Cbcs Syllabus - Ma Psychology Du - 20.07.2019

UNIVERSITY OF DELHI
MASTER OF ARTS
Psychology
Effective from the Year 2019-2020
PROGRAMME BROCHURE
CONTENTS
S.no. Title Page No.

1. Affiliation 3
2. Preamble 3-4
3. Vision 4
4. Objectives 4
5. Structure of the Courses 4-5
6. Principles kept in mind while drafting the 5

course
7. Program Structure 5-10
1. Semester I 6
2. Semester II 7
3. Semester III 7-8

4. Semester IV 9-10
8. Eligibility of Admissions 10
9. Assessment of Student’s performance and 10-11
scheme of examination
10. Pass percentage and promotion criteria 11-12
11. Course Content 13-57
1. Semester I 13-17
2. Semester II 18-27
3. Semester III 28-42
4. Semester IV 43-57
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I. About the Department:
AFFILIATION
The proposed programme shall be governed by the Department of Psychology, Faculty of

Arts, University of Delhi—110007.
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.
In recognition of its achievements in teaching and research, the University Grants

Commission (UGC) identified this Department as Department of Special Assistance (DSA)
in 1989. The two thrust areas identified are Cognitive Psychology and Applied Social
Psychology. Two phases of the DSA Programme (10 Years) have been completed. Recently
in 2015 UGC has recommended the Department for SAP (Special Assistance Programme).
Department of Psychology was awarded “Second” position in the event “Awards for good
practice” during the Antardhwani-2013 organized by the University of Delhi, Delhi.
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.
II. Introduction to Choice Based Credit System (CBCS):
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
III. M.A. Psychology Programme Details:
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
Semester Core Course Elective Course Open Elective Total

Course Credits
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
PSY 201: Psychometrics 4 - * 4
PSY 202: Qualitative Research Methods 4 - * 4
Elective Courses Credits in each course

PSY 203A: Applied Developmental 4 - * 4
Psychology: Theory, Research and Practice
PSY 204A: Socio-emotional Development in 4 - * 4
Children
PSY 203B: Organizational Psychology and 4 - * 4
Indian Context
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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
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
Open Elective Courses Credits in each course

Theory Credits
PSY 305: Gender and Psychology 2 2
PSY 306: Theory and Practice of Persuasion 2 2
PSY 307: Development of Theory of Mind 2 2
PSY 308:Children and Narratives 2 2
PSY 309:Play and Child Development 2 2
PSY 310: Psychology of Disability 2 2
PSY 311: Psychological Assessment and 2 2
Behavioural Skills
PSY 312: Psychology and the Virtual World 2 2
PSY 313: Psychological Understanding of 2 2
texts and films
PSY 314: Introduction to Analytical 2 2
Psychology
PSY 315:Archetypes and the Collective 2 2
Unconscious
PSY 316: Field Training (Compulsory for 4
all)
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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
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
Paper No: Nature of paper Title Maximum Credit

marks points
PSY401A Elective Adolescence and Young 100 4
Adulthood
PSY402A Elective Ageing: Growth and 100 4
Development during Late
Adulthood
PSY403A Elective Counseling Children and 100 4
Adolescents
PSY401B Elective Coaching and Mentoring at 100 4
Workplace
PSY402B Elective Human Resource Management 100 4
PSY403B Elective Negotiation and Bargaining 100 4
Skills
PSY401C Elective Behavioural Medicine 100 4
PSY402C Elective Clinical Neuropsychology 100 4
PSY403C Elective Childhood Disorderss 100 4
PSY401D Elective Introduction to Transpersonal 100 4
Psychology
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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)
Eligibility for Admissions:
The eligibility for admissions shall be decided by the faculty members and shall be reflected
in the Admission Brochure
Assessment of Student’s Performance and Scheme of Examination:
1. English shall be the medium of instruction and examination.

2. Examination shall be conducted at the end of each Semester as per the Academic
Calendar notified by the University of Delhi.
3. The system of Evaluation shall be as follows:
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)
Pass Percentage and Promotion Criteria:
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.
Semester to Semester Progression:
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.
Conversion of Marks into Grades:

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 rule.
Division of Degree into Classes:

As per University Rules.
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.
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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:
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)
For 50 marks paper 6 6 3 15
(Open Electives)
IV: Course Wise Content Details for the Programme:
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MASTER OF PSYCHOLOGY
SEMESTER- I
Core Papers
PSY 101: Human Cognition: Theory & Research
Maximum Marks: 100 Duration: 40 Hours
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
Course Objectives: To create in-depth understanding of quantitative designs and techniques

in psychological research. To analyse quantitative psychological data and learn the usefulness
and application of different statistical methods.
 Unit-1: Inferential Statistics: parametric and nonparametric statistics. Single case

designs, Group Design-Randomized Group design (between group design) and repeated
measures design (within group design), single factor multiple group design, two factor
designs, factorial designs.
 Unit-2: Correlation and Regression: Applications of Correlation Methods such as Pearson
correlation, Bi serial, point-bi-serial, , partial, canonical and multiple correlation.
Introduction to Regression: Simple linear regression, multiple linear regression, Non-
linear regression and logistic regression.
 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.
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.
~ 18 ~
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.
 Unit 1 Theoretical Perspectives: Social construction, Social representation, Discursive

social psychology, Social Exchange, Social comparison.
 Unit 2 Self and identity: Organization of self -knowledge, Culture and Self Construal,
Perceived self-control and self-regulation, Self-esteem, Self-serving bias, Self-
presentation. Social identity
 Unit 3 Social relations: Attraction and intimacy, Pro-social behaviour, Aggression
and violence.
 Unit 4 Group processes: Decision making and Performance, Intergroup conflict,
Crowd and social movements, Negotiation and peace- making, Sustainable future.
Suggested Readings:
 Delamater, J. (2003). Handbook of social psychology. New York: Kluswer Academic.

 Flick, U. (1998). The psychology of social. Cambridge: Cambridge University press.
 Burke, Peter J. (2006). Contemporary social psychological theories. Stanford:
Stanford social sciences.
 Hogg, M.A. & Cooper, Joel (2003). Sage handbook of social psychology. Los Angles:
SAGE
 Kakar, S. (2007). The Indians, Portrait of a People. New Delhi: Viking Penguin.
PSY 104: A Conceptual History of Psychology
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.
~ 19 ~
 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:
 Bhatia, S. (2002). Orientalism in Euro-American and Indian psychology: Historical

representations of “natives” in colonial and postcolonial contexts. History of
Psychology, 5(4), 376–398.
 Brock, A. C. (2006). Internationalizing the history of psychology. New York: New
York University Press.
 Brysbaert, M., &Rastle, K. (2009). Historical and conceptual issues in psychology.
New Delhi, India: Pearson Educational.
 Chalmers, A. F. (1982). What is this thing called science? Queensland, Australia:
University of Queensland Press.
 Corelissen, R. M., Misra, G., &Varma, S. (Eds.) (2014). Foundations and
applications of Indian psychology. New Delhi, India: Pearson.
 Gergen, K. J. (1990). Toward a postmodern psychology. The Humanistic
Psychologist, 18(1), 23.
~ 20 ~
 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
PSY 201: Psychometrics
Course Objectives: To create critical understanding of measurement issues and techniques in

psychological inquiry. Enable students to develop skills and competencies in test construction
and standardization and learn the application and contextual interpretation of data from
psychological measurement.
 Unit 1: Introduction to Psychological testing ---History; Nature of Psychological

Measurement; Errors in Psychological measurement; Terminologies associated with
psychological tests, Scientific method, realism, truth and psychology, Scientific
measurement in psychometrics and measurement in the natural sciences
 Unit 2: Test/Scale construction--- Steps followed in scale/test construction, Scale
standardization, Classical Test theory and Item Response theory.
 Unit 3:Application of psychological tests in different settings--- Clinical,
Organizational, School and educational, developmental settings, Career counseling
and guidance, forensic, sports, defense and military
 Unit 4: Ethical issues in psychological testingInternational guidelines, Sources of
biases in psychological testing; issues in cultural adaptation; professional, moral and
social issues involved in psychological testing; developing culture-faire tests.
Suggested Readings:
 Borsboom, D. (2005). Measuring the mind: Conceptual issues in contemporary

psychometrics. UK: Cambridge University Press.
 Chadha, N. K. (2009). Applied Psychometry. New Delhi: Sage.
 Gregory, R. J. (2011). Psychological Testing: History, Principles, and Applications
(6th Ed.). Boston: Allyn& Bacon.
 Guilford, J. P. (1989) Psychometric methods. NJ: John Wiley.
 Guilksen, (1988). Theory of Mental Tests. California: Wiley.
 Jackson, C. (2003) Understanding Psychological Testing. Mumbai: Jaico Pub. House
 Kalina, P. (1998). The new psychometrics: Sciences, psychology and
measurement.London& New York: Routledge.
 Kline, T. J. B. (2005). Psychological Testing. New Delhi: Vistaar Publication
 Rust, J., &Golombok, S. (2009). Modern psychometrics: The science of psychological
assessment. London and New York: Routledge.
~ 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
PSY 203 A: Applied Developmental Psychology: Theory, Research and Practice
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-
 Appreciate different perspectives in developmental psychology

 Understand the cultural basis of human development
 View and employ different research methods and intervention strategies
 Ethically value the interface between theory, research, practice and policy
 Unit 1. Developmental systems perspectives: Theoretical perspectives and

developmental implications, the interface between theory, research, practice and
policy
 Unit 2-Deconstructing developmental psychology: Discourses of childhood,
children’s voice in research, language and power in developmental research.
 Unit 3- Culture and human development: Conceptions of culture, cultural aspects
of growth and development: child rearing practices, ethno-theories of parenting.
Development in Indian context-Samaskaras- Indian milestones of development, the
rites and rituals in Ayurvedic paediatrics
 Unit 4- Research and intervention: Research methods in developmental
psychology, action research, program development & evaluation, developing
culturally sensitive tools, developmental assessment ethical issues
Suggested Readings:
 Bornstein, M. H., & Lamb, M. E. (Eds.). (2010). Developmental science: An

advanced textbook. Psychology Press..
 Burman, E. (2016). Deconstructing developmental psychology. Taylor & Francis
 Kakar, S. (1968). The human life cycle: The traditional Hindu view and the
psychology of Erik Erikson. Philosophy east and west, 18(3), 127-136.
 Khalakdina, M. (2011). Human Development in the Indian Context, Volume II: A
Socio-Cultural Focus (Vol. 2). SAGE Publications India.
 Lerner, R. M., Jacobs, F., &Wertlieb, D. (Eds.). (2005). Applied developmental
science: An advanced textbook. Sage Publications.
 Mertens, D. M., & Wilson, A. T. (2012). Program evaluation theory and practice:
A comprehensive guide. Guilford Press.
~ 24 ~
 Saraswathi, T. S. (Ed.). (2003). Cross-cultural perspectives in human
development: Theory, research and applications. Sage.
 Saraswathi, T. S., &Ganapathy, H. (2002). Indian parents’ ethnotheories as
reflections of the Hindu scheme of child and human development. Between
culture and biology: Perspectives on ontogenetic development, 79-88.
Paper 204 A: Socio-emotional Development in Children
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-
 Appreciate different perspectives in developmental psychology

