Department of

Syllabus for
Master of Science (Educational Psychology)
Academic Year  (2019)

1 Semester - 2019 - Batch
Paper Code
Hours Per
MEP151 PRACTICUM 4 4 100


Assesment Pattern

Students wil be assessed for prior understanding using formative assesments and learning wil be assessed using summative evaluation.

Examination And Assesments

The programme follows the philosophy of adult education and learning and uses both formative and summative assesments in its approach.

Department Overview:
School of Education, Christ (Deemed to be University) is set up as a premier department for teacher training or teachers training institute to shape future secondary school teachers. The University situated in Bangalore, a strategic educational hub, is a sequel to manifold educational service initiatives launched by the CMI (Congregation of Mary Immaculate). School of Education, Christ (Deemed to be University) is dedicated to Jesus Christ, the supreme teacher, and draws inspiration from its educational visionary, Blessed Kuriakose Elias Chavara, the founder of CMI. Christ(Deemed to be University), formerly College (Autonomous) was accredited with an A + by National Assessment and Accreditation Council (NAAC - 2005). The University is rooted in gospel values, mutual respect, personal maturity and integrity, teamwork and social concern.
Mission Statement:
Introduction to Program:
The Master of Science in Educational Psychology designed to prepare highly qualified school psychologists to practice in public schools, higher education and special schools or related educational settings.
Program Objective:
Programme Outcomes, programme Specific Outcomes and Programme Specific Component Outcomes A. Professional Dispositions Students' professional activities are expected to conform to the ethical principles of psychologists and code of conduct outlined by the American Psychological Association (2002) and the National Association of School Psychologists (2010) and the draft code of ethics for school teachers of NCTE. In addition, students' professional activities are expected to be characterized by: 1. A democratic attitude that respects the worth, uniqueness, and potential for growth and development of all individuals. 2. A genuine respect for individual and cultural diversity relative to the practice of professional psychology. 3. Ethical behavior, and respect for the confidentiality of privileged information. Personal stability, including productive work habits that display motivation, independence, and adaptability in which responsibilities are discharged in a cooperative and conscientious fashion. Commitment to continuing professional growth to include openness to constructive feedback, seeking out supervision and involvement in professional associations for school psychologists. The curriculum plan is designed to ensure that students acquire and demonstrate substantial understanding and competence in the following areas: A. Psychological and Educational Foundations of School Psychology. To achieve this goal students are exposed to

MEP121 - JOURNAL CLUB (2019 Batch)

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

Course Objectives/Course Description


Course description

The Journal club is an introductory course aimed at infusing students with logical skills of reviewing scientific journals.

Course objectives

1. To critically appraise scientific literature.


Learning Outcome

At the end of the course the students will:

Demonstrate skills of

Reviewing scientific Journals

Identifying components of scientfic writing

Arguing scientific view points

Teaching Hours:30
Core curriculum

Core Curriculum


1) Journal club is held the every Wednesday between 2 and 4 pm

2) Students will present each session

3) Each Student will receive  a copy of Edanz expert scientific review report

4) Students are to work with assigned mentor  to choose and analyze an appropriate article. Articles must be chosen from Journals indexed with    


5)  Powerpoint presentations should be organized as follows: 10 minutes  background, 10 minutes article 15 minutes an analysis 5 minutes


6) Students are encouraged to critically appraise the literature, and develop  their own independent criticisms 

7.) Students will place the criticism of the journal article on the LMS blog and invite discussion from their peers. Every peer must enter a comment

      on the blog.

Text Books And Reference Books:

There are no essential readings for this course. The course itself is a reading course 

Essential Reading / Recommended Reading


Deenadayalan  Y,  Grimmer-Somers  K,  Kumar  S.  How  to run  an  effective  journal  club:  a  systematic  review.  Journal  of evaluation  in  clinical  practice  2008;  14:896-911.


 Kirkhhoff  KT,  Berk  SL.  Using  the  journal  club  as  a component  of  the  research  utilization  process.  Heart-lung  1995;  24:  246-250.

