CHRIST (Deemed to University), Bangalore

DEPARTMENT OF PSYCHOLOGY

School of Social Sciences

Syllabus for
Master of Science (Psychology-Clinical )
Academic Year  (2022)

 
1 Semester - 2022 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MPS111 ACADEMIC WRITING AND RESEARCH SKILLS Skill Enhancement Course 2 2 50
MPS131 LAW AND ETHICS IN CLINICAL PSYCHOLOGY Core Courses 4 4 100
MPS132 DEVELOPMENTAL PSYCHOLOGY Core Courses 4 4 100
MPS133 QUANTITATIVE RESEARCH METHODS IN PSYCHOLOGY Core Courses 4 4 100
MPS134 COGNITIVE PSYCHOLOGY - I Core Courses 4 4 100
MPS135 BIOLOGICAL FOUNDATIONS OF BEHAVIOUR - I Core Courses 4 4 100
MPS136 QUALITATIVE RESEARCH METHODS IN PSYCHOLOGY Core Courses 4 4 100
MPS181 COMMUNITY SERVICE Ability Enhancement Compulsory Course 2 2 50
2 Semester - 2022 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MPS211 RESEARCH PROPOSAL - 2 2 50
MPS231 BIOLOGICAL FOUNDATIONS OF BEHAVIOUR-II - 4 4 100
MPS232 PSYCHOPATHOLOGY- I - 4 4 100
MPS233 PSYCHOLOGICAL MEASUREMENT AND STATISTICS - 4 4 100
MPS234 COGNITIVE PSYCHOLOGY - II - 4 4 100
MPS251 PSYCHO DIAGNOSTIC LAB - I - 2 2 50
MPS252 MULTICULTURAL AND THERAPEUTIC SKILLS-I - 4 4 100
3 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MPS331 PSYCHOTHERAPY-I Core Courses 4 4 100
MPS332 PSYCHOTHERAPY-II Core Courses 4 4 100
MPS333 PSYCHOPATHOLOGY- II Core Courses 4 4 100
MPS341A BEHAVIOUR THERAPY FOR DEVELOPMENTAL DISABILITIES Discipline Specific Elective 2 2 50
MPS341B PLAY THERAPY: CONTEMPORARY PRACTICE WITH CHILDREN Discipline Specific Elective 2 2 50
MPS341C QUEER AFFIRMATIVE COUNSELLING PRACTICE Discipline Specific Elective 2 2 50
MPS341D CLINICAL NEUROPSYCHOLOGY Discipline Specific Elective 2 2 50
MPS341E BEHAVIOURAL MEDICINE IN PSYCHOLOGY Discipline Specific Elective 2 2 50
MPS341F PSYCHOANALYTIC PSYCHOTHERAPY Discipline Specific Elective 2 2 50
MPS341G COGNITIVE ELECTROPHYSIOLOGY Discipline Specific Elective 2 2 50
MPS351 MULTICULTURAL AND THERAPEUTIC SKILLS Skill Enhancement Course 4 4 100
MPS381 SUMMER PLACEMENT Ability Enhancement Compulsory Course 0 2 50
MPS382 RESEARCH MANUSCRIPT Skill Enhancement Course 2 6 100
4 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MPS441F ASIAN HEALING PRACTICES AND PSYCHOTHERAPY - 2 2 50
      

    

Department Overview:

The Department of Psychology offers a range of programmes that include Open Electives, Undergraduate programmes, Post Graduate programmes with seven specializations and Research degrees in psychology (PhD). Through these programmes, we encourage students to consider careers and life missions that integrate psychological understanding into life. Our programmes integrate scholarship with professional practice and we offer courses that are cutting edge in the field of psychology. Students who complete programmes in Psychology from the University demonstrate high degrees of self-awareness are service-oriented and are encouraged to embrace humane values in their vocation. The Department realizes its vision to promote high academic standards through a continuous and dynamic curriculum review process based on feedback from regional, national and international peers, practitioners, potential employers, alumni and students. A variety of student-centered teaching and training pedagogies are practised by the faculty members. Prominent among them is the use of seminars, experiential methods, laboratory training, conferences, workshops, field-based studies, film-based discussions, journal clubs, and professional development activities. All postgraduate students of he department prepare a publication ready research manuscript by the end of the third semester. Through its several MOUs with International Universities, the department organizes joint conferences, webinars, faculty and stude

Mission Statement:

The department adopts the vision of the University "Excellence and Service" and its Mission as "a nurturing ground for an individual's holistic development to make an effective contribution to the society in a dynamic environment". In doing so it strives to is to promote high academic standards and scholarship in psychology, by creating an optimal and enriching learning environment, foster ongoing professional and personal development, and contribute effectively to societal needs.

Introduction to Program:

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

Program Objective:
Assesment Pattern

Assessment Pattern

The department follows a pattern of 70 % marks for Continuous Internal Assessment (CIA) and 30 % marks for End Semester Examinations (ESE).

Break up of continuous internal assessment for 4 credit courses is as follows

CIA 1: 30 marks
CIA 2: 30 Marks
Class participation: 5 marks
Attendance: 5 marks

 

Attendance Percentage

Marks

95% -100%

05 marks

90% - 94%

04 marks

85% - 89%

03 marks

80% - 84%

02 marks

76% - 79%

01 mark

 

 

 

 

 

 

 

For two credit courses the breakup of CIA is as follows

CIA1:20 marks
CIA 2:25 Marks
Class participation and Attendance: 5 marks

Minimum pass marks for the CIA of a course is 50 % and a pass in each of the CIA is mandatory to be eligible to write the End semester examinations. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA before moving to the next CIA. The students who fail a CIA will have to apply for repeat CIA immediately after publishing the results of each of the CIA components. In such a case an application should be made, to the Office of Examinations and obtain necessary approvals forwarded through the HoD and Dean. The number of chances for repeating each CIA is one. Students who fail the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

The end semester examinations shall be conducted for 2 hours and evaluated out of 50 marks which are then converted to out of 30 marks. Minimum of 40 % marks is required to pass in the ESE of each course and an overall grade of 50% is required to pass the course(CIA+ESE) . Student failing a course due to less than minimum in ESE shall repeat the ESE while his/her internal scores shall remain valid.

