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1 Semester - 2020 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MPS131 | HISTORY AND PHILOSOPHY OF CLINICAL PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
MPS132 | THEORIES OF PERSONALITY | Core Courses | 4 | 4 | 100 |
MPS133 | QUANTITATIVE RESEARCH METHODS IN PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
MPS134 | COGNITIVE PSYCHOLOGY - I | Core Courses | 4 | 4 | 100 |
MPS135 | BIOLOGICAL FOUNDATIONS OF BEHAVIOUR - I | Core Courses | 4 | 4 | 100 |
MPS136 | QUALITATIVE RESEARCH METHODS IN PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
MPS137 | ACADEMIC WRITING AND RESEARCH SKILLS | Skill Enhancement Courses | 2 | 2 | 50 |
MPS138 | COMMUNITY SERVICE | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
2 Semester - 2020 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MPS211 | RESEARCH PROPOSAL | Skill Enhancement Courses | 2 | 2 | 50 |
MPS231 | LAW AND ETHICS IN CLINICAL PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
MPS232 | PSYCHOPATHOLOGY - 1 | Core Courses | 4 | 4 | 100 |
MPS233 | PSYCHOLOGICAL MEASUREMENT AND STATISTICS | Core Courses | 4 | 4 | 100 |
MPS234 | COGNITIVE PSYCHOLOGY - II | Core Courses | 4 | 4 | 100 |
MPS235 | BIOLOGICAL FOUNDATIONS OF BEHAVIOR - II | Core Courses | 4 | 4 | 100 |
MPS236 | DEVELOPMENTAL PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
MPS251 | PSYCHO DIAGNOSTIC LAB - I | Core Courses | 2 | 2 | 50 |
MPS281 | COMMUNITY SERVICE | Ability Enhancement Compulsory Courses | 1 | 2 | 50 |
3 Semester - 2019 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MPS331 | PSYCHOTHERAPY-I | - | 4 | 4 | 100 |
MPS332 | PSYCHOTHERAPY-II | - | 4 | 4 | 100 |
MPS333 | PSYCHOPATHOLOGY- II | - | 4 | 4 | 100 |
MPS342A | PSYCHOSOCIAL REHABILITATION | - | 2 | 2 | 50 |
MPS342D | CLINICAL NEUROPSYCHOLOGY | - | 2 | 2 | 50 |
MPS342E | COGNITIVE ELECTROPHYSIOLOGY | - | 2 | 2 | 50 |
MPS351 | MULTICULTURAL AND THERAPEUTIC SKILLS | - | 4 | 4 | 100 |
MPS382 | RESEARCH LAB | - | 2 | 2 | 50 |
4 Semester - 2019 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MPS431 | ADVANCED SOCIAL PSYCHOLOGY | - | 4 | 4 | 100 |
MPS441A | ASIAN HEALING PRACTICES AND PSYCHOTHERAPY | - | 2 | 2 | 50 |
MPS441B | EDUCATIONAL PSYCHOLOGY | - | 2 | 2 | 50 |
MPS441C | FORENSIC PSYCHOLOGY | - | 2 | 2 | 50 |
MPS441D | SEXUAL DYSFUCNTIONS AND SEX THERAPY | - | 2 | 2 | 50 |
MPS442A | CRISIS AND TRAUMA COUNSELLING | - | 2 | 2 | 50 |
MPS442B | CBT FOR COMMON PSYCHIATRIC DISORDERS | - | 2 | 2 | 50 |
MPS442C | DISABILITY AND CHALLENGE | - | 2 | 2 | 50 |
MPS451 | PSYCHODIAGNOSTIC LAB - II | - | 4 | 4 | 100 |
MPS471 | SEMINAR AND PUBLICATION | - | 0 | 2 | 50 |
MPS481 | SUPERVISED CLINICAL PRACTICUM | - | 0 | 8 | 200 |
MPS482 | SUPERVISED DISSERTATION | - | 2 | 6 | 100 |
MPS483 | CLINICAL INTERNSHIP | - | 0 | 2 | 50 |
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Introduction to Program: | ||||||||||||||||||||||||||||||||||||||||||
The Department of Psychology offers a two-year full-time M Sc program in Psychology with specialization in Clinical Psychology. Keeping pace with the disciplinary advances the program would address knowledge about psychological functioning at individual and social levels in an all-encompassing manner. With the goal of acquiring specialized knowledge, the program would allow students to nurture their academic interest in clinical psychology, along with personal growth and awareness. The spirit of interdisciplinary growth is kept in view while conceptualizing a three-tier system- A) CORE COURSES in the first three PG semesters (courses, which can be considered to be fundamental in giving PG students a larger perspective of Psychology as a social science discipline, irrespective of specialization); B) SPECIALIZATION COURSES (specific theory courses within the subject of Clinical Psychology); and C) ELECTIVE COURSES ( a wide variety, across all disciplinary specializations, primarily conceptualized by individual faculties (based on their own interest/expertise), offered from time to time and chosen by students according to their preference. The program would strive to prepare competent professional psychologists who would excel in knowledge, orientation, and practice in psychology, with high ethical standards and social relevance. | ||||||||||||||||||||||||||||||||||||||||||
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO1: Demonstrate theoretical knowledge of general and clinical psychologyPO2: Identify and distinguish between disorders, evaluate and assess various conditions that arise in clinical practice; use clinical judgment in case conceptualization and intervention. PO3: Review and analyze scientific texts, develop research proposals and conduct, document and disseminate research. PO4: Demonstrate social and cultural competence in interactions with individuals of diverse backgrounds PO5: Identify,approach and engage diverse communities or stakeholders and support them through promotion, prevention and psychosocial interventions. PO6: Demonstrate ethical codes of conduct in practice, reflect on professional development and review mental health laws. | ||||||||||||||||||||||||||||||||||||||||||
Assesment Pattern | ||||||||||||||||||||||||||||||||||||||||||
Assessment Pattern
For two credit courses the breakup of CIA is as follows
Grading Pattern
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Examination And Assesments | ||||||||||||||||||||||||||||||||||||||||||
Formative and Summative assessments are conducted by the department to ascertain the readiness for learning and the attainment of learning outcomes. Assessments are examinations are based on competency frame work and principles of outcome-based education. Attainment of learning outcomes/ expected competencies is evaluated using either holistic or analytic rubrics, grading schemes or attainment criteria specified to the students at the beginning of the semester. Learning outcomes (Course outcomes) of each course are mapped to programme outcomes and programme specific outcomes. Assessments and examinations follow the principle of constructive alignment and outcomes are mapped to higher order thinking skills. Most common frameworks used in this programme include Revised Blooms Taxonomy, and Structure of Observed Learning outcomes (SOLO) and ICAP framework. Assessment is based on the performance of the student throughout the semester. Credit Structure Normally 15 hours of classroom teaching in a semester is considered as one credit for theory courses. • Courses with 30 hours per semester will earn the candidate 2 credits. • Courses with 45-50 hours per semester will earn the candidate 3 credits. • Courses with 51 hours and above per semester including practical will earn the candidate 4 credits. • Dissertations/Practical equivalent to one course will earn the candidates 4-6 credits. |
MPS131 - HISTORY AND PHILOSOPHY OF CLINICAL PSYCHOLOGY (2020 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course has been conceptualized to provide a background in the history of clinical psychology globally as well as in India. The philosophical perspectives of the mind are discussed. The course also introduces assessments and interventions pertinent to the field of clinical psychology. Course objectives: This course helps the learner
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Course Outcome |
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By the end of the course the learner will be able to: Trace the historical contributions to clinical psychology in India and across the world Critically evaluate different philosophical perspectives of the mind Provide a basic description of different assessments and interventions in clinical psychology |
Unit-1 |
Teaching Hours:15 |
Unit I: Historical and Philosophical Roots of Psychology
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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. | |
Unit-2 |
Teaching Hours:15 |
Unit II Perspectives on the mind and psyche
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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 | |
Unit-3 |
Teaching Hours:15 |
Unit III:Psychology in India
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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 | |
Unit-4 |
Teaching Hours:15 |
Unit IV: Introduction to Clinical Assessment and Interventions
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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 Behavioral assessment). 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 | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPS132 - THEORIES OF PERSONALITY (2020 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course has been conceptualized in order to introduce 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 related empirical research related to the theories. Application of personality theories wherever applicable 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.
