Cbcs Syllabus - Ma Psychology Du - 20.07.2019
Cbcs Syllabus - Ma Psychology Du - 20.07.2019
Cbcs Syllabus - Ma Psychology Du - 20.07.2019
MASTER OF ARTS
Psychology
Effective from the Year 2019-2020
PROGRAMME BROCHURE
CONTENTS
2. Preamble 3-4
3. Vision 4
4. Objectives 4
5. Structure of the Courses 4-5
1. Semester I 6
2. Semester II 7
1. Semester I 13-17
2. Semester II 18-27
4. Semester IV 43-57
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I. About the Department:
AFFILIATION
Department of Psychology
Psychology at the Master’s level was introduced in Delhi University in 1957 under the
Department of Philosophy and Psychology. The Department of Psychology as an independent
department was established in 1964 under the headship of Late Prof. H.C. Ganguli.
The Department has two units, one at the North Campus and the other at the South
Campus established in 1981. At the North Campus the courses offered are M.A. Psychology
and Ph.D while at South Campus the course offered is M.A. in Applied Psychology.
The Department has a total strength of 13 teaching faculty out of which currently there are 3
Professors, 3 Associate Professors and 4 Assistant Professors. This includes 1 Professor and
1Associate Professor in the Applied Psychology Unit at the South Delhi Campus. The
teaching and research programme is supported by the technical staff at different levels. Apart
from the Student Laboratory, meant for the practicum work for the students at the Master’s
level, we have a few research labs, equipped with necessary amenities. The Seminar Room is
equipped with the State-of-the-Art facilities. Presently the best and latest technology gadgets
have been procured and set up to enhance the teaching and research activities. One of the
strength of the teaching programme is to establish interface with Industries and Organizations
working in varied domains as hospitals, NGOs, Corporate Sectors etc. The M.A. Psychology
and Applied Psychology Courses include the latest trends in Psychology, with emphasis on
practical training and field work. The courses lay special emphasis on the acquisition of
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knowledge and skills through theoretical understanding and its practical implications. The
Department has already initiated the process of revising all the courses at the undergraduate
and postgraduate level. In addition to lecturing as the primary mode of instruction, teaching is
also interactive with due emphasis on seminar, presentations and discussions and also
experiential exercises and peer mentoring.
The Departmental teaching, research and field training are centred around contemporary
issues as stress and health, ageing, drug abuse, community mental health, disability,
neuropsychological assessment and rehabilitation, etc. A large number of our Master’s and
Ph.D students after completing their degrees are employed by different
organizations/hospitals dealing with these issues.
From time to time, the Department organizes Conferences, Seminars, Refresher Course,
Workshops, etc. for the benefit of faculty and students. It has hosted the Indian Science
Congress Sessions thrice as well as an International Conference and various National Level
Conferences. The Department has organized conferences on Cognitive Psychology, Quality
of Life, Human Resource Development. Culture and Psychology, Health Psychology, Affect,
Identity and Discourse, Puzzles of Perception and on Indian Psychology. In addition, many
research projects have also been undertaken. The department has signed a MOU with San
Diego State University which involves collaboration in teaching and research.
The Department of Psychology has been granted the Special Assistance Program (SAP) by
the University Grants Commission in 2016. The thrust areas of SAP project are: Institution
Building, working with vulnerabilities, and Health and Well-being. The SAP project is in its
first phase of implementation, under which various programs are being carried out by the
faculty members like undertaking research around the thrust areas, organizing conferences
and seminars and teaching-community interface activities.
PREAMBLE
Keeping pace with the disciplinary advances the program would address learning about
psychological functioning at individual and social levels in an inclusive manner. It would
facilitate acquiring specialized knowledge, inculcating relevant attitude, values and a sense of
empowerment. It recognizes multiplicity in ways and means of knowledge-creation and
applications. To this end the students will be familiarized with plurality in perspectives,
pedagogy and their implications. The course would allow students to nurture their academic
interests in specialized domains of psychology, along with quest for personal growth and
citizenship.The Department holds the provision for inclusion of new courses and
modification of presented ones during a given academic year. In preparation of the courses
the element of interdisciplinarity is kept in view and embedded in the courses. Reading
material will be made available by concerned faculty.
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VISION
1. To create self-awareness among students to discover one’s true calling in life for the
evolution of higher human consciousness.
2. To create a healthy interface between society, culture and higher education in the context
of psychology teaching, learning and research.
3. To bring in, integrate, and strengthen the cultural rootedness and appropriateness of
psychological knowledge and practice with a global outlook.
4. To help develop professional skills that empowers the students to gain employment, as
well as contribute towards the well-being of other individuals and small groups, and promote
harmony in the society.
5. To foster and nurture the strengths of Indian society such as diversity, secularism, and
accessibility to all thereby ensuring the potential for growth for individuals and the social
system.
MISSION
To create, evolve and demonstrate the knowledge systems in the discipline of psychology that
would promote, facilitate subjective strengths and individual specific potentials, as well as
egalitarian concerns for maintaining collective existence. Courses should ensure cultural
relevance and address other contemporary societal concerns in the program.
Structure of the Courses
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)
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.
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Principles kept in mind while drafting the Course
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. The faculty decided in the beginning, through a number of deliberations, regarding
number of elective papers. It is important to note here that India is a diverse country and
expertise in all the optional papers may not be available in all the colleges and Universities
across India. It was advised to create adequate options to provide a comprehensive coverage
of the discipline and also to the institutions where it would/could be taught.
4. 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 enrol 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.
The CBCS provides an opportunity for the students to choose courses from the prescribed
courses comprising core, elective/minor or skill-based courses. The courses can be evaluated
following the grading system, which is considered to be better than the conventional marks
system. Grading system provides uniformity in the evaluation and computation of the
Cumulative Grade Point Average (CGPA) based on student’s performance in examinations
which enables the student to move across institutions of higher learning. The uniformity in
evaluation system also enables the potential employers in assessing the performance of the
candidates. Definitions:
(i) ‘Academic Programme’ means an entire course of study comprising its
programme structure, course details, evaluation schemes etc. designed to be taught
and evaluated in a teaching Department/Centre or jointly under more than one
such Department/ Centre
(ii) (ii) ‘Course’ means a segment of a subject that is part of an Academic Programme
(iii) (iii) ‘Programme Structure’ means a list of courses (Core, Elective, Open
Elective) that makes up an Academic Programme, specifying the syllabus,
Credits, hours of teaching, evaluation and examination schemes, minimum
number of credits required for successful completion of the programme etc.
prepared in conformity to University Rules, eligibility criteria for admission
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(iv) (iv) ‘Core Course’ means a course that a student admitted to a particular
programme must successfully complete to receive the degree and which cannot be
substituted by any other course
(v) (v) ‘Elective Course’ means an optional course to be selected by a student out of
such courses offered in the same or any other Department/Centre
(vi) (vi) ‘Open Elective’ means an elective course which is available for students of all
programmes, including students of same department. Students of other
Department will opt these courses subject to fulfilling of eligibility of criteria as
laid down by the Department offering the course.
(vii) (vii) ‘Credit’ means the value assigned to a course which indicates the level of
instruction; One-hour lecture per week equals 1 Credit, 2 hours practical class per
week equals 1 credit. Credit for a practical could be proposed as part of a course
or as a separate practical course
(viii) (viii) ‘SGPA’ means Semester Grade Point Average calculated for individual
semester.
(ix) (ix) ‘CGPA’ is Cumulative Grade Points Average calculated for all courses
completed by the students at any point of time. CGPA is calculated each year for
both the semesters clubbed together.
(x) (x) ‘Grand CGPA’ is calculated in the last year of the course by clubbing together
of CGPA of two years, i.e., four semesters. Grand CGPA is being given in
Transcript form. To benefit the student a formula for conversation of Grand
CGPA into %age marks is given in the Transcript
PROGRAMME OBJECTIVES
Our programme envisions-
To create a strong research oriented theoretical foundation in consonance with recent
advances in the discipline of psychology.
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 provide an opportunity to extend the knowledge base to the world of practice with
a view to promote healthy interface between academia and society.
PROGRAMME STRUCTURE
The M. A. 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.
Semester-1 Semester-2
Part I First Year Semester—I-1 Semester—I-2
Part II Second Year Semester—II-1 Semester—II-2
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Course Credit Scheme
Credits
Credits
Credits
papers
papers
papers
No. of
No. of
No. of
Total
Total
Total
I 4+ 4 20 - - - - - - 20
1
(prac)
II 2+1 4 12 2 4 8 - - - 20
(prac)
III - - - 3+1+1 4 20 2 2 4 24
IV - - - A: 4 20 2 2 4 24
4+1
B:
3+1
(Dissert
ation)
Total 32 48 8 88
credits
for the
course
*For each Core and Elective Course there will be 4 lecture hours of teaching per week.
*Open Electives to the maximum total of 8 credits.
*Duration of examination of each paper shall be 3 hours.
*Each paper will be of 100 marks out of which 70 marks shall be allocated for semester
examination and 30 marks for internal assessment
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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.
Semester I
Core Courses Credits in each course
Theory Practical Tutorial Credits
PSY 101: Human Cognition: Theory & 4 - * 4
Research
PSY 102: Research Method and Statistics 4 - * 4
PSY 103: Social Psychology 4 - * 4
PSY 104: A Conceptual History of 4 - * 4
Psychology
PSY 105: Practicum based - 4 - 4
Total 20
*Credit points for tutorial forms the component of the internal assessment
Semester 2:
Semester 2 shall consist of 2 core papers (4 credit points per paper) and one compulsory
Practicum (4 credits). There will be six specializations offered to the students out of which
students will have to opt for 1 specialization: Applied Developmental Psychology (A),
Organizational Behaviour/HR(B), Clinical/Neuropsychology (C), Indian and
Transpersonal Psychology (D), Health and Culture (E) and Social Psychology (F) Each
elective paper will be for 4 credit points. Total Credit points for this semester shall be 20.