 Understand the cultural basis of human development
 View and employ different research methods and intervention strategies
 Unit 1- Social context of development and socialization- Early socialization in

family: Parents/adults, siblings ,social development and structure of caring
 Unit 2-Emotional and moral development- Emotions, empathy, moral emotions and
moral reasoning
 Unit 3- Peer relationships across lifespan- Externalising and internalising
tendencies, later life adjustment, implications for future relationships, social
development of trust
 Unit 4- Social understanding and social outcome: Positive social behaviour:
helping and sharing and cooperation, social competence and theory of mind;
antisocial behaviour: aggression, bullying
Suggested Readings:
 Bierman, K. L. (2004). Peer Rejection: Developmental Processes and Intervention

strategies. New York: Guilford.
 Brownell, C.A. & Kopp C.B. (2007). Socioemotional Development in the Toddler
Years: Transitions and Transformations. New York: The Guilford Press. 37
 Bukowski, W.M., Rubin, K.H. &Laursen, B. (2008). Socio and Emotional
Development: Critical Concepts in Psychology. UK: Psychology Press.
~ 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
PSY 203 B: Organizational Psychology and Indian Context
Course Objectives
1. To enable students to examine the relevant concepts of organizational behaviour and

think critically about their application and relevance to Indian realities.
2. To understand how the behaviour of individuals in organizations is shaped by Indian
culture and society.
Course Contents
 Unit I Organizational Behaviour and Processes: Organizations as Open systems,

Organization and the individual: Nature and types of organizations, organizations as
sub systems of society, Historical antecedents of OB in India and the contemporary
context, Indigenization of OB research and its challenges.
 Unit II Societal Culture and Organizations: Dimensions of Culture: Models and
Approaches, The Indian cultural context and Organizations: context sensitivity of
Indians, indigenous work values, and modern management, Challenges of cultural
change, Socialization and the integration of individuals with organizations.
 Unit III Organizational Change and Effectiveness: Concept of organizational
change and models of change, Restructuring Processes, Resistance to Change, Role of
Leadership and creating conditions for successful change management.
 Unit IV Emerging Challenges of Organizational Behavior: Globalization and
Changing Profile of Employees, Issues of Diversity in Indian Organizations: Attitudes
of Mitri, Karuna,Mudita in relationships at work, Knowledge Management and
people issues, Competency Mapping and Psychological Processes, Coaching
Mentoring and Counselling.
Suggested Readings
 Pareek ,U. (2006). Understanding Organizational Behaviour.Oxford University Press:

New Delhi
 Katz,D, and Kahn,R.L.(1967). Social Psychology of Organizations. Prentice Hall.
~ 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
PSY 204 B: Cultural Processes and Leadership
Course Objectives:
1. To facilitate the development cultural reflective competencies for understanding

cultural making of organizations.
2. To enable students to develop insight into different leadership styles and
competencies for effective organizational functioning.
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
 Schein,E. (1988). Culture and Leadership Processes in Organizations. Addison-

Wesley- New York.
 Readings based on Paper by Kanungo, J.B.P Sinha.
~ 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
 Unit 1:History and conceptualisation of abnormal Psychology-influences of Greek

and Roman, Impact of Renaissance on Abnormal Psychology, History of Clinical
Psychology following World War II, the Ascent of Psychiatry and Psychology in Pre
progressive Era, contemporary view on abnormal psychology, abnormal psychology in
multicultural context.
 Unit2:Evolution of Theory in Clinical Psychology: Classic and Contemporary thinkers

and their contribution in clinical psychology.
 Unit3:Historical and contemporary perspectives on clinical Psychology-colonial

constructs to emerging indigenous perspectives –nature Vs. nurture debate, evolution of
psychosurgeries( from lobotomy to deep brain stimulations), cultural perspective for
understanding psychopathologies, from science to supernatural perspectives on
psychopathologies.
 Unit4: Trends and future directions in clinical psychology-ethical considerations and

dilemma of clinical psychology, complementary and alternative approach to clinical
psychology, global perspective on psychopathologies, specialities and settings,
application and methods, treatment and prevention.
 Unit 5: Practicum- Based on the above
Suggested Readings:
 Abnormal Psychology Across Ages ( Vol.1) History and Conceptualizations ed

Thomas G. Plante. Praeger publication.
 Madness and Civilisation by Micheal Foucault. Vintage Edition.
 The archetypes and the Collective Unconcious. Collected works of C.G. Jung, Part I
of Vol.9 published by Princeton University.
 Psychopathology from Science to Clinical Practice by ed by Louis G. Castonguay &
Thomas F. Oltmanns
 Oxford Textbook of Psychopathology by Paul H. Blaney & Robert F. Kreuger
~ 28 ~
 Collected Writings of Sigmund Freud.
 Existence: A New Dimension in Psychiatry and Psychology ed by Rollo May, Ernest
Angel, Henri F. Ellenberger.
PSY 204 C: Understanding Psychological Disorders
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:
 Unit1: Critical reflection on diagnosis and classification: Cultural issues and

challenges, diagnosis and examination of psychiatric patients, DSM-5 and ICD-10
 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.
 Unit4: Towards a phenomenological Social Psychiatry, relational competency theory,

future of relational psychopathology, culture and mental illness, Relational self and the
Other in the understanding of clinical psychology, religion, spirituality and mental care.
 Unit 5: Practicum-Based on the above units
Suggested Readings:
 SIMS’ Symptoms In The Mind. Textbook of Descriptive Psychopathology. 5th

edition by Femi Oyebode.
 Contemporary Clinical Psychology by Thomas G. Plante. 3rd edition.
 Models of Psychopathology: Generational Processes and Relational Rules. Hooper
L.M.,L’Abate L., Sweeny L.G.,Gianesini, G., Jankowski, P.J. Springer publication.
 Karl Jaspers’ Philosophy and Psychopathology edited by Thomas Fuchs, Theimo
Breyer and Christoph Mundt. Springer publication.
~ 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
PSY 203 D: Philosophical and Historical Foundations of Indian Thought
Course Objectives: A basic understanding of the historical and philosophical foundations of

mainstream science, leading to a critical appraisal of what in it helps and what in it hinders a
comprehensive understanding of human nature.
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
 Adhia, H., Nagendra, H. R., & Mahadevan, B. (2010). Impact of performance.

International Journal of Yoga, Jul-Dec, 3(2), 55–66.
 Aurobindo, Sri. (2007). A few representative short texts by Sri Aurobindo.
Pondicherry, India: Sri Aurobindo Centre of Consciousness Studies. Retrieved on
August 14, 2016 from http://www.saccs.org.in/texts/integralyoga-sa.php
 Aurobindo, Sri. (2010). The synthesis of yoga. Pondicherry, India: Sri Aurobindo
Ashram Trust. Retrieved on August 14, 2016 from
http://www.sriaurobindoashram.org/ashram/sriauro/writings.php
 Aurobindo, Sri. (2008). The integral yoga. Pondicherry, India: Sri Aurobindo Ashram
Trust.
 Brunton, P. (2009). The Maharshi and his message. Tiruvannamalai, India: Sri
Ramanasramam.
 Chakraborty, S. K. (1995). Wisdom leadership: Leading self by the SELF. Journal of
Human Values, 1(2), 205-220.
PSY 204 D: Notion of Knowledge in Indian Intellectual Tradition
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:
 Aurobindo, Sri. (2007). A few representative short texts by Sri Aurobindo.

Pondicherry, India: Sri Aurobindo Centre of Consciousness Studies. Retrieved on
August 14, 2016 from http://www.saccs.org.in/texts/integralyoga-sa.php
 Cornelissen, R. M. M. (Expected: April 2017). Infinity in a drop: an introduction to
integral Indian psychology. Retrieved on August 14, 2016 from
http://www.ipi.org.in/infinity/infinity-outline.php
 Dalal, A. S. (Ed.) (2001). A greater psychology: An introduction to the psychological
thought of Sri Aurobindo. New York: Penguin Putnam Inc.
 Dalal, A. S. (Ed.) (2001). Our many selves. Pondicherry, India: Sri Aurobindo
Ashram Trust.
 Dossey, L. (1989). Recovering the soul. New York: Bantam Books.
 Gupta, M. (2013). The gospel of Sri Ramakrishna. Chennai, India: Sri Ramakrishna
Math.
PSY 203 E: Health and Well-Being
Course Objectives
To familiarize students with critical concepts of Health and Well-being. Understanding

notions of Illness and Health. To appreciate and critique the notions of such concepts and
developunderstanding that retains a pragmatic view of such concepts.
Course contents
 Unit 1: Introduction to well being: History of well-being, meaning of well-being,

personality related to well-being, Studying and Measuring Health and well-
being.Assumptions of health psychology.
 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
 Unit 4: Eastern perspectives of happiness and well-being, concepts of Shunyata, Ananda

and Shatchitananda, Faith Healing traditions, conceptualizing Indian notions of Health.
 Unit 5: Practicum based on the above unit
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.
 Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the aning of

psychological well-being.Journal of personality and social psychology, 57(6), 1069.
 Dodge, R., Daly, A. P., Huyton, J., & Sanders, L. D. (2012). The challenge of defining
wellbeing. International journal of wellbeing, 2(3).
 Ogden, J. (2012). Health Psychology: A Textbook: A textbook. McGraw-Hill

Education (UK).
 Siddiqui, S., Lacroix, K., &Dhar, A. (2017). Faith healing in India: The cultural
quotient of the critical.
 Kitayama& Markus. The pursuit of happiness and the realization of sympathy:

Culturalpatterns of self, social relations, and well-being. Book chapter.
PSY 204 E: Psychology of Vulnerability
Course Contents:
 Unit 1: Deconstructing Vulnerability as a Concept-Understanding the layers of

vulnerability, challenging the separatist ideology of vulnerability vs resilience,
experiencing inequality and discrimination, distribution and redistribution of power
~ 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:
 D, M. (2010). Living and Coping with Parkinson's Disease: Perceptions of Informal

Care. Palliative Medicine.
 F, R. (2016). Effectiveness Of Group Poetry Therapy On Emotional Expression In
Patients With Schizophrenia. ASEAN Journal of Psychiatry.
 H, W. (2008). Echoes of the Trauma: Relationship Themes and Emotions in the
Narratives of the Children of the Holocaust Survivors. Cambridge University Press.
 J, S. (2003). Restoring the Patient's Voice. Journal of Holistic Nursing.
 L, S. (2014). Turning points and the "everyday": Exploring agency and violence in
Intimate relationships. European Journal of Women's Studies.
 P, G. (2014). Queer Youth Suicide and the Psychopolitics of "it gets Better".
Sexualities.
PSY 203 F: Intergroup Relations in Indian Society
Course Objectives- To facilitate greater understanding issues of violence and intergroup

conflicts among groups of Indian society.
Course Contents
 Unit I Introduction to Intergroup Relations: history of social psychology in India,

historical perspectives and indigenization of social psychology in India; Theoretical
approaches to understanding inter-group relations in : Relative deprivation, norm
violation, terror management etc.
 Unit II Emotions and Intergroup Relations: collective emotions and intergroup
dynamics; emotional climate: concept, measurement and relevance to nations; Language
and intergroup relations.
~ 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:
 Hodson,G.and Costello,K. ( 2007). Interpersonal Disgust, Ideological Orientations,

and Dehumanization as Predictors of Intergroup Attitudes. Psychological
Science,18,8, 691-698.
 Maass,A,; Salvi,D.;Arcuri,L. and Semin,G.(1989). Language use in Intergroup
Contexts: The linguistic Intergroup Bias,57,6, 981-993.
 Tripathi,R.C.and Singh,P.(2016).Perspectives on Violence and Othering in India.
Springer:New Delhi.
 Fromm,E.(1956).The Sane Society. Routledge and Kegan Paul.UK.
PSY 204 F: Conflict resolution and Peace Psychology
Course Objectives
To sensitize the student with respect to different approaches to understanding the

psychological aspects of peace as individuals, groups and communities and help create a new
and harmonious world order
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
 De Rivera,J.(2009.). Handbook on Building Cultures of Peace. Springer:MA.

