Adamas University School of Science Department of...

Adamas University

School of Science

Department of Psychology

Postgraduate Course Structure (Under CBCS)

COURSE NAME: M.A./M.Sc. in PSYCHOLOGY

DEPARTMENT OF PSYCHOLOGY

Year: 2019-21

TOTAL CREDIT: 84

Syllabus of M.A./M.Sc. Psychology

SCHOOL OF SCIENCE

POST GRADUATE PROGRAMME STRUCTURE

M.A./M.Sc. in PSYCHOLOGY

SEMESTER 1

SL.

NO

TYPE

OF

COURSE

COURSE

CODE

TITLE OF THE COURSE

Contact

Hours per Week

REMARKS

L T P

C

01 Theory SPS51101 COGNITIVE PSYCHOLOGY AND

NEUROSCIENCE 3 1 0 4 REQUIRED

02 Theory SPS51103 PERSONALITY THEORIES AND

THEIR APPLICATION 3 1 0 4 REQUIRED

03 Theory SPS51105 SCIENCE OF HAPPINESS AND

POSITIVE PSYCHOLOGY 3 1 0 4 REQUIRED

04 Practical SPS51207

PRACTICAL ON COGINITIVE

FUNTIONING, PERSONALITY AND

POSITIVE PSYCHOLOGY

1 1 4 4 REQUIRED

05 Foundation HEN51109 SOFT SKILLS 1 3 0 4 REQUIRED

SUB TOTAL 20

SEMESTER 2

06 Theory

SPS51102 DEVELOPMENTAL PSYCHOLOGY

AND PSYCHOPATHOLOGY 3 1 0 4 REQUIRED

07 Theory SPS51104 APPLIED SOCIAL PSYCHOLOGY 3 1 0 4 REQUIRED

08 Theory SPS51106 ADVANCED RESEARCH

METHODOLOGY 3 1 0 4 REQUIRED

09 Practical SPS51208 PSYCHOMETRY AND COMPUTER

APPLICATIONS IN PSYCHOLOGY 1 1 4 4 REQUIRED


PSYCHOLOGY PRACTICAL ON

PSYCHOPATHOLOGY, SOCIAL

PSYCHOLOGY AND RESEARCH

METHODOLOGY

1 1 4 4 REQUIRED

11 Dissertation SPS51712 DISSERTATION-I 0 0 8 4

12 SPS51614 INTERNSHIP One

Month

Audit

, 6 REQUIRED

SUB TOTAL 24

SEMESTER 3

13 Theory SPS52101 COUNSELLING AND

ASSESSMENT 3 1 0 4 REQUIRED

14 Theory SPS52103 HEALTH PSYCHOLOGY AND

STRESS MANAGEMENT 2 2 0 4 REQUIRED


PSYCHOLOGY PRACTICAL ON

STRESS MANAGEMENT

COUNSELLING AND HEALTH

PSYCHOLOGY

0 0 8 4 REQUIRED

16

Theory

SPS52107 CLINICAL PSYCHOPATHOLOGY

3 1 0 4 REQUIRED

any ONE 16A SPS52109 INDUSTRIAL AND

ORGANIZATIONAL PSYCHOLOGY

17

Practical

SPS52211

CLINICAL PSYCHOLOGY:

PRACTICAL ON CASE HISTORY,

MENTAL STATUS EXAMINATION

AND DIAGNOSTIC 1 1 4 4

REQUIRED

any ONE

17A SPS52213 PRACTICAL ON INDUSTRIAL AND

ORGANIZATIONAL PSYCHOLOGY

SUB TOTAL 20

SEMESTER 4

18

Theory

SPS52102

CLINICAL PSYCHOLOGY AND

COMMUNITY MENTAL HEALTH 3 1 0 4

REQUIRED

any ONE

18A SPS52112 QUALITY OF WORK LIFE AND

ORGANIZATIONAL BEHAVIOUR

19

Theory

SPS52104 ADVANCED COUNSELLING

PROCESS

3 1 0 4 REQUIRED

any ONE 19A SPS52106

MANAGEMENT PERSPECTIVES

AND ORGANISATIONAL

DEVELOPMENT

20

Theory

SPS52108 PSYCHOTHERAPUTIC

APPROACHES

3 1 0 4 REQUIRED


HUMAN RESOURCE

MANAGEMENT AND DEVELOPMENT

21

Practical

SPS52212 PRACTICAL ON CLINICAL CASE

SUBMISSION

1 1 4 4 REQUIRED


PRACTICAL ON QUALITY OF

WORK LIFE, ORGANIZATIONAL

BEHAVIOUR AND HUMAN

RESOURCE DEVELOPMENT

22 Dissertation SPS52716 DISSERTATION-II 0 4 0 4 REQUIRED

SUB TOTAL 20

TOTAL REQUIRED CREDIT

84

SPECIAL PAPERS OFFERED IN SEMESTER III & IV

Semester Clinical Psychology, Diagnostic and

Psychotherapy

Organizational psychology and

human resource management

III Clinical Psychopathology(SPS5107) Industrial And Organizational

Psychology ( SPS52109)

III Clinical Psychology: Practical on Case

History, Mental Status Examination and

diagnostic (SPS52211)

Practical on industrial and

Organizational Psychology

(SPS52213)

IV Clinical Psychology and community

Mental Health (SPS52102)

Quality Of Work Life And

Organizational Behaviour

(SPS52112)

IV Advanced counselling Process (

SPS52104)

Human Resource Management And

Development (SPS52110)

IV Psychotherapeutic Approaches

(SPS52108)

Management Perspectives And

Organisational Development

(SPS52106)

IV Practical on Clinical Case Submission

(SPS52208)

Practical On Quality Of Work Life,

Organizational Behaviour And

Human Resource Development

(SPS52214)

SEMESTER - I

COGNITIVE PSYCHOLOGY AND NEUROSCIENCE

(SPS51101)

CREDIT-4

Course Description: This course is a survey of the study of thought, memory, language, and

decision-making from the point of view of cognitive psychology. We will discuss related

cognitive sciences, such as linguistics, neuroscience, and philosophy. In the course of examining

general principles of cognition, we will touch on the following topics: neuroscience, mental

imagery, discourse, monetary decision-making, language in apes, and eyewitness testimony. The

goals of this course are to introduce students to the ideas and theories of cognitive psychology,

apply them to everyday life, teach students about the methods of scientific psychology, and how

to examine research questions.

Objectives and Learning Outcomes:

1. To provide an in-depth understanding of some of the cognitive processes in terms of current

theories, models and applications

2. To help learners understand the importance of these cognitive processes in everyday life.

3. To develop a knowledge base in cognitive psychology and demonstrate familiarity with the

major concepts, theoretical perspectives, empirical findings, and historical trends in cognitive

psychology.

5. To understand research methodology in cognitive psychology and cognitive neuroscience

6. To respect and use critical and creative thinking, skeptical inquiry, and the scientific approach

to solve problems relating to mental processes.

7. To weight evidence, evaluate scientific arguments, and understand the relation of brain, mind,

and behaviour

Unit-1 Introduction.

• Introduction to cognitive psychology, neuropsychology and neuroscience

• Methods of studying cognitive psychology and application of cognitive

psychology in different field.

• History and principles of neuropsychology.

• Brain- behaviour relationship : Structure and function of Brain., Lobe functions

and dysfunctions; Executive functions..

Unit-2 Consciousness, Attention and Perception .

• Cognitive Psychology and consciousness. Modern theories of consciousness: Western

and Indian perspectives.

• Attention and unconsciousness: Wakefulness and sleep-: Role of reticular formation

.Selective and divided attention, Signal Detection and vigilance. Supervisory attention

system ,working memory.

• Neurophysiological basis of attention.

• Perception –Neurophysiological correlates of perception and Theories of perception ;

Pattern recognition, top down and bottom up approaches in understanding perception.

Unit -3: Emotion ,Memory and Language:

• Contemporary approaches to the Neurobiology of Emotions .

• Types of Memory,Short Term Memory , Long Term Memory ,flashbulb memories

eyewitness memory

• Models of memory, Long term Memory failure- forgetting.

• Language process, language acquisition, Brain and Language.

Unit 4: Thinking, Creativity, and Problem solving.

• Thinking: Concept formation, Reasoning, Conceptual Rules, Heuristics and Mental

Models.

• Neural structures, Inductive and Deductive reasoning.

• Decision making and problem solving strategies. The phenomenology of Decision

Making – Normative and descriptive theories. Heuristics in Decision making. Underlying

Neural Mechanism and Reward Systems.

• Creativity: Preparation, incubation, illumination and verification.

Unit 5:Intelligence and Artificial intelligence.

• Cognitive Approaches to Intelligence.

• Anatomical and Neural Substratum on intelligence.

• Application of cognitive approaches to intelligence and emotion in different fields.

• Artificial Intelligence. Overview of core themes in Artificial Intelligence, historical and

conceptual roots of artificial intelligence. Recent researches in Artificial Intelligence.

UNIT 6:Social cognition.

• Social Cognition,Executive control system and Emotional Intelligence.

• Self Reflection, Embodiment.

• Perception of social cues evident in the face and body

• Understanding the actions and emotions of others – Mirror Neuron.

References:

• Baddley, A. (1997). Human memory: Theory and practice. New York: Psychology Press.

• Harley, Treror, A. (2002). The psychology of language: From data to theory. Taylor

Francis.

• Smith, E.E. &Kosslyn, (2007). Cognitive psychology: Mind and brain. Prentice Hall.

• Tripathi, A.N. &Babu, Nandita (2008). Cognitive processes. In Misra, G. (Ed.).

Psychology in India: Advances in Research, Vol. 1. New Delhi: Pearson Education.

• Vaid, J., & Gupta, Ashum. (2002). Exploring word recognition in a semi-alphabetic

script: the case of Devanagari. Brain and Language, 81, 679-690.

• Allport, F.H. (1955). Theories of Perception and the Concept of Structure.Wiley.

• Anderson, J.R. (2002). Cognitive Psychology and its Implications.5th edition.Worth

Publishers.

• Dember, W.N. & Warne, J.S. (1975). Psychology of Perception. Halt.

• Forrester, M.A. (1996). Psychology of Language.Sage.

• Goleman, D. (1984). Emotional Intelligence.Bantam.

