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1 Semester - 2020 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MEP131 | PRINCIPLES AND PRACTICES OF EDUCATIONAL PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
MEP132 | FOUNDATIONS OF MULTILINGUAL AND MULTICULTURAL EDUCATION | Core Courses | 4 | 4 | 100 |
MEP133 | CHILD AND ADOLESCENT DEVELOPMENT | Core Courses | 4 | 4 | 100 |
MEP134 | RESEARCH METHODS | Core Courses | 4 | 4 | 100 |
MEP151 | PRACTICUM | Ability Enhancement Compulsory Courses | 4 | 4 | 100 |
MEP152 | COMMUNITY SERVICE | Ability Enhancement Compulsory Courses | 4 | 2 | 50 |
MEP153 | MULTICULTURAL COUNSELLING SKILLS - I | Core Courses | 4 | 4 | 100 |
2 Semester - 2020 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MEP232 | DEVELOPMENTAL PSYCHOPATHOLOGY | Core Courses | 4 | 4 | 100 |
MEP233 | PSYCHOLOGICAL FOUNDATIONS-I | Core Courses | 4 | 4 | 100 |
MEP251 | PRACTICUM IN EDUCATIONAL PSYCHOLOGY: EDUCATIONAL ASSESSMENT | Skill Enhancement Courses | 4 | 4 | 100 |
MEP252 | PRACTICUM IN EDUCATIONAL PSYCHOLOGY: PSYCHOLOGICAL ASSESSMENT | Skill Enhancement Courses | 4 | 4 | 100 |
MEP253 | MULTI CULTURAL COUNSELLING SKILLS - II (ADOLESCENTS) | Skill Enhancement Courses | 4 | 4 | 100 |
MEP254 | COMMUNITY SERVICE | Skill Enhancement Courses | 2 | 2 | 50 |
MEP281 | RESEARCH METHODS LABS | Ability Enhancement Compulsory Courses | 4 | 4 | 100 |
3 Semester - 2019 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MEP331 | PREVENTION AND INTERVENTION FOR ACADEMIC ACHIEVEMENT | - | 4 | 4 | 100 |
MEP332 | EXPERIMENTAL DESIGNS FOR EDUCATORS AND HELPING PROFESSIONALS | - | 4 | 4 | 100 |
MEP333 | CHILDREN WITH SPECIAL NEEDS | - | 4 | 4 | 100 |
MEP334 | THEORIES OF EDUCATION AND PSYCHOLOGY-II | - | 4 | 4 | 100 |
MEP342A | PSYCHOSOCIAL REHABILITATION | - | 2 | 2 | 50 |
MEP342D | CLINICAL NEUROPSYCHOLOGY | - | 2 | 2 | 50 |
MEP351 | EDUCATIONAL PSYCHOLOGY PRACTICUM | - | 0 | 4 | 100 |
MEP371 | RESEARCH SEMINAR | - | 2 | 2 | 50 |
MEP372 | SUMMER INTERNSHIP | - | 0 | 2 | 50 |
4 Semester - 2019 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MEP431 | SOCIAL, FAMILY AND SCHOOL SYSTEMS IN EDUCATION | - | 4 | 4 | 100 |
MEP432 | PHYSIOLOGICAL BASES OF HUMAN BEHAVIOR, AFFECT, AND LEARNING | - | 4 | 4 | 100 |
MEP433 | PEDAGOGICAL PLANNING: TECHNOLOGY DESIGN AND IMPLEMENTATION | - | 2 | 2 | 50 |
MEP442A | ASIAN HEALING PRACTICES | - | 2 | 2 | 50 |
MEP442B | LIFE COACHING | - | 2 | 2 | 50 |
MEP442D | CRISIS INTERVENTION AND TRAUMA COUNSELLING | - | 2 | 2 | 50 |
MEP451 | PRE-PROFESSIONAL INTERNSHIP | - | 2 | 8 | 200 |
MEP471 | RESEARCH PUBLICATION | - | 2 | 2 | 50 |
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Introduction to Program: | ||||||||||||||||||||||||||||||||||||||||||
The Master of Science in Educational Psychology provides students with an opportunity to engage with information, knowledge, skills, policies, and practices for the benefit of children, families, schools, and society. This unique programme combines modern psychological theories with educational approaches. MSc Educational Psychology is jointly offered by the Department of Psychology and The School of Education at the Bangalore Central Campus. | ||||||||||||||||||||||||||||||||||||||||||
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO1: Demonstrate the ability to use knowledge of learning, human development and developmental psychopathology to design and implement educational/training programmes with appropriate instructional and assessment strategies for maximizing learners? learning and development.PO2: Demonstrate the ability to collect, analyze and interpret multiple sources of information using their knowledge of qualitative and quantitative research, assessment, and evaluation methods to inform practice related to academic, cognitive, social, emotional, moral and behavioral development of learners. PO3: Demonstrate knowledge and skills of comprehensive preventive and promotive mental health programs including psychological assessments and interventions in schools and other learning communities. PO4: Demonstrate appropriate knowledge of legal, ethical, and professional policies, and practices in education and counseling. PO5: Demonstrate social and environmental sensitivity, especially in order to work with individuals and groups of diverse economic and cultural backgrounds and developmental abilities and to create inclusive learning communities PO6: Demonstrate leadership skills by taking initiative, especially to provide training, consultancy services and other forms of assistance to identify and solve problems in educational settings and other learning communities. PO7: Communicate and collaborate effectively, especially with learners and diverse stakeholders such as educational leaders, teachers, community leaders, and parents in educational settings and other learning communities. PO8: Reflect on their personal development through active engagement in academic, non-academic, and cultural activities | ||||||||||||||||||||||||||||||||||||||||||
Assesment Pattern | ||||||||||||||||||||||||||||||||||||||||||
The Programme follows a pattern of 70 % marks for Continuous Internal Assessment (CIA) and 30 % marks for End Semester Examinations (ESE). Break up of continuous internal assessment for 4 credit courses is as follows:
CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
For two credit courses the breakup of CIA is as follows: CIA1:20 marks CIA 2:20 Marks Class participation and Attendance: 10 marks The end semester examinations shall be conducted for 2 hours and evaluated out of 50 marks which are then converted to out of 30 marks. Minimum of 40 % marks is required to pass in the ESE of each course and an overall grade of 50% is required to pass the course(CIA+ESE) . Student failing a course due to less than minimum in ESE shall repeat the ESE while his/her internal scores shall remain valid. Permission for admission to the ESE is granted only if · A student has passed in CIAs for that course. · A student has at least 85% of the attendance in aggregate at the end of the semester. · The Vice-Chancellor is satisfied with the character and conduct of the student. Grading Pattern
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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. |
MEP131 - PRINCIPLES AND PRACTICES OF EDUCATIONAL 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 will introduce the students to the theory and research that informs the practice of educational psychology.
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Course Outcome |
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At the end of the course, students will |
Unit-1 |
Teaching Hours:15 |
Foundational Theories
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Current and Emerging Design and Data Analysis Approaches Constructivism Information Processing Social cognitive theory Sociocultural approaches Social And Emotional Factors
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Unit-2 |
Teaching Hours:15 |
Evidence Based Practices
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Metacognition in Education Enhancing Students' Performance in Traditional Education: Implications From the Expert Performance Human Cognitive Architecture: Why Some Instructional Procedures Work and Others Do Not Working Memory, Learning, and Academic Achievement Motivation: Past, Present, and Future Self-Regulation of Learning: Process Approaches to Personal Development Self-Concept: A Synergy of Theory, Method, and Application How Neuroscience Contributes to Our Understanding of Learning and Development in Typically Genetics and Education: Toward a Genetically Sensitive Classroom | |
Unit-3 |
Teaching Hours:15 |
Individual differences, cultural and contextual factors
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Academic Emotions Learning Styles Motivation Cultural and Neighbourhood effects Relationships Teachers and Classroom Contexts | |
Unit-4 |
Teaching Hours:15 |
Applications to learning and Teaching
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Applications across the life span Assessment and Decision Making Instructional Methods Teaching Special Populations
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Text Books And Reference Books: Robinson, S. (2009). Foundation of Educational Psychology (2nd ed.). Ane Books. Woolfolk, A. (2004). Educational psychology (9th ed.). Pearson Education.
