Psydclpsy PDF
Psydclpsy PDF
Psydclpsy PDF
PSY.D.
(CLINICAL PSYCHOLOGY)
Norms, Regulations & Course Content
2011
PSY.D. (CLINICAL PSYCHOLOGY)
Preface
The field of psychology is so broad that those working towards a professional degree
have several options, and choosing between Ph.D. (Doctor of Philosophy), and a
Psy.D. (Doctor of Psychology) degree is one such option. Until recently the Ph.D.
degree is most commonly pursued among the two choices, as Ph.D.is the oldest
doctorate available. But, in the recent years the Psy.D. degree has seen a
phenomenal rise in popularity, particularly after the Vail Conference of 1973, where
Psy.D. was officially recognized as a professional doctorate, and American
Psychological Association endorsing this recognition.
The Ph.D. is a more traditional, research-based professional degree, while the
purpose of the Psy.D. is seen as placing greater focus on preparing the individual for
professional practice, with less research training built into the curriculum. With this
in mind, the decision to work towards either degree depends on what the individual
plans on doing with his or her professional life. For a career in academia the Ph.D.
is seen as more advantageous because of the research-based emphasis. However, if
one plans on entering a career centered on applied, clinical practice, the Psy.D. is
the choice.
The trend in India today is towards greater desire to work in a clinical setting-
understanding, preventing, or treating psychologically-based disorders and ailments.
Majority of the clinical psychologists prefers to be in clinical domain after the basic
training. Following enactment of the RCI Act in 1993, the 2-year supervised clinical
training, as outlined in M.Phil program, is officially recognized as a minimum
qualification to work independently in the area of mental health as an expert and/or
specialist with defined professional role and responsibilities. Since then, the clinical
perspective to the field of psychology has increased by many folds keeping consistent
with global trend.
The recognition of M.Phil though has been useful in giving the professionals an
increased flexibility in various practitioner roles, current M.Phil program trains
candidate in a generic manner and doesn’t prepares the individual for a future
career in specialty areas related to clinical psychology. That necessitates M.Phil
trained candidates going in for an additional degree and/or specific skill training to
become practitioner in sub-specialization. Also, some of the M.Phil qualified
candidates feel alienated to work within medical/clinical setup without a Doctorate
and thus feel obligated to acquire a doctoral degree.
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Currently more than 60% of the M.Phil trained clinical psychologists are not in
service sectors for which they were trained, as they tend to shift to university setup
for pursuing their Ph.D. degree. Since, many university set up do not have enough
number of qualified clinical research guides, the trained professionals tend to spend
several not so useful years before they get a doctoral degree. These phenomena, in
addition to several others, have contributed to a very high attrition in human
resource in the area of clinical psychology. Therefore, it is thought an Applied
Clinical Doctorate degree in clinical psychology like that exists in most universities
abroad (known as Psy.D.) would alleviate the need for joining for an Academic
Research Doctorate degree (Ph.D.) by otherwise qualified clinical psychologists who
wants to focus on the practical skills of psychology and their clinical applications. In
addition, it is thought a clinically focused degree such as Psy.D. would help
overcome certain weaknesses hitherto present in the M.Phil program such as
absence of an internship experience at the end of the training, absence of training in
sub-specializations, lack of emphasis on leadership and consultative components
during the course work etc.
The Psy.D. has been developed to reflect the current international trend in training
and practice of clinical psychology, and to create supervisor level professionals to
initiate and manage M.Phil and Diploma level training programs to build human
resource in the field of clinical psychology. The Council takes immense pleasure in
forwarding this document to all universities with a request to initiate the training and
help the Council enhance human resource in the field.
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Psy.D. in Clinical Psychology
1.0 INTRODUCTION
The clinical training is expected to be of higher level and provide the trainees with
experiences that ensure depth and breadth of clinical interventions, diversity of
clients, the opportunity to develop therapeutic competencies that integrate their
theoretical knowledge with direct client experience, and the development of several
core competencies in professional psychology including;
* Professional Practice
* Interdisciplinary Integration
* Management and Advocacy
* Legal and Ethical Competence
Psy.D. program is of four years duration divided as Part I, II, III and IV. During the
first three years, candidates in their clinical placements gain experience participating
in a variety of service settings including out-patient, in-patient/residential, brief care,
out-reach and community services. Supervision is provided by the qualified, doctoral
level clinical psychologists on the faculty. Later in the program, they undertake a
year-long fulltime rotation internship with the supervision by a professional clinical
psychologist who may or may not be faculty member.
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During the course of Psy.D. a trainee completes a minimum of 4,000 hours (over 3
yr.) of clinical training with direct client contact, including advanced competency in
the elective areas, participates in academic programs such as seminar, journal review,
case conference, psychotherapy meeting, clinical pedagogy, and obtains minimum
expected grade in periodic assessments in theory and practicum. In addition, 2,000
hours of rotation internship experience in fourth year of the course culminate in the
professional foundations for clinical psychology practice integrating various
components of the program.
Lateral entry candidates joining third year of the course, completes minimum 1,350
hr. (1 year) of advanced competency training in the elective areas and 2,000 hr. (1
year) of rotation internship.
2.1 Aim
The aim of this program is to train and assist candidates in developing the knowledge
base, attitudes, judgment, professionalism and technical skills essential to function as
a consultant clinical psychologist and trainer, based on the principle of progressively
increasing levels of responsibility in core areas and sub-specializations.
2.2 Objectives
The Psy.D. is applied clinical doctorate degree and its overall objective is to prepare
candidates to practice at the doctoral level with flexibility to be useful in various
different practitioner roles, make scholarly contributions to professional community,
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and take leadership positions in the mental health field. To this end, the program
strives to:
2.2.1 Foster personal growth in the trainee and to deepens his/her appreciation for
the complexity, diversity and spirit of the human conditions. The objective is
to broaden candidates’ knowledge and sensitivity.