• Hilgard, E.R. & Bower, W. Contemporary Approaches to Learning. East West.

• Kolb, B. and Whishaw, I.Q. (1995). Fundamentals of Human Neuropsychology.

Freeman.

PERSONALITY THEORIES AND THEIR APPLICATION

(SPS51103)

CREDIT-4

Course Description: Personality Psychology is the scientific study of the psychological forces

that make people uniquely themselves. It is a broad sub-discipline that involves various topics

including: the importance of the unconscious, the role of the self, nomothetic versus idiographic

approaches, gender differences, the power of the situation, and cultural influences. Topics

covered in class will have relevance to students’ daily lives. This course is designed to help

broaden students’ knowledge and understanding of the field of Personality Psychology. The

course is designed to be challenging, but also interesting.

Objectives and Learning Outcomes:

1. Acquire basic knowledge of personality psychology through both primary and secondary

sources, and will learn relevant terms, facts, concepts, and theories, including Psychoanalytic,

Neo-Analytic/Ego, Biological, Behaviorist, Cognitive, Trait, Humanistic, and Interactionist

theories.

2. Improve their higher-order thinking skills, including: (a) critical thinking

3. About human nature, (b) evaluating theoretical assumptions, theories, and research, and (c)

distinguishing between fact and opinion.

4. Understand how personality psychology relates to important issues in their lives.

5. Understand modern approaches to personality

6. To understand the fundamental processes underlying human behavior such as biological

foundations of behaviour, processes underlying sensation, perception, cognition, memory,

learning, motivation, emotion, individual differences, intelligence, personality and states of

consciousness.

7. To apply the principles of psychology in day-to-day life for a better understanding of

themselves and others

COURSE CONTENT:

UNIT I:

• Introduction to Personality Theories, Personality in Indian Psychology, and Application

of Personality Theories in the different fields of Psychology

• Clinical and Community Psychology

• Industrial and Consumer Psychology

• Counselling and Rehabilitation Psychology

UNIT II: Psychoanalytic Theory: Freud’s Psychoanalytic Theory.

UNIT III: Psychodynamic and Theories:

• Jung’s Analytic Theory,

• Adler’s Individual Theory,

• Erikson

UNIT IV:

• Behavioural and Social Learning Theories: Skinner

• Behavioural and Social Learning Theories :Bandura

UNIT V:

• Humanistic & Interpersonal Theories: Carl Rogers,

• Abraham Maslow,

• Sullivan

• Eric Berne

UNIT VI:

• Trait Theories: Allport,

• Cattell,

• Costa and McCrae

References:

• Liebert, R.M. &Spiegler, M.D. (1994). Personality: Strategies and Issues. Pacific Grove.

California: Brooks/Cole Publishing Company.

• Biscoff, L.J. (1970). Interpreting personality theories. New York: Harper &Roe.

• Hall, C.S. &Lindzey, G. (1978). Theories of personality, 3rd Ed. New York: J. Wiley &

Sons.

• Hjelle, L.A., & Zeigler, D.J. (1991). Personality theories: Basic assumptions, research &

applications, 2nd Ed. International Student Edition. McGraw Hill, International Book Co.

• Pervin, L.A. (1975). Personality: Theory, assessment and research, 2nd Ed. New York,

Wiley International ed.

• Sahakian, W.S. (1965). Psychology of Personality: Readings in theory. Chicago : Rad

Mc-Nally College Publication Co.

• Magnusson, D., Endler, N.S. (1977). Personality at Crossroads. New Jersey, Hillsdale:

Lawrence Erlbaum Associates. 8. Calvin S. Hall Gardner Lindzey John B. Campbell

(2007). Theories Of Personality 4th Edition, Publisher: Wiley India P

Science of Happiness and Positive Psychology

(SPS51105)

(Credit-4)

Objective: The Science of Happiness is the ground-breaking science of positive psychology,

which explores the roots of a happy and meaningful life. Students will engage with some of the

most provocative and practical lessons from this science, discovering how cutting-edge research

can be applied to their own lives.

Learning Outcome:

Happiness is inextricably linked to having strong social connections and contributing to

something bigger than yourself—the greater good. Students will learn about the cross-

disciplinary research supporting this view, spanning the fields of psychology, neuroscience,

evolutionary biology, and beyond.

1. What’s more, “The Science of Happiness and Positive Psychology” offer students

practical strategies for tapping into and nurturing their own happiness.

2. The course will offers selected research-backed activities to foster social and emotional

well-being.

3. The course will offer the themes like empathy, mindfulness, and gratitude—units for their

participation.

COURSE CONTENT:

UNIT-I: Overview of Science of Happiness & Positive Psychology:

• Introduction to science of happiness, philosophical and scientific approaches of

happiness, Pessimism, myths, misconception of happiness.

• Positive Psychology: Its emergence, Assumptions and Goals, Relation between positive

psychology and happiness.

• Cultural Context of happiness and positive psychology. Indian and Western approaches

of happiness and positive psychology.

• Classification and Measures of happiness in terms of Human Strengths and Weakness:

VIA classification and virtues.

UNIT-II: Happiness and Pro-social Behaviour:

• Social cognition, Cooperation, Interpersonal relationship and happiness.

• Science of Forgiveness: Definition, Cultivation exercises, measurement, benefits.

• Empathy and Compassion: Definition, empathy – egotism hypothesis, Indian role

models of empathy and compassion.

• Concept of Gratitude and Nonviolence for happiness and positive psychology.

UNIT-III: Happiness and Positive Cognition State-I: Self Efficacy, Optimism, Hope, and

Resilience

• Self Efficacy: Concept, measurement, Vivekananda’s view on self-

efficacy.

• Optimism: Concepts, measurement and outcome.

• Hope: Concept, Childhood antecedents, measurements.

• Resilience: Importance of resilience, Concept of physiological and

psychological resilience, Factors, and measurements.

UNIT-IV: Happiness and Positive Cognitive States-II: Wisdom & Courage, Positive Thinking

and Balanced Time Perspective

• Wisdom: Difference between intelligence and wisdom, Theories of wisdom,

measurement, Indian insights from Buddhism, Geeta and Kabir.

• Courage: Concept and attributes, Theories of courage,

• Positive Thinking: Learned Optimism, measurement and Health related outcomes

of Positive Cognitive States.

• Towards a balanced time perspective: Present Orientation and future orientation,

balancing perspective on time.

UNIT-V: Happiness and Positive Cognitive States-III: Mindfulness and Spirituality

• Mindfulness: Concept, Nature, Practice of Mindfulness.

• Spirituality: Indian and Western view of Spirituality.

UNIT-VI: Happiness and Positive Emotional State:

• The Broaden and Build Theory of Positive Emotions

• Wellbeing and Happiness: Eudemonic and Hedonistic View, Psychological and

Subjective Wellbeing, Technique of Savouring.

• Flow: Flow State, Auto telic Personality. Concept and Mindfulness in Buddhism.

• Indian Concepts of Wellbeing and Happiness as given in Geeta and

Ramcharitmanas

Books Recommended:

• Baumgardener, S.R. and Crothers, M.K. (2009).Positive Psychology. Pearson.

• Baylis, N. (2009). The Rough guide to happiness.Rough Guides Ltd. London.

• Carr, A. (2004). Positive Psychology: The science of happiness and human strengths.

New York: Brunner- Routledge.

• Csikszentmihalyi, M. (1991); Flow: The Psychology of Optimal Experience. Harper

Perennial edition.

• Deurzen, E.V. (2009). Psychotherapy and Quest for Happiness.Sage.

• Franklin, S.S. (2010) The Psychology of Happiness: A good Human Life. Cambridge

University Press

• Klein, S. (2006). The science of happiness: How our brains make us happy and what we

can do to get happier. The Persense, NY.

• Layard, R. & Layard, B. (2005). Happiness: Lessons from a new science. London:

Penguin Books.

• Linley, P. A. & Joseph, S. (Eds.). (2004). Positive Psychology in Practice. Hoboken, NJ:

Wiley

• Lopez, S. J. And C.R. Snyder, (2003). Positive psychology assessment, A handbook of

models and measure. Washington, D C: American Psychological Association.

• Lopez, S.J. (Eds) (2009). The Encyclopedia of Positive Psychology, Blackwell

Publishing Ltd.

• Lynn, S.J., O’Donohue, W.T., and Lilienfeld, S.C. (2015). Health, Happiness and Well

Being.Sage.

• Peterson, C. (2007). A Primer in Positive Psychology.Oxford University Press.

• Peterson, C., & Seligman, M.E.P. (2004). Character strength and virtues: A handbook

and classification. Oxford University Press.

• Snyder C.R. Shane J Lopez. (2002). Handbook of Positive Psychology, Oxford

University Press.

• Snyder, C.R. Lopez, S.J. (2007). Positive Psychology.Sage Publications.

• Wells, I.E. (Eds). (2010). Psychological Wellbeing, Nova Science Publishers, New York.

• Yadava, Hooda and Sharma (2012): Bio psychosocial Issues in Positive Health. Global

Vision.

PRACTICAL ON COGINITIVE FUNTIONING, PERSONALITYAND POSITIVE

PSYCHOLOGY

SPS51207

Credit-4

Through this course, we will provide students with hands-on training and experience with using

psychological tools. In addition to this, this course will allow students to understand the practical

application of different theoretical base of intelligence, cognitive functioning, and personality

attributes of the community people and to develop skill and competency amongthe students for

administration and interpretation of the different test materials for counselling and therapeutic

measures.

Objective and Learning Outcome:

• To understand the administration, scoring and interpretation of the psychometric tools

(intelligence, personality and cognitive functioning).

• To understand their applicability in different settings (e.g. clinics).

List of Practicals:

Administration, scoring and interpretation of the following tests:

• Raven’s Progressive Matrices

• Weschsler Adult Intelligence Scale (WAIS)

• 16PF

• TAT

• Neuropsychological Assessment Battery (NAB)

• Wisconsin Card Sorting Test (WCST)

• Stroop Colour & Word Test (WPS) – Adult Version

• Happiness and Well Being Scale

SOFT SKILLS

(HEN51109)

Credits: 04

Course Objectives:

1. The course will help students to have a deeper understanding living and working in

multicultural societies.

2. The students will better adapt themselves to the demands of twenty first century world

3.The students will learn how to share, collaborate and participate for /in the creation of a

knowledge economy.

