UNIVERSITY OF MADRAS

ETHIRAJ COLLEGE FOR WOMEN,

(AUTONOMOUS), CHENNAI.

CHOICE BASED CREDIT SYSTEM

(Effective from the academic year 2021-2022)
M.Sc. DEGREE COURSE IN APPLIED PSYCHOLOGY
[SHIFT-II]

Under the Faculty of Science

REGULATIONS
( As per Common Regulations framed by University of Madras)
 CHOICE BASED CREDIT SYSTEM OUTCOME BASED EDUCATION
(OFFERED FROM THE ACADEMIC YEAR 2020-2021)

CONTENTS PAGE NO

RULES AND REGULATIONS OF THE PROGRAMME 3

PROGRAMME EDUCATIONAL OBJECTIVES 3

PROGRAMME OUTCOMES 4

PROGRAMME SPECIFIC OUTCOMES 4

PROGRAMME PROFILE 5

EVALUATION PATTERN FOR CA 9

RUBRICS FOR CA EVALUATION 10

EVALUATION PATTERN FOR END SEMESTER 11

COURSE PROFILE – SEMESTER I 15

COURSE PROFILE – SEMESTER II 39

COURSE PROFILE – SEMESTER III 66

COURSE PROFILE – SEMESTER IV 94

RULES AND REGULATIONS OF THE PROGRAMME

ELIGIBILITY FOR ADMISSION:
Candidates for admission to the first year of the M.Sc. Applied Psychology degree
course shall be required to have passed B.Sc. examinations conducted by the University of
Madras or an examination accepted as equivalent there to by the syndicate of the University
of Madras with Psychology as a major subject or one of the 2 or 3 major subjects.
PREAMBLE
The PG Department of Psychology is presenting syllabi with effect from the academic year
2021-22 with existing CBCS pattern as specified by the government of Tamil Nadu.
Every academic year is divided into 2 semester sessions. Each semester will have a minimum
of 90 working days and each day will have 5 working hours. Credit is related to the number
of hours a teacher teaches a particular subject and also related to the number of hours a
student spends learning a subject or carrying out an activity.
As the Revised Bloom’s taxonomy is used for teaching, learning and evaluation under the
outcome-based education, PG syllabi are framed keeping this in mind. The expected outcome
at the end of the programme in M.Sc. Psychology has been specified through Programme
specific outcomes (PSO).
Course objectives are framed keeping the teaching in mind. Course outcomes are framed
keeping the student in mind which is observable and measurable.
PROGRAMME EDUCATIONAL OBJECTIVES
On obtaining a postgraduate degree the students will be able to:
PEO1: Display higher order thinking in the knowledge domain and demonstrate
professional skills
PEO2: Contribute to the advancement and application of relevant knowledge by self-
directed learning
PEO3: Extend and integrate knowledge and skills to develop novel ideas and explore
innovative solutions to national and international goals of development.
PEO4: Exercise management skills and develop social interactions in a responsive,
ethical and constructive way to meet global standards of excellence in all spheres of
activity.
PEO5: Strive for social and economic equity based on the need for gender parity and
ecological sustainability.

PROGRAMME OUTCOMES (PO)

At the end of the postgraduate programme in psychology, the student will be able to:
PO1: Extend the knowledge base in psychology through scientific inquiry, critical
thinking and experiential learning.
PO2: Describe key concepts, general principles and vital ideas central to the field of
psychological science and utilise the knowledge of specific techniques for application
in appropriate contexts.
PO3: Formulate research topics of social relevance to comprehend and predict the
influence of factors with the potential to impact individual’s and society and to
develop interventions for promoting change.
PO4: Develop personal and professional skills that can facilitate students to explore
career opportunities in varied fields of social science, arts, humanities and business
PO5: Communicate effectively ideas in English both in written and oral format,
facilitating entrepreneurial ventures such as consultancy and training
PO6: Demonstrate an understanding of the influence of cross-cutting themes and
issues such as gender, values and ethics to deal effectively with its inherent
challenges.
PROGRAM SPECIFIC OUTCOME (PSO)
At the end of the Post Graduate program in Psychology, the students will be able
to:
PSO1: Explore key theoretical approaches and acquire advanced knowledge in the
field of applied psychology through experiential learning process including case
 studies, internships, oral presentations and simulated activities
PSO 2: Critically examine, assess, analyse and evaluate biological, psychological,
social and cultural factors that influence the well-being of individuals and groups
PSO3: Formulate and conduct research of practical importance in various speciality
areas of psychology, using appropriate quantitative and qualitative data analysis
methods.
PSO4: Extend the knowledge obtained from theory and evidence-based research, to
develop interventions using psychodynamic, behavioural, cognitive and contemporary
therapeutic approaches of counselling at the level of individual and community.
PSO5: Develop effective communication to obtain and convey psychological
knowledge both in written and oral format to both scientific and common people.
PSO6: Develop life skills and counselling skills to identify ethical dilemmas that may
arise in personal and professional settings and apply the knowledge to effectively deal
with the challenges in personal, social and work context.

PROGRAMME PROFILE
POST GRADUATE PROGRAMME PROFILE
DEPARTMENT OF PSYCHOLOGY
COURSE CODES AND CREDITS
TOTAL MINIMUM CREDITS:91
S.N CORE TITLE OF COURSE L T P H C CA SE MM
/ELECTIVE THE PAPER CODE

I SEMESTER
1 Cognitive 22SP21/1C
Core I 5 1 0 5+1 5 40 60 100
Psychology /CTP
Theories of 22SP21/1C
2 Core II 5 1 0 5+1 5 40 60 100
Personality /TOP
Counselling
22SP21/1C
3 Core III skills and 5 1 0 5+1 5 40 60 100
/CST
techniques
Counselling 22SP21/1C
4 Core IV 5 1 0 5+1 5 40 60 100
across lifespan /CLS
Sports and
22SP21/1E
exercise
1/SEP//22S
5 Elective I psychology/ 3 1 0 3+1 3 40 60 100
P21/1E1/A
Applied Social
SP
Psychology
Personality
PG21/1S/P
6 Soft Skills - I Enrichment for 2 2 50
EW
Women
II SEMESTER
Behaviour 22SP21/2C
7 Core V 4 1 0 4+1 4 40 60 100
Modification /BMN
 Research
Methodology 22SP21/2C
8 Core VI 4 1 0 4+1 4 40 60 100
and Applied /RMS
Statistics
22SP21/2C
9 Core VII Case Studies 0 2 4 4+1 4 40 60 100
/CAS
Psychological
22SP21/2C
10 Core VIII Assessment–I 0 1 4 1+4 4 40 60 100
/PA1
(Practical)
22SP21/2E
Psychopatholog
2/PPY//22S
11 Elective II y/Forensic 3 1 0 3+1 3 40 60 100
P21/2E2/F
Psychology
SP
Extra
Stress 22SP21/2E
12 disciplinary 3 1 0 3+1 3 40 60 100
Management /STM
Elective –I
Foreign
13 Soft Skill-II 2 2 50 50
Language
DURING
14 Internship SUMMER 2
VACATION
III SEMESTER
22SP21/3C
15 Core IX Psychometry 5 1 0 5+1 5 40 60 100
/PMY
Counselling and 22SP21/3C
16 Core X 4 1 0 4+1 4 40 60 100
psychotherapy /CPY
Psychological
22SP21/3C
17 Core XI assessment-II 0 1 4 1+4 4 40 60 100
/PA2
(practical)
Positive 22SP21/3E
psychology/Trai 3/POP//22S
18 Elective III 3 1 0 3+1 3 40 60 100
ning and P21/3E3/T
development AD
Introduction to
22SP21/3E
Qualitative
4/IQR//22S
19 Elective IV research/ 3 1 0 3+1 3 40 60 100
P21/3E4/C
Consumer
RP
psychology
Extra Life Skills for
22SP21/3E
20 disciplinary Personal 3 1 0 3+1 3 40 60 100
/LSP
Elective- II Effectiveness
Counselling for
22SP21/3S/
21 Soft Skill -III Contemporary 1 1 0 2 2 50 50
CCI
Issues
IV SEMESTER
Neuropsycholo 22SP21/4C
22 Core XII 4 1 0 4+1 4 40 60 100
gy /NPY
Health 22SP21/4C
23 Core XIII 4 1 0 4+1 4 40 60 100
psychology /HTP
 Organizational 22SP21/4C
24 Core XIV 4 1 0 2+4 4 40 60 100
Behaviour /OZB
22SP21/4C
25 Core XV Dissertation 0 3 5 3+5 5 40 60 100
/DST
Psychological
22SP21/4P/
26 PROJECT Training 0 1 3 1+3 3
PTM
Modules
Soft Skill-IV Effective 22SP21/4S/
27 1 1 0 2 2 50 50
Leadership EFP
OPTIONA
L EXTRA
CREDITS
I Extra Credits Self-Study 22SP21/SS
(OPTIONAL (Semester III /SDR
) Selected
Readings

TOTAL CREDITS- 97

Elective I: A choice is given between “Sports and Exercise Psychology” and “Applied Social
Psychology” in semester I.
Elective II: A choice is given between “Psychopathology” and “Forensic Psychology” in
semester II.
Elective III: A choice is given between “Positive Psychology” and “Training and
Development” in semester III.
Elective IV: The choice is given between Introduction to Qualitative research and Consumer
psychology in semester III
*Subjects with major takers will be offered for the entire class

*The Self-study paper is offered in the III semester only to the students with no arrears and above
75% marks in core and elective papers the first two semesters. However, enrolment to the paper is
not mandatory. Single Evaluation for 100 marks will be carried out. There will be no continuous
assessment. There will be no teacher instructions. Guidance in the form of Tutorial will be
provided, if necessary
**On completion of II Semester, students have to take up internships for a minimum period of 21
days. This internship is mandatory for all students. Students are required to maintain a log book for
recording activities on a daily basis and are expected to submit an internship report and certificate at
the end of the internship.
` *Students are encouraged to take up NPTEL/MOOC Courses for extra optional credits

EVALUATION PATTERN FOR CONTINUOUS ASSESSMENT-PG

INTERNAL VALUATION BY COURSE TEACHER/S
CORE/ELECTIVE -THEORY PAPERS
COMPONENT TIME MAX.MARKS CA MARK
1.*TEST I 2 HRS 50 MARKS (TO BE CONVERTED) 10
2.*TEST II 2 HRS 50 MARKS (TO BE CONVERTED) 10
3. ASSIGNMENT/SEMINAR/FIELD VISIT 10
4. PARTICIPATORY LEARNING 10
TOTAL 40
PART III- PRACTICAL PAPER (PSYCHOLOGICAL ASSESSMENT I & II)
COMPONENT TIME MAX.MARKS CA MARK
1.*TEST I 2 HRS 50 MARKS (TO BE CONVERTED) 10
2.*TEST II 2 HRS 50 MARKS (TO BE CONVERTED) 10
3. ASSIGNMENT 10
4. PARTICIPATORY LEARNING 10
TOTAL 40
PART III- PROJECT -
COMPONENT CA MARK
1. PROJECT PRESENTATION 10
2. PERIODIC REVIEW 20
3. INTERNAL VIVA 10
TOTAL 40

CA QUESTION PAPER PATTERN-PG

Knowledge Section Word Limit Marks Total
Level
K1, K2, K 3 A-2/4X5 marks 500 10
K3, K4. K 5 B-2/3x20 marks 1200 40 50

RUBRICS FOR CONTINOUS ASSESSMENT

Assignment Content/originality/Presentation/Schematic
Representation and Diagram/Bibliography
Seminar Organisation/Subject Knowledge/Visual
Aids/Confidence level/presentation-
Communication and Language
Field Visit Participation/Preparation/Attitude/Leadership
Participation Answering Questions/Clearing
Doubts/Participating in Group
Discussions/Regular Attendance
Case Study Finding the Problem/Analysis/Solution/Justification
Problem Solving Understanding Concepts/Formula and Variable
Identification/Logical Sequence/Answer
Group Discussion Preparation/Situation Analysis/Relationship
Management/Information Exchange/Delivery Skills
Flipped/Blended Preparation/Information Exchange/ Group
Learning interaction/Clearing doubts

● FIRST FOUR RUBRICS SHOULD BE INCLUDED.

● OTHERS ARE OPTIONAL BASED ON TEACHING-LEARNING
METHODOLOGY ADOPTED FOR THE COURSE

END SEMESTER EVALUATION PATTERN-PG

CORE/ELECTIVE: THEORY PAPERS
SEMESTER: I/II/III/IV
DOUBLE VALUATION INTERNAL AND EXTERNAL EXAMINER
MAXIMUM MARKS: 100 TO BE CONVERTED TO 60
PASSING MARKS: 50
PRACTICAL PAPERS
SEMESTER: I/II/IV
DOUBLE VALUATION BY INTERNAL AND EXTERNAL EXAMINER
MAXIMUM MARKS: 100 TO BE CONVERTED TO 60
PASSING MARK: 30
SOFT SKILLS PAPERS
SEMESTER: I/II/III/IV
SINGLE VALUATION BY COURSE TEACHER
MAXIMUM MARKS: 50
PASSING MARKS:25
PROJECT PAPER
SEMESTER: IV
DOUBLE VALUATION BY RESEARCH SUPERVISOR AND EXTERNAL EXAMINER
DISSERTATION: 40
VIVA: 20
MAXIMUM MARKS: 60
PASSING MARKS:30
INTERNSHIP:
21 days summer internship (excluding holidays) after the completion of II semester is
mandatory for all students. Internship diaries/log books to be signed by faculty and trainer to
be maintained. Certificates must be obtained. Internship reports and certificate to be submitted
to the department in the subsequent semester.
SELF STUDY PAPER:
Self- study paper will not have continuous assessment. An end semester examination will be
held along with NME/ /Soft Skill paper for 100 marks in case of theory paper. The question
paper will be set by the department. The self- study course will have only single evaluation.
MOOC COURSES:
Students may undertake MOOC courses from I to the III semester in the Post Graduate
Programmes. MOOC credits obtained in the last semester of study will not be included in the
statement of marks issued by the college. To obtain credits from NPTEL and college the
students must pass the proctored exams conducted by NPTEL. On obtaining certificates from
NPTEL the students can produce a copy of the same to the department. These students will
be given the credits specified by NPTEL in the consolidated statement of marks as MOOC -
Extra Credits
KEYWORDS FOR QUESTION PAPERS BASED ON KNOWLEDGE LEVELS
KNOWLEDGE LEVEL 1-REMEMBERING/RECALLING
Exhibit memory of previously learned material by recalling facts, terms, basic concepts and
answers
Who What Why When Omit
Where Which Choose Find How
Define Label Show Spell List
Match Name Relate Tell Recall

KNOWLEDGE LEVEL 2- UNDERSTANDING

Demonstrate understanding of facts and ideas by organising, comparing, translating,
interpreting, giving descriptions and stating main ideas
Compare Contrast Demonstrate Interpret Explain
Extent Illustrate Infer Outline Relate
Rephrase Translate Summarise Show Classify

KNOWLEDGE LEVEL 3-APPLYING

 Solve problems to new situations by applying acquired knowledge, facts, techniques and
rules differently
Apply Build Choose Construct Develop
Experiment Identify Interview Make use of Model
with
Organise Plan Select Solve Utilise
List Use Compute Simplify Survey
Demonstrate Dramatize Illustrate interpret Sketch
Write Show Manipulate Relate Schedule

KNOWLEDGE LEVEL 4- ANALYZING

Examine and break information into parts by identifying motives or causes. Make inferences
and find evidence to support generalisations.
Analyse Assume Categorize Classify Compare
Conclude Contrast Divide Examine Function
Infer Discover Dissect Distinguish Inspect
List Motive Relationship Simplify Survey
Take part in Test for Identify theme

KNOWLEDGE LEVEL 5-EVALUATING

Present and defend opinions by making judgements about information, validity of ideas or
quality of work based on a set of criteria
Agree Appraise Assess Award Choose
Compare Conclude Criteria Decide Deduct
Defend Determine Disprove Dispute Estimate
Evaluate Explain Importance Influence Interpret
Judge Justify Measure Opinion Perceive
Prioritize Prove Rate Recommend Select
Support Value

KNOWLEDGE LEVEL 6-CREATING

Compile information together in a different way by combining elements in a new pattern or
proposing alternate solutions
Adapt Change Choose Compile Compose
Construct Create Design Develop Discuss
Elaborate Estimate Formulate Imagine Improve
Invent Minimise Maximise Modify Originate plan
Predict Propose Solve Test Theory
This list is only suggestive and not exhaustive

COURSE PROFILE
SEMESTER - I

S. N CORE TITLE OF THE COURSE L T P H C CA SE MM

/ELECTIVE PAPER CODE
 Cognitive 22SP21/1C/
I Core I 5 1 0 5+1 5 40 60 100
Psychology CTP

Theories of 22SP21/1C/
I Core II 5 1 0 5+1 5 40 60 100
Personality TOP

Counselling skills 22SP21/1C/

I Core III 5 1 0 5+1 5 40 60 100
and techniques CST

Counselling across 22SP21/1C/

I Core IV 5 1 0 5+1 5 40 60 100
lifespan CLS

Sports and exercise

22SP21/1E1
psychology/
I Elective I /SEP//22SP 3 1 0 3+1 3 40 60 100
Applied Social
21/1E1/ASP
Psychology

Personality
PG21/1S/PE
I Soft Skills - I Enrichment for 2 2 50
W
Women

UNIVERSITY OF MADRAS
ETHIRAJ COLLEGE FOR WOMEN, (AUTONOMOUS), CHENNAI
MSC. DEGREE COURSE IN APPLIED PSYCHOLOGY
CHOICE BASED CREDIT SYSTEM
(Effective from the academic year 2020-2021)
SYLLABUS
SEMESTER-I

CORE I- COGNITIVE PSYCHOLOGY

Teaching Hours: 90 Credits: 5
Course Code: 22SP21 /1C/CTP LTP: 5 1 0
COURSE OBJECTIVES:
To provide the student:
1. A comprehensive overview of the emergence of the field cognitive psychology and
applications of dimensions of human intelligence
2. Knowledge on how human cognition works from perception, attention and consciousness
3. Knowledge on basic concepts and phenomena of memory, forgetting and language
4. Theoretical inputs about problem solving and creativity
5. Knowledge of cognitive processes underlying reasoning and decision making

COURSE OUTLINE:
UNIT 1 – INTRODUCTION
Definition and Scope of Cognitive Psychology – History and Development of Cognitive
Psychology – Intelligence – Definition – Theories of Intelligence – Emotional Intelligence –
Definition and its components – Artificial Intelligence – Definition and its applications.

UNIT 2 – ATTENTION, PERCEPTION AND CONSCIOUSNESS

The nature and definition of attention, perception and consciousness – selective attrition and
division of attention – theories of attention – filter theory, attenuation theory, late selection
theory – theories of perception – bottom up and top down process – Gestalt approaches to
perception – Disruptions of perception – subliminal perception – Consciousness of complex
mental process.

