CHRIST (Deemed to University), Bangalore

DEPARTMENT OF PSYCHOLOGY

School of Social Sciences

Syllabus for
Master of Science (Psychology-Health and Wellbeing)
Academic Year  (2022)

 
1 Semester - 2022 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MHW111 BIOSTATISTICS Skill Enhancement Course 2 2 50
MHW112 ACADEMIC WRITING AND RESEARCH SEMINAR Skill Enhancement Course 2 2 50
MHW131 INTRODUCTION TO HEALTH PSYCHOLOGY Core Courses 4 4 100
MHW132 SYSTEMS OF THE BODY AND COMMON ILLNESSES Core Courses 4 4 100
MHW133 NEUROBIOLOGICAL BASES OF COGNITION, AFFECT AND BEHAVIOUR Core Courses 4 4 100
MHW134 QUANTITATIVE RESEARCH METHODS IN HEALTH AND WELLBEING Core Courses 4 4 100
MHW135 ETHICS IN HEALTH CARE Core Courses 4 4 100
MHW181 COMMUNITY SERVICE Ability Enhancement Compulsory Course 1 1 25
2 Semester - 2022 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MHW211 RESEARCH LAB - 2 2 50
MHW212 JOURNAL CLUB - 1 1 25
MHW221 PROFESSIONAL DEVELOPMENT SEMINAR - 1 1 25
MHW231 SOCIAL AND PERSONALITY DEVELOPMENT ACROSS THE LIFESPAN - 4 4 100
MHW232 CHRONIC ILLNESS AND ITS MANAGEMENT - 4 4 100
MHW233 MENTAL HEALTH DISORDERS - 4 4 100
MHW234 EVIDENCE BASED PRACTICES IN HEALTH AND WELLNESS - 4 4 100
MHW235 QUALITATIVE RESEARCH METHODS IN HEALTH AND WELLBEING - 4 4 100
MHW251 CLINICAL AND COUNSELLING SKILLS IN HEALTH CARE - 4 4 100
3 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MHW331 STRESS, ILLNESS AND COPING (PSYCHONEUROIMMUNOLOGY) Core Courses 4 4 100
MHW332 SCIENCE OF WELLBEING Core Courses 4 4 100
MHW333 HEALTH AND WELLNESS INTERVENTIONS Core Courses 4 4 100
MHW341 WOMEN'S HEALTH Ability Enhancement Compulsory Course 2 2 50
MHW351 PSYCHOLOGICAL ASSESSMENTS FOR HEALTH AND WELLBEING Core Courses 4 4 100
MHW381 SUPERVISED PRACTICUM Core Courses 2 4 100
MHW382 RESEARCH MANUSCRIPT Skill Enhancement Course 2 2 50
MHW383 SUMMER INTERNSHIP Skill Enhancement Course 0 2 50
4 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MHW431 PUBLIC HEALTH INTERVENTIONS - 4 4 100
MHW432 OCCUPATIONAL HEALTH AND WELLBEING - 4 4 100
MHW441A ASIAN HEALING PRACTICES - 2 2 50
MHW441B PSYCHOSOCIAL REHABILITATION - 2 2 50
MHW441C CRISIS AND TRAUMA - 2 2 50
MHW441D PALLIATIVE CARE - 2 2 50
MHW481 SEMINAR AND PUBLICATION - 0 2 50
MHW482 INTERNSHIP - 2 8 100
    

    

Introduction to Program:

Considering the global burden of disease and the importance of health and wellbeing in sustainable development, this programme will provide the academic and practise skills needed to provide psychosocial interventions in health and wellbeing in a variety of settings from public health to the workplace. This programme is an outcome of the Partnership 2020 (Public Health, Business and Innovation strategic focus area) project “Training in Innovation to Address Global Health and Economic Disparities” between Miami University, Ohio USA and CHRIST (Deemed to be University) with a specific focus on benefits for health and economic development of local community. Partnership 2020 is a collaborative agreement between University of Nebraska at Omaha (UNO) and the United States Department of State (DOS) with Center for Strategic and International Studies (CSIS) playing a key advisory role.

The Partnership 2020: Leveraging US-India Cooperation in Higher Education to Harness Economic Opportunities and Innovation project goal is to strengthen the strategic partnership between the US and India through collaboration in higher education, research on key issue areas, related economic growth, and people-to-people linkages. Partnership 2020 is a collaborative agreement between the University of Nebraska at Omaha (UNO) and the United States Department of State (DOS) with Center for Strategic and International Studies (CSIS) playing a key advisory role.

The Programme supports Sustainable Development Goal Number Three on Good Health and Wellbeing and caters to International, Regional and Local Needs.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO1: Demonstrate domain expertise in the field of health and wellbeing including theoretical foundations of human behavior

PO2: Demonstrate consultative decision making with empathy, clarity and comprehensiveness while respecting diversity among various stakeholders in the field of health care

PO3: Demonstrate ethical and analytical research skills and contribute to knowledge sharing among academia, clinical practitioners, researchers and general public

PO4: Demonstrate professional competencies and practise skills needed to provide psychosocial interventions focusing health and wellness in a variety of settings with an understanding of existing policies and programs

PO5: Demonstrate skills in evaluating research from a critical perspective, exhibit proficiency in evidence-based clinical practices and participate in community-oriented action research in the health sector

PO6: Recognise socio-cultural aspects in health care and treatment, from a micro and macro perspective

PO7: Demonstrate social sensitivity and leadership skills through community engagement programs

Assesment Pattern

Assessment Pattern

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

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

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

 

Attendance Percentage

Marks

95% -100%

05 marks

90% - 94%

04 marks

85% - 89%

03 marks

80% - 84%

02 marks

76% - 79%

01 mark

 

 

 

 

 

 

 

For two credit courses the breakup of CIA is as follows

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

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

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

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

 

Grading Pattern

Percentage 

Grade 

Grade point

(10 point scale) 

Grade point

 (4 Point scale) 

Interpretation 

80-100 

O

10

4

Outstanding

70-79

A+

9

3.6

Excellent 

60-69

A

8

3.2

Very Good

55-59

B+

7

2.8

Good

50-54

B

6

2.4

Above Average

 

Examination And Assesments

Formative and Summative assessments are conducted by the department to ascertain the readiness for learning and the attainment of learning outcomes. Assessments are examinations are based on competency 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. 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.

 

MHW111 - BIOSTATISTICS (2022 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 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.

Course Outcome

CO1: Distinguish between numerical and categorical data, including which methods to use for each.

CO2: Know the appropriate application and limitations of hypothesis tests and regression methods.

CO3: Choose an appropriate graphical or tabular display for a given data set and question.

CO4: Determine which basic statistical method(s) is/are most appropriate to analyse the data at hand.

CO5: use standard statistical software, such as SPSS, to implement the statistical methods.

CO6: 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:

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 CIA's 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.

MHW112 - ACADEMIC WRITING AND RESEARCH SEMINAR (2022 Batch)

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

Course Objectives/Course Description

 

This course will introduce students to the domain of academic writing and its intricacies. Every student, regardless of his or her area of interest, will be called upon to use an academic style of writing at different levels and at various points in time. It will help students identify and practice the elements, style and language of academic writing. Students will have opportunities to practice academic writing, both individually and in collaboration with others. It will also help students learn how to review research articles through a seminar format.