Course objectives:
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Course Outcome |
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Course outcomes: By the end of the course the learner will be able to: Apply the theoretical understanding to practical clinical case conceptualization Compare various theoretical approaches Understand the need for personality assessments in clinical practice Critically evaluate the various theories of personality. |
Unit-1 |
Teaching Hours:15 |
UNIT I: Psychodynamic Theories
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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. | |
Unit-2 |
Teaching Hours:15 |
UNIT II: Behavioral Theories
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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 | |
Unit-3 |
Teaching Hours:15 |
UNIT III: Humanistic and Existential Theories
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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)
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Unit-4 |
Teaching Hours:15 |
UNIT IV: Trait Theories
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Allport, Cattell, Eysenck | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPS133 - QUANTITATIVE RESEARCH METHODS IN PSYCHOLOGY (2020 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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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. |
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Course Outcome |
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At the end of this course students will be able to: |
UNIT 1 |
Teaching Hours:15 |
Foundations of Quantitative Research Methods in Psychology
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Philosophical roots of quantitative research; History of scientific research in psychology; Definition of research; Purpose and need of psychological research. Experimental, Exploratory, Correlational and descriptive research in psychology; Ethical issues in psychological research | |
UNIT 2 |
Teaching Hours:15 |
Process of Quantitative Research
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Conceptualization, operationalization and measurement; Causality and experimentation; Definition and nature of variables; ;operationally defining variables; Independent variables; Dependent variables; formulation of research problems and hypothesis ; Different types of hypothesis ; Experimental manipulation and control of variables; steps in quantitative research (5 hours of lab work dedicated to developing problem statement and a hypotheses is suggested) | |
UNIT 3 |
Teaching Hours:15 |
Sampling Techniques and Data Collection
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Population and sample: Basic assumptions; Sampling distribution; Sampling techniques: probability and non-probability sampling; Methods of data collection: observational methods, surveys, questionnaires, interviewing methods, case study methods, and psychometric tests. | |
UNIT 4 |
Teaching Hours:15 |
Experimental Designs in Psychology
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Adequate vs Inadequate (faulty) research design;Types of experimental design based on subjects and factors; Within-subjects, between subjects, single-subject, single factor, and factorial design; Sources of error variance and its management in the various types of experimental designs; Mixed design (8 hrs ) | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPS134 - COGNITIVE PSYCHOLOGY - I (2020 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course is part of the first years master's program in Clinical Psychology and comprises a core methodology that underlies the understanding of both normal and abnormal human behaviour. This course contributes to the Clinical Psychology program objectives of (a) developing domain knowledge (b) enhancing observation skills and critical analysis (c) inculcating evidence-based inference and finally (d) enhances self awareness and self regulation. At the same time the course also exemplifies the University expectation of excellence and service and contributes to the following graduate attributes of academic excellence, professional excellence and personal enhancement. 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 antecedents and influences on Cognitive Psychology and the basic concepts from an information-processing and computational perspective. Domain wise understanding of cognition will be highlighted in the understanding of attention and perception. The course will require the use of labs and experiments to demonstrate concepts in the course. Application to the practice of evaluating behaviour in the context of clinical psychology will be highlighted in this course.
Course Objectives:
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Course Outcome |
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By the end of the course learners will be able 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 reasoning. To evaluate cognitive processes using the model of information processing and make predictions. To apply available tools and be able to describe their use in creating new knowledge in cognitive psychology, in written and oral form. |
Unit-1 |
Teaching Hours:15 |
Unit I: Introduction to Cognitive Psychology
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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 | |
Unit-2 |
Teaching Hours:15 |
Unit II: Psychophysiology
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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. | |
Unit-3 |
Teaching Hours:15 |
Unit III: Perception
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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 | |
Unit-4 |
Teaching Hours:15 |
Unit IV: Attention
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Basic Concepts: 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 | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPS135 - BIOLOGICAL FOUNDATIONS OF BEHAVIOUR - I (2020 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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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. Course objectives: The course is intended to help the learner
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Course Outcome |
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At the end of the course students will be able to Understand the links between behavior, mental processes and biological processes Understand the basic structure of the nervous system and its various functions Demonstrate the application of biological foundations in clinical practice |
Unit-1 |
Teaching Hours:15 |
UNIT I: Introduction
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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.
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Unit-2 |
Teaching Hours:15 |
UNIT II: Neurons and Neuronal Conduction
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Structure of neurons, types, functions, neural conduction, communication between neurons, Synaptic conduction, Neurotransmitters | |
Unit-3 |
Teaching Hours:15 |
UNIT III: The Structure and Functioning of the Nervous System
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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 | |
Unit-4 |
Teaching Hours:15 |
UNIT IV: Biopsychology of emotion, stress and health
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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 | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPS136 - QUALITATIVE RESEARCH METHODS IN PSYCHOLOGY (2020 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course will introduce students to the tradition of qualitative research in social sciences with an emphasis of is applicability in psychology. Different methods of collecting qualitative data are discussed. Methods of Qualitative data analysis are also touched upon .Along with courses on research in the first and second semester, this course intends to provide students with the theoretical background to develop their research proposal. Course objectives: This course will help the learner will be able to:
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Course Outcome |
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By the end of the course the learner will be able to: Demonstrate skills on designing qualitative research Collect qualitative data using various methods Appreciate the importance of interdisciplinary research Demonstrate skills on different traditions of qualitative data analysis Conduct Computer assisted qualitative data analysis Demonstrate skills on proposal writing and reporting qualitative research. |
Unit-1 |
Teaching Hours:15 |
Unit I: Foundations of Qualitative Research
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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)
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Unit-2 |
Teaching Hours:15 |
Unit II: Qualitative Research Design
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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)
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Unit-3 |
Teaching Hours:15 |
Unit III: Methods of Collecting Qualitative Data
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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)
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Unit-4 |
Teaching Hours:15 |
Unit IV: Analyzing Qualitative Data
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Different traditions of qualitative data analysis; thematic analysis, Narrative analysis, Discourse analysis, Content analysis (8 hrs) Research Lab (7 Hrs)
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPS137 - ACADEMIC WRITING AND RESEARCH SKILLS (2020 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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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. Course Objectives:
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Course Outcome |
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By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
Unit I:
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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 | |
Unit-2 |
Teaching Hours:15 |
Unit II:
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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. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course. | |
MPS138 - COMMUNITY SERVICE (2020 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: In this course students will spend four hours a week or a total of 30 hours during the semester involved in supervised community service. Students are encouraged to work alongside NGO’s or other professional bodies. Students will engage in activities such as children, adolescents and youth teaching/tutoring, community organization, psychological assessment and mental health awareness. Reflections on their interactions are integral part of this course. Student engagement will be assessed by supervisor. Course objectives: This course will help the learner
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Course Outcome |
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By the end of the course the learner will be able to: Identify the needs and challenges faced by economically weaker sections of society. Address the mental health issues that are present in the community. |
Unit-1 |
Teaching Hours:2 |
Unit I: Introduction
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Community service: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of psychologist in community service: Social Psychologist, Community Psychologist & Counselor. Outcomes of community service: Personal outcome; Social outcome, Learning outcome and Career outcome. | |
Unit-2 |
Teaching Hours:30 |
Unit II: Field work
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Students in groups will partner with various NGO’s and organizations working in the areas of education, development, interventions and mental health. As part of the course requirement the students will be involved in the community oriented activities of the organizations they affiliate with. The NGO’s or Organizations along with the faculty coordinator will be responsible for the process delivery. These placements will offer students hands-on experiences in working with various issues in community and facilitate meaningful learning. | |
Unit-3 |
Teaching Hours:13 |
Unit III: Reflection
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Reflection is a core component of Community service. It is a period of critical thinking performed by the student and is based on a specific or overall experience of the student. It guides students towards greater personal development by coming to a better understanding of their own values, opinions, and assumptions. The types of reflection which can be used are, class discussion, brainstorming, sharing of critical personal and group incidents, directed writings, experiential research paper, student portfolios and so on. The students are expected to discuss in groups at the end of this course using the following guidelines. Reason for choosing the organization • The planning phase of service learning initiatives • Logistics for the initiative of the action • Stakeholders/beneficiaries • Execution of the action initiative • Specific learning outcome • Evaluation | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course. | |
MPS211 - RESEARCH PROPOSAL (2020 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: In this course the students are required to identify and select a topic of their interest to conduct research on. Course Objectives: This course intends to help the learner
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Course Outcome |
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At the end of the course students will |
Unit-1 |
Teaching Hours:15 |
Review of Literature and Problem Identification
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Identifying a problem; Presentation of research idea; Presentation of research idea; Training on review of literature; Research proposal (Quantitative ); Research proposal (Qualitative )
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Unit-2 |
Teaching Hours:15 |
Developing the Proposal
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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
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
| |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.
