Syllabus for
Master of Science (Psychology-Clinical )
Academic Year  (2021)

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:

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

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

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

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

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

Course Objectives:

• To identify and practice the elements, style and language of academic writing.

• To practice and engage in various forms of academic writing.

• To develop an ability to write in scientific style.

Introduction to Academic Writing: An overview of the current status of academic writing and its importance; different approaches and processes; key issues: plagiarism, biases and frequent errors. Guidelines and rules in Academic Writing: Introduction to style and formatting guidelines from the American Psychological Association (APA); specific guidelines pertaining to in-text citations, references, and structures of academic courses

Forms of Academic Writing: Abstract writing; summarisation; review of literature; scientific poster presentations; reflective, analytic and descriptive reports; book review; film review; tables and graphs in academic courses; Experiential Learning as Assessment Strategies: Individual/Group presentations on forms and issues in Academic Writing; classroom assignments in generating abstracts, posters, reviews, etc.

CIA-2 (15 marks)

Class participation & Attendance (5 marks)

Summative Assessment (15 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the summative assessment.

Course Description: This course has been conceptualized to provide a background in the history of clinical psychology globally as well as in India. The philosophical perspectives of the mind are discussed. The course also introduces assessments and interventions pertinent to the field of clinical psychology.

Course objectives: This course helps the learner

• Understand the philosophical roots and historical events that have shaped the field of clinical psychology.
• Understand the evolution of clinical psychology globally and within India.
• Critically evaluate different perspectives of the philosophy of the mind
• Introduce psychological assessments and interventions in the field of clinical psychology

Understanding Science, History, and Philosophy; Psychology and Science; Persistent questions in Psychology and approaches/methods for answering the questions: Mind-Body, nativism-empiricism, mechanism-vitalism, reason? non-reason, objectivity-subjectivity, origin of human knowledge, problem of the Self.

Social and intellectual contexts of questions of ?psyche?/?mind?: Greek, Pagan, Christian, Medieval, Islam; Shift from mentalism to behaviorism; The rise of cognitivism; Psychology and ‘Minorities’; the rise of Applied Psychology; The ‘Psychologized’ society; The value and role of contemporary Psychology

History of Psychology in India; Contemporary Psychology; Impact of Globalization; Post Modernism and Multicultural movements. Towards a Clinical Identity: education & training, professional activities and employment settings, differences/similarities with other mental health professions   

Assessment Processes: planning, data-collecting, interpreting, and communicating findings; Clinical Interview: components and basic skills; Diagnosis and Classification: basic issues and skills; Other assessment components and skills (Intellectual, Neuropsychological, Personality and Behavioral assessment).

General issues in interventions: Nature of specific therapeutic variables (client, therapist, relationship). Course of intervention; Various perspectives (briefly): Psychodynamic, Humanistic-Existential, Behavioral-Cognitive, Group & Family

1. Watrin, J. P. (2017). The “new history of psychology” and the uses and abuses of dichotomies. Theory & Psychology, 0959354316685450.

2. Shaffer, Michael J. "The Experimental Turn and the Methods of Philosophy." (2017).

3. Singla, D. R., Kohrt, B. A., Murray, L. K., Anand, A., Chorpita, B. F., & Patel, V. (2017). Psychological treatments for the world: Lessons from low-and middle-income countries. Annual Review of Clinical Psychology, 13, 149-181.Nath, R. (2017). Healing Room: The Need for Psychotherapy. Harper Collins.

4. Minas, H., & Lewis, M. (Eds.). (2017). Mental Health in Asia and the Pacific: Historical and Cultural Perspectives. Springer.

5. The Mental Healthcare Act, 2017. Retrieved from http://egazette.nic.in/WriteReadData/2017/175248.pdf Kumar, M. (2006). Rethinking Psychology in India: Debating Pasts and Future. Annual Review of   Critical Psychology, 5, pp. 236-256, www.disCourseunit.com/arcp/5.

6. Dhar, A.K. 2008: Science(s) of the mind: Fort-da between the windscreen and the rearview mirror (Working Course).

7. Gentile, B.F. & Miller, B.O. (2009). Foundations of psychological thought: A history of  psychology. Sage: New Delhi.

8. Giles, B. (2002). (Ed.). History of Psychology. Delhi: Pearson

9. Gross, R. 1995: Themes, issues and debates in psychology. London: Hodder and Stoughton.

10. Harris, B. 1997: Repoliticizing the history of psychology. In Critical psychology: an introduction.  D. Fox and I. Prilleltensky (eds), London: Sage Publication.

11. Jones, D. & Elcock, J. (2001). History and theories of psychology: A critical perspective. Arnold: London.

12. Kuhn, T.S. 1962: The structure of scientific revolutions. Chicago: University of Chicago Press. 

13. Kumar, M. (2006). Rethinking Psychology in India: Debating Pasts and Future. Annual Review of       Critical Psychology, 5, pp. 236-256, www.discourseunit.com/arcp/5.