2.2.2 Promote maturation of conceptual and technical skills relevant to the delivery
of clinical psychology services, and to provide the trainee with a well rounded
understanding of multiple models of client change and techniques necessary to
facilitate such change. The application of techniques to diverse clinical settings
and various theoretical models in relation to client service.
2.2.3 Nurture a strong ethical base in the trainee, and to provide the trainee with a
professional standard of conduct through classroom teaching and application
of case materials, and to sensitize to dilemmas arising in professional work.
2.2.4 Teach multiple strategies for identifying, defining, studying and analyzing
research data on clinical problems and foster a desire for systematic inquiry of
clinical problems.
2.2.5 Assist the trainee to acquire advanced knowledge and proficiency in their areas
of special interest (third year of program permits flexibility and offers a wide
choice of sub-specialization, which are reviewed and revised periodically to
reflect the contemporary needs).
2.2.6 Encourage professional exchange among the trainees by way of attending and
presenting their idea/work at professional meetings, to publish and to involve
in professional activities as deemed fit.
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3.5 Select, administer and analyze a wide range of assessment tools/techniques to
facilitate problem understanding and recommendations.
3.6 Responding from an informed ethical base that demonstrates understanding of
ethical code and professional conduct.
3.7 Development of relevant clinical research hypotheses and carrying out an
empirical research inquiry.
3.8 Understanding of normal and atypical patterns of development and behavior
across the life span of clientele, including children, adolescents, adults, elderly
and clients with special needs like HIV/AIDS, terminally ill, traumatized,
victims of abuse etc.
3.9 Understanding of psycho physiological, neuropsychological and
psychopharmacological considerations in relation to diagnostic groups.
3.10 Understanding of human sexuality in relation to diversity of expression and
treatment implications.
3.11 Understanding of social psychology principles that shape individual and group
behavior.
3.12 Understanding of practice issues in the private sector.
3.13 Understanding legal and ethical obligations, and provide expert testimony in
the court of law assuming different roles.
3.14 Understanding and developing strategies for client and professional advocacy
through the organization and dissemination of clinical literature and data.
3.15 Understanding contemporary professional issues and taking leadership/
consultation/administrative/education/management/supervisor positions in the
mental health field.
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4.1 First Year (Part – I)
The trainee is closely supervised by the faculty during the first year. Examples of
tasks that are expected at this level include:
The trainee in the second year is expected to perform independently the duties
learned in the first year. He/she may carryout clinical work up, psychological
assessment, psycho-education of the patients and their families without direct
(onsite) supervision. In addition, under the direct supervision of faculty;
a) Carry out specialized assessments required prior to start of the treatment, and
set treatment goals
b) Develop management plan and carry out appropriate evidence-based
interventions
c) Evaluate outcome and integrate alternative approaches depending on outcome
d) Maintain therapy record
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e) Communicate other members of the team or referral source the treatment
progress
f) Respond to consults in conjunction with the faculty member as senior trainee.
As senior trainee, he/she should take a leadership role in teaching I year trainees the
practical aspects of patient care and be able to explain complex diagnostic and
therapeutic procedures to patients and their families.
The trainee in third year should be capable of managing patients with virtually any
routine primary mental conditions, and be responsible for coordinating the care of
multiple patients on the team assigned. A trainee in the third year may carry out all
routine diagnostic and therapeutic procedures without direct (on-site) supervision.
The third year trainee be adept in supervising and guiding the first and second year
trainees in their daily activities, as junior consultant.
While continuing to integrate the skills and knowledge acquired in the first two
years, trainees in the third year are required to acquire advanced proficiency
including full range of intervention skills, procedures and techniques in two sub-
specialty areas from the list given in section 4.6 under the direct (on-site) supervision
of the faculty in-charge of these specialties.
In the third year, trainees are also expected to begin to work on their empirical thesis
which shall be related to one of their electives and by the end of the third year they
are expected to have completed all processes involved in synopsis approval such as
preliminary presentations at the departmental meeting and ethical committee
clearance, permission from the concerned specialty unit/ department for data
collection.
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4.4 Fourth Year (Part – IV)
The fourth year is one of senior leadership and the trainee should be able to assume
an increased level of responsibility as fellow/ associate consultant on selected
services and can perform the full range of complex tasks expected under the
supervision. Also, assume responsibility for organizing the service and supervising
candidates on routine basis. The trainee should have mastery of the information
contained in standard texts and be facile in using the literature to solve specific
problems encountered in clinical practice.
Trainees at every level are expected to treat all colleagues and members of the health
care team with respect and dignity, and recognize their contribution, direct and
indirect, in the service activities. Religion, caste or gender slurs are serious violations
and never acceptable. Trainees are to be identified exclusively as professionals-in-
training and expected to conduct and act in a manner that displays the highest regard
for human dignity and professional standard. Trainees are expected to demonstrate
personal qualities that are required for psychologists. The professional behavior
(ability to empathize with a wide diversity of clients and work in an effective manner
with other professionals) is expected both in the service settings as well as at other
relevant professional settings e.g., when conducting research, during internship etc.
Any trainee found lacking in professional conduct shall be suspended or terminated
from the program.
Trainees are expected to develop a personal program of reading. Besides the general
reading in the specialty, trainees should do directed reading daily with regard to
problems that they encounter in patient care. Trainees are responsible for reading
prior to performing any interventions that he/she has not yet had the opportunity to
perform and learn. Trainees are expected to attend all academic programs arranged at
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the department. These programs are designed to provide a didactic forum to augment
the trainees’ reading and clinical experience. Trainees shall follow institute’s policies
and procedures and support the mission, vision and values of the service facility.