 Worthington Jr.,E.(2005). Handbook on Forgiveness. Taylor and Francis:NY.
~ 35 ~
PSY 205: Practicum based on papers 201, 202, 203 and 204
Semester - III
Electives
PSY 301 A: Contemporary Perspectives and Issues and Applied Developmental

Psychology
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
 Unit 1- Negotiating childhood and changing constructions of age: Impact of

globalization, digital world and social media.
 Unit 2- The vulnerable child- Resiliency and vulnerability, Malnutrition, Childhood
trauma, child trafficking and prostitution, street children, children in shelter homes/
observation homes, children from dysfunctional family, children in court room,
children in conflict with law
 Unit 3- Dealing with marginalized populations- Issues and Challenges-Poverty,
differentially-abled children, Transgender and homosexual children, integration into
mainstream.
 Unit 4- Child needs and rights- Cultural constructions of child needs, legal support
and rights of a children in India.
Suggested Readings:
 Brooks, R., & Goldstein, S. (2001). Raising Resilient Children: Fostering

Strength, Hope, and Optimism in Your Child. Contemporary Books, 4255 West
Touhy Avenue, Lincolnwood, IL
 Burman, E. (1996). Local, global or globalized? Child development and
international child rights legislation. Childhood, 3(1), 45-66.
 James, A., &Prout, A. (Eds.). (2015). Constructing and reconstructing childhood:
Contemporary issues in the sociological study of childhood. Routledge.
~ 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.
PSY 302 A: Cognitive Development: Mind, Brain and Education
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

 Identify the several critical developmental milestones

 Critically reflect on the neurocognitive and cultural basis of cognitive
development
 Draw implications for early educational interventions
 Unit 1- Concept development- Category formation, naive and essential theories,

conceptual change, development of causal reasoning, misconceptions and biases in
causal reasoning, scientific reasoning and hypothesis testing in children, development
of mathematical concepts
 Unit 2- Language and reading development- Theories and milestones of
development, Meta-linguistic awareness and reading, early literacy acquisition,
developmental delay and interventions
 Unit 3- Development of theory of mind- Neurocognitive and cultural perspectives
 Unit 4- Emotions and cognitive development- Neurocognitive evidences, classroom
environment and socio-cultural settings of learning, school readiness and achievement
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
PSY 303 A: Developmental Disorders
Course Objectives:
To provide an understanding of the various developmental disorders. To train students for

clinical assessment and intervention. To create awareness about the several issues and
challenges involved in social inclusion and integration of children with developmental
disorders. To critically assess the role of parenting and family
Course Contents
 Unit 1- Socio-emotional and behavioural impairments- Autism, ADHD, Conduct

disorder-epidemiology, assessment and diagnosis, etiology, intervention and prognosis
 Unit 2- Learning and reading disabilities –Dyslexia, dysgraphia, dyscalculia -
epidemiology, assessment and diagnosis, etiology, intervention and prognosis
 Unit 3- Issues in integrated schooling and social inclusion- Teacher’s training,
empathy building, policy and awareness, challenges and threats to social inclusion
 Unit 4- Raising a child with impairment- Role of parenting, Emotional, social and legal
challenges, family structure, presence of siblings
Suggested Readings:
 Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards

integration/inclusion: A review of the literature. European journal of special
needs education, 17(2), 129-147.
 Barkley, R.A. & Murphy, K.R. (2006). Attention-Deficit Hyperactivity Disorder:
A clinical workbook (3rded.). New York: The Guilford Press.
 Brobst, J. B., Clopton, J. R., &Hendrick, S. S. (2009). Parenting children with
autism spectrum disorders: The couple's relationship. Focus on Autism and Other
Developmental Disabilities, 24(1), 38-49.
 Forehand, G. A., &Ragosta, M. (1976). A Handbook for Integrated Schooling.
 Frith, U. (2003). Autism: Explaining the enigma. Blackwell Publishing.
~ 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.
PSY 301 B: Organizational Change and Development
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:
 Unit I Introduction to Organizational Change and Development: types of

Change in organizations, and Change Models, Resistance to Change; Change
Management and Nature of Planned Change; Organizational Development: History of
the Field, Nature and Process of OD.
 Unit II Designing Interventions: An overview of interventions, Interpersonal,
Team and Intergroup and System interventions
 Unit III Methods of OD: Survey Feedback, Grid Organizational Development,
Process Consultation, Gestalt, and Comprehensive Interventions.
 Unit IV Future Issues and Applications: Building Learning Organizations and
Planning Mergers and Acquisitions etc; Organizational Development in Global
Settings and Non-Industrial Settings, Power, Politics and OD, Future Directions in
OD.
~ 39 ~
Suggested Readings:
 French,W.L. and Bell, C.H. ( 2006). Behavioural Science Interventions for

Organizational Improvement ( 8th Ed.) Pearson India: New Delhi.
 Cummings,T.G. and Worley,C.G. ( 2009). Organizational Development and Change (
9th Ed.) South-Western Cengage Learning: Mason OH.
 Seijts,G.H. (2006). Cases in Organizational Behaviour. Sage: New Delhi
PSY 302 B: Inter-personal Processes and Team Building
Course Objectives:
To grasp principles of interpersonal communication. To understand the stages of team

development and design an effective team. To turn a group of individuals into a collaborative
team that achieves high performance and learning to deal with issues of conflict and
negotiation.
Course Contents:
 Unit I: Importance of interpersonal relationships in organization, Team as a sub-system

of an organization, Importance of experiential learning: Significance of self learning,
introspection, Overview of interpersonal relationships: Interpersonal needs; FIRO-B, The
psychology of individuals in groups: Trust, identity, attachment, Perceptiveness and
feedback in team setting: JOHARI window; Indian perspective, Processes in interpersonal
relationships
 Unit II: Buddhist values - maîtri (love), karuna (compassion), mudita (joy) and upeksha
(equanimity), Groups and teams, Difference between groups and teams, Hindrance in
team building: Group think; Indian societal stereotypes and prejudice, Building effective
teams: Stages of team building and issues at each stage, Creating a balanced team: Team
roles; Establishing trust in teams, Shared vision/mission of the team: Goal clarification in
teams, Gaining commitment in teams.
 Unit III: Conflicts in groups and teams: Concept of conflict and its implications on team
effectiveness, Nature and causes of conflict: Resource scarcity, Managing conflicts:
Jugaad; Consensus building; Keeping relationships above goals; Negotiation; Third party
intervention; Face saving for self and others, Importance of super ordinate goals.
 Unit IV: Developing skills for team management, Team leadership skills: Process
intervention and structural intervention, Skills for managing different types of teams:
Homogeneous & heterogeneous teams; Self managed; Virtual teams and project teams,
~ 40 ~
Managing interdependence: Intergroup and team relations, Linking team processes to
team effectiveness.
Suggested Readings:
 Buddhism in a Nutshell. Retrieved on July 29, 2016 from

http://slbuddhists.org/inanutshell/brahmavihara.html
 Gupta, R. K. (2002). Prospects of effective teamwork in India: Some cautionary
conjectures from a cross-cultural perspective. Indian Journal of Industrial Relations,
38(2), 211-229.
 Gupta, R. K., & Panda, A. (2003). Cultural imperatives for developing leaders, teams,
and organizations in Indian contexts. In A. K. Singh and D. Chauhan,
 Developing leaders, teams and organizations. New Delhi, India: Excel Books.
 Pareek, U. (1982). Managing conflict and collaboration. New Delhi, India: Oxford &
IBH.
 Pareek, U. (2007). Understanding organizational behaviour (2nd ed.). New Delhi,
India: Oxford University Press.
PSY 303 B: Power and Politics in Organizations
Course Objectives:
1) To create awareness of Organizations as areas of politics and power play

2) Demonstrate an understanding of the types of power in organizations and learning to
apply different strategies of influence in organizations to navigate everyday situations.
Course Contents
 Unit I:Power in Organizations: Conceptualization of Power, Nature and Sources of

Power and Influence in Organizations, Power Paradox, Leadership and Power in
Indian Organizations.
 Unit II:Organizations as Political Arenas: Causes and Organizational antecedents
of politics, Coalitions and Networks in Organizations: Role of resources and allies,
Social networks and power, Network centrality, Building powerful networks.
 Unit III:Political Behaviour, Personality and politics: Machiavellianism, Cultural
and indigenous aspects of exercise of power and politics in
organizations:Sam,daam,danda,bheda. Ethics and Politics: Sanctioned and Non-
sanctioned political tactics.
 Unit IV: Contemporary Issues: Social reality and politics in contemporary Indian
public and private sector organizations, Intergroup issues; Positive politics and the
~ 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.
PSY 301 C: Psychotherapeutic Interventions
Objective:
To provide in-depth understanding of Psychotherapeutic and different cognitive behaviour

therapies and their applications.
 Unit 1: Historical background of psychotherapy; Principles and goals of

psychotherapy; Professional training and ethics in clinical practice
 Unit 2: Beck’s Cognitive Therapy—Approaches, Research Evidence and

Applications, Ellis’s Rational Emotive Behaviour Therapy—Techniques,
Effectiveness, research and applications (10 Hrs)
 Unit 3: Dialectical Behavior therapy (DBT); Stress Inoculation; Imagery Training;

Research and Applications; (10 Hrs)
 Unit 4: Humanistic and Existential Psychotherapy, Indigenous approaches to

psychotherapy; Critical Evaluation and Comparative Analysis of different cognitive
behaviour therapies (10 Hrs)
 Unit V: Practicum based on the above units
~ 42 ~
Suggested Readings:
 Beck, J.S (1995). Cognitive therapy: Basic and beyond. New York: Guilford Press.
 Ellis, A. (1970). The essence of rational psychotherapy: A comprehensive approach to

treatment. New York: Institute for Rational Living.
 Walen, S.R., Digiuseppe, R., & Dryden, W. (1992). A practitioner’s guide to rational-
emotive therapy. Oxford University Press. Inc.
PSY 302 C: Community Mental Health
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
 Appreciate social and cultural roots of mental health

 Develop intervention for community mental health
Course Contents
 Unit 1-Introduction to Community Mental Health(CMH)- Community mental

health in India-relevance, challenges, historical evolution of community health
services in India, general hospital psychiatry, future of community health in India,
Mental Health Act 2017
 Unit 2- Social dimensions of CMH-Family and mental health in India, stigma and
mental illness, disability and functioning, gender and CMH, homelessness
 Unit 3-Emergent Issues and CMH- Farmers’ suicidal behavior and suicide
prevention, crisis and violence intervention, disaster management from mental health
perspective
 Unit 4- Models and Strategies- Preventive approach, Integrating mental health
services in general health care- issues and challenges, mental health literacy and
education, addressing social stigma and social inclusion, community based
intervention-role of governmental and non-governmental organizations, self-help
groups, role of psychiatry and counseling, psychosocial rehabilitation
 Unit 5 – Practicum- Based on the above
~ 43 ~
Suggested Readings-
 Bloom, B. L. (1977). Community mental health: A general introduction. Brooks/Cole.

