Assessment pattern for PG programmes offered by Department of Psychology

Continuous Internal Assessment (CIA) for all courses : 70%

End-Semester Examination  (ESE): 30% (30 marks out of 100)

 Continuous Assessment

The assessment and grading of the students will take place in the following manner:

• A formative assessment of the competencies is carried out the beginning of the course. This is not graded.
• Assessment of the acquisition of the competencies is done continuously throughout the course with a minimum of one assessment per month.
• Two of the assessments are graded for twenty (20) Marks each. 

Class engagement: 05 marks

Attendance : 05 marks

CIA 1, and 2 are conducted by the respective faculty in the form of different types of assignments within the stipulated time for awarding the marks.

The students have to attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.

Marks scored by the students for CIA will be displayed in the student login within a week after the last date of submission of marks by the faculty. Any discrepancy shall be informed immediately to the faculty concerned for correction of marks.

Students who either fail   or do not appear for   CIA  will have to apply for repeat CIA immediately after publishing the results of each CIA component. Application to be forwarded  through the HoD and Dean to the Office of Examinations and obtain necessary approvals. Number of chances for repeating each CIA is only one

. Students who  fail in the  CIA  in a semester have to apply for CIA repeat of the whole course in the subsequent semester

End Semester Examination

• The End semester (competency) examination for the theory as well as practical courses is held at the end of the semesters .
• The End semester (competency) examination might take place in the form of written examination, project submission and Viva Voce examination and managed by Office of Examinations
• Generally the duration of is 2 hours but it may vary for certain courses.
• Absentee's parents will be alerted through SMS within 1 hour after the commencement of the examination.
• ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks
• Hall ticket with timetable and seating allotment is compulsory for ESCE which can be downloaded from the Student Login or obtained from the department office.
• Dress code of the University should be followed during the examination days except wearing ties.
• Permission for admission to the ESCE is granted only if
• A student has passed in CIA’s for that course.

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

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

For 2 and 8 credit courses, a similar system will be followed with marks adjusted accordingly. All Internships, practicum, seminars and research related courses will follow the same pattern.

Pass Criteria

A student shall pass each course with a minimum aggregate score of 50 marks with minimum of  50%  for CIA and 40 % for ESE. The overall aggregate to pass a semester is 50%.  Student failing a course due to less than minimum in ESE  shall repeat the ESE while his/her internal scores shall remain valid.

All other regulations pertaining to assessment and evaluation are same as other programmes of the CHRIST (Deemed to be University)

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.

1. Identify and apply specific APA guidelines governing the styles of academic writing.

2. Differentiate between the different styles of writing, especially academic writing in scientific journals.

3. Understand the varied forms through which scientific findings might be presented.

4. Critically evaluate and review academic writing and articles

5. Understand the ethics of academic writing, intellectual property rights and plagiarism

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. Guidelines and rules in Academic Writing: Introduction to style and formatting guidelines from the American Psychological Association (APA); specific guidelines pertaining to in-text citations, references, and structures of academic courses

Forms of Academic Writing: Abstract writing; summarisation; review of literature; scientific poster presentations; reflective, analytic and descriptive reports; book review; film review; tables and graphs in academic courses; Experiential Learning as Assessment Strategies: Individual/Group presentations on forms and issues in Academic Writing; classroom assignments in generating abstracts, posters, reviews, etc

Hartley, J (2008). Academic Writing and Publishing, Routedlege,  New York

Leki, L (2010). Academic Writing 2/E South Asian Edition, Camebridge University Press

Publication Manual of the American Psychological Association (6 th ed.). (2009). Washington, DC: American Psychological Association.

Hartley, J (2008). Academic Writing and Publishing, Routedlege,  New York

Leki, L (2010). Academic Writing 2/E South Asian Edition, Camebridge University Press

Publication Manual of the American Psychological Association (6 th ed.). (2009). Washington, DC: American Psychological Association.

Continuous Internal Assessment (50 marks)

The assessment and grading of the students will take place in the following manner:

CIA I : 15 marks – 2^nd Month of the semester

CIA II : 15 marks – 3^rd Month of the semester

CIA III : 15 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Attendance & Class engagement: 05 marks

A history of psychology reflects cultural shifts and how we view ourselves: Where do we place humanity in relation to the world around us? What makes up an individual—their personality, their abilities? What are the implications of how we approach the study of human behavior? Do we see mental illness, for example, as a biological or spiritual disorder? How have philosophical and cultural shifts shaped the field? As with other sciences, psychology has evolved through changes in paradigms and technologies, making history of psychology a specific example of the history and philosophies of science in general. Therefore, a history of psychology goes well beyond circumscribed limits. By exploring the history and philosophy of psychology we’re also exploring big questions about what we are and how we come to understand that. We will also briefly review the philosophical and historical roots, trying to understand how the larger socio-cultural forces shaped the field of Clinical Psychology as a mental health profession, both in the West and India. The Course will also introduce students (primarily at a theoretical level) two major areas of Clinical Psychology (in practice) – (a) Clinical Assessment and (b) Clinical Intervention. Finally, the students would be encouraged to think critically about professional and other controversial issues in the field

1. Understand the philosophical roots and historical events that have shaped the field of psychology.
2. Explore the underlying philosophical assumptions, individual contributors, and various forcesthat served to shape the emerging field of psychology.
3. Acquire a basic understanding of western (and, to an extent, Indian) philosophical thought, to articulate a philosophy of their own, and apply that philosophy to their professional work.
4. Acquire understanding of the ways in which psychology's development has interacted with society, in terms of both how the culture and context affected psychology's development and how the field of psychology and its actors have shaped society.
5. Acquire understanding of the major overarching themes and questions and their changes over time (e.g., free will vs. determinism; interactions between heredity, biological influences, and environment; subjectivity of perspectives, etc.).
6. Think critically about the science of psychology,) analyze psychological theory, research, and practice in a historical context, and  develop ideas, critiques, and conclusions of their own.
7. Develop a basic understanding about assessment and interventions in the context of clinical psychology.
8. Demonstrate familiarity with scientific, ethical, legal, and practice-oriented issues in the field

Understanding Science, History, and Philosophy; Psychology and Science; Persistent questions in Psychology and approaches/methods for answering the questions: Mind-Body, nativism-empiricism, mechanism-vitalism, reason ? non-reason, objectivity-subjectivity, origin of human knowledge, problem of the Self.

Social and intellectual contexts of questions of ?psyche?/?mind?: Greek, Pagan, Christian, Medieval, Islam;Shift from mentalism to behaviorism; The rise of cognitivism; Psychology and ‘Minorities’; the rise of Applied Psychology; The ‘Psychologized’ society; The value and role of contemporary Psychology

History of Psychology in India; Contemporary Psychology; Impact of Globalization; Post Modernism and Multicultural movements. Towards a Clinical Identity: education & training, professional activities and employment settings, differences/similarities with other mental health professions

Assessment Processes: planning, data-collecting, interpreting, and communicating findings; Clinical Interview: components and basic skills; Diagnosis and Classification: basic issues and skills; Other assessment components and skills (Intellectual, Neuropsychological, Personality and Behavioralassessment).

General issues in interventions: Nature of specific therapeutic variables (client, therapist, relationship). Course of intervention; Various perspectives (briefly): Psychodynamic, Humanistic-Existential, Behavioral-Cognitive, Group & Family

Hergenhahn, B. R., & Henley, T. (2013). An introduction to the history of psychology. Cengage Learning.

Gentile, B. F., & Miller, B. O. (2009). Foundations of psychological thought: A history of psychology. Sage Publications, Inc.

Hecker, J., & Thorpe, G. (2015). Introduction to clinical psychology. Psychology Press.

Additional Readings

Watrin, J. P. (2017). The “new history of psychology” and the uses and abuses of dichotomies. Theory & Psychology, 0959354316685450.

Shaffer, Michael J. "The Experimental Turn and the Methods of Philosophy." (2017).

Singla, D. R., Kohrt, B. A., Murray, L. K., Anand, A., Chorpita, B. F., & Patel, V. (2017). Psychological treatments for the world: Lessons from low-and middle-income countries. Annual Review of Clinical Psychology, 13, 149-181.

Nath, R. (2017). Healing Room: The Need for Psychotherapy. Harper Collins.

Minas, H., & Lewis, M. (Eds.). (2017). Mental Health in Asia and the Pacific: Historical and Cultural Perspectives. Springer.

The Mental Healthcare Act, 2017. Retrieved from

http://egazette.nic.in/WriteReadData/2017/175248.pdf

Kumar, M. (2006). Rethinking Psychology in India: Debating Pasts and Future. Annual

      Review of   Critical Psychology, 5, pp. 236-256, www.disCourseunit.com/arcp/5.

Dhar, A.K. 2008: Science(s) of the mind: Fort-da between the windscreen and the

         rearview mirror (Working Course).

Gentile, B.F. & Miller, B.O. (2009). Foundations of psychological thought: A history of  

psychology. Sage: New Delhi.

Giles, B. (2002). (Ed.). History of Psychology. Delhi: Pearson

Gross, R. 1995: Themes, issues and debates in psychology. London: Hodder and

        Stoughton.

Harris, B. 1997: Repoliticizing the history of psychology. In Critical psychology: an introduction.  D. Fox and I. Prilleltensky (eds), London: Sage Publication.

Jones, D. & Elcock, J. (2001). History and theories of psychology: A critical perspective. Arnold: London.

Kuhn, T.S. 1962: The structure of scientific revolutions. Chicago: University of Chicago Press.

Kumar, M. (2006). Rethinking Psychology in India: Debating Pasts and Future. Annual Review of       Critical Psychology, 5, pp. 236-256, www.discourseunit.com/arcp/5.

