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1 Semester - 2023 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MPS111 | ACADEMIC WRITING AND RESEARCH SKILLS | Skill Enhancement Courses | 1 | 1 | 50 |
MPS131 | PROFESSIONAL ISSUES AND ETHICS IN CLINICAL PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
MPS132 | DEVELOPMENTAL PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
MPS133 | QUANTITATIVE RESEARCH METHODS IN PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
MPS134 | PSYCHOPATHOLOGY- I | Core Courses | 4 | 4 | 100 |
MPS135 | BIOLOGICAL FOUNDATIONS OF BEHAVIOUR - I | Core Courses | 4 | 4 | 100 |
MPS136 | QUALITATIVE RESEARCH METHODS IN PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
MPS181 | COMMUNITY SERVICE | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
2 Semester - 2023 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MPS211 | RESEARCH PROPOSAL | Skill Enhancement Courses | 2 | 2 | 50 |
MPS231 | BIOLOGICAL FOUNDATIONS OF BEHAVIOUR-II | Core Courses | 4 | 4 | 100 |
MPS232 | PSYCHOLOGICAL MEASUREMENT AND STATISTICS | Core Courses | 4 | 4 | 100 |
MPS233 | PSYCHOPATHOLOGY -II | Core Courses | 4 | 4 | 100 |
MPS234 | COGNITIVE PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
MPS251 | PSYCHO DIAGNOSTIC LAB - I | Skill Enhancement Courses | 2 | 2 | 50 |
MPS252 | MULTICULTURAL AND DIAGNOSTIC INTERVIEWING SKILLS | Skill Enhancement Courses | 4 | 4 | 100 |
MPS281 | COMMUNITY SERVICE | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
3 Semester - 2022 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MPS331 | PSYCHOTHERAPY-I | Core Courses | 4 | 4 | 100 |
MPS332 | PSYCHOTHERAPY-II | Core Courses | 4 | 4 | 100 |
MPS333 | PSYCHOPATHOLOGY- II | Core Courses | 4 | 4 | 100 |
MPS342A | BEHAVIORAL THERAPY FOR NEURODEVELOPMENTAL DISORDERS | Discipline Specific Elective Courses | 2 | 2 | 50 |
MPS342B | PLAY THERAPY: CONTEMPORARY PRACTICE WITH CHILDREN | Discipline Specific Elective Courses | 2 | 2 | 50 |
MPS342C | QUEER AFFIRMATIVE COUNSELLING PRACTICE | Discipline Specific Elective Courses | 2 | 2 | 50 |
MPS342D | CLINICAL NEUROPSYCHOLOGY | Discipline Specific Elective Courses | 2 | 2 | 50 |
MPS353 | MULTICULTURAL AND THERAPEUTIC SKILLS -II | Skill Enhancement Courses | 4 | 4 | 100 |
MPS372 | SUMMER PLACEMENT | Ability Enhancement Compulsory Courses | 0 | 2 | 50 |
MPS382 | RESEARCH MANUSCRIPT | Skill Enhancement Courses | 2 | 6 | 100 |
4 Semester - 2022 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MPS431 | ADVANCED SOCIAL PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
MPS441A | EDUCATIONAL PSYCHOLOGY | Discipline Specific Elective Courses | 2 | 2 | 50 |
MPS441B | FORENSIC PSYCHOLOGY | Discipline Specific Elective Courses | 2 | 2 | 50 |
MPS441C | SEXUAL DYSFUNCTIONS AND SEX THERAPY | Discipline Specific Elective Courses | 2 | 2 | 50 |
MPS441D | CRISIS AND TRAUMA COUNSELLING | Discipline Specific Elective Courses | 2 | 2 | 50 |
MPS441E | CBT FOR COMMON PSYCHIATRIC DISORDERS | Discipline Specific Elective Courses | 2 | 2 | 50 |
MPS441F | ASIAN HEALING PRACTICES AND PSYCHOTHERAPY | Discipline Specific Elective Courses | 2 | 2 | 50 |
MPS441G | COMMUNITY MENTAL HEALTH IN THE GLOBAL SOUTH: CURRENT TRENDS AND CHALLENGES | Discipline Specific Elective Courses | 2 | 2 | 50 |
MPS451 | PSYCHODIAGNOSTIC LAB - II | Skill Enhancement Courses | 4 | 4 | 100 |
MPS471 | SEMINAR AND PUBLICATION | Skill Enhancement Courses | 0 | 2 | 50 |
MPS481 | SUPERVISED CLINICAL PRACTICUM | Ability Enhancement Compulsory Courses | 4 | 8 | 200 |
MPS482 | CLINICAL INTERNSHIP | Ability Enhancement Compulsory Courses | 0 | 2 | 50 |
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Introduction to Program: | ||||||||||||||||||||||||||||||||||||||||||||||||||||
The Department of Psychology offers a two-year full-time M Sc program in Psychology with specialization in Clinical Psychology. Keeping pace with the disciplinary advances the program would address knowledge about psychological functioning at individual and social levels in an all-encompassing manner. With the goal of acquiring specialized knowledge, the program would allow students to nurture their academic interest in clinical psychology, along with personal growth and awareness. The spirit of interdisciplinary growth is kept in view while conceptualizing a three-tier system- A) CORE COURSES in the first three PG semesters (courses, which can be considered to be fundamental in giving PG students a larger perspective of Psychology as a social science discipline, irrespective of specialization); B) SPECIALIZATION COURSES (specific theory courses within the subject of Clinical Psychology); and C) ELECTIVE COURSES (a wide variety, across all disciplinary specializations, primarily conceptualized by individual faculties (based on their own interest/expertise), offered from time to time and chosen by students according to their preference. The program would strive to prepare competent professional psychologists who would excel in knowledge, orientation, and practice in psychology, with high ethical standards and social relevance. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO1: testProgramme Specific Outcome: PSO1: testProgramme Educational Objective: PEO1: test | ||||||||||||||||||||||||||||||||||||||||||||||||||||
Assesment Pattern | ||||||||||||||||||||||||||||||||||||||||||||||||||||
Assessment Pattern
For two credit courses the breakup of CIA is as follows Grading Pattern
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Examination And Assesments | ||||||||||||||||||||||||||||||||||||||||||||||||||||
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. |
MPS111 - ACADEMIC WRITING AND RESEARCH SKILLS (2023 Batch) | |
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
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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. |
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Course Outcome |
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CO1: Scientifically acknowledge different sources of information in their writings CO2: Avoid plagiarism. CO3: Write a document in APA format |
Unit-1 |
Teaching Hours:3 |
CO1;Scientifically acknowledge different sources of information in their writings
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An overview of the status of academic writing and its importance; different approaches and processes;
Experiential Learning as Assessment Strategies: Individual/Group presentations on forms and issues in Academic Writing; classroom assignments in generating abstracts, posters, reviews, etc | |
Unit-2 |
Teaching Hours:3 |
CO2:Avoid plagiarism.
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key issues: plagiarism, biases, and frequent errors | |
Unit-3 |
Teaching Hours:9 |
CO3:Write a document in APA format
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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 | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern 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 | |
MPS131 - PROFESSIONAL ISSUES AND ETHICS IN CLINICAL PSYCHOLOGY (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course has been conceptualized in order to inculcate awareness about legal and ethical aspects of practicing Clinical Psychology in India. It highlights the commonly encountered ethical dilemmas in clinical practice and facilitates ethical decision making in a multicultural context. The courses also address licensure and certification issues in clinical psychology practice in India. |
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Course Outcome |
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CO1: Understand the foundational principles of ethics in clinical psychology. CO2: Analyze and resolve common ethical dilemmas in research and practice CO3: Examine ethical issues specific to special population
CO4: Develop a personal ethical decision model
CO5: Understand legal aspects of licensure and practice of Clinical Psychology in India
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Unit-1 |
Teaching Hours:15 |
CO1: Understand the foundational principles of ethics in clinical psychology
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Unit-2 |
Teaching Hours:15 |
CO2: Analyze and resolve common ethical dilemmas in research and practice and develop a personal ethical decision-making model.
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Unit-3 |
Teaching Hours:15 |
CO3: Examine ethical issues specific to special population
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Unit-4 |
Teaching Hours:15 |
CO4: Understand legal aspects of licensure and practice of Clinical Psychology in India
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation to be eligible to write the ESE.
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MPS132 - DEVELOPMENTAL PSYCHOLOGY (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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The Developmental Psychology course for Clinical Psychology builds upon principles of human development acquired at the undergraduate level. This course examines research in developmental psychology as it applies to real-world situations. The goal is to acquire a greater understanding of factors influencing development, such as biological, hereditary, environmental, or cultural effects that describe, explain and predict developmental changes in humans over the lifespan. The focus will almost exclusively be on typical development. As such, the course will not focus on therapeutic approaches, interventions, or clinical populations. We will examine how knowledge of developmental perspectives can inform parenting decisions, education, public policy, interventions and clinical practice. As this course is only a semester-long, it would be impossible to cover in-depth the entire field of applied developmental psychology. Instead, we will focus on selected topics related to child and adolescents in cognitive development and socio-emotional development, and have separate discussion adulthood and aging theories and its impact on adult development. |
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Course Outcome |
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CO1: Explain the cognitive, cultural, environmental and social factors that influence development throughout the lifespan. CO2: Explain changes in moral and identity development and examining the role of self, gender and others. CO3: Demonstrate an understanding of the socio-emotional theoretical perspectives on human development and appreciate the diversity of experiences that shape the development. CO4: Describe developmental theories to explain emerging adults, changes in adulthood, mid-life crisis, aging. |
Unit-1 |
Teaching Hours:15 |
UNIT 1
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Jean Piaget : A constructivist approach ; Objects and Space: Object Permanence, metacognitive thinking, personal fableness and adolescent risk behaviour; Vygotsky: A social contextual approach; Criticisms and application, Neo-Piagetian work Robbie Case, Changes in adult cognitive development-Schaie and William Perry; Play and play patterns | |
Unit-2 |
Teaching Hours:15 |
UNIT 2
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Social cognition: Intentionality; Theory of mind, Favell’s perspective taking, false belief task, self-control; Moral development, reasoning and Prosocial behavior- Piaget, Kohlberg, & Gilligan; teaching moral values; Intentionality, Self and social understanding- self-concept, self-perception, peer relationship and identity- Erickson, Marcia’s Identity status; health adolescent identity development- positive youth development model; Gender development-Bell; Sex differences and gender role socialization, sexuality, gender fluidity. | |
Unit-3 |
Teaching Hours:15 |
UNIT 3
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Emotional development- still face experiment, emotional regulation and dysregulation, temperament, cycle of aggression, goodness of fit, attachment theories and styles- Bowlby, Ainsworth, and Winnicot; factors that affect attachment-quality time and opportunity for attachment, infant characteristics, parents internal working model, family environment; Caregiving and Parenting-Diana Baumrind, impact of parenting, issues- co-sleeping, disciplining, abuse, resilience; the role of culture; Bronfenbernner’s Ecosystems model and importance of having a developmental lens | |
Unit-4 |
Teaching Hours:15 |
UNIT 4
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Development during Adulthood, Emerging Adults-Arnett, Bio-psycho-social model of development and developmental tasks- Robert Havighurst, Career and vocation changes-Super Donald, Life stages-Levinson, Erickson; Mid Life Crisis, adult attachment patterns and relationships; Sexuality and Menopause; Coping with death and dying- Kubler Ross; Aging- positive and successful aging; gains and losses in later adult life | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Continuous Internal Assessment (CIA) – 70% End semester examination (ESE) – 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks | |
MPS133 - QUANTITATIVE RESEARCH METHODS IN PSYCHOLOGY (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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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 |
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Course Outcome |
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CO1: Demonstrate knowledge of research designs in quantitative research and the scientific process of research CO2: Design an experiment with manipulation can control of the variables. CO3: Differentiate various data collection and sampling methods employed in quantitative research CO4: Write a quantitative research proposal in the domain of Psychology |
Unit-1 |
Teaching Hours:20 |
Unit 1; Introduction
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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; | |
Unit-2 |
Teaching Hours:15 |
Unit 2:Experimental Designs in Psychology
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Adequate vs Inadequate (faulty) research design; Types of experimental design based on subjects and factors; Within-subjects, between subjects, single-subject, single factor, and factorial design; Sources of error variance and its management in the various types of experimental designs; Mixed design Experimental manipulation and control of variables; steps in quantitative research (5 hours of lab work dedicated to developing problem statement and a hypothesis is suggested) | |
Unit-3 |
Teaching Hours:15 |
Unit 3: Sampling Techniques and Data Collection
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Population and sample: Basic assumptions; Sampling distribution; Sampling techniques: probability and non-probability sampling; Methods of data collection: observational methods, surveys, questionnaires, interviewing methods, case study methods, and psychometric tests Difference between different sampling and data collection methods, when to use what. | |
Unit-4 |
Teaching Hours:10 |
Unit 4
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Elements of quantitative research proposal | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks | |
MPS134 - PSYCHOPATHOLOGY- I (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course introduces students to mental health issues in clinical psychology by introducing clinical psychopathology. The use of diagnostic assessments using both DSM V-TR and ICD 11 will be explored in this course. Students will also be encouraged to integrate the bio-psycho-social model of health and illness with clinical interventions. |
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Course Outcome |
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CO1: Compare and contrast the models of etiology of disorders.
