hours per semester will earn the candidate 2 credits.
• Courses with 45-50 hours per semester will earn the candidate 3 credits.
• Courses with 51 hours and above per semester including practical will earn the candidate 4 credits.
• Dissertations/Practical equivalent to one course will earn the candidates 4-6 credits.

This course introduces the basic principles and methods of biostatistics, providing students with a sound methodological foundation for practice in health care settings. The purpose of the course is to teach fundamental concepts and techniques of descriptive and inferential statistics with applications in health care, public health, and epidemiology. Basic statistics, including probability, descriptive statistics, inference for means and proportions, and regression methods are presented.

Looking at your data – Types of data, tables and graphs, central tendency and dispersion

Probability- Bayes theorem, sensitivity, and specificity

Distributions – Binomial, Poisson, normal, central limit theorem, standard scores/z scores

Statistical inference – Samples and populations, power, confidence intervals, p values, type 1 and type 2 error

One and two groups – One sample population mean, paired sample t test, independent sample t test

Comparing more than two groups - One way ANOVA, two-way - ANOVA

Comparing two groups (categorical outcomes) -Chi square, Mc Nemar’s test, Correlation, Linear Regression, Multiple Regression

Nonparametric tests – sign test, Wilcoxon test, Kruskal Wallis, Rank Correlation 

SPSS labs

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 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. It will help students identify and practice the elements, style and language of academic writing. Students will have opportunities to practice academic writing, both individually and in collaboration with others. It will also help students learn how to review research articles through a seminar format.

Introduction to Academic Writing - 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 poster presentations; reflective, analytic, and descriptive reports; book review; film review.

Reviewing of articles in the area of healthcare in small groups

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 gives a foundation for counselling, the basic theoretical orientation towards different schools of thoughts in counselling. Different philosophical, sociological and psychological foundations for counselling will be discussed in this course. The theoretical understanding of counselling across settings, differences in the application of counselling in psychiatric and health care settings, the theoretical basis of counselling with chronic and life-limiting conditions will be discussed.

Concept of counselling; the difference between guidance, counselling and psychotherapy; Development of the profession of counselling: historical perspective and the stages; Relevance of counselling in different settings; perspectives of counselling in different specialities.

Philosophical foundations of counselling: dignity and value of individual; Sociological foundations: Social development, socialization, social approval, and social milieu; Psychological foundations of counselling: Psychoanalytic perspectives, Behaviouristic perspective, Humanistic and existential perspective; Cognitive and social perspective; Eclectic approach to counselling.

International and national milestones of development. Meeting the psychosocial needs of persons with cancer to ensure whole patient care. Clinical Practice Guidelines for Psychosocial Cancer Care. 

Counselling for the specific population in psycho-oncology: children, women, men, and geriatric groups. Different phases of counselling across the illness stages (Finding a suspicious symptom, Being informed about the diagnosis, Awaiting treatment, Change or end of treatment, Discharge from the hospital, Surviving cancer, Failure of treatment, Recurrence or progression of the disease, Advanced phase of illness, Approaching the end of life) and treatment settings. The role of psycho-oncologist in advanced care planning and making a living will

End semester examination (ESE) - 30%  

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks 

Attendance: 5 marks

All CIAs 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 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 introduces students to the various systems of the body. A basic understanding of how the body works is essential to understand health, diseases and how a health psychologist can contribute to the health and wellness of clients.

Endocrine System: Overview, Adrenal Glands, Other Glands, Disorders involving the Endocrine System – Diabetes, Role of the health psychologist.

Digestive System: Overview, Functioning of the Digestive System, Related Diseases – GI diseases, IBS, Role of the health psychologist.

Cardiovascular System:  Overview, Structure and Functions – The Heart and Blood Vessels, Blood Pressure, Related Diseases - CHD, Role of the health psychologist

Respiratory System: Overview, Structure and Functions, Related Diseases, Role of the health psychologist

Renal System: Overview, Structure and Functions, Related Diseases – Kidney Disease, Role of the health psychologist

Reproductive System: Overview, The Ovaries and Testes, Fertilization and Gestation, Disorders of the Reproductive System – Infertility, PCOS, Role of the health psychologist

Immune System: Overview, Infection, the course of infection, Antigens and Immunity, Disorders related to the Immune system.  Role of the health psychologist

Nervous System:  Overview, Related Disorders – Epilepsy, Paralysis, Dementia, Role of the Health Psychologist

Genetics and Health; Overview, Genetics and Susceptibility to Disorders

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 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 marks, 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)

The course on ‘Neurobiological Basis of Cognition, Affect and Behaviour’ orients the student to the Neurobiological understanding of human behaviour, emotion, and cognition. This course is offered in the first semester and introduces the student to the Human Nervous system and the neurophysiological underpinnings of psychological processes.  This course is also designed to help the learner apply this understanding to the field of Clinical Psycho-oncology.

