Updated Syllabus 2014

DEPARTMENT OF PSYCHOLOGY
FACULTY OF EDUCATION AND PSYCHOLOGY
SYLLABUS
2014
THE MAHARAJA SAYAJIRAO UNIVERSITY OF BARODA

1
DEPARTMENT OF PSYCHOLOGY
Faculty of Education & Psychology, Maharaja Sayajirao University of Baroda,
Lokmanya Tilak Road, Sayajigunj, Vadodara - 390002. Ph : +91 0265 2795019. E-mail : [email protected]
………………………………………………………...……………………………………………………………………
Structure and credit distribution of CBCS course in B. A. Program
Interdisciplinar
Semester Foundation Foundation Foundation Foundation Core Allied Allied
y 24
I 01 02 03 04 01 01 02
Elective 01
Interdisciplinar
Semester Foundation Foundation Foundation Foundation Core Allied Allied
y 24
II 05 06 07 08 02 02 04
Elective 02
Interdisciplinar
Semester Foundation Allied Allied Interdisciplinary
Core 03 Core 04 Core 05 y 24
III 09 05 06 Elective 03
Elective 04
Interdisciplinar
Semester Foundation Allied Allied Interdisciplinary
Core 06 Core 07 Core 08 y 24
IV 10 07 08 Elective 05
Elective 06
Interdisciplinar
Semester Core Core
Core 09 Core 10 Core 11 Core 12 Project 01 y 24
V 13 14
Elective 07
Interdisciplinar
Semester Core Core
Core 15 Core 16 Core 17 Core 18 Project 02 y 24
VI 19 20
Elective 08
Structure and credit distribution of CBCS courses in M. A. Program
Semeste Project Work / Field Interdisciplinary

Core 01 Core 02 Core 03 Core 04 Core 05 21
rI Work / Presentation 1 Elective 1
Semeste Project Work / Field Interdisciplinary

Core 06 Core 07 Core 08 Core 09 Core 10 21
r II Work / Presentation 2 Elective 2
Interdisciplinary
Elective 3 /
Semeste Project Work / Field
Core 11 Core 12 Core 13 Core 14 Core 15 Vocational / Skill 21
r III Work / Presentation 3
Development
Course 1
Interdisciplinary
Elective 4 /
Semeste Project Work / Field
Core 16 Core 17 Core 18 Core 19 Core 20 Vocational / Skill 21
r IV Work / Presentation 4
Development
Course 2
2
PAPER LIST: B.A. PROGRAM
Semester Course Title

Semester I CORE – 01 Basic Psychological Processes I
ALLIED - 01 Introduction to Psychology I
ALLIED - 02 Introduction to Psychology I
INTRD ELCTV – 01 Positive Psychology I
Semester II FOUNDATION -07 Psychology in Everyday Living
CORE – 02 Basic Psychological Processes II
ALLIED - 03 Introduction to Psychology II
ALLIED - 04 Introduction to Psychology II
INTRD ELCTV – 02 Health Psychology I
Semester III CORE – 03 Biological Basis of Behavior I
CORE – 04 Social Psychology
CORE – 05 Psychology of Personality
ALLIED - 05 Social Psychology
ALLIED - 06 Social Psychology
INTRD ELCTV – 03 Positive Psychology II
INTRD ELCTV – 04 Positive Psychology II
Semester IV CORE – 06 Biological Basis of Behavior II
CORE – 07 Application of Statistics in Psychology
CORE – 08 Fields of Psychology
ALLIED - 07 Psychology of Personality
ALLIED - 08 Psychology of Personality
INTRD ELCTV – 05 Health Psychology II
INTRD ELCTV – 06 Health Psychology II
Semester V CORE - 09: Basics of Perception, Emotion, & Motivation
CORE - 10: Research Methodology
CORE - 11: Developmental Psychology
CORE - 12: a. Theories of Personality in Clinical Psychology
b. Development Initiatives in Organizations: Role of
Psychologist
c. Introduction to Disabilities
d. Educating Exceptional Children
CORE - 13: a. Psychopathology I
b. Basics of Industrial-Organizational Psychology
c. Introduction to Counseling & Guidance
d. Introduction to Educational Psychology
CORE - 14: a. An Introduction to Community Psychology
b. Consumer Behavior – Concepts & Applications
c. Psychological Problems & Behavioral Assessment in
Counselling and Guidance
d. Psychology of Guidance
Project 01 Experimental Psychology Practical I
INTRD ELCTV - 07 Media Psychology
Semester VI CORE – 15 Basics of Learning & Memory
CORE – 16 Experimental Design & Data Analysis
CORE – 17 Psychological Testing
CORE – 18 a. Clinical Psychology
b. Human Resource Management
c. Special Education and Rehabilitation
d. Assessment and Awareness
CORE – 19 a. Psychopathology II
B. Application of Industrial Psychology
c. Process of Counseling & Guidance
d. Techniques in Education
CORE – 20 a. Intervention at the Community Level
b. Consumer Behavior – Groups, Culture, & Application
c. Techniques & Personnel in Counseling & Guidance
d. Introduction to Counseling as a Guidance Service
Project 02 Experimental Psychology Practical II
INTRD ELCTV - 08 Indian Psychology
3
PAPER LIST: M.A. PROGRAM

Semester I CORE – 01 Theories & Systems of Psychology I
CORE – 02 Psychophysics & Psychometrics
CORE – 03 Advanced Experimental Psychology I
CORE – 04 a. Personality in Clinical Psychology
b. Understanding Individual in the Organization
c. Empowering Individuals – Rights & Statutory Acts
d. Fundamentals of Personality & Education
CORE – 05 a. Clinical Psychology I
b. Organization Theory, Structure & Design
c. Foundation of Behavioral & Emotional Problems
d. Psychology of Personality & Adjustment
PROJECT – 01 Placement I : In-House
INTRD ELCTV - 01 Health Psychology
Semester II CORE – 06 Theories & Systems of Psychology II
CORE – 07 Experimental Designs & Quantitative Analysis
CORE – 08 Advanced Experimental Psychology II
CORE – 09 a. Clinical Psychology, Specialization & Special Groups
b. Individual & Group Behavior
c. Promotion of Health & Well-Being
d. Mental Health in Educational Setup
CORE – 10 a. Clinical Psychology II
b. Advanced Industrial Psychology & OB
c. Counseling Process & Skills
d. Educating Exceptional Children
PROJECT – 02 a. Placement II : Clinical
b. Placement II : HRD
c. Placement II : Counseling
d. Placement II : Educational
INTRD ELCTV - 02 Sports Psychology
Semester III CORE - 11: Advanced Experimental Psychology III
CORE - 12: Experimental Psychology Practical I
CORE - 13: Social Psychology : The Basics
CORE - 14: a. Clinical Psychology III
b. Human Resource Development
c. Approaches to Counseling
d. Advanced Educational Administration
CORE - 15: Analysis of Research & Scientific Writing
PROJECT – 03: a. Placement III : Clinical
b. Placement III : HRD
c. Placement III : Counseling
d. Placement III : Educational
INTRD ELCTV - 03 Applied Indian Psychology
Semester IV CORE - 16: Advanced Experimental Psychology IV
CORE - 17: Experimental Psychology Practical II
CORE - 18: Applied Social Psychology & Social Issues
CORE - 19: a. Clinical Psychology IV
b. Organizational Development
c. Counseling : Various Domains
d. Childhood Disorders & Therapeutic Intervention
CORE - 20: a. Dissertation Research
b. Psychological Testing
c. Environmental Psychology
d. Applied Indian Psychology
PROJECT – 04: a. Placement IV : Clinical
b. Placement IV : HRD
c. Placement IV : Counseling
d. Placement IV : Educational
INTRD ELCTV - 04 Self-Hypnosis
4
B. A.
PROGRAM
5
Department of Psychology ACADEMIC
YEAR
Faculty of Education & Psychology, The M. S. University of Baroda 2014-
Lokmanya Tilak Road, Sayajigunj, Vadodara - 390002. Ph : +91 0265 2795019. E-mail : psychology_msu@yahoo. 2015
Bachelor of Arts : Psychology Graduate Program

YEAR I CREDIT 3
CORE 1 : BASIC PSYCHOLOGICAL PROCESSES I
Semester I HOURS 45
To provide an introduction into the field of psychology and methods and applications
To make the student understand the psychological processes involved in sensation, perception,
OBJECTIVES learning and memory.
To help the student understand their own experience and also the social world by the
application of their knowledge on sensation, perception, learning and memory.
COURSE CONTENT
Introduction & Methods of Psychology
Definition of Psychology, Popular notion of the discipline , Psychology as a Natural and
Social Science
Schools of Psychology : Structuralism, Functionalism, Gestalt Psychology,
Behaviorism, Psychoanalysis
Modern Perspectives : Behavioral, biological, cognitive, social, developmental, humanistic,
UNIT I psychoanalytic 12 hrs.
Branches of psychology : Clinical, Counseling, Organizational and Industrial Psychology,
Educational and School Psychology, Social Psychology, Cognitive Psychology,
Experimental Psychology, Physiological Psychology, Developmental Psychology,
Psychometrics, Community Psychology
Methods in Psychology : Observation Method, Experimental method, Survey method,
Psychological tests, Case study method, correlation method
Sensation & Perception
Visual, auditory and other senses : Structure and Functions Attention : Process,
characteristics, factors
UNIT II 11 hrs.
Perception : Organizing Principles : Figure-Ground grouping; perceptual constancies : shape,
size, brightness; depth perception : monocular and binocular cues; illusions; factors affecting
perception
Learning
Definition of Learning
Principles of Learning : Classical Conditioning and Operant Conditioning, basic
UNIT III processes : extinction, spontaneous recovery, generalization, discrimination, transfer of training, 11 hrs.
reinforcement schedules
Observational learning ; Latent Learning , Insight learning , Verbal Learning
Factors affecting learning : Learner, Learning Material , and strategies of learning
Memory
Memory: What is memory?
Theories of memory: theory of general memory functions , information processing theory,
levels of processing
UNIT IV 11 hrs.
Types of memory
Organization and process of memory
Measures of Retention : recall, recognition and savings Nature and causes of forgetting
Strategies for enhancing memory: Mnemonics
REFERENCES
1. Baron , R .A. (2005). Psychology. Delhi : Pearson Education Pvt. Ltd.
2.
Morgan, C.T., King, R. A., Weisz, J. R., Schopler, J. (2005). Introduction to Psychology. New Delhi : Tata McGraw Hill
Publishing Company Limited
3. Morgan, C. T. (1977). A Brief Introduction to Psychology. New Delhi : Tata McGraw Hill Publishing Company Ltd.
6
YEAR

YEAR I CREDIT 3
ALLIED 1/2 : INTRODUCTION TO PSYCHOLOGY I
Semester I HOURS 45
To provide an information into the field of psychology methods and applications.

To make the student understand the psychological processes involved in attention and perception.
OBJECTIVES
To make the student to explore the human motivation
To make the student to understand human emotion, human intelligence.
COURSE CONTENT
Introduction & Methods of Psychology
Definition and goals of Psychology, Psychology as a Science; Historical roots of
Psychology
Branches of Psychology : Clinical, Counselling, Organizational and Industrial Psychology,
UNIT I Educational and School Psychology, Social Psychology, Cognitive Psychology, 11 hrs.
Psychometrics, Community Psychology, Positive Psychology, Health Psychology
Methods in Psychology : Observation Method, Experimental method, Survey method,
Psychological tests, Case study method, Correlation method
Emotion and Motivation
Emotion: Definition of Emotion, Theories of Emotion, Facial feedback hypothesis, Lazarus theory
of emotion
Three elements of emotions: Physiology, Behavioural and Subjective experience
UNIT II 12 hrs.
Motivation: Nature and definition; Motivational cycle;
Maslow’s Theory of Need Hierarchy; Measurement of Motivation;
Frustration of motives and conflict: Basic approaches to Motivation;
Primary and Social Motives
Attention and Perception
Attention: Nature and definition of attention, Kinds of attention, Selective and sustained attention
UNIT III Perception: Organization Principles: Figure-Ground Grouping; perceptual constancies: Shape, Size, 11 hrs.
Colour and Brightness; Depth perception: Monocular and binocular cues; Illusions; Camouflage;
Apparent Movement – Types of Apparent Movement; Factors affecting perception
Intelligence
Nature and definition of Intelligence, Theories of Intelligence, Assessment of Intelligence, Uses of
Intelligence Test
UNIT IV 11 hrs.
Determinants of Intelligence, Individual difference in Intelligence: Giftedness and Mental
Retardation
Social Intelligence, Emotional Intelligence
REFERENCES
1. Baron, R .A. (2005). Psychology. Delhi : Pearson Education Pvt. Ltd.
Morgan, C.T., King, R. A., Weisz, J. R., Schopler, J. (2005) Introduction to Psychology New Delhi : Tata McGraw Hill
2.
4. Mishra B. K. (2008), Psychology: The study of Human Behaviour, New Delhi PHI learning pvt ltd.
5. Ciccarelli, S. K. & Meyer, G. E. (2008), Psychology, South Asian Edition, Pearson Education
7
YEAR

YEAR I CREDIT 3
INTERDISCIPLINARY ELECTIVE 01 : POSITIVE PSYCHOLOGY - I
Semester I HOURS 45
To introduce students to concept and understanding of positive psychology

To enable the students apply concepts of positive psychology to understand their self and others
OBJECTIVES
To help students use the concept of positive psychology for behaviour modification and counselling in
day to day life
COURSE CONTENT
INTRODUCTION TO PSYCHOLOGY
Definition of Psychology
Branches of psychology : Clinical, Counselling, Organizational and Industrial Psychology,
UNIT I 12 hrs
Educational and School Psychology, Social Psychology, Cognitive Psychology,
Psychometrics, Community Psychology, Positive psychology
WHAT IS POSITIVE PSYCHOLOGY
Positive psychology: Assumptions, Goals and Definitions
Traditional psychology vs. Positive psychology
UNIT II Relationship of positive psychology to other branches of psychology: Health Psychology, Clinical 11 hrs
Psychology, Developmental Psychology, Social and Personality Psychology, Psychology of
Religion
Positive Psychology and status of Quo
POSITIVE EMOTIONS AND WELL-BEING
Definition and meaning of Emotion Different theories of Emotion
Types of Emotion Physiological changes in Emotion
UNIT III 11 hrs
What are positive emotions? The Broaden and Build theory of Positive Emotion
Positive emotions and health resources: Physical, Psychological, Social resources
Cultivating positive emotions: flow experiences, savouring
MONEY HAPPINESS AND LIFE SPAN
Definition and meaning of Happiness
The paradox of affluence
UNIT IV Understanding money and happiness 11 hrs
Happiness across the life span
Gender and happiness
Marriage and happiness
REFERENCES
2. Peterson, Christopher (2006). A Primer in Positive Psychology. Oxford University Press, New York
3. Baumgardner, S. R. (2009). Positive Psychology.Pearson Education(LPE), India
4 Snyder C. R. & Lopez S. J. (2009). SAGE Publications, New Delhi India
8
YEAR

YEAR I CREDIT 3
FOUNDATION 07 : PSYCHOLOGY IN EVERYDAY LIVING
Semester II HOURS 45
To orient the students on understanding of psychology as a science

To help students gain an insight into how psychology can be applied to everyday life happenings
OBJECTIVES To provide knowledge on how emotions are regulated and how to sustain a healthy mind
To understand how one’s personality influences one’s life and relationships
To gain a deeper understanding of how effective learning can be achieved
COURSE CONTENT
PSYCHOLOGY AS A SCIENCE
Psychology Vs. Common Sense
Psychology as a Science: Understanding, Prediction and Control
UNIT I 11 hrs.
Methods of Study in Psychology
Psychology Today: Changing Emphasis
Other Sciences Contributing to psychology
EMOTIONS AND MENTAL HEALTH
Living with your emotions
Controlling fear and anger
UNIT II 11 hrs.
Your Conflicts and Frustrations
The Sick mind and the Healthy mind
Becoming Mature
PERSONALITY
Definition of Personality
UNIT III 12 hrs.
Getting along with others: success in relationships
Your basic needs and satisfactions
LEARNING AND REMEMBERING
Methods of Learning
UNIT IV 11 hrs.
Motivational Learning
Memory: Mnemonics
REFERENCES
1. David G. Myers. (2008). Psychology in Everyday Life. Worth Publishers
2. Michael argyle. (1992). The Social Psychology of Everyday Life. Routledge: London
3. Kenneth T. Strongman. (2006). Applying psychology to Everyday Life: A beginner’s Guide. John Wiley & Sons, Inc.
4. Garlie Albert Forehand, Herbert Sorenson. (1977). Psychology for Living. McGraw-Hill
5. Ruja Harry. (1955). Psychology for Life. Mcgraw-Hill
9
YEAR

YEAR I CREDIT 3
CORE 2 : BASIC PSYCHOLOGICAL PROCESSES II
Describe the process of motivation, thinking, emotion-feelings and intelligence

To make the student understand the psychological processes involved in motivation, thinking,
emotion-feelings and intelligence
OBJECTIVES To help the student understand their own experience and also the social world by the application of
motivation , thinking, emotion-feelings and intelligence
Helps the student to explain the higher order complex cognitive processes and the dynamic sensory
experiences on the basis of motivation, thinking, emotion-feelings and intelligence
COURSE CONTENT
Motivation
Definition of motivation
Motivational cycle
UNIT I Primary and Social motives 12 hrs.
Learned goals: positive and negatives
Theories of motivation: drive theories, incentive theories, opponent-process theory, optimal level
theories
Thinking
Thinking process: Role of images and language in thinking
Concept: artificial and natural concepts, representations
UNIT II 11 hrs.
Problem solving: stages and factors
Reasoning: deductive and inductive reasoning
Creative thinking: concept and types
Emotion – Feelings
Nature of emotions: Theories of emotions
Physiological bases of emotions: role of ANS in emotions, autonomic effects, polygraphs
UNIT III 11 hrs.
External expressions in emotions: verbal and non –verbal
Types of emotions
Emotions and feelings
Intelligence
Definition of Intelligence
Genetic and Environmental influences
UNIT IV 11 hrs.
Theories of Intelligence
Individual differences in intelligence
Measurement of human intelligence: IQ and interpretation of test scores
REFERENCES
1. Baron , R .A. (2005). Psychology. Delhi : Pearson Education Pvt. Ltd.
2.
10
YEAR
Faculty of Education & Psychology, The M. S. University of Baroda
2014-
Lokmanya Tilak Road, Sayajigunj, Vadodara - 390002. Ph: +91 0265 2795019. E-mail: psychology_msu@yahoo. 2015

YEAR I CREDIT 3
ALLIED 3/4 : INTRODUCTION TO PSYCHOLOGY II
To make the student understand the mechanisms of stress and copying in everyday life
OBJECTIVES To make student explore the process of learning, and memory and understand them the development of
human life cycle
COURSE CONTENT
Development across the life span
Prenatal Development
UNIT I Infancy and Childhood 11 hrs.
Adolescence; Early Adulthood, Adulthood;
Old age; Stages of death and dying
Learning
Definition of Learning; Theories of Learning;
UNIT II Verbal learning; factors affecting Human learning; 11 hrs.
Kinds of Learning, Methods of Learning
Transfer of learning – kinds of transfer; bases of transfer
Memory
Definition; Types of Memory; Model of Memory;
UNIT III Measures of Retention; 12 hrs.
Strategies for enhancement of Memory; Mnemonics
Forgetting: Definition, Theories and Causes of forgetting
Stress and Health
Stress and Stressors: General Adaptation Syndrome;
UNIT IV Personality and Stress; Social factors in Stress; 11 hrs.
Coping Mechanisms; problem focused coping; emotion focused coping; defence mechanisms
meditation as coping; cultural and religious factors in coping
REFERENCES
1. Baron, R .A. (2005). Psychology. Delhi : Pearson Education Pvt. Ltd.
2.
4. Mishra B. K. (2008), Psychology: The study of Human Behaviour, New Delhi PHI learning pvt ltd.
11
YEAR
Lokmanya Tilak Road, Sayajigunj, Vadodara - 390002. Ph: +91 0265 2795019. E-mail : psychology_msu@yahoo. 2015

YEAR I CREDIT 3
INTERDISCIPLINARY ELECTIVE 02 : HEALTH PSYCHOLOGY - I
To expose the students to the concept, nature, scope and determinants of health psychology
To help students understand the relationship between health, stress, lifestyle and social
OBJECTIVES To enable students understand the role of health psychologists by exposing them to the intervention
methods applied by health psychologists in promoting health
COURSE CONTENT
HEALTH PSYCHOLOGY
Definition of health psychology; Systems of the body – the nervous system, the endocrine system, 11
UNIT I
the cardiovascular system, the respiratory system, the digestive system and metabolism of food, the Hrs.
reproductive system and an introduction to genetics, the immune system
HEALTH BEHAVIORS
An introduction to health behavior; Changing health habits; Cognitive-behavioral approaches to 06
UNIT II
health behavior change; Changing health behavior through social engineering; Venues for health; Hrs.
Habit modification
STAYING HEALTHY
Medical communication and physical health; Prevention of disease / impairments; Degenerative
06
UNIT III diseases; Primary prevention and behavioral outcomes; Secondary and tertiary prevention and
Hrs.
behavioral outcomes; Individual differences and personal characteristics; Covariation of health
behaviors
HEALTH RECOMMEDATIONS AND BEHAVIOR CHANGE
An overview of the determinants of prevention and treatment behaviors; Adherence to medical
11
UNIT IV regimens; Sources of health information; Persuasion; Changing beliefs and attitudes; Social
Hrs.
Cognitive theory; Self-regulative theories; Subjective social norms; What other people think,
intentions and commitments; Turning commitment into behavior
REFERENCES
Branon, L. & Feist, J. (2010). Health Psychology : An Introduction to Behavior and Health. Wadsworth, CengageLearning :
1.
Belmont, U.S.A.
2. Taylor, S. E. (2012). Health Psychology. McGraw Hill New York. Eight edition.
3.
Marks, D. F.; Murray, M.; Evans, B. & Estacio, E. V. (2012). Health Psychology : Theory, Research, and Practice. Sage, New
Delhi. Third Edition.
4. Dalal, A. K. & Misra, G. (2012). New Directions in Health Psychology. Sage : New Delhi.
5. DiMatteo, M. R. & Martin, L. R. (2007). Health Psychology. Pearson Education and Dorling Kindersley, New Delhi.
12
YEAR

YEAR II CREDIT 3
CORE 3 : BIOLOGICAL BASIS OF BEHAVIOR I
Semester III HOURS 45
To know about the basic biological processes

To know about the different systems of body
OBJECTIVES To understand importance of immune and endocrine system in health
To know about the basics of genetics and understand its relevance for behavior
To help students understand the relationship between mind and body
COURSE CONTENT
Basics of Biology
UNIT I What is life ? Basic ingredients of life; Cells and cellular processes; Vegetative and animative 11 hrs.
processes, Methods of biology
Systems of Human Body
Skeletal system, muscular system, circulatory system, reproductive system, endocrine system,
UNIT II 12 hrs.
immune system, nervous system, skin system, respiratory system, digestive system, excretory
system
Immune and Endocrine System
Secreting Cells and Chemical Integration, Differentiation of secreting cells, Endocrine system in
UNIT III man, Major functions of hormones, Interrelation between nervous system and immune 11 hrs.
system, Psychosomatics, Psychoneuroimmunology and Psychoneuroendocrinology, Mental and
physical health
Genetics
Science of genetics : Chemical and physical structure of nucleic acids, Protein synthesis, Mitosis
UNIT IV and meiosis, Mendel’s laws, Linkages and crossover, Extra-nuclear inheritance, methods of 11 hrs.
genetics, behavioral genetics, Inheritance of learnt ability and sociability in animals,
Inheritance of intelligence, Mental retardation, Psychopathology in humans
REFERENCES
1. Miller, Kenneth & Levine Joseph (2000). Biology. Prentice Hall , Massachusette
2. Baron, Robert (1999). Psychology. Prentice -Hall of India Private Limited , New Delhi
3. Greenfield Susan (1996) - The Human mind explained . Cassell Publishers Limited
4. Plomin Rolert (1994) - Genetics and experience. SAGE Publishers
13
YEAR

YEAR II CREDIT 3
CORE 4 : SOCIAL PSYCHOLOGY
To enable students to appreciate how individual behavior is influenced by social and cultural context
To enable students to develop understanding of functioning of dyads, groups and organization
OBJECTIVES To understand unique features of the Indian socio-cultural context
To understand the importance of socio cultural context in explaining behavior.
To understand how social problems can be analyzed in terms of various social cultural theories
COURSE CONTENT
Introduction to Social Psychology
UNIT I Nature, problems, goals and scope of social psychology, methods of social psychology, 12 hrs.
relation of social psychology to other sciences, approaches and theories of social psychology
Social Cognition
UNIT II Definition, theories of social inference, factors affecting social inference- schemas, 11 hrs.
prototypes, heuristics, affect and cognition, social perception and social cognition
Group Processes
Formation of groups , types of groups; group function- roles , status , norms and
UNIT III 11 hrs.
cohesiveness ; group conflict , group decision making and group dynamics ; group
morale , group problem solving
Attitude, Beliefs, Values, Public Opinion , Propaganda
Definition, formation of attitude, theories of attitude change, attitude and behavior,
UNIT IV 11 hrs.
measurement of attitude, influence of media, public opinion and propaganda in forming and
changing attitudes.
REFERENCES
1. Taylor (2009). Social Psychology. 12th Edition. McGraw Hill Publication, India
2. Baron, R. A. & Byrne, D. (2008). Social Psychology. Seventh Edition. Prentice Hall of India Private Limited, New Delhi
3. Kuppuswamy, B. (1980). Social Psychology. Asia Publishing, Bombay
4.
Alcock, J. E., Carment, D. W., Sadava, S. W., Collin, J. E., & Green, J. M. (1997). A Textbook of Social Psychology. Prentice
Hall / Allyn & Bacon, Scarborough, Ontario
14
YEAR

