Department of PSYCHOLOGY

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

 
1 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MPO111 BIOSTATISTICS - 2 2 50
MPO112 RESEARCH SEMINAR - 2 2 50
MPO131 FOUNDATIONS OF PSYCHOLOGICAL COUNSELLING - 4 4 100
MPO132 SOCIAL AND PERSONALITY DEVELOPMENT ACROSS THE LIFESPAN - 4 4 100
MPO133 NEUROBIOLOGICAL BASES OF COGNITION, AFFECT AND BEHAVIOUR - 4 4 100
MPO134 RESEARCH METHODS - 4 4 100
MPO135 ETHICS IN CLINICAL PSYCHO-ONCOLOGY - 4 4 100
MPO181 COMMUNITY SERVICE - 1 1 25
2 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MPO211 RESEARCH LAB - I - 2 2 50
MPO212 JOURNAL CLUB - 1 1 25
MPO221 PROFESSIONAL DEVELOPMENT SEMINAR - 1 1 25
MPO231 BASIC HUMAN ANATOMY - 4 4 100
MPO232 BIOLOGY OF CANCER AND TREATMENT - 4 4 100
MPO233 MENTAL HEALTH DISORDERS - 4 4 100
MPO234 EVIDENCE BASED PRACTICES IN CLINICAL PSYCHO-ONCOLOGY - 4 4 100
MPO251 CLINICAL AND COUNSELLING SKILLS IN HEALTH CARE - 4 4 100
      

    

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

Program Objective:

Programme Objectives 

  1. To train in communication skills in oncology
  2. To enable understanding of the scope of the intervention in psycho-oncology.
  3. To enable understanding the  spectrum of distress in psycho-oncology.
  4. To ensure understanding of the impact of the disease and it's treatments on patients and their families
  5. To identify the main theories and psychological interventions in oncology
  6. To acquire knowledge on psychopharmacological strategies and organicity in oncology
  7. To aquire theortical and practise frameworks of Psycho-oncology and Palliative care
  8. To distinguish between normal and complicated grief.

 Programme Outcomes

PO1. Disciplinary Knowledge: Exhibit competence in the discipline Analyze seminal pieces of work in the area Apply disciplinary principles to conduct academic inquiry Evaluate aspects of social reality using the principles of the discipline

PO2.Critical Thinking: Recognize and examine the social structures underlying our society and how they shape our existence Reflect upon lived experiences with reflexivity Analyze and engage with their social surroundings, problematize and raise questions based on academic inquiry

PO3: Research Skills Exhibit problem solving skills, reflective thinking Apply analytical and scientific thinking Demonstrate technical skills in terms of handling data, working with various resea

Assesment 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 2:20 Marks

Class participation and Attendance: 10 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 passed in CIAs for that course.

·    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.

 

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 framework and principles of outcome-based education. Attainment of learning outcomes/ expected competencies is evaluated using either holistic or analytic rubrics, grading schemes or attainment criteria specified to the students at the beginning of the semester. Learning outcomes (Course outcomes) of each course are mapped to programme outcomes and programme specific outcomes. Assessments and examinations follow the principle of constructive alignment and outcomes are mapped to higher-order thinking skills. The most common frameworks used in this programme include Revised Blooms Taxonomy and Structure of Observed Learning outcomes (SOLO) and ICAP framework.

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

Credit Structure

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

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

 

 

 

 

MPO111 - BIOSTATISTICS (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 introduces the basic principles and methods of biostatistics, providing students with a sound methodological foundation for practice in health care settings. The purpose of the course is to teach fundamental concepts and techniques of descriptive and inferential statistics with applications in health care, public health, and epidemiology. Basic statistics, including probability, descriptive statistics, inference for means and proportions, and regression methods are presented.

Learning Outcome

By the end of the course the student will be able to

·       Distinguish between numerical and categorical data, including which methods to use for each.
·       Know the appropriate application and limitations of hypothesis tests and regression methods.
·       Choose an appropriate graphical or tabular display for a given data set and question.
·       Determine which basic statistical method(s) is/are most appropriate to analyse the data at hand.
·       Use standard statistical software, such as SPSS, to implement the statistical methods.
·       Draw conclusions from statistical analyses and place them into the appropriate public health context.

