CHRIST (Deemed to University), Bangalore

DEPARTMENT OF PSYCHOLOGY

School of Social Sciences

Syllabus for
Master of Science (Educational Psychology)
Academic Year  (2022)

 
1 Semester - 2022 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MEP111 ACADEMIC WRITING AND RESEARCH SEMINAR Skill Enhancement Course 2 2 50
MEP131 PRINCIPLES AND PRACTICES OF EDUCATIONAL PSYCHOLOGY-I Core Courses 4 4 100
MEP132 FOUNDATIONS OF MULTILINGUAL AND MULTICULTURAL EDUCATION Core Courses 4 4 100
MEP133 CHILD AND ADOLESCENT DEVELOPMENT Core Courses 4 4 100
MEP134 QUANTITATIVE RESEARCH METHODS Core Courses 4 4 100
MEP151 MULTICULTURAL COUNSELLING SKILLS-I(ADULTS) Skill Enhancement Course 4 4 100
MEP152 COMMUNITY SERVICE Ability Enhancement Compulsory Course 1 2 50
2 Semester - 2022 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MEP231 PRINCIPLES AND PRACTICES OF EDUCATIONAL PSYCHOLOGY-II - 4 4 100
MEP232 DEVELOPMENTAL PSYCHOPATHOLOGY - 4 4 100
MEP233 QUALITATIVE RESEARCH METHODS IN EDUCATIONAL PSYCHOLOGY - 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 PRACTICUM (OBSERVERSHIP) - 2 2 50
MEP281 RESEARCH METHODS LAB - 2 2 50
3 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MEP331 PREVENTION AND INTERVENTION FOR ACADEMIC ACHIEVEMENT Core Courses 4 4 100
MEP332 CAREER GUIDANCE AND COUNSELLING Core Courses 4 4 100
MEP333 WORKING WITH CHILDREN WITH SPECIAL NEEDS Core Courses 4 4 100
MEP341A ABUSE AND TRAUMA IN CHILDREN AND ADOLESCENTS Discipline Specific Elective 2 2 50
MEP341B PARENTING SKILLS TRAINING Discipline Specific Elective 2 2 50
MEP341C GRIEF COUNSELLING FOR CHILDREN AND ADOLESCENTS Discipline Specific Elective 2 2 50
MEP351 EDUCATIONAL PSYCHOLOGY PRACTICUM Skill Enhancement Course 0 4 100
MEP381 RESEARCH MANUSCRIPT Skill Enhancement Course 2 2 50
4 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MEP431 SOCIAL, FAMILY AND SCHOOL SYSTEMS IN EDUCATION - 4 4 100
MEP432 EDUCATIONAL POLICY ANALYSIS AND PROGRAMME EVALUATION - 4 4 100
MEP433 PEDAGOGICAL PLANNING: TECHNOLOGY DESIGN AND IMPLEMENTATION - 4 4 100
MEP441A LIFE COACHING - 2 2 50
MEP441B POSITIVE EDUCATION - 2 2 50
MEP441C PLAY THERAPY - 2 2 50
MEP451 PRE-PROFESSIONAL INTERNSHIP - 2 8 200
MEP471 SEMINAR AND PUBLICATION - 0 2 50
    

    

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.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO1: Demonstrate the ability to use knowledge of learning, human development and developmental psychopathology to design and implement educational/training programmes with appropriate instructional and assessment strategies for maximizing learners learning and development.

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

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

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

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

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

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

PO8: Reflect on their personal development through active engagement in academic, non-academic, and cultural activities

Assesment Pattern

Assessment Pattern

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

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

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

 

Attendance Percentage

Marks

95% -100%

05 marks

90% - 94%

04 marks

85% - 89%

03 marks

80% - 84%

02 marks

76% - 79%

01 mark

 

 

 

 

 

 

 

For two credit courses the breakup of CIA is as follows

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

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

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

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

 

Grading Pattern

Percentage 

Grade 

Grade point

(10 point scale) 

Grade point

 (4 Point scale) 

Interpretation 

80-100 

O

10

4

Outstanding

70-79

A+

9

3.6

Excellent 

60-69

A

8

3.2

Very Good

55-59

B+

7

2.8

Good

50-54

B

6

2.4

Above Average

 

Examination And Assesments

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

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

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

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

MEP111 - ACADEMIC WRITING AND RESEARCH SEMINAR (2022 Batch)

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

Course Objectives/Course Description

 

Course Description: This Course will introduce students to the domain of academic writing and its intricacies. Every student, regardless of his or her area of interest, will be called upon to use an academic style of writing at different levels and at various points in time. This course will therefore seek to impart such knowledge about the styles of writing used in the current academic scenario. It will provide students with opportunities in the classroom setting to practice such styles, both individually and in collaboration with others. In doing so, it will allow students to delve deeper into scientific literature, while also preparing them for efforts in research. The insights gained from such a course can be used by students as a foundation in their specialized line of work.

