CBCS Syllabus - Ma Applied Psychology - 20.07.2019
CBCS Syllabus - Ma Applied Psychology - 20.07.2019
CBCS Syllabus - Ma Applied Psychology - 20.07.2019
MASTER OF ARTS
Applied Psychology
2
AFFILIATION
The University of Delhi, in order to cope with the ever-expanding student population,
evolved a concept of multi-campus system during the early seventies, resulting in the
establishment of South Campus in 1973. One of the objectives for its establishment has been
to avoid replication of the existing course and provide necessary diversity in the programmes
offered by the University at both the campuses.
Keeping this in view, a number of new inter-disciplinary and applied science courses were
started at the South Campus and the Psychology Department started the M.A. Applied
Psychology Course at the South Campus. In its endeavour to widen the horizons of the Social
Sciences, Applied Psychology Course was designed to train the professional psychologists to
serve in hospitals, organizations and counseling centers as well as the advertising and
marketing research agencies.
Currently the department has strength of 62 students. There are 2 permanent faculty in the
department (1 professor and 1 Associate Professor).
PREAMBLE
Application of psychological principles to solve human problems has acquired new dimension
with the changing nature of the challenges that the world faces today. In view of this, the
scientific discipline of Applied Psychology has emerged as a natural process of evolution in
the knowledge base. It has gathered spectacular momentum in recent years. In this context a
post-graduate training in Applied Psychology has been a need of the time. It demands a
comprehensive curriculum. For preparing the applied psychologists of the future, equipping
them with skills and adequate knowledge-bases, attempt has been made to incorporate
3
professional training in three principal domains of the discipline such as: (A) Clinical and
Health Psychology, (B) Organizational Behaviour and (C) Counselling and Social
Psychology, as specializations, apart from focusing on understanding of the fundamental
psychological processes, and research methods in Applied Psychology.
The Department holds the provision for inclusion of new courses and modification of
presented ones during a given academic year. Reading material will be made available by
concerned faculty.
VISION
To prepare competent psychologists who would excel in knowledge, orientation and practice
of psychology, with high ethical standards and social relevance.
OBJECTIVES
1. To provide an opportunity to extend the knowledge base to the world of practice with
a view to promote healthy interface between academia and society.
2. To create a strong research oriented theoretical foundation in consonance with recent
advances in the discipline of psychology.
3. To equip students with skills and competencies in order to successfully engage with
the community.
4. To enable students to take a creative, empirical and ethical approach to the program
that combines conceptual repertoire and research practices in both quantitative and
qualitative traditions.
To achieve these objectives the proposed curriculum would have the following structure:
A. Core (Foundational) Courses
B. Electives (Specialization)
C. Open Electives (skill based papers)
4
1. Core courses of the curriculum are designed to promote common educational edifice
without which a particular discipline cannot be taught. They are necessary as they enable the
students to take up more specialized course of their choice later on.
2. Elective courses would cater to specialization in particular domains. They must highlight
the conceptual foundations, pedagogical considerations and specific set of skills required
within semester frame. They would strive to bring in a process orientation. These courses
would be taught through workshop/experiential/reflective mode, and assessment would be
done by process driven activities.
3. Open Elective courses should also be designed and developed keeping in view the market
demands and core competencies available within the discipline of psychology, which would
be taught with the blend of pedagogies relevant for psychology as a subject.
1. These courses were designed and developed by smaller groups of faculty members. At
least two faculty members were assigned the task of designing the Core and Elective papers.
They were given the choice of co-opting experts in that domain.
2. The courses were designed to be commensurate with the credit system, which requires a
minimum of 40-50 hours of active engagement over a semester.
3. It was envisaged to provide learning possibilities with a high degree of specialization and
in-depth knowledge in at least one area/domain of the discipline, or more than one.
Nonetheless, developing and retaining appropriate level of skills to enhance employment
opportunities in different domains was decided to be a concurrent priority while designing the
courses. It is to be remembered that a significant number of students enroll in the Graduation
Program after having done Psychology in grade XII. Larger number of students, however,
have previous study exposure from other streams of sciences, arts and commerce. Therefore,
one of the principles that was kept in mind was that the transition be made smooth both from
content as well as process orientation of teaching.
PROGRAMME STRUCTURE
The M. A. Applied Psychology Programme is divided into Two Parts as under. Each Part will
consist of two Semesters to be known as Semester-1 and Semester-2.
5
Semester-1 Semester-2
Semester 1:
Semester 1 shall consist of 4 core papers which will be compulsory for all students. Each core
paper will be for 4 credits. 4 credits will be provided for the Practicum that will be
compulsory for all students. Total credit points for this Semester shall be 20.
6
AP/10003 Core paper Quantitative Research Methods 100 4
Semester 2:
Semester 2 shall consist of 2 core papers (4 credit points per paper) and one compulsory
Practicum (4 credits). There will be three specializations offered to the students out of which
students will have to opt for 1 specialization: Clinical Psychology (A), Organizational
Behaviour (B) and Counselling Psychology (C). Each elective paper will be for 4 credit
points.
Total Credit points for this semester shall be 20.
Paper No: Nature of Title Maximum Credit
paper Points
marks
Semester 3:
Semester 3 shall consist of 3 elective papers from each of the three specializations. 4 credit
points shall be given for each of these elective papers. The students can opt for a maximum of
7
2 open electives from this semester. 2 credit points shall be given for the open elective paper
which shall consist of 2 units of theory (2 hours/week classes).
There will be a mandatory paper on Field Training Work that the students will have to
undertake which shall be for 4 credit points. Total credits for this semester shall 24.
The floating of Open Elective Papers shall be dependent on the availability of the faculty.
8
AP/30008 Open Applications of Social - 50 2
Elective Psychological Principles
Semester 4:
Semester 4 shall consist of 3 elective papers each from 3 specializations. There will be one
compulsory Practicum paper. Students will have to opt for two open elective papers from this
semester. There shall be a Dissertation paper that will be compulsory for all students. The
dissertation shall be for 8 credit points. The total credit points for this semester shall be 24
points.
9
AP/40004 Compulsory Practicum 100 4
NOTES:
1. Students can earn a maximum of 8 credit points from the Open Elective papers
(including Semester 3 and 4)
2. Open Elective and Specialization Papers shall be offered depending upon the
availability of the faculty.
3. In order to claim/earn a Specialization, students are required to take at least Six
Elective papers in that Specialization.