Unit-1
Teaching Hours:10
Descriptive Statistics
 

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

Probability – Bayes theorem, sensitivity and specificity, odds ratio and relative risk

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

Unit-2
Teaching Hours:20
Inferential Statistics
 

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

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

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

Comparing two groups (categorical outcomes) -Chi square, Mc Nemar’s test, odds ratio, relative risk

Correlation, Linear Regression, Multiple Regression

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

SPSS labs

Text Books And Reference Books:

1.     Triola, M.M, Triola, M.F., & Roy, J (2018) Biostatistics for the biological and health sciences. Pearson

Essential Reading / Recommended Reading

Field, A (2013). Discovering statistics using IBM SPSS statistics. Sage publications

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.

 

MPO112 - RESEARCH SEMINAR (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 provides students with an opportunity to learn new concepts and skills and further develop concepts and skills acquired in core courses. The course is specifically intended to meet the needs of students planning a career in Psycho-oncology. However, the flexible design of the course accommodates students having diverse career plans and interests. Students will review and present research articles that can help broaden their understanding of the field and keep themselves up to date with evidence-based practices in the field of psycho-oncology.

 

Learning Outcome

By the end of the course the learner will be able to: 

 

  • Review articles in a scientific manner
  • State and explain some factual knowledge the student has learnt in this course.
  • State and explain how what the student has learned in this course can be applied to thinking, problem solving, or decisions. 
  • State and explain some specific skills, competencies, and points of view needed by psycho-oncology professionals.

 

 

Unit-1
Teaching Hours:30
Research Seminar
 

 Reviewing and presenting articles in psycho-oncology and discussing the merits, demerits, significance, and implication of these articles in a scientific manner.

Text Books And Reference Books:

Bailey, S. (2011). Academic writing: A handbook for international students.3rdEdition. NewYork: Routledge.

 

Essential Reading / Recommended Reading

Publication Manual of the American Psychological Association (7 th ed.). (2020). Washington, DC: American Psychological Association.

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.

 

MPO131 - FOUNDATIONS OF PSYCHOLOGICAL COUNSELLING (2021 Batch)

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

Course Objectives/Course Description

 

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

Learning Outcome

By the end of the course student will be able to:

·            trace the evolution of counselling as a helping process

·            demonstrate an understanding of the different schools of thoughts in counselling

·            understand their role as counsellors across different settings

·            recognise ethical and practical issues which can come up in different settings of counselling.

·            Initiate their professional identity as counsellors and try and link theories they learn to practice counselling techniques.

Unit-1
Teaching Hours:15
Introduction to counselling
 

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

 

Unit-2
Teaching Hours:15
Theoretical perspectives of counselling
 

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

Unit-3
Teaching Hours:15
Ethical and Legal issues in counselling
 

Ethical and legal issues in counselling, licensing in India and abroad, ethical dilemmas in counselling, advance care directives, living will. Ethicality in decision making and the role of surrogates, Ethical issues in Online counselling.

 

Unit-4
Teaching Hours:15
Recent Trends in counselling
 

Counselling for diverse groups; Supervision- personal and professional; Group counselling: theories, techniques and skills, brief counselling, trauma and bereavement counselling, Supportive counselling, Grief counselling, Technological advances in counselling, Online counselling

 

Text Books And Reference Books:

Neukurg, E (2011). The world of the counsellor: An introduction to the counselling profession. Nelson Education.
Robert, G. L., & Marianne, M.H. (2003). Introduction to Counselling and Guidance. Pearson Education, Inc

Essential Reading / Recommended Reading

Corey, G. (2012). Theory and practice of counselling and psychotherapy (9th ed.). Belmont, CA: Brooks/Cole.

 

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 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)

MPO132 - SOCIAL AND PERSONALITY DEVELOPMENT ACROSS THE LIFESPAN (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 introduces trainee helping professionals to human growth and development across the lifespan, focusing on typical and atypical development, major milestones and life cycle stages. Students will gain an enhanced knowledge of the stages and domains of human development. We will examine major theories and approaches in physical, cognitive, and social-emotional development and emphasize the interdependence of all domains of development. We will also discuss the impact of chronic illness, adverse life events and developmental challenges individuals' face in the life cycle stage and its effects on growth and development. The lifespan developmental perspective provides students with a foundation to conceptualize and apply developmental theory and research, emphasizing its usefulness in answering questions that address changes in an individuals' health and wellbeing.

 

 

Learning Outcome

Course Outcomes:

By the end of this course, students will be able to

• Identify the primary reasons for studying human development across the lifespan.

• Explain major terms, concepts, and theories in developmental psychology.