Semester II
Core Courses Credits in each course
Theory Practical Tutorial Credits
PSY 201: Psychometrics 4 - * 4
PSY 202: Qualitative Research Methods 4 - * 4
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PSY 204B: Cultural Processes and 4 - * 4
Leadership
PSY 203C: Philosophy of Clinical 4 - * 4
Psychology
PSY204C: Understanding Psychological 4 - * 4
Disorders
PSY 203D: Philosophical and Historical 4 - * 4
Foundations of Indian Thought
PSY204D: Notion of Knowledge in Indian 4 - * 4
Intellectual Tradition
PSY 203E: Health and Well-Being 4 - * 4
PSY204E: Psychology of Vulnerability 4 - * 4
PSY 203F:Intergroup Relations in Indian 4 - * 4
Society
PSY204F: Conflict Resolution and Peace 4 - * 4
Psychology
PSY 205: Practicum based on paper 201, - 4 - 4
202, 203 and 204.
Total 20
Semester 3:
Semester 3 shall consist of 3 elective papers from each of the six specializations. 4 credit
points shall be given for each of these elective papers. The students can opt for a maximum of
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 Elective and Open Elective Papers shall be dependent on the availability of
the faculty.
Semester III
Elective Courses Credits in each course
Theory Practical Tutorial Credits
PSY301A: Contemporary Perspectives and 4 - * 4
Issues in Applied Developmental Psychology
PSY302A: Cognitive Development: Mind, 4 - * 4
Brain and Education
PSY 303A: Developmental Disorders 4 - * 4
PSY 301B: Organizational Change and 4 - * 4
Development
PSY 302B: Interpersonal Process and Team 4 - * 4
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Building
PSY 303B: Power and Politics in 4 - * 4
Organization
PSY 301C: Psychotherapeutic Interventions 4 - * 4
PSY 302C: Community Mental Health 4 - * 4
PSY 303C: Clinical Assessment and 4 - * 4
Diagnosis
PSY 301D: Self and Personality: Indian 4 - * 4
Perspective
PSY 302D: Aspects and Practical 4 - * 4
Implications of Yoga
PSY 303D: Emotions and the transformation 4 - * 4
of personhood in Indian Psychology
PSY 301E: Positive Psychology 4 - * 4
PSY 302E: Diversity, Culture and Health 4 - * 4
PSY 303E: Emotions and Well Being 4 - * 4
PSY 301F: Psychology of Intimacy 4 - * 4
PSY 302F: Environmental Psychology 4 - * 4
PSY 303F: Vulnerabilities of Contemporary 4 - * 4
Indian Society
PSY 304: Practicum based on 301, 302 and - 4 - 4
303
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Total 24
Semester 4:
Semester 4 shall consist of 3 elective papers each from 6 specializations. There will be one
compulsory Practicum paper. Only top 25% students (on the basis of their marks in the first
two semesters) shall have the option of taking up Dissertation that will be for 8 credit points.
The remaining will opt for Elective Papers/ Open Elective papers equivalent to eight credits.
Students will have to opt for two open elective papers from this semester. The total credit
points for this semester shall be 24 points.
Semester IV
Elective Courses Credits in each course
Theory Practical Tutorial Credits
PSY401A: Adolescence and Young 4 - * 4
Adulthood
PSY402A: Ageing: Growth and 4 - * 4
Development during Late Adulthood
PSY403A: Counselling Children and 4 - * 4
Adolescents
PSY401B: Coaching and Mentoring at 4 - * 4
Workplace
PSY402B: Human Resource Management 4 - * 4
PSY403B: Negotiation and Bargaining Skills 4 - * 4
PSY401C: Behavioural Medicine 4 - * 4
PSY402C: Clinical Neuropsychology 4 - * 4
PSY403C:Childhood Disorders 4 - * 4
PSY 401D: Introduction to Transpersonal
Psychology
PSY402D: Transpersonal Phenomena- 4 - * 4
Transformation, Healing and Wellness
PSY403D: Introduction to Buddhist 4 - * 4
Psychology
PSY401E: Cultural Psychology of Health in 4 - * 4
Indian Context
PSY402E: Psychology of Happiness and 4 - * 4
Peace
PSY403E: Stress and Health 4 - - 4
PSY 401F: Self, Globalization and Society 4 - * 4
PSY 402F: Challenges of Societal 4 - * 4
Development
PSY 403F: Social Psychology and Education 4 - * 4
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PSY 404: Practicum based on papers 401, - 4 * 4
402 and 403
Open Elective Courses Credits in each course
Tutorial Credits
PSY 405: Executive Function: Assessment 2
and Intervention
PSY 406: Developmental Assessment 2
PSY 407: Emotions in everyday life 2
PSY 408: Experiential Enquiry into Self 2
PSY 409: Institutions and Entrepreneurship 2
PSY 410: The Gifted Child 2
PSY 411: Developmental Psychology in 2
Education
PSY 412: Archetype and Mythology 2
PSY 413: Dream Interpretation: Jungian 2
Perspective
PSY 414: Training and Consulting in 2
Organizations
PSY 415: Dissertation (Top 25% Only) 8
Total 24
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PSY402D Elective Transpersonal Phenomena- 100 4
Transformation, Healing and
Wellness
PSY403D Elective Introduction to Buddhist 100 4
Psychology
PSY401E Elective Cultural Psychology of Health 100 4
in Indian Context
PSY402E Elective Psychology of Happiness and 100 4
Peace
PSY403E Elective Stress, Culture and Health 100 4
PSY401F Elective Self, Globalization and 100 4
Society
PSY402F Elective Challenges of Societal 100 4
Development
PSY403F Elective Social Psychology and 100 4
Education
PSY404 Practicum based on papers 100 4
401, 402 and 403
PSY405 Open Elective Executive Function: 50 2
Assessment and Intervention
PSY406 Open Elective Developmental Assessment 50 2
PSY407 Open Elective Emotions in everyday life 50 2
PSY408 Open Elective Experiential Enquiry into Self 50 2
PSY409 Open Elective Institutions and 50 2
Entrepreneurship
PSY410 Open Elective The Gifted Child 50 2
PSY411 Open Elective Developmental Psychology in 50 2
Education
PSY412 Open Elective Archetype and Mythology 50 2
PSY413 Open Elective Dream Interpretation: Jungian 50 2
Perspective
PSY414 Open Elective Training and Consulting in 50 2
Organizations
PSY415 Dissertation 200 8
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.
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5. No practical examination or Viva shall be conducted for the open electives.
TEACHING
The faculty of the Department is primarily responsible for organizing lecture work for XXX.
The instructions related to tutorials are provided by the respective registering units under the
overall guidance of the Department. Faculty from some other Departments and constituent
colleges are also associated with lecture and tutorial work in the Department. There shall be
90 instructional days excluding examination in a semester. (Add details about
Projects/Dissertation and role of supervisor)
The eligibility for admissions shall be decided by the faculty members and shall be reflected
in the Admission Brochure
Minimum marks of passing the examination in each semester shall be 40% in each paper
and 45% in aggregate for a semester. However, a candidate who has secured the
minimum marks to pass in each paper but has not secured the minimum marks to pass in
aggregate may reappear in any of the paper/s of his choice in the concerned semester in
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order to be able to secure the minimum marks prescribed to pass the semester in
aggregate.
No student would be allowed to avail more than 3 chances to pass any paper inclusive of
the first attempt.
Students shall be required to fulfil the Part to Part Promotion Criteria. Within the same
Part, students shall be allowed to be promoted from a Semester to the next Semester,
provided she/he has passed at least half of the courses of the current semester.
Part to Part- I to II: Admission to Part-II of the Programme shall be open to only those
students who have successfully passed at least 75% papers out of the papers offered for
the Part-I courses comprising of Semester 1 and Semester 2 taken together. However,
he/she will have to clear the remaining papers while studying Part – II of the Programme.
CGPA Calculation:
As per University Examination rule.
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.
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Guidelines for the Award of Internal Assessment Marks for M.A. Psychology (Semester
Wise)
The Internal assessment for every paper shall be based on the following criteria:
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MASTER OF PSYCHOLOGY
SEMESTER- I
Core Papers
Course Objectives:
To provide an in-depth understanding of some of the cognitive processes in terms of current
theories, models and applications. To help learners understand the importance of these
cognitive processes in everyday life.
Unit 1: Attention and Executive Processes- Current Paradigms; The Frontal Lobe
and Executive Processing; Switching Attention; Attention Control, Attention Training
Unit 2: Memory Processes- Current Models and Directions; Organization of Long-
Term Memory; Episodic Memory: The Frontal and Temporal Lobe; Flashbulb
Memory; Eyewitness Memory; Traumatic Memory; Everyday Memory; False
Memories; Mood and Memory; Aging and Memory; Enhancing Memory
Unit 3: Language Processes- Language Acquisition; Brain and Language; Models of
Reading and Language Comprehension; Meaning and Beyond; Language in Context;
Processes of Language Production; Language, Thought and Bilingualism
Unit 4: Decision Making and Problem Solving- Decision Making: Models and
Theories; Complex, Uncertain Decision Making; Human Problem Solving: Strategies
and Heuristics; Expert and Novice Problem Solvers; Artificial Intelligence
Unit 5- Practicum: Based on the above units
Suggested Readings:
Baddley, A. (1997). Human memory: Theory and practice. New York: Psychology
Press. Harley,
Treror, A. (2002). The psychology of language: From data to theory. Taylor Francis.
