Syllabus for
Master of Science (Educational Psychology)
Academic Year  (2021)

The Master of Science in Educational Psychology provides students with an opportunity to engage with information, knowledge, skills, policies, and practices for the benefit of children, families, schools, and society. This unique programme combines modern psychological theories with educational approaches.
The programme offers practical and Internships and training in counselling skills throughout the year and paid study abroad programmes for interested students.The programme is built with the intellectual collaboration of University of Massachusetts, Amherst and Washington State University and contexyualises local and regional needs. MSc Educational Psychology is jointly offered by the Department of Psychology and The School of Education at the Bangalore Central Campus.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Demonstrate the ability to collect, analyze and interpret multiple sources of information using their knowledge of qualitative and quantitative research, assessment, and evaluation methods to inform practice related to academic, cognitive, social, emotional, moral and behavioral development of learners.

PO3: Demonstrate knowledge and skills of comprehensive preventive and promotive mental health programs including psychological assessments and interventions in schools and other learning communities.

PO4: Demonstrate appropriate knowledge of legal, ethical, and professional policies, and practices in education and counseling.

PO5: Demonstrate social and environmental sensitivity, especially in order to work with individuals and groups of diverse economic and cultural backgrounds and developmental abilities and to create inclusive learning communities

PO6: Demonstrate leadership skills by taking initiative, especially to provide training, consultancy services and other forms of assistance to identify and solve problems in educational settings and other learning communities.

PO7: Communicate and collaborate effectively, especially with learners and diverse stakeholders such as educational leaders, teachers, community leaders, and parents in educational settings and other learning communities.

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

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

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

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

This course will introduce the students to the theory and research that informs the practice of educational psychology.

Current and Emerging Design and Data Analysis Approaches 

Constructivism

Information Processing 

Social cognitive theory

Sociocultural approaches

Social And Emotional Factors

Metacognition in Education 

Enhancing Students' Performance in Traditional Education: Implications From the Expert Performance 

Human Cognitive Architecture: Why Some Instructional Procedures Work and Others Do Not 

Working Memory, Learning, and Academic Achievement 

Motivation: Past, Present, and Future 

Self-Regulation of Learning: Process Approaches to Personal Development 

Self-Concept: A Synergy of Theory, Method, and Application

How Neuroscience Contributes to Our Understanding of Learning and Development in Typically

Genetics and Education: Toward a Genetically Sensitive Classroom 

Academic Emotions

Learning Styles

Motivation

Cultural and Neighbourhood effects

Relationships

Teachers and Classroom Contexts

Applications across the life span

Assessment and Decision Making

Instructional Methods

Teaching Special Populations 

Woolfolk, A. (2004). Educational psychology (9th ed.).  Pearson Education.

Frederickson, N., Miller, A. & Cline, T. (2008). Educational Psychology. Hodder Education. 

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

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

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

This course emphasizes the importance of practicing equity in education, individually and as a community. The equity literacy framework and other social justice education approaches, theories, and models about multicultural knowledge, attitudes, and the curriculum will be addressed. They will be used to examine the self, policies, and practices. The focus of this course is also on issues around Multilingualism in India and English as a Second Language (ESL) in the school setting in the context of a globalized world.

Introduction.

Course Syllabus: Process of reflection.

Universal Declaration of Human Rights.

Census of India.

Definitions

Basic Principles

Ten Commitments

Five Approaches to Equity: Toward a Transformative Orientation

Five Paradigm Shifts for Equitable Educators

Equity Case Studies & Analysis

Social justice and equity: Key principles for guiding action on the right to education

Multiculturalism in India

Socio-Economic Class

Religion & Caste

Gender

Ability (Intellectual)

Sexual Orientation:LGBTQ

Multicultural Curriculum Model: Overview & Big Ideas

Multicultural Curriculum Model: Transformative Intellectual Knowledge

Multicultural Curriculum Model: Teacher Beliefs

Multicultural Curriculum Model: Assessments

Multilingualism: Central Concepts

Bilingualism/Multilingualism and Second Language Acquisition

Language issues in India

Tapestry of Language Learning

Course Learnings as a way of life

https://www.cemp.ac.uk/downloads/resourcesforreflectivelearning.doc;

 http://www.edchange.org/multicultural/papers/edchange_history.html

https://www.ohchr.org/en/udhr/documents/udhr_translations/eng.pdf

https://www.ohchr.org/en/udhr/documents/udhr_translations/eng.pdf

https://cedar.wwu.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1010&context=education_facpubs

Unit- 2

https://docs.wixstatic.com/ugd/38199c_39e4f54247d841f9b8bb7448828704a6.pdf

https://docs.wixstatic.com/ugd/38199c_4bfd732ef2774a3296e93951f71e4a66.pdf

https://www.equityliteracy.org/ten-commitments-equity

https://www.equityliteracy.org/approaches-to-educational-equity

https://www.equityliteracy.org/equity-literacy-principles

https://docs.wixstatic.com/ugd/38199c_beb35a630bd9405185211c7aaa56957d.pdf

http://www.edchange.org/cases/Case-Analysis-Model.pdf

https://en.unesco.org/news/social-justice-and-equity-key-principles-guiding-action-right-education

https://unesdoc.unesco.org/ark:/48223/pf0000146458

https://www.oxfam.org/en/research/public-good-or-private-wealth

https://worldpoverty.io/index.html

https://www.dandc.eu/en/article/how-well-india-doing-terms-fighting-poverty-depends-what-yardstick-applied

ttp://www.edchange.org/handouts/Equity-Literacy-Principles-Poverty.pdf

Unit 3

https://in.one.un.org/unibf/gender-equality/ 

www.epw.in/journal/2017/47/commentary/education-and-girlhood.html

How difficult can this be: The F.A.T. City Workshop

https://www.cec.sped.org/Special-Ed-Topics/Who-Are-Exceptional-Learners

https://www.nichd.nih.gov/health/topics/learning/conditioninfo/signs

A Class Divided 

Ramachandran, V., & Naorem, T. (2013). What it means to be a Dalit or tribal child in our schools: A synthesis of a six-state qualitative study. Economic & Political Weekly, 48(44), 43-52. Retrieved from https://www.epw.in/journal/2013/44/special-articles/what-it-means-be-dalit-or-tribal-child-our-schools.html