In third year, all trainees must complete an advanced proficiency in two sub-
specialization areas (hereafter referred to as “Elective – I” and “Elective – II”)
depending on his/her interest. The trainee can select any two sub-specializations from
the list given in 5.1. Duration of the training in each elective is six months. At the
completion of each elective posting, the trainee is expected to be skilled in various
diagnostic and therapeutic procedures and their empirical basis, in addition to have
synthesized the relevant concepts, theories, methods and recent knowledge, issues
and challenges in the chosen specialty areas. By the end of third year trainees should
be ready to assume clinical responsibility in these specialties and act as specialist on
selected services and advice colleagues from other specialties in problems related to
these specialties.
In case of inadequate facilities at the parent institute with respect to an elective area
of trainees’ interest, the center has the option of posting such trainees to
center/facility outside its own for a maximum period of six months in the Third Year
(three months in each electives, or six months to cover one elective entirely). In such
instances, the center shall ensure training in the required area/s take place under the
supervision of qualified professionals and the candidate’s involvement, performance
and competency are rated and certified.
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10. Forensic Clinical Psychology
11. Geriatric Psychology
12. Human Sexuality and Dysfunctions
13. Marital and Family therapy
14. Mental Retardation
15. Pain Management
16. Palliative Care
17. Psychoanalytic Therapies
18. Psycho-oncology
19. Rehabilitation of Mentally Ill
20. School Psychology
21. Substance Abuse
6.0 INTERNSHIP
The internship posting in the fourth year is for one year duration consists minimum
2000 hr. of supervised clinical experience under a professional clinical psychologist
who may or may not be faculty member. The aim of the internship is to:
a) Apply knowledge and skills acquired during three years of studies to clinical
practice and develop a realistic sense of competence in assessment and
psychotherapy skills with a wide range of client populations through
involvement in diversified inpatient and outpatient activities.
d) Understand the role of practitioner in mental health care delivery system and
to be aware of the practical issues in mental health care management facing
patients and professionals.
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e) Develop leadership and consultative skills within a mental health setting, and
function as part of a multi-disciplinary treatment team.
6.1 Placement
The department is responsible for finding placement for trainee’s internship. If the
trainee already has a service center fitting the requirements for internship; it can be
carried on with the approval of the supervisor of the thesis and the head of the
department. The completion report of the internship is due in a 10 days after
completion of internship and should include description of the center where
internship was carried out, aim and objectives of the internship, practical
circumstances, precise description of the duties on daily basis, difficulties faced in
work set up, what the trainee learned and accomplished, the effectiveness of doing
the internship and an evaluation of the experience.
6.2 Rotation
The trainee completes four major rotations, each lasting three months, and typically
consisting of assignment to adult and child mental health facilities. The major
rotations sequence should focus on the development of basic clinical skills and
providing opportunities for conducting assessments; participating in a multi-
disciplinary treatment team; and providing group, family and/or individual
psychotherapy. The trainee may explore specialty areas through minor rotations of
two to three weeks’ duration, with the permission of the concerned head of the
facility and in outpatient work. Efforts shall be made by the concerned HOD to
assign supervisors based on the trainee’s interests with respect to therapeutic
modality and patient population. From each posting the trainee has to obtain an
evaluation report from concerned supervisor based on his/her performance and
submits the same to the board of examiner on final exam along with an internship
experience report and an empirical research thesis carried out during the internship
period.
The empirical research thesis in fourth year is a scholarly undertaking in one of the
elective areas the trainee has chosen to acquire advanced proficiency. The project
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may be in the form of original research involving a clinical hypothesis, an evaluation
of a technique/method/approach, developing norms, or standardizing a tool. In short,
the thesis is meant to demonstrate the trainee’s ability to think critically about the
clinical issues and to make appropriate use of scientific knowledge and psychological
research in professional practice.
The candidate initially develops a project proposal with consent of the Guide and
presents during the departmental meeting. On approval by the faculty members and
an ethical committee clearance he/she carries out the work as per the approved
synopsis, under the guidance of a faculty member with Ph.D./Psy.D. having 5 years
or more of post-doctoral clinical/research experience. If the research work is of
interdisciplinary nature requiring input/supervision from another specialist, co-
guide(s) from the related discipline may be appointed as deemed necessary.
It is desired that the trainee has already published some part of the data in peer-
reviewed journal or being submitted or in the process of submitting for publication.
8.2 The Department should have been involved routinely in one of the following
activities for a minimum period of 3 years:
8.3 The Department should already be a recognized center for conducting M.Phil
clinical psychology program (unless the existing infrastructure is
exceptionally good and the doctoral program is justifiable).
8.4 There shall be at least two full-time permanent faculty members (RCI
registered), one at the level of Additional Professor/Professor and the other at
the level of Assistant Professor or above. The qualifications of the faculty
members shall be as specified below.
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Additional Professor /Professor: M.Phil + Ph.D. + 9 years of teaching
experience, out of which 3 years as Associate Professor + 5 research
publications in indexed journal as first/corresponding author.
N.B.: Ph.D. shall mean earned research doctoral degree from UGC recognized
university.
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The minimum infrastructure required for an annual intake of TWO trainees for
Psy.D. include but not necessarily limited to;
N.B.: The above facilities are in addition to what has been created for
conducting other program/s at the center.
8.7 Active liaison with department like Psychiatry, Medicine, Surgery, Neurology,
Neurosurgery, Pediatrics, Social Work and such other allied specialties shall
exist in addition to direct or self-referrals, so that exposure to a broad range of
clinical problems shall be possible. Depending on the presence/ absence of
facilities at the parent institute, the trainees may be posted to other centers as
deemed necessary for an exposure in specialty areas such as child guidance,
family therapy, addiction, neuro/cognitive rehabilitation, palliative/ hospice
center, cancer and such other areas of expertise while training in core areas
continues at the parent institute. In such events, the period of posting for extra-
institutional learning shall not exceed three calendar months in I or II academic
year, and shall not exceed six months in the III academic year for advanced
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proficiency in sub-specializations (electives). In all years, the posting should
happen under the appropriate on-site supervision of an expert in the area.