Smith, E.E. &Kosslyn, (2007). Cognitive psychology: Mind and brain. Prentice Hall.
Tripathi, A.N. &Babu, Nandita (2008). Cognitive processes. In Misra, G. (Ed.).
Psychology in India: Advances in Research, Vol. 1. New Delhi: Pearson Education.
Vaid, J., & Gupta, Ashum. (2002). Exploring word recognition in a semi-alphabetic
script: the case of Devanagari. Brain and Language, 81, 679-690
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PSY 102: Research Method and Statistics
Unit-3: Special experimental designs: randomized complete block design, Latin square
designs, Graeco-latin square designs. Post-Hoc testing: multiple comparison of means.
Unit-4: Multivariate data analysis: Principal component analysis, cluster analysis. Threats
to Experiment -internal validity and external validity, Type-1 and Type-2 Error,
Statistical power of the test.
Unit 5- Practicum: Based on the above units
Suggested Readings:
Broota, K.D. (1992). Experimental Design in Behavioural Research. ND: New Age
International Pub.
Hair, Joseph F., et al. Multivariate Data Analysis: A Global Perspective. 7th ed.
Upper Saddle River: Prentice Hall, 2009.
Ferguson, G. A. (1959). Statistical analysis in psychology and education.
Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied
settings . Oxford University Press.
Keller, G. (2014). Statistics for management and economics. Nelson Education.
Seltman, H. J. (2014). Experimental design and analysis. Retrieved January, 15, 2015.
Siegel, S. (1986). Non parametric statistics. NY: McGraw Hill.
Winer, B. J. (1971). Statistical principles in experimental design. NY: McGraw Hill.
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PSY 103: Advanced Social Psychology
Course Objectives: To familiarize students with some of the major theoretical perspectives
in social psychology. To appreciate interpersonal and group level psychological processes in
the cultural context.
Suggested Readings:
Course Objectives :To acquaint the student with a wider (global) history of psychology in
general and India in particular. To highlight the paradigms and dominant concerns of
mainstream Euro-American psychology and issues therein. To elucidate the major paradigms
of psychological knowledge in India and highlight the contribution of Indian knowledge
systems.To critically appreciate the significant contributions of major schools of Psychology
evolved in Eastern and Western traditions.
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Unit 1:Introduction to psychological thought in major Indian systems: Vedas,
Upanishads, Yoga, Samkhya, Bhagavad Gita, Tantra, Buddhism, Sufism and Integral
Yoga .Academic psychology in India: Pre-independence era; post-independence era;
1970s: The move to addressing social issues; 1980s: Indigenization; 1990s:
Paradigmatic concerns, disciplinary identity crisis; 2000s: Emergence of Indian
psychology in academiaIssues: The colonial encounter; Post colonialism and
psychology; Lack of distinct disciplinary identity
Unit 2: Psychological thought in the West: Greek heritage, medieval period and
modern period. The four founding paths of academic psychology. A fresh look at the
history of psychology – Voices from non Euro-American backgrounds. Issues: Crisis
in psychology due to strict adherence to experimental-analytical paradigm (logical
empiricism); Move from a modern to a postmodern psychology; Indic influences on
modern psychology
Unit 3: Three essential aspects of all knowledge paradigms: Ontology, epistemology,
and methodology .Six important paradigms of Western psychology: Positivism, post-
positivism, the critical perspective, social constructionism, existential
phenomenology, and co-operative enquiry. Paradigmatic controversies,
contradictions, and emerging confluences. East and West: Transpersonal psychology,
Ken Wilber’s Integral psychology, Contemporary Buddhism, Sikhism, Kashmir
Shaivism, Sufism, Kriya Yoga, Integral Yoga of Sri Aurobindo
Unit 4: Paradigmatic representation of significant Indian paradigms on psychological
knowledge: Vedas, Upanishads, Yoga, Samkhya, Bhagavad Gita, Tantra, Buddhism,
Sufism, and Integral Yoga .Science and spirituality (avidyaand vidya) as two distinct
forms of knowing in Indian psychology The primacy of self-knowledge in Indian
psychology. Some traditional and contemporary attempts at synthesis of major
schools of psychology
Unit 5: Practicum based on the above units
Suggested Readings:
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Guba, E. G. (1990). The alternative paradigm dialog. In E. G. Guba (Ed.), The
paradigm dialog (pp. 17-30). New Delhi, India: Sage.
Heron, J., & Reason, P. (1995). Cooperative enquiry. In J. A. Smith, R. Harre& L.
Van Langenhove (Eds.), Rethinking methods in psychology. New Delhi, India: Sage.
Joshi, K. (2009). Integral yoga: Major aims, methods, processes, and results. New
Delhi, India: The Mother’s Institute of Research.
Joshi, K. (2009). The new synthesis of yoga. New Delhi, India: The Mother’s Institute
of Research.
Leahey, T. H. (2004). A history of psychology: Main currents in psychological
thought (6th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Lincoln, Y. S., Lynham S. A., &Guba, E. G. (2011). Paradigmatic controversies,
contradictions, and emerging confluences, revisited. In Y. S. Lincoln & S.A. Lynham
th
(Eds.), The SAGE handbook of qualitative research (4 ed.). Thousand Oaks: Sage.
), The SAGE handbook of qualitative research (3rded.). Thousand Oaks: Sage.
Misra, G., &Paranjpe, A. C. (2012). Psychology in modern India. In Robert B. Rieber
(Ed.), Encyclopedia of the history of psychological theories (Part1, pp. 881-892).
New Delhi, India: Springer Science.
Misra, G., & Kumar, M. (2011). Psychology in India: Retrospect and prospect. In
G.Misra (Ed.), Psychology in India Vol.4: Theoretical and methodological
developments (pp. 339-376). New Delhi : Pearson.
Misra, G. (Ed.) (2011). Handbook of psychology in India. New Delhi: Oxford
University Press.
Misra, G. ( Ed.) (2014). Psychology and psychoanalysis.New Delhi: Centre for
Civilizational Studies.
Nicholson, P. (1995). Feminism and psychology. In J. A. Smith, R. Harre, & L. Van
Langenhove (Eds.), Rethinking psychology. New Delhi, India: Sage.
Paranjpe, A. C., &Misra, G. ( 2012). Psychology in premodern India. In Robert B.
Rieber (Ed.), Encyclopedia of the history of psychological theories (Part 16, pp. 892-
908). New Delhi, India: Springer Science.
Rao, K. R., &Paranjpe, A. C. (2016). Psychology in the Indian tradition. New Delhi,
India: Springer.
PSY 105: Practicum based on Papers 101, 102, 103 and 104
~ 21 ~
SEMESTER- II
Core Papers
Suggested Readings:
~ 22 ~
PSY 202: Qualitative Research Methods
Course Objectives: To create awareness about the critical aspects of psychological research.
Sensitise the students towards the macro( social, political, cultural) and micro( interpersonal
intrapsychic) nuances of psychological processes and social realities. To facilitate
appreciations of differential interpretation of psychological realities
Course Contents
Unit 1 : Issues in Qualitative Research— Nature of Reality and Researcher’s self in
qualitative research, subject-object relationship in qualitative research, Reflexivity,
Voices and Silence in qualitative research, issues related with Power, Validity &
reliability in qualitative research, Triangulation, Ethics in qualitative research.
Unit 2: Field based Methods: Grounded Theory, Ethnography, Interview and
Cooperative inquiry, Observation method, Action Aid Research,
Unit 3: Text Methods(Basic and Advance)— Thematic Analysis, Narrative
Analysis, Conversational Analysis, Methods—Life history, Case Study, Psycho
Biographies Psycho-historical Method, Auto-Ethnographies and Autobiographies,
Unit 4: Emerging Methodologies in qualitative research: Existential phenomenology,
phenomenological methodology, gender methodology ,psycho analytic methodology,
Unit 5: Practicum based on unit 2,3& 4.
Note: Unit is compulsory for all. Students shall be required to learn in detail, one Field
based method from Unit 2, one Basic and Advance Text method from Unit 3 and one
detailed methodology from Unit 4.
Suggested Readings:
Denzin and Lincoln Handbook of Qualitative Research Method.
Lifton, R. J. (1967). Death in Life: Survivors of Hiroshima. New York: Random
House
Silence as Resistence to Analysis:Or,On Not Opening One’s Mouth Properly;Maggie
Maclure, Rachael Holmes, Liz Jones and Christina Mac Rae; Qualitative Inquiry 2010
16:492.Qualittative Inquiry, Sage publication.
On Becoming a Qualitative Researcher: The Value of Reflexivity, Daine Watt.
Qualitative Report, Vol.12 Number 1,2007.
Reading Between The Lines: Interpreting Silences in Qualitative Research. Blake
Poland and Ann Paderson. Qualitative Inquiry, 1998 4:293
~ 23 ~
Electives
Course Objectives:
To build strong research oriented theoretical foundation in congruence with recent advances
in the field of developmental science. The course aims to provide creative spaces to the
students to extend their knowledge to the word of practice. To highlight the cultural and
contextual nuances of development.