Course Outcome

CO1: Scientifically acknowledge different sources of information in their writings

CO2: Write a document in APA format

CO3: Avoid plagiarism

CO4: Review articles in a scientific manner

Unit-1
Teaching Hours:20
Introduction and Forms of Academic Writing
 

Introduction to Academic Writing - Key issues: plagiarism, biases and frequent errors. Guidelines and rules in Academic Writing: Introduction to style and formatting guidelines from the American Psychological Association (APA); specific guidelines pertaining to in-text citations, references, and structures of academic courses. Forms of Academic Writing: Abstract writing; summarisation; review of literature; scientific poster presentations; reflective, analytic, and descriptive reports; book review; film review.

Unit-2
Teaching Hours:10
Research Seminar
 

Reviewing of articles in the area of healthcare in small groups

Text Books And Reference Books:

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

MHW131 - INTRODUCTION TO HEALTH PSYCHOLOGY (2022 Batch)

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

Course Objectives/Course Description

 

This course will examine the theoretical and research foundations of behavioural health and illness from a biopsychosocial perspective. It will provide students with an understanding of Health Psychology as a specialty within psychology that addresses the role of behavioural factors in health and illness. The emergence of this field marks the expansion of psychology beyond the traditional concerns of mental health to the broader health care arena.

Course Outcome

CO1: Articulate the role of psychology in healthcare.

CO2: Discuss the roles that health psychologists play in promoting wellness and in addressing and treating psychological factors related to health and illness.

CO3: Describe behavioural factors that influence wellness and that play a role in the prevention, development, course, and outcome of many human diseases and health problems.

CO4: Use various theoretical frameworks to understand health beliefs and predict health behaviours.

CO5: Identify specific challenges and opportunities for psychologists in the health care system of India.

Unit-1
Teaching Hours:15
An overview of Psychology and Health:
 

Physiology, disease processes and the mind – biomedical model, psychosomatic medicine; The need for health psychology; Current perspectives on Health and Illness – Biopsychosocial model, Lifespan and Gender perspectives, The future of Health Psychology

Unit-2
Teaching Hours:15
Theoretical foundations: Predicting health behaviour
 

Attribution theory, health locus of control, unrealistic optimism, stages of change model; Cognition models – health belief model, protection motivation theory; Social cognition models – theories of reasoned action and planned behavior, the health action process approach; Leventhal’s self-regulatory model of illness cognition; Application of the models; Evaluation of the models.

Unit-3
Teaching Hours:15
Health Promotion: An overview of health promotion
 

Health behaviours, health habits, practising and changing health behaviours, barriers to modifying poor health behaviours; Cognitive- behavioural approaches to health behaviour change – self-monitoring, stimulus control, the self-control of behaviour, classical and operant conditioning, modelling, social skills and relaxation training; Health-promoting behaviours – exercise, healthy diet, sleep, accident prevention, rest, renewal and savouring.

Unit-4
Teaching Hours:15
Health Care System: Indian Scenario
 

Inequalities in health care, using health services, the attitude of health professionals, doctor-patient communication, burnout in health professionals, designing health care work environment, future challenges for health care, growth of health psychology.

Text Books And Reference Books:

Ogden, J. (2012). Health Psychology. Mc Crawhill Foundation

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

 

Essential Reading / Recommended Reading

 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)

MHW132 - SYSTEMS OF THE BODY AND COMMON ILLNESSES (2022 Batch)

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

Course Objectives/Course Description

 

This course 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.

Course Outcome

CO1: Define body systems and describe the types of body parts that makeup body systems

CO2: Summarise how the various body systems work.

CO3: Identify and describe various common illnesses linked to body systems.

CO4: 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

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)

MHW133 - NEUROBIOLOGICAL BASES OF COGNITION, AFFECT AND BEHAVIOUR (2022 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 Health Psychology

Course Outcome

CO1: Understand the foundations of human neurophysiology.

CO2: Develop a biopsychological understanding of human behaviour and its implications for health psychology.

CO3: Develop a biopsychological understanding of human affect and its implications for health psychology.

CO4: Develop a biopsychological understanding of human cognition and its implications for health psychology.

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 Health Psychology.

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 Health Psychology

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 Health Psychology.

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)

MHW134 - QUANTITATIVE RESEARCH METHODS IN HEALTH AND WELLBEING (2022 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 applications 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.

Course Outcome

CO1: Develop research questions to address contemporary health and health care concerns

CO2: Distinguish and choose designs suitable for solving health care and public health issues

CO3: 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

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)

Unit-4
Teaching Hours:15
Data Collection
 

Questionnaires and Survey Designs

Mixed Methods

 

Measurements.

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 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).

MHW135 - ETHICS IN HEALTH CARE (2022 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 the teaching of rudimentary knowledge and skills in ethical theory and practice in health care

Course Outcome

CO1: communicate a personal understanding of the moral significance and ethical responsibilities of being a health care professional.

CO2: communicate an understanding of the goals of health care, including the influence of culture and diversity on health care practice.

CO3: demonstrate knowledge and skills necessary to make ethically responsible patient care decisions.

CO4: 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:

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

Beauchamp, T.L & Childress, J.F (2008) Principles of Biomedical Ethics. 

Essential Reading / Recommended Reading

Jonsen, A. R., Siegler, M., & Winslade, W. J. (2015). Clinical ethics a practical approach to ethical decisions in clinical medicine. Eight Edition, 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)

MHW181 - COMMUNITY SERVICE (2022 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

Course Outcome

CO1: Understand health and psychosocial issues prevalent in our society.

CO2: Identify the needs and challenges faced by economically disadvantaged sections of society.

CO3: 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 develop modules to generate awareness of a targeted health issue and deploy this in the community. Students will gain hands-on experience 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:

N.A

Essential Reading / Recommended Reading

N.A

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

MHW211 - RESEARCH LAB (2022 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.

 

           

 

Course Outcome

CO1: Identify and create the key components of a research proposal

CO2: Demonstrate the ability to conduct literature reviews and gather the critical scientific information related to the research proposal

CO3: Demonstrate writing skills by writing, a clear, concise research proposal with scientifically defensible aims, methods and conclusions

CO4: Develop the skills to objectively review and write a scientific critique of a colleague?s proposal

CO5: 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.

 

MHW212 - JOURNAL CLUB (2022 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.

 

Course Outcome

CO1: critically read, interpret, and present published data;

CO2: discuss the strengths and weaknesses of publications;

CO3: enhance critical thinking and problem solving skills

CO4: 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

MHW221 - PROFESSIONAL DEVELOPMENT SEMINAR (2022 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 health setting. It is aimed at giving students an understanding of what actually goes on in health psychology 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 health and well being specialists.

Course Outcome

CO1: Demonstrate an understanding of various practice issues in health psychology

CO2: Articulate their roles as health psychologists in a medical setting

CO3: 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
 

Professional development seminars led by experts in the field of health and wellbeing.