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MPS231 - LAW AND ETHICS IN CLINICAL PSYCHOLOGY (2020 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course has been conceptualized in order to inculcate awareness about legal and ethical aspects of practicing Clinical Psychology in India. It highlights the commonly encountered ethical dilemmas in clinical practice and facilitates ethical decision making in a multicultural context. The courses also addresses licensure and certification issues in clinical psychology practice in India. Course Objectives:
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Course Outcome |
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By the end of the course the learner will be able to: Understand the foundational principles of ethics in clinical psychology. Analyze and resolve common ethical dilemmas in research and practice Examine ethical issues specific to special population Develop a personal ethical decision model Understand legal aspects of licensure and practice of Clinical Psychology in India |
Unit-1 |
Teaching Hours:15 |
History and Principles of ethics in psychology
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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 | |
Unit-2 |
Teaching Hours:15 |
Practice issues
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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
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Unit-3 |
Teaching Hours:15 |
Issues in working with special population
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Ethics in child psychotherapy; Couples and families, Survivors of sexual violence; Therapy with LGBT; Ethical Issues in the Consultation-Liaison Context; Assessment and Management of Suicide Risk; Ethics in Multicultural and Interpersonal context | |
Unit-4 |
Teaching Hours:15 |
Issues in working with special population
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Mental healthcare act 2017; Rights of Persons with Disabilities Act, 2016; RCI Regulations and Act 2000; Process of getting certified as licensed clinical psychologists; Representing clients in court of law RTI Act, Consumer Protection Act
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Text Books And Reference Books:
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Essential Reading / Recommended Reading 1. Pope, K, S., and Vasquez, M. J. T. (2016). Ethics in Psychotherapy and Counseling, a Practical Guide, 5th edition. New Jersey: Wiley. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPS232 - PSYCHOPATHOLOGY - 1 (2020 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course introduces students to mental health issues in clinical psychology by introducing clinical psychopathology. 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. Course objectives:
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Course Outcome |
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By the end of the course the learner will be able to: Contrast and compare the models of etiology of mental disorders Demonstrate understanding of the various manifestations of psychopathology Demonstrate the ability to use DSM V and ICD 10 classificatory systems Demonstrate understanding of skills required to diagnose various disorders. Demonstrate mastery of skills required for psychopathological formulation. |
Unit-1 |
Teaching Hours:15 |
Unit I: Classification and Theoretical Models
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Systems of classification, basic features; DSM-5, ICD-10, similarities, differences and critical evaluation; new disorders in DSM-5; Major theoretical models of psychopathology; Critical evaluation. Demonstration lab Use of DSM V and ICD- diagnostic interviews through video tape, Teacher lead simulation | |
Unit-2 |
Teaching Hours:15 |
Unit II: Psychopathology of Neurocognitive and sleep disorders
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Dementia, delirium, head injury, epilepsy, other amnesic syndromes; Clinical characteristics and etiology and treatment Sleep disorder; Clinical characteristics, etiology and treatment. Demonstration Lab Neuropsychological assessments. | |
Unit-3 |
Teaching Hours:15 |
Unit III: Psychopathology of substance related and addictive disorders and feeding and eating disorders
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Clinical characteristics, etiology, models of addiction, assessment in addiction. Motivational intervention and behavioral assessment. Feeding and Eating disorders- Anorexia and Bulimia, Binge eating disorder. Demonstration lab Assessment in addictions, Motivational Interviewing.
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Unit-4 |
Teaching Hours:15 |
UNIT IV: Psychopathology of Adult Personality Disorders, sexual dysfunctions and gender dysphoria.
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Clinical characteristics, etiology and theories of cluster A, B and C personality disorders. Differences in ICD and DSM V. Clinical characteristics, etiology of sexual dysfunctions, gender dysphoria and paraphilias. Demonstration Lab Use of IPD, Clinical rating scales for personality disorders
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPS233 - PSYCHOLOGICAL MEASUREMENT AND STATISTICS (2020 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: 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.
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Course Outcome |
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By the end of the course the learner will be able to: Define measurement, design psychological tests, explain and apply the steps in test construction and standardization Estimate the validity and reliability of the scales, inventories and questionnaires, and generate test norms Define psychological statistics, determine the relevant statistical tool during data analysis, identify and distinguish the analysis techniques that can be used in quantitative and qualitative research Analyze the quantitative data using descriptive and inferential statistics manually, and using EXCEL and SPSS, and interpret the findings Distinguish between the dependent and independent variables and identify the specific quantitative method to meet the given objectives in a quantitative research Differentiate and integrate the output of the statistical analysis, parametric and non-parametric, and use APA format to present them in figures and tables Assess and critique the quantitative methods used in a published journal article |
Unit-1 |
Teaching Hours:15 |
Foundations of Psychological Measurement and Testing
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Definition of measurement; scales of measurement; Development of psychological test - steps; Item analysis: purpose of item analysis ;Item response theory, item difficulty, item discrimination; Test construction lab. | |
Unit-2 |
Teaching Hours:15 |
Test Construction and Standardization
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Various methods of estimating reliability and Validity; Test norms: types of norms, development of norms; Test construction lab. | |
Unit-3 |
Teaching Hours:15 |
Descriptive Statistics
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Definition and purpose of psychological statistics; Measures of central tendency and variability; Correlation: product-moment, point-biserial, phi, biserial, tetrachoric, spearman’s correlation coefficients; EXCEL & SPSS- Data entry and Descriptive statistical analysis, Reporting Statistics | |
Unit-4 |
Teaching Hours:15 |
Inferential Statistics
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Probability distribution and normal curve; Levels of significance, type – I and type – II errors, one-and two-tailed tests ;Parametric and non-parametric tests of significance; 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 and their logic);MANOVA and Post-hoc tests; SPSS- inferential statistical analysis, APA style of report writing | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading 1.Aron, A. & Aron, E.N. (1994). Statistics for psychology. New Jersey: Prentice Hall. 2.Cohen, R.J., & Swerdlik, M.E. (2005). Psychological testing and assessment: An introduction to tests and measurement (6th ed.). New York: McGraw-Hill. 3.Heiman, G.W. (2001). Understanding research methods and statistics: An integrated introduction for psychology (2nd ed.). Boston: Houghton Mifflin Company. 4.Kaplan, R.N.,& Saccuzzo, D (2001). Psychological Testing, Principles, Applications and issues. New York Kerlinger, N. (1996). Foundations of behavioural research. India: Prentice Hall 5.King, B.M., & Minium, E.M. (2003). Statistical reasoning in psychology and education (4th ed.). New Jersey: John Wiley & Sons, Inc. 6.Leong, F.T., & Austin, (1996). The psychology research handbook: A guide for graduate students and research assistants. Delhi: Sage Publications 7.Levin, J., & Fox, J.A. (2006). Elementary statistics in social research (10th ed.). New Delhi: Pearson Education. 8.McCall, R.B. (2001). Fundamental statistics for behavioral sciences (8th ed.). Belmont, CA: Wadsworth/Thomson Learning. 9.Miles, J. (2001). Research methods and statistics. Exeter: Crucial 10.Murphy, K.R., & Davidshofer, C.O. (2001). Psychological testing: Principles and applications (5th ed.). New Jersey: Prentice Hall. 11.Schweigert, W.A. (1997). Research methods psychology: A handbook. Delhi: Sage Publications 12.Singh, A.K. (1997). Test, measurements and research methods in behavioural sciences. Patna: Bharathi Bhavan Publishers and Distributors
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Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPS234 - COGNITIVE PSYCHOLOGY - II (2020 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course is part of the second semester of the master's program in Clinical Psychology and aims to discuss complex cognitive processes that underlie both normal and abnormal human behaviour. This course contributes to the following Clinical Psychology program objectives (a) developing domain knowledge (b) enhancing observation skills and critical analysis (c) inculcating evidence-based inference and finally (d) enhances self awareness and self regulation. At the same time the course also exemplifies the University expectation of excellence and service; and contributes to the graduate attributes of academic excellence, professional excellence and personal development.This course continues from Cognitive Psychology-1 and furthers learning on higher cognitive functions. This course will continue to highlight information-processing and computational perspectives while examining Memory, Language, Problem Solving, Reasoning and Decision Making. The topics will also include an understanding of the neuroscience of Cognition. This course will require the use of lab and experiments to demonstrate concepts in the course. Applications related to evaluating cognitive processes and their relevance to the practice of clinical psychology would be highlighted. Course objectives: The course will help the learner
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Course Outcome |
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By the end of the course the learner will be able to: Define and describe normal mental processes and contrast it to disordered states. Describe and Compare the theories in written and oral form. Infer connections between brain, mind and behaviour and demonstrate such relationships through observations and experiments. Analyze and critically evaluate models of cognitive processes and make predictions. Use available experimental tools and describe their importance and utility Create hypotheses based on the theories and evaluate cognitive processes using experiments. Present the arguments and conclusions based on evidenced gathered through literature or data. |
Unit-1 |
Teaching Hours:15 |
Memory
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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 | |
Unit-2 |
Teaching Hours:15 |
Language Comprehension and Production
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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 | |
Unit-3 |
Teaching Hours:15 |
Thinking, Problem Solving and Creativity
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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
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Unit-4 |
Teaching Hours:15 |
Reasoning and Decision Making
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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 approach.; 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
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPS235 - BIOLOGICAL FOUNDATIONS OF BEHAVIOR - II (2020 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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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 Course Objectives: At the end of this course, students will be able to:
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Course Outcome |
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At the end of the course students will be able to |
Unit-1 |
Teaching Hours:15 |
Biopsychology of Cognitive Functions
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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. | |
Unit-2 |
Teaching Hours:15 |
Biopsychology of Arousal
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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 | |
Unit-3 |
Teaching Hours:15 |
Biopsychology of Motivation
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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. | |
Unit-4 |
Teaching Hours:15 |
Biopsychology of Psychiatric Disorders
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Schizophrenia, Substance abuse disorders, Major affective disorders, and Anxiety disorders. | |
Text Books And Reference Books: 1. Carlson, N.R. (2004). Physiological of behaviour (8 th .ed.). Boston: Allyn & Bacon. 2. Kalat, J.W. (2004). Biological psychology (8 th .ed.). Belmont: Wadsworth/Thomson learning. | |
Essential Reading / Recommended Reading 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. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPS236 - DEVELOPMENTAL PSYCHOLOGY (2020 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: 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. Course objectives: This course will help the learner
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Course Outcome |
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By the end of the course the learner will be able to: Understand the differences between normative and pathological outcomes within each of the developmental phases. Explain the diversity of experiences that shape development Compare and contrast the foundational theories of developmental psychology Apply the developmental theories and specific evidence-based research findings to understand current practice, policies and social issues |
Unit-1 |
Teaching Hours:15 |
Unit I: Cognitive Development
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Jean Piaget : A constructivist approach ; Objects and Space: Object Permanence ; Vygotsky: A social contextual approach; Language and Thought ; Speech recognition and language | |
Unit-2 |
Teaching Hours:15 |
Unit II: Social Development
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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. | |
Unit-3 |
Teaching Hours:15 |
Unit III: Developmental Disabilities
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Low birth weight infants and prognosis; Visual handicap and development; Auditory handicap and development; Dyslexia and learning disability | |
Unit-4 |
Teaching Hours:15 |
Unit IV: Development in Adulthood
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Development during Adulthood: Life stages; Mid Life Crisis, Menopause, Aging, Degenerative Disorders | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
| |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPS251 - PSYCHO DIAGNOSTIC LAB - I (2020 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: 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 The basic objective of this course is
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Course Outcome |
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At the end of this lab course students will be able to |
Unit-1 |
Teaching Hours:15 |
Assessment of Personality
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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) | |
Unit-2 |
Teaching Hours:15 |
Assessment of Intelligence and Memory
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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 | |
Text Books And Reference Books: 1. Groth – Marnat, G (2003). Handbook of Psychological Assessment.John Wiley & Sons Inc., Hoboken, New Jersey
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Essential Reading / Recommended Reading 1. Kaplan, R.M & Saccuzzo, D. P (2009). Psychological testing: Principles, Applications and Issues. 7 th Edition, Wadsworth, Belmont, USA | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.