Unit 4

https://books.google.co.in/books?isbn=0807775231

Developing Teacher Epistemological Sophistication About Multicultural Curriculum: A Case Study. Article by Christine Sleeter

https://books.google.co.in/books?isbn=0807775231

https://books.google.co.in/books?isbn=0807775231

https://books.google.co.in/books?isbn=0807775231

Unit 5

Book-Chapters from Bhatia & Ritchie’s Handbook of Bilingualism and Multilingualism

Book-Chapter from Bhatia & Ritchie’s Handbook of Bilingualism and Multilingualism

NPE; Chapter: Language and marginalization in Primary Education in India, from the book, School Education, Pluralism and Marginality: Comparative Perspectives

Scarcella, R. C., & Oxford, R. L. (1992). The Tapestry of Language Learning: The Individual in the Communicative Classroom. Boston: Heinle & Heinle.

Scarcella, R. C., & Oxford, R. L. (1992). The Tapestry of Language Learning: The Individual in the Communicative Classroom. Boston: Heinle & Heinle.

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 minimum 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).

Child and adolescent development is a study of the physical, emotional, social and cognitive factors of growth and development of children from birth through adolescence. Topics covered include principles, stages and theories of growth and development with a focus on normal and atypical development, developmental transitions, the socio-economic context of development at each stage of development. Students are introduced to global, national and regional government initiatives that impact child development including the work on Early intervention, Anganwadis and Heath care system. We will consider developmental challenges and the applications of child development theory and research to educational settings. The purpose of the Child and Adolescent Development course offered in the first semester is to provide students preparing to enter the profession of educational psychology with an in-depth understanding of the developmental needs of children and adolescents which serves as the foundation upon which practical work with children is based.

Course Objectives: This course will help the learner to understand

• Atypical growth and healthy development, and practical understanding of how to help children and adolescents 
• Processes of child development and apply this knowledge to understand the developmental needs of learners
• Explore and understand the various theories of development and how they impact learning 
• The systemic and environmental factors that affect child development, behaviour and learning 
• Biopsychosocial and eco-systems model of development

Scope of child development - Meaning and Importance of different stages of growth and Development; Methods to study child and adolescent development; Prenatal Development, Birth, and stages in physical development- Havighurst developmental tasks and application, Threats, and ways to reduce risk from these threats such as immunizations, and injury prevention, Birth and potential complications; Biopsychosocial model; Heredity-Environment Correlations; Important physical changes in children and adolescents; Social contexts of lifespan development: The eco-systems model- discussion on poverty, puberty, sedentary lifestyle, the importance of sleep, nutrition and physical engagement in child development; Early intervention and health education programmes- sex education, work of Anganvadis and mid-day meal programmes

Jean Piaget- Theory, major concepts- schema, adaptation process & stages, discovery learning, adolescent thinking; Vygotsky’s theory of cognitive development, Learning the theory with reciprocal and cooperative learning method; Role language in the development; stages of play development (i.e. from solitary to cooperative) and the important role of play in young children’s learning and development; criticism and applications in educational settings

Social cognition: Intentionality; Theory of mind, Favell’s perspective taking, false belief task, self-control; Moral development, reasoning and Prosocial behavior- Paiget, Kohlberg, & Gilligan; values, ethics and teaching-learning process; Intentionality, Development of Self and social understanding- self-concept, self-perception, identity- Erickson, Marcia’s Identity status; health adolescent identity development- positive youth development model, Changes in family and Peer relationships, romantic relationships; Gender development-Bell; Sex differences and gender role socialization, sexuality, gender fluidity; issues of bullying, stereotyping and rejection on development

Socio-emotional needs and development, emotional regulation and dysregulation, temperament, cycle of aggression, goodness of fit, attachment theories and styles- Bowlby, Ainsworth; factors that affect attachment-quality time and opportunity for attachment, infant characteristics,  parents internal working model, family environment; Caregiving and Parenting-Diana Baumrind, impact of parenting, issues- co-sleeping, disciplining, abuse, resilience; the role of culture; changes in parenting styles, parent-child relationships in child and adolescents; teacher-student relationship, school climate, coping with changes, role of socio-emotional learning programmes 

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

Santrock, J. (2016). A topical approach to lifespan development (8th revised ed.). McGraw-Hill Higher Education.

Belsky, J. (2013). Experiencing the Lifespan (3rd ed.). Worth Publishers.

Feldman, R. S. (2015). Discovering the life span (3rd ed.). Pearson Global Education

Newman & Newman (2003). Development through life: A Psychosocial Approach. USA: Thomson Wadsworth.          

Continuous Internal Assessment (CIA)  - 65% and End semester examination (ESE) - 30%   
Continuous Internal Assessment (CIA)

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

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

End Semester Examination (ESE)- The passing grade for the ESE is 40%

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

The course on Research Methods introduces the student to the History of Research, Major Paradigms in Research, and Quantitative and Qualitative Approaches to studying Educational Psychology. The course also takes the student through the process of designing research, from identifying the research problem to the methods of data collection. This course serves as a prerequisite to the course on ‘Experimental Designs for Educators and Helping Professionals’ which will be offered in the third semester. The course aligns with the Programme Objective of attaining Academic Knowledge and ties in with its’ practical counterpart - Research Methods Labs where the student will have the opportunity to apply the knowledge gained in this course to the development of a research proposal. 