UNIT 3 – MEMORY AND LANGUAGE

Short term vs long term memory – types of long term memory – encoding, storage, and
retrieval – working memory – definition and model – process of forgetting – memory
distortions – reconstructive retrieval – eyewitness testimony – Language – properties of
language- process of language comprehension- language and thought – language in social
context.

UNIT 4 – PROBLEM SOLVING AND CREATIVITY

Problem solving: Meaning – Problem solving cycle – types of problems – Problem solving
techniques – obstacles and aids in problem solving – knowledge and problem solving –
creativity – definition – divergent thinking – steps in creative thinking – nature of creative
people – blocks to creative thinking – Promoting Creativity.

UNIT 5 – REASONING AND DECISION MAKING

Types of thinking – Reasoning: Meaning – categorical syllogisms – conditional syllogism –
syllogistic reasoning – inductive reasoning – heuristics and biases and its types – Decision
making: Meaning – types of decision making.

REFERENCES
1. Galotti, K.M. (2008). Cognitive Psychology – Perception, Attention, and Memory. New
Delhi: Cengage Learning India Pvt Ltd.
2. Solso, R.L. (2001). Cognitive Psychology (6thed). New Delhi: Pearson Education.

ADDITIONAL READING
1. Galotti, K.M. (2014). Cognitive Psychology – In and Out of the Laboratory (5e). New
Delhi: Sage Publications India Pvt Ltd.
2. Parkin, A. J. (2014). Essential Cognitive Psychology. London: Psychology Press.
3. Riegler, G.R &Riegler, B.R. (2008). Cognitive Psychology. Applying the science of
mind (2ndedn). New Delhi: Pearson Education Inc.
4. Kellog,R.T. (2003). Cognitive Psychology (2ndedn). New Delhi: Sage Publication.
5. Sternberg, R.J. (2003). Cognitive Psychology (3rdedn). CA: Wadsworth/Thomson
Learning.

JOURNALS:
1. Cognitive psychology (https://www.sciencedirect.com/journal/cognitive-psychology)
2. Behavioural Scienceshttps://www.mdpi.com/journal/behavsci
 3. International journal of school and cognitive psychology
https://www.longdom.org/scholarly/cognitive-psychology-journals-articles-ppts-list-
2287.html
4. Advances in cognitive psychology http://www.ac-psych.org/en/home

E - LEARNING RESOURCES:
1. https://www.simplypsychology.org/cognitive.html
2. http://download.nos.org/srsec328newE/328EL5.pdf
3.https://courses.lumenlearning.com/boundless-psychology/chapter/introduction-to-memory/
4. https://psycnet.apa.org/fulltext/2015-22913-004.html
5.https://courses.lumenlearning.com/waymaker-psychology/chapter/outcome-thinking-and-
problem-solving/

COURSE OUTCOMES:
On successful completion of the program the student will be able to
CO No: CO Statement

1. Analyse the assumptions of different approaches and influences in

understanding the cognitive processes

2. Explain the phenomena of perception, attention and consciousness

3. Identify and discuss the process of memory and language

4. Explain different methods of problem solving, identify blocks and generate

creative solutions

5. Explain and evaluate theories relating to reasoning and decision making

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6

CO1 3 2 1 1 3 1

CO2 3 2 1 1 3 1

CO3 3 2 2 1 3 2

CO4 3 2 2 2 3 3

CO5 3 3 3 2 3 3

KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1. No
 Correlation -0

Teaching Methodology:
Lectures. Seminars, problem solving experiments and Participatory learning

QUESTION PAPER PATTERN –PG*

Knowledge Section Word Marks Total
Level Limit
K3 A-5/8X 8marks 500 40
100
K4, K5 B-3/5x20marks 1500 60

CORE II –THEORIES OF PERSONALITY

Teaching Hours: 90 Credits: 5
Course Code: 22SP21/ 1C/TOP LTP: 5 1 0

COURSE OBJECTIVES: The course enables the students to

1. Understand individual patterns of perception, thought, emotion and behaviour from various
theoretical standpoints and also various assessment measures of personality
2. Understand social psychological approaches to personality
3. Comprehend existential and trait approach to personality
4. Gain Knowledge on Cognitive and Social learning approaches to personality
5. Gain insight on problems that can be caused due to certain personality dispositions

COURSE OUTLINE:

UNIT I: INTRODUCTION
Definition, Brief history of personality, Personality, the internet and social networking, types
of personality – determinants of personality – Varieties of personality measures: Objective
tests – projective tests – Situational tests.

UNIT II: SOCIAL PSYCHOLOGICAL AND PERSONOLOGY APPROACH

Erich Fromm (Freedom Theory): Nature of human beings, Structure of personality,
Development of Personality, application and evaluation. Harry stack Sullivan (Interpersonal
Theory): Nature of human beings, Structure of personality, Development of personality,
Application and evaluation. Henry Murray (Personology): Structure of personality,
Development of personality, Current status and evaluation.

UNIT III EXISTENTIAL AND TRAIT APPROACH

Rollo May: Nature of human beings, Structure of personality, Development of personality, ,
Application and evaluation. Victor Frankl: View of Human Nature, Key Concepts:
Phenomenology, Death and Non-Being, Freedom, Responsibility, Isolation,
Meaninglessness, Anxiety, Guilt, Will to Meaning and Authenticity. Gordon Allport: Nature
of human beings, Structure of personality, Development of personality, Assessment in
Allport’s theory, Application and evaluation. Raymond Cattell: Nature of human beings,
Structure of personality, Development of personality, Assessment in Cattell’s theory,
Application and evaluation.
 UNIT IV: SOCIAL LEARNING AND COGNITIVE APPROACH
George Kelley (Personal construct theory): Nature of human beings, Structure of personality,
Development of personality, Assessment in George Kelley’s theory, Application and
evaluation. McClelland: Theory of motivation: Need for achievement, Power and Affiliation
Eric Berne: Basic Assumptions, Theoretical Principles, Eight Fundamental TA “Therapeutic
Operations”.

UNIT V: OTHER APPROACHES TO PERSONALITY

Kurt Lewin (Field Theory): Structure of Personality: Psychological environment, Life
space, differentiated person and environment, Connections between regions, Number of
regions, Person in Environment, Locomotion and Communication, Restructuring of Life
space, Levels of Reality, Time dimension, Development of Personality. Julian Rotter: Locus
of Control: Internal vs External control of Reinforcement, Age, Cultural, Behavioural and
Physical Health Differences, Developing Locus of Control in Childhood and Reflections on
Locus of Control. Marvin Zuckerman: Sensation Seeking: Characteristics of sensation
seekers, Behavioural and Personality differences, Cognitive process, Occupational
preferences, Heredity vs Environment, Reflections on Sensation seeking. Martin E.P.
Seligman: Learned Helplessness in Elderly person, learned helplessness and Emotional
Health; Explanatory Style: optimism and pessimism, Pessimism and depression,
Development of learned helplessness in childhood, Reflections on learned helplessness

REFERENCES
1. Schultz, D.P., & Schultz, S.E. (2013). Theories of personality (10th ed.). New Delhi, India:
Cengage Learning India Pvt. Ltd.
2. Schultz, P.D & Schultz, E.S. (2005). Theories of personality. (8th Ed). UK: Wadsworth
Publishers.
3. Frager, R & Fadiman, J.(2005). Personality and Personal growth (6th edition), Delhi: Pearson
Education.
4. Friedman, S &Schustack, M.W. (2006). Personality – Classic theories and Modern
Research. (3rd Edition), Delhi: Dorling Kindersley India Pvt Ltd
5. Feltham, C., Hanley, T., Winter, L.A. (2017). The SAGE handbook of counselling and
psychotherapy. (4th ed.). London, England: SAGE Publications

ADDITIONAL READING
1. Hall, S.C., Lindzey, G., Campbell, B J. (2007). Theories of personality.(4th Ed). India:
John Wiley & Sons, Inc.
2. Carver &Scheier (2019). Perspectives on personality. (8th Ed) India: Pearson India
Education services Ltd.
3. Ewen, R. B. (2010). An introduction to theories of personality. New York, NY:
Psychology Press.
4. Ryckman, R. M. (2013). Theories of personality. Wandsworth/Cengage Learning.
5. Feist, J., Feist, G., & Roberts, T. (2013). Theories of personality. Maidenhead: McGraw-
Hill.

JOURNALS:
1. Journal of Research in Personality (https://www.journals.elsevier.com/journal-of-
research-in-personality)
E - LEARNING RESOURCES:
1.https://courses.lumenlearning.com/boundless-psychology/chapter/introduction-to-
personality/
2. http://164.100.133.129:81/econtent/Uploads/Dynamics_of_Personality.pdf
3. https://www.oercommons.org/authoring/22859-personality-theory/16/view
4. https://courses.lumenlearning.com/boundless-psychology/chapter/social-cognitive-
perspectives-on-personality/
5. https://gtu.ge/Agro-Lib/PersonalityPsychology.pdf

COURSE OUTCOMES:
On successful completion of the course, the student will be able to
CO No CO Statement

1. Compare and Contrast various personality theories to analyse and explain differences
among individuals

2. Demonstrate an understanding of various tests of personality and its relative advantages

and disadvantages.

3. Critically examine determinants of personality that contribute to complex human

cognition, emotion and behaviour

4. Utilize the knowledge of the theories of personality to better understand self and others

5. Relate theoretical explanations of personality to infer and negotiate challenges of daily

living.

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 3 3 1 1 3 3
CO2 3 1 3 2 3 3
CO3 3 3 3 3 3 3
CO4 3 3 3 3 3 3
CO5 3 3 3 3 3 3

KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1. No
Correlation -0

Teaching Methodology:
Lecture, Seminars, Assignments. Administration of personality test and Participatory
Learning
QUESTION PAPER PATTERN –PG*
Knowledge Level Section Word Marks Total
Limit
K3 A-5/8X 8marks 500 40
K4, K5 B-3/5x20marks 1500 60 100
CORE III- COUNSELLING SKILLS AND TECHNIQUES

Teaching Hours: 90 Credits: 5

Course Code: 22SP21/1C/CST LTP: 51 0

COURSE OBJECTIVES:

The objectives of this course are to enable the students to:

1.Understand the nature and characteristics of counselling and a counsellor and to gain
insight on the ethical and legal aspects of counselling.

2.Understand the meaning and use of communication skills in counselling through

practicum

3.Explore the stages of the skilled helper model of counselling.

4.Apprehend treatment planning, its goals, guidelines, advantages and limitations.

5.Understand the theories, practices, types, advantages and disadvantages group

counselling.

COURSE OUTLINE:

UNIT 1: INTRODUCTION AND ETHICS

Definition of Counselling: Guidance, Psychotherapy, Counselling – Personality and

Background of Counsellor – Motivators for Becoming a Counsellor in India: Personal
Qualities of an Effective Counsellor, Maintaining Effectiveness as a Counsellor –
Professional Aspects of Counselling: Levels of Helping, Professional helping Specialities,
Education of Professional Counsellors – Credentials of counsellor: Inspection, Registration,
Certification, Licensure, Licensure in India.

Ethical and Legal Aspects of Counselling: Definition: Ethics, Morality and Law - Ethics and
Counselling– Professional Codes of ethics and Standards – Making Ethical Decisions -
Educating Counsellors in Ethical Decision making - Ethics in specific Counselling situations.

UNIT: II MICRO SKILLS OF COUNSELLING

The Importance of Communication Skills. Attending: Attending, Active Listening, The

Shadow Side of Listening to Clients, Listening to Oneself. Empathy: The Art of Empathy;
Empathy as a way of being; Empathy as a Communication Skill; The uses of Empathy and
Probing.

UNIT: III STAGES OF COUNSELLING

Stage: I: Reviewing the Problem Situations and Unused Opportunities. StageII: Developing
the Preferred Scenario. Stage: III: Determining how to get there: Action Revisited- Preparing
and Supporting Clients. Evaluation of the Skilled Helper Model. Flexibility in the use of the
skilled helper model. Competencies in becoming a skilled helper.
UNIT: IV INTERVENTION PLANNING

Introduction to Intervention Planning. Writing Useful Intervention Tasks. Intervention Plan

Format. Client Goals: Goal Worksheet, The Goal Writing Process. Guidelines for writing
Interventions. Advantages of Intervention Plans.

UNIT V: GROUP COUNSELLING

Reasons for Leading Groups – Kinds of Groups – Group Versus Individual Counselling –
Use of Theories - Group Leadership Styles – Leadership Functions – What makes an
Effective Leader? – Potential Group Problems - Stages in groups – Group Process – Group
Dynamics of Different Groups – Therapeutic Forces: Yalom’s Curative Factors, Jacobs,
Schimmel Mason and Harvill’s 15 Therapeutic Factors – Process and Content.

REFERENCES:

1.Gladding, T. S., &Batra, P. (2018). Counselling – A Comprehensive Profession.

(8the.d.) U.P., India: Pearson India Education Services Pvt. Ltd.

2.Gladding, T.S., & Kishore, T. (2017). Counselling – A Comprehensive Profession.

(7the.d.). U.P., India: Pearson Education Services Pvt. Ltd.

ADDITIONAL READING

1. Okun, F.B. (2001). Effective Helping: Interviewing and Counselling Techniques (6the.d.).
U.S.A: Brooks/Cole

2. McLeod, J. (2010). The Counsellor’s Workbook: Developing a Personal Approach.

(2nde.d.). New Delhi: Tata McGraw Hill Education Private Limited.

3. Egan, G. (1994). The Skilled Helper – A Problem Management Approach to Helping.

(5the.d.). California: Brooks/Cole Publishing Company.

4. Jacobs, E. E., Schimmel, C. J., Masson, R. L., & Harvill, R. L. (2015). Group counselling:
Strategies and skills. Cengage learning.

5. Gehart, D. (2016). Theory and Treatment Planning in Counselling and Psychotherapy.

(2nde.d.). India: Cengage Learning India Pvt. Ltd.

6. Soundararajan, R. (2012). Counselling: Theory, Skills and Practice.NewDelhi : Tata

McGraw Hill Education Private Limited

JOURNALS

1.EC Psychology and psychiatryhttps://www.ecronicon.com/ECPP.php

2.Journal of psychology and psychotherapyhttps://www.longdom.org/psychology-

psychotherapy.html

E – LEARNING RESOURCES

1.https://www.mhinnovation.net/sites/default/files/downloads/innovation/tools/PMHP-Basic-
Counselling-Skills.pdf

2.http://www.indianjpsychiatry.org/cpg/cpg2009/article11.pdf

3.https://www.gp-training.net/training/communication_skills/mentoring/egan.htm

4.https://www.porticonetwork.ca/web/knowledgex-archive/amh-specialists/overview-
mmt/assessment-treatment-planning-counsellor/treatment-planning

5.https://web.wpi.edu/Pubs/E-project/Available/E-project-101615-
124849/unrestricted/Zniber_Group_Counselling_Guide.pdf

COURSE OUTCOMES:

On successful completion of the course the student will be able to:

CO. No CO Statement

CO1 Define counselling and explain the characteristics of a counsellor and

examine the ethical and legal aspects of counselling.

CO2 Elaborate on the efficient use of attending, empathy and probing in

counselling through practicum exercises.

CO3 Formulate and apply the skilled helper model of Counselling in case
formulation

CO4 Construct Intervention Plans using appropriate counselling skills

CO5 Analyse and explain group counselling as a method of counselling.

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6

CO1 3 2 0 1 3 3

CO2 3 2 1 2 3 3

CO3 3 2 1 1 3 3

CO4 3 3 2 3 3 3

CO5 3 2 1 2 3 3
KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1. No
Correlation -0
 Teaching Methodology:

Lectures, Seminars, Assignment, participatory learning, simulated counselling

exercises

QUESTION PAPER PATTERN –PG*

Knowledge Level Section Word Limit Marks Total

K3 A-5/8X 8marks 500 40

100
K4, K5 B-3/5x20marks 1500 60

CORE IV – COUNSELLING ACROSS LIFE SPAN

Teaching Hours: 90 Credits: 5

Course Code: 22SP21/1C/CLS LTP: 5 1 0

COURSE OBJECTIVES:

To enable the students to

1. Gain knowledge about the goals and process of counselling children

2. Learn the needs of counselling students and role of counsellor in

educational setting

3. Comprehend theories of career counselling, and use of assessment

4. Apply key therapeutic techniques for counselling couples and family

5. Understand the need for counselling in older adults

COURSE OUTLINE

Unit 1 - Counselling Children

Goals for counselling children – The child-counsellor relationship; The Process of child
therapy – the initial assessment phase, therapy for the child, review of therapeutic outcomes;
Child counselling skills: Observation, active listening, helping the child to tell the story,
dealing with resistance and transference, dealing with self-concept and self-destructive
beliefs, actively facilitating change, Termination of counselling.

Unit 2 – Counselling in student life

School counselling – Roles, activities, Prevention and remediation; College Counselling –

Emphases, roles and activities of college counsellors

Unit 3 – Career Counselling

Foundations; Career counselling theories - Parsons, Holland, Social Learning theory, Social
Cognitive Career theory; Developmental theories - Super, Gottfredson; Counselling,
Prevention and Intervention, Consultation in career counselling; Assessment – Interests,
Aptitudes, Values; Diagnosis; Program Promotion, Management and Implementation.

Unit 4 – Marriage, Couple and Family Counselling

Foundations – Counselling, Prevention and Intervention; Key Therapy Techniques – Circular

Questioning, Reframing, Giving Directives; Assessment – Family Dysfunction, Family Life
Cycle, Family fusion, Boundary problems, Dysfunctional behavioural sequences, Hierarchy
problems, Communication problems, family of origin struggles; Research and evaluation.

Unit 5 – Counselling aged population

Counselling aged population – old age – Needs of the aged – Needs of the Aged in India –
Counselling the aged – Counselling the aged in India

RECOMMENDED TEXTBOOKS:

1. Geldard, K &Geldard, D. (2002). Counselling children. A practical introduction.

New Delhi: Sage Publications.
2. Capuzzi, D. & Gross, D.R. (2013). Introduction to the counselling profession. New
York: Routledge Taylor & Francis.
3. Gladding, S.T, &Batra, P. (2018). Counselling a comprehensive profession. Noida:
Pearson India Education Services Pvt. Ltd.