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MPS281 - COMMUNITY SERVICE (2020 Batch) | |
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: The course aims at consolidation of the service learning initiative begun in the first semester. Course Objectives: The course helps the learner
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Course Outcome |
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At the end of the course students will be able to |
Unit-1 |
Teaching Hours:15 |
Community service
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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. | |
Text Books And Reference Books: N.A. | |
Essential Reading / Recommended Reading N.A. | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.
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MPS331 - PSYCHOTHERAPY-I (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Psychotherapy-1 is a post graduate course offered in the third semester to students of Clinical Psychology (MPCL). The course aims to integrate the theoretical knowledge imparted through prior courses such as History and Philosophy of Clinical Psychology (MPS 131), Theories of Personality (MPS 132), Biological foundations of Behaviour (MPS 135, MPS 235), Law and Ethics in Clinical Psychology (MPS 231), Psychopathology-1 (MPS 232) and Psycho Diagnostic Lab (MPS 251) with therapeutic skills than can be applied in clinical settings, thereby fostering graduate attributes of academic excellence while upholding the vision of the department by nurturing professional development. Furthermore, it builds upon essential elements of functional competencies, ethical and reflective practise within the scientist-practioner model. This course has been conceptualized with an intention to orient students to the theoretical foundations, processes, skills and techniques underlying different psychotherapeutic approaches for the treatment and care of persons with mental illness. A review of evidence-based practices for psychological interventions, ethical dilemmas in decision making, legal mandates for therapeutic professions and reflective practices in psychotherapy will explored. Designed as an introductory course in psychotherapy, it allows students to walk the bridge that connects theory with practise and in turn helps them comprehend and reflect on the psychotherapeutic assessments and interventions during their clinical internship This course will help the learner understand · The elements of psychotherapeutic process · Theoretical foundations underlying different psychotherapeutic approaches · Therapeutic skills and techniques unique to each psychotherapeutic approach · Evidence based practices for psychological interventions and their specific areas of application · The ethical guidelines that govern decision making during the therapeutic process · The need and significance of reflective practices in psychotherapy |
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Course Outcome |
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By the end of the course the learner will be able to: ● Describe the psychotherapeutic process, discuss psychotherapy research, identify training needs and supervision requirements. ● Describe the theoretical foundations underlying various psychotherapeutic approaches, the skills and techniques associated with them. ● Identify evidence-based practices specific to particular mental health conditions. ● Develop psychotherapeutic case formulations using different therapeutic approaches ● Critique the strengths, limitations and the unique features associated with each form of psychotherapy. |
Unit-1 |
Teaching Hours:15 |
Research and Training
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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 | |
Unit-2 |
Teaching Hours:15 |
Psychodynamic therapies
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Psychoanalytic, Brief Analytic, Object-Relations, and Interpersonal Approaches
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Unit-3 |
Teaching Hours:15 |
Humanistic Therapies
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Client-Centered, Existential and Gestalt therapies | |
Unit-4 |
Teaching Hours:15 |
Behavioral & Cognitive-Behavioral Therapies
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Behavioral therapy, Cognitive therapy (Beck), Rational Emotive Behavior Therapy (Ellis). | |
Text Books And Reference Books: Essential references: 1. Corey, G. (2017). Theory and Practice of Counseling and Psychotherapy (10th ed.).Boston, USA: Cengage Learning. 2. Barlow, D. (2014). Clinical Handbook of Psychological Disorders: A Step-by-Step Treatment Manual (5th ed.). New York: The Guilford Press. | |
Essential Reading / Recommended Reading Recommended references: 1. Herlihy, B., & Corey, G. (2014). ACA Ethical Standards Casebook (7th ed.). USA:Wiley. 2. Herlihy, B., & Corey, G. (2014). Boundary Issues in Counseling: Multiple Roles and Responsibilities, (3rd ed.). USA: Wiley. 3. Corey, G. (2012). Case Approach to Counseling and Psychotherapy (8th ed.). USA:Brooks/Cole Cengage Learning. 4. Corey, G., Haynes, R., Moulten, P., & Mouratori, M. (2010). Clinical Supervision in the Helping Professions: A Practical Guide (2nd ed.). USA: Wiley. 5. Corey, G., & Schneider Corey, M. (2008). I Never Knew I Had A Choice: Explorations in Personal Growth (9th ed.). USA: Brooks/Cole Cengage Learning. 6. Yalom, I. (2012). Love’s Executioner & Other Tales of Psychotherapy (2nd ed.). New York: Basic Books. 7. Corey, G., Schneider Corey, M., & Callanan, P. (2010). Issues and Ethics in the Helping Professions (8th ed.). USA: Brooks/Cole Cengage Learning. 8. Yalom, I. (2009). The Gift of Therapy: An Open Letter to a New Generation of Therapists and Their Patients (1st ed.). USA: Harper Collins ebooks. 9. Feltman, C. (2017). The Sage Handbook of Counselling and Psychotherapy (4th ed.).USA: Sage. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% | |
MPS332 - PSYCHOTHERAPY-II (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This course has been conceptualized in order to critically address theory informing group and family therapy and facilitate the development of mastery n 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. Course objectives: This course will help the learner to
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Course Outcome |
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Course outcomes: By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
Introduction
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Historical and cultural contexts for the development of Couples, Family and Group therapy. Developmental frameworks in Couples, Family and Group therapy. Assessment | |
Unit-2 |
Teaching Hours:15 |
Couples Therapy
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Couples Therapy: Theoretical frameworks, Issues and therapeutic approaches for working with couples. Evidence based practice in couples therapy, Treatment planning, Emotion FOcused Therapy, Gottman's approach to family therapy | |
Unit-3 |
Teaching Hours:15 |
Family Therapy
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Family Therapy: Major Dominant theories of Family Therapy - classical, post modern and social contructivistic approaches. | |
Unit-4 |
Teaching Hours:15 |
Group Therapy
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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 | |
Text Books And Reference Books: 1. Nichols, P.M & Schwartz C.R (2006). Family Therapy –concepts and methods, 7 th edition, Allyn and Bacon, Boston, Pearson education, Inc. 2. Corey, G (2008) Theory and Practice of Group Psychotherapy, 8 TH edition, Pacific Grove, CA: Brooks/Cole. | |
Essential Reading / Recommended Reading 1. Agazarian, Y. M. (1997), System-Centered Therapy for Groups, Guilford Press 2. Alonso, A., & Swiller, H.I. (1992) Group Therapy in Clinical Practice, American Psychiatric Press, Inc. 3. Bernard, H. S. & MacKenzie, K.R. (eds.) (1999), Basics of Group Psychotherapy, Guilford Press. 4. Bieling, P.J., MacCabe, R.E., & Antony, M.M. (2006). Cognitive-Behavioral Therapy in Groups NY: Guilford Pub. 5. Bion, W.R. (1959) Experiences in Groups and other Courses. N.Y.: Basic Books. 6. Corey, M. & Corey,G. (1997) Groups: Process & Practice (5th ed.) Pacific Grove, CA: Brooks/Cole. 7. Dies, R.R. & MacKenzie, K.R. (1983) Advances in Group Psychotherapy: Integrating Research and Practice. N.Y.: International University Press. 8. Fehr, S.S. (1999) Introduction to Group Therapy: A Practical Guide. N.Y.:Haworth Press. 9. Foulkes, S.H. & Anthony, E.J. (1965) Group Psychotherapy: The Psychoanalytic Approach.London: Penguin Books. 10. Gazda, G.M. (1989) Group Counseling: A Developmental Approach (4th ed.) Boston: Allyn & Bacon. 11. Kaplan, H. & Sadock, B. (eds.) (1993) Comprehensive Group Psychotherapy ,3rd ed. Baltimore: Williams & Wilkins. 12. Carter, B. & McGoldrick, M. (1999). The changing family life cycle. 3rd. Ed.Boston: Allyn and Bacon. 13. McGoldrick, M. & Gerson, R. (1999). Genograms in family assessment. 2nd.Ed. New York: Norton. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% | |
MPS333 - PSYCHOPATHOLOGY- II (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course introduces students to mental health issues in clinical psychology by introducing clinical psychopathology. 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. Course objectives:
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Course Outcome |
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By the end of the course the learner will be able to: Contrast and compare the models of etiology of mental disorders Demonstrate understanding of the various manifestations of psychopathology Demonstrate the ability to use DSM V and ICD 10 classificatory systems Demonstrate understanding of skills required to diagnose various disorders. Demonstrate mastery of skills required for psychopathological formulation. |
Unit-1 |
Teaching Hours:15 |
Unit I: Classification and Theoretical Models
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Systems of classification, basic features; DSM-5, ICD-10, similarities, differences and critical evaluation; new disorders in DSM-5; Major theoretical models of psychopathology; Critical evaluation. Demonstration lab Use of DSM V and ICD- diagnostic interviews through video tape, Teacher lead simulation | |
Unit-2 |
Teaching Hours:15 |
Unit II: Psychopathology of Neurocognitive and sleep disorders
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Dementia, delirium, head injury, epilepsy, other amnesic syndromes; Clinical characteristics and etiology and treatment Sleep disorder; Clinical characteristics, etiology and treatment. Demonstration Lab Neuropsychological assessments. | |
Unit-3 |
Teaching Hours:15 |
Unit III: Psychopathology of substance related and addictive disorders and feeding and eating disorders
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Clinical characteristics, etiology, models of addiction, assessment in addiction. Motivational intervention and behavioral assessment. Feeding and Eating disorders- Anorexia and Bulimia, Binge eating disorder. Demonstration lab Assessment in addictions, Motivational Interviewing.