History of Research; Major Paradigms in Research: Postpositivism, Constructivist, Transformative, Pragmatic, Merging paradigms; Sources of Knowledge; The nature of research in Education; Limitations of the scientific Approach in the Social Sciences; Ethical issues in Educational Psychology Research

Quantitative Research: Experimental, Non-experimental; Qualitative research: Case Studies, Basic Interpretative Studies, Document or Content Analysis, Ethnography, Grounded Theory, Historical Research, Narrative Inquiry, Phenomenological Studies; Mixed-Methods; Basic and Applied Research

The research problem: Sources of problems, Evaluating the problem, Stating the research problem, Identifying population and variables; Reviewing the Literature; Distinguishing qualitative inquiry from quantitative inquiry; Designing quantitative research: The Hypothesis in Quantitative research, Creating a quantitative research plan; Designing Qualitative Research; Major Characteristics of Qualitative Research

Sampling: Rationale of Sampling, Steps in Sampling, Probability Sampling, Nonprobability Sampling, Random Assignment, The Size of the Sample, The Concept of Sampling Error; Data collection: Quantitative Measurement, Secondary Data Sources, Developing a Data Collection Instrument, Observation, Interviewing-Individual and Focus Group, Document and Records Review, Participatory Data Collection Strategies, Mixed Methods and Data Collection, Standards for Judging Quality of Data Collection

Mertens, D. M. (2019). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (5th ed.). Sage Publications.

Kerlinger, F. N., & Lee, H. (2008). Foundations of behavioral research (5th ed.). Wadsworth Publishing

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

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

Course objectives: This course will help the learner: 

• To build awareness about the requirements of the society.

• To identify the needs of underprivileged communities.

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

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

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

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

Reason for choosing the organization

•The planning phase of service learning initiatives

•Logistics for the initiative of the action

•Stakeholders/beneficiaries

•Execution of the action initiative

•Specific learning outcome

•Evaluation

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

Course description: This practical course has been conceptualized in order to train students in counselling skills. The developmental model of training is followed. Through this course the students are trained in basic counseling skills, such as attending skills, basic listening sequence, observation skills, along with ethics in a multicultural context through dyad and triad work.

Course objectives : After the completion of this course, a student will be able to:

• Demonstrate Basic Counselling Skills.
• Reflect more on themselves as developing counsellors.
• Demonstrate a few counselling techniques.

Introduction to counselling skills; Micro skill approach to counselling; Ethics and multicultural issues in counselling.

Attending Behaviours; Questions; Client observational Skills; Encouraging, Paraphrasing and Summarizing.

Reflection of Content, Reflection of Feeling

Integrating Listening Skills

CIA-1 (30 marks)

CIA-2 (30 marks)

Class Participation (5 marks)

Attendance (5 marks)

ESE (30 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass . If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components and get a minimum of 33/65 including class participation marks to be eligible to write the ESE. The ESE is a Viva Voce Examination. The passing grade for the ESE is 40%.

The student must get an overall grade of 50 % (CIA+ESE) to pass the course.

This course is offered in the second semester of the Master’s programme in Educational Psychology and introduces the student to a foundational understanding of human behaviour, emotion, and cognition. This course is a prerequisite to the course ‘Psychological Foundations 2’, which is offered in the third semester. The course  ‘Psychological Foundations 1’ looks at significant theoretical perspectives in the field of psychology with specific emphasis on the relevance of these perspectives to the field of Educational Psychology. This course aligns with the Programme Objective of gaining Academic Knowledge and the Overarching Graduate Attribute of achieving Academic Excellence.

Psychology as a Science; Fields of Psychology; History of Psychology; Perspectives in Psychology: The Evolutionary and Biological Perspectives, The Cognitive Perspective, The Humanistic-Existential Perspective, The Psychodynamic Perspective, The Socio-Cultural Perspective

The Meaning of Consciousness; Methods of altering Consciousness; The role of sleep and dreams in Consciousness

The Psychology of Motivation; Theories of Motivation: The Evolutionary Perspective, Drive-Reductionism, and Homeostasis, The Search for Stimulation, Humanistic Theory; Factors influencing Motivation: Hunger, Aggression, Achievement

An introduction to emotions; Expression of Emotions; Theories of Emotions: The James-Lange Theory, The Cannon-Bard Theory, The Theory of Cognitive Appraisal 

The Psychodynamic Perspective; The Trait Perspective; Learning-theory Perspectives; The Humanistic-Existential Perspective; The Sociocultural Perspective; Measurement of Personality: Objective tests, Projective tests

Attitudes; Prejudice; Social Perception; Social Influence; Group Behaviour; Aggression

Feldman, R. S. (2019). Essentials of understanding psychology (13th ed.). McGraw-Hill Education

Rathus S.A. (2012). Psychology: Concepts and Connections (10th ed.). Wadsworth, Cengage Learning

Seifert, K., & Sutton, R. (2009). Educational psychology. Orange Grove

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

Course Description: 

Building on the learner’s understanding of normal development, this course introduces them to the deviations from normal development/behavior and its effect on education. Theoretical conceptualizations, etiological mechanisms in major developmental disorders and select psychiatric conditions are covered. The learner will also be enabled to critically appraise the empirical literature in the field and to develop an integrated view of the foundations, theories, methods with an emphasis on educational psychology.

Course Objectives: This course will help the learner to

•Appreciate the deviations from normalcy in physical, emotional, cognitive and social development.

•Sensitize oneself to the risk factors, premorbid indicators, symptoms and course of major behavioral, emotional and psychological disturbances.

•Understand the major etiological pathways and theoretical conceptualization of Developmental disorders, Depression, Anxiety, Addiction, Psychosis and few other disorders commonly seen in childhood and adolescence

•Grasp the ramifications of the above conditions on education and achievement. 

•Get an overview of the current status, future directions in theory and research, and its relevance to prevention, intervention, training and policy development in the domain of educational psychology

History and evolution: Models, theories and perspectives in Developmental psychopathology. 

Biological Models: Developmental behavioural genetics, Bio-behavioural model, Developmental epidemiology, neurotransmitters.

Psychological Models: Temperament, early life experiences, family systems. 

Developmental psychopathology in relation to family, school and culture.

Integrated models: Bio-Psycho-Social model.

Intellectual deficiency disorder, Learning disabilities, Autism spectrum disorders. Attention deficit hyperactivity disorders.

Depressive disorders, Anxiety disorders, Dissociative disorders in childhood and adolescence.

Oppositional defiant disorder, Conduct disorder, Juvenile delinquency, Substance use disorders

Trauma and stress related disorders.

Bipolar disorder, Psychosis, Schizophrenia.

