Department of PSYCHOLOGY

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

 
1 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MEP131 PRINCIPLES AND PRACTICES OF EDUCATIONAL PSYCHOLOGY - 4 4 100
MEP132 FOUNDATIONS OF MULTILINGUAL AND MULTICULTURAL EDUCATION - 4 4 100
MEP133 CHILD AND ADOLESCENT DEVELOPMENT - 4 4 100
MEP134 RESEARCH METHODS - 4 4 100
MEP151 PRACTICUM (OBSERVATION) - 4 4 100
MEP152 COMMUNITY SERVICE - 4 2 50
MEP153 MULTICULTURAL COUNSELLING SKILLS - I (ADULTS) - 4 4 100
2 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MEP231 PSYCHOLOGICAL FOUNDATIONS - I - 4 4 100
MEP232 DEVELOPMENTAL PSYCHOPATHOLOGY - 4 4 100
MEP251 PRACTICUM IN EDUCATIONAL PSYCHOLOGY: EDUCATIONAL ASSESSMENT - 4 4 100
MEP252 PRACTICUM IN EDUCATIONAL PSYCHOLOGY: PSYCHOLOGICAL ASSESSMENT - 4 4 100
MEP253 MULTICULTURAL COUNSELLING SKILLS-II(ADOLESCENTS) - 4 4 100
MEP254 COMMUNITY SERVICE - 2 2 50
MEP281 RESEARCH METHODS LAB - 2 2 50
3 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MEP331 PREVENTION AND INTERVENTION FOR ACADEMIC ACHIEVEMENT - 4 4 100
MEP332 EXPERIMENTAL DESIGNS FOR EDUCATORS AND HELPING PROFESSIONALS - 4 4 100
MEP333 CHILDREN WITH SPECIAL NEEDS - 4 4 100
MEP334 PSYCHOLOGICAL FOUNDATIONS - II - 4 4 100
MEP341A ABUSE AND TRAUMA IN CHILDREN AND ADOLESCENTS - 2 2 50
MEP341C GRIEF COUNSELLING FOR CHILDREN AND ADOLESCENTS - 2 2 50
MEP341D CLINICAL NEUROPSYCHOLOGY - 2 2 50
MEP351 EDUCATIONAL PSYCHOLOGY PRACTICUM - 0 4 100
MEP381 RESEARCH SEMINAR - 2 2 50
4 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MEP431 SOCIAL, FAMILY AND SCHOOL SYSTEMS IN EDUCATION - 4 4 100
MEP432 PHYSIOLOGICAL BASES OF HUMAN BEHAVIOR, AFFECT, AND LEARNING - 4 4 100
MEP433 PEDAGOGICAL PLANNING: TECHNOLOGY DESIGN AND IMPLEMENTATION - 4 4 100
MEP442A ASIAN HEALING PRACTICES - 2 2 50
MEP442B LIFE COACHING - 2 2 50
MEP442C COUNSELLING IN HEALTH SETTINGS - 2 2 50
MEP442D CRISIS INTERVENTION AND TRAUMA COUNSELLING - 2 2 50
MEP442E POSITIVE EDUCATION - 2 2 50
MEP451 PRE-PROFESSIONAL INTERNSHIP - 2 8 200
MEP481 RESEARCH PUBLICATION - 0 2 50
      

    

Department Overview:

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

Mission Statement:

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

Introduction to Program:

The 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.

Program Objective:

Programe Objective

The programme objective is to encourage  Intellectual engagement in the foundations, methods, and application of psychological principles as applied to educational psychology practice and related fields, Pursuit of research-based understanding and critical appraisal of theories and concepts underlying the foundations and practices of psychology and education and how these intersect with the field of educational psychology and Development and dissemination of educational psychology related information, knowledge, skills, policies, and practices for the benefit of children, families, schools, and society.

Programme Outcomes 

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

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

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

Assesment Pattern

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

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


CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

Attendance Percentage

Marks

95% -100%

05 marks

90% - 94%

04 marks

85% - 89%

03 marks

80% - 84%

02 marks

76% - 79%

01 mark

 

 

 

 

 

 

 

For two credit courses the breakup of CIA is as follows:

CIA1:20 marks

CIA 2:20 Marks

Class participation and Attendance: 10 marks

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

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

Permission for admission to the ESE is granted only if

·    A student has passed in CIAs for that course.

·    A student has at least 85% of the attendance in aggregate at the end of the semester.

·    The Vice-Chancellor is satisfied with the character and conduct of the student.

 Grading Pattern

Percentage 

Grade 

Grade point

(10 point scale) 

Grade point

 (4 Point scale) 

Interpretation 

80-100 

O

10

4

Outstanding

70-79

A+

9

3.6

Excellent 

60-69

A

8

3.2

Very Good

55-59

B+

7

2.8

Good

50-54

B

6

2.4

Above Average

 

 

 

Examination And Assesments

Formative and Summative assessments are conducted by the department to ascertain the readiness for learning and the attainment of learning outcomes. Assessments are examinations are based on competency frame work and principles of outcome-based education. Attainment of learning outcomes/ expected competencies is evaluated using either holistic or analytic rubrics, grading schemes or attainment criteria specified to the students at the beginning of the semester. Learning outcomes (Course outcomes) of each course are mapped to programme outcomes and programme specific 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.

