Syllabus for
Master of Science (Educational Psychology)
Academic Year  (2023)

The Master of Science in Educational Psychology provides students with an opportunity to engage with information, knowledge, skills, policies, and practices for the benefit of children, families, schools, and society. This unique programme combines modern psychological theories with educational approaches.
The programme offers practical and Internships and training in counselling skills throughout the year and paid study abroad programmes for interested students.The programme is built with the intellectual collaboration of University of Massachusetts, Amherst and Washington State University and contexyualises local and regional needs. MSc Educational Psychology is jointly offered by the Department of Psychology and The School of Education at the Bangalore Central Campus.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Demonstrate the ability to collect, analyze and interpret multiple sources of information using their knowledge of qualitative and quantitative research, assessment, and evaluation methods to inform practice related to academic, cognitive, social, emotional, moral and behavioral development of learners.

PO3: Demonstrate knowledge and skills of comprehensive preventive and promotive mental health programs including psychological assessments and interventions in schools and other learning communities.

PO4: Demonstrate appropriate knowledge of legal, ethical, and professional policies, and practices in education and counseling.

PO5: Demonstrate social and environmental sensitivity, especially in order to work with individuals and groups of diverse economic and cultural backgrounds and developmental abilities and to create inclusive learning communities

PO6: Demonstrate leadership skills by taking initiative, especially to provide training, consultancy services and other forms of assistance to identify and solve problems in educational settings and other learning communities.

PO7: Communicate and collaborate effectively, especially with learners and diverse stakeholders such as educational leaders, teachers, community leaders, and parents in educational settings and other learning communities.

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.

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.

Course Description: 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. In doing so, it will allow students to delve deeper into scientific literature, while also preparing them for efforts in research. The insights gained from such a course can be used by students as a foundation in their specialized line of work.

Course objectives:

• This course will help the learner to gain a familiarity with different academic writing styles used in contemporary scientific journals.

• Students will gain better understanding about in-text and reference citations, APA formatting.

• Students will also be introduced to the concept of plagiarism and its different types to avoid such academic forgery.

An overview of the current status of academic writing and its importance; different approaches and processes; key issues: plagiarism, biases and frequent errors

Introduction to style and formatting guidelines from the American Psychological Association (APA); specific guidelines pertaining to in-text citations, references, and structures of academic papers

Abstract writing; summarization; review of literature; scientific poster presentations; reflective, analytic and descriptive reports; book review; film review; tables and graphs in academic papers.

Individual/Group presentations on forms and issues in Academic Writing; classroom assignments in generating abstracts, posters, reviews, etc

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 both CIAs to pass the course

This course will introduce the students to the foundations of education as a field, and help situate the field of educational psychology in relation to other disciplines, and in diverse conversations on education in India and across the world

Indian- Swami Vivekananda, Aurobindo, J Krishnamurthi, MK Gandhi, Rabindranath Tagore, BR Ambedkar, Savitribai and Mahatma Phule

Western- Freidrich Frobel, Maria Montessori, Rudolf Steiner, AS Neill, Ivan Illich, John Dewey

School and society: Functionalist (Durkheim, Parsons, Coleman), conflict (Marx, Bourdieu, Freire, feminist), and interpretivist/poststructural (ethnomethodology, Foucault) perspectives

Culture and education: Ethnocentrism, and Acculturation, the cultural construction of class, gender and ethnic identities in the classroom, Education as a tool for deconstructing cultural stereotypes

Equity in Education (Hanushek, Carney) Capability Approach (Amartya Sen and Martha Nussbaum),  (Geeta Gandhi Kingdon and Tilak)

Theories of Development: Neoliberalism, Dependency theories, World system theory, Postcolonialism, Sustainable development 

Schools of thought and applications in education; scope and relevance

Neuroscience, Behaviourism, Cognitivism, Psychoanalytic, Humanism

1. Feinberg, W., & Soltis, J. F. (2004). School and society. Teachers College Press.

2. Jayaram, N. (2015). Sociology of Education in India (2nd ed.). Jaipur: Rawat.

3. Vassallo, S. (2017). Critical educational psychology. JHU Press.

4. Carnoy, M. (2019). Transforming comparative education: Fifty years of theory building at Stanford. Stanford University Press.

5. Brubacher, J. S. (2018). Modern philosophies of education. Sarup.

6. Paik, S. (2014). Dalit women's education in modern India: double discrimination. Routledge.

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 core course emphasizes the importance of practicing equity in education, individually and as a community. Social justice education frameworks, approaches, and models will be discussed to examine the self, policies, and practices around multicultural knowledge, attitudes, and skills. The focus of this course is also on issues around multilingualism in India and English as a Second Language (ESL) in educational settings

Meaning of culture; the social construction of race, class, gender, caste, exceptionality, and sexual orientation; the linguistic and cultural diversity of the nation and its educational institutions; the need for multicultural education; the nature of multicultural education; social movements in India: Ambedkar’s “Educate, Organize, Agitate” and Jyotirao and Savitribai Phule; Universal Declaration of Human Rights and the Constitution of India in relation to equality and social justice; examination of the concepts of cultural difference, deficit, discrimination, stereotype, privilege, microaggression, strengths perspectives, equality, equity, and social justice from a critical lens

Attitudes, Knowledge, and Skills towards educational equity; Equality and Equity; Phule-Ambedkarite Feminist Pedagogical Practice; Post-colonial; Equity Literacy Framework; Critical Literacy; Culturally Responsive Pedagogy; Culturally Sustaining Pedagogy; Dimensions of Multicultural Education; Approaches to Multicultural Education; Critical Pedagogy; Critical Race Theory (CRT); Feminist; Anti-oppressive; Personal philosophy of social justice education.

Multicultural Curriculum model; Funds of Knowledge; Differentiated Instruction and Assessment; Universal Design for Learning.

Multilingualism: Central Concepts. Bilingualism. Second Language: Acquisition, Methods, & Assessment; Factors for second language learning; Language issues in India, including postcolonial perspectives; tribal language issues.

Educational stakeholders with respect to socio-economic status, abilities, religion and caste, and genders; Intersectionality; Strategies for teaching and assessing students in culturally and linguistically diverse groups

Banks, J. A. (1993). Multicultural education: Historical development, dimensions, and practice. Review of Research in Education, 19, 3-49.

Banks, J. A. (1993). The canon debate, knowledge construction, and multicultural education. Educational Researcher, 22 (5) 4-14.