Text Books And Reference Books:

NA

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

MHW231 - SOCIAL AND PERSONALITY DEVELOPMENT ACROSS THE LIFESPAN (2022 Batch)

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

Course Objectives/Course Description

 

This course 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.

Course Outcome

CO1: Identify the primary reasons for studying human development across the lifespan.

CO2: Explain major terms, concepts, and theories in developmental psychology.

CO3: Describe culture, systemic and environmental factors that affect human development.

CO4: Evaluate various issues in lifecycle stages using theories in developmental psychology

CO5: 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)

MHW232 - CHRONIC ILLNESS AND ITS MANAGEMENT (2022 Batch)

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

Course Objectives/Course Description

 

This course introduces students to the various Chronic Illnesses specifically in the Indian Context. The course examines the impact of Chronic illness on a patients wellbeing and also looks at various psychosocial interventions that can help people adjust better to their illness.

 

Course Outcome

CO1: Identify and describe the various chronic illnesses that are commonly seen in India.

CO2: Examine the role of behavioural and lifestyle factors in the progression and maintenance of diseases.

CO3: Apply psychosocial interventions for the management of these illnesses.

Unit-1
Teaching Hours:15
Chronic Illness and its Management; An overview
 

Adjusting to a chronic illness – Initial Reactions, Factors influencing coping with a health crisis, Emotional Response to a chronic illness, Personal Issues in chronic illness, Quality of life, Co-management of chronic illness, Coping with and adapting to a high mortality illness, psychological interventions and chronic Illness, Psychosocial interventions. Common chronic illnesses in India.

Unit-2
Teaching Hours:15
Heart Disease, Hypertension, Asthma
 

Heart Disease: Causes, Cholesterol, Psychosocial Risk factors, Psychosocial Impact, Treatment and Psychosocial Interventions

Hypertension:  Causes, Symptoms, Treatment, Psychosocial factors and Psychosocial Interventions

Asthma: Physiology, Causes, and Effects of Asthma, Medical Regimen and Psychosocial Factors

Unit-3
Teaching Hours:15
Cancer, Diabetes, Stroke
 

Cancer: Prevalence, Types, Sites, effects and causes, Diagnoses and Treatment, Psychosocial Impact of Cancer, Psychosocial Interventions

Diabetes: Types and Causes of Diabetes, Health Implications, Adherence to Medical Regimen

Stroke: Risk factors, Consequences of Stroke, Rehabilitative Interventions

Unit-4
Teaching Hours:15
Rheumatic Diseases, Obesity, Substance Use and Abuse
 

Rheumatic Diseases: Types and Causes, The effects, and Treatment of Arthritis

Obesity:  Causes, problems with obesity, Obesity and CHD, Obesity treatment,

Substance Use and Abuse: Addiction, Dependence, Processes leading to addiction, Alcohol use and Abuse, Smoking, Drug use and abuse, Reducing substance use and abuse

Text Books And Reference Books:

Sarafino, E. P. (1994). Health Psychology, Biopsychosocial interactions. John Wiley & Sons

 

Ogden, J. (2012). Health Psychology. McCrawhill Foundation

 

Essential Reading / Recommended Reading

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

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)

MHW233 - MENTAL HEALTH DISORDERS (2022 Batch)

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

Course Objectives/Course Description

 

This course 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.

 

Course Outcome

CO1: Identify and describe common mental health (Psychiatric) issues encountered in general health care

CO2: 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 & Wilkins.

 

 

 
Essential Reading / Recommended Reading

Sadock, B. J. (2007). Kaplan & Sadock's synopsis of psychiatry: behavioural 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)

MHW234 - EVIDENCE BASED PRACTICES IN HEALTH AND WELLNESS (2022 Batch)

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

Course Objectives/Course Description

 

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

Course Outcome

CO1: be able to evaluate clinical research from a quality perspective

CO2: demonstrate strategies to conduct reliable and valid research in health care

CO3: 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)

MHW235 - QUALITATIVE RESEARCH METHODS IN HEALTH AND WELLBEING (2022 Batch)

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

Course Objectives/Course Description

 

Course Description: This course will introduce students to the tradition of qualitative research in social sciences with an emphasis on its applicability in psychology. Different methods of collecting qualitative data are discussed. Methods of Qualitative data analysis are also touched upon . Along with courses on research in the second semester, this course intends to provide students with the theoretical background to develop their research proposal.

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

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

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

  • Understand various traditions of qualitative research methodologies in psychology.

  • Learn different methods of data collection.

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

Course Outcome

CO1: Demonstrate skills on designing qualitative research

CO2: Collect qualitative data using various methods

CO3: Appreciate the importance of interdisciplinary research

CO4: Conduct Computer-assisted qualitative data analysis

CO5: Conduct Computer-assisted qualitative data analysis

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

Unit-1
Teaching Hours:15
Foundations of Qualitative Research
 

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

Research Lab (7 Hrs) 

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

  2. Skill training seminars

Unit-2
Teaching Hours:15
Qualitative Research Design
 

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

Research Lab (7 Hrs) 

  1. Qualitative research proposal  lab

  2. Simulated techniques for designing qualitative research

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

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

Research Lab (7 Hrs) 

  1. Simulated techniques on different data collection methods

  2. Skill training seminars

Unit-4
Teaching Hours:15
Analyzing Qualitative Data
 

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

Research Lab (7 Hrs) 

  1. Qualitative  data analysis software NVivo

  2. Reporting qualitative research data

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

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

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

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

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

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

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

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

Evaluation Pattern

Evaluation Pattern: 

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

 

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

MHW251 - CLINICAL AND COUNSELLING SKILLS IN HEALTH CARE (2022 Batch)

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

Course Objectives/Course Description

 

This course 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.

 

Course Outcome

CO1: demonstrate under supervision basic counselling and communication skills required in a variety of settings outlined in the course

CO2: 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)

MHW331 - STRESS, ILLNESS AND COPING (PSYCHONEUROIMMUNOLOGY) (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 focus on the modern-day issues of stress and its implications for mental health. It will examine the multiple pathways through which stress can lead to poor health. Students will explore health issues from a psychoneuroimmunology perspective, integrating material from stress biology and psychology. It will also cover the relationship between stress and personality and its relation to health and illness by understanding the normal functioning of the body’s systems. This would also address the adaptive ways of coping with stress, and their relationships with health.

Course Outcome

CO1: 1 MPCL A 10 - 11 am Academic practices & Curriculum Dr Padmakumari P Understand the various sources of stress.

CO2: Think critically about the nature and function of stress and the stress response.

CO3: Understand factors that can moderate the stress response.

CO4: Identify and demonstrate an understanding of the interacting mechanisms of stress psychophysiology and synthesize this information to describe its relationship to psychological disorders.

CO5: Discuss the coping strategies for decreasing stressful behaviours and describe, with scientific background and knowledge which strategies are proving to be the most effective.

Unit-1
Teaching Hours:15
Nature and Physiology of Stress
 

Definition of stress; Stress response: Fight and flight response, GAS, Primary and secondary appraisals; Types of stress and stressors; Stress in a changing world; Social stress in the 21st century: Indian scenario; Psychoneuroimmunology: The central nervous system - The vegetative level, The limbic level, The neocortical level; The autonomic nervous system - The sympathetic and parasympathetic nervous systems; The endocrine system - The neuroendocrine pathways; The immune system - Immune system cells, Immune system messengers, Behavior-Immune interactions and health indicators.