Permission for admission to the ESE is granted only if
• A student has obtained a minimum of 33/65 (CIAs + Class participation marks)
• A student has at least 85% of the attendance in aggregate at the end of the semester.
• The Vice Chancellor is satisfied with the character and conduct of the student.

 

Grading Pattern

Percentage 

Grade 

Grade point

(10 point scale) 

Grade point

 (4 Point scale) 

Interpretation 

80-100 

O

10

4

Outstanding

70-79

A+

9

3.6

Excellent 

60-69

A

8

3.2

Very Good

55-59

B+

7

2.8

Good

50-54

B

6

2.4

Above Average

Examination And Assesments

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


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

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

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

MPS111 - ACADEMIC WRITING AND RESEARCH SKILLS (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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.

Course Outcome

CO1: Scientifically acknowledge different sources of information in their writings

CO2: Write a document in APA format

CO3: Avoid plagiarism

Unit-1
Teaching Hours:15
Unit I:
 

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

Unit-2
Teaching Hours:15
Unit II:
 

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.

Text Books And Reference Books:
  1. Bailey, S. (2011). Academic writing : A handbook for international students.3rdEdition. NewYork : Routledge.
  2. Publication Manual of the American Psychological Association (6 th ed.). (2009). Washington, DC: American Psychological Association.

Essential Reading / Recommended Reading
  1. Hartley, J (2008). Academic Writing and Publishing, Routedlege,  New York

  2. Leki, L (2010). Academic Writing 2/E South Asian Edition, Cambridge University Press

Evaluation Pattern

CIA-1 (15 marks)

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.

MPS131 - LAW AND ETHICS IN CLINICAL PSYCHOLOGY (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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.


Course Outcome

CO1: Understand the foundational principles of ethics in clinical psychology.

CO2: Analyze and resolve common ethical dilemmas in research and practice

CO3: Examine ethical issues specific to special population

CO4: Develop a personal ethical decision model

CO5: Understand legal aspects of licensure and practice of Clinical Psychology in India

Unit-1
Teaching Hours:15
History and Principles of ethics in psychology
 

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

Unit-2
Teaching Hours:15
Practice issues
 

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

 

Unit-3
Teaching Hours:15
Issues in working with special population
 

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


Unit-4
Teaching Hours:15
Issues in working with special population
 

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

 

 

Text Books And Reference Books:
  1. American Psychological Association. (2010). Ethical Principles of Psychologists and Code of Conduct. http://www.apa.org/ethics/code/principles.pdf
  2. Bhola,P.& Raguram ,A.(Eds.) (2016). Ethical Issues in Counselling and Psychotherapy Practice Walking the line .New Delhi: Springer
  3. Rehabilitation Council of India(2000).RCI Amendment Act 2000.Retrived from http://www.rehabcouncil.nic.in/writereaddata/RCI_Amendments_ACT.pdf
  4. The Mental Health Care Act (2017). Available from: http://www.prsindia.org/uploads/media/Mental%20Health/Mental%20Healthcare%20Act,%202017.pdf.


Essential Reading / Recommended Reading

1. Pope, K, S., and Vasquez, M. J. T. (2016). Ethics in Psychotherapy and Counseling, a Practical Guide, 5th edition. New Jersey: Wiley.

Evaluation Pattern

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)

MPS132 - DEVELOPMENTAL PSYCHOLOGY (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Course Outcome

CO1: Understand the normative outcomes within each of the developmental phases.

CO2: Demonstrate an understanding of the major cognitive and socio-emotional theoretical perspectives on human development and will be able to understand the diversity of experiences that shape development

CO3: Explain the cognitive, cultural, environmental and social factors that influence development throughout the lifespan

CO4: Compare and contrast the foundational theories of developmental psychology

CO5: Apply the developmental theories and specific evidence-based research findings to understand current practice, policies and social issues

Unit-1
Teaching Hours:15
Cognitive 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

Unit-2
Teaching Hours:15
Development of Self and Others
 

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

Unit-3
Teaching Hours:15
Socio-emotional Development
 

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

Unit-4
Teaching Hours:15
Adulthood and Ageing
 

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

Text Books And Reference Books:
  1. Berk, L. E. (2016). Exploring lifespan development. Pearson.
  2. Broderick, P.C., & Blewitt, P. (2010). The life span: Human development for helping professionals. (3rd Ed.). Pearson.
  3. Santrock, J.W. (2011). A topical Approach to life-Span Development. Tata McGraw-Hill Edition.
Essential Reading / Recommended Reading
  1. Boyd, D. & Bee, H. (2015). Lifespan Development (Seventh. Edition), Pearson.
  2. Dixon, W. E. (2003). Twenty studies that revolutionized child psychology. Prentice Hall.
  3. Feldman, R. S. (2015). Discovering the life span. (Third Edition). Pearson Global Education.
  4. Kail R V (2001) Children and their development. Prentice Hall Inc.
  5. Newman & Newman (2003). Development through life: A Psychosocial Approach. Thomson Wadsworth.          
Evaluation Pattern

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)

MPS133 - QUANTITATIVE RESEARCH METHODS IN PSYCHOLOGY (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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.

Course Outcome

CO1: Demonstrate knowledge of research designs in quantitative research and the scientific process of research

CO2: Design an experiment with manipulation can control of the variables.

CO3: Differentiate various data collection and sampling methods employed in quantitative research

CO4: Write a quantitative research proposal in the domain of Psychology.

UNIT 1
Teaching Hours:15
Foundations of Quantitative Research Methods in Psychology
 

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

UNIT 2
Teaching Hours:15
Process of Quantitative 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)

UNIT 3
Teaching Hours:15
Sampling Techniques and Data Collection
 

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.