Course Content:

Unit 1:Effective Communication

Components of Effective Communication- Conviction, confidence & enthusiasm, Interactionist

theories and models of communication, Active Listening, Barriers to Communication- Internal &

External Barriers- Intrinsic Motivation, Perception, Language, Fear Power of speech etc. Non-

Verbal Communication – its importance and Nuances- Facial Expression, Posture, Gesture, Eye

contact, Appearance, Proxemics, Kinesics, Body language and Paralanguage

Unit 2:Personality Development and Emotional Competence

The concept of personality - Dimensions of personality – Theories of Freud & Erickson-

Significance of personality development. Attitude and motivation: Concept - Significance -

Factors affecting attitudes - Positive attitude – Advantages –Negative attitude- Disadvantages -

Ways to develop positive attitude - Differences between personalities having positive and

negative attitude. Concept of motivation - Significance – Internal and external motives -

Importance of self- motivation- Factors leading to de-motivation- SWOT analysis. Emotional

Capital, Self-Esteem: Term, Symptoms - Advantages - Do's and Don’ts to develop positive self-

esteem – Low self-esteem - Symptoms - Personality having low self-esteem - Positive and

negative self-esteem, Interpersonal Relationships – Defining the difference between aggressive,

submissive and assertive behaviors - Lateral thinking, Conflict and Stress management

Unit 3:Leadership and team building skills

Working in group- Decision making skills - Leadership and qualities of a successful leader –

Character building -Team-work – Time management - Work ethics –Good manners and etiquette

Unit 4: Multicultural Competence

Understanding the Other, Respecting the Other, Avoiding Parochial Expressions, Accepting

Other Worldviews, Appreciating Diversity, Non-discriminatory Communication, Interaction and

Sensibility.

Text and Reference Books:

• Adair, John. Effective Communication. London: Pan Macmillan Ltd., 2003.

• Bonet, Diana. The Business of Listening: Third Edition. New Delhi: Viva Books, 2004.

• Neuliep, James W. Intercultural Communication: A Contextual Approach. Boston: Houghton

Mifflin Co., 2003.

• Pease, Allan. Body Language. Delhi: Sudha Publications, 1998.

• Turton, N. D. & J. B. Heaton. Longman Dictionary of Common Errors. Essex: Longman,

1987. First Indian Edn. 1998.

• Seely, John. Writing Reports. New York: Oxford University Press, 2002.

• Rogers, Natalie. How to Speak Without Fear. London: Ward Lock, 1982.

• Collins, Patrick. Speak with Power and Confidence. New York: Sterling, 2009.

• Anju, A. (2009), A Holistic Approach to Soft Skills Training, IUP Journal of Soft Skills

• Dennis Nickson, Chris Warhurst, Eli Dutton, (2005) The importance of attitude and

appearance in the service encounter in retail and hospitality

• Christine Lundberg, Lena Mossberg (2008), Learning by sharing: waiters' and bartenders'

experiences of service encounters

MA/MSc Semester-II

DEVELOPMENTAL PSYCHOLOGY AND PSYCHOPATHOLOGY

(SPS51102)

Credits: 04

Course: This course introduces students to developmental psychology and mental health issues

in clinical psychology by introducing psychopathologies .The use of diagnostic assessments

using both DSM V and ICD 10 will be explored in this course. Students will also be encouraged

to integrate the bio psycho social model of health and illness with clinical interventions for

psychopathologies.

Objectives and learning outcomes:

1. To develop the understanding of the various manifestations of psychopathology.

2. Demonstrate the ability to use DSM V and ICD 10 classificatory systems.

3. To understand the skills required to diagnose various disorders .

4. Contrast and compare the models of etiology of psychopathologies.

5. To help students understand the basic principles of human development.

6. To assist students to appreciate the transition across the developmental stages of human life.

4. To know about the critical periods in human development for the occurrence of specific

behavioral changes.

COURSE CONTENT:

Unit-I: Understanding Life-span Human Development:

• Defining Development, Conceptualizing the life span development, nature-nurture issue-

studying genetic and environmental influences, gene and environment interaction.

• Developmental research designs: crosssectional, longitudinal and sequential.

UNIT II :Development during Childhood Years:

• Cognitive development, social development, emotional development.

• Factors leading to problems and pathologies: Heredity and neuropsychological factors.

Role of family,teachers and peers. Role of demographic factors.

UNIT III:Systems of classification:

• DSM-V, ICD-10: Basic features; similarities, differences

UNIT IV:Psychopathology of Childhood and Adolescence Disorders:

• Neurocognitive Disorders,Intellectual disability, Autism spectrum disorders, Motor

disorders including developmental coordination disorder and stereotypic movement

disorder,Tic disorders ,Tourette's syndrome,Communication, speech and language

disorders, Genetic disorders, such as fragile-X syndrome, Down syndrome,attention

deficit hyperactivity disorder.

• Feeding and eating disorder, Elimination Disorder, Disruptive, Impulse Control and

Conduct Disorders and Child Abuse.

UNIT V:Psychopathology of Schizophrenia spectrum and other Psychotic Disorder:

• Clinical features, Classification and Etiologyof Brief Psychotic Episode, Post Partum

Psychosis, Schizophrenia Schizophreniform, Schizoaffective Disorder, Delusional

Disorder.

UNIT VI :Clinical features, Classification and Etiology of Anxiety Disorders :

• Generalized Anxiety Disorder: Phobia, Panic Disorder and agoraphobia, Separation

anxiety disorder and selective mutism, , Trauma- and stressor-related disorders,

Obsessive-compulsive & related disorders

References:

• Adams, H.E., Sutker, P.B. (2001). Comprehensive handbook of psychopathology (3rd

Ed.). New York: Kluwer Academic publishers.

• Ahuja N (2002). A short text book of Psychiatry (5th edition). New Delhi.

• American Psychological Association. (1998). Diagnostic and statistical manual of mental

disorders (4th .ed.): text revision (DSM-1V-TR). New Delhi: Jaypee Brothers Medical

Publishers (pvt) Ltd Course

• Gelder, M., Gath, D., &Mayou, R. (1989). Oxford medical publications. Oxford textbook

of psychiatry (2nd ed.). New York, NY, US: Oxford University Press.

• Hecker, S.E. & Thorpe, G.L. (2005). Introduction to clinical psychology: Science,

practice & ethics. Delhi: Pearson Education, Inc.

• Hurlock, Elizabeth B. (Elizabeth Bergner), 1898-1988. (1980). Developmental

psychology : a life-span approach. New York :McGraw-Hill,

• Jaypee Brothers. Sadock, B.J. &Sadock, V.A. (2003). Kaplan &Sadock’s Synopsis of

psychiatry: Behavioral sciences/clinical psychiatry (9th. Ed.). Philadelphia: Lippincott

Williams & Wilkins. Recommended Reading

• Millon, T., Blaney, P., & Davis, R.D. (1998). The oxford textbook of psychopathology.

London: Oxford University Press.

• Santrock, J. W. (2019). Children.New York, NY : McGraw-Hill Education, [2019]

• Smith, N.W. (2001). Current systems in psychology: History, theory, research &

applications. USA: Wadsworth/Thomson learning.

APPLIED SOCIAL PSYCHOLOGY

(SPS51104)

Credits:04

Course Description: Social psychology is a branch of Psychology that explains how people's

thoughts, feelings, and behaviour are influenced by the actual, imagined, or implied presence of

others. This course introduces students to the theory and research on the social factors that

influence individual and group behaviour. Prosocial behaviour, aggression, interpersonal

attraction, attitudes, prejudice are among the topics covered in the course. The course will

include both individual and group work to facilitate awareness, understanding and application of

social psychological principles and concepts.

Course Objectives and Learning Outcome: After the completion of this course, a student will be

able to:

1. Understand the historical and scientific origin and development of the field in the western and

Indian context.

2. Describe the development of the self and the dynamics of interpersonal attraction, pro-

socialbehaviour, aggression, prejudice, group processes and attitude formation and change in

a social context.

3. Comprehend the nature of scientific methods employed to study behaviour in the social

context.

4. To understand the concepts and theories of social behaviour and think more about social

phenomenon. The students learn about social systems and individual well-being in the

community contexts. This also helps the students to learn more about Indian community

behaviour.

COURSE CONTENT:

Unit 1:Understanding and Evaluating the Social World:

• Social Cognition, Social Perception (Communication & Attributions), Attitudes, Attitude

and it’s change in cultural context, behaviour link;

• Strategies for Attitude Change, Perceiving Self and Other, Self-concept, Self-esteem,

Social Judgement and Self-regulation.

Unit 2:Communication,Social Interaction and Influence:

• Verbal and non-verbal Communication, Barriers of Communications, Communication

and Social Relation, Group and Social Influence (Conformity, Peer Pressure, Persuasion,

Compliance, Obedience, Social Power, Reactance),

• Interpersonal Attraction, Determinants of Pro-Social and Aggressive Behaviours, Gender

Roles and Relations

Unit 3:Group Dynamics and Inter-group Relations:

• Nature of groups, Consequences of belonging (performance, decision making,

cooperation and conflict), Nature and theories of intergroup relations (prejudice, inter-

group cooperation, conflict, intervention techniques),

• LeadershipBehaviour and Group Dynamics, Leadership style and effectiveness.

Unit 4:Problem of Community Life and Prevention/Intervention Measures:

• Deviant groups/ disabled groups, problems of delinquents and ex-convicts, Casteism,

Communalism, Terrorist and Secessionist groups.

• Gender Discrimination, Violence & Sexual Harassment, Violence against communities

and Terrorism; Prevention and control.

• Mass Media and its effect on Social Life, Human Rights of children, women and disabled

Unit 5:Population, Health and Psychosocial Issues:

• Population trends and demographic characterises, causes and consequences of population

growth, Psychosocial model of Health,

• Sexual behaviour and Family planning, National population policy, Reproductive and

child health. Strategies for Intervention.

Unit 5:EnvironmentalIssues:

• Stress and Health hazards in relation to crowding, density, territoriality, privacy and

personal space.

• Causes and psycho-social consequences of urbanization, problems of urban development

and intervention strategies.

• Causes and effects of unemployment and downsizing, Disaster and its management,

Environmental protection and laws.