4. In each semester the students can opt for only one specialization area.
5. No practical examination or Viva shall be conducted for the open electives.
10
3.1 Assessment of students’ performance shall be based on the 70: 30 criteria. 70
marks shall be for the end point examination consisting of five theory questions
(14 marks each) and 30 marks shall be for internal assessment. For Open electives
(50 marks paper) the examination will be for 35 marks and Internal Assessment
for 15 marks.
3.2 For Practical Examination 70 marks will be based on practical report and 30
marks will be based on viva-voce.
3.3 Assessment of field training shall be based on the Field training report provided
by the student based upon the 50 days summer internship undertaken during
summer vacation after Semester 2.
3.4 Assessment of the Dissertation shall be done on the basis of the report of
Dissertation (150 marks) and viva-voce held by the University appointed External
Examiner and Internal Examiner (50 marks)
11
As per University rules
Grade Points:
Grade points shall be determined as per the Grade point table as per University Examination
rule.
CGPA Calculation:
As per University Examination guidelines
Division of Degree into Classes:
As per University guidelines
Attendance Requirement:
No student shall be considered to have pursued a regular course of study unless he/she is
certified by the Head of the Department of Psychology, University of Delhi, to have attended
75% of the total number of lectures, tutorials and seminars conducted in each semester,
during his/her course of study. Provided that he/she fulfils other conditions the Head,
Department of Psychology may permit a student to the next semester who falls short of the
required percentage of attendance by not more than 10 percent of the lectures, tutorials and
seminars conducted during the semester.
Span Period:
No student shall be admitted as a candidate for the examination for any of the
Parts/Semesters after the lapse of four years from the date of admission to the Part-I/Semester
I of the M.A. Programme.
Guidelines for the Award of Internal Assessment Marks for M.A. Applied Psychology
(Semester Wise)
The Internal assessment for every paper shall be based on the following criteria:
Criteria of Assessment Assignment/class Assignment/class Attendance Total
test 1 test 2 Internal
Assessment
marks
For 100 marks paper 12 12 6 30
(Core and Electives)
12
COURSE CONTENTS
SEMESTER- I
Course Objectives:
Unit II: Clinical Psychology: Concept, Scope, and Methods of study. Importance and
application of clinical psychology in different settings. The profession of Clinical
Psychology
Unit III: Industrial and Organizational Psychology: Concept and definitions, Areas of
I/O psychology, Scope of I/O psychology, Application/Importance of I/O psychology.
Methods of I/O psychology.
Unit IV: Applied Social Psychology- Concept and Definition, Approaches to study
applied social psychology, Areas of Applied social psychology, Recent advances in
social psychology. Importance of social psychology.
References:
13
Griffith, C. R. (2010). An introduction to applied psychology, New York, NY, US:
MacMillan Co.
Oskamp, S. (1984). Applied social psychology. Prentice Hall.
Course Objectives:
1. To acquaint students with the history and current status of community psychology and
community mental health services.
2. To develop a community based orientation towards mental health.
Unit II: Models of mental health services, Models of mental health services for Children and
Types of Problem: ADHD, PTSD, and Child Abuse.
Unit III: Community mental health intervention and community based rehabilitation (CBR):
Issues, principles. Notions of Social Change in Community Psychology: Issues and
Challenges
Unit IV: Community mental health in India: Issues & Challenges. Intervention Strategies,
Social action and Innovation, Empowering communities
References:
Mann, P.A. (1978). Community Psychology: Concepts and Application. New York: The
Free Press.
Rappaport, J. (1977). Community Psychology: Values, Research and Action. New York:
Holt, Reindhart and Wingston.
14
Paper: AP/10003: Quantitative Research Methods (Core Paper)
Maximum Marks 100 Credits: 4
Course Objectives:
Unit III: Comparing Several Means: One-way Analysis of Variance and Two
Way Analysis of Variance, Factorial Design, Randomized complete block
design, Post Hoc Testing.
References
Broota, K. (1982). Experimental Design in behavioral science, New Delhi: Wiley Eastern Ltd.
(Chapter 1:Introduction to Experimental design and methods of controlling
variance in experimental designs (Unit 1), Chapter 2, 3 and 4 for One-way
ANOVA, Two-way ANOVA and Post-hoc testing (Unit 3), Chapter 7 and 8 for
Factorial Anova (Unit 3), Chapter 5 for Randomized complete block design (Unit
3))
15
Field, A. (2005). Discovering Statistics Using SPSS (2nd Edition). New Delhi: Sage
Publications.(Chapter 4: correlation, Chapter 5- regression (Unit 2), Chapter
8 for ANOVA (Unit 3), Chapter 10 for Factorial ANOVA (Unit 3), Chapter
7 for t-test application (Unit 1) Chapter 11 for Repeated measures design
(Unit 4), Chapter 14 for MANOVA (Unit 4), Chapter 15 for Exploratory
Factor Analysis (Unit 4))
Kumar, R. (2014) Research Methodology: A Step-by-Step Guide for Beginners. 4th edition,
New Delhi: Sage (chapters 1-17-steps in research)
Seltman, H.J. (2015). Experimental Design and Analysis, Published by Carnegie Mellon
University (Chapter 10 for ANCOVA (Unit 4), Chapter 9 for Simple linear
regression (Unit 2), Chapter 7 for ANOVA (Unit 3), Chapter 11 for 2 way
ANOVA (Unit 3))
Gliner, J.A & Morgan G.A. (2000) Research methods in applied settings: An integrated
approach to design and analysis, Lawrence Erlbaum, Mahwah.
Howell, D.C. (2002) Statistical methods for Psychology (5th Ed) Duxbury, California:
Thomson Learning.
Siegel, S. (1956) Non-parametric statistical for behavioral sciences. New York: McGraw
Hill.
Weinberg, D. (2002). Qualitative Research Methods. Blackwell Publishers.
Course Objectives:
1. To explore the practical implications of cognitive processes in human performance..
16
Unit II: Sensation and Attention, Attention and consciousness, Perception and perceptual
process, Theoretical approaches to perception, Deficits in perception. Neuropsychological
approach to sensation, attention, perception and consciousness, Representations and
manipulation of Knowledge, Images and Propositions: Spatial cognition and Cognitive Map.
Unit III: Memory- Concept and definition of memory, Models of memory, Memory
Processes, Neuropsychological approach to memory, Practical Applications of Cognitive
Psychology in improving memory processes.