 

Course objectives:

 

  • This course will help the learner to gain a familiarity with different academic writing styles used in contemporary scientific journals.

  • Students will gain better understanding about in-text and reference citations, APA formatting.

  • Students will also be introduced to the concept of plagiarism and its different types to avoid such academic forgery.

Course Outcome

CO1: Scientifically acknowledge different sources of information in their writings

CO2: Write a document in APA format

CO3: Avoid plagiarism

Unit-1
Teaching Hours:5
Introduction to Academic Writing
 

An overview of the current status of academic writing and its importance; different approaches and processes; key issues: plagiarism, biases and frequent errors

Unit-2
Teaching Hours:10
Guidelines and rules in Academic Writing
 

Introduction to style and formatting guidelines from the American Psychological Association (APA); specific guidelines pertaining to in-text citations, references, and structures of academic papers

 

Unit-3
Teaching Hours:8
Reporting
 

Abstract writing; summarization; review of literature; scientific poster presentations; reflective, analytic and descriptive reports; book review; film review; tables and graphs in academic papers.

Unit-4
Teaching Hours:7
Experiential Learning as Assessment Strategies
 

Individual/Group presentations on forms and issues in Academic Writing; classroom assignments in generating abstracts, posters, reviews, etc

Text Books And Reference Books:

American Psychological Association. (2020). Publication manual of the American Psychological Association: the official guide to APA style (Seventh edition. ed.). American Psychological Association.

Essential Reading / Recommended Reading

Hartley, J. (2008). Academic writing and publishing: A practical guide. Routledge.

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.

 

MEP131 - PRINCIPLES AND PRACTICES OF EDUCATIONAL PSYCHOLOGY-I (2022 Batch)

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

Course Objectives/Course Description

 

This course will introduce the students to the theory and research that informs the practice of educational psychology. It equips the students to understand  learners and learning contexts  and evaluate ways in which various  factors such as age, culture, gender, language ,cognitive abilities  and social environments influence human learning.  

Course Outcome

CO1: Demonstrate an understanding of the scientific basis for the principles of educational psychology

CO2: Consider evidence-based practices in teaching and learning

CO3: Demonstrate an understanding of learner differences and critically evaluate the necessary teaching practices

Unit-1
Teaching Hours:10
Introduction to educational psychology.
 

Educational psychology as a discipline - Role of educational psychology- learning and teaching today- Role of research in building educational psychology as a field 

 

Unit-2
Teaching Hours:10
Understanding development : What teachers need to know
 

Cognitive development : Brain and cognitive development, Guidelines to teaching :Piaget’s theory of cognitive development, Vygotsky's Sociocultural perspective , bronfenbrenner's social context , Self and moral development 

           

 

Unit-3
Teaching Hours:20
Learner differences and learner needs
 

Intelligence - theories of intelligence - Multiple intelligence -Criticism of multiple intelligence- Implications for teachers - Differences in intelligence and implications for  teaching

Learning style differences and implications for teaching    

Students with learning challenges and implications for teaching : ADHD, Learning disability , Autism spectrum disorders , Intellectual disabilities ,  health and sensory impairments and gifted students 

 

Unit-4
Teaching Hours:20
Language and Cultural Diversity
 

Language development - languages and emergent literacy-Understanding language diversity and dialect differences in a classroom setting- Teaching immigrant students - approaches for English language learners

Cultural diversity and  Implications for teaching :Understanding and interpreting cultural differences -

Gender, race and ethnicity differences- Case for multicultural classrooms:creating culturally compatible classrooms 

 

Text Books And Reference 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 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).

 

MEP132 - FOUNDATIONS OF MULTILINGUAL AND MULTICULTURAL EDUCATION (2022 Batch)

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

Course Objectives/Course Description

 

This course 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.