REFERENCES:

1. Gladding, S.T, & Kishore, R. (2017). Counselling a comprehensive profession.

 Noida: Pearson India Education Services Pvt. Ltd.
2. Gehart, D.R. (2016). Theory and Treatment Planning in Counselling and
Psychotherapy (2nd Ed.). Delhi: Cengage Learning.
JOURNALS
1.Journal of child and adolescent behaviourhttps://www.omicsonline.org/child-and-
adolescent-behavior.php
2.Journal of vocational behaviourhttps://www.sciencedirect.com/journal/journal-of-
vocational-behavior
3.Journal of marital and family
therapyhttps://www.onlinelibrary.wiley.com/journal/17520606
4.Indian Journal of Gerontologyhttp://www.gerontologyindia.com/journal.htm

E- LEARNING RESOURCES

1. www.apa.og/science/faircode.html
2. http://www.iamfconline.com/

COURSE OUTCOMES:

On successful completion of the course the student will be able to:

CO. No CO Statement

CO1 Enlist the goals and steps in the process of counselling children and
exercise the acquired skills

CO2 Elaborate on the roles and activities of counsellors in educational setting

CO3 Evaluate the theories of career counselling, diagnose through assessment

and plan and implement career decisions

CO4 Identify, and prevent dysfunctions in family and use appropriate techniques
to promote positive functioning in family
CO5 Describe the needs and challenges of counselling the aged

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6

CO1 3 3 2 3 3 3

CO2 3 2 1 1 3 3

CO3 3 3 2 3 3 3

CO4 3 3 3 3 3 3

CO5 3 3 2 2 3 3

KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1. No
Correlation -0

Teaching Methodology:

Lecture (OHP/LCD), Needs Assessment/Field study, Role plays/ simulated

sessions, Case Studies / Case Discussions, Mock Assessment

QUESTION PAPER PATTERN –PG*

Knowledge Level Section Word Limit Marks Total

K3 A-5X8 marks 500 40

100
K4, K5 B-3/5x20 marks 1500 60

ELECTIVE I – SPORTS AND EXERCISE PSYCHOLOGY

Teaching Hours: 60 Credits: 3
Course Code: 22SP21/1E1/SEP LTP: 3 1 0

COURSE OBJECTIVES:
1. To gain knowledge on the theoretical approaches, research methods and specialities of
sports psychology
2. To examine the influence of physiological and psychological determinants in sport’s
performance.
3. To explore factors tied to performance enhancement in sports
4. To comprehend importance, phases and effectiveness of psychological skills training for
sports players.
5. To understand determinants and barriers to exercise behaviour and physiological and
psychological effects of exercise.

COURSE OUTLINE:
UNIT I: SPORTS PSYCHOLOGY
Definition & Importance of sports psychology in physical education and sports. Theoretical
approaches and research methods in sports psychology. Sport psychology specialties:
Clinical-sport psychology, Educational psychology. Role of exercise and sport psychologists
– teaching, research and consultation
UNIT II: ISSUES RELATED TO PERFORMANCE AND ITS ENHANCEMENT
Attention and concentration, motor learning, goal setting, Moods and emotions, participation
motives, motivation and personality. Motivation, arousal and anxiety, concentration and
confidence. Positive self-talk, Imagery. Achieving Flow for peak performance.
UNIT III: PSYCHOLOGICAL SKILLS TRAINING (PST):
Importance and Effectiveness of PST. Phases of PST programmes: Education, acquisition
and practice. Designing and implementing a PST program: Common problems in
implementing PST programme. Defining self-confidence, assessing and building self-
confidence. Advantages of psychological skills training.
UNIT IV: ETHICAL ISSUES AND CHALLENGES IN SPORTS
Sports ethics: Meaning and six pillars of fair play- trustworthiness, respect, caring,
responsibility, fairness and citizenship. Issues plaguing sports arena- bribing, matching
fixing, doping, aggression in sports

UNIT V: EXERCISE PSYCHOLOGY

Definition. Types of Exercise. Physical and Psychological effects of exercise, Determinants
of exercise in children adolescents and adults
REFERENCES:
1. Horn, T. S. (Ed.) (2002). Advances in sport psychology. USA: Human Kinetics Publishers.
2. Shaw, D.Gorely, &Corban, R (2005) Sports and Exercise Psychology .John Wiley & Sons.
3. Weinberg, R. S., & Gould, D. (2003).Foundations of sport and exercise psychology. USA:
Human Kinetics Publishers, Inc
ADDITIONAL READING:
1. Schneider,F.W., Gruman, J.A., & Coutts, L.M. (2012) Applied social psychology-
understanding and addressing social and practical problems. New York, NY: Sage
publications.
2. Semin, G., & Fiedler, K. (1996). Applied social psychology. London: Sage publication

JOURNALS
1. Psychology of sports and exercise https://www.sciencedirect.com/journal/psychology-
of-sport-and-exercise

E-LEARNING RESOURCES:
1. https://www.apa.org/ed/graduate/specialize/sports
2. https://mastersinpsychologyguide.com/articles/introduction-sports-psychology/
3. https://shodhganga.inflibnet.ac.in/bitstream/10603/26149/10/10_chapter%201.pdf
4. https://en.wikipedia.org/wiki/Doping_in_sport
 5. https://ec.europa.eu/assets/eac/sport/library/studies/study-sports-fraud-final-version_en.pdf
6. https://memberfiles.freewebs.com/37/84/82578437/documents/1841695815.pdf.

COURSE OUTCOMES:
On successful completion of the course the student will be able to

CO No: CO Statement
1. Demonstrate an understanding of theoretical approaches, research methods and
specialities of sports psychology
2. Describe determinants that influence performance and its enhancement in individual and
group sports.
3. Explain the phases and effectiveness of psychological skills training in sports.
4. Demonstrate an understanding of ethics in sports
5. Apply knowledge of exercise behaviour to develop interventions for promoting exercise
behaviour

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6

CO1 3 3 1 1 3 2

CO2 3 3 3 3 3 3

CO3 3 3 3 3 3 3

CO4 3 3 2 3 3 3

CO5 2 3 3 3 3 3

KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1. No
Correlation -0

Teaching Methodology:
Lecture, Seminars, mini surveys
QUESTION PAPER PATTERN –PG*
Knowledge Level Section Word Marks Total
Limit
K3 A-5/8X 8marks 500 40
K4, K5 B-3/5x20marks 1500 60 100

ELECTIVE I – APPLIED SOCIAL PSYCHOLOGY

Teaching Hours: 60 Credits: 3

Course Code: 22SP21/1E1/ASP LTP: 3 1 0

COURSE OBJECTIVES

The objective of this course is to enable the student to:

● Understand the concepts and application of social psychology.
● Know the reasons for their own and other’s behaviour in social situations
● Explain the components of attitude, its functions and ways of changing attitudes
● Highlight the significance of personal influence on groups
● Explore various settings in which social psychological principles can be applied
through practicum

UNIT-I INTRODUCTION

Definition of Social Psychology and Applied Social Psychology, Theories- Cognitive

dissonance Theory, Groupthink theory, Role of Applied Social Psychologists.

UNIT-II UNDERSTANDING OTHERS & SOCIAL COGNITION

Nonverbal Communication: Basic Channels, Recognizing Deception. Attribution: Theories,

Basic sources of error, Applications. Impression Formation & Impression Management:
Social Cognition- Schemas, sources of error in social cognition

UNIT-III ATTITUDES

Attitude: Meaning – three components – Attitude Formation: Social Learning, Genetic

Factors, Attitude Functions, Attitude- Behaviour link. Persuasion and Attitude Change

UNIT IV LEADERSHIP

Leadership: Meaning – three major types – functions – theories – Nature and impact in
groups, Gender differences, Leader effectiveness, Transformational, transactional and other
types of leadership.

UNIT V: APPLICATIONS OF SOCIAL PSYCHOLOGY

Applying social psychology: In Media, Legal System, Politics, Work settings, Community,
Health and Environmental Psychology.

REFERENCES:
1.Branscombe, N.R., Baron, R.A., &Kapur, P. (2017). Socialpsychology (14th ed.). Chennai,
India: Pearson India Education Services Private Limited.
2.Myers, D.G., & Twenge, J.M. (2017). Social psychology. (12th ed.). New York, NY:
McGraw – Hill Education.
3.Feldman, R. S. (2001). Social psychology(3rded.) New Delhi, India: Pearson India
Education Services Private Limited.
4.Schultz, W., &Oskamp, S. (2000). Social psychology: An applied perspective. Upper
Saddle River, NJ: Prentice Hall.
5.Schneider, F.W., Gruman, J.A., &Coutts, L.M. (2005) Applied social psychology-
understanding and addressing social and practical problems. New York, NY: Sage
publications.
ADDITIONAL READING
1. Baron A. & Byrne D. (2002) Social Psychology, 10th edition, Prentice-Hall of India.

2.Shelly E. Taylor, Letitia Anne Peplau, David O.Sears. (2006) Social Psychology, 12th
edition, Pearson education.

JOURNALS

1. Basic and Applied Social Psychology (https://www.tandfonline.com/loi/hbas20)

2. Journal of Applied Psychology (https://onlinelibrary.wiley.com/loi/15591816)

E-LEARNING RESOURCES

1.https://www.joho.org/en/what-applied-social-psychology-chapter-1

2.https://www.scribd.com/doc/169429560/Lecture-Applied-Social-Psychology-ppt

3.https://www.slideshare.net/SaimJam/social-anxiety-presentation

COURSE OUTCOMES:

On successful completion of the course the student will be able to

CO. No CO statement

CO 1 Analyse and understand reasons for human behaviour in social settings

CO 2 Explain the reasons for the behaviour of self and others in social
situations

CO 3 Elaborate and predict causal factors for social behaviour and thought

CO 4 Examine the functions and influence of leaders in social settings

CO 5 Identify various areas in which social psychology principles can be

applied and test them

Mapping of CO with PSO

 CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6

CO1 1 3 3 3 3 3

CO2 3 3 3 3 3 3

CO3 3 3 3 3 3 3

CO4 3 3 3 3 3 3

CO5 3 3 3 3 3 3

KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1. No
Correlation -0

Teaching Methodology:
Lecture, Seminars, mini surveys

QUESTION PAPER PATTERN –PG*

Knowledge Level Section Word Marks Total
Limit
K3 A-5/8X 8marks 500 40
K4, K5 B-3/5x20marks 1500 60 100

SEMESTER - II

S. N CORE TITLE OF THE COURSE L T P H C CA SE MM

/ELECTIVE PAPER CODE

Behaviour 22SP21/2C/B
II Core V 4 1 0 4+1 4 40 60 100
Modification MN

Research
22SP21/2C/R
II Core VI Methodology and 4 1 0 4+1 4 40 60 100
MS
Applied Statistics

22SP21/2C/CA
II Core VII Case Studies 0 2 4 4+1 4 40 60 100
S
Psychological
22SP21/2C/PA
II Core VIII Assessment–I 0 1 4 1+4 4 40 60 100
1
(Practical)
 Psychopathology/ 22SP21/2E2/P
II Elective II Forensic PY//22SP21/2E 3 1 0 3+1 3 40 60 100
Psychology 2/FSP

Extra
Stress 22SP21/2E/ST
II disciplinary 3 1 0 3+1 3 40 60 100
Management M
Elective –I

II Soft Skill-II Foreign Language 2 2 50 50

DURING
Internship SUMMER 2
VACATION

CORE V – BEHAVIOUR MODIFICATION

Teaching Hours: 75 Credits: 4

Course Code: 22SP21/2C/BMN LTP: 4 1 0

COURSE OBJECTIVES:
The objective of the course is to enable students to:
1. Gain knowledge on basic principles of behaviour change and behavioural
assessment.
2. Comprehend how operant conditioning principles can be employed to establish
new behaviours
3.Apply reinforcement and punishment techniques to enhance desirable behaviours
and reduce undesirable behaviours respectively.
4.Understand behavioural approaches to psychotherapy including cognitive
restructuring, self - directed coping, mindfulness and acceptance-based
procedures.
5.Gain knowledge on Anxiety reduction and reduction procedures used in the
treatment of specific phobias and other anxiety disorders
COURSE OUTLINE:

UNIT I: BASIC CONCEPTS

Definition and characteristics of behaviour modification. Historicalaspects.Areas of
application. Reinforcement - positive and negative reinforcement, escape and avoidance
behaviours, conditioned and unconditioned reinforcers, factors that influence the
effectiveness of reinforcement, schedules of reinforcement. Punishment - positive and
negative punishment - Factors that influence the effectiveness of punishment. Respondent
conditioning, timing of neutral and unconditioned stimulus, higher order conditioning,
conditioned emotional responses, extinction of conditioned responses, discrimination and
generalization of respondent behaviour, Influential factors of respondent conditioning.
Introduction to a functional behavioural analysis. Basic behavioural principles of the A-B-C
contingency. Formal behavioural assessment.

UNIT II: PROCEDURES TO ESTABLISH NEW BEHAVIOR

Stimulus control: discrimination and generalization. Defining stimulus control, stimulus
discrimination training, the three-term contingency. Generalization. Shaping and its
applications - How to use shaping, shaping of problem behaviours. Prompting and fading
techniques. Types of prompts. How to use prompting and transfer of stimulus
control.Chaining.Examples of behavioural chains, analysing stimulus-response chains, task
analysis, backward chaining, forward chaining, total task presentation. Chaining Components
of Behavioural skills training procedures.Modeling, instructions, rehearsal, feedback.

UNIT III PROCEDURES TO INCREASE DESIRABLE BEHAVIOR AND

DECREASE UNDESIRABLE BEHAVIOR
Using Extinction to decrease problem behaviour. Differential reinforcement of alternative
behaviour, differential reinforcement of other behaviour - Differential reinforcement of low
rates of responding Antecedent control procedures. Using antecedent control strategies. Using
punishment. Time out, response cost.

UNIT 1V: OTHER BEHAVIOR CHANGE PROCEDURES

Self – management: Types of self - management strategies. Token economy, practical
considerations, implementing a token economy, applications of token economy, advantages
and disadvantages of a token economy. Cognitive behaviour change procedures –
assertiveness training, thought stopping, cognitive restructuring, cognitive coping skills
training, mindfulness and acceptance procedures

UNIT V: ANXIETY REDUCTION AND ANXIETY INDUCTION PROCEDURES

Anxiety reduction procedures – Defining fear and anxiety problems, procedures to reduce
fear and anxiety – relaxation, systematic desensitization, in vivo desensitization. Anxiety
induction procedures – implosive therapy flooding, aversive counter conditioning – use of
electric shock, covert sensitization.
REFERENCES
1.Miltenberger, R.G. (2012). Behaviour modification: Principles and procedures.
(5thed.). Boston, MA: Wadsworth Cengage Learning.
2.Masters, J. C., Burish, T. G., Hollon, S. D., &Rimm, D. C. (1987). Behaviour therapy:
Techniques and empirical findings. (3rd ed.). New York, NY: Harcourt Brace
Jovanovich College Publishers.
3.Martin, G., and Pear,J. (2010). Behaviour Modification. What it is and how to use it
(9thed)

ADDITIONAL READING
1.Simos, G. (2002). Cognitive behaviour therapy: A guide for the practicing clinician
(Vol 1) London, England: Brunner-Routledge.

2. Walker, S. F. (1984). Learning theory and behaviour modification. New York:

Methuen. Research methology

JOURNALS

1.Behavioural changehttps://www.cambridge.org/core/journals/behaviour-change
 2.Behaviour research and therapyhttps://www.journals.elsevier.com/behaviour-research-
and-therapy

E- LEARNING RESOURCES

1.https://opentext.wsu.edu/ldaffin/chapter/module-1-the-basics-of-behavior-
modification/

2.http://egyankosh.ac.in/bitstream/123456789/21181/1/Unit-1.pdf

3.https://courses.lumenlearning.com/boundless-psychology/chapter/operant-
conditioning/

4.https://pdfs.semanticscholar.org/c7fa/f533d02e672399bd387a993c31a8f3d6d23b.pd
f

5. https://www.simplypsychology.org/Systematic-Desensitisation.html

COURSE OUTCOMES:

On successful completion of the course, the student will be able to

CO No: CO Statement

1. Plan and conduct formal behavioural assessment

2. Critically examine problem behaviours and formulate behaviour change

paradigms to modify behaviour

3. Design and conduct self - modification projects to observe how

modifications occur in real life.
Apply knowledge of behavioural approaches to psychotherapy for dealing
4. with problem behaviour.

5. Explain Anxiety reduction and induction procedures used in the treatment of

specific phobias and other anxiety disorders

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6

CO1 2 3 3 2 3 3
CO2 3 3 3 3 3 3

CO3 2 3 3 3 3 3

CO4 3 3 3 3 3 3

CO5 2 3 3 3 3 3

KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1. No
Correlation -0

Teaching Methodology:
Lectures, Individual projects, Seminars, Role play

QUESTION PAPER PATTERN –PG*

Knowledge Level Section Word Limit Marks Total

K3 A-5X8 marks 500 40

100
K4, K5 B-3/5x20 marks 1500 60

CORE VI – RESEARCH METHODOLOGY AND APPLIED STATISTICS

Teaching Hours: 75 Credits: 4

Course Code: 22SP21/2C/RMS LTP: 4 1 0

COURSE OBJECTIVES:

The objective of this course is to enable the students to:

1.Understand the basic concepts of research and fundamental objectives of science

2.Arrive at problem statements, research questions and develop hypothesis through

review of literature.

3.Formulate a research design suitable for the research problem

 4.To choose appropriate approaches to collect, analyse and interpret quantitative data.

5.Use SPSS for various statistical methods and write the research findings.

UNIT I: FOUNDATIONS OF RESEARCH

Meaning of Research; Objectives of Research; Motivation in research; Types of Research;

Research Approaches; Significance of Research; Research Methods versus Methodology;
Research and Scientific Method; Importance of Knowing How Research is Done; Research
Process; Criteria of Good Research; Problems Encountered by Researchers in India. – Ethical
issues: Children, Adults, Animals.

UNIT II: RESEARCH PROBLEM, REVIEWING LITERATURE, SPECIFYING

PURPOSE AND HYPOTHESIS

Define a Research Problem and Explain Its Importance - Distinguish between a Research
Problem and Other Parts of Research - Criteria for Deciding Whether a Problem Can and
Should Be Researched - The Five Elements of a “Statement of the Problem” Section -
Strategies Useful in Writing the “Statement of the Problem” Section. Review of the Literature
and its Important - The Five Steps in Conducting a Literature Review. Distinguish among
Purpose Statements, Research Questions, Hypotheses, and Objectives –Importance of these
Statements and Questions - Write Quantitative Purpose Statements, Research Questions, and
Hypotheses.

UNIT III: RESEARCH DESIGN

Experimental design: Independent groups designs – Completely randomized groups designs,

randomized factorial groups design. Dependent groups designs: Within-participants design,
matched groups design – Mixed Designs – Single-participant design – Baseline designs.

Non-experimental designs: Quasi-experiments – Time-series design, non-equivalent groups

designs, longitudinal research, Cross-sectional research, Case-studies, Correlational research.