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Essential Reading / Recommended Reading Brophy, J. (2010). Motivating Students to Learn (3rd ed.). Routledge. Frederickson, N., Miller, A. & Cline, T. (2008). Educational Psychology. Hodder Education. Rubie-Davies, C. (Ed.) (2011). Educational Psychology Concepts, Research and Challenges. Routledge. Smith, T., Polloway, E., Patton, J. & Dowdy, C. (2012). Teaching Students with Special Needs in Inclusive Settings (6th ed.). PHI Learning.
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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). | |
MEP132 - FOUNDATIONS OF MULTILINGUAL AND MULTICULTURAL EDUCATION (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 emphasizes the importance of practicing equity in education, individually and as a community. The equity literacy framework and other social justice education approaches, theories, and models about multicultural knowledge, attitudes, and the curriculum will be addressed. They will be used to examine the self, policies, and practices. The focus of this course is also on issues around Multilingualism in India and English as a Second Language (ESL) in the school setting in the context of a globalized world. |
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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:8 |
Introduction to Multicultural Education
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Introduction. Course Syllabus: Process of reflection. Universal Declaration of Human Rights. Census of India. | |
Unit-2 |
Teaching Hours:18 |
Equity Literacy
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-Definitions Basic Principles Ten Commitments Five Approaches to Equity: Toward a Transformative Orientation Five Paradigm Shifts for Equitable Educators Equity Case Studies & Analysis Social justice and equity: Key principles for guiding action on the right to education Multiculturalism in India | |
Unit-2 |
Teaching Hours:18 |
Multicultural Education in India
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Socio-Economic Class | |
Unit-3 |
Teaching Hours:10 |
Multicultural Education in India
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Gender Ability (Intellectual) Sexual Orientation:LGBTQ | |
Unit-3 |
Teaching Hours:10 |
Intersectionality & Multicultural Education in India
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Religion & Caste | |
Unit-4 |
Teaching Hours:10 |
Multicultural Curriculum
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Multicultural Curriculum Model: Overview & Big Ideas Multicultural Curriculum Model: Transformative Intellectual Knowledge Multicultural Curriculum Model: Teacher Beliefs Multicultural Curriculum Model: Assessments | |
Unit-5 |
Teaching Hours:16 |
Multilinguualism
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Multilingualism: Central Concepts Bilingualism/Multilingualism and Second Language Acquisition Language issues in India Tapestry of Language Learning Course Learnings as a way of life | |
Text Books And Reference Books: Unit - 1 https://www.cemp.ac.uk/downloads/resourcesforreflectivelearning.doc; http://www.edchange.org/multicultural/papers/edchange_history.html https://www.ohchr.org/en/udhr/documents/udhr_translations/eng.pdf https://www.ohchr.org/en/udhr/documents/udhr_translations/eng.pdf Unit- 2 https://docs.wixstatic.com/ugd/38199c_39e4f54247d841f9b8bb7448828704a6.pdf https://docs.wixstatic.com/ugd/38199c_4bfd732ef2774a3296e93951f71e4a66.pdf https://www.equityliteracy.org/ten-commitments-equity https://www.equityliteracy.org/approaches-to-educational-equity https://www.equityliteracy.org/equity-literacy-principles https://docs.wixstatic.com/ugd/38199c_beb35a630bd9405185211c7aaa56957d.pdf http://www.edchange.org/cases/Case-Analysis-Model.pdf https://en.unesco.org/news/social-justice-and-equity-key-principles-guiding-action-right-education https://unesdoc.unesco.org/ark:/48223/pf0000146458 https://www.oxfam.org/en/research/public-good-or-private-wealth https://worldpoverty.io/index.html https://www.dandc.eu/en/article/how-well-india-doing-terms-fighting-poverty-depends-what-yardstick-applied ttp://www.edchange.org/handouts/Equity-Literacy-Principles-Poverty.pdf Unit 3 https://in.one.un.org/unibf/gender-equality/ www.epw.in/journal/2017/47/commentary/education-and-girlhood.html How difficult can this be: The F.A.T. City Workshop https://www.cec.sped.org/Special-Ed-Topics/Who-Are-Exceptional-Learners https://www.nichd.nih.gov/health/topics/learning/conditioninfo/signs A Class Divided Ramachandran, V., & Naorem, T. (2013). What it means to be a Dalit or tribal child in our schools: A synthesis of a six-state qualitative study. Economic & Political Weekly, 48(44), 43-52. Retrieved from https://www.epw.in/journal/2013/44/special-articles/what-it-means-be-dalit-or-tribal-child-our-schools.html Unit 4 https://books.google.co.in/books?isbn=0807775231 Developing Teacher Epistemological Sophistication About Multicultural Curriculum: A Case Study. Article by Christine Sleeter https://books.google.co.in/books?isbn=0807775231 https://books.google.co.in/books?isbn=0807775231 https://books.google.co.in/books?isbn=0807775231 Unit 5 Book-Chapters from Bhatia & Ritchie’s Handbook of Bilingualism and Multilingualism Book-Chapter from Bhatia & Ritchie’s Handbook of Bilingualism and Multilingualism NPE; Chapter: Language and marginalization in Primary Education in India, from the book, School Education, Pluralism and Marginality: Comparative Perspectives Scarcella, R. C., & Oxford, R. L. (1992). The Tapestry of Language Learning: The Individual in the Communicative Classroom. Boston: Heinle & Heinle. Scarcella, R. C., & Oxford, R. L. (1992). The Tapestry of Language Learning: The Individual in the Communicative Classroom. Boston: Heinle & Heinle. | |
Essential Reading / Recommended Reading Updated Unit Wise | |
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). | |
MEP133 - CHILD AND ADOLESCENT DEVELOPMENT (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: Child and adolescent development is a study of the physical, emotional, social and cognitive factors of growth and development of children from birth through adolescence. Topics covered include principles, stages and theories of growth and development with a focus on normal and atypical development, developmental transitions, the socio-economic context of development and wellness at each stage of development. We will consider developmental challenges and the applications of child development theory and research to educational settings. This course provides future educational psychologists with a foundation from which to conceptualize and apply developmental theory and research. Course Objectives: This course will help the learner to understand
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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 |
Introduction to Life-Span Development
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Importance of studying Life-Span Development, Characteristics of life-span development, Nature of Development, Scope of Life span development Social contexts of lifespan development. Importance of studying Life-Span Development, Characteristics of life-span development, Nature of Development, Scope of Life span development Social contexts of lifespan development. | |
UNIT 2 |
Teaching Hours:20 |
Biological Processes in Human Development
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Part 1: Biological Bases to explain Human Development (10 hours) Heredity-Environment Correlations; Important physical changes; Challenges for psychological development. Sleep Disorders across life span; Eating disorders in Adolescence, Obesity in adulthood, Chronic diseases and disorders in the Aging process. Bio-psycho social model of health.
Part 2: Endings of Life (10 hours) Biological and social theories of aging, Successful aging; Death, Causes for death across life span, Suicide in adolescence and adulthood; Facing one’s own death, coping with the death of someone else. | |
UNIT 3 |
Teaching Hours:10 |
Cognitive Processes and Development
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Piaget and Vygotsky?s theory of cognitive development; Age related challenges to cognitive development | |
UNIT 4 |
Teaching Hours:20 |
Socio-Emotional Processes and Development Across Life Span
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Part 1: Development of Emotion, Temperament, Attachment and Love: Bowlby, Ainsworth, Sternberg. Development of Identity: Erikson's theory; Parenting. Moral Development, Contexts of moral development: Kohlberg's theory, Fowlers Theory; life cycle theories: Levinson Part 2: Introduction to counselling for developmental disorders | |
Text Books And Reference Books: Berk, L. E. (2016). Exploring lifespan development. Pearson. Broderick, P.C., & Blewitt, P. (2010). The life span: Human development for helping professionals. (3rd ed.). Pearson. Santrock, J. (2016). A topical approach to lifespan development (8th revised ed.). McGraw-Hill Higher Education. | |
Essential Reading / Recommended Reading Arnett, J. J. (2014). Adolescence and emerging adulthood. Pearson Education Limited. Belsky, J. (2013). Experiencing the Lifespan (3rd ed.). Worth Publishers. Feldman, R. S. (2015). Discovering the life span (3rd ed.). Pearson Global Education Newman & Newman (2003). Development through life: A Psychosocial Approach. USA: Thomson Wadsworth. | |
Evaluation Pattern Pedagogy: The Primary instructional strategies include lectures, in-class and threaded (LMS) discussions, student presentations, application, and occasional activities. We will be covering almost all of the topics in the syllabus, highlighting the main points of each unit. I will present a short lecture on the topic, which we will discuss. Following this, students will get into small groups, and each group will work on a case study, classic reading, or a project that relates to the topic. These are applied exercises that will help the material “come alive” and make the class more active learning experience. Meaningful engagement in this course will require careful review of assigned texts and learning resources, and systematic reflection prior and post to class.