MEP131 - PRINCIPLES AND PRACTICES OF EDUCATIONAL PSYCHOLOGY (2021 Batch)

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

Course Objectives/Course Description

 

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

 

 

Learning Outcome

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

  • Demonstrate an understanding of the scientific basis for the principles of educational psychology 
  • Consider evidence-based application in teaching and learning
  • Critically assess psychological theories that inform learning

Unit-1
Teaching Hours:15
Foundational Theories
 

Current and Emerging Design and Data Analysis Approaches 

Constructivism

Information Processing 

Social cognitive theory

Sociocultural approaches

Social And Emotional Factors

 

Unit-2
Teaching Hours:15
Evidence Based Practices
 

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 

Unit-3
Teaching Hours:15
Individual differences, cultural and contextual factors
 

Academic Emotions

Learning Styles

Motivation

Cultural and Neighbourhood effects

Relationships

Teachers and Classroom Contexts

Unit-4
Teaching Hours:15
Applications to learning and Teaching
 

Applications across the life span

Assessment and Decision Making

Instructional Methods

Teaching Special Populations 

 

 

Text Books And Reference Books:

Robinson, S. (2009). Foundation of Educational Psychology (2nd ed.). Ane Books.

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

 

 

Essential Reading / Recommended Reading

Brophy, J. (2010). Motivating Students to Learn (3rd ed.). Routledge. 

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.

 

Evaluation Pattern

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

MEP132 - FOUNDATIONS OF MULTILINGUAL AND MULTICULTURAL EDUCATION (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 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.

Learning Outcome

At the end of the course, students will be able to:

  1. understand that the roots of multicultural education/social justice education is in the principles of human rights.
  2. recognize their cultural context and its influence on their perceptions and behavior. 
  3. articulate their personal philosophy of social justice education
  4. develop strategies for curriculum planning and designing, including assessments, as they relate to diversity, equity, and student learning
  5. suitably apply the theories of second language acquisition, methods, and assessment.
  6. demonstrate their multicultural knowledge and positive as well as professional attitudes toward working/teaching for equity.
  7. demonstrate the skills needed for working/teaching for equity.
  8. possess the vision as well as the quest for creating equity in school and society

Unit-1
Teaching Hours:8
Introduction to Multicultural Education
 

Introduction.

Course Syllabus: Process of reflection.

Universal Declaration of Human Rights.

Census of India.

Unit-2
Teaching Hours:18
Equity Literacy
 

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

Unit-2
Teaching Hours:18
Multicultural Education in India
 

Socio-Economic Class

Unit-3
Teaching Hours:10
Intersectionality & Multicultural Education in India
 

Religion & Caste

Unit-3
Teaching Hours:10
Multicultural Education in India
 

Gender

Ability (Intellectual)

Sexual Orientation:LGBTQ

Unit-4
Teaching Hours:10
Multicultural Curriculum
 

Multicultural Curriculum Model: Overview & Big Ideas

Multicultural Curriculum Model: Transformative Intellectual Knowledge

Multicultural Curriculum Model: Teacher Beliefs

Multicultural Curriculum Model: Assessments

Unit-5
Teaching Hours:16
Multilinguualism
 

Multilingualism: Central Concepts

Bilingualism/Multilingualism and Second Language Acquisition

Language issues in India

Tapestry of Language Learning

Course Learnings as a way of life

Text Books And Reference Books:

Unit - 1

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.

Essential Reading / Recommended Reading

NA

Evaluation Pattern

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

MEP133 - CHILD AND ADOLESCENT DEVELOPMENT (2021 Batch)

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

Course Objectives/Course Description

 

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

 

Learning Outcome

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

  1. Describe Systemic and environmental factors that affect child development and functioning
  2. Compare and contrast how different theories of development explain changes related to physical, cognitive, social, and emotional influences (such as socio-economic status, gender, special needs, culture, religion, schools, peers, and family) on physical, cognitive, social, and emotional development
  3. Apply the developmental theories and specific evidence-based research findings to understand the learners  
  4. Apply developmental concepts and theories to every day relationships and situations.

UNIT 1
Teaching Hours:15
Physical 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

UNIT 2
Teaching Hours:15
Cognitive and Language Development
 

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

UNIT 3
Teaching Hours:15
Development of Self and Others
 

Social cognition: Intentionality; Theory of mind, Favell’s perspective taking, false belief task, self-control; Moral development, reasoning and Prosocial behavior- Paiget, Kohlberg, & Gilligan; 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

UNIT 4
Teaching Hours:15
Socio-Emotional 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 

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

Essential Reading / Recommended Reading

Arnett, J. J. (2014). Adolescence and emerging adulthood. Pearson Education Limited.