Internationally accepted classification systems (ICD-11, DSM 5)

Trans-diagnostic approach to developmental psychopathology. 

Multiaxial diagnosis and multidisciplinary approach. 

Ethical guidelines in practice and research.

Wilmshurst, L. (2015). Essentials of child and adolescent psychopathology. Wiley

Rutter, M., & Sroufe, L. A. (2000). Developmental psychopathology: Concepts and challenges. Development and Psychopathology, 12(3), 265-296.

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

This course prepares students to know, understand, and apply evidence-based practices of assessment as educational psychologists. With the lens of educational equity, students will be able to design differentiated assessments, including authentic assessments, guided by backward design learning outcomes; provide feedback; analyze and report assessment data with a view to improving teaching and the curriculum. The use of technology is integral to the course.

Assessment & Educational Psychologists

Introduction to Assessment

Assessment for Learning (AfL); including, use of technology

Backward Design

Traditional Assessments:

Selected-Response Assessment: Multiple Choice

Traditional Assessments:

Selected-Response Assessment:

Matching; True-False

Traditional Assessments:

Constructed Response Assessment: Essay 

Traditional Assessments: Constructed Response Assessment: Short-Answer

Observations

Assessment as Learning (AaL)

Criteria for selecting assessments; Reliability; Validity; Variety, formality and frequency; Norm- & Criterion- Referenced Assessments

Authentic Assessments

Differentiated Assessments:

RAFT; GRASPS; Tic-Tac-Toe; Structured Academic Controversy

Differentiated Assessments:

Cubing; Think Dots

Self-Assessment & Peer Assessment; 

Assessing Group Work; 

Feedback: Types (Rapid & Motivational); Principles; Delivery (Language),Video Feedback, personalized Learning

Tools for Assessment: Rubrics

Summative Assessments; Marking Schemes; Moderating; Analyzing & Reporting Assessment Data

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

This is a practical course aimed at familiarizing students with different assessment methods including psychological tests. A range of Personality, Intelligence, Aptitude and Achievement tests are covered.

Course objectives: The course is intended to help students 

• Demonstrate competence in administering, scoring and interpreting a range of psychological tests.

• Identify relevant tests to be used for specific counselling needs.

The purpose of assessment in counselling. Assessment principles. Overview of assessment areas: Initial assessment in counselling – Case history, MSE: Identifying a clients problem using a clinical interview (Children, adolescents, adults)

Intelligence and general ability testing (BKT, Bhatia’s battery, Vineland Social Maturity Scale, Bharatraj Development Schedule). Measuring Achievement and aptitude (DBDA)

Assessment in career counselling (Comprehensive Interest Schedule), Developmental assessment in counselling and therapy (DCT). Spiritual assessment strategies

Appraisal of personality (16PF, MAPS, MBTI, EPQ-R, TAT, SCT, CAT, Rorschach- Demo only)

Couse Description: This course is a continuation of Multicultural Counselling Skills–I (Adults). Here the student is trained in specific counselling skills and techniques used with children and adolescents, especially in educational settings. The student is also taught to integrate the skills learnt and apply to common issues seen among children and adolescents. 

Course Objectives : After the completion of this course, a student will be able to:

• Recognize ethical and multicultural issues in counselling children and adolescents.
• Demonstrate counselling skills in working with adolescents.
• Demonstrate counselling skills in working with children.
• Use counselling techniques in educational settings.

Review of counselling skills; The context of child counselling; the child-counsellor relationship; The context of adolescent counselling;  the adolescent-counsellor relationship; Ethical, multicultural issues and contextual factors in counselling children and adolescents,  Difference between counselling children, adolescents and adults.

The proactive counselling process; Observation; Active Listening; giving feedback, questioning,challenging,  Symbolic and creative strategies; Communication process with adolescents and use of language,  Symbolic strategies, Creative strategies, Behavioural & cognitive-behavioural strategies; Psychoeducational strategies, Use of technology

Counselling approaches with children, therapeutic process with children, The phases of counselling children; Observation, Active listening; Use of questions,  Eliciting stories & emotions; Dealing with self-destructive beliefs; Use of media & activities; Facilitating change; Termination of session, Counselling children in groups.

Applying counselling skills and strategies in various contexts - academic difficulties, emotional & behavioural issues; addiction; bullying; relationships & sexuality; career choices; abuse.

CIA-1 (30 marks)

CIA-2 (30 marks)

Class Participation (5 marks)

Attendance (5 marks)

ESE (30 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components and get a minimum of 33/65 including class participation marks to be eligible to write the ESE. The ESE is a Viva Voce Examination. The passing grade for the ESE is 40%. 

The student must get an overall grade of 50% (CIA+ESE) to pass the course.

The course is designed to provide a service-learning opportunity for the students. The course helps the student engage with the community, conduct psychological assessments in the community, and apply the knowledge and skills developed in the course of the programme in a community setting. The course aligns with the overarching Programme Outcomes of developing Professional and Practical Competencies and the Graduate attribute of Social Sensitivity.

In this course, students will spend two hours a week and a total of 30 hours during the semester involved in supervised community service. Students will engage in activities such as children and youth tutoring, community organization, psychological assessment, and mental health awareness. Student engagement will be assessed by the Supervisor and the student will be required to provide documentation for the work completed.

Course Description:

This course is intended to help students develop skills of writing a research proposal and defending it. Students are supported as they progress through the different stages of their research work which include data collection, data analysis and writing up a manuscript for publication in the following year.

Course objectives:

This course will help the learner to conceptualize a research problem and choose an appropriate research design to carry out the research. 

Developing a Research Proposal

Ethical Issues in Research

Supervision of Research Process

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

This course gives an opportunity to the students to explore the reasons behind poor achievement among school going children and the principles to implement school-based prevention and intervention programmes for them. This course will focus on mental health and developmental blocks that contribute to achievement problems. Student must be given opportunities to explore the benefit of EVB and also asses the barriers to implementing them from multiple systems: Policy barriers, Administrative barriers, Barriers arising from community and family systems, and resource and personnel limitations. Students are already exposed to child and adolescent psychopathology, life span development and therefore aware of the clinical descriptions of the challenges addressed in this paper. As a pedagogic tool, students taking this course must be introduced to case study analysis and meta-analytic reviews.