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). | |
MEP134 - RESEARCH METHODS (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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The course on Research Methods introduces the student to the History of Research, Major Paradigms in Research, and Quantitative and Qualitative Approaches to studying Educational Psychology. The course also takes the student through the process of designing research, from identifying the research problem to the methods of data collection. This course serves as a prerequisite to the course on ‘Experimental Designs for Educators and Helping Professionals’ which will be offered in the third semester. The course aligns with the Programme Objective of attaining Academic Knowledge and ties in with its’ practical counterpart - Research Methods Labs where the student will have the opportunity to apply the knowledge gained in this course to the development of a research proposal.
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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 |
An Introduction to Research
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History of Research; Major Paradigms in Research: Postpositivism, Constructivist, Transformative, Pragmatic, Merging paradigms; Sources of Knowledge; The nature of research in Education; Limitations of the scientific Approach in the Social Sciences; Ethical issues in Educational Psychology Research | |
Unit-2 |
Teaching Hours:15 |
Research Approaches in Education Psychology
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Quantitative Research: Experimental, Non-experimental; Qualitative research: Case Studies, Basic Interpretative Studies, Document or Content Analysis, Ethnography, Grounded Theory, Historical Research, Narrative Inquiry, Phenomenological Studies; Mixed-Methods; Basic and Applied Research
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Unit-3 |
Teaching Hours:15 |
Designing Research in Education Psychology
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The research problem: Sources of problems, Evaluating the problem, Stating the research problem, Identifying population and variables; Reviewing the Literature; Distinguishing qualitative inquiry from quantitative inquiry; Designing quantitative research: The Hypothesis in Quantitative research, Creating a quantitative research plan; Designing Qualitative Research; Major Characteristics of Qualitative Research
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Unit-4 |
Teaching Hours:15 |
Sampling and Methods of Data Collection
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Sampling: Rationale of Sampling, Steps in Sampling, Probability Sampling, Nonprobability Sampling, Random Assignment, The Size of the Sample, The Concept of Sampling Error; Data collection: Quantitative Measurement, Secondary Data Sources, Developing a Data Collection Instrument, Observation, Interviewing-Individual and Focus Group, Document and Records Review, Participatory Data Collection Strategies, Mixed Methods and Data Collection, Standards for Judging Quality of Data Collection | |
Text Books And Reference Books: Ary, D., Jacobs, L. C., & Razavieh, A. (2017). Introduction to research in education (10th ed.). Holt, Rinehart and Winston. Mertens, D. M. (2019). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (5th ed.). Sage Publications.
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Essential Reading / Recommended Reading Gravetter, F. J., & Forzano, L.-A. B. (2018). Research methods for the behavioral sciences (6th ed.). Wadsworth. Kerlinger, F. N., & Lee, H. (2008). Foundations of behavioral research (5th ed.). Wadsworth Publishing | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 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). | |
MEP151 - PRACTICUM (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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The practicum course in the first semester is an observational practicum. The student will be placed for one working day a week in a school setting. |
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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 |
Unit 1
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In this practicum, students will learn to integrate classroom teaching of theories of education and psychology with practice settings through supervised observership. | |
Text Books And Reference Books: Ivey, A.E., & Ivey, M.B.(2007). Intentional Interviewing and Counselling. Thomson: Brooks/Cole. | |
Essential Reading / Recommended Reading Evans, D.R. , Hearn, M.T., Uhlemann, M.R., & Ivey, A.E. (2008). Essential Interviewing: A Programmed Approach to Effective Communication. Thomson: Brooks/Cole. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course (CIA+ESE). | |
MEP152 - COMMUNITY SERVICE (2020 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:4 |
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 a supervisor. Course objectives: This course will help the learner:
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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:2 |
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 |
Fieldwork
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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 |
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: America’s Promise—The Alliance for Youth (2004). Connecting Communities with Colleges & Universities. 909 North Washington Street, Suite 400, Alexandria,VA 22314-1556. | |
Essential Reading / Recommended Reading Bringle, R. G. & Hatcher, J. A. (1996). Implementing Service Learning in Higher Education. The Journal of Higher Education, 67(2), 221-239. | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course. | |
MEP153 - MULTICULTURAL COUNSELLING SKILLS - I (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 practical course has been conceptualized in order to train students in counselling skills. The developmental model of training is followed. Through this course the students are trained in basic counseling skills, such as attending skills, basic listening sequence, observation skills, along with ethics in a multicultural context through dyad and triad work. Course objectives : After the completion of this course, a student will be able to:
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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 |
Unit 1
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Introduction to counselling skills; Micro skill approach to counselling; Ethics and multicultural issues in counselling. | |
Unit-2 |
Teaching Hours:15 |
Unit 2
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Attending Behaviours; Questions; Client observational Skills; Encouraging, Paraphrasing and Summarizing. | |
Unit-3 |
Teaching Hours:15 |
Unit 3
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Reflection of Content, Reflection of Feeling | |
Unit-4 |
Teaching Hours:15 |
Unit 4
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Integrating Listening Skills | |
Text Books And Reference Books: Ivey, A.E., & Ivey, M.B. (2007). Intentional Interviewing and Counselling. Thomson: Brooks/Cole. | |
Essential Reading / Recommended Reading Evans, D.R. , Hearn, M.T., Uhlemann, M.R., & Ivey, A.E. (2008). Essential Interviewing: A Programmed Approach to Effective Communication. Thomson: Brooks/Cole. | |
Evaluation Pattern For 4 credit core papers (100 marks) CIA-1 (30 marks) CIA-2 (30 marks) Class Participation (5 marks) Attendance (5 marks) ESE (30 marks) All CIAs are must pass assessments, A grade of 50% is required to pass . If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%. The ESE is a Viva Voce Examination
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MEP232 - DEVELOPMENTAL PSYCHOPATHOLOGY (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: Building on the learner’s understanding of normal development, this course introduces them to the deviations from normal development/behavior and its effect on education. Theoretical conceptualizations, etiological mechanisms in major developmental disorders and select psychiatric conditions are covered. The learner will also be enabled to critically appraise the empirical literature in the field and to develop an integrated view of the foundations, theories, methods with an emphasis on educational psychology. Course Objectives: This course will help the learner to •Appreciate the deviations from normalcy in physical, emotional, cognitive and social development. •Sensitize oneself to the risk factors, premorbid indicators, symptoms and course of major behavioral, emotional and psychological disturbances. •Understand the major etiological pathways and theoretical conceptualization of Developmental disorders, Depression, Anxiety, Addiction, Psychosis and few other disorders commonly seen in childhood and adolescence •Grasp the ramifications of the above conditions on education and achievement. •Get an overview of the current status, future directions in theory and research, and its relevance to prevention, intervention, training and policy development in the domain of educational psychology |
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Course Outcome |
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By the end of the course, the learner will be able to: •Delineate systemic, psychological and environmental factors associated with developmental and psychological disorders. •Critically appraise the alternate theories of psychopathology and appreciate the interconnectedness of biological, psychological and social factors. •Discuss the various ramifications of psychopathology on education and achievement. •Develop skillsets to translate the findings in theory to culturally appropriate prevention and intervention strategies in the field of education. |
Unit-1 |
Teaching Hours:15 |
Introduction to Developmental Psychopathology
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History and evolution: Models, theories and perspectives in Developmental psychopathology. Biological Models: Developmental behavioural genetics, Bio-behavioural model, Developmental epidemiology, neurotransmitters. Psychological Models: Temperament, early life experiences, family systems. Developmental psychopathology in relation to family, school and culture. Integrated models: Bio-Psycho-Social model. | |
Unit-2 |
Teaching Hours:15 |
Neurodevelopmental disorders
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Intellectual deficiency disorder, Learning disabilities, Autism spectrum disorders. Attention deficit hyperactivity disorders. | |
Unit-3 |
Teaching Hours:15 |
Internalizing disorders, Externalizing disorders
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Depressive disorders, Anxiety disorders, Dissociative disorders in childhood and adolescence. Oppositional defiant disorder, Conduct disorder, Juvenile delinquency, Substance use disorders Trauma and stress related disorders. Bipolar disorder, Psychosis, Schizophrenia. | |
Unit-4 |
Teaching Hours:15 |
Current trends and issues in assessment, practice, training and research.