Evaluation Pattern

The Course will follow standard edvaluation pattern adopted by the University for the programme of study.


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

Course Objectives/Course Description


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



Learning Outcome


At  the end of the course, students will

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

Consider evidence-based application in teaching and learning

Critically assess psychological theories that inform learning

Teaching Hours:15
Foundational Theories

Current and Emerging Design and Data Analysis Approaches 


Information Processing 

Social cognitive theory

Sociocultural approaches

Social And Emotional Factors


Teaching Hours:15
Evidence Based Practices

Metacognition in Education 

Enhancing Students' Performance in Traditional Education: Implications From the Expert Performance 

Human Cognitive Architecture: Why Some Instructional Procedures Work and Others Do Not 

Working Memory, Learning, and Academic Achievement 

Motivation: Past, Present, and Future 

Self-Regulation of Learning: Process Approaches to Personal Development 

Self-Concept: A Synergy of Theory, Method, and Application

How Neuroscience Contributes to Our Understanding of Learning and Development in Typically

Genetics and Education: Toward a Genetically Sensitive Classroom 

Teaching Hours:15
Individual differences, cultural and contextual factors

Academic Emotions

Learning Styles


Cultural and Neighbourhood effects


Teachers and Classroom Contexts

Teaching Hours:15
Applications to learning and Teaching

Applications across the life span

Assessment and Decision Making

Instructional Methods

Teaching Special Populations 



Text Books And Reference Books:

1.Woolfolk, A. (2004). Educational psychology (9th ed.). New Delhi: Pearson Education.

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


Essential Reading / Recommended Reading

1. Frederickson, N., Miller, A. & Cline, T. (2008). Educational Psychology. London: Hodder Education. 

2. Rubie-Davies, C. (Ed.) (2011). Educational Psychology Concepts, Research and Challenges. New York: Routledge. 

3. Brophy, J. (2010). Motivating Students to Learn (3rd edition). New York: Routledge. 

4. Smith, T., Polloway, E., Patton, J. & Dowdy, C. (2012). Teaching Students with Special Needs in Inclusive Settings (6th edition). New Delhi: PHI Learning.


Evaluation Pattern

For 4 credit papers (100 marks)

CIA-1 (30 marks)

CIA-2 (30 marks)

Class participation & Attendance (10 marks)

Summative Assessment (30 marks)


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

Course Objectives/Course Description


Course Description:

This course emphasizes the importance of practicing equity in education, individually and as a community. The equity literacy framework and other social justice education approaches, theories, and models about multicultural knowledge, attitudes, and the curriculum will be addressed. They will be used to examine the self, policies, and practices. The focus of this course is also on issues around Multilingualism in India and English as a Second Language (ESL) in the school setting in the context of a globalized world.

Learning Outcome

Course Objectives and Outcomes:

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

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

2)      recognize their cultural context and its influence on perceptions and behavior.

3)      articulate their personal philosophy of social justice education

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

5)      suitably apply the theories of second language acquisition, methods, and assessment.

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

7)      demonstrate the skills needed for working/teaching for equity.

8 )     possess the vision as well as the quest for creating equity in school and society.

Teaching Hours:12
Introduction to Multicultural Education


Course Syllabus;

Process of Reflection;

 Historical Timeline of Multicultural Education

Universal Declaration of Human Rights

Universal Declaration of Human Rights; Census of India

Teaching Hours:12
Equity Literacy


Basic Principles

Ten Committments

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

Teaching Hours:12
Single Group Studies & Multicultural Education in India

Socioeconomic class



Religion and Caste

Sexual Orientation


Teaching Hours:12
Multicultural Curriculum

Multicultural Curriculum Model: Overview & Big Ideas

Multicultural Curriculum Model: Transformative Intellectual Knowledge

Multicultural Curriculum Model: Teacher Beliefs

Multicultural Curriculum Model: Assessments;