An introduction to Evidence based practice.

Why must educators use evidence-based practices.

Why EPBS improve student outcomes.

Frameworks to understand barriers to School Based EBPs

Mental Health: Depression, Suicidal behavior, Anxiety

Positive schooling; Evidence based approaches in positive education (Wellness) 

Technology addictions

Antisocial behavior

Violence prevention 

EVB for Obesity

Self and body image challenges

Teasing, bullying, sexual harassment

Reproductive health

White, M.A., & Murray, S. (2015). Building a positive institution. In M. A. White & S. Murray (Eds.), Evidence-based Approaches to Positive Education in Schools: Implementing a Strategic Framework for Well-being in Schools (pp.1-26). Springer. 10.1007/978-94-017-9667-5.

White, M.A., & Murray, S. (2015). Well-being as Freedom: Future Directions in Well-Being. In M. A. White & S. Murray (Eds.), Evidence-based Approaches to Positive Education in Schools: Implementing a Strategic Framework for Well-being in Schools (pp.167-176). Springer. 10.1007/978-94-017-9667-5.

National Association of School Psychologists website features latest research and models of EBPs in school based mental health. 

https://www.nasponline.org/resources-and-publications/resources-and-podcasts/mental-health/school-psychology-and-mental-health/school-based-mental-health-services

WHO information series on School Health is a promising site for articles that can help identify barriers and cases across countries on overcoming barriers to implement programmes in schools.

https://www.who.int/school_youth_health/resources/information_series/en/

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

The course on ‘Experimental Designs for Educators and Helping Professionals’ is designed to familiarize the student with different forms of Quantitative Research Designs. This course is offered in the third semester and builds on the learner’s knowledge acquired in the course on ‘Research Methods’ in the first semester. The course enables the learner to develop ‘Academic Knowledge’ in the domain of research and this learning is applied in the ‘Research Seminar’ course and subsequently the ‘Research Publication’ course in the fourth semester. 

• Understand different types of Quantitative Research Designs
• Critically analyze the strengths and weaknesses of each design
• Determine which design is best suited for addressing specific research questions

Characteristics of Experimental Research: Control, Manipulation, Observation and Measurement; Experimental Comparison; Experimental Design; Validity of Research Designs: Internal Validity; Dealing With Threats to Internal Validity: Random Assignment, Randomized Matching, Homogeneous Selection, Building Variables into the Design, Statistical Control, Using Subjects as Their Own Controls, Controlling Situational Differences; Statistical Conclusion Validity; Construct Validity of Experiments: Threats to Construct Validity, Promoting Construct Validity; External Validity of Experimental Designs: Threats to External Validity; Dealing with Threats to External Validity 

Pre-experimental Designs; True Experimental Designs; Factorial Designs; Other Randomized Experimental Designs; Quasi-Experimental Designs; Time-Series Designs; Validity Problems with Experimental Designs; Single-Subject Experimental Designs; Comparison of Single-Subject and Group Designs

Planning an Ex Post Facto Research Study; Partial Control in Ex Post Facto Research: Matching, Homogeneous Groups, Building Extraneous Variables into the Design, Analysis of Covariance; The role of Ex Post Facto Research

Correlational Research: Design of Correlational Studies, Correlation Coefficients, Considerations for interpreting a correlation of coefficient, Factor Analysis; Survey Research: Types of Surveys, Survey Technique, Standard Error of the Sampling Proportion, Constructing the Instrument, Maximising Response Rates, Validity and Reliability of surveys 

Mertens, D. M. (2019). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (5th Ed.). Sage Publications.

Kerlinger, F. N., & Lee, H. (2008). Foundations of behavioral research (5th Ed.). Wadsworth Publishing

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

This course introduces the student to working with children with special needs. It is offered in the third semester after the completion of coursework in ‘Child and Adolescent Development’ and ‘Developmental Psychopathology’. The course introduces the learner to a range of special needs from developmental disabilities to gifted learners. The course is designed to help the student modify their teaching and assessment strategies according to the needs of the child and address diversity effectively in the classroom. The course also informs the student of current legal perspectives and policies with regard to Special Needs Education. 

• Differentiate between the types of Special Needs categories and the specific advantages and challenges of working with them 
• Formulate teaching strategies for specific special needs populations
• Modify assessment methods when applicable for children with special needs
• Understand mechanisms of handling diversity in a classroom
• Appraise current legal perspectives and policies relevant to the education of children with Special Needs
• Identify critical issues in working with special needs populations and determine solutions to address these issues successfully

History of Special Education; Perspectives on Special Education; Current issues in theory and practice of working with children with special needs

Learners with Intellectual and Developmental Disabilities; Learners with Learning Disabilities; Learners with Attention Deficit Hyperactivity Disorder; Learners with Emotional and Behavioral Disorders; Learners with Autism Spectrum Disorders; Learners with Communication Disorders; Learners Who Are Deaf or Hard of Hearing; Learners with Blindness or Low Vision; Learners with Physical Disabilities and Other Health Impairments; Gifted Learners 

Pedagogical approaches to teaching children with special needs; Curricular considerations in teaching children with special needs; Inclusive special education: Teaching strategies, Advanced Skills for Professional Practice in Inclusive Special Education, Developing a Comprehensive System of Inclusive Special Education; Assessment of children with special needs: Current approaches and issues in practice 

Legal Perspectives in working with children with special needs:  The Rights of Persons with Disabilities Act (2016), The Mental Healthcare Act (2017); Current policies in Special Education; Research trends in Special Education; Critical issues in working with children with special needs

Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2014). Exceptional learners: An introduction to special education (12th ed.). Pearson/Allyn & Bacon.