 Chavan, B. S., Gupta, N., Arun, P., Sidana, A., & Jadhav, S. (2012). Community
mental health in India. Jaypee Brothers Medical Publishers (P) Limited.
 de Jong, J. (Ed.). (2006). Trauma, war, and violence: Public mental health in socio-
cultural context. Springer Science & Business Media.
 Jacob, K. (2013). Community mental health in India. Indian Journal of
Psychiatry, 55(2), 209-209.
 Jorm, A. F., Korten, A. E., Jacomb, P. A., Christensen, H., Rodgers, B., & Pollitt, P.
(1997). ‘Mental health literacy. a survey of the public’s ability to recognise mental
disorders and their beliefs about the effectiveness of treatment. Med J Aust,166(4),
182-186.
 Kapur, R. L. (1946). The story of community mental health in India. Mental health:
An Indian Perspective 1946–2003, 92-100.
 Kawachi, I., & Berkman, L. F. (2001). Social ties and mental health. Journal of
Urban health, 78(3), 458-467.
 Mosher, L. R., & Burti, L. (1989). Community mental health: Principles and
practice (pp. 323-346). New York: Norton.
PSY 303 C: Clinical Assessment and Diagnosis
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.
 Unit 1-Basic Elements in Assessment-Epistemological issues of assessment and

diagnosis, addressing the presenting problems, taking social and behavioral history,
mental status examination (MSE), making assessment decisions- micro, mezzo and
macro perspectives, importance of culturally sensitive assessment procedures-cultural
competence of the clinician, clinician and client relationship
 Unit 2- Classification-Differing models of classification of disorders-prototypal and
dimensional approach, Formal diagnostic classifications- ICD and DSM, unresolved
issues in DSM 5-a critical approach, cultural roots of abnormal behavior and its
impact on classification
 Unit 3- Assessment and Diagnostic Tools- Assessment interviews, clinical
observation, psychological testing, neurological examination-MRI, fMRI, CAT, PET.
Integration of data
 Unit 4- Situating disorders- Narratives of illness, difference and personhood,
contextualized and person centered diagnosis, examining the psychosocial context,
psychopathology in Ayurveda
~ 44 ~
Suggested Readings-
 American Psychiatric Association. (2013). Diagnostic and statistical manual of

mental disorders (DSM-5®). American Psychiatric Pub.
 Castillo, R. J. (1997). Culture & mental illness: A client-centered approach. Thomson
Brooks/Cole Publishing Co.
 Gupta, S. P. (1977). Psychopathology in Indian Medicine (Ayurveda). Varanasi:
Chaukhamba Sanskrit Pratishthan.
 Lewis-Fernández, R., Aggarwal, N. K., Bäärnhielm, S., Rohlof, H., Kirmayer, L. J.,
Weiss, M. G., & Groen, S. (2014). Culture and psychiatric evaluation:
operationalizing cultural formulation for DSM-5. Psychiatry: Interpersonal and
biological processes, 77(2), 130-154.
 Morey, L. C. (1991). Classification of mental disorder as a collection of hypothetical
constructs (Vol. 100, No. 3, p. 289). American Psychological Association.
 Probst, B. (Ed.). (2015). Critical Thinking in Clinical Assessment and Diagnosis.
Springer.
 Skinner, H. A. (1981). Toward the integration of classification theory and
methods. Journal of Abnormal Psychology, 90(1), 68.
 World Health Organization. (1992). The ICD-10 classification of mental and
behavioural disorders: clinical descriptions and diagnostic guidelines. Geneva:
World Health Organization.
PSY 301 D: Self and Personality: Indian Perspective
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:
 Adhia, H., Nagendra, H. R., & Mahadevan, B. (2010). Impact of

performance.International Journal of Yoga, Jul-Dec, 3(2), 55–66.
 Brunton, P. (2009). The Maharshi and his message.Tiruvannamalai, India: Sri
Ramanasramam.
 Chakraborty, S. K. (1995).Wisdom leadership: Leading self by the SELF. Journal of
Human Values, 1(2), 205-220.
 Cornelissen, R. M. M. (Expected: April 2017). Infinity in a drop: An introduction to
integral Indian psychology. Retrieved on August 14, 2016 from
http://www.ipi.org.in/infinity/infinity-outline.php
 Cornelissen, R. M. M., Misra, G., &Varma, S. (Eds.) (2014). Foundations and
applications of Indian psychology.New Delhi, India: Pearson.
PSY 302 D: Aspects and Practical Implications of Yoga
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:
 Adhia, H., Nagendra, H. R., & Mahadevan, B. (2010). Impact of

performance.International Journal of Yoga, Jul-Dec, 3(2), 55–66.
 Hardy, J. (1987). A psychology with a soul. New Delhi, India: Penguin Group.
~ 47 ~
PSY 303 D: Emotions and Transformation of Personhood in Indian Psychology
Course Objectives:
 To introduce the understanding of the theory of bhakti rasa as transformation of

personhood through emotion.
 To develop a perspective on emotional transformation as applied in the Indian context
and its unique role in nurturing excellence, and creativity in educational and
organizational contexts.
Course Contents:
 Unit 1-Emotional awareness and regulation: Rasa as transformation of emotion

Definitions of emotions and various perspectives on emotions and identification of
gaps; Emotion, cognition, the brain and sociality: A contentious discussion; Emotion
landscapes in clinical and counselling contexts: Depression, trauma, panic. Emotional
awareness and regulation through extant therapy and counselling practices and gaps.
 Unit 2-The transformation of personhood: Indian perspective on emotion-
Introduction to the Indian perspective on the transformation of personhood; The early
theory of rasa, the eight rasas, the theorization by Abhinavagupta on transformation of
emotion through witnessing on the stage. Introduction of shanta rasa; The later theory of
rasa as bhakti – Transformation of personhood through emotions. Bhakti as yoga and as
rasa: A brief overview.
 Unit 3- Bhakti rasa and the transformation of self-other and the society-Bhakti as a
historical movement; Transformation of emotion through bhakti, as well as an outcome of
meditation.Transcending and thereby reforming the social; Radical approaches in Indian
psychology; Bhakti as an intentional lifelong role–play. Case studies of bhaktas - Sri
Ramkrishna, Meera, Gouranga. Critical appraisal of the extant western psychologies in
their rigid construction of emotionality as well as sociality.Theorization of psychological
transformation through bhakti rasa by RupaGosvami.
 Unit 4- Meditation and emotional transformation- Empathy, compassion and insight:
The idea of a sakshi/drshta. Research evidence on empathy, meditation and compassion,
including linkage with Buddhist meditation practice.Emotional awareness and regulation
through yoga.
Suggested Readings:
 Lynch, D. M. (1990). The divine passions: The social construction of emotions in

India. Delhi, India: Oxford University Press.
 McDaniel, J. (1989). The madness of the saints: Ecstatic religion in Bengal. Chicago:
University of Chicago Press.
~ 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.
Paper 301 E: Positive Psychology
Course Objectives:
 To introduce the understanding of the theory and practice of principles of positive

psychology.
 To acquaint them with the growing body of research evidence on creating,
maintaining and developing positive individuals, relationships, organizations and
communities.
Course Contents:
 Unit 1-Positive Psychology: Past, Present and Future
Historical background, Perspectives on happiness and well being, Virtues and character
strengths, Recent trends and future directions, Positive neuroscience.
 Unit 2- Identifying and measuring strengths:
Positive self, traits, emotional strength, resilience, and flow.
 Unit 3- Promoting positive self and relationships:
Compassion, Forgiveness, Gratitude, Empathy, Authenticity and positivity in social

relationships, Mindfulness meditation: theory, research and practice
 Unit 4- Applications of positive psychology:
Ageing, Education, Health, Work, Environment.
Suggested Readings:
 Carr, A. (2008). Positive Psychology: The Science of Happiness and Human

Strengths. New Delhi: Routledge.
~ 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.
PSY 302 E: Diversity, Culture and Health
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.
 essentials of health, culture and diversity: Understanding people
~ 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.
PSY 303 E: Emotions and Well-being
Course Contents
 Unit 1: Origin and situatedness of emotions and well-being-Concept of Well-being,

theories of well-being (Hedonism, Desire theories, Object-list theories, Correspondence
theory of well-being), relationship between well-being and emotions, conceptualizing
normal and disordered emotions, relationship between well-being of whole time to well-
being at a particular time, the societal context for experiencing emotional well-being,
gendering emotional well-being
 Unit 2:Challenging the fragmented-dichotomous conception of emotional well-being-

Challenging the bipolar valance dimension of emotions, Functionality of negative
emotions in achievement and motivation, exploring the good and bad of negative
emotions in relationships, Emotional well-being for the social media generation,
Relationship between emotional well-being and emotional intelligence, Buddhist-Asian
and Confucian traditions of emotional well-being and emotional regulation
Suggested Readings:
 A, R. (2018). Understanding the Role of Negative Emotions in Adult learning and

Achievement: A Social Functional Perspective. Behavioral Sciences.
 B, E. (2009). Bright-sided: How the Relentless Promotion of Positive Thinking has

Undermined America. Metropolitan Books.
 B, H. (2004). Negative Side of Positive Psychology. Journal of Humanistic

Psychology.
 C, F. (2000). The Emerging Role of Emotions in Work Life: An Introduction .

Journal of Organizational Behavior, 123-129.
 C, T. (2009). Philosophical Psychology: Psychology, Emotions and Freedom. The

Catholic Univesity of America Press.
 D, H. (2008). The Pursuit of Unhappiness: The Elusive Psychology of Well-Being.

 G, F. (2016). The Philosophy of Well-Being: An Introduction. Routledge.
~ 51 ~
 M, A. (2013). Jealousy and Relationship Closeness:Exploring the Good(reactive) and
Bad(suspicious) sides of Romantic Jealousy. Sage Open.
 P, W. (2017). Critique of Positive Psychology and Positive Interventions. Journal of

Positive Living.
PSY 301 F: Psychology of Intimacy
Course Objectives
1. To provide an in-depth understanding of the psychological processes involved in

close interpersonal relationships.
2. To gain insight into the challenges sustaining healthy relationships and learn to
successfully negotiate relational issues encountered in varied life situations.
Course Contents
 Unit 1- Introduction to Close Relationships Love and Attraction,Conception of

Intimacy, Theoretical Approaches: Life span and Attachment theory etc, Intimate
Processes. Cultural aspects of closeness and intimacy.
 Unit 2 -Challenge of Relationships: Intimate partnerViolence in Relationships,
Relational Aggression, Relationship Failures and Dissolutions: Issues and Factors.
 Unit 3 -Relational Issues and Therapeutic Interventions: Types of therapy in Couple
and Family relationships, Issues of Forgiveness and Relational repair.
 Unit 4 -Contemporary Issues: Nature of Modern Intimacy,Intimacy in Virtual Settings,
Technology and Romantic relationships, Intimacy and Ageing, Intimacy interactions in
same-sex friendships.
 Unit 5- Practicum Based on the above Units
Suggested Readings
 Prager,K.J. ( 1997).The Psychology of Intimacy. The Guilford Press.