14. Lawson, R.B., Graham, J.E., & Baker, K.M. (2007). A history of psychology: Globalization, ideas, and applications. Prentice Hall: New Delhi.

15. McGhee, P. 2001: Thinking Psychologically. Basingstoke: Palgrave.

16. Nandy, A. 2004: The savage Freud: The first non-western psychoanalyst and the politics of  secret selves in colonial India, (in ‘Bonfire of creeds: The essential Ashish Nandy) pp 339-393; Delhi: Oxford University Press.

17. Nandy, A 2004: Towards an alternative politics of psychology, (in ‘Bonfire of creeds: The essential Ashish Nandy) pp 324-338; Delhi: Oxford University Press.

18. Robinson, D.N. (1995). An intellectual history of psychology. (3rd ed.). Arnold: London.http://www.julianjaynes.org/pdf/jaynes_history.pdf

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

 This course has been conceptualized in order to introduce students to the prominent theories of personality within the field of psychology. Students will review various theoretical models, the historical context in which they were developed, and related empirical research related to the theories. Application of personality theories wherever applicable in professional field of clinical psychology will be discussed. Assessment of personality and personality dysfunction will be introduced as a clinical skill. This course will be associated with demonstration labs where students are introduced to personality assessment techniques. Students are not expected to conduct these assessments in this course.

Course objectives:

• This course will help the learner to gain a familiarity with the theoretical aspects of how ones personality develops and how personality disorders emerge.

Classical psychoanalysis: Freud; Neo-Freudian: Jung, Adler; Object relations: Winnicot. (8 hrs)

Demonstration Labs                                                                                           (7 Hrs)

Projective tests: Thematic Apperception Test, Sentence Completion Test, Rosharch Ink blot; Type Indicators; Case studies related to psychodynamic theories.

Radical Behaviorism: Skinner; Social Learning: Dollard and Miller; Social Cognitive Theorist: Bandura. (8 Hrs)

 Demonstration Labs                  (7 Hrs)

Behavioural observation, schedules of reinforcement, cognitive behavioral assessment; Case studies

Maslow, Rogers, Kelly and Rollo May. (8 Hrs)

Demonstration Labs (7 Hrs)

Rating scales (e.g change in client, therapist attitude scale); Case studies related to humanistic and Existential theories; Assessment of personality using simulated method (Leaderless group discussion, role play, etc)

Allport, Cattell, Eysenck

1.                 1.Schultz, D. P., & Schultz, S. E. (2016). Theories of personality. Cengage Learning.

2. Hall, C.S., Lindzey, G. & Camobell, J.B. (2007). Theory of personality, 4th edition. John Wiley and Sons.
3. Ewen,R.B. (2010). An Introduction to theories of personality. Academic Press, Inc. (London) Ltd.

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

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

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

Conceptualization, operationalization and measurement; Causality and experimentation; Definition and nature of variables; ;operationally defining variables; Independent variables; Dependent variables; formulation of research problems and hypothesis ; Different types of hypothesis ; Experimental manipulation and control of variables; steps in quantitative research (5 hours of lab work dedicated to developing problem statement and a hypotheses is suggested)

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

Adequate vs Inadequate (faulty) research design;Types of experimental design based on subjects and factors; Within-subjects, between subjects, single-subject, single factor, and factorial design; Sources of error variance and its management in the various types of experimental designs; Mixed design (8 hrs )

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

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

Continuous Internal Assessment (CIA)  - 65%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

This course is 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.

 Course Objectives:

• Recognize, understand and define the basic concepts of Cognition

• Understand and Analyze the use of models and experiments to study cognition

• Apply that knowledge to critically evaluate functional cognitive processes

• Develop scientific mindedness, self awareness and self regulation

History of cognitive psychology and Emergence of Cognitive Science; Core Concepts: Mental Representations, Stages of processing, Memory stores; Serial vs. Parallel Processing, Hierarchical systems, Information processing, Connectionism, Consciousness and Awareness; Embodied Cognition. The Brain and Cognition: Basic Neuroanatomical principles, new techniques for exploring cognition (EEG, fMRI, PET) designing cognitive experiments.

Demonstration Lab: Designing a cognitive experiment

Introduction to Psychophysics: History and development. Classical psychophysics: Weber’s law, Fechner’s law. Psychophysical methods: Method of limits, Method of constant stimuli, Method of average error. Contemporary psychophysics: Steven’s power law, signal detection theory (modular with demonstration and practicum on psychophysical methods and response criterion and decision).

Demonstration Lab: Psychophysics experiments using Method of limits, Method of average error and Method of Constant Stimuli.

