Syllabus for
Master of Science (Neuropsychology)
Academic Year  (2022)

The primary objective of the Master of Science in Neuropsychology Programme is to provide the student with skills to work as an entry level Professional Neuropsychologist.  The programme aims to provide fundamental knowledge in central nervous system functioning with implications for cognition, affect and behaviour across developmental stages. The course also aims to train the student in skills in assessment and intervention of individuals with neurological, neurosurgical and psychiatric conditions including traumatic brain injury, dementia, mood disorders, anxiety disorders, substance use disorders and developmental disorders. The student is also trained in skills required for neuropsychological research.

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.

This course is designed to provide the structural framework for developing an understanding of the role of  CNS  in human behaviour. The topics provide an understanding of the development and the organizational structure of the brain, and generate an understanding of principles of electrical and chemical communication. Finally, the course also aims to generate a systems understanding of neural circuits.

Organizational Principles of CNS, Gross structure of CNS, Blood supply to the Brain, Brain development and plasticity - development of the brain, response to injury.

Grey matter, White matter; Basic anatomy and function of Cortical and Subcortical structures, Midbrain, Cerebellum & Spinal cord. Neuronal and glial structure.

Neurons & Glia; Signaling - Electrical and Chemical Communication, Simple Neural Circuit (e.g. H reflex); Neurotransmitters and Synaptic communication; Hormones and the brain.

Understanding Hierarchy and Parallel pathways in the brain - Typical plan for Motor system and Sensory System, Transmitter systems; Techniques in Neuroanatomy and Neurophysiology: Histology, Electrophysiology and other current methods.

Kandel, E., Schwartz, J., Jessell, T., Jessell, D. B. M. B. T., Siegelbaum, S., & Hudspeth, A. J. (2012). Principles of Neural Science, Fifth Edition. McGraw-Hill Publishing.

Kolb, B., Whishaw, I. Q., & Teskey, G. C. (2016). An introduction to brain and behavior. Worth

Carlson, N. R., & Birkett, M. A. (2017). Physiology of behavior (12th edition). Pearson.

End semester examination (ESE) - 30%   

 Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

This course introduces the student to the neurobiological basis of cognitive functions such as sensation, perception, attention, consciousness.

Perspectives of Cognition, Advantages and limitations of the various perspectives; Methods of Cognitive Neuroscience with specific reference to EEG/MEG, TMS, Eye Tracking, fMRI.

Biological basis of perception and basic plan of generating sensory codes – Visual, Auditory, Touch, Pain, Smell; Basic psychophysics and Signal Detection Theory. Visual perception - Form, Colour, Depth, Objects and Faces.

Varieties of Attention, Theories of Attention, Visual, Auditory and Spatial Attention, Brain Networks of Attention.

Cells to systems, Memory Systems - Declarative and Nondeclarative, Working Memory: Models and Neural pathways

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

Kalat, J. W. (2019). Biological psychology. Boston, MA, USA: Cengage.

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.

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 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)

This is a foundational course to neuropsychology highlighting the advent of neuropsychology as a discipline. This course offers a background to the course on ‘Neuropsychological Assessment and Intervention’ offered in Semester III. The primary objective of the course is to provide a fundamental understanding of key aspects in Neuropsychology.

An introduction to Neuropsychology; Historical Background of Neuropsychology; The emergence of Neuropsychology as a discipline; The scope of Neuropsychology

Invasive techniques; Electrical procedures; In-vivo imaging: Structural and Functional; Neuropsychological Assessment

Head Trauma, Vascular Disorders; Degenerative disorders; Toxic conditions; Infectious processes; Neoplasms; Oxygen deprivation; Epilepsy

Comparison standards for deficit measurement- normative and individual standards; measurement of deficit- direct and indirect; the deficit measurement paradigm

Lezak, M. D. (2012). Neuropsychological assessment (5th ed.). Oxford University Press. 

Stirling, J. D. (2001). Introducing neuropsychology. Routledge.

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)

This course will blend classroom teaching and a seminar mode to engage with classic and current literature to develop an understanding of theories, models and current methodological approaches.

Major theories offering lifespan perspective; Evolution of brain and Adaptive specializations of structure and function, its implications for Cognition; Brain development and Critical Periods. Influence of Genes and Environment.

Prenatal development; Psychosocial and Moral development during childhood; Development of the theory of mind; Neuronal changes and cortical development, Nutrition and brain, Perceptual and Motor development, Attention & Memory; Language and learning.