Course Outcome

CO1: understand that the roots of multicultural education/social justice education is in the principles of human rights.

CO2: recognize their cultural context and its influence on their perceptions and behavior.

CO3: articulate their personal philosophy of social justice education

CO4 : develop strategies for curriculum planning and designing, including assessments, as they relate to diversity, equity, and student learning

CO5: suitably apply the theories of second language acquisition, methods, and assessment.

CO6: demonstrate their multicultural knowledge and positive as well as professional attitudes toward working/teaching for equity.

CO7: demonstrate the skills needed for working/teaching for equity.

CO88: 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
Multicultural Education in India
 

Socio-Economic Class

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-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)  - 65%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall 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 (2022 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

 

Course Outcome

CO1: equip students with an understanding of the varied forms of leadership and practices

CO2: 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

CO3: Apply the developmental theories and specific evidence-based research findings to understand the learners

CO4: 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 - QUANTITATIVE RESEARCH METHODS (2022 Batch)

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

Course Objectives/Course Description

 

This course is offered to students in the first semester to introduce them to the tradition of quantitative research in psychology. It begins by discussing the philosophical foundations of quantitative research followed by the scientific basis of research. Students are expected to see the links between scientific process of research and development of clinical psychology. Students will be introduced to research designs and process of research in quantitative methods. The course also provides opportunities to practice skills of research in laboratory setting.

Course Outcome

CO1: Demonstrate knowledge of research designs in quantitative research and the scientific process of research Design an e

CO2: Design an experiment with manipulation can control of the variables.

CO3: Differentiate various data collection and sampling methods employed in quantitative research

CO4: Write a quantitative research proposal in the domain of Psychology.

UNIT 1
Teaching Hours:15
Foundations of Quantitative Research Methods in Psychology
 

Philosophical roots of quantitative research; History of scientific research in psychology; Definition of research; Purpose and need of psychological research. Experimental, Exploratory, Correlational and descriptive research in psychology; Ethical issues in psychological research

UNIT 2
Teaching Hours:15
Process of Quantitative Research
 

Conceptualization, operationalization and measurement; Causality and experimentation; Definition and nature of variables; ;operationally defining variables; Independent variables; Dependent variables; formulation of research problems and hypothesis ; Different types of hypothesis ; Experimental manipulation and control of variables; steps in quantitative research (5 hours of lab work dedicated to developing problem statement and a hypotheses is suggested)

UNIT 3
Teaching Hours:15
Sampling Techniques and Data Collection
 

Population and sample: Basic assumptions; Sampling distribution; Sampling techniques: probability and non-probability sampling; Methods of data collection: observational methods, surveys, questionnaires, interviewing methods, case study methods, and psychometric tests.

UNIT 4
Teaching Hours:15
Experimental Designs in Psychology
 

Adequate vs Inadequate (faulty) research design;Types of experimental design based on subjects and factors; Within-subjects, between subjects, single-subject, single factor, and factorial design; Sources of error variance and its management in the various types of experimental designs; Mixed design (8 hrs )

Text Books And Reference Books:

  1. Gravetter,F. J., & Forzana, L. A. (2015). Research methods for behavioral sciences (5 ed.). Stamford, CT:Wordsworth cengage learning .
  2. Bordens, K. S., & Abbott, B.B. (2006). Research and design methods: A process approach(6 ed.). New Delhi: Tata McGraw-Hill Company Limited
  3. Goodwin, C. J. (2002). Research in psychology: Methods and design (3rd ed.). New Jersey: John Wiley & Sons, Inc.
  4. Coolican, H.(2004). Research methods and Statistics in Psychology. London: Hoddes Arnold
  5. Kerlinger, N. (1996). Foundations of behavioural research. India: Prentice Hall
Essential Reading / Recommended Reading

  1. Breakwell, G. M., Hammond,  S., Fife-Shaw, C., & Smith, J. A. (Ed.). (2006). Research methods in  psychology (3 ed.). New Delhi: Sage.
  2. Cohen, R. J., & Swerdlik, M. E. (2005). Psychological testing and assessment: An introduction to tests and measurement (6 ed.). New York: McGraw-Hill.
  3. Heiman, G.W. (2001). Understanding research methods and statistics: An integrated introduction for psychology (2ed.). Boston: Houghton Mifflin Company.
  4. Rosnow, R. L., & Rosenthal, R. (2002). Beginning behavioral research: A conceptual primer (4ed.). New Jersey: Prentice Hall.
  5. Singh, A. K. (1997). Test, measurements and research methods in behavioural sciences.  Patna: Bharathi Bhavan Publishers and Distributors.