 Halling,S. ( 2008). Intimacy, Transcendence and Psychology: Closeness and
Openness in Everyday life.Palgrave McMillan: US.
 Debra,J.M. andArthur,Aron ( 2004). Handbook of Closeness and
Intimacy.LE.Associates,Publishers: NJ.
 Layder,D. ( 2009). Intimacy and Power: The dynamics of Personal Relationships in
Modern Society. Palgrav Macmillan:UK
 Jamieson,L.(1998). Intimacy: Personal Relationships in Modern Societies. Polity.
~ 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
 Unit 1- Introduction to Environmental Psychology: Human Behaviour and Environment,

Relationship of individuals with their physical settings, Natural Environment and Built
Environment. Historical Emergence of Environmental Psychology. Theoretical
Perspectives: Ecosystems and Ecological, Cognitive Approaches etc.
 Unit 2- Psychological Processes and the Environment: Environmental Perception and
Evaluation, Personal Space and Social Space, Place Identity and Attachment, Media and
the Social Construction of Environment. Human Environments Issues: Crowding,
Pollution, Territoriality.
 Unit 3-Pro-Environmental Behaviour: Pro-environmental attitudes, values and behaviour
as Volunteerism etc. Environmental awareness, Challenges of increasing Pro-
environmental behavior, Indigenous and Cultural and Cross-Cultural approaches to
Environment and the Community.
 Unit 4- Contemporary Issues of Environmental Psychology: Climate Change and Human
Behaviour . Psychological Aspects of Disaster and Disaster Coping, Cognitive adaptation
to global warming. Environmental Psychology of the Internet, Virtual Environments.
 Unit 5- Practicum Based on the above units
Suggested Readings:
 Bechtel,R.B and Churchman A. (2002). Handbook of Environmental Psychology.

John Wiley and Sons: New York.
 Gifford,R. (2013).Environmental Psychology: Principles and Practice. Allyn and
Bacon Inc : Massacheusetts.
 Gifford,R. ( 2014).Environmental Psychology Matters. Annual Review of
Psychology, 2014,65, 541-579.
 Sundstrom,E.,Bell,Paul,A.;Busby,P.L.;Asmus,C.(1996). Environmental Psychology
1989-1994. Annual Review of Psycholgy,47,485-512.
 Hansen,A. (1991). Media and the Social Construction of the Environment. Media
Culture and Society, 13,443-458.
 Jain,U. (2012). Cultural Construction of Environmental Problems. Procedia : Social
and Behavioural Sciences,68,6-15.
~ 53 ~
PSY 303 F: Vulnerabilities of Contemporary Indian Society
Course Objectives
1. To enable students to inculcate critical human sensitivity and appreciate alternate

human experiences of marginal populations.
2. To examine the relationship between political processes, cultural and social realities
and psychological processes realities those underlie societal vulnerabilities and
relevant interventions.
Course Contents
 Unit I : Introduction to Social Vulnerabilities : issues and challenges of developing

societies: modernization, urbanization , industrialization and change in societies,
displacement and migration etc.
 Unit II : Poverty and Deprivation : Discourses of Poverty; Causes and impact of
poverty: social , political, economic and societal factors; concomitants of poverty and
disadvantage, social exclusion and mental health, challenges and interventions for poverty
alleviation.
 Unit III Corruption and Other Societal Challenges: Theories and Perspectives on
corruption, Issues of Power, Ethics, Social Norms; The social and psychological
perspectives on Unemployment.
 Unit IV Community Mental Health: introduction to community psychology, social
contexts and community health, Resilience building, community development, ethics of
community interventions.
 Unit V: Practicum based on any of the above Units
Suggested Readings:
 Misra,G. and Tripathi,R.C.(1995). Deprivation: Its Social Roots and

Psychological consequences. Concept Publishing.
 Mohanty,A.K. and Misra,G.( 2000). Psychology of Poverty and Disadvantage.
Concept Publishing.
 Zaloznaya,M. (2014). The Social Psychology of Curruption.Sociology
Compass,8,2,187-202.
 Kubbe,I.; and Engelbert,A. (2018). Curruption and Norms. Palgrave Mc Millian.
 Fryer,D. and Ullah,P. (1987). Unemployed People. Open University Press.
PSY 304: Practicum based on Papers 301, 302 and 303
Maximum Marks: 100 Duration: 40 Hrs
~ 54 ~
Open Electives
PSY 305: Gender and Psychology
Course objectives: To build a broad and Insightful Understanding of Gender as a concept

and its interplay in one’s daily interactions. The course aims to highlight the origin and need
for gender sensitivity, while emphasizing the necessity to contextualize it with cultural
connotations. It maps the influence of Gender and meanings attached to those gendered living
across an individual’s life span.
 Unit1: Bridgingthe history of Gender with the contemporary socio-political concerns

Theories of Gender in psychology, history of social movements of gender, gender and
Binaries, gender socialisation and stereotypes, gender at workplace.
 Unit 2: Gender and Culture, sexuality and gender fluidity, empowerment and choice
,media and gender, embodied self and gender, gendered bodies and its meaning.
Suggested Readings:
 Mcbride, Dorothy & Mazur, Amy. (2008). Women's movements, feminism and
feminist movements. 219-243.
 B, M. (2017). Happily Ever After? "Successful Ageing" and the heterosexual

imaginary. European Journal of Cultural Studies , 363-381.
 E, B. (2010). Explaining Religious Market Failure: A gendered critique of the

Religious Economies Model. Sociological Theory .
 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 .
 S, L. (2013). A Cross-Cultural Exploration of Masculinity and Relationships in Men

From Turkey, Norway, and the United States. Journal of Cross-Cultural Psychology ,
84-105.
 V, M. (2018). Humhandara and hujaya: Virginity, Culture, and Gender Inequalities

Among Adolescents in Zimbabwe. Reproductive Health in Sub-Saharan Africa , 1-11.
~ 55 ~
PSY 306: Theory and Practice of Persuasion
Course Objectives:
 To understand various psychological principles underlying the process of persuasion

and influence.
 To develop skills of persuasion and identifying persuasion that is desirable.
Course Contents:
 Unit 1: Persuasion Defined. Interpersonal Persuasion and Persuasion in other

contexts. Theoritical Orientations, Role of self-autonomy, locus of control, context
types, Rule incompatibility
 Unit 2: Persuasion Variables: Source credibility, persuasibility and sex, personality
and context, cognitive complexity, counterarguing, free choice and foreseen
consequences, expectation violation, message variables, evidence and emotions.
Suggested Readings:
 Putnam L. L. and Roloff M. E. (1992), Communication and Negotiation. Sage

Publication.
 Roloff M. E. & Berger C. R. (1982), Social Cognition and Communication. Sage
Publication.
 Roloff M. E. and Miller G. R. (1980), Persuasion: New Directions in Theory and
Research. Sage Publication.
 O’Keefe D. J. (2015) Persuasion Theory and Research. SAGE Publications, Inc;
Third edition
 Andersen K. E. (1971) Persuasion: Theory and Practice. Allyn and Bacon Publisher
PSY 307: Development of Theory of Mind
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:
 Astington, J. W., Harris, P. L. & Olson, D. R. (Eds.) (1998). Developing Theories of

Mind. New York: Cambridge University Press. Astington,
 J.W. & Baird, J.A. (Eds.) (2005) Why language matters for Theory of Mind. New
York: Oxford University press.
 Babu, N. (2008). Development of mental state language and theory of mind. New
Delhi: Concept. Bukowski, W. M., Rubin, K. H. &Laursen, B. (2008). Socio and
Emotional Development: Critical Concepts in Psychology. UK: Psychology Press.
 Doherty.M. J. (2008).Theory of Mind: how children understand other’s thoughts and
feelings. New York: Psychology Press.
 Grusec, J. C. & Hastings, P. D. (Eds.) (Year). Handbook of socialization theory and
research. (Pp. 588-613). New York: The Guilford Press
PSY 308: Children and Narratives
Course Objectives:
To understand the nature of narrative development in children. To recognize narratives as

tools of intervention in educational and therapeutic settings

 Critically appraise the role of narratives in early developmental years

 Address the cultural differences in narrative styles and its implications on adult-child
interaction
 Appreciate narrative as an intervention tool
 Unit 1- Narrative development of children-Developmental stages, interaction with

adults on narrative richness, effects of cultural differences on narrative styles,
narrative abilities as predictors of literacy- the wise artistry of panchatantra, narrative
organization and perceptions of space and time
 Unit 2- Narratives as intervention and therapy- Concepts and therapeutic
challengesNarrative perspectives to childhood depression, children’s narratives of
traumatic experiences, narratives of special contexts (young offenders, social
exclusion, refugee), narratives of hope, storytelling as learning intervention and for
ethical exploration
Suggested Readings-
 Nelson, K. E. (Ed.). (2014). Children's language (Vol. 4). Psychology Press.
~ 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.
PSY 309: Play and Child Development
Course Objectives:
To explore the developmental nuances and importance of play during childhood.

 Appreciate the importance of play for children and toddlers’ development

 Apply principles of play therapy with children
 Unit 1-The importance of play-Play during infancy, toddlerhood and pre-school

years, imaginative play and adaptive development, neurocognitve perspective to play
and play deprivation, play, toys and language, culture and gender in play, computer
and technology as emerging toys-implications for cognition and emotions
 Unit 2- Play as healing- Introduction to play therapy- theories/perspective (gestalt.
object-relations, integrated, narrative, dynamic, and experiential), models and
practice, cultural issues in play therapy, creating play environments
Suggested Readings-
 Cattanach, A. (2004). Introduction to play therapy. Routledge.

 Frost, J. L., Wortham, S. C., &Reifel, R. S. (2001). Play and child development.
Merrill, Prentice Hall.
 Goldstein, J. H. (Ed.). (1994). Toys, play, and child development. Cambridge
University Press.
 Schaefer, C. E., &Kaduson, H. G. (Eds.). (2007).Contemporary play therapy: Theory,
research, and practice. Guilford Press.
~ 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-I: Introduction to Disability- Concept and definition of Disability, Types of

Disability, Disability in India, Issues and Challenges, Family and Disability, Peers
and Disability, Disability in School, Disability in different Job sector, Disability at old
age
 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.
PSY 311: Psychological Assessment Behavioural Skills
Course Objectives
 To create awareness of the relevance and applications of Psychological testing and

equip them for effective administration and data interpretation of certain select
Psychological Tests used in organizational settings.
 To enable students to explore and develop a more self -reflective relationship with
self and others by experiencing the psychological challenges of listening and
communicating in various interpersonal and organizational situations.
~ 59 ~
Course Contents
 Unit 1- Psychological Testing in Organizations: Importance of Psychological

Measurement, Essentials of Test Use, Test Administration and Scoring and
Interpretation of specific tests as Myers Briggs Type Inventory ( MBTI), FIRO-B ,
Emotional Intelligence etc, Ethical Issues in Psychological Testing.
 Unit 2-Behavioural Skills in Organizations: Experiential learning and its
importance, Kolb’s model of experiential learning, Critically reflecting upon the
Experience and Challenges of behavioural skills as Assertiveness, Listening ,
Feedback Giving and Receiving etc.
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.
PSY 312: Psychology and the Virtual World
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:
 Experience Machines: The philosophy of Virtual Worlds( book) Mark Silcox,

Rowman and Littlefield International, 2017
 Virtual And augmented Reality in Mental Health Treatment;edited

byGuazzaroniGiuliana, IGI Global Book Series, Advances in Psychology, Mental
Health and Behavioural Studies.,
 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.
PSY 313: Psychological Understanding of Texts and Films
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:
 UNIT I: introduction to theory of narratives, Psychology of narrative art, visual

perception, stories., psychological perspective within cinema, cinema and culture.
 UNIT II: understanding self and culture through literature and poetry, shaping of
narratives through story telling and reflexive processes.
Suggested Readings:
 Film, Television and the Psychology of the Social Dream: Rieber.W. Robert. Kelly J.
Robert. Springer Press. 2014
 Understanding Cinema: A psychological Theory of Moving Imagery. Persson Per.