Lawson, R.B., Graham, J.E., & Baker, K.M. (2007). A history of psychology: Globalization, ideas, and applications. Prentice Hall: New Delhi.

McGhee, P. 2001: Thinking Psychologically. Basingstoke: Palgrave.

Nandy, A. 2004: The savage Freud: The first non-western psychoanalyst and the politics

      of  secret selves in colonial India, (in ‘Bonfire of creeds: The essential Ashish Nandy) pp 339-393; Delhi: Oxford University Press.

Nandy, A 2004: Towards an alternative politics of psychology, (in ‘Bonfire of creeds:

    The essential Ashish Nandy) pp 324-338; Delhi: Oxford University Press.

Robinson, D.N. (1995). An intellectual history of psychology. (3^rd ed.). Arnold: London.

         http://www.julianjaynes.org/pdf/jaynes_history.pdf

Continuous Internal Assessment (CIA)  : 70%

End-Semester Competency Examination  (ESE): 30%

Continuous Internal Assessment

The assessment and grading of the students will take place in the following manner:

CIA I : 20 marks – 2^nd Month of the semester

CIA II : 20 marks – 3^rd Month of the semester

CIA III : 20 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Class engagement: 05 marks

Attendance: 05 marks

End Semester Competency Examination

• The End semester competency examination will take place in the form of written examination, project submission or Viva Voce examination
• Generally the duration is of 2 hours but it may vary for certain courses.
• ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks

Course Description This course introduces students to the prominent theories of personality within the field of psychology. Students will review various theoretical models, the historical context in which they were developed, and how empirical research has been on formed by these theories. Application of personality theories in professional field of clinical psychology will be discussed. Assessment of personality and personality dysfunction will be introduced as a clinical skill. This course will be associated with demonstration labs where students are introduced to personality assessment techniques. Students are not expected to conduct these assessments in this course.

1. Compare and contrast various theories of personality

2. Critically evaluate different theories in the background of the empirical evidence.

3. Understand the application of personality assessment in clinical practice

4. Discuss how culture and history has shaped personality

Classical psychoanalysis: Freud; Neo-Freudian: Jung, Adler; Object relations: Winnicot. (8 Hrs) Demonstration Labs (7 Hrs) Projective tests: Thematic Apperception Test, Sentence Completion Test, Rosharch Ink blot; Type Indicators; Case studies related to psychodynamic theories.

Radical Behaviorism: Skinner; Social Learning: Dollard and Miller; Social Cognitive Theorist: Bandura. (8 hrs) Demonstration Labs (7 Hrs) Behavioural observation, schedules of reinforcement, cognitive behavioral assessment; Case studies

Maslow, Rogers, Kelly and Rollo May. (8 Hrs) Demonstration Labs (7 Hrs) Rating scales (e.g change in client, therapist attitude scale); Case studies related to humanistic and Existential theories; Assessment of personality using simulated method (Leaderless group discussion, role play, etc)

Allport, Cattell, Eysenck

 Hall, C.S., Lindzey, G. & Camobell, J.B. (2002). Theory of personality, 4th edition. John Wiley and Sons

Carpara, G.V &Cereone, D. (2000). Determinants, dynamics and potentials. Cambridge University Press.

Friedman, H.S. & Schustack, M.W. (2004). Personality, 2^nd  edition. Pearson Education Pvt.Ltd. India.

Hergenhann, B.R & Olson, M.H (1999). An Introduction to Theories of Personality, 5^thEdition, Prentice Hall, Upper Saddle River, New jersey

Even,R.B.(1980). An Introduction to theories of personality. Academic Press, Inc. (London) Ltd.

Ryckman M. R (2004) 8^th Edition. Wadsworth, Thompson learning. USA.

Continuous Internal Assessment (CIA)  : 70%

End-Semester Competency Examination  (ESE): 30%

Continuous Internal Assessment

The assessment and grading of the students will take place in the following manner:

CIA I : 20 marks – 2^nd Month of the semester

CIA II : 20 marks – 3^rd Month of the semester

CIA III : 20 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Class engagement: 05 marks

Attendance: 05 marks

End Semester Competency Examination

• The End semester competency examination will take place in the form of written examination, project submission or Viva Voce examination
• Generally the duration is of 2 hours but it may vary for certain courses.
• ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks

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.

1. Demonstrate knowledge of research designs in quantitative research and the scientific process of research
2. Design an experiment with manipulation can control of the variables.
3. Differentiate various data collection and sampling methods employed in  quantitative research
4. Write a quantitative research proposal in the domain of 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

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)

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.

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 )

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 (3^rd 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

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.

Continuous Internal Assessment (CIA)  : 70%

End-Semester Competency Examination  (ESE): 30%

Continuous Internal Assessment

The assessment and grading of the students will take place in the following manner:

CIA I : 20 marks – 2^nd Month of the semester

CIA II : 20 marks – 3^rd Month of the semester

CIA III : 20 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Class engagement: 05 marks

Attendance: 05 marks

End Semester Competency Examination

• The End semester competency examination will take place in the form of written examination, project submission or Viva Voce examination
• Generally the duration is of 2 hours but it may vary for certain courses.
• ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks

This course will provide students with an understanding of normal mental processes and their relationship to brain, mind and behavior. This course will give an overview of Cognitive Psychology and basic concepts in information- processing. Application to the practice of clinical psychology will be highlighted in this course. The course will also use labs to demonstrate concepts in the course. Some relevant topics from this course can be identified and taught in experiential/practical approach and these topics can be limited to CIA I and CIA III.

• To develop an understanding of normal mental processes and demonstrate the domains of cognition using experiments.
• To draw connections between brain, mind and behaviour and demonstrate the relationships through observations and experiments
• To evaluate cognitive processes using the model of information processing and make predictions.
• To learn about available tools and be able to describe their use in creating knowldege in cognitive psychology, in written and oral form.

Introduction to Cognitive Psychology: 

History of cognitive psychology and Emergence of Cognitive Science;

Core Concepts: Mental Representations, Stages of processing, Memory stores; Serial vs. Parallel Processing, Hierarchical systems, Information processing, Connectionism, Consciousness and Awareness; Embodied Cognition.

The Brain and Cognition: Basic Neuroanatomical principles, new techniques for exploring cognition (EEG, fMRI, PET) designing cognitive experiments.

Demonstration Lab: Designing a cognitive experiment

Introduction to Psychophysics: History and development. Classical psychophysics: Weber’s law, Fechner’s law. Psychophysical methods: Method of limits, Method of constant stimuli, Method of average error. Contemporary psychophysics: Steven’s power law, signal detection theory (modular with demonstration and practicum on psychophysical methods and response criterion and decision).   

Demonstration Lab:  Psychophysics experiments using Method of limits, Method of average error and Method of Constant Stimuli.                      

Modularity of Perception:  Visual perception (Form and pattern perception); Space perception and cognition, Auditory Perception, Multimodal Perception; Synesthesia; Perception and Action;

Theories of Perception: Gestalt approach, Top–Down vs. Bottom-up Processing, Information Processing; Pattern Recognition: Feature detection analysis, Template matching, Prototype matching; Brain and Perception: Dorsal and Ventral pathways; Disruptions of Perceptions:  Illusions and Agnosia

Demonstration Lab: Types of Illusions – experiential evaluation.

Basic Concepts of Attention : Divided attention, Selective Attention, Visual attention and Auditory attention;

Theories and current developments: Bottleneck and Capacity theories; Automatic and Controlled processing, switching attention; Brain and attention

Demonstration Lab: Experiments on attention - Digit span task/Trial-making test , Attention Network Test

Galotti, K.M. (2013). Cognitive Psychology In and Out of the Laboratory. 5th Edition. Sage Publications Inc.
Matlin M W (2015) Cognition. 7th Edition. John Wiley & Sons
Eysenck M.W. and Keane M.T. (2015) Cognitive Psychology : A Student's Handbook. 7th Edition. Psychology Press.
Goldstein B E and Brockmole J.R. (2016).  Sensation and Perception (8th Edition) Cengage Learning Inc.
Gescheider G.A. (1997) Psychophysics: The Fundamentals Hardcover, Psychology Press.
Smith, E. E. & Kosslyn, S (2007). Cognitive Psychology: Mind and Brain. Prentice Hall.

Galotti, K.M. (2007). Cognitive Psychology In and Out of the Laboratory. 4th Edition. Wadsworth Publishing Co Inc. 

Eysenck M.W. and Keane M.T. (2010) Cognitive Psychology : A Student's Handbook. 6th Edition. Psychology Press.

Kellogg, R.T. (2007) Fundamentals of Cognitive Psychology. Sage Publications.

Goldstein B E (2010).  Sensation and Perception (8th Edition) Wadsworth.

Guilford, J. P. (1954). Psychometric methods: By J.P. Guilford. 2d ed. New York: McGraw-Hill.

Smith, E. E. & Kosslyn, S (2007). Cognitive Psychology: Mind and Brain. Prentice Hall.

Continuous Internal Assessment (CIA)  : 70%

End-Semester Competency Examination  (ESE): 30%

Continuous Internal Assessment

The assessment and grading of the students will take place in the following manner:

CIA I : 20 marks – 2^nd Month of the semester

CIA II : 20 marks – 3^rd Month of the semester

CIA III : 20 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Class engagement: 05 marks

Attendance: 05 marks

End Semester Competency Examination

• The End semester competency examination will take place in the form of written examination, project submission or Viva Voce examination
• Generally the duration is of 2 hours but it may vary for certain courses.
• ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks

Course Description: This Course intends to familiarize students with an introductory knowledge of the topics and methods of biological psychology to create an understanding of the underlying biological foundations of human behavior.