CO2: Demonstrate understanding of the various manifestations of
psychopathology.
CO3: Identify the criteria to diagnose various disorders using the ICD and DSM
classificatory systems.
CO4: Identify the various causal factors of disorders. |
Unit-1 |
Teaching Hours:15 |
CO1 : Compare and contrast the models of etiology of disorders
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Major theoretical models of psychopathology. Systems of classification, basic features; DSM-5- TR, ICD-11, similarities, differences and critical evaluation; new disorders in DSM-5- TR | |
Unit-2 |
Teaching Hours:15 |
CO2 :Demonstrate understanding of the various manifestations of psychopathology.
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Psychopathology of Mood and Anxiety Disorders
Depression, bipolar affective disorders; phobia, GAD, panic, OCD, PSTD, adjustment disorder; Clinical characteristics, etiology | |
Unit-3 |
Teaching Hours:15 |
CO 3:Identify the criteria to diagnose various disorders using the ICD and DSM classificatory systems.
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Psychopathology of Dissociative, Somatoform and Behavioral Syndromes:
Dissociative disorder, somatoform disorder, other neurotic disorder; Clinical characteristics and etiology. | |
Unit-4 |
Teaching Hours:15 |
CO4:Identify the various causal factors of disorders
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Psychopathology of Psychotic Disorders
Schizophrenia, delusion, other psychotic disorders; Clinical characteristics, etiology; Psycho diagnostic assessments | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 40% is required to pass the course.(CIA+ESE)
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MPS135 - BIOLOGICAL FOUNDATIONS OF BEHAVIOUR - I (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This Course intends to familiarize students with an introductory knowledge of the topics and methods of biological psychology to create an understanding of the underlying biological foundations of human behavior. |
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Course Outcome |
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CO1: Understand the foundational principles, research methods and ethics of biological psychology. CO2: Identify the basic structure and function of the nervous system and the endocrine system. CO3: Analyze the biological basis of cognitive functions. CO4: Demonstrate the application of neurochemical/brain mechanisms in clinical practice. |
Unit-1 |
Teaching Hours:13 |
Understand the foundational principles, research methods and ethics of biological psychology.
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Topic 1: Introduction The origins of biopsychology, Nature of biological psychology, basic cytology and biochemistry, Mind Brain relationship, Methods of study of research in biopsychology-anatomical methods, degeneration techniques, lesion techniques, chemical methods, stereotaxic surgery, micro-electrode studies, oscilloscope, polygraph, scanning methods & Ethical issues in research. Introduction to genetics. | |
Unit-2 |
Teaching Hours:22 |
Identify the basic structure and function of the nervous system and the endocrine system
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Topics 2: Neural and endocrine systems, brain and CNS, PNS. Structure of neurons, types, functions, neural conduction, communication between neurons, Synaptic conduction, Neurotransmitters. The endocrine system. Pituitary, pineal, thyroid, parathyroid, adrenaline glands, pancreas, gonads. Endocrine influences on behaviour; Basic features of nervous system, Meninges, Ventricular system, Cerebrospinal fluid, Blood brain barrier, Peripheral nervous system: Cranial Nerves, Spinal Nerves, Autonomous nervous system; Major structures and functions, spinal cord, Brain: Fore brain, Midbrain, Hindbrain, Cerebral cortex, temporal, parietal and occipital lobes; prefrontal cortex. | |
Unit-3 |
Teaching Hours:13 |
Analyse the biological basis of cognitive functions
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Topics 3: Basic cognition Learning: Neurophysiology of learning, Synaptic plasticity; Memory: Neurological basis of memory, Language: Lateralization, Evolution and neurophysiology of speech. | |
Unit-4 |
Teaching Hours:12 |
Demonstrate the application of neurochemical/brain mechanisms in clinical practice
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Topic 4: Disorders of cognitive functions and apply the neurological and biomechanisms in clinical practice. Brain damage and dysfunction of memory; Disorders of reading writing: aphasia, alexia & dyslexia. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPS136 - QUALITATIVE RESEARCH METHODS IN PSYCHOLOGY (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course will introduce students to the tradition of qualitative research in social sciences with an emphasis of its applicability in psychology. Different methods of collecting qualitative data are discussed. Methods of Qualitative data analysis are also touched upon. Along with courses on research in the first and second semesters, this course intends to provide students with the theoretical background to develop their research proposal |
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Course Outcome |
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CO1: Appreciate the importance of interdisciplinary research CO2: Demonstrate skills on designing qualitative research and proposal writing CO3: Collect qualitative data using various methods CO4: Demonstrate skills on different traditions of qualitative data analysis and reporting of qualitative research data |
Unit-1 |
Teaching Hours:15 |
Foundations of Qualitative Research
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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)
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Unit-2 |
Teaching Hours:15 |
Qualitative Research Design
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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)
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Unit-3 |
Teaching Hours:15 |
Methods of Collecting Qualitative Data
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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)
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Unit-4 |
Teaching Hours:15 |
Analyzing Qualitative Data
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Different traditions of qualitative data analysis; thematic analysis, Narrative analysis, Discourse analysis, Content analysis (8 hrs) Research Lab (7 Hrs)
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation to be eligible to write the ESE. | |
MPS181 - COMMUNITY SERVICE (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description In this course, students will spend four hours a week or a total of 30 hours during the semester involved in supervised community service. Students are encouraged to work alongside NGO’s or other professional bodies. Students will engage in activities such as children, adolescents and youth teaching/tutoring, community organization, psychological assessment and mental health awareness. Reflections on their interactions are an integral part of this course. Student engagement will be assessed by the supervisor. Course objectives This course will help the learner
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Course Outcome |
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CO1: Identify community-based issues. CO2: Provide assistance in community intervention programmes.
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Unit-1 |
Teaching Hours:2 |
Introduction
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Community service: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of a psychologist in community service: Social Psychologist, Community Psychologist & Counselor. Outcomes of community service: Personal outcome; Social outcome, Learning outcome and Career outcome.
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Unit-2 |
Teaching Hours:15 |
Field work
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Students in groups will partner with various NGO’s and organizations working in the areas of education, development, interventions and mental health. As part of the course requires the students will be involved in the community-oriented activities of the organizations they affiliate with. The NGO’s or Organizations along with the faculty coordinator will be responsible for the process delivery. These placements will offer students hands-on experiences in working with various issues in the community and facilitate meaningful learning.
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Unit-3 |
Teaching Hours:13 |
Reflection
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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
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Text Books And Reference Books:
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Essential Reading / Recommended Reading . | |
Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course. | |
MPS211 - RESEARCH PROPOSAL (2023 Batch) | |
Total Teaching Hours for Semester:20 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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In this course the students are required to identify and select a topic of their interest to conduct research on. Course Objectives: This course intends to help the learner
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Course Outcome |
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CO1: Be able to develop a research proposal for presentation to the departmental council
CO2: Understand the ethical issues involved in their research proposal CO3: Use peer and instructor feedback effectively to critique research proposals |
Unit-1 |
Teaching Hours:10 |
CO2:Understand the ethical issues involved in their research proposal
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Review of Literature and Problem Identification Identifying a problem; Presentation of research idea; Presentation of research idea; Training on review of literature; Research proposal (Quantitative ); Research proposal (Qualitative )
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Unit-2 |
Teaching Hours:20 |
Be able to develop a research proposal for presentation to the departmental council
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Developing the Proposal Issues in Methodological frame work; Presentation of methodology; Presentation of methodology; Submission and Presentation of first draft Submission and Presentation of first draft; Final presentation; Final submission of proposal
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Text Books And Reference Books:
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Essential Reading / Recommended Reading Barker, C., & Pistrang, N. (2015). Research methods in clinical psychology: An Introduction for students and practitioners. John Wiley & Sons. | |
Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA)
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.
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MPS231 - BIOLOGICAL FOUNDATIONS OF BEHAVIOUR-II (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This Course intends to familiarize students with an introductory knowledge of the topics and methods of biological psychology to create an understanding of the underlying biological foundations of human behavior Course Objectives: At the end of this course, students will be able to:
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Course Outcome |
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CO1: Analyse the neurobiological basis of basic psychological processes CO2: Infer the causal role of biological mechanisms on psychiatric disorders. CO3: Demonstrate the learnt neurobiological influences on human behaviors into clinical scenarios. |
Unit-1 |
Teaching Hours:22 |
CO1: Analyse the neurobiological basis of basic psychological processes
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Emotions as response patterns: fear, anger and aggression; Hormonal control of aggressive behavior; Neural basis of the communication of emotion: Recognition and expression; Physiological correlations of Arousal: consciousness and sleep, Factors affecting consciousness. Sleep: Rhythms of sleeping and waking, neural basis of biological clocks, Stages of sleep, brain mechanisms of REM sleep and dreaming, physiological mechanisms of sleep and waking; Hunger –theories, neural signals; Thirst-neural mechanisms; Sex- hormones and sexual development, neural mechanism of sexual behavior, sexual orientations, hormones and the brain.