8.8 Adequate and updated library facilities with textbooks, reference books,
important national and international journals (hard or soft copy), educational
audio/video CDs, and access to Internet shall be easily available and accessible
to all trainees. In addition, certain reference books, therapy manuals, index
books etc. those required by the trainees for a quick reference during the
service hours shall be stocked at the departmental library and shall be made
accessible easily.
The intake of candidates in an academic year shall not exceed the following ratio.
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d) Two letters of recommendations from permanent faculty members
from where Masters Degree has been completed should accompany
the application. Of the two, at least one faculty member shall be with
Ph.D.
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9.4 Duration
The training is for four years duration (divided as four parts) on fulltime basis and
under the direct supervision of the qualified faculty members. Each year of clinical
training involves supervised practicum with autonomy in the tasks already mastered
in the previous years.
Lateral entry: The training for candidates with RCI recognized M.Phil Clinical
Psychology degree is for two years duration. The candidates join Part – III of Psy.D.
program and shall complete one year of advanced proficiency in two electives and a
year-long rotation internship. Part - I and II are exempted for Post-M.Phil candidates.
9.5 Attendance
9.5.2 A minimum attendance of 80% (in each Part of the training) shall be
necessary for taking the respective year-end university examination.
More than four weeks of absence in an academic year will make the
trainee ineligible to appear for the respective annual examination,
irrespective of circumstances/reasons.
Part - I (I - Year)
Group “A”
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Paper - IV : Psychiatry
Group “B”
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Part - III (III - Year)
Group “A”
Group “B”
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transference involved in the case, and the trainee’s thinking on the
success of the session.
Group “A”
Group “B”
_________Number of Cases_________
By the end
Part - I Part – II of Part - III *
_________________________________
1) Detail case workups 100 150 250
3) Neuropsychological Assessment 20 30 40
4) Therapies
i) Psychological Therapies 100 cases totaling not less than 1000 hr.
of intervention by the end of Part - III
ii) Behavior Therapies 100 cases totaling not less than 1000 hr.
of intervention by the end of Part - III
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9.7.1 Therapies should be not less than 500 hr. of work in each of the Electives in
the third year, and not less than 250 hr. of work in each of the following areas
up to third year:
9.7.2 A logbook of the clinical work carried out under the supervision during each
year of the training, with sufficient details such as particulars of the client,
diagnosis, duration and nature of intervention(s), number of sessions held etc.
should be maintained by all trainees and must be submitted to the board of
examiners at the time of year-end final examinations.
9.8 Requirement/Submission
9.8.1 Two months prior to Part - I examination the trainees are required to
submit ten full-length Psychodiagnostic Reports as outlined under
Section 9.6
9.8.2 Two months prior to Part - II examination the trainees are required to
submit ten Psychotherapy Records as outlined under Section 9.6.
9.8.3 Two months prior to Part - III examination the trainees are required to
submit five video recording of a treatment session related to each
Elective area along with a printed report as outlined under Section 9.6.
9.8.4 Two months prior to completion of Part – IV the trainees are required to
submit, an empirical research thesis carried out under the guidance of a
clinical psychology faculty member as specified under Section 7.0 and
successful completion of one-year rotation internship certificates.
9.8.5 The application for appearing in each Part of the examination should be
accompanied by a certificate issued by Head of the Department that the
trainee has carried out the specified minimum clinical work as outlined
under Section 9.7 and submitted all records. A competency certificate
stating that the trainee has attained the required competence in core-tests
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(refer Section 10.0 (Part –I) “Practical - Psychological Assessments” for
the list of core-tests) shall be required, in addition to the above, to
appear in Part – I of the examination.
Thirty percent marks will be determined on the basis of internal examinations in each
subject of Group “A” (theory and practical) in Part I and II, and in each subject of
Group “A” and “B” (theory, practical and submissions) in Part III. These marks will
be added to the marks allocated to the respective subjects in the final examinations
and results declared on the basis of the total so obtained. The guidelines for allotting
the internal marks may be prepared by the concerned department which shall include
at least two theory and practical/clinical exams.
9.10.3 A trainee will not be allowed to take the Part – II exam unless
he/she has passed the Part – I exam, similarly he/she will not be
allowed to take Part – III exam unless he/she has passed the Part –
II exam.
9.10.4 A trainee will not be allowed to begin internship unless he/she has
passed all the exams of Part – III.
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9.10.5 A trainee will not be allowed to start the data collection prior to
having passed the Part – III (Elective – I and II) exams.
The prescribed examination fee as laid down from time to time by the concerned
university to appear in each of the examination should be paid as per the regulations.
Part – I (I Year)
Marks
__________________________
Internal Final
Exam Assessment Examination
Paper Title Duration (Maximum) (Maximum) Total
___________________________________________________________________
Group “A”
Group “B”
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Part – II (II Year)
Marks
__________________________
Internal Final
Exam Assessment Examination
Paper Title Duration (Maximum) (Maximum) Total
___________________________________________________________________
Group “A”
Practical: Psychological
Therapies & Viva Voce 30 70 100
Group “B”
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Part – III (III Year)
Marks
__________________________
Internal Final
Exam Assessment Examination
Paper Title Duration (Maximum) (Maximum) Total
___________________________________________________________________
Group “A”
Group “B”
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Part - IV (IV Year – Internship & Thesis)
Group “A”
The supervisor responsible for each of the rotation postings will grade the trainee
based on his/her performance during the posting in the following domains.
Grading:
1 Very weak
2 Weak
3 Adequate
4 Strong
5 Very strong
Domains:
Grade less than 3, in three or more domains is considered “Not Satisfactory”. The
trainee has to repeat the posting in which he/she has been graded “not satisfactory”
for the same duration and obtain satisfactory grades before he/she is declared to have
successfully completed the rotation internship.