The biological approach to behaviour, affect and learning; Basic structure of the nervous system; The cells of the nervous system: Neurons, Glia, The blood-brain barrier; The Nerve Impulse: The resting potential, The Action Potential; Synapses: Properties of Synapses, The role of Neurotransmitters.

Sleep and Wakefulness: The physiological basis of the biological clock; Stages of Sleep; The physiological basis of Hunger; The physiological Basis of Thirst; The physiological Basis of Reproductive Behaviours; Implications of the physiological bases of human behaviour in the field of clinical psycho-oncology

Emotions and autonomic arousal; The functions of emotions; The physiological basis of aggression; The physiological basis of fear and anxiety; The role of stress on health; Implications of the physiological bases of human affect in the field of clinical psycho-oncology.

The Neurophysiological Basis of Learning and Memory: The role of the hippocampus; Intelligence; Language; Lateralization; Understanding circuitry pathways of the brain; Implications of the physiological bases of human cognition in the field of clinical psycho-oncology

Kolb, B., & Whishaw, I. Q. (2019). An Introduction to Brain and behavior (6th ed.). Worth.

End semester examination (ESE) - 30%  

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks 

Attendance: 5 marks

All CIAs 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 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).

Clinical Psycho-oncologists require a working knowledge of research skills in specific applications to health and health care. This course provides an introduction to research in healthcare. The course will include both qualitative and quantitative research methods, using examples of research across a range of areas in health. Students will be introduced to the most common research designs used in health care service, evaluation and public health. This course will be followed by an advanced course in Evidence-based research in health and wellness in the second semester, building upon the foundations laid in this course. This course will be supplemented by the course Biostatistics as well as the course in Ethics offered in the current semester.

Foundations of Health Research

Qualitative and Quantitative methods

Research Planning

The Research Process

Formulation of Research Questions

Sampling Methods, Recruitment Procedures, and External Validity

Experimental Designs and Randomized Controlled Trials (Intervention Studies)

Surveys and Quasi-Experimental Designs

Single Case (n=1) Designs

Epidemiological Research Observational Research ( Case-Control studies, Case-Crossover studies)

Cohort Studies (Cross-Sectional studies, Ecological studies)

Questionnaires and Survey Designs

Measurements

Appraising the trustworthiness of quantitative evidence

Structure of a quantitative research report

Reporting guidelines for different quantitative studies

End semester examination (ESE) - 30%  

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks 

Attendance: 5 marks

All CIAs 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 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).

To provide students with foundational knowledge and skills in ethical and professional behaviour that will enable them to competently reflect upon, address and resolve the socio-cultural issues that students will confront during their training and professional practice. This ethics course involves teaching rudimentary knowledge and skills in ethical theory and practice in health care  

The history and development of clinical ethics; modern research ethics, codes and guidelines; role of religion in ethics – Islam, Hinduism, Christianity, Judaism;  culture and bioethics

Indian law and its implication on clinical practice and research; Disparity in health, health care and access to health; Disparity in resource allocation for health -macro, meso and micro levels, public health policy and resource allocation; ethical analysis of policies

IRB and its functions; ethical issues in health care; vulnerable populations, risks and benefits; authorship; contemporary issues in research ethics

Functions of a clinical ethics committee; ethical issues at the end of life; ethical issues at the beginning of life; reproductive medicine and ethics; euthanasia; professionalism.

       Tom L Beauchamp, James F Childress. (2008) Principles of Biomedical Ethics.

3.     

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)

In this course students will engage in supervised community service for 15 hours during the semester. Students are encouraged to work on any health care issue in the community and develop and implement a module for health promotion. Reflections on their interactions are an integral part of this course. Student engagement will be assessed by a supervisor.

Service-Learning: The Concept, Objectives, and Scope; Need for Community and Academia (University) Interface. 

The action plan for Service-Learning: Awareness, planning, prototype, support, expansion, and evaluation. 

Outcomes of service-learning: Personal, social, learning, and career outcomes.

Community Engagement

The student identifies a community health issue and links the need identified with the field of study. Makes an intervention plan, implements it in the community, and evaluates the overall process. 

CIA 1: 20 marks

CIA 2: 25 Marks (Including class participation: 5 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 primary goal of this two-credit course is to provide the students support to develop a clear and concise research proposal that addresses an important health care issue. The research proposal is expected to be converted into a project which is then converted into a manuscript and ready for publication by the end of the third semester of their programme. Each student is attached to a faculty advisor who holds the lab once a week with a  group of students attached to him/her/them. This course is followed by Research lab 2 in the third semester and the Manuscript and Publication course in the final semester of the programme. Students are encouraged to present their key research ideas in the form of poster presentations in colloquia organized by the Department of Psychology in association with health care centres. The course will use a seminar format and dwell on peer feedback and faculty supervision. This is not a lecture-based course.