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.          

Evaluation Pattern

Evaluation Pattern:

Continuous Internal Assessment (CIA)  - 70% 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). 

MEP134 - RESEARCH METHODS (2021 Batch)

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

Course Objectives/Course Description

 

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. 

 

Learning Outcome

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

  • Trace critical developments in the history of research
  • Understand significant paradigms in research
  • Compare and Critique the different approaches of research
  • Understand the process of designing and implementing a research study
  • Consider ethical issues in Educational Psychology Research
  • Critically evaluate the Scientific approach in Educational Psychology

Unit-1
Teaching Hours:15
An Introduction to Research
 

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

Unit-2
Teaching Hours:15
Research Approaches in Education Psychology
 

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

 

Unit-3
Teaching Hours:15
Designing Research in Education Psychology
 

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

 

Unit-4
Teaching Hours:15
Sampling and Methods of Data Collection
 

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

Text Books And Reference Books:

Ary, D., Jacobs, L. C., & Razavieh, A. (2017). Introduction to research in education (10th ed.). Holt, Rinehart and Winston.

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

 

Essential Reading / Recommended Reading

Gravetter, F. J., & Forzano, L.-A. B. (2018). Research methods for the behavioral sciences (6th ed.). Wadsworth.

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

Evaluation Pattern

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

MEP151 - PRACTICUM (OBSERVATION) (2021 Batch)

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

Course Objectives/Course Description

 

The practicum course in the first semester is an observational practicum. The student will be placed for one working day a week in a school setting. 

Learning Outcome

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

  • Recognize Ethical issues in a multicultural context.
  • Critique learning in class with real school settings
  • Demonstrate client observation skills.
  • Gain self-awareness through reflective writing and journaling.

Unit-1
Teaching Hours:60
 

This is an observational practicum to give the students an opportuity to reflect theory of educatonal psychology in action. The practicum is performed under the supervision of a university teacher and mentor in partner schools. The university teacher will coordinate the practicum, prepare materials and assess it together with the mentor in the partner school. The educational practicum can be spread across the semester 

- Preparation of action research connected with certain problems in the classroom (e.g., in relationships, communication, classroom management, classroom interaction, motivation);
- Observation and detection of interpersonal differences among students in their ways of learning, learning styles; how to help students plan their learning activities;
- Observation and work with students with special needs (get to know the individualised learning programme, team work with students with special needs; university students offer individual help to students in the classroom);
- Work with gifted students; become acquainted with the role of teacher in identifying gifted students;
- Help teacher with his/her classroom work;
- Become acquainted with different professional services in school and their role in school and in work with students;
- Become acquainted with different ways of monitoring student progress, and giving feedback to students and their parents.

There will be a Debrief weekly once in the classroom and reflective reports submitted.

 

Text Books And Reference Books:

 Ivey, A.E., & Ivey, M.B.(2007). Intentional Interviewing and Counselling. Thomson: Brooks/Cole.

Essential Reading / Recommended Reading

NA

Evaluation Pattern

 Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

MEP152 - COMMUNITY SERVICE (2021 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:4
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Course description: In this course students will spend four hours a week or a total of 30 hours during the semester involved in supervised community service. Students are encouraged to work alongside 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.

Learning Outcome

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

  • Understand the mental health related and other issues in our society
  • Identify the needs of underprivileged population.
  • Address the mental health issues among various communities.

Unit-1
Teaching Hours:2
Introduction
 

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.

Unit-2
Teaching Hours:30
Fieldwork
 

 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.

Unit-3
Teaching Hours:13
Reflection
 

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

Reason for choosing the organization

•The planning phase of service learning initiatives

•Logistics for the initiative of the action

•Stakeholders/beneficiaries

•Execution of the action initiative

•Specific learning outcome

•Evaluation

Text Books And Reference Books:

America’s Promise—The Alliance for Youth (2004). Connecting Communities with Colleges & Universities.  909 North Washington Street, Suite 400, Alexandria,VA 22314-1556.

Essential Reading / Recommended Reading

Bringle, R. G. & Hatcher, J. A. (1996). Implementing Service Learning in Higher Education. The Journal of Higher Education, 67(2), 221-239.

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.

MEP153 - MULTICULTURAL COUNSELLING SKILLS - I (ADULTS) (2021 Batch)

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

Course Objectives/Course Description

 

Course description: This 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.

Learning Outcome

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

  • Recognize Ethical issues in a multicultural context.
  • Understand what multicultural competence entails.
  • Demonstrate Attending Skills.
  • Demonstrate appropriate questioning skills in a counseling session
  • Demonstrate client observation skills.
  • Use encouragers and be skilled in paraphrasing and summarizing.
  • Demonstrate appropriate use of Reflection of feeling.
  • Conduct a brief counseling session integrating all skills learnt appropriately.
  • Gain self-awareness through reflective writing and journaling.