Unit-2
Teaching Hours:15
Stress and Personality
 

Stress Prone and Stress resistant Personality types: Type A Behavior - Characteristics, Social influences; Codependent personality traits - The manifestation of codependent traits; Helpless-hopeless personality - Characteristics; Resiliency - Hardy Personality: Specific personality traits; Survivor Personality – Traits;  Sensation seekers - Characteristics; Self-esteem - The bottom-line defence: Characteristics.

Unit-3
Teaching Hours:15
Stress and Illness: Psychiatric disorders
 

Stress and depression: Biology of depression, Stress, Glucocorticoids and the onset of depression; Stress, learned helplessness and depression; Trauma and stressor-related disorders: Post-traumatic stress disorder and Acute stress disorder; Trauma and stressor-related disorders in children: Reactive attachment disorder and disinhibited social engagement disorder

Unit-4
Teaching Hours:15
Coping Strategies
 

Cognitive restructuring: A thinking-process model, Steps to initiate cognitive restructuring; Behavior modification models: Assertiveness; Journal writing: Immediate and long-term effects, Tips to initiate journal writing; Humor therapy as a coping technique, Steps to initiate humour therapy; Creative Problem solving: Steps to initiate creative problem solving; Communication skills in the information age: Anger and fear influences with high tech communication, Incorporation of effective communication skills, conflict resolution and conflict management skills.

Text Books And Reference Books:

1. Seaward, B. L. (2018). Managing stress: Principles and strategies for health and well-being. Jones and Bartlett Publishers.

2.  Sapolsky, R. M. (2004). Why zebras don't get ulcers. Times Books

3.  Lovallo, W. R. (2016). Stress and Health: Biological and psychological interactions(3rd ed.). Sage Publications, Inc.

4.  Sadock, B. J., Kaplan, H. I., & Sadock, V. A. (2007). Kaplan & Sadock's synopsis of psychiatry: Behavioral sciences/clinical psychiatry (10th ed.). Wolter Kluwer/Lippincott Williams & Wilkins.

Essential Reading / Recommended Reading

 

1. Prasad, K. M., Angothu, H., Mathews, M. M., & Chaturvedi, S. K. (2016). How are social changes in the twenty-first century relevant to mental health?. Indian Journal of Social Psychiatry, 32(3), 227. DOI: 10.4103/0971-9962.193195

Evaluation Pattern

Continuous Internal Assessment (CIA)  - 65%

End semester examination (ESE) - 30%  

Continuous Internal Assessment (CIA

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks

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

MHW332 - SCIENCE OF WELLBEING (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 focus on the conditions that facilitate humans to flourish. The concepts of satisfying, engaging and meaningful living which eventually lead to subjective well-being will be discussed in this course. The student will be encouraged to reflect on these dimensions from their personal lives, identify their character strengths as well as will be trained in planning interventions for well-being of their individual clients. They will be introduced to different concepts, models and theories of positive psychology to achieve the dimensions of wellbeing

Course Outcome

CO1: Understand the evolutionary and developmental origins of the concept of wellbeing

CO2: Enhance happiness and wellbeing, through scientific study of the role of personal strengths in the promotion of optimal wellbeing.

CO3: Apply various concepts from positive psychology to enhance wellbeing

CO4: Device strategies for enhancing subjective wellbeing

CO5: Identify the role of mindfulness in promoting positive experiences and wellbeing.

Unit-1
Teaching Hours:15
Wellbeing: Evolution and development
 

Understanding wellbeing in the evolutionary context of brain development, developmental origins of wellbeing, physically active lifestyles and wellbeing, and potential nutrition to promote physical and behavioural wellbeing.

Unit-2
Teaching Hours:15
Psychology of Wellbeing
 

Happiness: What is it and how is it measured?  Why is it important to study happiness? Narrow Vs Broad approaches to happiness. Shift from happiness to wellbeing, theories of happiness, wellbeing. Subjective wellbeing, measures of wellbeing, the hedonic and eudaimonic approaches to studying well-being. Experiencing positive emotions, Positive impact of negative emotions, Savouring and dampening strategies

Unit-3
Teaching Hours:15
Positive Psychology concepts related to Wellbeing
 

Character strengths, Identifying strengths and virtues- Signature strengths and wellbeing. Strengths and state of flow, recognising your own flow, obstacles and emotions.  Strength research in positive psychology, Gratitude, Forgiveness, Intrapersonal and self-related influences to Wellbeing: Meaning and purpose in life, religion, spirituality and wellbeing.

Unit-4
Teaching Hours:15
Strategies for enhancing wellbeing
 

Positive activity interventions to enhance wellbeing, PERMA model, mindfulness-based strength practice for enhancing wellbeing

Text Books And Reference Books:

Huppert, F.A., Baylis, N., & Keverne, B. (2005). The Science of Wellbeing. Oxford Scholarship.

Maddux, J.E. (2018). Subjective Wellbeing and Life Satisfaction. New York: Routldge.

Ivtzan, I. & Lomas, T.(Ed.) (2016) Mindfulness in Positive Psychology. New York: Routldge.

Carr, A. (2004). Positive Psychology. New York: Routldge.

Essential Reading / Recommended Reading

 

Snyder, C.R. & Lopez, S.J.(2007). Positive Psychology. California. Sage Publications

Evaluation Pattern

Continuous Internal Assessment (CIA)  - 65%

End semester examination (ESE) - 30%  

Continuous Internal Assessment (CIA

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks

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

MHW333 - HEALTH AND WELLNESS INTERVENTIONS (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 a diverse intervention approach to various lifestyle illnesses. This course is also designed to help the learner apply this understanding to the field of Health Psychology. This course has been conceptualized with an intention to orient students to the theoretical foundations, processes, skills, and techniques underlying different psychotherapeutic approaches for the treatment and care of persons with acute and chronic physical illness.

Course Outcome

CO 1: Understand the different psycho-social interventions approach.

CO 2: Develop a skill to design an adequate intervention with respect to the nature of the illness.

CO 3: Develop skills to practice Indian approaches to Intervention.

CO 4: Develop an awareness of the national-level policies and acts related to Health.

Unit-1
Teaching Hours:15
Self-Management Intervention:
 

Define Self-management on the individual level; Individual-Level theories, and Interventions to promote self-management- CBT to promote self-management, Hope based self-management Intervention, Motivational Interviewing to promote self-management; Self-Management with chronic Health conditions- Arthritis, Cancer, Diabetics, Cardiac, HIV, Pain.

Unit-2
Teaching Hours:15
Psychosocial Interventions
 

Behavioural therapies: Desensitization, Extinction (graded exposure, flooding, and implosion, covert extinction), Skill training - (assertiveness training, modelling), Operant procedures - (token economy, contingency management), Aversion, Self-control procedures, Biofeedback.

Cognitive therapies: Cognitive model, Rational Emotive Behavior Therapy, Cognitive Behavior Therapy, Acceptance and Commitment Therapy (ACT).