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Internationally accepted classification systems (ICD-11, DSM 5) Trans-diagnostic approach to developmental psychopathology. Multiaxial diagnosis and multidisciplinary approach. Ethical guidelines in practice and research. | |
Text Books And Reference Books: Cicchetti, D. E., & Cohen, D. J. (2006). Developmental psychopathology: Theory and method Vol. 1. John Wiley & Sons Inc. Wilmshurst, L. (2015). Essentials of child and adolescent psychopathology. Wiley Rutter, M., & Sroufe, L. A. (2000). Developmental psychopathology: Concepts and challenges. Development and Psychopathology, 12(3), 265-296. | |
Essential Reading / Recommended Reading World Health Organization. (2018). International classification of diseases for mortality and morbidity statistics (11th Revision). Retrieved from https://icd.who.int/browse11/l-m/en | |
Evaluation Pattern Pedagogy: Lectures interspersed with debates, group discussions, case vignettes, brainstorming on practical applications. Threaded (LMS) discussions, Student assignments, occasional out-door activities may be used. Active participation in the class, prior reading whenever required, timely fulfilment of assigned tasks and professional conduct are encouraged. 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). | |
MEP233 - PSYCHOLOGICAL FOUNDATIONS-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 offered in the second semester of the Master’s programme in Educational Psychology and introduces the student to a foundational understanding of human behaviour, emotion, and cognition. This course is a prerequisite to the course ‘Psychological Foundations 2’, which is offered in the third semester. The course ‘Psychological Foundations 1’ looks at significant theoretical perspectives in the field of psychology with specific emphasis on the relevance of these perspectives to the field of Educational Psychology. This course aligns with the Programme Objective of gaining Academic Knowledge and the Overarching Graduate Attribute of achieving Academic Excellence.
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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 Psychology and Consciousness
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Psychology as a Science; Fields of Psychology; History of Psychology; Perspectives in Psychology: The Evolutionary and Biological Perspectives, The Cognitive Perspective, The Humanistic-Existential Perspective, The Psychodynamic Perspective, The Socio-Cultural Perspective The Meaning of Consciousness; Methods of altering Consciousness; The role of sleep and dreams in Consciousness | |
Unit-2 |
Teaching Hours:15 |
Motivation and Emotion
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The Psychology of Motivation; Theories of Motivation: The Evolutionary Perspective, Drive-Reductionism, and Homeostasis, The Search for Stimulation, Humanistic Theory; Factors influencing Motivation: Hunger, Aggression, Achievement An introduction to emotions; Expression of Emotions; Theories of Emotions: The James-Lange Theory, The Cannon-Bard Theory, The Theory of Cognitive Appraisal
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Unit-3 |
Teaching Hours:15 |
Personality: Theory and Measurement
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The Psychodynamic Perspective; The Trait Perspective; Learning-theory Perspectives; The Humanistic-Existential Perspective; The Sociocultural Perspective; Measurement of Personality: Objective tests, Projective tests
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Unit-4 |
Teaching Hours:15 |
Social Psychology
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Attitudes; Prejudice; Social Perception; Social Influence; Group Behaviour; Aggression | |
Text Books And Reference Books: Baron, R. A., & Kalsher, M. J. (2018). Psychology (5th ed.). Allyn & Bacon Feldman, R. S. (2019). Essentials of understanding psychology (13th ed.). McGraw-Hill Education Rathus S.A. (2012). Psychology: Concepts and Connections (10th ed.). Wadsworth, Cengage Learning | |
Essential Reading / Recommended Reading Schultz, D. P., & Schultz, S. E. (2017). Theories of personality (11th ed.). Cengage Learning Seifert, K., & Sutton, R. (2009). Educational psychology. Orange Grove | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components 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). | |
MEP251 - PRACTICUM IN EDUCATIONAL PSYCHOLOGY: EDUCATIONAL ASSESSMENT (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 prepares students to know, understand, and apply evidence-based practices of assessment as educational psychologists. With the lens of educational equity, students will be able to design differentiated assessments, including authentic assessments, guided by backward design learning outcomes; provide feedback; analyze and report assessment data with a view to improving teaching and the curriculum. The use of technology is integral to the course. |
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Course Outcome |
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At the end of the course, students must be able to: |
Unit-1 |
Teaching Hours:60 |
List of assessment Labs
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Assessment & Educational Psychologists Introduction to Assessment Assessment for Learning (AfL); including, use of technology Backward Design Traditional Assessments: Selected-Response Assessment: Multiple Choice Traditional Assessments: Selected-Response Assessment: Matching; True-False Traditional Assessments: Constructed Response Assessment: Essay Traditional Assessments: Constructed Response Assessment: Short-Answer Observations Assessment as Learning (AaL) Criteria for selecting assessments; Reliability; Validity; Variety, formality and frequency; Norm- & Criterion- Referenced Assessments Authentic Assessments Differentiated Assessments: RAFT; GRASPS; Tic-Tac-Toe; Structured Academic Controversy Differentiated Assessments: Cubing; Think Dots Self-Assessment & Peer Assessment; Assessing Group Work; Feedback: Types (Rapid & Motivational); Principles; Delivery (Language),Video Feedback, personalized Learning Tools for Assessment: Rubrics Summative Assessments; Marking Schemes; Moderating; Analyzing & Reporting Assessment Data | |
Text Books And Reference Books: Reynolds, C. R., Livingston, R. B., and Willson, V. (2011). Measurement and assessment in education, (2nd ed.). New Delhi: PHI. | |
Essential Reading / Recommended Reading N.A | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course(CIA+ESE). | |
MEP252 - PRACTICUM IN EDUCATIONAL PSYCHOLOGY: PSYCHOLOGICAL ASSESSMENT (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 is a practical course aimed at familiarizing students with different assessment methods including psychological tests. A range of Personality, Intelligence, Aptitude and Achievement tests are covered. Course objectives: The course is intended to help students
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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:10 |
Unit 1
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The purpose of assessment in counselling. Assessment principles. Overview of assessment areas: Initial assessment in counselling – Case history, MSE: Identifying a clients problem using a clinical interview (Children, adolescents, adults) | |
Unit-2 |
Teaching Hours:20 |
Unit 2
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Intelligence and general ability testing (BKT, Bhatia’s battery, Vineland Social Maturity Scale, Bharatraj Development Schedule). Measuring Achievement and aptitude (DBDA) | |
Unit-3 |
Teaching Hours:10 |
Unit 3
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Assessment in career counselling (Comprehensive Interest Schedule), Developmental assessment in counselling and therapy (DCT). Spiritual assessment strategies | |
Unit-4 |
Teaching Hours:10 |
Unit 4
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Appraisal of personality (16PF, MAPS, MBTI, EPQ-R, TAT, SCT, CAT, Rorschach- Demo only) | |
Text Books And Reference Books: Test Manuals | |
Essential Reading / Recommended Reading Nil | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components 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) | |
MEP253 - MULTI CULTURAL COUNSELLING SKILLS - II (ADOLESCENTS) (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 a continuation of the Multicultural Counselling Skills Course–I. Here the student is trained in the more advanced skills of influencing and bringing about client change. The student is also taught different models of problem conceptualization, and treatment planning. Course objectives : The aim of this course is to learn
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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 |
Unit I
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Review; Confrontation Skills; Focusing the interview; Reflection of Meaning; Influencing Skills – Six Strategies for change. | |
Unit-2 |
Teaching Hours:15 |
UNIT II
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Skill Integration; Integrating Micro skills with Theory; Determining Personal Style & Future Theoretical/ Practical Integration. | |
Unit-3 |
Teaching Hours:15 |
UNIT III
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Case conceptualization using different models | |
Unit-4 |
Teaching Hours:15 |
UNIT IV
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Treatment Planning | |
Text Books And Reference Books: Ivey, A.E., & Ivey, M.B.(2007). Intentional Interviewing and Counselling. Thomson: Brooks/Cole. | |
Essential Reading / Recommended Reading Evans, D.R., Hearn, M.T., Uhlemann, M.R., & Ivey, A.E. (2008). Essential Interviewing: A Programmed Approach to Effective Communication. Thomson: Brooks/Cole. Nelson-Jones, R. (2008). Basic Counselling Skills: A Helper’s Manual. Sage Publications.