Choosing research questions based on evidence

C.A.R.S model

Literature review

Choosing Research design based on evidence

Consultation skills

Informed consent

The Institutional Review Board (IRB) and CHRIST University Code of research Conduct and Ethics

Scientific poster

Selecting journals for manuscript publication

Publication ethics, predatory publishing

Community of Publication Ethics (COPE)

Indexing agencies, Impact Factor and publication indices

Aveyard, H. (2014) Doing a Literature Review in Health and Social Care: A Practical Guide. 3rd edition. New York: McGraw-Hill Education,

Ballenger, B, P.(2015) The Curious Researcher: A Guide to Writing Research Papers. 8th edition. Boston, MA: Pearson

Yagoda, B. (2013) How to Not Write Bad: The Most Common Writing Problems and the Best Ways to Avoid Them. New York: Riverhead Books.

Turabian, K. L. (2018) A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style for Students and Researchers. 9th edition. Chicago, IL: University of Chicago Press.

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

The Journal club is a student-driven and faculty-supervised mandatory activity. Each student in the programme will choose a published empirical article in the area of health psychology or health care from a journal available in the University library and preferably indexed in PubMed. The students will present the article in turns weekly and facilitate a group discussion of the article. A research  blog will be created on the Learning Management System of the University (Moodle) and the blog will be open till the end of the week. The student presenting the article must make article available for the class to read a week in advance after gaining approval of the instructor, and all students  will  place their critical views of the article in the discussion thread prior to the journal club meeting.

●      critically read, interpret, and present published data;

●      discuss the strengths and weaknesses of publications;

●      enhance critical thinking and problem solving skills; and

●      demonstrate skills in interpreting and critically evaluating scientific data

Search strategies to identify the articles- Planning the steps, searching for the evidence in database, recording the search

Critical evaluation and presentation of an empirical article in the area of health care.

CIA 1: 10 marks

CIA2: 15 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

This course introduces students to various aspects of Clinical Psycho-oncology. It is aimed at giving students an understanding of what actually goes on in psycho-oncology practice. It will involve a series of lectures from practitioners in the field. This course is meant to enhance their professional development as they work to becoming practising psycho-oncologists

●      Demonstrate an understanding of various practice issues in Clinical Psycho-oncology

●      Articulate their roles as clinical psycho-oncologists in a medical setting

●      Develop an awareness of their professional competence and an understanding of what competencies they need to further develop.

 Guest lectures by experts in the field of  Psycho- oncology

CIA: 10 marks

CIA: 15 marks

A must-pass assessment with a passing grade of 50%. 

Course Description:

This course introduces trainee helping professionals to human growth and development across the lifespan, focusing on typical and atypical development, major milestones and life cycle stages. Students will gain an enhanced knowledge of the stages and domains of human development. We will examine major theories and approaches in physical, cognitive, and social-emotional development and emphasize the interdependence of all domains of development. We will also discuss the impact of chronic illness, adverse life events and developmental challenges individuals' face in the life cycle stage and its effects on growth and development. The lifespan developmental perspective provides students with a foundation to conceptualize and apply developmental theory and research, emphasizing its usefulness in answering questions that address changes in an individuals' health and wellbeing.

The study of human development; Biological foundations: heredity-environment correlations- twin studies, genetic influences, prenatal development, birth, physical milestones, and changes including growth spurts, puberty, brain development; critical and sensitive periods, the pattern of physical development; Challenges for cognitive and psycho-social development, the role of nutrition, poverty, illness, lifestyle and disability on development across the lifespan.

Cognitive development- Piaget and Vygotsky; Moral development and reasoning-Kohlberg and Gilligan; Development of identity- Erickson and Marcia, emerging adults-Arnett, positive youth development model, adolescent risk behaviour; Gender development and gender role socialization; the role of culture, play, education, and peers on development across the lifespan.

Emotional regulation and dysregulation, temperament, attachment theories and styles- Bowlby, Ainsworth, factors that affect attachment, adult attachment patterns and relationship- Shaver and Fraley, Sternberg; Caregiving and parenting-Baumrind; Social contexts of lifespan development-Bronfenbrenner’s ecosystems model, the role of family patterns, adverse childhood experiences (ACEs), resilience on development across the lifespan.

Adult developmental tasks- Havighurst; Life stages-Levinson, quarter and mid-life crisis, sexuality and menopause; Gains and losses in later adult life, biological and social theories of ageing, positive and successful ageing

Death, understanding of death and causes for death across the life span, grief, mourning and bereavement, facing one's death, coping with death and dying- Kubler Ross; Cultural issues; Dying with dignity- palliative care and hospice care.