Unit-1
Teaching Hours:15
Unit 1
 

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

Unit-2
Teaching Hours:15
Unit 2
 

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

Unit-3
Teaching Hours:15
Unit 3
 

Reflection of Content, Reflection of Feeling

Unit-4
Teaching Hours:15
Unit 4
 

Integrating Listening Skills

Text Books And Reference Books:

 Ivey, A.E., & Ivey, M.B. (2007). Intentional Interviewing and Counselling. Thomson: Brooks/Cole.

Essential Reading / Recommended Reading

Evans, D.R. , Hearn, M.T., Uhlemann, M.R., & Ivey, A.E. (2008). Essential Interviewing: A Programmed Approach to Effective Communication.  Thomson: Brooks/Cole.
Nelson-Jones, R. (2008). Basic Counselling Skills: A Helper’s Manual. New Delhi: Sage Publications.

Evaluation Pattern

For 4 credit core papers (100 marks)

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.

 

MEP231 - PSYCHOLOGICAL FOUNDATIONS - I (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 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.

 

Learning Outcome

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

  • Develop an understanding of normal psychological processes
  • Critically evaluate the different schools of Psychology
  • Evaluate the theories in the context of Educational Psychology

Unit-1
Teaching Hours:15
Introduction to Psychology and Consciousness
 

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

Unit-2
Teaching Hours:15
Motivation and Emotion
 

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 

 

Unit-3
Teaching Hours:15
Personality: Theory and Measurement
 

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

 

Unit-4
Teaching Hours:15
Social Psychology
 

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

Text Books And Reference Books:

Baron, R. A., & Kalsher, M. J. (2018). Psychology (5th ed.). Allyn & Bacon

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

Essential Reading / Recommended Reading

Schultz, D. P., & Schultz, S. E. (2017). Theories of personality (11th ed.). Cengage Learning

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

Evaluation Pattern

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

MEP232 - DEVELOPMENTAL PSYCHOPATHOLOGY (2021 Batch)

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

Course Objectives/Course Description

 

Course Description: 

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

Learning Outcome

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

•Delineate systemic, psychological and environmental factors associated with developmental and psychological disorders.

•Critically appraise the alternate theories of psychopathology and appreciate the interconnectedness of biological, psychological and social factors. 

•Discuss the various ramifications of psychopathology on education and achievement.

•Develop skillsets to translate the findings in theory to culturally appropriate prevention and intervention strategies in the field of education.

Unit-1
Teaching Hours:15
Introduction to Developmental Psychopathology
 

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.

Unit-2
Teaching Hours:15
Neurodevelopmental disorders
 

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

Unit-3
Teaching Hours:15
Internalizing disorders, Externalizing 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.

Unit-4
Teaching Hours:15
Current trends and issues in assessment, practice, training and research.
 

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.

Text Books And Reference Books:

Cicchetti, D. E., & Cohen, D. J. (2006). Developmental psychopathology: Theory and method Vol. 1. John Wiley & Sons Inc.

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.

Essential Reading / Recommended Reading

World Health Organization. (2018). International classification of diseases for mortality and morbidity statistics (11th Revision). Retrieved from https://icd.who.int/browse11/l-m/en 

Evaluation Pattern

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

MEP251 - PRACTICUM IN EDUCATIONAL PSYCHOLOGY: EDUCATIONAL ASSESSMENT (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 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.

Learning Outcome

At the end of the course, students must be able to:

  • articulate the purposes of classroom assessment
  • differentiate between assessment and evaluation
  • differentiate between formative and summative assessments
  • differentiate among assessment for learning, assessment of learning, and assessment as learning
  • articulate the importance of assessment for learning
  • state learning outcomes using Backward Design
  • design effective selected-response assessments and constructed-response assessments
  • understand the role of observation as assessment
  • design differentiated assessments
  • develop effective holistic and analytic rubrics
  • apply strategies to construct reliable and valid assessments
  • differentiate between norm- and criterion-referenced assessments
  • critically evaluate authentic assessments
  • assess self and peer work
  • provide feed-up, feedback, and feed-forward
  • create marking schemes
  • analyze assessment data
  • use technology for assessment
  • use technology for providing feedback
  • synthesize assessment data (report results) for instructional and curricular decision-making

Unit-1
Teaching Hours:60
List of assessment Labs
 

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

Text Books And Reference Books:

Reynolds, C. R., Livingston, R. B., and Willson, V. (2011). Measurement and assessment in education, (2nd ed.). New Delhi: PHI.

Essential Reading / Recommended Reading

N.A

Evaluation Pattern

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

MEP252 - PRACTICUM IN EDUCATIONAL PSYCHOLOGY: PSYCHOLOGICAL ASSESSMENT (2021 Batch)

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

Course Objectives/Course Description

 

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.