 

 

Evaluation Pattern

Evaluation Pattern: 

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

 

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components 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 - MULTICULTURAL COUNSELLING SKILLS-I(ADULTS) (2022 Batch)

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

Course Objectives/Course Description

 

Course description: This 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.

Course Outcome

CO1: Recognize Ethical issues in a multicultural context.

CO2: Understand what multicultural competence entails.

CO3: Demonstrate Attending Skills.

CO4: Demonstrate appropriate questioning skills in a counseling session

CO5: Demonstrate client observation skills.

CO6: Use encouragers and be skilled in paraphrasing and summarizing.

CO7: Demonstrate appropriate use of Reflection of feeling.

CO8: Conduct a brief counseling session integrating all skills learnt appropriately

CO9: 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.

 

MEP152 - COMMUNITY SERVICE (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:1
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.

Course Outcome

CO1: Understand the mental health related and other issues in our society

CO2: Identify the needs of underprivileged population.

CO3: 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.

MEP231 - PRINCIPLES AND PRACTICES OF EDUCATIONAL PSYCHOLOGY-II (2022 Batch)

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

Course Objectives/Course Description

 

 This course will help students to understand effective learning environment and various psychological factors that contribute to creating effective classrooms. The course familiarises learneers with research based practices of instruction and assessment

Course Outcome

CO1: Demonstrate an understanding of the scientific basis for learning

CO2: Consider evidence-based application in effective classroom management

Unit-1
Teaching Hours:10
Understanding Learning
 

Basic principles and applications  : Behaviouristic, Cognitive, Complex cognitive processes, metacognition- social cognitive views 

 

Unit-2
Teaching Hours:15
Motivation and emotions in classrooms
 

Motivation and its approaches , understanding needs ,Interests and curiosity , Understanding student anxiety and helping students cope with anxiety, Addressing boredom in classrooms Understanding socio emotional learning and its significance , CASEL Framework , strategies to embed SEL in curriculum , Classroom Management and Discipline.

 

Unit-3
Teaching Hours:15
Creating effective learning environments
 

Classroom management, Creating positive learning environments :Rules and routines , planning spaces , maintaining good environments . dealing with discipline issues , importance of communication , teacher effectiveness and well being 

 

Unit-4
Teaching Hours:20
Assessments and evaluation
 

Basics of assessment , ,Classroom assessments and components , student perceptions of assessments ,Teachers’ Classroom Assessment and Grading Practices Decision Making,Authentic classroom assessment, Summative and formative assessments , interpreting standardized test scores, Implications for teachers : communicating with families ,helping students with disabilities , understanding effects of grades on students

Text Books And Reference Books:

 

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

  • McMillan, James H. (2004). Classroom assessment : principles and practice for effective instruction. Boston :Pearson/Allyn and Bacon

Essential Reading / Recommended Reading

 Macklem, G. L. (2015). Boredom in the Classroom: Addressing Student Motivation, Self-Regulation, and Engagement in Learning.Switzerland: Cham.Springer. doi: 10.1007/978-3-319-13120-7

 

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

 

 

MEP232 - DEVELOPMENTAL PSYCHOPATHOLOGY (2022 Batch)

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

Course Objectives/Course Description

 

Course Description: 

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

Course Outcome

CO1: Delineate systemic, psychological and environmental factors associated with developmental and psychological disorders.

CO2: Critically appraise the alternate theories of psychopathology and appreciate the interconnectedness of biological, psychological and social factors.

CO3: Discuss the various ramifications of psychopathology on education and achievement.

CO4: 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).

MEP233 - QUALITATIVE RESEARCH METHODS IN EDUCATIONAL PSYCHOLOGY (2022 Batch)

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

Course Objectives/Course Description

 

Course description: This course provides a theoretical foundation on qualitative research methods. Different methods of collecting qualitative data are discussed. Methods of Qualitative data analysis are also touched upon. Along with courses on research in the first and second semester, this course intends to provide students with the theoretical background to develop their research proposal.