Teaching Hours:12

Multilingualism: Central Concepts

Bilingualism/Multilingualism and Second Language Acquisition

Language issues in India

Tapestry of Language Learning

Tapestry of Language Learning

Course learnings as a way of life

Text Books And Reference Books:

See Additional Information

Essential Reading / Recommended Reading

See Additional Information

Evaluation Pattern

See Additional Information


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

Course Objectives/Course Description


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

  • Atypical growth and healthy development, and practical understanding of how to help children and adolescents 
  • Processes of child development and apply this knowledge to understand the developmental needs of learners
  • Theories of child development 
  • The systemic and environmental factors that affect child development, behaviour and learning 
  • Biopsychosocial and eco-systems model of development


Learning Outcome

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

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

Teaching Hours:10
Introduction to Life-Span 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. Importance of studying Life-Span Development, Characteristics of life-span development, Nature of Development, Scope of Life span development

 Social contexts of lifespan development. 

Teaching Hours:20
Biological Processes in Human Development

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.

Teaching Hours:10
Cognitive Processes and Development

Piaget and Vygotsky?s theory of cognitive development; Age related challenges to cognitive development

Teaching Hours:20
Socio-Emotional Processes and Development Across Life Span

Part I: Development of Emotion, Temperament, Attachment and Love: Bowlby, Ainsworth, Sternberg. Development of Identity: Ericksons 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.). Boston: Pearson.

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

Essential Reading / Recommended Reading

Arnett, J. J. (2014). Adolescence and emerging adulthood. New York, NY, USA:: Pearson Education Limited.

Belsky, J. (2013). Experiencing the Lifespan (3rd Edition). New York, NY: Worth Publishers.

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


Assessment Detail (Rubrics and instructions are shared on the submission links)


CIA-1 (30 Marks) = In-class activity and Quiz (30 marks) 
CIA- 2 (30 Marks) = 

Brief description of In-Class activities assignment (IAs): An online assignment to allow students to demonstrate an understanding of the theoretical perspective and to encourage students to think about how to apply to topics covered in the course. (Read the attachment for detailed instructions)


End Semester Competency Examination: Written Exam- 2 hours - (50 marks, then reduced to 30 marks)
Exam consisting of multiple choice and short answer questions  (20 marks), and essay type questions ( 30 marks). The exam will assess students’ ability to understand key principles and course content.
Formative assessments will be conducted at the end of each topic module - these are for feedback on topic knowledge and are not included in the grade calculation

MEP151 - PRACTICUM (2019 Batch)

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

Course Objectives/Course Description


Course description: This practical course has been conceptualized in order to train students in formative helping and observation 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. They will alos gain opportunities t observe cass room settings in externship sites as directed by the course teachers

Course objectives : After the completion of this course, a student will be able to:

  • Demonstrate Basic helping Skills.
  • Reflect more on themselves as developing counsellors.
  • Demonstrate a few counselling techniques.

Learning Outcome

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

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

Teaching Hours:15
Unit 1

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

Teaching Hours:15
Unit 2

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

Teaching Hours:15
Unit 3

Reflection of Content, Reflection of Feeling

Teaching Hours:15
Unit 4

Integrating Listening Skills

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

Evaluation Pattern

For 4 credit core papers (100 marks)

CIA-1 (30 marks)

CIA-2 (30 marks)

Class Participation (5 marks)

Attendance (5 marks)

ESE (30 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass . If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%. The ESE is a Viva Voce Examination




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

Course Objectives/Course Description


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

  • To build awareness about the requirements of the society.

  • To identify the needs of underprivileged communities.

  • To create mental health awareness among children, adolescents and youth.

Learning Outcome

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

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

Teaching Hours:2

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.

Teaching Hours:30


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.

Teaching Hours:13

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


•Execution of the action initiative

•Specific learning outcome


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

For 2 credit papers (50 marks)

CIA-1 (15 marks)

CIA-2 (15 marks)

Class participation & Attendance (5 marks)

Summative Assessment (15 marks)