Broderick, P.C., & Blewitt, P. (2010). The life span: Human development for helping professionals. (3rd Ed.). Pearson.

Santrock, J.W. (2011). A topical approach to lifespan development. Tata McGraw-Hill Edition.

Papalia, D.E., Olds, S.W. & Feldman, R.D. (2017). Human Development (Ninth Edition). Tata McGraw-Hill

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)

Cancer is defined as uncontrollable cell growth.  The complexities of the causes and the different types of cells that give rise to this disease have underscored the need for a better understanding of the basic biology of cancer.   Advancements in basic and biomedical research have led to more effective treatments, enhanced detection methods, and better prevention strategies.  This course aims to provide a comprehensive overview of the biology and pathology of cancer.  This course will explore the role of mutations in cancer cells, and how they lead to the dysregulation of essential biological properties like programmed cell death, cell proliferation and differentiation.   Classical treatment methods will be compared with newer treatment strategies like targeted therapies.  This course will also explore the challenges associated with diagnosing cancers, as well as ways in which to prevent cancer.  The ever-expanding role of “omics” and bioinformatics in areas such as tumor classification, prognosis and treatment will also be discussed.

•  the common cellular and molecular mechanisms that are deregulated in cancerous cells and how does their deregulation contribute to the development of cancer 
•  the role gene mutation plays in the development of cancer and ways in which can cancer be considered a “heritable” trait? 
•  ways in which environmental factors influence cancer susceptibility and how may we use this information to prevent cancer
•  how cancer manifests itself in the human body and what features of cancer lead to high mortality rates
•  the biological rationale for both traditional chemotherapies and novel targeted therapeutic approaches and the benefits and limitations of each option
•  ways in which genomic technologies provide insight into cancer prevention, diagnosis, and treatment and the limitations of these technologies

Overview of Cancer, hallmarks of cancer, Genomic Instability, Angiogenesis, Metastasis, metabolic dysregulation

Genetic basis of cancer

Mutagens, carcinogens, and mutations

Tumor viruses – RNA and DNA viruses, oncogenes and protooncogenes, mechanisms of oncogene activation

Tumor suppressor genes – Rb gene, p53 gene

Cell cycle, cell cycle checkpoints, and cell cycle dysregulation in cancer

Role of growth factors and Receptors in Carcinogenesis

RAS/RAF signaling in cancer, Myc signaling pathways

Multistep tumorigenesis

Cell cycle, cell cycle checkpoints, and cell cycle dysregulation in cancer

Role of growth factors and Receptors in Carcinogenesis

RAS/RAF signaling in cancer, Myc signaling pathways

Multistep tumorigenesis

Cancer stem cells

Apoptosis and cellular senescence

Role of telomeres in cancer

DNA repair mechanisms – BER, NER, HR, NHEJ

Importance of DNA repair in cancer pathogenesis and treatment

Cancer immunology and Immunotherapy

Chemotherapy, radiation therapy, and related challenges

Novel genomic and proteomic technologies in the risk assessment, screening, diagnosis, and treatment of cancer

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 will introduce students to mental health issues normally found in general health care. The course will address issues of comorbidity, common mental health issues found across populations seeking general health services.

●      Identify and describe common mental health (Psychiatric) issues encountered in general health care

●      Identify appropriate treatment strategies to manage common mental health (Psychiatric) concerns

Clinical Assessment for Psychiatric symptoms, Safety Assessments

Capacity evaluation and Informed consent

Psychiatric Emergencies: Delirium, Agitation, Catatonia, Intoxication, overdose and withdrawal, suicide.

Neurodevelopmental disorders

Anxiety Disorders, Obsessions and Compulsions, Dissociation, Depression, Mania, Disordered eating behaviours, Dementia and organicity

Personality disorders, problems with sexual function and behaviours, psychosis, sleep disorders

Unexplained medical symptoms

Psychopharmacology, Somatic Treatments, Psychotherapeutic treatments.

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 gives the students an opportunity to examine the foundations and application of evidence-based practices in healthcare.

●      be able to evaluate clinical research from a quality perspective

●      demonstrate strategies to conduct reliable and valid research in health care

●      demonstrate strategies to examine evidence and its application in healthcare planning and implementation

Writing focused clinical questions.

Evidence-based point-of-care resources 

Assessment and diagnosis: Types of diagnostic procedures Diagnostic tool selection factors, Diagnostic guidelines, algorithms, and standards of care Diagnostic biostatistics

Treatment research Treatment selection Studies of harm Studies of prevention, Biostatistics In the treatment of harm and prevention

Implementation and evaluation in evidence-based practice

Jolley, J. (2013). Introducing Research and Evidence-Based Practice for Nursing and Healthcare Professionals (2nd ed.). Routledge. https://doi.org/10.4324/9781315846996

APA Presidential Task Force on Evidence-Based Practice. Evidence-based practice in psychology. Am Psychol. 2006 May-Jun;61(4):271-85. doi: 10.1037/0003-066X.61.4.271. PMID: 16719673.       