Bhatia, T. K., & Ritchie, W. C. (2014). The handbook of bilingualism and multilingualism. John Wiley & Sons.

CAST. (2022). About Universal Design for Learning. Retrieved from https://www.cast.org/impact/universal-design-for-learning-udl

Freire, P. (1996). Pedagogy of the oppressed (revised). New York: Continuum.

Gallavan, N. P., Huffman, S., & Shaw, E. C. (2017). Ensuring ethics and equity with classroom assessments and mobile technology: advancing online education. In Empowering learners with mobile open-access learning initiatives (pp. 193-214). IGI Global.

González, N., Moll, L. C., & Amanti, C. (Eds.). (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.

Gorski, P., & Swalwell, K. (2015). Equity literacy for all. Educational Leadership, 72(6), 34-40.

IRIS Center. (2022). What is differentiated instruction? Retrieved from https://iris.peabody.vanderbilt.edu/module/di/cresource/q1/p01/

Janks, H. (2011). The importance of critical literacy. English Teaching Practice and Critique, 11(1), pages 150-163. http://education.waikato.ac.nz/research/files/etpc/files/2012v11n1dial1.pdf

Krashen, S. D. (n.d.). Latest Articles. Retrieved from http://www.sdkrashen.com

Kumashiro, K. K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(1), 25-53.

Ministry of Education. (2020). National Education Policy. Retrieved from https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

Paik, S. (2014). Dalit women's education in modern India: Double discrimination. Routledge.

Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93-97.

Pattanayak, B. (2020, August). Learning in a multilingual context. Learning Curve, 2, 33-36.

Ramachandran, V., & Naorem, T. (2013). What it means to be a Dalit or tribal child in our schools: A synthesis of a six-state qualitative study. Economic and Political Weekly, 48(44), 43-52.

Rege, S. (2010). Education as Trutiya Ratna: Towards Phule-Ambedkarite feminist pedagogical practice. Economic & Political Weekly, 45(44-45). https://www.epw.in/journal/2010/44-45/special-articles/education-trutiya-ratna-towards-phule-ambedkarite-feminist?0=ip_login_no_cache%3Dbb682d8156c0dbd60bb1963e91ef9f04

Sleeter. C. (2018). Curriculum transformation in a diverse society: Who decides curriculum, and how. Electronic Journal of Educational Research, Assessment & Evaluation, 24(2), 1-11.

Sleeter, C. E., Upadhyaya, S. B., Mishra, A. & Kumar, S. (2012). School education, pluralism and marginality: Comparative perspectives. Hyderabad: Orient Black Swan.

Shukla. S. (2020, August). Why we need responsive schools. Learning Curve, 2, 92-94.

UW College of Education. (2020). Multicultural Education: Goals and dimensions. Retrieved from https://education.uw.edu/cme/view

Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20-32.

Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. Educational Researcher, 37(3), 129-139.

Banks, J. A. (2006). Race, culture, and education: The selected works of James A. Banks. Routledge.

Banks, J. A. & Banks, C.A.M. (2001). Handbook of research on multicultural education. New York: Macmillan.

Bodenheimer, R. (2021). What is Critical Race Theory? Definition, principles, and applications. Retrieved from https://www.thoughtco.com/critical-race-theory-4685094

Brown, J.D. (2013). New ways of classroom assessment. Alexandria, VA: Teachers of English to Speakers of Other Languages.

Celce-Murcia, M., Brinton, D., & Ann Snow, M. (2013). Teaching English as a second or foreign language (4th ed.). Boston: Heinle & Heinle.

Cochran-Smith, M., Villegas, A. M., Abrams, L., Chavez Moreno, L., Mills, T., & Stern, R. (2016). Research on teacher preparation: Charting the landscape of a sprawling field. Handbook of research on teaching, 5, 439-547.

Cohen, A. D. (2001). Second language assessment. Teaching English as a second or foreign language, 3, 515-528.

Gass, S. M. (2013). Second language acquisition: An introductory course. Routledge.

Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.

Giroux, H., & McLaren, P. (1986). Teacher education and the politics of engagement: The case for democratic schooling. Harvard Educational Review, 56(3), 213-239.

Gorski, P. C., & Dalton, K. (2020). Striving for critical reflection in multicultural and social justice teacher education: Introducing a typology of reflection approaches. Journal of Teacher Education, 71(3), 357-368.

Grant, C.A. & Sleeter, C.E. (2009). Turning on Learning (5th ed.). New York: Wiley.

Grant, C. A., & Sleeter, C. E. (2007/2011). Doing multicultural education for achievement and equity. New York: Routledge Falmer.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.

Nieto, S. (2015). The light in their eyes: Creating multicultural learning communities. Teachers College Press.

Richards, J. C. & Rodgers, T. S. (2001). Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press.

Sleeter, C. (2018). Curriculum transformation in a diverse society: Who decides curriculum, and how? RELIEVE, 24(2), art. M2. doi: http://doi.org/10.7203/relieve.24.2.13374

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)

Child and adolescent development is a study of the physical, emotional, social and cognitive factors of growth and development of children from birth through adolescence. Topics covered include principles, stages and theories of growth and development with a focus on normal and atypical development, developmental transitions, the socio-economic context of development at each stage of development. Students are introduced to global, national and regional government initiatives that impact child development including the work on Early intervention, Anganwadis and Heath care system. We will consider developmental challenges and the applications of child development theory and research to educational settings. The purpose of the Child and Adolescent Development course offered in the first semester is to provide students preparing to enter the profession of educational psychology with an in-depth understanding of the developmental needs of children and adolescents which serves as the foundation upon which practical work with children is based.