The origins of biopsychology, Nature of biological psychology, basic cytology and biochemistry, Mind Brain relationship, Methods of study of research in biopsychology-anatomical methods, degeneration techniques, lesion techniques, chemical methods, stereotaxic surgery, micro-electrode studies, oscilloscope, polygraph, scanning methods & Ethical issues in research

Structure of neurons, types, functions, neural conduction, communication between neurons, Synaptic conduction, Neurotransmitters

Basic features of nervous system, Meninges, Ventricular system, Cerebrospinal fluid, Blood brain barrier, Peripheral nervous system: Cranial Nerves, Spinal Nerves, Autonomous nervous system; Major structures and functions, spinal cord, Brain: Fore brain, Mid brain, Hind brain, Cerebral cortex, temporal, parietal and occipital lobes; prefrontal cortex

Emotions as response patterns: fear, anger and aggression; Hormonal control of aggressive behavior; Neural basis of the communication of emotion: Recognition and expression; Stress and health: The stress response, stress and gastric ulcers, Psychoneuroimmunology, stress and the hippocampus; Fear conditioning: amygdale, contextual fear conditioning and the hippocampus

Carlson, N.R. (2004). Physiology of behaviour (8^th.ed.). Boston: Allyn & Bacon.

Schneider M Alles (1990). An introduction to Physiological Psychology (3rd Edition) USA: Random House

Blackmore, S. (2003). Consciousness: An introduction. London: Hodder&Stoughton.

Carlson, N.R. (1999). Foundations of physiological psychology (4^th. Ed.). Boston: Allyn &

Bacon.

Kalat, J.W. (2004). Biological psychology (8^th.ed.). Belmont: Wadsworth/Thomson learning.

Kandel, E.R. Schwartz, J.H. & Jessel, T.M. (2000). Principles of neural science (4^th .ed.).   New York: McGraw-Hill.

Leukel, F. (1985). Introduction to physiological psychology (3^rd .ed.). New Delhi: CPS

Publishers.

Pinel, J.P.J. (2000). Biopsychology (4^th .ed.). Boston: Allyn & Bacon.

Rosenweig, M.R., Leiman, A.L. & Breedlove, S.M. (1999). Biological psychology: An

            introduction to behavioral, cognitive, clinical neuroscience. (2^nd Ed.). USA: Sinauer

            Associates, Inc.

Wallace, B. & Fisher, L.E. (1991). Consciousness and Behavior (3^rd Ed.). USA: Allyn &

Bacon.

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.

Learning Outcomes:After the completion of this course, a student will be able to

 1.      understand various traditions of qualitative research methodologies in psychology

 2.      demonstrate skills on designing qualitative research

 3.      collect qualitative data using various methods

 4.      appreciate the importance of interdisciplinary research 

 5.      develop skills on analyzing qualitative data manually and using soft wares

 6.      develop skills on proposal writing and reporting 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

2)      Skill training seminars

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

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

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 ATLAS - ti / NUDIST

2)      Reporting qualitative research data

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

Forrester, M. (2012). Doing qualitative research in psychology: A practical guide. New Delhi: Sage. 

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

Bryman, A. (2007) Sage Benchmarks in social science research methods :Qualitative Research 2. Vol 1.New Delhi: Sage publications.

Bryman, A. (2007) Sage Benchmarks in social science research  methods :Qualitative Research 2. Vol 2.New Delhi: Sage publications.

Bryman, A. (2007) Sage Benchmarks in social science research  methods :Qualitative Research 2. Vol 3.New Delhi: Sage publications.

Bryman, A. (2007) Sage Benchmarks in social science research methods :Qualitative Research 2. Vol 4.New Delhi: Sage publications.

Creswell, J. W., & L., P. C. (2011). Designing and conducting mixed methods research. Los Angeles, Calif.:  Sage 

Charmaz, K. (2014). Constructing grounded theory. Los Angeles: SAGE Publications

Miles, M. B., & Huberman, A. M. (2010). Qualitative data analysis: an expanded sourcebook.Thousand  Oaks: Sage.

 Mauthner, M., Birch, M., & Miller, T. (2012). Ethics in Qualitative Research. Sage Publications. 

Smith, J .A(2016).Qualitative psychology: A practical guide to research methods(3^rd ed.) . New Delhi: Sage.

Silverman, D. (2016). Qualitative research. London: Sage.

Silverman, D and Marvasti, A(2013).Doing qualitative research(4^th ed.) .New Delhi: Sage publication .

Stewart, D. W., & Shamdasani, P. N. (2015). Focus groups: theory and practice. Los Angeles: Sage publication.

Assessment pattern

Continuous Internal Assessment (CIA)  : 70%

End-Semester Competency Examination  (ESE): 30%

Continuous Internal Assessment

The assessment and grading of the students will take place in the following manner:

CIA I : 20 marks – 2^nd Month of the semester

CIA II : 20 marks – 3^rd Month of the semester

CIA III : 20 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Class engagement: 05 marks

Attendance: 05 marks

End Semester Competency Examination

• The End semester competency examination will take place in the form of written examination, project submission or Viva Voce examination
• Generally the duration is of 2 hours but it may vary for certain courses.
• ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks

In this course students will spend four hours a week or a total of 30 hours during the semester involved in supervised community service only on Saturdays. Students will engage in activities such as children and youth tutoring, community organization, psychological assessment and mental health awareness. Student engagement will be assessed by supervisory team.

In this course students will spend half a day, weekly with an orgnisation that serves underprivilieged children and engage in enhancing their socio emotional evelopment through one on one mentoring, group tutoring and activity based learning. Students will submit reflective reports and together reflect with faculty supervisors on their experiences.

1. Lucas, S.G. & Bernstein D,A. (2004) Teaching Psychology: A Step by Step Guide. LawrenceElbaum Associates, New Jersey

Assessment pattern

Continuous Internal Assessment (50 marks)

The assessment and grading of the students will take place in the following manner:

CIA I : 15 marks – 2^nd Month of the semester

CIA II : 15 marks – 3^rd Month of the semester

CIA III : 15 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Attendance & Class engagement: 05 marks

In this course the students are required to identify and select a topic of their interest to conduct research during the rest of the course.

At the end of the course students will

1.    Be able to develop a research proposal for presentation to the departmental council

2.   Understand the ethical issues involved in their research proposal

3.   Use peer and instructor feedback effectively to critique  research proposals

Identifying a problem

Presentation of research idea

Presentation of research idea

Training on review of literature

Research proposal (Quantitative )

Research proposal (Qualitative )

Issues in Methodological frame work

Presentation of methodology

Presentation of methodology

Submission and Presentation of first draft

Submission and Presentation of first draft

Final presentation

Final submission of proposal

Conclusion

Hart, C (2006). Doing your Masters Dissertation ,Sage, New Delhi

Continuous Internal Assessment (50 marks)

The assessment and grading of the students will take place in the following manner:

CIA I : 15 marks – 2^nd Month of the semester

CIA II : 15 marks – 3^rd Month of the semester

CIA III : 15 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Attendance & Class engagement: 05 marks

This course is designed to prepare the students to practice ethically appropriate way in clinical setting. It provides an introduction to ethical theory and practice in clinical psychology. Keeping the critical debates about the ethical practice and dilemma in clinical setting, the present course provides an opportunity to the students to think about ethics in culturally relevant manner. This course should also help the students to improve their awareness about the interface between personal values, beliefs and ethical decision making. Through sensitizing the students about the ethical issues in working with the special population, the present course intended to develop specific skills in students to work with diverse populations. This course offers a platform for the students to debate about the contemporary issues in ethics theory and practice. .The course also proposes licensure and certification issues in clinical psychology practice which will help the students to appreciate informed clinical practice .Finally this course also will offer an opportunity to the students to reflect and integrate ethical practice in their clinical practice.

At the end of this course students will be able to

1.                Recognize the general ethical principles and standards in practicing clinical psychology.

2.                Enhance awareness about the professional codes and licensing procedure as clinical Psychologists.

3.                Improve  awareness about the interface between values, believes and ethical decision making in therapeutic settings.

4.                Develop culturally relevant ethical decision making skills.

5.                Build up skills to work with special population in ethically appropriate manner.

6.                Aware about the contemporary  issues in ethical theory and practice in clinical Psychology   

7.                Develop a personal model for ethical decision making that can use to respond to ethical issues.

History of ethical principles in Psychology

General Ethical Principles: Beneficence and Nonmaleficence, Fidelity and Responsibility, Integrity, Justice

Respect for People’s Rights and Dignity

Ethical standards: Resolving Ethical Issues, Competence, Human Relations, Privacy and Confidentiality, Advertising and Other Public Statements, Record Keeping and Fees, Education and Training, Research and Publication, Assessment, Therapy.Ethics in Indian context

Ethics and the personal context: Morals, Virtues, Emotions

Developing a personal model for ethical decision making

Multiple relationships and Boundary issues, Close Encounters, Attraction, & Sexual Misconduct

Psychotherapy contract: Informed consent, confidentiality and guidelines for contacting

Ethics and confidentiality in digital age, Ethics in online therapy

Ethics in child psychotherapy, Couples and families, Survivors of sexual violence ,Therapy with LGBT ,Trauma Victims Ethical Issues in Working with Children in the Consultation-Liaison Context, Assessment and Management of  Suicide Risk, ethnic minority groups.Ethics in Multicultural and Interpersonal context

Mental health care act 2016, RCI Regulations and Act2000, Process of getting certified as licensed clinical psychologists, representing clients in court of law. Karnataka Mental Health Rules, 2012.

American Psychological Association. (2010). Ethical Principles of Psychologists and Codeof Conduct. http://www.apa.org/ethics/code/principles.pdf

Bhola,P.& Raguram ,A.(Eds.) (2016). Ethical Issues in Counselling and Psychotherapy Practice Walking the line .New Delhi: Springer

Pope, K, S., and Vasquez, M. J. T. (2016). Ethics in Psychotherapy and Counseling, aPractical Guide, 5th edition. New Jersey: Wiley.