Drake, R. E., Merrens, M. R., & Lynde, D. W. (Eds.). (2005). Evidence-based mental health practice: A textbook. W. W. Norton & Company.

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 will introduce students to the tradition of qualitative research in social sciences with an emphasis on 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 second semester, this course intends to provide students with the theoretical background to develop their research proposal.

Course objectives: This course will help the learner will be able to: 

• Understand the philosophical  foundations on which qualitative research methods are based

• Gain familiarity with the conceptual foundations of qualitative research methods in Psychology

• Understand various traditions of qualitative research methodologies in psychology.

• Learn different methods of data collection.

• Understand different methods of data analysis in qualitative research methods.

• Demonstrate skills on designing qualitative research

• Collect qualitative data using various methods

• Appreciate the importance of interdisciplinary research  

• Demonstrate skills in different traditions of qualitative data analysis

• Conduct Computer-assisted qualitative data analysis

• Demonstrate skills in proposal writing and reporting qualitative research.

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 articles 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 the quantitative approach in the research process Issues of Credibility and trustworthiness (8 hrs)

Research Lab (7 Hrs)

1.     Qualitative research proposal lab

2.     Simulated techniques for 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

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 provides an opportunity for students to practise counselling and communication skills (under supervision) required while working in health care settings with patients, family members and significant others. Based on communication models in psychology, this course is hands-on and experiential and used competence- mastery training model in a lab setting.

Information gathering and clinical reasoning

Rapport building Case history taking with mental status examination

Psychodiagnostic formulation

Culturally and individually appropriate visuals (eye contact), vocal qualities, verbal tracking skills, body language, open and closed-ended questions, client observation skills, Encouraging paraphrasing and summarizing, the reflection of feeling

Confrontation

Focusing

Reflection of meaning

Interpretation/reframe

Influencing skills and strategies

Breaking bad news in healthcare settings

Conveying the diagnosis

Facilitating behavior change through motivation interviewing

Counseling and Communication Skills for Medical and Health Practitioners. (1998). Bayne, R., Nicolson, P., & Horton, I (Eds). United Kingdom, Wiley.

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)

This course is the second of two labs that facilitate the evolving research dissertation of the students. Following the research proposal presented in the second semester, students will undertake the data collection and analysis of the data in this semester. Through peer feedback and instructor support students will critically examine the issues of reliability and validity of their work and engage in learning tools of data analysis using SPSS and NVivo software.

This course will help the learner to:

• gain familiarity with different methods of data analysis
• understand the issues of reliability, validity and trustworthiness in data.
• gain familiarity with the presentation of qualitative and qualitative data in a scientific format

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

The course aims at sensitizing the students to various psychological, psychosocial and cultural aspects of cancer. The students will understand the differences in these factors among diverse cancer groups, with regard to the site of illness, stage of illness, gender, socio-economic and cultural background of people affected with cancer. The students will be trained in designing culturally sensitive psychosocial interventions for people diagnosed with cancer and their caregivers.

Psychological reaction to cancer diagnosis, co-morbid mental health conditions, potential positive impact, general distress and psychological issues related to cancer, Fear of progression in cancer patients and survivors, Different theoretical models to understand the fear and other psychological aspects- Kubler Ross model, Protection Motivation Theory, the Extended Parallel Process Model or the Uncertainty in Illness Theory.

Psychosocial issues in oncology: a historical perspective; Crisis and coping- learning to live with cancer and its clinical implications, patient’s individual factors and health system-related factors; contextual and familial factors.

Cultural and ethnic factors; interpersonal and environmental factors that influence cancer care and treatment. Impact of culture on the patient role, participation, decision making, and clinicians’ role in treatment. Beliefs about cancer causation and the importance of language and words for cancer in different cultures. Cancer prevention: Western and Eastern contexts.

Quality of life defined in different cultures

Death and dying and bereavement across cultures Complimentary and alternative medicines in cancer care in different cultures.Cross-cultural differences in spirituality and Search for meaning in life.Guidelines for culturally competent care. Understanding stigma.

Screening and assessment for psychological and psychosocial risk factors in cancer. Assessment tools for anxiety, depression, distress, cognitive problems, pain, suicidal risk, quality of life, functional assessments, caregiver burden and assessment of functioning.

Need for Evidence-based interventions, significance, Cognitive Behavioral Therapy, mindfulness-based stress reduction, Memory and Attention Adaptation Training, Supportive Psychotherapy, Dignity therapy, exposure therapy, existential therapy, lifestyle changes, Complementary and/or Integrative Therapies, psycho-education on diagnosis, treatment procedures in cancer care

Holland J.C., & Zittoun, R.(Eds). (1990)Psychosocial Aspects of Oncology. Springer-Verlag Berlin Heidelberg.