Group “B”
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Evaluation: Accepted / Non-Accepted
Upon completion of the work and approval by the guide the trainee submit required
number of copies (usually four) two months prior to exam and makes a final
presentation to the board of examiners on the day of exam. The thesis should be
“Accepted” at least by two out of three examiners before the trainee is declared to
have passed this component of the training. In case of non-acceptance by two or
more, the trainee has to comply with the shortcomings pointed out by the examiners
and/or discussed at the time of oral presentation, and resubmit the revised thesis or
rework on the problem, as case may be, and reappear in the next exam.
The Board of Examination (BOE) consists of three doctoral level clinical psychology
faculty members. The Chairman BOE shall be the Head of the Department of
Clinical Psychology who will also be an internal examiner. The other two examiners
are chosen externally from an academic institute/center.
All the examiners, one internal and two external, shall evaluate each of the theory
paper, submissions and will conduct the practical/clinical and vivo-voce
examination. The external examiners shall assist the Chairman – BOE in paper
setting, evaluation of the submissions and thesis, as deemed necessary.
A trainee shall be declared to have passed the year-end final examination of Part – I,
II or III if he/she obtains not less than 60% of the marks (average among the
examiners) in each of the theory paper, practical including viva voce, and submission
(where it applicable). All three examiners will evaluate each of the theory papers,
submission and performance in practical independently and fill out a statement of
marks. In Part – IV, Pass/Fail is declared based on grade assigned, as outlined in
Section 9.12.
A trainee who obtains 75% and above marks in the aggregate of Part – I, II and III
shall be declared to have passed Psy.D. with Distinction.
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9.15 Appearance for each examination
Trainees shall appear for all the groups when appearing for the first time and
reappear upon failing only for the group in which he/she has failed. A trainee has to
complete the course including internship successfully within a period of six years
from the year of admission to the course in case of direct entry, and within a period
of four years from the year of admission in case of lateral entry. No trainee shall be
permitted to appear Part – I, II, III and IV examination more than three times.
The syllabus for each of the paper of Part-I and II is as appended below. It is desired
that each units of theory papers be covered employing effective instructional
methods such as didactic lectures, seminars, tutorials, guided discussion, critical
review of existing literature, clinical pedagogy as deemed fit depending on the
content, nature and objective of each units, and the learners’ style and the level of
learning that they must attain. Attention shall be given, however, to see that each
method of teaching shall not exceed 20% of the required teaching input.
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Part – I (Year – I)
Unit - II: Mental health and illness: Mental health care – past and present; stigma
and attitude towards mental illness; concept of mental health and illness;
perspectives – psychodynamic, behavioral, cognitive, humanistic,
existential and biological models of mental health/illness;
Unit - V: Family influences: Early deprivation and trauma; neglect and abuse;
attachment; separation; inadequate parenting styles; marital discord and
divorce; maladaptive peer relationships; communication style; family
burden; emotional adaptation; expressed emotions and relapse
Unit - VI: Societal influences: Discrimination in race and gender; social class and
structure, poverty and unemployment; prejudice, social change and
uncertainty; crime and delinquency; social tension & violence; urban
stressors; torture & terrorism; culture shock; migration; religion &
gender related issues with reference to India.
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Unit - VIII: Disability: Definition and classification of disability; psychosocial
models of disability; impact, needs and problems; issues related to
assessment/ certification of disability – areas and measures.
Essential References:
nd
An Introduction to Social Psychology, 2 ed. Kuppuswamy, B. Konark Publishers: New Delhi
Culture, Socialization and human development, Saraswathi, T.S (1999). Sage publications: Delhi
Asian perspectives in Psychology, Vol. 19. Rao, H.S.R & Sinha D. (1997). Sage publications: Delhi
Indian Social Problems, Vol.1 & 2, Madan G.R (2003). Allied Publishers Pvt. Ltd., New Delhi.
st
Elements of ancient Indian Psychology, 1 ed. Kuppuswamy, B. (1990) Konark Publishers: Delhi.
Handbook of Social Psychology, Vol.1 & 5. Lindzey, G., & Aronson, E. (1975). Amerind
Publishing: New Delhi
Family Theories – an Introduction, Klein, D.M. & White, J.M. (1996). Sage Publications: Delhi
Personality & Social Psychology: towards a synthesis, Krahe, Sage Publications: New Delhi
Making sense of illness: the social psychology of health and disease. Radley, A. (1994). Sage
publications: New Delhi
rd
The sociology of mental illness. 3 ed. Irallagher, B. J. (1995). Prentice hall: USA
th
Abnormal Psychology, 13 ed, Carson, R.C, Butcher, T.N, Mureka, S. & Hooley, J.M. (2007).
Dorling Kindersley Pvt Ltd: India
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PAPER – II: Biological Foundations of Behavior
Unit – II: Structure and functions of cells: Cells of the nervous system (neurons,
supporting cells, blood-brain barrier); communication within a neuron
(membrane potential, action potential); communication between neurons
(neurotransmitters, neuromodulators and hormones).
Unit – III: Biochemistry of the brain: Biochemical and metabolic aspects of Brain;
medical genetics; structure and function of chromosomes; molecular
methods in genetics; genetic variation; population genetics; single-gene
inheritance; cytogenetic abnormalities; multifactorial inheritance;
biochemistry of genetic diseases.
33
Part – B (Neuropsychology)
Unit - VII: Introduction: Relationship between structure and function of the brain;
the rise of neuropsychology as a distinct discipline, logic of cerebral
organization; localization and lateralization of functions; approaches and
methodologies of clinical and cognitive neuropsycholoigsts, functional
human brain mapping (QEEG, EP & ERP, PET, SPECT, fMRI)
34
Essential References:
Clinical Neuroanatomy for Medical Students, Snell, R.S. (1992), Little Brown & Co.: Boston.