Rehabilitation Council of India(2000).RCI Amendment Act 2000.Retrived from http://www.rehabcouncil.nic.in/writereaddata/RCI_Amendments_ACT.pdf

Government of India (2016) Mental health care act 2016.Ministary of health and family welfare  Retrived from  http://www.prsindia.org/uploads/mediaMental%20Health/Mental%20health%20care%20as%20passed%20by%20RS.pdf

Government of Karnataka (2012). Karnataka mental health Rules 2012.Health and family welfareSecretariat . Retrived from http://ksmha.com/wp-content/uploads/2014/10/Karnataka-State-Mental-Health-Rules.pdf

Continuous Internal Assessment (CIA)  : 70%

End-Semester Competency Examination  (ESE): 30%

Continuous Internal Assessment

The assessment and grading of the students will take place in the following manner:

CIA I : 20 marks – 2^nd Month of the semester

CIA II : 20 marks – 3^rd Month of the semester

CIA III : 20 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Class engagement: 05 marks

Attendance: 05 marks

End Semester Competency Examination

• The End semester competency examination will take place in the form of written examination, project submission or Viva Voce examination
• Generally the duration is of 2 hours but it may vary for certain courses.
• ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks

This course introduces students to mental health issues in clinical psychology by introducing psychopathologies .The use of diagnostic assessments using both DSM V and ICD 10 will be explored in this course. Students will also be encouraged to integrate the bio psycho social model of health and illness with clinical interventions for psychopathologies.

1. Demonstrate understanding  of the  various manifestations of psychopathology
2. Demonstrate the ability to use DSM V and ICD 10 classificatory systems
3. Demonstrate understanding of skills required to diagnose various disorders.
4. Contrast and compare the models of etiology of psychopathologies
5. Demonstrate mastery of skills required for psychopathological formulation.

Approaches in psychopathology (Descriptive, interpretative, and experimental); Definition of mental health disorders; Signs and Symptoms in psychopathology (disruption of mood and emotion; disruption of sensation, perception, and thinking; disruption in consciousness; dissociation); Systems of classification (DSM 5 and ICD 10); DSM 5 Approach to clinical case formulation; Principal and provisional diagnosis  

Dementia, delirium, head injury, epilepsy, other amnesic syndromes; Clinical characteristics and etiology and treatment

Sleep disorder; Clinical characteristics, etiology and treatment.

Clinical characteristics, etiology, models of addiction, assessment in addiction. Motivational intervention and behavioral assessment.

Feeding and Eating disorders- Anorexia and Bulimia, Binge eating disorder.

Clinical characteristics, etiology and theories of cluster A, B and C personality disorders. Differences in ICD and DSM V.Clinical characteristics, etiology of sexual dysfucntions, gender dysphoria and paraphilias

Blaney, P H., Krueger, R. F. & Million, T. (2015).Oxford Textbook of Psychopathology (3^rd edition). London:  Oxford University Press.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th .ed.). Washington, DC.

Vyas, J. N & Gimire, S. R. (2016). Textbook of Postgraduate Psychiatry. New Delhi: Jaypee brothers medical  publishers (p) Ltd.

Continuous Internal Assessment (CIA)  : 70%

End-Semester Competency Examination  (ESE): 30%

Continuous Internal Assessment

The assessment and grading of the students will take place in the following manner:

CIA I : 20 marks – 2^nd Month of the semester

CIA II : 20 marks – 3^rd Month of the semester

CIA III : 20 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Class engagement: 05 marks

Attendance: 05 marks

End Semester Competency Examination

• The End semester competency examination will take place in the form of written examination, project submission or Viva Voce examination
• Generally the duration is of 2 hours but it may vary for certain courses.
• ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks

This course extends the learning in Quantitative research methods in Psychology by introducing students to the measurement and statistical techniques in research. Students will be given opportunity in this course to practice in labs the techniques of tool construction and statistical analysis. Students will be trained in software packages such as SPSS and Excel.

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

1.      1.Demonstrate knowledge in basic principles of psychological measurement and statistics

2.      2. Demonstrate the skills required to construct psychometric tests

3.      3.Identify inferential statistics based on the nature of the hypothesis and variables

4.      4. Apply descriptive and inferential statistics in psychological research

5.      5. Demonstrate skills of data entry, editing and analysis using statistical software

Definition of measurement; scales of measurement; Development of psychological test - steps; Item analysis: Purpose of item analysis, Item difficulty, Item discrimination, Item reliability, Item response theory (8hrs).

Skills Training Lab: Test construction lab; Skill training seminars

Various methods of estimating reliability and Validity, Test norms: Types of norms, Development of norms

Skills Training Lab: Test construction; Skill training seminars

Relationship and prediction              

Definition and purpose of psychological statistics; Correlation: product-moment, spearman’s correlation coefficients, Partial correlation, Chi square test, Biserial, Point-biserial correlation, Regression analysis (8hrs)

Skills Training Lab: SPSS- Data entry and Descriptive statistical analysis, Reporting Statistics

Probability distribution and normal curve; Levels of significance, type – I and type – II errors, one-and two-tailed tests; Parametric and non-parametric tests; Statistical analysis of single - sample study: testing a sample mean by t-test,; Statistical analysis of two-sample experiments: the independent samples t-test, the dependent-sample t-test; Statistical analysis of complex experiments: analysis of variance – F test (computing and interpreting one-way, two-way ANOVA, Repeated measures of ANOVA);MANOVA and  Post-hoc tests. Mann Whiney U Test, Wilcoxon signed rank test, Kruskal Wallis ANOVA, Friedman ANOVA.  (8hrs)

Skills Training lab

SPSS- inferential statistical analysis, APA style of report writing

Essential Reading

American Educational Research association, American Psychological Association & National Council on Measurement in Education (2014). The Standards for Educational and Psychological Testing. Washington, DC: American Educational research Association

Anastasi ,A. & Urbina, S. (1997). Psychological testing .New Delhi: Pearson Education Asia

3.      Aron, A., Coups, E. J., Aron, E., (2016). Statistics for psychology (6 ed.). NJ: Pearson education.

4.      Coolican, H. (2014). Research methods and Statistics in Psychology. London: Hoddes Arnold.

5.      Field, P. A. (2013). Discovering Statistics Using IBM SPSS Statistics (4 ed.). Thousand Oaks, CA : SAGE Publications.

6.      Gregory, R.J. (2014). Psychological testing. History, principles and applications. New Delhi: Pearson Education Asia.

2.      King, B.M., & Minium, E. M. (2003). Statistical reasoning in psychology and education (4 ed.). New Jersey: John Wiley & Sons, Inc.

3.      Levin, J., & Fox, J.A. (2006). Elementary statistics in social research (10 ed.). New Delhi: Pearson Education.

4.      Murphy, K. R., & Davidshofer, C.O. (2001). Psychological testing: Principles and applications (5 ed.). New Jersey: Prentice Hall. 

5.      Singh, A.K. (1997). Test, measurements and research methods in behavioural sciences. Patna: Bharathi  Bhavan Publishers and Distributors

Continuous Internal Assessment (CIA)  : 70%

End-Semester Competency Examination  (ESE): 30%

Continuous Internal Assessment

The assessment and grading of the students will take place in the following manner:

CIA I : 20 marks – 2^nd Month of the semester

CIA II : 20 marks – 3^rd Month of the semester

CIA III : 20 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Class engagement: 05 marks

Attendance: 05 marks

End Semester Competency Examination

• The End semester competency examination will take place in the form of written examination, project submission or Viva Voce examination
• Generally the duration is of 2 hours but it may vary for certain courses.
• ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks

This course continues from Cognitive Psychology 1 and furthers learning in the field of cognitive psychology focusing on Memory, Language and Higher Cognitive Functions. The Course deals with the understanding of higher mental processes and its relevance in daily living. The study of normal processes is essential to enable the understanding of neurological or abnormal dysfunctions. The course is supplemented with labs to facilitate learning and understand application of cognitive processes in assessment and treatment of abnormality.

Architecture of Memory, Working Memory and Levels of processing.

Remembering: Autobiographical and eyewitness memories; traumatic and false memories, Confabulation. Forgetting: Reproduction and reconstruction in memory, Theories of forgetting.

Models of Knowledge Representation: Semantic Memory, Episodic Memory, Procedural (Implicit and Explicit)

Models of memory for new information: General approach, Simple association models and SAM model.

Prospective Memory – Event based, Time based, Current model.

Mnemonics and TOT

Metacognition

Demonstration Labs - Memory experiments , memory retention techniques

Defining Language: Origins of language, meaning structure and use, Chomsky’s Universal grammar, Psycholinguistics

Theoretical Perspectives of Language: Modularity Hypothesis, Whorfian Hypothesis and Neuropsychological perspectives, Lateralization.

Language production

Speaking: Producing a word, sentence, speech errors, discourse, the social contexts of speech. Writing: Cognitive model, planning the writing assignment, sentence generation, revision.

Language comprehension

Comprehension, Reading and Discourse: Theories of Parsing; Factors affecting Comprehension, Reading processes and Discourse processes. Bilingualism

Demonstration lab - Language experiments (Ebbinghaus expt/ Semantic Priming/ Conversation Analysis)

Concepts and Categorization: Function of concepts, Structure of Natural Object Categories, Association and Hypothesis Testing, Use of categories in reasoning 

Problem Solving:  Types of problem, Understanding the problem, Strategies of Problem Solving (Sub goals,analogues)  

Problem-Solving Approaches: Gestalt, Newell and Simon’s theory, Factors that influence Problem Solving; Creativity and problem solving

Demonstration Labs - Creativity tests, problem solving tests

Reasoning: Types of Reasoning: Deductive, Inductive and everyday reasoning, Syllogistic Reasoning (Conditional Reasoning) Wason’s Card Task .