Cambridge University Press. 2003
~ 61 ~
 Stories and Minds: Cognitive approaches to literary narratives .Bernaerts Lars, Geest
De Dirk, Herman Luc &Vervaeck Bart University of Nebraska Press.2013
PSY 314: Introduction to Analytical Psychology
Course Contents
 Unit 1: Carl Jung—Personal Experiences and Analytical Psychology

 Unit 2: Jung’s Notion of the Primordial Images
Suggested Readings:
 Hart, V. (1994).Carl Jung's Alchemical Tower at Bollingen.RES: Anthropology and

Aesthetics, No. 25, 36-50.
 Jung, C. G. (1989). Memories, Dreams, Reflections. New York: Knopf Doubleday
Publishing Group.
 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.
PSY 315: Archetypes and Mystical Traditions
Course Contents
 Unit 1: Gnosticism and the Scared Feminine

 Unit 2: Alchemy and Catholic Dogma
Suggested Readings
 Jung, C. G. (1989). SeptemSermonesadMortuos in Memories, Dreams, Reflections.

New York: Knopf Doubleday Publishing Group.
 Jung, C. G. (1958). Psychology and Religion: West and East. London:
Routledge&Kegan Paul.
 Jung, C. G. (1963). MysteriumConiunctionis, An Inquiry into the Separation and
Synthesis of Psychic Opposites in Alchemy. London: Routledge&Kegan Paul.
 Jung, C. G. (2010). Psychology and Alchemy. London: Routledge.
 Neumann, E. (1991). The Great Mother, An Analysis of the Archetype. Princeton:
Princeton University Press.
 von Franz, M.L. (1996). The Interpretation of Fairy Tales. Boston: Shambhala.
~ 62 ~
Paper 316: Field training (Theory-Practice Integration)
Semester - IV
Electives
PSY 401 A: Adolescence and Young Adulthood
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
Suggested Readings:
 Adams, G. R., &Berzonsky, M. (Eds.). (2008). Blackwell handbook of

adolescence (Vol. 8). John Wiley & Sons.
 Comstock, J. (1994). Parent-adolescent conflict: A developmental
approach. Western Journal of Communication (includes Communication
Reports), 58(4), 263-282.
 Jacobs, J. E., &Klaczynski, P. A. (Eds.). (2006). The development of judgment and
decision making in children andadolescents. Psychology Press.
~ 63 ~
 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.
PSY 402 A: Ageing-Growth and Development during Late Adulthood
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.

 Envisage the developmental patterns in the late adulthood

 Identify the several facets of successful ageing- psychological, socio-emotional
and legal
 Draw implications for clinical assessment and intervention
 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:
 American Psychiatric Association. (2013). Diagnostic and statistical manual of

mental disorders (DSM-5®). American Psychiatric Pub.
~ 64 ~
 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.
PSY 403 A: Counselling Children and Adolescents
Course Objectives:
To acquaint students with skills, procedure, techniques and issues around counselling
children and adolescents.

 Adapt and apply counselling theories to children and adolescents

 Appreciate issues pertaining to specialized context and intervene accordingly
Course Contents:
 Unit 1- Establishing the relationship- Goals for counselling children and

adolescents, adapting counselling theories to children and adolescents, child-
counsellor relationships, ethical considerations, attributes of a counsellor, cultural
factors
 Unit 2- Assessment, Goal-setting and Intervention- Constructive Understanding-
formulation and diagnosis, practice frameworks-understanding internal processes of
therapeutic change in children, facilitating change. Terminating the process
 Unit 3- Child and adolescent counselling skills and techniques- Active listening
,use of minimal responses, use of reflection, dealing with resistance and transference,
paraphrasing and summarizing, dealing with self-destructive beliefs. Group
counselling, play therapy, art therapy, use of narratives
~ 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
Suggested Readings:
 Thompson, C. L., Rudolph, L. B., & Henderson, D. A. (2000). Counseling children.

Pacific Grove, CA: Brooks/Cole.
 Sharry, J. (2004). Counselling children, adolescents and families: A strengths-based
approach. Sage.
 Geldard, K., Geldard, D., & Foo, R. Y. (2017). Counselling children: A practical
introduction. Sage.
 Underwood, L. A., & Dailey, F. L. (2016). Counseling adolescents competently.
SAGE Publications.
 Henderson, D. A., & Thompson, C. L. (2010). Counseling children. Cengage
Learning.
PSY 401 B: Coaching and Mentoring at Workplace
Course Objectives:To develop an appreciation of developmental relationship.To develop

effective interpersonal skills for coaching and mentoring.To identify coaching and mentoring
options for employees.
Course Contents:
 Unit 1: Overview of developmental relationships: An introduction to developmental

relationships: Counseling, coaching and mentoring, Personality and developmental
relationships: Altruism; extension motivation; nishkam karma. Issues in developmental
relationships in Indian context: Managing Trishanku complex; dependency proneness,
diversity; mind set towards Indian cultural diversity.
 Unit 2: Overview of coaching, counseling and mentoring: Process of counseling,
coaching and mentoring, Mentor competencies: The nurturing superior, Indian
perspective on coaching, counseling and mentoring: Sneh-shraddha.
 Unit 3: Developing dyadic relationships: Guru Shishya Parampara, Samkhya, Feedback
process: Interpersonal and performance.
 Unit 4: Organizational systems: Coaching and mentoring process at work place, Work-
centric nurturant culture, Views of Arthashastra (Kautilya), Cosmic collectivism.
~ 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:
 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.
PSY 402 B: Human Resource Management
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:
 Unit 1: Introduction to Human Resource Management, Strategic and traditional

HRM, changing role and changing environment of HRM, Challenges of HR
management: Individual and Competitiveness, balancing organizational demands and
employees’ concerns.
 Unit 2: Strategy and Human resource planning; Vision, Mission and Values
Environmental analysis-internal analysis, issues of HR in cultural transition.
~ 67 ~
 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.
PSY 403 B: Negotiation and Bargaining Skills
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:
~ 68 ~
 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:
 Gelfand,M.J. and Brett,J.M.( 2004). Handbook of Negotiation and Culture. Stanford

University Press: California.
 Lewicki,R.;Saunders,D. and Barry,B. (2015).Negotiation. Mc Graw Hill Education.
 Thompson,L.L.; Wang,J. and Gunia,B.C. ( 2010).Negotiation. Annual Review of
Psychology, 61, 491-515.
PSY 401 C: Behavioural Medicine
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.

 Appreciate socio-genesis and cultural constructions of emotions

 Gain into their own emotional strengths insights
 Unit 1- Introduction to Beahvioural Medicine – Psychological and social

influences on health and illness, psychoneuroimmunology, stress and health,
beahvioural coping styles, psycho-physiological models of disease, application of
psychological principles to health
 Unit 2- Understanding Pain and Grief- Psychological and physiological processes
involved in pain, assessment of pain, pain-management through psychological
~ 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-
 Basmajian J.V. (1979). Biofeedback – Principles and practice for clinicians.

Baltimore: Williams & Wilkins Company.
 Bellack, A.S., Hersen, M., & Kazdin, A.E. (1985). International handbook of behavior
modification and therapy. New York: Plenum Press.
 Bellack, A. S. & Hersen, M. (1985). Dictionary of behavior therapy. New York:
Pergamon Press.
 Dimatteo, M.R., & Martin, L.R. (2002). Health Psychology. New Delhi: Pearson.
 Lambert, M.J (2004). Handbook of Psychotherapy and behaviour change (5th ed.).
New York: John Wiley and Sons.
 Rimm D.C. & Masters J.C. (1979). Behavior therapy: Techniques and empirical
findings. New York: Academic Press.
 Sweet, J.J, Rozensky, R.H. & Tovian, S.M. (1991). Handbook of clinical psychology
in medical settings. Plenum Press: NY
 Tunks, E & Bellismo, A. (1991). Behavioral medicine: Concepts & procedures. New
York: Pergamon Press.
 Turner, S.M., Calhown, K.S., & Adams, H.E. (1992). Handbook of Clinical Behavior
therapy. New York: Wiley Interscience.
 Weinman, J., Johnston, M. & Molloy, G. (2006). Health Psychology (Vols. 1-4).
London: Sage Publications.
PSY 402 C: Clinical Neuropsychology
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
~ 70 ~
 Appreciate social and cultural roots of mental health
 Develop intervention for community mental health
Course Contents:
 Unit 1-Introduction to Clinical Neuropsychology- Role of neuropsychology in

clinical practice, neuro-anatomy and neuropathology
 Unit 2- Neuro-psychopathology-Memory disorders, executive dysfunction, disorders
of language and communication, visuospatial and attentional disorders
 Unit 3-Neuropsychological Assessment- Psychological and psychiatric aspects of
brain disorders, psychometric foundations of neuro-psychological assessment
 Unit 4- Neuropsychological Rehabilitation- Theoretical approaches to cognitive
rehabilitation, brain injury and psychological problems-issues and intervention, neuro-
rehabilitation strategies for people with neuro-degenerative disorders,
psychopharmacology
Suggested Readings-
 D'Esposito, M. (Ed.). (2003). Neurological foundations of cognitive neuroscience.

MIT press.
 Goldstein, L. H., & McNeil, J. E. (Eds.). (2012). Clinical neuropsychology: A
practical guide to assessment and management for clinicians. John Wiley & Sons.
 Heilman, M. K. M., & Valenstein, E. (2010). Clinical neuropsychology. Oxford
University Press.
 Zomeren, A. H., & Brouwer, W. H. (1994). Clinical neuropsychology of attention.
Oxford University Press, USA.
PSY 403 C: Childhood Disorders
Course Objectives:
To create an in-depth understanding into childhood psychopathology -nature, prevalence,
causes, assessment, issues and challenges, treatment and future course
Course Contents:
 Unit 1-Introduction-Defining disorders of infancy, childhood and adolescence.

Parents, children with disabilities and social integration, understanding childhood
psychopathology through culturally diverse families’ perspectives
 Unit 2- Oppositional Defiant and Conduct Disorders- Epidemiology, assessment
and diagnosis, etiology, intervention and prognosis
 Unit 3- Childhood Depression and Suicidality- Epidemiology, assessment and
diagnosis, etiology, intervention and prognosis
~ 71 ~
 Unit 4- Anxiety Disorders- Epidemiology, assessment and diagnosis, etiology,
intervention and prognosis
Suggested Readings-
 Parritz, R., & Troy, M. (2013). Disorders of childhood: Development and

psychopathology. Nelson Education.
 Brown, R. T., Antonuccio, D. O., DuPaul, G. J., Fristad, M. A., King, C. A., Leslie, L.
K., ... & Vitiello, B. (2008). Childhood mental health disorders: Evidence base and
contextual factors for psychosocial, psychopharmacological, and combined
interventions. American Psychological Association.
 Bursztyn, A. M. (Ed.). (2011). Childhood Psychological Disorders: Current
Controversies: Current Controversies. ABC-CLIO.
 Benson, J. B., & Haith, M. M. (Eds.). (2009). Diseases and Disorders in infancy and
Early Childhood. Academic Press.
PSY 401 D: Introduction to Transpersonal Psychology
Course Objectives:This paper provides an overall introduction to the field of transpersonal

psychology. After studying this course the student will be able to:
 Realize how much human beings can grow and develop.