Course Objectives: This course will help the learner to understand

• Atypical growth and healthy development, and practical understanding of how to help children and adolescents 
• Processes of child development and apply this knowledge to understand the developmental needs of learners
• Explore and understand the various theories of development and how they impact learning 
• The systemic and environmental factors that affect child development, behaviour and learning 
• Biopsychosocial and eco-systems model of development

Scope of child development - Meaning and Importance of different stages of growth and Development; Methods to study child and adolescent development; Prenatal Development, Birth, and stages in physical development- Havighurst developmental tasks and application, Threats, and ways to reduce risk from these threats such as immunizations, and injury prevention, Birth and potential complications; Biopsychosocial model; Heredity-Environment Correlations; Important physical changes in children and adolescents; Social contexts of lifespan development: The eco-systems model- discussion on poverty, puberty, sedentary lifestyle, the importance of sleep, nutrition and physical engagement in child development; Early intervention and health education programmes- sex education, work of Anganvadis and mid-day meal programmes

Jean Piaget- Theory, major concepts- schema, adaptation process & stages, discovery learning, adolescent thinking; Vygotsky’s theory of cognitive development, Learning the theory with reciprocal and cooperative learning method; Role language in the development; stages of play development (i.e. from solitary to cooperative) and the important role of play in young children’s learning and development; criticism and applications in educational settings

Social cognition: Intentionality; Theory of mind, Favell’s perspective taking, false belief task, self-control; Moral development, reasoning and Prosocial behavior- Paiget, Kohlberg, & Gilligan; values, ethics and teaching-learning process; Intentionality, Development of Self and social understanding- self-concept, self-perception, identity- Erickson, Marcia’s Identity status; health adolescent identity development- positive youth development model, Changes in family and Peer relationships, romantic relationships; Gender development-Bell; Sex differences and gender role socialization, sexuality, gender fluidity; issues of bullying, stereotyping and rejection on development

Socio-emotional needs and development, emotional regulation and dysregulation, temperament, cycle of aggression, goodness of fit, attachment theories and styles- Bowlby, Ainsworth; 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; changes in parenting styles, parent-child relationships in child and adolescents; teacher-student relationship, school climate, coping with changes, role of socio-emotional learning programmes 

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

Santrock, J. (2016). A topical approach to lifespan development (8th revised ed.). McGraw-Hill Higher Education.

Belsky, J. (2013). Experiencing the Lifespan (3rd ed.). Worth Publishers.

Feldman, R. S. (2015). Discovering the life span (3rd ed.). Pearson Global Education

Newman & Newman (2003). Development through life: A Psychosocial Approach. USA: Thomson Wadsworth.          

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 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 ; Experimental manipulation and control of variables; steps in quantitative research (5 hours of lab work dedicated to developing problem statement and a hypotheses 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.

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 (8 hrs )

1. Gravetter,F. J., & Forzana, L. A. (2015). Research methods for behavioral sciences (5 ed.). Stamford, CT:Wordsworth cengage learning .
2. Bordens, K. S., & Abbott, B.B. (2006). Research and design methods: A process approach(6 ed.). New Delhi: Tata McGraw-Hill Company Limited
3. Goodwin, C. J. (2002). Research in psychology: Methods and design (3^rd ed.). New Jersey: John Wiley & Sons, Inc.
4. Coolican, H.(2004). Research methods and Statistics in Psychology. London: Hoddes Arnold
5. Kerlinger, N. (1996). Foundations of behavioural research. India: Prentice Hall

1. Breakwell, G. M., Hammond,  S., Fife-Shaw, C., & Smith, J. A. (Ed.). (2006). Research methods in  psychology (3 ed.). New Delhi: Sage.
2. Cohen, R. J., & Swerdlik, M. E. (2005). Psychological testing and assessment: An introduction to tests and measurement (6 ed.). New York: McGraw-Hill.
3. Heiman, G.W. (2001). Understanding research methods and statistics: An integrated introduction for psychology (2ed.). Boston: Houghton Mifflin Company.
4. Rosnow, R. L., & Rosenthal, R. (2002). Beginning behavioral research: A conceptual primer (4ed.). New Jersey: Prentice Hall.
5. Singh, A. K. (1997). Test, measurements and research methods in behavioural sciences.  Patna: Bharathi Bhavan Publishers and Distributors.

Continuous Internal Assessment (CIA)  - 70%

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 and get a minimum 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 practical course has been conceptualized in order to train students in counselling skills. The developmental model of training is followed. Through this course the students are trained in basic counseling skills, such as attending skills, basic listening sequence, observation skills, along with ethics in a multicultural context through dyad and triad work.

Course objectives : After the completion of this course, a student will be able to:

• Demonstrate Basic Counselling Skills.
• Reflect more on themselves as developing counsellors.
• Demonstrate a few counselling techniques.

Introduction to counselling skills; Micro skill approach to counselling; Ethics and multicultural issues in counselling.

Attending Behaviours; Questions; Client observational Skills; Encouraging, Paraphrasing and Summarizing.

Reflection of Content, Reflection of Feeling

Integrating Listening Skills

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 NGOs 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 integral part of this course. Student engagement will be assessed by a supervisor.

Course objectives: This course will help the learner: 

• To build awareness about the requirements of the society.

• To identify the needs of underprivileged communities.

• To create mental health awareness among children, adolescents and youth.

Community service: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of 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 requirement 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 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

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 looks at significant theoretical perspectives in the field of psychology with specific emphasis on the relevance of these perspectives to the field of Educational Psychology. It is a bridge course for students who are new to psychology. For students who have a background in psychology, it focuses on the applications of psychological concepts to the field of education. 

Theories of learning

• behavioural (classical conditioning, extinction, spontaneous recovery, generalization, discrimination, operant conditioning, reinforcers versus rewards and punishments, schedules of reinforcement, )

• cognitive (complex cognitive processes; metacognitive, social cognition, embodied cognition, situated cognition), social cognitive; Classical Conditioning: Extinction, Spontaneous Recovery, Generalization, Discrimination, Higher order Conditioning; Operant Conditioning: Methods of operant conditioning, Reinforcers versus rewards and punishments, Schedules of Reinforcement, Applications of Operant Conditioning; Cognitive factors in Learning

• Constructivism (Piaget, Vygotsky, Bruner)

• Situated learning and communities of practice (Lave & Wenger)

Creating effective learning environments- Classroom management, Creating positive learning environments :Rules and routines , planning spaces , maintaining good environments . dealing with discipline issues , importance of communication , teacher effectiveness and well being 

The Psychology of Motivation; Theories of Motivation: The Evolutionary Perspective, Drive-Reductionism, and Homeostasis, The Search for Stimulation, Humanistic Theory; Factors influencing Motivation: Hunger, Aggression, Achievement

An introduction to emotions; Expression of Emotions; Theories of Emotions: The James-Lange Theory, The Cannon-Bard Theory, The Theory of Cognitive Appraisal 

Applications to educational settings

The Psychodynamic Perspective; The Trait Perspective; Learning-theory Perspectives; The Humanistic-Existential Perspective; The Sociocultural Perspective; Measurement of Personality: Objective tests, Projective tests

Applications to educational settings

Intelligence: Theories of Intelligence, Creativity and Intelligence, Measurement of Intelligence, Emotional intelligence, Variation in Intellectual Functioning; Application to educational settings. 