Psychosocial and Moral development in adolescence; Self-concept, Self-esteem, Sexuality and identity development during adolescence, Friendship and Romantic relationships, Marriage, Parenthood, Career Development; Brain maturation process; Hormones and their influence on motivational and cognitive systems; Reasoning and decision making; Emotion processing

Mid-life crisis, Families in middle adulthood; Relationships in late adulthood; Elder abuse; Death and dying across the lifespan; Confronting death; Grief and bereavement Aging processes in the brain, Attention, Memory, Language & Problem Solving; Arousal and Awareness.

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 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)

This course has been conceptualized in order to inculcate awareness about legal and ethical aspects of practicing Neuropsychology in India. It highlights the commonly encountered ethical dilemmas in clinical practice and facilitates ethical decision-making in a multicultural context.

Course Objectives: This course will help the learner to gain familiarity with foundations of ethics, historical violations of ethical principles in research and practice, commonly encountered ethical dilemmas in research and clinical practice. It will help the learner gain awareness about different codes of ethics and develop a personal ethical decision-making model to resolve ethical dilemmas. 

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

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

 Ethical issues in working with children; persons with intellectual disability; persons with acquired and developmental cognitive deficits

Mental healthcare act 2017; Rights of Persons with Disabilities Act, 2016; Representing clients in court of law RTI Act, Consumer Protection Act; National Commission for Allied and Healthcare Professions Act, 2021; Protection of Children from Sexual Offences Act, 2012. 

Ethics in Neuropsychology (2016). Retrieved from https://journalofethics.ama-assn.org/sites/journalofethics.ama-assn.org/files/2018-06/joe-1612.pdf

The Mental Health Care Act. (2017). Retrieved from http://egazette.nic.in/WriteReadData/2017/175248.pdf

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 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)

This course provides an introduction to quantitative research methods and its application in Neuropsychology. It gives a comprehensive overview of the different types of research designs, sampling methods, and methods of data collection. The process of quantitative research with special emphasis on experimental design and designs pertinent to Neuropsychological research is covered through this course. 

Course objectives: This course will help the learner 

●Understand the importance of scientific enquiry in Neuropsychological practice

●Gain familiarity with the process of Quantitative research 

●Provide an overview of the different designs commonly used in Neuropsychological Research

History of scientific research in psychology; Definition of research; Purpose and need of research in Neuropsychology. Experimental, Exploratory and descriptive research; Ethical issues in Neuropsychological research

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

Types of experimental design based on subjects and factors; Within-subjects, between-subjects, single-subject, single factor, and factorial design; Mixed design; Longitudinal studies, Cohort Studies, Case studies

Population and sample; Basic assumptions Sampling techniques: probability and non- probability sampling; Methods of data collection 

Gravetter, F. J., & Forzano, L.-A. B. (2018). Research methods for the behavioral sciences (Edition 6. ed.) [still image]. Cengage.

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 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)

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

Course objectives: This course will help the learner: 

●To build awareness about the requirements of society. 

●To identify the needs of underprivileged communities. 

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

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

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

Reflection is a core component of Community service. It is a period of critical thinking performed by the student and is based on a specific or overall experience of the student. It guides students towards greater personal development by coming to a better understanding of their own values, opinions, and assumptions. The types of reflection which can be used are, class discussion, brainstorming, sharing of critical personal and group incidents, directed writings, experiential research paper, student portfolios and so on. The students are expected to discuss in groups at the end of this course using the following guidelines. Reason for choosing the organization • The planning phase of service-learning initiatives • Logistics for the initiative of the action • Stakeholders/beneficiaries • Execution of the action initiative • Specific learning outcome • Evaluation 

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.

In this course the students are required to identify an area of research relevant to the field of Neuropsychology. This course intends to help the learner identify a research problem and  develop a research proposal which would effectively address the identified problem. 

Identifying a problem;  Review of literature; Developing a problem statement- Identifying a research gap, the need, and significance of the study; Developing research objectives, questions and hypotheses.  

Development of methods; ethical consideration; submission and presentation of the proposal; IRB documentation

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

This is an advanced  course that introduces the student to the neurobiological basis of higher cognition and affect.  This is a continuation of paper 1 in the first semester.

 Language Production & Comprehension – What is language, theories of language, Speech, Reading and Writing – models, networks and dysfunctions; Lateralization and language.

Executive/Cognitive Control Systems; Decision Making; Theories and methodologies.