Hornby, G. (2014). Inclusive special education: Evidence-based practices for children with special needs and disabilities. Springer Science + Business Media. https://doi.org/10.1007/978-1-4939-1483-8

Peer, L., & Reid, G. (2016b). Special educational needs: A guide for inclusive practice (2nd ed.). SAGE

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

This course is offered in the third semester of the Master’s programme in Educational Psychology and introduces the student to a foundational understanding of human cognition. The student will have to complete coursework in ‘Psychological Foundations 1’ which is offered in the second semester. The course introduces the learner to different cognitive processes and the implications of this understanding to the field of Education Psychology. The course aligns with the Programme Objective of gaining Academic Knowledge and the Overarching Graduate Attribute of achieving Academic Excellence. Knowledge acquired in this course is also applied in the ‘Education Psychology Practicum’ which is offered in the same semester. 

●      Understand the processes of sensation and perception and its’ application to Education Psychology

●      Apply different learning strategies to enhance the teaching-learning experience in a classroom

●      Compare the different types of memory, and determine the mechanisms to forster recall in the teaching-learning process

Appreciate higher-order cognitive processes such as problem-solving and concept formation and enhance these skills in an educational setting

Introduction to Sensation and Perception; Visual Perception; Auditory Perception; Olfactory Perception; Gustatory Perception; Tactile Perception; Kinesthesis and Vestibular Sense; Extrasensory Perception

Introduction to Learning; Classical Conditioning: Extinction, Spontaneous Recovery, Generalization, Discrimination, Higher order Conditioning; Operant Conditioning: Methods of operant conditioning, Reinforcers versus rewards and punishments, Schedules of Reinforcement, Applications of Operant Conditioning; Cognitive factors in Learning

Types of Memory: Explicit, Implicit, Retrospective, Prospective; Processes of Memory: Encoding, Storage, Retrieval; Stages of Memory: Sensory Memory, Short-term Memory, Long term Memory; Forgetting

Thinking: Concept formation, Problem-solving; Language: Introduction to language, Language and Cognition, Language and Culture, Language Development; Intelligence: Theories of Intelligence, Creativity and Intelligence, Measurement of Intelligence, Variation in Intellectual Functioning

Rathus S.A. (2012). Psychology: Concepts and Connections (10th Ed.). Wadsworth, Cengage Learning

Feldman, R. S. (2019). Essentials of understanding psychology (13th Ed.). McGraw-Hill Education

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

This elective course is designed to orient the students to child abuse and trauma; its long-term consequences, including its impact on learning; and appropriate interventions to respond to child abuse and trauma in educational settings. It aims to equip the student with the knowledge required to recognise

• Gain a conceptual understanding of abuse and trauma
• Recognise the signs and consequences of abuse and trauma
• Learn appropriate interventions to respond to abuse and trauma in children and adolescents

Understanding child abuse, neglect, and trauma; types of abuse and trauma; signs of abuse and trauma; short- and long-term consequences of abuse and trauma; ethical issues in working with child abuse and trauma; legislations related to child abuse

Preventive interventions; Crisis intervention & psychological first aid; trauma interventions (in peer victimization, grief, sexual abuse); secondary trauma and self-care for professionals

Deb, S. (2018). An empirical investigation into child abuse and neglect in India: Burden, impact and protective measures. Springer.

Levine, P. A., & Kline, M. (2006). Trauma through a child's eyes: Awakening the ordinary miracle of healing. North Atlantic Books.

Panlilio, C. C. (Ed.). (2019). Trauma-informed schools: Integrating child maltreatment prevention, detection, and intervention. Springer.

Perry, B. D. (2014). Creative interventions with traumatized children. Guilford Publications.

Silberg, J. L. (2013). The child survivor: Healing developmental trauma and dissociation. Routledge.

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & attendance: 5 marks

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

This course aims at imparting knowledge on Grief counselling for children and adolescents. The students will be able to understand various concepts related to grief, theories and models of grief, and the process of grief. The developmental influences in grief will be discussed from a cultural context. The rituals and techniques for overcoming grief among children and adolescents and the skills required in grief counselling will be understood by the student.

• Explain grief and the developmental influences in understanding grief from cultural context.
• Apply various concepts, theories, and models of grief to real life situations.
• Design rituals and techniques to help children and adolescents overcome grief.

Developmental perspective of grief, death and dying, loss and grief. Concepts, theories, and models related to grief. Grief related to death of loved ones and non-death related loss. Difference between grief counselling and grief therapy

Grieving process and rituals, techniques of grief counselling applicable to children and adolescents, some ways to help children talk about grief, skills required in grief counselling.

Worden, J. W. (2009) Grief Counselling and Grief Therapy: A Handbook for the Mental Health Practitioner. Fourth Ed. New York, Springer Publishing Company.

Worden, J. W. (1996). Children and Grief: When a Parent Dies. New York, Guilford Press.

Kaplan, A. Grief Counseling: The companioning model. International Psychotherapy Institut

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

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

Course objectives: Students will acquire

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

• describe key brain structures and their functions
• define and describe clinical signs of common neurological conditions
• define which neuropsychological tests to use for different conditions and demonstrate competence in the use of neuropsychological tests
• interpret the results of psychological assessment and use these to recommend appropriate intervention
• demonstrate knowledge of professional and ethical issues relevant to the neuropsychologists role.

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

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

Lobe syndromes- frontal, temporal, parietal, occipital

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

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

Neuropsychological assessments

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

The Educational Psychology Practicum is offered in the third semester of the Master’s in Educational Psychology Programme. The practicum students would have to complete coursework in the following required courses:

• Principles and Practices of Educational Psychology
• Foundations of Multilingual and Multicultural Education
• Child and Adolescent Development
• Psychological foundations 1
• Developmental Psychopathology 
• Practicum in Educational Assessment 
• Practicum in Psychological Assessment 
• Summer Internship

During the current semester the student would be enrolled in courses on 

• Prevention  and Intervention for academic achievement
•  Children with special needs
• Psychological foundations 2

This course is designed to provide the student with an opportunity to develop Professional Competencies and apply the knowledge developed over the programme to an educational setting.