 

 

Unit-3
Teaching Hours:15
Indian approaches to interventions
 

 

Yoga, Relaxation, Meditation, Mindfulness-based intervention: methods, processes, and outcome.

Unit-4
Teaching Hours:15
Policies, programs and current trends
 

Evaluating existing policies and programs; Mental health act, PWD act, Community mental health programs - National Mental Health Program (NMHP), District Mental Health Program

(DMHP); Developing health and wellness interventions, awareness programs, Promoting Environmental Health, Making Smart Health Care Choices, public health measures, need for Awareness, National Allied Health Professionals Act 2021.

Text Books And Reference Books:
  1. Mace, C. (2008). Mindfulness and mental health Therapy, Theory and Science. Newyork: Routldge.
  2. Martz, E. (2018). Promoting Self-Management of Chronic Health Conditions. U S A: Oxford University Press.
  3. Prochaska, J.O and Norcross, J C. (2007). Systems of Psychotherapy: A Transtheoretical Analysis. U.S.A

 

 

Evaluation Pattern

Continuous Internal Assessment (CIA)  - 65%

End semester examination (ESE) - 30%  

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks

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

MHW341 - WOMEN'S HEALTH (2021 Batch)

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

Course Objectives/Course Description

 

Women’s Health introduces graduate students to both theoretical and practical knowledge in the area, with a significant emphasis on biomedical, psychosocial, and contextual factors. This course, with two taught units, is designed to develop graduate students’ foundation, understanding, and skills regarding the delivery of quality care in women’s health.

Unit-1

 

Systems-Thinking in Women?s Health

Biomedical: lifespan overview of girls’, women’s, and older women’s health (adolescence to senescence); applied anatomy; drugs and drug therapy; common illnesses in women; female specific cancers; long term conditions (LTC); reproductive health; obstetrics/maternal fetal medicine; assisted conception; communicable diseases; health and illness in women’s aging.

Psychosocial: psychiatric disorders and women’s health; alcohol & drug use; hormonal contraception and mood; trauma and violence; suicide; systematic disabilities, subjective well-being; gender and sexuality; career; ageing; woman & motherhood; complex maternal health states; family; life transitions; end of life issues; introduction to psychosocial interventions.

Context: theories of women’s health (illness constructs, social determinants of health, intersectionality & complexity theory, QOL); work-related health hazards; legal & policy issues; cultural & social norms; use of spiritual-religious, AYUSH, and biomedical health services; health related behaviors and cognitions in women; health inequalities and agency.

Unit-2

 

Clinical Skills

Clinical assessments in women’s health; psychopharmacotherapy; therapeutic relationship; counselling and therapy-psychosocial interventions, introduction to complementary and alternative care; clinical and cultural aspects of OB/GYN practice (consultation-liaison mechanism, interprofessional practice); psychosocial interventions for women’s healthcare providers; inter-professional practice skills.

 

 

   

Course Outcome

CO1: CO1: Develop an interdisciplinary understanding of women?s health

CO2: CO2: Identify and critically analyze women?s health issues

CO3: CO3: Develop clinical skills for assessment and delivery of care for women?s health issues

Unit-1
Teaching Hours:15
Systems-Thinking in Women's Health
 

Biomedical: lifespan overview of girls’, women’s, and older women’s health (adolescence to senescence); applied anatomy; drugs and drug therapy; common illnesses in women; female specific cancers; long term conditions (LTC); reproductive health; obstetrics/maternal fetal medicine; assisted conception; communicable diseases; health and illness in women’s aging.

Psychosocial: psychiatric disorders and women’s health; alcohol & drug use; hormonal contraception and mood; trauma and violence; suicide; alcohol & drug use; systematic disabilities, subjective well-being; gender and sexuality; career; ageing; woman & motherhood; complex maternal health states; family; life transitions; end of life issues; introduction to psychosocial interventions.

 

Context: theories of women’s health (illness constructs, social determinants of health, intersectionality & complexity theory, QOL); work-related health hazards; legal & policy issues; cultural & social norms; use of spiritual-religious, AYUSH, and biomedical health services; health related behaviors and cognitions in women; health inequalities and agency.

Unit-2
Teaching Hours:15
Clinical Skills
 

Clinical assessments in women’s health; psychopharmacotherapy; therapeutic relationship; counselling and therapy-psychosocial interventions, introduction to complementary and alternative care; clinical and cultural aspects of OB/GYN practice (consultation-liaison mechanism, interprofessional practice); psychosocial interventions for women’s healthcare providers; interprofessional practice skills.

Text Books And Reference Books:

Maizes, V. & Dog, L. T. (2010). Integrative Women’s Health. Oxford University Press.

Worell, J. & Goodheart, C. D. (2006). Handbook of Girls’ and Women’s Psychological Health. Oxford University Press.

Essential Reading / Recommended Reading

Kuh, D., & Hardy, R. (2002). A life course approach to women's health. Oxford University Press.

Burt, V. K. & Hendrik, V. C. (2005). Clinical Manual of Women’s Mental Health. American Psychiatric Publishing.

Evaluation Pattern

Evaluation Pattern:

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 marks

Class participation & Attendance: 5 marks

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

MHW351 - PSYCHOLOGICAL ASSESSMENTS FOR HEALTH AND WELLBEING (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 equip the students with diverse psychological assessment modalities in the field of health and well-being.  Specifically, it will demonstrate the need to imagine health from inter and multidisciplinary perspectives so that the most effective assessments are carried out. This course bridges the gap between conceptual and empirical engagements with health and well-being by articulating both quantitative and qualitative assessments for both clients and the practitioner.

Course objectives:

  • To introduce quantitative and qualitative assessment modalities in health and well-being.

  • To critically situate the health psychologist in assessing general health and well-being conditions in liaison medical settings.

Course Outcome

CO1: Administer psychological assessments relevant to client needs

CO2: Interpret the scores obtained on the assessments

CO3: Provide recommendations based on the results

Unit-1
Teaching Hours:15
Unit I:Assessments related to Mental states:
 

Y-BOCS, BDI, PANSS, Hamilton Depression Rating Scale, Hamilton Anxiety Rating Scale.

 

 CAGE Alcoholism  Screening Tool,  Fagerstrom Tolerance Questionnaire for Nicotine Dependence, WHO Quality of Life Scale, GHQ-General Health questionnaire, Kingston Caregiver Stress Scale (KCSS). Warwick-Edinburgh Mental Well-being Scale (WEMWBS).

Unit-2
Teaching Hours:15
Unit II: Assessment of Stress, Life events, emotional states, and pain:
 

 Impact of Events Scales (Horowitz, Wilner, & Alvarez, 1979), Perceived stress scales (Cohen et al., 1983), Emotional Intelligence, Emotional Regulations.

 Qualitative and Quantitative Assessment for pain, Coping Strategies Questionnaire.

Unit-3
Teaching Hours:15
Unit III: Personality Assessments in clinical settings:
 

 16 personality factors questionnaire, Myers-Briggs Type Indicator, Projective tests: Sentence completion test, Thematic apperception test (Demo), Rorschach psychodiagnostic (Demo).

