DEPARTMENT OF PSYCHOLOGY

Category I
B.A. (HONS.) PSYCHOLOGY
(B.A. Honours in Psychology in three years)

DISCIPLINE SPECIFIC CORE (DSC) COURSES

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE DSC-7
COURSE
Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
DSC-7 4 3 1 0 Class XII Nil
Development of Pass
Psychological
Thought
Learning Objectives
The Learning Objectives of this course are:
• To understand and evaluate the historical events and key philosophical, pre-scientific
and scientific developmental milestones that has shaped the discipline of contemporary
psychology.
• To appreciate the polycentric history and diversity of interests and foci within
psychology.
• To describe the perspectives and significant contributions of luminaries in the history
of psychology.
• To understand the development of psychological thought from both the Indian and
Western perspectives.
Learning outcomes
By studying the course students will be able to:
• Understand the historical events and key philosophical, pre- scientific and
scientific developmental milestones that have shaped the discipline of
contemporary psychology.
• Identify and appreciate the perspectives and significant contributions of
luminaries in the history of psychology.
• Recognize the relevance of diversity of contexts and the pluralistic origin of
significant ideas, concepts and theories which shaped the history of psychology.
• Compare and contrast the development of psychological thought from both the
Indian and Western perspectives.

227
 • Use critical thinking to question, debate and evaluate the guiding assumptions of
psychological theories, concepts and principles and to apply these effectively,
both at an individual level and in diverse settings.

SYLLABUS OF DSC-7
UNIT – I: (11 Hours)
Polycentric History of Psychology- Psychology of Consciousness: Eastern (Yoga and
Vedant); and Western views (Wundt, James, Phenomenology) on Consciousness; applications
of Yoga & Vedant.

UNIT – II: (11 Hours)

Psychology of Behaviour and Mind: Rise of Behaviourism (Watson), Shift from
Behaviourism to neo-behaviourism (Tolman, Skinner); Transition from Behaviourism to
Cognitive Psychology (Paradigms and Themes); Applications of Behaviourism and Cognitive
psychology.

UNIT – III: (14 Hours)

Psychology of the Unconscious: Classical Psychoanalysis (Freud), Sociological Shift in
Psychoanalysis (Horney, Erikson), Object Relations Perspective (Key Concepts);
Existentialist & Humanist Perspective (Tenets and Concepts).

UNIT – IV: (9 Hours)

Psychology of Subjective Experience: Humanist Psychology (Tenets), Rogerian Self
Psychology; Existential Psychology (Tenets), Transpersonal Psychology (Themes &
Contributions).
Tutorial Component – 15 Hrs.

Suggestive Tutorial Activities:

• Literature Review to trace polycentric history of Psychology

• Class debates to develop critical thinking e.g. Skinner-Chomsky debate
• Working timeline on the History of Psychology including History of Psychology in
India
• Mapping a timeline of Psychology with popular culture movements to see
convergences between the two.
• Role plays to demonstrate concepts e.g. operation of defense mechanisms.
• Discussions on topics of contemporary relevance e.g. artificial intelligence.
• Essays on philosophical debates
• Movie screenings and discussions e.g. Wild Strawberries
This is a suggestive and not an exhaustive list of tutorial activities.

Practical Component – NIL

Essential readings
Brock, A. C. (2014). What is a polycentric history of psychology? Estudosem Psicologia 14 (2),
646-659.

228
Cornilissen, R.M. Misra, G. &Varma, S. (Eds.), (2013). Foundations and applications of Indian
psychology. New Delhi: Pearson
Davis, J. (2003). An overview of transpersonal psychology. The Humanist Psychologist 31 (2-3),
6-21.
Hergenhahn, B.R. & Henley, T.B. (2014). An introduction to history of psychology. London :
Wadsworth,Cengage Learning.
Kakar, S. (1997). Culture in Psychoanalysis. In S. Kakar (Ed.) Culture and psyche: Selected
essays ( pp. 1-19). New Delhi: OUP.
King, D.B., Viney, W. & Woody, W.D. (2008).A history of psychology: Ideas and context London,
UK: Pearson Education.
Leahey, T.H. (2005). A history of psychology: Main currents in psychological thought. Singapore:
Pearson Education.
Paranjpe, A. C. (1984). Theoretical psychology: The meeting of East and West. New York:
Plenum Press.
Pickren, W.E. (2009). Indigenization and the history of psychology.Psychological Studies 54, 87-
95.
Sternberg, R.J. & Sternberg, K. (2012). Cognitive psychology. Wadsworth: Cengage Learning.