YEAR II CREDIT 3
CORE 5 : PSYCHOLOGY OF PERSONALITY
To enable the students to understand the concept of personality, various factors affecting personality
To make the students understand the processes of personality development
To enable the students appreciate the different approaches to and models of personality
OBJECTIVES
To help the students understand the different methods of personality of assessment
To help the students distinguish between normal and abnormal behavior and the use of defense
mechanisms in dealing with day to day experiences
COURSE CONTENT
Introduction to Psychology of Personality
UNIT I Factors affecting personality, Issues in personality development: Basic principles of perception, 11 hrs.
emotional foundation, frustration, stress and conflict
Approaches and perspectives
UNIT II 11 hrs.
Psychoanalytic, behavioristic , humanistic , trait, existential , learning
Assessment of Personality
UNIT III Observations , interviews , situational tests , rating scales , personality 11 hrs.
inventory, projective techniques and issues in assessment
Concept of Traits, Self, Attitude, Abnormality and Defense Mechanisms
UNIT IV Perceptual styles, traits, self, attitude. Criteria of normality and abnormality, adjustment : 12 hrs.
definition, aspects and characteristics and defense mechanisms
REFERENCES
1. Mangal, S. K. (2007). Abnormal Psychology. Sterling Publisher Pvt. Ltd. New Delhi.
2. Nevid, J. S., Rathus, S. A., Greene, B. (1998). Abnormal Psychology in a changing world. Prentice Hall, New Jersey.
3. Stagner, R. (1961). Psychology of Personality. McGraw Hill Book Company (Inc.), New York.
4. Safaya, R. N. (1976). Personality : Indian Psychology. Munshiram Manoharlal Publisher Pvt. Ltd. NewYork.
15
YEAR

YEAR II CREDIT 3
ALLIED 05 / 06 : SOCIAL PSYCHOLOGY
To enable students to appreciate how individual behavior is influenced by social and cultural context
To enable students to develop understanding of functioning of dyads, groups and organization
OBJECTIVES To understand unique features of the Indian socio-cultural context
To understand the importance of socio cultural context in explaining behavior.
To understand how social problems can be analyzed in terms of various social cultural theories
COURSE CONTENT
Introduction to Social Psychology
UNIT I Nature, problems, goals and scope of social psychology, methods of social psychology, 12 hrs.
relation of social psychology to other sciences, approaches and theories of social psychology
Social Cognition
UNIT II Definition, theories of social inference, factors affecting social inference- schemas, 11 hrs.
prototypes, heuristics, affect and cognition, social perception and social cognition
Group Processes
Formation of groups , types of groups; group function- roles , status , norms and
UNIT III 11 hrs.
cohesiveness ; group conflict , group decision making and group dynamics ; group
morale , group problem solving
Attitude, Beliefs, Values, Public Opinion , Propaganda
Definition, formation of attitude, theories of attitude change, attitude and behavior,
UNIT IV 11 hrs.
measurement of attitude, influence of media, public opinion and propaganda in forming and
changing attitudes.
REFERENCES
1. Taylor (2009). Social Psychology. 12th Edition. McGraw Hill Publication, India
2. Baron, R. A. & Byrne, D. (2008). Social Psychology. Seventh Edition. Prentice Hall of India Private Limited, New Delhi
3. Kuppuswamy, B. (1980). Social Psychology. Asia Publishing, Bombay
4.
Alcock, J. E., Carment, D. W., Sadava, S. W., Collin, J. E., & Green, J. M. (1997). A Textbook of Social Psychology. Prentice
Hall / Allyn & Bacon, Scarborough, Ontario
16
YEAR

YEAR II CREDIT 3
INTERDISCIPLINARY ELECTIVE 03/04 : POSITIVE PSYCHOLOGY – II
To introduce students to concept and understanding of positive psychology

To enable the students apply concepts of positive psychology to understand their self and others
OBJECTIVES
To help students use the concept of positive psychology for behaviour modification and counselling in
day to day life
COURSE CONTENT
THE MEANING AND MEASURE OF HAPPINESS
Basic concept of Psychology
Meaning of Positive Psychology
What is Happiness? Two tradition: Hedonic and Eudemonic Happiness
UNIT I 12 hrs.
Factors affecting Happiness
Models of Happiness
Measures of Happiness
Module given by Prof. Sonja Lyubomisrsky to enhance happiness
STRENGTHS
Strengths: Definitions and classifications of strengths
UNIT II Forgiveness & Gratitude- Concepts, Benefits and Techniques 11 hrs.
Mindfulness - Concepts, Benefits and Techniques
Altruism- Definition and Theories
CLOSE RELATIONSHIP AND WELL-BEING
Defining close relationship
Teasing and Humour
Friendship and romantic love
UNIT III 11 hrs.
Varieties of love
What people bring to romantic relationship
Attachment styles
The contours of a happy marriage
SELF REGULATION AND SELF CONTROL
The meaning of self control, personal goals and self regulation
Planning for self regulation success
UNIT IV 11 hrs.
Goals that create self regulation problems
Everyday explanations for self control failure
Goal disengagement
REFERENCES
1. Peterson, Christopher (2006). A Primer in Positive Psychology. Oxford University Press, New York
2. Baumgardner, S. R. (2009). Positive Psychology. Pearson Education(LPE), India
3. Lybomirsky, S. (2007). The How of Happiness. New York. Penguin Books
4. Snyder C. R. & Lopez S. J. (2009). Positive Psychology. New Delhi. SAGE Publications.
17
YEAR

YEAR II CREDIT 3
Semester I CORE 6 : BIOLOGICAL BASIS OF BEHAVIOR II HOURS 45
V
To know about the nervous system as central coordinator

OBJECTIVES To know about the information input to the brain through sensory processes
To understand importance of evolution in psychology
COURSE CONTENT
Nervous System
The neurons; The nerve impulse transmission - graded potential, spike potential synapse,
UNIT I 12 hrs.
properties of synapse, EPSP, IPSP, chemical mediators. Central Nervous System, Cortical
dynamics and integrated behaviour Peripheral Nervous System
Sensory Processes I : Vision , Audition , Vestibular
Vision : Neurophysiology of vision, Stimulus, Qualities, Thresholds, Adaptation, Theories of
color vision, Visual diseases
UNIT II 11 hrs.
Audition : Neurophysiology of audition, Stimulus, Qualities, Thresholds, Adaptation, Theories of
audition, auditory disease
Vestibular organ, its function, proprioception, kinesthesis
Sensory Processes II : Gustation , Olfaction and other senses
Gustation : Neurophysiology of gustation, Stimulus Qualities, Thresholds, Adaptation, Theories of
gustation, gustatory diseases.
UNIT III 11 hrs.
Olfaction : Neurophysiology of olfaction, Stimulus, Qualities, Thresholds, Adaptation, Theories of
olfaction, olfactory diseases
Other senses : touch, interoception, pain perception
Evolution and Evolutionary Psychology
UNIT IV What is evolution? Relevance of evolution to psychology, Evolutionary Psychology, Human 11 hrs.
evolution, Evolution of nervous system, Comparative psychology
REFERENCES
1. Greenfield Susan (1996) - The Human mind explained . Cassell Publishers Limited
2. Carlson, Neil R. (2007). Foundations of Physiological Psychology. Pearson Education , New Delhi .
3. Smock, Timothy K. (1999). Physiological Psychology : A Neurobiological Approach . Prentice Hall ,New Jersey
4. Levinthal C . F. (1996). Introduction to Physiological Psychology. Prentice Hall of India , New Delhi
5. Zillmer Eric and Spiers Mary (2001). Principles of Neuropsychology. Wadsworth , Thomson Learning, Aus tralia
18
YEAR

YEAR II CREDIT 3
Semester I CORE 7 : APPLICATION OF STATISTICS IN PSYCHOLOGY HOURS 45
V
To enable the students appreciate the use of statistics in behavioral science

To enable the students to understand the nature of data, types of data, categorize the data and read
OBJECTIVES meaning into data
To help students interpret the data by use of central tendency and measures of variability
To help students understand the relationship among research variables by using
COURSE CONTENT
Frequency Distribution , Graphic Representation (11 hours )
UNIT I Meaning of Data, Tabulation of Data, Making a frequency distribution table, meaning of a score, 11 hrs.
frequency polygon, and histogram
Probability
UNIT II 11 hrs.
Probability, normal probability curve, principles and applications of probability
Measures Central Tendency and Variability
UNIT III Measures of central tendency - mean, median, mode 12 hrs.
Measures of variability - range, average deviation, quartile deviation, standard deviation
Concepts of correlation
UNIT IV Basic concepts of correlation, coefficient of correlation, Rank Difference Method, Pearson’s 11 hrs.
Product Moment Method
REFERENCES
1. Garrett H. E. (1966) : Statistics in Psychology & Education. Allied Pacific Private Limited, Mumbai.
19
YEAR

YEAR II CREDIT 3
Semester I CORE 8 : FIELDS OF PSYCHOLOGY HOURS 45
V
To expose the students to the basic fields of psychology.

To help students understand the areas where psychologists can actively contribute .
OBJECTIVES
To explain the students the importance of psychology as an applied subject in the growth and sustenance
of healthy society
COURSE CONTENT
Psychopathology
Definition and scope of Clinical Psychology, Definition and scope of psychopathology,
UNIT I Misconceptions about Psychopathological behavior 11 hrs.
Introduction to classification system of psychopathology
Causes of psychopathology
Industrial & Organizational Psychology and Consumer Behavior
Definition, Aims and Scope of Industrial Psychology
Work Motivation: Importance of Work Motivation, Theories of Motivation – Herzberg’s and
Maslow’s; Motivation and Job satisfaction
UNIT II 12 hrs.
Organizational Behavior: Definition, Nature, Contributing fields and Challenges
Human Resource Development: Goals, Concept and Characteristics
Consumer Behavior: Definition and Problems in studying consumer Behavior, Psychological issues
relevant to marketing
Guidance and Counseling Psychology
Guidance: Definition, Principles, Basic Assumptions and Scope and functions of Guidance
UNIT III Need for guidance services in school. Areas of Guidance 11 hrs.
Counseling: Meaning, Definition, Principles of Counseling
Scope of Counseling; Levels of Counseling and Counseling Techniques
Educational and School Psychology
Educational Psychology: Definitions, Meaning and Scope of Educational Psychology, Contribution
of Psychology to education
UNIT IV Individual Differences: Definition, Types, Importance and Factors of Individual Differences 11 hrs.
School Psychology: Definition and Scope of School Psychology
Children with Special Needs: Slow learners, Mental Retardation, Children with Learning
Disability, Socially disadvantaged children, and Characteristics of Normally Adjusted Children
REFERENCES
1.
Carson, R. C., Butcher, J. N., Mineka, S. (2003). Abnormal Psychology And Modern Life (11th Edition). Delhi : Pearson
Education Pvt. Ltd.
2.
Blum , M. L. & Naylor, C. (1984). Industrial Psychology - Its Theoritical and Social Foundations (1st Indian Edition ). New
Delhi : CBS Publishers
3. Chauhan, S. S. (1978). Advanced Educational Psychology (5th Edition ). New Delhi : Vikas Publishing House Pvt . Ltd .
4. Baron R. (1998). Introduction to Psychology. New Delhi : McGraw Hill Publishing House
5. Mangal, S. K. (1987). Abnormal Psychology. New Delhi : Sterling Publishers Private Limited
Coleman, J. C. (1976). Abnormal Psychology and Modern Life (8th Edition ). Foreman & Co. D. B. Taraporavala Sons Co. Pvt.
6.
Ltd.
Kochhar, S. K. (2006). Educational and Vocational Guidance in Secondary Schools. New Delhi : Sterling Publishers Private
7.
Limited
8. Bhatia Hansraj (1998). A text book of Educational Psychology.
9. Robbins, S. P. (2000). Organizational Behavior (9th Edition) Prentice Hall of India, New Delhi
10. Paul M. Muchinsky (1998). Psychology Applied to work (6th Edition) Wordsworth Thomson Learning
11.
John Arnold, Ivan T. Robertson Cary L. Cooper (1998). Work Psychology - Understanding Human Behaviour in the Work
Place. McMillian Publication
20
YEAR

YEAR II CREDIT 3
Semester I ALLIED 07 / 08 : PSYCHOLOGY OF PERSONALITY HOURS 45
V
To enable the students to understand the concept of personality, various factors affecting personality
To make the students understand the processes of personality development
To enable the students appreciate the different approaches to and models of personality
OBJECTIVES
To help the students understand the different methods of personality of assessment
To help the students distinguish between normal and abnormal behavior and the use of defense
mechanisms in dealing with day to day experiences
COURSE CONTENT
Introduction to Psychology of Personality
UNIT I Introduction to Personality, Definitions, Abnormal Vs Normal Personality, Heredity Vs. 11 hrs.
Environment and Personality. Defense Mechanisms, Emotional Foundations, Personality Styles
Theories of Personality
UNIT II 11 hrs.
Sigmund Freud, Erik Erikson, Abraham Maslow, Murray, Allport
Personality and Growth
UNIT III Self – Concept, Development of Self, Importance of Self Concept, The Growth of Personality, The 10 hrs.
Adjustment of Personality
Mental Health and Personality Adjustment
UNIT IV The need for Mental health, Approaches to Mental Health, Yoga in Mental Health, Areas of 13 hrs.
Personality Adjustment: Courtship and Marrying, Home and Family, Handicap, Delinquency
REFERENCES
1. Patty, W.L., Johnson, L.S. (1953). Personality and Adjustment. McGraw – Hill Book Company, INC.
2. Guilford, J.P. (1959) Personality. McGraw Hill Book Company, INC.
3.
Beena (1990) Personality Typologies: A Comparision of Western and Ancient Indian Approaches. Commonwealth Publishers,
New Delhi
4. Stagner, R . (1 9 6 1 ). Psychology of Personality. McGraw Hill Book Company (Inc . ), New York
21
YEAR
Lokmanya Tilak Road, Sayajigunj, Vadodara – 390002. Ph: +91 0265 2795019. E-mail : psychology_msu@yahoo. 2015

YEAR II CREDIT 3
Semester I INTERDISCIPLINARY ELECTIVE 05 / 06 : HEALTH PSYCHOLOGY - II HOURS 35
V
To expose the students to the concept, nature, scope and determinants of health psychology
To help students understand the relationship between health, stress, lifestyle and social
OBJECTIVES To enable students understand the role of health psychologists by exposing them to the intervention
COURSE CONTENT
HEALTH ENHANCING BEHAVIOR
Exercise; Accident prevention; Cancer related health behaviors; Maintaining a healthy diet; Weight 11
UNIT I
control; Health compromising behavior; Characteristics of health-compromising behavior; Hrs.
Alcoholism and problem drinking; Smoking
SERIOUS ILLNESS
The patient’s perspective; Stages of illness; Importance of focusing on psychological issues;
Serious illness : the losses, facing the emotional challenges of serious illness; Maintaining identity
06
UNIT II through social support; Emotional development; Explaining illness and injury; Facing emotional
Hrs.
conflicts; Facing stressful medical treatments; Facing the stress of hospitalization; Communicating
with medical professionals; Facing pain; Facing death; The role of emotions in healing; Treatment
of ill patients
PSYCHOLOGICAL ISSUES IN ADVANCING AND TERMINAL ILLNESS
Death across the life span; Psychological issues in advancing illness; Are there stages in 06
UNIT III
advancement to dying ?; Psychological management of the terminally ill; Alternatives to hospital Hrs.
care and the terminally ill; Problems of survivals
HEART DISEASE
Coronary heart disease; What is CHD ?; Role of stress; Women and CHD; Cardiovascular
reactivity; Hostility and CHD; Depression and CHD; Other psychological risk factors and CHD;
Management of heart disease
11
UNIT IV Hypertension : How is hypertension measured ?; Causes of hypertension; Relationship between
Hrs.
stress and hypertension; Psychological factors and hypertension; Treatment of hypertension;
Problems in treating hypertension
Diabetes : Types; Health implications; Problems in self-management of diagetes; Internvetions with
diabetes
REFERENCES
1.
Branon, L. & Feist, J. (2010). Health Psychology: An Introduction to Behavior and Health. Wadsworth, CengageLearning :
Belmont, U.S.A.
2. Taylor, S. E. (2012). Health Psychology. McGraw Hill New York. Eight edition.
Marks, D. F.; Murray, M.; Evans, B. & Estacio, E. V. (2012). Health Psychology : Theory, Research, and Practice. Sage, New
3.
Delhi. Third Edition.
4. Dalal, A. K. & Misra, G. (2012). New Directions in Health Psychology. Sage : New Delhi.
5. DiMatteo, M. R. & Martin, L. R. (2007). Health Psychology. Pearson Education and Dorling Kindersley, New Delhi.
22
YEAR

YEAR III CREDIT 3
CORE 9 : BASICS OF PERCEPTION, EMOTION, AND MOTIVATION
Semester V HOURS 45
To create interest and excitement towards psychological phenomena

OBJECTIVES To develop an awareness of psychological tools and technique
To provide basic training in planning and conducting experiments
COURSE CONTENT
Basics Concepts and Methods in Experimental Research
Definition, variables, control of relevant variables, steps in experimentation, scientific attitude. The
UNIT I basic concepts of psychophysics, methods in psychophysics, methods for measuring the Absolute 11 hrs.
and Differential thresholds, signal detection theory .Reaction Time and Association: Reaction
Time, Judgment Time, Latency. The determinants of Reaction Time, Association Experiments
Visual Perception
Perception of distance, perception of size, perception of form, perception of movement - physical
UNIT II 11 hrs.
and perceived movement, visual word perception, picture perception, perception colour,
perception of space, concept of constancy, attention and divided attention
Emotion and Motivation
The Nature of Emotional states; Differentiation of Emotional states; Some measures of
Physiological changes in emotion; Theories of Emotions; Facial expression of emotions;
UNIT III experiments in emotions. 12 hrs.
Motivation: Primary and derived motives, motive -incentive relationships, experimental operations
influencing motivation: deprivation time, amount of incentive, praise and reproof, set, ego
involvement
Experimental Psychology of Individual, Cross-cultural differences and Suggestibility
UNIT IV Individual and Gender differences in Skills and abilities, and Learning and Cognitive Styles. Cross- 11 hrs.
cultural studies of Perception, Memory, Categorization and Reasoning
REFERENCES
1. Collins M. and Drever J. (1949) : Experimental Psychology. Matheun & Co. Ltd., London
D ’Amato M. R. (1976) : Experimental Psychology : Methodology Psychophysics and Learning. New York - Tokyo, McGraw
2.
Hill Kogakusha
3. Postman L. and Egan J. (1949) : Experimental Psychology. Harper & Row (Kalyani Pub. Ludhiana)
4.
Underwood B. J. (1949) : Experimental Psychology - An Introduction. New York : Appleton Country Crofts Indian Reprint. The
Finances of India Press – 1965
5.
Woodworth R. S. & Schosberg H. (1938) : Experimental Psychology. New York (Holt ) Rinehart and Winston Inc. Third Indian
Reprint Oxford IBH Publishing Co. New Delhi, Bombay, Calcutta
6. Snodgrass and Haydon (1998). Human Experimental Psychology
7. Anderson John R. (1980). Cognitive Psychology : and its implications. IInd edition, W. H. Freeman and Company, New York
8. Galotti, Kathleen M. (2004). Cognitive Psychology. (IIIrd edition) Wadsworth, US
23
YEAR

YEAR III CREDIT 3
CORE 10 : RESEARCH METHODOLOGY
Semester V HOURS 45
To make the students understand meaning, nature and scope of research in psychology
To help the student understand and appreciate various types of research conducted in behavioral
sciences
OBJECTIVES
To help the students understand the different methods and techniques used in collection of data
To enable the student appreciate the importance of subjects chosen for the research and how to do it
systematically
COURSE CONTENT
Meaning, Nature and Steps in Research
Meaning of research, nature and areas of behavioral research, phases and steps of research
Research problem: Nature and characteristics of research problem, difficulties in selecting and
UNIT I 12 hrs.
formulating the research problem, Nature of research hypotheses is, theoretical and operational
definitions in research
Types of variables
Types of Research
Historical research
UNIT II 11 hrs.
Descriptive research - field studies , ex -post facto studies, survey research, case study and
ethnographic study, diagnostic studies
Tools of Data Collection
UNIT III Quantitative methods : Rating Scales, Tests, Questionnaires, Inventories, Interview techniques, 11 hrs.
observation techniques, checklists, Qualitative methods
Sampling Techniques
UNIT IV Probability sampling, non -probability sampling, quota sampling, simple random sampling, 11 hrs.
stratified random sampling, cluster sampling and others
REFERENCES
1.
Roesn, R. L., Rosenthal, R. (2002). Beginning Behavioural Research : A conceptual Primer. Fourth Edition. Pearson
Education International, New Jersey
2. McGuigan F. J. (1969) : Experimental Psychology. Prentice Hall of India Private Ltd., New Delhi
3. Selltiz C, Jahoda M. & Cook S. W. (1961) : Research Methods in Social Relations. Holt, Rinchart and Winston, New York
4. Underwood B. J. (1957) : Psychological Research. Appleton Century Crafts New York
5. Singh A. K. (1987) : Tests, Measurement & Research Methods in Behavioral Sciences. Tata McGraw Hill, Bombay
6. Best J. W & Kahn (1995) : Research in Education. 7th Edition, Prentice -Hall of India Pvt., New Delhi
7. Shaugnessy (1990) : Research Methods in Psychology. Tata McGraw-Hill Publishing Co. Ltd., New Delhi.
8. Chaudhary C. M. (1991) : Research Methodology. RBSA Publishers, S. M.S. Highway, Jaipur
9. Ghosh, B. N. (1992) Scientific method and social Research. Sterling publishers Private Ltd.
10. Krishnaswamy, O. R. (1993) Methodology of researches in Social Sciences. Himalaya Publishing House, Delhi
24
YEAR

YEAR III CREDIT 3
CORE 11 : DEVELOPMENTAL PSYCHOLOGY
Semester V HOURS 45
To expose the students to the concept of development , different types of development

To help students understand the different factors and determinants affecting the process of development
OBJECTIVES
To help students understand the developmental stages in the life span and the differential nature of
developmental processes across different life stages
COURSE CONTENT
Concept of Development , Determinants and Theories
Concept of Development, growth, Maturation and Evolution; Development from a social-historical
UNIT I perspective; Themes in study of human development; Theories of Development; Determinants of 11 hrs.
Development; Research methods in developmental psychology; Scope of Developmental
psychology
Development in Prenatal , Neonatal , Infancy Early Childhood
Hereditary influences on development; Behavioral genetics – contributions and criticism; Prenatal
Growth and Development; Development and Birth Complications; Cultural and historical
UNIT II 11 hrs.
variations in birthing practice; The World of the New Born; Physical, Sensori-motor development,
Cognitive, Social and Language Development; Emotional development, temperament and
attachment; Development of self-concept
School-Age Childhood and Adolescence
Cognitive Advances in Thinking
Expanding Social Interactions : Peer Influence
UNIT III Moral Development – affective, cognitive and behavioral components; Aggression and altruism 11 hrs.
Physical and Sexual Maturation; Social impact of pubertal changes; Body image concern
Identity and Experience; Origin and development of self-esteem; Case of minority youth
Sex difference and gender role development; Developmental trends in gender typing
Adulthood and Aging
Early Adulthood: Marriage, Alternatives to Marriage, Social Life and Change; Work and Leisure
Experiencing Middle Age: New Developmental Tasks , Marriage and Family life , Identity and
UNIT IV 12 hrs.
Interpersonal behavior, Physical changes
Later adulthood and Aging: The Personal Context of Later life; Social aspects of later life ; Dying
and Bereavement
REFERENCES
1. Papalia, D. E. (1998). Human Development. 7th Edition. Tata McGraw Hill Publishing
2. Kail, R.V & Cavanaugh, J. C. (2000). Human Development : A Lifespan View. Second Edition
3. Schell, R. E. & Hall, E. (1979). Developmental psychology Today. Random House Inc.
4. Shaffer, D. R. & Kipp, K. (2007). Developmental Psychology – Childhood and Adolescence. 7 th Edition, Thomson Wadsworth.
25
YEAR

YEAR III CORE 12 : OPTIONAL GROUP I : THEORIES OF PERSONALITY IN CREDIT 3
Semester V CLINICAL PSYCHOLOGY HOURS 45

COURSE CONTENT
UNIT I Biological Aspects, Behaviorist and Learning theories of personality 11 Hrs.
UNIT II Trait and Skill theories of personality 11 Hrs.
UNIT III Humanistic and Existential theories of personality 11 Hrs.
UNIT IV Person-Situation Interactionist theories of personality 12 Hrs.
REFERENCES
Friedman, H & Schustack, M.(2006). Personality: Classic Theories and Modern Research. 3 rd Ed. Dorling Kindersley India Pvt. Ltd. Pearson
1.
Education
2. Hall & Lindzey (1998). Theories of Personality. New York: John Wiley and Sons
3. Stagner, R. (1961). Psychology of Personality. McGraw Hill Books company Inc. New York.
4. Safaya, R. N. (1976). Personality : Indian Psychology. Munshiram Manoharlal Publisher Pvt. Ltd. NewYork.
5. Gerald Corey (1999). Student’s Manual for theory and practice of counseling and psychotherapy.
6. Carson & Butcher (1996). Abnormal Psychology in Modern Life.
7. Kegan, R. (1982). The evolving self. Harvard University Press. New York.
26
YEAR
Faculty of Education & Psychology, The M. S. University of Baroda 2014
Lokmanya Tilak Road, Sayajigunj, Vadodara - 390002. Ph : +91 0265 2795019. E-mail : -2015
psychology_msu@yahoo.