Approaches to the study of reasoning: Componential, Rules/heuristics, mental models approaches.; Patterns of Reasoning Performance.

Basic concepts: Estimating probabilities, combining probabilities and values, risk dimensions.

Models in Decision Making: Utility models (Expected utility, Multiattribute utility, dual processing)

Cognitive Illusions in Decision Making: Availability, representativeness, framing effects, illusory correlations, hindsight effects, overconfidence.

Decision Making Models – Compensatory and Non-compensatory;

Types of decisions:  Decisions –Influence of risk, uncertainty, Emotions and Decision Making

Demonstration labs - Decision making tasks and experiments

Matlin M. W.; Farmer T. (2015) Cognition. 9th Edition. John Wiley & Sons.

Galotti, K.M. (2013). Cognitive Psychology In and Out of the Laboratory. 5th Edition. Sage Publications Inc.

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

Benjafield J. C. (2007) .Cognition, Third Edition. Oxford University Press.

Howes M B (2007) Human Memory.  Structures and images. Sage

Neath I & Surprenant A M (2003). Human Memory, Second Edition, Wadsworth.

Sternberg R J & Pretz J E (2005) (Eds) Cognition and Intelligence Cambridge University Press.

Continuous Internal Assessment (CIA): 70%

End-Semester Competency Examination  (ESE): 30%

Continuous Internal Assessment

The assessment and grading of the students will take place in the following manner:

CIA I : 20 marks – 2^nd Month of the semester

CIA II : 20 marks – 3^rd Month of the semester

CIA III : 20 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Class engagement: 05 marks

Attendance: 05 marks

End Semester Competency Examination

• The End semester competency examination might take place in the form of written examination, project submission or Viva Voce examination
• Generally the duration of is 2 hours but it may vary for certain courses
  
• ESCE will be conducted out of 50 and converted to out of 30

This Course intends to familiarize students with an introductory knowledge of the topics and methods of biological psychology to create an understanding of the underlying biological foundations of human behavior. This course is an extension of Biological foundations of behavior taught in the first semester

1. Understand the biopsychology of cognitive functions

2. Understand the biopsychology of arousal

3. Understand the biopsychology of motivation and emotion

4. Understand the biopsychology of select psychiatric conditions

Learning: Neurophysiology of learning, Synaptic plasticity; Memory: Neurological basis of memory, Brain damage and dysfunction of memory Language: Lateralization, Evolution and neurophysiology of speech. Disorders of reading writing: apasia, alexia & dyslexia.

Physiological correlations of Arousal: consciousness and sleep, Factors affecting consciousness. Sleep: Rhythms of sleeping and waking, neural basis of biological clocks, Stages of sleep, brain mechanisms of REM sleep and dreaming, physiological mechanisms of sleep and waking, disorder of sleep.

Hunger: theories, neural signals; Thirst-neural mechanisms; Human obesity. Anorexia nervosa Sex- hormones and sexual development, neural mechanism of sexual behavior, sexual orientations, hormones and the brain.

Schizophrenia, Substance abuse disorders, Major affective disorders, Anxiety disorders and drug treatment, Introduction to Psychopharmacology, Current Issues and challenges in Psychopharmacology.    

1. Carlson, N.R. (2004). Physiology of behaviour (8^th.ed.). Boston: Allyn & Bacon.
2. Biological Psychology:  An Introduction to Behavioral, Cognitive and Clinical Neuroscience, 6^th Edition, 2010 by Breedlove, Watson, Rosenweig, Sinauer Associate Inc.,
3. Brain & Behavior, An Introduction to Biological Psychology: 4th Edition by Bob Garrett SAGE Publications: ISBN 10 1452260958

1.     Blackmore, S. (2003). Consciousness: An introduction. London: Hodder &Stoughton.

2.     Garrett, B. (2003). Brain and Behavior. Wadsworth, Thomson Learning Inc, USA.

3.     Freberg, L A. Discovering Biological Psychology (2^nd ed.)(2006), Wardsworth, Belmont: USA

4.     Wagner, H., & Silber, K. (2004),Physiological Psychlogy, Garland Science, Abingdon: UK.

5.     Rosenweig, M.R., Leiman, A.L. & Breedlove, S.M. (1999). Biological psychology: An introduction to behavioral, cognitive, clinical neuroscience. (2^nd ed.). USA:Sinauer Associates, Inc.

6.     Wallace, B. & Fisher, L.E. (1991). Consciousness and Behavior (3^rd ed.). USA: Allyn & Bacon.

7.     Pinel, J.P.J. (2000). Biopsychology (4^th .ed.). Boston: Allyn & Bacon.

8.     Kandel, E.R. Schwartz, J.H. & Jessel, T.M. (2000). Principles of neural science (4^th .ed.). Newyork: McGraw-Hill.

9.     Leukel, F(1985). Introduction to physiological psychology (3^rd. ed.). New Delhi: CPS       Publishers.

10.  Kolb, B. & Whishaw, I.Q. (2006). An introduction to Brain and Behavior, Second Edition, New York: Worth Publishers.

11.  Study Guide to Accompany Brain & Behavior, 4^th Edition. (only $5 when bundled with book) Sage Publications Inc. ISBN-10: 14833161817177854

12.  Blackmore, S. (2003). Consciousness: An introduction. London: Hodder&Stoughton.

13.  Rosenweig, M.R., Leiman, A.L. & Breedlove, S.M. (1999). Biological psychology: An introduction to behavioral, cognitive, clinical neuroscience. (2^nd Ed.). USA: Sinauer Associates, Inc.

14.  Wallace, B. & Fisher, L.E. (1991). Consciousness and Behavior (3^rd Ed.). USA: Allyn & Bacon.

CIA 1: Mid Semester Examination: 50 Marks (Conceptual, Analytic and Critical skills)

CIA 2: 20 Marks

CIA 3: 20 Marks

Attendance: 10 Marks as per University Guidelines

*Course plans to indicate break up of marks skill wise and detailed instruction. Instructors to state objectives of CIA clearly

End Semester Examination

End Semester Examination for 100 Marks testing Analytical skills, conceptual skills, synthesis and critical thinking skills

Question paper pattern: See appendix for general pattern for all courses in this programme.

The Developmental Psychology course for Clinical Psychology builds upon principles of human development acquired at undergraduate level. It advances the knowledge in the domain of cognitive development by introducing concepts of genetic epistemology and the sociocultural contexts through theories of Piaget and Vygotsky respectively. It takes a psychoanalytic perspective of the theory of attachment and its applications. The course also introduces disability with specific reference to sensory and learning disabilities. It takes a lifespan approach by introducing life cycle theories.

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

1.      Comprehend and describe cognitive development theories of Piaget and Vygotsky.

2.      Understand attachment and moral development with specific applications and their place in developmental theories.

3.      Understand the concept of disability and discuss issues related to sensory disabilities from a developmental perspective.

4.       Describe lifecycle theories and appreciate their position in developmental psychology.       

Jean Piaget : A constructivist approach ; Objects and Space: Object Permanence  ; Vygotsky:  A social contextual approach;  Language and Thought ; Speech recognition and language

Social cognition: Intentionality; Theory of mind; Emotional development- attachment theories, Bowlby and Winnicot ;  Moral Development and Prosocial behavior ;Intentionality

 Self and social understanding ; Sex differences and gender role socialization.

Low birth weight infants and prognosis;  Visual handicap and development; Auditory handicap and development; Dyslexia and learning disability

Development during Adulthood: Life stages; Mid Life Crisis, Menopause, Aging, Degenerative Disorders  

Berk, L. E. (2016). Exploring lifespan development. Pearson.

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

Kail R V (2001) Children and their development. Prentice Hall Inc.

Santrock, J. (2016). A topical approach to lifespan development, (8threvised edition). McGraw-Hill Higher Education.

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

 Heward W L & Orlansk M D (1992) Exceptional children, Fourth edition, MacMillan Press.

Damon W & Lerner R M (Eds). Handbook of child psychology. Vol 1. Theoretical models of human development. 6th edition.

Damon W, Lerner R M, Eisenberg N (Eds). Handbook of child development. Social emotional and personality development.

Damon W, Lerner R M, Reninger A K & Sigel I E (Eds). Handbook of child psychology. Child psychology in practice.

Continuous Internal Assessment (CIA)  : 70%

End-Semester Competency Examination  (ESE): 30%

Continuous Internal Assessment

The assessment and grading of the students will take place in the following manner:

CIA I : 20 marks – 2^nd Month of the semester

CIA II : 20 marks – 3^rd Month of the semester

CIA III : 20 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Class engagement: 05 marks

Attendance: 05 marks

End Semester Competency Examination

• The End semester competency examination will take place in the form of written examination, project submission or Viva Voce examination
• Generally the duration is of 2 hours but it may vary for certain courses.
• ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks

This course will cover issues in the assessment of personality using self report measures and cognitive functions such as intelligence and memory. This course is meant to provide students with skills of administering, scoring ,interpreting and conveying report in clinical settings using simulated labs and field exposure. A part of this course will be linked to community service course where students will conduct free assessment camps in community settings such as schools catering to poor students; NGO’s working with children etc

At the end of this lab course students will be able to

 Understand the psychometric structure of psychological tests

1. Administer psychological assessments relevant to client needs
2. Interpret the scores obtained on the assessments
3. Develop a report and covey the findings to clients

Sixteen Personality Factor Questionnaire (16PF)

Myers Briggs Type Indicator (MBTI)

Eysenck’s Personality Questionnaire- Revised (EPQ-R)

Minnesota Multiphasic Persoanlity Inventory (MMPI)

Neo Five Factor Inventory (Neo FFI)

Raven’s Progressive matrices

- Colored progressive matrices (CPM)

- Standard progressive matrices (SPM)

- Advanced progressive matrices (APM)

Wechsler’s Adult Performance Intelligence Scale (WAPIS)

Binet-Kamat test of Intelligence (BKT)

Other tests of Intelligence (Bhatia’s performance battery; WAIS, Seguin Form Board, Vineland social maturity scale, Draw a man test)

PGI memory scale

Wechsler Memory Scale (WMS)

NIMHANS Neuropsychological Battery

Groth – Marnat, G (2003). Handbook of Psychological Assessment. John Wiley & SonsInc., Hoboken, New Jersey

Kaplan, R.M & Saccuzzo, D. P (2009). Psychological testing: Principles, Applications and Issues.  7^th Edition, Wadsworth, Belmont, USA

Continuous Internal Assessment (50 marks)

The assessment and grading of the students will take place in the following manner:

CIA I : 15 marks – 2^nd Month of the semester

CIA II : 15 marks – 3^rd Month of the semester

CIA III : 15 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Attendance & Class engagement: 05 marks

The course aims at consolidation of the service learning initiative begun in the first semester.