References:
Durso, F. T. (2007). Handbook of Applied Cognition (2nd Ed). New West Sussex : Wiley &
Sons.
17
SEMESTER II
Course Objectives:
Unit II: Test and Scale construction: Steps followed in test development and
standardization. Difference between test and scale construction, Reliability and
Validity: Different types, factors affecting reliability and validity. Norms:
Qualitative and Quantitative norms.
Unit IV: Professional, Moral and Social issues shaping the field of testing.
Ethical Issues in Psychological Testing: International guidelines. Challenges of
cultural adaptation and translation of tests. Psychological testing and Society,
Computerized testing.
References:
18
Kaplan, R.M. and Saccuzzo, D.P. (2005). Psychological Testing: Principles, Applications
and Issues. India: Wadsworth, Cenegage. (Chapter 1-introduction, types of tests,
history of psychological testing (Unit 1), Ch 6 and 7 for steps in test construction
(Unit 2) , Chapters 15, 11, 12, 13, 16, 17 for applications (Unit 3) , Chapter 19, 20
and 21: for Unit 4: ethical issues)
Chadha, N.K. (2009). Applied Psychometry. New Delhi: Sage Publication Pvt. Ltd.
(Chapter 1 and 2 for Unit 1: Psychological measurement, errors in
measurement, chapter 6-8 for test construction steps
(Unit 2) )
Miller, L.A., Lovler, R.L., McIntire, S.A. (2013). Psychological Testing: A practical
Approach. 4th Edition, New Delhi: Sage publications. (Chapter 11 and 12:
for steps followed in test/scale construction (Unit 2), Chapter 13, 14 and 15
for applications (Unit 4))
Gregory, R. J. (2011). Psychological Testing: History, Principles, and Applications (6 th Ed.).
Boston: Allyn & Bacon.
Course Objectives:
19
Unit I: Introduction to Qualitative Research: Conceptual foundations and issues of
paradigms, nature of qualitative research, approaches to qualitative research, designing
qualitative research, issues of reflexivity, subjectivity, and reflectivity
Unit III: Methods of qualitative research: Grounded theory, Life story research,
cooperative inquiry
References:
Hesse-Biber, S. N., & Leavy, P. (2011). The practice of qualitative research. Los
Angeles: SAGE. (Chapter 1, 2, and 3 and 4 for Unit 1, chapter 7 for focus
group (Unit 2), chapter 8 for ethnography (Unit 2), chapter 5 for Interview
(Unit 2) )
Silverman, D. (1998) Qualitative Research: Theory, Method and Practice. 2nd edition,
New Delhi: Sage Publications (Chapter 10- focus group research (Unit 2) )
Smith, J. A. (2008). Qualitative psychology: A practical guide to research methods.
London: SAGE Publications. (Chapter 1 and 2 for Unit 1-conceptual
foundations, chapter 4: Grounded theory (Unit 3), Chapter 8: cooperative
inquiry (Unit 3), chapter 9: focus group (Unit 2), Chapter 5 for Narrative
Analysis (Unit 4), Chapter 7 for Discourse Analysis (Unit 4))
Smith, J. A., Harré, R., & Langenhove, L. (1995). Rethinking methods in psychology.
London: Sage Publications.(Chapter 2 for interview (Unit 2), chapter 3 for
grounded theory (Unit 3), chapter 9: co-operative inquiry (Unit 3), Chapter
4: Life story research (Unit 3), Chapter 6 for Discourse Analysis (Unit 4))
Wickramasinghe, M. (2009). Feminist Research Methodology: Making Meaning of
Meaning Making. Routledge (Chapter 2 for Feminist Research in Unit 4)
20
Course Objectives:
Unit II: Causes and symptoms of Schizophrenic Spectrum disorders, Causes and symptoms
of Bipolar and Related Disorders, Causes and symptoms of Depressive Disorder, Causes and
symptoms of Obsessive-Compulsive and other anxiety related disorders, Causes and
symptoms of Trauma- and Stressor-Related Disorders, Causes and symptoms Personality
Disorder
Unit III: Causes and Symptoms of Dissociative Disorder, Causes and symptoms of Somatic
Symptom and Related Disorder, Causes and symptoms of Fedding and eating disorders,
Causes and symptoms of Sleep-Wake Disorders, Causes and symptoms of Sexual
dysfunctions. Substance abuse and addictive related disorders, Causes and symptoms
Neurocognitive Disorders.
Unit IV: Diagnostic Criteria- History of DSMs; DSM-IV-TR; DSM5; ICD-10 other criteria.
References:
21
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders (DSM-5). American Psychiatric Pub.
Srivastava, S. K. (2012).Psychopathological Disorders: Biopsychosocial Analysis, First
Edition. Pp.309-332.
Course Objectives:
References:
Bohart, A. C., & Tallman, K. (1999). How clients make therapy work: The process of
active self-healing. American Psychological Association.
22
Course Objectives:
Unit III: Job Attitudes: Job satisfaction and Organizational Commitment. Productive
Organizational behaviors: Organizational citizenship behavior and innovative work
behaviors. Counterproductive behavior in organizations: absenteeism, turnover,
ineffective performance.
Unit IV: Enhancing Organizational Health and Well-being: Role of Psychological
capital, Emotional Intelligence, Effective communication and Decision making.
References:
Robbins, S. P., & Judge, T. (2013). Organizational behavior (15th ed.). Boston: Pearson.
(Chapter 1: Introduction-Nature and scope (Unit 1), Ch 7 and 8: motivation
(Unit2), chapter 4 & 5: emotions and personality (Unit 2), chapter 9 and 10 for
group processes and teams (Unit 2), chapter 13 for Power and politics (Unit 2))
Luthans, F. (1998). Organizational behavior. 12th edition. Boston, Mass: Irwin/McGraw-
Hill. (chapter 8 for communication and decision making (Unit 4), chapter 7 for
Organizational health and well being (Unit 4)).