Unit-4
Teaching Hours:15
Unit IV: Cognitive Assessments in clinical settings:
 

 PGI memory scale, Binet-Kamat Test of Intelligence, Bhatia’s battery of intelligence tests, Wechsler adult performance intelligence scale.

Text Books And Reference Books:

Boyer, B. A., & Paharia, M. I. (Eds.). (2008). Comprehensive handbook of clinical health psychology. John Wiley & Sons.

Bellack, A. S., & Hersen, M. (1998). Comprehensive clinical psychology Vol. 8 (Health Psychology). Elsevier Science Limited.

Essential Reading / Recommended Reading

Groth - Marnat, G. & Wright Jordan, A. ( 2016). Handbook of Psychological Assessment, 6th edition,

Wiley, USA.

Evaluation Pattern

Continuous Internal Assessment (CIA)  - 65%

End semester examination (ESE) - 30%  

Continuous Internal Assessment (CIA

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks

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

MHW381 - SUPERVISED PRACTICUM (2021 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course description: The students will be at practicum sites 2 days a week. They will engage in providing counselling services which include, individual counselling, group counselling, psycho-education and other psychosocial interventions focusing on health and wellness. They demonstrate social sensitivity and leadership skills through community engagement programs. Two hours a week they will receive supervision at college in batches of 8-10 students. The students discuss cases seen at their practicum sites and elicit feedback from their peers and supervisors. 

 

Course objectives: This course will help the learner to gain familiarity with various counselling skills, including assessment, conceptualization and planning interventions. It will also provide students with an insight into transference and countertransference issues they may experience with their clients.

Course Outcome

CO1: Elicit information from a client and conceptualize cases using various health related and other theoretical perspectives

CO2: Plan interventions based on case conceptualizations

CO3: Plan interventions for the larger community

Unit-1
Teaching Hours:30
Case presentation and group supervision
 

 

Case presentation and group supervision 

Text Books And Reference Books:

 

Borders, L D & Brown, L .L (2005) New Handbook for Counselling Supervision, Lawrence Erlbaum Associates, New Jersey 

Essential Reading / Recommended Reading
  • Jongsma Jr, A.E., Peterson,L. M., & Bruce, T.J. (2006). The complete adult psychotherapy treatment planner, 4th Ed, Hoboken, NJ. Wiley. 
  • Jongsma Jr, A.E., Peterson,L. M.,Mc Innis, W.P., & Bruce, T.J. (2006). The adolescent psychotherapy treatment planner, 4th Ed, Hoboken, NJ. Wiley

 

Evaluation Pattern

Continuous Internal Assessment (CIA) - 70%

End semester examination (ESE) - 30%

Continuous Internal Assessment

1) Pre-course self-assessment - 10 marks Write a two-page paper assessing yourself as a developing counsellor. The paper should include the following: (a) your strengths as a counsellor in training, (b) learning goals for the semester, (c) counter-transference issues requiring additional examination and work, and (d) theoretical orientation(s) to which you subscribe.

2) Mid Semester Viva - 20 marks

The viva is based on the student's work at their internship site and general counselling knowledge including theories and their application.

3) Group supervision presentation - 15 marks

4) Participation (inputs given to peers during supervision) -10 marks

5) Progress notes and Logs - 10 marks

6) Attendance- 5 marks

End Semester Examination:

ESE viva - 30 marks

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) 

MHW382 - RESEARCH MANUSCRIPT (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 is the second of two labs that facilitate the evolving research dissertation of the students. Following the research proposal presented in the second semester, students will undertake the data collection and analysis of the data in this semester. Through peer feedback and instructor support students will critically examine the issues of reliability and validity of their work and engage in learning tools of data analysis using SPSS and NVivo software.

This course will help the learner to:

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

 

Course Outcome

CO1: By the end of the course the learner will be able to: ● Demonstrate skills of quantitative data analysis using SPSS

CO2: ● Demonstrate the skills of qualitative data analysis using NVivo

CO3: ● Develop skills on presenting quantitative or qualitative data in a scientific format

Unit-1
Teaching Hours:10
Statistical Data Analysis using SPSS
 

 

 

 
Unit-2
Teaching Hours:10
Qualitative Data Analysis using NVivo
 

 

 

 
Unit-3
Teaching Hours:10
Reliability , Validity and Trustworthiness of data
 

 

 

Text Books And Reference Books:

 

Miles, M.B, Huberman, A.M & Saldana, J (2013).Qualitative Data Analysis: A Methods Sourcebook, 3 rd Edition. Sage, New Delhi

Essential Reading / Recommended Reading

NA

Evaluation Pattern

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he 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

MHW383 - SUMMER INTERNSHIP (2021 Batch)

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

Course Objectives/Course Description

 

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

Course Objectives: The course will give an opportunity to

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

Course Outcome

CO1: Identify a client population they might like to work with

CO2: Work in an organizational setting

CO3: Demonstrate professionalism in the workplace

Unit-1
Teaching Hours:0
Processing Learning Outcomes
 

Observing clinical practice, note taking, Reflection and analysis

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

 

Evaluation Pattern

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

 

MHW431 - PUBLIC HEALTH INTERVENTIONS (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 is designed to help students develop basic literacy regarding social concepts and processes that influence health status and public health interventions. The course also hopes to help students develop insight into populations with whom they have worked in the past or will work in the future, and to develop one kind of effective writing tool (the narrative) for communicating about psychosocial issues in public health. These overall aims are approached through lectures, discussion, readings, workshopping, individual compositions, and group discussions of student writings. It provides a multidisciplinary grounding in public health theory and practice that draws on subject matter including biomedical, behavioural and social sciences, and the principles and methods of epidemiology and other research disciplines, thereby providing an integrated view of the discipline. In addition to exploring the origins and development of public health, the unit examines the measurement of population health, major public health challenges in developed and developing countries, and the diverse agents, host factors, social, economic, political and environmental conditions that influence the public's health

COURSE OBJECTIVES

  • Understanding the overall framework for the course is based on the biopsychosocial or ecologic perspective on health
  • Familiarizing students with views on key concepts that form a basis for literacy in the social and behavioural aspects of public health: culture, race/ethnicity, gender, poverty disparities, factors related to behaviour change, community, organizational climate, and family.
  • Familiarizing students with the concept of a narrative as a therapeutic, policy, and investigative tool.

 

 

 

Course Outcome

CO1: Examine theoretical and analytical approaches, dominant paradigms and action frameworks of major eras of public health

CO2: Outline key approaches towards addressing contemporary public health functions

CO3: Identify important public health issues in the human lifecycle (maternal and child health, ageing)

CO4: Critically analyse public health-related concepts such as Sustainable Development Goals; poverty; social determinants of health, and quality in health care

CO5: Examine major activities of discipline-specific and interdisciplinary building blocks in public health: biostatistics; epidemiology; environmental health science; health promotion; health administration; behavioural sciences; health economics

Unit-1
Teaching Hours:10
Introduction
 

 

What is Public Health? - Prevention of diseases in the community - Health situation- past & present - History of public health - Place & role of preventive medicine in development of social medicine, community health, community medicine.