Modularity of Perception: Visual perception (Form and pattern perception); Space perception and cognition, Auditory Perception, Multimodal Perception; Synesthesia; Perception and Action; Theories of Perception: Gestalt approach, Top–Down vs. Bottom- up Processing, Information Processing; Pattern Recognition: Feature detection analysis, Template matching, Prototype matching; Brain and Perception: Dorsal and Ventral pathways; Disruptions of Perceptions: Illusions and Agnosia

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

• Kellogg, R.T. (2012) Fundamentals of Cognitive Psychology. 2nd Edition, Sage South Asia.

• Smith, E. E. & Kosslyn, S (2013). Cognitive Psychology: Pearson New International Edition: Mind and Brain, Pearson.

• Goldstein B E (2010). Sensation and Perception (8th Edition) Wadsworth.

• Solso, R, L. (2014) Cognitive Psychology. 8th Edition. Pearson Education.

• Eysenck M.W. and Keane M.T. (2015) Cognitive Psychology: A Student's Handbook. 7th Edition. Psychology Press.

• Reed, S.K. (2007). Cognitive theories and applications. International Edition. 8th edition. Wadsworth.

• Stevens S, S. (1966) ( Ed) Hand book of Experimental Psychology, Wiley.

• Woodworth R S & Schlosberg H (1954). Experimental Psychology.

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE. 

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

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: The course is intended to help the learner

• gain a familiarity with general biological foundations of behavior

• develop knowledge required to understand the biological underpinnings of major mental disorder

• Identify basic brain structures and related functions

• Describe contemporary research methods for studying brain and behavior

• Interpret how drugs and hormones influence behavior  

• Apply biological elements to common psychological disorders

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.

Structure of neurons, types, functions, neural conduction, communication between neurons, Synaptic conduction, Neurotransmitters

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, Mid brain, Hind brain, Cerebral cortex, temporal, parietal and occipital lobes; prefrontal cortex

Emotions as response patterns: fear, anger and aggression; Hormonal control of aggressive behavior; Neural basis of the communication of emotion: Recognition and expression; Stress and health: The stress response, stress and gastric ulcers, Psychoneuroimmunology, stress and the hippocampus; Fear conditioning: amygdale, contextual fear conditioning and the hippocampus

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

Course Description: This course will introduce students to the tradition of qualitative research in social sciences with an emphasis of is 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 semester, this course intends to provide students with the theoretical background to develop their research proposal.

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

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

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

• Understand various traditions of qualitative research methodologies in psychology.

• Learn different methods of data collection.

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

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

Research Lab (7 Hrs) 

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

2. Skill training seminars

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

Research Lab (7 Hrs) 

1. Qualitative research proposal  lab

2. Simulated techniques on designing qualitative research

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

Research Lab (7 Hrs) 

1. Simulated techniques on different data collection methods

2. Skill training seminars

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

Research Lab (7 Hrs) 

1. Qualitative  data analysis software NVivo

2. Reporting qualitative research data

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

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

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

Course Description

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

Course objectives

This course will help the learner 

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

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

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

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

Reason for choosing the organization

•The planning phase of service-learning initiatives

•Logistics for the initiative of the action

•Stakeholders/beneficiaries 

•Execution of the action initiative

•Specific learning outcome

•Evaluation 

Continuous Internal Assessment (CIA)


CIA 1: 20 marks


CIA 2: 25 Marks


Class participation & Attendance: 5 marks



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

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

Course Objectives:

This course intends to help the learner

• identify a research problem
• develop a research proposal to study the problem

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

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

1. Hart, C (2006). Doing your Masters Dissertation ,Sage, New Delhi

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

Course Description: This course 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 addresses licensure and certification issues in clinical psychology practice in India.

Course Objectives:

• This course will help the learner to gain a familiarity with foundations of ethics, historical violations of ethical principles in research and practice, commonly encountered ethical dilemmas in research and clinical practice.

• It will help the learner gain awareness about different codes of ethics and develop a personal ethical decision- making model to resolve ethical dilemmas.

History of ethical principles in Psychology; General Ethical Principles: Beneficence and Nonmaleficence, Fidelity and Responsibility, Integrity, Justice, Respect for People’s Rights and Dignity; Ethical standards: Resolving Ethical Issues, Competence, Human Relations, Privacy and Confidentiality, Advertising and Other Public Statements, Record Keeping and Fees, Education and Training, Research and Publication, Assessment, Therapy, Ethics in Indian context

Ethics and the personal context: Morals, Virtues, Emotions; Developing a personal model for ethical decision making; Multiple relationships and Boundary issues, Close Encounters, Attraction, & Sexual Misconduct; Psychotherapy contract: Informed consent, confidentiality and guidelines for contacting; Ethics and confidentiality in digital age, Ethics in online therapy