UNIT IV: COLLECTING, ANALYZING AND INTERPRETING QUANTITATIVE

DATA

Collecting Quantitative Data: State the Five Steps in the Process of Quantitative Data
Collection - Identify How to Select Participants for a Study - Identify the Permissions Needed
for a Study - List Different Options for Collecting Information - Locate, Select, and Assess
an Instrument(s) for Use in Data Collection - Describe Procedures for Administering
Quantitative Data Collection

Analysing and Interpreting Quantitative Data: Score data, Determine the Types of Scores to
Analyse, Select Statistical program, Input Data, Clean and Account Missing Data – Conduct
Descriptive Analysis: Measure of Central Tendency, Measure of Variability – Conduct
Inferential Analysis: Hypothesis Testing, Potential Errors in Outcome, Estimating Using
Confidence Interval, Determining Effect Size – Reporting the Results: Tables, Figures
Identify the Steps in the Process of Analysing and Interpreting Quantitative Data - Preparing
Your Data for Analysis - Analysing the Data - Reporting the Results

UNIT V: SPSS AND RESEARCH WRITING

Overview for Windows SPSS – Creating and Editing a Data File – Managing Data – Graphs
– Frequencies – Descriptive Statistics – Correlation – t Test Procedures – One-Way ANOVA
- Significance of Report Writing – Different Steps in Writing Report – Layout of Research
report – Types of Reports – Oral Presentation – Mechanics of Writing a Research Report –
Precautions for Writing Research Reports

REFERENCES
1. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating
quantitative and qualitative
2. research (4th ed.). Upper Saddle River, NJ: Pearson.
3. Evans, A.N., & Rooney, B. J. (2008). Methods in psychological research. New Delhi,
India: Sage Publications India Pvt. Ltd.
4. Jackson, S.L. (2010). Research methods and statistics. New Delhi, India: Cengage
Learning India Pvt. Ltd.

ADDITIONAL READING:

1. George, D. (2011). SPSS for windows step by step: A simple study guide and
reference, 17.0 update, 10/e. Pearson Education India.
2. Coaley, K. (2009). An introduction to psychological assessment and psychometrics.
New Delhi, India: Sage PublicationsIndiaPvt. Ltd.
3. Coolican, H. (2009). Research methods in statistics in psychology. New Delhi, India:
Rawat Publications.
4. Gravetter,F.J.,&Forzana,L.A.B. (2009). Research methods for behavioural sciences.
Boston, MA: Wadsworth Cengage learning.
5. Mohanty, B., &Misra, S. (2019). Statistics for behavioural and social sciences. New
Delhi, India: Sage Publications.
6. Myers, J. (2008). Methods in psychological research. New Delhi, India: Sage
Publications.
7. Ruyon, R.P, Haber, A, Pittenger, D.J., & Coleman, K.A. (2010). Fundamentals of
behavioural statistics. New York, NY: McGraw Hill.
8. Singh, A.K. (2006). Tests, measurements and research methods in behavioural
sciences. Patna, India: Bharati Bhavan Publishers.

JOURNALS

1. Open Journal of Statisticshttps://www.scirp.org/journal/ojs/

2. Methods in Psychologyhttps://www.journals.elsevier.com/methods-in-
psychology/

3. International Journal of Statistics and

Applicationhttp://www.sapub.org/journal/aimsandscope.aspx?journalid=1114
E – LEARNING RESOURCES:

1.http://ebooks.lpude.in/library_and_info_sciences/MLIS/year_1/DLIS401_METHODO
LOGY_OF_RESEARCH_AND_STATISTICAL_TECHNIQUES.pdf

2.http://istics.net/pdfs/multivariate.pdf

3.https://gtu.ge/Agro-Lib/Howle.pdf

4.http://lib.oup.com.au/secondary/science/Psychology/3and4/Oxford-Psychology-3-and-
4-2e-Ch1-Research-methods-in-psychology.pdf

5.https://labs.la.utexas.edu/gilden/files/2016/05/Statistics-Text.pdf

COURSE OUTCOMES:

On successful completion of the course the student will be able to:

CO No: CO Statement

1. Elaborate the steps in research and choose an ethical approach

2. Review literature, formulate and write effective research problem, research

questions and hypotheses

3. Plan appropriate research designs suitable for the problem of inquiry

4. Develop appropriate approaches to collect, analyse and interpret quantitative

data

5. Advance proficiency in using SPSS for statistical analyses and scientific

writing skills.

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6

CO1 3 1 3 1 3 3
CO2 3 2 1 1 3 3

CO3 3 2 3 1 3 3

CO4 3 2 3 1 3 3

CO5 3 2 1 1 3 3

KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1. No
Correlation -0

Teaching Methodology:

Lectures, Seminars, Quiz and Participatory learning

QUESTION PAPER PATTERN –PG*

Knowledge Level Section Word Limit Marks Total

K3 A-5/8X 8marks 500 40

100
K4, K5 B-3/5x20marks 1500 60

CORE VII – CASE STUDIES

Teaching Hours: 90 Credits: 4
Course Code: 22SP21/2C/CAS LTP: 0 2 4

COURSE OBJECTIVES:
To enable students to
1. To understand case study as a method of research
2. Develop ability to make keen and accurate observations of a person or persons in-depth.
3. Conduct a detail analysis of biological, psychosocial and cultural factors of the individual
studied
4. Gain information through observation, interview, analysis of clinical records and
interviewing significant others.
5. Gain in-depth understanding of various domains of development and develop
interventions if necessary
Case studies (any 2) to be submitted from the following areas:
● Early and middle childhood
● Adolescence
● Young and middle adulthood
● Old age
● Vocational / Career Guidance
● Children with Special needs
● Clinical conditions
● Victims of trauma or Abuse
● Palliative Care
● Physical/Medical conditions
● Rehabilitation

Each case study should not exceed 30 pages. Students are required to submit an introduction
and a case report for each of the chosen area. Students are required to spend at least 30 hours
on their 2 cases.
Evaluation of Case Studies can be orientated towards K3 to K6 levels.
Internal Evaluation: 40 Marks.
External Evaluation: Double valuation for 60 Marks

REFERENCES:
1. Guthrie., G (2012). Basic Research Methods. New Delhi: Sage Publications
2. Neuman, W, L (2007). Social Research methods. New Delhi: PresstechLithoPvt. Ltd

ADDITIONAL READING
1. Dimitriadi, S (2015). Diversity, Special needs, and Inclusion in Early Years
Education. New Delhi: Sage Publications India Pvt Ltd.
2. Kumari, B (2012). Teaching Children with Autism. New Delhi: Sonali Publications.
3. Kumari, B (2012). Teaching Children with Mental Retadation. New Delhi: Sonali
Publications.
4. Educating Exceptional Children (2007)
JOURNALS:
1. Methods in Psychology (https://www.journals.elsevier.com/methods-in-psychology/)
2. Journal of Research Practices (http://jrp.icaap.org/index.php/jrp)
E- LEARNING RESOURCES:
http://www.psyking.net/HTMLobj-3838/Case_Study_Method.pdf
http://egyankosh.ac.in/bitstream/123456789/20903/1/Unit-4.pdf
COURSE OUTCOMES
CO. No CO Statement
To describe the process of conducting case studies and also compare and contrast
CO1
case study with other research methods.
To infer and interpret collected information about an individual from verbal
CO2
reports, case records and other data
Understand the challenges of rapport building and devise ways to establish
CO3
rapport to facilitate in-depth study of an individual
Prepare interview schedules, conduct standardized tests, analyserecords and
CO4 design activities to collect pertinent data required for detailed description of an
individual
 Develop interventions to overcome behavioural problems and facilitate positive
CO5
functioning

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 3 2 2 1 3 3
CO2 3 3 3 1 3 3
CO3 3 2 2 1 3 3
CO4 3 2 3 2 3 3
CO5 3 3 3 3 3 3
KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1. No
Correlation -0
Teaching Methodology:
Assignments, Case reviews/ Case Presentations, Discussion based learning

CORE VIII – PSYCHOLOGICAL ASSESSMENT – I

Teaching Hours: 75 Credits: 4
Course Code: 22SP21/2C/PA1 LTP: 0 1 4

COURSE OBJECTIVES:
The objective of this course is to enable the students to:
1. Understand the pre-requisites, methods and ethical use of intelligence testing.
2. Demonstrate the use of personality assessments
3. Understand the methodology and use of motivational testing.
4. Demonstrate the methodology and use of tests to perception and attention

LIST OF TOOLS: (Any 10)

Intelligence
1. Wechsler’s Adult Performance Intelligence Scale: Indian Adaptation.
2. Malin’s Intelligence Scale for Indian Children
3. Binet Kamat Test for Intelligence – Indian Adaptation
Interest
4. Career Preference Record
5. Comprehensive Interest schedule – female form
Personality and Attitude
6. Indian Adaptation of Children’s Apperception Test (CAT)
7. Indian Adaptation of Thematic Apperception Test (TAT)
8. The 16 Personality Factor Inventory
9. Children’s Personality Questionnaire
10. Marriage Attitude Scale
 11. Alcohol and drug attitude scale

Perception and Attention

12. Perceptual grouping
13. Mirror Drawing Apparatus
Motivation
14. Motivational Analysis Test
15. Work Motivation Questionnaire

RECOMMENDED TEXTBOOKS:

1. Cohen, R. J. (2014). Psychological Testing and Assessment: An Introduction to Tests

and Measurement. Boston, MA: McGraw-Hill Higher Education.
2. Gregory, R. J. (2004). Psychological Testing – History, Principles, and Applications
(4thed.). Delhi: Pearson Education.

REFERENCES:

1. Anastasi, A. &Urbina, S. (2017). Psychological Testing (7thed.). Noida: Pearson.

2. Freeman, F.S. (1962). Theory and Practice of Psychological Testing (3rd Edition) New
Delhi: Oxfford& IBH Publishing CoPvt Ltd.
3. Kline,T.J.B.(2005). Psychological Testing- A practical approach to design and
Evaluation. New Delhi: Vistar Publications.
4. Miller, L.A., Lovler, R.L., &McIntire,S.A.(2013). Psychological Testing – A practical
Approach (4th Ed). New Delhi: Sage Publication
E-LEARNING RESOURCES:
1. http://download.nos.org/srsec328newE/328EL18.pdf
2. http://www.gcbtcollege.in/studymaterial/Intelligence%20Theories.pdf
3. http://egyankosh.ac.in/bitstream/123456789/23833/1/Unit-2.pdf

JOURNALS:

1. European Journal of Psychological Assessment

https://us.hogrefe.com/products/journals/european-journal-of-psychological-
assessment

COURSE OUTCOMES:
On successful completion of the course the student will be able to
CO. CO Statement
No
CO1 Ethically make use of appropriate intelligence tests to determine the levels of
intellectual capacity
CO2 Analyse and infer individual personality characteristics using standardized
assessment tools and projective tests
CO3 Apply the methods of motivational analysis to determine the levels of
motivation in the domains considered.
CO4 Test and report the levels of motivation among individuals

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6

CO1 2 2 2 1 3 3

CO2 2 3 3 2 3 3

CO3 2 3 3 2 3 3

CO4 2 3 3 2 3 3

KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1. No
Correlation -0
Teaching Methodology
Demonstration
Discussion
Individual / Team Work for administration and discussion of results.
Administration of tests with individual members in community to understand the use of the
test
Internal Evaluation: 40 Marks. External Evaluation: Double valuation for 60 Marks

ELECTIVE II – PSYCHOPATHOLOGY
Teaching Hours: 60 Credits: 3
Course Code: 22SP21/2E2/PPY LTP: 3 1 0

COURSE OBJECTIVES:
The objective of this course is to enable the students to:
1. Have an overview of the clinical picture and psychological intervention of childhood
and adolescent disorders
2. Understand the categorization, clinical picture, causes and psychological interventions
for Personality Disorders.
3. Apprehend the meaning, causes and psychological treatment of key anxiety and stress
related disorders.
4. Understand the clinical picture, causes and psychological interventions of
schizophrenia.
5. Understand the clinical picture, causes and psychological interventions of mood
disorders.
COURSE OUTLINE:
UNIT I: DISORDERS OF CHILDHOOD AND ADOLESCENCE
Anxiety and Depression in Children and Adolescents: Disruptive, Impulse-Control and
Conduct Disorder: Oppositional Defiant Disorder; Conduct Disorder Neurodevelopmental
Disorders: Attention-Deficit/Hyperactivity Disorder Autism Spectrum Disorder; Intellectual
Disability; Specific Learning Disorders: Clinical Picture (DSM:5), Causal Factors;
Psychological Treatments and Outcomes (15 Hours)
UNIT II: PERSONALITY DISORDERS
DSM: 5: Cluster: A, B, and C: Clinical Picture, Risk and Prognostic Factors; Psychological
Treatment and Outcome (10 Hours)
UNIT III: ANXIETY AND STRESS RELATED DISORDERS
Generalized Anxiety Disorder; Panic Disorder; Obsessive Compulsive Disorder: Clinical
Picture (DSM:5); Risk and Prognostic Factors; Psychological Interventions. Acute and Post
Traumatic Stress Disorder: Clinical Picture (DSM:5); Causes; Psychological methods for
Prevention and Treatment. (15 Hours)
UNIT IV: SCHIZOPHRENIA
Schizophrenia: Clinical Picture (DSM:5); Risk and Prognostic Factors; Psychological
Treatments and Outcomes.
UNIT V: MOOD DISORDERS
Major Depressive Disorder; Bipolar I and Bipolar II Disorders: Clinical Picture ( DSM:5);
Risk and Prognostic Factors; Psychological Treatment for Mood Disorders.

REFERENCES
1. Butcher, J.N., Hooley, M.J. &Mineka, S. (2019) Abnormal Psychology. (17the.d.). India:
Pearson India Education Services Pvt. Ltd.
2. Oltmanns, T.F. & Emery, R.E. (2016). Abnormal Psychology. (8the.d.). India: Pearson
India Education Services Pvt. Ltd.
3. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders. (5the.d.). https://doi.org/10/1176/appi.books.9780890425596

ADDITIONAL READING
1. Butcher, J.N., Hooley, M.J., Mineka, S. &Dwivedi, B.C. (2017). Abnormal Psychology.
(17the.d.). India: Pearson India Education Services Pvt. Ltd.
2. Comer R. (1996), Fundamentals of Abnormal Psychology, (6the.d.). Freeman & amp;
Company
3. Barlow H David & Durand V Mark (2002). Abnormal Psychology (2nde.d.). Ed
Brooks/Cole Publishing Company

JOURNALS:
1. Journal of depression and anxiety https://www.longdom.org/depression-and-anxiety.html
2. Journal of alcohol and drug dependence https://www.longdom.org/alcoholism-and-drug-
dependence.html
3. bipolar disorder https://www.longdom.org/bipolar-disorder.html
4. journal of psychological abnormalities https://www.longdom.org/psychological-
abnormalities.html

E- LEARNING RESOURCES:
1. https://cdn.website-
editor.net/30f11123991548a0af708722d458e476/files/uploaded/DSM%2520V.pdf
 2. https://www.who.int/mental_health/mhgap/cmh_supporting_material.pdf
3. http://old.ncpz.ru/siteconst/userfiles/file/englit/Kim%20T.%20Mueser%20PhD%20(E
ditor),%20Dilip%20V.%20Jeste%20MD%20(Editor)%20-
%20Clinical%20Handbook%20of%20Schizophrenia.pdf
4. https://opentextbc.ca/introductiontopsychology/chapter/12-3-mood-disorders-
emotions-as-illness/
5. https://www.psychiatry.org/patients-families/personality-disorders/what-are-
personality-disorders

COURSE OUTCOMES:
On successful completion of the course the student will be able to:
CO. CO Statement
No
CO1 Summarize the symptoms of childhood and adolescent disorders and analyse their
causes and psychological treatment methods.
CO2 Elaborate on the clinical picture, causes and psychological treatment of
personality disorders
CO3 Discuss the symptoms, causes and psychological treatment of anxiety and stress
disorders.
CO4 Elaborate on the clinical picture of schizophrenia and examine the psychological
interventions available for schizophrenia.
CO5 Summarize the clinical picture of key mood disorders and analyse its causes and
available psychological interventions

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 3 3 1 2 3 3
CO2 3 3 1 2 3 3
CO3 3 3 1 2 3 3
CO4 3 3 1 2 3 3
CO5 3 3 1 2 3 3

KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1. No
Correlation -0

Teaching Methodology:
Lecture, Seminars, Participatory learning, Case studies

QUESTION PAPER PATTERN –PG*

Knowledge Level Section Word Marks Total
Limit
K3 A-5/8X 8marks 500 40
K4, K5 B-3/5x20marks 1500 60 100

ELECTIVE II – FORENSIC PSYCHOLOGY

Paper Code: 22SP21/2E2/FSP Credits: 3
Teaching Hours: 60 Hours L T P :3 1 0
COURSE OBJECTIVES:
The objective of this course is to enable the students to:
1. Orient the students to the field of Forensic Psychology and Understand its
development.
2. Understand the major methods of assessment in Forensic Psychology.
3. Study the approaches and procedures to criminal profiling
4. Explain the meaning, risk assessment, treatment and gender difference in perpetration
in domestic violence.
5. Understand the literature on sexual offenders, their assessment, treatment and
recognition of special groups of offenders.

COURSE OUTLINE:
UNIT:1 Introduction to Forensic Psychology
Definition. History of Forensic Psychology. Major Areas of Forensic Psychology. (10 Hours)

UNIT : 2 Assessment and Treatment in the Forensic Psychology

Forensic Assessment: Important Tasks in Forensic Assessment, Core Concepts in
Assessment, Distinguishing therapeutic assessment from forensic assessment, Methods and
Procedures: Interviewing, Psychological Testing, Archival Information. Treatment in
Forensic Contexts: The people Being Treated, Types of Treatment, Successful Offender
Programs. (20 Hours)

UNIT: 3 Criminal Profiling

Definition and meaning. Approaches to Criminal Profiling. Procedures used in Criminal
Profiling. Effectiveness of Criminal Profiling. (10 Hours)

UNIT :4 Domestic Violence

Defining and identifying the prevalence of domestic violence. Assessment of domestic
violence among intimate partners. Risk factors and risk assessment in domestic violence.
Domestic violence treatment. Gender difference in perpetration of domestic violence.
(10 Hours)

UNIT: 5 Sexual Offenders

Sexual Offender - Definition and Meaning. Assessment of Sexual Offenders. Treatment and
management of sexual offenders. Special groups of sexual offenders. (10 Hours)

REFERENCES:
1. Goldstein, M.A., & Weiner, B., I., Handbook of Psychology:Volume:II: Forensic
Psychology. (2003). New Jersey: John Wiley & Sons, Inc.
2. Huss, T.M., (2014). Forensic Psychology: Research, Clinical Practice and Applications.
(2nd e.d.). U.S.A.: John Wiley & Sons, Inc.
3. Fulero, M.S., & Wrightsman, S.L. (2009) . Forensic Psychology. (3rd e.d.). U.S.A.:
Wadsworth, Cengage Learning

ADDITIONAL READINGS:
1. Adler, R.J., & Gray, M.J. (2010.) Forensic Psychology: Concepts, Debates and
Practices.
(2nd e.d.). New York: Willan Publishing
2. Hollin, R.C. (2002) Psychology and Crime: An Introduction to Criminological
Psychology. NY: Taylor & Francis.