Course objectives: This course will help the learner to:

  • Understand the philosophical foundations on which qualitative research methods are based
  • gain familiarity with the conceptual foundations of qualitative research methods in counselling Psychology
  • understand various traditions of qualitative research methodologies in counselling psychology.
  • learn different methods of data collection
  • understand different methods of data analysis in qualitative research methods

Course Outcome

CO1: demonstrate skills on designing qualitative research

CO2: collect qualitative data using various methods

CO3: appreciate the importance of interdisciplinary research

CO4: demonstrate skills on different traditions of qualitative data analysis

CO5: develop skills on Computer assisted qualitative data analysis

CO6: demonstrate skills on proposal writing and reporting qualitative research.

Unit-1
Teaching Hours:15
Foundations of Qualitative Research
 

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

 Research Lab (7 Hrs)

1) Review of different article related to the different traditions of qualitative research

3) Skill taining seminars 

Unit-2
Teaching Hours:15
Qualitative Research Design
 

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

Research Lab (7 Hrs)

1) Qualitative research proposal  lab

2) Simulated techniques on designing qualitative research

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

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

 Research Lab (7 Hrs)

 1) Simulated techniques on different data collection methods

2)     Skill training seminars

Unit-4
Teaching Hours:15
Analyzing Qualitative Data
 

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

 

Research Lab (7 Hrs)

 

1)  Qualitative  data analysis software NVivo

2) Reporting qualitative research data 

Text Books And Reference Books:

Mcleod, J. (2011). Qualitative Research in Counseling and Psychotherapy. Sage

Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches. Sage. 

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

Essential Reading / Recommended Reading

Bryman,A (Ed.)(2007) Sage Benchmarks in social science research methods Vol.I,Vol.II ,Vol,III,and Vol. IV. Sage Publications

Kvale,S.(Ed.) (1997).Psychology & Post-modernism.Sage Publications 

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

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

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

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

Evaluation Pattern

Evaluation Pattern: 

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

 

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components 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 (2022 Batch)

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

Course Objectives/Course Description

 

This course 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.

Course Outcome

CO1: articulate the purposes of classroom assessment

CO2: differentiate between assessment and evaluation

CO3: design effective selected-response assessments and constructed-response assessments understand the role of observation as assessment

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 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).

MEP252 - PRACTICUM IN EDUCATIONAL PSYCHOLOGY: PSYCHOLOGICAL ASSESSMENT (2022 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.

Course Outcome

CO1: Administer and interpret Intelligence tests

CO2: Administer and interpret Personality measures

CO3: 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) (2022 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.

Course Outcome

CO1: Demonstrate sensitivity to aspects of ethics, multiculturalism, and counsellor- client relationship in working with children and adolescents.

CO2: Demonstrate the specific skills and process involved in counselling adolescent

CO3: Demonstrate the specific skills and process involved in counselling children

CO4: 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 - PRACTICUM (OBSERVERSHIP) (2022 Batch)

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

Course Objectives/Course Description

 

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

Course Outcome

CO1: Recognize Ethical issues in a multicultural context.

CO2: Critique learning in class with real school settings

CO3: Demonstrate client observation skills.

CO4: Gain self-awareness through reflective writing and journaling.

Unit-1
Teaching Hours:30
Unit 1
 

This is an observational practicum to give the students an opportunity 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

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.

MEP281 - RESEARCH METHODS LAB (2022 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. 

 

Course Outcome

CO1: identify a research problem

CO2: select appropriate research design to study the problem

CO3: write a research proposal and defend it

CO4: 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 (2021 Batch)

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

Course Objectives/Course Description

 

This course gives 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.

Course Outcome

CO1: Quickly work through published research on EBPs in the indicative content areas listed in the curriculum

CO2: Analyze the challenges of implementing EBPs in schools and evaluate case studies of School based Evidence based prevention programmes

C03: Use their externships in schools to feedback into classroom discussion

CO4 : 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)  - 65%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

MEP332 - CAREER GUIDANCE AND COUNSELLING (2021 Batch)

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

Course Objectives/Course Description

 

 

Course description:This course equips students with various theoretical approaches to career planning and development, and enable them with knowledge, skills, and diverse tools to examine individual and group differences in career interests, needs, and values. They will apply these knowledge and skills to develop their own career plan as well as examine the scope of how organisations can assist individuals and groups in achieving career goals. They will also gain a broad understanding of emerging trends in the field of career guidance, counseling and development. 