Ethics in child psychotherapy; Couples and families,  Survivors of sexual violence; Therapy with LGBT; Ethical Issues in the Consultation-Liaison Context; Assessment and Management of Suicide Risk; Ethics in Multicultural and Interpersonal context

Mental healthcare act 2017; Rights of Persons with Disabilities Act, 2016; RCI Regulations and Act 2000; Process of getting certified as licensed clinical psychologists; Representing clients in court of law

RTI Act, Consumer Protection Act

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

Course Description: This course introduces students to mental health issues in clinical psychology by introducing clinical psychopathology. The use of diagnostic assessments using both DSM V and ICD 10 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, course and prognosis of mental disorders

Systems of classification, basic features; DSM-5, ICD-10, similarities, differences and critical evaluation; new disorders in DSM-5; Major theoretical models of psychopathology; Critical evaluation.

Demonstration lab

 Use of DSM V and ICD- diagnostic interviews through video tape, Teacher lead simulation

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

Sleep disorder; Clinical characteristics, etiology and treatment.

Demonstration Lab

Neuropsychological assessments.

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

Feeding and Eating disorders- Anorexia and Bulimia, Binge eating disorder.

Demonstration lab 

Assessment in addictions, Motivational Interviewing.

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.

Demonstration Lab 

Use of IPD, Clinical rating scales for personality disorders

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

Course Description: This course 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. 

• The central objective of the course is to provide an introduction to the construction and validation of psychological measurements and an exposure to quantitative analysis techniques. The course also aims to enhance the skills of the students in data analysis manually as well as with the aid of software including EXCEL and SPSS.
• The classes will focus on the fundamental principles of psychological measurements and statistics, theory behind test construction, psychometric test development, and data entry, data editing and analysis, exclusively quantitative.
• The students will learn to construct and validate scales, inventories, and questionnaires, and to establish the psychometric properties.
• The students will also be exposed to a broad range of statistical tools and packages that can be used for data analysis in clinical research and experiments.

 Definition of measurement; scales of   measurement; Development of psychological test - steps; Item analysis: purpose of item analysis ;Item response theory, item difficulty, item discrimination; Test construction lab.

Various methods of estimating reliability and Validity; Test norms: types of norms, development of norms; Test construction lab.

Definition and purpose of psychological statistics; Measures of central tendency and variability; Correlation: product-moment, point-biserial, phi, biserial, tetrachoric, spearman’s correlation coefficients; EXCEL & SPSS- Data entry and Descriptive statistical analysis, Reporting Statistics

 Probability distribution and normal curve; Levels of significance, type – I and type – II errors, one-and two-tailed tests ;Parametric and non-parametric tests of significance; Statistical analysis of single - sample study: testing a sample mean by t-test; Statistical analysis of two-sample experiments: the independent samples t-test, the dependent-sample t-test; Statistical analysis of complex experiments: analysis of variance – F test (computing and interpreting one-way, two-way ANOVA and their logic);MANOVA and  Post-hoc tests; SPSS- inferential statistical analysis, APA style of report writing

1. Gravetter, F.J., & Wallnau, L.B. (2002). Essentials of statistics for the behavioral sciences (4th ed.). Pacific Grove, CA: Wadsworth/Thomson Learning
2. Coolican, H.(2004).Research methods and Statistics in Psychology. London: Hoddes Arnold
3. Anastasi, A.& Urbina,S(1997).Psychological testing .New Delhi: Pearson Education Asia
4. Gregory, R.J (2004).Psychological testing. History, principles and applications. New Delhi: Pearson Education Asia
5. Garrett,H.E (2005).Satistics in psychology and Education. New Delhi: Paragon international Publishers.

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

5.King, B.M., & Minium, E.M. (2003). Statistical reasoning in psychology and education  (4th ed.). New Jersey: John Wiley & Sons, Inc.

6.Leong, F.T., & Austin, (1996). The psychology research handbook: A guide for graduate students and research assistants. Delhi: Sage Publications

7.Levin, J., & Fox, J.A. (2006). Elementary statistics in social research (10th ed.). New Delhi: Pearson Education.

8.McCall, R.B. (2001). Fundamental statistics for behavioral sciences (8th ed.). Belmont, CA: Wadsworth/Thomson Learning.

9.Miles, J. (2001). Research methods and statistics. Exeter: Crucial

10.Murphy, K.R., & Davidshofer, C.O. (2001). Psychological testing: Principles and applications (5th ed.). New Jersey: Prentice Hall.  