 Distinguish between religion and spirituality, as current defined.
 Develop a broader outlook on life.
 Strive to move in the direction of spirituality.
 Explore transpersonal research topics as the art of transformation.
Course Contents:
 Unit 1- Introduction- Defining transpersonal psychology; Traditional roots, history, and

evolution of the transpersonal perspective ; Transpersonal self-expansiveness as a
scientific construct
 Unit 2- Transpersonal Theory – 1- Consciousness research and transpersonal
psychology; Jung, analytical psychology and transpersonal psychology
 Unit 3- Transpersonal Theory - 2 -Integral psychology of Sri Aurobindo; Ken Wilber’s
contributions to transpersonal psychology; Transpersonal philosophy: the participatory
turn
 Unit 4- Transpersonal Research Methodologies-Transpersonal Research and Future
Directions; Quantitative Assessment of Transpersonal and Spiritual Constructs;
Transpersonal Psychology and Science: Methodological and Philosophical Issues
~ 72 ~
 Unit 5: Practicum- Based on the above
Readings:
 Harris L. Friedman & Glenn Hartelius (Eds.) (2013).The Wiley-Blackwell Handbook

of Transpersonal Psychology. West Sussex, UK: John Wiley & Sons.
 Anderson, R., &Braud, W. (2011).Transforming self and others through research:
Transpersonal research methods and skills for the human sciences and
humanities. Albany: State University of New York Press.
 Daniels, M. (2005). Shadow, self, spirit: Essays in transpersonal psychology. Exeter,
UK: Imprint Academic.
 Ferrer, J. N. (2001). Revisioning transpersonal theory: A participatory vision of
human spirituality.Albany: State University of New York Press
 Friedman, H. (2002). Transpersonal psychology as a scientific field. International
Journal of Transpersonal Studies, 21, 175-187.
 Grof, S. (1985). Beyond the brain: Birth, death, and transcendence in psychotherapy.
Albany: State University of New York Press.
 Grof, S. (2008).Brief history of transpersonal psychology. International Journal of
Transpersonal Studies, 17, 46-54.
 Hartelius, G., Caplan, M &Rardin, M. A. (2007). Transpersonal psychology: Defining
the past, divining the future. The Humanistic Psychologist, 35(2), 135-160.
 Lancaster, B. L. (2004). Approaches to consciousness: The marriage of science and
mysticism.Basingstoke, UK: Palgrave Macmillan
PSY 402 D: Transpersonal Phenomena- Transformation, Healing and Wellness
Course Objectives:This paper introduces students to a variety of transpersonal phenomena

both spontaneous and induced. After studying this course the student will be able to:
 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:
 Unit 1-Exceptional human experiences-Recognizing, understanding and appreciating

exceptional human experiences; Paranormal experiences and parapsychology; Near-death
experiences and transpersonal psychology
 Unit 2- Psychedelic experiences -Psychedelic-induced experiences; Psychedelic induced
transpersonal experiences, therapies, and their implications for transpersonal psychology
 Unit 3- Altered states, transformation and healing-Dreaming and transpersonal
psychology; Hypnosis and transpersonal psychology
 Unit 4-Transpersonal perspectives on therapy-Transpersonal perspectives on mental
health and mental illness; Transpersonal psychotherapies
 Unit 5- Practicum
Suggested Readings:
 Harris L. Friedman & Glenn Hartelius (Eds.) (2013).The Wiley-Blackwell Handbook

of Transpersonal Psychology. West Sussex, UK: John Wiley & Sons.
 Cardena, E., Lynn, S. J., &Krippner, S. (Eds.). (2000). Varieties of anomalous
experience: Examining the scientific evidence. Washington, DC: American
Psychological Association.
 Grof, S (1976). Realms of the human unconscious: Observations from LSD research.
New York: Dutton.
 James, W. (1902). The varieties of religious experience: A study in human
nature. New York, NY: Longmans, Green and Co.
 Laing, R. D. (1967). The politics of experience and the bird of paradise. London:
Penguin Books
 Laszlo, E. (2004). Science and the Akashic field: An integral theory of
everything. Rochester, NY: Inner Traditions.
 Maslow, A. H. (1971). The farther reaches of human nature. New York: Viking.
 Mellick, J. (1996). The natural artistry of dreams: Creative ways to bring the wisdom
of dreams to waking life. Berkeley, CA: Conari Press.
 Perry, J. W. (1974). The Far Side of Madness. Englewood Cliffs, NJ: Prentice Hall.
 Ring, K. (1980). Life at death: Scientific investigation of the near-death
experience. New York: Coward, McCann &Geoghegan.
PSY 403 D: Introduction to Buddhist Psychology
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:
 Bodhi, B. (1999). A comprehensive manual of abhidhamma (2nded.). Kandy, Sri

Lanka: Buddhist Publication Society.
 Dhar, P. L. (2011). No I, no problems – The quintessence of Buddhist psychology of
awakening, Psychological Studies, 56(4), 398-403.
 Epstein, M. (1995).Thoughts without a thinker.New York: Basic Books.
 Goleman, D. (2004). Destructive emotions - A dialogue with the Dalai Lama. London:
Bloomsbury.
 Gorkum, N. V. (2009). Abhidhamma in daily life . London: Zolog.
 Karunadasa, Y. (2000). Dhamma as phenomena: The abhidhammic view of empirical
reality. The Middle Way: Journal of the Buddhist Society, 75(3), 161-179.
 Mahathera, V. N. (1998). The Buddha and his teachings. Taipei, Taiwan: Buddha
Dharma Education Association.
 Thera, V. N. (1998). Abhidhamma studies. Kandy, Sri Lanka: Buddhist Publication
Society.
~ 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
 UNIT 2: faith and Belief in global world, Perspectives on healing, psychotherapy in

Indian thought, health and spirituality
 UNIT 3: understanding of ‘patient’ in treatment setting: cultural perspective on pain

and suffering, patient-provider relationship, community Health and psychological
interventions.
 UNIT 4: Methodological and systemic challenges in doing health researches in

cultural context, community, Ethics and morality on emerging concerns of health and
well being.
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.
 New directions in Health Psychology. Edited by Ajit K. Dalal&GiriswharMisra, 2012,

Sage publications.
PSY 402 E: Psychology of Happiness and Peace
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:
 A, J. (2014). Towards a Developmental Understanding of Happiness. Sociological

Research Online.
 J, M. (2015). Theories of Happiness: An Anthology. Broadview Press.
 L, L. (2014). Person-Oriented Conception of Happiness and Some Personality
Theories. Sage Open.
 N, L. (2016). The Views on Happiness: A Dialectic Approach. Vision: The Journal of
Business Perspective.
 S, O. (2013). Concepts of Happiness Across Time and Cultures. Personality and
Social Psychology Bulletin.
 T, C. (2011). Effects of Intensive Mobile Happiness Reporting in Daily Life. Social
Psychological and Personality Science.
 Batthyany, A., Russo-Netzer, P. (Eds.). (2014). Meaning in Positive and Existential
Psychology. Springer.
PSY 403 E: Stress and Health
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
 Unit 1: Introduction to Stress and Health: Concept, theories of stress:

Psychological, biological and behavioural determinants, Personality, individual
differences and stress, Stress, health and illness: contemporary issues as technology
and stress.
~ 77 ~
 Unit 2 Stress and Community Health: Introduction to community stress, Inequality
and other stressors, Community resilience.
 Unit 3 Management of Stress and Coping: Models of coping, Building resilience,

Indian approaches to management of stress:Spirituality and coping, newer approaches
as mindfulness.
 Unit 4 Work, Health and Well-being:Stress in work and organizations,

Occupational stress, Stress Management at work, stress management at work.
 Unit 5: Practicum- Based on the Above Units
Suggested readings:
 Baum,A.Revensen,T.A. and Singer,J. (2011). Stress,Health and Illness.Handbook

of Health Psychology.
 Schneiderman,G.,Ironson,G. and Siegal,S.D.(2005). Psychological,Behavioural
and Psychological Determinants. Annual Review of Clinical Psychology,pp.607-
678.
 Orford,J. (2008).Community Psychology: Challenges, Controversies and
Emerging Consensus,John Wiley and Sons.
 Schabracq,M.J, Winnubst, J,A.M.,Cooper,C.L.( 2003). Handbook of Work and
Health Psychology,2ndEdition,John Wiley and Sons.
PSY 401 F: Self, Globalization and Society
Course Objectives
 To understand the impact og globalisation and transnational processes on self and

identity
 To develop an understanding, appreciating the plurality and diversity of society
Course Contents
 Unit I : Globalisation and Society: Economic, political and socio-cultural aspects,

psychological effects of globalisation.
 Unit II : Issues of Plural Societies : Global migration and issues of a diverse society,
changing dynamics of labour, Acculturation, Immigration and Diaspora : Theoretical
perspectives, Citizenship concerns etc.
 Unit III :Multiculturalism and Diversity : Appreciating diversity and inter-cultural
training, issues of self, identity and global citizen, human , social and cultural capital.
~ 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:
 Hermans,H.J. and Dimaggio,G. (2007).Self, Identity and Globalisation in Times of

Uncertainty: A Dialogical Analysis. Review of General Psychology,11,1, 31-61.
 Castells,M.( 2010). The Rise of the Network Society Wiley Blackell:UK.
PSY 402 F: Challenges of Societal Development
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
 Maton,K.I. ( 2016 ). Influencing Social Policy: Applied Psychology Serving the

Public Interest. Oxford University Press
 Tripathi,R.C. and Sinha,Y.(2014). Psychology, Development and Social Policy in
India. Springer: India
 Posoval,E.J.(2016). Programme Evaluation: Methods and Case Studies. Routledge.
~ 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:
 Babad, E. (2009). The social psychology of the classroom. Routledge.