References:

• Alcock, P. (1997). Understanding Poverty (2nd Ed). Great Britan: Palgrave

• Bloom, B. (1984).Community Mental Health: A General Introduction. Belmont, CA:

• Dalal, A. K. &Misra, G. (2001) New Directions in Indian Psychology. New Delhi: Sage

publications.

• Deprivation: Its Social roots and psychological consequences, New Delhi. Concept

publishing company. SrinivasaMurthy& Barbara. J. Buras. (1992). Eds. Community

India. Delhi: Oxford University Press. Kakar, S. (1996) Indian Identity. New Delhi:

Penguine.

• Jai Prakash, I and Bhogle S (1998). (Eds.) Psychology and changing world.Bangalore,

• Kakar, S. (1978) The Inner world: A psycho-analytic study of childhood and society in

• Mathew, L. (2010) “Coping with shame of poverty: Analysis of farmers in distress”,

• Misra G. and Nagpal A (Eds).(1999). Psychology of poverty and disadvantages. New

Delhi. Concept Publishing Co.

prasaranga, Bangalore University.

Psychology and Developing Societies, 22 (2), pp.385-408.

• Roland, A. (1988) In search of self in India and Japan: Towards cross-cultural

psychology. Princeton: Princeton University Press. Sinha G. Tripathi R C and Misra G

(Eds). (1998).

• Wadsworth. Davar B (1999). Mental Health of Indian Women.New Delhi, Sage

Publications

ADVANCED RESEARCH METHODOLOGY

(SPS51106)

Credit- 4

Course Objective: The present course of research methodology offers higher level

understanding of sampling, research designs and analysis strategies in quantitative and

qualitative research. Using seminars, group discussions and lectures as the pedagogy, the course

intended to bring the contemporary debate in the area of social science and psychology.


• Understand of the philosophical foundations of research • Familiarize with the principles and practices associated with experimental and non

experimental designs in psychological research

• Explore the principles informing data collection and sampling methods in research so that

researchers can make informed decisions and good practice in research

• Understand the theoretical assumptions of various statistical methods for data analysis in

quantitative research

COURSE CONTENT:

UNIT I:Meaning, Purposes, and Dimensions.

• Definition and objectives of Research, Importance of Ethical Issues in Psychological

Research

• Typesof research: basic research, applied research, action research, non-participatory

research, longitudinal research, cross sectional research, panel and cohort research. Pilot

Study.

• Paradigms of psychology: Epistemology, Ontology and Methodology

UNIT II: Paradigms of Research:

• Concept of Quantitative, Qualitative and Mixed Method research approach. Difference

between Quantitative and Qualitative research, Methods of Qualitative research.

Biographical, grounded, phenomenological Case Study and Ethnographic Methods-

Theoretical approaches and procedural steps for data collection.

• Uses of Qualitative Study in Counselling and Organizational Programmes.

UNIT III: Problem & Hypothesis:

• Fundamental concepts of underlying research problem, selection and formulation of the

problem.

• Nature and criteria of hypothesis, hypothesis in relation to fact, theory and law, problem

of confirming hypothesis

UNIT IV: Variables and Sampling Techniques:

• Concepts, Construct and Operational Definition of Variables, Types of variable and

controlling techniques.

• Sampling techniques: purposes, types and techniques of sampling.

UNIT V: Various Steps in Research Design;

• Experimental Design; objectives of experimental control, types of controlling techniques,

basic principles of experimental and quasi-experimental research, matched group design,

randomized group design, factorial design, ex-post facto design, single subject design.

UNIT VI: Various steps of Research process , and Research report writing; Major

• Components and outline of the different phases in a research process; Developing a

research question-Choice of a problem. Literature review.Data collection - use of primary

and secondary data .The major components for framing a research proposal.

• Writing a research report, Steps involved in reporting research for Journal articles and

dissertation. APA Format.

References:

• Donald R. Cooper, Pamela S. Schindler, Business Research Methods, , Tata McGraw-

Hill Co. Ltd., 2006.

• Nueman W. Lawrence, Social Research Method, 7th Edition, Persons, 2015

• Simulated Annealing: Theory and Applications ; Mathematics and Its Applications, by

P.J. van Laarhoven& E.H. Aarts, 2007

• Kothari, C. R. &GauravGarg,; Research Methodology. 3rd Edition, New Age

International Publication. !988

PSYCHOMETRY AND COMPUTER APPLICATION IN PSYCHOLOGY

SPS51208

Credit- 4

Course:

The objective of the course is to discuss both the theoretical and empirical facts behind

measurement of psychological attributes and the creation of scales to measure variables. The

course will focus on the history of psychological testing, theoretical base of different types of

tools, techniques of standardization of tools and the use and interpretation of standardized scales,

questionnaires and interview schedules. Besides, the students will be aware of the information

and knowledge base for the use of statistical techniques for standardization of tools, verification

of the test of significance, correlational analysis and regression for predicting the power of

variables. In order to develop the competency among the students, the course will try to balance

the equal loading of computation techniques by use of different computer programming, as well

as with paper pencil method. Special emphasis will be placed on the use of computer statistical

packages to analyze psychological data (SPSS) along with their graphical representation.

Objectives:

1. To acquaint students with the logic of psychological measurement and behavioural

assessment.

2. To develop students’ capacity for critical judgment of the adequacy of measures

purported to assess behaviour in the role of theory development.

3. To generate students’ interest in the principles and methods of psychometric theory in

general and behaviour assessment in particular.

4. To develop knowledge of data analysis in psychology through using Excel and SPSS.

UNIT: 1

• Fundamental concept of measurement .Application of measurement in

psychology.Classical and modern psychophysical scaling techniques.

UNIT: 2

• Theories of scores: Relation of score reliability and validity to item statistics.

Homogeneity and heterogeneity of test.

UNIT: 3

• steps in test development / adaptation-personality, attitude and aptitude.

• Interview schedule, rating scale and questionnaire

UNIT: 4 Data analysis-

• Non- parametric test and Parametric test.

• Data analysis- test of significance. ‘t’, ANOVA, co-variance

• Correlation- partial and multiple correlation; regression equation.

UNIT: 5Use of computer

• Information gathering and review of literature

• Communication and e-mail.

• Dissemination of information and power point presentation

• Graphical presentation of data

UNIT: 6Familiarity with SPSS and application of any statistical package

• Data recording

• Application of SPSS in descriptive statistics.

• Test of significance – ‘t’, ANOVA ,MANOVA, correlation-partial and multiple

• Regression equation

• Factor analysis.

References:

• Anastasi .A. Psychological testing. Macmillan(1976)

• Apter, M.J.&Westby,G.(1970).The computer in psychology. Wiley

• Baird,J.&Noma. E.(1978).Fundamentals of scaling and psychophysics, Wiley

• Cronbach,L.J.(1970).Essential of psychological testing. Harper

• Fruchter, B. (1954). Introduction to Factor analysis, Van Nostrand (Indian Edition).

• Ghiselli, E. E. (1964). Theory of psychological measurement. Tata McGraw Hill

• Gullickson, H. (1950). Theory of mental tests.Willy

• Harman, H.H. (1962). Modern Factor Analysis, Chicago University Press.

• Klecka, W. R. (1990). Discriminant Analysis. Sage

• Thrustone , L.L. (1959). Measurement of values. Chicago University Press.

PSYCHOLOGY PRACTICAL ON PSYCHOPATHOLOGY, SOCIAL PSYCHOLOGY

AND RESEARCH METHODOLOGY

(SPS51210)

Credit- 4

Course: This course will provide students with hands-on training and experience on

administration, scoring and interpretation techniques for selected projective and non projective

tests for assessment of psychopathology, mental health status, emerging social psychological

issues and some techniques of qualitative and quantitative research methodology. The main

focus of the course is to promote the understanding and application of various theoretical

concepts and their application in the field of screening of pathological behaviour, social

knowledge and attitude as well as some practical understanding of procedure and treatment for

community based research program.


1. To understand the administration and scoring of the psychometric tools.

2. To understand their applicability in different settings (e.g. clinics).

3. To develop knowledge and competency for assessment and examination for pathological

symptoms and neurological impairements.

4. To promote the skill and understanding about the emerging psychosocial issues and their

relevance in the context of community life.

5. To develop the knowledge and attitude towards teamwork for community well being and

collective research efforts.

Psychopathology/Mental Status Examination

• To determine the personality dynamics of the subject by using Rorschach Inkblot Test.

• To determine the level of IQ of children by using Weschsler Intelligence Scale for

Children.

• Determine the level of development and developmental quotient of the subject by using

Developmental Screening Test (DST).

• Identification of children of 2 years of age and older with Autism, distinguishing them

from developmentally handicapped children who are not Autistic using CARS-2

(Childhood Autism Rating Scale-2).

• Assessment of the ability of the subject to relate visual stimuli accurately to motor

responses and to organize the drawing task independently by using Koppitz

Developmental Scoring System For The Bender Gestalt Test- 2nd Ed. (KOPPITZ-2).

• To study the mental health status of two individuals by administeringtest batteries

(MMPI, Beck Depression Inventory and STAXI).

Applied Social Psychology

• Determine the level of social maturity of the subject by using Vineland social maturity

scale (VSMS).

• To determine the self concept of the individual by using Self Concept Scale.

• To study the attitude of the individual towards family and peers by using qualitative

method.

• To study the effect of stereotype on social behavior.

• Measurement of personal space in the context of interaction with

- Individuals of the same sex

- Individuals of the opposite sex.

Group Work And Field Work

• To determine the nature of privacy functions of the individuals.

• To assess the nature of knowledge and attitude of individuals on reproductive health and

population related issues of community people.

• To study the influence of mass media/social media on behaviour of school students.

Research Methodology

• Application of qualitative analysis for knowledge and attitude assessment.

• Formulation of problems and development of hypothesis.

SEMESTER -III

COUNSELLING AND ASSESSMENT

SPS52101

Credit- 4

Course:Thecounselling is a planned, structured interaction between a counselor and a client. It is

a cooperative process in which a trained professional helps a person called the client to identify

sources of difficulties or concerns that he or she is experiencing. The approach of counseling is

both developmental and welfare in nature. Developmental counseling focuses on holistic

development for desired quality of life with adequate understanding and responsibility for

development of proper competency and skill of the individual for advancement and higher order

achievement of life of human being in community and different organizational system. At the

same time, welfare approach focuses on both curative and preventive measures for wellbeing of

individual human being and community people. In this context, assessment is the process by

which counselors gather the information they need to form a holistic view of their clients and the

problems with which they present. As a counselor, one should regularly assess the clients

throughout the counseling process, especially in the early stages. By using different types of tests

like projective, non projective, interviews, etc. With the help of all types of information

counseling aims at helping the clients understand and accept themselves “as they are”, And

counseling is to help the client to help himself. The main objective of counseling is to bring

voluntary change in the client. The goal of counseling is to help individuals overcome their

immediate problems and also to equip them to meet future problems.