In this course students will spend two hours a week or a total of 25 hours during the semester involved in supervised community service. Students will engage in activities such as children and youth tutoring, community organization, psychological assessment and mental health awareness. Student engagement will be assessed by supervisory team.

Continuous Internal Assessment (50 marks)

The assessment and grading of the students will take place in the following manner:

CIA I : 15 marks – 2^nd Month of the semester

CIA II : 15 marks – 3^rd Month of the semester

CIA III : 15 marks – 4^th Month of the semester

The student must attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.  Number of chances for repeating each CIA is only one. Students who fail in the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

Attendance & Class engagement: 05 marks

 Our theoretical (and personal) assumptions about people and their motives influence how we see the strengths and weaknesses of our clients, the style of therapeutic relationships we develop, the kind of therapeutic goals we set, how we attempt to intervene to meet these goals, and how we study this process. As a result, it is especially important for a student to develop a strong, useful theoretical viewpoint -- both for her/his own work as well as to understand those of other therapists. Furthermore, this Course is designed to help one begin thinking about specific approaches to treat a variety of clients. The field is rapidly moving toward a theory of differential treatment. Rather than "What is the best theory of counseling and psychotherapy?" we are increasingly thinking "What treatment, by whom, is most effective for this individual, with that specific problem, and under what set of circumstances?" (Paul, 1967). As a result we must learn/get exposed to a variety of treatment approaches, some of which may be less comfortable for us. We must also learn to hear and respect vastly differing worldviews.

Historical and cultural contexts for the development of Couples, Family and Group therapy. Developmental frameworks in Couples, Family and Group therapy.

Introduction; Psychotherapy research: Methods, outcomes, process issues; Training & Supervision of individual psychotherapists: Selection issues, personal motivating factors, theoretical learning, supervised clinical practicum, personal therapy, continuous professional/personal development; Other critical issues in psychotherapy

Theoretical frameworks, Issues and therapeutic approaches for working with couples. Evidence based practice in couples therapy, Treatment planning

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

Client-Centered, Existential and Gestalt therapies.

Major Dominant theories of Family Therapy - classical, post modern and social contructivistic approaches. Treatment planning in Family Therapy

Behavioral therapy, Cognitive therapy (Beck), Rational Emotive Behavior Therapy (Ellis). `

Behavioral therapy, Cognitive therapy (Beck), Rational Emotive Behavior Therapy (Ellis).

 Essential Reading

 Sharf, R.S. (2000). Theories of psychotherapy and counseling: Concepts and cases (2^nd Ed.). Singapore: Brooks/Cole.

Trull,T.J., & Phares,E.J. (2001). Clinical psychology: Concepts, methods, and profession (6^th Ed.). Belmont,CA: Wadsworth/Thomson Learning

Brems, C. (2000). Dealing with challenges in psychotherapy and counseling. Singapore:

Brooks/Cole.

Brems, C. (2001). Basic skills in psychotherapy and counseling. Singapore: Brooks/Cole.

 Corey, G. (1996). Theory and practice of counseling and psychotherapy (5^th ed.). Pacific

Grove, CA: Thomson-Brooks/Cole.

Dryden, W. (2007). Dryden’s handbook of individual therapy. (5^th ed). Sage Publications:      New Delhi.

Feltham, C. (ed.) (1999). Controversies in psychotherapy and counseling. New Delhi: Sage.

Hecker,J.E., & Thorpe,G.L. (2005). Introduction to clinical psychology: Science,         practice, and ethics (Low Price Edition). Delhi: Pearson Education

Ivey, A.E., Ivey, M.B., & Simek-Morgan, L. (1997). Counseling and psychotherapy: A           multi-cultural perspective (4^th ed.). Boston: Allyn & Bacon.

Koocher, G.P., Norcross, J.C., & Hill III, S.S. (eds.). (1998). Psychologists’ desk         reference. Oxford: Oxford University Press.

Miltenberger,R.G.(2001). Behavior modification: Principles and procedures (2^nd Ed.). Belmont,CA: Wadsworth/Thomson Learning.

Palmer, S. (ed.). (1999). Introduction to counseling and psychotherapy: The essential   guide. New Delhi: Sage.

Prochaska, J.O., & Norcross, J.C. (2003). Systems of psychotherapy: A transtheoretical           analyses (5^th ed.). Pacific Grove, CA: Thomson-Brooks/Cole.

Simon, L. (2000). Psychotherapy: Theory, practice, modern and postmodern influences.          Westport, Connecticut: Praeger.

Sundel,M., & Sundel,S.(1999). Behavior change in the human services: An introduction          to principles And applications (4^th ed.). New Delhi: Sage.

Todd, J., & Bohart, A.C. (1999). Foundations of clinical and counseling psychology (3^rd         Ed.).  New York: Longman.

 CIA Evaluation *

 CIA 1:20 marks

CIA 2:  Mid Semester Examination: 50 Marks (Conceptual, Analytic and Critical skills)

CIA 3: 20 Marks

Attendance: 10 Marks as per University Guidelines

*Course plans to indicate break up of marks skill wise and detailed instruction. Instructors to state objectives of CIA clearly

End Semester Examination

End Semester Examination for 100 Marks testing Analytical skills, conceptual skills, synthesis and critical thinking skills

Question paper pattern: See appendix for general pattern for all courses in this programme

 This Course will encourage post graduate students to critically address theory informing group and family therapy and facilitate the development of mastery in developing treatment plans based on empirical research. This Course is meant to provide students of clinical psychology an opportunity to examine the theoretical underpinnings of group and family therapies. Students will be encouraged to view the historical and cultural contexts within which group psychotherapy and family and marital therapy (including couples counseling) has emerged. They will the be encouraged to view notions of evidence based practice, feminist critique, emerging constructivist approaches, spirituality and group and family therapy and examine their readiness to engage in practice by the formulating treatment plans.

Introduction: Family Assessment, Historical and cultural contexts for the development of Couples, Family and Group therapy. Developmental frameworks in Couples, Family and Group therapy

Historical and cultural contexts for the development of Couples, Family and Group therapy. Developmental frameworks in Couples, Family and Group therapy.

Couples Therapy: Theoretical frameworks, Issues and therapeutic approaches for working with couples. Evidence based practice in couples therapy, Treatment planning

Couples Therapy: Theoretical frameworks, Issues and therapeutic approaches for working with couples. Evidence based practice in couples therapy, Treatment planning

Family Therapy: Major Dominant theories of Family Therapy - classical, post modern and social contructivistic approaches. Treatment planning in Family Therapy

Major Dominant theories of Family Therapy - classical, post modern and social contructivistic approaches. Treatment planning in Family Therapy

Group Therapy: Theories of group therapy, emergence of group interventions as de facto forms of treatment and brief forms of group therapy; Treatment planning using Group interventions ? choice of treatment and modality .Review of evidence based models in Group therapy

Group Therapy: Theories of group therapy, emergence of group interventions as de facto forms of treatment and brief forms of group therapy; Treatment planning using Group interventions ? choice of treatment and modality .Review of evidence based models in Group therapy

Essential Reading

 Nichols, M. P., Schwartz, R. C., & Minuchin, S. (2016). Family therapy: Concepts and methods. New York: Pearson Education 

Corey, G (2008) Theory and Practice of Group Psychotherapy, 8^TH edition, Pacific      Grove, CA: Brooks/Cole.

 Dattilio, F. M. (Ed.). (2017). Case studies in couple and family therapy: Systemic and cognitive perspectives. Guilford Publications.

Gazda, G.M. (1989) Group Counseling: A Developmental Approach (4th ed.) Boston: Allyn        & Bacon.

        Guilford Press.

Kaplan, H. & Sadock, B. (eds.) (1993) Comprehensive Group Psychotherapy , 3rd ed.

CIA 1: Mid Semester Examination: 50 Marks (Conceptual, Analytic and Critical skills)

CIA 2: 20 Marks

CIA 3: 20 Marks

Attendance: 10 Marks as per University Guidelines

*Course plans to indicate break up of marks skill wise and detailed instruction. Instructors to state objectives of CIA clearly

End Semester Examination

End Semester Examination for 100 Marks testing Analytical skills, conceptual skills, synthesis and critical thinking skills

Question paper pattern: See appendix for general pattern for all courses in this programme

This course furthers the learning in Psychopathology 1 and provides students with an in depth understanding of psychopathologies of Anxiety-based, Somatoform, and Dissociative Disorders, Mood Disorders, Psychotic Disorders, and Disorders of Infancy & Childhood

1. Demonstrate understanding  of the  various manifestations of psychopathology
2. Demonstrate the ability to use DSM V and ICD 10 classificatory systems
3. Demonstrate understanding of skills required to diagnose various disorders.
4. Contrast and compare the models of etiology of psychopathologies
5. Demonstrate mastery of skills required for psychopathological formulation.