• Describe culture, systemic and environmental factors that affect human development.

• Evaluate various issues in lifecycle stages using theories in developmental psychology.

• Apply theories of developmental psychology to real-life examples.

Unit-1
Teaching Hours:15
Biological bases of Human Development
 

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

Unit-2
Teaching Hours:15
Cognitive and Identity Development
 

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

Unit-3
Teaching Hours:15
Socio-emotional Development
 

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

Unit-4
Teaching Hours:15
Ageing and Endings of Life
 

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

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

Text Books And Reference Books:

Berk, L. E. (2016). Exploring lifespan development. Pearson.

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

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

Essential Reading / Recommended Reading

Feldman, R. S. (2015). Discovering the life span. (Third Edition). Pearson Global Education.

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

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 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)

MPO133 - NEUROBIOLOGICAL BASES OF COGNITION, AFFECT AND BEHAVIOUR (2021 Batch)

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

Course Objectives/Course Description

 

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

Learning Outcome

By the end of the course, the learner will be able to:

  • Understand the foundations of human neurophysiology.
  • Develop a biopsychological understanding of human behaviour and its implications for clinical psycho-oncology.
  • Develop a biopsychological understanding of human affect and its implications for clinical psycho-oncology.
  • Develop a biopsychological understanding of human cognition and its implications for clinical psycho-oncology.

Unit-1
Teaching Hours:15
Introduction to Physiological Psychology
 

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

Unit-2
Teaching Hours:15
The Physiological bases of human behaviour
 

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

Unit-3
Teaching Hours:15
The Physiological bases of human affect
 

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

Unit-4
Teaching Hours:15
The Physiological bases of human cognition
 

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

Text Books And Reference Books:

Kalat, J. W. (2019). Biological psychology (13th ed.). Wadsworth, Cengage Learning.


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


 
Essential Reading / Recommended Reading

Pinel, J. P. J. (2018). Biopsychology (10th ed.). Pearson Education Limited.

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 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)

MPO134 - RESEARCH METHODS (2021 Batch)

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

Course Objectives/Course Description

 

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

Learning Outcome

At the end of the course the learner should be able to:

1. Develop research questions to address contemporary health and health care concerns

2. Distinguish and choose designs suitable for solving health care and public health issues

3. Describe methodologies that can address a range of public health and health care challenges, including but not limited to determinants of mortality and morbidity; leading causes of health disparities among regional, national, and global populations; and transmission for infectious and chronic diseases.

Unit-1
Teaching Hours:15
The Scientific Method
 

Foundations of Health Research

Qualitative and Quantitative methods

 

Unit-1
Teaching Hours:15
Research Planning
 

The Research Process

Formulation of Research Questions

Sampling Methods, Recruitment Procedures and External Validity

Unit-2
Teaching Hours:15
Research Designs in Health Care
 

Experimental Designs and Randomized Controlled Trials (Intervention Studies)

Surveys and Quasi-Experimental Designs

Single Case (n=1) Designs

Unit-3
Teaching Hours:15
Research Designs in Health Care
 

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

Cohort Studies (Cross-Sectional studies, Ecological studies)

Qualitative Research

Unit-4
Teaching Hours:15
Data Collection
 

Questionnaires and Survey Designs

Mixed Methods

Interviewing Techniques

Measurement and Observation.

Text Books And Reference Books:

Polgar, S & Thomas, S (2014). Introduction to Research in Health Sciences. Sixth Edition. Churchill Livingston.

 

 
Essential Reading / Recommended Reading

Munnang,i S, & Boktor S.W. [Updated 2021 Apr 29]Epidemiology Of Study Design. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2021 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK470342/

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 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)

MPO135 - ETHICS IN CLINICAL PSYCHO-ONCOLOGY (2021 Batch)

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

Course Objectives/Course Description

 

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

Learning Outcome

By the end of the course, students will be able to

·       communicate a personal understanding of the moral significance and ethical responsibilities of being a health care professional.

·       communicate an understanding of the goals of health care, including the influence of culture and diversity on health care practice.

·       demonstrate knowledge and skills necessary to make ethically responsible patient care decisions.

·       examine interprofessional approaches to health care and work in interprofessional groups to address ethical issues in health care.

 

Unit-1
Teaching Hours:15
History, Religion and Bioethics
 

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

Unit-2
Teaching Hours:15
Public Health Policy, Law and Global Health Ethics
 

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

Unit-3
Teaching Hours:15
Research Ethics
 

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

Unit-4
Teaching Hours:15
Clinical Ethics
 

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

 

Text Books And Reference Books:

1.     Loewy, E.H (2002). Textbook of Health Care Ethics. Kluwer Academic Publishers.

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

3.     