OBJECTIVES: To acquaint the students with -

1. The basic concept, needs and importance of counseling psychology

2. To familiarize with the historical foundation of Indian approaches of counseling and

different theoretical approaches to counseling

3. To understand the professional and ethical issues of counseling

4. To appraise students with different psychological assessment techniques and non testing

appraisal techniques of counseling

5. To develop the knowledge and skills of the students regarding appraisal techniques for

cognitive, intelligence, interest, aptitude, etc.

6. To develop the knowledge and application of different areas of development issues and in

special cases.

UNIT I: Introduction to Counselling

• Basic concepts, purpose and need and importance of Counselling.Counselling in Indian

context.Professional and ethical issues in counseling.

UNIT II: Theoretical approaches of counselling

• The psychodynamic approach

• Humanistic approach

• Cognitive Behavioral approach

UNIT III: Psychological Assessment and Non Testing Appraisal techniques in counseling.

• Case History Taking

• Mental State Examination

• Prerequisite factors for testing

• Behavioral observation and report preparation

• V. Non testing information, interview and observation in counseling.

UNIT IV: Use of Tests for Cognitive Functioning and Personality Assessment

• Assessment of cognitive functions -WAIS, Bender Gestalt Test, Raven’s Progressive

Matrices

• Projective tests -TAT, CAT, Rorschach, DAP

• Non projective tests – The 16 Personality Factor Inventory (16 PF), Eysenck Personality

Questionnaire – Revised (EPQ-R), NEO -5 Factor Inventory, Edward Personal

Preference Schedule.

UNIT V: Use of tests for assessment of interest, aptitude and health status

• Aptitide and Interest – DAT and Strong Vocational Interest Blank

• Health status examination – GHQ, STAI, MMPI, STAXI, Beck Depression Inventory

UNIT VI:Counselling in development issues and in special cases

• Educational and career counseling for children and young people.

• Employee counseling

• Family and marital counselling

• IV. Counselling for elderly

• Counselling for trauma victims

• VI. Counselling in terminal illness and chronic disease (cancer and HIV)

References

• Berdie, R.F. & others. (1963). Testing in Guidance and Counseling. McGraw Hill.

• Dryden, W. (1994). Developing the Practice of Counseling.

• Gelso, C.L. &Fretz, B.R. (1997). Counselling Psychology. Prism Book.

• Rosenthal, H. (1993). Encyclopedia of Counseling. Accelerated Development.

HEALTH PSYCHOLOGY AND STRESS MANAGEMENT

(SPS52103)

Credit- 4

Course:

Health Psychology and stress management is a subject comprises of theoretical basis of different

health problems sources of stress and health related behaviour and management of stress,

healthandwellbeing.

Learning Outcome:

1. To develop knowledge base for theoretical concept of health psychology, health beliefs,

national health policies and programs and major intervention techniques in this regard.

2. To develop the understanding about the need and importance of stress management,

theoretical concept of stress, major sources of stress, management and intervention of

stress.

Unit-I: Definition and theoretical concepts of health psychology:

• Introduction to health psychology, concept of health, models of health psychology

(biological and bio-psycho-social model of health psychology), Demography and

Epidemiological studies in Health Psychology, National health policy and programme.

Unit-II: Conceptual issues and theoretical models of stress:

• Concept of stress in Indian and Western tradition, definitions and psychological GAS

model of Selye, Stress as a transactional and cognitive model by Lazarus &Folkman,

relation between stress and health.

Unit-III: Stress and Health:

• Sources and consequences of stress-Neuro-endocrinology of stress, personality-

environment and social sources.

• Consequences of stress-Somatic disorders: Hypertensions, Coronary heart disease,

psychosexual diseases, Gastric ulcer, Cancer, Bronchial Asthma, Psychiatric problems:

Anxiety disorders, Depression, Life style and disease patterns

Unit-IV: Characteristics of health behavior and coping with stress:

• Health behavior and belief, health awareness and health seeking behavior, substance

dependence behavior-smoking, alcoholism and addiction, management of substance

dependence, stress of special groups-stress & health problems across lifespan-Children,

Adolescence, Adulthood, and Elderly people, theories of health behavior (proactive

motivation theory, theory of reasoned action).

• Health enhancing behavior, doctor-patient communication and compliance.

Unit-V: Coping and healthy adjustment:

• Concept and theoretical perspective of coping-psychoanalytical perspective, life cycle

perspective, Evolutionary perspective, behavioral perspective, cultural and socio-

ecological perspective, Personal coping resources-ego development, self efficacy,

problem solving abilities, Coping styles and strategies, Coping with demand of

adjustment.

Unit-VI: Assessment and Management stress & health:

• Assessment of stress and coping, Management of stress- behavioral techniques-

relaxation, biofeedback, Cognitive behavioral technique, social skills training, indigenous

systems of training- yoga, meditation, breathing exercise, Management of health

problems-obesity, chronic illness (cancer, cardiac problems and diabetes)

• Reproductive health, HIV/AIDS management, Health education.

Selected Book (Texts and References)

• Agarwal, R. (2001). Stress in Life and at Work. Response Books.

• Barrett, J.K. (1974). Stress and mental disorder.American Psychological Association

Series.Raven Press.

• Brannon, L. &Feist, J. (1989). Health Psychology: An introduction. 4thEdition.

Wordsworth.

• Cooper, C., Dewe, P.S. &Briscoll, M.P. (2001).Organizational Stress.Sage Publications.

• Dimmates, M.R. & Martin, L.R. (2007).Health psychology. Pearson.

• Fink, G. (2002). Encyclopedia of Stress Vol. 1,2,3 Academic Press.

• Goldberger, L. &Brezenitz, S. (1982). Handbook of stress: theoretical and Clinical

Approaches. NY Free Press.

• Kapur, M. (1995).Mental health of Indian children.Sage.

• Lazarus, R.S. (1976). Paatterns of adjustment.McGraw Hill.

• Lazarus, R.S. and Folkman, S. (1984). Stress Appraisal and Coping. Springer, NY.

• Marks, D.F. (2002).The health psychology reader.Sage.

• Mishra, G. (1999). Psychological Perspective of Stress and Health.Concept.

• Ogden, J. (1996). Health Psychology: A textbook. Open Cole Pub

• Pestonjee, D.M. (1992). Stress and Coping. Sage.

• Rice, P.L. (1998). Health Psychology.Pacific Grove Books.

• Taylor, S.E. (1999). Health Psychology. McGraw Hill

PRACTICAL ON STRESS MANAGEMENT, COUNSELLING AND HEALTH

PSYCHOLOGY

(SPS52205)

This course will provide students with experience in administration, scoring and interpretation of

different types of assessment and techniques both testing and non testing techniques, intervention

and management techniques for stress, etc.The main objective of this course is to give an

understanding and practical experienceamong the students about the stress and health

management practices, intervention programs and use of different psychological assessment

technique in counselling.


• To understand the techniques of behavioural observation, case history taking and mental

state examination.

• To promote the attitude and practice towards psychological counselling, with the help of

assessment of cognitive functioning, personality, interest and aptitude measurement.

• To apply the counselling skills in different settings and problems.

• Develop intervention techniques for stress management and health.

List of Practicals:

1. To organize activities for history taking and mental status examination, observation and

interview in different groups (school students, old people and person with chronic

illness).

2. To assess the stress in different situations – Stress at Work, Stress in Family by using

Stress Thermometer and Stress Scale.

3. To develop intervention techniques for stress management (Relaxation, Biofeedback and

Behavioral Techniques).

4. To organize counseling program in different area – Career Counseling, Employee

Counseling, Adolescence Counseling and Old Age Counseling.

5. To understand the health seeking behavior by using qualitative methods.

6. To study the knowledge and attitude of community people about the reproductive health

care and management of health problems – diabetes and obesity.

CLINICAL PSYCHOPATHOLOGY

(SPS52107)

Credits 4

Course Content: Clinical psychopathology focuses on clinical features, etiology and treatment

of psychiatric disorders. The Course will help the students to understand anxiety disorders, mood

disorders, depressive disorders, schizophrenia eating disorders etc. Finally, the students would be

encouraged to think critically about diagnosis, differential diagnosis and final diagnosis.

Course objectives and learning outcomes:

At the end of the course students will be able to develop -

1. A basic understanding about signs and symptoms of clinical psychology.

2. Overall understanding about diagnostic categories of psychiatric disorders, etiology of

psychiatric

UNIT I:

• Psychopathology Of Depressive Disorders,

• Bipolar and Related Disorders: Clinical features, Etiology and Intervention:

• Depressive disorders: Major Depressive Disorder Disruptive mood dysregulation

disorder.

• Persistent Disruptive Disorder (Dysthymia),

• Premenstrual Dysphoric Disorder,

• Bipolar and related disorders:Bipolar I and II, Cyclothymia disorders and intervention

plan of clinical disorders.

UNIT II:Neurocognitive disorders:

• Dementia

• Amnestic disorder

• Epilepsy

UNIT III :Psychopathology of Adult Personality Disorders and Dissociative disorders:

• Etiology , symptoms and theories of cluster A, B and C personality disorders

• Dissociative Identity Disorder,, Dissociative Amnesia, Depersonalization Disorder.

UNIT IV:Sexual Dysfunction and GenderDysphoria :

• Etiology and symptoms of sexual dysfunction

• Gender Dysphoria

UNIT V:Somatic symptom and related disorders:

• Somatic Symptom Disorder

• Conversion Disorder

UNIT VI:Psychopathology of Addiction & Substance Related Disorders:

• Types of Substances- Depressants, Stimulants, Hallucinogens, Sedative-Hypnotics.

Clinical characteristics, etiology, models of alcohol addiction & other substance

dependence.

References:

• Education Brems, C. (2000). Dealing with challenges in psychotherapy and

counseling.Singapore:Brooks/Cole.