YEAR III CORE 12 : OPTIONAL GROUP II : DEVELOPMENT INITIATIVES IN CREDIT 3
Semester VI ORGANIZATIONS: ROLE OF PSYCHOLOGISTS HOURS 45
TO MAKE STUDENTS UNDERSTAND Development of self understanding, shaping of attitude and

value at work place.
OBJECTIVES To familiarize students with Employee Counseling.
To familiarize students with Perception and learning in organizations.
To make students understand groups and teams
COURSE CONTENT
Self understanding, shaping of attitude and value at work place
Development of self understanding, shaping of attitude and value at work place.
Personal Growth lab, T- group training, Johari window
UNIT I Concept of attitude, work attitude, attitude change, concept of values, societal values, 11hrs.
organizational value and work values and developing of values
Employee Counseling:
Introduction, quality of work life, counseling, prerequisites of employee counseling.
UNIT II Guidelines for effective counseling, techniques of counseling, types of counseling, counseling 12 hrs.
needs symptoms, counseling process, stress management intervention , benefits of counseling and
differences between counseling and coaching..
Perception and learning in organizations:
The perceptual process, Social identity theory, stereotyping in organizational settings, attribution
UNIT III theory, self fulfilling prophecy, perceptual errors, and improving perceptions. 11 hrs.
Learning in organizations, Behavior Modifications, social learning and learning theory
experience.
Development of successful groups and teams
Definition of group, increase importance of working effectively in group, group formation, group
UNIT IV development, synergies of group working, Negative aspects of group working and group 11 Hrs.
processes losses, roles in group, factors effecting group effectiveness.
Understanding teams, types of teams, making teams effective
REFERENCES
1. Steven L .Mc Shane, Mary Ann Von Glinow,Radha R. S,(2008)ed.4 “Organizational Behavior ” Tata MC Grew Hill, New Delhi
2. Margie Parikh, Rajen Gupta, (2010) “Organizational Behavior ”Tata MC Grew Hill, New Delhi.
3. Uday Kumar Haldar,(2009) “Human Resource Development”, Oxford University, New Delhi
4. Cascio W. F And Aguinis H. (2009) Applied Psychology In Human Resource Management. PHI Learning P Limited , New Delhi.
5. Moorhead,G., Griffin,R.W.(2009). Organizational Behavior-Managing People and Organizations. Houghton Miffin Company-New York
6. S. Ramnarayan & Rao T. V. (2011). Organisation Development. Sage Response Business Book, New Delhi
7. Pattanayak Biswajeet(2008). Human Resource management. prentice-hall of india P limited, new delhi(HF 5549, P2H8)
27
YEAR

YEAR III CREDIT 3
CORE 12 : OPTIONAL GROUP III : INTRODUCTION TO DISABILITIES
Semester V HOURS 45
To help students to understand the concept of disabilities

OBJECTIVES To help students to understand the concept of Mental Retardation
To help students to understand the concept of assessment for children with disabilities
COURSE CONTENT
CONCEPT, CLASSIFICATION AND CHARACTERISTICS OF DISABILITIES
Concept of Impairment, Disability and Handicap
UNIT I 12 hrs.
Classification of disabilities: Visual impairment, Hearing impairment, Locomotors impairment,
Mental Retardation, Mental Illness, Leprosy Cured
MENTAL RETARDATION
UNIT II Meaning and types of Mental Retardation; Characteristics of Mental Retardation; 11 hrs.
Causes of Mental Retardation; Learning Disability – Types, Characteristics; ADHD
ASSESSMENT AND EVALUATION
What is assessment? Significance of assessment; screening and identification of children with MR,
UNIT III 11 hrs.
LD, ADHD
Criterion Referred Test; Norm Referred Test
TYPES OF ASSESSMENT
UNIT IV Basic tools 11 hrs.
DST; VSMS; Basic MR; Screening of LD and ADHD
REFERENCES
1. Chauhan, S. S. (1993). Advanced Educaitonal Psychology. Vikas Publishing House, New Delhi
2. Mangal S. K. (2009). Educating Exceptional Children. PHI Learning Private Limited, New Delhi
3. Mangal S. K. (2005) Advanced Educational Psychology. PHI Learning Private Limited, New Delhi
4. Cohen L.G. & Spenciner L.J. (2009) Assessment of Children and Youth with special needs. Pearson Education, New Delhhi
28
YEAR

YEAR III CREDIT 3
CORE 12 : OPTIONAL GROUP IV : EDUCATING EXCEPTIONAL CHILDREN
Semester V HOURS 45
To help students understand the concept of Exceptionality.

To help students understand and deal with Learning Disability.
OBJECTIVES
To help students understand and deal with Emotional Disturbance.
To help students understand and deal with Slow Learners.
COURSE CONTENT
Exceptionality: meaning and concept
Who are exceptional children? Classifying exceptional children
UNIT I 11 hrs.
Causes of exceptionality in children: hereditary and environmental causes
Needs and problems of exceptional children
Learning disability: meaning and concept
Nature and characteristics of learning disability
UNIT II 11 hrs.
Causes of learning disabilities; types of learning disabilities
Educational provision for the learning disabled
Emotionally Disturbed children: meaning and concept
Nature and characteristics of Emotional Disturbance
UNIT III 11 hrs.
Causes of emotionally disturbed behaviour
Educational and treatment measures
Slow learners: meaning and concept
Characteristics and types
UNIT IV 12 hrs.
Causes of slow learning
Identification and educational measures for slow learners
REFERENCES
1. Mangal, S. K. (2007). Educating Exceptional Children, PHI Learning Pvt. Ltd., New Delhi.
2. Skinner, C. C. (2009). Educational Psychology, 4th Edition, Hoony Halt, New York
3. Rao, S. N. (1998). Educational Psychology
4. Bhatia, H. R. (1998). A Text Book of Educational Psychology.
5. Stephens, J. M. (1962) : Educational Psychology, Holt Rinchart & Winston Inc. , New York
6. Chauhan, S. S. (2007). Advanced Educational Psychology. 7th Edition, Vikas Publishing House
7. Cronback, L. J. (1992). Educational Psychology. Harceurt
8. Bernard (1998). Educational Psychology, New York.
29
YEAR

YEAR III CREDIT 3
CORE 13 : OPTIONAL GROUP I : PSYCHOPATHOLOGY I
Semester V HOURS 45
To expose the students to the basics of psychopathology.

To make students understand the causes and classification for psychopathology.
OBJECTIVES
To explain the various mild and common psychological disorders which may serve as important factors
for the growth of a healthy society.
COURSE CONTENT
Introduction to Psychopathology
Definition of Psychopathology; Definition of Mental Disorder; Classification of Mental Disorders
Importance of Classification System
Causes of Psychopathological Behavior: Biological, Psychosocial and Socio-cultural causes
UNIT I 12 hrs.
Stress: Identification of Stress as causal factor to development of psychopathological behavior;
Definition and Types of stress; Type of Stressors; Causes for Stress; Mechanism of Stress by Hans
Selye
Adjustive Techniques; Defense and Escape Techniques
Anxiety and Stress related Disorders
Anxiety Disorders: Anxiety Reactions and Panic Attack; Agoraphobia; Panic Disorder; Specific
Phobia; Social Phobia; Obsessive Compulsive Disorder; Post-traumatic Stress Disorder; Acute
UNIT II Stress Disorders; and Generalized Anxiety Disorder 11 hrs.
Somatoform Disorders: Somatization Disorder; Undifferentiated Somatoform Disorder; Conversion
Disorder; Pain Disorder; Hypochondriasis; and Body Dysmorphic Disorder
Factitious Disorders
Adjustment and Dissociative Disorders
Dissociative Disorders: Dissociative Amnesia; Dissociative Fugue; Dissociative Identity Disorder;
Depersonalization Disorder
UNIT III 11 hrs.
Adjustment Disorders
Impulse Control Disorders : Kleptomania, Pathological Gambling, Intermittent Explosive Disorder,
Pyromania, Trichtillomania
Sexual, Eating and Sleep Disorders
Sexual And Gender Identity Disorders: Phases Of Sexual Behavior; Sexual Dysfunctions;
UNIT IV Paraphilias And Gender Identity Disorders 11 hrs.
Eating Disorders: Anorexia Nervosa and Bulimia Nervosa
Sleep Disorders: Dyssomnia and Parasomnia
REFERENCES
1.
Carson, R. C., Buther, J. N., Mineka, S. (2003) Abnormal Psychology and Modern Life (11 th Edition). Delhi : Pearson Education
Pvt. Ltd.
2.
Coleman, J. C. (1976) Abnormal Psychology and Modern Life (8 th Edition). Foreman & Co. D. D. B. Taraporvala Sons Co. Pvt.,
Bombay.
3.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text revision).
Washington, DC
30
YEAR

YEAR III CORE 13 : OPTIONAL GROUP II : BASICS OF INDUSTRIAL- CREDIT 3
Semester V ORGANISATIONAL PSYCHOLOGY HOURS 45
To expose the students to the basics of Industrial Psychology

OBJECTIVES To make students understand various psychological concepts with respect to Industrial Psychology
To explain the various applications of concepts of Industrial Psychology
COURSE CONTENT
INTRODUCTION AND HISTORY OF I-O PSYCHOLOGY
Definition; Aims; Objectives; Scope and Problems; Past, present and future of I-O Psychology;
UNIT I 12 hrs.
Social and Psychological foundations of Industrial Psychology
Taylorism, Hawthorne, Studies and their implications
JOB ANALYSIS AND PERFORMANCE APPRAISAL
Definition, uses and types of Job Analysis, Newer techniques: Cognitive task analysis, personality
UNIT II 11 hrs.
based job analysis, competency modelling etc. Basic concepts in performance appraisal and their
importance. Campbell’s model of job performance, types of performance measures
TRAINING AND DEVELOPMENT
The Scope & Goals of Organisational Training Programmes, Psychological factors in Learning,
UNIT III Training Methods; On-the-job training, Computer-assisted instruction, Net-based training, 11 hrs.
Behaviour modification, Job rotation, Business games, In-basket training, Role playing, Self-
management training, Virtual training, Career development and life stages
LEADERSHIP, MOTIVATION, JOB SATISFACTION & EMPLOYEE ATTITUDE
Theories of leadership; theory X and theory Y, Contingency theory, Cognitive resource theory,
Path-Goal theory, Normative Decision theory, Styles of leadership: Authoritarian and Democratic
leaders, Transactional and Transformational leaders
Why People Work? Motivation theories: Content theories; Achievement Motivation theory, Needs
UNIT IV 11 hrs.
Hierarchy theory, ERG theory, Herzberg’s two-factor theory, Process theories; Valence-
Instrumentality theory, goal-setting theory, Equity theory,
Job Satisfaction & Employee’s Attitude: Relationship between morale, job satisfaction and
performance; definition and measurement of job satisfaction and morale, Methods of measuring
attitudes, Job involvement and organisational commitment
REFERENCES
1. Pareek, Uday & Rao, T. V. (1998). Designing & Managing Human Resource Systems. Oxford & IBH, New Delhi. (HF 5549.P2)
2. Nadler, Leonard. (1998) Developing Human Resources. II edition. Gulf Pub. Co. Huston, TX. (HF 5549.24 T7/N2D3)
3. Harrel T. W. (1976) : Industrial Psychology. (Roinhar-Ox. B. Co. Calcutta).
4. Karn H. W. & Gilmer B. V. H. (1962) : Readings in Industry & Business Psychology. II Ed. McGraw Hill.
5. Maier N. R. F. (1970): Psychology in Industry. III Ed. Oxford & IBH Publishing Co. (BF 56 M2)
6. Smith H. C. (1998): Psychology in Business & Industry. McGraw Hill. (BF 56 B3)
7. Tiffin J. & McCormick E. J. (1979): Industrial Psychology. VI Ed. Prentice Hall, New Delhi. (BF 56 T4)
Blum M. L. & Naylor J. C. (1984) : Industrial Psychology - Its Theoritical and Social Foundations. I Indian Edition. CBS
8.
Publishers, New Delhi. (BF 56 .B5)
9. Viteles, M. S. (1962). Industrial Psychology. Lowe and Brydone Printers Ltd. London. (BF 56 .V4)
10. Ghosh, P. K. & Ghorpade, M. B. (2001). Industrial Psychology. Himalayan Publishing House, Bombay. (BF 56 G4I6)
11. McKormik, E. J. & Iigen Daniel (1981). Industrial Psychology. (BF 56 M2E6 / BF 56 T4).
12. Sharma, Adity (2004). Industrial Psychology. (HF 5548 .8 .S4I6)
13. Myers Charles S. (1998). (BF 56 .M9).
14. Mohan Dinesh (2008). Industrial Psychology. (HF 5548 .8 M6I6)
15. Blum Milton (1998). Industrial Psychology. (BF 56 B5).
31
YEAR

YEAR III CORE 13 : OPTIONAL GROUP- III : INTRODUCTION TO COUNSELLING CREDIT 3
Semester V AND GUIDANCE HOURS 45
To introduce students the basics of counselling and guidance

OBJECTIVES To make students aware of the areas of counselling and guidance
To orient students about the services rendered by the counselling and guidance psychologists
COURSE CONTENT
Definitions, Nature, Goals and Scope of Counselling and Guidance
UNIT I Historical development and present status of Counselling and Guidance services in India 12 hrs
Professional and ethical issues in Counselling and Guidance
Areas of Counselling and Guidance – Promotion of health, Social relationship, Personal needs, Moral
issues, Marital problems, Education, Vocation and avocation
UNIT II 11 hrs.
Counselling and Guidance to exceptional children: Gifted, Backward, Mentally Retarded, Learning
difficulty
Individual Counselling and Group Counselling
UNIT III 11 hrs.
Personal Guidance and Group Guidance
Counselling Services – Preventive, Curative and Rehabilitative
UNIT IV Guidance Services – Orientation Service, Informative Service, Placement Service, Referral Service, 11 hrs.
Remedial and Counselling Service and Follow up service
REFERENCES
1. Bansal, V. P. (2001) Organizing Guidance Services in School. Allahabad: Indian Press (P) Ltd.
2. Bernard, H.W., & Fullnoz, D. W. (2002). Principles of Guidance. New York: Thomas Y. Crewell Co.
3. Gibson, R. L. & Mitchell, M. H. (2006). Introduction to counselling and Guidance (6 th Edi.) New Delhi: Pearson
4. Patterson, Lewis E. & Welfel, Elizabeth, R. (2000) The Counselling Process. New York: Wordsworth.
32
YEAR

YEAR III CORE 13 : OPTIONAL GROUP IV : INTRODUCTION TO EDUCATIONAL CREDIT 3
Semester V PSYCHOLOGY HOURS 45
To help students understand the significance of educational psychology in education.

To help students understand the significance of the stages of growth and development in education.
OBJECTIVES To help students understand creative thinking, reasoning and problem solving and its educational
significance.
To help students understand the significance of individual difference in education.
COURSE CONTENT
Definition, nature& scope of educational psychology
Significance of Educational Psychology in education
UNIT I 11 hrs.
History of educational psychology
Research Methods in educational psychology
Meaning of growth and development.
Principles of growth and development-it’s educational implication
UNIT II 11 hrs.
Stages of growth and development and their special characteristics-educational implication of each
stage (infancy to old age)
Creative thinking and Reasoning –Creative thinking, Definition, types of reasoning
UNIT III Problem solving-Definition, steps & strategies for effective problem solving, 11 hrs.
Factors affecting problem solving; its educational significance
Individual difference- range of mental difference,
UNIT IV Causes of individual difference 12 hrs.
Educational significance of studying individual difference
REFERENCES
th
1. Skinner, C. C. (2009). Educational Psychology, 4 Edition, Hoony Halt, New York
2. Rao, S. N. (1994). Educational Psychology
3. Bhatia, H. R. (1998). A Text Book of Educational Psychology
4. Stephens, J. M. (1962). Educational Psychology, Holt Rinchart & Winston Inc. , New York
5. Chauhan S.S. (2007). Advanced Educational Psychology. 7th Edition, Vikas Publishing House
6. Cronback J. L. (1994). Educational Psychology. Harceurt
7. Bernard (1992). Educational Psychology, New York
33
YEAR

YEAR III CORE 14 : OPTIONAL GROUP I : AN INTRODUCTION TO COMMUNITY CREDIT 3
Semester V PSYCHOLOGY HOURS 45
To gain an understanding of how Community psychology emerged as an Independent Branch of

Psychology
To provide a theoretical base for understanding Communities
OBJECTIVES
To highlight on the importance of Coping Process & Social Support within the Community Setup
To gain an insight into Community Research Approaches
To develop an understanding of People who work in the area of community psychology
COURSE CONTENT
INTRODUCTION TO COMMUNITY APPROACH
Definition and brief history of community psychology
UNIT I Recent Impetus for Community approaches 12 hrs.
Difference between the Traditional Clinical Approach & The Community Approach
Conceptions from Community Mental Health
UNDERSTANDING COMMUNITIES
Conceptual Models of Ecological Context
UNIT II 11 hrs.
Understanding Sense of Community- What is a Community?; McMillan-Chavis Model
Understanding Coping and Social Support
COMMUNITY RESEARCH
UNIT III Aims of Community Research- the Five questions for Community Research 11 hrs.
Methods of Community Research- Qualitative and Quantitative Methods
TRAINING FOR COMMUNITY APPROACHES
UNIT IV Training of Professionals 11 hrs.
The Role of Non-professionals in a Community Set-up
REFERENCES
1. Melvin Zax & Gerald Specter (1974). An Introduction to Community Psychology. John Wiley & Sons, Inc., New York.
2. Julian Rappaport (1977). Community Psychology: Values, Research & Action. Holt, Rinehart & Winston: New York.
James H. Dalton, Maurice J. Elias & Abraham Wandersman. (2001). Community Psychology: Linking Individuals &
3.
communities. Wadsworth Thomson Learning: United States.
34
YEAR

YEAR III CORE 14 : OPTIONAL GROUP II : CONSUMER BEHAVIOR – CONCEPTS CREDIT 3
Semester V AND APPLICATIONS HOURS 45
To expose the students to the basics of Consumer Behavior.

To make students understand various psychological concepts with respect to Consumer
OBJECTIVES
Behavior.
To explain the various applications of concepts of Consumer Behavior.
COURSE CONTENT
Introduction to Consumer Behavior
Consumer Behavior : Definition, Study and Problems in studying Consumer Behavior,
UNIT I 11 hrs.
Psychological Issues Relevant To Marketing, Consumer Behavior as a Decision Process,
Motivation Research
Learning and Motivation
Consumer and Learning: Learning, Factors affecting Learning, Principles of Conditioning,
Stimulus Generalization; Stimulus Discrimination, Reinforcement, Habit Formation, Forgetting,
UNIT II Learning And Brand Loyalty 12 hrs.
Consumer Needs And Motivation : Positive And Negative Motivation, Diversity Of Needs
(Murray’s, Maslow’s, McLelland’s ), Power, Affiliation, Achievement, Measurement of Motives.
Implications and Influences on Consumer Behavior
Perception and Attitude
Consumer Perception: The Concept of Threshold Level of Awareness, Perceptual Organization,
Perceptual Interpretation, Consumer Imagery, Self-Image perception and Product Positioning,
UNIT III 11 hrs.
Perception of Risk
Attitudes And Consumer Behavior: Perceptual, Evaluative and Action Tendency Components,
Learning of Attitudes; Techniques of Attitude Modification; Implications For Marketing
Personality
Personality and Consumer Behavior: The Nature of Personality, Application of Theories of
UNIT IV Personality – Freudian and Neo-Freudian; Personality Traits and Scales for Measurement; 11 hrs.
Psychographic, Sociographic Segmentation; Personality and Product Positioning; Online
Positioning Interface; Applications
REFERENCES
nd
1. David L. L. & Della Bitta A. J. 2 Ed.(1984) : Consumer Behaviour Concepts and Applications. McGraw Hill, New York
3. Engle J. F. & Blackwall R. D. 4th Ed.(1983) : Consumer Behaviour The Dryden Press, Heindsdale, III
4. Kassarjian H. K. & Petroshivs S. M. 3rd Ed.(1981) : Prespectives in Consumer Behaviour Scott Foreman III
5. Kenneth E. R. (1998). Consumer Behaviour and The Practice of Marketing. Charles E. Merrill Publishing Company, Toronto
6. Mahajan B. M. (1980) : Consumer bBehaviour in India An Economic Study. Concept Publishing company, New Delhi
7. Schiffman L. G. & Kanuk L. L. 2nd Ed.(1983) : Consumer Behaviour. Prectice-Hall Inc, Englewood Chiffs, New Jersey
8. Zik W. Micheal D’Amico (1984) : Marketing. John Wiley and Sono, New York
Kumar R. S. (2009) Consumer Behaviour and Branding : Concepts, Readings and Cases – The Indian Context. Dorling
9.
Kindersley (India) Pvt. Ltd.
10. Carter T. (2008) Sales Course Management : A Contemporary Approach. Jaico Publishing House, Mumbai
11.
Mooij M. (2004) Consumer Behaviour and Culture : Consequences for Global Marketing and Advertising. Sage Publications,
New Delhi
12. Paul T. R. 4th Ed. (2008) Consumer Service : Career Success Through Customer Loyalty. Pearson Education Inc.
13. G. Radha Krishna (2005) Consumer Behaviour : Approaches and Applications. ICFAI Books, The ICFAI University Press
14. Malhotra N. K. 4th Ed. (2004) Marketing Research : An Applied Orientation. Pearson Education Pvt. Ltd., Delhi
15. Soloman M. R. (2007) Consumer Behaviour : Buying, Having, and Being. Prentice Hall of India Pvt. Ltd., New Delhi
35
YEAR

YEAR III CORE 14 : OPTIONAL GROUP – III : PSYCHOLOGICAL PROBLEMS AND CREDIT 3
Semester V BEHAVIOURAL ASSESSMENT IN COUNSELLING AND GUIDANCE HOURS 45
To make students aware of the range of mental health problems with which clients can present to services
To develop the ability to select and justify the use of psychological tests and carry out the assessment as
OBJECTIVES per the specified procedures in investigating the relevant domains
To make students understand clinically significant behaviour and psychological syndrome, and
differentiate clinical features among children and adults
COURSE CONTENT
Anxiety reaction: Phobias, Obsessive-compulsion behaviour, Generalized anxiety
UNIT I Adjustment and personality problems - paranoid personality, Antisocial personality, Borderline 11 hrs
personality, Narcissistic personality, Avoidant personality, Dependent personality
Juvenile Delinquents – Meaning; theories of delinquency; treatment and reformatory measures for
delinquency
Deprivation and Deprived Children – Meaning and nature; types; effects of deprivation; meaning of
deprived children; identification and measurement of deprivation;
UNIT II 11hrs.
Gifted children – Meaning and characteristics; what makes children gifted; needs and problems of
gifted children; identification and education of gifted children
Creative children – Meaning, nature and characteristics; theories of creative children; identification
of creative children; nurturing and stimulation of creativity among children
Functions of behavioural assessment
Behavioural assessment methods – Interviews, Questionnaires, Rating Scales, Observation.
UNIT III 12 hrs.
Psychological Tests for behavioural assessment – Intelligence test, Aptitude Test, Interest Test,
Achievement Test, Personality Test, Adjustment Test
Non-test Behaviour appraisal techniques – Autobiography, Anecdotes, Rating scales, Observation,
UNIT IV 11 hrs.
Cumulative records, Sociometric device, Case study
REFERENCES
1. Carson, R. C., Butcher, J. N., & Mineka, S. (2006). Abnormal Psychology and Modern Life.
2. Rao, N. S. (1997). Counselling and Guidance. New Delhi: McGraw Hill Publishing Co.
Hocker, Jeffrey E. R. & Thorpe, Geoffrey L. (2005). Introduction to Clinical Psychology – Science, Practice and Ethics. Delhi :
4.
Pearson Education.
36
YEAR

YEAR III CREDIT 3
CORE 14 : OPTIONAL GROUP IV : PSYCHOLOGY OF GUIDANCE
Semester V HOURS 45
To help students understand the role of guidance in education.