• Develop sensitivity to working with children from diverse demographics, academic potentials and special needs within the school environment
• Identify mental health concerns and disruptions in the normal developmental process among children in the educational setting
• Develop skills specific to interviewing children.  
• Develop skills in using appropriate educational and psychological assessments for children in the educational setting
• Demonstrate a commitment towards evidence-based practices in prevention and interventions related to academic achievement

The Practicum acts as a bridge between the Summer internship and the Pre-Professional internship and is designed to familiarize the student with the work of an educational psychologist and the educational setting. This Practicum orients the student to the range of services provided by an educational psychologist, and the diversity of students with and without disabilities. The student is required to complete 60 hours of experience in an educational setting with an emphasis on applying the knowledge and skills developed during the programme. The practicum experience can range from observational experiences to assessments and interventions with children in the educational setting. The student would have to submit documentation of the work completed during this period.

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).

Course Description:

This course is intended to help students develop skills of writing up a research study and defending it. Students are supported as they progress through the different stages of their research work which include data collection, data analysis, and writing up a manuscript

Course objectives:

This course will help the learner to conceptualize a research problem, choose an appropriate research design and method , and carry out the research. It will also provide supervision to students as they progress through the different stages of the research process.

• Identify a research problem
• Select appropriate research design to study the problem
• Collect data in an ethical manner
• Write up a research manuscript based on the findings

Data Analysis

Writing a Research Manuscript

Supervision of Research Process

This course integrates the Systemic perspective with Educational Psychology and is offered in the fourth and final semester of the Master’s in Educational Psychology programme. The course challenges the student to understand the bigger picture of working with children in a school setting. The course also enables the learner to understand how interactions within the Social, Family, and Education settings affect learning outcomes. The course objectives concur with the Programme objectives of developing Academic Knowledge and Practitioner Competencies particularly in terms of the development of Consultation skills. 

• Understand the foundations of Systems theory and its’ application to the field of Educational Psychology
• Integrate an understanding of interpersonal relationships in the educational system with the learning process.
• Develop consultation skills in assessment and intervention using a Systemic framework

Introduction to Systems: Types of Systems; Characteristics of Systems; Complexities of Systems; Systems Analysis; Understanding Education from a Systems theory framework

Teacher-Student relationships; Peer-Peer relationships: Recognizing and addressing bullying; Teacher-Teacher relationships; Principal- Staff relationships; Impact of interpersonal relationships on school climate; Impact of interpersonal relationships on learning outcomes

Parent-Student Relationship; Other significant family or peer interactions with the Student; Parent-Teacher Relationship: Expectations from parents and teachers, Guidelines for establishing Parent-Teacher relationships

Assessment from a systemic perspective: Sociometry; Psychometric tools; Understanding the role of personality and emotions in the Education System; Interventions using the Systemic framework: Social Perspective-taking - Role-playing; Enhancing interpersonal relationships that affect learning outcomes

Wubbels, T., Brok, den, P. J., Tartwijk, van, J. W. F., & Levy, J. (Eds.) (2012). Interpersonal relationships in education: an overview of contemporary research. (Advances in data mining and database management (ADMDM) book series). Sense Publishers. https://doi.org/10.1007/978-94-6091-939-8

Zandvliet, D., Brok, den, P. J., Mainhard, T., & Tartwijk, van, J. W. F. (Eds.) (2014). Interpersonal relationships in education : from theory to practice. (Advances in Learning Environments Research; Vol. 5). SensePublishers. https://doi.org/10.1007/978-94-6209-701-8

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

The course on ‘Physiological Bases of Human Behavior, Affect, and Learning’ orients the student to the Neurobiological understanding of human behaviour, emotion, and cognition. This course is offered in the fourth semester, and the learner has to have completed coursework in ‘Psychological Foundations 1 & 2’ in order to develop competencies in this area. The course introduces the student to the Humans Nervous system and the neurophysiological underpinnings of psychological processes. The course enables the learner to develop ‘Academic Knowledge’ in alignment with the Programme Objectives.

• Understand the foundations of human Neurophysiology
• Develop a Biopsychological understanding of human behaviour and its’ implications for Educational Psychology
• Develop a Biopsychological understanding of human affect and its’ implications for Educational Psychology
• Develop a Biopsychological understanding of human cognition and its’ implications for Educational Psychology

The biological approach to behavior, affect and learning; 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; Basic structure of the nervous system

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.

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 

The Neurophysiological Basis of Learning and Memory: The role of the hippocampus; Intelligence; Language; Lateralization; Understanding circuitry pathways of the brain.

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

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

The course on ‘Pedagogical planning: Technology design and implementation’ enables the student to design an effective curriculum that meets the demands of carefully identified learning outcomes. The course acquaints the learner with advances in technology that is used to support the learning process and challenges the student to determine mechanisms by which technology can be seamlessly integrated with the educational setting. The course offered in the fourth semester enables the Master’s in Educational Psychology student to develop the Programme objectives of Academic Knowledge and Practitioner Competencies in the area of Pedagogical Design. 

• Design Curriculum which demonstrates effective alignment of learning outcomes, teaching strategies and assessment
• Develop effective classroom management strategies that work on preventive and intervention-based methods
• Critically evaluate the role of technology in the educational setting leading to the effective integration of technology in Educational Psychology

Curriculum design and development: Introduction to curriculum design, Preparing a curriculum framework, Bloom’s Taxonomy, Bloom’s Revised Taxonomy- Anderson and Krathwohl,  Deep and surface approaches to Learning; Alignment of learning outcomes, pedagogy, and assessment; Lesson planning: Lesson Plan Phases- Identifying learning objectives, Planning activities, Lesson Plan Templates, Post-lesson Appraisal; Unit Plans: Elements of a Unit Plan, Designing a Unit Plan Outline; Scheduling Unit Plan Time Slots and Grading periods;  Classroom Management: Student Engagement Strategies, Communicating Expectations and Setting Limits in the Classroom

Learning Management Systems- Institutionally supported and Open-Source; Online Learning; Blended or Hybrid Learning- Flipped Classroom; Assistive technologies and tools for the teaching-learning process; Artificial Intelligence Supported Learning; Successful Cases in Technology-Enabled Active Teaching; Strategies that encourage honesty and accountability in the online learning process

Male, B. (2012). The Primary Curriculum Design Handbook: Preparing Our Children for the 21st Century. Bloomsbury Publishing

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 a minimum overall CIA mark of 33/65 including class participation to be eligible to write the ESE. 