• Fernandes-Ballesteros, R. (ed.). (2003). Encyclopedia of psychological assessment.Vol. I

&II.New Delhi: Sage.

• Hecker,J.E., &Thorpe,G.L. (2005). Introduction to clinical psychology: Science, practice,

and ethics (Low Price Edition). Delhi: Pearson Education.

• Pomerantz, A.M. (2008). Clinical Psychology: Science, practice, and culture. Sage

Publications: New Delhi Trull,T.J., &Phares,E.J. (2001). Clinical psychology: Concepts,

methods, and profession (6th ed.).

INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY

(SPS52109)

Credit-4

Course:

Industrial and organizational Psychology have evolved as branches of Psychology to understand

the human factor in the industrial and organizational situation as well as person environment

fitness and their development. Trends of development and challenges of industrial and

organizational Psychology and their implications on selection, training, performance of

employees, human engineering and consumer behaviour etc. are the main focus of the subject

Objectives:

To acquaint the students with:

1. The basic concepts, need and importance of in Industrial and organizational Psychology.

2. Application of psychological principle in selection, requirement, training and performance

appraisal in industry/ organizational situation. .

3. To acquaint student with various application of psychological principle for management of

occupational health. Human engineering and consumer behaviour.

Outcome of the course:

1. To familiarise student with the needs and solution for job requirement, training and employees

performance development.

2. To apprise students with problems and management of occupational health and human

engineering.

3. To develop the knowledge and skills of the student for understanding of consumer behaviour

and dimensions of marketing.

COURSE CONTENT:

UNIT I:Industrial and Organizational (I/O) Psychology:

• Introduction to I/O Psychology: Definitions, Scope and brief history of I/O Psychology.

• Influences of group in organization – formal and informal group and group dynamics

• Major influences of networking, communication and team building on Organization.

• Major challenges and Total Quality management in organization.

UNIT II:Selection and Recruitment:

• Determining job requirements: Uses and types of job information, and job analysis .

• Recruiting job applicants: Recruitment techniques

• Personal history assessment: Standard application blanks, bio data items, resume and

letter of reference .

• Assessment of current behavior: Interviews, psychological testing and assessment

centers.

UNIT III:Employee Training And Development:

• Training needs assessment

• Training design

• Techniques for training knowledge and skill,

• Training programme evaluation.

UNIT IV:Performance Appraisal:

• Performance Appraisal System : Purpose, barriers to implementation,

• Determining who should evaluate performance, Benefits and limitations.

• Methods of Performance Appraisal: Facets of work performance,

• Objective and Subjective measures, Errors/ biases in rating.

• Multi-rater/360 Degree Feedback: Objectives, Advantages and Prerequisites.

Communicating Appraisal Results: The Performance Feedback Interview.

UNIT V:Occupational Health, Human Engineering and Safety Measures:

• Occupational Health- Concept, Mental and physical dimension

• Concept of Human Engineering and Cognitive Ergonomics

• Man Machine Systems in work

• Work Space Design, Display and Control Functions,

• Accidents and Safety Measures.

UNIT VI: Consumer Behaviour And Marketing Strategy:

• Analysis of consumer behavior

• Impact of advertisement on consumer behavior

• Brand image , brand loyalty and brand personality

• Models of consumer behavior

BOOKS FOR READING:

1. Aamodt, M.G. (2007).Industrial and organizational psychology: An applied approach.

US: Thomson & Wadsworth Pareek, U. and Rao, T.V. (2003). Designing and managing human

resource systems. N.D.:Oxford& IBH.

andUnwin 2. Chaston, I. (2000).New Marketing Strategies. Sage.

3. DeCenzo, D. A. & Robbins, S. P. (2008). Personnel/ human resource management New

Delhi:

4. Dunnette , M.D. & Hough, L.M.(1998).Handbook of Industrial and Organizational

Psychology. Vol.1,2. Jaico Publication

5. Ivancevich,J.M. &Gluek,W.F.(1983).Foundation of personnel / human resource

management. Plane Texas : U.S.A. Business Pub.Inc.

6. McCormic,E.J. &Ilgen, D.(1980). Industrial psychology (7th ed). London: George Allen

7. McCormic,E.J. &Tiffin,J.(1974) D.. Industrial psychology ,Prentice Hall.

8. Murphy,K.R.& Cleveland, J. (EDS).(1995). Understanding Performance Appraisal. Sage

9. Naryan,B.(1998). Advertising Management.APH Publication.

10. Peter, J.P.&Olson,J.C.(1999).Consumer Behaviour and Marketing Strategy.McGraw Hill.

Prentice- Hall Pvt. Ltd.

11. Schmidt,n.&Chan,D.(1998). Personnel selection.Sage.

12. Schultz, D. and Schultz, S.E.(2006). Psychology and work today. 8th ed. N.D.: Pearson

Edu.

CLINICAL PSYCHOLOGY: PRACTICAL ON CASE HISTORY, MENTAL STATUS

EXAMINATION AND DIAGNOSTIC

(SPS52211)

CREDIT-4

Learning Outcomes: The goal of this course is to teach the concept of sign and symptoms with

special emphasis given on skills of case history taking and mental health examination.

Course Objectives:

1. To develop a basic understanding of mental status examination.

2. To understand the concept of sign and symptoms.

3. To develop the skill of case history taking and report writing.

• Case History &Mental status examination:

Case history taking, mental status examination, Signs and symptoms: Disturbances in perception,

thought and speech; disturbances in memory disturbances in emotion and self, disturbances in

consciousness

• Diagnosis: provisional diagnosis, differential diagnosis, diagnosis reaching, case

formulation, report writing:

▪ Three child cases of Neuro- developmental disorder / Intellectual Disability.

▪ Three complete cases of Psychiatric disorder/ Personality disorders.

Recommended Readings:

1. Capuzzi, D. & Gross, D.R., Counseling and Psychology: Theories and Intervention, 4th

EditionPearson Education: India.

2. Herson, M., Kazdin, A.E. &Bellack, A.S. (1991) The Clinical Psychology Handbook

Pergamon,

3. New York.

4. Strub,R.L,Black F.W(2000) The Mental Status Examination in Neurology

5. Sundberg, N.D., Clinical Psychology: Evolving Theory, Practice & research

6. Sweet, J.J. Rozensky, A.S. &Tovian, S.M. (1991) Handbook of Clinical Psychology in

Clinical Practice, New York, Plenum.

7. Walker, C.E., Handbook of Child Clinical Psychology, New York: John Wiley & Sons.

8. Wolman, B.B., of Child Clinical Psychology, New York: McGraw Hill.

PRACTICAL ON INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY

(SPS52213)

Credit- 4

• To select and apply test battery comprising of three tools -

• (Personality test, Aptitude test, Test of Intelligence and Cognitive Functioning) for

Personnel Selection and Report Preparation for recruitment and training needs.

• To evaluate the performance of workers regarding promotion in an organization and

indicate the training needs by using qualitative data.

• To study the safety programme of an Industry and to identify the probable aspects of

inadequacies.

• To study the mental health indicators of an employee and suggest interventions strategies

for health management.

• To study the advertising effectiveness of a group of Ads.

• Industry or Organizational Visit/ Placement and preparation of report (Based on theme

of syllabus)

SEM-IV

CLINICAL PSYCHOLOGY AND COMMUNITY MENTAL HEALTH

(SPS52102)

Credits 4

Course Content: The goal of this course is to teach the concept of mental health and mental

illness with special emphasis given on of Stress and Management of Stress.

Course Objectives:

1. To develop a basic understanding of Mental Health and Illness.

2. To understand the concept of Stress and different ways of Managing Stress.

3. To understand the ethical & legal issues in clinical psychology

UNIT I: Mental Health and Illness:

• Concept of positive mental health; psychological Wellbeing; mental health & illness;

attitude towards mental illness;

• Epidemiological studies and socio-demographic correlates of mental illness inIndia.

UNIT II: Clinical Psychology & Mental Health:

• History of Clinical Psychology and its role in understanding and elevation of mental

illness, promotion of mental health.

• Barriers to mental health Role and functions of Clinical Psychology in community

mental health/rehabilitation program in mental hospitals/psychiatric institutions.

• Mental Health Advocacy.

UNIT III:Trauma and Stress Related Disorder:

• PTSD, Acute Stress Disorder, Adjustment Disorder, Reactive Attachment

Disorders,Disinhibited Social Engagement Disorder.

UNIT IV: Ethical and legal issues in clinical psychology:

• Ethics in clinical psychology, confidentiality, report writing, liscencing procedure.

• Mental Health Act of India (2017), Medico Legal Issues.

UNIT V:Disability and Rehabilitation:

• Concept and definition of disability. Nature and needs of persons with disabilities.

Concept of rehabilitation. Evolution of rehabilitation. Scope of rehabilitation.

UNIT VI: Community medicinefor specific disorders:

• Drug treatment of anxiety disorder, mood disorder and psychotic disorders.

Reference:

• Walker, C.E., Handbook of Child Clinical Psychology, New York: John Wiley & Sons.

• Wolman, B.B., of Child Clinical Psychology, New York: McGraw Hill.

• Sundberg, N.D., Clinical Psychology: Evolving Theory, Practice & research

• Capuzzi, D. & Gross, D.R., Counseling and Psychology: Theories and Intervention, 4th

EditionPearson Education: India.

• Prochaaska, J.O. &Norreross, JSC, Systems of Psychology: A Trans-Theorical Analysis,

9th Edition, Thomson Brooks.

• Corsini, R.J & Wedding, D., Current Psychotherapies, Peacock.

QUALITY OF WORK LIFE AND ORGANIZATIONAL BEHAVIOUR

(SPS52112)

Credit- 4

Course: Organizational behavior (OB) is that branch of psychological study to understand how

people act within a group. Its principles are applied primarily in attempts to make businesses

operate more effectively. This study is a foundation of corporate human resources and tries to

determine the importance of the dimensions of individual and group behaviour in organizational

functioning, employee’s quality of work life and business productivity.Quality of an individual's

working life refers to the favourableness or unfavourableness of a job environment for the people

working in an organisation. In this paper mainly the conceptual issues of related to concept of

organizational behaviour and quality of work life , person organization fitness

approach,motivation and job satisfaction, Communication, Conflict and Decision Making in

Organization Stress and Psychological Wellbeing at Work and Organization etc. were delt.