Defining consciousness, mind-body problem, levels of arousal and consciousness, sleep, organization of complex systems, sentience and access to information, contents of conscious experience.

 Psychology & Neurobiology of emotions, influence of emotions on cognition; Social Cognition.

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

Kalat, J. W. (2019). Biological psychology. Cengage.

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 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)

This is an advanced course which is a sequel to the course on ‘Introduction to Neuropsychology’ offered in Semester II. This course introduces the learner to Neuropsychological Assessment and Intervention.

Framework of the Examination; Conducting the Examination; Procedural Considerations; Maximising the patient’s performance level; Quantitative and Qualitative data, Reporting scores, Pattern Analysis, Integrated interpretation

Assessment of Orientation, Perception, Attention and Executive functions

Assessment of Language, Memory and Construction

Introduction to Neuropsychological intervention and Rehabilitation; Neuroplasticity; Introduction to Cognitive Retraining and Neuromodulatory interventions; Biofeedback/Neurofeedback Lab

Lezak, M. D. (2012). Neuropsychological assessment (5th ed.). Oxford University Press. 

Strauss, E., Sherman, E. M. S., & Spreen, O. (2006). A compendium of neuropsychological tests : administration, norms, and commentary (3rd ed.). Oxford University Press. 

Rajeswaran, J., Bennett, C., Thomas, S., & Rajakumari, K. (2013). EEG neurofeedback training in clinical conditions. Neuropsychological rehabilitation principles and applications, 57-78. 

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 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)

This course covers the domain of psychopathology. The scientific bases of contemporary theories and research regarding psychological disorders with emphasis on deficits in specific cognitive domains will be studied, with a goal of helping the student recognize and conceptualize the disorders. Students will learn about the classification systems, types and causes of mental disorders, their assessment, and treatment.

Classification systems: Conceptions of Psychopathology; Etiological models

Neurocognitive disorders: Delirium, Dementia, Amnesic disorder TBI, Epilepsy: Clinical picture and etiology; Schizophrenia: Clinical Picture, etiology

Substance use Disorders: Common features of addiction, Commonly used drugs: Nicotine, Cannabis, Cocaine, Opiates, Amphetamines, Alcohol; Anxiety disorders: Panic disorder, & GAD: Clinical Picture, etiology; Trauma and stressor-related disorders: PTSD, OCD & Tourette Syndrome

Neurodevelopmental disorders: Learning disability, Intellectual disability, Autistic disorders; ADHD; Mood disorders: Major depression & bipolar disorders: Clinical Picture, etiology

American Psychological Association. (2013). Diagnostic and statistical manual of mental disorders (5th.ed.)(DSM-5). Jaypee Brothers Medical Publishers (Pvt) Ltd

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

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)

This course extends the learning in Quantitative research methods in Psychology by introducing students descriptive and inferential statistics. Students will be given opportunity in this course to carry out statistical analysis. Students will be trained in software packages such as SPSS, Excel & other open-source statistical packages. The central objective of the course is to provide an exposure to quantitative analysis techniques.

Scales of measurement; Definition and purpose of psychological statistics; Probability distribution and normal curve; Measures of central tendency and variability; Graphical representation of data 

Confidence interval and odds- ratio; Levels of significance, type – I and type – II errors, one-and two-tailed tests; Parametric and nonparametric tests of significance; 

Correlation: product-moment, point-biserial, phi, biserial, tetrachoric, spearman’s correlation coefficients; Regression, Mediation, Moderation; Excel, SPSS & open-source statistical packages - Data entry and Descriptive statistical analysis, Reporting Statistics

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; Non parametric tests - within and between group;  Inferential statistical analysis using EXCEL, SPSS & open source statistical packages , APA 7th edition style of report writing 

Garrett, H.E (2005). Statistics in Psychology and Education. Paragon international Publishers.

Gravetter, F.J., & Wallnau, L.B. (2002). Essentials of statistics for the behavioral sciences (4th ed.). Wadsworth/Thomson Learning

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)

This course provides students with an opportunity to develop skills in assessment, administration, scoring and interpretation of developmental and cognitive tests.