 Popkewitz, T. S., & Brennan, M. T. (1998). Foucault's challenge: Discourse,
knowledge, and power in education. Teachers College Press.
 Deacon, R. (2006). Michel Foucault on education: a preliminary theoretical
overview. South African Journal of Education, 26(2), 177-187.
 Johnson, D. W. (1970). The social psychology of education.
 Dei, G. J. S. (Ed.). (2011). Indigenous philosophies and critical education: A
reader. Peter Lang.
 McConaghy, C. (2000). Rethinking indigenous education: Culturalism,
colonialism, and the politics of knowing. Post Pressed.
 Hall, B. L., Dei, G. J. S., & Rosenberg, D. G. (Eds.). (2000). Indigenous
knowledges in global contexts: Multiple readings of our world. University of
Toronto Press.
PSY 404: Practicum based on papers 401, 402 and 403
Maximum Marks: 100 Duration: 40 Hrs
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:
 Unit 1-Introduction-Executive functioning as theoretical and clinical construct,

Executive function assessment using- Rating scale, neuropsychological testing,
cognitive assessment system (CAS), Behavioral rating inventory (BRIEF), Behavioral
assessment system for children (BASC), tasks of executive control
 Unit 2- Intervention and Training- Computer assisted training programs. Treatment
of executive functioning disorders, enhancing executive functioning processes –
metacognition, strategy, effort. Working memory and CogniPlus, Cogmed.
Suggested Readings-
 Ashman, A., & Conway, R. (2002). An introduction to cognitive education: Theory

and applications. Routledge.
 Goldstein, S., & Naglieri, J. A. (Eds.). (2013). Handbook of executive functioning.
Springer Science & Business Media.
 Roche, J. D., & Johnson, B. D. (2014). Cogmed working memory training product
review. Journal of attention disorders, 18(4), 379-384.
 Zelazo, P. D., Müller, U., Frye, D., Marcovitch, S., Argitis, G., Boseovski, J., ...&
Carlson, S. M. (2003). The development of executive function in early
childhood. Monographs of the society for research in child development, i-151.
PSY 406: Developmental Assessment
Course Objectives:
To train students with skills and techniques for working with children in research and clinical
settings

 Developmentally adapt and conduct interviews and observations with children
~ 81 ~
 Critically assess the importance of developmental milestones and the use of
psychometric testing for the same
Course Contents:
 Unit I- Interviewing and Observing children- Theoretical perspective to clinical

interviewing, guidelines for conducting clinical interviews, evaluating clinical interviews,
clinical interviews as research tool and a way of thinking, structured/unstructured
observations of children’s behaviour-recording, analysing and interpreting observation
data
 Unit II- Use of psychological tests and tasks - Importance of developmental milestones,
assessment of developmental delays, cognitive, language and socio-emotional
assessment, designing developmental tasks, issues-cultural and developmental
appropriateness
Suggested readings :
 Bentzen, W. R. (2005). Seeing young children: A guide to observing and

recording behavior. United Nations Publications.
 Ginsburg, H. (1997). Entering the child's mind: The clinical interview in
psychological research and practice. Cambridge University Press.
PSY 407: Emotions in everyday life
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:
 Unit 1: Emotion, Behaviour and Conscious Experience: Biological, Cognitive,

Constructionist, Psychodynamic, Evolutionary and Cultural Perspectives (10 Hrs)
 Unit 2: Self Conscious Emotions: Shame, Guilt, Embarrassment, and Pride; Social
SelfConsciousness (10 Hrs)
 Unit 3: Emotions and Social Processes: Empathy, Forgiveness, Gratitude, and Envy (10
Hrs)
 Unit 4: Positive Emotional States and Processes: Positive affect, Optimism, Hope, and
Flow, Emotional Creativity, Emotions at work place (10 Hrs)
~ 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.
PSY 408: Experiential Inquiry into Self
PSY 409: Institutions and Entrepreneurship
Course Objectives- To sensitize students regarding the importance of different types of

Entrepreneurship and equip them in developing personality characteristics and orientation
for taking up entrepreneurial roles.
Course Contents
 Unit I : Conception of Entrepreneurship : Importance and relevance of

Entrepreneurship, Entrepreneurial Orientation, Personality , Cognitive Social and
Motivational antecedents; Entrepreneurship, Innovation and Creativity.
 Unit II Entrepreneurship in Varied Settings:Intrapreuership , Social
Entrepreneurship and Female Entrepreneurship : Social context of Entrepreneurship,
Issues and Challenges.
Suggested Readings
 Drucker,P. ( 1985) . Innovation and Entrepreneurship: Principles and Practices.

Harper and Row Publishers:New York.
 Bornstien,D. (2004). How to change the world: Social Entreprenuers and the power of
new ideas. Oxford University Press.
 Frese,M. and Gielnik,M.M.( 2014).The Psychology of Entrepreneurship. Annual
Review of Psychology, 1, 413-438.
~ 83 ~
PSY 410: Psychological Principles in Advertising
Course Objectives: To provide simple exposition of various psychological principles

underlying advertising and brand promotion.
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.
 Unit 2: Psychological Processes underlying Advertising: Advertising Appeals, Media and

Message strategies. Global vs. local approach to advertising in current context of
globalization and multicultural society.
Suggested Readings:
 Alwitt L. F. & Mitchell A. A. (1985), Psychological Processes

and Advertising Effects: Theory, Research, and Applications. Lawrence Erlbaum
Associates. Hillsdale, NJ. London.
 Clark E. M., Brock T. C., & David W. Stewart , (1994), Attention, Attitude and
Affect in Response to Advertising. Lawrence Erlbaum Associates. Hillsdale, NJ.
 Drewniany B. L. and Jewler A. J. (2008), Creative Advertising: An IMC Approach.
Cengage Learning
 Mitchell A. A. (1993), Advertising Exposure, Memory and Choice. Lawrence
Erlbaum Associates. Hillsdale, NJ.
 Oglivy D, (2013), Confessions of an Advertising Man, Southbank Publishing
 O'Shanghnessy J. & O’Shaughnessy N. J. (2003), Persuasion in Advertising.
Routledge, New York.
 Guinn T. C., Allen C. T. and Semenik R. J. (2009), Advertising Management with
Integrated Brand Promotion. Cengage Learning
 Rolloph M. E. & Miller G. R. (Eds) (1980), Persuasion: New Directions in Theory
and Research. Sage. N.Y.
 Sharma S. & Singh R. (2006), Advertising Planning and Implementation,
Prentice Hall of India, ND.
 Shimp T. A. (2007), Advertising and Promotion: An IMC Approach. Cengage
Learning
 Agres S. J., Edell J. A., and Dubitsky.T. M. (1990), Emotion in Advertising:
Theoretical and Practical Explorations. Quorum Books. Westport, CT.
 Warnes W. ., Winta D. S., and Ziegler S.K. (1997). Advertizing. Mc.Graw Hall.
~ 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 1- The ‘know-it-all’ child- Identifying gifted children-assessment, early development

and physical health, personality and behavioral characteristics, psycho-social development of
a gifted child, issues pertaining to education and integration into mainstream school
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.
PSY 412: Developmental Psychology in Education
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 ~
 Understand the developmental aspects of learning

 Appreciate the importance of child-centered pedagogy and its implications for
promoting cognitive, emotional and moral development of children
Course Contetns
 Unit 1-Child-centered pedagogy- Insertion of developmental theories into curriculum

building and teaching, classroom environment and cognitive-emotional-moral
development, cultivating interests, self-efficacy and self-regulation, extra-cognitive
aspects of developing high abilities, cultural aspects of teaching
 Unit2- Training the teachers- Roles and challenges of developmental psychologist.
Working in special education,
Suggested Readings-
 Shavinina, L. V., & Ferrari, M. (Eds.). (2004). Beyond knowledge: Extra-cognitive

aspects of developing high ability. Routledge.
PSY 413: Archetype and Mythology
Course Contents:
 Unit 1: Jung and Eliade on Myths

 Unit 2: Myths and Medicinal Traditions
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:
 Unit 1: Carl Jung’s Psychology of Dreams

 Unit 2: Archetypes and Dreams
Suggested Readings:
 Boa, F. (1994).The Way of the Dream, Conversations on Jungian Dream

Interpretation with Marie-Louise von Franz. Boston: Shambhala Publication, Inc.
 Jacobi, J. (1953). Psychological Reflections, An Anthology of the Writings of C. G.
Jung. London: Routledge&Kegan Paul Ltd.
 Jacobi, J. (1959). Complex/Archetype/Symbol. London: Routledge&Kegan Paul.
 Jung, C. G. (2012). Dreams. London: Routledge.
 Peck, J., Jung, L. and Meyer-Grass, M. (Eds.) (2014).C. G. Jung, Dream
Interpretation Ancient and Modern, Notes from the Seminar given in 1936-1941.
Princeton, N. J.: Princeton University Press.
PSY 415: Training and Consulting in Organizations
Course Objectives:
 Understand the relevance of training as a development intervention and learn designing,

implementing and evaluating the training program.
 Learn the nature and value of organizational consultancy for organization’s decision
making and problem solving.
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:
 Aamodt, M. G., & Aamodt, M. G. (2010). Industrial/organizational psychology:

An applied approach. 6th Edition, Belmont, CA: Wadsworth.
~ 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 ~

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UNIVERSITY OF DELHI

S.no. Title Page No.

6. Principles kept in mind while drafting the 5

3. Semester III 7-8

11. Course Content 13-57

3. Semester III 28-42

The proposed programme shall be governed by the Department of Psychology, Faculty of

In recognition of its achievements in teaching and research, the University Grants

II. Introduction to Choice Based Credit System (CBCS):

III. M.A. Psychology Programme Details:

Semester Core Course Elective Course Open Elective Total

Elective Courses Credits in each course

Open Elective Courses Credits in each course

Paper No: Nature of paper Title Maximum Credit

Eligibility for Admissions:

Assessment of Student’s Performance and Scheme of Examination:

1. English shall be the medium of instruction and examination.

Pass Percentage and Promotion Criteria:

Semester to Semester Progression:

Conversion of Marks into Grades:

Division of Degree into Classes:

Criteria of Assessment Assignment/class Assignment/class Attendance Total

IV: Course Wise Content Details for the Programme:

PSY 101: Human Cognition: Theory & Research

Maximum Marks: 100 Duration: 40 Hours

Maximum Marks: 100 Duration: 40 Hours

Course Objectives: To create in-depth understanding of quantitative designs and techniques

 Unit-1: Inferential Statistics: parametric and nonparametric statistics. Single case

Maximum Marks: 100 Duration: 40 Hours

 Unit 1 Theoretical Perspectives: Social construction, Social representation, Discursive

 Delamater, J. (2003). Handbook of social psychology. New York: Kluswer Academic.

PSY 104: A Conceptual History of Psychology

Maximum Marks: 100 Duration: 40 Hours

 Bhatia, S. (2002). Orientalism in Euro-American and Indian psychology: Historical

Maximum Marks: 100 Duration: 40 Hours

PSY 201: Psychometrics

Maximum Marks: 100 Duration: 40 Hours

Course Objectives: To create critical understanding of measurement issues and techniques in

 Unit 1: Introduction to Psychological testing ---History; Nature of Psychological

 Borsboom, D. (2005). Measuring the mind: Conceptual issues in contemporary

Maximum Marks: 100 Duration: 40 Hours

PSY 203 A: Applied Developmental Psychology: Theory, Research and Practice

Maximum Marks: 100 Duration: 40 Hours

 Appreciate different perspectives in developmental psychology

 Unit 1. Developmental systems perspectives: Theoretical perspectives and

 Bornstein, M. H., & Lamb, M. E. (Eds.). (2010). Developmental science: An

Paper 204 A: Socio-emotional Development in Children

Maximum Marks: 100 Duration: 40 Hours

Course Learning Outcomes:

 Appreciate different perspectives in developmental psychology

 Unit 1- Social context of development and socialization- Early socialization in

 Bierman, K. L. (2004). Peer Rejection: Developmental Processes and Intervention

PSY 203 B: Organizational Psychology and Indian Context

Maximum Marks: 100 Duration: 40 Hours

1. To enable students to examine the relevant concepts of organizational behaviour and

 Unit I Organizational Behaviour and Processes: Organizations as Open systems,

 Pareek ,U. (2006). Understanding Organizational Behaviour.Oxford University Press:

PSY 204 B: Cultural Processes and Leadership

Maximum Marks: 100 Duration: 40 Hours