OBJECTIVES To help students understand the importance of educational and vocational guidance
To help students understand the role of guidance personnel
COURSE CONTENT
Definition of guidance – characteristics, goals, scope of guidance, Need for guidance in school
UNIT I 12 hrs.
Areas of guidance – education, vocation. Avocation, social, moral, health, personal and marital
Educational guidance – organization and administration of guidance program at school.
UNIT II Importance of cumulative record card, types of cumulative record card, functions and advantages of 11 hrs.
cumulative record card
Vocational guidance- purpose and functions. Vocational guidance at different stages
UNIT III 11 hrs.
Need for occupational information : collection and dissemination
Guidance personnel – role of teacher, family and community in guidance program
UNIT IV 11 hrs.
Towards new horizon – making school guidance more effective
REFERENCES
1. Bansal V. P. (1992). Organizing Guidance Services in Schools. Indian Press (P) Ltd., Allahabad
2. Kecher L. B. (2000). Educational and Vocational Guidance in Second Schools
3. Bernard H. W. & Fullnor D. W. (1994). Principles of Guidance. 2nd Ed. Thomas Y. Crewell Co., New York
4. Jenes Arthm (1998). Principles of Guidance. McGraw Hill
37
YEAR

YEAR III CREDIT 3
PROJECT 01 : EXPERIMENTAL PSYCHOLOGY PRACTICAL I
Semester V HOURS 45

To develop an awareness of psychological tools and techniques
OBJECTIVES To provide basic training in planning and conducting experiments
To nurture the skills of observation
To facilitate understanding of theoretical constructs and their application to problem-solving
COURSE CONTENT
3 experiments
Expt. 1----Psychophysics
UNIT I 11 hrs.
Expt. 3----Reaction Time
3 experiments
Expt. 1----Span of Attention
UNIT II 11 hrs.
Expt. 2----Division of Attention
Expt. 3----Size constancy
3 experiments
Expt. 1----Facial expression of emotions
UNIT III 11 hrs.
Expt. 2----Maze learning
Expt. 3----Level of Aspiration
3 experiments
Expt. 1----Raven’s Progressive Matrices
UNIT IV Expt. 2----Mental 12 hrs.
Fatigue
Expt. 3----Suggestibility
REFERENCES
2.
Hill Kogakusha
4.
5.
38
YEAR

YEAR III CREDIT 3
INTERDISCIPLINARY ELECTIVE 07 : MEDIA PSYCHOLOGY
Semester V HOURS 45
To impart introductory understanding about the nature of media

To impart psychological concepts and methods in investigating and appropriating role of media
OBJECTIVES
To enable students to critically appreciate the place and role of media in constructing our social worlds
and reality
COURSE CONTENT
INTRODUCTION TO MEDIA PSYCHOLOGY
What is Media psychology; Defining the territory, Defining Mass Media, Conceptual and
Theoretical Issues in Media Psychology; Synesthetics, Semiotics, Semantics, Early Approaches to
UNIT I 12 hrs.
Media Psychology, McLuhan and Postmodernism, Developments in Media Research, Research
Methods in Media Psychology; The Experimental Tradition, Survey Methods, Interviewing and
Qualitative Analysis, Discourse Analysis
PSYCHOLOGICAL EFFECTS AND INFLUENCES ON MEDIA
Effects of Media Violence; Characteristics of the Users of Violent Media, Cultural and Ideological
UNIT II factors, Prosocial Effects of Media; The ‘effect’ Tradition, Effects of Pornography and Erotica, 11 hrs.
Advertising; Cognitive and Behavioural effects of Advertising, Rhetorical effects of Advertising,
Advertising and Children
DEVELOPMENTAL ISSUES IN MEDIA PSYCHOLOGY
Young Children and Media; Fantasy versus Reality, Children’s socialisation through Media, Media
UNIT III 11 hrs.
and Adolescence; The role of Media Figures during Adolescence, Cultural function of Media Use,
The role of Media in Understanding Body Image among Adolescents
THE SOCIAL PSYCHOLOGY OF MEDIA
Representations of Social Groups; Gender representation, Representation of Mental health and
UNIT IV illnesses, the audience in Media Research, Fans and Fandom, Genres; News and Current Affairs, 11 hrs.
Sports, Audience participation and Reality TV, The Future of Media Psychology; Internet,
Psychologists in the Media, The academia/Media Relationship
REFERENCES
1. Giles, David. (2003). Media Psychology. New Jersey, Lawrence Earlbaum Associates, Inc.
Luskin, B. J., & Friedland, L. (1998). Task force report: Media psychology and new technologies. Washington, DC: Division of
2.
Media Psychology, Division 46 of the American Psychological Association
3. Döveling, Katrin. (2010). The Routledge Handbook of Emotions and Mass Media. Taylor and Francis
4. Mcluhan, M., Gordon,W,T. (2003). Understanding media: the extensions of man. Gingko Press
39
YEAR

YEAR III CREDIT 3
Semester V CORE 15 : BASICS OF LEARNING AND MEMORY HOURS 45
I

OBJECTIVES To develop an awareness of psychological tools and technique
To provide basic training in planning and conducting experiments
COURSE CONTENT
Learning
Definition of basic terms. Types of learning. Measurement of learning. Learning curves. Basic
variables in learning experiments- Performance as a function of the nature of the material.
UNIT I Performance as a function of methods of practice and Performance as a function of individual 11 hrs.
learners. Special Problems of control in learning experiments
Transfer of Training: Types of transfer. Designs of transfer experiments. What is transferred in
transfer of training? Experimental analysis of transfer. Cross Education
Conditioning
Conditioning: The main concepts of conditioning. Types of conditioning. Measurement of
UNIT II 11 hrs.
conditioning responses. Variables determining the rate of conditioning. Factors influencing
extinction and other phenomena of conditioning
Retention and Forgetting
Measurement of Retention, the variables influencing retention, retention as a function of the
UNIT III 11 hrs.
conditions of learning, retentions as a function of interpolated activity, retention as a function
of test situation, retroactive inhibition, proactive inhibition, reminiscence
Memory
Short term memory and Long term memory, Episodic Memory. Semantic Memory. The process of
UNIT IV 12 hrs.
memory change. Methods of studying qualitative changes in memory. Memory change and
testimony experiments
REFERENCES
2.
Hill Kogakusha
4.
5.
40
YEAR

YEAR III CREDIT 3
Semester V CORE 16 : EXPERIMENTAL DESIGN AND DATA ANALYSIS HOURS 45
I
To help the students plan the basic blue print of research by using different researchdesigns
To expose students to experimental research, experimental control and how to use the control in
OBJECTIVES designing experimental research
To help the students understand the importance of psychological factors and parameters for explaining
different psychological phenomena by exposing them to the basics of analysis
COURSE CONTENT
Quantitative vs qualitative research
Fundamental concepts of qualitative research
UNIT I 11 hrs.
Methods of qualitative research
Comparison between qualitative and quantitative research
Concept of Reseach Design & Techniques of Control
Meaning and purpose of research designs, Criteria for research designs, Basic principles of
experimental design
Extraneous variables : techniques of elimination, constancy of condition, balancing,
UNIT II 11 hrs.
counterbalancing, randomization; Experimental variables : moderator and mediator effects;
Experimental control : placebo control and zero control; Control of subject related artifacts :
demand characteristics, evaluation apprehension, good subjects; Control of experimenter
expectancy : Double-blind procedure, and expectancy control design
Research Designs
UNIT III 11 hrs.
Experimental design, matched group design, single group design, quasi experimental design
Inferential statistics : Significance of the mean and of other Statistics
UNIT IV Significance of the Mean, Median,Measures of variability, Percentages and the correlation, 12 hrs.
significance of the difference between means, The X² test and the Null-hypothesis
REFERENCES
Roesn, R. L., Rosenthal, R. (2002). Beginning Behavioural Research : A conceptual Primer. Fourth Edition. Pearson Education
1.
International, New Jersey
2. McGuigan F. J. (1969) : Experimental Psychology. Prentice Hall of India Private Ltd.
3. Singh A. K. (1987): Tests, Measurement & Research Methods in Behavioral Sciences. Tata McGraw Hill, Bombay
41
YEAR
Lokmanya Tilak Road, Sayajigunj, Vadodara - 390002. Ph : +91 0265 2795019. E-mail : 2015

YEAR III CREDIT 3
CORE 17 : PSYCHOLOGICAL TESTING
Semester VI HOURS 45
To familiarize students in various psychological assessment techniques

OBJECTIVES To understand the characteristics of a good test
To expose the students to different basic types of psychological tests
COURSE CONTENT
Basics of Psychological Testing
UNIT I Basics of psychological testing : nature, use of psychological tests, social and ethical implications 11 hrs.
of testing, functions of psychological testing
Intelligence Test
UNIT II Definition, meaning, and nature of intelligence, types of intelligence test : Bhatia Battery, Raven’s 11 hrs.
Progressive Matrices, Cattell’s Intelligence Test, uses of intelligence tests
Personality Test
UNIT III Definition, meaning, and nature of personality, types of personality tests : 16PF, Maudsley 11 hrs.
Personality Inventory, Bell Adjustment Inventory, uses of personality tests
Achievement Test
UNIT IV Definition, meaning and nature of achievement, types of achievement tests : Teacher made and 12 hrs.
Standardized achievement tests, uses of achievement tests
REFERENCES
1. Singh A. K. (1987): Tests, Measurement & Research Methods in Behavioral Sciences. Tata McGraw Hill, Bombay.
2. Anastasi, A. & Urbina, S. (1997). Psychological Testing. Seventh Edition. Pearson Education Asia, Delhi.
42
YEAR

YEAR III CREDIT 3
Semester V CORE 18 : OPTIONAL GROUP I : CLINICAL PSYCHOLOGY HOURS 35
I

COURSE CONTENT
ANXIETY DISORDERS, ADJUSTMENT DISORDERS
Clinical Picture
UNIT I Diagnostic Criteria 11 Hrs.
Methods of Assessment
Treatment Approaches
PERSONALITY DISORDERS, OTHER CONDITIONS & ADDITIONAL CODES
Clinical Picture
UNIT II Diagnostic Criteria 11 Hrs.
DIAGNOSTIC METHODS
Case Study, Interview
UNIT III 11 Hrs.
Test as diagnostic instruments
Personality tests and rating scales
FUNDAMENTAL CONCEPTS OF PSYCHOTHERAPEUTICS
Clinical counseling – introduction, concepts, processes, critical issues and application;
Foundations and definitions of psychotherapy, Goals in Psychotherapy, The nature of
UNIT IV 12 Hrs.
psychotherapeutic situation, Condition of treatment, Various approaches to psychotherapy
Prevention of mental illness
Rehabilitation of the mentally ill
REFERENCES
1. Batchelor I. R. C. 10th Ed. (1968) : Henderson Gillespie’s Textbook of Psychiatry. London, Oxford University Press
2. Cameron N. & Margaret (1951) : Behaviour Pathology. Houghton Mifflin Company, Boston
3. Ludwig A. (1986) : Principles of Clinical Psychiatry. The Free Press, New York
4. Millon T. & Dieseahaus H. I. (1972) : Research Methods in Psychopathology. John Wiley & Sons Inc.
5. Nicoli A. M. Ed. (1978) : The Harvard Guide to Modern Psychiatry. Harvard University Press, Cambridge
6. Diagnostic & Statistical Manual of Mental Disorders.-IV American Psychiartric Association
7. Wolman B. B. Ed. (1963) : Handbook of Clinical Psychology. McGraw Hill
8. Kaplan H. I. & Saddock B. I. (VIIth Ed.) 1998 : Synopsis of Psychiatry. B. I. Wavesly Pvt. Ltd, New Delhi
43
YEAR
Faculty of Education & Psychology, The M. S. University of Baroda 2014
Lokmanya Tilak Road, Sayajigunj, Vadodara - 390002. Ph : +91 0265 2795019. E-mail : -2015

YEAR III CREDIT 3
CORE 18 : OPTIONAL GROUP II : HUMAN RESOURCE MANAGEMENT
Semester VI HOURS 45
To familiarize the student with function of HRM in organization and link it to other function of the
organization.
To make student understand the importance of HRM in organizational effectiveness.
OBJECTIVES
To familiarize the student with concept of human resource development and its sub-system in Indian
scenario.
To familiarize the student with assessment and development centre.
COURSE CONTENT
Introduction to Human Resource Management
Concept and nature of Human Resource Management, Objectives and importance
of HRM, Role of psychology in HRM, evaluation of HRM,
UNIT I 11hrs.
Personnel management v/s HRM, challenges faced by HRM, functions of HRM,
scope of HRM, The Indian scenario and HRM.
Human Resource Planning
Concept of Human Resource Planning, contemporises approach to HRP, roles of
UNIT II HRP professional, link between HRP and strategic planning, problem in HRP, 12 hrs.
selection process- psychological tests and interview, role of psychology in
placement and orientation..
Human Resource Development
Concept of Human Resource Development, goals of HRD, characteristics of
UNIT III HRD, HRD mechanism and subsystem, contribution of mechanism to HRD 11 hrs.
goals, HRD department and its tasks, HRD for organizational effectiveness, HRD
in Indian scenario.
Assessment Centre and Development Centre
Origin of the assessment centre method, essential features of an assessment
UNIT IV centre, Accuracy of assessment centre, use of assessment centre by small 11 Hrs.
organizations, How can centre be used as a developmental tool ?
Concept of Developmental centres.
REFERENCES
1. Pattanayak Biswajeet(2008). Human Resource management. prentice-hall of india P limited, new delhi(HF 5549, P2H8)
2. Haldar Uday Kumar(2009). Human Resource Development, oxford university press
3. Aswathappa K.(2008). Human Resource and Personnel Management. Tata Mcgraw- Hill Publication Co Limited, New Delhi.
4. Cascio W. F And Aguinis H. (2009) Applied Psychology In Human Resource Management. PHI Learning P Limited , New Delhi.
5. Bhattacharya, D.K.(2009). Human Resource Development. Himalaya Publishing House Mumbai
6.. Moorhead,G., Griffin,R.W.(2009). Organizational Behavior-Managing People and Organizations. Houghton Miffin Company-New York
9. S. Ramnarayan & Rao T. V. (2011). Organisation Development. Sage Response Business Book, New Delhi
44
YEAR

YEAR III CREDIT 3
CORE 18 : OPTIONAL GROUP III: SPECIAL EDUCATION AND
Semester V
REHABILITATION HOURS 45
I
To help students to understand the concept of vocational guidance

OBJECTIVES To help students to understand the concept of remediation
To help students to understand the concept of role of home school and community in rehabilitation
COURSE CONTENT
GUIDANCE AND COULSELLING FOR CHILDREN WITH MR
UNIT I Individualized Educational Programme (IEP) – Meaning and understanding 12 hrs.
Behaviour modification for undesirable behaviour
VOCATIONAL GUIDANCE
UNIT II Definition and scope of vocational guidance; 11 hrs.
Specific techniques of vocational guidance for children with MR
REMEDIATION
UNIT III Remediation of children with Autism, Learning Disability 11 hrs.
Behavioural and emotional difficulties of children with ADHD
ROLE OF HOME, SCHOOL, AND COMMUNITY IN REHABILITATION OF
CHILDREN WITH SPECIAL NEEDS
UNIT IV 11 hrs.
Role of parents and home environment
Community based rehabilitation
REFERENCES
3. Mangal S. K. (2005) Advanced Educational Psychology. PHI Learning Private Limited, New Delhi
4. Cohen L.G. Spenciner L.J. (2009) Assessment of Children & Youth with special needs. Pearson Education, New Delhhi
45
YEAR

YEAR III CREDIT 3
Semester V CORE 18 : OPTIONAL GROUP IV : ASSESSMENT AND AWARENESS HOURS 45
I
To teach students the different assessment techniques in schools.

To acquaint students with Life Skills Education.
OBJECTIVES
To introduce students to the concept and techniques of classroom management.
To help students explore various ways of promoting Awareness Education.
COURSE CONTENT
Assessing Students: Meaning and Purpose
UNIT I Dimensions of Assessment: Personality, Social, Intelligence, Achievement and Behaviour 11 hrs.
Techniques of Assessment: Conduction and Analysis
Life Skills Education: Meaning and Concept
Significance of Life Skills Education
UNIT II 11 hrs.
Core Life Skills given by UNESCO
Selection of age appropriate topics and methods of delivery
Classroom management: Need and Concept
Self Management: teaching appropriate behaviour through self control
UNIT III 11 hrs.
Reinforcement, Punishment and Modelling as Techniques of Classroom Management
Enhancing classroom environment
Awareness Education (project)
Value Education: Moral Development, Character Development, Time Management and Importance
UNIT IV of Physical Education 12 hrs.
Maintaining Hygiene: Self, Mental and Environmental
Sex Education: Relevance and Importance
REFERENCES
th
1. Kaplan, R. M., Succuzzo, D. P. 6 Edition (2007). Psychological Testing, Harper and Row Publishers. New York
O’Leary K. D., O’Leary S. G. (1977). Classroom Management- the successful use of Behaviour Modification, 2 nd
2.
Edition, Pergamon General Psychology Studies.
3. Shetty, S. Personality Development (Std. X), Jeevandeep Prakashan Pvt. Ltd.
46
YEAR

YEAR III CREDIT 3
Semester V CORE 19 : OPTIONAL GROUP I : PSYCHOPATHOLOGY II HOURS 45
I
To expose the students to the field of pervasive disorders

OBJECTIVES To introduce the chronic and severe disorders
To enhance the understanding of severe disorders
COURSE CONTENT
Disorders of Infancy, Childhood and Adolescence
Mental Retardation, Learning Disorders, Motor Skills Disorders, Communication Disorders,
UNIT I 12 hrs.
Pervasive Developmental Disorders, Attention – Deficit and Disruptive Behavior Disorders,
Feeding and Eating Disorders of Infancy or Early Childhood, Tic Disorders, Elimination Disorders
Pervasive Disorders
UNIT II Delirium, Dementia and Amnestic and Other cognitive disorders 11 hrs.
Personality disorders
Psychotic Disorders
Schizophrenia and Other Psychotic Disorders: Schizophrenia, Schizophreniform Disorders,
UNIT III 11 hrs.
Schizoaffective Disorder, Brief Psychotic Disorder, Delusional Disorders
Mood Disorders: Depressive Disorders, Bipolar-I Disorders, and Bipolar-II Disorders
UNIT IV Substance Related Disorders 11 hrs.
REFERENCES
1.
Carson, R. C., Buther, J. N., Mineka, S. (2003) Abnormal Psychology and Modern Life (11 th Edition). Delhi : Pearson Education
Pvt. Ltd.
2.
Coleman, J. C. (1976) Abnormal Psychology and Modern Life (8 th Edition). Foreman & Co. D. D. B. Taraporvala Sons Co. Pvt.,
Bombay.
3.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text revision).
Washington, DC
47
YEAR

YEAR III CREDIT 3
CORE 19 : OPTIONAL GROUP II : APPLICATION OF INDUSTRIAL
Semester V
PSYCHOLOGY HOURS 45
I
To expose the students to the basics of Industrial Psychology

OBJECTIVES To make students understand various psychological concepts with respect to Industrial Psychology
To explain the various applications of concepts of Industrial Psychology
COURSE CONTENT
SOCIO-CULTURAL ENVIRONMENT AND INDIVIDUAL DIFFERENCES
Socio- Cultural Environment: Nature of culture, Impact of cultures on Business, Business
participation in Cultural affairs, Social responsibility of Business; Common characteristics, Indian
Scenario; Ecology and Business, Women and Business Opportunities, Child Labour, Rural
UNIT I 12 hrs.
Development, Nature of Social Audit in India, Business ethics, Corporate Governance
Individual Differences in the Workplace: sources of differences (biological, cultural, social and
environmental factors, gender), Areas of Individual Difference; Intelligence, Personality, Values,
Aptitude, Difference in attribution
WORKPLACE
Characteristics of Workplace: Common characteristics of work and leisure, Work environment in
relation to productivity and Efficiency (illumination, noise, color, music, temperature and
humidity), Work Schedules; Flexible work schedules, rest pauses, Shift Work, Fatigue, Monotony
and Boredom; Nature and Measurement, Implications on productivity.
UNIT II 11 hrs.
Stress in the Workplace: Sources of stress, Physiological effects of Stress, Individual differences in
stress responses; Type A Personality, The Hardiness factor, Self Efficacy, Locus of Control,
Gender differences, Dealing with the Demands of life and work; Work family Conflicts, Effects of
Stress in Work; Burnout, Workaholism, Managing Stress; Organisational and Individual
techniques.
SAFETY AND VIOLENCE AT WORKPLACE
Safety and violence in the Workplace: Nature of Accidents; Accident Proneness, Causes of
UNIT III Accidents; Workplace and Personal factors, Accident Prevention; Workplace Design, Safety 11 hrs.
Training, Management Support
Violence in the Workplace
ENGINEERING PSYCHOLOGY
UNIT IV Engineering Psychology: Nature, Scope and History of Engineering psychology; Time-and-motion 11 hrs.
studies, Person-Machine Systems; Workplace Design, Visual and Auditory Displays, Controls
REFERENCES
3. Harrel T. W. (1976) : Industrial Psychology. (Roinhar-Ox. B. Co. Calcutta).
4. Karn H. W. & Gilmer B. V. H. (1962) : Readings in Industry & Business Psychology. II Ed. McGraw Hill.
5. Maier N. R. F. (1970): Psychology in Industry. III Ed. Oxford & IBH Publishing Co. (BF 56 M2)
6. Smith H. C. (1998): Psychology in Business & Industry. McGraw Hill. (BF 56 B3)
7. Tiffin J. & McCormick E. J. (1979): Industrial Psychology. VI Ed. Prentice Hall, New Delhi. (BF 56 T4)
Blum M. L. & Naylor J. C. (1984) : Industrial Psychology - Its Theoritical and Social Foundations. I Indian Edition. CBS
8.
Publishers, New Delhi. (BF 56 .B5)
9. Viteles, M. S. (1962). Industrial Psychology. Lowe and Brydone Printers Ltd. London. (BF 56 .V4)
10. Ghosh, P. K. & Ghorpade, M. B. (2001). Industrial Psychology. Himalayan Publishing House, Bombay. (BF 56 G4I6)
11. McKormik, E. J. & Iigen Daniel (1981). Industrial Psychology. (BF 56 M2E6 / BF 56 T4).
12. Sharma, Adity (2004). Industrial Psychology. (HF 5548 .8 .S4I6)
13. Myers Charles S. (1998). (BF 56 .M9).
14. Mohan Dinesh (2008). Industrial Psychology. (HF 5548 .8 M6I6)
15. Blum Milton (1998). Industrial Psychology. (BF 56 B5).
48
YEAR

YEAR III CORE 19 : OPTIONAL GOURP – III : PROCESS OF COUNSELLING AND CREDIT 3
Semester VI GUIDANCE HOURS 45
To impart the knowledge of counselling process to students

OBJECTIVES To help students to set realistic goals for counselling in consideration of social and contextual mediation
To impart the knowledge of necessary skills required to facilitate the process of counselling
COURSE CONTENT
Process in counselling and guidance: steps in preparation for counselling and guidance – readiness,
UNIT I pre-counselling/ guidance interview, case history 12 hrs
Content and steps in the process of counselling/guidance
Counselling relationship – client and counsellor’s characteristics
UNIT II Core conditions of counseling – empathy, positive regard, congruence 11 hrs.
Practical dimensions of relationship – commitment, trust, and confidentiality
Variables affecting counselling process – structuring the counselling situation, physical surrounding of
UNIT III 11 hrs.
counselling, privacy
Success and failure in counselling – motivation, commitment, regularity in home work, resistance,
UNIT IV persistence, degree of dependency, untoward reactions during counselling, risks of counselling, 11 hrs.
techniques selected for counselling
REFERENCES
1. Bansal, V. P. ( 2001 ). Organizing Guidance Services in School. Allahabad: Indian Press (P) Ltd.
2. Bernard, H.W., & Fullnoz, D. W. (2002). Principles of Guidance. New York: Thomas Y. Crewell Co.
3. Gibson, R. L. &, Mitchell, M. H. (2006). Introduction to counseling and Guidance. (6th Edition) New Delhi: Pearson
4. Patterson, L. E., & Welfel, E. R. (2000). The Counseling Process. Belmont: Wadsworth.
5 Wolberg, L. R. (1977). The technique of psychotherapy ( 3rdrd Edition, Part 1). New York: Grune & Strantoton.
49
YEAR

YEAR III CREDIT 3
Semester V CORE 19 : OPTIONAL GROUP IV : TECHNIQUES IN EDUCATION HOURS 45
I
To introduce students to effective teaching-learning techniques.