Vineland Social Maturity Scale (VSMS)

Binet Kamat Test of Intelligence (BKT), Wechsler Intelligence Scale for Children- Fourth edition (WISC-IV), Wechsler Abbreviated Scale of Intelligence II (WASI- 2), NIMHANS Specific Learning Disability Battery

Wechsler Memory Scale -3rd Edition (WMS-III)

Confusion Assessment Method (CAM), Montreal Cognitive Assessment (MoCA), Mini Mental State Examination (MMSE), Addenbrooke’s Cognitive Examination III (ACE-III), NIMHANS Neuropsychology Battery

Rao, S.L. et al. (2004). NIMHANS Neuropsychology Battery- Manual. NIMHANS

Strauss, E., Sherman, E. M. S., & Spreen, O. (2006). A compendium of neuropsychological tests : administration, norms, and commentary (3rd ed.). Oxford University Press.

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 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)

The course aims at consolidation of the service-learning initiative begun in the first semester. Course Objectives: The course helps the learner engage with the community, conduct psychodiagnostic testing in the community and screen for mental health issues.

In this course students will spend two hours a week or a total of 30 hours during the semester involved in supervised community service. Students will carry out psychological assessments and screen for mental health concerns in the community.

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.

The Journal Club provides the Master’s Programme student an opportunity to present and discuss current studies in the field of Neuropsychology. This course is situated in the third semester of the programme. At this point in the Programme, the student has completed coursework in Quantitative Research Methods and has developed skills in writing a research proposal. The purpose of the course is to enable the student to discuss and critique current research in Neuropsychology in a scientific forum. 

Identification of current research published in high impact-factor journals; Presentation and discussion of journal articles with critical evaluation.

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

This is an advanced course that is a sequel to the course on ‘Introduction to Neuropsychology’ offered in Semester II. This course introduces the learner to Neuropsychological Assessment and Intervention.

Framework of the Examination; Conducting the Examination; Procedural Considerations; Maximising the patient’s performance level; Quantitative and Qualitative data, Reporting scores, Pattern Analysis, Integrated interpretation

Assessment of Orientation, Perception,  Attention and Executive functions

Assessment of Language, Memory and Construction

Introduction to Neuropsychological intervention and Rehabilitation; Neuroplasticity; Introduction to Cognitive Retraining and Neuromodulatory interventions; Biofeedback/Neurofeedback Lab

Lezak, M. D. (2012). Neuropsychological assessment (5th ed.). Oxford University Press. 

Strauss, E., Sherman, E. M. S., & Spreen, O. (2006). A compendium of neuropsychological tests : administration, norms, and commentary (3rd ed.). Oxford University Press. 

Rajeswaran, J., Bennett, C., Thomas, S., & Rajakumari, K. (2013). EEG neurofeedback training in clinical conditions. Neuropsychological rehabilitation principles and applications, 57-78. 

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 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)

This graduate level course is designed to survey predominant psychotherapy theories, emphasizing evidence based practice. This course is designed 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.  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.

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

Behavioral therapy: Systematic desensitization, flooding, aversion therapy, EMDR Cognitive therapy (Beck), Rational Emotive Behavior Therapy (Ellis). 

Electroconvulsive therapy, Therapeutic neuromodulation, TMS, Transcranial direct current stimulation, Magnetic seizure therapy, Vagus nerve stimulation, Implanted cortical stimulation, Neurosurgical treatment s and deep brain stimulation

Major Dominant theories of Family Therapy - classical, post-modern and social constructivistic approaches; Group Therapy: Theories of group therapy, emergence of group interventions as de facto forms of treatment and brief forms of group therapy; Treatment planning using Group interventions – choice of treatment and modality

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

Sadock, B.J. & Sadock, V.A. & Ruiz, P (2015). Kaplan & Sadock’s Synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th. Ed.). Philadelphia: Lippincott Williams & Wilkins.

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

Gabbard, G. O., Beck, J. S., & Holmes, J. (Eds.). (2005). Oxford textbook of psychotherapy. Oxford University Press. 

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 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)

The course on ‘Behavior therapy with developmental disabilities’ is designed to equip the student with skills in Behaviour assessment and interventions using principles of behaviour therapy for behaviour modification. Objective measures of documentation and reporting will be emphasized. Critical aspects of Professional Conduct in the practice of Behaviour therapy with children with developmental disabilities will be highlighted. 

Continuous measurement procedures; discontinuous measurement procedures;  permanent-product recording procedures; data entry and graphs; Practicum: Conduct preference assessment and assist with individual and functional assessment procedures

Written skill acquisition plan;  contingencies of reinforcement; discrete-trial teaching procedures; naturalistic teaching procedures (e.g., incidental teaching); task analyzed chaining procedures; discrimination training; stimulus control transfer procedures; prompt and prompt fading procedures;  generalization and maintenance procedures; shaping procedures; token economy procedures. 