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 50% is required to pass the course. (CIA+ESE)

This course aims to provide an understanding of the major sites of cancer, its prevalence, manifestation, prognosis, and conventional treatment. It would orient students about the psychological implications of the respective condition and its management. The course would also prepare students on the specific physical symptoms and its management. 

 Head & Neck Cancer, Brain Tumours: Aetiology, prevalence, manifestation, prognosis, specific psychological issues and treatment (medical and psychological).

Lung Cancer, Breast Cancer, Cancers of the Gastrointestinal tract: Aetiology, prevalence, manifestation, prognosis, specific psychological issues and treatment (medical and psychological).

Colorectal Cancer, Gynaecological & Prostrate Cancers: Aetiology, prevalence, manifestation, prognosis, specific psychological issues and treatment (medical and psychological).

Pain, Nausea and vomiting, Fatigue, Body image, Sleep disturbances, Weight and Appetite loss, Sexuality after cancer

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)

 Advances in cancer screening, detection and prevention decreased the mortality associated with cancer, however, the incidence remains high. Tobacco and other substance use are the major modifiable risk factors in cancer and lead to poor prognosis. This course aims at training students in effective behavioural interventions for quitting tobacco and other substances. This orients students to the model treatment programs and systematic follow-ups to ensure the prevention of cancer.

This course provides students with an understanding of:

• Impact of substance addiction on cancer incidence and treatment
• Preventive strategies to quit addiction
• Familial and societal roles in primary prevention of Cancer
• Therapeutic psychosocial interventions in primary prevention related to addiction

Epidemiology of tobacco use and cancer; forms and types of tobacco use; health consequences of tobacco use; tobacco use, cancer, and other diseases: epidemiology and impact. prevalent tobacco use practices in India

Biopsychosocial aspects in Complete response, partial remission, recurrence, and recovery in tobacco use and treatment. Psychosocial measures to curtail tobacco use and thereby prevent cancer: policy level, environmental and treatment-related.

Tobacco cessation treatments: 5 ‘A’s, and other model treatment programs, stepped care models, motivational interviewing techniques. Family interventions to support tobacco cessation programs. Follow-up and relapse prevention strategies.

School-based prevention programs: The need, Purposes, models, and outcome of school-based programs.

National Tobacco Control Programme (NTCP) in India: The aim, plan, mechanism, guidelines, and monitoring strategies of NTCP.

The National Tobacco Cell (NTC): The aim, plan, mechanism, guidelines, and monitoring strategies of NTC.

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 50% is required to pass the course. (CIA+ESE)

This course provides an opportunity for students to understand and master core clinical skills in communication to facilitate conversations with patients, caregivers, and the entire healthcare team. Communication in cancer care requires training in order to be effective in a clinical setting. Inadequate communication may cause much distress for patients and their families which can lead to poorer choices about their health and well-being and also adversely impacts healthcare professionals.

Evidence-based practices for Communication skill training in Psycho-oncology

Basic Counselling Skills in cancer communication

Advanced Counselling Skills in cancer communication

Communication about treatment and procedures in cancer

Communication skills to handle difficult families

Communication in cancer care - Cultural Factors

Communication with oncology teams

Communication with Adults undergoing cancer

Communication with the Geriatric population

Communication skills to handle difficult situations (Anger, conflicts, sudden death, etc)

Navigating difficult cancer trajectories (diagnosis, prognosis, recurrence, end of life)

Models in communicating bad news (SPIKES, ABCDE, BREAKS)

Communication skills to manage denial

Communication skills to manage collusion

Communication and conversations in end-of-life-care

Communication and counselling about bereavement services

Shim, EJ., Park, J., Yi, M. et al. Tailoring communications to the evolving needs of patients throughout the cancer care trajectory: a qualitative exploration with breast cancer patients. BMC Women's Health16, 65 (2016).https://doi.org/10.1186/s12905-016-0347-x

Jieyu Li, Xingjuan Luo, Qian Cao, Yi Lin, Yinghua Xu, Qiuping Li, "Communication Needs of Cancer Patientsand/or Caregivers: A Critical Literature Review", Journal of Oncology, vol. 2020, Article ID 7432849, 12 pages,2020. https://doi.org/10.1155/2020/7432849

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 50% is required to pass the course. (CIA+ESE)

During Supervised clinical practicum, students spend 100 hours engaging in a clinical practicum in a mental health agency. Students are expected to attend group and individual supervision both on-site and on-campus. As a follow-up of the theoretical and basic skill inputs the students have received in various clinical psychology specialization papers during the 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 the client
Personal development as (future) clinicians.