Objectives:

1. To acquaint the students with the nature of Organizational Behaviour (OB) and quality of

work life.

2. To equip the student with the knowledge of important OB processes such as Leadership and

motivation, person environment fitness.

3. To understand the problems and solution of communication, stress and conflict in

organizations.


1. To familiarise student with the concept of Organizational Behaviour (OB) and quality of work

life.

2. To apprise students with the theme of motivation, job satisfaction and communication in

industries.

3. To develop the knowledge and skills for understanding of the stress and conflict management

techniques.

COURSE CONTENT:

UNIT I: Fundamentals of Organizational Behaviour

• . Nature of Organizational Behaviour;

• Models of OB; Autocratic, Custodial,Supportive, Collegial, System

• Trends & Challenges of OB: Globalization, Diversity, Ethics

• Organizational Behaviour and Organizational Culture

UNIT II :Quality of Work Life

• Concepts of Quality of work life

• Determinantsof quality of work life

• Quality of Work and individual effectiveness

• Measurement Techniques for quality of work life

UNITIII :Person-Organization fit approach

• Personality traits and behavior in Organization

• Individual differences

• Measuring work performance

• Psychological test and its application

UNIT IV: Motivation and job satisfaction :

• Basic concept, life cycle of human needs.

• Theories of motivation and its application

• Theories of job satisfaction and its application

• Reinforcement - Behavior modification, Organizational Counseling and Development

UNIT V: Communication, Conflict and Decision Making in Organization

• Definition, Types and Barriers of Communication

• Concepts and types of Conflict

• Conflict Resolution Techniques , Johari – Window and Transactional Analysis

• Decision Making

UNIT VI : Stress and Psychological Wellbeing at Work and Organization:

• Concept of stress – Selye, Lazarus and Folkman

• Concept and sources of occupational stress

• Theoretical model of Organizational Stress

• Management of stress and Coping

Book Reference:

1. Arnold ,J . Robertson, I.T., and Cooper, C. L (1996). Work Psychology

2. Bedeian, A.G. (1980). Organizations: Theory and Analysis. Illinois, Dryden Press.

3. Caertawright, S and Coper, C.W (1997) Managing work place stress. Sage.

4. Cooper, C.L. Cooper, C. P. ,Dewe, J. P., O'Driscoll, M. P., Dewe J. P. (2001).

Organizational Stress: A Review and Critique of Theory, Research, and Application.

Sage.

5. Coper, C.L (1988) Theories of Organizational Stress. Oxford University Press.

6. Newstrom, J. W and Davis, K. (Eds). (1998). Organizational behavior: Human behavior

at work. 10th ed. Tata-Mcgraw Hill.

7. Normore, A. H. (2016). Handbook of Research on Effective Communication, Leadership,

and Conflict Resolution. IGI Global

8. Pandey, J. (2004) . Psychology in India Revisited - Developments in the Discipline,

Volume 3: Applied Social and Organizational Psychology. Sage.

9. Pareek, N. U. (2004) Understanding Organizational Behaviour. Oxford University Press.

10. Pestonjee, D.M. (1999). Stress and Coping. Sage.

11. Salamon, M. (1992). Industrialrelations Prentice Hall. New Jersey.

12. Warshaw, l.J (1979). Managing Stress, Nass. Addison. Wesley.

CLINICAL PSYCHOLOGY: ADVANCED COUNSELING PROCESS

(SPS52104)

Credits 4

Course Content:

Basics of counseling focus on the basic understanding of counseling, counseling skills,

characteristics of the good counselor, and group counseling process. The course will help to

understand the students about basic counseling processes with special emphasis given to

counseling in special settings.

Course Objectives:

1. To develop a basic understanding about Counseling and psychotherapy.

2. Understand the basic counselling processes.

3. To know the basic skills of counseling and counseling in special settings.

UNIT I: Introduction :

• Needs and importance of counselling in clinical case management, counselling and

psychotherapy; Types of Counseling; Historical development, Status of psychological

counselling in India;

• Characteristics of a good counsellor.

UNIT II: Counseling Process

• Stages in Counseling; Critical issues in counseling process: therapeutic relationship,

transference and counter-transference, handling blocks and silences, termination issues;

• Analysis and interpretation of counseling sessions.

UNIT III: Basic Counseling Skills

• Attending skills,

• Active listening skills;

• The Process of Empathy and Probing

UNIT IV: Advanced Counseling Skills

• Advanced skills: Working through thought and cognition: imparting information,

pointing out patterns, confrontations, here-and-now process, interpretation; working

through affect and emotion: awareness, experience and expression of affective

expression.

UNIT V: Group-Counseling Skills

• Group formation skills; Session Focused skills, Supplementary skills, Skills for dealing

with specific Situations and members.

• Stages In Group Development: Pre- group issues; Formation of the group: - Initial stage,

Transition stage, Working stage, and Final stage; Post group issues- follow-up and

evaluation.

UNIT VI: CounseingIn Special Settings

• Community & Mental Health Agency Settings: Pre- Marital & Marital Counselling,

Gerontology Counseling ;

• Special Populations – Suicide, Sexual Abuse ,substance abuse and internet addiction.


1. Feltham, C &Hortan, I.E. (ed.) (2006), The Sage Handbook Counseling & Psychotherapy

(2nd Edition)London,SagePublication.

2. Rao S.N. (2006) Counseling & Guidance (2nd Edition) New Delhi: Tata McGraw Hill Pub.

Co. Ltd.

3. Gibson, R.L. Mitchell M.H. (2005) Introduction to Counseling & Guidance (6th Edition)

New Delhi,Pearson’seducationPvt.Ltd.

4. Nelson &Jones(2003): Theory and Practice of Counselling and Psychotherapy: New Delhi

Sage Publication

5. Corey; G. (1995). Theory and practice of group counselling Singapore: Thomson Learning

5th Edn.2000.

6. Dulark. (1993). School based prevention program for children and adolescents. New Delhi

Sage Publication.

7. Hoghughi. M. (1997). Assessing Child and Adolescent disorders: a practice manual. New

Delhi Sage Publication.

8. Howlin P. (Ed). (1998). Behavioural approaches to the treatment of children. New Delhi.

Sage Publications.

9. Kapur, Malavika (1995). Mental Health of Indian Children. New Delhi: Sage Publications.

10. Kapur, Malavika (1997). Mental Health in Indian Schools. New Delhi. Sage Publications.

11. Palmer, J. 0, (1983). The psychological assessment of children New Yoric: John Wiley and

Sons.

12. Pfeiffer.SJ. (Ed). (1985). Clinical Child Psychology. London: Grume and Stration Inc.

13. Reeves.D. and Wedding p. (1990). The Clinical Assessment of Memory; A practical guide.

New York: Springer Publishing Co.

14. Spiegler.M.D. (1997). Contemporary Behaviour Therapy. New Delhi, Sage Pubcications.

MANAGEMENT PERSPECTIVES AND ORGANISATIONAL DEVELOPMENT

(SPS52106)

Credit: 4

Course:

Management psychology is a sub-discipline of industrial and organizational psychology, which

focuses on the efficacy of individuals, groups and organizations in the workplace. Its purpose is

to specifically aid managers in gaining a better understanding and to familiarize with the concept

of psychological aspects of scientific management, incorporating concepts of human relations

and worker individuality into management and organizational development (OD). OD is a field

of research, theory, and practice dedicated to expanding the knowledge and effectiveness of

people to accomplish more successful organizational change and performance. In this paper the

focus of attention is concentrated on the theme arrears of management perspectives, management

techniques for organizational development, organizational structure and culture, organizational

change and development, types of organization development interventions etc.

Objectives:

1. To understand the linkages between management perspectives and of organizational

development in the context of organizational change and challenges.

2. To give an understanding about the problems of organizational change and related

management techniques.

3. To develop understanding of organizational structure, culture and knowledge of

interventions for sustainable development.


1. To familiarise student with the problems and solutions for organizational change and

challenges.

2. To equip student with the knowledge base of management techniques and management

techniques for organisational development.

3. To develop the knowledge and skills of the student for understanding of the appropriate

intervention strategy in terms of organizational structure and culture.

UNIT I: Introduction To Management And Organizational Development

• Management concepts- evolution of management, management thought, human factors

and management philosophy, Modern and Post Modern management, Indian

management ethos

• Meaning and Nature of OD, Values, assumption and beliefs in OD

• Systems theory of OD

• Globalization and necessity of organizational development; Theories and techniques

UNIT II: Management Techniques For Organisational Development

• Concept, process, intervention, managing, organizational change. Management by

objectives

• TQM and KAIZEN, SWOT Analysis, Talent management ,Knowledge management

• Organizational Socialization and diversity management

UNIT III :Organisational Structure And Culture

• Types of structure,Delegation and authority,Span of management

• Centralization and Decentralization, Departmentation

• Organizational Culture - Nature of organizational Culture,Model and functions.

• Creating, Sustaining and Changing Culture

UNIT IV:Organizational Change And Development

• Organizational Change: Meaning, forces for change, Resistance to change,

• overcoming resistance to change.

• Theories for Planned Change: Lewin`s three- step model,Kotter`s eight- step plan, Burke-

litwin Model.,Porras& Robertson

• Normative-Re-educative Strategy

UNIT V: Types Of Organisation Development Interventions

• Team Intervention and team building

• Role focused OD intervention ,

• Structural Interventions: self-managed teams MBO,QualityCircles,total quality

management and re-engineering

• OD policies and labor law

UNITVI :Leadership And Empowerment

• Behavioral Approach to Leadership Style.

• Contingency Approach to Leadership: Fiedler’s contingency model; Hersey&

Blanchard’s situational leadership model; path goal model; and Vroom’s

decision making model.

• Emerging Approaches to Leadership: Transactional leadership,transformational

leadership; substitutes and enhancers for leadership; and self & super leadership.

• Empowerment and Participation: Meaning, process, and programs, Leadership Therapy

References:

1. French, W.L. & Bell, C.H. (1999). 6th ed. Organizational development: Behavioral science

interventions for organization improvement. N.D.: Prentice-Hall.