Course Learning Outcomes: On completion of the course students will be able to-
Suggested Readings:
Course Objectives:
To build strong research oriented theoretical foundation in congruence with recent advances
in the field of developmental science. The course aims to provide creative spaces to the
students to extend their knowledge to the word of practice. To highlight the cultural and
contextual nuances of development.
Suggested Readings:
~ 25 ~
Craig, W. (2000). Childhood Social Development: The Essential Readings. MA:
Blackwell Publishers
Grusec, J. E., & Hastings, P. D. (Eds.). (2014). Handbook of socialization: Theory
and research. Guilford Publications.
Rigby, K. (2008). Children and Bullying: How Parents and Educators Can
Reduce Bullying at School. Blackwell Publishing
Sharma, D. (Ed.) (2003). Childhood, Family and Sociocultural Change in India:
Reinterpreting the Inner World. New Delhi: Oxford
Course Objectives
Course Contents
Suggested Readings
~ 26 ~
Tripathi,R.C. and Dwivedi,R. (2016). Organizational Studies in India. Orient
Blackswan:New Delhi.
Bhawuk,D.P.S.(2008). Towards an Indian Organizational Psychology. In
K.Ramakrishna Rao (Ed.), Handbook of Indian Psychology ( pp. 471-491).
Cambridge University Press: New Delhi.
Gupta, R.K. & Panda, A. (2003). Individualised familial self: The evolving self of
qualified technocrats in India. Psychology and Developing Societies, 15, 1-29.
Gupta, R.K. & Panda, A. (2009).Culture, Institutions and organizations in India,In G.
Misra (2009) Vol II, ,Psychology in India, Pearson, New Delhi
Course Objectives:
Course Contents
Unit I: Culture and Climate: Historical antecedents, Central concerns: Values, Symbols,
Cognition, Emotion and Meaning, Myths and Rituals, Visible artefacts.
Unit II:Leader and Culture creation: Role of founder in development of cultures, the role
of leaders in embedding culture, reinforcing mechanisms. Dynamics of Cultural change:
Role of Managerial ideologies, Competing values perspective.
Unit III Leadership Concepts and Issues: Leadership effectiveness, Leader’s Role in
fostering team work and group dynamics among members, Leadership skills: Visioning etc.
Unit IV: Challenges of Leadership: Issues and Challenges of Leadership Development and
Developing Women Leaders, Developing Ethical Leadership, Servant and Authentic
Leadership, Indian Models of Leadership and Leadership and Power: Issues Transactional,
Transformational Leadership and Effects of Negative Charisma.
Suggested Readings
~ 27 ~
PSY 203 C: Philosophy of Clinical Psychology
Course Objectives: This paper intends to expose students to the discipline of clinical
psychology through its historical genesis. It intends to enable them in understanding the
socio-political milieu of different cultures behind the constructions/nomenclatures/labels
which the discipline bears. The paper shall also facilitate students in understanding the
diverse perspectives of psychopathologies and abnormal psychology chronologica:lly.
Course Contents
Suggested Readings:
~ 28 ~
Collected Writings of Sigmund Freud.
Existence: A New Dimension in Psychiatry and Psychology ed by Rollo May, Ernest
Angel, Henri F. Ellenberger.
Course Objectives: This paper aims to provide a comprehensive and accessible overview of
clinical psycho-social pathologies and insights into mental illnesses and its aetiologies. The
paper shall enable the students to understand the cultural, contextual, systematic and
structural embeddedness of the individual undergoing psychological concerns. This paper
shall also enable students in engage with the dialogue on (in)sanities of human kind and ‘how
and what ‘ for doing better treatment, intervention and care.
Course Contents:
Unit2: substance related disorder, Sleep disorders, Somatoform disorder, eating disorders
and issues related to body image
Unit3: Clinical insights into sexuality and gender related disorders, culture bound
syndromes, media and mental health issues.
Suggested Readings:
~ 29 ~
Phenomenology and the Social Context of Psychiatry: Social Relations,
Psychopathology and Husserl’s Philosophy edited by Magnus Englander, Bloomsbury
Study in Continenta,l Philosophy
APA Handbook of Clinical Psychology edited by John C. Norcoss, Gary R.
VandenBros, Donald K. Freedheim
Course Contents
Unit 1: Psychology in the context of our global civilization- The strengths and
limitations of the European enlightenment; The social and philosophical foundations of
modern science; American pragmatism and the rise of science and technology; The
origin, strengths and limitations of physicalism; The origin, strengths and limitations of
(de) constructionism.
Unit 2 What the Indian tradition can contribute- The two main points:
Sachchidananda as the foundation of reality (an understanding of reality that
encompasses both matter and spirit; consciousness and joy at the roots); Yoga as
technology of consciousness; A very short history of Indian thought; A critical evaluation
of the strengths and weaknesses of the Indian tradition with regards to a comprehensive
understanding of human nature
Unit 3The need for integrality and a comprehensive synthesis- Different concepts of
consciousness and ways of understanding reality; The need for integrality; Why an
integral synthesis of the various yoga traditions is needed and how it is to be done; Why
an integral synthesis of science and Indian thought is needed and how it is to be done; A
critical evaluation of what stands in the way on the side of mainstream science; A critical
evaluation of what stands in the way from within the Indian culture
Unit 4 Sri Aurobindo’s concept of an on-going evolution of consciousness- What Sri
Aurobindo’s evolution of consciousness adds to Darwin’s purely physical evolution as
background for our understanding of human existence; How an involution and subsequent
emergence of such varieties of conscious existence could provide a credible third option
between “evolution by design” and “evolution by chance”
Unit 5: Practicum based on the above units
~ 30 ~
Suggested Readings
Course Objectives: To create abasic understanding and critical appraisal of the various types
of Knowledge used in mainstream science and in the Indian tradition. TO develop critical
appraisal for inner, higher and more intuitive type of knowledge
Course Contents:
Unit 1- The various types of knowledge- The two Vedic kinds of knowledge: vidyā
(knowledge by identity) and avidyā (socially-constructed knowledge); How according to
the Isha Upanishad, vidyāandavidyāare equally needed; How they are used together in the
hard sciences; Sri Aurobindo’s four types of knowing in the ordinary waking
consciousness (sense-based knowledge, introspection, experiential knowledge,
knowledge by identity); The four knowledge realms in which these forms of knowledge
can be used (objective, subjective, inner, and direct).
Unit 2- How to improve the quality of our psychological knowledge- Rigorous
subjectivity: honing of the antaḥkaraṇa, the inner instrument of knowledge; Equanimity;
Stages in the development of equanimity; Mental silence and the witness consciousness;
Methods of becoming silent; Concentration (one-pointed and all-inclusive concentration)
Unit 3- Inner and higher knowledge- Intuition's lookalikes: forms of “pseudo-
intuition”; Intuition: true, unconstructed, pre-existing knowledge; Knowledge by intimate
direct contact; Knowledge from other realms; Types of true intuition; Distortions and
impurities; shadows on lower planes; Higher levels of the individual mind; Knowledge in
the different cakras.
~ 31 ~
Unit 4- Towards a yoga-based research methodology- Yoga for healing and for
knowledge; The predominance of similarities between subjective and objective research;
Where yoga-based research goes beyond auto-ethnography; Developing an “objective”,
impartial witness consciousness (introspection vs. witness consciousness). What IIP can
add: Detailed and unbiased perception of normally subliminal processes; Active
intervention in normally subliminal processes; (similar to the role of high-tech chemistry
and physiology in medical research)
Unit 5: Practicum based on the above unit
Suggested Readings:
Course Objectives
Course contents
Unit 2: Measurement of Health and Well-being: Tools and techniques, critique of scales
and tools, development of tools to measure health and well-being.
~ 32 ~
Unit 3: Well-being and Current Issues: Marketization of health and well-being, texts on
well-being, Stress and illness. Substance abuse, addiction.Health across life-span and
gender
Suggested Readings:
Dalal, A. K., & Singh, A. K. (1992). Role of causal and recovery beliefs in the psychological adju
chronic disease. Psychology and Health, 6(3), 193-203.
Dalal, A. K., &Misra, G. (2006). Psychology of health and well-being: Some emerging
perspectives. Psychological Studies.
Dodge, R., Daly, A. P., Huyton, J., & Sanders, L. D. (2012). The challenge of defining
wellbeing. International journal of wellbeing, 2(3).
Siddiqui, S., Lacroix, K., &Dhar, A. (2017). Faith healing in India: The cultural
quotient of the critical.
Course Contents:
~ 33 ~
Unit 2: Surviving Identity: Living with a label-Mental Illness and its stigma,
vulnerability of living as an abuse survivor, reality of individuals inflicted with violence,
survivors of identity based injustice-transgenerational trauma, PTSD survivors
Unit 3:Unexamined realities of silent bearers of vulnerability-Vulnerability in
romantic relationships, hidden vulnerability of a caregiver, gendered silences across
developmental life span, fragile self of non-civilian service men/women, inaudible pain of
individuals engaging in self- harming behaviours, misuse of power impacting adolescent
psyche
Unit 4:Caring for the Vulnerable-Empowering the embodied understanding of
vulnerability, confronting the preoccupation of medical model of cure over care,
Emphasize the need for journey back to oneself, cathartic experiences and meaning in
varied forms of art.
Unit 5:Practicum- Based on the above units
Suggested readings:
Course Contents
~ 34 ~
Unit III: Violence and Identity: concept of violence, causes of violence, identity and
violence, role of ideology; Concept of óther’ and intergroup attitudes etc.