Essential Reading / Recommended Reading

Albert R Johnsen, Mark Sielgler, William J Winslade . Clinical ethics a practical approach to the ethical decision in clinical medicine

 

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 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)

MPO181 - COMMUNITY SERVICE (2021 Batch)

Total Teaching Hours for Semester:15
No of Lecture Hours/Week:1
Max Marks:25
Credits:1

Course Objectives/Course Description

 

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

Learning Outcome

By the end of the course, the student will be able to:

  • Understand health and psychosocial issues prevalent in our society.
  • Identify the needs and challenges faced by economically disadvantaged sections of society. 
  • Address health care needs that are present in the community through awareness building and education.

 

Unit-1
Teaching Hours:5
Field Work
 

Students in small groups may either partner with various NGO’s and organizations working in health care or identify a need in the community on their own. They will have to develop modules to increase awareness of a targeted health issue and deploy this in the community. Students will gain hands-on experiences in working with various issues in the community.

Unit-2
Teaching Hours:10
Reflection & Report Writing
 

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 and so on. The students are expected to submit a report at the end of this course using the following guidelines. Reason for choosing the particular health issue • Stakeholders/beneficiaries • The planning phase of community service initiatives • Logistics for the initiative of the action • Execution of the action initiative • Specific learning outcome • Impact assessment/Evaluation 

Text Books And Reference Books:

NA

Essential Reading / Recommended Reading

NA

Evaluation Pattern

Continuous Internal Assessment (CIA)

CIA 1: 10 marks

CIA 2: 15 Marks

 

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

 

MPO211 - RESEARCH LAB - I (2021 Batch)

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

Course Objectives/Course Description

 

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

 

           

 

Learning Outcome

By the end of the course, the student will be able to:

●      Identify and create the key components of a research proposal

●      Demonstrate the ability to conduct literature reviews and gather the critical scientific information related to the research proposal

●      Demonstrate writing skills by writing, a clear, concise research proposal with scientifically defensible aims, methods and conclusions

●      Develop the skills to objectively review and write a scientific critique of a colleague’s proposal

●      Describe the important concepts related to using human subjects in scientific research

 

Unit-1
Teaching Hours:15
Key components of a research proposal
 

Choosing research questions based on evidence

C.A.R.S model

Literature review

Choosing Research design based on evidence

Consultation skills

Informed consent

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

Unit-2
Teaching Hours:15
Communicating research ideas in a scientific community
 

Scientific poster

Selecting journals for manuscript publication

Publication ethics, predatory publishing

Community of Publication Ethics (COPE)

Indexing agencies, Impact Factor and publication indices

Text Books And Reference Books:

https://libguides.usc.edu/writingguide (University of South Carolina, Research Guides)

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

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

 

Essential Reading / Recommended Reading

Eby, E. (2012) The College Student's Guide to Writing a Great Research Paper: 101 Easy Tips and Tricks to Make Your Work Stand Out. Ocala, FL: Atlantic Pub. Group

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

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

 

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.

 

MPO212 - JOURNAL CLUB (2021 Batch)

Total Teaching Hours for Semester:15
No of Lecture Hours/Week:1
Max Marks:25
Credits:1

Course Objectives/Course Description

 

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

 

Learning Outcome

Upon completion of this course, students will be able to:

      critically read, interpret, and present published data;

      discuss the strengths and weaknesses of publications;

      enhance critical thinking and problem solving skills; and

      demonstrate skills in interpreting and critically evaluating scientific data

Unit-1
Teaching Hours:15
Critical evaluation and presentation of an empirical article in the area of and health care.
 