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Evaluation Pattern For 4 credit core papers (100 marks) CIA-1 (30 marks) CIA-2 (30 marks) Class Participation (5 marks) Attendance (5 marks) ESE (30 marks) All CIAs are must pass assessments, A grade of 50% is required to pass. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%. The ESE is a Viva Voce Examination | |
MEP254 - 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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The course is designed to provide a service-learning opportunity for the students. The course helps the student engage with the community, conduct psychological assessments in the community, and apply the knowledge and skills developed in the course of the programme in a community setting. The course aligns with the overarching Programme Outcomes of developing Professional and Practical Competencies and the Graduate attribute of Social Sensitivity.
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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 I
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In this course, students will spend two hours a week and a total of 30 hours during the semester involved in supervised community service. Students will engage in activities such as children and youth tutoring, community organization, psychological assessment, and mental health awareness. Student engagement will be assessed by the Supervisor and the student will be required to provide documentation for the work completed.
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Text Books And Reference Books: NA | |
Essential Reading / Recommended Reading NA | |
Evaluation Pattern Community Service report: 50 marks | |
MEP281 - RESEARCH METHODS LABS (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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The course on Research Methods introduces the student to the History of Research, Major Paradigms in Research, and Quantitative and Qualitative Approaches to studying Educational Psychology. The course also takes the student through the process of designing research, from identifying the research problem to the methods of data collection. This course serves as a prerequisite to the course on ‘Experimental Designs for Educators and Helping Professionals’ which will be offered in the third semester. The course aligns with the Programme Objective of attaining Academic Knowledge and ties in with its’ practical counterpart - Research Methods Labs where the student will have the opportunity to apply the knowledge gained in this course to the development of a research proposal.
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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 |
An Introduction to Research
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History of Research; Major Paradigms in Research: Postpositivism, Constructivist, Transformative, Pragmatic, Merging paradigms; Sources of Knowledge; The nature of research in Education; Limitations of the scientific Approach in the Social Sciences; Ethical issues in Educational Psychology Research | |
Unit-2 |
Teaching Hours:15 |
Research Approaches in Education Psychology
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Quantitative Research: Experimental, Non-experimental; Qualitative research: Case Studies, Basic Interpretative Studies, Document or Content Analysis, Ethnography, Grounded Theory, Historical Research, Narrative Inquiry, Phenomenological Studies; Mixed-Methods; Basic and Applied Research
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Unit-3 |
Teaching Hours:15 |
Designing Research in Education Psychology
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The research problem: Sources of problems, Evaluating the problem, Stating the research problem, Identifying population and variables; Reviewing the Literature; Distinguishing qualitative inquiry from quantitative inquiry; Designing quantitative research: The Hypothesis in Quantitative research, Creating a quantitative research plan; Designing Qualitative Research; Major Characteristics of Qualitative Research
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Unit-4 |
Teaching Hours:15 |
Sampling and Methods of Data Collection
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Sampling: Rationale of Sampling, Steps in Sampling, Probability Sampling, Nonprobability Sampling, Random Assignment, The Size of the Sample, The Concept of Sampling Error; Data collection: Quantitative Measurement, Secondary Data Sources, Developing a Data Collection Instrument, Observation, Interviewing-Individual and Focus Group, Document and Records Review, Participatory Data Collection Strategies, Mixed Methods and Data Collection, Standards for Judging Quality of Data Collection | |
Text Books And Reference Books: Ary, D., Jacobs, L. C., & Razavieh, A. (2017). Introduction to research in education (10th ed.). Holt, Rinehart and Winston. Mertens, D. M. (2019). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (5th ed.). Sage Publications.
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Essential Reading / Recommended Reading American Psychological Association. (2020). Publication Manual (7th ed.). Retrieved from https://apastyle.apa.org/style-grammar-guidelines/paper-format/ American Psychological Association. (2020). Publication Manual (7th ed.). Washington DC: Author. Kettler, R. J. (2019). Research methodologies of School Psychology: Critical skills. New York, NY: Routledge. Denzin, N., & Lincoln, Y. S. (2013). Strategies of qualitative inquiry. Thousand Oaks, CA: Sage. Denzin, N., & Lincoln, Y. S. (2011). The Sage handbook of qualitative research. Thousand Oaks, CA: Sage. Fowler, F. J. (2014). Survey research methods. Thousand Oaks, CA: Sage. Hugh, C. (2018). Research methods and statistics in psychology. London, England: Routledge. Lunenburg, F. C., & Irby, B. J. (2008). Writing a successful thesis or dissertation: Tips and strategies for students in the social and behavioral sciences. Thousand Oaks, CA: Corwin. Lambert, M. (2019). Practical research methods in education: An early researcher's critical guide. Oxon, England: Routledge. Marshall, C., & Rossman, G. B. (2014). Designing qualitative research (6th ed.). Los Angeles, CA: Sage. Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice. London, England: Sage. Strauss, A., & Corbin, J. (1997). Grounded theory in practice. Thousand Oaks, CA: Sage. Walliman, N., & Buckler, S. (2008). Your dissertation in education. Thousand Oaks, CA: Sage. Wyse, D., Selwyn, N., Smith, E., & Suter, L. E. (Eds.). (2016). The BERA/SAGE Handbook of educational research. New York, NY: Sage. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 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). | |
MEP331 - PREVENTION AND INTERVENTION FOR ACADEMIC ACHIEVEMENT (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 gives an opportunity to the students to explore the reasons behind poor achievement among school going children and the principles to implement school-based prevention and intervention programmes for them. This course will focus on mental health and developmental blocks that contribute to achievement problems. Student must be given opportunities to explore the benefit of EVB and also asses the barriers to implementing them from multiple systems: Policy barriers, Administrative barriers, Barriers arising from community and family systems, and resource and personnel limitations. Students are already exposed to child and adolescent psychopathology, life span development and therefore aware of the clinical descriptions of the challenges addressed in this paper. As a pedagogic tool, students taking this course must be introduced to case study analysis and meta-analytic reviews. |
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Course Outcome |
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The course is expected to engage with higher order skills in Blooms taxonomy: Analyzing, Evaluating and Creating. Students should be able to quickly work through published research on EBPs in the indicative content areas listed in the curriculum (Unit 2 to 5), able to analyze the challenges of implementing EBPs in schools and evaluate case studies of School based Evidence based prevention programmes. They must be able to use their externships in schools to feedback into classroom discussion. As evolving educational psychologist, this course must help them to establish the scientific connection between school-based prevention and intervention programmes and academic achievement. |
Unit-1 |
Teaching Hours:15 |
Evidence based practices
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An introduction to Evidence based practice. Why must educators use evidence-based practices. Why EPBS improve student outcomes. Frameworks to understand barriers to School Based EBPs | |
Unit-2 |
Teaching Hours:15 |
EBPs for Mental Health
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Mental Health: Depression, Suicidal behavior, Anxiety Positive schooling; Evidence based approaches in positive education (Wellness) | |
Unit-3 |
Teaching Hours:15 |
EBPs for Substance Use
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Technology addictions Antisocial behavior Violence prevention | |
Unit-4 |
Teaching Hours:15 |
EBPs for Health
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EVB for Obesity Self and body image challenges Teasing, bullying, sexual harassment Reproductive health | |
Text Books And Reference Books: Institute of Education Sciences, U.S. Department of Education (2014). PRIME Planning Realistic Implementation and Maintenance by Educators: How to Select an Evidence-Based Intervention- A Guide [PDF file]. Retrieved from https://implementationscience.uconn.edu/wp-content/uploads/sites/1115/2014/12/PRIME_quickguide_edvidence-based_intervention.pdf White, M.A., & Murray, S. (2015). Building a positive institution. In M. A. White & S. Murray (Eds.), Evidence-based Approaches to Positive Education in Schools: Implementing a Strategic Framework for Well-being in Schools (pp.1-26). Springer. 10.1007/978-94-017-9667-5. White, M.A., & Murray, S. (2015). Well-being as Freedom: Future Directions in Well-Being. In M. A. White & S. Murray (Eds.), Evidence-based Approaches to Positive Education in Schools: Implementing a Strategic Framework for Well-being in Schools (pp.167-176). Springer. 10.1007/978-94-017-9667-5. | |