Furnham, A. (2005). The psychology of behaviour at work : the individual in the
organization, 2nd ed., Psychology Press (Chapter 2: History of OB (Unit 1))
23
Greenberg, J. & Baron, R.A. (2007). Behaviour in Organizations (9th Ed.). India: Dorling
Kindersley.(Chapter 1: Traditional and modern models of OB, Management
theories of OB for Unit 1)
Muchinsky, P. (2006). Psychology applied to work: An introduction to industrial and
organizational psychology. 8th Edition, NC: Hypergraphic Press. (Chapter
1: History of OB (Unit 1))
Jex, S. M., and T. W. Britt. 2008. A scientist-practitioner approach: Organizational
psychology. Hoboken, NJ: John Wiley. (Chapter 5: Job attitudes (Unit 3),
chapter 4: Productive organizational behaviors (Unit 3), chapter 6:
counterproductive organizational behaviors (Unit 3))
Course Objectives:
Unit I: Work Environment & Engineering Psychology: Job and Job Analysis, Job
Design, Ergonomics, Job Enrichment and Enlargement, Job Evaluation, Employee
safety, Occupational Health.
Unit II: Recruitment Process: Internal and External recruitment, new methods of
recruitment. Selection: Importance of Realistic Job Preview, Methods of selection
(psychological tests, interviews, assessment centers, contemporary methods), Equal
Employment opportunity. Stress and worker well-being: models/theories of stress
24
(causes, moderators and consequences). Stress management: Individual and
organizational strategies.
Unit III: Compensation: Establishing Strategic Pay Plans, Pay for Performance and
Financial Incentives, Benefits and Services. Performance Management and Appraisal,
Employee Retention, Engagement, and Careers
Unit IV: Employee Relations: Ethics and Employee Rights, Labor Relations and
Collective Bargaining, Managing Global Human Resources, Managing Human
Resources in Small and Entrepreneurial Firms.
References:
Aamodt, M. G., & Aamodt, M. G. (2010). Industrial/organizational psychology: An applied
approach. 6th Edition, Belmont, CA: Wadsworth. (Chapter 2: Job analysis and
evaluation (Unit 1), Chapter 3-6: Recruitment and Selection (Unit 2), Chapter 15-
Occupational stress and management (Unit 2))
Muchinsky, P. (2006). Psychology applied to work: An introduction to industrial and
organizational psychology. 8th Edition, NC: Hypergraphic Press. (Chapter 11:
occupational health (Unit 1), Chapter 3-4 for selection (Unit 2))
Dessler, G. (2013). Human Resource Management, 13th Edition, New York: Pearson.
(chapter 16: Employee safety and health (Unit 1), Chapters 14, 15, 17 and 18 for
Unit 4, Chapter 9, 10, 11, 12, 13 for Unit 3)
Aswathappa, K. (2008). Human Resource Management (5th edition). New Delhi: Tata
McGraw Hill.
Pareek, U. (2004) Understanding Organisational Behaviour. New Delhi: Oxford
University Press.
Course Objectives:
1. To Understand and describe major group dynamic factors, intergroup Relations, Conflicts,
and collective Identity and groups as systems or interactive teams for Intervention.
25
2. To Understand the Process of Counseling in multicultural society and diverse population
and ethical guidelines for group counselors and related issues.
Unit I: Nature, Structural aspects of Group and Political Psychology of Group. Ethics in
specific counseling situations with Diverse Populations
Unit II: Theories of Intergroup Relation: Social Identity Theory, Social Dominance Theory,
And False Consciousness.
Unit IV: Counseling with Diverse Population: Elderly Population, Gender Based and Sexual
Orientation, and Counseling in Multicultural Society.
References:
Jhon T. Jost and Jim Sidanieces (2004) Political Psychology. Chapter ,3,4,16,19, 24)
Corey, G. (2008). Group Counseling: Theory and practice of group counseling (7th ed.).
Pacific Grove, CA: Brooks/Cole.)
Gladding .T.S (2017). Counseling : A Comprehensive Profession. (7th ed.) Pearson. (Chapter
4 and 5)
Course Objectives:
1. To expose the student to the concept of learning through experience & reflection,
learning by doing combined with reflection.
2. An active rather than a passive process requiring learners to be self-motivated in
understanding their personal growth and designing Intervention.
26
Unit I: Introduction to Personal growth, consciousness and Self actualization,
challenges in contemporary context.
Unit II: Life Span Perspective in Personality development. Experiential Paradigm.
Managing Self
Unit III: Theories of Personality Development and Personal Growth. Assessment of
Personality
Unit IV: Designing interventions, facilitating and ethical considerations in situations
of human interventions: Peer Counseling.
Unit V: Two practicum based on the 4 units
References:
Feldman, R.S. (2000), Development Across the Life span (2nd ed.) Prentice Hall, New Jersy.
Adler, A. (1927). The practice and Theory of Individual Psychology. Harcourt Brace
Jovanovich, NewYork.
Vohra, S.S. & Kailash.S.(2010) Experiential learning (section III) in Psychology of Turbulent
Relationships. New Delhi: Icon Publishers.
Myrick, R. D. and Erney, T. (1985), Youth helping Youth: A handbook for Training peer
Facilitators. Educational Media Corporation Minnesota.
Gladding .T.S (2017). Counseling: A Comprehensive Profession. (7th ed.) Pearson. (Chapter
4 and 5)
Hjelle, L. A., and Zieglar,D.J (1992). Personality Theories: Basic Assumptions,Research, and
Applications. McGraw Hill.
27
SEMESTER- III
Course Objectives:
Unit II: Hostage taking; Police interrogation and False confession. Criminal of
Psychological autopsy. Geographical profiling and mental manpower, Criminal
Identification; Solitary confinement.
Unit III: Psychological impacts of violence and sexual offences, Treatment of sexual
offenders, Family violence and victimization, Prevention of violence; Family
preservation model Psychology of the bystanders.
Unit IV: Mental and Aptitude testing; Personality assessment; Education and Training;
Occupational stress in Police and investigation, Post-traumatic stress disorder in police.
References:
28
Bartol, C. R. & Bartol, A. M. (2004) Introduction to forensic psychology. New Delhi:
Sage.
Blackburn, R., (1993) The psychology of criminal conduct: Theory research and
practice. Chichester: Wiley &Sons.
Dhanda, A. (2000) Legal order and mental disorder. New Delhi: Sage.
Course Objectives:
Unit II: Autism Spectrum Disorders (ASD)- Concept and definitions, Types of ASD,
Diagnosis of ASD, Neuropsychological relation to ASD, Socio-psychological issues in ASD,
Interpersonal relationship intervention, Skilled based intervention, Cognitive intervention,
Behavioural intervention, Physiological/biological/neurological intervention, Arts therapy,
Music therapy.