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Unit-2 |
Teaching Hours:22 |
CO2: Infer the causal role of biological mechanisms on psychiatric disorders
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Stress and health: The stress response, stress and gastric ulcers, Psychoneuroimmunology, stress and the hippocampus; Fear conditioning: amygdale, contextual fear conditioning and the hippocampus; Human obesity. Implications in eating disorder; Schizophrenia, Substance abuse disorders, Major affective disorders, and Anxiety disorders; Implications in sleep disorders;sexual deviance | |
Unit-3 |
Teaching Hours:16 |
CO3: Demonstrate the learnt neurobiological influences on human behaviors into clinical scenarios
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Major Psychiatric Disorders: Schizophrenia, Substance abuse disorders, Major affective disorders, and anxiety disorders. Case discussions of psychiatric disorders: | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading 1. Blackmore, S. (2003). Consciousness: An introduction. London: Hodder & Stoughton. 2. Garrett, B. (2003). Brain and Behavior. Wadsworth, Thomson Learning Inc, USA. 3. Freberg, L A. Discovering Biological Psychology (2nd ed.) (2006), Wardsworth, Belmont: USA 4. Wagner, H., & Silber, K. (2004), Physiological Psychology, Garland Science, Abingdon: UK. 5. Rosenweig, M.R., Leiman, A.L. & Breedlove, S.M. (1999). Biological psychology: An introduction to behavioral, cognitive, clinical neuroscience. (2nd ed.). USA: Sinauer Associates, Inc. 6. Wallace, B. & Fisher, L.E. (1991). Consciousness and Behavior (3rd ed.). USA: Allyn & Bacon. 7. Pinel, J.P.J. (2000). Biopsychology (4th .ed.). Boston: Allyn & Bacon 8. Kandel, E.R. Schwartz, J.H. & Jessel, T.M. (2000). Principles of neural science (4 th ed.). New York: McGraw-Hill. 9. Leukel, F(1985). Introduction to Physiological Psychology (3rd. ed.). New Delhi: CPS Publishers
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Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course (CIA+ESE)
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MPS232 - PSYCHOLOGICAL MEASUREMENT AND STATISTICS (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course extends the learning in Quantitative research methods in Psychology by introducing students to the measurement and statistical techniques in research. Students will be given opportunity in this course to practice in labs the techniques of tool construction and statistical analysis. Students will be trained in software packages such as SPSS and Excel. |
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Course Outcome |
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CO1: Reproduce knowledge of specific quantitative methods in accordance with research objectives and variables while adhering to research ethics CO2: Distinguish the analysis techniques that can be used in quantitative research using Excel, SPSS, and JAMOVI and critique the quantitative methods used in a published journal article.
CO3: Apply the principles of psychological measurements in test construction and standardisation.
CO4: ntegrate the output of statistical analysis using figures and tables in APA format |
Unit-1 |
Teaching Hours:20 |
co1: Reproduce knowledge of specific quantitative methods in accordance with research objectives and variables while adhering to research ethics
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Descriptive statistics and probability
Definition and purpose of psychological statistics; Definition of measurement; scales of measurement; measures of central tendency and variability
Probability distribution and normal curve; Levels of significance; Type 1 and 2 errors, one tailed two tailed tests; Parametric and non-parametric tests Correlation
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Unit-2 |
Teaching Hours:20 |
co2: Distinguish the analysis techniques that can be used in quantitative research using Excel, SPSS, and JAMOVI and critique the quantitative methods used in a published journal article
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Inferential statistics
Linear regression: simple, multiple and stepwise Multiple linear regression
t-tests with non-parametricsolution; One-way ANOVA; Two- way ANOVA and its non-parametric equivalent; ANCOVA, MANOVA
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Unit-3 |
Teaching Hours:10 |
CO3: Apply the principles of psychological measurements in test construction and standardisation
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Foundations of Psychological Measurement and Testing
Development of Psychological test Item generation, analysis; item difficulty; item discrimination; and Item reliability
Assumptions and theories of test construction: Item response theory and Classical test theory
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Unit-4 |
Teaching Hours:10 |
CO4:
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Test standardization
Estimation of Reliability, validity; Learning and developing test norms
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Text Books And Reference Books:
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Essential Reading / Recommended Reading 1.Aron, A. & Aron, E.N. (1994). Statistics for psychology. New Jersey: Prentice Hall. 2.Cohen, R.J., & Swerdlik, M.E. (2005). Psychological testing and assessment: An introduction to tests and measurement (6th ed.). New York: McGraw-Hill. 3.Heiman, G.W. (2001). Understanding research methods and statistics: An integrated introduction for psychology (2nd ed.). Boston: Houghton Mifflin Company 4. Kaplan, R.N.,& Saccuzzo, D (2001). Psychological Testing, Principles, Applications and issues. New York Kerlinger, N. (1996). Foundations of behavioural research. India: Prentice Hall
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Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course (CIA+ESE)
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MPS233 - PSYCHOPATHOLOGY -II (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course introduces students to mental health issues in clinical psychology by introducing clinical psychopathology. The use of diagnostic assessments using both DSM V-TR and ICD 11 will be explored in this course. Students will also be encouraged to integrate the bio-psycho-social model of health and illness with clinical interventions.
Course objectives: •To understand the etiology and current classificatory systems of mental disorders •To learn about the different symptoms, courses and prognoses of mental disorders
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Course Outcome |
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CO1: Demonstrate understanding of the various manifestations of psychopathology CO2: Identify the various symptoms and causal factors of disorders. CO3: Demonstrate understanding of skills required to diagnose various disorders. CO4: Identify the criteria to diagnose various disorders using the ICD and DSM classificatory systems.
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Unit-1 |
Teaching Hours:16 |
CO1;Demonstrate understanding of the various manifestations of psychopathology
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Psychopathology of Neurocognitive and Sleep Disorders
Dementia, delirium, head injury, epilepsy, other amnesic syndromes; Clinical characteristics and etiology and treatment Sleep disorder; Clinical characteristics, etiology and treatment | |
Unit-2 |
Teaching Hours:12 |
CO2:Identify the various symptoms and causal factors of disorders.
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Psychopathology of substance-related and addictive disorders and feeding and eating disorders Clinical characteristics, etiology, models of addiction, assessment in addiction. Motivational intervention and behavioral assessment. Feeding and Eating disorders- Anorexia and | |
Unit-3 |
Teaching Hours:16 |
CO3:Identify the criteria to diagnose various disorders using the ICD and DSM classificatory systems
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Psychopathology of Adult Personality Disorders, sexual dysfunctions and gender dysphoria.
Clinical characteristics, etiology and theories of cluster A, B and C personality disorders. Differences in ICD and DSM V. Clinical characteristics, etiology of sexual dysfunctions, gender dysphoria, and paraphilias. | |
Unit-4 |
Teaching Hours:16 |
CO4:Demonstrate understanding of skills required to diagnose various disorders.
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Disorders of Infancy, childhood and adolescence. Specific developmental disorder of scholastic skills; Pervasive developmental disorders, behavioural and emotional disorders, disorders of social functioning | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 40% is required to pass the course.(CIA+ESE)
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MPS234 - COGNITIVE PSYCHOLOGY (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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his course is part of the first years master's program in Clinical Psychology and comprises a core methodology that underlies the understanding of both normal and abnormal human behaviour. This course contributes to the Clinical Psychology program objectives of (a) developing domain knowledge (b) enhancing observation skills and critical analysis (c) inculcating evidence-based inference and finally (d) enhances self awareness and self regulation. At the same time the course also exemplifies the University expectation of excellence and service and contributes to the following graduate attributes of academic excellence, professional excellence and personal enhancement. This course will provide students with an understanding of normal mental processes and their relationship to brain, mind and behavior. This course will give an overview antecedents and influences on Cognitive Psychology and the basic concepts from an information-processing and computational perspective. Domain wise understanding of cognition will be highlighted in the understanding of attention and perception. The course will require the use of labs and experiments to demonstrate concepts in the course. Application to the practice of evaluating behaviour in the context of clinical psychology will be highlighted in this course. |
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Course Outcome |
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CO1: Analyse theories and models of normal basic cognitive processes in written and oral form
CO2: Understand and evaluate disordered cognitive processes in written and oral form.
CO3: Evaluate the underlying mechanisms of cognitive processes through observations and experiments CO4: Critically discuss and compare methods and tools CO5: Analyse and report experiment data on cognitive processes
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Unit-1 |
Teaching Hours:16 |
CO1:Analyse theories and models of normal basic cognitive processes in written and oral form
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History & Emergence of Cognitive Science; Information Processing: Serial v/s Parallel Processing Brain and Perception: Dorsal and Ventral pathways; Theories of Perception: Gestalt approach, Top–Down vs. Bottom- up Processing, Information Processing; Pattern Recognition: Feature detection analysis, Template matching, Prototype matching; Basic Concepts: Divided attention, Selective Attention; Theories and current developments: Bottleneck and Capacity theories; Automatic and Controlled processing, switching attention Architecture of Memory, Working Memory and Levels of processing; Remembering: Autobiographical and eyewitness memories; traumatic and false memories, Confabulation; Models of Knowledge Representation: Semantic Memory, Episodic Memory, Procedural (Implicit and Explicit);
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Unit-2 |
Teaching Hours:12 |
CO2: Understand and evaluate disordered cognitive processes in written and oral form
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Achromatopsia, Akinetopsia, Optic Ataxia, Prosopagnosia, Aphantasia, Apraxia
Attention: Spatial Neglect, Pseudo Neglect, Extinction
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Unit-3 |
Teaching Hours:12 |
CO3: Evaluate the underlying mechanisms of cognitive processes through observations and experiments
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Experiments in Perception Experiments in Attention
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Unit-4 |
Teaching Hours:10 |
CO4: Critically discuss and compare methods and tools
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Methods: Cognitive Tasks, EEG/ERP; Eye Tracking; fMRI, TMS, fNIRS; Studies on Perception; Studies on Attention | |
Unit-5 |
Teaching Hours:10 |
CO4:Analyse and report experiment data on cognitive processes
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Experiments in Psychophysics, Signal Detection Theory; Experiments in Attention | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern
Continuous Internal Assessment (CIA)
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation to be eligible to write the ESE. End Semester Examination (ESE)
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MPS251 - PSYCHO DIAGNOSTIC LAB - I (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This course will cover issues in the assessment of personality using self-report measures and cognitive functions such as intelligence and memory. This course is meant to provide students with skills of administering, scoring, interpreting and conveying report in clinical settings using simulated labs and field exposure. A part of this course will be linked to community service course where students will conduct free assessment camps in community settings such as schools catering to poor students; NGO’s working with children etc. The basic objective of this course is ● To introduce central concepts of psychological measurement – personality and cognitive functions. ● To critically examine psychometric considerations, methodologies, data acquisition, data analyses, and communications related to real world applications of using psychometrics within social science and educational environments. |
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Course Outcome |
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CO1: Understand the theoretical background and psychometric structure of psychological tests CO2: Skilfully and ethically administer, score, interpret and report relevant assessments in the domain of personality CO3: Skilfully and ethically administer, score, interpret and report relevant assessments in the domain of intelligence CO4: Skilfully and ethically administer, score, interpret and report relevant assessments in the domain of memory |
Unit-1 |
Teaching Hours:2 |
CO1:Introduction and Psychometric properties of assessments
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introduction and Psychometric properties of assessments in Personality, Intelligence and Memory | |
Unit-2 |
Teaching Hours:6 |
CO2:Assessment of Personality
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Sixteen Personality Factor Questionnaire (16PF), Minnesota Multiphasic Personality Inventory (MMPI | |
Unit-3 |
Teaching Hours:16 |
CO3:Assessment of Intelligence and Memory
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Raven’s Progressive matrices: Standard progressive matrices (SPM), Binet-Kamat test of Intelligence (BKT), Bhatia’s performance battery; Vineland Adaptive Behaviour Scale, Wechsler Intelligence Scale for Children (WISC), Wechsler Adult Performance Intelligence Test | |
Unit-4 |
Teaching Hours:6 |
CO4:Assessment of Memory
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Wechsler Memory Scale (WMS), | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern 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
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MPS252 - MULTICULTURAL AND DIAGNOSTIC INTERVIEWING SKILLS (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course aims at providing students with the skills of clinical interviewing, assessment and formulations in order to help them prepare for clinical work in their practicum |
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Course Outcome |
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CO1: Develop basic listening skills and clinical interviewing skills CO2: Conduct a detailed case history and mental status examination, make a structured report of the findings, and develop a psycho-diagnostic formulation CO3: Psychotherapeutic formulation and developing therapy goals using the CBT approach CO4: Demonstrate skills in various processes involved in therapy |
Unit-1 |
Teaching Hours:15 |
CO1:Develop basic listening skills and clinical interviewing skills
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- Intentional clinical interviewing - Basic listening skills - Reflection of feeling - Reflection of meaning - Influencing skills Establishing therapeutic alliance | |
Unit-2 |
Teaching Hours:15 |
CO2:Conduct a detailed case history and mental status examination, make a structured report of the findings, and develop a psycho-diagnostic formulation
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- Intentional clinical interviewing - Mental status examination - Clinical case history - Psycho-diagnostic formulation - Multi axial diagnosis | |
Unit-3 |
Teaching Hours:15 |
CO3:Psychotherapeutic formulation and developing therapy goals using the CBT approach
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- Formulation using the CBT approach - Developing goals in therapy - Skills of treatment planning | |
Unit-4 |
Teaching Hours:15 |
CO4:Demonstrate skills in various processes involved in therapy
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- Structuring the sessions - Skills of treatment planning - Dealing with breaches and transference - Establishing therapeutic alliance Ethical considerations | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 40% is required to pass the course.(CIA+ESE)
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MPS281 - COMMUNITY SERVICE (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description In this course, students will spend four hours a week or a total of 30 hours during the semester involved in supervised community service. Students are encouraged to work alongside NGO’s or other professional bodies. Students will engage in activities such as children, adolescents and youth teaching/tutoring, community organization, psychological assessment, and mental health awareness. Reflections on their interactions are an integral part of this course. Student engagement will be assessed by the supervisor. Course objectives This course will help the learner ● To choose a community-based organization that they are interested in working with. ● To support organizations to help the community. |
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Course Outcome |
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CO1: Identify community-based issues. CO2: Provide assistance in community intervention programmes. |
Unit-1 |
Teaching Hours:15 |
CO1:● Identify community-based issues.