Essential Reading / Recommended Reading Readings for Specific challenges are best set based on Metanalytic reviews in Research articles from the Journal, School Mental Health which publishes empirical and evidence-based work regularly. National Association of School Psychologists website features latest research and models of EBPs in school based mental health. https://www.nasponline.org/resources-and-publications/resources-and-podcasts/mental-health/school-psychology-and-mental-health/school-based-mental-health-services WHO information series on School Health is a promising site for articles that can help identify barriers and cases across countries on overcoming barriers to implement programmes in schools. https://www.who.int/school_youth_health/resources/information_series/en/ | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 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). | |
MEP332 - EXPERIMENTAL DESIGNS FOR EDUCATORS AND HELPING PROFESSIONALS (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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The course on ‘Experimental Designs for Educators and Helping Professionals’ is designed to familiarize the student with different forms of Quantitative Research Designs. This course is offered in the third semester and builds on the learner’s knowledge acquired in the course on ‘Research Methods’ in the first semester. The course enables the learner to develop ‘Academic Knowledge’ in the domain of research and this learning is applied in the ‘Research Seminar’ course and subsequently the ‘Research Publication’ course in the fourth semester. |
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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 Experimental Research
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Characteristics of Experimental Research: Control, Manipulation, Observation and Measurement; Experimental Comparison; Experimental Design; Validity of Research Designs: Internal Validity; Dealing With Threats to Internal Validity: Random Assignment, Randomized Matching, Homogeneous Selection, Building Variables into the Design, Statistical Control, Using Subjects as Their Own Controls, Controlling Situational Differences; Statistical Conclusion Validity; Construct Validity of Experiments: Threats to Construct Validity, Promoting Construct Validity; External Validity of Experimental Designs: Threats to External Validity; Dealing with Threats to External Validity | |
Unit-2 |
Teaching Hours:15 |
Experimental Research Designs
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Pre-experimental Designs; True Experimental Designs; Factorial Designs; Other Randomized Experimental Designs; Quasi-Experimental Designs; Time-Series Designs; Validity Problems with Experimental Designs; Single-Subject Experimental Designs; Comparison of Single-Subject and Group Designs | |
Unit-3 |
Teaching Hours:15 |
Ex Post Facto Research
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Planning an Ex Post Facto Research Study; Partial Control in Ex Post Facto Research: Matching, Homogeneous Groups, Building Extraneous Variables into the Design, Analysis of Covariance; The role of Ex Post Facto Research | |
Unit-4 |
Teaching Hours:15 |
Correlational and Survey Research
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Correlational Research: Design of Correlational Studies, Correlation Coefficients, Considerations for interpreting a correlation of coefficient, Factor Analysis; Survey Research: Types of Surveys, Survey Technique, Standard Error of the Sampling Proportion, Constructing the Instrument, Maximising Response Rates, Validity and Reliability of surveys | |
Text Books And Reference Books: Ary, D., Jacobs, L. C., & Razavieh, A. (2017). Introduction to research in education (10th Ed.). Holt, Rinehart and Winston. Mertens, D. M. (2019). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (5th Ed.). Sage Publications. | |
Essential Reading / Recommended Reading Gravetter, F. J., & Forzano, L.-A. B. (2018). Research methods for the behavioral sciences (6th Ed.). Wadsworth Kerlinger, F. N., & Lee, H. (2008). Foundations of behavioral research (5th Ed.). Wadsworth Publishing | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 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). | |
MEP333 - CHILDREN WITH SPECIAL NEEDS (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 introduces the student to working with children with special needs. It is offered in the third semester after the completion of coursework in ‘Child and Adolescent Development’ and ‘Developmental Psychopathology’. The course introduces the learner to a range of special needs from developmental disabilities to gifted learners. The course is designed to help the student modify their teaching and assessment strategies according to the needs of the child and address diversity effectively in the classroom. The course also informs the student of current legal perspectives and policies with regard to Special Needs Education. |
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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 Education of Children with Special Needs
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History of Special Education; Perspectives on Special Education; Current issues in theory and practice of working with children with special needs | |
Unit-2 |
Teaching Hours:15 |
Evidence-Based Practices with Different Categories of Special Needs and Special Education
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Learners with Intellectual and Developmental Disabilities; Learners with Learning Disabilities; Learners with Attention Deficit Hyperactivity Disorder; Learners with Emotional and Behavioral Disorders; Learners with Autism Spectrum Disorders; Learners with Communication Disorders; Learners Who Are Deaf or Hard of Hearing; Learners with Blindness or Low Vision; Learners with Physical Disabilities and Other Health Impairments; Gifted Learners
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Unit-3 |
Teaching Hours:15 |
Teaching and Assessment of Children with Special Needs
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Pedagogical approaches to teaching children with special needs; Curricular considerations in teaching children with special needs; Inclusive special education: Teaching strategies, Advanced Skills for Professional Practice in Inclusive Special Education, Developing a Comprehensive System of Inclusive Special Education; Assessment of children with special needs: Current approaches and issues in practice | |
Unit-4 |
Teaching Hours:15 |
Current Policies and Future Directions for Working with Children with Special Needs
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Legal Perspectives in working with children with special needs: The Rights of Persons with Disabilities Act (2016), The Mental Healthcare Act (2017); Current policies in Special Education; Research trends in Special Education; Critical issues in working with children with special needs | |
Text Books And Reference Books: Florian, L., & Sage Publications. (2007). The SAGE handbook of special education. SAGE Publications. Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2014). Exceptional learners: An introduction to special education (12th ed.). Pearson/Allyn & Bacon. Hornby, G. (2014). Inclusive special education: Evidence-based practices for children with special needs and disabilities. Springer Science + Business Media. https://doi.org/10.1007/978-1-4939-1483-8 | |
Essential Reading / Recommended Reading Osborne, A. G. & Russo, C. J. (2007). Special education and the law: A guide for practitioners. Corwin Press. 10.4135/9781483329338 Peer, L., & Reid, G. (2016b). Special educational needs: A guide for inclusive practice (2nd ed.). SAGE
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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). | |
MEP334 - THEORIES OF EDUCATION AND PSYCHOLOGY-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 is offered in the third semester of the Master’s programme in Educational Psychology and introduces the student to a foundational understanding of human cognition. The student will have to complete coursework in ‘Theories of Education and Psychology 1’ which is offered in the first semester. The course introduces the learner to different cognitive processes and social processes and the implications of this understanding of the field of Education Psychology. The course aligns with the Programme Objective of gaining Academic Knowledge and the Overarching Graduate Attribute of achieving Academic Excellence. Knowledge acquired in this course is also applied in the ‘Education Psychology Practicum’ which is offered in the same semester. |
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Course Outcome |
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By the end of the course the learner will be able to: ● Understand the processes of sensation and perception and its’ application to Education Psychology ● Apply an understanding of social psychology to school and education systems. |
Unit-1 |
Teaching Hours:15 |
Sensation and Perception
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Introduction to Sensation and Perception; Visual Perception; Auditory Perception; Olfactory Perception; Gustatory Perception; Tactile Perception; Kinesthesis and Vestibular Sense; Extrasensory Perception | |
Unit-2 |
Teaching Hours:15 |
Memory
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Types of Memory: Explicit, Implicit, Retrospective, Prospective; Processes of Memory: Encoding, Storage, Retrieval; Stages of Memory: Sensory Memory, Short-term Memory, Long term Memory; Forgetting | |
Unit-3 |
Teaching Hours:15 |
Motivation and Emotion
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The Psychology of Motivation; Theories of Motivation: The Evolutionary Perspective, Drive-Reductionism, and Homeostasis, The Search for Stimulation, Humanistic Theory; Factors influencing Motivation: Hunger, Aggression, Achievement An introduction to emotions; Expression of Emotions; Theories of Emotions: The James-Lange Theory, The Cannon-Bard Theory, The Theory of Cognitive Appraisal. | |
Unit-4 |
Teaching Hours:15 |
Social Psychology
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Attitudes; Prejudice; Social Perception; Social Influence; Group Behaviour; Aggression | |
Text Books And Reference Books: Matlin, M. W. (2019). Cognition (10th ed.). J. Wiley Canada. Rathus S.A. (2012). Psychology: Concepts and Connections (10th ed.).Wadsworth, Cengage Learning
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Essential Reading / Recommended Reading Baron, R. A., & Kalsher, M. J. (2018). Psychology (5th ed.). Allyn & Bacon. Feldman, R. S. (2019). Essentials of understanding psychology (13th ed.). McGraw-Hill Education | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 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).