Unit III: Specific Learning Disorders (SLD): Concept and definitions of SLD, Types of SLD,
Diagnosis of SLD, Neuropsychological relation to SLD, Psycho-social issues in SLD,
Interventions of SLD- Early intervention, Behavioural Intervention, Cognitve behavioural
intervention, Neuropsychological Intervention, Psycholinguistic intervention.
29
Unit IV: Attention Deficit Disorders/Attention Deficit Hyperactive Disorder (ADD/ADHD)-
Concept and definitions of (ADD/ADHD), Diagnosis of (ADD/ADHD), Neuropsychological
relation to (ADD/ADHD), Psycho-social issues in (ADD/ADHD), Interventions of
(ADD/ADHD), Training for Teachers and parents to deal with (ADD/ADHD).
References:
Course Objectives:
30
Unit I: Introduction to Clinical Neuropsychology- Methods in neuropsychology, Brain
Lateralisation, Dysfunction in Neural networking and its impacts. Brain Injury and its impact.
References:
31
Kar, B. R., Rao, S. L., Chandramouli, B. A., & Thennarasu, K. (2004). NIMHANS
neuropsychological battery for children-manual. Bangalore: NIMHANS
publication division.
Course Objectives:
Unit I: Organizational Change: Forces for Change, Planned change, critique of planned
change, Resistances to change, Lewin’s and Kotter’s model of Change, Managing,
motivating and sustaining change.
Unit II: Organizational Development: The field of OD, Definitions, History, Values,
assumptions and beliefs, Action Research and OD, The OD Practitioner: Skills,
knowledge, Professional values and ethics, The process of OD: The contract between
consultant and client.
Unit III: Interpersonal and Group Interventions: T-Groups, Process consultation, 3rd
party peacemaking interventions, Quality circles and team building interventions.
Comprehensive Interventions: Confrontation meeting, Grid OD, Survey feedback and
intergroup relations interventions.
32
References:
Cummings, T.G. & Worley, C. G. (1996). Organizational Development and Change, 6th
Edition, International Thomson Publishing (South-Western College Publishing).
(Chapter 2: for planned change (Unit 2), Chapter 10 for Unit 2 (Managing,
Motivating and sustaining change, Chapter 1: Introduction to OD (Unit 1),
Chapter 4: The process of OD (Unit 1), Chapter 8: survey feedback (Unit 3),
Chapter 12: Interpersonal and group process interventions (Unit 3), Chapter 13:
Comprehensive interventions (Unit 3), Chapter 14 for technostructural
interventions (Unit 4), Chapter 15 for Employee Involvement (Unit 4))
Robbins, S. P., & Judge, T. (2013). Organizational behavior (15th ed.). Boston:
Pearson. (Chapter 18: Organizational Change (Unit 2), creating a culture of
change (Unit 2), Lewin’s and Kotter’s model of change (Unit 2))
Course Objectives:
33
Unit I: Nature and value of Organizational consultancy, Roles and Responsibilities of
organizational consultants, Preparing and contracting with the organization for consultancy,
Building capabilities for consulting, Ethical issues in consulting.
Unit II: Creating a culture of consulting and coaching, the seven-eyed process model of
supervision, shadow consultancy and consultant teams, the skills of consultants: core skills
and capabilities, key qualities and capacities
Unit III: Training: role of Organizational environment, Stages, proactive and reactive route,
Training Needs assessment, Training objectives, learning and motivational principles
involved in training, Role of trainer in training, the training course: Selection, design and
delivery
Unit IV: Methods of training and their critical evaluation, e-training, Assessing the
effectiveness of training, Competency based Training and Development. Training and
development in India: The National Training policy, Training and Development Scenario of
Various sectors in India
Unit V: 2 practicum based on the above four units
References:
Buckley, R. & Caple, J. (2009). The theory and practice of training, 6th Edition, London:
Kogan Page (Chapters 1-8 for Unit 3, Chapter 12 for Unit 3, Chapters 9 and
10 for Unit 4)
Chadha, N.K. (2012). Human Resource Management, 3rd Edition, New Delhi: Shri Sai
Printographers (Chapter 7- Training and Development for Unit 3 and 4)
Hawkins, P. & Smith, N. (2013). Coaching Mentoring and Organizational Consultancy:
Supervision, Skills and Development, 2nd edition, Berkshire: Tata Mc Graw
Hill. ( Chapter 6 for creating a culture of consultancy (Unit 2), Chapter 9 for
34
the 7-eyed process model of supervision (unit 2), chapter 11 for shadow
consultancy of consultant teams (Unit 2) chapter 13 and 14 for skills of
consultants (Unit 2))
Hodges J. (2017), Consultancy, Organizational Development and Change, Kogan Page
(Chapter 1, 2, 3, 7 and 8 for Unit 1)
Course Objectives:
1. Increased understanding and insights to culture and cultural frameworks for acquiring
competencies for situations such as working/studying abroad, working/interacting
with foreigners, participating in multicultural management
2. Making the students learn about the art of cross-cultural management
References:
Browayes, M.J. and Price, R. ( 2011) Understanding Cross – Cultural Management, 2nd
edition. Harlow: Pearson Education Limited
Dicken, P. (2011 ) The Global Shift: Mapping the changing contours of the world economy,
sixth edition, London, Sage.
Understanding Cross-Cultural Management, Pearson Education, by Marie-Joëlle Browaeys
and Roger Price, 2011.
35
Cross-Cultural Management: Essential Concepts, Sage, by David Thomas, 2008.
International dimensions of organizational behavior. Cengage Learning, by Nancy J. Adler,
and Allison Gundersen, 2007.
Culture, Leadership and organizations, The GLOBE study of 62 societies by House, Hanges,
Javidan, Dorfman and Gupta, 2004.
A Critique of Hofstede's Fifth National Culture Dimension by Tony Fang. International
Journal of Cross Cultural Management, Dec 2003; 3(3):347- 368. Accessible
through ABI/INFORM Global.
Course Objectives:
References:
Isaac Prilleltensky and Dennis Fox (1997) Critical Psychology an Introduction, edited
by Dennis Fox and Isaac Prilleltensky. Sage Publication. New Delhi.
36
M. Montero & C. Sonn (2009) (Eds.), Psychology of Liberation:Theory and Applications
(51-72). New York: Springer.
Fals Borda, O. (1988). Knowledge and people’s power: Lessons with peasants in Nicaragua,
Mexico and Columbia. New Delhi: Indian Social Institute.