UNIT 4
Teaching Hours:15
Experimental Designs in Psychology
 

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 )

Text Books And Reference Books:

  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 (3rd 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
Essential Reading / Recommended Reading

  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.

 

 

Evaluation Pattern

Evaluation Pattern: 

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)

MPS134 - COGNITIVE PSYCHOLOGY - I (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Course Outcome

CO1: To develop an understanding of normal mental processes and demonstrate the domains of cognition using experiments.

CO2: To draw connections between brain, mind and behaviour and demonstrate the relationships through observations and reasoning.

CO3: To evaluate cognitive processes using the model of information processing and make predictions.

CO4: To apply available tools and be able to describe their use in creating new knowledge in cognitive psychology, in written and oral form.

Unit-1
Teaching Hours:15
Unit I: Introduction to Cognitive Psychology
 

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

Unit-2
Teaching Hours:15
Unit II: Psychophysiology
 

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.

Unit-3
Teaching Hours:15
Unit III: Perception
 

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

Unit-4
Teaching Hours:15
Unit IV: Attention
 

 

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

Text Books And Reference Books:
  • Matlin M W (2013) Cognitive Psychology. 8th Edition. John Wiley & Sons.

  • Galotti, K.M. (2017). Cognitive Psychology In and Out of the Laboratory. 6th Edition. SAGE Publications, Inc.

  • 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.

Essential Reading / Recommended Reading
  • Lamberts K & Goldstone R L (2005) (Eds). Handbook of Cognition, Sage, London.

  • Millar S (2008) Space and Sense. Essays in Cognitive Psychology. Psychology Press, England.  

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

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

Evaluation Pattern

Evaluation Pattern: 

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)

MPS135 - BIOLOGICAL FOUNDATIONS OF BEHAVIOUR - I (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/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: 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

Course Outcome

CO1: Understand the links between behavior, mental processes and biological processes

CO2: Understand the basic structure of the nervous system and its various functions

CO3: Demonstrate the application of biological foundations in clinical practice

Unit-1
Teaching Hours:15
UNIT I: Introduction
 

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

 

Unit-2
Teaching Hours:15
UNIT II: Neurons and Neuronal Conduction
 

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

Unit-3
Teaching Hours:15
UNIT III: The Structure and Functioning of the Nervous System
 

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


Unit-4
Teaching Hours:15
UNIT IV: Biopsychology of emotion, stress and health
 

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

Text Books And Reference Books:
  1. Carlson, N.R. (2004). Physiology of behaviour (8th.ed.). Boston: Allyn & Bacon.

  2. Schneider M Alles (1990). An introduction to Physiological Psychology (3rd Edition) USA: Random House.


Essential Reading / Recommended Reading
  1. Blackmore, S. (2003). Consciousness: An introduction. London: Hodder&Stoughton.

  2. Carlson, N.R. (1999). Foundations of physiological psychology (4th. Ed.). Boston: Allyn & Bacon.

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

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

  5. Leukel, F. (1985). Introduction to physiological psychology (3rd .ed.). New Delhi: CPSPublishers.

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

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

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


Evaluation Pattern

Evaluation Pattern: 

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)

MPS136 - QUALITATIVE RESEARCH METHODS IN PSYCHOLOGY (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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.

Course Outcome

CO1: Demonstrate skills on designing qualitative research

CO2: Collect qualitative data using various methods

CO3: Appreciate the importance of interdisciplinary research

CO4: Demonstrate skills on different traditions of qualitative data analysis

CO5: Conduct Computer assisted qualitative data analysis

CO6: Demonstrate skills on proposal writing and reporting qualitative research.

Unit-1
Teaching Hours:15
Unit I: Foundations of Qualitative Research
 

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

Research Lab (7 Hrs) 

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

  2. Skill training seminars

Unit-2
Teaching Hours:15
Unit II: Qualitative Research Design
 

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

Unit-3
Teaching Hours:15
Unit III: Methods of Collecting Qualitative Data
 

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

Unit-4
Teaching Hours:15
Unit IV: Analyzing Qualitative Data
 

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

Text Books And Reference Books:

 

  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.

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

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

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

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

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

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

Evaluation Pattern

Evaluation Pattern: 

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)

MPS181 - COMMUNITY SERVICE (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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.

 

Course Outcome

CO1: Identify community-based issues.

CO2: Provide assistance in community intervention programmes.

Unit-1
Teaching Hours:2
Introduction
 

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

 

Unit-2
Teaching Hours:15
Field work
 

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. 

 

Unit-3
Teaching Hours:13
Reflection
 

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 

 

Text Books And Reference Books:
  1. Pawar, M. (2014). Social and Community Development Practice (1st ed.). Los Angeles: SAGE India.
  2. America’s Promise—The Alliance for Youth (2004). Connecting Communities with Colleges & Universities.  909 North Washington Street, Suite 400, Alexandria,VA 22314-1556.

 

Essential Reading / Recommended Reading
  1. Bringle, R. G. & Hatcher, J. A. (1996). Implementing Service-Learning in Higher Education.   The Journal of Higher Education, 67(2), 221-239.
  2. Swaminathan, M., & Baksi, S. (2018). How Do Small Farmers Fare? – Evidence from Village Studies in India. New Delhi: Tulika Books.
  3. Sarkar,S. (2015). Social Problems in India (1st  ed). Kalpaz Publications.