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MEP342A - 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: Aiken, L.R., & Groth- Marnat, G. (2006). Psychological Testing and Assessment (12th ed.). Pearson. Anastasi, A. & Urbina, S. (1997). Psychological testing. Pearson Education.Liberman, R.P. (Ed.). (1992). Effective Psychiatric Rehabilitation.New Directions for Mental Health Services. Jossey-Bass Bellack, S.A & Hersen, M.(1993). Handbook of BT in the Psychiatric Setting. Plenum Press Liberman, R.P. (Ed.). (1988). Psychiatric Rehabilitation of Chronic Mental Patients. Americal Psychiatric Press
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Essential Reading / Recommended Reading Cormier,S.& Cormier,W.H. (1997). Interviewing Strategies For Helpers: Fundamental SkillsAnd Cognitive- Behavioural Interventions (Counseling Series). Wadsworth Publishing Co.Kaplan, R.M. & Saccuzzo, D.P. (2007). Psychological Testing: Principles,Applications, and Issues. Thomson Wadsworth. Wing J.K., Morris B., (Ed.). (1981). Handbook of Psychiatric Rehabilitation Practice. Oxford university press
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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.
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MEP342D - 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 counselling 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: Blackmore, S. (2003). Consciousness: An introduction. Hodder&Stoughton. | |
Essential Reading / Recommended Reading Anderson, V., Northam, E., Hendy, J. & Wrennall, J. (2005). Developmental Neuropsychology: A Clinical Approach (Brain Damage, Behavior and Cognition Series). NY, NY: Psychology Press, Taylor and Francis Group. | |
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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MEP351 - EDUCATIONAL PSYCHOLOGY PRACTICUM (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:0 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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The Educational Psychology Practicum is offered in the third semester of the Master’s in Educational Psychology Programme. The practicum students would have to complete coursework in the following required courses:
During the current semester the student would be enrolled in courses on
This course is designed to provide the student with an opportunity to develop Professional Competencies and apply the knowledge developed over the programme to an educational setting.
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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 I
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The Practicum acts as a bridge between the Summer internship and the Pre-Professional internship and is designed to familiarize the student with the work of an educational psychologist and the educational setting. This Practicum orients the student to the range of services provided by an educational psychologist, and the diversity of students with and without disabilities. The student is required to complete 60 hours of experience in an educational setting with an emphasis on applying the knowledge and skills developed during the programme. The practicum experience can range from observational experiences to assessments and interventions with children in the educational setting. The student would have to submit documentation of the work completed during this period. | |
Text Books And Reference Books: N.A. | |
Essential Reading / Recommended Reading N.A. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 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). | |
MEP371 - RESEARCH SEMINAR (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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The Research Seminar Course is a course in which the Master’s Programme student presents their research in the form of a research seminar. This course is situated in the third semester of the programme. At this point in the Programme, the student has completed coursework in Research Methods and Designs and has developed skills in writing a research proposal. The purpose of the course is to enable the student to discuss their research in the context of a scientific forum.
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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 I
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This course requires the student to present their research to their peers in a scientific manner. The course enables the student to conceptualize their research and critically examine it. This course also requires the student to discuss the research of other peers in the programme and provide feedback in a scientific and constructive manner. | |
Text Books And Reference Books: Ary, D., Jacobs, L. C., & Razavieh, A. (2017). Introduction to research in education (10th ed.). Holt, Rinehart and Winston. | |
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. | |
MEP372 - SUMMER INTERNSHIP (2019 Batch) | |
Total Teaching Hours for Semester:100 |
No of Lecture Hours/Week:0 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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The course is designed to offer the student an opportunity to experience working in an educational or community setting. The course is situated in the middle of the 2-year programme, and learning will primarily occur through observation. This course targets the Programme Objective of developing Professional Competencies and the Graduate Attribute of Professional Excellence. The primary objective of the internship is that students develop a sense of professionalism as they prepare to begin practicum work in the third semester.
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Course Outcome |
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By the end of the course the learner will be able to: |
Text Books And Reference Books: | |
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. | |
MEP431 - SOCIAL, FAMILY AND SCHOOL SYSTEMS IN EDUCATION (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 integrates the Systemic perspective with Educational Psychology and is offered in the fourth and final semester of the Master’s in Educational Psychology programme. The course challenges the student to understand the bigger picture of working with children in a school setting. The course also enables the learner to understand how interactions within the Social, Family, and Education settings affect learning outcomes. The course objectives concur with the Programme objectives of developing Academic Knowledge and Practitioner Competencies particularly in terms of the development of Consultation skills.
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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 Systems theory
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Introduction to Systems: Types of Systems; Characteristics of Systems; Complexities of Systems; Systems Analysis; Understanding Education from a Systems theory framework | |
Unit-2 |
Teaching Hours:15 |
Interpersonal relationships within the Education System
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Teacher-Student relationships; Peer-Peer relationships: Recognizing and addressing bullying; Teacher-Teacher relationships; Principal- Staff relationships; Impact of interpersonal relationships on school climate; Impact of interpersonal relationships on learning outcomes | |
Unit-3 |
Teaching Hours:15 |
Interpersonal Relationships that interact with the Education System
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Parent-Student Relationship; Other significant family or peer interactions with the Student; Parent-Teacher Relationship: Expectations from parents and teachers, Guidelines for establishing Parent-Teacher relationships | |
Unit-4 |
Teaching Hours:15 |
Consultation from a Systems theory Framework
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Assessment from a systemic perspective: Sociometry; Psychometric tools; Understanding the role of personality and emotions in the Education System; Interventions using the Systemic framework: Social Perspective-taking - Role-playing; Enhancing interpersonal relationships that affect learning outcomes
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Text Books And Reference Books: Cunningham, C. A., (2014). Systems Theory for Pragmatic Schooling: Toward Principles of Democratic Education. Palgrave Macmillan Wubbels, T., Brok, den, P. J., Tartwijk, van, J. W. F., & Levy, J. (Eds.) (2012). Interpersonal relationships in education: an overview of contemporary research. (Advances in data mining and database management (ADMDM) book series). Sense Publishers. https://doi.org/10.1007/978-94-6091-939-8 Zandvliet, D., Brok, den, P. J., Mainhard, T., & Tartwijk, van, J. W. F. (Eds.) (2014). Interpersonal relationships in education : from theory to practice. (Advances in Learning Environments Research; Vol. 5). SensePublishers. https://doi.org/10.1007/978-94-6209-701-8
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Essential Reading / Recommended Reading Winek, J. L. (2010). Systemic family therapy: from theory to practice. SAGE. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course (CIA+ESE). | |
MEP432 - PHYSIOLOGICAL BASES OF HUMAN BEHAVIOR, AFFECT, AND LEARNING (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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The course on ‘Physiological Bases of Human Behavior, Affect, and Learning’ orients the student to the Neurobiological understanding of human behaviour, emotion, and cognition. This course is offered in the fourth semester, and the learner has to have completed coursework in ‘Psychological Foundations 1 & 2’ in order to develop competencies in this area. The course introduces the student to the Humans Nervous system and the neurophysiological underpinnings of psychological processes. The course enables the learner to develop ‘Academic Knowledge’ in alignment with the Programme Objectives. |
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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 Physiological Psychology
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The biological approach to behavior, affect and learning; The cells of the nervous system: Neurons, Glia, The blood-brain barrier; The Nerve Impulse: The resting potential, The Action Potential; Synapses: Properties of Synapses, The role of Neurotransmitters; Basic structure of the nervous system
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Unit-2 |
Teaching Hours:15 |
The Physiological bases of human behaviour
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Sleep and Wakefulness: The physiological basis of the biological clock; Stages of Sleep; The physiological basis of Hunger; The physiological basis of Thirst; The physiological basis of Reproductive Behaviours.
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Unit-3 |
Teaching Hours:15 |
The Physiological bases of human affect
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Emotions and autonomic arousal; The functions of emotions; The physiological basis of aggression; The physiological basis of fear and anxiety; The role of stress on health
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Unit-4 |
Teaching Hours:15 |
The Physiological bases of human cognition
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The Neurophysiological Basis of Learning and Memory: The role of the hippocampus; Intelligence; Language; Lateralization; Understanding circuitry pathways of the brain.
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Text Books And Reference Books: Kalat, J. W. (2019). Biological psychology (13th ed.). Wadsworth, Cengage Learning. Kolb, B., & Whishaw, I. Q. (2019). An Introduction to brain and behavior (6th ed.). Worth.