Eric Greene (2017). The Last Psychology, Part Two. The Capitalism of Therapy and the
Therapy of Capitalism: The Journal of Critical Psychology, Counseling and
Psychotherapy (Vol.17,2017)
Cheryan, S., & Bodenhausen, G. V. (2000). When positive stereotypes threaten intellectual
performance: The psychological hazards of "model minority" status.
Psychological Science, 11(5), 399-402.
Kaiser, C. R., & Miller, C. T. (2001). Stop complaining!: The social costs of making
attributions to discrimination. Personality and Social Psychology Bulletin, 27,
254–263.
Hoff. L.A., (2009) People in Crisis: Clinical and Diversity Perspective (6th ed.) Routledge.
Course Objective:
1. To acquaint student with theoretical basis of counseling skills, counseling models,
counselor’s personal and professional issues and growth and ethical and legal issues.
2. To Understand assessment, appraisal and special concerns in Counseling.
Unit I: Introduction: Meaning and definitions of counseling; Goals and Scope of counseling;
Qualities of an effective Counselor; Counselee-Counselor relationship; Personal and
professional development; Ethical and Legal issues in counseling.
Unit II: Counseling Skills: Nature and definitions of Acceptance, Genuineness, Respect,
Warmth, Immediacy; (b) Meaning , definitions and types of : Attending, Observing,
Encouraging, Paraphrasing, Summarizing, Reflecting feeling, Confronting, Focusing,
Reflecting meaning, Influencing : Interpretation / reframe, Logical consequences , Self
disclosure, feedback, information/ suggestions, directive.
37
Unit III: Assessment and Appraisal and Diagnosis in Counseling: Interest, Aptitude and
Personality Assessment for Counseling, Nature and Assessment of Creativity, Data Appraisal
in Counseling.
Unit IV: Special Concern in Counseling: Counseling for Suicide prevention, Substance
abuse, Child abuse. Expressive Therapies: Art Therapy, Drama Therapy and Psychodrama.
Unit V: Two Practicum Based on Unit I to Unit IV.
References:
Edward E., Jacobs; Robert L., Masson & Riley L., Harvill. (2001) Group Counseling:
Strategies and Skills. (4th edi) London: Wadsworth.
Malchiodi, C.A. (Ed.). 2005. Expressive Therapies. The Guilford Press Newyork.
Cormier, S., & Hackney, H. (2013) Counseling strategies and interventions (8th International
Edition). London: Pearson.)
Hoff. L.A., (2009) People in Crisis: Clinical and Diversity Perspective (6th ed.) Routledge.
Course Objectives:
Unit I: Introduction: Nature, Scope, Types of Relationships., Psychology of Love and Hate:
Passionate Love, Sadism, The power of Positive relationship.
Unit II: Theory and Implications for Intimate Relationships, Interpersonal Hate from Clinical
Perspective, Gender Myths.
38
Unit III: Interventions: Developmental perspective on relating with children, adolescents,
adults and the elderly; Understanding the relational dynamics of social exclusion, violence
and marginalization (disabled, LGBT, caste and tribal status etc.).
Unit IV: Therapeutic Relationship: Transference, Counter-transference and Imagination,
Family Counseling, Marriage and Couple Counseling.
References:
Emma Cuyler And Michael Ackhart (2009) Psychology Of Relationships. Nova Science
Publishers, Newyork.
Brgin and Garfeild (2013) Handbook of Psychotherapy and Behavior Change (6th ed.) Jhon
Wiley & Sons. New Jersy.
39
Unit I: Introduction to Health Psychology-Mind-body relationship, biopsychosocial
model of health, Biological bases of Health-Nervous system, Central nervous system,
Life expectancy and diseases pattern, Health Behaviour, Hazardous Lifestyle for Drug
and substance usage.
References:
Course Objectives:
Unit I: Behaviour Therapy & Applied Behaviour Analysis. Behavioural Assessment. Basic
concept. Stimulus control Relaxation techniques, Use of behaviour therapy in Problem
Behaviour- Internalizing problem behaviour, Externalizing problem Behaviour, Conduct
disorders, Behvioural Distortion, Behavioural coding and Behavioural assessment, Case
history taking.
Unit II: Cognitive and Behavioral Therapy and Approaches: REBT, Understanding, Defining
and assessment of the issue: Behavioul Observation, Empathy, Integration of intake.
Interventions: Exposure Therapies, Flooding and Implosion, Modeling, Systematic
Desensitization, Assertiveness training, EMDR: Application
References:
40
O'Donohue, W. T., & Fisher, J. E. (Eds.). (2012). Cognitive behavior therapy: Core
principles for practice. John Wiley & Sons.
Jena, S. P. K. (2008). Behaviour Therapy: Techniques, Research and Applications. New
Delhi: Sage.
Kazdin, A. E. (2001). Behaviour Modification in Applied settings, 6th Ed. Wadsworth
Course Objectives:
Unit I: Psychological Assessment and profiling: measuring and testing intelligence, aptitude
and personality
Unit II: Clinical and counselling assessment, neuropsychological assessment, assessment at
workplace
References:
Cohen, R. J. & Swerdlik, M. E. (2013). Psychological Testing and Assessment: An
Introduction to Tests and Measurement (Eighth Edition). New York: McGraw-
Hill.
Course Objectives:
1. To understand the social justice as guiding principle is counseling.
41
2. To equip with the skills to manage their own life and deal with social
realities.
References:
Rebecca L. Toporek, Fouad, Sodowsky and Israel (2006). The Handbook for Social
Publications
Hogg, A.M. (Ed.) (2003) Social Psychology, Vol. I-IV. London: Sage.
42
SEMESTER -IV
Course Objectives:
Unit III: Plasticity and Restoration of Brain Function- Synaptic pruning, Glutamate and
GABA, Neurotransmitter activities, Mind and Brain Relationship.
43
Unit V: Two practicum based on the above four units.
References:
Course Objectives:
Unit II: Core Principles of Cognitive Behaviour Therapy; Cognitive Restructuring; Problem
Solving; Self Regulation, Emotional Regulation; Additional Cognitive Behavioural
Techniques.
44
Unit IV: Practical Implementation of Cognitive Behaviour Therapy- Cognitive
Conceptualization, Structure of the First Therapy Session, Session Two and Beyond:
Structure and Format, Problems with structuring the CBT session, Identifying and responding
the automatic thoughts, emotions, Core beliefs, Treatment Planning, Termination and Relapse
prevention, Ethical Issues in CBT.