Unit IV: Contemporary Global Issues: Terrorism: psychological issues and concerns;
Social Movements and Social Change.
Suggested Readings:
Course Objectives
Course Contents
Unit I Conflict Resolution and Peace: Motives of competition and cooperation, conflict
resolution approaches in societies; Peace Psychology: concept, emergence and social
values.
Unit II Forgiveness: Nature and Philosophy of Reconciliation and forgiveness,
paradoxes and challenges, interventions to promote forgiveness.
Unit III Building cultures of Peace: Role of Personal transformations, family, Non-
violent action and trust etc.
Unit IV Peace Education: nature and challenges of peace education: peace-keeping,
structural approaches to peace, negotiation
Unit V- Practicum bases on the above units
Suggested Readings
~ 35 ~
PSY 205: Practicum based on papers 201, 202, 203 and 204
Semester - III
Electives
Course Objectives:
To situate developmental psychology in contemporary contexts. Train students to deal with
‘special populations’. To create an interdisciplinary dialogue between the socio-political-legal
aspects of development
Deal with children from marginalized and vulnerable sections of the society
Identify issues pertaining to children’s needs and rights
Suggested Readings:
~ 36 ~
Panter-Brick, C. (2002). Street children, human rights, and public health: A
critique and future directions. Annual review of anthropology, 31(1), 147-171.
Saraswathi, T. S., Menon, S., &Madan, A. (Eds.). (2017). Childhoods in India:
Traditions, Trends and Transformations. Taylor & Francis.
Course Objectives:
To develop a broad understanding of the basic neurobiological and socio cultural mechanisms
and processes in cognitive development. To identify the issues and challenges involved in
studying the same. To critically assess the implications of cognitive developmental research
in the area of education
Suggested Readings:
Flavell, Miller & Miller. (2002). Cognitive Development. 4th Edition, Prentice
Hall.
Gauvain, M. (2001). The social context of cognitive development. Guilford Press.
Goswami, U. (2008). Cognitive development: the learning brain. Psychology
press
~ 37 ~
Goswami, U. (Ed.) (2002). Handbook of childhood cognitive development.
Blackwell Publishing Company.
Hobson, P. (2004). The Cradle of thought. New York, Oxford University Press
Lee, K. (Ed.). (2000). Childhood cognitive development: The essential readings.
Wiley-Blackwell.
Siegler&Alibali. (2005). Children’s thinking. 4th Edition, Prentice Hall
Course Objectives:
Course Contents
Suggested Readings:
~ 38 ~
Harrower, J. K. (1999). Educational inclusion of children with severe
disabilities. Journal of Positive Behavior Interventions, 1(4), 215-230.
Loeber, R., Burke, J. D., Lahey, B. B., Winters, A., &Zera, M. (2000).
Oppositional defiant and conduct disorder: a review of the past 10 years, part
I. Journal of the American Academy of Child & Adolescent Psychiatry, 39(12),
1468-1484.
Luster, T., &Okagaki, L. (2006). Parenting: An ecological perspective (Vol. 2).
Routledge.
Lytton, H. (1990). Child and parent effects in boys' conduct disorder: A
reinterpretation. Developmental Psychology, 26(5), 683.
Mash, E.J. & Barkley, R.A. (2003) (Eds.). Child psychopathology. New York:
The Guilford Press.
Moffitt, T. E. (1993). The neuropsychology of conduct disorder. Development and
psychopathology, 5(1-2), 135-151.
Course Objectives:
1. To understand the application of behavioural sciences theory and models for planning
change and development in organizations.
2. To equip the students in diagnosing issues and planning different types of intervention
strategies and also enhance personal capabilities in handling as well as navigating
change in one’s life situations.
Course Contents:
~ 39 ~
Suggested Readings:
Course Objectives:
Course Contents:
~ 40 ~
Managing interdependence: Intergroup and team relations, Linking team processes to
team effectiveness.
Suggested Readings:
Course Objectives:
Course Contents
~ 41 ~
development of political skill, Political perspectives on the Development of Corporate
Identity etc.
Unit V: Practicum based on the above units
Suggested Readings:
Cialdini, Robert B. (2008). Influence: Science and Practice. (5th edition). Allyn &
Bacon.Pfeffer, J. () Managing With Power: Politics and Influence in Organizations
Collins, J. (2001). Good to great: Why some companies make the leap... and others
don't. New York: HarperCollins.
Everett, J. (2006). Social Movements in India Poverty, Power and Politics.
Perspective on politics, 4(1)
Maxwell, J.C. (2011). The 360 Degree Leader: Developing Your Influence from
Anywhere in the Organization, Thomas Nelson Publishers
Pfeffer, Jeffrey. (2010). Power: Why Some People Have It and Others Don’t. Harper
Business.
Pfeffer, Jeffrey (1994). Managing with power: Politics and influence in
organizations. Boston: Harvard Business School Press.
Objective:
~ 42 ~
Suggested Readings:
Beck, J.S (1995). Cognitive therapy: Basic and beyond. New York: Guilford Press.
Walen, S.R., Digiuseppe, R., & Dryden, W. (1992). A practitioner’s guide to rational-
emotive therapy. Oxford University Press. Inc.
Course Objectives:
To orient students towards psychosocial foundations of mental health. To acquaint students
with various social contexts and their dynamics contributing to mental health. To develop
skills for assessment and community intervention
Course Learning Outcomes: On completion of the course students will be able to-
Course Contents
~ 43 ~
Suggested Readings-
Course Objectives:
To orient students towards basic skills and procedures involved in clinical assessment and
diagnosis. To highlight the role culture and context in the same.To familiarize students with
the various tools for examination.
~ 44 ~
Unit 5 – Practicum- Based on the above
Suggested Readings-
Course Objectives
To get a basic insight in one’s surface self-identifications, self-concept and all that
might be below, behind and beyond.
To develop a basic understanding and critical appraisal of Sri Aurobindo’s model of
the Self and the personality.
To develop a basic understanding and critical appraisal of a few major classifications
of emotions, modes of being, and personality types found in the Indian tradition.
Course Contents:
Unit 1-A first look inside: A roughly constituted chaos-The shifting borders of the “I”;
Different identifications on the surface (other people’s opinions; possessions; body; mind;
capacities and qualities; family and other group-memberships…); The subconscious: Is
there more to it than what Freud saw?; The Kena Upanishad.
~ 45 ~
Unit 2- The Self and the structure of the personality in more detail-The concentric
system; Inner nature; True or central being; The vertical system; The cakras; The centre
of identity in more detail; The ego; The self; The soul; Shifting the border between self
and world inward; Consciousness as power
Unit 3- Modes of being, personality types, and group-memberships-
Bharata’snāṭyaśāstra;Rasa,bhāvaand the various lists of emotions; Svabhāva and
svadharma; Typologies based on the dominant part of the personality: Guṇa, Varṇa,
Ayurvedicprakṛiti (kapha, pita, vāta); Group-memberships as seen from Integral Indian
Psychology; The symphony that’s possible when all attune to each other and the whole
Unit 4- Development, action, and relationships (What makes us the way we are?
What makes us do what we do?-Development over many lives; Development within
one life; Life-stages, āśramas, then and now; Desire (fear and indifference) as motive for
action; The immense complexity of motivation; motiveless action possible?
Relationships; With people, one significant other, yourself, work, life, the Divine; Self-
giving and re-owning yourself ; Being lonely, alone and all-one; Love and oneness
Unit 5- Practicum- Based on the above
Suggested Readings:
Course Objectives:
A basic understanding and critical appraisal of the theory and practice of Integral
Yoga.
Some initial practice of Integral Yoga according to capacity and interest.
Its application in Self-development, Education, Therapy, and OB/community
development.
~ 46 ~
Course Contents:
Unit 1-The common ground: Integral yoga-based self-development-The aim and the
motivation for taking up Integral Yoga; Transformation of the nature under influence of
the highest levels of consciousness one can reach; Self-observation as a tool for growth;
Mental silence, equanimity, and detachment revisited; Aspiration, rejection and surrender;
“Offering up” difficulties for higher levels of consciousness to deal with them.
Unit 2- Education: Three principles of education; A basic understanding and critical
appraisal of the implicit curriculum in present-day schooling, and the psychological
consequences of misguided attempts at "inculcating values", over-educating, and over-
evaluating; Educating the mind; Educating the vital (prāṇa, the life force and the
emotional nature)
Unit 3-Therapy and counseling: Aspects of Client Centered Counseling that can be used
in Integral Indian Psychotherapy; What Integral Indian Psychology can add in terms of its
understanding of reality and human nature; An exceptionally comprehensive perspective
on the human condition, offering coherent and satisfying aims, both for life and therapy;
An exceptionally comprehensive collection of tools to use this understanding to work
towards one’s aims.
Unit 4-OB and social work: Nature, purpose and types of organizations; Organization as
a context for development of individual and collective consciousness; organization as a
sub-system of society; Individual/self ; Karmic view of life and work: Karma yoga and
niṣkāma karma; Attitude of maitri, karuṇa, mudita, and apekśain relationships at work;.
Organizational culture: spiritual values and culture in organizations and their impact on
ethical behaviour and customer orientation; vāsudevakuṭumbakam /cosmic collectivism;
sarvadharmasambhāva; Leadership for the spiritual development of the organization:
role of the leader in the consciousness perspective such as servant leadership; rājṛṣi;
Organizational sustainability and corporate social responsibility (CSR): Lokasangrah;
Developing the pluralistic / inclusive organization.