JOURNALS
1. Journal of Forensic Psychology https://www.longdom.org/forensic-psychology.html
2. Journal of Forensic Psychology Research and Practice
https://www.tandfonline.com/toc/wfpp21/current
3. Asian Journal of Criminology. https://www.springer.com/journal/11417
4. American Journal of Forensic Psychology http://ugc-journals.com/Journal-
Detail/719/ISSN--/American-Journal-of-Forensic-Psychology
5. American Journal of Forensic Psychiatry Detail http://ugc-journals.com/Journal-
Detail/718/ISSN--/American-Journal-of-Forensic-Psychiatry

E-Learning Resources:
1. file:///C:/Users/psychology/Downloads/Handbook_Of_Psychology_-_Volume_11_-
_Forensic_Psychology.pdf
2. file:///C:/Users/psychology/Downloads/1843924145Forensic_PsychologyB.pdf
3. file:///C:/Users/psychology/Downloads/Forensic%20Psychology.pdf
4. file:///C:/Users/psychology/Downloads/1118554132_Psycholo.pdf
5. https://connect.springerpub.com/content/book/978-0-8261-4075-
3/part/part01/chapter/ch01

COURSE OUTCOME
CO. No. CO STATEMENT

CO1 Define forensic psychology and explore the major areas of forensic psychology

CO2 Analyse assessment methods used in forensic psychology and differentiate between
therapeutic assessment and forensic assessment.

C03 Compare and contrast the different approaches and procedures involved in criminal
profiling

CO4 Elaborate on the evidence, risk factors, assessment and treatment of domestic violence.

CO5 Demonstrate an understanding of sexual offence, and identify methods of assessment

and treatment for sex offenders.

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6

CO1 3 3 1 1 3 2

CO2 3 3 1 3 2 3

CO3 3 3 2 3 3 3

CO4 3 3 2 3 3 3

CO5 3 3 2 3 3 3

KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1. No
Correlation -0

Teaching Methodology:

Lecture, Seminars, Participatory learning, Case discussions

QUESTION PAPER PATTERN –PG*

Knowledge Level Section Word Limit Marks Total

K3 A-5/8X 8marks 500 40

100
K4, K5 B-3/5x20marks 1500 60

EXTRA DISCIPLINARY ELECTIVE – I: STRESS MANAGEMENT

Teaching Hours: 60 Credits: 3
Course Code: 22SP21/2E/STM LTP: 3 1 0

COURSE OBJECTIVES:
The objective of the course is to enable the student’s to
1. Comprehend the nature, types and sources of stressors.
2. Understand the impact of stress on physical and mental health.
3. Understand the nature, types and methods of coping with stress,
4. Appreciate and cultivate social support to mitigate stress.
5. Learn specific techniques to deal with stress with the help of practicum

COURSE OUTLINE:
UNIT: 1 INTRODUCTION
Definition and Meaning of Stress and Stressor; Types of stress and symptoms of stress.
Factors that cause stress: The General Adaptation Syndrome, The Diathesis Stress Model.
Sources of Stress
UNIT 2: EFFECTS OF STRESS
Positive effects of stress: Optimal stress and positive psychological functioning. Negative
effects of stress: Effect of stress on physical and mental health

UNIT 3: COPING WITH STRESS

Introduction to Coping. Personality and Coping. Coping Style: -Problem Focused and
Emotion Focused Coping. Spiritual coping- Yoga, Meditation. Psychosocial Resources.
Resilience: Growth through Trauma. Learned optimism, Hope, gratitude as psychological
moderators of stress.

UNIT 4: SOCIAL SUPPORT

Meaning. Effects of Social Support on Illness. Bio psychosocial Pathways. Moderation of
Stress by Social Support. Effective Types of Social Support. Enhancing Social Support.

UNIT 5: INTERVENTIONS FOR STRESS MANAGEMENT

Coping Interventions: Expressive Writing, Self-Affirmation, Relaxation Training, Exercise,
Diet, Cognitive interventions, Time Management, Communication skills training:
Assertiveness training.

REFERENCES

1. Greenberg, J. S. (2009). Comprehensive stress management. McGraw-Hill Education.

2. Straub, O, R. (2001). Health Psychology. U.S.A.: Worth Publishers.
3. Taylor, E.S. (2018). Health Psychology. (10the.d.). India: McGraw Hill Education
(India)

4. Nanda, M. (2006). Handbook on stress management. New Delhi: Indialog Publication

Pvt.Ltd.

ADDITIONAL READING
1. Clegg, B. (2000). Instant stress management: bring calm to your life now. London: Kogan
Page.
2.DiMatteo, R.M., &Marting, R.L. (2002). Health Psychology. India: Pearson India
Education Services Pvt. Ltd.
3. Nanda, M. (2006). A Handbook on Stress Management. India :Indialog Publications Pvt.
Ltd.
4.Turkington, C. (2005). Stress management for busy people. India: McGraw-Hill.
E-LEARNING RESOURCES
1. https://shodhganga.inflibnet.ac.in/bitstream/10603/139609/7/07_chapter%201.pdf
2. https://opentextbc.ca/introductiontopsychology/chapter/15-2-stress-and-coping/
3. https://courses.lumenlearning.com/boundless-psychology/chapter/coping-with-and-
managing-stress/
4. https://www.garrettcollege.edu/images/faculty/kasecamp/PSY101/psy7.pdf
 5. https://college.cengage.com/psychology/bernstein/essentials/4e/assets/instructors/outli
nes/ch10_outline.pdf

COURSE OUTCOMES:
On successful completion of the course the student will be able to
CO No: CO Statement
1. Explain the nature and causes of stress
2. Identify the positive and negative effects of stress
3. Describe the factors that moderate the effects of stress.
4. Demonstrate an understanding of healthy social relationships
5. Apply certain psychological techniques to manage stress.

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 2 2 0 1 3 0
CO2 2 2 0 1 3 0
CO3 2 2 0 1 3 0
CO4 2 2 0 1 3 3
CO5 2 2 0 1 3 3

KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1. No
Correlation -0
Teaching Methodology: Lectures, Demonstration, thought journal
QUESTION PAPER PATTERN –PG*
Knowledge Level Section Word Marks Total
Limit
K3 A-5/8X 8marks 500 40
K4, K5 B-3/5x20marks 1500 60 100

SEMESTER III

S. N CORE TITLE OF THE COURSE L T P H C CA SE MM

/ELECTIVE PAPER CODE

22SP21/3C/
III Core IX Psychometry 5 1 0 5+1 5 40 60 100
PMY

Counselling and 22SP21/3C/

III Core X 4 1 0 4+1 4 40 60 100
psychotherapy CPY
 Psychological
22SP21/3C/
III Core XI assessment-II 0 1 4 1+4 4 40 60 100
PA2
(practical)

Positive 22SP21/3E3
psychology/Train /POP//22SP
III Elective III 3 1 0 3+1 3 40 60 100
ing and 21/3E3/TA
development D

Introduction to
Qualitative 22SP21/3E4
III Elective IV research/ /IQR//22SP 3 1 0 3+1 3 40 60 100
Consumer 21/3E4/CRP
psychology

Extra Life Skills for

22SP21/3E/
III disciplinary Personal 3 1 0 3+1 3 40 60 100
LSP
Elective- II Effectiveness

Counselling for
22SP21/3S/
III Soft Skill -III Contemporary 1 1 0 2 2 -
CCI
Issues

*Self - study paper is not mandatory. Students can take up self - study paper for
additional credits

CORE IX- PSYCHOMETRY

Teaching Hours: 90 Credits: 5
Course Code: 22SP21/3C/PMY LTP: 5 1 0
COURSE OBJECTIVES:
The objective of the course is to enable students to
1. Gain knowledge on the different types of tests and methods of scaling.
2. Understand how to write items for different types of tests such as intelligence &
personality.
3. Construct and draw inference from objective and projective tests.
4. Understand the procedure involved in item analysis
5. Comprehend the process involved in test standardisation

COURSE OUTLINE

UNIT I: TEST CONSTRUCTION

Defining the test – Classification of tests – Characteristics of standardized test – Brief history
of testing – Scaling – Selecting a scaling method. Representative scaling methods.
Constructing the items. Testing the items. Revising the test. Publishing the test.

UNIT II: CONSTRUCTION OF INTELLIGENCE TESTS

Item writing for Intelligence tests: Analogies, odd-man-out, sequences. Tests of ability and
attainment: Content of items, multiple choice items. Advantages of multiple-choice items.
True-false items, matching items, choosing the item type. Other item types, arrangement of
items for a test trial, guessing. Constructing Personality Inventories- Problems in constructing
personality Inventories. Writing items for personality Inventories: item forms, guidelines for
item writing. Eliminating response sets. Item content.

UNIT III: CONSTRUCTION OF OTHER TYPES OF TESTS

Objective tests: Advantages, principles, stimulus-instruction situation, and response scoring
parameters. Distinction between objective tests of ability, temperament and dynamics.
Practical hints for objective test construction in personality and motivation. Differential
motivation of different subjects. The influence of ability and achievement on objective test
scores. Groups Individual tests. Objective test dimensions. Projective tests-construction of
projective tests. Item writing for mood and state scales. Attitude measurement: types of
attitude scales.

UNIT IV ITEM ANALYSIS

Important variables for item analysis. Two indices in item analysis-correlations of items and
the total score, choice of item –analytic statistics. Item scoring and item analysis-Item
difficulty, Item discrimination, Item response theory. Selection of items after item analysis.
Rewritingitems.Failure to form a test.

UNIT V TEST STANDARDIZATION

An overview of the different types of reliability. Factors affecting reliability and validity-
Generalizability of test scores. Using reliability information. Factors affecting reliability
estimates. Special issues in reliability. Interpretation of reliability coefficient. An overview of
the different types of validity. Validity coefficient and error of estimate-conditions affecting
validity coefficient. Magnitude of validity coefficient. Standardizing the test-obtaining a
representative normative sample. Sampling specific groups. Rules for sampling special
groups. Norms -Meaning and purpose of norms. Raw score transformation. Percentile and
percentile ranks, standardized scores. Normalizing standard scores .T scores, stanines, sten
scores and C scale. Selecting a norm group--age and grade norms. Local and sub group
norms. Criterion referenced tests and norm referenced tests.

REFERENCES:
1. Anastasi, A., &Urbina, S. (2017). Psychological testing. (7th ed). Chennai, India:
Pearson India Education Services Pvt. Ltd.
2. Gregory, R.J. (2017). Psychological testing. (7th ed.). Chennai, India: Pearson India
Education Services Pvt. Ltd.
3. Singh, A.K. (2012). Tests, Measurements and Research Methods in Behavioural
Sciences. (5the.d.). Patna: B.B. Printers
4. Chadha, N. K. (2010). Applied Psychometry. Delhi: Sage Publications.

ADDITIONAL READING
 1. Husain, A. (2012). Psychological testing. Noida, India: Dorling Kindersley (India) Pvt.
Ltd.
2. Kline, P. (2015). A hand book of test construction: Introduction to psychometric
design. New York, NY: Methuen.
JOURNALS
1. European Journal of Psychological
Assessmenthttps://us.hogrefe.com/products/journals/european-journal-of-psychological-
assessment
2. The International Journal of Educational and Psychological
Assessmenthttps://sites.google.com/site/tijepa2012/home

E- LEARNING RESOURCES
1.https://www.ltrr.arizona.edu/~katie/kt/COLLEGE-TEACHING/College-Teaching-
pubs/Constructing%20Tests.pdf
2. https://shodhganga.inflibnet.ac.in/bitstream/10603/112305/9/09_chapter5.pdf
3. https://cehs01.unl.edu/aalbano/intromeasurement/mainch5.html
4. https://files.eric.ed.gov/fulltext/ED501716.pdf

COURSE OUTCOMES:
On successful completion of the course the student will be able to
CO No: CO Statement
1. Define and classify tests and select appropriate scaling techniques
2. Write items to assess traits, abilities and attitude
3. Deduce meaning from scores obtained from objective and projective tests.
4. Evaluate individual responses to test items in order to determine the fairness and
effectiveness of the test
5. Demonstrate an understanding of processes involved in the standardization of the
test.

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 3 2 3 1 3 3
CO2 3 2 3 1 3 3
CO3 3 2 3 1 3 3
CO4 3 2 3 1 3 3
CO5 3 2 3 1 3 3
KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1. No
Correlation -0
Teaching Methodology:
Lectures, Seminars, Assignment, participatory learning
QUESTION PAPER PATTERN –PG*
Knowledge Section Word Limit Marks Total
Level
K3 A-5/8X 8marks 500 40
K4, K5 B-3/5x20marks 1500 60 100
CORE X - COUNSELLING AND PSYCHOTHERAPY

Teaching Hours: 75 Credits: 4

Course Code: 22SP21/3C/CPY LTP:4 1 0

COURSE OBJECTIVES:

The objective of the course is to enable the students to:

1. Explore Cognitive Approaches to psychotherapy by emphasizing on its key concepts,

therapeutic processes and techniques.

2. Understand the distinctiveness of Existential and Humanistic Approaches to

Psychotherapy from other therapeutic approaches and gain insight on the key concepts
and techniques involved in Gestalt therapy.

3. Explore the current trends in cognitive behaviour therapy.

4. Understand the dynamics of family therapy approaches and their key concepts and
therapeutic techniques.

5. Explore a few key contemporary approaches to psychotherapy and gain insight on the
therapeutic processes and techniques involved.

COURSE OUTLINE:

UNIT I: COGNITIVE APPROACHES TO PSYCHOTHERAPY

Rational Emotive Behaviour Therapy: Theoretical Influences of REBT; Key Concepts; The
Therapeutic Process and REBT; Contributions and Criticism. Social Modeling, Observational
Learning and Self Efficacy – Major Contributor; Bandura’s Contributions to Control
Therapy. Cognitive Therapy: Key Concepts of Aaron Beck’s Cognitive Therapy; The
Therapeutic Process.

UNIT II: EXISTENTIAL, HUMANISTIC AND GESTALT APPROACH TO

PSYCHOTHERAPY

Existential Therapy: Brief Overview; Key Concepts; The Therapeutic Process. Person
Centered Therapy: Brief Overview; Key Concepts; The Therapeutic Process. Contributions
and Criticism of Existential Therapy and Person Cantered Therapy.

Gestalt Therapy: Brief Overview; Philosophical Roots for Gestalt Therapy; Influence of
Existentialism on Gestalt Therapy; Key Concepts; The Therapeutic Process; Contributions
and Limitations of Gestalt Therapy.

UNIT: III CURRENT TRENDS IN COGNITIVE THERAPY

Meta cognitive therapy: Brief Overview; Goals of Therapy. Dialectical BehaviourTherapy:

Brief Overview; Goals of Therapy. Acceptance and Commitment Therapy: Brief Overview;
Goals of ACT; ACT and Therapeutic Practice, Process, Relationship and Role of the
therapist. Mindfulness Based Cognitive Therapy – Brief Overview; Goals of Therapy.
Differences between ACT, CBT, DBT and MBCT. Contributions and criticisms of the
Cognitive Behavioural Approach. Reality Theory: Choice Theory; Reality Theory
Behavioural Analysis.

UNIT: IV FAMILY THERAPY APPROACHES

Family Therapy Approaches: Brief Overview. Multigenerational Family Therapy: Key

Concepts; The Therapeutic Process. Experiential Family Therapy: Key Concepts and
Limitations. Structural Family Therapy: Key Concepts; The Therapeutic Process. Strategic
Family Therapy: Key Concepts; The Therapeutic Process. Contributions and Limitations of
Family Systems Approach.

UNIT: V CONTEMPORARY APPROACHES TO PSYCHOTHERAPY

Expressive Arts Therapies: Brief Overview; Key Concepts; Three Expressive Arts
Therapeutic Approaches: Art Therapy, Music Therapy and Play Therapy. Limitations of
Expressive Arts Therapy. Solution Focused Therapy: Brief Overview; Key Concepts; The
Therapeutic Process; Contribution, Limitations and Criticism of Solution Focused Therapy.

REFERENCES

1. Smith,J.E. (2016). Theories of Counselling and Psychotherapy. (2nde.d.).U.S.A : Sage

Publications Inc.

2. Gehart, D. (2016). Theories and Treatment Planning in Counselling and Psychotherapy.

ADDITIONAL READING

1. Corey, G. (1990). Theory and Practice of Group Counselling. (3 rde.d.). California:

Brooks/Cole Publishing Company

2. Capuzzi, D. & Gross, R.D. (2007). Counselling and Psychotherapy: Theories and
Interventions. (4thed.) New Delhi: Pearson Education.

JOURNALS

1.Counselling psychology and psychotherapyhttps://psyjournals.ru/en/mpj/

2.Journal of psychology and psychotherapyhttps://www.longdom.org/psychology-

psychotherapy.html

E – LEARNING RESOURCES

1.https://depts.washington.edu/dbpeds/therapists_guide_to_brief_cbtmanual.pdf

2.http://ijepr.org/panels/admin/papers/ij25.pdf

3. http://uir.unisa.ac.za/bitstream/handle/10500/1648/05chapter4.pdf;jsessionid=15D2
E54408A2FFA891AF1E168609C31C?sequence=11

4.https://www.mcgill.ca/familymed/files/familymed/motivational_counseling.pdf
 5.http://www.al-edu.com/wp-content/uploads/2014/05/Carr-Family-Therapy-
Concepts-Process-and-Practice.pdf

6.https://epdf.pub/art-therapy-techniques-and-applications-a-model-for-
practice.html

COURSE OUTCOMES:

On successful completion of the course the student will be able to

CO. No CO Statement

CO1 Elaborate on the cognitive approaches to Psychotherapy and utilize its

techniques in counselling

CO2 Analyse the Existential and Humanistic Approaches to Psychotherapy and

apply the techniques involved in counselling and interpret the methods
involved in Gestalt Therapy.

CO3 Examine the current trends in cognitive therapy

CO4 Compare and contrast the distinct family therapy approaches and explain the
key concepts, therapeutic processes and methods involved in family therapy.