References:
O'Donohue, W. T., & Fisher, J. E. (Eds.). (2012). Cognitive behavior therapy: Core
principles for practice. John Wiley & Sons.
Sheldon, B. (2011). Cognitive-behavioural therapy: Research and practice in health
and social care. Routledge.
Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond. Guilford press.
Course Objectives:
Unit II. Event related Brain potentials: Quantification of ERP component The N200s, The
P300s Electrodermal system: Anatomical and Physiological basis of Electrodermal activity
(EDA) recording System. Psychological and Social context. Individual differences in EDA
45
Unit III: Introduction to Endocrine and Exocrine system. Different Endocrine system and its
relation to Psychopathology. Different Exocrine system and its relation to Psychopathology.
Endocrinology and brain behaviour integration.
Unit IV: Partitioning of neuroendocrine Steroids and Peptides between Vascular and cerebral
components-Steroid Hormones, Cortisol, Gonadal steroids, Neuroendocrine peptides.
and Aggression Psychoendocrine relation toEmotional expression, Psychoendocrine relation
to Child development
Unit V: Two practicum based on the above four units.
References:
Brown, B. (1977) Stress, and the Art of Biofeedback. Toronto: Bantam Age Books.
Cacippo, J. T., Tassinary, L.G., & Berntson, M. (2007) Handbook of Psychophysiology,
Cambridge.
Schwartz, M. S. (Ed) (2001) Biofeedback: A Practitioner’s Guide. New York: The
Guilford Press.
Levinthal, C. F. (1990). Introduction to physiological psychology. Prentice-Hall, Inc.
Brush, F. R., & Levine, S. (Eds.). (2013). Psychoendocrinology. Academic Press.
Course Objectives:
1. To sensitize students to the need of managing differently in diverse cultural environments
2. To develop skills for diagnosing and understanding heterogeneity of cultures, and to
function effectively in them.
46
Unit III: Sources of Cultural Intelligence, Self-Assessment of Cultural Quotient (CQ).
Culture shock and Acculturation: Nature of culture shock and Coping, Reverse culture shock,
Art of Negotiation, Dos’ and Don’ts of Cross cultural Negotiation, Challenges of Cross
cultural Negotiations.
Unit IV: Intercultural communication Ethics; complexities in managing across cultures; cross
cultural communication, cross cultural misperceptions, cross cultural misinterpretations, need
for linguistic proficiency in international business, linguistic diversity. Developing global
managers.
Unit V: Two practicum based on the 4 units.
References
Ehrhart, M.G., Schneider, B. & Macey, W.H. (2014). Organizational Climate and
Culture: An Introduction to Theory, Research and Practice, Routledge (Chapters
1-4 for Unit 1, Chapter 5: Unit 2-the emergence, effectiveness and change of
organizational cultures.)
Ang, S & Dyne, L.V. (2008). Handbook of Cultural Intelligence, Routledge (Chapters 2-
4: Cultural intelligence)
Ferraro, G.P. (2007), The Cultural Dimensions of International Business (5th Ed.). New
Jersey: Prentice Hall. (chapter 7: culture shock and coping, Chapter 6:
Negotiation (Unit 3), Chapters 3 and 4 for Unit 4 (Communication and Linguistic
proficiency), Chapter 8: Developing global managers (Unit 4))
Early, C. & Mosakowski, E. (2004). Cultural intelligence, HBR, (Unit 2)
Furnham, A. (2005). The psychology of behaviour at work : the individual in the
organization, 2nd ed., Psychology Press ( Chapter 15: Working abroad for culture
shock and reverse culture shockand coping)
Schein, E. H. (2010). Organizational Culture and Leadership, 4 th Edition, Jossey-Bass
Publishers. (Chapter 1-4 for Unit 2)
Smircich, L. (1983). Concepts of Culture and Organizational Analysis; Administrative
Science Quarterly, 28(3): 339-358. (Unit 2: culture as a variable and root
metaphor)
Hofstede, G. (2011). Dimensionalizing Cultures: The Hofstede Model in Context. Online
Readings in Psychology and Culture, 2(1). https://doi.org/10.9707/2307-
0919.1014 (Unit 2)
47
Paper: AP/40002B: Leadership Processes in Organizations (Elective)
Maximum Marks 100 Credits: 4
Course Objectives:
References
DuBrin, A.J. (2010). Leadership: Research Findings, Practice and skills. OH: Cengage.
(Chapter 1 and 2: Unit 1, Chapter 4, 5 and 6 for Unit 2, Chapter 3 for
48
Charismatic and Transformational leadership (Unit 3), Chapters 7, 8, 9, 10,
11, 12, 13 and 15 for Unit 4.)
Northhouse, P.G. (2015). Leadership: Theory and Practice, 7th Edition. Sage
Publications. (Chapter 2 and 3: trait approach and skills approach (Unit 1),
Chapter 4 for behavioral approach to leadership (Unit 2) , Chapter 5 and 6
for contingency approach to leadership (Unit 2) , Chapter 7 for path goal
theory (Unit 3), Chapter 8-11 for transformational, servant and authentic
leadership (Unit 3), Chapter 16 for Ethical Leadership (Unit 3), Chapter 14
for Feminist approach to Leadership (Unit 3))
Patel, G. (2013). Gender Differences in Leadership Styles and the impact within
Corporate Boards. The Commonwealth Secretariat, Social Transformation
Programmes Division, pg: 1-39 (Unit 3)
Grint, K. (2001). Leadership: Classical, contemporary, and critical approaches. New York:
Oxford University Press.
Course Objectives:
1. To encourage students to engage with different cultures in a hands-on way and to
meaningfully experience cross-cultural communication.
2. To provide a space for students to reflect on their own personal experience with
cultural difference
49
Unit III: Constructive Inter-cultural conflict management, Trans-cultural
communication competence, Identity change and Inter-cultural adaptation
Unit IV: Cross – cultural Negotiation and Bargaining: Process, verbal and non-verbal
behaviour, persuasion tactics, planning, composition of the negotiation team, working
through the contract
Unit V: Two practicum based on the above 4 units
References:
Danziger, K. (1976). Interpersonal communication. New York: Pergamon Press.
Gudykunst, W. B. (Ed.) (2003). Cross-cultural and intercultural communication. Thousand
Oaks, CA: Sage Publications.