 

Evaluation Pattern

Evaluation Pattern:

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

MPS211 - RESEARCH PROPOSAL (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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

 

Course Outcome

CO1: Be able to develop a research proposal for presentation to the departmental council

CO2: Understand the ethical issues involved in their research proposal

CO3: Use peer and instructor feedback effectively to critique research proposals

Unit-1
Teaching Hours:15
Review of Literature and Problem Identification
 

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

 

Unit-2
Teaching Hours:15
Developing the Proposal
 

Issues in Methodological frame work; Presentation of methodology; Presentation of methodology; Submission and Presentation of first draft; Submission and Presentation of first draft; Final presentation; Final submission of proposal

 

Text Books And Reference Books:

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

 

Essential Reading / Recommended Reading
  1. Best, J, W & Khan,J,V .(2016).  Research in Education,10th edition.Pearson Education
Evaluation Pattern

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

 

MPS231 - BIOLOGICAL FOUNDATIONS OF BEHAVIOUR-II (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Course Outcome

CO1: Demonstrate knowledge of the biopsychology of cognitive functions

CO2: Demonstrate knowledge of the biopsychology of arousal

CO3: Demonstrate knowledge of the biopsychology of motivation and emotion

CO4: Demonstrate knowledge of the biopsychology of select psychiatric conditions

Unit-1
Teaching Hours:15
Biopsychology of Cognitive Functions
 

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.

Unit-2
Teaching Hours:15
Biopsychology of Arousal
 

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

Unit-3
Teaching Hours:15
Biopsychology of Motivation
 

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.

Unit-4
Teaching Hours:15
Biopsychology of Psychiatric Disorders
 

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

Text Books And Reference Books:

1. Carlson, N.R. (2004). Physiological of behaviour (8 th .ed.). Boston: Allyn & Bacon.

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

Essential Reading / Recommended Reading

1. Blackmore, S. (2003). Consciousness: An introduction. London: Hodder &Stoughton.

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

3. Freberg, L A. Discovering Biological Psychology (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.

Evaluation Pattern

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)

MPS232 - PSYCHOPATHOLOGY- I (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Course Outcome

CO1: Contrast and compare the models of etiology of mental disorders

CO2: Demonstrate understanding of the various manifestations of psychopathology

CO3: Demonstrate the ability to use DSM V and ICD 10 classificatory systems

CO4: Demonstrate understanding of skills required to diagnose various disorders.

CO5: Demonstrate mastery of skills required for psychopathological formulation.

Unit-1
Teaching Hours:15
Unit I: Classification and Theoretical Models
 

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

Unit-2
Teaching Hours:15
Unit II: Psychopathology of Neurocognitive and sleep disorders
 

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

Sleep disorder; Clinical characteristics, etiology and treatment.

Demonstration Lab

Neuropsychological assessments.

Unit-3
Teaching Hours:15
Unit III: Psychopathology of substance related and addictive disorders and feeding and eating disorders
 

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

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

Demonstration lab 

Assessment in addictions, Motivational Interviewing.

 

Unit-4
Teaching Hours:15
UNIT IV: Psychopathology of Adult Personality Disorders, sexual dysfunctions and gender dysphoria.
 

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

Demonstration Lab 

Use of IPD, Clinical rating scales for personality disorders

 

Text Books And Reference Books:
  1.  Ahuja N (2002). A short textbook of Psychiatry (5th edition). New Delhi. Jaypee Brothers.
  2. Sadock, B.J. & Sadock, V.A. (2003). Kaplan & Sadock’s Synopsis of psychiatry: Behavioral sciences/clinical psychiatry (9th. Ed.). Philadelphia: Lippincott Williams & Wilkins.

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

  2. Adams, H.E., Sutker, P.B. (2001). Comprehensive handbook of psychopathology (3rd Ed.). New York: Kluwer Academic publishers.

  3. Millon, T., Blaney, P., & Davis, R.D. (1998). The oxford textbook of psychopathology. London: Oxford University Press.

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

  5. American Psychological Association. (1998). Diagnostic and statistical manual of mental disorders (4th .ed.): text revision (DSM-1V-TR). New Delhi: Jaypee Brothers Medical  Publishers (pvt) Ltd

Evaluation Pattern

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 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)

MPS233 - PSYCHOLOGICAL MEASUREMENT AND STATISTICS (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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.

Course Outcome

CO1: Define measurement, design psychological tests, explain and apply the steps in test construction and standardization

CO2: Estimate the validity and reliability of the scales, inventories and questionnaires, and generate test norms

CO3: Define psychological statistics, determine the relevant statistical tool during data analysis, identify and distinguish the analysis techniques that can be used in quantitative and qualitative research

CO4: Analyze the quantitative data using descriptive and inferential statistics manually, and using EXCEL and SPSS, and interpret the findings

CO5: Distinguish between the dependent and independent variables and identify the specific quantitative method to meet the given objectives in a quantitative research

Unit-1
Teaching Hours:15
Foundations of Psychological Measurement and Testing
 

 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.

Unit-2
Teaching Hours:15
Test Construction and Standardization
 

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

Unit-3
Teaching Hours:15
Descriptive Statistics
 

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

Unit-4
Teaching Hours:15
Inferential 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

Text Books And Reference Books:

 

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

Essential Reading / Recommended Reading

1.Aron, A. & Aron, E.N. (1994). Statistics for psychology. New Jersey: Prentice Hall.

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

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

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

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

 

Evaluation Pattern

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)

MPS234 - COGNITIVE PSYCHOLOGY - II (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Course Outcome

CO1: Define and describe normal mental processes and contrast it to disordered states.

CO2: Describe and Compare the theories in written and oral form.

CO3: Infer connections between brain, mind and behaviour and demonstrate such relationships through observations and experiments

CO4: Analyze and critically evaluate models of cognitive processes and make predictions.

CO5: Use available experimental tools and describe their importance and utility

CO6: Create hypotheses based on the theories and evaluate cognitive processes using experiments.

CO7: Present the arguments and conclusions based on evidenced gathered through literature or data.

Unit-1
Teaching Hours:15
Memory
 

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


Unit-2
Teaching Hours:15
Language Comprehension and Production
 

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


Unit-3
Teaching Hours:15
Thinking, Problem Solving and Creativity
 

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

 

Unit-4
Teaching Hours:15
Reasoning and Decision Making
 

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

 

Text Books And Reference Books:
  1. Matlin M W (2013) Cognitive Psychology. 8th Edition. John Wiley & Sons.