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Essential Reading / Recommended Reading Pinel, J. P. J. (2018). Biopsychology (10th ed.). Pearson Education Limited. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with 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). | |
MEP433 - PEDAGOGICAL PLANNING: TECHNOLOGY DESIGN AND IMPLEMENTATION (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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The course on ‘Pedagogical planning: Technology design and implementation’ enables the student to design an effective curriculum that meets the demands of carefully identified learning outcomes. The course acquaints the learner with advances in technology that is used to support the learning process and challenges the student to determine mechanisms by which technology can be seamlessly integrated with the educational setting. The course offered in the fourth semester enables the Master’s in Educational Psychology student to develop the Programme objectives of Academic Knowledge and Practitioner Competencies in the area of Pedagogical Design.
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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 |
Pedagogical Planning: A Practice-based Approach
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Curriculum design and development: Introduction to curriculum design, Preparing a curriculum framework, Bloom’s Taxonomy, Bloom’s Revised Taxonomy- Anderson and Krathwohl, Deep and surface approaches to Learning; Alignment of learning outcomes, pedagogy, and assessment; Lesson planning: Lesson Plan Phases- Identifying learning objectives, Planning activities, Lesson Plan Templates, Post-lesson Appraisal; Unit Plans: Elements of a Unit Plan, Designing a Unit Plan Outline; Scheduling Unit Plan Time Slots and Grading periods; Classroom Management: Student Engagement Strategies, Communicating Expectations and Setting Limits in the Classroom
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Unit-2 |
Teaching Hours:15 |
Technology design and implementation
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Learning Management Systems- Institutionally supported and Open-Source; Online Learning; Blended or Hybrid Learning- Flipped Classroom; Assistive technologies and tools for the teaching-learning process; Artificial Intelligence Supported Learning; Successful Cases in Technology-Enabled Active Teaching; Strategies that encourage honesty and accountability in the online learning process
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Text Books And Reference Books: Information Resources Management Association. (2015). Curriculum design and classroom management : concepts, methodologies, tools, and applications. Information Science Reference | |
Essential Reading / Recommended Reading Cunningham,G. (2009). The New Teacher’s Companion: Practical Wisdom for Succeeding in the Classroom. ASCD Male, B. (2012). The Primary Curriculum Design Handbook: Preparing Our Children for the 21st Century. Bloomsbury Publishing
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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.
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MEP442A - ASIAN HEALING PRACTICES (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: Cooper, R. (2007). Psychiatry and philosophy of science. Acumen. Furnham, A. (2005). Complementary and alternative medicine: shopping for health in post-modern times. In P. White. (Ed.). Bio psychosocial medicine: an integrated approach to understanding illness. Oxford University Press. Howard, A. (2000). Philosophy for counseling and psychotherapy. Palgrave. 4. White, P. (Ed.). (2005). Bio psychosocial medicine: an integrated approach tounderstanding illness. Oxford University Press. 5. Inglis, B. & West, R. (1983). The alternative health guide. Dorling Kindersley Ltd. | |
Essential Reading / Recommended Reading Agarwal, R.S. (2006). Secrets of Indian medicine. Sri Aurobindo Ashram. Sharma, R.K. & Dash, B.(2007). Charaka Samhita. Vol.II. Chowkhamba Sanskrit Series Office. Sharma, R.K. & Dash, B.(2007). Charaka Samhita. Vol.V.Chowkhamba Sanskrit Series Office. Sri Aurobindo Ashram. (2009). Health and healing in Yoga. Sri Aurobindo Ashram. | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.
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MEP442B - LIFE COACHING (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 give students an insight of tackling self-defeating thoughts and replace it with a problem-solving outlook/ solution-focussed approach. It would also equip students to help deal with their clients by developing the skills necessary for addressing these issues. The students would also be exposed to certain tools like CBT and NLP that can be used within the framework of life coaching. Course objectives: This course will help the learner to
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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:10 |
Introduction to Life Coaching
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The Evolution of Professional coaching and coaching psychology. Integrating positive psychology in coaching. Indian concept in coaching/preventive mode. | |
Unit-2 |
Teaching Hours:10 |
Dealing with Troublesome Emotions
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Overcoming procrastination, Assertiveness, tackling poor time management, handling criticism constructively, taking risks and making better decisions. | |
Unit-3 |
Teaching Hours:10 |
CBT and NLP
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Cognitive Behaviour Coaching, NLP | |
Text Books And Reference Books: Dryden ,W. and Neenan,M. (2010). Life Coaching. Routledge. | |
Essential Reading / Recommended Reading Palmer, S., & Whybrow, A. (2010). Handbook of Coaching Psychology. Routledge. | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.
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MEP442D - CRISIS INTERVENTION 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: Briere, J. & Scott, C. (2006). Principles of Trauma Therapy: A Guide to Symptoms,Evaluation, and Treatment. Sage Publications. Dass-Brailsford, P. (2007). A Practical Approach to Trauma: Empowering Interventions. Sage Publications. Gilliland, Burl E. & James, Richard K. (1998). Crisis Intervention Strategies. Brooks/Cole Publishing Company Bisson JI, Roberts N, Macho G. (2003) The Cardiff traumatic stress initiative: an evidence-based approach to early psychological intervention following traumatic events. Psychiatric Bulletin.27:145–147. Başoğlu M, Salcıoğlu E, Livanou M, et al. (2005). Single-session behavioural treatment ofearthquake-related posttraumatic stress disorder: a randomised controlled trial. J Trauma Stress.18(1):1–11. Bryant RA. (2003). Early predictors of posttraumatic stress disorder. BiologicalPsychiatry.53:789–795. | |
Essential Reading / Recommended Reading Levers, L. L. (2012). Trauma counseling: Theories and Interventions. Springer Pub. Briere, J. (2012). Working with trauma: Mindfulness and compassion. In C. K. Germer & R. D. Siegel (Eds.). Wisdom and compassion in psychotherapy (pp. 265 279). Guilford. | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.
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MEP451 - PRE-PROFESSIONAL INTERNSHIP (2019 Batch) | |
Total Teaching Hours for Semester:200 |
No of Lecture Hours/Week:2 |
Max Marks:200 |
Credits:8 |
Course Objectives/Course Description |
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The Pre-professional Internship is offered in the fourth semester of the Master’s in Educational Psychology Programme. The practicum students would have to complete coursework in the following required courses:
During the current semester the student would be enrolled in courses on
This course is designed to provide the student with an opportunity to develop Practitioner Competencies and apply the knowledge developed over the programme to an educational setting.
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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 I
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Pre-Professional Internship is designed to help the student transition to working as a professional educational psychologist in an educational setting. The student is required to complete 200 hours of experience in an educational setting providing the student an opportunity to apply the knowledge and skills developed during the programme. This internship is meant to enhance the skills developed during the Educational Psychology practicum with additional skill development in the area of pedagogical planning and consultation within the educational system using a Systems theory framework. The student would have to submit documentation of the work completed during this period.
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Text Books And Reference Books: N.A. | |
Essential Reading / Recommended Reading N.A. | |
Evaluation Pattern Case Presentation (20 marks) Therapeutic Formulation (20 marks) Reflective reports (20 marks) Weekly Progress Notes (20 marks) Professional Statement (20 marks) Onsite and on-campus supervisor feedback (30 marks) Class Participation (5 marks) Attendance (5 marks)
ESE - Viva Voce (60 marks) | |
MEP471 - RESEARCH PUBLICATION (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 help the student publish their research in a scientific manner and is the culmination of their research project. The purpose of the course is to enable the student to develop skills in academic writing, preparing manuscripts and publishing their results in scientific journals. The course is offered in the fourth semester and aligns with the Programme Objective of developing Practitioner Competencies in terms of conducting research and communicating their findings.
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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 I
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The ‘Research Publication’ course requires the student to produce a scientific-grade research manuscript at the end of their programme. The course will provide the student with exercises in writing the abstract, introduction, methods, results, discussion, and conclusion sections of the manuscript. It will help them in determining the process of identifying journals that are suitable for publishing their results. It will also enable them to develop skills in preparing the manuscript in alignment with the journal requirements. At the end of the course, the student develops competencies in academic writing, manuscript preparation, and is familiar with the publication process.
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Text Books And Reference Books: Day, R. A., & Gastel, B. (2016). How to write and publish a scientific paper (8th ed.). Greenwood | |
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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