Unit 5- Practicum- based on the above units
Suggested Readings:
~ 47 ~
PSY 303 D: Emotions and Transformation of Personhood in Indian Psychology
Course Objectives:
Course Contents:
Suggested Readings:
~ 48 ~
Pandit, S., &Misra, G. (2011).Emotions in Indian Psychology.In G. Misra (Ed.),
Psychology and Psychoanalysis (pp.663-692). Delhi, India: Center for Civilizational
Studies.
Paranjpe, A. (2009). In defence of an Indian approach to the psychology of emotion.
Psychological Studies, 54, 54-58.
Course Objectives:
Course Contents:
Historical background, Perspectives on happiness and well being, Virtues and character
strengths, Recent trends and future directions, Positive neuroscience.
Suggested Readings:
~ 49 ~
Snyder, C.R. & Lopez, S.J. (2002). Handbook of Positive Psychology. New York :
Oxford University Press.
Haidt , J. (2006). The Happiness Hypothesis; Finding Modern Truth in Ancient
Wisdom. New York: Basic Books.
Huppert, F, F.A., Baylis ,N. & Keverne, B. (2005). The science of well being. Oxford;
Oxford University press.
Lyubomirsky, S. (2007). The how of happiness: A scientific approach to getting the
life you want. New York : Penguin.
Peterson, C. (2006). A Primer in Positive Psychology. New York: Oxford University
press.
Seligman, M.E.P. (2002). Authentic happiness. New York: Free Press.
Course Objectives:
This paper aims in fostering sensibility in students towards the macro and micros health
concerns owing to new historical and political boundaries.
The paper also intends to enable students in developing an insights around inclusive and
exclusive policies of diversity.
Course Content:
UNIT I: paradigms and perspectives on globalization and its impact on health and well
being, cultural diversity in health and illness
UNIT 2: managing diversity in health care, indigenous people and health care-gender,
ethnicity, race and migration
UNIT 3: socio cultural ecologies of disease and illnesses, culture, subculture and
construction of health risks in diverse population.
UNIT 4: ethics and moral dilemma in cultural beliefs and practices of health in diverse
population.
Suggested Readings:
cultural diversity in health and illness: Rachel E. Spector. 2002, journal of trans cultural
nursing.
~ 50 ~
reducing disparities by Mark Cameron Edberg. 2012. Jones and Bartlett Learning
Cultural diversity, Mental Health and Psychiatry: The Struggle against Racism by Suman
Fernando. Hove: Brunner-Routedge.2003.
Course Contents
Suggested Readings:
~ 51 ~
M, A. (2013). Jealousy and Relationship Closeness:Exploring the Good(reactive) and
Bad(suspicious) sides of Romantic Jealousy. Sage Open.
Course Objectives
Course Contents
Suggested Readings
~ 52 ~
PSY 302 F: Environmental Psychology
Course Objectives
To explore the role of environment in our everyday lives and to appreciate the complex social
and psychological issues of the human -environment Relationship and enable them to design
effective interventions.To enable students to identify issues for effective interventions for
facilitating Pro-environmental attitudes and Behaviour.
Course Contents
Suggested Readings:
~ 53 ~
PSY 303 F: Vulnerabilities of Contemporary Indian Society
Course Objectives
Course Contents
Suggested Readings:
~ 54 ~
Open Electives
Suggested Readings:
Mcbride, Dorothy & Mazur, Amy. (2008). Women's movements, feminism and
feminist movements. 219-243.
E, C. (2016). What Is a Woman Created For? The Image of Women in Russia through
the Lens of the Russian Orthodox Church. Feminist Theology .
J, H. (1998). The Violences of Men: How Men Talk about and How Agencies Respond
to Men's Violence to Women. Sage Publications.
K, B., & J, G. (2005). Beyond the mask: women’s experiences of public and private
ageing during midlife and their use of age-resisting activities. Health: An
Interdisciplinary Journal for the Social Study of Health, Illness and Medicine .
~ 55 ~
PSY 306: Theory and Practice of Persuasion
Course Objectives:
Course Contents:
Suggested Readings:
Course Objectives:
To develop a critical perspective towards the importance of theory of mind, intentionality and
language for social understanding across life span. To study difficulties in developing a
theory of mind.
Course Contents:
Unit 1-A brief overview of mind and intentionality, theories of theory of mind.
~ 56 ~
Unit 2- Intentionality in the explanation of the behavior of self and others.
Suggested Readings:
Course Objectives:
Suggested Readings-
~ 57 ~
DeGangi, G. A., &Nemiroff, M. A. (2009). Kids' club letters: Narrative tools for
stimulating process and dialogue in therapy groups for children and adolescents.
Taylor & Francis.
Sell, R. D. (2000). Literature as communication: the foundations of mediating
criticism (Vol. 78). John Benjamins Publishing.
Kao, S. M. (2014). Narrative Development of School Children: Studies from
Multilingual Families in Taiwan. Springer.
Vetere, A., & Dowling, E. (Eds.). (2016). Narrative therapies with children and their
families: A practitioner's guide to concepts and approaches. Taylor & Francis.
White, M. K., & Morgan, A. (2006). Narrative therapy with children and their
families. Dulwich Centre Publications.
Wright, A. (1995). Storytelling with children. Oxford University.
Course Objectives:
To explore the developmental nuances and importance of play during childhood.
Suggested Readings-
~ 58 ~
PSY 310: Psychology of Disability
Learning Objectives:
To know the concept of disability and the psychological issues and challenges of
disability.
To understand the socio-psychological issues and challenges of disability.
To understand the psychological rehabilitation for disability across different settings.
Unit-II: Disability and Self- Disability and Self Identity, Disability and Motivation,
Disability and Self esteem, Disability and Mental Health, Disability and Human
rrights, Psychological approaches to disability, Peer and Family counselling,
Psychotherapeutic process
Suggested Readings-
Ghai, A. (2019). Rethinking disability in India. Routledge India.
Goodley, D., & Lawthom, R. (Eds.). (2005). Disability and psychology: Critical
introductions and reflections. Macmillan International Higher Education.
Oliver, M. (1995). Understanding disability: From theory to practice. Macmillan
International Higher Education.
Srivastava, P., & Kumar, P. (2015). Disability, its issues and challenges: psychosocial
and legal aspects in Indian scenario. Delhi Psychiatry Journal, 18(1), 195-205.
Vash, C. L., & Crewe, N. M. (2003). Psychology of disability. Springer publishing
company.
Course Objectives
~ 59 ~
Course Contents
Suggested Readings
Anastasi,A. and Urbina,S. (1996). Psychological Testing. Pearson Higher Ed: USA
Kolb,D.A. (2015).Experiential Learning: Experience as a Source of Learning and
Development (2nd Ed.) Pearson Education Inc: New Jersey.
Course Objective:
This paper intends to adept students in building their perspective towards the prevalent
experiential world of virtual phenomena across cultures. It intends to enable them in building
their psychological skills towards developing better psychological models of intervention
through this knowledge. The paper shall also enable in sensitizing them towards the ethics,
challenges and cultural nuances of the growing dominance of the virtual world.
Course Contents:
UNIT I: Philosophy and contemporary debates on virtual worlds, self and emotions
through social, virtual and augmented realities, psychology of embodiment through
virtual space
UNIT II: use of psychology in virtual realities, psychology of Gaming, application of
virtual and augmented realities in psychological intervention, Ethics and morality of
virtual world.
~ 60 ~
Suggested Readings:
Ethics in Virtual World: The Morality and Psychology of Gaming, Young Garry,
Routledge, 2013.
Besides this, there are shall be some current journal articles and readings given for the
same.
Course Objectives:
This paper intends to enable students in developing an appreciative insights of human psyche
and behavior through the discipline of narratives. The paper aims at enabling students in
going beyond the one to one interactive mode of psychology, and delve with myriad shades
of cultural narratives through visual, texts and art. It intends to sensitize them with an
understanding of individual and his/her cultural space which further help in building their
softer skills and techniques.
Course Contents:
Suggested Readings:
Film, Television and the Psychology of the Social Dream: Rieber.W. Robert. Kelly J.
Robert. Springer Press. 2014
~ 61 ~
Stories and Minds: Cognitive approaches to literary narratives .Bernaerts Lars, Geest
De Dirk, Herman Luc &Vervaeck Bart University of Nebraska Press.2013
Course Contents
Suggested Readings:
Eliade, (1959).Cosmos and History: The myth of the eternal return. New York, USA:
Harper and Brothers publishers.
Jung, C. G. (1959). The Archetypes and the Collective Unconscious. London:
Routledge&Kegan Paul.
Course Contents
Suggested Readings
~ 62 ~
Paper 316: Field training (Theory-Practice Integration)
Semester - IV
Electives
Course Objectives:
To understand the pertinent developmental issues during adolescence and young adulthood.
To create research based orientation to understand psychological basis of designing
intervention.
Understand the developmental patterns and issues associated with adolescence age
Apply psychological skills in promoting career planning, higher education and
positive youth development
Unit 1- The Changing Self- The centrality of self, constructions of bodily images
(sexuality and gender role stress), self in relation with others-struggles toward
individuation, culture and conceptions of personal autonomy, aggression and
defiance, anticipating and avoiding regret, risky decision making (substance/drug
abuse etc), existential crisis
Unit 2- Interpersonal relationships- The changing nature of parent-child
relationships power relations, adjustment issues, early romantic relationships,
Friendship, social networking
Unit 3- Future- Career planning, higher education, vocational and social goals,
achievement
Unit 4- Youth as active citizens: Civic duty, citizenship, and positive youth
development, issues in studying youth in India
Unit 5- Practicum- Based on the above
Suggested Readings:
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Larson, R. W. (2000). Toward a psychology of positive youth
development. American psychologist, 55(1), 170.