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Community service: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of a psychologist in community service: Social Psychologist, Community Psychologist & Counselor. Outcomes of community service: Personal outcome; Social outcome, Learning outcome and Career outcome. | |
Unit-2 |
Teaching Hours:15 |
CO2:Provide assistance in community intervention programmes.
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Students in groups will partner with various NGO’s and organizations working in the areas of education, development, interventions and mental health. As part of the course requires the students will be involved in the community-oriented activities of the organizations they affiliate with. The NGO’s or Organizations along with the faculty coordinator will be responsible for the process delivery. These placements will offer students hands-on experiences in working with various issues in the community and facilitate meaningful learning | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern 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 | |
MPS331 - PSYCHOTHERAPY-I (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Psychotherapy-1 is a post graduate course offered in the third semester to students of Clinical Psychology (MPCL). The course aims to integrate the theoretical knowledge imparted through prior courses such as History and Philosophy of Clinical Psychology (MPS 131), Theories of Personality (MPS 132), Biological foundations of Behaviour (MPS 135, MPS 235), Law and Ethics in Clinical Psychology (MPS 231), Psychopathology-1 (MPS 232) and Psycho Diagnostic Lab (MPS 251) with therapeutic skills than can be applied in clinical settings, thereby fostering graduate attributes of academic excellence while upholding the vision of the department by nurturing professional development. Furthermore, it builds upon essential elements of functional competencies, ethical and reflective practise within the scientist-practioner model. This course has been conceptualized with an intention to orient students to the theoretical foundations, processes, skills and techniques underlying different psychotherapeutic approaches for the treatment and care of persons with mental illness. A review of evidence-based practices for psychological interventions, ethical dilemmas in decision making, legal mandates for therapeutic professions and reflective practices in psychotherapy will explored. Designed as an introductory course in psychotherapy, it allows students to walk the bridge that connects theory with practise and in turn helps them comprehend and reflect on the psychotherapeutic assessments and interventions during their clinical internship This course will help the learner understand · The elements of psychotherapeutic process · Theoretical foundations underlying different psychotherapeutic approaches · Therapeutic skills and techniques unique to each psychotherapeutic approach · Evidence based practices for psychological interventions and their specific areas of application · The ethical guidelines that govern decision making during the therapeutic process · The need and significance of reflective practices in psychotherapy |
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Course Outcome |
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CO1: Describe the psychotherapeutic process, discuss psychotherapy research, identify training needs and supervision requirements.
CO2: Describe the theoretical foundations underlying various psychotherapeutic approaches, the skills and techniques associated with them.
CO3: Identify evidence-based practices specific to particular mental health conditions. CO4: Develop psychotherapeutic case formulations using different therapeutic approaches CO5: Critique the strengths, limitations and the unique features associated with each form of psychotherapy. |
Unit-1 |
Teaching Hours:15 |
CO1: Describe the psychotherapeutic process, discuss psychotherapy research, identify training needs and supervision requirements.
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Introduction; Psychotherapy research: Methods, outcomes, process issues; Training & Supervision of individual psychotherapists: Selection issues, personal motivating factors, theoretical learning, supervised clinical practicum, personal therapy, continuous professional/personal development; Other critical issues in psychotherapy | |
Unit-2 |
Teaching Hours:15 |
CO2: Describe the theoretical foundations underlying various psychotherapeutic approaches, the skills and techniques associated with them.
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Psychoanalytic, Brief Analytic, Object-Relations, and Interpersonal Approaches
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Unit-3 |
Teaching Hours:15 |
CO3:Identify evidence-based practices specific to particular mental health conditions.
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Client-Centered, Existential and Gestalt therapies | |
Unit-4 |
Teaching Hours:15 |
CO3: Identify evidence-based practices specific to particular mental health conditions.
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Behavioral therapy, Cognitive therapy (Beck), Rational Emotive Behavior Therapy (Ellis). | |
Text Books And Reference Books: Essential references: 1. Corey, G. (2017). Theory and Practice of Counseling and Psychotherapy (10th ed.).Boston, USA: Cengage Learning. 2. Barlow, D. (2014). Clinical Handbook of Psychological Disorders: A Step-by-Step Treatment Manual (5th ed.). New York: The Guilford Press. | |
Essential Reading / Recommended Reading Recommended references: 1. Herlihy, B., & Corey, G. (2014). ACA Ethical Standards Casebook (7th ed.). USA:Wiley. 2. Herlihy, B., & Corey, G. (2014). Boundary Issues in Counseling: Multiple Roles and Responsibilities, (3rd ed.). USA: Wiley. 3. Corey, G. (2012). Case Approach to Counseling and Psychotherapy (8th ed.). USA:Brooks/Cole Cengage Learning. 4. Corey, G., Haynes, R., Moulten, P., & Mouratori, M. (2010). Clinical Supervision in the Helping Professions: A Practical Guide (2nd ed.). USA: Wiley. 5. Corey, G., & Schneider Corey, M. (2008). I Never Knew I Had A Choice: Explorations in Personal Growth (9th ed.). USA: Brooks/Cole Cengage Learning. 6. Yalom, I. (2012). Love’s Executioner & Other Tales of Psychotherapy (2nd ed.). New York: Basic Books. 7. Corey, G., Schneider Corey, M., & Callanan, P. (2010). Issues and Ethics in the Helping Professions (8th ed.). USA: Brooks/Cole Cengage Learning. 8. Yalom, I. (2009). The Gift of Therapy: An Open Letter to a New Generation of Therapists and Their Patients (1st ed.). USA: Harper Collins ebooks. 9. Feltman, C. (2017). The Sage Handbook of Counselling and Psychotherapy (4th ed.).USA: Sage. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70%
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MPS332 - PSYCHOTHERAPY-II (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This course has been conceptualized in order to critically address theory informing group and family therapy and facilitate the development of mastery n developing treatment plans based on empirical research. This Course is meant to provide students of clinical psychology an opportunity to examine the theoretical underpinnings of group and family therapies. Students will be encouraged to view the historical and cultural contexts within which group psychotherapy and family and marital therapy (including couples counseling) has emerged. Course objectives: This course will help the learner to
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Course Outcome |
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Course outcomes: By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
Introduction
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Historical and cultural contexts for the development of Couples, Family and Group therapy. Developmental frameworks in Couples, Family and Group therapy. Assessment | |
Unit-2 |
Teaching Hours:15 |
Couples Therapy
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Couples Therapy: Theoretical frameworks, Issues and therapeutic approaches for working with couples. Evidence based practice in couples therapy, Treatment planning, Emotion Focused Therapy, Gottman's approach to family therapy | |
Unit-3 |
Teaching Hours:15 |
Family Therapy
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Family Therapy: Major Dominant theories of Family Therapy - classical, post modern and social contructivistic approaches. | |
Unit-4 |
Teaching Hours:15 |
Group Therapy
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Group Therapy: Theories of group therapy, emergence of group interventions as de facto forms of treatment and brief forms of group therapy; Treatment planning using Group interventions – choice of treatment and modality. Review of evidence based models in Group therapy | |
Text Books And Reference Books: 1. Nichols, P.M & Schwartz C.R (2006). Family Therapy –concepts and methods, 7th edition, Allyn and Bacon, Boston, Pearson education, Inc. 2. Corey, G (2008) Theory and Practice of Group Psychotherapy, 8th edition, Pacific Grove, CA: Brooks/Cole. | |
Essential Reading / Recommended Reading 1. Agazarian, Y. M. (1997), System-Centered Therapy for Groups, Guilford Press 2. Alonso, A., & Swiller, H.I. (1992) Group Therapy in Clinical Practice, American Psychiatric Press, Inc. 3. Bernard, H. S. & MacKenzie, K.R. (eds.) (1999), Basics of Group Psychotherapy, Guilford Press. 4. Bieling, P.J., MacCabe, R.E., & Antony, M.M. (2006). Cognitive-Behavioral Therapy in Groups NY: Guilford Pub. 5. Bion, W.R. (1959) Experiences in Groups and other Courses. N.Y.: Basic Books. 6. Corey, M. & Corey,G. (1997) Groups: Process & Practice (5th ed.) Pacific Grove, CA: Brooks/Cole. 7. Dies, R.R. & MacKenzie, K.R. (1983) Advances in Group Psychotherapy: Integrating Research and Practice. N.Y.: International University Press. 8. Fehr, S.S. (1999) Introduction to Group Therapy: A Practical Guide. N.Y.:Haworth Press. 9. Foulkes, S.H. & Anthony, E.J. (1965) Group Psychotherapy: The Psychoanalytic Approach.London: Penguin Books. 10. Gazda, G.M. (1989) Group Counseling: A Developmental Approach (4th ed.) Boston: Allyn & Bacon. 11. Kaplan, H. & Sadock, B. (eds.) (1993) Comprehensive Group Psychotherapy ,3rd ed. Baltimore: Williams & Wilkins. 12. Carter, B. & McGoldrick, M. (1999). The changing family life cycle. 3rd. Ed.Boston: Allyn and Bacon. 13. McGoldrick, M. & Gerson, R. (1999). Genograms in family assessment. 2nd.Ed. New York: Norton. | |
Evaluation Pattern
Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 40% is required to pass the course.(CIA+ESE) | |
MPS333 - PSYCHOPATHOLOGY- II (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Objectives/Course Description This course has been conceptualized in order to further learning in Psychopathology 1 and provides students with an in depth understanding of psychopathologies of anxiety-based, somatoform, and dissociative disorders, mood disorders, psychotic disorders, and disorders of infancy & childhood. This course aligns with other courses in the department in achieving the larger objective of gaining knowledge, skills and competencies required for practicing as a clinical psychologist. This course will help the students gain familiarity with DSM V and ICD 10 classificatory systems of the various manifestations of psychopathology, learn skills required to diagnose various disorders and models of etiology of psychopathologies.