11.Schweigert, W.A. (1997). Research methods psychology: A handbook. Delhi: Sage Publications

12.Singh, A.K. (1997). Test, measurements and research methods in behavioural sciences. Patna: Bharathi  Bhavan Publishers and Distributors

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

Course Description: This course is part of the second semester of the master's program in Clinical Psychology and aims to discuss complex cognitive processes that underlie both normal and abnormal human behaviour. This course contributes to the following Clinical Psychology program objectives (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 graduate attributes of academic excellence, professional excellence and personal development.This course continues from Cognitive Psychology-1 and furthers learning on higher cognitive functions. This course will continue to highlight information-processing and computational perspectives while examining Memory, Language, Problem Solving, Reasoning and Decision Making. The topics will also include an understanding of the neuroscience of Cognition. This course will require the use of lab and experiments to demonstrate concepts in the course. Applications related to evaluating cognitive processes and their relevance to the practice of clinical psychology would be highlighted.

Course objectives: The course will help the learner 

• Recognize, understand and define the concepts of high cognition (Memory, Language, Reasoning, Thinking, Problem Solving, Decision Making)

• Understand and Analyze models and experiments to study topics in Cognition

• Apply that knowledge via experiments to critically evaluate functional cognitive processes

• Develop scientific mindedness, self awareness and self regulation

Architecture of Memory, Working Memory and Levels of processing;  Remembering: Autobiographical and eyewitness memories; traumatic and false memories, Confabulation; Forgetting: Reproduction and reconstruction in memory, Theories of forgetting; Models of Knowledge Representation: Semantic Memory, Episodic Memory, Procedural (Implicit and Explicit); Models of memory for new information: General approach, Simple association models and SAM model; Prospective Memory – Event based, Time based, Current model; Mnemonics and TOT; Metacognition

Defining Language: Origins of language, meaning structure and use, Chomsky’s Universal grammar, Psycholinguistics; Theoretical Perspectives of Language: Modularity Hypothesis, Whorfian Hypothesis and Neuropsychological perspectives, Lateralization; Language production: Speaking: Producing a word, sentence, speech errors, discourse, the social contexts of speech. Writing: Cognitive model, planning the writing assignment, sentence generation, revision; Language comprehension: Comprehension, Reading and Discourse: Theories of Parsing; Factors affecting Comprehension, Reading processes and Discourse processes; Bilingualism

Concepts and Categorization: Function of concepts, Structure of Natural Object Categories, Association and Hypothesis Testing, Use of categories in reasoning;Problem Solving:  Types of problem, Understanding the problem, Strategies of Problem Solving (Sub goals, analogues); Problem-Solving Approaches: Gestalt, Newell and Simon’s theory, Factors that influence Problem Solving; Creativity and problem solving

Reasoning: Types of Reasoning: Deductive, Inductive and everyday reasoning, Syllogistic Reasoning (Conditional Reasoning) Wason’s Card Task; Approaches to the study of reasoning: Componential, Rules/heuristics, mental models approach.; Patterns of Reasoning Performance; Basic concepts: Estimating probabilities, combining probabilities and values, risk dimensions; Models in Decision Making: Utility models (Expected utility, Multiattribute utility, dual processing); Cognitive Illusions in Decision Making: Availability, representativeness, framing effects, illusory correlations, hindsight effects, overconfidence; Decision Making Models – Compensatory and Non-compensatory; Types of decisions:  Decisions –Influence of risk, uncertainty, Emotions and Decision Making

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

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

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

• Identify basic brain structures and related functions
• Describe contemporary research methods for studying brain and behavior
• Interpret how drugs and hormones influence behavior
• Identify the process by which memories are formed
• Analyze the neurological pathways related to hunger, emotions, and sleep
• Recognize the ways various emotions are expressed
• Describe biological and social origins of sexual behavior / motivation
• Differentiate lateralization of brain function and language development
• Apply biological elements to common psychological disorders

Learning: Neurophysiology of learning, Synaptic plasticity; Memory: Neurological basis of memory, Brain damage and dysfunction of memory

Language: Lateralization, Evolution and neurophysiology of speech. Disorders of reading writing: apasia, alexia & dyslexia.

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, disorder of sleep

Hunger –theories, neural signals; Thirst-neural mechanisms; Human obesity. Anorexia nervosa Sex- hormones and sexual development, neural mechanism of sexual behavior, sexual orientations, hormones and the brain.

Schizophrenia, Substance abuse disorders, Major affective disorders, and Anxiety disorders.

2. Kalat, J.W. (2004). Biological psychology (8 th .ed.). Belmont: Wadsworth/Thomson learning.

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

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

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

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

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

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

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

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

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

The 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.

Course objectives: This course will help the learner to understand

• Understand development theories with specific applications to clinical practice 
• Lifecycle theories and appreciate their position in developmental psychology.  
• Understand the importance of scientifically studying issues pertaining to human development     
• To recognize the diversity of life experiences that shape individual development

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

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

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

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

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

Course Description: This course 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.