Santrock, J. W., & Curl, R. M. (2003). Adolescence (9th ed.). New York:
McGraw-Hill.
Schafer, R. (1973). Concepts of self and identity and the experience of separation-
individuation in adolescence. The Psychoanalytic Quarterly, 42(1), 42-59.
Walters, L. (2013). Judith G. Smetana: Adolescents, Families, and Social
Development: How Teens Construct Their Worlds.
Course Objectives:
To provide an in-depth understanding into developmental patterns, issues and challenges
faced during the later stages of development. To highlight the role of psychologists in
promoting successful ageing.
Unit 1- Physical, Cognitive and Social Decline: Dealing with the inevitable changes
in the body and the brain. Neurocognitive disorders-epidemiology, assessment and
diagnosis, etiology, intervention and prognosis. Decline in social status and its
implications
Unit 2-Looking Back: Successful ageing, Socio-emotional development. Retirement
and leisure, role of family, role of religion and spirituality in growth and development
during old age. Interventions
Unit 3- Old Age in India: Contemporary issues and challenges of the elderly in
India. Cultural shifts and changes in family structures and roles. Psychological and
institutional services and policies for the older populations
Unit 4- Death, Dying and Bereavement- Death awareness and anticipation (self and
partner), cultural differences in bereavement
Unit 5- Practicum :Based on the above units
Suggested Readings:
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Birren, J.E. (1982). Handbook of Psychology of Aging. CA: Van Nostrand
Reinhold Co.
Dandekar, K. (1996). The elderly in India.
Gubrium, J. F., &Sankar, A (1996). Qualitative Methods in Aging Research. Sage:
Thousand Oaks
John, K.A. (1997). Providing Community Based Services to the Rural Elderly.
London: Sage 38
Rao, A. V. (1993). Psychiatry of old age in India. International Review of
Psychiatry, 5(2-3), 165-170.
Van Willigen, J. &Chadha, N. K. (2003). Social Aging in Delhi Neighbourhood.
NY: Bergin and Garvy.
Course Objectives:
To acquaint students with skills, procedure, techniques and issues around counselling
children and adolescents.
Course Contents:
~ 65 ~
Unit 4- Counselling in specialized contexts- Trauma focused care-child abuse and
neglect, juvenile-justice involved adolescents, working with suicidal adolescents,
school counselling and career planning
Unit 5- Practicum- Based on the above
Suggested Readings:
Course Contents:
~ 66 ~
Suggested Readings
Garvey, B., Stokes, P., & Megginson, D. (2009). Coaching and mentoring: Theory
and practice. London: Sage.
Gupta, R. K., & Awasthy, R. (Eds.) (2015). Qualitative research in management:
Methods and experiences. New Delhi, India: Sage Publications.
Guptan, S. U. (2006). Mentoring: A practical guide to touching lives. New Delhi,
India: Response Books.
Kakar, S. (1991). The guru as healer. In S. Kakar, The analyst and the mystic:
Psychoanalytic reflections on religion and mysticism (pp. 35–54). Chicago, IL: The
University of Chicago Press.
Pareek, U. (2007). Understanding organizational behaviour (2nd ed.). Delhi, India:
Oxford University Press.
Ragins, B. R., & Kram, K. E. (Eds.) (2007). The handbook of mentoring at work:
Theory, research and practice. Los Angeles: Sage Publications.
Rock, A. D., & Garavan, T. N. (2006). Reconceptualizing developmental
relationships. Human Resource Development Review, 5(3), 330-354.
Santhosh, B. (2012). Coaching: The art of developing leaders. New Delhi: Wiley-
India.
Shrowty, A. W. (1996). Knowledge transfer and the guru-shishya model. Journal of
Human Values, 2(2), 127-135.
Sinha, J. B. P. (2009). Culture and organizational behaviour. New Delhi: Sage
Publication.
Course Objectives:
To understand the human resource issues in organizations and build a foundation for
assisting organizations in resolving human resource problems.
To develop broader understanding of the core HR functions ranging from Human
Resource Acquisition to Separation and gain insight into current HR issues and
elements of the human resource systems
Course Contents:
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Unit 3: Meeting HR requirements: Job Analysis, Recruitment and Selection,
Diversity and empowering employees, Performance Management, Career
management and Talent Management and developing diverse talent pool,
Competency assessment
Unit 4: International HRM; Forms of IHRM/ Types of cross-national organizations
(Domestic, International, Multinational, Global, Transnational), communication and
team work and training issues in international work force.
Unit 5: Practicum based on the above units
Suggested Readings:
Banfield, P., & Kay, R. (2011). Introduction to human resource management (2nd
Ed.). New Delhi, India: Oxford University Press.
Bhatnagar, J., & Budhwar, J. (2009). The changing face of people management in
India. London: Routledge.
Cascio W.F. & Aguinis H. (2008), Applied Psychology in Human Resource
Management, 6th Edition, Printice-Hall, USA
DeCenzo, D. A., & Robbins, S. P. (2006). Fundamentals of human resource
management (8th Ed.). NY: Wiley.
DeNisi, A. S., & Griffin, R. W. (2011). Managing human resources (4th Ed.). Boston:
Cengage Press.
Dessler, G., & Varkkey, B. (2011). Human resource management (12th Ed.). New
Delhi, India: Pearson Education.
Harzing, Anne-Wil, & Pennington, A. (2011). International human resource
management. New Delhi, India: Sage publications.
Khandelwal, K. A. (2009). In search of Indianness: Cultures of multinationals. New
Delhi, India: Kanishka Publishers.
Mathis, R., Jackson, J. H., & Tripathy, M. R. (2012). Human resource management: A
South Asian perspective. Delhi, India: Cengage Learning India Pvt. Ltd.
Pande, S., & Basak, S. (2012). Human resource management. New Delhi, India:
Pearson Education.
Course Objectives
To enable the students to become aware of salient psychological issues and challenges
of conflict management and negotiation.
To enable students to develop specific Communication and Negotiation skills
necessary for effective Negotiations.
Course Contents:
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Unit I Conflict in Organizations: Social Relations and Conflict, Dilemmas of
Cooperation and Competition, Functional and Dysfunctional Conflicts and Conflict
Management Styles, Culture and Conflicts.
Unit II Bargaining and Negotiation: Types of Bargaining, Distributive and
Integrative Negotiations: Strategies and Tactics, Assumptions of the Negotiation
Process, Third Party approaches to Conflict Resolutions: Mediation and Arbitration.
Unit IIIPsychological Processes in Negotiation: Intrapersonal, Interpersonal and
Group Level aspects of Negotiation, Perception, Cognition and Emotions in
Negotiations, Personality and Gender in Negotiations.
Unit IV Culture and Negotiation: Issues of Communication, Trust and Intergroup
Dynamics in Cross- cultural Negotiation Situations, Managing Difficult Negotiations,
Deception and Ethics in Negotiations.
Unit V Practicum Based on the Above Units
Suggested Readings:
Course Objectives:
To appreciate and understand the psychological factors associated with illness and healing.
To understand the psycho-social understanding of diseases, grief and bereavement. To
develop skills for intervention in beahvioural medicine.
~ 69 ~
techniques, narratives of grief and bereavement, working through death anxiety, grief
counseling
Unit 3- Dealing with the Terminally Ill- Defining death and dying, Psycho-social
factors associated with Cancer and AIDS, Physician-patient relationship, breaking bad
news, building hope and resiliency among end-of –life issues, addressing denial and
apprehensions of the patient, interventions for family and other care-givers
Unit 4- Contemporary Issues and Intervention- Euthanasia, CBT, Biofeedback
Unit 5-Practicum- Based on the above
Suggested Readings-
Course Objectives:
Course Learning Outcomes: On completion of the course students will be able to-
~ 70 ~
Appreciate social and cultural roots of mental health
Develop intervention for community mental health
Course Contents:
Suggested Readings-
Course Objectives:
To create an in-depth understanding into childhood psychopathology -nature, prevalence,
causes, assessment, issues and challenges, treatment and future course
Course Contents:
Suggested Readings-
Course Contents:
~ 72 ~
Unit 5: Practicum- Based on the above
Readings:
Appreciate the full range and spectrum of human experiences that includes the
spiritual dimension.
Appreciate the variety of religious traditions existing across societies and their
underlying universal dimensions.
Get the basic principles of understanding illness and health from transpersonal
perspectives and will learn about therapy and healing rooted in them.
appreciate that humans can undergo transformative experience that have healing
potential.
~ 73 ~
Course Contents:
Suggested Readings:
Course Objectives:
To understand the historical account of the compilation of the basic teachings of the
Buddha in the three baskets, viz. the tipịtaka.
To understand the basic teachings of the Buddha as found in the suttapịtaka.
~ 74 ~
To get an introduction to the Buddhist psychology and philosophy as found in the
suttapịtaka and the abhidhammapịtaka.
To get familiar with integration of mindfulness practice in various traditional
therapies for recurrent depression, obsessive compulsive and other behavioural
disorders.
Course Contents:
Unit 1- What is psychology?-Study of human mind and behavior; Psychology and the
teachings of the Buddha – There is suffering and a way to end it. Mind is supreme.
Unit 2-Principal teachings of the Buddha – ITipịtaka – The suttas and the
abhidhamma.; Historical development; Introduction to various traditions; canonical and
commentarial literature.; Four noble truths and eightfold noble Path; tranquillity and
insight; ethics as self-protection; nature of mental defilements.