Learning Outcome

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

  • Administer and interpret Intelligence tests
  • Administer and interpret Personality measures
  • Administer and interpret Aptitude and Career Interest scales

Unit-1
Teaching Hours:10
Unit 1
 

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)

Unit-2
Teaching Hours:20
Unit 2
 

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

Unit-3
Teaching Hours:10
Unit 3
 

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

Unit-4
Teaching Hours:20
Unit 4
 

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

Text Books And Reference Books:

Test Manuals

Essential Reading / Recommended Reading

Nil

Evaluation Pattern

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

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

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

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

MEP253 - MULTICULTURAL COUNSELLING SKILLS-II(ADOLESCENTS) (2021 Batch)

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

Course Objectives/Course Description

 

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.

Learning Outcome

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

  • Demonstrate sensitivity to aspects of ethics, multiculturalism, and counsellor- client relationship in working with children and adolescents.
  • Demonstrate the specific skills and process involved in counselling adolescent
  • Demonstrate the specific skills and process involved in counselling children
  • Conceptualize and apply counselling skills to common issues seen among children and adolescents.

Unit-1
Teaching Hours:15
Unit I - Ethical and Multicultural Issues
 

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.

 


Unit-2
Teaching Hours:15
UNIT II - Skills for Counselling Adolescents
 

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

Unit-3
Teaching Hours:15
UNIT III - Skills for Counselling Children
 

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.

Unit-4
Teaching Hours:15
UNIT IV - Skill Integration and Application
 

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

Text Books And Reference Books:

Geldard, K., Geldard, D., & Foo, R. Y. (2013). Counselling children: A practical introduction. Sage.
Geldard, K., Geldard, D., & Foo, R. Y. (2016). Counselling adolescents: The proactive approach for young people. Sage.

Essential Reading / Recommended Reading

Ivey, A.E., & Ivey, M.B. (2007). Intentional interviewing and counselling. Thomson: Brooks/Cole.
Sherman, L. (2014). Skills in counselling and psychotherapy with children and young people. Sage.
Henderson, D. A., & Thompson, C. L. (2016). Counseling children. Cengage Learning.

Evaluation Pattern

For 4 credit core papers (100 marks)

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.

MEP254 - COMMUNITY SERVICE (2021 Batch)

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

Course Objectives/Course Description

 

The course 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.

 

Learning Outcome

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

  • Conduct psychological assessments in the community
  • Tutor students using the principles and skills developed during the Programme

Unit-1
Teaching Hours:0
Unit I
 

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.

 

Text Books And Reference Books:

NA

Essential Reading / Recommended Reading

NA

Evaluation Pattern

Community Service report: 50 marks

MEP281 - RESEARCH METHODS LAB (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 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. 

 

Learning Outcome

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

  • identify a research problem
  • select appropriate research design to study the problem
  • write a research proposal and defend it
  • collect data in an ethical manner

 

Unit-1
Teaching Hours:30
UNIT 1
 

Developing a Research Proposal

Ethical Issues in Research

Supervision of Research Process

Text Books And Reference Books:

 Coolican, H. (2004). Research methods and Statistics in Psychology. Hoddes Arnold

 

Essential Reading / Recommended Reading

N.A

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.

 

MEP331 - PREVENTION AND INTERVENTION FOR ACADEMIC ACHIEVEMENT (2020 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 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.

Learning Outcome

The course is expected to engage with higher order skills in Blooms taxonomy: Analyzing, Evaluating and Creating. Students should be able to quickly work through published research on EBPs in the indicative content areas listed in the curriculum (Unit 2 to 5), able to analyze the challenges of implementing EBPs in schools and evaluate case studies of School based Evidence based prevention programmes. They must be able to use their externships in schools to feedback into classroom discussion. As evolving educational psychologist, this course must help them to establish the scientific connection between school-based prevention and intervention programmes and academic achievement.

 

Unit-1
Teaching Hours:15
Evidence based practices
 

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

Unit-2
Teaching Hours:15
EBPs for Mental Health
 

Mental Health: Depression, Suicidal behavior, Anxiety

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

Unit-3
Teaching Hours:15
EBPs for Substance Use
 

Technology addictions

Antisocial behavior

Violence prevention 

Unit-4
Teaching Hours:15
EBPs for Health
 

EVB for Obesity

Self and body image challenges

Teasing, bullying, sexual harassment

Reproductive health

Text Books And Reference Books:

Institute of Education Sciences, U.S. Department of Education (2014). PRIME Planning Realistic Implementation and Maintenance by Educators: How to Select an Evidence-Based Intervention- A Guide [PDF file]. Retrieved from https://implementationscience.uconn.edu/wp-content/uploads/sites/1115/2014/12/PRIME_quickguide_edvidence-based_intervention.pdf

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.

Essential Reading / Recommended Reading

Readings for Specific challenges are best set based on Metanalytic reviews in Research articles from the Journal, School Mental Health which publishes empirical and evidence-based work regularly.

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/

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 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).

MEP332 - EXPERIMENTAL DESIGNS FOR EDUCATORS AND HELPING PROFESSIONALS (2020 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 ‘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. 