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

 

 

 

 

Text Books And Reference Books:

Xiong, L., Giese, A-K., Pasi, M., Charidimou, A., van Veluw, S & Viswanathan, A (2018). How to Organize a Journal Club for Fellows and Residents, Stroke, 49:e283-e285. DOI: 10.1161/STROKEAHA.118.021728

Essential Reading / Recommended Reading

NA

Evaluation Pattern

Continuous Internal Assessment (CIA)

CIA 1: 10 marks

CIA2: 15 Marks

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

MPO221 - PROFESSIONAL DEVELOPMENT SEMINAR (2021 Batch)

Total Teaching Hours for Semester:15
No of Lecture Hours/Week:1
Max Marks:25
Credits:1

Course Objectives/Course Description

 

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

Learning Outcome

By the end of this course, students will be able to

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

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

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

Unit-1
Teaching Hours:15
Guest lectures
 

 Guest lectures by experts in the field of  Psycho- oncology

Text Books And Reference Books:

NA

Essential Reading / Recommended Reading

NA

Evaluation Pattern

Continuous Internal Assessment (CIA)

CIA: 25 marks

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

MPO231 - BASIC HUMAN ANATOMY (2021 Batch)

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

Course Objectives/Course Description

 

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

Learning Outcome

By the end of the course the student will be able to:

        Define body systems and describe the types of body parts that makeup body systems

        Summarise how the various body systems work.

        Identify and describe various common illnesses linked to body systems.

        Discuss the role of a psychologist in maintaining health and wellness of the body.

Unit-1
Teaching Hours:15
Endocrine System, Digestive System,
 

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

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

 

 
Unit-2
Teaching Hours:15
Cardiovascular System, Respiratory System
 

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

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

Unit-3
Teaching Hours:15
Renal System, Reproductive System
 

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

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

 

Unit-4
Teaching Hours:15
Immune System, Nervous System, Genetics and Health
 

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

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

Genetics and Health; Overview, Genetics and Susceptibility to Disorders

Text Books And Reference Books:

Taylor, S. E. (2006). Health psychology. Tata McGraw-Hill Education

Essential Reading / Recommended Reading
  1. Sarafino, E. P. (1994). Health Psychology, Biopsychosocial interactions. John Wiley & Sons

 

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 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)

MPO232 - BIOLOGY OF CANCER AND TREATMENT (2021 Batch)

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

Course Objectives/Course Description

 

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

 

Learning Outcome

      At the end of the course, students will demonstrate a working knowledge of

the common cellular and molecular mechanisms that are deregulated in cancerous cells and how does their deregulation contribute to the development of cancer

      the role gene mutation plays in the development of cancer and ways in which can cancer be considered a “heritable” trait?

       Ways in which environmental factors influence cancer susceptibility and how may we use this information to prevent cancer

      How cancer manifests itself in the human body and what features of cancer lead to high mortality rates

      the biological rationale for both traditional chemotherapies and novel targeted therapeutic approaches and the benefits and limitations of each option

      ways can genomic technologies provide insight into cancer prevention, diagnosis, and treatment and the limitations of these technologies

Unit-1
Teaching Hours:15
Unit 1
 

Cancer definition

Overview of the hallmarks of cancer
Mutagens, carcinogens, and mutations
Tumor viruses and the discovery of oncogenes
Tumor cells possess genetic abnormalities
Mechanisms of oncogene activation
Role of growth factors and receptors in carcinogenesis
RAS signalling in cancer
Familial cancer syndromes and the discovery of tumor suppressors

 

Unit-2
Teaching Hours:15
Unit 2
 

Cell cycle control and the pRb tumor suppressor

Apoptosis and the p53 tumor suppressor

Cellular senescence

Telomeres, cellular immortalization, and tumorigenesis

Multi-step tumorigenesis and the evolution of cancer

Tumor-promoting  stimuli

Unit-3
Teaching Hours:15
Unit 3
 

Cancer stem cell

DNA repair mechanisms

DNA repair defects and their relationship to cancer

Angiogenesis

Metastasis

Unit-4
Teaching Hours:15
Unit 4
 

Tumor Immunology

Cancer cell metabolism

Treatment- traditional chemotherapeutics

Treatment- Immunotherapies

Treatment-targeted therapy.

New Genomic and proteomic technologies

Applications of new technologies in prevention, assessing risk, diagnostics, and treatment.

Text Books And Reference Books:

The Biology of Cancer, 2nd Edition; Author(s): Robert A. Weinberg; ISBN: 9780815342205

 

Essential Reading / Recommended Reading

NA

Evaluation Pattern

Continuous Internal Assessment (CIA) - 70%

End semester examination (ESE) - 30%

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

MPO233 - MENTAL HEALTH DISORDERS (2021 Batch)

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

Course Objectives/Course Description

 

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

 

Learning Outcome

At the end of the course the student will be able to

 

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

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

Unit-1
Teaching Hours:15
Psychiatric Evaluation and Psychiatric Emergencies
 

 Clinical Assessment for Psychiatric symptoms, Mental Status Examination, Safety Assessments

Capacity evaluation and Informed consent

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

 
Unit-2
Teaching Hours:15
Psychiatric Symptoms and their management-1
 

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

 
Unit-3
Teaching Hours:15
Psychiatric Symptoms and their management-2
 

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

unexplained medical symptoms

Unit-4
Teaching Hours:15
Treatment Modalities
 

Psychopharmacology, Somatic Treatments, Psychotherapeutic treatments.