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Course Outcome |
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CO1: Demonstrate understanding of the various manifestations of psychopathology. CO2: Identify the criteria to diagnose various disorders using the ICD and DSM classificatory systems. CO3: Identify the various causal factors of disorders. CO4: Compare and contrast the models of etiology of disorders. |
Unit-1 |
Teaching Hours:15 |
CO1: Demonstrate understanding of the various manifestations of psychopathology and Identify the criteria to diagnose various disorders using the ICD and DSM classificatory systems. CO3: Identify the various causal factors of disorders.
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Depression, bipolar affective disorders; phobia, GAD, panic, OCD, PSTD, adjustment disorder; Clinical characteristics, etiology. | |
Unit-2 |
Teaching Hours:15 |
CO1: Demonstrate understanding of the various manifestations of psychopathology and Identify the criteria to diagnose various disorders using the ICD and DSM classificatory systems.CO3: Identify the various causal factors of disorders.
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Dissociative disorder, somatoform disorder, other neurotic disorder; Clinical characteristics and etiology. | |
Unit-3 |
Teaching Hours:15 |
CO1: Demonstrate understanding of the various manifestations of psychopathology and Identify the criteria to diagnose various disorders using the ICD and DSM classificatory systems.CO3: Identify the various causal factors of disorders.
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Schizophrenia, delusion, other psychotic disorders; Clinical characteristics, etiology; Psycho diagnostic assessments
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Unit-4 |
Teaching Hours:15 |
CO1: Demonstrate understanding of the various manifestations of psychopathology and Identify the criteria to diagnose various disorders using the ICD and DSM classificatory systems.CO3: Identify the various causal factors of disorders.
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Specific developmental disorder of scholastic skills; Pervasive developmental disorders, behavioural and emotional disorders, disorders of social functioning.
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Text Books And Reference Books:
4. Blaney, P H., Krueger, R. F. & Million, T. (2015).Oxford Textbook of Psychopathology (3rd edition). London: Oxford University Press. 5. Fish, F. J.(1967). Fish's Clinical psychopathology: signs and symptoms in psychiatry (3rd. Ed.). Bristol :J. Wright,
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Essential Reading / Recommended Reading Ahuja, N. (2011). A short Textbook of Psychiatry. New Delhi: Jaypee Publishers American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th .ed.). Washington, DC.' Hecker, S.E. & Thorpe, G.L. (2005). Introduction to clinical psychology: Science, practice & ethics. Delhi: Pearson Education, Inc. Oyebode, F. (2008). Sims’ Symptoms in the Mind: An Introduction to Descriptive Psychopathology (4th. Ed.). Edinburgh; New York: Saunders Ltd. Vyas, J. N & Gimire, S. R. (2016). Textbook of Postgraduate Psychiatry. New Delhi: Jaypee brothers medical publishers Ltd.
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Evaluation Pattern Continuous Internal Assessment (CIA) - 70% | |
MPS342A - BEHAVIORAL THERAPY FOR NEURODEVELOPMENTAL DISORDERS (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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The course on ‘Behavioral Therapy for Developmental Disorders’ is designed to equip the student to identify different types of neurodevelopmental Disorders and the develop the skills in the assessment and interventions using different treatment approaches. Objectives will be measured with help of clinical practices and reporting. Critical aspects of Professional Conduct in the practice with children with developmental disabilities will be highlighted.
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Course Outcome |
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By the end of the course the learner will be able to: •Demonstrate understanding of the nature and needs of Developmental Disabilities. Elaborate the characteristics of persons with Intellectual Disability (ID), Specific Learning Disability (SLD) and Autism Spectrum Disorder(ASD) •Describe the causes and prevalence of ID, SLD and ASD. •Discuss the different types of ID, SLD and ASD •Demonstrate understanding of educational considerations of persons with ID, SLD and ASD |
Unit-1 |
Teaching Hours:10 |
Developmental disorders : Needs, Nature and assessment
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Understanding different types of Developmental disorders (ID, SLD, ASD); Measurements of behavioral symptoms; permanent-product recording procedures; Practical exposure: Conduct assessment and identify the treatment plan | |
Unit-2 |
Teaching Hours:15 |
Current Therapeutic Trends
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Understanding therapeutic skills and methods- cognitive and metacognitive skills, perceptual skills, social skills; promoting inclusive practices; ABA Therapy; Floor time; PECS; Relationship Development Intervention; Joint Attention Symbolic Play Engagement Regulation (JASPER); Discrete Trial Training; Pivotal Response Treatment; Social Story; Technology based intervention | |
Unit-3 |
Teaching Hours:5 |
Report writing and documentation process
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Report writing for assessment and intervention process; Considering ethical aspects of intervention; Supervision on the clinical cases | |
Text Books And Reference Books: •Bala, M.J. (2004). Methods of Teaching Exceptional Children, Discovery, New Delhi. District Primary Education Programme (2001). A report on national level workshop: Towards inclusive schools in DPEP. Noida: Ed.CIL. •Flint,j.Wilkie,A.O.M,Buckle,V.J,Winter (1995) The detection of sub telomeric chromosomal rearrangements in idiopathic mental retardation. Nature Genet. 9:132-140. •Grey CA, Garand JD (1993). “Social Stories: improving responses of students with autism with accurate social information”. Focus on Autistic Behavior. 8 (1): 1-10. •Hirisave U, Oomen A, Kapur M. Psychological assessment of children in the clinical setting. 1st ed. Bangalore: Nimhans; 2002, p. 79-80 •Jayachandran, P., Vimala (1995 and 2000). Madras Developmental Programming System,Vijaya Human services, 6 Lakhmiperam Street, Chennai14. •Juneja M, Mishra D, Russell P, Gulati S, Deshmukh V, Tudu P, et al. INCLEN diagnostic tool for Autism Spectrum Disorder (INDT-ASD): Development and validation. Indian Pediatr. 2014; 51:359-65. •Karanth, P., & Rozario, J. (2003). Learning disabilities in India: willing the mind to learn. Sage Publication, New Delhi
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Essential Reading / Recommended Reading •Kasari C, Freeman S, Paparella T. (2006) Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry;47(6):611-620. •Koegel LK, Koegel RL, Brookman LI (2005). Child-Initiated interactions that are pivotal in intervention for children with autism. In: Hibbs ED, Jensen PS, editors. Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice. 2nd ed. pp. 633-657. •Lakhan R, Ekúndayò OT, Shahbazi M. (2015) An estimation of the prevalence of intellectual disabilities and its association with age in rural and urban populations in India. J Neurosci Rural Pac t; 6:523-8 •Lerner, J. (2000). Learning Disabilities: Theories, diagnosis, and teaching strategies. Boston: Houghton Mifflin •Reddy G.L., & Rama, R. (2000). Education of Children with Special Needs, New Delhi - Discovery Pub. •Salvador-Carulla L, Reed GM, Vaez-Azizi LM, et al (2011;). Intellectual developmental disorders: towards a new name, definition and framework for 'mental retardation/intellectual disability' in ICD-11. World Psychiatry 10:175- 180
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Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he,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
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MPS342B - PLAY THERAPY: CONTEMPORARY PRACTICE WITH CHILDREN (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This course will prepare students towards therapeutically engage children. This course will also provide insight into the theoretical framework of Therapeutic play and creative techniques of engagement and processes with focus on guidelines for therapeutic practice with children. This course will help the students:
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Course Outcome |
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CO1: Engage children through play and creative techniques. CO2: Apply play and creative techniques in everyday life and facilitate self-insight being the person of therapist
CO3: To recommend materials for play therapy room with rationale and to structure play therapy room. CO4: To engage parents in the process of working with children. |
Unit-1 |
Teaching Hours:10 |
CO1: Engage children through play and creative techniques.
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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. | |
Unit-2 |
Teaching Hours:10 |
CO2: Apply play and creative techniques in everyday life and facilitate self-insight being the person of therapist
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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. | |
Unit-3 |
Teaching Hours:10 |
CO3: To recommend materials for play therapy room with rationale and to structure play therapy room and to engage parents in the process of working with children.
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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. | |
Text Books And Reference Books: Landreth G, L. (2012). Play Therapy: Art of Relationship. Routledge; Taylor & Francis.
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Essential Reading / Recommended Reading NA | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he,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
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MPS342C - QUEER AFFIRMATIVE COUNSELLING PRACTICE (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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The course introduces learners to gender and sexuality norms and paradigms informing queer affirmative counselling practice. This course also introduces learners to queer affirmative care, including psychodiagnostic through a queer lens, understanding of significant psychological challenges faced by the queer community, especially in India, and the operationalisation of queer affirmative counselling practice. |
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Course Outcome |
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After completing this course, the learner will be able to: -Understand basic concepts of sexuality and gender from an intersectional perspective - Gain skills to work with LGBTQIA+ people from an inter and multidisciplinary perspective - Practice queer affirmative psychology in clinical and community settings |
Unit-1 |
Teaching Hours:10 |
Introduction to sex, gender, sexuality and identities
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Introduction to gender and sexuality, gender and sexuality-related norms, gender-sexuality as social structures, queer movement and politics in India (Transgender Bill and IPC section 377), sexuality in the personal and professional/ clinical context, and paradigms informing queer affirmative counselling practice. | |
Unit-2 |
Teaching Hours:10 |
LGBTQIA+ communities and mental health
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LGBTQIA+ communities and mental health: minority stress, major mental health issues, societal and structural problems associated with the mental health of queer people. | |
Unit-3 |
Teaching Hours:10 |
Queer affirmative counselling skills
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Queer affirmative counselling skills - the role of language, person-centred therapeutic practices, trans-affirmative practice, cognitive behavioural interventions, working with families, peers, allies, and healthcare professionals. | |
Text Books And Reference Books: Narrain, A., & Chandra, V. (2015). Nothing to fix: Medicalisation of sexual orientation and gender identity. SAGE Publications India. Ranade, K., Chakravarty, S., Nair, P., Shringarpure, G. (2022). Queer Affirmative Counselling Practice - A Resource Book for Mental Health Practitioners in India, Mumbai: Mariwala Health Initiative. Ranade, K. (2018). Growing up gay in urban India. Critical Psychosocial perspectives. Springer Singapore. Kumar, P. (2021). Sexuality, Abjection and Queer Existence in Contemporary India. Routledge. Ranade, K., Hastak, Y. Growing Up and Sexual Identity Formation - Mental Health Concerns of lesbian women, In Davar, B.V., Ravindran, S. (2015). (eds), Gendering Mental Health: Knowledges, Identities, Institutions, New Delhi: Oxford University Press. Sharma H. Are we being trained to discriminate? Need to sensitize doctors in India on issues of gender and sexuality. Research & Humanities in Medical Education (RHiME). 2018;5: 35-43.