Textbook of physiology, Vol 2, Jain, A.K (2005). Avichal Publishing Company: New Delhi.
Handbook of clinical neurology, Vols, 2, 4, 45 and 46, Vinken, P J, & Bruyn, G W, (1969). North
Holland Publishing Co.: Amsterdam
Handbook of clinical neurology, Vols, 2, 4, and 45, Vinken, PJ, & Bruyn, GW, (1969). North
Holland Publishing Co.: Amsterdam
Neuropsychological assessment of neuropsychiatric disorders, 2nd ed., Grant, I. & Adams, K.M.
(1996). Oxford University Press: NY.
Diagnosis & Rehab. in clin. neuropsychology, Golden, CJ, Charles, C.T. (1981). Spring Field: USA
Event Related brain potentials – Basic issues & applications, Rohrbaugh, J W (1990). Oxford
University Press: NY.
Comprehensive clinical psychology- Assessment, Vol 4, Bellack A.S. & Hersen M. (1998). Elsiever
Science Ltd.: Great Britain
35
PAPER – III: Psychopathology
36
Unit – VII: Signs and symptoms: Disorders of consciousness, attention, motor
behavior, orientation, experience of self, speech, thought, perception,
emotion, and memory.
Unit – VIII: Indian thoughts: Concept of mental health and illness; nosology and
taxonomy of mental illness; social identity and stratification
(Varnashrama Vyawastha); concept of – cognition, emotion,
personality, motivation and their disorders.
Essential References:
Oxford Textbook of Psychopathology, Millon, T., Blaney, P.H. & Davis, R.D. (1999). Oxford
University Press: NY
Fish’s Clinical Psychopathology, Fish, F, & Hamilton, M (1979). John Wright & Sons: Bristol.
Psychopathology in the aged, Cole, J.O. & Barrett, J.E. (1980). Raven Press: NY
Abnormal Child Psychology, Mash, E.J & Wolfe, D.A. (1999). Wadsworth Publishing: U.S.A
rd
Handbook of Clinical Child Psychology, 3 ed. Walker, C.E & Roberts, M.C. (2001). John Wiley &
Sons: Canada.
Clinical Child Psychology, Pfeiffer, S.I. (1985). Grune & Stratton: USA
Mental Health of Indian Children, Kapur, (1995). Sage publications: New Delhi
The Inner world: a psychoanalytic study of childhood and society in India, Kakar, S (1981).
Oxford University press: New Delhi
Applied Cross cultural psychology, Brislin, R. W. (1990). Sage publications: New Delhi
Alessandra Lemma (1997) ‘Introduction to psychopathology’ Sage publications Inc, New York,
New Delhi.
Frank Andrasik Michel Hersen and Jay c. Thomas (2006) ‘comprehensive handbook of
Personality and psychopathology – Adult Psychopathology’ volume 2, John Wiley & sons, inc.,
Hoboken, New Jersey.
37
James E. Maddux and Barbara A. Winstead (2008) ‘Psychopathology foundations for a
contemporary understanding’ 2nd edition, Taylor and Francis group, LLC, New York.
Jay c. Thomas and Daniel L. Segal (2006) ‘comprehensive handbook Of Personality and
psychopathology- personality and every day functioning’ volume 1, John Wiley & sons, inc.,
Hoboken, New Jersey.
Leslie Atkinson and Susan Goldberg (2004) ‘Attachment issues in psychopathology and
intervention’ Lawrence Erlbaum associates, Publishers Mahwah, New Jersey London.
Linda Wilmshurst (2005) ‘Essentials of Child Psychopathology’ John Wiley & Sons,
Inc.Hoboken, New Jersey
Michael Alan Taylor and Nutan Atre Vaidya, (2009) Descriptive Psychopathology ‘The Signs
and Symptoms of Behavioral Disorders’ Cambridge University Press, New York.
Patricia Casey and Brendan Kelly (1967) ‘Fish’s clinical psychopathology – signs and
symptoms in psychiatry’ 3rd edition, Ireland.
Stephen Strack (2005) ‘Hand book of personology and psychopathology’ John Wiley & Sons,
Inc.Hoboken, New Jersey.
38
PAPER – IV: Psychiatry
39
Unit - X: Mental health policies and legislation: Mental Health Act of 1987,
National Mental Health Program 1982, the Persons With Disabilities
(equal opportunities, protection of rights and full participation) Act
1995; Rehabilitation Council of India (RCI) Act of 1993, National Trust
for Mental Retardation, CP and Autistic Children 1999, Juvenile Justice
Act of 1986; ethical and forensic issues in psychiatry practice.
Essential References:
th
Comprehensive Textbook of Psychiatry, 6 ed., Vol. 1 & 2, Kaplan & Sadock, (1995). William &
Wilkins: London
nd
Oxford Textbook of psychiatry, 2 ed., Gelder, Gath & Mayon, (1989). Oxford University Press:
NY
nd
Textbook of postgraduate psychiatry, 2 ed., Vol 1 & 2, Vyas, J.N. & Ahuja, N (1999). Jaypee
brothers: New Delhi.
40
PRACTICAL – Psychological Assessments
Unit - II: Tests of cognitive functions: Bender gestalt test; Wechsler memory
scale; PGI memory scale; Wilcoxen cord sorting test, Bhatia’s battery of
performance tests of intelligence; Binet’s test of intelligence (locally
standardized); Raven’s progressive matrices (all versions); Wechsler
adult intelligence scale – Indian adaptation (WAPIS –
Ramalingaswamy’s), WAIS-R.
Unit - IV: Tests for adjustment and personality assessment: A) Questionnaires and
inventories – 16 personality factor questionnaire, NEO-5 personality
inventory, temperament and character inventory, Eyesenk’s personality
inventory, Eysenck’s personality questionnaire, self-concept and self
esteem scales, Rottor’s locus of control scale, Bell’s adjustment
inventory (students’ and adults’), subjective well-being questionnaires,
QOL , B) projective tests – sentence completion test, picture frustration
test, draw-a-person test; TAT – Murray’s and Uma Chowdhary’s.