CO5 Examine the processes involved in the contemporary approaches to

counselling namely: Expressive Arts Therapy and Solution Focused Therapy

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6

CO1 3 3 2 2 3 3

CO2 3 3 2 2 3 3

CO3 3 3 2 2 3 3

CO4 3 3 2 2 3 3

CO5 3 3 2 2 3 3

KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1. No
Correlation -0

Teaching Methodology:
Lecture, Seminars, Simulation exercises, Assignments, Role plays

QUESTION PAPER PATTERN –PG*

Knowledge Level Section Word Limit Marks Total

K3 A-5/8X 8marks 500 40

100
K4, K5 B-3/5x20marks 1500 60

CORE XII – PSYCHOLOGICAL ASSESSMENT – II

Teaching Hours: 75 Credits: 4
Course Code: 22SP21/3C/PA2 LTP: 0 1 4

COURSE OBJECTIVES:
The objective of this course is to enable the students to:
1. Gain insight on the assessment of organizational behaviour
2. Understand the methods of clinical and counselling related assessments.
3. Demonstrate the use of specific psychological assessments in education and other
applied areas of psychology
LIST OF TOOLS: (Any 10)
Organization and Human Resource Development
1. Occupational Stress Index
2. Quality of Work-life Scale
Clinical and Counselling
3. IPAT Depression Scale
4. Family Relationship Inventory.
5. Problem Checklist
6. Parenting Scale
7. Marital Adjustment Questionnaire
Education and Special Population
8. Learning Disability Battery
9. Student Stress Scale
10. PGI – Battery of Brain Dysfunction.
 11. Vineland Social Maturity Scale
Applied Area of Psychology
12. Career Maturity Scale
13. Cognitive Distortion Scale
14. Global Adjustment Scale
15. Home Environment Inventory
REFERENCES:
1. Cohen, R. J. (2014). Psychological Testing and Assessment: An Introduction to Tests
and Measurement. Boston, MA: McGraw-Hill Higher Education.
2. Gregory, R. J. (2004). Psychological Testing – History, Principles, and Applications
(4thed.). Delhi: Pearson Education.

ADDITIONAL READING

1. Anastasi, A. &Urbina, S. (2017). Psychological Testing (7thed.). Noida: Pearson.

2. Freeman,F.S. (1962). Theory and Practice of Psychological Testing (3rd Edition) New
Delhi: Oxfford& IBH Publishing CoPvt Ltd.
3. Kline,T.J.B.(2005). Psychological Testing- A practical approach to design and Evaluation.
New Delhi: Vistar Publications.
4. Miller, L.A., Lovler, R.L., &McIntire,S.A.(2013). Psychological Testing – A practical
Approach (4th Ed). NewDelhi: Sage Publications.

E-LEARNING RESOURCES:
1. http://download.nos.org/srsec328newE/328EL18.pdf
2. http://www.gcbtcollege.in/studymaterial/Intelligence%20Theories.pdf
3. http://egyankosh.ac.in/bitstream/123456789/23833/1/Unit-2.pdf
JOURNALS:
1. European Journal of Psychological Assessment
https://us.hogrefe.com/products/journals/european-journal-of-psychological-
assessment
2. Psychology https://symbiosisonlinepublishing.com/psychology/

COURSE OUTCOMES:
On successful completion of the course, the student will be able to
CO. CO Statement
No
CO1 Analyse and interpret the findings relevant to organizational behaviour and
human resource management
CO2 Make use of specific need-based tools for counselling
CO3 Make use of need specific psychological assessments in educational settings
CO4 Utilize appropriate tests to analyse cognitions, adjustment, career maturity
and home environment

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 3 3 3 2 3 3
CO2 3 3 3 2 3 3
CO3 3 3 3 2 3 3
CO4 3 3 3 2 3 3
KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1. No
Correlation -0
Teaching Methodology:
Demonstration, Discussion, Individual / Team Work for administration and discussion of
results, Administration of tests with individual members in community to understand
the use of the tests

ELECTIVE III- POSITIVE PSYCHOLOGY

Teaching Hours: 60 Credits: 3
Course Code: 22SP21/3E3/POP LTP: 3 1 0
COURSE OBJECTIVES:
1. To introduce concepts of positive psychology through theory and practicum
2. To understand the impact of positive emotions on physical and mental health.
3. To enable students to understand how optimism, hope and resilience contributes to
well – being
4. To highlight the role of mindfulness in wellbeing
5. To emphasize the need to regulate and control self and to understand the virtue of
wisdom

COURSE OUTLINE:

UNIT I: INTRODUCTION
Positive Psychology: Assumptions, Goals and Definitions; A brief history of positive
psychology – Martin Seligman and positive psychology, Karen Horney and the morality of
evolution, Carl Rogers and the actualizing tendency - Life Above Zero
UNIT II: POSITIVE EMOTIONAL STATES
Positive Emotions – The Broaden-and-Build Theory of Positive Emotions; Positive emotions
and Health Resources –Physical Resources –Psychological Resources – Social Resources;
Positive Emotions and Well-being; Cultivating Positive Emotions – Flow Experiences,
Savoring
UNIT III: POSITIVE COGNITION AND BEHAVIOR
Optimism – Dispositional optimism, Optimism as explanatory style, How Optimism works,
Varieties of Optimism – Hope theory. Resilience – Definition; Sources of Resilience – In
Children, In Disadvantaged Youth, In Adulthood and Later Life – Growth through Trauma,
Gratitude, Forgiveness.
UNIT IV: MINDFULLNESS AND WELL-BEING
Meaning of a positive life: A pleasant life, an engaged life, a meaningful life. Means of a
Positive life: Intentional activities and self-concordant goals, Developing and expressing
value, Positive Psychology to cope with depression, Increasing Psychological Well-Being.
Working on Close Relationships. Meaning of Mindfulness. Mindfulness meditation:
Attributes of Mindful awareness. Mindfulness and psychotherapy.
UNIT V: VIRTUES AND STRENGTHS OF CHARACTER
Personal Goals and Self-regulation: Control theory and Self discrepancy theory, Goals that
create self-regulation problems: Goal Conflict. Goal Difficulty. Reasons for self-control
failure.
Classification of human virtues. Measuring strengths of character. Wisdom: A Foundational
strength and virtue – Theories of Wisdom, The SOC Model of Effective Life Management.
REFERENCES
1. Baumgardner, S.R., &Cothers, M.K. (2009). Positive Psychology. New Delhi: Dorling
Kindersley India Pvt.Ltd.
2. Carr, A. (2004). Positive Psychology a science of happiness and human strengths. New
York, NY: BR Publishers
3. Joseph, S &Linley,P.A. (2006). Positive Therapy. A meta-theory for positive psychological
practice. London: Routledge.

ADDITIONAL READING
1. Csikszentmihalyi, M. (2002). Flow. The classic work on how to achieve happiness.
London: Rider.
JOURNALS
1. International journal of applied positive psychology
httphttps://www.internationaljournalofwellbeing.org/index.php/ijows://www.springer.com/jo
urnal/41042
2. International Journal of Wellbeing
https://www.internationaljournalofwellbeing.org/index.php/ijow
E LEARNING RESOURCES
1. http://ldysinger.stjohnsem.edu/@books1/Snyder_Hndbk_Positive_Psych/Snyder_Lopez_
Handbook_of_Positive_Psychology.pdf
2. http://cds.web.unc.edu/files/2013/07/Fredrickson_2001.pdf
3. file:///C:/Users/ganes_000/Downloads/RoutledgeHandbooks-9780203106525-
chapter3.pdf
4. http://faculty.washington.edu/jdb/452/452_chapter_06.pdf
5. https://shodhganga.inflibnet.ac.in/bitstream/10603/32386/7/07_chaper1.pdf
COURSE OUTCOMES
On successful completion of the course the students will be able to:

Co. No CO Statement
1. Demonstrate an understanding of fundamental concepts of positive psychology.
2. Describe how positive emotions can enhance physical, psychological and social
resources.

3. Demonstrate an understanding of the dimensions of optimism, hope and resilience.

Discuss the attributes of mindfulness and its contribution to wellbeing
4.
5. Identify and establish personal goals and employ strategies to cultivate virtues and
strengths of character.

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 3 2 1 1 3 1
CO2 3 3 3 2 3 3
CO3 3 3 3 3 3 3
CO4 3 3 3 3 3 3
CO5 2 3 3 3 3 3

KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1. No
Correlation -0

Teaching Methodology:
Lecture, Seminars, Assignments, Behavioural assignment like Journal keeping.

QUESTION PAPER PATTERN –PG*

Knowledge Level Section Word Marks Total
Limit
K3 A-5/8X 8marks 500 40
K4,K5 B-3/5x20marks 1500 60 100

ELECTIVE III– TRAINING AND DEVELOPMENT

Teaching Hours: 60 Credits: 3
Course Code: 22SP21/3E3/TAD LTP: 3 1 0
COURSE OBJECTIVE: The objective of the course is to enable students to
1. Be aware of the nature and scope of training and develop skills and qualities required
to be an effective trainer
2. Analyse training needs and Prepare learning objectives keeping in mind the nature of
the participants
3. Employ appropriate training methods to ensure the achievement of learning objectives
keeping in mind the learning styles of participants.
4. Acquire knowledge on how to Plan ,design and conduct training programs
5. Comprehend the purpose and procedure for evaluating the effectiveness of the
training programme
COURSE OUTLINE:
UNIT-I NATURE AND MEANING OF TRAINING AND DEVELOPMENT
Training: Definition, Development: definition - Nature & Scope; Reasons for Training; Skills
and Qualities of a trainer – Learning Process in Training
UNIT-II ASSESSING NEEDS AND DEVELOPING LEARNING OBJECTIVES
Need Assessment: Reasons, methods of data collection, criteria to be used to select a data
gathering method. General Features of adult learners; basic learning styles of participants;
factors influencing the learning process. Writing objectives: SMART objectives, ideas for
writing objectives, task analysis
UNIT-III TRAINING METHODS
On-the-job and off-the-job technical training - Principles of learning and the choice of
methods. Lecture method, the case method, syndicate method, Group discussion,
Brainstorming, Simulation, business game, role play, programmed learning, in basket
exercise. Experiential learning techniques, audio visual aids - Training approaches to improve
Productivity and quality - TQM, Quality Circles, KAIZEN.
UNIT-IV DESIGNING AND CONDUCTING TRAINING PROGRAMMES
Conducting training programmes, Explaining the four training styles, Gauging group
dynamics, Training like a professional: presentation skills, participation materials, asking and
answering questions, smooth transitions, wrap up and effective training sessions -
Management Development: The nature of the Managerial job- Knowledge and Skills
requirements of managers-Management Development Programs and Techniques; Career
Planning and Development.
UNIT-V EVALUATION OF THE TRAINING:
Purpose, Kirkpatrick’s four levels of evaluation, guidelines for measuring the four levels,
Evaluation methods, ROI – process and benefits.
REFERENCES :
1. Biech, E. (2005). Training for dummies. Hoboken, NJ: Wiley Publishing Inc.
2. Joyce P., & Sills, C. (2010). Skills in Gestalt counselling & psychotherapy, (2nd ed.).
New Delhi, India: Sage Publications.
3. Agochiya, D. (2002). Every trainer's handbook. New Delhi, India: Sage Publications
ADDITIONAL READING
1. Hardingham, A. (1998). Training essentials-psychology for trainers. London,
England: Chartered Institute of Personnel & Development
2. Blanchard, N. P., &Thacker, J. W. (2009). Effective training: systems, strategies and
practices. New Delhi, India: Pearson Education.
3. Coninck, J. D., Chaturvedi, K., Haagsma, B., Griffioen, H., &Glas, M. V. de. (2008).
Planning, Monitoring and Evaluation in Development Organisations: Sharing
Training and Facilitation Experiences. Sage.
4. Lynton, R. P., &Pareek, U. (2013). Training for Development. (3rd ed.) New Delhi,
India: Sage Publications.
5. Sardar, N. K. (2010). Approaches to training and development. Delhi: Manglam.
JOURNALS
1. International journal of training research
https://www.tandfonline.com/toc/ritr20/current
 2. Journal of Vocational Education &
Traininghttps://www.tandfonline.com/toc/rjve20/current

E-LEARNING RESOURCES:
1. http://www.hermanaguinis.com/Annual09.pdf
2. https://2012books.lardbucket.org/pdfs/beginning-management-of-human-resources/s12-
training-and-development.pdf
3. https://www.convergencetraining.com/blog/how-to-create-an-effective-training-program-
8-steps-to-success
4. http://www.rroij.com/open-access/evaluation-of-training-and-developmentprogramme-
.php?aid=47584
5. https://iedunote.com/methods-of-training

COURSE OUTCOMES:
On successful completion of the course the student will be able to

CO No: CO Statement
1. Explain the nature and scope of training and development in various fields.
2. Analyse training needs specific to the context and prepare training modules to
address the identified needs
3. Generate and choose training methods appropriate to participant’s learning styles
4. Demonstrate an understanding of training styles and procedure involved in smooth
conduct of training session.
5. Describe the importance and process involved in the evaluation of the training

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6

CO1 2 2 1 1 3 3

CO2 3 3 3 3 3 3

CO3 2 3 3 3 3 3

CO4 3 3 3 3 3 3

CO5 3 2 2 2 3 3

KEY :Strongly Correlated -3 , Moderately Correlated -2, Weakly Correlated -1. No

Correlation -0
Teaching Methodology:
Lectures, Assignments/ Seminars , Tutorials, Practicum : Designing training modules.
QUESTION PAPER PATTERN –PG*
Knowledge Level Section Word Limit Marks Total
K3 A-5/8X 8marks 500 40
K4,K5 B-3/5x20marks 1500 60 100

ELECTIVE IV: INTRODUCTION TO QUALITATIVE RESEARCH

Teaching Hours: 60 Credits: 3
Course Code: 22SP21/3E4/IQR LTP: 3 1 0
COURSE OBJECTIVES
On completion of this course the student will be able to :
● Understand the distinctiveness of qualitative and quantitative research
● Explore the basic designs in qualitative research
● Know about methods of analysing data obtained through qualitative research
● Learn about narrative and focus group methods in detail

COURSE OUTLINE
UNIT I – Qualitative and Quantitative Research
The relevance of qualitative research –Limitations of quantitative research – Essential
features: Appropriateness of methods and theories – perspectives of the participants – variety
of approaches and methods – relations of qualitative and quantitative research – Integration
and sequencing of qualitative and quantitative research – Triangulation – Mixed-Methods
Research.
UNIT II – Basic Designs in Qualitative Research
Planning and constructing designs in qualitative research – Online qualitative research –
Basic designs in qualitative research: Case studies, comparative studies, retrospective studies,
snapshots: Analysis of state and process at the time of the investigation, longitudinal studies,
selecting a research design
UNIT III – Qualitative Data Analysis
Aims of qualitative Data Analysis – Meaning of qualitative data analysis – Data management
– using naturally occurring or solicited data – methods or data a point of reference – coding –
sequential analysis – interpretation – selecting a method of qualitative data analysis
UNIT IV – Qualitative Research Through Narratives
Definition of Narrative; Function of Narrative; Narrative Identity; Social Dimensions of
Narratives. Formulating a Research Question and Designing a study. Collecting Data.
Analysis : Role of the reader; Narrative Structure and Content; Connecting the Stories with
the context; Further Analysis. Report Writing.
Unit : V – Qualitative Research Through Focus Groups
Formulating Research Question and Designing a Study; Ethical Issues. Data Collection : The
Focus Group Moderator, Preparing and Piloting Materials; Recruiting participant; Choosing
the venue; Preparing for the session; The Focus Group; Data management and Transcription.
Analysis : Content Analysis; Ethnographic analysis; Report Writing.
REFERENCES
1. Flick, U. (2014). An Introduction to Qualitative Research (5e). New Delhi: Sage
Publications India Pvt Ltd.
2. Edited by Smith, J.A. (2015) Qualitative Psychology – A practical guide to research
methods (3e). New Delhi: Sage Publications India Pvt Ltd.

ADDITIONAL READING
1. Bodgan, R. (2011). Qualitative research for education and introduction to theory and
methods (5th ed.). London: Prentice Hall.
2. Cozby, P.C & Bates, S.C. (2018). Methods in Behavioural Research (13thedn).
Chennai: McGraw Hill Education (India) Private Limited.
3. Gibbs, G. (2008). Analysing qualitative data. London: SAGE Publications Ltd.
4. Hennink, M. (2010). Qualitative research methods (1st ed.). London: SAGE
Publications.
 5. Willig, C. (2008). Introducing qualitative research in psychology (2nd ed.). London:
Open University Press.

JOURNALS
1. International journal of qualitative methods https://journals.sagepub.com/home/IJQ

E LEARNING RESOURCES
1. https://course.ccs.neu.edu/is4800sp12/resources/qualmethods.pdf
2. https://www.sagepub.com/sites/default/files/upm-binaries/48453_ch_1.pdf
3. http://nersp.nerdc.ufl.edu/~ufruss/documents/ryanandbernard.pdf
4. http://www.sxf.uevora.pt/wp-content/uploads/2013/03/Mason_2002.pdf
5. https://www.rds-yh.nihr.ac.uk/wp-content/uploads/2013/05/5_Introduction-to-
qualitative-research-2009.pdf

COURSE OUTCOMES:
On successful completion of the course the student will be able to:
CO No: CO Statement
1. Discuss essential features of qualitative research methods
2. Plan and use appropriate Qualitative research methods
3. Analyse and infer data collected through qualitative research
4. Explain narrative method and its applicability
5. Explain Focus Group Method and its applicability

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 1 1 2 1 3 3
CO2 3 3 3 2 3 3
CO3 1 2 3 3 3 3
CO4 3 2 3 3 3 3
CO5 1 2 3 1 3 3

KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1. No
Correlation -0
Teaching Methodology:
Lecture, Seminars, Mini projects, participatory learning
QUESTION PAPER PATTERN –PG*
Knowledge level Section Word limit Marks Total
K3 A-5/8X 8marks 500 40
K4,k5 B-3/5x20marks 1500 60 100

ELECTIVE V: CONSUMER PSYCHOLOGY

Teaching Hours: 60 Credits: 3
Course Code: 22SP21/3E4/CRP LTP: 3-1-0
COURSE OBJECTIVES
1. To understand the influence of psychology in the field of marketing
2. To gain an insight on cognitive and behavioural aspects of consumers in marketing
3. To explain selling and buying behaviours in marketing
 4. To examine the psychology behind advertising trends
5. To explore the effect of psychological principles in advertising

COURSE OUTLINE
UNIT I – Introduction
Consumer oriented marketing- consumer orientation, marketing segmentation and product
position. Consumer choice in theory and practice- high involvement: the cognitive consumer,
low involvement: the uninvolved consumer.
UNIT II – Analysing consumer markets
Key psychological process- Motivation: Conscious and unconscious processes; Perception;
Learning; Memory, social influence. The personal consumer- personality research in
marketing.
UNIT III – Buying behaviour in marketing
The buying decision process: the five-stage model; Persuasion: general considerations in
attitude change- message source and channel, message and its recipient, cognitive dissonance.
Strategies of persuasion- modifying attitudes and subjective norms, influencing interpersonal
communication.
UNIT IV –Advertising
Advertising and advertisement: introduction- advertisers, advertising agencies, support
organizations, media, consumers. Advertising in new age – Web advertising- websites, types
of products, banned effects, continuous tracking, click-through, context sensitive display,
web is a different medium, functionality and aesthetics.