 

Course objectives:

1. Orient students to theoretical knowledge in career guidance and counseling

2. Equip students with skills to assess individual and group differences in career interests, needs and values

3. Equip students with skills to develop personal career plan for themselves and for individuals/groups to achieve their career goals

4. Equip students with skills to analyze organizational approaches in assisting individuals/groups in achieving their career goals

5. Equip with skills to evaluate emerging trends and issues in career development

Course Outcome

CO1: Explain and distinguish between different theoretical approaches to career guidance and counseling

CO2: Explore individual and group differences in career interests, needs, and values.

Unit-1
Teaching Hours:15
Theories of career guidance and counselling- positivist and developmental
 
  • Trait and factor theories

  • Holland’s theory

  • Work adjustment theory

  • Super’s developmental theory

  • Social cognition theory and cultural preparedness approach

  • Personality theories

  • Applications to career assessment- e.g. MBTI, Holland’s RIASEC test, interest and value inventories, Super’s rainbow

 

Unit-2
Teaching Hours:15
Theories of career guidance and counselling: constructivist and social justice theories
 

Theories of career guidance and counselling: constructivist and social justice theories

 

  • Savickas career construction theory

  • Peavy’s narrative approach

  • McMahon and Patton- systems theory approach

  • Social justice approach- Hooley, Sultana, & Thomsen

  • Career assessments from constructivist and social justice approaches

Unit-3
Teaching Hours:15
Careers education- employability skills, career awareness and career information
 

Careers education- employability skills, career awareness and career information

 

Career awareness models, careers education- career information literacy (Hooley’s seven Cs), employability skills- interviews, CVs, communication skills, networking skills

Unit-4
Teaching Hours:15
Career awareness, guidance and counseling in diverse contexts
 

Career awareness, guidance and counselling in schools, universities, and employment agencies; Case studies working with marginalized communities- socioeconomic, gender, disability

Text Books And Reference Books:

Brown, D. (2003). Career information, career counseling, and career development. Allyn & Bacon.

Essential Reading / Recommended Reading

Hooley, T., Sultana, R., & Thomsen, R. (Eds.). (2017). Career guidance for social justice: Contesting neoliberalism (Vol. 16). Routledge.

 

Patton, W., & McMahon, M. (2014). Career development and systems theory: Connecting theory and practice (Vol. 2). Springer.

Evaluation Pattern

CIA 1 (30) + CIA 2 (30) + Class attendance and participation (10) + ESE (30)

MEP333 - WORKING WITH CHILDREN WITH SPECIAL NEEDS (2021 Batch)

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

Course Objectives/Course Description

 

This course introduces 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. 

Course Outcome

CO1: Differentiate between the types of Special Needs categories and the specific advantages and challenges of working with them.

CO2: Formulate teaching strategies for specific special needs populations.

CO3: Modify assessment methods when applicable for children with special needs.

CO4: Understand mechanisms of handling diversity in a classroom.

CO5: Appraise current legal perspectives and policies relevant to the education of children with Special Needs.

CO6: 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)  - 65%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

MEP341A - ABUSE AND TRAUMA IN CHILDREN AND ADOLESCENTS (2021 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

Course Outcome

CO1: Gain a conceptual understanding of abuse and trauma

CO2 : Recognise the signs and consequences of abuse and trauma

CO3 : 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.

MEP341B - PARENTING SKILLS TRAINING (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: Working with parents and families is an essential part of a psychologist’s role in educational settings. Parenting skills training is an evidence-based intervention for improving the educational, emotional, and social outcomes of children. This course presents an introduction to parenting skills training interventions. It provides the learner an overview of existing parenting skills training programmes, gain the skills to evaluate them, as well as develop appropriate parenting skills interventions appropriate for educational settings.  

 

Course Objectives:

This course will help the learner to:

  1. Gain an understanding of parenting skills training interventions
  2. Develop skills in designing and implementing parenting skills training interventions in educational settings

Course Outcome

CO1: Understand and conceptualize parenting issues using a multicultural lens

CO2: Evaluate existing evidence-based parenting skills programs

CO3: Develop parenting skills intervention plans appropriate for educational settings

Unit-1
Teaching Hours:10
Introduction to parenting and parent training
 

Understanding parenthood and parenting; Parenting across the lifespan; Theoretical perspectives on parenting; Multicultural & contemporary perspectives on parenting

Unit-2
Teaching Hours:20
Parenting skills training interventions
 

Types of parenting skills programs; Elements of parenting skills training programs; Parenting skills for children; Parenting skills for adolescents; Delivering parenting skills training in educational settings

Text Books And Reference Books:

Barkley, R. A. (2013). Defiant children: A clinician's manual for assessment and parent training. Guilford press.