To help students understand the significance of the concept of motivation in education.
OBJECTIVES
To acquaint students with the process of adjustment.
To help students understand the importance of mental health in schools.
COURSE CONTENT
Effective teaching provokes: the challenge in teaching
Teacher’s function in organizing teaching
UNIT I 11 hrs.
Teacher-pupil relationship,
Effective learning techniques
Theories of motivation
UNIT II Motivational techniques in teaching 11 hrs.
Its educational significance
Personality and adjustment: Nature of Adjustment, Adjustment as a process
The teacher and the group: Teacher’s adjustment, Students’ adjustment (facing reality, withdrawal
UNIT III from reality and team work in schools) 11 hrs.
Maladjustment of Teacher and the group: frustration and conflict, causes of maladjustment,
adjustment mechanisms
Mental Health in school: Concept, Mental Health Issues, Goals
UNIT IV Mental Health of students and teachers; 12 hrs.
Programmes to improve mental health in Schools (Project)
REFERENCES
1. Skinner, C. C. (2009). Educational Psychology, 4th Edition, Hoony Halt, New York
2. Rao, S.N. (1998). Educational Psychology
3. Bhatia, H.R. (1998). A Text Book of Educational Psychology.
4. Stephens, J. M. (1962) : Educational Psychology, Holt Rinchart & Winston Inc. , New York
5. Chauhan, S. S. (2007). Advanced Educational Psychology. 7th Edition, Vikas Publishing House
6. Cronback, L. J. (1992). Educational Psychology. Harceurt
7. Bernard (1998). Educational Psychology, New York.
8. Skinner, C.E. (1974) Education Psychology. Prenticehall of India private limited. New Delhi
50
YEAR

YEAR III CREDIT 3
CORE 20 : OPTIONAL GROUP I : INTERVENTION AT THE COMMUNITY
Semester V
LEVEL HOURS 45
I
To get general know-how of how Community programs are developed and evaluated.
To get familiarized with the social intervention strategies adopted at the community level.
OBJECTIVES To study the various intervention programs developed in the educational system
To gain insight into Intervention Programs in the Legal System
To provide an understanding of how community interventions functions in the hospital community.
COURSE CONTENT
PROGRAM EVELUATION & PROGRAM DEVELOPMENT
Citizen Participation and Empowerment: Increase in Sensitivity, Forming Larger Working Groups
UNIT I 11 hrs.
Designing a Community Intervention Program
Steps To Evaluate a Community Intervention Program
SOCIAL INTERVENTION STRATEGIES
Behavior Modification
UNIT II Humanistic and Existential Approaches 12 hrs.
Family Therapy and Group Therapy
Crisis Intervention
INTERVENTIONS IN MENTAL HEALTH SYSTEMS & CRIMINAL JUSTICE SYSTEMS
Restructuring of the Hospital Community: Programs of Intervention
UNIT III 11 hrs.
Alternative Community Interventions
Interventions in the Criminal Justice System
INTERVENTIONS IN THE EDUCATIONAL SYSTEM
Preschool programs
UNIT IV Primary Prevention in Schools 11 hrs.
Secondary Prevention in Schools
Prevention in the College Community
REFERENCES
1. Melvin Zax & Gerald Specter. (1974). An Introduction to Community Psychology. John Wiley & Sons, Inc., New York
2. Julian Rappaport. (1977). Community Psychology: Values, Research & Action. Holt, Rinehart & Winston: New York
3.
James H. Dalton, Maurice J. Elias & Abraham Wandersman. (2001). Community Psychology: Linking Individuals &
communities. Wadsworth Thomson Learning: United States
4.
Timothy J. Trull, E. Jerry Phares. (2001). Clinical Psychology: Concepts, Methods, and Profession. Wadsworth/Thomson
Learning
5.
Yolanda Suarez-Balcazar, Gary W. Harper. (2003). Empowerment and Participatory Evaluation of Community Interventions:
Multiple Benefits. The Haworth Press, Inc.: United States
51
YEAR

YEAR III CREDIT 3
CORE 20 : OPTIONAL GROUP II : CONSUMER BEHAVIOR – GROUPS,
Semester V
CULTURE, AND APPLICATION HOURS 45
I
To enhance the knowledge about communication and its relevance to Consumer Behavior
To expose the students to the basics of Group behavior and its influences on Consumer Behavior
OBJECTIVES To make students understand various effects of Globalization on Consumer Behavior
To explain the various applications of concepts of Consumer Behavior
To grow an understanding about cross-cultural and rural consumers
COURSE CONTENT
Communication and Consumer Behavior
Structure of Communication; Process of Communication; Barriers to Communication; Selective
UNIT I 11 hrs.
Attention; Selective Perception; Selective Appeal; Credibility of Communication; Media Usage as
Influence; Message Perception; Concepts for Message Creation
Group dynamics and Consumer Behavior
Group Dynamics; Understanding of Groups Relevant to Consumer Behavior; Reference Groups;
UNIT II The Determination of Reference Groups; Group Influence on Individuals; Use of Reference Group; 11 hrs.
Concept in Marketing; Family Role Setting and Decision Making Process; Concept of Family Life
Cycle
Psychology of Advertisement and Salesmanship
The Role of Advertisement as a Selling Force; Psychology in Advertisement; Ethical and Unethical
Advertizing; Consumer Education and Consumer Research
UNIT III 11 hrs.
Techniques of Measuring the Effectiveness of Advertisement for the Selling Process; The Nature of
Selling Function; Psychological Tools in Selections and Training of Salesmen
Consumerism and Consumer Rights
Changing Dynamics of Consumer Behavior due to Globalization
Cross-cultural Consumer Behavior
Compensatory Consumption
Buying influences of decision-making for consumer durables, online advertisement
UNIT IV 12 hrs.
Consumer behavior of online consumers
Understanding rural consumer
Diffusion of innovation: The acceptance of new products and brands
Dimensions of culture and branding
REFERENCES
1. David L. L. & Della Bitta A. J. 2nd Ed.(1984) : Consumer Behaviour Concepts and Applications. McGraw Hill, New York
2. Engle J. F. & Blackwall R. D. 4th Ed.(1983) : Consumer Behaviour The Dryden Press, Heindsdale, III
3. Kassarjian H. K. & Petroshivs S. M. 3rd Ed.(1981) : Prespectives in Consumer Behaviour Scott Foreman III
4. Kenneth E. R. (1998). Consumer Behaviour and The Practice of Marketing. Charles E. Merrill Publishing Company, Toronto
5. Mahajan B. M. (1980) : Consumer bBehaviour in India An Economic Study. Concept Publishing company, New Delhi
6. Schiffman L. G. & Kanuk L. L. 2nd Ed.(1983) : Consumer Behaviour. Prectice-Hall Inc, Englewood Chiffs, New Jersey
7. Zik W. Micheal D’Amico (1984) : Marketing. John Wiley and Sono, New York
8.
Kumar R. S. (2009) Consumer Behaviour and Branding : Concepts, Readings and Cases – The Indian Context. Dorling
Kindersley (India) Pvt. Ltd.
9. Carter T. (2008) Sales Course Management : A Contemporary Approach. Jaico Publishing House, Mumbai
Mooij M. (2004) Consumer Behaviour and Culture : Consequences for Global Marketing and Advertising. Sage Publications,
10.
New Delhi
11. Paul T. R. 4th Ed. (2008) Consumer Service : Career Success Through Customer Loyalty. Pearson Education Inc.
12. G. Radha Krishna (2005) Consumer Behaviour : Approaches and Applications. ICFAI Books, The ICFAI University Press
13. Malhotra N. K. 4th Ed. (2004) Marketing Research : An Applied Orientation. Pearson Education Pvt. Ltd., Delhi
14. Soloman M. R. (2007) Consumer Behaviour : Buying, Having, and Being. Prentice Hall of India Pvt. Ltd., New Delhi
15. David L. L. & Della Bitta A. J. 2nd Ed.(1984) : Consumer Behaviour Concepts and Applications. McGraw Hill, New York
52
YEAR

YEAR III CORE 20 : OPTIONAL GROUP III : TECHNIQUES AND PERSONNEL IN CREDIT 3
Semester VI COUNSELLING AND GUIDANCE HOURS 45
To impart the knowledge of the process of counselling to students.

OBJECTIVES To help students to set realistic goals for counselling in consideration of social and contextual mediation.
To impart the knowledge of necessary skills required in the process of counselling.
COURSE CONTENT
Common features of all the counselling techniques
UNIT I Directive and non-directive Techniques 12 hrs
Cognitive and Behavioural modification Techniques.
Individual and Group Counselling
UNIT II 11 hrs.
Crisis intervention and personal growth oriented Counselling
Counselling Personnel – Clinical Psychologist, Psychiatrist, Social Worker and Nurse in Counselling,
UNIT III 11 hrs.
Non psychiatrist, Physician in Mental Health, Mental Health aids and Para-professional in Counselling
Guidance Personnel – Role of Teacher, Family and Community in Guidance Program.
UNIT IV 11 hrs.
Towards New Horizon – Making school guidance more effective.
REFERENCES
1. Arbuckle, D. S (1969). Counseling: An Introduction. Boston: Allen & Bacon Inc.
2. Bordin, E. S. (1955). Psychological Counseling. New York: Applenton Country Crofts.
Brammer, L. M., & Shostrom, E. L. (1982). Therapeutic Psychology: Fundamental of Counseling and Psychology. New York:
3.
Prentice Hall Inc.
4. Fuser, J. M. (1964). Psychological Counseling in India. Mimbai: MacMillan Pub. Co. Inc.
5. Rao, N. S. (1997). Counselling and Guidance. New Delhi: McGraw Hill Publishing Co.
53
YEAR

YEAR III CREDIT 3
CORE 20 : OPTIONAL GROUP IV : INTRODUCTION TO COUNSELING AS A
Semester V
GUIDANCE SERVICE HOURS 45
I
To introduce students to the guidance services

OBJECTIVES
To introduce students to counseling as an important guidance service
COURSE CONTENT
Guidance services- orientation service, information service, counseling service, placement service,
UNIT I 11 hrs.
referral service, remedial service and follow-up service
Definition of counseling, nature, goals, scope of counseling
Historical development of counseling
UNIT II 12 hrs.
Present status of counseling in India
Professional and ethical issues in counseling
Use of psychological test in counseling – Intelligence test, aptitude test, interest test, achievement
test, personality test
UNIT III 11 hrs.
Non-test client appraisal techniques – autobiography anecdotes, rating scale, observation,
cumulative records, sociometric devices, case study
Stress management in counseling
Concept of stress, types of stressors – physical, psychological, environmental
UNIT IV 11 hrs.
Stress management techniques
Coping with problems of developmental stages
REFERENCES
1. Bansal V. P. (1992). Organizing Guidance Services in Schools. Indian Press (P) Ltd., Allahabad
2. Kecher L. B. (2000). Educational and Vocational Guidance in Second Schools
3. Bernard H. W. & Fullnor D. W. (1994). Principles of Guidance. 2nd Ed. Thomas Y. Crewell Co., New York
4. Jenes Arthm (1998). Principles of Guidance. McGraw Hill
54
YEAR

YEAR III CREDIT 3
Semester V PROJECT 02 : EXPERIMENTAL PSYCHOLOGY PRACTICAL II HOURS 45
I

COURSE CONTENT
3 experiments
Expt. 1----Nature of material and learning
UNIT I 11 hrs.
Expt. 2----Method of practice and learning
Expt. 3----Cross-education and learning
3 experiments
Expt. 1----Serial Position Effect
UNIT II 11 hrs.
Expt. 2----Retroactive Inhibition
Expt. 3----Proactive Inhibition
UNIT III Long Practical
& 23 hrs.
Treatment, Interpretation of Data, Report Writing, and Writing of Research Proposal
UNIT IV
REFERENCES
2.
Hill Kogakusha
4.
5.
55
YEAR

YEAR III CREDIT 3
Semester V INTERDISCIPLINARY ELECTIVE 08 : INDIAN PSYCHOLOGY HOURS 45
I
To impart knowledge about the fundamentals of Indian Psychology

To impart knowledge about the science of Yoga and its relevance for professional practice as a
OBJECTIVES psychologist
To develop skills in Yama, Niyam, Asana, Pranayam, Pratyahar, Dharna and Dhyana based on different
schools of thoughts and religion
COURSE CONTENT
INDIAN PSYCHOLOGY
UNIT I Indian thought and tradition – a psycho-historical perspective 12 hrs.
Models of therapeutic psychology and Indian psychology
JNANA YOGA AND PSYCHOLOGY
UNIT II Intense self-inquiry and self-analysis : who am I ? 11 hrs.
Practice and implications of Jnana Yoga on behavior
KARMA YOGA AND PSYCHOLOGY
UNIT III Concept of karma; attitude towards action; attributes of karma yoga and their implications on 11 hrs.
behavior
BHAKTI YOGA AND PSYCHOLOGY
Basics of Bhakti Yoga
UNIT IV 11 hrs.
Mantra and prayer as means of Bhakti Yoga
Faith and Surrender and their implications on behavior
REFERENCES
K. Ramakrishana Rao and Anand C. Paranjpe (2008) Yoga Psychology : Theory and application. In Handbook of Indian
1. psychology edited by K. Ramkrishna Rao, Anand C. paranjpe, Ajit k. Dalal Cambridge University press India pvt. Ltd., New
Delhi 2008.
2. Stiles, Mukunda (1998). Structural Yoga Therapy. New Delhi, Goodwilll publishing House.
3. Swami Niranjanananda Saraswati (1993). Yoga Darshan, Munger, Yoga Publications Trust.
56
M. A.
PROGRAM
57
YEAR
Master of Arts : Psychology Post Graduate Program

YEAR I CREDIT 3
CORE 1 : THEORIES & SYSTEMS OF PSYCHOLOGY I
Semester I HOURS 45
To make students aware of concept of science and Psychology as Science

To learn how the development of present day psychology emerged
OBJECTIVES
To facilitate understanding of theoretical constructs by different schools
To learn contributions of different Psychologists to the systems
COURSE CONTENT
PSYCHOLOGY AS SCIENCE
Nature of science, Psychology in the hierarchy of science, Special problems related to the subject
UNIT I Matter of Psychology. 11 hrs.
Systems and Theories:charachterstics ,fuctionsand criteria of systems,Nature and Criteria of
Psychological theory ,Theory construction in Psychology, trends in Theories and systems.
ASSOCIATIONISM AND FUNCTIONALISM
Historical antecedents
Chief contributors
UNIT II 11 hrs.
System
Criticism
Current status
BEHAVIORISM AND STRUCTURALISM
Chief contributors
UNIT III 11 hrs.
System
Criticism
Current status
GESTALT PSYCHOLOGY, PSYCHOANALYSIS AND INDIAN SYSTEM
Chief contributors
UNIT IV 12 hrs.
System
Criticism
Current status
REFERENCES
1. Herrenstein R. J. & Boring E. G. (1965) : A Source In the History of Psychology. Harvard, University
2. Boring E. G. (1950) : A History of Experimental Psychology. Appleton Century croft
3. Koch. S. (Ed.) : Psychology : A Study of Science. McGraw Hill Book Co., Vol. – 3
4. Marx M. & Hillix W. (1987) : Systems An Theories in Psychology. McGraw-Hill, Inc.
5. Marx M. (Ed.) (1963) : Theories in Contemporary Psychology. Macmillon
6. Schultz D. A. (1981) : History of Modern Psycholgy. Academic Press
Wann T. A. (1964) : Behaviourism and Phenomenology Contrasting Bases for Modern Psychology. The University of Chicago
7.
Press
58
YEAR

YEAR I CREDIT 3
CORE 2 : PSYCHOPHYSICS & PSYCHOMETRICS
Semester I HOURS 45
To familiarize students with psychophysical methods

To familiarize students the psychological measurements procedures
OBJECTIVES To enable students to contruct standardized tools
To expose students to the various scaling techniques
To familiarize students to the tools of data collection
COURSE CONTENT
PSYCHOPHYSICS AND PSYCHOLOGICAL MEASUREMENT
Introduction to general mathematical procedures
Orientation to psychological measurement
Steven and campbells theory of measurement
UNIT I 11 hrs.
Psychophysics: Classical and modern psychophysics
Weber’s and Fetchner’s law
Signal detection theory
Methods for determining AL and DL
SCALING TECHNIQUES
Method of equal appearing interval, method of summating ratings
UNIT II Method of paired comparisons, method of successive categories 11 hrs.
Ranking methods, semantic differential and Q sort
Problems and evaluation of scaling methods
TOOLS OF DATA COLLECTION
Rating scales: nature and problem in rating scales
UNIT III Forms of rating scale 11 hrs.
Construction and statistical estimation of errors
Tools of data collection: sociometry, projective techniques
TEST CONSTRUCTION
Concept of norm reference and criterion reference tests
Procedures and steps in test construction
UNIT IV Item analysis: item writing, item difficulty, discrimination 12 hrs.
Classical test theory, item response theory, item characteristic curve
Reliability
Validity
REFERENCES
1. K Chaddha (1996) theory and practice of psychometry, new age international limited publishers, New Delhi
2. Kaplan and Saccuzo (2002) Psyshological testing: Principles, application and issues, New Delhi
3. Anastasi & Urbania (2007) Psychological testing, New Delhi
4. Benton Underwood (1968) Experimental psychology, New York
5. Freeman F: Thoery and practice of psychological testing, New Delhi
6. D’Amato, M R (1992) Methodology psychophysics and learning, New York
59
YEAR

YEAR I CREDIT 3
CORE 3 : PERCEPTUAL & MOTOR PROCESSES
Semester I HOURS 45
To familiarize students with methodological procedures of experimental psychology

To describe empirical phenomenon of experimental psychology
OBJECTIVES To familiarize students with theoretical constructs of experimental psychology
To impart understanding of integration of the constructs of experimental psychology
To familiarize students with useful practical applications of of experimental psychology
COURSE CONTENT
VISION
UNIT I Neural basis, Color, depth, motion, object recognition and perceptual organization, spatial 12 hrs.
cognition
AUDITION
UNIT II 11 hrs.
Neural basis, auditory perception, Music perception, Speech perception
OTHER SENSES
UNIT III 11 hrs.
Taste, Olfaction, Touch and Haptic perception, Pain, Temperature
MOTOR PROCESSES
UNIT IV 11 hrs.
Motor processes; Motor controls
REFERENCES
1. D'Amato M. R. (1979). Experimental Psychology. Third Edition. Tata McGraw Hill Publishing Co. Ltd. New Delhi.
Hal Pashler, Steven Yantis, Douglas Medin, Randy Gallistel, John Wixted, (Editors) (2004). Stevens’ Handbook of Experimental
2.
Psychology, : Volume 1, Perception and Motivation. 3rd Paperback Edition, Wiley & Sons, New York.
3.
Psychology, Volume 2, Learning and Cognition. 3rd Paperback Edition, Wiley & Sons, New York.
4.
Psychology, Volume 3, Learning, Motivation, and Emotion. 3rd Paperback Edition, Wiley & Sons, New York.
5.
Psychology, Volume 4, Methodology in Experimental Psychology. 3rd Paperback Edition, Wiley & Sons, New York.
60
YEAR
Master of Arts : Psychology Graduate Program

YEAR I CREDIT 3
CORE 4 : Optional Group I : PERSONALITY IN CLINICAL PSYCHOLOGY
Semester I HOURS 35

COURSE CONTENT
INTRODUCTION TO PERSONALITY AND THE CONCEPT OF SELF
Definition of Personality; Determinants of Personality; Assessment of Personality; Gender
11
UNIT I Differences in Personality; Personality and Culture; Stress, Adjustment and Health Differences in
Hrs.
Personality
PSYCHOANALYTIC THEORIES OF PERSONALITY

06
UNIT II Freudian, Adlerian, Jungian
Hrs.
OTHER PSYCHOANALYTIC THEORIES OF PERSONALITY
06
UNIT III Modern perspectives—Klein, Winnicott, Bion, Bowlby
Hrs.
SELF
11
UNIT IV Nature and Structure of Self; Different Perspectives of Self; Self-Concept; Self –Esteem
Hrs.
REFERENCES
Friedman, H & Schustack, M.(2006). Personality: Classic Theories and Modern Research. 3 rd Ed. Dorling Kindersley India Pvt.
1.
Ltd. Pearson Education
2. Hall & Lindzey (1998). Theories of Personality. New York: John Wiley and Sons
3.
Hecker, J & Thorpe, G.(2005). Introduction to Clinical Psychology: Science, Practice and Ethics. New Delhi: Pearson Education,
Inc.
Baumeister, R. (1991).The Self in Social Psychology. United States: Taylor & Francis
4.
5. Patterson, Lewis. E. (2000). The Counseling Process. 5th Ed. Brooks & Cole
6. Gerald Corey (1997). Group and Psychotherapy
7. Juleit Higdon(2004). From counseling skills to counselor—Psychodynamic Approach. Palgrave & McMillon.
61
YEAR

YEAR I CORE 4 : OPTIONAL GROUP II : UNDERSTANDING INDIVIDUAL IN THE CREDIT 3
Semester I ORGANIZATION HOURS 45
To help student understand how psychology of the individual affects his workplace behavior
To make student understand the role of emotion, attitudes and attributions on the work performance
OBJECTIVES To enable student to understand stress and management of stress and burn-out at the work-place
To make student understand the positive and dysfunctional organizational behavior
To enable student to apply all these principles to develop personal effectiveness of employees at the workplace
COURSE CONTENT
PERSONALITY, VALUES AND PERSONAL EFFECTIVENESS
Psychodynamic theory(Freud, Jung, Adler), trait theory(Eyesenk, Big five),behavioral approach, life-style
approach, Myers- Briggs type indicator, Personality and vocational choice
Personality-job fit theory
Personal effectiveness
UNIT I Types of values, values and individual behavior, value congruence
12 hrs.
Indian Values and work behavior
Institutionalization of values
Individualism and collectivism
Power distance and other cross-cultural values
WORK PLACE ATTRIBUTION, EMOTIONS AND ATTITUDES
Attributional processes- internality and optimism
Internality vs. externality, consequences of internality, developing internality
Optimism, hope-will-power and way-power, Rumination and flow. Case study-NDDB
Types of emotion, emotion, attitude and behavior.
UNIT II Managing emotion at work, conditions requiring emotional labor, emotional dissonance 11 hrs.
Emotional Intelligence
Job satisfaction and work behavior, performance and customer satisfaction
Organizational commitment, building organizational commitment
Psychological contracts, types of psychological contracts, Psychological contracts across cultures and
generations
WORK-RELATED STRESS, BURN-OUT, STRESS MANAGEMENT AND WORK-LIFE BALANCE
What is stress? General Adaptation Syndrome, Stressors- the causes of stress
Individual differences and stress, type-A type-B personality profiles, Hardiness and optimism
Resilience and stress, workaholism and sress
Interpersonal stressors, role related stressors, task control stressors and organizational and Physical
UNIT III Environment Stressors, work non-work stressors, stress and occupations
11 hrs.
Consequences of distress- physiological and psychological
Burn-out, Indian perspectives of job burnout, behavioral consequences of job burnout.
Managing stress at the work place-individual coping strategies, and organizational coping strategies
Fundamental work-life relationships, balancing work-life linkages
TYPES OF WORK-PLACE BEHAVIOR-POSITIVE AND NEGATIVE
Performance behaviors, dysfunctional behaviors
Positive organizational behavior
Positive psychology, self-efficacy, sources and impact of self-efficacy at the work-place
Organizational citizenship behavior
Optimism, hope and resiliency
UNIT IV 11 hrs.
Positive Psychological capital(psy cap)
Other potential POB dimensions, happiness and subjective-wellbeing
Counter-productive work behavior, sources, dimensions and impacts
Whistle blowing
Perceived illegitimate task as a stressor
Organizational justice, procedural and distributive justice
REFERENCES
1. Luthans,F(2010) Organizational behavior(13th edition) Organizational Behavior. McGraw-Hill New york.
2. Mcshane,S.L., Von Glinow,M.A., Sharma,R.R.(2009) Organizational Behavior. McGraw-Hill(Special Indian Education) New Delhi.
3. Pareek,U(2008). Understanding Organizational Behavior. Oxford University Press (second Edition)-New Delhi
4. Singh,K.(2010). Organizational Behavior-Text and Cases. Pearson Education-New Delhi
5. Moorhead,G., Griffin,R.W.(2009). Organizational Behavior-Managing People and Organizations. Houghton Miffin Company-New york.
62
YEAR
Masters of Arts : Psychology Post Graduate Program

YEAR I CORE 4 : OPTIONAL GROUP – III : EMPOWERING INDIVIDUALS: RIGHTS & CREDIT 3
Semester I STATUTORY ACTS HOURS 45
To make students understand the nature of human being and individual differences through theories of
personality
OBJECTIVES
To make students understand the problems and challenges faced in studying personality
To make students aware of human rights and the mental health policies and legislations of Government
COURSE CONTENT
Psychology of personality
UNIT I Definition, Nature, and Function of Personality: Theoretical, Methodological issues and challenges in 11 hrs
the study of personality; Determinants of personality; Integrated personality development.
Psychoanalytical theories of personality- Freud, Jung, Adler
UNIT II Trait and Motivational Theories- Allport, Maslow 12 hrs.
Psychosocial Theories- Erikson, Bandura, and Rogers
Conditions of promoting health – Fundamental Rights: Women, Children, Aged people, Immigrants;
Health promoting life styles and behaviour; Health issues relating to children, women and elderly
UNIT III Health care in India 11 hrs.
Mental health policies and legislation - mental health Acts, National Mental Health Programs, Acts for
persons with disabilities, Juvenile Justice Act
Stress management and coping process
Problem-solving and emotional regulation
UNIT IV 11 hrs.
Cognition and coping, Cognition coping styles
Social resources and social support
REFERENCES
1. Peterson, C. (2006). A Primer in Positive Psychology. New York: Oxford University Press.
2. Baumgardner, S. R. (2009). Positive Psychology. N. Delhi: Pearson Education .
63
YEAR

YEAR I CORE 4 : OPTIONAL GROUP IV : FUNDAMENTALS OF EDUCATIONAL CREDIT 3
Semester I PSYCHOLOGY HOURS 45
To understand the fundamentals of educational psychology

OBJECTIVES To familiarize students with the role of a school psychologist
To expose the students to the areas of concern and monitoring techniques in educational psychology
COURSE CONTENT
Introduction to Educational Psychology.
UNIT I 11 hrs.
Definitions, History, Methods and Scope, Roles and responsibilities of school psychologist
Effective teaching provokes :
The challenge in teaching : teacher’s function in organizing teaching
Teacher-pupil relationship
UNIT II 11 hrs.
Classroom management – Behavior modification
Communication and interaction : parent-child communication skills, teacher-parent communication
skills, teacher-student communication skills
Effective learning provokes
UNIT III 11 hrs.
Theoretical approach, Elaboration skills, Motor skills, Artificial Intelligence
Case Studies and Project Submission
UNIT IV Case studies on different educational set ups, school counselors, remedial teachers, special 12 hrs.
educators, special schools (mental and physical disabilities)
REFERENCES
st
1. Khan, S. U, Teaching of history in 21 century, Academic excellence, Delhi
2. Murthy, M.R, Psychology of learning, Avishkar publishers Jaipur
3. Cronback, L.J., : Educational Psychology. Harceurt
4. Bernard : Educational Psychology, New York
64
YEAR