2. Ramanarayan, S. ,Rao T.V. & Singh K. (eds) (1988) Organizationaldevelopment:

interventions and Strategigies (2007 reprint) New Delhi :Response

Book (a division of Sage Publiction),

3. French , W.L.”: Bell, C.H.: &Zawacki, R.A.(2006) Organizational development and

transformation: Managing effective Change. Delhi :TataMc-Graw Hill

4. Pareek, U. and Rao, T.V. (2003). Designing and managing human resource systems. N.D.:

Oxford & IBH.

5.Schultz, D. and Schultz, S. E. (2006). Psychology and work today. 8th ed.N.D.: Pearson Edu.

6. Robbins, S.P.; Judge, T.A.; &Sanghi, A. (2009). Organizational behaviour.N.D.: Pearson

Prentice Hall .

7. Cascio, W.F. (2006)..Managing human resources: Productivity, quality of work life, profits

7th ed. N.D.: Tata Mc-Graw-Hill

8. McGill, M. E. (1997). Organizational development for operating managers. New York:

(AMA-OH) A division of American Management Assn.

10. Ivancevich, J.M.; Konopaske, R. & Matteson, M.T. (2005). Organizational behaviour and

management.Delhi: Tata Mc-Graw Hill.

11. Dessler, G. (2008). Human resource management, 10th ed. N.D.: DorlingKindersley India

Pvt. Ltd.

12. Greenberge, J. & Baron, R.A. (2005). Behaviour in organizations (8th ed). New Delhi:

Pearson Education.

13. McShane, S.L. & Von Glinow, M.A.(2000). Organizational Behaviour: Emerging realities

for the workplace revolution. New Delhi: Tata McGraw-Hill.

PSYCHOTHERAPEUTIC APPROACHES

(SPS52108)

Credits 4

Course Content: Psychotherapeutic approaches focus on the principles of psychotherapeutic

approaches, treatment application of different psychotherapeutic approaches with special

emphasis given on Case illustrations. It will help students to develop an in-depth understanding

of psychodynamic psychotherapy, existential psychotherapy, humanistic psychotherapy,

behavior therapy, and cognitive behavior therapy.

Course Objectives & learning outcome:

1. To develop a basic understanding of Psychotherapy.

2. Understand the basic principles of different Psychotherapeutic approaches.

3. Understand the treatment application of different therapeutic approaches.

Course Content:

UNIT- I Psychotherapy: Introduction And Critical Issues

• Psychotherapy definition; Client characteristics; Therapist characteristics;

• Psychotherapeutic relationship; Therapeutic boundaries.

UNIT- II: Psychodynamic Psychotherapy

• Psychoanalysis: Background and Basic principles; Stages of Therapy Process Issues;

• Resistance Interpretation, Transference and Counter Transference and working through

the current status.

UNIT- III: Existential Therapies:

• Existential Psychotherapy and Gestalt therapy - Theoretical bases, Techniques in

psychotherapy, Treatment applications and Case illustrations.

UNIT-IV: Humanistic Therapy:

• Client–centered therapy - Theoretical bases, Techniques in psychotherapy, Treatment

applications and Case illustrations.

UNIT-V: Behavioral Therapy:

• Systematic desensitization, exposure techniques, contingency management, token

economy, biofeedback procedures, Desensitization and Extinction procedures:

Imaginable and in-vivo, flooding and Implosion, response prevention,

• Social Skills Training: Assertiveness training, modelling, behavioral rehearsal,

communication skills Training.

• Operant Procedures: application of reinforcement principles, token economy.

UNIT- VI: Cognitive-Behavioral Therapy:

• Therapeutic techniques based on Beck’s cognitive therapy and Ellis’ Rational Emotive

Therapy. Applications of CBT.


1. Hersen, M., Kazdin, A. E., &Bellack, A. S. (1991) The Clinical Psychology Handbook

Pergamon. NewYork

2. Sweet, J. J., Rozensky, A. &Tovian, S. M. (1991) Handbook of Clinical Psychology in

Clinical Practice. NewYork:Plenum.

3. Walker,C.E.(2001)HandbookofChildClinicalPsychology.NewYork:JohnWiley&Sons.

4. Wolman,B.B.(ed.)(1975,)HandbookofClinicalPsychology.NewYork:McGrav-Hill.

5. Sundberg, N.D., Winebarger, A.A. &Taplin, J.R. (2002). Clinical Psychology: Evolving

theory, practice and research. Upper Saddle River,N.J.:Prentice-Hall.

6. Capuzzi, D., & Gross, D.R. (2008). Counselling and Psychotherapy: theories and

interventions4thEdn.PearsonEducation:India.

7. Prochaska, J.O., &Noreross, J.SC. (2007). Systems of psychotherapy: a trans theoretical

analysis.9th Edition.ThomsonBrooks/Cole:Belmont,CA:USA.

8. Corsini, R.J. & Wedding, D. (Eds.) (1995). Current psychotherapies. Itasca, III.: F.E. Peacock.

9. Wooolfe,R.&Dryden,W.(Eds.)(1996).Handbookofcounselingpsychology.NewDelhi: Sage.

10.Beek,A.T.(1976).Cognitivetherapyandbehaviordisorders.

11.Nelson&Jones(2003): Theory and Practice of Counselling and Psychotherapy: New Delhi

Sage Publication

12. .Rimm, D.C.&Masters,J.C.(1987).Behaviortherapy:Techniquesandempiricalfindings.

NewYork:Harcourt,Brace, Jovanich.

13.Watts,A.W.(1973).Psychotherapy:Eastandwest.London:Penguinbooks.

HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT

( SPS52110 )

Credit-4

Course Content: Human resource management (HRM or HR) is the strategic approach to the

effective management of people in an organization. Human resources development or HRD,

human resource development is the emphasis on training, education and other types of

development for employees after they are hired in an organization. The Human Resource

management is one of the important pre conditions for HRD and the activities of HRD that fall

under this scope are usually part of the Human Resources office or department. The types of

activities related to HRD are meant to ease an employee’s on boarding process and to improve

success throughout their employment. Read on to learn more about this arm of HR and what

they offer organizations and their staff. In this paper the theoretical perspectives of HRM and

HRD along with Human Resource Planning, Development, Implementation Techniques,

Industrial Relation and entrepreneurship etc. were focused.

Objectives:

To acquaint the students with

1. Nature and Scope of HRM & HRD

2. Strategies of HRM planning and HRD.

3. Industrial relations and strategic of entrepreneur development.


1. To familiarize student with the concept of HRD & HRM

2. To develop the knowledge and skills for understanding of HRM planning and techniques

of HRD.

3. To apprise the student with the dynamics of Industrial relationship and entrepreneur

development.

UNIT I: Introduction To Human Resource Management And Developement

• Nature, Scope and Context of HRM and HRD, Relationship between HRM and HRD,

• HR Challenges in Global and Indian Scenario

• HR for Corporate Excellence, International HR , e-HR, evolution of human resource .

• Development and concept of changing business environment and impacts of

organizational change on human side of enterprise

UNIT II: Human Resource Planning

• Organizational and individual needs

• Policies and practices to attract, retain and develop resourceful employees

• Flexibility in human resource planning and major components of HRP.

• Human Resource Planning -demographic change, socialization and orientation to work.

UNIT III: Development Of Human Resource

• Training :Assessing training needs, development and evaluation oftrainingprogrammes

• Training Methods: Classroom instructions, On-the-job training,apprenticeship, business

games and in-basket training.

• Career development and planning, succession planning.

a) Buying , borrowing and building talent

UNIT IV: Implementing Hr

• Impact of Attitudes: OCB job satisfaction ,Employee Engagement, job involvement,

• Ethical Issues in HRM

• Knowledge Management and HR : Meaning and need, knowledge

• management process , Knowledge management deficits ,

• Human Resource Information System (HRIS): Uses, major function,

• Steps in implementing HRIS, evaluation of HRIS.

UNIT V: Industrial Relations

• Industrial Relation :Labour relation, trade unions, resolving disputes.

• Collective Bargaining.

• HR Audit : Concept and Methodology of HR Audit

• Strategic HR and HR Score card.

UNIT VI: Employee Assistance AndWellnes Services

• Employee counseling and mentoring for developing skill and competence.

• Employee assistance and Health promotion program.

References:

1. Leavitt, H.J.(1964). Managerial Psychology.Chicago University. Press

2. Likert,R. (1961). New patterns of management .McGraw Hill.

3. Campbell, J.P.et al. (1970). Managerial behaviour , performance and effecticveness.

McGraw Hill.

4. Strong,A.m.(1982).Personal management. Kogan press.

5. Narayanan,B.(1998).Total quality management.ND. APH Pub.

6. Shah,G(1999).Management planning for the 21st century.ND,Gyan Pub.

7. Robbins,S.P.et.al .(1996).Management.5th ed.NewDelhi.Prentice Hall.

8. Bochino,W.(1972).A management information systems.Prentice Hall.

9. Narayan,B.(1999) Industrial management.APH Publishing.

10. Shah, G. (1999).Industrial management .APH Publishing.

M.A /M.SC (SEMESTER-IV)

Practical on Clinical Case Submission

(SPS52212)

Credit-4

Course Content:

This course will provide students with hands-on training and experience in the use of test

batteries (neuropsychological test batteries, clinical tools, observation techniques as well as pre

therapeutic report preparation) and organization of therapeutic interventions for selected clinical

cases.


• To understand the administration and scoring of the psychometric tools.

• To understand their applicability of different test batteries and therapeutic interventions

for different types of clinical cases.

List of practicals:

• To conduct pre therapeutic observation, assessment and report preparation for actual

therapeutic intervention for following types of cases –

a) Two major psychiatric disorder

b) Two intellectual disability

• To conduct counselling and therapeutic intervention on mental health problems of one

adult and one child.

PRACTICAL ON QUALITY OF WORK LIFE, ORGANIZATIONAL BEHAVIOUR

AND HUMAN RESOURCE DEVELOPMENT

(SPS52214)

Credit-4

• To assess the quality of work life of three employees of an organization.

• To study the resistance to change experienced by the management of an organization.

• To study the leadership style as perceived by the employees of an organization by

applying a suitable questionnaire.

• To measure the work motivation, job satisfaction and communication skills of an

employee of an organization.

• To study the level of occupational stress and application of intervention strategies for

stress management a manager.

• To apply the psycho-diagnostic tools on cases (preferably employed) and to suggest

intervention measures for conflict resolution.

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