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.

• define the concepts and explain the philosophical and logical foundations of Asian Healing Practices.
• analyze the strengths and challenges of integrating Asian Healing Practices with western Medicine.
• exhibit the knowledge and experiences in any one Asian Healing Practices.

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

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

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

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

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 University Press.

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

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

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

Sharma, R.K. & Dash, B.(2007). Charaka Samhita. Vol.II. Chowkhamba Sanskrit Series Office.

Sharma, R.K. & Dash, B.(2007). Charaka Samhita. Vol.V.Chowkhamba Sanskrit Series Office.

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

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

Course description: This course has been conceptualized in order to give students an insight of tackling self-defeating thoughts and replace it with a problem-solving outlook/ solution-focussed approach. It would also equip students to help deal with their clients by developing the skills necessary for addressing these issues. The students would also be exposed to certain tools like CBT and NLP that can be used within the framework of life coaching.

Course objectives: This course will help the learner to

• Tackle self-defeating thinking patterns with a problem-solving outlook

• Apply their knowledge in building modules to engage in training to address these needs

• The student will be able to build training modules to engage within their field of specialization.

• Demonstrate competence in applying a problem-solving outlook/ solution-focused approach
• Examine the various factors and identify the indicators of self-defeating thinking styles
• Design training modules by analyzing needs and recommending outcomes

The Evolution of Professional coaching and coaching psychology. Integrating positive psychology in coaching. Indian concept in coaching/preventive mode.

Overcoming procrastination, Assertiveness, tackling poor time management, handling criticism constructively, taking risks and making better decisions.

Cognitive Behaviour Coaching, NLP

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

Course Description:

This course helps counsellor understand their role in health settings.  With a focus on the mind-body connect it helps students understand how psychological wellness is important to pbysical health

Course Objectives:

• To develop understanding of the nature and significance of health psychology and highlight the importance of social and psychological perspectives of health and science.
• Understanding behavioural factors, disease prevention and health promotion in the context of holistic philosophy of health.

• Describe social and psychological perspectives of health.
• Use motivational interviewing skills in the context of health care.
• Differentiate chronic and terminal illnesses and their management.
• Develop possible psychosocial interventions for health promotion and health care.

Core Issues in Health Psychology

Motivational Interviewing

Pain and its impact

CHD

Cancer

Relaxation training, meditation, yogasanas

Hypnosis

Biofeedback

Behaviour modification

Cognitive behavioural techniques

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

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

Course Description: 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

• Understand the concepts and stages of crisis and trauma
• Evaluate the trauma using Assessment strategies useful in the area of crisis and trauma counseling
• Create a model of intervention using crisis and trauma theories and approaches

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

Different models of interventions;Issues and challenges in trauma management

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

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

Bisson JI, Roberts N, Macho G. (2003) The Cardiff traumatic stress initiative: an evidence-based approach to early psychological intervention following traumatic events. Psychiatric Bulletin.27:145–147.

Başoğlu M, Salcıoğlu E, Livanou M, et al. (2005). Single-session behavioural treatment ofearthquake-related posttraumatic stress disorder: a randomised controlled trial. J Trauma Stress.18(1):1–11. 

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

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). Guilford.

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

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

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

Course Objectives: Students will be able to 

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

• Understand the foundations of positive psychology and positive schooling
• Identify the need for positive education 
• Evaluate various issues in the educational system from a positive education framework
• Apply principles of positive education to solve real-time issue related to school and educational settings

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

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

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.

The Pre-professional Internship is offered in the fourth semester of the Master’s in Educational Psychology Programme. The practicum students would have to complete coursework in the following required courses:

• Principles and Practices of Educational Psychology
• Psychological foundations 1 & 2
• Foundations of Multilingual and Multicultural Education
• Child and Adolescent Development and Developmental Psychopathology
• Children with special needs
• Practicum in Educational Assessment  & Psychological Assessment 
• Summer Internship & Educational Psychology Practicum
• Prevention  and Intervention for academic achievement

During the current semester the student would be enrolled in courses on 

• Social, Family and School Systems in Education 
• Pedagogical Planning: Technology and implementation

This course is designed to provide the student with an opportunity to develop Practitioner Competencies and apply the knowledge developed over the programme to an educational setting.

• Work with children from diverse demographics, academic potentials and special needs within the school environment
• Develop skills in the planning and implementation of appropriate pedagogical practices.
• Administer appropriate educational and psychological assessments for children in the educational setting
• Identify and apply appropriate evidence-based practices in prevention and interventions related to academic achievement
• Develop Consultation skills for working with parents, teachers and other Educational Professionals

Pre-Professional Internship is designed to help the student transition to working as a professional educational psychologist in an educational setting. The student is required to complete 200 hours of experience in an educational setting providing the student an opportunity to apply the knowledge and skills developed during the programme. This internship is meant to enhance the skills developed during the Educational Psychology practicum with additional skill development in the area of pedagogical planning and consultation within the educational system using a Systems theory framework. The student would have to submit documentation of the work completed during this period.

Therapeutic Formulation (20 marks) 

Reflective reports (20 marks)

Weekly Progress Notes (20 marks) 

Professional Statement (20 marks)

Onsite and on-campus supervisor feedback (30 marks)

Class Participation (5 marks)

Attendance (5 marks)

 ESE - Viva Voce (60 marks)

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 in a conference. The process will be supervised by the respective research supervisors.

Course Objective: 

• To help the learner gain familiarity with the process of publication
• To help the learner gain exposure to seminars and conferences

• Send a research manuscript to an indexed academic journal
• Present a paper in a national/international conference

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

Motivational Interviewing 

Pain and its impact

CHD

Cancer

Relaxation training, meditation, yogasanas

Hypnosis

Biofeedback

Behaviour modification

Cognitive behavioural techniques

Continuous Internal Assessment (CIA)

CIA 1 (publication) : 25 marks
CIA 2 (presentation):  25 Marks

The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.