  2. Galotti, K.M. (2017). Cognitive Psychology In and Out of the Laboratory. 6th Edition.SAGE Publications, Inc. 

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

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

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

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

Essential Reading / Recommended Reading
  1. Purves et al. (2008) Principles of Cognitive Neuroscience: 1st (first) Edition Sinauer Associates.

  2. Benjafield J. C. (2007) .Cognition, Third Edition. Oxford University Press.

  3. Howes M B (2007) Human Memory.  Structures and images. Sage

  4. Neath I & Surprenant A M (2003). Human Memory, Second Edition, Wadsworth.

  5. Sternberg R J & Pretz J E (2005) (Eds) Cognition and Intelligence Cambridge University Press.


Evaluation Pattern

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)

MPS251 - PSYCHO DIAGNOSTIC LAB - I (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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.

 

Course Outcome

CO1: Understand the psychometric structure of psychological tests

CO2: Administer psychological assessments relevant to client needs

CO3: Interpret the scores obtained on the assessments

CO4: Develop a report and covey the findings to clients

Unit-1
Teaching Hours:15
Assessment of Personality
 

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)

Unit-2
Teaching Hours:15
Assessment of Intelligence and Memory
 

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

Text Books And Reference Books:

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

 

Essential Reading / Recommended Reading

1. Kaplan, R.M & Saccuzzo, D. P (2009). Psychological testing: Principles, Applications and Issues. 7 th Edition, Wadsworth, Belmont, USA

Evaluation Pattern

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

 

MPS252 - MULTICULTURAL AND THERAPEUTIC SKILLS-I (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Course Outcome

CO1: Conduct a clinical interview and create a structured assessment report including case history and MSE.

CO2: Formulate diagnoses and differential diagnoses

CO3: Develop a psychodiagnostic formulation

CO4: Demonstrate active listening skills

CO5: Develop treatment plans

CO6: Initiate therapeutic goals with clients using a CBT Approach

UNIT 1
Teaching Hours:30
Basic clinical interview skills
 

 

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 

UNIT 2
Teaching Hours:30
Formulations and Treatment planning
 

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

UNIT 3
Teaching Hours:15
Sampling Techniques and Data Collection
 

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.

UNIT 4
Teaching Hours:15
Experimental Designs in Psychology
 

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 )

Text Books And Reference Books:

1.        American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi-org.ezproxy.frederick.edu/10.1176/appi.books.9780890425596 

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

Essential Reading / Recommended Reading

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

Evaluation Pattern

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks 

Attendance: 5 marks

ESE Viva: 30 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)

MPS331 - PSYCHOTHERAPY-I (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Course Outcome

CO1: Describe the psychotherapeutic process, discuss psychotherapy research, identify training needs and supervision requirements.

CO2: Describe the theoretical foundations underlying various psychotherapeutic approaches, the skills and techniques associated with them.

CO3: Identify evidence-based practices specific to particular mental health conditions.

CO4: Develop psychotherapeutic case formulations using different therapeutic approaches

CO5: Critique the strengths, limitations and the unique features associated with each form of psychotherapy.

Unit-1
Teaching Hours:15
Research and Training
 

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

Unit-2
Teaching Hours:15
Psychodynamic therapies
 

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

 

Unit-3
Teaching Hours:15
Humanistic Therapies
 

Client-Centered, Existential and Gestalt therapies

Unit-4
Teaching Hours:15
Behavioral & Cognitive-Behavioral Therapies
 

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

Text Books And Reference Books:

Essential references:

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

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

Essential Reading / Recommended Reading

Recommended references:

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

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

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

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

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

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

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

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

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

Evaluation Pattern

Continuous Internal Assessment (CIA)  - 70%
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, they 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)

 

MPS332 - PSYCHOTHERAPY-II (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Course objectives: This course will help the learner to

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

Course Outcome

CO1: Understand the historical aspects of family and group therapy

CO2: Assess family and group dynamics in a structured manner

CO3: Critically analyze the nature of theory informing couples, marriage and family therapy

CO4: Develop treatment plans for couples and families.

CO5: Examine the relevance of group therapy as a preferred treatment plan for clientele with psychological dysfunctions.

Unit-1
Teaching Hours:15
Introduction
 

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

Assessment

Unit-2
Teaching Hours:15
Couples Therapy
 

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

Unit-3
Teaching Hours:15
Family Therapy
 

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

Unit-4
Teaching Hours:15
Group Therapy
 

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

Text Books And Reference Books:

1. Nichols, P.M & Schwartz C.R (2006). Family Therapy –concepts and methods, 7th edition, Allyn and Bacon, Boston, Pearson education, Inc.

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

Essential Reading / Recommended Reading

1. Agazarian, Y. M. (1997), System-Centered Therapy for Groups, Guilford Press

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

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

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

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

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

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

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

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

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

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

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

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

Evaluation Pattern

Continuous Internal Assessment (CIA)  - 70%
End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)
CIA 1: 30 marks
CIA 2: 30 Marks
Class participation: 5 marks
Attendance: 5 marks 

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

End Semester Examination (ESE)
The passing grade for the ESE is 40%
An overall grade of 50% is required to pass the course.(CIA+ESE)

MPS333 - PSYCHOPATHOLOGY- II (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Objectives/Course Description

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

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

 

Course Outcome

CO1: Demonstrate understanding of the various manifestations of psychopathology.

CO2: Identify the criteria to diagnose various disorders using the ICD and DSM classificatory systems.

CO3: Identify the various causal factors of disorders.

CO4: Compare and contrast the models of etiology of disorders.