Memory: Types of Memory: Explicit, Implicit, Retrospective, Prospective; Processes of Memory: Encoding, Storage, Retrieval; Stages of Memory: Sensory Memory, Short-term Memory, Long term Memory; Forgetting. Application to educational settings.

1. Baron, R. A., & Kalsher, M. J. (2018). Psychology (5th ed.). Allyn & Bacon

2. Feldman, R. S. (2019). Essentials of understanding psychology (13th ed.). McGraw-Hill Educatio

3. Woolfolk, A. (2004). Educational psychology (9th ed.).  Pearson Education

 Seifert, K., & Sutton, R. (2009). Educational psychology. Orange Grove

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: 

Building on the learner’s understanding of normal development, this course introduces them to the deviations from normal development/behavior and its effect on education. Theoretical conceptualizations, etiological mechanisms in major developmental disorders and select psychiatric conditions are covered. The learner will also be enabled to critically appraise the empirical literature in the field and to develop an integrated view of the foundations, theories, methods with an emphasis on educational psychology.

Course Objectives: This course will help the learner to

•Appreciate the deviations from normalcy in physical, emotional, cognitive and social development.

•Sensitize oneself to the risk factors, premorbid indicators, symptoms and course of major behavioral, emotional and psychological disturbances.

•Understand the major etiological pathways and theoretical conceptualization of Developmental disorders, Depression, Anxiety, Addiction, Psychosis and few other disorders commonly seen in childhood and adolescence

•Grasp the ramifications of the above conditions on education and achievement. 

•Get an overview of the current status, future directions in theory and research, and its relevance to prevention, intervention, training and policy development in the domain of educational psychology

History and evolution: Models, theories and perspectives in Developmental psychopathology. 

Biological Models: Developmental behavioural genetics, Bio-behavioural model, Developmental epidemiology, neurotransmitters.

Psychological Models: Temperament, early life experiences, family systems. 

Developmental psychopathology in relation to family, school and culture.

Integrated models: Bio-Psycho-Social model.

Intellectual deficiency disorder, Learning disabilities, Autism spectrum disorders. Attention deficit hyperactivity disorders.

Depressive disorders, Anxiety disorders, Dissociative disorders in childhood and adolescence.

Oppositional defiant disorder, Conduct disorder, Juvenile delinquency, Substance use disorders

Trauma and stress related disorders.

Bipolar disorder, Psychosis, Schizophrenia.

Personality Disorders, Sexual Deviant Disorders

Wilmshurst, L. (2015). Essentials of child and adolescent psychopathology. Wiley

Rutter, M., & Sroufe, L. A. (2000). Developmental psychopathology: Concepts and challenges. Development and Psychopathology, 12(3), 265-296.

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 provides a theoretical foundation on qualitative research methods. 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 semester, this course intends to provide students with the theoretical background to develop their research proposal.

Course objectives: This course will help the learner to:

• Understand the philosophical foundations on which qualitative research methods are based
• gain familiarity with the conceptual foundations of qualitative research methods in counselling Psychology
• understand various traditions of qualitative research methodologies in counselling psychology.
• learn different methods of data collection
• understand different methods of data analysis in qualitative research methods

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

3) Skill taining 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 

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

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

Kvale,S.(Ed.) (1997).Psychology & Post-modernism.Sage Publications 

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

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

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

Willig,C.(2001).Introducing qualitative research in psychology: Adventures in theory and method. 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 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 is a practical course aimed at familiarizing students with different assessment methods including psychological tests. A range of Personality, Intelligence, Aptitude and Achievement tests are covered.

Course objectives: The course is intended to help students 

• Demonstrate competence in administering, scoring and interpreting a range of psychological tests.

• Identify relevant tests to be used for specific counselling needs.

The purpose of assessment in counselling. Assessment principles. Overview of assessment areas: Initial assessment in counselling – Case history, MSE: Identifying a clients problem using a clinical interview (Children, adolescents, adults)

Intelligence and general

ability testing (BKT,

Bhatia’s battery, WAIS-4,,Vineland Social Maturity

Scale, Bharatraj

Development Schedule, NIMHANS Index for specific Learning Disabilities

Assessment in career

counselling

(Comprehensive Interest

Schedule), Measuring Achievement

and aptitude (DBDA), DAT

Appraisal of personality

16PF; MAPS,; MBTI;

EPQ-R,;TAT; SCT; 

(Rorschach, TAT/CAT Demo only) Developmental Psychopathology Checklist for Children (DPCL);  

Checklist for School Report, NIMHANS; 

Adjustment inventory for school students

Couse Description: This course is a continuation of Multicultural Counselling Skills–I (Adults). Here the student is trained in specific counselling skills and techniques used with children and adolescents, especially in educational settings. The student is also taught to integrate the skills learnt and apply to common issues seen among children and adolescents. 

Course Objectives : After the completion of this course, a student will be able to:

• Recognize ethical and multicultural issues in counselling children and adolescents.
• Demonstrate counselling skills in working with adolescents.
• Demonstrate counselling skills in working with children.
• Use counselling techniques in educational settings.

Review of counselling skills; The context of child counselling; the child-counsellor relationship; The context of adolescent counselling;  the adolescent-counsellor relationship; Ethical, multicultural issues and contextual factors in counselling children and adolescents,  Difference between counselling children, adolescents and adults.

The proactive counselling process; Observation; Active Listening; giving feedback, questioning,challenging,  Symbolic and creative strategies; Communication process with adolescents and use of language,  Symbolic strategies, Creative strategies, Behavioural & cognitive-behavioural strategies; Psychoeducational strategies, Use of technology

Counselling approaches with children, therapeutic process with children, The phases of counselling children; Observation, Active listening; Use of questions,  Eliciting stories & emotions; Dealing with self-destructive beliefs; Use of media & activities; Facilitating change; Termination of session, Counselling children in groups.

Applying counselling skills and strategies in various contexts - academic difficulties, emotional & behavioural issues; addiction; bullying; relationships & sexuality; career choices; abuse.

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 prepares students to know, understand, and apply evidence-based practices of assessment as educational psychologists. With the lens of educational equity, students will be able to design differentiated assessments, including authentic assessments, guided by backward design, and learning outcomes. They will learn how to provide feedback, analyze, and report assessment data, with a view to improving teaching and the curriculum. Practice is integral to the course.