Sixteen Personality Factor Questionnaire (16PF), Myers Briggs Type Indicator (MBTI), Eysenck’s Personality Questionnaire- Revised (EPQ-R), Minnesota Multiphasic Persoanlity Inventory (MMPI), Neo Five Factor Inventory (Neo FFI)

Raven’s Progressive matrices: Colored progressive matrices (CPM); Standard progressive matrices (SPM); Advanced progressive matrices (APM)

Wechsler’s Adult Performance Intelligence Scale (WAPIS); Binet-Kamat test of Intelligence (BKT) Other tests of Intelligence (Bhatia’s performance battery; WAIS, Seguin Form Board,Vineland social maturity scale, Draw a man test, PGI memory scale, Wechsler Memory Scale (WMS), NIMHANS Neuropsychological Battery

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

Course Description: The course aims at consolidation of the service learning initiative begun in the first semester.

Course Objectives: The course helps the learner

• engage with the community
• conduct psychodiagnostic testing in the community
• screen for mental health issues

In this course students will spend two hours a week or a total of 25 hours during the semester involved in supervised community service. Students will engage in activities such as children and youth tutoring, community organization, psychological assessment and mental health awareness. Student engagement will be assessed by supervisory team.

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.

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

This course will help the learner understand 

·     The elements of psychotherapeutic process

·     Theoretical foundations underlying different psychotherapeutic approaches

·     Therapeutic skills and techniques unique to each psychotherapeutic approach

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

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

·     The need and significance of reflective practices in psychotherapy

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

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

Client-Centered, Existential and Gestalt therapies

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

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

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

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

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

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

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

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

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

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

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

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

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

Course objectives: This course will help the learner to

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

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

Assessment

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Course Description: This course introduces students to mental health issues in clinical psychology by introducing clinical psychopathology. The use of diagnostic assessments using both DSM V and ICD 10 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, course and prognosis of mental disorders

Systems of classification, basic features; DSM-5, ICD-10, similarities, differences and critical evaluation; new disorders in DSM-5; Major theoretical models of psychopathology; Critical evaluation.

Demonstration lab

 Use of DSM V and ICD- diagnostic interviews through video tape, Teacher lead simulation

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

Demonstration Lab

Neuropsychological assessments.

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

Demonstration lab 

Assessment in addictions, Motivational Interviewing.

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.

Demonstration Lab 

Use of IPD, Clinical rating scales for personality disorders

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

Course objectives:

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

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

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

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

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

4. Aiken, L.R., & Groth- Marnat, G.(2006). Psychological Testing and Assessment – twelfth edition. Boston, MA: Pearson.

5. Anastasi, A. &; Urbina, S. (1997). Psychological testing. N.D.: Pearson Education.

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

3. Cormier,S.&; Cormier,W.H. Interviewing Strategies For Helpers: Fundamental SkillsAnd Cognitive- Behavioural Interventions (Counseling Series). Wadsworth Publishing Co.

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

This course is designed to understand the nature of adolescents and their counseling needs within school, family, and community contexts. This course aids the student in understanding the problems and issues among adolescents and need for intervention, creating awareness and helping students identify the tremendous opportunities in the area of adolescent counselling psychology. This course will help the learner

• understand the problems, issues and counselling needs of adolescents within school, family, and community contexts.
• develop an understanding of counselling related problems/issues confronting adolescents including developmental crises, diexceptional behavior, addictive behavior, abuse, violence, and situational and environmental factors that may impede academic, personal/social, or career success and overall development.
• design intervention models based on various issues identified.

Course overview-Discussion of assignments, The World of Adolescents/Factors effecting growth and behavior, Characteristics of adolescents, high and low risk adolescents/youth, School, Family and community related issues, exceptional behaviour, addiction, abuse, Pregnancy, Risky Sexual Behavior & Delinquency, Suicide/Depression.

Situational and environmental factors that may impede academic, personal/social, or career success and overall development,Prevention and Early Intervention models, socio-economic and cultural contexts, Guidance, Peer Coaching Model, mental health awareness programmes, Emerging Technology, Group Discussion Skills, Critical Incidents: Counsellor Role and Function

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

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

Course objectives: Students will acquire:

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

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

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

Lobe syndromes- frontal, temporal, parietal, occipital

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

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

Neuropsychological assessments

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

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

Couse Description:

Electroencephalography is the recording of the scalp electrical activity generated by brain structures. This course provides an exposure to basic and applied aspects of Electroencephalography in the study of brain and cognition. The study of various processes underlying cognition requires the use of well-structured cognitive tasks. Changes in brain potentials or EEG patterns can also be elicited as a response to external stimuli provided through these tasks, generating an event related potential (ERP). Hence, this course aims to also provide an exposure to EPrime in constructing the cognitive tasks. The students will also be trained in electrophysiological data collection, data cleaning and editing and basic ERP data analysis. In addition, the seminar segment of the course improves the reading and analysis of published ERP studies.