Barkley, R. A., & Robin, A. L. (2014). Defiant teens: A clinician's manual for assessment and family intervention. Guilford Publications.

Essential Reading / Recommended Reading

Cohen, J. A., & Mannarino, A. P. (2015). Trauma-focused cognitive behaviour therapy for traumatized children and families. Child and Adolescent Psychiatric Clinics24(3), 557-570.

International Rescue Committee. (2016). Parenting skills intervention trainer’s manual. https://rescue.app.box.com/s/t17uqwunelwtzqqfyg9gndbt5s55hn29/file/92066661671

Knapp, S. E., & Jongsma, A. E. (2015). The parenting skills treatment planner with DSM-5 updates. John Wiley & Sons.

United Nations Office on Drugs and Crime. (2017). Compilation of evidence-based family skills training programmes. UNODC. https://www.unodc.org/documents/prevention/family-compilation.pdf

United Nations Office on Drugs and Crime. (2009). Guide to implementing family skills training programmes for drug abuse prevention. UNODC. https://www.unodc.org/documents/prevention/family-guidelines-E.pd

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, 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 (2021 Batch)

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

Course Objectives/Course Description

 

This course 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.

Course Outcome

CO1: Explain grief and the developmental influences in understanding grief from a cultural context.

CO2: Apply various concepts, theories, and models of grief to real-life situations

CO3: To 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.

MEP351 - EDUCATIONAL PSYCHOLOGY PRACTICUM (2021 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.

 

Course Outcome

CO1: Develop sensitivity to working with children from diverse demographics, academic potentials and special needs within the school environment

CO2: Identify mental health concerns and disruptions in the normal developmental process among children in the educational setting

CO3: Develop skills specific to interviewing children.

CO4 : Develop skills in using appropriate educational and psychological assessments for children in the educational setting

CO5: 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)  - 65%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

End Semester Examination (ESE)

The passing grade for the ESE is 40%

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

MEP381 - RESEARCH MANUSCRIPT (2021 Batch)

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

Course Objectives/Course Description

 

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.

Course Outcome

CO1: Identify a research problem

CO2: Select appropriate research design to study the problem

CO3: Collect data in an ethical manner

CO4 : 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 (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 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. 

 

Course Outcome

CO1: Understand the foundations of Systems theory and its? application to the field of Educational Psychology

CO2: Integrate an understanding of interpersonal relationships in the educational system with the learning process.

CO3: 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)  - 65%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

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

MEP432 - EDUCATIONAL POLICY ANALYSIS AND PROGRAMME EVALUATION (2021 Batch)

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

Course Objectives/Course Description

 

Course description: This course aims to prepare students of educational psychology to develop knowledge and skills in policy analysis and programme evaluation, and to employ these skills to evaluate and lead educational change and reform using evidence-based practices. 

Course objectives: 

1. Develop students' knowledge and skills in policy analysis, programme evaluation and educational leadership

2. Enable students to apply knowlege and skills in policy analysis, programme evaluation, and educational leadership to evaluate educational change and reform processes

Course Outcome

CO1: Trace disciplinary and methodological approaches to educational policy formulation and analysis

CO2 : Understand various theories of leadership

CO3: Identify and articulate own leadership style

CO4 : Be familiar with methodological approaches to programme evaluation

CO5: Understand processes of educational reform and change

CO6: Apply policy analysis models and/or programme evaluation approaches to analyze an educational policy, educational reform or educational change process.