Unit-1
Teaching Hours:15
Unit I:Psychopathology of Mood and Anxiety Disorders
 

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

Unit-2
Teaching Hours:15
Unit II: Psychopathology of Dissociative, Somatoform and Behavioral Syndromes
 

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

Unit-3
Teaching Hours:15
Unit III: Psychopathology of Psychotic Disorders
 

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

 

Unit-4
Teaching Hours:15
UNIT IV: Disorders of Infancy, childhood and adolescence
 

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

 

Text Books And Reference Books:

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

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

Sadock, B.J. & Sadock, V.A. (2015). Kaplan & Sadock’s Synopsis of psychiatry: Behavioral sciences/clinical psychiatry (10th. Ed.). Philadelphia: Lippincott Williams & Wilkins.

 

Essential Reading / Recommended Reading

Ahuja, N. (2011). A short Textbook of Psychiatry. New Delhi: Jaypee Publishers 

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

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

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

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

 

Evaluation Pattern

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)

MPS341A - BEHAVIOUR THERAPY FOR DEVELOPMENTAL DISABILITIES (2021 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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

 

Course Outcome

CO1: Demonstrate understanding of the nature and needs of Developmental Disabilities. Elaborate the characteristics of persons with Intellectual Disability (ID), Specific Learning Disability (SLD) and Autism Spectrum Disorder(ASD)

CO2: Describe the causes and prevalence of ID, SLD and ASD.

CO3: Discuss the different types of ID, SLD and ASD

CO4: Demonstrate understanding of educational considerations of persons with ID, SLD and ASD

Unit-1
Teaching Hours:10
Developmental disorders : Needs, Nature and assessment
 

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

Unit-2
Teaching Hours:15
Current Therapeutic Trends
 

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

Unit-3
Teaching Hours:5
Report writing and documentation process
 

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

Text Books And Reference Books:

•Bala, M.J. (2004). Methods of Teaching Exceptional Children, Discovery, New Delhi.  District Primary Education Programme (2001). A report on national level workshop: Towards inclusive schools in DPEP. Noida: Ed.CIL. 

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

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

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

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

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

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

 

Essential Reading / Recommended Reading

•Kasari C, Freeman S, Paparella T. (2006) Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry;47(6):611-620.

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

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

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

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

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

 

Evaluation Pattern

Continuous Internal Assessment (CIA) 

CIA 1: 20 marks 

CIA 2: 25 Marks 

Class participation & Attendance: 5 marks 

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

 

MPS341B - PLAY THERAPY: CONTEMPORARY PRACTICE WITH CHILDREN (2021 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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

Course objectives:

To understand the person of play therapist and the role of play therapist in therapeutic experience.

To familiarise the guidelines in structuring play therapy room and medias used for therapy.

To understand parent’s role in play therapy process.

To understand basic dimensions of the therapeutic relationship.

Course Outcome

CO1: Engage children through play and creative techniques.

CO2: Apply play and creative techniques in everyday life and facilitate self-insight being the person of therapist

CO3: To recommend materials for play therapy room with rationale and to structure play therapy room.

CO4: To engage parents in the process of working with children.

Unit-1
Teaching Hours:10
History And Development of Play Therapy
 

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

Unit-2
Teaching Hours:10
The Play Room & Materials
 

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

Unit-3
Teaching Hours:10
Stages in Play Therapy
 

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

Text Books And Reference Books:

Landreth G, L. (2012). Play Therapy: Art of Relationship. Routledge; Taylor & Francis.

Essential Reading / Recommended Reading

Landreth G, L. (2012). Play Therapy: Art of Relationship. Routledge; Taylor & Francis.

Evaluation Pattern

Continuous Internal Assessment (CIA) 

CIA 1: 20 marks 

CIA 2: 25 Marks 

Class participation & Attendance: 5 marks 

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

 

MPS341C - QUEER AFFIRMATIVE COUNSELLING PRACTICE (2021 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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

Course Outcome

CO1: To understand the basic concepts of gender and sexuality from an intersectional perspective.

CO2: To assimilate the knowledge of mental health issues and attitude to work with queer people and their significant ones from a multidisciplinary and queer affirmative perspective.

CO3: To provide queer affirmative counselling in clinical and community settings.

Unit-1
Teaching Hours:10
Introduction to sex, gender, sexuality and identities
 

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

Unit-2
Teaching Hours:10
LGBTQIA+ communities and mental health
 

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

Unit-3
Teaching Hours:10
Queer affirmative counselling skills
 

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

Text Books And Reference Books:

Narrain, A., & Chandra, V. (2015). Nothing to fix: Medicalisation of sexual orientation and gender identity. SAGE Publications India.

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

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

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

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

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

 

Essential Reading / Recommended Reading

Rianna P. Medical Imagination. Homosexuality in the Indian Journal of Psychiatry. 1970-1980. En-Gender! 2020 3(2): 1-15. Available from: https://engenderacademia.files.wordpress.com/2020/11/price-finished.pdf

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

Evaluation Pattern

Continuous Internal Assessment (CIA) 

CIA 1: 20 marks 

CIA 2: 25 Marks 

Class participation & Attendance: 5 marks 

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

MPS341D - CLINICAL NEUROPSYCHOLOGY (2021 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

 

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

 

 

Course Outcome

CO1: describe key brain structures and their functions

CO2: define and describe clinical signs of common neurological conditions

CO3: define which neuropsychological tests to use for different conditions and demonstrate competence in the use of neuropsychological tests

CO4: interpret the results of psychological assessment and use these to recommend appropriate intervention

CO5: demonstrate knowledge of professional and ethical issues relevant to the neuropsychologists role.