Learning Outcome

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

  • 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

Unit-1
Teaching Hours:15
Introduction to Experimental Research
 

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 

Unit-2
Teaching Hours:15
Experimental Research Designs
 

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

Unit-3
Teaching Hours:15
Ex Post Facto Research
 

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

Unit-4
Teaching Hours:15
Correlational and Survey 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 

Text Books And Reference Books:

Ary, D., Jacobs, L. C., & Razavieh, A. (2017). Introduction to research in education (10th Ed.). Holt, Rinehart and Winston.

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

Essential Reading / Recommended Reading

Gravetter, F. J., & Forzano, L.-A. B. (2018). Research methods for the behavioral sciences (6th Ed.). Wadsworth

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

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 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).

MEP333 - CHILDREN WITH SPECIAL NEEDS (2020 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 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. 

Learning Outcome

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

  • 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

Unit-1
Teaching Hours:15
Introduction to Education of Children with Special Needs
 

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

Unit-2
Teaching Hours:15
Evidence-Based Practices with Different Categories of Special Needs and Special Education
 

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 

 

Unit-3
Teaching Hours:15
Teaching and Assessment of Children with Special Needs
 

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 

Unit-4
Teaching Hours:15
Current Policies and Future Directions for Working with Children with Special Needs
 

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

Text Books And Reference Books:

Florian, L., & Sage Publications. (2007). The SAGE handbook of special education. SAGE Publications.

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

Essential Reading / Recommended Reading

Osborne, A. G. & Russo, C. J. (2007). Special education and the law: A guide for practitioners. Corwin Press. 10.4135/9781483329338

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

MEP334 - PSYCHOLOGICAL FOUNDATIONS - II (2020 Batch)

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

Course Objectives/Course Description

 

This course is offered 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. 

Learning Outcome

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

●      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

Unit-1
Teaching Hours:15
Sensation and Perception
 

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

Unit-2
Teaching Hours:15
Learning
 

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

Unit-3
Teaching Hours:15
Memory
 

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

Unit-4
Teaching Hours:15
Thinking, Language and Intelligence
 

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

Text Books And Reference Books:

Matlin, M. W. (2019). Cognition, (10th Ed.). J. Wiley Canada.

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

Essential Reading / Recommended Reading

Baron, R. A., & Kalsher, M. J. (2018). Psychology (5th Ed.). Allyn & Bacon.

Feldman, R. S. (2019). Essentials of understanding psychology (13th Ed.). 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 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).

MEP341A - ABUSE AND TRAUMA IN CHILDREN AND ADOLESCENTS (2020 Batch)

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

Course Objectives/Course Description

 

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

Learning Outcome

This course will help the learner:

  • 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

Unit-1
Teaching Hours:15
Understanding child abuse and trauma
 

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

 

Unit-2
Teaching Hours:15
Interventions for child abuse and trauma
 

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

Text Books And Reference Books:

Clements, P., Seedat, S., & Gibbings, E. N. (2015). Mental health issues of child maltreatment. Saint Louis: STM Learning, Inc.

Essential Reading / Recommended Reading

Brymer M., Taylor M., Escudero P., Jacobs A., Kronenberg M., Macy R., Mock L., Payne L., Pynoos R., & Vogel J. (2012). Psychological first aid for schools: Field operations guide, 2nd Edition. Los Angeles: National Child Traumatic Stress Network.

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.

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, 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.

MEP341C - GRIEF COUNSELLING FOR CHILDREN AND ADOLESCENTS (2020 Batch)

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

Course Objectives/Course Description

 

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.

Learning Outcome

By the end of the course learners will be able to   

  • 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.

Unit-1
Teaching Hours:15
Introduction to Grief counselling
 

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

Unit-2
Teaching Hours:15
Interventions to address grief.
 

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.

Text Books And Reference Books:

Malone, P.A. (2016) Counseling Adolescents Through Loss, Grief and Trauma. New York and London, Routledge.

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.

Essential Reading / Recommended Reading

McWhorter Gay (2003) Healing Activities for Children in Grief: Activities Suitable for Support Groups with Grieving Children, Preteens, and Teens. 2nd Ed.

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

Evaluation Pattern

Continous Internal Assessment:

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.

MEP341D - CLINICAL NEUROPSYCHOLOGY (2020 Batch)

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

Course Objectives/Course Description

 

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

Course objectives: Students will acquire

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

 

 

Learning Outcome

Course outcomes: Having successfully completed this module students will be able to:

  • 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.