Assessment & Educational Psychologists; Definition; Purpose; Difference between Assessment and Evaluation; Classroom Assessment & Pedagogy; Three domains of taxonomy; Backward Design; Writing Learning Outcomes; Constructive Alignment; Types of Educational Assessments: Formative & Summative; Assessment for Learning (AfL); Assessment of Learning (AoL); Assessment as Learning (AaL); Examining: National Education Policy, 2020 with respect to Assessments. Lab: Writing Learning Outcomes using the Revised Taxonomy for the Cognitive Domain and Backward Design

Traditional Assessments:

Selected-Response Assessment: Multiple Choice

Traditional Assessments:

Selected-Response Assessment:

Matching; True-False

Traditional Assessments:

Constructed Response Assessment: Essay 

Traditional Assessments: Constructed Response Assessment: Short-Answer

Observations

Assessment as Learning (AaL)

Criteria for selecting assessments; Reliability; Validity; Variety, formality and frequency; Norm- & Criterion- Referenced Assessments

Authentic Assessments

Differentiated Assessments:

RAFT; GRASPS; Tic-Tac-Toe; Structured Academic Controversy

Differentiated Assessments:

Cubing; Think Dots

Self-Assessment & Peer Assessment; 

Assessing Group Work; 

Feedback: Types (Rapid & Motivational); Principles; Delivery (Language),Video Feedback, personalized Learning

Tools for Assessment: Rubrics

Summative Assessments; Marking Schemes; Moderating; Analyzing & Reporting Assessment Data

Guidelines for constructing the following assessments: 

Selected-Response Assessment: Multiple Choice, Matching, True-False; 

Constructed Response Assessment: Essay & Short-Answer;

Strengths and Limitations.

Lab: Constructing Questions: Multiple Choice, Matching, True-False, Essay & Short-Answer formats

Guidelines for constructing the following assessments, along with strengths and limitations:

Cubing, Think Dots, RAFT, GRASPS, Tic-Tac-Toe, Structured Academic Controversy;

Performance/Authentic Assessment: Observation; Portfolio; Project-Based Learning.

Lab: Constructing Assessments: Cubing, Think Dots, RAFT, GRASPS, Tic-Tac-Toe, Structured Academic Controversy; Performance/Authentic Assessment: Observation; Portfolio; Project-Based Learning

Variety, Formality, Frequency, Reliability, Validity; Norm-and Criterion-Referenced Assessments; Teacher-Made Tests; Standardized Tests. Lab: Examining Teacher-made and Standardized Tests for characteristics.

Rubrics; Answer Key & Marking Scheme; Moderation; Self-, Peer-, & Group-Assessments & Feedback; Personalized Assessments; Analysis of test scores; How to interpret and use Assessment Data; Learning Analytics; Providing Feedback; Types of Feedback; Reporting Results; Program Evaluation. Lab: Create Rubrics; Answer Key & Marking Scheme; Moderation; Self-, Peer-, & Group-Assessments; analyse and interpret scores; provide feedback.

Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom

assessment. Kappan Magazine, 92(1), 81-90. 

Brookhart, S. M. (2008). Feedback that fits. In M. Scherer (Ed.), Engaging the whole child: Reflections on best practices in learning, teaching, and leadership (pp. 166-175). ASCD. 

Cambridge Assessment International Education. (n. d.). Getting started with Assessment for Learning. https://cambridge-community.org.uk/professional-development/gswafl/index.html#afl-checklist-6891

Ministry of Education. (2020). National Education Policy. https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

Moon, T. R., Brighton, C. M., & Tomlinson, C. A. (2020). Using differentiated classroom assessment to enhance student learning. Routledge.

Reynolds, C. R., Livingston, R. B., Willson, V., & Jha, K. A. (2017). Measurement and assessment in education, (2nd ed.). Pearson.

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 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).

Course Description:

This course is intended to help students develop skills of writing a research proposal and defending it. Students are supported as they progress through the different stages of their research work which include data collection, data analysis and writing up a manuscript for publication in the following year.

Course objectives:

This course will help the learner to conceptualize a research problem and choose an appropriate research design to carry out the research. 

Developing a Research Proposal

Ethical Issues in Research

Supervision of Research Process

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 both CIAs to pass the course

This course gives an opportunity to the students to explore the reasons behind poor achievement among school going children and the principles to implement school-based prevention and intervention programmes for them. This course will focus on mental health and developmental blocks that contribute to achievement problems. Student must be given opportunities to explore the benefit of EVB and also asses the barriers to implementing them from multiple systems: Policy barriers, Administrative barriers, Barriers arising from community and family systems, and resource and personnel limitations. Students are already exposed to child and adolescent psychopathology, life span development and therefore aware of the clinical descriptions of the challenges addressed in this paper. As a pedagogic tool, students taking this course must be introduced to case study analysis and meta-analytic reviews.

An introduction to Evidence based practice-Why must educators use evidence based practices-Why EPBS improve student outcomes- How to select EBPs- Challenges in implementing EBPs

Why prevention is important? ,importance of universal interventions, Multi-tiered systems of support ,improving school climate through positive schooling, evidence based approaches in positive education.Socio emotional learning and its significance , challenges of implementation, Need for collaboration, teaming and consultation, school crisis preparedness and intervention

Anxiety disorders, test anxiety, performance anxiety, social anxiety, school refusal , Depression, low self esteem , Eating disorders , disordered eating , body image issues , Suicide prevention 

School bullying and violence , Conduct disorders, Technology and internet usage , Substance use , adduction ,prevention of child sexual abuse , Importance of sexual and reproductive health programmes , POCSO act , Health promotion interventions 

White, M.A., & Murray, S. (2015). Building a positive institution. In M. A. White & S. Murray (Eds.), Evidence-based Approaches to Positive Education in Schools: Implementing a Strategic Framework for Well-being in Schools (pp.1-26). Springer. 10.1007/978-94-017-9667-5.

White, M.A., & Murray, S. (2015). Well-being as Freedom: Future Directions in Well-Being. In M. A. White & S. Murray (Eds.), Evidence-based Approaches to Positive Education in Schools: Implementing a Strategic Framework for Well-being in Schools (pp.167-176). Springer. 10.1007/978-94-017-9667-5.

National Association of School Psychologists website features latest research and models of EBPs in school based mental health. 

https://www.nasponline.org/resources-and-publications/resources-and-podcasts/mental-health/school-psychology-and-mental-health/school-based-mental-health-services

WHO information series on School Health is a promising site for articles that can help identify barriers and cases across countries on overcoming barriers to implement programmes in schools.

https://www.who.int/school_youth_health/resources/information_series/en/

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 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 equips students with various theoretical approaches to career planning and development, and enable them with knowledge, skills, and diverse tools to examine individual and group differences in career interests, needs, and values. They will apply these knowledge and skills to develop their own career plan as well as examine the scope of how organisations can assist individuals and groups in achieving career goals. They will also gain a broad understanding of emerging trends in the field of career guidance, counseling and development. 