 
Text Books And Reference Books:

Rosenquist, J. N. (Ed.). (2009). The Massachusetts General Hospital/McLean Hospital residency handbook of psychiatry. Lippincott Williams & Wilki

Essential Reading / Recommended Reading

Sadock, B. J. (2007). Kaplan & Sadock's synopsis of psychiatry: behavioral sciences/clinical psychiatry.

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 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)

MPO234 - EVIDENCE BASED PRACTICES IN CLINICAL PSYCHO-ONCOLOGY (2021 Batch)

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

Course Objectives/Course Description

 

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

Learning Outcome

At the end of the course, students will

●      be able to evaluate clinical research from a quality perspective

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

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

Unit-1
Teaching Hours:15
Overview of evidence based practices.
 

Writing focused clinical questions.

Planning steps to locate relevant evidence

Searching for evidence in databases

Evidence-based point of care resources

Recording search strategies

Organising relevant evidence

 

Unit-2
Teaching Hours:15
Evidence-based practice in assessment and diagnosis
 

Types of diagnostic procedures

Diagnostic tool selection factors

Diagnostic guidelines, algorithms, and standards of care

Diagnostic biostatistics

 

Unit-3
Teaching Hours:15
Evidence-based practices in treatment, harm and prevention
 

Treatment research

Treatment selection

Studies of harm

Studies of prevention

Biostatistics In the treatment of harm and prevention

 

Unit-4
Teaching Hours:15
Implementation and evaluation in evidence-based practice
 

Appraising trustworthiness of quantitative evidence

Synthesising evidence: systematic reviews, meta-analysis and preference analysis

Structure of a quantitative research report

comparison of quantitative and qualitative research evidence

Appraising trustworthiness of qualitative research

critical analysis of qualitative study

implementation and evaluation

 

Text Books And Reference Books:

Howlett, B., Rogo, E. J., Shelton, T. G. (2014). Evidence-based Practice for Health Professionals: An Interprofessional Approach. United Kingdom: Jones & Bartlett Learning.

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

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

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

 

 

 

Essential Reading / Recommended Reading

Marks, D. F., & Yardley, L. (Eds.). (2004). Research methods for clinical and health psychology. 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, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation marks, to be eligible to write the ESE. 

 

End Semester Examination (ESE)

The passing grade for the ESE is 40%

 

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

MPO251 - CLINICAL AND COUNSELLING SKILLS IN HEALTH CARE (2021 Batch)

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

Course Objectives/Course Description

 

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

 

Learning Outcome

By the end of this course students will

      demonstrate under supervision basic counselling and communication skills required in a variety of settings outlined in the course

      demonstrate multicultural competence while communicating with patients and family members in lab setting

Unit-1
Teaching Hours:15
Counselling and communication in health care
 

Doctor-Patient Communication

Information gathering and clinical reasoning

Self-care strategies

Multicultural counselling competence

Relationship building

Unit-2
Teaching Hours:15
Patient centered counselling
 

 

Listening to stories about illness and health

Listening skills (Basic listening sequence: Attending skills, Paraphrase,)

Responding to emotions (Empathy, Reflection of feelings, reflection of meaning, reframing structuring)

 

 

Unit-3
Teaching Hours:15
Talking to children about life, death and sex
 

Solution focussed brief therapy skills

Communicating about ethical dilemmas

Communicating about risk and uncertainty

Working with infertility

Unit-4
Teaching Hours:15
Information giving and counselling in specific health care contexts
 

Breaking bad news in health care settings

Conveying  the diagnosis

Facilitating Behaviour Change through Motivational Interviewing

Responding to medical error and complaints

Text Books And Reference Books:

Clinical Communication in Medicine. (2016). Papageorgiou, A., Kidd, J., Brown,J., & Noble , L (Eds) United Kingdom: Wiley.

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

 

 

Essential Reading / Recommended Reading

Nelson-Jones, R. (2015). Basic Counselling Skills: A Helper′s Manual. United Kingdom: SAGE Publications.

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)