Suggestive readings
Bansal, P. (2019). Psychology: Debates and controversies. New Delhi: Sage.
Cunningham, P. F. (2021). Introduction to transpersonal psychology: Bridging spirit and
science .NY: Routledge.
Danzinger, K. (2013). Psychology and its history.Theory & Psychology 23(6), 829-83.
Marsh,T. (2020). Neo Freudians. In V. Zeigler-Hill & T.K. Shackelford (Eds.), Encylopedia of
personality and individual differences.
Paranjpe, A. (2006). From tradition through colonialism to globalization: Reflections on the
history of psychology in India (pp.56-74). In A.C. Brock (Ed.), Internationalizing the
history of psychology. NY: New York University Press.
Rao, K, R. &Paranjpe, A.C. (Eds.), (2017).Psychology in the Indian tradition. New Delhi:
Springer.
Rao,K.R. (2011). Trisula: Trident Model of Indian Psychology (pp.1-20). In G. Misra (Eds.),
Oxford handbook of psychology in India. New Delhi: Oxford University Press.
Schultz, D.P. & Schultz, S.N. (2011). A history of modern psychology,.London: Wadsworth,
Cengage Learning.
St. Clair, M. (1999). Object relations and self-psychology: An introduction. Belmont, California:
Wadsworth Publishing.
Thomas, T. (2005). The critique of psychology: From Kant to post colonial theory. NY: Springer-
Verlag.
Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

229
 CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Code Cred Credit distribution of the Eligibility Pre-requisite
its course criteria of the course
Lecture Tutorial Practical/ (if any)
Practice
DSC-8 4 3 0 1 Class XII NIL
Paradigmatic Pass
Foundations of
Psychological Inquiry

Learning Objectives

The Learning Objectives of this course are as follows:

● To acquaint students with the concept of of paradigms as a basis for psychological
inquiry
● To introduce the basic assumptions of the key paradigms that inform knowledge
generation in psychology
● To give an overview of the quantitative and qualitative traditions of inquiry
● To acquaint students with the different methods of data collection for psychological
inquiry
● To present the essential considerations of design, rigour and ethics of knowledge
generation through psychological inquiry

Learning outcomes

After doing this course, the students will be able to

● Appreciate and critically analyse the paradigmatic foundations and assumptions of
different theories in Psychology
● Appreciate and use the different traditions of psychological inquiry
● Identify and use the suitable methods of data generation for different psychological
inquiries

SYLLABUS
UNIT – I Paradigmatic Assumptions of Psychological Inquiry (12 hours)
● Paradigms of Inquiry: Positivist, Post-positivist, Critical, Constructivist and
Participatory

UNIT – II Traditions of Inquiry (18 hours)

● Quantitative and qualitative approaches- overview, differences and convergences
in mixed methods
● Issues and techniques of sampling in quantitative and qualitative approaches
● Issues of quality and ethics in quantitative and qualitative approaches
● Role of reflexivity in knowledge generation

230
UNIT – III Techniques of data generation (15 hours)
● Survey
● Interview
● Observation
● Focus Group Discussion
● Case study
● Use of secondary data sources

Suggestive Practicals– (30 hours)

● Students may be given different research works each rooted in one paradigm and
may be asked to identify and illustrate the basic assumptions of these paradigms.
● Students may be asked to design a study with an interview (structured, semi-
structured, unstructured, life-history etc.)/ observation (participant or non-
participant)/ focus group discussion (online or in-person)/ case-study
(single/multiple) as a method of data collection. The data obtained may be
analysed using a suitable method of data analysis.
● Students may be asked to design a survey based study which may involve
designing a questionnaire, collecting and analysing the data.
● Students can design a study using secondary data sources such as archives, blogs,
life-history documents, biographies, movies, documentaries, short stories,
advertisements, newspaper articles, policy documents, speeches etc. They can
then analyse the secondary data with suitable method/s.