Course objectives: 

·       Understand and describe theoretical underpinnings of electrophysiological correlates of cognition in written and oral form.
·       Learn about the methods of acquiring EEG data and be able to explain the procedures and principles of various parts of the EEG system.
·       Design and translate cognitive ERP tasks using EPrime platform.
·       Understand the ERP acquisition from these cognitive tasks.
·       Describe and analyze ERP waveforms, identify key components and interpret the waveform.
·       Critically evaluate published studies in Event related Potentials.

Introduction to Electroencephalography (EEG) History, EEG rhythms and applications. Neurophysiological basis of the EEG signal – Neuron as an electrical unit and basic neuroanatomy of cortex.

Event-related potentials (ERP) – History and Basic methodology; ERP waveform and its components: Definition, nomenclature, quantification and interpretation. Exploring cognitive processes with ERPs.

 ERP experiment design: Conceptualizing experiment design, representing a design and translating the design into a functioning experiment using EPrime. Integrating Eprime with EEG system.

 Quantification of ERPs in the time domain, Averaging and grand-averaging, Advanced EEG/ERP analyses (short overview) and topographical maps.

Review and analysis of electrophysiological data – Representing results and Interpreting EEG/ERP data

Technical basis of EEG/ERP – From the physical signal to the digital time-series, types of sensors, amplifiers, amplification, analog-to-digital conversion, collecting EEG data, Electrode positioning systems, montages, reference; Software and systems for recording and processing EEG/ERP data.

 ERP signal processing - Digital filters, Baseline correction, and Event/response coding. Removal/correction of artifacts, Interpolation

 Topography and Fundamentals of source localization

Seminar Module –

(a)  Journal Desk - Key & relevant journal articles will be critically reviewed and presented as a summary in a discussion board and presented for 15mins in class.

(b)  10-15 articles with ERP methods for specific clinical conditions will be curated by the student. This will be done in consultation with the course coordinators. This material will be compiled into a wiki activity titled “ERP correlates of Psychiatric Diagnoses”

 Practical Approach to Electroencephalography (2009) Mark H. Libenson MD, Saunders Elsevier.

 An Introduction to the Event-Related Potential Technique (2005) Stephen J Luck, MIT Press.

The Oxford Handbook of Event-Related Potential Components. (2012) Eds. Kappenman, Emily S., and Steven J. Luck. : Oxford University Press, Oxford Handbooks Online.

Key Journals for regular review:

Electroencephalography and Clinical Neurophysiology

https://www.sciencedirect.com/journal/electroencephalography-and-clinical-neurophysiology

Nature Neuroscience

https://www.nature.com/neuro/

PNAS

https://www.pnas.org/

Course Description: 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.

Course Objectives:

This course will help the learner

1. Understand and develop skills of assessment and case history taking

2. Develop psychodiagnostic formulations

Intentional clinical interviewing , Basic Listening skills , Reflection of feeling,  reflection of meaning, influencing  skills,  structuring the sessions, integration of skills. Clinical history taking; Mental Status Examination; Psycho diagnostic formulation.

Clinical interviewing skills

Multi axial diagnosis, Mental status examinations, Clinical case history, and formulations including CBT (compulsory) . Skills of treatment planning, Developing goals in therapy , Establishing therapeutic alliance, ethical consideration, dealing with breaches and transference

1. American Psychiatric Association (2012) Diagnostic and Statistical Manual for Diseases – 4 TR, APA, Jaypee, New Delhi
2. Ivey, A., Ivey, M., & Zalaquett, C (2009). Intentional Interviewing and counseling :Facilitating client development in a multicultural society. Cengage

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

This course will help the learner to:

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

Statistical Data Analysis using SPSS

Qualitative Data Analysis using NVivo

Reliability , Validity and Trustworthiness of data

2. Field A, 2(2013). Discovering statistics using IBM SPSS statistics, 4thEdition, Sage, New Delhi

CIA 1: 20 marks
CIA 2: 25 Marks
Class participation & Attendance: 5 marks

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

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

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

Course Objectives:

This course will help the learner to gain familiarity with :

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

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

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

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

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

Third edition. New Delhi : Cengage publishers.

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

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

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

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

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

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

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

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

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

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

Belmont,CA: Wadsworth/ Thomson Learning.

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

reader. California : Sage publications.

Recommended Journal references :

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

p193-195.

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

p551-559.

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

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

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

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

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

Psychologist, 42, 912-920.

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

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

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

This course will help the learner to

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

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

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

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

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

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

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

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

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

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

Forensic Science: Definition of Forensic Science,  Scope of Forensic Science, Need for forensic Science, Basic principles of Forensic Science, Tools and Techniques of Forensic Science, Branches of Forensic Science.