 

Unit-1
Teaching Hours:8
Unit I
 

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

Unit-2
Teaching Hours:7
Unit II
 

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

Lobe syndromes- frontal, temporal, parietal, occipital

Unit-3
Teaching Hours:7
Unit III
 

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

Unit-4
Teaching Hours:8
Unit IV
 

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

Neuropsychological assessments

Text Books And Reference Books:

Blackmore, S. (2003). Consciousness: An introduction. Hodder&Stoughton.
Kandel, E.R. Schwartz, J.H. & Jessel, T.M. (2000). Principles of neural science (4th ed.) McGraw-Hill.
Wallace, B. & Fisher, L.E. (1991). Consciousness and Behavior (3rd ed.). Allyn &   Bacon.
Walsh K. (2008). Neuropsychology. B.I. Churchill Livingstone Pvt. Ltd

Essential Reading / Recommended Reading

Anderson, V., Northam, E., Hendy, J. & Wrennall, J. (2005). Developmental Neuropsychology: A Clinical Approach (Brain Damage, Behavior and Cognition Series). NY, NY: Psychology Press, Taylor and Francis Group.
American Psychiatric Association. (2013).  Diagnostic and Statistical Manual of Mental Disorders (5th ed.). (2013). American Psychiatric Press.
Grant, I. & Adams, K. (2009). Neuropsychological Assessment of Neuropsychiatric and Neuromedical Disorders, Third Edition. New York, New York: Oxford University Press.
Heilman, K.M. & Valenstein, E. (2003). Clinical Neuropsychology. Oxford University Presss.
Lezak, M. D., Howieson, D. B, & Loring, D.W. (2012). Neuropsychological Assessment. (5th ed.). Oxford University Press.
Morgan, J.E. & Ricker, J.E. (2008). Textbook of Clinical Neuropsychology. Taylor and Francis Publishers, Inc.
Reynolds, C.R.(Editor) & Fletcher-Janzen, E. (Eds.). (2008). Handbook of Clinical Child Neuropsychology (3rd ed.). Springer Publishers.
Strauss, E., Sherman, E.M.S. & Spreen, Otfried (2006). A Compendium of Neuropsychological Tests (3rd ed.). Oxford University Press.
Yeates, K.O., Ris, M.D., Taylor, H.G. & Pennington, B.F. (2010). Pediatric Neuropsychology: Research, Theory, and Practice. (2nd ed.). Guildford 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.

 

MEP351 - EDUCATIONAL PSYCHOLOGY PRACTICUM (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:0
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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.

 

Learning Outcome

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

  • 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

Unit-1
Teaching Hours:0
Unit I
 

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.

Text Books And Reference Books:

N.A.

Essential Reading / Recommended Reading

N.A.

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 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).

MEP381 - RESEARCH SEMINAR (2020 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 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.

Learning Outcome

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

  • 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

Unit-1
Teaching Hours:30
UNIT 1
 

Data Analysis

Writing a Research Manuscript

Supervision of Research Process

Text Books And Reference Books:

 Coolican, H. (2004). Research Methods and Statistics in Psychology. London: Hoddes Arnold

Essential Reading / Recommended Reading

N.A

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.

MEP431 - SOCIAL, FAMILY AND SCHOOL SYSTEMS IN EDUCATION (2020 Batch)

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

Course Objectives/Course Description

 

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. 

 

Learning Outcome

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

  • 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

 

Unit-1
Teaching Hours:15
Introduction to Systems theory
 

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

Unit-2
Teaching Hours:15
Interpersonal relationships within the Education System
 

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

Unit-3
Teaching Hours:15
Interpersonal Relationships that interact with the Education System
 

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

Unit-4
Teaching Hours:15
Consultation from a Systems theory Framework
 

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

 

Text Books And Reference Books:

Cunningham, C. A., (2014). Systems Theory for Pragmatic Schooling: Toward Principles of Democratic Education. Palgrave Macmillan

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

 

Essential Reading / Recommended Reading

Winek, J. L. (2010). Systemic family therapy: from theory to practice. 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. 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).

MEP432 - PHYSIOLOGICAL BASES OF HUMAN BEHAVIOR, AFFECT, AND LEARNING (2020 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 ‘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.

Learning Outcome

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

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

Unit-1
Teaching Hours:15
Introduction to Physiological 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

 

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.

 

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 

 

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.

 

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 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).

MEP433 - PEDAGOGICAL PLANNING: TECHNOLOGY DESIGN AND IMPLEMENTATION (2020 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 ‘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. 

 

Learning Outcome

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

  • 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

 

Unit-1
Teaching Hours:30
Pedagogical Planning: A Practice-based Approach
 

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

 

Unit-2
Teaching Hours:30
Technology design and implementation
 

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

 

Text Books And Reference Books:

Information Resources Management Association. (2015). Curriculum design and classroom management : concepts, methodologies, tools, and applications. Information Science Reference

Essential Reading / Recommended Reading

Cunningham,G. (2009). The New Teacher’s Companion: Practical Wisdom for Succeeding in the Classroom. ASCD

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

 

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

 

MEP442A - ASIAN HEALING PRACTICES (2020 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.

Learning Outcome

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

  • 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.

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:

Cooper, R. (2007). Psychiatry and philosophy of science. Acumen.

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.

Essential Reading / Recommended Reading

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

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.

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.

 

MEP442B - LIFE COACHING (2020 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 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.