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Unit-4 |
Teaching Hours:15 |
UNIT IV: Psychopathology of Adult Personality Disorders, sexual dysfunctions and gender dysphoria.
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Clinical characteristics, etiology and theories of cluster A, B and C personality disorders. Differences in ICD and DSM V. Clinical characteristics, etiology of sexual dysfunctions, gender dysphoria and paraphilias. Demonstration Lab Use of IPD, Clinical rating scales for personality disorders
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Continuous Internal Assessment (CIA) - 70% | |
MPS342A - PSYCHOSOCIAL REHABILITATION (2019 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This course has been conceptualized in order to offer the opportunity for interested students to specialize in counseling individuals with problems such as chronic pain, brain injury,dementia, epilepsy, cancer, and psychiatric disorders. It provides training in psychological assessment related to rehabilitation counseling. This course is designed to help the student to learn the relevant theory and basic skills important to the profession of rehabilitation counseling psychology. Course objectives:
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Course Outcome |
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By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
Introduction
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History of rehabilitation ;Principles of psychiatric Psychosocial Rehabilitation;Psychosocial aspects of disability; Case management and rehabilitation planning | |
Unit-2 |
Teaching Hours:15 |
Assessment and training
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Disability assessment ;Various Skills training;Vocational evaluation and training;Job development and placement;Career counseling; community based Rehabilitation services;Family education ;Awareness programs ;Technological adaptation | |
Text Books And Reference Books: 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 4. Aiken, L.R., & Groth- Marnat, G.(2006). Psychological Testing and Assessment – twelfth edition. Boston, MA: Pearson. 5. Anastasi, A. &; Urbina, S. (1997). Psychological testing. N.D.: Pearson Education. | |
Essential Reading / Recommended Reading 1. Wing J.K., Morris B., (ed) Handbook of Psychiatric Rehabilitation Practice. Oxford university press,1981 2. Kaplan, R.M. & Saccuzzo, D.P. (2007). Psychological Testing: Principles,Applications, and Issues. Australia: Thomson Wadsworth. 3. Cormier,S.&; Cormier,W.H. Interviewing Strategies For Helpers: Fundamental SkillsAnd Cognitive- Behavioural Interventions (Counseling Series). Wadsworth Publishing Co. | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course. | |
MPS342D - CLINICAL NEUROPSYCHOLOGY (2019 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course description: Clinical neuropsychology addresses the link between brain and behaviour. Neuropsychological assessments provide a scientific way of quantifying and describing the cognitive, behavioural and emotional sequelae of changes in brain function caused by damage or disease. This module introduces you to neuroanatomy, neuropsychological assessment, and neuropsychological rehabilitation. Course objectives: Students will acquire:
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Course Outcome |
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Course outcomes: Having successfully completed this module students will be able to: |
Unit-1 |
Teaching Hours:8 |
Unit I
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History, basic anatomy, elements of neurology, Methods of study of research in neuropsychology-anatomical methods, degeneration techniques, lesion techniques, chemical methods, stereotaxic surgery, micro-electrode studies, oscilloscope, polygraph, scanning methods & Ethical issues in research. | |
Unit-2 |
Teaching Hours:7 |
Unit II
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Major structures and functions, spinal cord, Brain: Fore brain, Mid brain, Hind brain, Cerebral cortex, temporal, parietal and occipital lobes; prefrontal cortex Lobe syndromes- frontal, temporal, parietal, occipital | |
Unit-3 |
Teaching Hours:7 |
Unit III
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Spiritual dimensions of neurology, Neurology and emotions, neurological changes during cousnelling interventions. | |
Unit-4 |
Teaching Hours:8 |
Unit IV
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Neuropsychology of psychiatric conditions: Schizophrenia, Substance abuse disorders, Major affective disorders and Anxiety disorders. Neuropsychological assessments | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) | |
MPS342E - COGNITIVE ELECTROPHYSIOLOGY (2019 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Couse Description: Electroencephalography is the recording of the scalp electrical activity generated by brain structures. This course provides an exposure to basic and applied aspects of Electroencephalography in the study of brain and cognition. The study of various processes underlying cognition requires the use of well-structured cognitive tasks. Changes in brain potentials or EEG patterns can also be elicited as a response to external stimuli provided through these tasks, generating an event related potential (ERP). Hence, this course aims to also provide an exposure to EPrime in constructing the cognitive tasks. The students will also be trained in electrophysiological data collection, data cleaning and editing and basic ERP data analysis. In addition, the seminar segment of the course improves the reading and analysis of published ERP studies. Course objectives: · Understand and describe theoretical underpinnings of electrophysiological correlates of cognition in written and oral form.
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Course Outcome |
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By the end of the course the learner will be able to |
Unit-1 |
Teaching Hours:10 |
Theory
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Introduction to Electroencephalography (EEG) History, EEG rhythms and applications. Neurophysiological basis of the EEG signal – Neuron as an electrical unit and basic neuroanatomy of cortex.
ERP experiment design: Conceptualizing experiment design, representing a design and translating the design into a functioning experiment using EPrime. Integrating Eprime with EEG system. Quantification of ERPs in the time domain, Averaging and grand-averaging, Advanced EEG/ERP analyses (short overview) and topographical maps.
Review and analysis of electrophysiological data – Representing results and Interpreting EEG/ERP data
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Unit-2 |
Teaching Hours:6 |
Unit 2
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Technical basis of EEG/ERP – From the physical signal to the digital time-series, types of sensors, amplifiers, amplification, analog-to-digital conversion, collecting EEG data, Electrode positioning systems, montages, reference; Software and systems for recording and processing EEG/ERP data. ERP signal processing - Digital filters, Baseline correction, and Event/response coding. Removal/correction of artifacts, Interpolation Topography and Fundamentals of source localization | |
Unit-3 |
Teaching Hours:14 |
Unit 3
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Seminar Module – (a) Journal Desk - Key & relevant journal articles will be critically reviewed and presented as a summary in a discussion board and presented for 15mins in class. (b) 10-15 articles with ERP methods for specific clinical conditions will be curated by the student. This will be done in consultation with the course coordinators. This material will be compiled into a wiki activity titled “ERP correlates of Psychiatric Diagnoses” | |
Text Books And Reference Books: Rowan's Primer of EEG E-Book (2015) Marcuse, L. V., Fields, M. C., and Yoo, J. J. Elsevier Health Sciences. Practical Approach to Electroencephalography (2009) Mark H. Libenson MD, Saunders Elsevier. An Introduction to the Event-Related Potential Technique (2005) Stephen J Luck, MIT Press. The Oxford Handbook of Event-Related Potential Components. (2012) Eds. Kappenman, Emily S., and Steven J. Luck. : Oxford University Press, Oxford Handbooks Online.