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Essential Reading / Recommended Reading Rianna P. Medical Imagination. Homosexuality in the Indian Journal of Psychiatry. 1970-1980. En-Gender! 2020 3(2): 1-15. Available from: https://engenderacademia.files.wordpress.com/2020/11/price-finished.pdf Threadgold L. ‘Commentary on: Medical imagination‘. En-Gender! 2020 3(2): 16-17. Available from: https://engenderacademia.files.wordpress.com/2020/11/price-finished.pdf Vanita, R. Queering India: same-sex love and eroticism in Indian culture and society. Routledge;2001. Ranade, K., Shah, C., & Chatterjee, S. (2016). Making sense: Familial journeys towards acceptance of gay and lesbian family members in India. The Indian Journal of Social Work, 77(4), 437-458. Ranade K, Chakravarty S. ‘Coming Out’ of the comfort zone: challenging heteronormativity through affirmative counselling practice with lesbian and gay clients. In: Bhola P, Raguram A, editors. Ethical issues in counselling and psychotherapy practice. Singapore: Springer Science; 2016. p. 141-54. Ranade K, Chakravarty S. Gay-affirmative counselling practice: resource and training manual. Mumbai: Saksham; 2013. American Psychological Association (APA) Guidelines for Psychological Practice with Transgender and Gender Nonconforming People. 2015 United Nations. Universal declaration of human rights. Paris; UNO;1948 Dec 10[cited 2018 Dec 12]. Available from http://www.un.org/en/universal-declaration-human-rights/index.html Toonen v. Australia, Human Rights Committee Communication No. 488/1992, U.N. Doc CCPR/C/50/D/488/1992. 1994 [cited 2018 Dec 12]. Available from: http://hrlibrary.umn.edu/undocs/html/vws488.htm The Yogyakarta principles (Original principles adopted in 2006). Available from: https://yogyakartaprinciples.org/ United Nations Human Rights Council. Discriminatory laws and practices and acts of violence against individuals based on their sexual orientation and gender identity; Report of the United Nations High Commissioner for Human Rights. United Nations General Assembly Document A/HRC/19/41; 2011 Nov 17 [cited 2018 Dec 10]. Available from: https://www.ohchr.org/Documents/Issues/Discrimination/A.HRC.19.41_English.pdf UN High Commissioner for Human Rights. Navi Pillay: “Respond systematically to homophobic violence and discrimination.” 2013 Apr 18 [cited 2018 Dec 12]. Video file. Available from: https://www.youtube.com/watch?v=imuvlSrO4V4 United Nations Human Rights Office. Free and Equal. Stand up for equal rights & fair treatment for lesbian, gay, bi, trans & intersex people everywhere. 2012. Available from: https://www.unfe.org/ United Nations Secretary-General. Secretary-General’s video message to the Oslo Conference on Human Rights, Sexual Orientation and Gender Identity.2013 Apr 15 [cited 2018 Dec 12]. Available from: https://www.un.org/sg/en/content/sg/statement/2013-04-15/secretary-generals-video-message-oslo-conference-human-rights-sexual Obergefell et al v. Hodges, Director, Ohio Department of Health, et al. No 14 – 556, Supreme Court of the United States. 2015 Jun 26 [cited 2018 Dec 12]. Available from: https://www.supremecourt.gov/opinions/14pdf/14-556_3204.pdf United Nations Human Rights Council. Report of the Independent Expert on protection against violence and discrimination based on sexual orientation and gender identity. United Nations General Assembly Document A/HRC/35/36. 2017. Available from: https://www.ohchr.org/EN/Issues/SexualOrientationGender/Pages/Index.aspx
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Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks All the CIAs are a must-pass assessment with a passing grade of 50%. If a student does not meet the passing grade for CIA, they will have to repeat the CIA before moving to the next CIA. To pass the course, the student must pass all the CIA components with an overall CIA mark of 25/50. | |
MPS342D - CLINICAL NEUROPSYCHOLOGY (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course description: Clinical neuropsychology addresses the link between brain and behaviour. Neuropsychological assessments provide a scientific way of quantifying and describing the cognitive, behavioural and emotional sequelae of changes in brain function caused by damage or disease. This module introduces you to neuroanatomy, neuropsychological assessment, and neuropsychological rehabilitation. Course objectives: Students will acquire:
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Course Outcome |
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CO1: describe key brain structures and their functions CO2: define and describe clinical signs of common neurological conditions CO3: define which neuropsychological tests to use for different conditions and demonstrate competence in the use of neuropsychological tests CO4: interpret the results of psychological assessment and use these to recommend appropriate intervention CO5: demonstrate knowledge of professional and ethical issues relevant to the neuropsychologists role. |
Unit-1 |
Teaching Hours:8 |
Unit I
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History, basic anatomy, elements of neurology, Methods of study of research in neuropsychology-anatomical methods, degeneration techniques, lesion techniques, chemical methods, stereotaxic surgery, micro-electrode studies, oscilloscope, polygraph, scanning methods & Ethical issues in research. | |
Unit-2 |
Teaching Hours:7 |
Unit II
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Major structures and functions, spinal cord, Brain: Fore brain, Mid brain, Hind brain, Cerebral cortex, temporal, parietal and occipital lobes; prefrontal cortex Lobe syndromes- frontal, temporal, parietal, occipital | |
Unit-3 |
Teaching Hours:7 |
Unit III
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Spiritual dimensions of neurology, Neurology and emotions, neurological changes during cousnelling interventions. | |
Unit-4 |
Teaching Hours:8 |
Unit IV
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Neuropsychology of psychiatric conditions: Schizophrenia, Substance abuse disorders, Major affective disorders and Anxiety disorders. Neuropsychological assessments | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) | |
MPS353 - MULTICULTURAL AND THERAPEUTIC SKILLS -II (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course aims at providing students with the skills of clinical interviewing, focusing on specific techniques and techniques to interview specific clinical population and help them prepare for clinical work in their practicum. Course Objectives: This course will help the learner 1. Understand and develop skills of assessment and case history taking in specific clinical population.
2. Develop specific techniques that promote positive Doctor-Patient relationship. |
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Course Outcome |
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CO 1: Conduct a clinical interview and create report including case history and MSE for Children. CO 2: Develop skills to interview difficult patients. CO 3: Develop specific interview techniques promoting patient doctor relationship. CO 4: Demonstrate motivational interviewing skills. |
Unit-1 |
Teaching Hours:30 |
Clinical Interview Skills
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Specific techniques: Facilitating interventions: Reinforcement, reflection, summarizing, education, Reassurance, encouragement, acknowledgement to emotion, Humour, Silence. Nonverbal Communication; Expanding Interventions: Clarifying, Associations, Leading, Probing, Transitions, Redirecting. Obstructive Interventions: Closed- Ended question, Compound questions, why questions, judgemental questions, or Statements, Minimizing patient’s concerns, premature advice, Premature interpretations, Transition. Interviewing the difficult Patient: Patients with Psychosis, Depressed and potentially suicidal patients, Hostile Agitated and Potentially violent patients, Deceptive patients.
Clinical history taking; Mental Status Examination for children | |
Unit-2 |
Teaching Hours:30 |
Motivational Interviewing
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What is motivational interviewing, The method of Motivational Interviewing, Engaging, Focusing, Evoking and Planning. Motivational
Interviewing in everyday practice. | |
Text Books And Reference Books:
William, R. M & Stephen, R. (2013) Motivational Interviewing; Helping People with change New York, NY: Guilford Press. Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock's synopsis of psychiatry: Behavioral sciences/clinical psychiatry (Eleventh edition.). Philadelphia: Wolters Kluwer. Ivey, A., Ivey, M., & Zalaquett, C (2009). Intentional Interviewing and counseling :Facilitating client development in a multicultural society. Cengage | |
Essential Reading / Recommended Reading NA | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 40% is required to pass the course.(CIA+ESE)
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MPS372 - SUMMER PLACEMENT (2022 Batch) | |
Total Teaching Hours for Semester:0 |
No of Lecture Hours/Week:0 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: Students shall complete an observership at an agency providing mental health services for a minimum of 30 days. Course Objectives: The course will give an opportunity to
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Course Outcome |
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CO1: Observe clinical practice under the supervision of a mental health professional.
CO2: Understand different facets of clinical practice |
Unit-1 |
Teaching Hours:0 |
Processing Learning Outcomes
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Observing clinical practice, note taking, Reflection and analysis | |
Text Books And Reference Books: 1. Friedman, H. S. (2015). Encyclopedia of mental health. Academic Press. | |
Essential Reading / Recommended Reading 1. Stricker, G., & Gold, J. R. (Eds.). (2013). Comprehensive handbook of psychotherapy integration. Springer Science & Business Media.
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Evaluation Pattern Students are expected to submit their log sheets, a reflective essay and case summaries and briefly present the same which would be evaluated and graded out of 50 marks
The student must get a minimum of 25/50 to pass the course | |
MPS382 - RESEARCH MANUSCRIPT (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:6 |
Course Objectives/Course Description |
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Course Description: This course has been conceptualized to empower the students with skills of preparing a research manuscript and aiming to publish the same. Course Objective This course will help the learner to gain familiarity and develop skills associated with the processes of data collection, data analysis, writing a manuscript and publishing it.