Unit-2
Teaching Hours:10
APPLIED ASPECTS OF PREVENTIVE MEDICINE
 

Health: Changing concepts, Definition, Dimensions, Concepts of wellbeing, Spectrum of Health, Determinants of Health, Rights & responsibilities, Indicators of health - Health care system: Characteristics, Levels, Primary Health Care – Disease: Concept, Natural history of disease (Epidemiological triad, Risk factors) - Concepts of control - Concepts of prevention: Modes of interventions, Levels of preventive health services (urban & rural) - Health Management

Unit-3
Teaching Hours:10
ENVIRONMENT & HEALTH
 

WATER: Water in relation to health & diseases - Air & health - Industrialization & health - Radiation & health (Source, Type, Unit etc.) - Hazardous wastes & health: Planning and management of safe disposal of solid waste, Planning and management of safe disposal of bio-medical waste - Noise & health: Sources, Properties, Effects, Control - Safe Disposal of Municipal waste - Nutrition & health: Chemistry & physiology of food, Nutritive value of food & planning of balanced diet, Food processing & preservation, Nutritional problems, Nutritional factors in selected diseases, Nutritional assessment

Unit-4
Teaching Hours:15
EPIDEMIOLOGY
 

Definition & aims - Epidemiological approach - Basic measurement in Epidemiology - Types of Epidemiological studies - Association & causation - Uses of Epidemiology - Infectious disease Epidemiology - Investigation of an epidemic of Leptospirosis, Malaria, Dengue in Urban set Up & in post-disaster situations - Epidemiology of communicable diseases - Epidemiology of non-communicable diseases

Unit-5
Teaching Hours:15
HEALTH CARE DELIVERY SYSTEM, MANAGEMENT & HEALTH PLANNING
 

Patterns of health care delivery - History of the development of health care delivery system in India - Three-tier health care delivery system: Primary health centre, Subcentre, CHV - Planning cycle - Management methods & techniques (PERT, CPM) - Personnel, financial & material management - Principles of planning of health services at district/ PHC level - Activity planning for epidemics, floods refugees - Hospital Management.

Text Books And Reference Books:
  • Brownson, Ross C, EA Baker, TL Leet, KN Gillespie. (2003) Evidence-Based Public Health. Oxford University Press.
  • Hodges, Bonni C, DM Videto. (2005) Assessment and Planning in Health Programs. Jones and Bartlett Press
  • J. Green, K. Tones, R. Cross & J. Woodall (2015). The main textbook of the course is “Health Promotion – Planning and Strategies.” 3rd Edition. London: Sage Publications
  • Fallon L F., Eric J Zgodzinski (2009). Public health management. Sundbury, MA: Jones and Barlett.
Essential Reading / Recommended Reading
  • Lieber J.G., C. McConnel (2010). Management principles for health professionals. Sundbury, MA: Jones and Barlett.
  • Buchbinder, SB, n.H.Shanks (2007). Introduction to health care management. Sundbury, MA: Jones and Barlett.

 

 
Evaluation Pattern

Continuous Internal Assessment (CIA)  - 65%

End semester examination (ESE) - 30%  

Continuous Internal Assessment (CIA

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks

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

MHW432 - OCCUPATIONAL HEALTH AND WELLBEING (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 understanding of the importance of health management within an organisation. The course also covers what wellbeing is and how this can add value to an organisation through the creation of healthy workplace culture.

OBJECTIVES

  • To understand the theoretical frameworks for workplace health and wellbeing programmes.
  • To understand why it's important to manage fluctuations in people's health
  • The public health, economic and legislative drivers.
  • The leadership of workplace health and wellbeing programmes.
  • The organisational factors and individual needs impact employee health and wellbeing.
  • The role of Occupational Health services.
  • Sickness absence management and fitness for work assessment.
  • Stress management.
  • Health and safety risk assessment and management.

 

 

 

 

 

 

 

Course Outcome

CO1: State what health management is and explain why it makes good business sense to have a good health profile

CO2: Summarise occupational safety and health and employment requirements and describe what to consider in a health needs assessment

CO3: Describe how the vision and direction of an organisation influence health and wellbeing in the workplace

CO4: Relate health hazards to different categories and explain their causes and impact

CO5: Carry out a health risk assessment identifying the hazards, risks and controls and recognise any specific health risks that need to be prioritised

CO6: Explain ways to monitor health risks in a risk management process and state who can provide help with managing occupational health and wellbeing issues

CO7: List types of common non-work-related physical and mental health conditions and describe how they impact fitness for work

Unit-1
Teaching Hours:15
INTRODUCTION
 

What health management is and why it makes good business sense to manage occupational health and wellbeing in the workplace - The true cost and benefits of managing health: work-related ill health, non-work-related ill-health - Models of health at work: Occupational safety and health legal requirements - What health needs assessment is and how it can help determine the level and types of health needs to be considered - The five steps in a health needs assessment: data sources and confidentiality, legal requirements, business strategy, organisational health profile, health support - How the vision and direction of an organisation influence health and wellbeing in the workplace through: values and strategy, putting health on the agenda, a multi-disciplinary team approach.

Unit-2
Teaching Hours:15
HEALTH RISK MANAGEMENT
 

The five health hazard categories: physical, ergonomic, psychosocial, chemical, and biological – Causes of health hazards in each category and their impact - Assessing the risk from health hazards: steps to health risk assessment, controlling health risks, health risks that need to be prioritised, pre-requisites for managing health hazards, health action plan - Ways to monitor health risks in a risk monitoring programme: health monitoring, workplace monitoring, health surveillance, regular reviews

Unit-3
Teaching Hours:15
FITNESS FOR WORK
 

Types of non-work-related physical and mental health conditions and how they impact fitness for work - Types of health assessment to recognised standards and good practice: pre-placement health assessment, routine health assessment for specific worker groups - Drugs and alcohol: having a policy in place, the components of a policy, how to manage results, supporting workers - Managing the fluctuation of people’s health status: effective ill-health and absence management, six elements in a return to work process, reasonable adjustments – Rehabilitation: The benefits of getting people back to work - Support services and case management

Unit-4
Teaching Hours:15
WELLBEING
 

Wellbeing: what is meant by ‘wellbeing’?, wellbeing strategy, how a well-being programme can add value to an organisation, promoting and monitoring a well-being programme - Easy health choices workers can make and how those choices can lead to a healthy lifestyle - Promoting positive mental health: recognising when a worker may have issues, how to approach a worker to offer support, finding a way forward - Influences on overall wellbeing: the workplace culture, the attitudes and behaviours of business leaders

Text Books And Reference Books:

 

Gatchel, Robert J., Schultz, Izabela Z. (Eds.) Handbook of Occupational Health and Wellness. New York: Springer, 2012.

Essential Reading / Recommended Reading

 

Gatchel, Robert J., Schultz, Izabela Z. (Eds.). Handbook of Musculoskeletal Pain and Disability Disorders in the Workplace. New York: Springer, 2014.