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Essential Reading / Recommended Reading Niedermeyer's Electroencephalography: Basic Principles, Clinical Applications, and Related Fields. (2017) Schomer, D., & Lopes da Silva, F. (Eds.), Oxford, UK: Oxford University Press. Key Journals for regular review: Electroencephalography and Clinical Neurophysiology https://www.sciencedirect.com/journal/electroencephalography-and-clinical-neurophysiology Nature Neuroscience PNAS | |
Evaluation Pattern Continuous Internal Assessment (CIA) | |
MPS351 - MULTICULTURAL AND THERAPEUTIC SKILLS (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: 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. Course Objectives: This course will help the learner 1. Understand and develop skills of assessment and case history taking 2. Develop psychodiagnostic formulations |
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Course Outcome |
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At the end of the course students will be able to |
Unit-1 |
Teaching Hours:30 |
Basic clinical interview skills
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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 | |
Unit-2 |
Teaching Hours:30 |
Formulations and Treatment planning
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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 | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Continuous Internal Assessment (CIA) - 70% | |
MPS382 - RESEARCH LAB (2019 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This course is the second of two labs that facilitate the evolving research dissertation of the students. Following the research proposal presented in the second semester, students will undertake the data collection and analysis of the data in this semester. Through peer feedback and instructor support students will critically examine the issues of reliability and validity of their work and engage in learning tools of data analysis using SPSS and NVivo software. This course will help the learner to:
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Course Outcome |
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By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:10 |
UNIT 1
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Statistical Data Analysis using SPSS | |
Unit-2 |
Teaching Hours:10 |
UNIT II
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Qualitative Data Analysis using NVivo | |
Unit-3 |
Teaching Hours:10 |
UNIT III
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Reliability , Validity and Trustworthiness of data | |
Text Books And Reference Books: 1. Miles, M.B, Huberman, A.M & Saldana, J (2013).Qualitative Data Analysis: A Methods Sourcebook, 3 rd Edition. Sage, New Delhi 2. Field A, 2(2013). Discovering statistics using IBM SPSS statistics, 4thEdition, Sage, New Delhi | |
Essential Reading / Recommended Reading 1. Bryman,A (Ed.)(2007) Sage Benchmarks in social science research methods Vol.I,Vol.II ,Vol,III,and Vol. IV.New Delhi : Sage Publications | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks
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MPS431 - ADVANCED SOCIAL PSYCHOLOGY (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course has been conceptualized in order to provide knowledge in social psychology 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 learners a more hands-on experience in social behaviour dynamics. This course is structured to provide students a culturally informed and contextualized view of the discipline. Students are encouraged to appreciate and analyze the changing cultural diversity in the present Indian society, therefore, equipping them to approach social issues with its implications. The course will be augmented with field work and labs to enhance learning. Course Objectives: This course will help the learner to gain familiarity with :
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Course Outcome |
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By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
Historical and Conceptual Issues in Social Psychology
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The definition and nature 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. | |
Unit-2 |
Teaching Hours:15 |
Social  Interaction
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Self and identity : Culture and development of self, social identity , diverse identities; Social cognition and impression management ; Attribution- theories, biases and errors; Organizing and Changing attitudes; persuasion and propaganda techniques ; Prejudice, Stereotypes and Discrimination : Theories of inter-group relations, reducing prejudice ; The development of social representations. | |
Unit-3 |
Teaching Hours:15 |
Social Influences
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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. | |
Unit-4 |
Teaching Hours:15 |
Social Issues
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Cross-cultural psychology: Diversity in socialization: Individualistic vs. collectivistic culture:Social psychological perspectives on health and illness ; Culture, personality and psychopathology ; Traditional healing methods: Cross- cultural aspects of coping ;Environmental stresses and social behaviour; Psychological effects of unemployment. Social and ethnic minorities and law; Poverty and deprivation. | |
Text Books And Reference Books: 1. Baumeister,R.F. and Bushman, B.J. (2014). Social Psychology and human nature. Third edition. New Delhi : Cengage publishers. 2. Fraser, C., and Burchell, B. (2001). Introducing Social Psychology. Cambridge: Polity | |
Essential Reading / Recommended Reading 1. Baumeister, R.F. and Finkel, E.J. (2010). Advanced social psychology :The state ofthe science. New York : Oxford university press. 2. Crisp, R.J. and Turner , R.N.(2014).Essential social psychology. New Delhi : Sage. 3. 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 (Vol1: Social Psychology). (pp.19-49). New Delhi: Sage. 4. Dovidio,J.F. (2010).The Sage handbook of prejudice, stereotyping and discrimination. London :Sage 5. Heinzen,T.E., and Wind, G. (2019). Case studies in social psychology : Critical thinking and application.First edition. California :Sage publications . 6. Hepburn,A (2003). An introduction to critical social psychology. London :Thousand Oaks, California : Sage 7. Klauer,K.C. Andreas , V., and Christoph,S. (2011). Cognitive methods in social psychology. New York : Guilford press. 8. Linda, S. (Ed) (2017). Applied social psychology : understanding and managing social problems. Cambridge ,UK: Cambridge university press 9. McGhee, P. (2001). Thinking about experimental social psychology. In P. McGhee,Thinking psychologically (pp. 119-139). New York: Palgrave. 10. Michener, H.A., Delamater, J.D., and Myers, D.J. (2004). Social Psychology (5 th ed.). Belmont,CA: Wadsworth/ Thomson Learning. 11. Nelson,T.D. (2019). Classic and Contemporary studies in social psychology: A text reader. California : Sage publications. Recommended Journal references : 12. Baumeister,R.F and Vos,K.D. (2003). Social psychology articles from the 1980s and 1990s : Some new classics and overlooked gems. Psychological Inquiry,14 (3/4), p193-195. 13. Fiske,S,T.(2015). Grolar bears, social class and policy relevance : Extraordinary agendas for the emerging 21 st century. European journal of social psychology, 45(5), p551-559. 14. Greenberg.J. (2005). The revealing science of social psychology. Psychological Inquiry,16(4). p168-171. 15. Kapur, R.L. (1994). Violence in India: A Psychological Perspective. D.L.N. Rao Murthy Oration, Indian Journal of Psychiatry, 36(4), 163-169. 16. Kiran,R. (2006). Lessons learnt in mental health and psychosocial care in India after disasters. International review of psychiatry, 18(6). p547-552. 17. Leung,K. (2007). Asian social psychology : Achievements ,threats and opportunities. Asian journal of social psychology , 10(1), p8-15. 18. 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. 19. Verma,S.K. , Bharti,P., and Singh,. T. (2018). Does stigma always have negative consequences?. Journal of community and applied social psychology.28(6), p495-507. 20. Wilson, T.D.(2005). The message is the method : Celebrating and exporting the experimental approach. Psychological Inquiry | |
Evaluation Pattern Evaluation Pattern: | |
MPS441A - ASIAN HEALING PRACTICES AND PSYCHOTHERAPY (2019 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: This course aims at providing students with an opportunity to understand the philosophical and logical foundations of health and illness conceptualized by Asian healing methods in relation to Western medicine. The course provides students hands on experiences on Yoga and Meditation and an opportunity to understand the possibilities of integrating Asian Healing Practices with Western Medicine. Course objectives: This course will help the learner
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Course Outcome |
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By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:6 |
Introduction to Asian Healing Practices
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Science and scientific reasoning in healing; Origin and relevance of CAM; Concepts, Causes, Classification, Diagnosis and Treatment of Health & Illness in Ayurveda. | |
Unit-2 |
Teaching Hours:8 |
Indigenous practices
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Naturopathy, Unani, Siddha and Reiki ; Acupuncture; Indigenous methods of healing – Shamanism, Religious based and Ritual art form based healing methods; Yoga and Meditation. | |
Unit-3 |
Teaching Hours:8 |
Nature of Mental Illness- Debates on Psychiatry
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Philosophical foundations ;Problematizing the notion of mental illness ; various conceptions of mental illness; Anti-psychiatry movement | |
Unit-4 |
Teaching Hours:8 |
Asian Healing Practices and Psychotherapy
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Philosophy for counseling and psychotherapy; Issues of integration; Implications to Health Psychology; Psychotherapy and medical treatment | |
Text Books And Reference Books: 1. Cooper, R. (2007). Psychiatry and philosophy of science. Stocks field: Acumen. 2. Furnham, A. (2005). Complementary and alternative medicine: shopping for health in post-modern times. In P. White. (Ed.). Bio psychosocial medicine: an integrated approach to understanding illness. Oxford: Oxford University Press. 3. Howard, A. (2000). Philosophy for counseling and psychotherapy. Palgrave. 4. White, P. (Ed.). (2005). Bio psychosocial medicine: an integrated approach tounderstanding illness. Oxford: Oxford University Press. 5. Inglis, B. & West, R. (1983). The alternative health guide. London: Dorling Kindersley Ltd. | |
Essential Reading / Recommended Reading 1. Agarwal, R.S. (2006). Secrets of Indian medicine. Pondicherry: Sri Aurobindo Ashram. 2. Sri Aurobindo Ashram. Health and healing in Yoga. (2009). Pondicherry: Sri Aurobindo Ashram. 3. Sharma, R.K. & Dash, B.(2007). Caraka Samhita. Vol.II. Varanasi: Chowkhamba Sanskrit Series Office. 4. Sharma, R.K. & Dash, B.(2007). Caraka Samhita. Vol.V.Varanasi: Chowkhamba Sanskrit Series Office. | |
Evaluation Pattern Continuous Internal Assessment (CIA) | |
MPS441B - EDUCATIONAL PSYCHOLOGY (2019 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: This elective is aimed at providing students an understanding of the inter-links between psychology and education. Application of psychological principles to educational settings will be imparted in this course. An understanding of Biological foundations of behaviour and developmental psychology is a pre-requisite for this course. Completion of this course would equip students to deliver clinical interventions in educational settings. This course will help the learner to
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Course Outcome |
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By the end of the course the learner will be able to: •Understand key issues and develop effective solutions |
Unit-1 |
Teaching Hours:15 |
Unit 1
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Introduction to Educational Psychology; Educational Psychologists intervention & Research in Educational Psychology Applied Theoretical Frameworks of Learning, Teaching and Development; Motivation and Learning; Metacognition, Self-regulation and Learning
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Unit-2 |
Teaching Hours:15 |
Unit 2
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Vocational Counseling and Guidance; Indiscipline, Teacher-Student Relationship and Classroom management Learning disabilities, Special needs & Multicultural classrooms; Parenting Education Prevention Approaches in Educational settings
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Text Books And Reference Books: 1.Woolfolk, A. (2004). Educational psychology (9th ed.). New Delhi: Pearson Education. 2.Robinson, S. (2009). Foundation of Educational Psychology (2nd ed.). New Delhi: Ane Books.