Essential/recommended readings
Bansal, P. (2019). Psychology: Debates and controversies. SAGE Publications India Pvt,
Limited.
Bryman, A. (2004). Quantity and quality in social research. London, UK: Routledge.
Coolican, H. (2006). Introduction to research methodology in psychology. London: Hodder
Arnold
Denzin, N. K., & Lincoln, Y. S. (2018). The Sage handbook of qualitative research. 5th Ed.
Sage.
Gall, M., Gall, J., & Borg, R. (2007). Educational research: An introduction (8th ed.). New
York, NY: Pearson Education
Howitt, D., & Cramer, D. (2014). Introduction to research methods in psychology. United
Kingdom: Pearson.
Lammers, W. J., & Badia, P. (2005). Fundamentals of behavioral research. United States
of America: Thompson/Wadsworth.
Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2011). Paradigmatic controversies,
contradictions, and emerging confluences, revisited. The Sage handbook of
qualitative research. 4(2), 97-128.
Neuman, W.L. (2014). Social research methods: Qualitative and quantitative approaches.
Boston: Pearson Education.

231
Suggestive readings
Pelham, B. W. (2018). Conducting research in psychology: Measuring the weight of smoke.
5 th Ed. Sage Publications Inc.
Schweigert, W. A. (2020). Research methods in psychology: A handbook. Illinois.
Waveland Press, Inc.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Cred Credit distribution of the Eligibility Pre-requisite

Code its course criteria of the course
Lecture Tutorial Practical/ (if any)
Practice
DSC-9 4 3 0 1 Class XII NIL
Social Psychology Pass
in Applied
Contexts
Learning Objectives
The Learning Objectives of this course are as follows:
● To understand the importance of applied social psychology in various domains.
● To appreciate the applications of the field in various contexts of life.
Learning outcomes
The student at the end of this course should be able to:
● Understand the key issues and concepts related to social inequalities and environmental
concerns, especially in the Indian context.
● Understand the importance of interventions in dealing with social problems.
● Design and execute a study based on any relevant intervention/participatory method.
UNIT – I (15 Hours)
Introduction
Nature of Applied Social Psychology, Overview of Participatory Research Methods, Process of
Intervention, Applying Social Psychological Principles in the Indian Context - Case Studies.

UNIT – II (15 Hours)

Social Diversity and its Challenges
Economic, Religious, Gender, Linguistic, Caste based Diversity
Challenges (discrimination, stereotypes and prejudice)

232
UNIT – III (15 Hours)
Applying Social Psychology to the Environment
Resource dilemmas, Natural Disasters, Culture and Environment, Pro-environmental Behaviour
and Dealing with Natural Disasters

Practical component- (30 Hours)

• Case Studies in the Indian context related to the topics in unit 2 and 3.
• Focus Group discussions based on relevant social issues (diversity, discrimination,
environment etc.)
• Analysis of Designing interventions for relevant social issues (diversity,
discrimination, environment etc.)
• Analysis of films, other media and other secondary data sources (e.g relevant social
policies)
• Interview based /observational inquiry in relevant social settings (e.g NGOs, rural
settings etc.)
• Questionnaire based surveys on relevant topics in unit 2 and 3
Recommended readings
Aronson, E., Wilson, T.D., Akert, R.M., & Sommers, S.R. (2017). Social Psychology, 9th edition,
Delhi: Pearson.
Jain, S. & Bhardwaj, G. (2014). Understanding diversity issues vis-à-vis caste based quota system:
A solution or a source of discrimination. Vision, 18(4), 317-325.
Jaspal, R. (2011). Caste, social stigma and identity processes. Psychology and Developing
Societies, 23(1), 27-62.
Khandelwal, K., Dhillon, M., Kalyani, A. & Papneja, D. (2014). The ultimate attribution error:
Does it transcend conflict? An investigation amongst Muslim adolescents in Kashmir and
Delhi. Psychological Studies, 59(4), 427-435. (ISSN: 0033-2968)
Kool, V. K., & Agrawal, R. (2020). Gandhi and the Psychology of Nonviolence, Volume 2.
Springer International Publishing.
Mangal, S.K. & Mangal, S. (2022) Essentials of Social Psychology: An Indian Perspective.
Routledge
Mohanty, A. K., (2010). Languages, Inequality and Marginalization: Implications of the
double divide in Indian multilingualism. International Journal of the Sociology of
Language, 205, 131-154