Evaluation Pattern

Continuous Internal Assessment (CIA)  - 65%

End semester examination (ESE) - 30%  

Continuous Internal Assessment (CIA

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks

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

 

 

MHW441A - ASIAN HEALING PRACTICES (2021 Batch)

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

Course Objectives/Course Description

 

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

Course objectives: This course will help the learner

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

Course Outcome

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

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

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

Unit-1
Teaching Hours:6
Introduction to Asian Healing Practices
 

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

Unit-2
Teaching Hours:8
Indigenous practices
 

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

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

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

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

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

Text Books And Reference Books:

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

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

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

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

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

Essential Reading / Recommended Reading

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

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

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

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

Evaluation Pattern

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

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

MHW441B - PSYCHOSOCIAL REHABILITATION (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 has been conceptualized in order to offer the opportunity for interested students to specialize in counselling individuals with problems such as chronic pain, brain injury, dementia, epilepsy, cancer, and psychiatric disorders. It provides training in psychological assessment related to rehabilitation counselling. This course is designed to help the student to learn the relevant theory and basic skills important to the profession of rehabilitation counselling psychology.

Course objective /

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

 

 

Course Outcome

CO1: Understand the principles of rehabilitation science and apply them to the practice of health psychology

CO2: Evaluate the disability using Assessment strategies useful in the area of rehabilitation

CO3: Create a model of intervention using community based approaches in rehabilitation

Unit-1
Teaching Hours:15
Introduction
 

 

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

Unit-2
Teaching Hours:15
Assessment nd Training
 

 

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

Text Books And Reference Books:

1. Wing J.K., Morris B., (ed) Handbook of Psychiatric Rehabilitation Practice. Oxford university press,1981

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

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

nding illness. Oxford: Oxford University Press.

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

Essential Reading / Recommended Reading

1. Liberman R.P., editor, Effective Psychiatric Rehabilitation.New Directions for Mental Health Services.53.San Francisco CA., Jossey-Bass,1992

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

 

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

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.

MHW441C - CRISIS AND TRAUMA (2021 Batch)

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

Course Objectives/Course Description

 

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

Course Objectives:

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

Course Outcome

CO1: Understand the concepts and stages of crisis and trauma

CO2: Evaluate the trauma using Assessment strategies useful in the area of crisis and trauma counselling

CO3: Create a model of intervention using crisis and trauma theories and approaches

Unit-1
Teaching Hours:15
Introduction to Crisis and trauma
 

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

Unit-2
Teaching Hours:15
Interventions & Challenges in crisis & trauma management
 

Different models of interventions;Issues and challenges in trauma management

Text Books And Reference Books:

1. Briere, J. & Scott, C. (2006). Principles of Trauma Therapy: A Guide to Symptoms,Evaluation, and Treatment. USA: Sage Publications.

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

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

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

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

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

Trauma Stress. 2005;18(1):1–11. 

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

Essential Reading / Recommended Reading

1. Levers, L. L. (2012). Trauma counseling: Theories and Interventions. New York: Springer Pub.

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

Evaluation Pattern

Continuous Internal Assessment (CIA)
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.

MHW441D - PALLIATIVE CARE (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 is aimed to educate students in Palliative and end of life care. The theoretical understanding of palliative care and its models,  palliative care interventions, the changing palliative care needs across illness progression, the team involved in providing palliative care  will be elaborated in the course. The bereavement support, grief counselling and the ethical issues in palliative and end of life care, supportive interventions are well explained.

Course Objectives:

This course provides students with an understanding of:

  • Conceptual clarity regarding palliative, end-of-life care and bereavement
  • Critical decision-making and ethical dilemmas during palliative and end-of-life care
  • The difference in palliative and end-of-life care for the aged, adults, and children.
  • Grief and bereavement counselling 

Course Outcome

CO1: Conceptual clarity regarding palliative, end of life care and bereavement

CO2: Critical decision making and ethical dilemma during palliative and end of life care

CO3: Difference in palliative and end of life care for aged, adults, and children

CO4: Grief and bereavement counselling

Unit-1
Teaching Hours:10
Introduction to palliative and end of life care and bereavement
 

What is Palliative care; Differences between Palliative care, end-of-life care and bereavement. The history of the development of palliative care in India and abroad.  The principles, values and models of palliative care: hospital-based, hospice and home-based care. The process of bereavement. The multidisciplinary team in Palliative care. 

Unit-2
Teaching Hours:10
Palliative care across the life span
 

Differences between palliative care across the lifespan and the challenges during each stage. Paediatric palliative care. Some of the conditions require palliative care across the lifespan. Community participation in palliative care. Ethical dilemmas and critical decision-making during palliative, and end-of-life care

Unit-3
Teaching Hours:10
Therapeutic interventions at palliative, end of life care and bereavement phase.
 

Grief therapy and grief counselling: stages and models of grief, tasks of mourning; Supportive counselling/psychotherapy during bereavement phase. 

Text Books And Reference Books:

 

  • Worden, W. (2018). Grief Counseling and Grief Therapy, (5th edn): A Handbook for the Mental Health Practitioner
  • Coenen,  C.(2020). The Creative Toolkit for Working with Grief and Bereavement: A Practitioner's Guide with Activities and Worksheets.
  •  MacLeod and Block (Ed) (2019) Textbook of Palliative Care, Springer
Essential Reading / Recommended Reading

 

  • Breura, Higginson, and Gunten. (2016). Textbook of Palliative Medicine and Supportive care. CRC 
  • Ferrel and Paice (eds)(2019). Oxford Textbook of Palliative nursing (5th edn.) Oxford 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.

MHW481 - SEMINAR AND PUBLICATION (2021 Batch)

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

Course Objectives/Course Description

 

This course has been conceptualized in order to equip the students with the necessary skills of publishing their manuscript in an academic journal and presenting their research work at 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

Course Outcome

CO1: Carry out a field study, conduct the necessary data analysis and discuss the results

CO2: Prepare a manuscript in scientific format for publication in a nationally/ internationally reputed journal.

CO3: Present and defend the study

Unit-1
Teaching Hours:0
Unit I
 
  • Identifying types of journals, preparing a manuscript according to author guidelines provided by the journal,
  • Preparing a scientific poster, preparing a presentation for an academic conference
Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

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.

MHW482 - INTERNSHIP (2021 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:8

Course Objectives/Course Description

 

Course Description: This is a block placement for short field training. Students are required to search for, examine and carve their niche in the field related to their chosen specialization. The basic purpose is to create awareness for the students so that the career progression of the students and the growth of the discipline can both be realized. 

Course Objectives The course is intended to help students gain exposure to a new population that they may work with integrating all they have learnt and apply it in practice to gain confidence in practising as a counselling psychologist

Course Outcome

CO1: Choose their career path

CO2: Demonstrate competence in providing psychosocial interventions related to health and wellbeing.

Unit-1
Teaching Hours:0
Field placement
 

Students will engage in supervised practicum

Text Books And Reference Books:

NA

Essential Reading / Recommended Reading

NA

Evaluation Pattern

Evaluation would be done periodically by the supervisors

Evaluation Pattern: Continuous Internal Assessment (CIA) - 70%

End semester examination (ESE) - 30%

Total Marks- 100

End Semester Exam (ESE) - Comprehensive Counselling Viva based on 2 cases submitted and practicum (60 marks)

The passing grade for the ESE is 40%

Continuous Internal Assessment (140 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.

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