Depression, bipolar affective disorders; Phobia, GAD, panic, OCD, PSTD, adjustment disorder; Clinical characteristics, etiology.

Dissociative disorder, somatic symptom disorder, Eating disorder, sleep disorder; Clinical characteristics and etiology.

Schizophrenia, delusion, other psychotic disorders; Clinical characteristics, etiology; Psycho diagnostic assessments (rating scales, projective tests).

Specific developmental disorder of scholastic skills; Pervasive developmental disorders; Behavioral and emotional disorders; Disorders of social functioning

Blaney, P H., Krueger, R. F. & Million, T. (2015).Oxford Textbook of Psychopathology (3^rd edition). London:  Oxford University Press.

 Ahuja, N. (2011). A short Textbook of Psychiatry. New Delhi: Jaypee Publishers

Vyas, J. N & Gimire, S. R. (2016). Textbook of Postgraduate Psychiatry. New Delhi: Jaypee brothers medical  publishers (p) Ltd.

Oyebode, F. (2008). Sims’ Symptoms in the Mind: An Introduction to Descriptive Psychopathology, 4e (4 edition). Edinburgh; New York: Saunders Ltd.

CIA 1: Mid Semester Examination: 50 Marks (Conceptual, Analytic and Critical skills)

CIA 2: 20 Marks

CIA 3: 20 Marks

Attendance: 10 Marks as per University Guidelines

*Course plans to indicate break up of marks skill wise and detailed instruction. Instructors to state objectives of CIA clearly

End Semester Examination

End Semester Examination for 100 Marks testing Analytical skills, conceptual skills, synthesis and critical thinking skills

Question paper pattern: See appendix for general pattern for all courses in this programme. 

Course description Knowledge in social psychology is inevitable for any postgraduate psychology student to conceptualize the subject matter of the social individual in its deepest sense. Building from the preliminary knowledge of social psychology at the undergraduate level, this Course offers the learners a more hands-on experience on the social behavior dynamics. This Course is structured to provide the students a culturally informed and contextualized view of the discipline. The students are encouraged to appreciate and analyze the changing cultural diversity in the present Indian society, therefore, equipping them to approach the social issues with its implications. The course will be augmented with field work and labs to enhance learning

The definition and nature of social psychology; Growth of social psychology; alternative conceptions of social psychology; Crisis of confidence in the discipline and its resolution; Development of social psychology in India; Current status of the discipline; indigenization of social psychology; Issues in experimental social psychology; Emerging alternative methods in social psychology; Ethical issues in social psychological research. Field work and labs Journal articles review and textbook analysis; Small project work based on alternative research methods

Social cognition and impression management Self and identity. Culture and Development of Self. Social Identity. Diverse identities; Attribution- theories, biases and errors; Organizing and Changing attitudes; persuasion and propaganda techniques ;The development of social representation; Prejudice, Stereotypes and Discrimination; Theories of inter-group relations; Reducing prejudice. Field work and labs Simulated group exercises; theatre presentation; Advertisement/ film analysis; Field observation; Bogardus social distance scale

Nature, dimensions and dynamics of interpersonal relationships; Interpersonal attraction; Sexuality and intimacy; Diverse and complex relationships ? alternate sexualities; Groups: Small groups and its functions; Social influence processes in groups ; Aggression: Theories and individual differences in aggression; Violence- sexual harassment, genocide, terrorism. Field work and labs Sociometry; Simulated group exercises; Studying a voluntary organization; Newspaper analysis

Environmental stresses and social behavior; Social psychological perspectives on health and illness ;Culture, personality and psychopathology: Traditional healing methods: Cross- cultural aspects of coping ;Psychological effects of unemployment. Social and ethnic minorities and law; Cross-cultural psychology: Diversity in socialization: Individualistic vs. collectivisticculture: Poverty and deprivation. Field work and labs Field visits to the most populated areas in Bangalore; Visiting hospitals of different socioeconomic strata; Interview with unemployed youths; Panel discussion with lawyers

Aronson, E., Wilson, T.D., and Akert, R.M. (1999). Social Psychology (3^rd ed.). New

    York: Longman.

Fraser, C., and Burchell, B. (2001). Introducing Social Psychology. Cambridge: Polity.

Aronson, E., Wilson, T.D., and Akert, R.M. (1999). Social Psychology (3^rd ed.). New

    York: Longman.

Fraser, C., and Burchell, B. (2001). Introducing Social Psychology. Cambridge: Polity.

 Recommended Reading

Brehm, S.S., and Kassin, S.M. (1996). Social Psychology (3^rd ed.). Boston: Houghton

       Miffin.

Dalal, A.K. and Misra, G. (2002). Social Psychology in India: Evolution and emerging

      trends.   In   A.K. Dalal and G.Misra (Eds.), New directions in Indian Psychology             (Vol 1: Social         Psychology). (pp.19-49). New Delhi: Sage.Gergen, K.J. (1985).      The social constructionist movement in modern psychology. American Psychologist,         40, 266-275.

Gilbert, D.T., Fiske, S.T., and Lindzey. G. (Eds). (1998). The handbook of social

      psychology (4^th ed.). New York: Oxford University Press.

Kapur, R.L. (1994). Violence in India: A Psychological Perspective. D.L.N. Rao Murthy        Oration, Indian Journal of Psychiatry, 36(4), 163-169.

McGhee, P. (2001). Thinking about experimental social psychology. In P. McGhee,     Thinking psychologically (pp. 119-139). New York: Palgrave.

Michener, H.A., Delamater, J.D., and Myers, D.J. (2004). Social Psychology (5^th ed.).

      Belmont,CA: Wadsworth/ Thomson Learning.

Moghaddam, F.M. (1987). Psychology in the three worlds: As reflected by the crisis in           social  psychology and the move toward indigenous third world psychology.   American Psychologist, 42, 912-920.

Moghaddam, F.M. (2005). The staircase to terrorism: a psychological exploration.

      American Psychologist, 60, 161-169.

Pancer, S.M. (1997). Social psychology: The crisis continues. In D. Fox and I. Prilleltensky Eds.), Critical Psychology: An introduction (pp. 150-165). London:     Sage.

Pandey, J. (Ed.) (2004). Psychology in India revisited (Vol-1). ND: Sage.

Pandey, J. (Ed.). (1980). Perspectives on experimental social psychology in India. ND:            Concept.

 Parker, L., and Shotter, T. (Eds.). (1990). Deconstructing social psychology. London:

Routledge.

This  course considers the mental lives of disabled individuals with sensory disabilities such as the visually challenged or the auditory challenged and the need to overcome their disabilities with appropriate training as in mobility in space without vision or signing and lip reading in the deaf. The need to be sensitive to learning and reading disabilities such as dyslexia and the orthopedically challenged will also be considered in light of their self concept and societal attitudes.

• Understand the challenges and issues that practitioners face while dealing with different disabilities in the Indian context
• Debate debate policy and legal provisions for the disabled in our country
• Understand different intervention strategies and explore the ideology behind inclusion, in principle and practice
• Evauate issues related to the mental health of the disabled

Orientation Disabilities: Nature, Types, Causes, Public Awareness Misconceptions, Attitudes and Stereotypes

Mulitidisciplinary Approach, Role of aseesmemnts, Psychoeducational interventions

Disabilities and Associated Mental health Issues

PWD act, RCI act, SSA,UNCRPD, Biwako Millenium Framework, RTI

1. Hegarty, S. & Alur, M. (2002). Education and Children with Special Needs. From Segregation to Inclusion. New Delhi: Sage Publications. 

Oldfield, J., Humphrey, N. and Hebron, J. (2017), Risk factors in the development of behaviour difficulties among students with special educational needs and disabilities: A multilevel analysis. Br J Educ Psychol, 87: 146–169. doi:10.1111/bjep.12141

Carpenter, N. C., & Paetzold, R. L. (2013). An examination of factors influencing responses to requests for disability accommodations. Rehabilitation psychology, 58(1), 18-27.

Markel, K. S., & Barclay, L. A. (2009). Addressing the underemployment of persons with disabilities: Recommendations for expanding organizational social responsibility. Employee Responsibilities and Rights Journal, 21(4), 305-318.

Centers for Disease Control and Prevention. (2011a). Attention-deficit / hyperactivity disorder (ADHD). Retrieved from https://www.cdc.gov/ncbddd/adhd/data.html

Centers for Disease Control and Prevention. (2011b). Autism. Retrieved from https://www.cdc.gov/ncbddd/autism/data.htm

Hwang, Y., & Kearney, P. (2013). A systematic review of mindfulness intervention for individuals with developmental disabilities: Long-term practice and long lasting effects. Research in Developmental Disabilities,34(1), 314-326. doi:10.1016/j.ridd.2012.08.008

Smith, Evangeline M, "The Elephant in the Room, The Fetus in the Womb: Disability Rights Activists’ Perspectives on Prenatal Genetic Testing and Selective Termination of Down syndrome" (2016). Senior Independent Study Theses. Paper 7081. http://openworks.wooster.edu/independentstudy/7081

Green, S. E. (2007). “We're tired, not sad”: Benefits and burdens of mothering a child with a disability. Social Science & Medicine, 64(1), 150–163

  CIA 1: 20 Marks.

  CIA 2: 25* Marks.

 Attendance -5 Marks

CIA 1: The CIA will comprise an assignment to be conducted by students in pairs in the form of a 10-15 min class presentation. The student can choose any one disability and focus on an aspect related to stereotypesexisting in community. The student must present a comprehensive report that is informative, critical and thought provoking. 