233
Mikkelson, B. (1995). Methods for Development Work and Research: A Guide for Practitioners.
New Delhi: Sage.
Misra, G., & Tripathi, K. N. (2004). Psychological dimensions of poverty and deprivation.
In J. Pandey (Ed.), Psychology in India revisited – Developments in the discipline (Applied
social and organizational psychology, Vol. 3, pp. 118–215). New Delhi: Sage.
Pandey, J., & Singh, P. (2005). Social psychology in India: Social roots and development.
International Journal of Psychology, 40(4), 239-253.
Priya, K. R. (2002). Suffering and healing among the survivors of Bhuj earthquake.
Psychological Studies, 47(1-3), 106–112.
Schneider, F.W., Gruman, A., Coults, L. M. (Eds.). (2012). Applied Social Psychology:
Understanding and Addressing Social and Practical Problems. New Delhi: Sage
Publications.
Schultz, P. W. (2014). Strategies for promoting pro-environmental behaviour. European
Psychologist. 19(2), 107–117
Vindhya, U. (2007). Quality of women's lives in India: Some findings from two decades of
psychological research on gender. Feminism & Psychology, 17(3), 337-356.

Additional Readings (if any)

Ahuja, K. K., Dhillon, M., Juneja, A., Deepak, S. & Srivastava, G. (2019). Subverting
Heteronormativity: An Intervention to Foster Positive Attitudes toward Homosexuality
Among Indian College Students. Journal of Homosexuality, 66(6), 746-768. DOI:
10.1080/00918369.2018.1484230
Apollo, M., Wengel, Y., Schänzel, H., & Musa, G. (2020). Hinduism, ecological
conservation, and public health: What are the health hazards for religious tourists at Hindu
temples?. Religions, 11(8), 416.
Kloos, B., Hill, J., Thomas, E., Wandersman, A., Elias, M. J. (2012). Community
Psychology: Linking Individuals and Communities. Boston, MA: Cengage Learning.
Nandy, A. (2002). The beautiful, expanding future of poverty: popular economics as a
psychological defense. International Studies Review, 4(2), 107-121.
Preston, J. L., & Baimel, A. (2021). Towards a psychology of religion and the environment.
Current Opinion in Psychology, 40, 145-149.
Renugadevi, R. (2012). Environmental ethics in the Hindu Vedas and Puranas in India.
African Journal of History and Culture, 4(1), 1-3.
Steg, L., Keizer, K., Buunk, A. P., & Rothengatter, T. (Eds.). (2017). Applied social
psychology. Cambridge University Press.
234
Tripathi, R. C., Kumar, R., & Tripathi, V. N. (2019). When the advantaged feel victimised: The
case of Hindus in India. Psychology and Developing Societies, 31(1), 31-55.
Vindhya, U., Swain, S., Kapse, P., & Sule, N. (2022). Farmers’ Suicides and Psychosocial
Intervention. Psychology and Developing Societies, 34(1), 104-124

235
 CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE DSE-2
COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
DSE-1 4 3 1 0 Class XII Nil
Social Behaviour Pass
and Group
Interactions

Learning Objectives

The Learning Objectives of this course are as follows:

• To develop an understanding of verbal and nonverbal communication in the social context and
appreciate the role of culture in social behavior.
• To develop conceptual knowledge of interpersonal relationships and prejudiced attitudes.
• To understand how social influences affect the behavior of individuals,
• To introduce the concept of group behavior and group decision making.

Learning outcomes

The Learning Outcomes of this course are as follows:

After completing the course, the students will be able to:
• Understand the importance of verbal and nonverbal communication.
• Develop an awareness about underlying factors for interpersonal attraction and targets and
effects of prejudice.
• Understand the effect of social influences on individuals’ behaviour.
• Locate social thought and behaviour in the cultural context.
• Acquire knowledge about the concept of group, as well as interaction and decision making in
groups.

SYLLABUS OF DSE-1

UNIT – I (4 Weeks)
Communication: language and nonverbal communication; Culture: locating culture in social
psychology, culture and history, culture, thought, and behavior, contact between cultures.

UNIT – II (5 Weeks)
Interpersonal Relationship: evolution and attraction, what increases liking, attraction, and
rewards; Prejudice: Nature and dimensions, prejudiced attitudes, targets of prejudice, effects of
prejudice.

UNIT – III (3 Weeks)

Social Influence Processes: obedience, compliance, and conformity

UNIT – IV (3 Weeks)

236
Group Processes and Decision Making: basic features of groups (status, norms, roles,
cohesiveness), group interaction (facilitation, loafing); group decision making: rules governing
group decisions, brainstorming, group memory, groupthink, group polarization.