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Course Outcome |
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By the end of the course, the learner will be able to |
Unit-1 |
Teaching Hours:30 |
Unit 1
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Identifying appropriate research journals, preparing manuscripts according to author guidelines. | |
Text Books And Reference Books: 1. Barker, C., & Pistrang, N. (2015). Research methods in clinical psychology: An introduction for students and practitioners. John Wiley & Sons. | |
Essential Reading / Recommended Reading 1. Giles, D. (2013). Advanced research methods in psychology. Routledge. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 40% is required to pass the course.(CIA+ESE)
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MPS431 - ADVANCED SOCIAL PSYCHOLOGY (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course has been conceptualized in order to provide knowledge in social psychology to conceptualize the subject matter of the social individual in its deepest sense. Building from the preliminary knowledge of social psychology at the undergraduate level, this course offers learners a more hands-on experience in social behaviour dynamics. This course is structured to provide students a culturally informed and contextualized view of the discipline. Students are encouraged to appreciate and analyze the changing cultural diversity in the present Indian society, therefore, equipping them to approach social issues with its implications. The course will be augmented with field work and labs to enhance learning. Course Objectives: This course will help the learner to gain familiarity with :
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Course Outcome |
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By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
Historical and Conceptual Issues in Social Psychology
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The definition and nature social psychology; Growth of social psychology; Alternative conceptions of social psychology; Crisis of confidence in the discipline and its resolution; Development of social psychology in India; Current status of the discipline; Indigenization of social psychology; Issues in experimental social psychology; Emerging alternative methods in social psychology; Ethical issues in social psychological research. | |
Unit-2 |
Teaching Hours:15 |
Social  Interaction
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Self and identity : Culture and development of self, social identity , diverse identities; Social cognition and impression management ; Attribution- theories, biases and errors; Organizing and Changing attitudes; persuasion and propaganda techniques ; Prejudice, Stereotypes and Discrimination : Theories of inter-group relations, reducing prejudice ; The development of social representations. | |
Unit-3 |
Teaching Hours:15 |
Social Influences
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Nature, dimensions and dynamics of interpersonal relationships; Interpersonal attraction ; Sexuality and intimacy; Diverse and complex relationships – alternate sexualities; Groups: Small groups and its functions , social influence processes in groups ; Aggression: Theories and individual differences in aggression; Violence- sexual harassment, genocide,terrorism. | |
Unit-4 |
Teaching Hours:15 |
Social Issues
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Cross-cultural psychology: Diversity in socialization: Individualistic vs. collectivistic culture:Social psychological perspectives on health and illness ; Culture, personality and psychopathology ; Traditional healing methods: Cross- cultural aspects of coping ;Environmental stresses and social behaviour; Psychological effects of unemployment. Social and ethnic minorities and law; Poverty and deprivation. | |
Text Books And Reference Books: 1. Baumeister,R.F. and Bushman, B.J. (2014). Social Psychology and human nature. Third edition. New Delhi : Cengage publishers. 2. Fraser, C., and Burchell, B. (2001). Introducing Social Psychology. Cambridge: Polity | |
Essential Reading / Recommended Reading 1. Baumeister, R.F. and Finkel, E.J. (2010). Advanced social psychology :The state ofthe science. New York : Oxford university press. 2. Crisp, R.J. and Turner , R.N.(2014).Essential social psychology. New Delhi : Sage. 3. Dalal, A.K. and Misra, G. (2002). Social Psychology in India: Evolution and emerging trends. In A.K. Dalal and G.Misra (Eds.), New directions in Indian Psychology (Vol1: Social Psychology). (pp.19-49). New Delhi: Sage. 4. Dovidio,J.F. (2010).The Sage handbook of prejudice, stereotyping and discrimination. London :Sage 5. Heinzen,T.E., and Wind, G. (2019). Case studies in social psychology : Critical thinking and application.First edition. California :Sage publications . 6. Hepburn,A (2003). An introduction to critical social psychology. London :Thousand Oaks, California : Sage 7. Klauer,K.C. Andreas , V., and Christoph,S. (2011). Cognitive methods in social psychology. New York : Guilford press. 8. Linda, S. (Ed) (2017). Applied social psychology : understanding and managing social problems. Cambridge ,UK: Cambridge university press 9. McGhee, P. (2001). Thinking about experimental social psychology. In P. McGhee,Thinking psychologically (pp. 119-139). New York: Palgrave. 10. Michener, H.A., Delamater, J.D., and Myers, D.J. (2004). Social Psychology (5 th ed.). Belmont,CA: Wadsworth/ Thomson Learning. 11. Nelson,T.D. (2019). Classic and Contemporary studies in social psychology: A text reader. California : Sage publications. Recommended Journal references : 12. Baumeister,R.F and Vos,K.D. (2003). Social psychology articles from the 1980s and 1990s : Some new classics and overlooked gems. Psychological Inquiry,14 (3/4), p193-195. 13. Fiske,S,T.(2015). Grolar bears, social class and policy relevance : Extraordinary agendas for the emerging 21 st century. European journal of social psychology, 45(5), p551-559. 14. Greenberg.J. (2005). The revealing science of social psychology. Psychological Inquiry,16(4). p168-171. 15. Kapur, R.L. (1994). Violence in India: A Psychological Perspective. D.L.N. Rao Murthy Oration, Indian Journal of Psychiatry, 36(4), 163-169. 16. Kiran,R. (2006). Lessons learnt in mental health and psychosocial care in India after disasters. International review of psychiatry, 18(6). p547-552. 17. Leung,K. (2007). Asian social psychology : Achievements ,threats and opportunities. Asian journal of social psychology , 10(1), p8-15. 18. Moghaddam, F.M. (1987). Psychology in the three worlds: As reflected by the crisis in social psychology and the move toward indigenous third world psychology. American Psychologist, 42, 912-920. 19. Verma,S.K. , Bharti,P., and Singh,. T. (2018). Does stigma always have negative consequences?. Journal of community and applied social psychology.28(6), p495-507. 20. Wilson, T.D.(2005). The message is the method : Celebrating and exporting the experimental approach. Psychological Inquiry | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 35 Marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 40% is required to pass the course.(CIA+ESE) | |
MPS441A - EDUCATIONAL PSYCHOLOGY (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: This elective is aimed at providing students an understanding of the inter-links between psychology and education. Application of psychological principles to educational settings will be imparted in this course. An understanding of Biological foundations of behaviour and developmental psychology is a pre-requisite for this course. Completion of this course would equip students to deliver clinical interventions in educational settings. This course will help the learner to
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Course Outcome |
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By the end of the course the learner will be able to: •Understand key issues and develop effective solutions |
Unit-1 |
Teaching Hours:15 |
Unit 1
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Introduction to Educational Psychology; Educational Psychologists intervention & Research in Educational Psychology Applied Theoretical Frameworks of Learning, Teaching and Development; Motivation and Learning; Metacognition, Self-regulation and Learning
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Unit-2 |
Teaching Hours:15 |
Unit 2
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Vocational Counseling and Guidance; Indiscipline, Teacher-Student Relationship and Classroom management Learning disabilities, Special needs & Multicultural classrooms; Parenting Education Prevention Approaches in Educational settings
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Text Books And Reference Books: 1.Woolfolk, A. (2004). Educational psychology (9th ed.). New Delhi: Pearson Education. 2.Robinson, S. (2009). Foundation of Educational Psychology (2nd ed.). New Delhi: Ane Books.
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Essential Reading / Recommended Reading 1. Frederickson, N., Miller, A. & Cline, T. (2008). Educational Psychology. London: Hodder Education. 2. Rubie-Davies, C. (Ed.) (2011). Educational Psychology Concepts, Research and Challenges. New York: Routledge. 3. Brophy, J. (2010). Motivating Students to Learn (3rd edition). New York: Routledge. 4. Smith, T., Polloway, E., Patton, J. & Dowdy, C. (2012). Teaching Students with Special Needs in Inclusive Settings (6th edition). New Delhi: PHI Learning.
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Evaluation Pattern 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
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MPS441B - FORENSIC PSYCHOLOGY (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Forensic Psychology is the application of psycvhology in the aid of legal investoigation, which looks into the vast psychological perspective and applies them to legal investigations including issues such as public policies, new laws, competency and also the mental state of a defendant. |
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Course Outcome |
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CO1: Better understanding the legal aspects of the forensic psychology and learning the art of studying human mind and behaviour especialy criminals. |
Unit-1 |
Teaching Hours:8 |
CO1: Better understanding the legal aspects of the forensic psychology and learning the art of studying human mind and behaviour especialy criminals.
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•Forensic Science: Definition, history and development - scope and need of forensic science in the criminal justice system •Forensic Psychology: Definition and scope - Sub-specializations of forensic psychology- Relationship between psychology and law- Relationship between forensic psychology, criminology and criminal psychology- Ethical issues in forensic psychology. •Daubert standard and Frye standard- Mc’Naughten rule- Insanity definition in Indian Penal Code (IPC section 84): Legal and medical insanity- Stages of mind. •Forensic Psychology research methods | |
Unit-2 |
Teaching Hours:6 |
CO1: Better understanding the legal aspects of the forensic psychology and learning the art of studying human mind and behaviour especialy criminals.
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•History of crime- Criminal behaviour: Definition and causal factors (biological, psychological and social factors). •Schools of Criminology: Pre-classical thought, Classical school of thought, Neo-Classical and Positive school of thought. •Psychobiology of crime: Introduction- Inhibitive and disinhibitory systems in the brain, Frontal controlling functions and response inhibition.
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Unit-3 |
Teaching Hours:8 |
CO1: Better understanding the legal aspects of the forensic psychology and learning the art of studying human mind and behaviour especialy criminals.
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· Interrogation and Confession: Reid Techniques in Interrogation of Suspects. · Eye-witness Testimony: Assessment of false memory, Confabulations and Contamination of Eye-Witness Witnesses · Court Structure and Jurisdiction- Civil and Criminal courts- Stages in Judicial Process in forensic psychological cases. · The Criminal Psychopath- General behavioural characteristics of psychopaths - Antisocial Personality Disorder and Psychopathy- Prevalence of criminal psychopathy- Offending patterns of criminal psychopaths. · Criminal Homicide-Multiple Murder, Serial Killers, Mass Murders. | |
Unit-4 |
Teaching Hours:8 |
CO1: Better understanding the legal aspects of the forensic psychology and learning the art of studying human mind and behaviour especialy criminals.
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· Criminal Profiling: Introduction- Types of profiling: Inductive and Deductive profiling- Process of profiling- FBI stages of profiling. · Polygraph: Instrumentation, principles and procedure- Methods of formulation of relevant, irrelevant and control questions- Scoring and analysis. · Brain Electrical Oscillation Signature Profiling (BEOS): Principles and procedure- Designing of probes: audio and visual. · Narco Analysis: History- Principles and procedure. · The legal status of forensic psychological tests in India. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) | |
MPS441C - SEXUAL DYSFUNCTIONS AND SEX THERAPY (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This course suitable for post graduate students of Counselling and Clinical Psychology intends to deepen their theoretical understanding of sexual dysfunctions and sex therapy, train them in empirically proven techniques of individual and couple sex therapy across behavioural, cognitive, emotion focussed and systemic frameworks. The students will be equipped to critically appraise the research literature in the area, conceptualize research on sex therapy as well as get comfortable in handling clients with sexual dysfunctions. Course Objectives:
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Course Outcome |
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Unit-1 |
Teaching Hours:8 |
Introduction to sexuality
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Psychosexual development. Models of sexual functioning (Medical, Cognitive behavioural, Experiential). Distinguishing between normal and dysfunctional sexual behaviour. Classification of male and female dysfunctions. | |
Unit-2 |
Teaching Hours:8 |
Assessment in Sex Therapy
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Qualities of a sex therapist. Models of sex therapy. Clinical evaluation and Psychometric assessment in sex therapy. Techniques in sex therapy. Sex therapy with single individuals. | |
Unit-3 |
Teaching Hours:7 |
Couple Sexual Interactions
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Normal and dysfunctional couple sexual interactions. Systemic approaches to couple sex therapy. Processes in integration of sex and couple therapy. Challenges in sex therapy. | |
Unit-4 |
Teaching Hours:7 |
History and Evolution, Critical Evaluation
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History and evolution of sex therapy research. Critical evaluation. Current trends and future directions in the area of sex therapy. Conceptualising culturally sensitive process and outcome research in sex therapy. | |
Text Books And Reference Books: Masters, W. H., & Masters, V. J. (1980). Human sexual inadequacy. Bantam Books. | |
Essential Reading / Recommended Reading Hawton, K. (1985). Sex therapy: A practical guide. Oxford University Press. Hertlein, K. M., Weeks, G. R., & Gambescia, N. (Eds.). (2009). Systemic sex therapy. New York, NY: Routledge. LoPiccolo, J., & LoPiccolo, L. (Eds.). (2012). Handbook of sex therapy. Springer Science & Business Media. Weeks, G. R. (2013). Integrating sex and marital therapy: A clinical guide. Routledge. | |
Evaluation Pattern 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
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MPS441D - CRISIS AND TRAUMA COUNSELLING (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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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:
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Course Outcome |
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CO1: Understand the concepts and stages of crisis and trauma CO2: Evaluate the trauma using Assessment strategies useful in the area of crisis and trauma counseling CO3: Create a model of intervention using crisis and trauma theories and approaches
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Unit-1 |
Teaching Hours:15 |
CO1: Understand the concepts and stages of crisis and trauma
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Crisis Phases - Models of Crisis & Assessment ;Trauma Phases - models of trauma & Assessment | |
Unit-2 |
Teaching Hours:15 |
CO2: Evaluate the trauma using Assessment strategies useful in the area of crisis and trauma counseling CO3: Create a model of intervention using crisis and trauma theories and approaches
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Different models of interventions;Issues and challenges in trauma management | |
Text Books And Reference Books: 1. Briere, J. & Scott, C. (2006). Principles of Trauma Therapy: A Guide to Symptoms,Evaluation, and Treatment. USA: Sage Publications. 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. | |
Essential Reading / Recommended Reading 1. Levers, L. L. (2012). Trauma counseling: Theories and Interventions. New York: Springer Pub. 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. | |
Evaluation Pattern Continuous Internal Assessment (CIA) | |
MPS441E - CBT FOR COMMON PSYCHIATRIC DISORDERS (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: This course has been conceptualized in order to familiarize the students with the basic philosophy, assessment and treatment strategies of cognitive behavioral therapy. This course will help the learner to
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Course Outcome |
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By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
Unit 1
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Introduction and theoretical basis of CBT. Assessment and Formulation, Goal setting in CBT, Cognitive restructuring techniques | |
Unit-2 |
Teaching Hours:15 |
Unit 2
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CBT for mood disorders, anxiety disorders, third wave CBT, recent developments | |
Text Books And Reference Books: 1.Sharf, R.S. (2000). Theories of psychotherapy and counseling: Concepts and cases (2nd Ed.). Singapore: Brooks/Cole. 2.Hofmann, S. G. (2012). An Introduction to Modern CBT: Psychological Solutions to Mental Health Problems Malden, MA: Wiley-Blackwell
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Essential Reading / Recommended Reading 1.Brems, C. (2001). Basic skills in psychotherapy and counseling. Singapore: Brooks/Cole. 2.Miltenberger, R. G. (2001). Behavior modification: Principles and procedures (2nd Ed.). Belmont, CA: Wadsworth/Thomson Learning. 3.Smith, N.W. (2001). Current systems in psychology: History, theory, research & applications. USA: Wadsworth/Thomson learning. 4.Griffiths, R. (2009). CBT for beginners. New Delhi: SAGE
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Evaluation Pattern 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
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MPS441F - ASIAN HEALING PRACTICES AND PSYCHOTHERAPY (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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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
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Course Outcome |
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CO1: Define the concepts and explain the philosophical and logical foundations of Asian Healing Practices. CO2: Analyze the strengths and challenges of integrating Asian Healing Practices with Western Medicine. CO3: Exhibit the knowledge and experiences in any one Asian Healing Practices. |
Unit-1 |
Teaching Hours:6 |
CO1: Define the concepts and explain the philosophical and logical foundations of Asian Healing Practices.