Course objectives:

1. Orient students to theoretical knowledge in career guidance and counseling

2. Equip students with skills to assess individual and group differences in career interests, needs and values

3. Equip students with skills to develop personal career plan for themselves and for individuals/groups to achieve their career goals

4. Equip students with skills to analyze organizational approaches in assisting individuals/groups in achieving their career goals

5. Equip with skills to evaluate emerging trends and issues in career development

• Trait and factor theories

• Holland’s theory

• Work adjustment theory

• Super’s developmental theory

• Social cognition theory and cultural preparedness approach

• Personality theories

• Applications to career assessment- e.g. MBTI, Holland’s RIASEC test, interest and value inventories, Super’s rainbow

Theories of career guidance and counselling: constructivist and social justice theories

• Savickas career construction theory

• Peavy’s narrative approach

• McMahon and Patton- systems theory approach

• Social justice approach- Hooley, Sultana, & Thomsen

• Career assessments from constructivist and social justice approaches

Careers education- employability skills, career awareness and career information

Career awareness models, careers education- career information literacy (Hooley’s seven Cs), employability skills- interviews, CVs, communication skills, networking skills

Career awareness, guidance and counselling in schools, universities, and employment agencies; Case studies working with marginalized communities- socioeconomic, gender, disability

Patton, W., & McMahon, M. (2014). Career development and systems theory: Connecting theory and practice (Vol. 2). Springer.

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 introduces the student to working with children with special needs. It is offered in the third semester after the completion of coursework in ‘Child and Adolescent Development’ and ‘Developmental Psychopathology’. The course introduces the learner to a range of special needs from developmental disabilities to gifted learners. The course is designed to help the student modify their teaching and assessment strategies according to the needs of the child and address diversity effectively in the classroom. The course also informs the student of current legal perspectives and policies with regard to Special Needs Education. 

Individuals with Intellectual and Developmental Disabilities: Learners with Learning Disabilities; Learners with Attention Deficit Hyperactivity Disorder; Learners with Autism Spectrum Disorders; Gifted Learners

Role of psychologist for individuals who have Communication Disorders, Who Are Deaf or Hard of Hearing; Learners with Blindness or Low Vision; Learners with Physical Disabilities and Other Health Impairments

Pedagogical approaches to teaching children with special needs: Visual structure for ASD, ICT tools for ADHD, Memory techniques. Inclusive special education: Teaching strategies, Advanced Skills for Professional Practice in Inclusive Special Education”Individualized Education Plan; Assessment of children with special needs: Current approaches and issues in practice 

Demo: INCLEN ASD, NIMHANS SLD, Bhatia’s Battery, ADHD SRS, CARS, ISAA (Autism), Schonell’s Test, Gessel’s Drawing Test.

Legal Perspectives in working with children with special needs:  The Rights of Persons with Disabilities Act (2016), The Mental Healthcare Act (2017); Current policies in Special Education; Research trends in Special Education; Critical issues in working with children with special needs

Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2014). Exceptional learners: An introduction to special education (12th ed.). Pearson/Allyn & Bacon.

Hornby, G. (2014). Inclusive special education: Evidence-based practices for children with special needs and disabilities. Springer Science + Business Media. https://doi.org/10.1007/978-1-4939-1483-8

Peer, L., & Reid, G. (2016b). Special educational needs: A guide for inclusive practice (2nd ed.). SAGE

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)

Understanding child abuse, neglect, and trauma; types of abuse and trauma; signs of abuse and trauma; short- and long-term consequences of abuse and trauma; ethical issues in working with child abuse and trauma; legislations related to child abuse

Preventive interventions; Crisis intervention & psychological first aid; trauma interventions (in peer victimization, grief, sexual abuse); secondary trauma and self-care for professionals

Deb, S. (2018). An empirical investigation into child abuse and neglect in India: Burden, impact and protective measures. Springer

Deb, S. (2018). An empirical investigation into child abuse and neglect in India: Burden, impact and protective measures. Springer.

Levine, P. A., & Kline, M. (2006). Trauma through a child's eyes: Awakening the ordinary miracle of healing. North Atlantic Books.

Panlilio, C. C. (Ed.). (2019). Trauma-informed schools: Integrating child maltreatment prevention, detection, and intervention. Springer.

Perry, B. D. (2014). Creative interventions with traumatized children. Guilford Publications.

Silberg, J. L. (2013). The child survivor: Healing developmental trauma and dissociation. Routledge.

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, 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.

Course Description: Working with parents and families is an essential part of a psychologist’s role in educational settings. Parenting skills training is an evidence-based intervention for improving the educational, emotional, and social outcomes of children. This course presents an introduction to parenting skills training interventions. It provides the learner an overview of existing parenting skills training programmes, gain the skills to evaluate them, as well as develop appropriate parenting skills interventions appropriate for educational settings.  

Course Objectives:

This course will help the learner to:

1. Gain an understanding of parenting skills training interventions
2. Develop skills in designing and implementing parenting skills training interventions in educational settings

Understanding parenthood and parenting; Parenting across the lifespan; Theoretical perspectives on parenting; Multicultural & contemporary perspectives on parenting

Types of parenting skills programs; Elements of parenting skills training programs; Parenting skills for children; Parenting skills for adolescents; Delivering parenting skills training in educational settings

Barkley, R. A., & Robin, A. L. (2014). Defiant teens: A clinician's manual for assessment and family intervention. Guilford Publications.

International Rescue Committee. (2016). Parenting skills intervention trainer’s manual. https://rescue.app.box.com/s/t17uqwunelwtzqqfyg9gndbt5s55hn29/file/92066661671

Knapp, S. E., & Jongsma, A. E. (2015). The parenting skills treatment planner with DSM-5 updates. John Wiley & Sons.

United Nations Office on Drugs and Crime. (2017). Compilation of evidence-based family skills training programmes. UNODC. https://www.unodc.org/documents/prevention/family-compilation.pdf

United Nations Office on Drugs and Crime. (2009). Guide to implementing family skills training programmes for drug abuse prevention. UNODC. https://www.unodc.org/documents/prevention/family-guidelines-E.pd

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 both CIAs to pass the course

This course aims at imparting knowledge on Grief counselling for children and adolescents. The students will be able to understand various concepts related to grief, theories and models of grief, and the process of grief. The developmental influences in grief will be discussed from a cultural context. The rituals and techniques for overcoming grief among children and adolescents and the skills required in grief counselling will be understood by the student.