UNIT V- Perception in advertising

Image and reality: evaluating a brand, positively or negatively charged features, advertising
influence on our brand, attribute agenda using positively charged features: positioning, using
negatively charged features: repositioning the opposition, attribute cueing, influenced by
brand name. Mental reach- recognition, reach verses mental reach levels, Problem diagnosis,
overcoming the barriers.

REFERENCES
1. Foxall, Gordon R., & Goldsmith, Ronald E. (1994). Consumer psychology for
marketing. London: International Thomson business press.
2. Kotler, P., Keller, K. L., & Scott, W. G. (2007). Marketing management (12th ed.).
New Jersey: Prentice-Hall International.
3. Sandage, C. H., Fryburger, V., &Rotzoll, K. B. (2004). Advertising: theory &
practice. New Delhi : AITBS publication.
4. Sutherland, M., & Sylvester, A. K. (2004). Advertising and the mind of the consumer:
what works, what doesn’t and why. Crows Nest, N.S.W.: Allen &Unwin.

ADDITIONAL READING
1. Schiffman, L. G., Wisenblit, J., & Kumar, S. R. (2015). Consumer behaviour. Delhi:
Pearson India.
2. Jansson-Boyd, C. (2012). Consumer psychology. Maidenhead: McGraw-Hill Open
University Press.
3. Heath, R. (2015). Seducing the subconscious: the psychology of emotional influence
in advertising. Chichester: Wiley-Blackwell.
 4. Wells, W. D. (2009). Measuring advertising effectiveness. New York: Psychology
Press.
5. Bob M. Fennis&Stroebe, W. (2010). The psychology of advertising. London:
psychology press, Taylor & Francis Group.

JOURNALS

1. Journal of Accounting & Marketinghttps://www.omicsonline.org/accounting-

marketing.php
2. Arts and Social Sciences Journal https://www.omicsonline.org/arts-and-social-
sciences-journal.php
3. Journal of marketing https://journals.sagepub.com/home/jmx

E LEARNING RESOURCES
1. https://blog.hubspot.com/marketing/psychology-marketers-revealing-principles-
human-behavior
2. https://glintadv.com/psychology-in-advertising/
3. https://www.quicksprout.com/consumer-psychology
4. https://www.slideshare.net/preciousssa/advertising-psychology-1684533

COURSE OUTCOME
CO. No CO Statement

CO 1 Define the role of psychology in consumer behaviour.

CO 2 Classify the elements of cognition and behaviour of consumers
CO 3 Identify the different psychological strategies in persuasion and buying process of
consumers.
CO 4 Analyse the role of advertising and evaluate web advertising on consumers.
CO 5 Explain the attributes in advertising and the reach levels on consumers

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 3 3 1 1 3 2
CO2 3 3 2 1 3 1
CO3 3 3 2 3 3 3
CO4 3 3 2 3 3 3
CO5 3 3 2 1 3 3

KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1. No
Correlation -0

Teaching Methodology:
Lecture, Seminars, Assignments and Participatory Learning.
QUESTION PAPER PATTERN –PG*
Knowledge Level Section Word Limit Marks Total
K3 A-5/8X 8marks 500 40
K4,K5 B-3/5x20marks 1500 60 100

EXTRA DISCIPLINARY ELECTIVE – II LIFE SKILLS FOR PERSONAL

EFFECTIVENESS

Teaching Hours: 60 Credits: 3

Course Code: 22SP21/3E/LSP LTP: 3 1 0

COURSE OBJECTIVES:
The course will enable the students to
1. Understand the importance of life skills and how it can be harnessed to deal with life
situations through experiential learning processes.
2. Get an insight into one’s own strengths and identify weakness for self-enhancement.
3. Brainstorm and develop strategies to manage emotions and stress.
4. Develop an ability to think critically and creatively for effective decision making and
problem solving.
5. Understand the need to communicate effectively and resolve conflicts to develop and
sustain meaningful interpersonal relationships.
COURSE OUTLINE
Unit 1: Introduction
Life Skills: Meaning, Need and Importance. Key areas of concern and action for adolescents:
Identity crisis, Developing a healthy life style and concerns about career and future prospects.
Adolescent and Peer groups: The impact of peer groups in adolescents and its impact on risk
taking behaviour. Adolescents and Parents: The influence of parental attitude and expectation
on growing children. Adolescents and media: Effects of Long-term exposure to violence and
pornography.

Unit 2: Understanding Self

Self - awareness as a key to unlock self: Understanding one’s behaviour through social
comparison and Self-perception. Self –esteem; Concept, Causes and consequences of low self
–esteem and ways to enhance self –esteem. The role of values in the development of self.

Unit 3: Coping with Emotions and Stress:

Dealing with negative emotions: Anger, Self –doubt Hostility and Fear. Stress: Internal and
external stressors for adolescents. Stress management strategies: relaxation, rational emotive
therapy, stress inoculation training, hypnosis, exercise and diet.

Unit 4: Decision Making and Problem-Solving Skills :

Creative and Critical thinking skills as aids for effective decision making and problem-
solving skills the process and impact of decisions on everyday life. Problem solving:
Definition, steps and skills required. Barriers to effective decision making and problem
solving.

Unit 5: Effective communication and Interpersonal skills:

Communication: Components of effective communication. Types of
communication.Assertiveness.Interpersonal skills Personal qualities that influence
relationship. Empathy – Meaning and Importance.EnhancingEmpathy. Strategies for
maintaining good interpersonal relationship. Resolving interpersonal conflicts:
Understanding the dimensions of the conflict and the styles of conflict management.
REFERENCES:
1. Agochiya, D. (2010). Life Competencies for Adolescents: Training Manual for facilitator,
Teachers & Parents. India: Sage Publications Pvt
2. Coutts M L, Gruman A J & Schneider W F( 2012). Applied Social Psychology.(2nd Ed).
New Delhi: Sage Publications.
3. Wadkar, A (2016): Life skills for Success: India , Sage publication.
4. Velma Walker, & Lynn Brokaw.(1998). Becoming Aware(7th Ed.), Kendall/Hunt
Publishing Co.

ADDITIONAL READING
1. Passer ,M.W.,&Smith,,R.E.(2001).Psychology: The Science of Mind and Behavior.Tata
McGraw Hill.
2. Taylor E. Shelley. Health Psychology 6th Ed. New Delhi: Tata McGraw Hill Publishing
Co Ltd
JOURNALS
1. Journal of mental health education http://jmhedu.org/
2. Interpersonal: An International Journal on Personal
Relationshipshttps://interpersona.psychopen.eu/index.php/interpersona
3. Frontiers in psychology https://www.frontiersin.org/journals/psychology
E- LEARNING RESOURCES:
1. https://positivepsychology.com/self-awareness-matters-how-you-can-be-more-self-
aware/
2. https://www.cuesta.edu/student/resources/ssc/study_guides/critical_thinking/106_thin
k_decisions.html
3. http://www.researchersworld.com/vol3/issue4/vol3_issue4_2/Paper_09.pdf
4. https://courses.lumenlearning.com/boundless-psychology/chapter/coping-with-and-
managing-stress/
5. https://apps.who.int/iris/bitstream/handle/10665/63552/WHO_MNH_PSF_93.7A_Re
v.2.pdf?sequence=1&isAllowed=y

COURSE OUTCOMES
On successful completion of the course the student will be able to
Co. No CO Statement
Describe the impact of family, peers and media on attitude and behaviour
1.
Identify their inner strengths and weaknesses and brainstorm ways to enhance their
2. potential

Examine factors that contribute to problem situations/behaviours and generate

3. solutions to dilemmas concerning self and others
Discuss the impact of stress and negative emotions on well –being and devise
4. effective coping techniques to deal with it
Compare and contrast the effectiveness of different types of communication and
5. various conflict management strategies

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 2 3 0 3 3 3
CO2 2 3 0 3 3 3
CO3 2 3 0 3 3 3
CO4 2 3 0 3 3 3
CO5 2 3 0 3 3 3

KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1. No
Correlation -0
Teaching Methodology:
Lecture, Activity based learning such as Role plays, debates, self -enhancement exercises and
assessments.
QUESTION PAPER PATTERN –PG*
Knowledge Level Section Word Marks Total
Limit
K3 A-5/8X 8marks 500 40
K4,K5 B-3/5x20marks 1500 60 100

SOFT SKILL III: COUNSELLING FOR CONTEMPORARY ISSUES

Teaching Hours: 30 Credits: 2
Course Code: 22SP21/3S/CCI LTP: 1 1 0
COURSE OBJECTIVES:
The course will enable the students to
1. Understand the emerging needs of counselling in contemporary population
2. Discuss the factors contributing to different forms of abuse and solutions
3. Understand the nature of different kinds of addiction and interventions

Unit I – Counselling Victims of Abuse

Interpersonal Abuse : Child Abuse; Sibling Abuse; Spouse/Partner Abuse; Older Adult
Abuse. Victims of online abuse- Workplace Sexual Harassment; Date Rape; online stalking,
cyber bullying, unethical hacking. Prevention and Intervention.

Unit II – Counselling for Addiction

Nature of Substance Abuse in addiction; Internet and Social Media Addiction; Pornographic
Addiction; Compulsive Gambling; Alcohol and Substance Use addiction. Interventions for
prevention and Management.

Unit III – Counselling for Issues Relating to Sexuality

Sexual orientation: Identity formation. Bisexuality. Gay Men and Lesbian Women. Labels.
Myths about Gay, Lesbian and Bisexual People. Counselling for people with Sexual
Dysfunctions and their partners.

REFERENCES:
1. Gladding, S.T. & Kishore, R. (2017). Counselling: A Comprehensive Profession. (7th
ed.).New Delhi : Pearson India Education Services Pvt. Ltd.
2. Gibson,R.L.& Mitchell, M.H. (2005). Introduction To Counselling and Guidance. (6th
ed.)New Delhi : Pearson India Education Services Pvt. Ltd.
3. Andrea, J.V. & Salovey, P. Peer Counselling: Skills, Ethics and Perspectives.
(2nde.d.),California : Science and Behaviour Books Inc.
 SELF STUDY PAPER:
TITLE OF THE PAPER: SELECTED READINGS
PAPER CODE: 22SP21/SS/SDR

● Students with no arrears and 75% marks in core and elective papers the first two
semester can opt for self-study paper
● Students can work as a group on any commonly agreed upon topic of relevance and
interest. Each batch of students should arrive at a consensus on pursuing one Selected
paper
● Students should draw up their own curriculum for the chosen theory paper which will
be approved by the faculty.
● There will be no teacher instructions for this course. If necessary, guidance in the
form of tutorial will be provided.
● Single evaluation will be done for this paper

SEMESTER IV

S.N CORE TITLE OF THE COURSE L T P H C CA SE MM

/ELECTIVE PAPER CODE

22SP21/4
IV Core XII Neuropsychology 4 1 0 4+1 4 40 60 100
C/NPY

Health 22SP21/4
IV Core XIII 4 1 0 4+1 4 40 60 100
psychology C/HTP

Organizational 22SP21/4
IV Core XIV 4 1 0 2+4 4 40 60 100
Behaviour C/OZB

22SP21/4
IV Core XV Dissertation 0 3 5 3+5 5 40 60 100
C/DST

Psychological 22SP21/4
IV Project 0 1 3 1+3 3
Training Modules P/PTM
Soft Skill-IV Effective 22SP21/4
IV Leadership S/EFP 1 1 0 2 2 50

CORE XII- NEUROPSYCHOLOGY

Teaching Hours: 75 Credits: 4

Course Code: 22SP21/4C/NPY LTP: 4 1 0

COURSE OBJECTIVES:
 1.To trace the history of neuropsychology and to be acquainted with emerging research
areas in neuropsychology.
2.To understand measures of neuro-psychological assessment and diagnosis.
3.To gain knowledge on the role of frontal lobe in cognition, social behaviour and
personality.
4. To understand the clinical features and treatment for disorders of perception and
movement.
5.To comprehend cognitive changes associated with normal ageing and dementia and
neurophysiology of seizure disorders.

COURSE OUTLINE:

UNIT I - NEUROPSYCHOLOGY; ITS AIMS, HISTORY AND EMERGING

RESEARCH AREAS

Neuropsychology: History and Definitions, Human Neuropsychology: Development of the

discipline. The Brain in antiquity: early Hypothesis. Localization theory, Localisation Vs
Equipotentiality. Theories of integrated brain function. Emerging research areas: Forensic
neuropsychology, Sports neuropsychology, Terrorism, Law enforcement and Military

UNIT II - NEUROPSYCHOLOGICAL ASSESSMENT AND DIAGNOSIS

Neuro psychological Tests: Orientation, Sensation and Perception, Attention and

Concentration, Motor skills, Verbal Functions, Visuo-spatial organisation, Memory,
Judgement and Problem - solving Neuropsychological diagnosis. The neuropsychological
batteries- Wechsler Adult Intelligence scales, Halstead Reitan Battery, Luria - Nebraaska
Neuropsychological Battery, Individual tests, Memory - the WMS, Practical Issues of
Neuropsychological Assessment, Choice of test, Neuropsychological Assessment of
Children, Interpreting Neuropsychological Assessment data

UNIT III – THE FRONTAL LOBES: COGNITION, SOCIAL BEHAVIOUR AND

PERSONALITY

Frontal lobes: a brief review, frontal lobes: an anatomical sketch, early studies of frontal lobe
function, tests used to measure frontal lobe dysfunction, the symptoms; an introduction,
motor ( pre- central) symptoms, sensory/perceptual symptoms, cognitive ( pre frontal)
symptoms, frontal lobes – mediating intelligence, decision making.

Theory of mind and the frontal lobe – understanding behaviour of others. Recent evidence for
frontal cortex involvement. Social Behaviour and personality – theories of frontal lobe
functions; Luria’s theory: the classical view, Norman and Shallice’s supervisory attentional
system, Rolls’s theory of orbito-frontal function: stimulus – reward.

UNIT IV-DISORDERS OF PERCEPTION AND MOVEMENT DISORDERS Disorders

of perception: Blindsight, Agnosias -Visual, Prosopagnosia, Landmark agnosia, Auditory,
Somatosensory, unilateral spatial neglect. Movement Disorders : Disorders of the human
motor system, Parkinsonism and Parkinson’s Disease- clinical features, Neuropathology and
treatment ,Ataxia, Apraxia -Types , tests ,Cerebral Basis , Hemiplegia.

UNIT V – NORMAL AGEING, DEMENTIA AND SEIZURE DISORDERS

Cognitive changes associated with aging, Brain changes. Dementia: Definition, Diagnostic
criteria, subtypes and classification. Alzheimer’s disease – Neuropathology of Alzheimer’s
disease, histological markers, etiology, Clinical presentation and neuropsychological profile
of Alzheimer’s patients, Treatment., Seizure disorders. :Classification of seizure types .
Neurophysiology of seizures and treatment of epilepsy

REFERENCES:

1.Zillmer, E.A., &Spiers, M.V. (2001). Principles of neuropsychology. Belmont, CA:

Wadsworth/Thomson Learning.

2. Beaumont, J.G. (1983). Introduction to neuropsychology. Oxford, England: Blackwell

Scientific Publications

3.Martin, G.N. (2006). Human neuropsychology. London, England: Prentice Hall.

ADDITIONAL READING

1.Stirling, J. and Elliott, R (2010). Introducing Neuropsychology (2ndEd . New York:

Psychology Press

JOURNALS:

1.Biological psychologyhttps://www.journals.elsevier.com/biological-psychology

2. Behavioural and Brain

Functionshttps://behavioralandbrainfunctions.biomedcentral.com/

E – LEARNING RESOURCES:

1.https://pdfs.semanticscholar.org/b6ad/a3445fa3f19813a045d9853843c271bf06d0.pdf

2.https://dspd.utah.gov/pdf/ABI%20Manual%20Module%20V%20%20Neurological%20Ass
essments.pdf

3.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2738354/

4.http://www.brainm.com/software/pubs/books/Principles_of_Neuropsychology2.pdf

5.https://www.who.int/mental_health/neurology/neurological_disorders_report_web.pdf

COURSE OUTCOMES:

CO No CO Statement
1. Demonstrate an understanding of the emergence of the field of
neuropsychology

2. Discuss neuropsychological assessment methods and techniques.

3. Examine the role of frontal cortex in cognition, social behaviour and

personality.
4. Describe disorders of perception and movement.

5. Demonstrate an understanding of neuropathological condition like dementia

and seizure disorders

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6

CO1 3 2 1 0 3 0

CO2 3 2 3 0 3 3

CO3 3 3 1 1 3 1

CO4 3 3 1 2 3 1

CO5 3 3 1 2 3 1

KEY :Strongly Correlated -3 , Moderately Correlated -2, Weakly Correlated -1. No

Correlation -0

TEACHING METHODOLOGY:

Lectures, Seminars, Audio – Visual Aids, Field visits, Group Assignment, Quiz

QUESTION PAPER PATTERN –PG*

Knowledge Level Section Word Limit Marks Total

K3 A-5X8 marks 500 40

100
K4,K5 B-3/5x20 marks 1500 60

CORE XIII - HEALTH PSYCHOLOGY

Teaching Hours: 75 Credits: 4

Course Code: 22SP21/4C/HTP LTP: 4 1 0

COURSE OBJECTIVES:

The course will enable students to

1. Examine the relationship between behaviour and health and apply the knowledge of
psychological theories for health behaviour change

2. Understand the implications of health compromising behaviour and strategies for their
modification.

3. Explore causes and management strategies for lifestyle disorders.

4. Comprehend how chronic conditions and being diagnosed with terminal illness can impair
meaning and quality of life

5. Gain knowledge on health enhancing behaviours

COURSE OUTLINE

UNIT 1: An Introduction to Health Behaviours and primary prevention

Role of Behavioural Factors in Disease and Disorder. Changing health habits. Cognitive
Behavioural Approaches to Health Behaviour change. The transtheoretical Model of
Behaviour Change. 0Changing health behaviours through Social Engineering. Venues of
health habit modification.

UNIT 2: Modifying Health Compromising Behaviours: Smoking, Alcohol Use, Obesity

and Eating Behaviour

Health Implications of smoking and drinking. Disease model of addiction. Causal factors in
smoking and problem drinking. The stages of substance use. Preventive Approaches to
Alcohol Abuse and Smoking .Treatment Programs and Interventions to promote cessation.
Prevalence, Effects on health, Beliefs about obesity. Causal factors of obesity, Restraint
theory: An alternative approach to over-eating. Body dissatisfaction and dieting. Stress and
eating. Management of obesity
UNIT 3: Management of lifestyle disorders

Coronary Heart disease- role of stress in the development of heart diseases, gender
differences, psychological risk factors and modification of CHD risk related behaviour and
management. Hypertension - Causes and management. Diabetes- types, health implications,
problems in self-management and intervention.