Learning Outcome

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

  • 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

Unit-1
Teaching Hours:10
Introduction to Life Coaching
 

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

Unit-2
Teaching Hours:10
Dealing with Troublesome Emotions
 

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

Unit-3
Teaching Hours:10
CBT and NLP
 

Cognitive Behaviour Coaching, NLP

Text Books And Reference Books:

 Dryden ,W. and Neenan,M. (2010). Life Coaching. Routledge.

Essential Reading / Recommended Reading

 Palmer, S., & Whybrow, A. (2010). Handbook of Coaching 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.

 

MEP442C - COUNSELLING IN HEALTH SETTINGS (2020 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 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.

 

Learning Outcome

By the end of the course students will be able to

  • 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.

Unit-1
Teaching Hours:7
Introduction to health psychology
 

Core Issues in Health Psychology

Unit-2
Teaching Hours:7
Communication in Health Care
 

Motivational Interviewing

Unit-3
Teaching Hours:6
Chronic and Terminal Illness
 

Pain and its impact

CHD

Cancer

Unit-4
Teaching Hours:10
Health Promotion & Health care interventions
 

Relaxation training, meditation, yogasanas

Hypnosis

Biofeedback

Behaviour modification

Cognitive behavioural techniques

Text Books And Reference Books:

Shelley, E. Taylor,(1986) Health Psychology, MGH

 

Essential Reading / Recommended Reading

Rollnick, S.,Miller, W.R,& Butlet, C.C  (2008) Motivational Interviewing in Health Care. Guildford Press

Evaluation Pattern

Evaluation Pattern:

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

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

MEP442D - CRISIS INTERVENTION AND TRAUMA COUNSELLING (2020 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

Learning Outcome

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

  • 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

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:

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

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.

Essential Reading / Recommended Reading

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

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.

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.

 

MEP442E - POSITIVE EDUCATION (2020 Batch)

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

Course Objectives/Course Description

 

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 

Learning Outcome

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

  • 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

Unit-1
Teaching Hours:15
Introduction to Positive Schooling
 

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

Unit-2
Teaching Hours:15
Positive Behaviour interventions for Educational Settings
 

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 

Text Books And Reference Books:

Seligman, M. E., Ernstb, R. M., Gillhamc, J., Reivicha, K., & Linkinsd, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293-311. – pages 1-5
Kumar, A., George, T. S., & Sudhesh, N. T. (Eds.). (2018). Character Strength Development: Perspectives from Positive Psychology. Sage Publications Pvt. Limited.
Gilman, R., Huebner, E., & Furlong, M. (2009). Handbook of positive psychology in schools. New York, NY: Routledge – Chapter 23 - The Positive in Positive Models of Discipline – The Positive in Positive Discipline – pg 306-309. 
Shapiro, S., & White, C. (2014). Mindful Discipline: A Loving Approach to Setting Limits and Raising an Emotionally Intelligent Child. New Harbinger Publications. Chapter 4 – The Mindful Discipline Approach, Five Elements of Mindful Discipline
Damgaard, M. T., & Nielsen, H. S. (2018). Nudging in Education. Economics of Education Review, 64.
McNiff, J., & Whitehead, J. (2006). All You Need To Know About Action Research. SAGE Publications, Inc.

Essential Reading / Recommended Reading

Baumgardner, S.R & Crothers, M.K. (2009). Positive Psychology. U.P: Dorling Kindersley Pvt Ltd. – Chapter 3 – Focus on Theory: The Broaden and Build Theory of Positive Emotions
Suttie, J. (2014). Mindful Discipline for Kids. Greater Good Magazine. Retrieved from https://greatergood.berkeley.edu/article/item/mindful_discipline_shauna_shapiro
Yeager, D., & Bundick, M. (2009). The role of purposeful work goals in promoting meaning in life and schoolwork during adolescence. Journal of Adolescent Research, 24, 423-452.

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.

MEP451 - PRE-PROFESSIONAL INTERNSHIP (2020 Batch)

Total Teaching Hours for Semester:200
No of Lecture Hours/Week:2
Max Marks:200
Credits:8

Course Objectives/Course Description

 

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.

 

Learning Outcome

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

  • 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

Unit-1
Teaching Hours:30
Unit I
 

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.

 

Text Books And Reference Books:

N.A.

Essential Reading / Recommended Reading

N.A.

Evaluation Pattern

Case Presentation (20 marks) 

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)

MEP481 - RESEARCH PUBLICATION (2020 Batch)

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

Course Objectives/Course Description

 

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

Learning Outcome

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

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

Unit-1
Teaching Hours:0
Unit 1
 

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

Unit-2
Teaching Hours:7
Communication in Health Care
 

Motivational Interviewing 

Unit-3
Teaching Hours:6
Chronic and Terminal Illness
 

Pain and its impact

CHD

Cancer

Unit-4
Teaching Hours:10
Health Promotion & Health care interventions
 

Relaxation training, meditation, yogasanas

Hypnosis

Biofeedback

Behaviour modification

Cognitive behavioural techniques

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

NA

Evaluation Pattern

Evaluation Pattern:

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.