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Science and scientific reasoning in healing; Origin and relevance of CAM; Concepts, Causes, Classification, Diagnosis and Treatment of Health & Illness in Ayurveda. | |
Unit-2 |
Teaching Hours:8 |
CO2: Analyze the strengths and challenges of integrating Asian Healing Practices with Western Medicine.
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Naturopathy, Unani, Siddha and Reiki ; Acupuncture; Indigenous methods of healing – Shamanism, Religious based and Ritual art form based healing methods; Yoga and Meditation. | |
Unit-3 |
Teaching Hours:8 |
Analyze the strengths and challenges of integrating Asian Healing Practices with Western Medicine.
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Philosophical foundations ;Problematizing the notion of mental illness ; various conceptions of mental illness; Anti-psychiatry movement | |
Unit-4 |
Teaching Hours:8 |
Analyze the strengths and challenges of integrating Asian Healing Practices with Western Medicine.
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Philosophy for counseling and psychotherapy; Issues of integration; Implications to Health Psychology; Psychotherapy and medical treatment | |
Text Books And Reference Books: 1. Cooper, R. (2007). Psychiatry and philosophy of science. Stocks field: Acumen. 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. | |
Essential Reading / Recommended Reading 1. Agarwal, R.S. (2006). Secrets of Indian medicine. Pondicherry: Sri Aurobindo Ashram. 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. | |
Evaluation Pattern Continuous Internal Assessment (CIA) | |
MPS441G - COMMUNITY MENTAL HEALTH IN THE GLOBAL SOUTH: CURRENT TRENDS AND CHALLENGES (2022 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This course will address one of the most important developments in mental health globally- community mental health programmes- by examining community mental health programmes that have taken centrestage in India’s mental health care landscape. It will look at how scaling up of community mental health practice in India as advocated by international bodies plays out on the ground when multiple stakeholders appear on the scene. The course will draw from national mental health policies and recent literature on global mental health to provide an overview of challenges and possibilities of these policies and programmes when applied in the Global South with special focus on India.
Course objectives:
-Trace the history of programmes and policies related to community mental health nationally and internationally - Map the complex dynamics between global mental health developments and national community mental health policies, that in turn interact with and shape local practices on the ground. - Develop a critical understanding among community, mainstream mental health services and psychosocial disability in the Global South with special reference to India
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Course Outcome |
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CO1: Understand community and community mental health from inter and multidisciplinary perspectives CO2: Critically evaluate community mental health policies and programmes from multiple perspectives CO3: Engage with diverse communities with enhanced sensitivity and cultural humility CO4: Analyse different social locations in the Global South and their intersections with mental health |
Unit-1 |
Teaching Hours:15 |
Introduction to community and community mental health
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Meaning and definitions of community and community mental health, history of community mental health in India, current national and international policies and programmes: UN, WHO and Movement for Global Mental Health; Theoretical perspectives on community mental health, Medical model v/s community mental health model: Use of non-professionals in mental health: lay community health volunteers
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Unit-2 |
Teaching Hours:15 |
Current issues and debates in community mental health
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Gender, culture and human rights in mental health; User-survivor perspectives, alternative communities, psychiatric pluralism in India; Mental health in the Global South: Colonisation and racism, casteism, poverty, crime and delinquency, unemployment, tribal issues, migration, gender, and sexuality; disability and psychology; Community based interventions.
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Text Books And Reference Books: Lancet Global Mental Health Group. (2007). Scale up services for mental disorders: a call for action. The Lancet, 370(9594), 1241-1252. Gupta, N., Chavan, B. S., Arun, P., Sidana, A., & Jadhav, S. (2012). Community mental health in India. Jaypee Brothers Medical Publishers (P) Ltd. Lukose, R. A. (2009). Liberalization's children: Gender, youth, and consumer citizenship in globalizing India. Duke University Press. Davar, B. (1999). Mental health of Indian Women. New Delhi, Sage Publications.
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Essential Reading / Recommended Reading Misra, G. & Nagpal, A. (Eds). (1999). Psychology of poverty and disadvantages. New Delhi. Concept Publishing Co. Sinha G. Tripathi R C & Misra G (Eds). (1998). Deprivation: Its Social roots and psychological consequences, New Delhi. Concept publishing company. Government of India, (2017). National health policy. Retrieved from https://www.mohfw.gov.in/sites/default/files/9147562941489753121.pdf Government of India (2015). Guidelines for implementing of district level activities under the NMHP during the 12th plan period. Retrieved from https://mohfw.gov.in/sites/default/files/56464578341436263710_0_0.pdf Government of India. (2014). National Mental Health Policy. Retrieved from https://www.nhp.gov.in/sites/default/files/pdf/national%20mental%20health%20policy%20of%20india%202014.pdf | |
Evaluation Pattern 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 | |
MPS451 - PSYCHODIAGNOSTIC LAB - II (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course furthers the aims of psycho diagnostics – 1 and provides students with an opportunity to develop skills in assessment, administration and scoring and interpretation of psychological test ( projective, aptitude and neuropsychological with adults and childeren)
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Course Outcome |
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CO1: Understand the psychometric structure of psychological tests
CO2: Administer psychological assessments relevant to client needs
Interpret the scores obtained on the assessments
Develop a report and convey the findings to clients
CO3: Interpret the scores obtained on the assessments
Develop a report and convey the findings to clients
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Unit-1 |
Teaching Hours:15 |
CO1: Understand the psychometric structure of psychological tests & Administer psychological assessments relevant to client needs Interpret the scores obtained on the assessments
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Unit-2 |
Teaching Hours:15 |
CO1: Understand the psychometric structure of psychological tests & Administer psychological assessments relevant to client needs Interpret the scores obtained on the assessments
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Unit-3 |
Teaching Hours:15 |
Administer psychological assessments relevant to client needs Interpret the scores obtained on the assessments
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Unit-4 |
Teaching Hours:15 |
Administer psychological assessments relevant to client needs Interpret the scores obtained on the assessments
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Text Books And Reference Books:
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Essential Reading / Recommended Reading 1.Groth - Marnat, G. & Wright Jordan, A. ( 2016). Handbook of Psychological Assessment, 6th edition, Wiley, USA. | |
Evaluation Pattern Evaluation Pattern: | |
MPS471 - SEMINAR AND PUBLICATION (2022 Batch) | |
Total Teaching Hours for Semester:0 |
No of Lecture Hours/Week:0 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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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:
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Course Outcome |
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CO1: Send a research manuscript to an indexed academic journal and present a paper in a national/international conference |
Unit-1 |
Teaching Hours:0 |
CO1: Send a research manuscript to an indexed academic journal and present a paper in a national/international conference
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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 | |
Text Books And Reference Books: Giles, D. (2013). Advanced research methods in psychology. Routledge | |
Essential Reading / Recommended Reading
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Evaluation Pattern Students must present their work in a research conference and publish their manuscript in an academic journal The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course | |
MPS481 - SUPERVISED CLINICAL PRACTICUM (2022 Batch) | |
Total Teaching Hours for Semester:200 |
No of Lecture Hours/Week:4 |
Max Marks:200 |
Credits:8 |
Course Objectives/Course Description |
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Course Description: During Supervised clinical practicum students spend 200 hours engaging in clinical practicum in a mental health agency. Students are expected to attend group and individual supervision both on site and campus. As a follow-up of the theoretical and basic skill inputs the students have received in various clinical psychology specialization papers during II and III semesters, students need to learn clinical skills. This course will help the learner to demonstrate
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Course Outcome |
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By the end of the course the learner will be able to ● Demonstrate skill in arriving at provisional and differential diagnoses ● Provide a detailed Psychopathology formulation ● Provide a detailed Psychotherapeutic formulation ● Become more self-aware in terms of their therapeutic skills or blind spots. |
Unit-1 |
Teaching Hours:200 |
Supervised Clinical Practicum
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Students engage in supervised clinical practicum at various internship sites. | |
Unit-1 |
Teaching Hours:200 |
Individual Supervision
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Students take individual supervison for their client work | |
Unit-1 |
Teaching Hours:200 |
Group Supervision
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Students present cases and are supervised in groups | |
Text Books And Reference Books: Murdock, N. L. (2016). Theories of counseling and psychotherapy: A case approach. Pearson. | |
Essential Reading / Recommended Reading Murdock, N. L. (2016). Theories of counseling and psychotherapy: A case approach. Pearson. | |
Evaluation Pattern Evaluation Pattern:Continuous Internal Assessment (CIA) - 70%End semester viva (ESE) - 30%Continuous Internal Assessment (CIA)Case Presentation (20 marks)Therapeutic Formulation (20 marks)Reflective reports (20 marks)Weekly Progress Notes (20 marks)Professional Statement (20 marks)Onsite and nn-campus supervisor feedback (30 marks)Class Participation (5 marks)Attendance (5 marks)End Semester Viva Voce (60 marks)The student must pass all the components of the CIA to be eligible to take the ESEEnd Semester Examination (ESE)The End Semester Examination will be a Viva Voce Examination. The passing grade for the ESE is 40%
An overall grade of 40% is required to pass the course.(CIA+ESE)
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MPS482 - CLINICAL INTERNSHIP (2022 Batch) | |
Total Teaching Hours for Semester:0 |
No of Lecture Hours/Week:0 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This is a final end-of-the-academic-program internship for 30 days. Students are required to search, examine and carve their niche in the field. The basic purpose of this internship is to create awareness for the students about the areas that they want to specialize in and also to charter their future course of action. By the end of the internship, the student shall be able to 1. Understand and bridge the gap between the theoretical knowledge and practical skills they have gained in four semesters, in a clinical setting of their choice and interest
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Course Outcome |
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CO1: Apply the theoretical knowledge and practical skills |
Unit-1 |
Teaching Hours:0 |
CO1: Apply the theoretical knowledge and practical skills
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Clinical assessment, conceptualization and intervention in a mental health institute. | |
Text Books And Reference Books: Murdock, N. L. (2016). Theories of counseling and psychotherapy: A case approach. Pearson. | |
Essential Reading / Recommended Reading Murdock, N. L. (2016). Theories of counseling and psychotherapy: A case approach. Pearson. | |
Evaluation Pattern The students are expected to submit a brief internship report, a reflective essay and an authorized internship- completion statement from their internship site which will be evaluated on 50 |