Unit-1
Teaching Hours:8
Unit I
 

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

Unit-2
Teaching Hours:7
Unit II
 

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

Lobe syndromes- frontal, temporal, parietal, occipital

Unit-3
Teaching Hours:7
Unit III
 

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

Unit-4
Teaching Hours:8
Unit IV
 

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

Neuropsychological assessments

Text Books And Reference Books:
  1. Blackmore, S. (2003). Consciousness: An introduction. London: Hodder&Stoughton.
  2. Kandel, E.R. Schwartz, J.H. & Jessel, T.M. (2000). Principles of neural science (4th .ed.)New York: McGraw-Hill.
  3. Wallace, B. & Fisher, L.E. (1991). Consciousness and Behavior (3rd Ed.). USA: Allyn &   Bacon.
  4. Walsh K. (2008). Neuropsychology. New Delhi: B.I. Churchill Livingstone Pvt. Ltd
Essential Reading / Recommended Reading
  1. Anderson, V., Northam, E., Hendy, J. & Wrennall, J. (2005). Developmental Neuropsychology: A Clinical Approach (Brain Damage, Behavior and Cognition Series). NY, NY: Psychology Press, Taylor and Francis Group.
  2. Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (2013). Arlington, VA.: American Psychiatric Press.
  3. Grant, I. & Adams, K. (2009). Neuropsychological Assessment of Neuropsychiatric and Neuromedical Disorders, Third Edition. New York, New York: Oxford University Press.
  4. Heilman, K.M. & Valenstein, E. (2003). Clinical Neuropsychology. NY, NY: Oxford University Presss.
  5. Lezak, M. D., Howieson, D. B, & Loring, D.W. (2012). Neuropsychological Assessment, 5th ed. NY, NY: Oxford University Press.
  6. Morgan, J.E. & Ricker, J.E. (2008). Textbook of Clinical Neuropsychology. NY, NY: Taylor and Francis Publishers, Inc.
  7. Reynolds, C.R.(Editor) & Fletcher-Janzen, E. (Editor) (2008). Handbook of Clinical Child Neuropsychology, Third Edition. NY, NY: Springer Publishers.
  8. Strauss, E., Sherman, E.M.S. & Spreen, Otfried (2006). A Compendium of Neuropsychological Tests:, Third Edition Administration, Norms and Commentary. NY, NY: Oxford University Press.
  9. Yeates, K.O., Ris, M.D., Taylor, H.G. & Pennington, B.F. (2010). Pediatric Neuropsychology: Research, Theory, and Practice, 2nd Edition. NY, NY: Guildford Press.
Evaluation Pattern

Evaluation Pattern:

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

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

MPS341E - BEHAVIOURAL MEDICINE IN PSYCHOLOGY (2021 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

The course aims to develop mastery over core Behavior Therapy principles and apply them to common health-related contexts. 

Course Objectives:

To familiarize fundamental behaviour therapy principles

To assess, conceptualize and plan interventions using behavior therapy principles in a health setting

Course Outcome

CO1: Demonstrate an understanding of core behaviour therapy principles

CO2: Analyze the role of behavioural medicine in health care

CO3: Analyze the role of behavioural medicine in health care

Unit-1
Teaching Hours:10
Contemporary Behavior Therapy
 

The Behavioral Model in Behavioral Medicine

Core concepts- Acceleration Behavior Therapy- Stimulus Control and Reinforcement, Deceleration Behavior Therapy- Differential Reinforcement, Punishment

 

Unit-2
Teaching Hours:20
Applications of Behavioral Medicine
 

Process factors in Behavioral Medicine- Assessment, delivering health related information to clients, ensuring adherence, factors contributing to change

Applications of Behavioral Medicine in common health related contexts (Eg pain, palliative care, tobacco cessation, stress, etc)

 

Text Books And Reference Books:

•Funderburk, J. S., Shepardson, R. L., Wray, J., Acker, J., Beehler, G. P., Possemato, K., ... & Maisto, S. A. (2018). Behavioral medicine interventions for adult primary care settings: A review. Families, Systems, & Health, 36(3), 368.

•Gellman, M. D. (Ed.). (2020). Encyclopedia of behavioral medicine. Cham: Springer International Publishing.

•Schirmer, J. M., & Montegut, A. J. (Eds.). (2009). Behavioral medicine in primary care: A global perspective. Radcliffe Publishing. 

•Spiegler, M. D. (2015). Contemporary behavior therapy. Cengage Learning.

 

Essential Reading / Recommended Reading

•Davidson, K. W., Goldstein, M., Kaplan, R. M., Kaufmann, P. G., Knatterud, G. L., Orleans, C. T., ... & Whitlock, E. P. (2003). Evidence-based behavioral medicine: what is it and how do we achieve it?. Annals of behavioral medicine, 26(3), 161-171.

•Feldman, M. D., & Christensen, J. F. (2019). Behavioral Medicine A Guide for Clinical Practice 5th Edition. McGraw Hill Professional.

 

Evaluation Pattern

Continuous Internal Assessment (CIA) 

CIA 1: 20 marks 

CIA 2: 25 Marks 

Class participation & Attendance: 5 marks 

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

 

MPS341F - PSYCHOANALYTIC PSYCHOTHERAPY (2021 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Course Description: The major objective of the course is to familiarize the students the field of psychoanalysis. This includes facilitating reading and discussion on case studies and clinical issues addressed in psychoanalytic literature. The course is also intended to read and reflect on the writings on psyche, culture and psychoanalysis in Indian context. Through theoretical expansion, this course covers both classical and contemporary debates in psychoanalysis. The course also covers different therapeutic processes and techniques in psychoanalysis. 

Course objectives:

1.To engage with the classical and contemporary debates in psychoanalysis. 

2.To familiarize with the case studies and clinical issues addressed in psychoanalysis literature.

3.To understand the contribution of Indian psychoanalysis on psychoanalytic studies 

4.To understand the therapeutic process in psychoanalysis 

 

Course Outcome

CO1: Apply psychoanalytical approach to everyday life.

CO2: Analyze both classical and contemporary approaches in psychoanalysis.

CO3: Develop psychoanalytical therapeutic skills.