Tutorial Component – 15 Hrs.

Suggestive Tutorial Activities

• Group Discussions
• Presentations of latest research reviews related to the topics covered in the syllabus.
• Role play
• Study of social behaviour and group interactions through observation, interviews, surveys
etc.
• Examination of social phenomena in real life through case study analyses
• Understanding of social behaviour and group processes through media analyses, such as,
movies, advertisements, cartoons, serials, songs, etc.
• Problem solving exercises for the existing social issues.
• Quizzes and creative writing.

The above list is a suggested one and not an exhaustive list of Tutorial Activities.

Practical component (if any) - NIL

Essential/recommended readings
Branscombe, N.R., & Baron, R.A., (2023). Social Psychology, 15th Ed. New Delhi: Pearson.
Franzoi, S.L. (2009). Social Psychology (5th Ed.). New York: McGraw-Hill.
Hogg, M. &Vaughan, G.M. (2022). Social Psychology, 9th Ed. Pearson
Taylor, S.E., Peplau, L.A. & Sears, D.O. (2006). Social Psychology (12th Ed.). New Delhi:
Pearson.

Suggestive readings
Baumeister, R.F. & Bushman, B.J. (2018). Social Psychology and Human Nature. New Delhi:
Cengage Learning.
Forsyth, D. R. (2019). Group Dynamics, 7th Edition, Boston, Cengage.
Mishra, A.K., Akoijam, A.B. & Misra, G. (2009). Social psychological perspectives on self and
identity. In G. Misra (ed.) Psychology in India, Vth ICSSR Survey of Psychology. New
Delhi: Pearson.
Smith, P. B., & Bond, M. H. (1999). Social psychology: Across cultures (2nd Ed.). Allyn & Bacon.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

237
 CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE DSE-2
COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
DSE-2 4 3 1 0 Class XII Pass Nil
Development
of Indian
Psychological
Thought

Learning Objectives

The Learning Objectives of this course are as follows:

• To develop an understanding of the concepts of Indian psychological thought.
• To understand the process of self and personality from a developmental perspective and
its involvement in health and healing.
• To facilitate an understanding into mapping selfhood in the context of relationships,
motivation, action and agency.

Learning outcomes

The Learning Outcomes of this course are as follows:

• To formulate strategies to address issues in therapeutic, educational and organizational

settings from the indigenous Indian perspective.

SYLLABUS OF DSE-2

UNIT – I (12 Hours)

Introduction: Core Components of Indian Psychological Thought, Consciousness, Self in Indian
Psychology: Upanishadic view.

UNIT – II (15 Hours)

Self Development: Evolution of self. Emotions and their transformation in Indian Psychology,
Meaning in Life: Indian perspective.

UNIT – III (9 Hours)

Karma Theory: Concept of Karma Yoga in the Bhagvad Gita in relation to Jnana and Bhakti Yoga.

UNIT – IV (9 Hours)
Applications of Indian Psychology: Counselling, education, health & organizations.

Tutorial Component – 15 Hrs.

Suggestive Tutorial Activities

• Literature review
238
 • Yoga and meditative exercises
• Using secondary data sources
The above list is a suggested one and not an exhaustive list of Tutorial Activities.

Practical component (if any) - NIL

Essential/recommended readings

Bhawuk, D, (2011). Spirituality and Indian Psychology: Lessons from the Bhagavad Gita. New
Delhi: Springer.

Cornelisson, M., Misra, G. & Varma, S. (2013). Foundations and Applications of Indian Psychology.
New Delhi: Pearson.

Rao, K, R. & Paranjpe, A.C. (2017). Psychology in the Indian Tradition. New Delhi: D.K.
Printworld.

Rao, K, R., Paranjpe, A.C. & Dalal, A.K. (Eds.) (2008). Handbook of Indian Psychology. New Delhi:
Cambridge University Press.

Rama, S. (2007). Perennial Psychology of the Bhagad Gita. New Delhi: Himalayan Institute Press.

Suggestive readings

Dalal, A. S. (Ed.) (2001). Living Within. Pondicherry: Sri Aurobindo Ashram Trust.

Hiriyanna, M. (2000). The Essentials of Indian Philosophy. New Delhi: Motilal Banarsidas
Publishers.

Yogananda (146/1975). Autobiography of a Yogi. Bombay: Jaico.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

239