41
RPM, Malin’s WISC, Binet’s tests, and developmental schedules
(Gesell’s, Illingworth’s and other) Vineland social maturity scale, AMD
adaptation scale for mental retardation, BASIC-MR, developmental
screening test (Bharatraj’s), C) Tests of scholastic abilities, tests of
attention, reading, writing, arithmetic, visuo-motor gestalt, and
integration, D) Projective tests – Raven’s controlled projection test,
draw-a-person test, children’s apperception test, E) Clinical rating scales
such as for autism, ADHD etc.
Unit - VII: Tests for people with disabilities: WAIS-R, WISC-R (for visual
handicapped), blind learning aptitude test, and other interest and
aptitude tests, Kauffman’s assessment battery and such other tests/scales
for physically handicapped individuals.
Core Tests:
42
A certificate by the head of the department that the candidate has attained the
required competence in all of the above tests shall be necessary for appearing in the
university examinations of Part – I. However, if the center opts to test and certify
the competency in neuropsychological tests as part of the requirements for
appearing in the university examinations of Part - II (i.e. excluding it from Part - I),
it could be done so. In such case, the Practical/Clinical examinations of Part – II
shall include practical examination in Neuropsychological Assessment, in addition
to examination in Psychological Therapies.
Essential References:
Theory and practice of psychological testing, Freeman, F.S. (1965). Oxford and
IHBN: New Delhi.
43
Part - II (Year - II)
44
EKG), Behavioral counseling, Group behavioral approaches, Behavioral
family/marital therapies.
Unit – IX: Counseling: Definition and goals, techniques, behavioral, cognitive and
humanistic approaches, process, counseling theory and procedures to
specific domains of counseling.
45
Unit – XII: Psychoeducation (therapeutic education): Information and emotional
support for family members and caregivers, models of therapeutic
education, family counseling for a collaborative effort towards recovery,
relapse-prevention and successful rehabilitation with regard to various
debilitating mental disorders.
Essential References:
rd
An introduction to the psychotherapies, 3 ed., Bloch, S (2000). Oxford Medical Publications: NY
Encyclopedia of Psychotherapy, Vol 1 & 2, Hersen M & Sledge W. (2002). Academic Press: USA
The techniques of psychotherapy, 4th ed., Parts 1 & 2, Wolberg, L.R. Grune & Stratton: NY
nd
Theories of Psychotherapy & Counseling, 2 ed., Sharf, R.S. (2000). Brooks/Cole: USA
Handbook of Psychotherapy & Behavior change – An empirical analysis, Bergin, A.G. & Garfield,
S. L. (1978). John Wiley & Sons: NY
Comprehensive Clinical Psychology, Vol 6, Bellack, A.S. & Hersen, M., (1998). Elsiever Science
Ltd: Great Britain
th
Handbook of Individual Therapy, 4 ed., Dryden, W. (2002). Sage Publications: New Delhi.
nd
Psychotherapy: an eclectic integrative approach, 2 ed. Garfield, S. L. (1995). John Wiley and sons
International handbook of behavior modification and therapy, Bellack, A.S., Hersen, M and Kazdin,
A.E. (1985). Plenum Press: NY
Behavior therapy: Techniques and empirical findings, Rimm D.C. & Masters J.C. (1979). Academic
Press: NY.
Handbook of Clinical Behavior therapy, Turner, S.M., Calhown K.S and Adams H.E. (1992). Wiley
Interscience: NY
46
Comprehensive Handbook of cognitive therapy, Freeman, A., Simon, K.M., Beutler L.E. &
Arkowitz, M. (1988), Plenum Press: NY
Cognitive Behavior Therapy for psychiatric problems: A practical guide, Hawton, K. Salkovskis,
P.M., Kirk, J. and Clark, D.M. (1989). Oxford University Press: NY
Rational Emotive Behaviour Therapy, Dryden, W. (1995). Sage publications: New Delhi
nd
Cognitive Therapy: an Introduction, 2 ed, Sanders, D & Wills, F. (2005). Sage Publications: New
Advances in Cognitive Behavior therapy, Dobson, K S and Craig, K D. (1996). Sage publications:
Science and Practice of CBT, Clark, D M and Fairburn, C. G. (2001). Oxford University press:
Great Britain.
rd
Counseling and Psychotherapy: theories and interventions. 3 ed. Capuzzi, D and Gross D. R.
(2003). Merrill Prentice Hall: New Jersey
nd
Handbook of psychotherapy case formulation. 2 ed. Eells, T.D (2007). Guilford press: USA
The Technique and Practice of psychoanalysis Vol. 1, Greenson, R.R. (1967). International
Universities Press: USA.
Psychotherapy: The analytic approach, Aronson, M. J and Scharfman, M.A. (1992). Jason Aronson
Inc: USA
Abnormal child psychology, Mash, E.J & Wolfe, D.A. (1999). Wadsworth Publishing: USA
Clinical Practice of cognitive therapy with children and adolescents, Friedberg R.D. & McClure,
J.M. Guilford Press, NY
nd
CBT for children and families, 2 ed., Graham, P.J. (1998). Cambridge University Press: UK
Handbook of clinical behavior therapy, Turner, S.M, Calhour, K.S. & Adams, H.E.(1992). Wiley
Interscience: NY
Basic family therapy, Baker, P, (1992). Blackwell Scientific Pub.: New Delhi
Handbook of family and marital therapy, Wolman, B.B. & Stricker, G, (1983). Plenum: NY
th
Introduction to Counseling and Guidance, 6 ed., Gibson, R.L. & Mitchell M.H. (2006), Pearson,
New Delhi
47
PAPER - II: Behavioral Medicine
Unit – IV: Respiratory system: precipitants, such as emotional arousal, and other
external stimuli, exacerbants such as anxiety and panic symptoms,
effects, such as secondary gain, low self-esteem in asthma and other
airway diseases, psychological, behavioral and biofeedback strategies as
adjunct in the management.