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Essential Reading / Recommended Reading 1. Frederickson, N., Miller, A. & Cline, T. (2008). Educational Psychology. London: Hodder Education. 2. Rubie-Davies, C. (Ed.) (2011). Educational Psychology Concepts, Research and Challenges. New York: Routledge. 3. Brophy, J. (2010). Motivating Students to Learn (3rd edition). New York: Routledge. 4. Smith, T., Polloway, E., Patton, J. & Dowdy, C. (2012). Teaching Students with Special Needs in Inclusive Settings (6th edition). New Delhi: PHI Learning.
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Evaluation Pattern Continuous Internal Assessment (CIA) | |
MPS441C - FORENSIC PSYCHOLOGY (2019 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Forensic Psychology is the application of psycvhology in the aid of legal investoigation, which looks into the vast psychological perspective and applies them to legal investigations including issues such as public policies, new laws, competency and also the mental state of a defendant. |
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Course Outcome |
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Better understanding the legal aspects of the forensic psychology and learning the art of studying human mind and behaviour especialy criminals. |
Unit-1 |
Teaching Hours:5 |
UNIT 1
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Forensic Science: Definition of Forensic Science, Scope of Forensic Science, Need for forensic Science, Basic principles of Forensic Science, Tools and Techniques of Forensic Science, Branches of Forensic Science.
Crime: Definition, Types of Crimes, Modus Operandi and its role in crime investigation. Crime scene, types of crime scene, Crime Scene Management. | |
Unit-2 |
Teaching Hours:5 |
UNIT 2
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Forensic Psychology: Definition, Goals and scope of Forensic Psychology,Forensic psychiatry.Memory: Types - Sensory Memory -Iconic Memory; Echoic Memory; Working Memory, Long-Term Memory – determinants, autobiographical memory, mnemonics. Sleep – Stages of Sleep. | |
Unit-3 |
Teaching Hours:5 |
UNIT 3
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Impulse Control Disorder – Intermittent Explosive Disorder, Kleptomania, Pyromania, Pathological Gambling, Trichotillomania- Features, specific culture, gender differences, age, prevalence, course. Mood Disorder & Suicide -Meaning, Definition, Prevalence, Age of onset, Depression throughout the lifetime. Crime and Psychopathology, Genetics and Crime. | |
Unit-4 |
Teaching Hours:5 |
UNIT 4
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Forensic Psychology and the Law, Ethical Issues in Forensic Psychology, Civil and criminal case assessment, Assessing mental competency, Mental disorders and Forensic Psychology Eye witness testimony, Memory recovery, Statement verification. | |
Unit-5 |
Teaching Hours:5 |
UNIT 5
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Criminal Profiling: Need for criminal profiling, Criminal profiling approaches, Criminal Profiling types, Forensic Scientific evidence, Forensic Socio Psychological profiling. Crime profiling, Serial murders Silent points in criminal profiling. | |
Unit-6 |
Teaching Hours:5 |
UNIT 6
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Polygraph: The Art-Polygraph, Legal and Ethical aspects. Brain-Mapping- Historical aspects of Brain-Mapping, Principles of Brain mapping, Neuropsychological aspects, operational aspects, EEG-ER recording, analysis, methodology and interpretation skills. Hypnosis, Requirements of Hypnosis, Applications of Hypnosis, Sense of Hypnosis Forensic Hypnosis, Artificial Hypnosis/Narco analysis, General Procedure, Interpretation. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) | |
MPS441D - SEXUAL DYSFUCNTIONS AND SEX THERAPY (2019 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This course suitable for post graduate students of Counselling and Clinical Psychology intends to deepen their theoretical understanding of sexual dysfunctions and sex therapy, train them in empirically proven techniques of individual and couple sex therapy across behavioural, cognitive, emotion focussed and systemic frameworks. The students will be equipped to critically appraise the research literature in the area, conceptualize research on sex therapy as well as get comfortable in handling clients with sexual dysfunctions. Course Objectives:
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Course Outcome |
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Unit-1 |
Teaching Hours:8 |
Introduction to sexuality
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Psychosexual development. Models of sexual functioning (Medical, Cognitive behavioural, Experiential). Distinguishing between normal and dysfunctional sexual behaviour. Classification of male and female dysfunctions. | |
Unit-2 |
Teaching Hours:8 |
Assessment in Sex Therapy
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Qualities of a sex therapist. Models of sex therapy. Clinical evaluation and Psychometric assessment in sex therapy. Techniques in sex therapy. Sex therapy with single individuals. | |
Unit-3 |
Teaching Hours:7 |
Couple Sexual Interactions
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Normal and dysfunctional couple sexual interactions. Systemic approaches to couple sex therapy. Processes in integration of sex and couple therapy. Challenges in sex therapy. | |
Unit-4 |
Teaching Hours:7 |
History and Evolution, Critical Evaluation
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History and evolution of sex therapy research. Critical evaluation. Current trends and future directions in the area of sex therapy. Conceptualising culturally sensitive process and outcome research in sex therapy. | |
Text Books And Reference Books: Masters, W. H., & Masters, V. J. (1980). Human sexual inadequacy. Bantam Books. | |
Essential Reading / Recommended Reading Hawton, K. (1985). Sex therapy: A practical guide. Oxford University Press. Hertlein, K. M., Weeks, G. R., & Gambescia, N. (Eds.). (2009). Systemic sex therapy. New York, NY: Routledge. LoPiccolo, J., & LoPiccolo, L. (Eds.). (2012). Handbook of sex therapy. Springer Science & Business Media. Weeks, G. R. (2013). Integrating sex and marital therapy: A clinical guide. Routledge. | |
Evaluation Pattern Evaluation Pattern: Continuous Internal Assessment (CIA) | |
MPS442A - CRISIS AND TRAUMA COUNSELLING (2019 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: This course aims at imparting knowledge on concepts of crisis and trauma. It will provide inputs on stages of crisis and trauma, and skills for dealing with crisis and trauma at personal,interpersonal and community levels. This course will also help the students gain knowledge on techniques relevant to crisis and trauma management and enable the students to understand the clinical outcome of crisis and trauma events so that they are able to plan out strategic interventions accordingly Course Objectives:
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Course Outcome |
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By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
Introduction to Crisis and trauma
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Crisis Phases - Models of Crisis & Assessment ;Trauma Phases - models of trauma & Assessment | |
Unit-2 |
Teaching Hours:15 |
Interventions & Challenges in crisis & trauma management
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Different models of interventions;Issues and challenges in trauma management | |
Text Books And Reference Books: 1. Briere, J. & Scott, C. (2006). Principles of Trauma Therapy: A Guide to Symptoms,Evaluation, and Treatment. USA: Sage Publications. 2. Dass-Brailsford, P. (2007). A Practical Approach to Trauma: Empowering Interventions. USA: Sage Publications. 3. Gilliland, Burl E. & James, Richard K. (1998). Crisis Intervention Strategies. Brooks/Cole Publishing Company: USA. 4. Bisson JI, Roberts N, Macho G. The Cardiff traumatic stress initiative: an evidence-based approach to early psychological intervention following traumatic events. Psychiatric Bulletin. 2003;27:145–147. 5. Başoğlu M, Salcıoğlu E, Livanou M, et al. Single-session behavioural treatment ofearthquake-related posttraumatic stress disorder: a randomised controlled trial. J Trauma Stress. 2005;18(1):1–11. 6. Bryant RA. Early predictors of posttraumatic stress disorder. BiologicalPsychiatry. 2003;53:789–795. | |
Essential Reading / Recommended Reading 1. Levers, L. L. (2012). Trauma counseling: Theories and Interventions. New York: Springer Pub. 2. Briere, J. (2012). Working with trauma: Mindfulness and compassion. In C. K. Germer & R. D. Siegel (Eds.), Wisdom and compassion in psychotherapy (pp. 265 279). NewYork, NY: Guilford. | |
Evaluation Pattern Continuous Internal Assessment (CIA) | |
MPS442B - CBT FOR COMMON PSYCHIATRIC DISORDERS (2019 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: This course has been conceptualized in order to familiarize the students with the basic philosophy, assessment and treatment strategies of cognitive behavioral therapy. This course will help the learner to
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Course Outcome |
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By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
Unit 1
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Introduction and theoretical basis of CBT. Assessment and Formulation, Goal setting in CBT, Cognitive restructuring techniques | |
Unit-2 |
Teaching Hours:15 |
Unit 2
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CBT for mood disorders, anxiety disorders, third wave CBT, recent developments | |
Text Books And Reference Books: 1.Sharf, R.S. (2000). Theories of psychotherapy and counseling: Concepts and cases (2nd Ed.). Singapore: Brooks/Cole. 2.Hofmann, S. G. (2012). An Introduction to Modern CBT: Psychological Solutions to Mental Health Problems Malden, MA: Wiley-Blackwell
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Essential Reading / Recommended Reading 1.Brems, C. (2001). Basic skills in psychotherapy and counseling. Singapore: Brooks/Cole. 2.Miltenberger, R. G. (2001). Behavior modification: Principles and procedures (2nd Ed.). Belmont, CA: Wadsworth/Thomson Learning. 3.Smith, N.W. (2001). Current systems in psychology: History, theory, research & applications. USA: Wadsworth/Thomson learning. 4.Griffiths, R. (2009). CBT for beginners. New Delhi: SAGE
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Evaluation Pattern Continuous Internal Assessment (CIA) | |
MPS442C - DISABILITY AND CHALLENGE (2019 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This course is designed to acquaint the students with different psycho-social aspects of disabilities and plan interventions for the same. The course will help the learner 1. Understand different etiologies of diability 2. Analyze psycho-social and legal aspects of disability 3. Plan interventions for psycho-social issues faced by individuals with disabilities.