Crime: Definition, Types of Crimes, Modus Operandi and its role in crime investigation. Crime scene, types of crime scene, Crime Scene Management. 

Forensic Psychology: Definition, Goals and scope of Forensic Psychology,Forensic psychiatry.Memory: Types - Sensory Memory -Iconic Memory; Echoic Memory; Working Memory, Long-Term Memory – determinants, autobiographical memory, mnemonics. Sleep – Stages of Sleep. 

Impulse Control Disorder – Intermittent Explosive Disorder, Kleptomania, Pyromania, Pathological Gambling, Trichotillomania- Features, specific culture, gender differences, age, prevalence, course. Mood Disorder & Suicide -Meaning, Definition, Prevalence, Age of onset, Depression throughout the lifetime. Crime and Psychopathology, Genetics and Crime. 

Forensic Psychology and the Law, Ethical Issues in Forensic Psychology, Civil and criminal case assessment, Assessing mental competency, Mental disorders and Forensic Psychology Eye witness testimony, Memory recovery, Statement verification.

Criminal Profiling: Need for criminal profiling, Criminal profiling approaches, Criminal Profiling types, Forensic Scientific evidence, Forensic Socio Psychological profiling. Crime profiling, Serial murders Silent points in criminal profiling. 

Polygraph: The Art-Polygraph, Legal and Ethical aspects. Brain-Mapping- Historical aspects of Brain-Mapping, Principles of Brain mapping, Neuropsychological aspects, operational aspects, EEG-ER recording, analysis, methodology and interpretation skills. Hypnosis, Requirements of Hypnosis,  Applications of Hypnosis, Sense of Hypnosis Forensic Hypnosis, Artificial Hypnosis/Narco analysis, General Procedure, Interpretation.

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

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

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

Course Objectives:

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

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

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

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

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

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

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

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

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

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

This course is designed to acquaint the students with different psycho-social aspects of disabilities and plan interventions for the same. 

The course will help the learner

1. Understand different etiologies of diability

2. Analyze psycho-social and legal aspects of disability

3. Plan interventions for psycho-social issues faced by individuals with disabilities. 

Orientation Disabilities: Nature, Types, Causes, Public Awareness Misconceptions, Attitudes and Stereotypes

Mulitidisciplinary Approach, Role of aseesmemnts, Psychoeducational interventions

Disabilities and Associated Mental health Issues

PWD act, RCI act, 

1. Hegarty, S. & Alur, M. (2002). Education and Children with Special Needs. From Segregation to Inclusion. New Delhi: Sage Publications. 

CIA 1: 20 marks
CIA 2: 25 Marks
Class participation & Attendance: 5 marks

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

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

Course Objectives:

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

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

Different models of interventions;Issues and challenges in trauma management

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

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

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

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

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

Trauma Stress. 2005;18(1):1–11. 

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

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

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

This course will help the learner to

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

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

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

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

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

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

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

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

Course Objectives: Students will be able to 

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

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

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

Kumar, A., George, T. S., & Sudhesh, N. T. (Eds.). (2018). Character Strength Development: Perspectives from Positive Psychology. Sage Publications Pvt. Limited.

Gilman, R., Huebner, E., & Furlong, M. (2009). Handbook of positive psychology in schools. New York, NY: Routledge – Chapter 23 - The Positive in Positive Models of Discipline – The Positive in Positive Discipline – pg 306-309. 

Shapiro, S., & White, C. (2014). Mindful Discipline: A Loving Approach to Setting Limits and Raising an Emotionally Intelligent Child. New Harbinger Publications. Chapter 4 – The Mindful Discipline Approach, Five Elements of Mindful Discipline

Damgaard, M. T., & Nielsen, H. S. (2018). Nudging in Education. Economics of Education Review, 64.

McNiff, J., & Whitehead, J. (2006). All You Need To Know About Action Research. SAGE Publications, Inc.

Suttie, J. (2014). Mindful Discipline for Kids. Greater Good Magazine. Retrieved from https://greatergood.berkeley.edu/article/item/mindful_discipline_shauna_shapiro

Yeager, D., & Bundick, M. (2009). The role of purposeful work goals in promoting meaning in life and schoolwork during adolescence. Journal of Adolescent Research, 24, 423-452.

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

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

Course objectives: This course will help the learner

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

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

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

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

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

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

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

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

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

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

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

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

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

• Rorschach Inkblot Test 

• Thematic Apperception Test (TAT) 

• Children’s Apperception Test (CAT) 

• Sack’s Sentence Completion Test (SSCT) 

• Raven’s Controlled Projection Test (RCPT)

• Differential Aptitude Test (DAT)  

• Comprehensive Interest Schedule (CIS)

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

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

1. Groth – Marnat, G (2003). Handbook of Psychological Assessment. John Wiley & Sons Inc., Hoboken, New Jersey