48
treatment, primary and secondary infertility, empirically validated
psychological and behavioral interventions in these conditions.
Unit – VIII: Oncology: Psychosocial issues associated with cancer - quality of life,
denial, grief reaction to bodily changes, fear of treatment, side effects,
abandonment, recurrence, resilience, assessment tools, and goals of
interventions for individual and family, and therapy techniques.
Unit – IX: HIV/AIDS: Model of HIV disease service program in India, pre- and
post-test counseling, psychosocial issues and their resolutions during
HIV progress, psychological assessment and interventions in infected
adults and children, and family members/caregivers, highly active anti-
retroviral treatments (HAART), neuropsychological findings at different
stages of infection, issues related to prevention/spreading awareness and
interventions in at risk populations.
Unit – XI: Terminally ill: Medical, religious and spiritual definition of death and
dying, psychology of dying and bereaved family, strategies of breaking
bad news, bereavement and grief counseling, management of pain and
other physical symptoms associated with end-of-life distress in patients
with cancer, AIDS, and other terminal illness, professional issues related
to working in hospice including working through one’s own death
anxiety, euthanasia – types, arguments for and against.
49
sleep disorders, obesity, dental anxiety, burns injury, pre- and post-
surgery, preparing for amputation, evaluation of organ donors/recipient,
pre- and post-transplantation, organ replacement, hemophiliacs, sensory
impairment, rheumatic diseases, abnormal illness behavior, health
anxiety etc.
Essential References:
International handbook of behavior modification and therapy, Bellack, A.S., Hersen, M and Kazdin,
A.E. (1985). Plenum Press: NY
Behavior therapy: Techniques and empirical findings, Rimm D.C. & Masters J.C. (1979). Academic
Press: NY.
Handbook of Clinical Behavior therapy, Turner, S.M., Calhown, K.S and Adams, H.E. (1992).
Wiley Interscience: NY
Handbook of clinical psychology in medical settings, Sweet, J.J, Rozensky, R.H. & Tovian, S.M.
(1991), Plenum Press: NY.
Health Psychology, Dimatteo, M R and Martin, L.R. (2002). Pearson, New Delhi
Biofeedback – Principles and practice for clinicians, Basmajian J.V. (1979). Williams & Wilkins
Company: Baltimore
th
Handbook of Psychotherapy and behaviour change, 5 ed., Lambert, M.J (2004). John Wiley and
Sons: USA
Behavioral Medicine: Concepts & Procedures, Tunks, E & Bellismo, A. (1991). Pergamon Press:
USA
Health Psychology, Vol 1 to Vol 4, Weinman, J, Johnston, M & Molloy, G (2006). Sage
publications: Great Britain
50
PAPER – III: Evidence-Based Practice and Clinical Research Issues
Unit – II: Practice Perspective: Uses and misuses of evidence, managed care,
treatment guidelines, and outcomes measurement in professional
practice, cultural variation in the therapeutic relationship, Evidence-
Based Practice (EBP) for a diverse society, individual diversity, the
need to consider individual variables, engaging patients in shared
decision-making, measuring patient preferences and acquisition of
clinical skills to perform Empirically Supported Treatment/s (ESTs),
developing cogent rationale for clinical strategies
Unit – IV: Training and Policy: Training the future clinicians, employing a
scientist-practioner model with an emphasis on connecting theory with
empirically supported therapies, methodological realism at the interface
between science and practice, evidence-based practice and public
policy, issue of gold standard in evidence-based practice, controversies
and evidences for EBP.
51
theories and techniques, psychodynamic theory and techniques,
interpersonal therapy, systemic therapy, humanistic theories and
techniques, behavioral theory and techniques, cognitive-behavior
therapy and techniques, dialectical-behavior therapy and other third
generation cognitive-behavior therapies, assessment and intervention in
emergency situations including crisis, suicide, and violence assessment
52
PAPER - IV: Statistics and Research Methodology
Unit - IV: Hypothesis testing: Formulation and types; null hypothesis, alternate
hypothesis, type I and type II errors, level of significance, power of the
test, p-value. Concept of standard error and confidence interval.
53
attributable risk, Mantel Haenzel test, prevalence, and incidence. Age
specific, disease specific and adjusted rates, standardization of rates.
Tests of association, 2 x 2 and row x column contingency tables.
Essential References:
Research Methodology, Kothari, C. R. (2003). Wishwa Prakshan: New Delhi
Foundations of Behavioral Research, Kerlinger, F.N. (1995). Holt, Rinehart & Winston: USA
Multivariate analysis: Methods & Applications, Dillon, W.R. & Goldstein, M. (1984), John Wiley
& Sons: USA
Non-parametric statistics for the behavioral sciences, Siegal, S & Castellan, N.J. (1988). McGraw
Hill: New Delhi
th
Qualitative Research: Methods for the social sciences, 6 ed, Berg, B.L. (2007). Pearson Education,
USA
54
Part - III (Year - III)
Keeping in mind the comprehensive nature of the advanced proficiency training and
the level of competency that the trainees must attain, it is the responsibility of the
concerned discipline experts at the center, to create appropriate and relevant learning
environments, instructional activities and practical experience to the trainees. The
advanced course should also give the trainees knowledge and skill in formulating
research questions and hypotheses, planning a study, and choosing appropriate tools
of evaluation.
Final evaluation in the elective areas may consist of long and short essays targeted at
testing students’ theory as well as applied knowledge domains, and practical
examination involving working-up and assessing cases with varying clinical issues,
for assessing a trainee’s professional praxis and ethical sensitivity.
*****
55