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Course Outcome |
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By the end of the course. the learner will be able to |
Unit-1 |
Teaching Hours:15 |
Introduction to disability and challenge
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Orientation Disabilities: Nature, Types, Causes, Public Awareness Misconceptions, Attitudes and Stereotypes Mulitidisciplinary Approach, Role of aseesmemnts, Psychoeducational interventions | |
Unit-2 |
Teaching Hours:15 |
Interventions: Challenges and issues faced by practitioners.
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Disabilities and Associated Mental health Issues PWD act, RCI act, | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks | |
MPS451 - PSYCHODIAGNOSTIC LAB - II (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course furthers the aims of psycho diagnostics – 1 and provides students with an opportunity to develop skills in assessment, administration and scoring and interpretation of psychological test ( projective, aptitude and neuropsychological with adults and childeren)
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Course Outcome |
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Course Outcomes: At the end of this lab course students will be able to |
Unit-1 |
Teaching Hours:15 |
PROJECTIVE AND SEMI-PROJECTIVE TESTS
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Unit-2 |
Teaching Hours:15 |
APTITUDE
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Unit-3 |
Teaching Hours:15 |
ASSESSMENT OF CHILDREN WITH SPECIAL NEEDS
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Unit-4 |
Teaching Hours:15 |
CLINICAL RATING SCALES AND NEUROPSYHCOLOGICAL BATTERIES
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Text Books And Reference Books:
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Essential Reading / Recommended Reading 1.Groth - Marnat, G. & Wright Jordan, A. ( 2016). Handbook of Psychological Assessment, 6th edition, Wiley, USA. | |
Evaluation Pattern Evaluation Pattern: | |
MPS471 - SEMINAR AND PUBLICATION (2019 Batch) | |
Total Teaching Hours for Semester:0 |
No of Lecture Hours/Week:0 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: This course has been conceptualized in order to equip the students with the necessary skills of publishing their manuscript in an academic journal and presenting their research work in a conference. The process will be supervised by the respective research supervisors. Course Objective:
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Course Outcome |
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By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:0 |
Unit 1
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Identifying types of journals, preparing a manuscript according to author guidelines provided by the journal, Preparing a scientific poster, preparing a presentation for an academic conference | |
Text Books And Reference Books: Giles, D. (2013). Advanced research methods in psychology. Routledge | |
Essential Reading / Recommended Reading
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Evaluation Pattern The students will have to submit a certificate of participation in a conference and/or a letter of acceptance from a scientific, indexed journal. Presentation: 30 marks Publication: 20 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course. | |
MPS481 - SUPERVISED CLINICAL PRACTICUM (2019 Batch) | |
Total Teaching Hours for Semester:200 |
No of Lecture Hours/Week:0 |
Max Marks:200 |
Credits:8 |
Course Objectives/Course Description |
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Course Description: During Supervised clinical practicum students spend 200 hours engaging in clinical practicum in a mental health agency. Students are expected to attend group and individual supervision both on site and campus. As a follow-up of the theoretical and basic skill inputs the students have received in various clinical psychology specialization papers during II and III semesters, students need to learn clinical skills. This course will help the learner to demonstrate
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Course Outcome |
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By the end of the course the learner will be able to ● Demonstrate skill in arriving at provisional and differential diagnoses ● Provide a detailed Psychopathology formulation ● Provide a detailed Psychotherapeutic formulation ● Become more self-aware in terms of their therapeutic skills or blind spots. |
Unit-1 |
Teaching Hours:200 |
Supervised Clinical Practicum
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Students engage in supervised clinical practicum at various internship sites. | |
Unit-1 |
Teaching Hours:200 |
Group Supervision
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Students present cases and are supervised in groups | |
Unit-1 |
Teaching Hours:200 |
Individual Supervision
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Students take individual supervison for their client work | |
Text Books And Reference Books: NA | |
Essential Reading / Recommended Reading NA | |
Evaluation Pattern Evaluation Pattern:
Case Presentation (20 marks) Therapeutic Formulation (20 marks) Reflective reports (20 marks) Weekly Progress Notes (20 marks) Professional Statement (20 marks) Onsite and nn-campus supervisor feedback (30 marks) Class Participation (5 marks) Attendance (5 marks) End Semester Viva Voce (60 marks) The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE.
The End Semester Examination will be a Viva Voce Examination. The passing grade for the ESE is 40%
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MPS482 - SUPERVISED DISSERTATION (2019 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:6 |
Course Objectives/Course Description |
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Course Description: This course has been conceptualized to empower the students with skills of preparing a research manuscript and aiming to publish the same. Course Objective This course will help the learner to gain familiarity and develop skills associated with the processes of data collection, data analysis, writing a manuscript and publishing it.
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Course Outcome |
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By the end of the course, the learner will be able to |
Unit-1 |
Teaching Hours:30 |
Unit 1
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Identifying appropriate research journals, preparing manuscripts according to author guidelines. | |
Text Books And Reference Books: 1. Barker, C., & Pistrang, N. (2015). Research methods in clinical psychology: An introduction for students and practitioners. John Wiley & Sons. | |
Essential Reading / Recommended Reading 1. Giles, D. (2013). Advanced research methods in psychology. Routledge. | |
Evaluation Pattern Evaluation Pattern:
Continuous Internal Assessment (CIA) - 70% End semester viva voce (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE. End Semester Viva Voce The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MPS483 - CLINICAL INTERNSHIP (2019 Batch) | |
Total Teaching Hours for Semester:0 |
No of Lecture Hours/Week:0 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This is a final end-of-the-academic-program internship for 30 days. Students are required to search, examine and carve their niche in the field. The basic purpose of this internship is to create awareness for the students about the areas that they want to specialize in and also to charter their future course of action. By the end of the internship, the student shall be able to 1. Understand and bridge the gap between the theoretical knowledge and practical skills they have gained in four semesters, in a clinical setting of their choice and interest
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Course Outcome |
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By the end of the internship the student will be able to 1. Apply the theoretical knowledge and practical skills 2. Decide possible courses of action for their future |
Unit-1 |
Teaching Hours:0 |
Internship
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Clinical assessment, conceptualization and intervention in a mental health institute. | |
Text Books And Reference Books: Murdock, N. L. (2016). Theories of counseling and psychotherapy: A case approach. Pearson. | |
Essential Reading / Recommended Reading Murdock, N. L. (2016). Theories of counseling and psychotherapy: A case approach. Pearson. | |
Evaluation Pattern The students are expected to submit a brief internship report, a reflective essay and an authorized internship- completion statement from their internship site which will be evaluated on 50 |