Prasad, L. M. (2012). Organizational behaviour. New Delhi: Sultan Chand & Sons.
Reynolds, S.; Valentine, D. and Munter, M.M. (2010). Guide to Cross-Cultural
Communications, 2nd Edition, Pearson
Mattock, J. (2003). Cross-cultural communication : the essential guide to international
business, Kogan Page publishers
Hendon, D. W., Hendon, R. A., & Herbig, P. (1996). Cross-Cultural Business Negotiations,
Westport, CT: Praeger
Toomey, S.T. (1999), Communicating Across Cultures, The Guilford press.
Course Objectives:
2. To understand the into gender and power relation through social psychological
investigation.
Unit II: Role of Gender in Psychosocial Development. Gender: Socialization, Norms, Roles
and Stereotypes and Self Concept.
50
Unit III: Perpetuation generally and from within. The Psyche, Perception of and motive for
power. Expression of Power, Queer Theory.
Unit IV: Mental Health and Well being from Gender and clinical Psychology Perspective,
Feminist Therapy Approaches. Towards Liberation: Intervention, Counseling in domestic and
intimate partner Violence.
References:
Issues in the Psychology of Women.(2000), Edited by Myrka Biaggio and Michel Hersen.
New York, Plenum Publishers. ( Chapters 2, 4 and 13)
Mental Health from a Gender Perspective (2001), Edited by Bhargavi V. Davar, New Delhi,
Sage Publications.
Spence, Janet T. (1993). Gender‐related traits and gender ideology: Evidence for a
multifactorial theory, Journal of Personality and Social Psychology, 64(4),
624‐635.
Winter, D. G. (1988) The power motive in women‐‐and men, Journal of Personality and
Social Psychology, 54(3), 510‐519.
Powers, R. S. & Reiser, C. (2005). Gender and self‐perceptions of social power, Social
Behavior and Personality, 33(6), 553‐568.
Course Objectives:
51
2. To explain its applications of psychoanalytic psychotherapeutic approaches
in various social conditions
References:
Cormier, S., & Hackney, H. (2013) Counseling strategies and interventions (8th International
Edition). London: Pearson.)
Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond. Guilford press.
Course Objectives:
52
1. To Understand the process and Therapeutic technique underlying
Phenomenological approach to counseling.
2. To explain the Feminist Concerns and approaches to Counseling.
References:
53
Course Objectives:
1. To understand the importance of play therapy in treatment of different
psychopathological problems.
2. To know different types of play therapy and its application in clinical setting.
Unit I: Concept and definition of Play Therapy, Historical evidences of impact of play
therapy, Application of play therapy, Psychotherapeutic relation to play therapy.
Unit II: Different types of play therapy: Toy and Object Play Techniques- Ball Play, Baby
Doll Play; Baby Bottle Play, Toy Telephone Play, Bubble Play, Block Play, Balloon Play;
Role-Play Techniques- Role Play, Costume Play, Mask Play, Superhero Play, Puppet Play;
Creative Arts Techniques- Color Your Life, Clay Play, Free Drawings, Trauma Drawings,
Mandala Drawings; Game Play Techniques- Communication Games, Self-Control Games,
Strategy Games, Cooperative Games.
References:
Schaefer, C. E., & Cangelosi, D. (2016). Essential Play Therapy Techniques: Time-tested
Approaches. Guilford Publications.
Kaduson, H., & Schaefer, C. (2010). 101 favorite play therapy techniques (Vol. 3). Jason
Aronson.
Schaefer, C. E., & Cangelosi, D. M. (Eds.). (2002). Play therapy techniques. Rowman &
Littlefield.
Webb, N. B. E. (1991). Play therapy with children in crisis: A casebook for practitioners.
Guilford Press.
Landreth, G. L. (1996). Play therapy interventions with children's problems. Jason Aronson.
54
Course Objective:
Unit II: Positive emotions and its influences: Resilience, flow, happiness, gratitude
and forgiveness. Negative Emotions: Shame, guilt, Embarrassment and Anger.
Humiliation
References:
Blumberg, H.H., Hare, A.P., & Costin, A. (2006). Peace Psychology: A comprehensive
introduction. Cambridge. University Press
Carr, A. (2004). Positive Psychology. The Science of Happiness and Human Strengths.
London: Routledge.
Snyder, C.R. & Lopez. S. (2007). Positive Psychology. The scientific and Practical
explorations of Human Strengths. Sage Publications
Course Objectives:
1. To acquaint the students with the science of f Hypnosis, Theory of Mind and Process of
Hypnotherapy.
2. To Facilitate students to help themselves so that they run their own lives effectively and
productively.
Unit I: Introduction: Historical and Current Perspective, Nature, Theories and Applications
of the Hypnosis. Myths, Therapeutic Relationship, Ethical code.
55
Unit II: Theory of Mind, Theories of Depth in Hypnosis, Theories of Suggestibility, Skills of
Hypnotherapist: Pre-Induction Interview. Framing Affirmation, Induction, Hetro-hypnosis
and Self-Hypnosis.
References:
Assen A. (2008). Hypnotherapy Explained. CRC Press .Taylor & Francis Group.
Rick Voit and Molly Delaney (2005) Hypnosis In Clinical Practice Steps For Mastering
Hypnotherapy Brunner-Routledge New York And Hove Brunner-Routledge,
New York
Scripts; Hypnotherapy School of India , Delhi NCR, Gurgaon.
Course Objectives:
Unit I: Correctional Psychology: Legal rights of inmates: Rights to treatment, Right to refuse
treatment, Inmates with mental disorders, Substance abuse and correctional psychology.
References:
Blackburn, R., (1993) The psychology of criminal conduct: Theory research and
practice. Chichester: Wiley &Sons.
Dhanda, A. (2000) Legal order and mental disorder. New Delhi: Sage.
56
Paper: AP/40009: Sports Psychology (Open Elective)
Maximum marks: 50 Credits: 2
Course Objectives:
1. To describe what sport psychology is and what sport psychologists do
2. To discuss personality, achievement motivation and competitiveness in sportsperson
References:
Horn, T. S. (Ed.) (2002). Advances in Sport Psychology. USA: Human Kinetics Publishers.
Weinberg, R. S., & Gould, D. (2003). Foundations of sport and exercise psychology. USA:
Human Kinetics Publishers, Inc.
57