Developmental perspective of grief, death and dying, loss and grief. Concepts, theories, and models related to grief. Grief related to death of loved ones and non-death related loss. Difference between grief counselling and grief therapy

Grieving process and rituals, techniques of grief counselling applicable to children and adolescents, some ways to help children talk about grief, skills required in grief counselling.

Worden, J. W. (2009) Grief Counselling and Grief Therapy: A Handbook for the Mental Health Practitioner. Fourth Ed. New York, Springer Publishing Company.

Worden, J. W. (1996). Children and Grief: When a Parent Dies. New York, Guilford Press.

Kaplan, A. Grief Counseling: The companioning model. International Psychotherapy Institut

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.

The Educational Psychology Practicum is offered in the third semester of the Master’s in Educational Psychology Programme. The practicum students would have to complete coursework in the following required courses:

• Principles and Practices of Educational Psychology
• Foundations of Multilingual and Multicultural Education
• Child and Adolescent Development
• Psychological foundations 1
• Developmental Psychopathology 
• Practicum in Educational Assessment 
• Practicum in Psychological Assessment 
• Summer Internship

During the current semester the student would be enrolled in courses on 

• Prevention  and Intervention for academic achievement
•  Children with special needs
• Psychological foundations 2

This course is designed to provide the student with an opportunity to develop Professional Competencies and apply the knowledge developed over the programme to an educational setting.

The Practicum acts as a bridge between the Summer internship and the Pre-Professional internship and is designed to familiarize the student with the work of an educational psychologist and the educational setting. This Practicum orients the student to the range of services provided by an educational psychologist, and the diversity of students with and without disabilities. The student is required to complete 60 hours of experience in an educational setting with an emphasis on applying the knowledge and skills developed during the programme. The practicum experience can range from observational experiences to assessments and interventions with children in the educational setting. The student would have to submit documentation of the work completed during this period.

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)

Course Description:

This course is intended to help students develop skills of writing up a research study and defending it. Students are supported as they progress through the different stages of their research work which include data collection, data analysis, and writing up a manuscript

Course objectives:

This course will help the learner to conceptualize a research problem, choose an appropriate research design and method , and carry out the research. It will also provide supervision to students as they progress through the different stages of the research process.

Data Analysis

Writing a Research Manuscript

Supervision of Research Process

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 both CIAs to pass the course

This course integrates the Systemic perspective with Educational Psychology and is offered in the fourth and final semester of the Master’s in Educational Psychology programme. The course challenges the student to understand the bigger picture of working with children in a school setting. The course also enables the learner to understand how interactions within the Social, Family, and Education settings affect learning outcomes. The course objectives concur with the Programme objectives of developing Academic Knowledge and Practitioner Competencies particularly in terms of the development of Consultation skills. 

Introduction to Systems: Types of Systems; Characteristics of Systems; Complexities of Systems; Systems Analysis; Understanding Education from a Systems theory framework, Family system in India : Family and  organizational dynamics in education

Teacher-Student relationships; Peer-Peer relationships: Recognizing and addressing bullying; Teacher-Teacher relationships; Principal- Staff relationships; Impact of interpersonal relationships on school climate; Impact of interpersonal relationships on learning outcomes, Interpersonal theories and application in educational psychology

Parent-Student Relationship; Other significant family or peer interactions with the Student; Parent-Teacher Relationship: Expectations from parents and teachers, Guidelines for establishing Parent-Teacher relationships

Assessment from a systemic perspective: Sociometry; Psychometric tools; Understanding the role of personality and emotions in the Education System; Interventions using the Systemic framework: Social Perspective-taking - Role-playing; Enhancing interpersonal relationships that affect learning outcomes

Wubbels, T., Brok, den, P. J., Tartwijk, van, J. W. F., & Levy, J. (Eds.) (2012). Interpersonal relationships in education: an overview of contemporary research. (Advances in data mining and database management (ADMDM) book series). Sense Publishers. https://doi.org/10.1007/978-94-6091-939-8

Zandvliet, D., Brok, den, P. J., Mainhard, T., & Tartwijk, van, J. W. F. (Eds.) (2014). Interpersonal relationships in education : from theory to practice. (Advances in Learning Environments Research; Vol. 5). SensePublishers. https://doi.org/10.1007/978-94-6209-701-8

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)

Course description: This course aims to prepare students of educational psychology to develop knowledge and skills in policy analysis and programme evaluation, and to employ these skills to evaluate and lead educational change and reform using evidence-based practices. 

Course objectives: 

1. Develop students' knowledge and skills in policy analysis, programme evaluation and educational leadership

2. Enable students to apply knowlege and skills in policy analysis, programme evaluation, and educational leadership to evaluate educational change and reform processes

Sociological theories of Education: Education and Society, Theoretical Perspectives of Durkheim, Bourdieu, Foucault, Parsons, Coleman and Dewey. Institutionalization of Education, Policy Borrowing and Lending, Feminist theories and gender roles: Vimala Ramachandran

Anthropology of Education: Concepts in culture, Ethnocentrism and Acculturation, cultural construction of class, gender and ethnic identities in the classroom, Education as a tool for deconstructing cultural stereotypes

Economics of Education: Equity in Education, Hanushek, Carnoy, Capability Approach: Amartya Sen and Martha Nussbaum.  Geeta Gandhi Kingdon and Tilak 

Sustainable Development and Education, Different levels of education in India; Policies and programmes: NEP 2020, Sarva Shiksha Abhiyan (SSA): RTE Act 2009; Rashtriya Madhyamik Shiksha Abhiyan (RMSA); Samgra Shiksha Abhiyan, Mid-day Meal; Schemes for girls, SC, ST and marginalised groups; major functions of UGC, NIEPA, NCTE, NCERT, SCERT.

Planning Process Model, Kingdon's Stream Analysis Approach, Sociocultural approaches- Levinson and Sutton, Critical and postmodern approaches- Carol Bacchi, Traditional and Modern approaches for educational planning and application in India: JBG Tilak

Theories of educational leadership- Positivistic theories of leadership- scientific management, human relations, systems theory- open and closed, transactional and transformational theory, authentic leadership, Conflict theories of leadership, loose coupling, cultural approaches to leadership, critical and feminist theories of leadership. Teacher as Leaders and change agents

Decentralization of Education (Mark Bray), Teachers and Educational Reforms (Hargreaves and Hoyle), Educational Reform and Change; Large Scale Reforms in Education : Michael Fullan

ASER, Young Lives Survey, NAS and NEP 2020, PISA (OECD): Performance and reforms in Asian and western nations. Quantitative and qualitative methods and models for program evaluation; TIMSS, PIRLS and TALIS 

Bardach, E., & Patashnik, E. M. (2019). A practical guide for policy analysis: The eightfold path to more effective problem solving. CQ press.