Unit-1
Teaching Hours:15
Essentials of psychoanalysis
 

History of psychoanalysis

Topography of mind, Structural theory, Childhood and psychoanalysis

Psychology of everyday life: jokes, slip of the tongue

 

Contemporary psychoanalysis: Object relations, Lacanian psychoanalysis, Interpersonal psychoanalysis, Neuropsychoanalyis, Indian psychoanalysis

Unit-2
Teaching Hours:15
The process of therapy in psychoanalysis
 

Psychopathology, self-analysis, process of therapy, transference and counter transference, boundaries

 

Techniques in psychoanalysis: Free Association, Dream work, Analysis of resistance

Text Books And Reference Books:

Charles, M. (2017). Introduction to Contemporary Psychoanalysis: Defining Terms and Building Bridges (1st ed.). Routledge. https://doi.org/10.4324/9781315180120

 

Freud, S. (2001). The standard edition of the complete psychological work of  Sigmund  volume 1-15. London: Vintage 

Essential Reading / Recommended Reading

Kakar, S. (2001). The essential writings of Sudhir Kakar. New Delhi: Oxford University Press.

 

Solms M. L. (2018). The Neurobiological Underpinnings of Psychoanalytic Theory and Therapy. Frontiers in behavioral neuroscience12, 294. https://doi.org/10.3389/fnbeh.2018.00294

Evaluation Pattern

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

 

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

MPS341G - COGNITIVE ELECTROPHYSIOLOGY (2021 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

 

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.

 

 

Course Outcome

CO1: demonstrate knowledge of a key methodology used to study cognitive functions

CO2: apply that knowledge to evaluate design and results of ERP studies

CO3: develop scientific mindedness

Unit-1
Teaching Hours:10
Theory
 

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

 

Unit-2
Teaching Hours:6
Unit 2
 

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

Unit-3
Teaching Hours:14
Unit 3
 

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”

Text Books And Reference Books:

Rowan's Primer of EEG E-Book (2015) Marcuse, L. V., Fields, M. C., and Yoo, J. J. Elsevier Health Sciences.

 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.

 

Essential Reading / Recommended Reading

Niedermeyer's Electroencephalography: Basic Principles, Clinical Applications, and Related Fields. (2017) Schomer, D., & Lopes da Silva, F. (Eds.), Oxford, UK: Oxford University Press.

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/

Evaluation Pattern

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

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

MPS351 - MULTICULTURAL AND THERAPEUTIC SKILLS (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Course Outcome

CO1: Conduct a clinical interview and create a structured assessment report including case history and MSE.

CO2: Formulate diagnoses and differential diagnoses

CO3: Develop a psychodiagnostic formulation

CO4: Demonstrate active listening skills

CO5: Develop treatment plans

CO6: Initiate therapeutic goals with clients using a CBT Approach

Unit-1
Teaching Hours:30
Basic clinical interview skills
 

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

Unit-2
Teaching Hours:30
Formulations and Treatment planning
 

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

Text Books And Reference Books:

  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
Essential Reading / Recommended Reading
  1. Green.,Ben.(1996).Problem - based Psychiatry.B.I.Churchill Livingstone Pvt Ltd, New Delhi.
Evaluation Pattern

Continuous Internal Assessment (CIA)  - 70%
End semester Viva Voce - 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, they 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 Viva
The passing grade for the ESE is 40%
An overall grade of 50% is required to pass the course.(CIA+End Semester Viva)

MPS381 - SUMMER PLACEMENT (2021 Batch)

Total Teaching Hours for Semester:0
No of Lecture Hours/Week:0
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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

Course Objectives: The course will give an opportunity to

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

Course Outcome

CO1: Observe clinical practice under the supervision of a mental health professional.

CO2: Understand different facets of clinical practice

Unit-1
Teaching Hours:0
Processing Learning Outcomes
 

Observing clinical practice, note taking, Reflection and analysis

Text Books And Reference Books:

1. Friedman, H. S. (2015). Encyclopedia of mental health. Academic Press.

Essential Reading / Recommended Reading

1. Stricker, G., & Gold, J. R. (Eds.). (2013). Comprehensive handbook of psychotherapy integration. Springer Science & Business Media.

 

Evaluation Pattern

Students are expected to submit their log sheets, a reflective essay and case summaries and briefly present the same which would be evaluated and graded out of 50 marks

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

MPS382 - RESEARCH MANUSCRIPT (2021 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:6

Course Objectives/Course Description

 

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

Course Objective

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

 

Course Outcome

CO1: Identify appropriate journals for publication

CO2: Create a research manuscript

CO3: Critically evaluate the work of self and peers

Unit-1
Teaching Hours:30
Unit 1
 

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

Text Books And Reference Books:

1. Barker, C., & Pistrang, N. (2015). Research methods in clinical psychology: An introduction for students and practitioners. John Wiley & Sons.

Essential Reading / Recommended Reading

1. Giles, D. (2013). Advanced research methods in psychology. Routledge.

Evaluation Pattern
Evaluation Pattern: 
Continuous Internal Assessment (CIA)  - 70%
End semester viva voce (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 (excluding attendance) to be eligible to write the ESE. 

End Semester Viva Voce
The passing grade for the ESE is 40%
An overall grade of 50% is required to pass the course.(CIA+ESE)
 

MPS441F - ASIAN HEALING PRACTICES AND PSYCHOTHERAPY (2021 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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.

Course Outcome

CO1: Define the concepts and explain the philosophical and logical foundations of Asian Healing Practices.

CO2: Analyze the strengths and challenges of integrating Asian Healing Practices with Western Medicine.

CO3: Exhibit the knowledge and experiences in any one Asian Healing Practices.

Unit-1
Teaching Hours:6
Introduction to 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.

Unit-2
Teaching Hours:8
Indigenous practices
 

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

Unit-3
Teaching Hours:8
Nature of Mental Illness- Debates on Psychiatry
 

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

Unit-4
Teaching Hours:8
Asian Healing Practices and Psychotherapy
 

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

Text Books And Reference Books:

1. Cooper, R. (2007). Psychiatry and philosophy of science. Stocks field: Acumen.

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

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

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

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

Essential Reading / Recommended Reading

1. Agarwal, R.S. (2006). Secrets of Indian medicine. Pondicherry: Sri Aurobindo Ashram.

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

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

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

Evaluation Pattern

Continuous Internal Assessment (CIA)
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.