Communication in the supervisory process; Objective session note documentation; Professional boundaries; Client dignity 

Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd Edition). Pearson Education.

Diaz, Y., & Claudio, P. (2020). The RBT Book: A Comprehensive Instructional Manual for Registered Behavior Technicians (RBT) Working in ABA. 305 Publishing, Incorporated. 

Miltenberger, R. G. (2012). Behavior modification: Principles and procedures.  Wadsworth Cengage Learning. 

Tarbox, J., & Tarbox, C. (2017). Training manual for behavior technicians working with individuals with autism. Academic Press

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

Course Description

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

• Course Objectives:

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

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

To understand parent’s role in play therapy process.

To understand basic dimensions of the therapeutic relationship.

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

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

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

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

This course aspires to  inculcate intersectional understanding of  sexual orientation and and gender identities with special focus on South Asia.  This course will sensitise students on recent advancements in the area of  sexuality and gender for application in  psychological services in light of various judicial pronouncements on LGBTQIA+ rights.  

Course objectives:

To inculcate basic theoretical understandings of sexuality and gender 

Appreciate and evaluate the history of the intersection among  psy disciplines, law, society   and marginalised sexual subjects

Engage with LGBTQIA+ people with enhanced sensitivity employing   queer affirmative principles. 

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.

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

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.    

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.

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

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, s/he 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.

The course is aimed at developing mastery over core Behavior Therapy principles and apply them same to common health-related contexts. 

The Behavioral Model in Behavioral Medicine; Core concepts- Acceleration Behavior Therapy- Stimulus Control and Reinforcement, Deceleration Behavior Therapy- Differential Reinforcement, Punishment

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)

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

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.

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

Course Description:

The 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:

To engage with the classical and contemporary debates in psychoanalysis. 

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

To understand the contribution of Indian psychoanalysis on psychoanalytic studies 

To understand the therapeutic process in 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

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

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

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

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 neuroscience, 12, 294. https://doi.org/10.3389/fnbeh.2018.00294

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

This course provides students with an opportunity to develop skills in assessment, administration, scoring and interpretation of developmental and cognitive tests.

Vineland Social Maturity Scale (VSMS)

Binet Kamat Test of Intelligence (BKT), Wechsler Intelligence Scale for Children- Fourth edition (WISC-IV), Wechsler Abbreviated Scale of Intelligence II (WASI- 2), NIMHANS Specific Learning Disability Battery

Wechsler Memory Scale -3rd Edition (WMS-III)

Confusion Assessment Method (CAM), Montreal Cognitive Assessment (MoCA), Mini Mental State Examination (MMSE), Addenbrooke’s Cognitive Examination III (ACE-III), NIMHANS Neuropsychology Battery 

Rao, S.L. et al. (2004). NIMHANS Neuropsychology Battery- Manual. NIMHANS

Strauss, E., Sherman, E. M. S., & Spreen, O. (2006). A compendium of neuropsychological tests: administration, norms, and commentary (3rd ed.). Oxford University Press.

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 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)

In Laboratory practicum students spend 30 hours in Laboratory rotations with exposure to EEG, Eye tracking, Biofeedback and EEG Neurofeedback.The practicum students would have to complete coursework in the following courses prior to onset of practicum:

●Introduction to Neuroanatomy and Neurophysiology

●Neurobiological Basis of Cognition- I 

●Assessment: Psychopathology

During the Laboratory practicum the students will be enrolled in the following courses to further develop their skills.

●Neurobiological Basis of Cognition- II

●Cognitive and Neurobiological development Across the Lifespan

●Individual and Social Development across Lifespan- Theory and Methods

●Introduction to Neuropsychology

●Neuropsychological Assessment and Intervention

●Assessment: Cognition

Introduction Lecture and Familiarization with EEG System; Demo of live EEG & ERP recording; Working with EEG data - basic steps of spectral and ERP analysis; Introduction to Eye Tracking; Data collection for an Eye Tracking experiment; Working with Eye Tracking data - basic extraction and analysis

Introduction to Biofeedback and underlying psychophysiological basis; Demo of live Biofeedback recording; Data collection for Biofeedback; Working with Biofeedback data- basic extraction and analysis. 