Fullan, Michael. The new meaning of educational change. Routledge, 2001.

Patton, M. Q. (2008). Utilization-focused evaluation. Sage publications.

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)

The course on ‘Pedagogical planning: Technology design and implementation’ enables the student to design an effective curriculum that meets the demands of carefully identified learning outcomes. The course acquaints the learner with advances in technology that is used to support the learning process and challenges the student to determine mechanisms by which technology can be seamlessly integrated with the educational setting. The course offered in the fourth semester enables the Master’s in Educational Psychology student to develop the Programme objectives of Academic Knowledge and Practitioner Competencies in the area of Pedagogical Design. 

Curriculum design and development: Introduction to curriculum design, Preparing a curriculum framework, Bloom’s Taxonomy, Bloom’s Revised Taxonomy- Anderson and Krathwohl,  Deep and surface approaches to Learning; Alignment of learning outcomes, pedagogy, and assessment; Lesson planning: Lesson Plan Phases- Identifying learning objectives, Planning activities, Lesson Plan Templates, Post-lesson Appraisal; Unit Plans: Elements of a Unit Plan, Designing a Unit Plan Outline; Scheduling Unit Plan Time Slots and Grading periods;  Classroom Management: Student Engagement Strategies, Communicating Expectations and Setting Limits in the Classroom

Learning Management Systems- Institutionally supported and Open-Source; Online Learning; Blended or Hybrid Learning- Flipped Classroom; Assistive technologies and tools for the teaching-learning process; Artificial Intelligence Supported Learning; Successful Cases in Technology-Enabled Active Teaching; Strategies that encourage honesty and accountability in the online learning process

Male, B. (2012). The Primary Curriculum Design Handbook: Preparing Our Children for the 21st Century. Bloomsbury Publishing

CIA 1: 30 marks

CIA 2: 35 Marks

 Attendance: 5 marks

ESE viva done within department (Capstone Project) - 50 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 for the ESE. 

Course description: This course has been conceptualized in order to give students an insight of tackling self-defeating thoughts and replace it with a problem-solving outlook/ solution-focussed approach. It would also equip students to help deal with their clients by developing the skills necessary for addressing these issues. The students would also be exposed to certain tools like CBT and NLP that can be used within the framework of life coaching.

Course objectives: This course will help the learner to

• Tackle self-defeating thinking patterns with a problem-solving outlook

• Apply their knowledge in building modules to engage in training to address these needs

• The student will be able to build training modules to engage within their field of specialization.

The Evolution of Professional coaching and coaching psychology. Integrating positive psychology in coaching. Indian concept in coaching/preventive mode.

Overcoming procrastination, Assertiveness, tackling poor time management, handling criticism constructively, taking risks and making better decisions.

Cognitive Behaviour Coaching, NLP

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.

The last few decades has been witness to educational approaches slowing going through a transformation. Veering away from an emphasis on results-oriented methods, psychology and education community is realising the immense potential that lies in the promotion of holistic student progress. Disciplines like psychology and education have contributed towards understanding how to revolutionize learning and education systems. In this course, we will explore the underpinnings of positive educational psychology, debate alternative classroom and assessment methods, and develop a comprehensive understanding on how to initiate and promote positive behavioural change in educational settings. The positive education course is designed for final semester masters in psychology students who are curious about the application of positive psychology and behavioural economics in school and higher education institutions, are passionate about incrementally revolutionizing education systems, plan to work in educational settings and NGOs as teachers, administrators, or higher level decision/policy makers, and/or plan conduct research or interventions in areas of student outcomes and wellbeing. 

Course Objectives: Students will be able to 

• Learn how to increase positive student outcomes in the classroom
• Develop a comprehensive understanding of positive education and utilizing alternative disciplining and assessment methods 
• Build a foundation in the basics of eliciting behavioural change in educational settings through the application of behavioural insights 

School mental health and student wellbeing; need for positive education; Happiness – definitions, Wellbeing – flourishing and languishing, Broaden and Build theory; Positive Schooling – definition, components of positive schooling; Socio Emotional Learning – definition, aspects of SEL; Character strengths – types, identifying and building individual strengths; Developing Meaning and Purpose – discovering individual sparks, calling and career; Mindsets – definitions, mindset and school achievement, school climate

Action research cycle; Nudging in Education – concept of nudging. EAST framework, overview of nudging in education; The testing debate – growth and proficiency assessments, current debate; Positive and mindful disciplining – definitions, positive model of discipline, elements of mindful discipline; School-wide positive behaviour interventions, choosing, implementing and evaluating positive behaviour interventions, challenges and current trends 

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.

Course Description: 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.

Course objectives:

- 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.

 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 Pre-professional Internship is offered in the fourth semester of the Master’s in Educational Psychology Programme. The practicum students would have to complete coursework in the following required courses:

• Principles and Practices of Educational Psychology
• Psychological foundations 1 & 2
• Foundations of Multilingual and Multicultural Education
• Child and Adolescent Development and Developmental Psychopathology
• Children with special needs
• Practicum in Educational Assessment  & Psychological Assessment 
• Summer Internship & Educational Psychology Practicum
• Prevention  and Intervention for academic achievement

During the current semester the student would be enrolled in courses on 

• Social, Family and School Systems in Education 
• Pedagogical Planning: Technology and implementation

This course is designed to provide the student with an opportunity to develop Practitioner Competencies and apply the knowledge developed over the programme to an educational setting.

Pre-Professional Internship is designed to help the student transition to working as a professional educational psychologist in an educational setting. The student is required to complete 200 hours of experience in an educational setting providing the student an opportunity to apply the knowledge and skills developed during the programme. This internship is meant to enhance the skills developed during the Educational Psychology practicum with additional skill development in the area of pedagogical planning and consultation within the educational system using a Systems theory framework. The student would have to submit documentation of the work completed during this period.

End semester examination (ESE viva ) - 30% 

CIA 1: 60 marks

CIA 2: 60 Marks

Attendance and log sheets : 20 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 70/140  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 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

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 both CIAs to pass the course