Unit-1
Teaching Hours:15
Disciplinary and theoretical approaches to educational policy and educational reform
 

 

 

  • Globalization and educational policy

  • Economics- return on investment, human capital approach (Carnoy, Hanushek)

  • Sociology- new institutionalism, policy borrowing and lending (Ramirez, Steiner-Khamsi)

  • Political science- global governance, international aid and development

  • Anthropological- educational change as cultural change

Unit-2
Teaching Hours:15
Policy analysis models
 

Bardach’s eightfold approach, rational planning model, five e approach, Kingdon’s stream analysis, Rogers’ approach

 

  • Sociocultural approaches- Levinson and Sutton

  • Critical and postmodern approaches- Carol Bacchi

Unit-3
Teaching Hours:15
Educational change and programme evaluation
 

 

 

  • Quantitative and qualitative methods and models for program evaluation

  • Michael Fullan and educational reform and change

  • Theories of educational leadership- Positivistic theories of leadership- scientific management, human relations, systems theory- open and closed, transactional and transformational theory, authentic leadership

  • Conflict theories of leadership, loose coupling, cultural approaches to leadership, critical and feminist theories of leadership

Unit-4
Teaching Hours:15
Policy analysis and programme evaluation in action
 

 

 

  • Specific examples of educational policy and reform such as National Education Policy, PISA, language education policy, inclusive education policy

Text Books And Reference Books:

Marion, R., & Gonzales, L. D. (2013). Leadership in education: Organizational theory for the practitioner. Waveland press.

 

 

Bardach, E., & Patashnik, E. M. (2019). A practical guide for policy analysis: The eightfold path to more effective problem solving. CQ press.

 

Fullan, Michael. The new meaning of educational change. Routledge, 2001.

 

Patton, M. Q. (2008). Utilization-focused evaluation. Sage publications.

Essential Reading / Recommended Reading

Mundy, K., Green, A., Lingard, B., & Verger, A. (Eds.). (2016). Handbook of global education policy. John Wiley & Sons.

 

Evaluation Pattern

CIA 1- 30%

CIA 2- 30%

Class participation and attendance- 10%

ESE- 30% (50 marks converted to 30)

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

 

Course Outcome

CO1 : Design Curriculum which demonstrates effective alignment of learning outcomes, teaching strategies and assessment

CO2: Develop effective classroom management strategies that work on preventive and intervention-based methods

CO3: 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: 30 marks

CIA 2: 30 Marks

Class participation & Attendance: 10 marks

ESE viva done within department (Capstone Project) - 50 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 for the ESE. 

 

MEP441A - LIFE COACHING (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 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.

Course Outcome

CO1: Demonstrate competence in applying a problem-solving outlook/ solution-focused approach

CO2 : Examine the various factors and identify the indicators of self-defeating thinking styles

CO3: 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.

 

MEP441B - POSITIVE EDUCATION (2021 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 

Course Outcome

CO1: Understand the foundations of positive psychology and positive schooling

CO2 : Identify the need for positive education

CO3: Evaluate various issues in the educational system from a positive education framework

CO4 : Apply principles of positive education to solve real-time issue related to school and educational setting

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.

MEP441C - PLAY THERAPY (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 will prepare students towards therapeutically engage children. This course will also provide insight into the theoretical framework of Therapeutic play and creative techniques of engagement and processes with focus on guidelines for therapeutic practice with children.

Course objectives:

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

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

- To understand parent’s role in play therapy process.

- To understand basic dimensions of the therapeutic relationship. 

Course Outcome

CO1: Engage children through play and creative techniques.

CO2 : Apply play and creative techniques in everyday life and facilitate self-insight being the person of therapist.

CO3: To recommend materials for play therapy room with rationale and to structure play therapy room

CO4 : To engage parents in the process of working with children.

Unit-1
Teaching Hours:10
History and Development of Play Therapy
 

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

Unit-2
Teaching Hours:10
The play room and materials
 

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

Unit-3
Teaching Hours:10
Stages in play therapy
 

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

Text Books And Reference Books:

Landreth G, L. (2012). Play Therapy: Art of Relationship. Routledge; Taylor & Francis.

Essential Reading / Recommended Reading

TBD

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,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

MEP451 - PRE-PROFESSIONAL INTERNSHIP (2021 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.

 

Course Outcome

CO1: Work with children from diverse demographics, academic potentials and special needs within the school environment

CO2 : Develop skills in the planning and implementation of appropriate pedagogical practices.

CO3: Administer appropriate educational and psychological assessments for children in the educational setting

CO4 : Identify and apply appropriate evidence-based practices in prevention and interventions related to academic achievement

CO5: 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)

MEP471 - SEMINAR AND PUBLICATION (2021 Batch)

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

Course Objectives/Course Description

 

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

Course Outcome

CO1: Send a research manuscript to an indexed academic journal

CO2 : 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

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.