UNIT 4: Management of Chronic Health Disorders and terminal illness

Quality of life, Emotional Responses to Chronic Health Disorders. Personal Issues in Chronic
Health Disorders. Coping with chronic Health Disorders- Coping strategies and Patient
Beliefs, Chronic Fatigue Syndrome. Psychosocial factors and Cancer. Mechanism linking
stress, coping and cancer, Adjusting to cancer. Coping with physical limitations, Treatment
related problems; Social support and Cancer. Psychological adjustment and Treatment.
Coping with Cancer. Interventions.

UNIT 5: Health Promotion

Understanding nutrition and physical activity behaviour: Theoretical models. Determinants of

nutrition behaviours and intervening in nutrition behaviours. Determinants of physical
activity behaviours and intervening in physical activity behaviours. Screening & Improving
Compliance to treatment.

REFERENCES:

1. Taylor, S.E (2018). Health Psychology.(10th Ed). India: McGraw Hill (India)

2. Ogden, J.(2003).Health Psychology.(2nd Ed). England: Open University Press.

3. Marks, D.F., Murray, M., Evans,B., Willing,C., Woodall, C.,&Sykes,C.M.(2005).Health

Psychology: Theory , Research and Practice(2nd Ed). New Delhi: Sage Publications.

4. Revenson, T. A., & Baum, A. (2012). Handbook of Health Psychology. Psychology press .

ADDITIONAL READING

1. Dimatteo& Martin (2018). Health Psychology. India: Pearson India education Services Pvt
Ltd.

2. Straub, R.O.(2002). Health Psychology. Worth Publishers: U.S.A

3. Taylor, S.E (2006). Health Psychology.(6th Ed). India: McGraw Hill (India)

4. Allen, F. (2010). Health psychology and behaviour. North Ryde, N.S.W.: McGraw-Hill
Australia.

5. Lyons, A. C., & Chamberlain, K. (2006). Health psychology: a critical introduction.

Cambridge: Cambridge University Press.

JOURNALS

1.Health psychologyhttps://journals.sagepub.com/home/hpo
 2.Health Psychology and Behavioural
Medicinehttps://www.tandfonline.com/toc/rhpb20/current

3.Health
psychologyhttps://www.scimagojr.com/journalsearch.php?q=21100794825&tip=si
d&clean=0

E – LEARNING RESOURCES:

1. https://www.apa.org/action/science/health/

2. https://www.tandfonline.com/doi/full/10.1080/08870446.2017.1336240

3. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1071616/

4.
https://www.integration.samhsa.gov/PsychoSocial_Process_of_Health_Change.p
df

5. https://s3.wp.wsu.edu/uploads/sites/252/2016/06/ITWeatingJASP.pdf

COURSE OUTCOMES:

On successful completion of the course the student will be able to:

CO No: CO Statement

1. Identify the stage of health behaviour change and utilize the knowledge for
devising interventions for promoting positive health

2. Critically evaluate individual and community-based approaches designed to

help individuals from engaging in health compromising behaviours.

3. Analyse and infer the role of stress and other causal factors in the
development of lifestyle disorders.

4. Demonstrate an understanding of the prevention and management of chronic

health disorders and terminal illness

5. Demonstrate an understanding of health promoting behaviours

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6

CO1 3 3 1 1 3 2

CO2 3 3 2 3 3 1

CO3 3 3 2 3 3 3

CO4 3 2 3 2 3 3

CO5 3 3 2 2 3 3

KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1, No
Correlation -0

Teaching Methodology:

Lecture, Case Study presentations, Seminars, Group projects.

QUESTION PAPER PATTERN –PG*

Knowledge Level Section Word Limit Marks Total

K3 A-5/8X 8marks 500 40

100

CORE XIV – ORGANIZATIONAL BEHAVIOR

Teaching Hours: 75 Credits: 4
Course Code: 22SP21/4C/OZB LTP: 4 1 0
COURSE OBJECTIVES

The objective of this course is to enable the students to:

1. Elaborate the significance of interpersonal skills in the workplace, understand the OB

model, identify the various factors contributing to workplace diversity and ways to manage
diversity effectively.

2. Explain the role of perception, personality and other individual factors in an organization

3. Explain the group dynamics operating and influencing the processes in an organization

4. Examine the processes and outcomes of organizational structure, design and culture

5. Evaluate the contemporary trends in organizational behaviour

COURSE OUTLINE:

UNIT- 1 INTRODUCTION TO ORGANISATIONAL BEHAVIOR

Importance of interpersonal skills in workplace, Management and Organizational Behaviour,

Challenges and Opportunities, developing an OB Model, Major forms of workplace diversity,
Discrimination in workplace, Implementing Diversity Management Strategies

UNIT- 2 INDIVIDUAL RELATED COMPONENTS AND PROCESSES IN

ORGANISATIONAL BEHAVIOR

Personality, Perception, Attribution, Motivation, Stress, Decision making, Creativity and

Group Decision making, Application in OB - Job Satisfaction - Job Involvement,
Organisational Commitment and Organisational Citizenship Behaviour

UNIT- 3 GROUP RELATED COMPONENTS AND PROCESSES IN

ORGANISATIONAL BEHAVIOR

Group Dynamics: Types of groups – Group norms – Group Cohesiveness – Teams,

Communication, Leadership, Power and Politics, Conflict and Negotiation.

UNIT- 4 ORGANISATION RELATED PROCESSES AND OUTCOMES

Organisational structure, Organisational designs and Employee Behaviour, Organizational

Culture, Organisational justice ethics and Corporate Social Responsibility, Employee
Involvement, Reward systems

UNIT- 5 CONTEMPORARY TRENDS IN ORGANISATIONAL BEHAVIOR

Contemporary Organizational Designs, Positive Organisational Behaviour and Psychological

Capital, Organizational Change – Approaches to managing organizational change,
Organizational Development, stimulating a culture of Innovation, Creating a learning
organization

REFERENCES

1. Luthans, F.(2013).Organisational behaviour. (12th ed.).New Delhi, India: McGraw Hill

Education (India) Private Limited

2. Luthans, F.(1998). Organisational Behaviour. (8th ed.).New Delhi, India: McGraw Hill
Education (India) Private Limited

3. Newstrom, J.W.,& Davis, K.(2002). Organisational Behaviour. (11th ed.).New Delhi,

India:McGraw Hill Publishing Company Limited

4. Robbins, S.P., Judge, T.A.,&Vohra, N.(2011).Organisationalbehaviour. (14th ed.). New

Delhi, India: Pearson Education

5. Robbins, S.P.,&Sanghi, S.(2006).Organisational behaviour. (11th ed.). New Delhi, India:

Pearson Education
ADDITIONAL READING

1. Greenberg, J.,& Baron, E.A. (2008).Behaviour in organisations(9thed.). New Delhi, India:

PHI Learning Private Limited

2. Andre, R.(2009). Organisational behaviour. New Delhi, India: Pearson Education

JOURNAL
1. Research in organizational behaviourhttps://www.journals.elsevier.com/research-in-
organizational-behavior
2. Frontiers in psychology https://www.frontiersin.org/journals/psychology
E- LEARNING RESOURCES
1. https://www.tutorialspoint.com/organizational_behavior/organizational_behavior_groups.
htm
2. https://2012books.lardbucket.org/pdfs/an-introduction-to-organizational-behavior-
v1.1.pdf
3. https://www.cliffsnotes.com/study-guides/principles-of-management/creating-
organizational-structure/the-organizational-process
4. https://cdn.auckland.ac.nz/assets/psych/about/our-
people/documents/Deww%20Zhang%20-
%20Organisational%20Citizenship%20Behaviour%20-%20White%20Paper.pdf
5. https://www.icmrindia.org/casestudies/Case_Studies.asp?cat=Human%20Resource%20an
d%20Organization%20Behavior

COURSE OUTCOMES:
On successful completion of the course the student will be able to

CO No: CO Statement
1. Discuss the theoretical foundation and models of organizational behaviour and
interpersonal skills that are useful at the workplace.
2. Determine the components operating in an organizational setting relating to the
individuals functioning in it.
3. Estimate the group dynamics operating in an organization
4. Explain the various processes of an organization and its outcomes on human
behaviour
5. Measure the outcomes of contemporary trends

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6

CO1 3 3 1 1 3 1

CO2 3 3 2 2 3 3

CO3 3 3 2 2 3 3

CO4 3 3 2 2 3 3

CO5 3 1 2 3 3 3

KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1. No
Correlation -0
Teaching Methodology:
Lecture, Seminars, Assignments, role plays
QUESTION PAPER PATTERN –PG*
Knowledge Level Section Word Marks Total
Limit
K3 A-5/8X 8marks 500 40
K4,K5 B-3/5x20marks 1500 60 100

CORE XV – DISSERTATION
Teaching Hours: 120 Credits: 5
Course Code: 22SP21/4C/DST LTP: 0 3 5

COURSE OBJECTIVES:
To objective of the course is to enable students to
1. To choose applied research topics by evaluating its need and importance to current
life scenarios and to formulate research problems that can be tested using statistical
methods
2. To develop tools of assessment for measuring the operationally defined constructs
outlined in the research problem.
3. To conduct survey’s /experiments in an objective manner free of researcher’s bias
4. To statistically analyse, evaluate and interpret the data received to generate
conclusions.
5. To document research results in a scientific format

Dissertation topic can be in any one of the following areas:

1. Developmental Psychology
2. Educational Psychology
3. Mental Health and Abnormal Psychology
 4. Health Psychology
5. Positive Psychology
6. Counselling Psychology
7. Social Psychology
8. Consumer and Industrial Psychology
9. Organizational Psychology
10. Sports and Exercise Psychology
11. School Psychology.

Evaluation of Dissertation can be orientated towards K3 to K6 levels.

Internal Evaluation: 40 Marks
External Evaluation: Double valuation for 60 Marks
REFERENCES:
1. Guthrie., G (2012). Basic Research Methods. New Delhi: Sage Publications
2. Neuman, W,L (2007). Social Research methods. New Delhi: PrestechLithoPvt. Ltd

ADDITIONAL READING
1. Cochran, W. G. (1999). Sampling Techniques (3rded.). New Delhi: Wiley India.
2. Harris, P. (2007). Designing and Reporting Experiments in Psychology (2nded.). UK:
Open University Press.
3. Haslam S Alexander &McGarty Craig (2003). Research Methods and Statistics in
Psychology . New Delhi: Sage Publications
4. MLA Handbook for Writers of Research Papers (7thed.). (2009). New Delhi: East-
West Press Pvt. Ltd.
5. Ramadass P, Aruni, Wilson, A. (2009), Research and writing across the disciplines,
Chennai; MJP Publishers.
JOURNALS:
1. Methods in Psychology (https://www.journals.elsevier.com/methods-in-psychology/)
2. Journal of Research Practices (http://jrp.icaap.org/index.php/jrp)
E-LEARNING RESOURCES:
1. https://www.mitre.org/sites/default/files/pdf/05_0638.pdf
2. http://www.books.aisc.ucla.edu/cbrpdfs/TUSGB3.pdf
3. https://apastyle.apa.org/
4. https://apastyle.apa.org/style-grammar-guidelines/references
5. https://labs.la.utexas.edu/gilden/files/2016/05/Statistics-Text.pdf

COURSE OUTCOMES:
On successful completion of the course, the student will be able to
CO. No CO Statement

CO1 Review appropriate literature for selection of a research problem

CO2 Select/Construct assessment tools to assess participant’s attitude/preferences/

traits/ behaviour.
CO3 Choose appropriate research design for conduction to collect data for the purpose
of assessment

CO4 Make use of appropriate statistics to interpret data and infer conclusions within
the hypothesis testing framework.

CO5 Prepare a research report using APA format

Mapping of CO with PSO

CO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6

CO1 2 2 3 1 3 3

CO2 3 2 3 1 3 3

CO3 3 2 3 2 3 3

CO4 3 2 3 1 3 3

CO5 0 2 3 0 3 3

KEY: Strongly Correlated -3, Moderately Correlated -2, Weakly Correlated -1. No
Correlation -0
Teaching Methodology:
Assignments, Journal Presentation, Checklist /schedule development, Carrying out research

PROJECT - PSYCHOLOGICAL TRAINING MODULES

Course Code: 22SP21/ 4P/PTM Credits: 3

Course Objectives
1. To understand the process involved in preparation and execution of psychological
training modules.
2. To gain hands-on experience in designing and conducting psychological training
programmes using various psychological techniques.

Guidelines
1. The target population is to be decided upon, and a need assessment is to be conducted
in order to identify the training needs.
2. The topic of relevance for the training module is to be based on the need assessment.
3. The training module is to be developed with detailed information on aim, materials
required, activities, and an explanation is to be given in detail regarding the need of
that particular activity.
 4. After approval by the supervisor, the prepared training module is to be conducted for a
minimum of 1 hour among the class members and feedback is to be obtained for the
same.
5. After the module has been demonstrated, a report on the same should be submitted
along with the entire training module.

Training Module to be submitted from the one of the following areas:

• Communication and Interpersonal Skills

• Decision Making and Critical Thinking Skill
• Coping and Self Management Skills
• Impression Management
• Leadership Skills
• Team Building
• Emotional Intelligence
• Diversity and Inclusion
• Building Positive Relationships
• Preventing Abuse
• Creativity
• Study/Academic Skills
• Mindfulness
• Bullying in physical and cyber world
• Internet/Game Addiction
• Body Image Building
• Self Concept / Self Esteem
• Analytical and Research Skills
• Career Guidance
• Wellbeing and Personal Development

EVALUATION (100 MARKS)

Double Evaluation consisting of internal and external examiner

1. Internal Evaluation (40 MARKS)

Evaluation would be based on

i) Efficiency of need analysis

ii) Clear objective and innovation of activities
iii) Conduction
iv) Report writing

2. External Evaluation (60 MARKS)

Evaluation would be based on
i) Viva - 20 marks
ii) Report - 60 marks
COURSE OUTCOMES

CO No. CO Statement

CO1 To describe the process of designing psychological training modules

CO2 To apply various psychological techniques to conduct training programmes

Teaching Methodology

Discussion based learning

REFERENCES :

1. Biech, E. (2005). Training for dummies. Hoboken, NJ: Wiley Publishing Inc.
2. Joyce P., & Sills, C. (2010). Skills in Gestalt counselling & psychotherapy, (2nd ed.).
New Delhi, India: Sage Publications.
3. Agochiya, D. (2002). Every trainer's handbook. New Delhi, India: Sage Publications
4. Hardingham, A. (1998). Training essentials-psychology for trainers. London,
England: Chartered Institute of Personnel & Development
5. Blanchard, N. P., &
6. Thacker, J. W. (2009). Effective training: systems, strategies and practices. New
Delhi, India: Pearson Education.
7. Coninck, J. D., Chaturvedi, K., Haagsma, B., Griffioen, H., &Glas, M. V. de. (2008).
Planning, Monitoring and Evaluation in Development Organisations: Sharing
Training and Facilitation Experiences. Sage.
8. Lynton, R. P., &Pareek, U. (2013). Training for Development. (3rd ed.) New
Delhi,India: Sage Publications.
9. Sardar, N. K. (2010). Approaches to training and development. Delhi: Manglam.

JOURNALS

1. International journal of training research

https://www.tandfonline.com/toc/ritr20/current
2. Journal of Vocational Education & Training
https://www.tandfonline.com/toc/rjve20/current

SOFT SKILL IV: EFFECTIVE LEADERSHIP

Teaching Hours: 30 Credits: 2
Course Code: 22SP21/4S/EFP LTP: 1 1 0
COURSE OBJECTIVES:
The course will enable the students to
1. Develop qualities required for effective leaderships through practicum
2. Understand nature of conflicts and resolve conflicts
3. Develop better interpersonal relationship

Unit I – Developing leadership qualities

Total alertness – multiple tasking – Ethics – Knowledge – Decision-making – Being an
exemplar – Handling competition - Team work

Unit II – Conflict Management

Types of conflict – Styles of managing conflict, Dealing constructively with conflict, public
communication in an adversarial culture

Unit III – Developing interpersonal communication

Significance of non-verbal communication – Creating positive interpersonal climate,
conversational skills, barriers to effective communication; strategies for eliciting compliance

REFERENCES:
1. Pillai, R (2010). Corporate Chanakya. Mumbai: Jaico Publishing House
2.Weiten, W., Lloyd, M.A. (2004). Psychology Applied to Modern Life – Adjustment in the
21st century. Singapore: Thomson Asia Pvt. Ltd.
3. Kalat, J.W. (1996). Introduction to Psychology (4thedn). USA: Brooks/Cole Publishing
Company

ADDITIONAL READING
1. Hockenbury, D. H. &Hockenbury, S. E. (2003). Psychology (3rd Ed.) New York: Worth
Publishers
2. Baron, R.A., &Misra, G.,(2017). Psychology Indian Subcontinent Edition.(5the.d.).India,
U.P. : Pearson India Inc.
3. Wade, C. &Tavris.(1998) Psychology (5th Ed.). Addison- Wesley Educational Publishers,
Inc.
4. Saundra, K..Ciccarelli.,& Glenn, E. Meyer. (2007). Psychology. Pearson Education
5. Baron, A. Branscombe, N., Byrne, D. &Bhardwaj, G. (2009). Social Psychology.(12the.d.).
New Delhi : Dorling Kindersley (India) Pvt. Ltd.

Profile of the Department

• The Department was incepted in the year 2003 with UG Programme and PG
Programme was introduced in the year 2020.

• The Department has permanent, fully qualified staff members.

• The curriculum for both UG and PG Programme has been framed keeping
in mind extensive scope available for the student in the field of psychology.

• The PG Programme in MSc applied psychology offers a vast array of specialty

subjects such as forensic psychology, neuropsychology, sports and exercise
psychology, positive psychology, abnormal psychology, organizational
behaviour with a focus on counseling psychology. Bridge courses are offered
where appropriate to strengthen fundamental knowledge to acclimatize
students for advanced course of study.

• The Department resorts to innovative teaching methodologies such as book and

 movie reviews, role plays, group discussion, gratitude journaling, case studies,
journal presentations, group projects and simulated counselling exercises.
Periodical guest lectures are also organized for various courses
• The Department has a signed MoU with KIDS learning center, a unit of
Kingdom Trust, Chennai through which it conducts a dyslexia course to enhance
student’s employability in the field of special education.

• Every year the Department celebrates its annual association meet PSYNERGY
during which experts from different fields are invited to enlighten students on
various fields of specialization.

• UG Students of the Department are encouraged to take up internships and

present research papers which is a part of the curriculum for PG students.
• The Department also takes up extension activities to create awareness regarding
mental health issues and also as means of reaching out to the community.
• The Department encourages peer learning and peer counselling.
• The Department encourages the student to participate in curricular, co-curricular
and extracurricular for holistic personality development.
• Mail-id: [email protected]