Students engage in supervised clinical practicum at various internship sites

Students present cases in groups as well as discuss them with the supervisor  in individual sessions

End semester examination (ESE) - 30%

Continuous Internal Assessment

1) Pre-course self-assessment - 10 marks Write a two-page paper assessing yourself as a developing counsellor. The paper should include the following: (a) your strengths as a counsellor in training, (b) learning goals for the semester, (c) counter-transference issues requiring additional examination and work, and (d) theoretical orientation(s) to which you subscribe.

2) Mid Semester Viva - 20 marks

The viva is based on the student's work at their internship site and general counselling knowledge including theories and their application.

3) Group supervision presentation - 15 marks

4) Participation (inputs given to peers during supervision) -10 marks

5) Progress notes and Logs - 10 marks

6) Attendance- 5 marks

End Semester Examination:

ESE viva - 30 marks

The student must pass all the CIA components with an overall CIA mark of 38/70 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) 

Students will do volunteer work with any community / mental health agency at the end of the second semester during the summer holidays for a minimum period of 30 days. The student can choose a volunteer opportunity that best suits their skills, availability, and expectations. 

The main objectives of the Internship are that

• Students willingly accept to assist, support or help the agency in activities which may include the following 
• Working & supporting the client population
• assisting in administrative responsibilities
• assisting in the agency helpline
• any other activity as outlined by the agency
• Students develop a sense of professionalism as they prepare to start their practicum in the third semester

Observing clinical practice, note taking, Reflection and analysis

Name of the Agency

Date:                                    Day:

No. of Hrs:

Total No. of  Days                        

Total No. of Hrs

Signature & Name of the Authority

They are required to get a certificate letter from the Agency for volunteer work/ internship.

Submit a final Reflective report in the following format: 

Name –

Course –

Name of External Supervisor-

Name of Organization-

Name of Internal Supervisor

Profile of The Organisation

The policy of the Organization regarding volunteer work Activities that you did

Experiential learning 

Summary and conclusion.

Marks

Logbook – 10 marks 

Report – 40 marks

Students must obtain a minimum mark of 25/50 to pass the course.

This course is aimed to educate students in Palliative and end-of-life care. The theoretical understanding of palliative care and its models,  focus of palliative care interventions, the changing palliative care needs across illness progression, and the team involved in providing palliative care are elaborated in the course. The preparation and support for nearing death and post-death are explained under bereavement, and the ethical issues in palliative and end-of-life care, supportive interventions and grief therapy during the bereavement phase are well explained. The difference between palliative and end-of-life care across the lifespan will also be discussed.  The course aims at providing the knowledge and skills required for palliative care professionals and preparing them for their practicum.

Course Objectives:

This course provides students with an understanding of:

• Conceptual clarity regarding palliative, end-of-life care, and bereavement
• Critical decision-making and ethical dilemmas during palliative and end-of-life care
• Importance of the skill of communication in palliative and end-of-life care.
• The difference in palliative and end-of-life care for the aged, adults, and children. 
• Providing grief counselling
• Providing supportive work during the bereavement period.

What is Palliative care; Differences between Palliative care, end-of-life care and bereavement. The history of the development of palliative care in India and abroad.  The principles, values and models of palliative care: hospital-based, hospice and home-based care. The process of bereavement. The multidisciplinary team in Palliative care.

Differences between palliative care across the lifespan and the challenges during each stage. Paediatric palliative care. Some of the conditions require palliative care across the lifespan. Community participation in palliative care.

Building empathetic relationships: Importance of relationship and boundaries in palliative care; Communication skill during palliative, end of life care and bereavement. Ethical dilemmas and critical decision making during palliative, and end-of-life care.

Grief therapy and grief counselling: stages and models of grief, tasks of mourning; Supportive counselling/psychotherapy during bereavement phase. Theoretical models for interventions during the palliative end-of-life care and bereavement phase.  

Note: To get more practical inputs, workshops in palliative care settings can be planned as a part of this course.

Coenen, C.(2020). The Creative Toolkit for Working with Grief and Bereavement: A Practitioner's Guide with Activities and Worksheets.

MacLeod and Block (Ed) (2019) Textbook of Palliative Care, Springer

Ferrel and Paice (eds)(2019). Oxford Textbook of Palliative nursing (5th edn.) Oxford Press.

End semester examination (ESE) - 30%  

Continuous Internal Assessment (CIA

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 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 33/65 including class participation marks 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 is conceptualised to apply knowledge on the genetics of cancer to counselling. The process of disease surveillance through genetic counselling and screening is emphasised in the course. The student will understand the models of genetic counselling and their application to cancer. Students are trained to help people understand and adapt to the medical, psychological and familial implications of genetic contributions to disease and the need for early screening and management.