YEAR I CREDIT 3
CORE 5 : OPTIONAL GROUP I : CLINICAL PSYCHOLOGY I
Semester I HOURS 45
To familiarize students with different mental disorders

To equip student with the knowledge of diagnostic criteria of different disorders
OBJECTIVES To familiarize students with assessment procedures related to different disorders
To impart understanding of treatment of different disorders
To familiarize students with preventive and rehabilitative measures for different disorders
COURSE CONTENT
FUNDAMENTALS OF CLINICAL PSYCHOLOGY
Theoretical foundations of Clinical Psychology, Concepts of Abnormality, Nomenclature And
Classification, Etiology, Symptomatology, Epidemiology, DSM – IV and ICD-10, Issues in use of
UNIT I 11 hrs.
DSM-IV.Coding and reporting procedure, Type of information in DSM-IV text, Criteria sets and
axis provided for further study (possible inclusion), Outline for cultural formulation and glossary
for culture-bound syndromes, Multiaxial system, Decision tree for differential diagnosis
PSYCHOTIC, MOOD AND DISSOCIATIVE DISORDERS
Clinical Picture
UNIT II Diagnostic Criteria 11 hrs.
BEHAVIOR THERAPY
Background of approach, Theoretical foundation, Concept of personality, Concept of pathology,
UNIT III 11 hrs.
Assessment of pathology, Practice of therapy, Techniques of therapy. Curative factors, Group
approach, Case studies
FORENSIC PSYCHOLOGY
Differences in the functions of forensic psychology and clinical psychology; Forensic evaluation
UNIT IV 12 hrs.
such as malingering, competency, sanity, sentence mitigation, other evaluation; ethical
considerations, current status
REFERENCES
65
YEAR

YEAR I CORE 5 : OPTIONAL GROUP II : ORGANISATION THEORY, STRUCTURE CREDIT 3
Semester I & DESIGN HOURS 45
To understand the theories of organization

To make students aware of concepts of organizational culture, climate and design
OBJECTIVES
To understand the impact of globalization and information technology on organizational behavior
To facilitate the learning for diversity in organizations, major ethical concerns and steps to manage it
COURSE CONTENT
ORGANIZATIONAL THEORIES
Historical background, classical approaches: Chester Bernard, Weber
UNIT I Neo-classical approaches: systems approach, humanistic approach 11 hrs.
Modern approaches: contingency approach, ecological view, information processing, learning
system, theory of political arena
THE ORAGANIZATION STRUCTURE AND DESIGN
Basic challenges to organizational Design, Designing Organizational structure: Authority and
UNIT II control, Designing Organizational structure: specialization and coordination 11 hrs.
Foundation of organization structure, what is organization structure and common organizational
skills, new design options, why do structures differ ?
THE ORGANIZATION ENVIORNMENT, CLIMATE AND CULTURE
The organization climate: meaning and approaches to definition and climate surveys
The organizational culture :definition and characteristics, uniformity of culture, creating and
UNIT III 11 hrs.
maintaining the culture and changing the culture
Organizational effectiveness: Meaning and importance. Four approaches:goal attainment, systems,
strategic constituencies and competing values
ENVIORNMENTAL CONTEXT :DIVERSITY AND ETHICS
Nature of diversity, managing diversity, organizational approaches to manage diversity
UNIT IV Ethics and ethical behavior in organizations 12 hrs.
Globalization ,impact of culture on international organizational behavior, strategies of going global,
evolution of India’s global trade, WTO and trading blocks
REFERENCES
1. Duane Schultz, Sydney ellen Schuttz Psychology and Work Today (7th Edition), Printice Hall, International Edition
2.
John Arnold, Ivan T. Robertson Cary L. Cooper Work Psychology – Understanding Human Behaviour in the Work Place
McMillian Publication
3. Paul M. Muchinsky Psychology Applied to work (6th Edition) Wordsworth Thomson Learning
4. Robbins, S. P. (2009) Organizational Behaviour (12th Edition) Prentice Hall of India, New Delhi
5. Luthans Fred(2005) Organizational Behaviour (tenth edition) Mc Graw Hill international edition
6. Robbins S.P.(1999)Organizational theory,structure,design, and applications (3 rd edition )Prentice Hall of India
7. Jones ,G and Mathew,M.(2009)organizational theory,Design and change.(5 th edition)Pearson Education, Inc. New Delhi
66
YEAR

YEAR I CORE 5 : OPTTIONAL GROUP-III : FOUNDATION OF BEHAVIOURAL & CREDIT 3
Semester I EMOTIONAL PROBLEMS HOURS 45
To develop ability to describe, explain and apply the meaning of mental health and illness
OBJECTIVES To make students understand, apply, and integrate alternative or complementary theoretical framework in
overall management of mental health problems
COURSE CONTENT
Mental health and Illness: Stigma and Attitude towards mental illness
UNIT I Concept of mental health and illness – different perspective (Psychodynamics, behavioural, cognitive, 12 hrs
humanistic, existential, and biological models)
Stress and Personality variables in health/illness
Concept of stress, General Adaptation Syndrome, Stressors – causes of stress,
UNIT II Individual differences and stress – Type A, Type B personality profiles, Hardiness and optimism
Resilience and stress 11 hrs.
Developmental stages of concerns.
Self and Relationships – self-concept, self-image, self-perceptions and self-regulation in mental health
and illness; Learned helplessness and attribution theories; social skill model, Interpersonal and
UNIT III 11 hrs.
communication models of mental illness
Self in Indian literature
Family and societal influences – early deprivation and trauma; neglect and abuse; attachment,
UNIT IV 11 hrs.
separation, inadequate parenting styles; marital discord and divorce; discrimination
REFERENCES
1. Krahe. Personality and Social Psychology: Towards a Synthesis. New Delhi: Sage Publication
2. Radley, A. (1994). Making Sense of Illness: A social psychology of health and disease. New Delhi: Sage Publication
3. Madan, G. R. (2003). Indian Social Problems. New Delhi: Allied Publishers Pvt. Ltd.
4. Carson, Robert C., Butcher, James N., & Mineka, S. (2006). Abnormal Psychology and Modern Life.
67
YEAR

YEAR I CORE 5 : OPTIONAL GROUP IV : PSYCHOLOGY OF PERSONALITY & CREDIT 3
Semester I ADJUSTMENT HOURS 45
To understand the fundamentals of Psychology of Adolescence in Education.

OBJECTIVES To familiarize students with Different Theories of Personality.
To expose the students to the different types of personality.
COURSE CONTENT
Introduction to Personality and Educational Psychology
UNIT I 11 hrs.
Definition of personality; Theories of personality – Freud, Erickson, Bandura, Piaget, Vygotsky
Methods of Assessment of Personality
UNIT II Methods of assessment – interview, situational tests, focus group discussion, rating scales, 11 hrs.
personality inventories
Psychology of Adjustment
UNIT III Adjustment as achievement; Adjustment as process; Causes of maladjustment in children; 11 hrs.
Contribution of Freud, Adler, Jung and Neo-Freudian to understand maladjustment
Adjustment Mechanisms
UNIT IV Characteristics of adjustment mechanisms; Common mechanisms; Neurotic adjustment 12 hrs.
mechanisms; Psychotic adjustment mechanisms
REFERENCES
2. Hall and Lindzey (1998). Theories of personality. John Wiley and Sons, New York
3. Norman A., Sprinthall and Richard C. Spainthall (1990). Educational Psychology. McGraw Hill, New York
4. Safaya, R. N.(1976) Indian Psychology, Munshiram Manoharlal Publishers Pvt. Ltd. New Delhi
5. Kuppuswamy (2000). Advanced Educaitonal Psychology, Sterling Publishers Pvt. Ltd. New Delhi
6. Nayan Rao (1990). Advanced Educaiton Psychology. Willey Esther Ltd. New Delhi
68
YEAR

YEAR I CREDIT 3
PROJECT 01 : PLACEMENT I : INHOUSE
Semester I HOURS 45
OBJECTIVES
COURSE CONTENT
UNIT I 11 hrs.
UNIT II 11 hrs.
UNIT III 11 hrs.
UNIT IV 12 hrs.
REFERENCES
1.
2.
3.
4.
69
YEAR

YEAR I CREDIT 3
INTERDISCIPLINARY ELECTIVE 1 : HEALTH PSYCHOLOGY
Semester I HOURS 45
To help the student understand how the effect of people’s thoughts, emotions, motivations, and actions
affect their health
To help students understand, predict, control, and ultimately change health related behavior
OBJECTIVES To make the students appreciate psychosocial issues in health, illness and medical care, particularly,
understanding the role of stress, pain, and pain management, health seeking behavior, medical adherence
To enable students to understand and address some of the life-style related behavioral,
disorders/problems like smoking, alcoholism, obesity
COURSE CONTENT
INTRODUCTION TO HEALTH PSYCHOLOGY
The mind-body relationship: A Historical Overview, The development of Health Psychology, The
UNIT I changing nature of Health & Illness, Being a health Psychologist, Basic issues in Medical Care, 11 hrs.
Medicine Today: The Meaning and Impact of Managed Care, Psychological factors in illness and
disease, Behavioral genetics
PSYCHOLOGICAL PROCESSES, STRESS, AND ILLNESS
Psycho-physiological disorders, The concept of stress, the meaning of stress, Role of cognitive
appraisal, Issues in conceptualizing stress, Chronic stress, Hassles of everyday life, major life
UNIT II events, Mechanisms for the Effects of Stress on Health, Physiological reactions and Stress, The 12 hrs.
general Adaptation Syndrome, Psychoneuroimmunology, Stress and Cardiovascular Disorders,
Psychophysiological disorders and stress, Post-traumatic Stress Disorder, The difficulties in
assuming causation
COPING WITH STRESS: THE ROLE OF PSYCHOLOGICAL PROCESSES IN STAYING
HEALTHY
Coping processes, Problem Solving and emotional regulation, Cognitions and coping, Cognitive
UNIT III 11 hrs.
coping styles, Causal Attributions, Sense of Control, Learned Helplessness, Hardiness, Worldview
and a sense of coherence, Social resources and social support, Emotional disclosure, Helping
people cope : Interventions that work, Learning to Cope:Effective stress management
FUTURE AND CHALLENGES OF HEALTH PSYCHOLOGY
Morbidity vs. mortality, Cost containment and care equalization, Women’s health, Healthy aging,
Genetics and health, Outcomes research, Challenges for healthier people: increasing the span of
UNIT IV 11 hrs.
healthy life, reducing health disparities, Outlook for health psychology: progress in health
psychology, future challenges for health care, Making health Psychology Personnel: understanding
your risks, cultivating a healthy life-style
REFERENCES
1. DiMatteo,M.R.& Martin,L.R.(2007).Health Psychology.Pearson Educationand Dorling Kindersley,New Delhi
2. Brannon,L.& Feist,J.(2010)Health Psychology: An Introduction to Behavior and Health.Wadsworth, Cengage Learning, USA
3. Baum,A,, Gatchel, R.J.,& Krantz,D.S.(1997, third edition).An Introduction to Health Psychology, McGraw Hill: New York
70
YEAR

YEAR I CREDIT 3
CORE 6 : THEORIES & SYSTEMS OF PSYCHOLOGY II
To make students aware of contemporary Psychology

To learn how the development of present day psychology emerged
OBJECTIVES
To facilitate understanding of Psychological constructs in different countries
To learn contributions of different Psychologists to the systems
COURSE CONTENT
COGNITIVE PSYCHOLOGY
Chief contributors
UNIT I 11 hrs.
System
Criticism
Current status
HUMANISTIC AND EXISTENTIAL PSYCHOLOGY
Chief contributors
UNIT II 11 hrs.
System
Criticism
Current status
PHENOLOGICAL PSYCHOLOGY
Chief contributors
UNIT III 11 hrs.
System
Criticism
Current status
Engineering and Mathematical Models in Psychology : Information Theory, Mathematical
psychology
Oriental Psychology : Introduction of Western Scientific psychology and the Earlier and current
UNIT IV 12 hrs.
psychological thoughts in China, Japan
Psychology in Europe, Australia, Canada and Soviet Russia, Psychology in The Emerging Nations :
Latin America, Africa and Middle East
REFERENCES
1. Herrenstein R. J. & Boring E. G. (1965) : A Source In the History of Psychology. Harvard, University
2. Boring E. G. (1950) : A History of Experimental Psychology. Appleton Century croft
3. Koch. S. (Ed.) : Psychology : A Study of Science. McGraw Hill Book Co., Vol. – 3
4. Marx M. & Hillix W. (1987) : Systems And Theories in Psychology. McGraw-Hill, Inc.
5.
Wann T. A. (1964): Behaviourism and Phenomenology Contrasting Bases for Modern Psychology,The University of Chicago
Press
71
YEAR

YEAR I CREDIT 3
CORE 7 : EXPERIMENTAL DESIGNS & QUANTITATIVE ANALYSIS
To familiarize students with the basic statistical procedures.

OBJECTIVES To enable students to understand the basic designs in statistics and research
To enable students to understand and apply various techniques of data analysis
COURSE CONTENT
BASIC STATISTICS
Normal probability curve and its application
Raw and derived scores, norms, transformation of scores
UNIT I 11 hrs.
Tests of significance, chi-square test, t-test
Methods of correlation: correlation and regression,
Biserial, point-biserial, tetrachoric, R, phi-coefficient, contingency co-efficient
NONPARAMETRIC TESTS
Sign test, median test, kruskwallis one way ANOVA, kendalls co-efficient of concordance
UNIT II W, Mann-Whitney U tests, Friedman two way ANOVA. 11 hrs.
Difference between qualitative and quantitative research
Qualitative methods and analysis of data
EXPERIMENTAL DESIGNS AND RELATED STATISTICAL ANALYSIS
Experimental designs: General principles of experimental designs.
Simple and randomized group designs.
UNIT III 11 hrs.
Randomised blok design.
Analysis of co-variance, multiple comparisons:
Duncan’s new multiple range test, Tukey procedure.
MULTIVARIATE ANAYLSIS
Basics of factor analysis
Factorial design and latin square design
UNIT IV 12 hrs.
Discriminative analysis
MANOVA
Cannonical correlation
REFERENCES
1. Edwards, A (1971): Experimental Design in Psychological research, New Delhi
2. Guilford & Frutcher B (1985) Fundamental Statistics in Psychology and Education, New York
3. Kerlinger (1995) Foundation of behavioral research, Banglore
4. Cochran, W.G. and Cox, G.M. (1957). Experimental designs, Wiley, N.Y.
5. Aron E & Aron (1998). 5th edition: Statistics for psychology
6. Mangal, S. K. (1998). Statistics for Psychology & Education. Sage Publications.
7. Campbell D & Stanley J (1963) Experimental and Quasi experimental designs for research, Hougton Mifflin, Boston
72
YEAR

YEAR I CREDIT 3
CORE 8 : LEARNING, EMOTION & MOTIVATION

COURSE CONTENT
LEARNING I
Associative structures in Pavlovian and Instrumental conditioning, Learning laws and models of
UNIT I 12 hrs.
basic conditioning, Reinforcement learning, Neural analysis of learning in simple systems;
Learning instincts; Learning mutants, Perceptual learning; Spatial learning and temporal learning
LEARNING II
UNIT II 11 hrs.
Learning theories
EMOTION
UNIT III 11 hrs.
Emotion; Moods; Feelings; Emotional plasticity; Specific emotions; Theories of emotion
MOTIVATION
UNIT IV Anatomy of motivation; Hunger & energy homeostasis; Thirst and water-salt appetite; 11 hrs.
Reproductive motivation; Role of learning in the operation of motivational systems
REFERENCES
2.
3.
4.
5.
73
YEAR

YEAR I CORE 9 : OPTIONAL GROUP I : CLINICAL PSYCHOLOGY, CREDIT 3
Semester II SPECIALIZATIONS & SPECIAL GROUPS HOURS 45
To help students acquire a thorough understanding of the concepts of self and personality.
To orient the students towards the theoretical approaches to personality.
OBJECTIVES
To introduce the students to the issues in the practice of clinical psychology.
To provide an understanding of the pathology of old age, adolescence and criminals.
COURSE CONTENT
CLINICAL PSYCHOLOGY
Definition and Scope of Clinical Psychology
UNIT I 11 hrs.
Training in Clinical Psychology
Ethical Principles and Code of Conduct
CLINICAL NEUROPSYCHOLOGY AND FORENSIC PSYCHOLOGY
Diagnostic assessment and treatment of traumatic brain injury (TBI), cerebrovascular accidents,
brain tumors, encephalitis, epilepsy/seizure disorders, dementias, mental illnesses (e.g.
UNIT II 12 hrs.
schizophrenia), and a wide range of developmental disorders, including attention-
deficit/hyperactivity disorder (ADHD), learning disabilities, autism and Tourette's syndrome,
Current status
CLINICAL HEALTH PSYCHOLOGY
Case formulation and treatment in obesity, insomnia, hypertension, coronary heart disease,
UNIT III 14 hrs.
diabetes, irritable bowel syndrome, epilepsy, chronic pain, chronic fatigue syndrome, HIV/AIDS,
cancer, miscarriage
SPECIAL GROUPS
UNIT IV Issues in dealing with mental health problems related women, old age, criminals, infants, minority 08 hrs.
groups, tribal groups, multicultural groups
REFERENCES
Hecker, J. & Thorpe, G. (2005). Introduction to Clinical Psychology : Science, Practice and Ethics. New Delhi : Pearson
1.
Education, Inc.
5.
Nikcevic, A. V., Kuczmierczyk, A. R. & Bruch, M. (2006). Formulation and Treatment in Clinical Health Psychology. Routledge
Taylor & Francis Group, London.
10. Gurman A. S. & Messer S. B. (1998). Essential Psychotherapies – Theory and Practice. The Guilford Press, New York
74
YEAR

YEAR I CREDIT 3
CORE 9 : OPTIONAL GROUP II : INDIVIDUAL & GROUP BEHAVIOR
To understand the interpersonal processes of the individual and group behavior in the organization
To develop the understanding that organizations are social contexts and individual and groups work performance
gets affected by their group membership, relationships, role dynamics etc
OBJECTIVES To help students understand how teams work and what makes the team effective
To make students understand leadership theories and leadership effectiveness in different socio-cultural context
To enable thw student to apply all of these to enhance effective interpersonal and group behavior in the organization
COURSE CONTENT
INTERPERSONAL PROCESSES
Definition of communication, functions and prosess of communication
Methods of communication, communication channels, communication networks
Barriers to communication overcoming the barriers
Persuasive communication-from understanding to acceptance
Active listening, cross-cultural communication
Improving interpersonal communication by use of transactional analysis.
UNIT I Dcision making and problem solving
11 hrs.
Nature of decision making, decision making approaches, rational, behavioral, practical and personal
Related behavioral aspects of decision making- political forces, intuition, escalation of commitment, risk propensity, and
ethics in decision making
Creativity, problem solving and decision making
The creative individual, the creative process,
Enhancing creativity in organizations.
FOUNDATIONS OF INTERPERSONAL AND GROUP BEHAVIOR
Definition, nature and types of groups, stages of group development.
Group performance factors-composition, size, norms, cohesiveness
Function of the group, Inter group dynamics, group processes
Models of group development-Tuckman’s,Woodcock’s, punctuated equilibrium model
Group decision making in organization-group polarization, groupthink, participation, group problem solving.
UNIT II Teams in organization
11 hrs.
Differentiating teams from groups-job categories, authority, reward system
Benefits and costs of teams in organizations
Types of teams-quality circles, work teams,problem solving teams, management teams, virtual teams
Implementing teams in the organization-planning the change, phases of implementation
Essential team issues-team performance, start at the top
LEADERSHIP BEHAVIOR
Leadership and management
Perspectives on leadership
Trait perspective of leadership-traits and effectiveness, leadership styles, leadership skills
Behavioral perspective
UNIT III Contingency perspective 11 hrs.
Transformational vs. transactional leadership
Transformational vs. charismatic
Transformational leadership in action
Alternatives to leadership-leadership substitutes, leadership neutralizers
The changing nature of leadership-leaders as coaches, gender and leadership
MANAGING CONFLICT AND NEGOTIATIONS
The nature and common forms of conflict in organizations
Stages of conflict, outcomes of conflict
Types of conflict
Sources of conflict
UNIT IV Strategies for managing conflict, effective ness of various styles. 12 hrs.
Resolving conflicts through third party mediation
Resolving conflicts through negotiation
Critical elements of negotiations
Strategies for negotiation-collective and integrative bargaining
Stimulating conflicts in organization
REFERENCES
1. Luthans,F(2010) Organizational behavior(13th edition) Organizational Behavior. McGraw-Hill New york.
2. Mcshane,S.L., Von Glinow,M.A., Sharma,R.R.(2009) Organizational Behavior. McGraw-Hill(Special Indian Education) New Delhi.
3. Pareek,U(2008). Understanding Organizational Behavior. Oxford University Press (second Edition)-New Delhi
4. Singh,K.(2010). Organizational Behavior-Text and Cases. Pearson Education-New Delhi
5. Moorhead,G., Griffin,R.W.(2009). Organizational Behavior-Managing People and Organizations. Houghton Miffin Company-New york.
75
YEAR

YEAR I CREDIT 3
CORE 9 : OPTIONAL GROUP-III : PROMOTION OF HEALTH & WELL-BEING
To expose the students to the concept, nature, scope and determinants of Health Psychology
To help students understand the meaning of health, virtues, character and happiness
OBJECTIVES
To enable students understand the role of health psychologists by exposing them to the intervention
COURSE CONTENT
Meaning of Health and Positive Psychology - assumptions, goals and definitions
UNIT I Meaning and measures of subjective well-being, life satisfaction, positive affect, and happiness 12 hrs
Factors affecting positive psychology
Positive emotions and well-being - positive emotions and health resources
UNIT II 11 hrs.
Cultivating positive emotions and positive affctivity
Virtues and character strengths - classification of human virtues, wisdom and wisdom in action,
UNIT III Transcendence: religion and spirituality 11 hrs.
Religion and virtues: forgiveness and gratitude.
Health Behaviour Change - Educational approach, cognitive behavioural approach, behavioural
UNIT IV modification approach, 11 hrs.
Health Promotion in Indian psychology (Gita)
REFERENCES
1. DiMatteo, M. R., & Martin, L. R. (2007). Health Psychology. New Delhi: Pearson Educational Dorling Kidersley.
2. Brannon, L., & Feist, J. (2010), Health Psychology: An Introduction to Behavior and Health. Belmont: Wadsworth, Cegage Learning .
3. Baum, A, Gatchel, R. J., & Krantz, D. S. (1997. (third edition). An Introduction to Health Psychology. New York: McGraw Hill.
76
YEAR

YEAR I CORE 9 : OPTIONAL GROUP IV : MENTAL HEALTH IN EDUCATIONAL CREDIT 3
Semester II SETUP HOURS 45
To familiarize students about the mental health issues in school

OBJECTIVES To help students understand about the programmes for positive mental health
To sensitize students about inclusive education
To make students aware about the importance of life skills education and sex education
COURSE CONTENT
MENTAL HEALTH IN SCHOOLS
UNIT I 11 hrs.
Concept, Mental health issues in schools, Goals of mental health programs in schools
Pre-intervention programs, Intervention programs at school level
Promotion of positive mental health in schools: students and teachers.
INCLUSIVE EDUCATION
UNIT II 11 hrs.
Training and sensitization of teachers: Observation and identification of difficulties in children
Class room interventions.
LIFE SKILLS EDUCATION
UNIT III 11 hrs.
Definition and significance of Life skills education
Core life skills given by UNESCO
Selection of age appropriate topics and methods of delivery
SEX EDUCATION (PROJECT)
UNIT IV Sex education program: Need for sex education in present scenario, Role of parent and teachers, 12 hrs.
Advantages and disadvantages of sex education
Techniques of delivery: individual vs group sessions, single sex vs co-ed sessions
Age appropriate guidance, counseling,
REFERENCES
1. Chauhan, S. S. (2007). Advanced Educaitonal Psychology. 7th edition, Vikas Publishing House, New Delhi
2. Shetty, S. Personality development (Std X) Jeevandeep Prakashan Pvt Ltd.
3. Norman A., Sprinthall and Richard C. Spainthall (1990). Educational Psychology. McGraw Hill, New York
4. Nayan Rao (1990). Advanced Educaiton Psychology. Willey Esther Ltd. New Delhi
77
YEAR

YEAR I CREDIT 3
CORE 10 : OPTIONAL GROUP I : CLINICAL PSYCHOLOGY II

COURSE CONTENT
DIAGNOSTIC METHODS
UNIT I 11 hrs.
Intelligence tests
DIAGNOSTIC METHODS
UNIT II 11 hrs.
Neuropsychological Assessment
RORSCHACH TEST
UNIT III 11 hrs.
Basic principles of Rorschach Test, Administration, Coding, Scoring, and Interpretaation
CHILDHOO DISORDERS
UNIT IV 12 hrs.
Clinical picture; Diagnostic criteria; Methods of assessment; Treatment approaches
REFERENCES
78
YEAR

YEAR I CORE 10 : OPTIONAL GROUP II : ADVANCED INDUSTRIAL PSYCHOLOGY CREDIT 3
Semester II & OB HOURS 45
To understand organizational change and methods to manage change

To understand the evolution of organization
OBJECTIVES
To learn man machine system
To learn about power in organizations and its political implications
COURSE CONTENT
ORGANIZATION EVOLUTION
The organization life cycle, Birth, Growth ,Decline and death
UNIT I 11 hrs.
Ecology model of Birth, ecology model of birth,
Institutional theory, and Greiner’s model of organizational growth.
ORGANIZATIONAL CHANGE
Organizational change: Meaning, Targets of change
12 hrs.
UNIT II Forces of change, planned change, resistance to change
Evolutionary and revolutionary change in organizations
Approaches to managing organizational change, creating a culture
POWER AND POLITICS
Meaning of power,contrasting leadership and power
Bases of Power,Dependency: the key to Power,power tactics,
UNIT III 11 hrs.
Politics: power in action, causes and consequences of political behavior,
Ethics of behaving politically, Global implications.
Organizational power: meaning sources and uses
HUMAN FACTOR ENGINEERING
Nature, Scope, history of Human Factor Engineering; (Nature of man-machine system;
UNIT IV Psychological principle of machine designing, Perceptual and cognitive techniques ;Problems of 11 hrs.
display and control design. Allocation of functions between man machine; status of industrial
engineering and engineering Psychological; Human factor engineering in India
REFERENCES
John Arnold, Ivan T. Robertson Cary L. Cooper Work Psychology – Understanding Human Behaviour in the Work Place
2.
McMillian Publication
3. Paul M. Muchinsky Psychology Applied to work (6th Edition) Wordsworth Thomson Learning
4. Robbins, S. P. (2009) Organizational Behaviour (12th Edition) Prentice Hall of India, New Delhi
5. Luthans Fred(2005) Organizational Behaviour (tenth edition) Mc Graw Hill international edition
6. Robbins S.P.(1999)Organizational theory,structure,design, and applications (3 rd edition )Prentice Hall of India
8. Jones ,G and Mathew,M.(2009)organizational theory,Design and change.(5 th edition)Pearson Education ,Inc.New Delhi
79
YEAR

YEAR I CREDIT 3
CORE 10 : OPTIONAL GROUP-III : COUNSELLING PROCESS & SKILLS
To impart the knowledge of the process of counselling to students.