Introduction to EEG Neurofeedback and underlying psychophysiological basis; Demo of live Neurofeedback recording; Data collection for Neurofeedback; Working with Neurofeedback data- basic extraction and analysis. 

Edmonds, W. A., & Tenenbaum, G. (2012). Case studies in applied psychophysiology: Neurofeedback and biofeedback treatments for advances in human performance. Wiley-Blackwell.

Libenson, M. H. (2009). Practical approach to electroencephalography. Elsevier

Luck, Steven J. (2005). Introduction to the event related potential technique. MIT Press.

Schwartz, M. S., & Andrasik, F. (2005). Biofeedback: A practioner's guide. New York: Guilford.

EEG/ERP: 15 marks

Biofeedback: 15 Marks

Neurofeedback: 15 marks

Class participation & Attendance: 5 marks

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

This course is the second of two labs that facilitate the evolving research dissertation of the student. Following the research proposal presented in the second semester, students will undertake the data collection and analysis of the data during the third semester. Through peer feedback and instructor support, students will critically examine the issues of reliability and validity of their work and engage in data analysis using SPSS. The student will also gain familiarity with the presentation of qualitative data in a scientific format.

The students engage in data collection, data analysis and development of a research manuscript for publication.

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 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)

In community practicum students spend 75 hours in a community development project requiring clinical and neuropsychological assessment.  This practicum is offered in the third semester. The student develops skills in neuropsychological assessment which is taught in the Assessment: Cognition Lab offered in the same semester. 

The clinical practicum is a 75 hour practicum offering students the opportunity to develop skills in neuropsychological assessment and report writing 

This course has been conceptualized to develop skills of writing a research project with the intent to apply for funding. This course will help the learner to gain familiarity and develop skills associated with writing a research grant proposal.  

Introduction to Grant writing- Basic processes; Introduction to Grant funding agencies – National and International; Writing a grant proposal with budget.

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.

The neuropsychology case conference provides the student with an opportunity to present case relevant details of patients they have worked with in the Supervised clinical practicum course. This would include neuropsychology intake, assessment and formulation.

Neuropsychological history, assessment and intervention plan will be presented and discussed by students in an ethical manner with the purpose of developing their skills in neuropsychological case formulation.

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

This course has been conceptualized in order to equip the students with the necessary skills of publishing their manuscript in an academic journal and presenting their research work in a conference. The process will be supervised by the respective research supervisors.

Course Objective: 

To help the learner gain familiarity with the process of publication

To help the learner gain exposure to seminars and conferences

• Identifying types of journals, preparing a manuscript according to author guidelines provided by the journal,
• Preparing a scientific poster, preparing a presentation for an academic conference

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.

In Supervised clinical practicum students spend 200 hours engaging in supervised clinical practicum in a community mental health setting. This practicum is offered in the fourth semester. Students are expected to attend group and individual supervision both on site and on campus. The student develops skills in neuropsychological assessment and rehabilitation. The practicum students would have to complete coursework in the following courses prior to onset of internship:

●Introduction to Neuroanatomy and Neurophysiology

●Neurobiological Basis of Cognition- I & II

●Cognitive and Neurobiological development Across the Lifespan

●Individual and Social Development across Lifespan- Theory and Methods

●Introduction to Neuropsychology

●Neuropsychological Assessment and Intervention

●Assessment: Psychopathology

●Assessment: Cognition 

Practicum Students engage in 200 hours of supervised clinical practicum through internship in a community development project requiring neuropsychological assessment and intervention. Individual and Group supervision is carried out at the supervision site and on campus. 

End semester viva (ESE) - 30%   

Continuous Internal Assessment (CIA)

Topic Discussion (30 marks) 

Case Submission (30 marks)

Viva (30 marks) 

Reflective reports (20 marks)

Weekly Progress Notes (20 marks) 

Class Participation (5 marks)

Attendance (5 marks)

The student must pass all the components of the CIA to be eligible to take the ESE

End Semester Examination (ESE)

The End Semester Examination will be a Viva Voce Examination (60 marks). The passing grade for the ESE is 40%

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

Course Description and Objectives:

 This is a final end-of-the-academic-program internship for 30 days. Students are required to search, examine and carve their niche in the field. The basic purpose of this internship is to develop skills acquired over the course and charter their future course of action.

By the end of the internship, the student shall be able to

1. Understand and bridge the gap between the theoretical knowledge and practical skills they have gained in four semesters through an internship programme.

Neuropsychological assessment, formulation and intervention in a community mental health setting.