Course Objectives

This course provides students with an understanding of:

• Genetics of cancer  and its psychological and familial implications of it
• Guidelines to be followed in psychosocial genetic counselling.
• Knowledge about screening procedures for different types of cancer.
• Applying knowledge to educate people about inheritance, testing, management, and prevention.
• Possible interventions to help people to adapt to the risk or condition

Genetics of cancer; history and practice of genetic counselling, competencies in psychosocial genetic counselling; the process of genetic counselling; Communication of risk to clients at various risks.

The psychosocial, familial and societal implications of cancer, emotional response and defence mechanisms associated with genetic counselling. Supportive interventions and guidance to adapt to the condition.

Providing relevant and objective information; educating about inheritance, testing, management, and prevention; assurance of the counsellee's understanding; providing psychological support; informed consent; confidentiality of genetic information; considering familial implications; assuring autonomous decision-making by the counsellee. Empirical evidence on psychosocial genetic counselling, with special reference to cancer.

Strategies for effective psychosocial genetic counselling

Ethical issues in cancer genetic counselling- strategies for being an ethical cancer genetic counsellor

Screening and different types of screening in different types of cancer: physical examination and history, laboratory tests, imaging procedures, and genetic tests.

Screening tests, test selection challenges, harms of screening tests

Breast cancer screening- mammography, MRI, tissue sampling, thermography; Cervical cancer screening- pelvic examination, human papilo virus (HPV) and Pap testing; Lung cancer screening- computed tomography (CT)

Other screening tests- alpha-fetoprotein blood tests, breast MRI, CA-125 test, multicancer early detection (MCED) test, prostate-specific antigen blood test, skin examins, a transvaginal ultrasound, and virtual colonoscopy. 

End semester examination (ESE) - 30%  

Continuous Internal Assessment (CIA

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 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 33/65 including class participation marks 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 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.

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 has been conceptualized in order to offer the opportunity for interested students to specialize in counselling individuals with problems such as chronic pain, brain injury, dementia, epilepsy, cancer, and psychiatric disorders. It provides training in psychological assessment related to rehabilitation counselling. This course is designed to help the student to learn the relevant theory and basic skills important to the profession of rehabilitation counselling psychology.

Course objective /

• To provide the students with an opportunity to learn the concept of Psychosocial rehabilitation - skills training, case management, vocational training & family education
• To make the students understand different rehabilitation settings
• To educate the students on disability assessments and legislation related to mental health

History of rehabilitation; Principles of psychiatric Psychosocial Rehabilitation; Psychosocial aspects of disability; Case management and rehabilitation planning

Disability assessment; Various Skills training; Vocational evaluation and training; Job development and placement;Career counselling; community-based Rehabilitation services; Family education; Awareness programs; Technological adaptation

2.Kaplan, R.M. & Saccuzzo, D.P. (2007). Psychological Testing: Principles,Applications, and Issues.Australia: Thomson Wadsworth.

3.Cormier,S.&; Cormier,W.H. (1991) Interviewing Strategies For Helpers: Fundamental SkillsAnd Cognitive- Behavioural Interventions (Counseling Series). Brooks/Cole Publishing Company, the University of Michigan

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

2. Liberman R.P., Editor, Psychiatric Rehabilitation of Chronic Mental Patients.Washington DC: Americal Psychiatric Press, 1988

3. Bellack S.A and Hersen M., Handbook of BT in the Psychiatric Setting, Plenum Press, New york, 1993

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 and Assessment; Trauma Phases - models of trauma & Assessment – specific to oncology and health settings

Different models of interventions for the client who survived cancer or any other chronic illness

Issues and challenges in trauma management for the client who survived cancer or any other chronic illness

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.

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

The course introduces the learner to the field of psychoneuroimmunology, highlighting the role of stress on immune system functioning. The course also discusses pathology from this perspective and intervention in terms of immune function enhancement.

Historical background; Basics of immune system functioning; Stress and its impact on the immune system.

Infection; allergy; cancer; autoimmunity; psychopathology; immune function enhancement

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 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 at 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

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 is a block placement for short field training. Students are required to search for, examine and carve their niche in the field related to their chosen specialization. The basic purpose is to create awareness for the students so that the career progression of the students and the growth of the discipline can both be realized. 

Course Objectives The course is intended to help students gain exposure to a new population that they may work with integrating all they have learnt and apply it in practice to gain confidence in practising as a counselling psychologist

Students will engage in supervised practicum

Evaluation Pattern: Continuous Internal Assessment (CIA) - 70%

End semester examination (ESE) - 30%

Total Marks- 100

End Semester Exam (ESE) - Comprehensive Counselling Viva based on 2 cases submitted and practicum (60 marks)

The passing grade for the ESE is 40%

Continuous Internal Assessment (140 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.

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