Unit 3- Principal teachings of the Buddha – II-Three marks of existence –
Impermanence, un-satisfactoriness, impersonality. Paradigms of understanding human
being – Five aggregates [khandhas], six ‘windows’ [āyatana].The principle of dependent
origination.
Unit 4- Introduction to the abhidhamma-Conventional and ultimate reality;
Distinction between concepts and reality; Building blocks of ultimate reality – Dhammas:
Analogy with modern science; the dhamma theory – Its axioms; conditioned dhammas
and unconditioned dhamma; Behaviour as an interplay of the conditioned dhammas;
introduction to ‘conditional relations’ [pạṭthāna].
Unit 5- Practicum
Suggested Readings:
~ 75 ~
PSY 401 E: Cultural Psychology of Health in Indian Context
Course Objectives:
This paper intends to sensitize students towards a holistic approach of health and well being.
It intends to enable and critically examine existing health care of India and broaden their
perspectives towards cultural historicity of health and well being.
Course Content:
UNIT1 : Health as Science and Art; History of Health, Well Being and Healing
Systems in India, concept of psycho-social Well being in western and Indian
perspective
Suggested Readings:
Cultural Psychology of Health in India: Well being, medicine and traditional health care.
Dalal. K. Ajit. Sage Publications. 2016.
Health Psychology. Taylor Shelly. 6th edition, Tata Mcgraw Hill. 2006.
Course Contents:
Unit 1: Locating Happiness in Psychological Approaches- Psychological definitions of
Happiness, Biology of happiness, Personality and happiness, Theories and models for
attaining happiness, social markers of Happiness, Objective measurements of happiness
~ 76 ~
Unit 2: Philosophical Approaches to Happiness-Hedonic, Eudemonia, Utilitarianism,
Positive Psychology, Humanistically informed Positive Psychology, Existential Positive
Psychology
Unit 3: Eastern Traditions of Happiness and its relationship with Peace-Buddhist
View of Happiness, Well-being from Hindu Santana Dharma perspective, Meditation and
Mindfulness, Islamic Spiritual Path- returning to “fitrah” (innocence), Morality and
Happiness
Unit 4: Deconstructing Happiness in the Contemporary world-Happiness and social
media, Cage of Materialism, Happiness-suicide paradox, Overt mobile based happiness-
covert narcissist vulnerability, Momentary nature of happiness, Discovering peace in
certainty of uncertainty
Unit 5: Practicum- Based on the Above Units
Suggested readings:
Objectives
1. To explore the links between the functioning of the mind, body and culture
2. To help students understand the techniques and approaches to effective management
of stress
Suggested readings:
Course Objectives
Course Contents
~ 78 ~
Unit IVThe information age and Globalisation : Self as a psycho-social dynamic
processing system, Technology and self: virtual reality and identity, self –presentation
etc.
Unit V Practicums based on the above units
Suggested Readings:
Course Objectives:
To provide insights into the nature and relevance of Psychology in Social Policy.
To equip students with a critical perspective and method for innovative policy making
and improvement of well-being.
Course Contents:
Unit I -Psychology and Public Policy: Social research and public policy, Psychology
and development, Psychologists in policy arena, Policy failures: Issues and challenges.
Unit II -Domains of Policy Making: Environment and Health: Importance and
Challenges of Social policy in the areas of Mental Health; Disability and Health Care
Programmes; Environmental behaviour.
Unit III -Domains of Policy Making: Social: Importance and Challenges of Social
policy in the areas of Poverty and other kinds of social disadvantages; Justice, Education
etc.
Unit IV -Programme Evaluation: Types of Evaluations, Planning an Evaluation,
Implementation, Monitoring and Evaluation, Advocacy; Ethics of Evaluation, Issues of
Power.
Unit V-Practicum Based on the above units
Suggested Readings
~ 79 ~
PSY 403 F: Social Psychology and Education
Course Contents:
Unit 1- Education from social-psychological perspective- Cultural and contextual
perspectives to learning and thinking. The classroom as a social environment. Education
and social status, Educational experience of people from different domains of
socialisation (caste, class, gender). Equality and education. Education as means to social-
upliftment.
Unit 2-Teacher- Student Interaction- Teacher's expectancy and teacher's bias
(Rosenthal effect). Social-psychological origins of teacher's differential behaviour in
classrooms. Teacher's authority and classroom as a site of power-Foucault on education
and educational practices. Classroom conversations- defining the boundaries of
discussions-appropriate/inappropriate conversations.
Unit 3- Classroom management- Social motivation, student's needs and self -esteem.
Integrating theory and practice- role of vocational training. Addressing and managing
intellectual and social diversities in a classroom. Creating a cooperative, fostering
environment.
Unit 4- Modernity and Contemporary Issues of Education- The western- indigenous
debate on education systems (Colonial education versus traditional education systems).
Factors associated with curriculum building and restructuring. Technology and education.
Unit 5- Practicum- Based on the above units.
Suggested Readings:
Open Electives
~ 80 ~
PSY 405: Executive Function: Assessment and Intervention
Course Objectives:
To orient students towards a skill based approach to cognitive training and management. To
familiarize students with the recent advances in the area of executive functioning. To train
students in computer assisted intervention programs like CogniPlus.
Course Contents:
Suggested Readings-
Course Objectives:
To train students with skills and techniques for working with children in research and clinical
settings
~ 81 ~
Critically assess the importance of developmental milestones and the use of
psychometric testing for the same
Course Contents:
Suggested readings :
Course Objectives:
1.To help students understand the processes of emotion and relating them to diverse contexts.
2. To prepare students learn organizing their personal lives better by gaining insights into
their own emotional strengths. Course Contents:
~ 82 ~
Suggested readings :
Averill, J.A., Chon, K.K., & Hahn, D.W. (2001). Emotions and creativity: East and
West. Asian journal of social psychology, 4, 165-183.
Barret, L. F., Niedenthal, P.M., &Winkielman (2005).Emotion and consciousness.
New York: The Guilford Press.
Carr, A. (2008). Positive Psychology: The science of happiness and human strengths.
New Delhi: Routledge
Ekman, P. (2003) Emotions revealed. London: Weidenfield& Nicolson.
Kitayama, S. & Markus, H.R. (1994).Emotion and culture empirical studies of mutual
influence. Washington, DC: American Psychological Association.
Course Contents
Suggested Readings
~ 83 ~
PSY 410: Psychological Principles in Advertising
Course Contents:
Unit 1: Introduction to Advertising: definition, history, types and forms, purpose and
relevance in current context. Different media characteristics as a motivational
factor. Advertising as a form of Persuasion.
Suggested Readings:
~ 84 ~
PSY 411: The Gifted Child
Course Objectives:
To learn the art and technique to deal with gifted children.
Identify and assess children with giftedness and recognize the importance of the
same
Understand the intellectual and emotional needs of gifted children
Draw lessons to encourage achievement and happiness in later life
Unit 2-Raising productive and well -adjusted gifted children- The Parent’s dilemma,
learning to talk to the know-it all children, developing child’s unique potential, family issues
in the life of gifted children, finding the right school, creating a stimulating environment
Suggested Readings-
Davis, G. A., &Rimm, S. B. (1989). Education of the gifted and talented. Prentice-
Hall, Inc.
DeHaan, R. F., &Havighurst, R. J. (1961). Educating gifted children. University of
Chicago Press.
Gross, M. U. (2002). Exceptionally gifted children. Routledge.
Klein, B. S. (2007). Raising gifted kids: Everything you need to know to help your
exceptional child thrive. AMACOM Div American Mgmt Assn.
Porter, L. (2005). Gifted young children: A guide for teachers and parents.
Maidenhead, Berkshire, England: Open University Press.
Course Objectives:
To inculcate an in-depth understanding into the role of developmental psychology in
education settings. To identify the roles and challenges of a developmental psychologist in
curriculum building.
~ 85 ~
Course Learning Outcomes:
On completion of the course students will be able to-
Course Contetns
Suggested Readings-
Course Contents:
Suggested Readings:
Campbell, J. (1968). The Hero with a Thousand Faces. Princeton, N. J.: Princeton
University Press.
Jung, C. G. (1988). Man and His Symbol. New York: An Anchor Press Book.
Jung, C. G. (1990). Symbols of Transformation. Princeton, N. J.: Princeton University
Press.
Eliade, M. (1956).The Sacred and the Profane. New York, USA: Harcourt, Brace &
World, Inc.
~ 86 ~
PSY 414: Dream Interpretation: Jungian Perspective
Course Contents:
Suggested Readings:
Course Objectives:
Course Contents:
Unit I: Nature and value of Organizational consultancy, Creating a culture of
consulting and coaching, Responsibilities and skills of organizational consultants and
trainers, Ethical issues in consulting.
Unit II: Training: Its relevance, learning and motivational principles, The Training
Process: Need Assessment, design, delivery and Developing Training Modules and
Training evaluation.
Suggested Readings:
~ 87 ~
Buckley, R. & Caple, J. (2009). The theory and practice of training, 6th Edition,
London: Kogan Page
Hawkins, P. & Smith, N. (2013). Coaching Mentoring and Organizational
Consultancy: Supervision, Skills and Development, 2nd edition, Berkshire: Tata
Mc Graw Hill.
Hodges J. (2017), Consultancy, Organizational Development and Change,
Kogan Page
PSY 416: Dissertation (For top 25 % students only) Maximum Marks: 200
~ 88 ~