OBJECTIVES To help students to set realistic goals for counselling in consideration of social and contextual mediation
To impart the knowledge of necessary skills required to facilitate the process of counselling
COURSE CONTENT
Definition, Nature, Goal, and Scope of Counselling
UNIT I Overview of profession and practice; history and growth; professional role and functions; current 11 hrs
issues and trends; ethical and legal issues; code of conduct
I phase of Counselling – Initial interview, collecting essential data, case study and rapport formation.
II phase of counselling – Identification of problems, formulating tentative dynamics, estimating the
UNIT II client’s general condition. Organization and presentation of information, Format of report writing 12 hrs.
III Phase – Setting goals; Practical arrangements for counselling; Termination and follow up of
counselling
Counselling Skills in - Interviewing, Rapport formation, Empathy, Self-disclosure, Positive regard,
UNIT III 11 hrs.
Leading, Immediacy, Humor, and Handling Resistance
Counselling skills in - Confrontation, contracting, handling transference, counter transference,
UNIT IV 11 hrs.
termination, and follow up
REFERENCES
1. Arbuckle, D.S (1969). Counseling: An Introduction. Boston: Allen & Bacon Inc.
2. Bordin, E. S. (1955). Psychological Counseling. New York: Applenton Country Crofts.
Brammer, L. M., & Shostrom, E. L. (1982). Therapeutic Psychology: Fundamental of Counselling and Psychology. N.York: Prentice
3.
Hall Inc.
4. Fuser, J. M. (1964). Psychological Counselling in India. Bombay: MacMillan Pub. Co. Inc.
5. Rao, N. S. (1997). Counselling and Guidance New Delhi: McGraw Hill Publishing Co.
80
YEAR

YEAR I CREDIT 3
CORE 10 : OPTIONAL GROUP IV : EDUCATING EXCEPTIONAL CHILDREN
To understand the learning strategies

To familiarize students with testing and measurement in the field of education
OBJECTIVES
To expose the students to Mental Health in educational setup
To give practical exposure through case study
COURSE CONTENT
EXCEPTIONALITY – MEANING AND CONCEPT
UNIT I Who are exceptional children ? Classifying exceptional children; Causes behind exceptionality : 11 hrs.
hereditary and environmental causes; Needs and problems of exceptional children
DEPRIVED CHILDREN
UNIT II Definition, meaning and nature of deprivation; Types of deprivation, effects of deprivation on 11 hrs.
adjustment and mental health; Remedial measures and educational provisions
JUVENILE DELINQUENTS
Definition; Factors leading a child to get into a criminal career; Home environment and
UNIT III 12 hrs.
delinquency; Maladjustment in school; Uncongenial social environment outside home; Treatment
and reformatory measures for juvenile delinquency
GIFTED CHILDREN
Definition; Characteristics of a gifted child; Identification of gifted children; Needs and problems
UNIT IV 11 hrs.
of gifted children; Malicious attitude of others towards gifted children; Social rejection by peers;
Classroom maladjustment; Education of gifted children
REFERENCES
1. O’Neil, H. (1978) Learning strategies, Academic press, NY
2. Shah, R.K. (2007) Educational testing and measurement, Pointer publishers Jaipur.
3. Khanna, S. (2009) School administration and health education, Maxford books, New Delhi.
4. Mishra, R C (2005) HIV/AIDS education, APH publishing.
5. George A (2004) Learning Strategies. Commonwealth Publishers. New Delhi
6. Wheeler D O; Phillips W; Spillane J P (1961) Mental Health and education. University of London press, London.
7.
Adelman H S; Taylor L (2010) Mental Health in Schools: Engaging learners, preventing problems and improving schools. Corwin
Press, California.
81
YEAR

YEAR I PROJECT 02 : PLACEMENT II : CLINICAL, HRD, COUNSELING, CREDIT 3
Semester II EDUCATION HOURS 45
OBJECTIVES
COURSE CONTENT
UNIT I 11 hrs.
UNIT II 11 hrs.
UNIT III 12 hrs.
UNIT IV 11 hrs.
REFERENCES
1.
2.
3.
4.
5.
6.
7.
82
YEAR

YEAR I CREDIT 3
INTERDISCIPLINARY ELECTIVE 2 : SPORTS PSYCHOLOGY
To enable students to differentiate between Sport and Exercise Psychology.

OBJECTIVES To provide insight into the field of Clinical Sport Psychology.
To learn the varied intervention strategies conducted in the sports field.
COURSE CONTENT
SPORT AND EXERCISE PSYCHOLOGY
Exercise & Psychological well-being; Exercise behavior & Adherence;
UNIT I 12 hrs.
Exploring health, exercise & injury- exploring exercise psychology, coping with injury.
Addictive & Unhealthy Behaviors; Burnout & Overtraining.
CLINICAL SPORT PSYCHOLOGY
Introduction to Clinical Sport psychology; Integrating Clinical & Sport Science.
UNIT II Multilevel Classification System for Sport psychology; 11 hrs.
Ethics in Clinical Sport psychology;
Performance Dysfunction; Performance Impairment; Performance Termination.
SPORT PSYCHOLOGY INTERVENTIONS I
UNIT III Models of Intervention- A Life Developmental Model, An Educational Model, A Multisystemic 11 hrs.
Model, A Family Systems Model.
SPORT PSYCHOLOGY INTERVENTIONS II
UNIT IV Models of Intervention- An Integrated Organizational Model, A Developmental Psychology Model, 11 hrs.
A Marital Therapy Model, A Cognitive Behavioral Model.
REFERENCES
1. Shane M. Murphy. (1995). Sport Psychology Interventions. Human Kinetics: United States.
2. Stephen David Mellalieu, Sheldon Hanton. (2009). Advances in Applied Social Psychology: A Review. Routledge: United States.
3. Aidan P. Moran. (2004). Sport & Exercise Psychology: A Critical Introduction. Routledge: United States.
4. Frank L. Gardner, Zella Moore. (2006). Clinical Sport Psychology. Human Kinetics; United States.
83
YEAR

YEAR II CREDIT 3
CORE 11 : MEMORY & THINKING

COURSE CONTENT
MEMORY
UNIT I 12 hrs.
Kinds of memory; Models of memory; Forgetting
KNOWLEDGE REPRESENTATION AND CONCEPTS
UNIT II 11 hrs.
Knowledge representation; Concepts and categorization
THINKING I
UNIT III 11 hrs.
Thinking; Reasoning; Decision making
THINKING II
UNIT IV 11 hrs.
Problem solving; Creativity; Imagination
REFERENCES
2.
3.
4.
5.
84
YEAR

YEAR II CREDIT 3
CORE 12 : EXPERIMENTAL PSYCHOLOGY PRACTICAL I

COURSE CONTENT
2 experiments
UNIT I Expt. 1----Psychometric 11 hrs.
Expt. 2----Psychometric
2 experiments
UNIT II Expt. 1----Psychometric 11 hrs.
Expt. 2----Psychometric
2 experiments
UNIT III Expt. 1----Psychophysics 11 hrs.
2 experiments
UNIT IV Expt. 1----Vision, Audition 12 hrs.
Expt. 2----Motor Process
REFERENCES
2.
Hill Kogakusha
4.
5.
85
YEAR

YEAR II CREDIT 3
CORE 13 : SOCIAL PSYCHOLOGY : THE BASICS
To understand the basic concepts of social psychology

To understand the way we perceive ourselves and the world.
OBJECTIVES
To familiarize students with the forces in social interaction and social influence
To make the student understand social emotions.
COURSE CONTENT
THE SCIENCE OF SOCIAL PSYCHOLOGY
History of Social Psychology- insights, challenges and contributions to theory & applications;
The Art of Laboratory Experimentation; Social psychological Methods outside the Laboratory.
SOCIAL COGNITION
UNIT I Social-cognitive approaches to self & identity; functions of the self; social cognition & attributions. 11 hrs.
Introduction to social cognition models- social identity theory, social representations theory, an
introduction to discursive psychology.
Schemas; heuristics & automatic processing; potential sources of errors in social cognition; affect
& cognition
SOCIAL PERCEPTION
Attribution; impression formation & impression management
UNIT II Attitude formation; theories of attitude change; the attitude-behavior link 11 hrs.
Persuasive communication
stereotypes, prejudice & discrimination
SOCIAL EMOTIONS
Helping Behavior: defining altruism and pro-social behavior, theoretical perspectives, giving and
UNIT III 11 hrs.
receiving help.
Aggression-definition, source. Media violence managing and reducing aggression.
SOCIAL INFLUENCE
UNIT IV Norms conformity, compliance and obedience 12 hrs.
Psychology of power, authority and influences
REFERENCES
1. James T. Tedeschi. (2007). The social influence processes.
2. Peter Guy Northouse. (2010).Leadership: theory & practice.5th Ed. Sage Publications Inc.
Martha Augoustinos, iain Walkar & Ngaire Donaghue. (2006). Social cognition: an integrated introduction. 2 nd Ed. Sage
3.
Publications Inc.
4. Robert A. Baron, Donn Byrne. (2002). Social Psychology. 10th Ed. Prentice Hall of I.ndia Pvt. Ltd.:New Delhi.
5. David . Myers. (1999). Social Psychology. 6th Ed. McGraw Hill Companies Inc.
6. Shelley E. Taylor, Letitia Anne Peplau, David O. Sears. (2006). Social Psychology. 12 th Ed. Pearson Education, Inc. New Delhi.
86
YEAR

YEAR II CREDIT 3
CORE 14 : OPTIONAL GROUP I : CLINICAL PSYCHOLOGY III

COURSE CONTENT
OTHER MENTAL DISORDERS
Delirium, dementia, and amnesic and other cognitive disorders; Mental disorders due to general
medical condition not elsewhere classified; Substance related disorders
UNIT I Clinical Picture 12 hrs.
Diagnostic Criteria
OTHER PROJECTIVE TECHNIQUES
TAT
UNIT II 11 hrs.
Draw a man Test
Word-Association Test
PSYCHOANALYTIC THERPY
UNIT III 11 hrs.
Assessment of pathology, Practice of therapy, Techniques of therapy, Curative factors, Group
COGNITIVE THERAPY
UNIT IV 11 hrs.
Assessment of pathology, Practice of therapy, Techniques of therapy, Curative factors, Group
REFERENCES
87
YEAR
Master of Arts : Psychology Post-Graduate Program

YEAR II CREDIT 3
Core 14 : OPTIONAL GROUP II : HUMAN RESOURCE DEVELOPMENT
To make the student understand the concept of human resource development and its fields
To make the student understand the importance of HR in making the organization effective
OBJECTIVES To familiarize the student with the functions of HR departments in organizations and link it to other
functions of the organization
To impart skills for developing human resource in the organizations
COURSE CONTENT
THE FUNDAMENTALS OF HUMAN RESOURCE DEVELOPMENT
The context of Human Resource Development
Global Perspectives on Human Resource Development
Scope of HRD
UNIT I HRD philosophy 11 hrs.
Charecteristic features of HRD
HRD Mechanisms
A Systematic Approach to HRD.
Developing an HRD Strategy
MANAGING PERFORMANCE
Performance and its determinants.
Performance appraisal
Multi-source Assessment or360-degree Feedback System
UNIT II Competency Mapping 11 hrs.
Need for competency mapping, competency based job analysis, methodology for competency
mapping
Process and development of competency set
Competency approach to recruitment and retention, benefits of competency mapping.
DEVELOPMENT INITIATIVES
Developing in the Role-Coaching
Developing Leadership-Mentoring
Helping to Cope- Employee Counselling
UNIT III 11 hrs.
Developing Commitment and Motivation-employee engagement
Developing Collaboration/Partnership
Developing workers and subordinate staff
Career Planning and development
KEY THEMES IN HRD
Managing and nurturing knowledge
Knowledge Management
Significance, framing a knowledge Strategy, knowledge business, mobilizing Knowledge,
managing Knowledge Workers,benefits in knowledge management
Training Systems
UNIT IV 11 hrs.
Pre-training work, designing curriculum, appropriate pedagogy, evaluating training, post-training
work
HRD in Small and Medium sized Enterprises
The Ethical Practitioner
Global trends, business ethics, HRD and business ethics
Corporate Social responsibility, HRD and CSR
REFERENCES
1. Mankin,D.(2010).Human Resource Development (Indian Edition) Oxford University Press New Delhi
2. Haldar,U.K.(2009). Human Resource Development. Oxford University Press New Delhi
3. Bhattacharya, D.K.(2009). Human Resource Development. Himalaya Publishing House Mumbai
88
YEAR

YEAR II CREDIT 3
CORE 14 : OPTIONAL GROUP III : APPROACHES TO COUNSELLING
To help students understand the types and techniques of counselling

OBJECTIVES To makes students aware of the subtle differences among techniques of counselling.
To develop insight among the students about the process of different techniques of counselling
COURSE CONTENT
Psychoanalysis (Freudian & Neo-Freudian)
UNIT I 12 hrs
Freud, Jung, Adler.
Behavioural Counselling - definition, nature, scope.
Behavioral modification procedures: Relaxation, Bio-feedback, Desensitization, Modeling, Token
UNIT II economy, Aversive and assertive training. 11 hrs.
Behavioural assessment: Behavioural deficit; excess, inappropriate behaviour
Cognitive therapy
Client-centered counselling
UNIT III Existential counselling 11 hrs.
Eclectic counselling
Solution focused and crisis counselling.
UNIT IV Marital, couple and family counselling 11 hrs.
Counselling by email
REFERENCES
1. Wolberg, Lewis R. (1977). The Techniques of Psychotherapy. New York: Grune and Stratton, Inc
2. Kottler, Jeffreya & Brown, Robert W (2000). Introduction to Therapeutic Counseling. New York: Brooks/Cole.
3. Patterson, Lewis E., & Welfel, Elizabeth R. (2000). The Counseling Proces., Belmont: Wadsworth.
4. Sharf, R. S. (2000). Theories of Psychotherapy and Counseling. New York: Brooks/cole.
5. Capuzzi, D., & Gross, D (2003). Counseling and Psychotherapy: Theories and Interventions. New Jersey: Merril Prentice Hall.
6. Gibson, R. L., & Mitchell, M. H. (2006). Introduction to Counseling and Guidance (6thth Edition). New Delhi: Pearson.
89
YEAR

YEAR II CORE 14 : OPTIONAL GROUP IV : ADVANCED EDUCATIONAL CREDIT 3
Semester III ADMINISTRATION HOURS 45
To educate about educational Administration.

OBJECTIVES To familiarize students with the quality of education and alternate education.
To expose the students to the educational policies and programs.
COURSE CONTENT
Educational Policies and trends
UNIT I Educational policy in India : National educational policies, Status of educational administration in 11 hrs.
India, Scope and functions of educational administration
Quality of education and Use of Technologies in Education
Curriculum development : Principles of curriculum construction and its types, Psychological and
UNIT II 11 hrs.
sociological foundation of curriculum, Advanced educational technologies, Teaching aids and
devices
Alternate schooling
UNIT III 11 hrs.
Distance education, Open schools, Home schooling, Special Schools
Educational policies and programs
UNIT IV Policies, Girl child/women education, Education for the elderly, Education for Rural 12 hrs.
transformation, Mid-day meal, Inclusive education, Sarva Siksha Abhiyan.
REFERENCES
1. Mishra, R.C. (2007) History of education administration- APH publishing corporation, New Delhi.
2. Sukhia, S.P. (1998) Education administration, organistation and health education, Vinod Pustalk mandir, Agra
3. Kapur, M (2000) Mental Health of children in India, Sage publishers, New Delhi.
4 Ediger M; Rao D B (2006) Successful School Education. Discovery Publishing House. New Delhi.
5 Mishra R C (2005) Women Education. APH Publishing Corporation, New Delhi.
6. Mangal S K (2008) Foundations of Educational Technology. Tandon Publications, Ludhiana.
90
YEAR

YEAR II CREDIT 3
CORE 15 : ANALYSIS OF RESEARCH & SCIENTIFIC WRITING
To develop the critical reading comprehension skills and background knowledge necessary to
comprehend, evaluate, critique and summarize research reports.
To develop the skills and background knowledge necessary to recognize significant research problems
OBJECTIVES
when encountering them in research literature.
To enable students to interprete and analyse qualitative and quantitative research.
To develop research writing skills for scientific purpose according to APA style.
COURSE CONTENT
EVALUATING SCIENTIFIC REPORTS
Format (APA)and Components of a typical report
UNIT I 11 hrs.
Evaluating and Critiquing all the components of a report
Summarizing a research report.
UNDERSTANDING DESCRIPTIVE STATISTICS (UNIVARIATE AND
BIVARIATE), RELIABILITY AND VALIDITY
techniques for summarizing data (pictoral and tabular)
UNIT II Nature of data: (normal, skewed, bimodal or rectangular) 11 hrs.
Concept of central tendency and variability.
Correlation.
Reliability and Validity
UNDERSTANDING INFERENTIAL STATISTICS IN QUANTITATIVE
RESEARCH
Concept of statistic and parameter
Estimation & Hypothesis testing.
UNIT III 11 hrs.
Inferences concerning bivariate correlation,
Inferences of one, two or more than two means and post hoc comparisons.
Regression.
Inferences of non-parametric data
WRITING AN ANNOTATION FOR QUALITATIVE AND QUANTITATIVE
RESEARCH
Reviewing and critiquing a quantitative research report.
UNIT IV 12 hrs.
Reviewing and critiquing a qualitative research report.
Writing a review report and annotation of qualitative research article.
Writing a review report and annotation of a quantitative research article.
REFERENCES
1. American Psychological Association. (2001). Publication manual, 5th edition.
2. Huck, Schuyler. (2007). Reading statistics and research, 5th edition, Pearson, NY.
3. Campbell D & Stanley J (1963) Experimental and Quasi experimental designs for research, Hougton Mifflin, Boston.
4. Garrett, H (1953). Statistics in Education and psychology.
5. Aron E & Aron (1998). 5th edition: Statistics for psychology.
91
YEAR

YEAR II PROJECT 03 : PLACEMENT III : CLINICAL, HRD, COUNSELING, CREDIT 3
Semester III EDUCATIONAL HOURS 45
OBJECTIVES
COURSE CONTENT
UNIT I 11 hrs.
UNIT II 11 hrs.
UNIT III 11 hrs.
UNIT IV 12 hrs.
REFERENCES
1.
2.
3.
4.
5.
92
YEAR

YEAR I CREDIT 3
INTERDISCIPLINARY ELECTIVE 3 : APPLIED INDIAN PSYCHOLOGY
Semester I HOURS 45

To develop skills in Yama, Niyam, Asana, Mudra, Pranayam, Pratyahar Shatkarma, Dharna and
Dhayana based on different schools of thoughts and religion
COURSE CONTENT
INDIAN PSYCHOLOGY
UNIT I Indian thought and Tradition: A Psychohistorical Perspective 11 hrs.
Yoga Psychology: Theory and Application with respect to physical & mental well
YAMA, NIYAM, PRATYAHAR
Introduction to Yama and its relevance of self regulation.
UNIT II Introduction to Niyam and its relevance of self regulation. 11 hrs.
Introduction to Pratyahar and its relevance of self regulation.
Practice of Yama, Niyam, Pratyahar and Shatkarma
ASANAS
Introduction to Asanas
UNIT III Perperation for Asana: Sukshm kriyas 12 hrs.
Asanas, and their practice for beginner group, and implications for physical and mental health
Asanas and their practice for intermediate Group, and implication for physical and mental health
PRANAYAM
Introduction to science of breathing and Pranayam and implication physical and mental health .
UNIT IV Hints and cautions in Pranayam, Techniques, practice and effects of Pranayam 11 hrs.
Introduction to Dharna, Techniques and practice of Dharna
Introduction to Meditation, Different traditions and practice of meditation
REFERENCES
1. B. K. S. Iyengar (1979). Light on Yoga. New York, Schocken Books
Charles Tart (2008) Altered States of Consciousness and the Spiritual Traditions: the Proposal for the Creation of
2. State- Specific Sciences. In Handbook of Indian psychology edited by K. Ramkrishna Rao, Anand C. Paranjpe, Ajit
K. Dalal Cambridge University press India pvt. Ltd., New Delhi 2008.
3. Coulter, H. David (2004). Anatomy of Hatha Yoga. Varanasi, Motilal Banarsidass.
K. Ramakrishana Rao and Anand C. Paranjpe (2008) Yoga Psychology : Theory and application. In Handbook of
4. Indian psychology edited by K. Ramkrishna Rao, Anand C. paranjpe, Ajit k. Dalal Cambridge University press India
pvt. Ltd., New Delhi 2008.
S.K. Kiran Kumar (2008 Indian thought and Tradition: A Psychohistorical Perspective. In Handbook of Indian
5. psychology edited by K. Ramkrishna Rao, Anand C. Paranjpe, Ajit K. Dalal Cambridge University press India pvt.
Ltd., New Delhi 2008.
6. Stiles, Mukunda (1998). Structural Yoga Therapy. New Delhi, Goodwilll Publishing House.
7. Swami Satyananda Saraswati (1996). Asana, Pranayama, Mudra Bandha. Munger, (Bihar) Yoga Publications Trust.
8. Swami Niranjanananda Saraswati (1999). Dharana Darshan. Munger, Yoga Publications Trust.
10. Swami Ramdev(2004) Yoga: Its philosophy and Practice. Hardwar, Divya Prakashan.
11. Swami Sukhabodhananda (2006). Celebrating Success and Failure. Mumbai, Jaico Publishing House.
93
YEAR

YEAR II CREDIT 3
Semester I CORE 16 : PSYCHOLINGUISTICS & CONSCIOUSNESS HOURS 45
V

COURSE CONTENT
PSYCHOLINGUISTICS
UNIT I 12 hrs.
Basic concepts; Language processing; Language acquisition;
ATTENTION
UNIT II 11 hrs.
Basic concepts and methods; Neural basis of attention; Theories of Attention
SLEEP
UNIT III 11 hrs.
Functions of sleep; Neurophysiology of sleep; Psychological effects of sleep
CONSCIOUSNESS AND STATES OF AWARENESS
UNIT IV Meaning of consciousness; Theories of consciousness; States of consciousness; Experimental 11 hrs.
methods; Neurophysiology of consciousness
REFERENCES
2.
3.
4.
5.
94
YEAR

YEAR II CREDIT 3
Semester I CORE 17 : EXPERIMENTAL PSYCHOLOGY PRACTICAL II HOURS 45
V

COURSE CONTENT
2 experiments
UNIT I Expt. 1----Learning 11 hrs.
Expt. 2----Learning
2 experiments
UNIT II Expt. 1----Memory 11 hrs.
Expt. 2----Memory
2 experiments
UNIT III Expt. 1----Attention 11 hrs.
Expt. 2----Attention
2 experiments
UNIT IV Expt. 1----Thinking 12 hrs.
Expt. 2----Psycholinguistics
REFERENCES
2.
Hill Kogakusha
4.
5.
95
YEAR