CIA 2: The CIA2 will be a term paper that all students will work on individually. This paper will be a reflective essay of what you feel this course has provided you with in terms of learning, sensitization, skills to deal with persons with disabilities and an appraisal of the situation that defines disability in the Indian context. As an individual, you should be able to trace your journey and growth through the semester and express freely whether or not the course has strengthened you in any way to work with the disabled as a professional clinical psychologist or counselor.

This course intends to familiarize students with an introductory knowledge of the topics and methods of neuropsychology to create an understanding of the underlying neurological foundations of human behavior.

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

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

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

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

Blackmore, S. (2003). Consciousness: An introduction. London: Hodder&Stoughton.

Kandel, E.R. Schwartz, J.H. & Jessel, T.M. (2000). Principles of neural science (4^th .ed.)

            New York: McGraw-Hill.

Wallace, B. & Fisher, L.E. (1991). Consciousness and Behavior (3^rd Ed.). USA: Allyn &   

                 Bacon.

 Walsh K. (2008). Neuropsychology. New Delhi: B.I. Churchill Livingstone Pvt. Ltd

Lezak, M.D., Howieson, D.B, Bigler, E. D. & Tranel, D. (2012). Neuropsychological assessment (5^th Ed). New York:  Oxford University Press.  (≈ $104 @ Amazon)

Sattler, J. M.  (2008). Assessment of children:  Cognitive foundations (5^th edition).  La Mesa, CA:  Jerome M. Sattler, Publisher, Inc. ($90 when purchases separately from the publisher http://www.sattlerpublisher.com )

Sattler, J.M.  & Ryan, J.J.  (2009). Assessment with the WAIS™ -IV.  La Mesa, CA:  Jerome M. Sattler, Publisher, Inc. ($50 when purchased separately from the publisher http://www.sattlerpublisher.com)

            When purchased together directly from the publisher the price for the two Sattler books is $125.

Semrud-Clikeman, M., & Ellison, P.A.T. (2009). Child neuropsychology: Assessment and interventions for neurodevelopmental disorders (2^nd Ed).  New York: Springer.  (≈ $80 @ Amazon)

The psychosocial rehabilitation course offers the opportunity for students to learn the concepts and skills needed in vocational and adjustment counseling for people undergoing rehabilitation. The program offers opportunities for interested students to specialize in counseling individuals with problems such as chronic pain, brain injury, dementia, epilepsy, cancer, and psychiatric disorders. Opportunities for specialization in psychological assessment related to rehabilitation counseling also exist. This course is designed to offer students the opportunity to learn the relevant theory and basic skills important to the profession of rehabilitation counseling psychology:

After completion of the course students will be able to

• Understand the principles of rehabilitation science and apply it to the practise of clinical psychology
• Identify Assessment strategies useful in the area of rehabilitation
• Understand the contribution fo community based approaches in rehabilitation

History of rehabilitation; Principles of psychiatric rehabilitation

Counseling theory, skills, and techniques ;Psychosocial aspects of disability; Case management and rehabilitation planning

Disability assessment; Various Skills training; Vocational evaluation and training; Job development and placement; Career counseling

CBR services; Family education; Awareness programs;Technological adaptation

1. Liberman R.P., editor, Effective Psychiatric Rehabilitation. New Directions for Mental Health Services.53. San Francisco CA., Jossey-Bass, 1992
2. Liberman R.P., Editor, Psychiatric Rehabilitation of Chronic Mental Patients. Washington DC: Americal Psychiatric Press, 1988
3. Bellack S.A and Hersen M., Handbook of BT in the Psychiatric Setting, Plenum Press, New york, 1993

1. Wing J.K., Morris B., (ed) Handbook of Psychiatric Rehabilitation Practice. Oxford university press,1981 
2. Aiken, L.R., & Groth- Marnat, G.(2006). Psychological Testing and Assessment – twelfth edition. Boston, MA: Pearson.
3. Anastasi, A. & Urbina, S. (1997). Psychological testing. N.D.: Pearson Education.
4. Kaplan, R.M. & Saccuzzo, D.P. (2007). Psychological Testing: Principles, Applications and Issues. Australia: Thomson Wadsworth.
5. Cormier,S. & Cormier,W.H. Interviewing Strategies For Helpers: Fundamental Skills And Cognitive- Behavioural Interventions (Counseling Series). Wadsworth Publishing Co.

CIA I

Written assignment: 20 marks

CIA II:

 Case study presentation: 20 marks

CIA III

Class room participation: 10 marks

Counselling in the area of addiction is challenging but a rewarding journey. In India especially in metros, the presence of problems with the use of alcohol and other drugs is growing - there is greater acceptance in its inclusion viewed as a necessity considered part of a lifestyle both at home and work. However, the addictive potential of such substances is often not understood or is underplayed by individuals. There is evidence that the abuse of substances has a devastating impact in various domains viz. the person?s physical and mental health, on the family and occupation. This Paper is designed to provide specific knowledge and skills to work in this field.

Understanding use, abuse and dependence Early Identification (risk and protective factors) Types of drugs

Assessing and planning intervention Counselling in Motivation (Skills)

Counselling individual and families including children (Skills) Processes in Recovery and Relapse (Refusal skills) Types of treatment intervention; psycho social care (rehabilitation, after care etc)

Prevention activities at the community Field visit to an Addiction treatment Centre in Bangalore

1. Dana, R.Q & Blevins A , G (2011). Substance Abuse Counselling, 4^th edition, Brooks/Cole, Cengage , Belmont, USA

See Learning outcomes. (Syllabus used from ACA clearing house with permission)

• To develop an understanding of the nature of adolescents as related to their counseling needs within school, family and community contexts.
• To become familiar with school and community settings of adolescents including current issues, policies, laws and legislation that have an impact on counseling programs and activities.
• To develop an understanding counseling related problems/issues confronting adolescents including developmental crises, disability, exceptional behavior, addictive behavior, psychopathology, abuse, violence and situational and environmental factors that may impede academic, personal/social, or career success and overall development.
• To identify community and institutional opportunities that enhance, as well as barriers that impede the academic, career, and personal/social success and overall development of adolescents.
• To identify emerging technology resources, innovative counseling techniques in individual and small group counseling, and prevention oriented classroom guidance supporting adolescent development.
• To develop an understanding of the efficacy and nature of a comprehensive approach in working with guidance and counseling issues of adolescents including relationships and partnerships with community, family and school systems.
• To study the the efficacy of related theories and techniques for prevention, early intervention and crisis management of identified at risk adolescent populations.

Course overview, Discussion of projects

The World of Adolescents/Factors effecting growth and behavior

Characteristics of high and low risk youth/Prevention and Early Intervention

Peer Coaching Model

Developmental MS/HS school counseling programs/Models and needs assessments/Advocacy and Enhancement of School Environment/Laws, Policies, and other Educational Issues

Components of effective programs – Achieving competence

Family related problems & school issues

Overview of comprehensive model including a local example:

“Impact Counseling” & Student Success Skills (SSS)

Emerging Technology

Three reviews of research that anchor SSS

Group Discussion Skills

Critical Incidents: Counselor Role and Function

Pregnancy, Risky Sexual Behavior & Delinquency

Suicide/Depression: Prevention Early intervention

1. Akos, P., Levitt, D.H. (2002). Promoting healthy body image in middle school. Professional School Counseling,     6(2), 138-144.
2. Carlson, L.A. (2003). Existential theory: Helping school counselors attend to youth at risk for violence. Professional School Counseling, 6(5), 310-315.
3. Casey-Cannon, S., Hayward, C., & Gowen, K. (2001). Middle-school girls’ reports of peer victimization: Concerns, consequences and implications. Professional School Counseling, 5(2), 138-147.

Evaluation Criteria

CIA 1 =  15 marks

CIA 2 = 15 marks

CIA 3 = 15 marks

TOTAL – 15+15+15 = 45marks

            Attendance = 5 marks

GRAND TOATL = 45 + 5 = 50

This course aims at providing students with the skills of clinical interviewing, assessment and formulations in order to help them prepare for clinical work in their practicum.

At the end of the course students will be able to

1.      Conduct a clinical interview

2.      Make a muti axial diagnosis of clinical clinical conditions

3.      Develop a psycho diagnostic formulation

4.      Demonstrate  active listening skills

5.      Write a clinical case history

6.      Develop treatment plans

7.      Initiate therapeutic goals with clients using a CBT Approach

Intentional clinical interviewing , Basic Listening skills , Reflection of feeling,  reflection of meaning, influencing  skills,  structuring the sessions, integration of skills. Clinical history taking; Mental Status Examination; Psycho diagnostic formulation.

Clinical interviewing skills

Multi axial diagnosis, Mental status examinations, Clinical case history, and formulations including CBT (compulsory) . Skills of treatment planning, Developing goals in therapy , Establishing therapeutic alliance, ethical consideration, dealing with breaches and transference

American Psychiatric Association (2012) Diagnostic and Statistical Manual for Diseases – 4 TR, APA, Jaypee, New Delhi

Ivey, A., Ivey, M., & Zalaquett, C (2009). Intentional Interviewing and counseling :Facilitating client development in a multicultural society. Cengage

CIA 2 : Weekly reflective report - 10 marks

CIA 3 : Verbatim of one of the clinical case history taking / interview - 10 marks

CIA 4 : Psychodiagnostic formulation - 5 marks

            CBT Formulation - 10 marks

Attendance : 5 marks

Course Description: Students will do volunteer work with any community / mental health agency at the end of the second semester during the summer holidays for a minimum period of 30 days under the guidance of  a faculty member.

The main expectations from the Internship are to: 

 Willingly accept to assist, support or help the agency in activities which may include the following -

1. Working & supporting the client population
2. assisting in administrative responsibilities
3. assisting in the agency helpline
4. any other activity as outlined by the agency

On completion of the internship the intern shares his learning in the classroom and experiences are processed in the group.