YEAR II CREDIT 3
Semester I CORE 18 : APPLIED SOCIAL PSYCHOLOGY & SOCIAL ISSUES HOURS 45
V
To acquire an understanding into application of social psychological principles in the domain of Health, Criminal
Justice System, Clinical and Counseling Psychology.
To develop an insight into the social psychology of gender and sexuality, terrorism and media.
OBJECTIVES To understand workplace dynamics, poverty, economic mobility and politics from a social psychology perspective.
To provide an understanding of the social psychology of cultural diversity, immigration and multiculturalism.
To provide the basic knowhow of social psychology of intergroup relations.
COURSE CONTENT
APPLIED SOCIAL PSYCHOLOGY I
Social psychology of Health: Health Problems; Social Cognition in Problem Behaviors; Stress and Illness;
UNIT I Social Support and Wellbeing; Social Psychological Approaches to Treatment. 11 hrs.
Social Psychology of Criminal Justice System: Social Psychology of a Crime; Origins of Criminal behavior;
The Response of Criminal Justice System- Police Investigation, The Courtroom, and The Prison Setting.
APPLIED SOCIAL PSYCHOLOGY II
Applying Social psychology to Clinical and Counseling Psychology: The Social-Dysgenic Sub domain (social
Psychological roots of social anxiety, a social psychological model of depression); The Social-Therapeutic
Sub domain (self-presentational approach to treating social anxiety, hopelessness theory approach to treating
UNIT II depression); The Social-Diagnostic Sub domain (biases in clinical decision making, final thoughts).
11 hrs.
Social Psychology of Politics, Psychological determinants of candidate evaluation, Political Psychology and
Public Policy, Psychological determinants of public opinion, collective political action – intra and inter group
perspective – minority influence and political interest groups. Political decisions by small groups,
SOCIAL ISSUES
Social psychology of terrorism, psychological reaction to terrorist attacks, PTSD, Social psychology of
UNIT III communal violence. 11 hrs.
Social psychology of media. How media violence affects you? Watching pornography, influence of political
news coverage on our thoughts.
SOCIAL PSYCHOLOGY OF CULTURAL DIVERSITY
Contribution of Social psychology to the understanding of immigration and multicultural effects.
UNIT IV 12 hrs.
Social Psychology of Inter group Relations- Theories of Inter group Relations- Freudian Legacy of Inter group
research, Realistic Conflict Theory, Social Identity Theory.
REFERENCES
Virginia E. O’Leary, Rhoda Kesler Unger, Barbara Strudler Wallston. (1985). Women, Gender and Social Psychology. Lawrence Erlbaum Associates Inc. Pulishers:
1.
United States.
Donald M. Taylor, Fathali M. Moghaddam. (1994).Theories of Intergroup Relations- International Social Psychological Perspectives. 2 nd Ed. Greenwood publishing
2.
Group: United States.
The Psychological Impact of Terrorism: An Epidemiological Study of Post-traumatic stress disorder & associated factors in victims of 1995-1996 bombing in France.
3.
The American Journal of Psychiatry, 161, 1384-1389, August 2004.
4. Susan T. Fiske, Daniel T. Gilbert, Gardner Lindzey.Handbook of Social Psychology, Volume 2. 5th Ed. John Wiley & Sons Inc.: New Jersey.
Victor C. Ottati. (2002). Social Psychological Application to Social Issues. Volume 5. The Social Psychology of Politics. Kluwer Academic/Plenum Publishers: New
5.
York.
6. Families and Economic Mobility. Paper by Jessica Kronstadt and Melissa Favreault, The Urban Institute.
7. Carmela D. Ortigas. (2000). Poverty revisited: A Social Psychological Approach to Community Empowerment. Ateneo de Manila University Press: Philippines.
8. Shelley E. Taylor, Letitia Anne Peplau, David O. Sears. (2006). Social Psychology. 12th Ed. Pearson Education, Inc. New Delhi.
9. David . Myers. (1999). Social Psychology. 6th Ed. McGraw Hill Companies Inc.
10. Robert A. Baron, Donn Byrne. (2002). Social Psychology. 10th Ed. Prentice Hall of I.ndia Pvt. Ltd.:New Delhi.
11. Michael A. Hogg, Joel Cooper. (2007). The Sage Handbook of Social Psychology. Sage Publications Ltd.
12. Xenia Chryssochoon. (2004). Cultural Diversity: Its Social Psychology. Wiley-Blackwell Publishers: London
13. Shane R. Thye, Edward J. Lawler. (2006). Social Psychology of the Workplace. Series: Advances in Group Processes Vol. 23. Elsevier Ltd.
12. Xenia Chryssochoon. (2004). Cultural Diversity: Its Social Psychology. Wiley-Blackwell Publishers: London
96
YEAR
Master of Arts : Psychology Graduate Program

YEAR II CREDIT 3
Semester I CORE 19 : OPOTIONAL GROUP I: CLINICAL PSYCHOLOGY IV HOURS 40
V

COURSE CONTENT
OTHER MENTAL DISORDERS
Somatoform disorders; Factitious disorders; Sexual and gender identity disorders; Eating disorders;
Sleep disorders; Impulse-control disorders not elsewhere classified
06
UNIT I Clinical Picture
Hrs.
Diagnostic Criteria
CLIENT-CENTRED, HUMANISTIC, EXISTENTIAL THEAPIES
11
UNIT II Assessment of pathology, Practice of therapy, Techniques of therapy, Curative factors, Group
Hrs.
PHARMACOTHERAPY AND OTHER BIOLOGICAL THERAPIES

11
UNIT III Assessment of pathology, Practice of therapy, Techniques of therapy, Curative factors, Group
Hrs.
FAMILY THERAPY, MARITAL THEAPY, PLAY THERAPY, ART THERAPY

12
UNIT IV Assessment of pathology, Practice of therapy, Techniques of therapy, Curative factors, Group
Hrs.
REFERENCES
1 Batchelor I. R. C. 10th Ed. (1968) : Henderson Gillespie’s Textbook of Psychiatry. London, Oxford University Press
Ludwig A. (1986) : Principles of Clinical Psychiatry. The Free Press, New York
3
4
Nikcevic, A. V., Kuczmierczyk, A. R. & Bruch, M. (2006). Formulation and Treatment in Clinical Health Psychology. Routledge
Taylor & Francis Group, London.
5 Nicoli A. M. Ed. (1978) : The Harvard Guide to Modern Psychiatry. Harvard University Press, Cambridge
6 Diagnostic & Statistical Manual of Mental Disorders.-IV American Psychiartric Association
7 Wolman B. B. Ed. (1963) : Handbook of Clinical Psychology. McGraw Hill
8 Kaplan H. I. & Saddock B. I. (VIIth Ed.) 1998 : Synopsis of Psychiatry. B. I. Wavesly Pvt. Ltd, New Delhi
9 Gurman A. S. & Messer S. B. (1998). Essential Psychotherapies – Theory and Practice. The Guilford Press, New York
97
YEAR
Master of Arts : Psychology Post-Graduate Program

YEAR II CREDIT 3
Semester I Core 19 : OPTIONAL GROUP II : ORGANIZATIONAL DEVELOPMENT HOURS 45
V
To familiarize the student with concept of organizational development and it’s key issues.
To provide knowledge about the process and methods of organizational development
OBJECTIVES
To introduce students to different types of organizational development interventions
To impart skills to develop and plan relevant OD intervention programmes in differential contexts
COURSE CONTENT
AN INTRODUCTION TO ORGANIZATIONAL DEVELOPMENT
The Field of Organizational Development
UNIT I Definition of OD 11 hrs.
History of OD
Values, assumptions and beliefs of OD
THEORY AND MANAGEMENT OF OD
Foundations of Organizational Development
UNIT II 11 hrs.
Managing the OD Processes
Action Research and Organizational Development
OD INTERVENTIONS
An Overview of OD interventions
Team Interventions
UNIT III Intergroup and Third party Peace making Interventions 11 hrs.
Compehensive OD interventions
Structural Interventions and the applicability of OD.
Training experiences.
KEY CONSIDERATIONS AND ISSUES
Issues in consultant client relationship.
System ramification
UNIT IV 11 hrs.
Power, Politics and Organizational Development.
Research on Organizational Development
The future of Organizational Development
REFERENCES
1.
French,W.L., and Bell,C.H. jr (2001).Organization Development_Behavioral Science Interventions for Organizational
Development. Pearson Education Asia.New Delhi
98
YEAR

YEAR II CREDIT 3
CORE 19 : OPTIONAL GROUP – III : COUNSELLING : VARIOUS DOMAINS
Semester IV HOURS 45
Introducing different facets of counselling

Application of counselling in multicultural society
OBJECTIVES
Application of counselling in community
Introducing indigenous methods of counselling
COURSE CONTENT
Indigenous methods in Counselling – Yoga, Reiki, Meditation, Sudarshankriya, Self-hypnosis
UNIT I 12 hrs
Bhagwad Gita – A module for psychotherapy and spirituality
Counselling in multicultural society - Definition and history of multicultural counselling
Issues and difficulties in counselling multicultural population
UNIT II 11 hrs.
counselling with diverse population – children, adolescence and aged population
Gender based counselling
Educational and vocational counselling, counselling in Corporate settings
Community counselling – Definition and approaches of community counselling
UNIT III Qualities of community counsellor, stages of community psychology, Mechanisms of Community 11 hrs.
counselling and its limitations.
Counselling in Rehabilitative settings: Deliberate self- harm, bereavement, disaster and crisis.
Counselling of people with special needs – physically handicapped and mentally retarded
Counselling for delinquents, criminals and prisoners
UNIT IV Preventive counselling - Counselling for HIV and STI, Counselling for sexual needs, counselling for 11 hrs.
burnt patients, accident cases and in high risk health behaviour
Evaluation and research in counselling.
REFERENCES
1. Wolberg, L. R. (1977). The Techniques of Psychotherapy. New York: Grune and Stratton, Inc
2. Kottler, J., & Brown, R. W. (2000). Introduction to Therapeutic Counselling. United States: Brooks/Cole.
3. Patterson, L. E., & Welfel, E. R. (2000). The Counselling Process., Belmont: Wadsworth.
4. Sharf, R. S. (2000). Theories of Psychotherapy and Counselling. New York: Brooks/cole.
5. Capuzzi, D., & G. D. (2003). Counselling and Psychotherapy: Theories and Interventions. New Jersey: Merril Prentice Hall.
6. Gibson, R. L., & Mitchell, M. H. (2006). Introduction to Counselling and Guidance (6th Edition). New Delhi: Pearson.
99
YEAR

YEAR II CORE 19 : OPTIONAL GROUP – IV : CHILDHOOD DISORDERS AND CREDIT 3
Semester IV THERAPEUTIC INTERVENTION HOURS 45
To help students understand different psychotherapies relevant in educational setup

OBJECTIVES
To help students know about different kinds of case studies.
COURSE CONTENT
DISORDERS OF CHILDHOOD AND ADOLESCENCE
Learning disability, Autistic spectrum disorders, Disruptive behavior disorders, Emotional problems:
UNIT I 12 hrs
Separation Anxiety, Selective mutism, etc. Childhood depression, Anxiety disorders in childhood and
adolescence
DIAGNOSIS AND ASSESSMENT OF CHILDHOOD PROBLEMS
Specific assessment strategies: Behavioral interviewing, behavioral checklists and rating scales, self
UNIT II 11 hrs.
report instruments, peer socio metric forms, self monitoring procedures, direct observation.
Integrated assessment and ethical issues in child behavioral assessment
Administration, scoring and interpretation of diagnostic tools: MISIC, VSMS, SLD, CARS, SFB,
DST, SHI,
COGNITIVE AND BEHAVIOR THERAPIES (OVERVIEW)
UNIT III Cognitive therapy, cognitive behaviour therapy: REBT. 11 hrs.
Behaviour therapy.
PSYCHODYNAMIC AND OTHER PSYCHOTHERAPIES
Psychoanalytic therapy – Free association and dream analysis
UNIT IV 11 hrs.
Play therapy: Types of Play therapy
Family therapy
REFERENCES
Carson, R. C., Buther, J. N., Mineka, S. (2003) Abnormal Psychology and Modern Life (11 th Edition). Delhi : Pearson Education Pvt.
1.
Ltd.
2. Hetherington, E. M., Parke, R. D. (2006) Child Psychology (6th Edition). McGraw. Hill Publication, New Delhi.
3. Gurman, A. S., Messer, S. B. (1995), Essential Psychotherapies. The Guildford Press, New York.
4. Crasilneck, H. B., Hall, J. A. (1985) Clinical Hypnosis: Principles And Applications. Grune And Stratton, Inc., Florida.
100
YEAR

YEAR II CREDIT 3
Core 20 : DISSERTATION RESEARCH
OBJECTIVES
COURSE CONTENT
UNIT I 11 hrs.
UNIT II 13 hrs.
UNIT III 11 hrs.
UNIT IV 10 hrs.
REFERENCES
1.
2.
3.
4.
5.
101
YEAR

YEAR II CREDIT 3
Core 20 : PSYCHOLOGICAL TESTING
To familiarize students in various psychological assessment techniques

OBJECTIVES To understand the characteristics of a good test
To expose the students to different basic types of psychological tests
COURSE CONTENT
Principles of Test Construction
Nature of a Psychological Test, Basic Principles of Measurement, Problems of Measurement by tests,
test Administration and rapport, Factors affecting responses, Ethical Considerations in Testing.
UNIT I 11 hrs.
Test Construction – General steps in Test Construction, Item Analysis Procedures, Standardization,
Establishing Norms, Reliability and Validity.
Summarizing, Recording and reporting the test results
Testing in Clinical and Counseling
UNIT II 13 hrs.
Interest tests, Aptitude tests, Mental Retardation, Projective Tests
Testing in Industries
UNIT III 11 hrs.
Self Reports, Attitude scale, Situational Test, Vocational Test, Self Confidence, Coping Scale
Testing in Health Psychology and Health Care
UNIT IV Neuropsychological Assessment, Anxiety and Stress, Quality of Life, Health Locus of Control, 10 hrs.
Subjective Well – Being
REFERENCES
1. Singh A. K. (1987): Tests, Measurement & Research Methods in Behavioral Sciences. Tata McGraw Hill, Bombay.
2. Anastasi, A. & Urbina, S. (1997). Psychological Testing. Seventh Edition. Pearson Education Asia, Delhi.
3. Kaplan, R.M., Succuzzo, D.P. 6th Ed.(2007). Psychological testing: Principles, Applications and Issues. Thomas Learning Inc.
4. Cronbach, L.J. (1970) Essentials of Psychological Testing, Harper and Row Publishers. New York
5.
Freeman, F.S 3rd Ed. Theory and Practise of Psychological Testing. Oxford and IBH publishing Co. New Delhi, Bombay,
Calcutta.
102
YEAR

YEAR II CREDIT 3
Core 20 : ENVIRONMENTAL PSYCHOLOGY
To expose the students to the basics of Environmental Psychology

To make students understand the various concepts of Environmental Psychology
OBJECTIVES
To explain the various strategies of Environmental psychology which may serve as important factors for
the growth of a healthy society
COURSE CONTENT
Introduction to Environmental Psychology
Problems of Definition of the Subject; Functional Definition of Environment; Formal Properties of
UNIT I Environment 12 hrs.
Methodological Issues of the Environment Research; Variables in Environmental Research;
Selection of Subject in Environmental Research
Behavior in Built and Natural Environment
UNIT II 11 hrs.
Room & Housing, Building and social Institutions and Cities
Transitory Interaction with Natural Environment
UNIT III Types of Interaction between man and the Natural Environment, Outdoor Recreation, National Park 11 hrs.
and Wilderness, Some other Temporary Interactions.
Permeant Interaction with Natural Environment
UNIT IV 11 hrs.
Permanent Interactions between Man and the Natural Environment
REFERENCES
1. N. W. Heimstra & L. H. Mefarling (1974). Environmental Psychology. Brooks/Cole Publishing Co. California.
2. W.H. Ittelson (1973). Environment and Cognition. Seminar Press, New York, 1973.
3. G. T. Moore & R. G. Golledge (Ed.) (1976). Environmental Knowing. Dowder, Hutchungen & Ross Inc. Pennsylvania.
4. John P. Zubek. (Ed.) (1969). Sensory Deprivation. Appleton Century Croft,
5. D. C. Glass & J. E. Singer (1972). Urban Stress. SP.
6. H. Helson & W. Bevan. (1969). Contemporary Approaches to Psychology. Ven Nestran Affiliated East-West, New Delhi.
7. N. W. Heimstra & L. H. Mefarling (1974). Environmental Psychology. Brooks/Cole Publishing Co. California.
103
YEAR

YEAR II CREDIT 3
Core 20 : APPLIED INDIAN PSYCHOLOGY

To develop skills in Yama, Niyam, Asana, Mudra, Pranayam, Pratyahar Shatkarma, Dharna and
Dhayana based on different schools of thoughts and religion
COURSE CONTENT
INDIAN PSYCHOLOGY
UNIT I Indian thought and Tradition: A Psychohistorical Perspective 11 hrs.
Yoga Psychology: Theory and Application with respect to physical & mental well
YAMA, NIYAM, PRATYAHAR
Introduction to Yama and its relevance of self regulation.
UNIT II Introduction to Niyam and its relevance of self regulation. 11 hrs.
Introduction to Pratyahar and its relevance of self regulation.
Practice of Yama, Niyam, Pratyahar and Shatkarma
ASANAS
Introduction to Asanas
UNIT III Perperation for Asana: Sukshm kriyas 12 hrs.
Asanas, and their practice for beginner group, and implications for physical and mental health
Asanas and their practice for intermediate Group, and implication for physical and mental health
PRANAYAM
Introduction to science of breathing and Pranayam and implication physical and mental health .
UNIT IV Hints and cautions in Pranayam, Techniques, practice and effects of Pranayam 11 hrs.
Introduction to Dharna, Techniques and practice of Dharna
Introduction to Meditation, Different traditions and practice of meditation
REFERENCES
1. B. K. S. Iyengar (1979). Light on Yoga. New York, Schocken Books
Charles Tart (2008) Altered States of Consciousness and the Spiritual Traditions: the Proposal for the Creation of
2. State- Specific Sciences. In Handbook of Indian psychology edited by K. Ramkrishna Rao, Anand C. Paranjpe, Ajit
K. Dalal Cambridge University press India pvt. Ltd., New Delhi 2008.
3. Coulter, H. David (2004). Anatomy of Hatha Yoga. Varanasi, Motilal Banarsidass.
K. Ramakrishana Rao and Anand C. Paranjpe (2008) Yoga Psychology : Theory and application. In Handbook of
4. Indian psychology edited by K. Ramkrishna Rao, Anand C. paranjpe, Ajit k. Dalal Cambridge University press India
pvt. Ltd., New Delhi 2008.
S.K. Kiran Kumar (2008 Indian thought and Tradition: A Psychohistorical Perspective. In Handbook of Indian
5. psychology edited by K. Ramkrishna Rao, Anand C. Paranjpe, Ajit K. Dalal Cambridge University press India pvt.
Ltd., New Delhi 2008.
6. Stiles, Mukunda (1998). Structural Yoga Therapy. New Delhi, Goodwilll Publishing House.
7. Swami Satyananda Saraswati (1996). Asana, Pranayama, Mudra Bandha. Munger, (Bihar) Yoga Publications Trust.
8. Swami Niranjanananda Saraswati (1999). Dharana Darshan. Munger, Yoga Publications Trust.
10. Swami Ramdev(2004) Yoga: Its philosophy and Practice. Hardwar, Divya Prakashan.
11. Swami Sukhabodhananda (2006). Celebrating Success and Failure. Mumbai, Jaico Publishing House.
104
YEAR

YEAR II PROJECT 04 : PLACEMENT III : CLINICAL, HRD, COUNSELING, CREDIT 3
Semester III EDUCATIONAL HOURS 45
OBJECTIVES
COURSE CONTENT
UNIT I 11 hrs.
UNIT II 11 hrs.
UNIT III 11 hrs.
UNIT IV 12 hrs.
REFERENCES
1.
2.
3.
4.
5.
105
YEAR

YEAR II CREDIT 3
INTERDISCIPLINARY ELECTIVE 4 : SELF-HYPNOSIS
To introduce the students to the field of Hypnosis.

To enhance the understanding about therapeutic benefits of Hypnosis.
To give conceptual and practical understanding about utility of Hypnosis for various ailments and
OBJECTIVES
disorders.
To teach the practice of Self- Hypnosis for personal benefits pertaining to various conditions.
To teach self- hypnosis for personal development like memory, learning, concentration etc.
COURSE CONTENT
Introduction to Self- Hypnosis
Definition of Hypnosis, Hypnotherapy, and Self – Hypnosis
Stage Hypnotism versus Clinical Hypnosis; Misconceptions related to Hypnosis; Svengali Effect
Limitations of Self Hypnosis; Resistance to Hypnosis
Place to practice Self- Hypnosis
UNIT I 12 hrs.
Duration and Mechanism of Self- Hypnosis
Stages of Trance and its relevance to the therapeutic process
Phenomena of Hypnosis
Dangers involved in malpractice of Self- Hypnosis
Precautions required for Self- Hypnosis
Techniques for Self-hypnosis
Induction and Deepening Techniques: Deep Breathing, Breath Watching, Progressive Relaxation,
UNIT II Active-Progressive Relaxation, Eye Fixation, Backward Counting, Guided Imagery, Indirect 11 hrs.
Language Method, Direct Language Method, Handshake Technique, Self-hypnosis with music, Use
of dreams for self-hypnosis
Self- Hypnosis for reaching Goals
Stress Management; Increasing Self-Confidence and assertiveness; Problem Solving and Decision
UNIT III Making; Maximizing Sports Performance; Maximizing Work Performance; Maximizing Exam 11 hrs.
Performance; Quitting Smoking; Weight Reduction; Relief from Asthma, Allergies, Pain and
various Skin Ailments; Dealing with Phobia and Sleep problems; Management of Monetary issues
Development of Scripts and Practical
Importance of Development of Scripts beforehand for Self- Hypnosis
Development of Scripts for various techniques of induction and deepening of Self- Hypnosis
UNIT IV 11 hrs.
Development of Scripts for various issues which can be dealt with Self- Hypnosis
Development of Scripts for any other personalized issues and goals
Practical Supervision for sessions of Self- Hypnosis
REFERENCES
Alman, B. M. & Lambrou, P. T. (1983). Self Hypnosis : A Complete Manual for Health and Self Change – An Instruction Handbook For Individuals and Clinical
1.
Therapists. International Health Publications, San Diego.
2. Burke, A. (2000). Pocket Guide to Self Hypnosis. Book Faith India, Delhi.
106

Updated Syllabus 2014

Uploaded by

Copyright:

Available Formats

Updated Syllabus 2014

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Updated Syllabus 2014

Uploaded by

Copyright:

Available Formats

DEPARTMENT OF PSYCHOLOGY

FACULTY OF EDUCATION AND PSYCHOLOGY

THE MAHARAJA SAYAJIRAO UNIVERSITY OF BARODA

Structure and credit distribution of CBCS course in B. A. Program

Structure and credit distribution of CBCS courses in M. A. Program

Semeste Project Work / Field Interdisciplinary

Semeste Project Work / Field Interdisciplinary

Semester Course Title

Semester Course Title

Bachelor of Arts : Psychology Graduate Program

Bachelor of Arts : Psychology Graduate Program

To provide an information into the field of psychology methods and applications.

Bachelor of Arts : Psychology Graduate Program

To introduce students to concept and understanding of positive psychology

Bachelor of Arts : Psychology Graduate Program

To orient the students on understanding of psychology as a science

Bachelor of Arts : Psychology Graduate Program

Describe the process of motivation, thinking, emotion-feelings and intelligence

Bachelor of Arts : Psychology Graduate Program

Bachelor of Arts : Psychology Graduate Program

Bachelor of Arts : Psychology Graduate Program

To know about the basic biological processes

Bachelor of Arts : Psychology Graduate Program

Bachelor of Arts : Psychology Graduate Program

Bachelor of Arts : Psychology Graduate Program

Bachelor of Arts : Psychology Graduate Program

To introduce students to concept and understanding of positive psychology

Bachelor of Arts : Psychology Graduate Program

To know about the nervous system as central coordinator

Bachelor of Arts : Psychology Graduate Program

To enable the students appreciate the use of statistics in behavioral science

Bachelor of Arts : Psychology Graduate Program

To expose the students to the basic fields of psychology.

Bachelor of Arts : Psychology Graduate Program

Bachelor of Arts : Psychology Graduate Program

Bachelor of Arts : Psychology Graduate Program

To create interest and excitement towards psychological phenomena

Bachelor of Arts : Psychology Graduate Program

Bachelor of Arts : Psychology Graduate Program

To expose the students to the concept of development , different types of development

Bachelor of Arts : Psychology Graduate Program

Describe the process of motivation, thinking, emotion-feelings and intelligence

Bachelor of Arts : Psychology Graduate Program

TO MAKE STUDENTS UNDERSTAND Development of self understanding, shaping of attitude and

Bachelor of Arts : Psychology Graduate Program

To help students to understand the concept of disabilities

Bachelor of Arts : Psychology Graduate Program

To help students understand the concept of Exceptionality.

Bachelor of Arts : Psychology Graduate Program

To expose the students to the basics of psychopathology.

Bachelor of Arts : Psychology Graduate Program

To expose the students to the basics of Industrial Psychology

Bachelor of Arts : Psychology Graduate Program

To introduce students the basics of counselling and guidance

Bachelor of Arts : Psychology Graduate Program

To help students understand the significance of educational psychology in education.

Bachelor of Arts : Psychology Graduate Program

To gain an understanding of how Community psychology emerged as an Independent Branch of