Bachelors in Psychological Health and Behavioural Sciences 1 Syllabus Mumbai University by munotes
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AC 1 1/5/2017
Item No.
UNIVERSITY OF MUMBAI
Syllabus for Approval
Date: 11/5/2017 Signature:
Dr. Anil Karnik, I/C. Director, Garware Institute of Career Education & Development
Heading Particulars
1 Title of the Course
Bachelors in Psychological Health and
Behavioural Sciences
2 Eligibility for Admission 12th Standard in Science & Arts
3 Passing Marks 50% PASSING MARKS
4 Ordinances / Regulations
( if any)
5 No. of Years / Semesters 3 YEARS / 6 SEMESTERS
6 Level UNDER GRADUATE
7 Pattern Semester
8 Status New
9 To be implemented from
Academic Year From Academic Year 2017 -18
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UNIVERSITY OF MUMBAI’S
GARWARE INSTITUTE OF CAREER EDUCATION & DEVELOPMENT
Syllabus for the
Bachelors in Psychological Health and Behavioural
Sciences
Credit Based Semester and Grading System with effect from the
Academic Year
(2017- 2018)
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Preamble:
The current course is titled ‘Bachelor’s in Psychological Health and Behavioural
Sciences’
According to the WHO definition of health, health is not just an absence of disease but a
state of physical, mental, social and spiritual well -being. Unfortunately, many times
mental health is ignored in respect of physical health. This is partly due to the mind -
body duality thinking and ignorance about psychological health. Psychological health is going to be in great demand as we progress into the 21st- century. Bec ause of the
changing social scene it is imperative that psychological problems will be on rise and hence the need for competent, efficient and knowledgeable psychologists as well as counsellors will be even more.
In the wake of the need of such psychologists and counsellors it is also necessary that training should include comprehensive and practical knowledge of psychology as well
as the application of psychology as a science so that the methods of application of
psychology become standardised and functional. Unfortunately, India not only lacks sufficient number of trained counsellors but also, the practising counsellors may lack
the depth of knowledge and are many times unaware of the newer fields in psychology
such as child psychology, sports psychology, geriatric psychology and the like.
Psychology has tremendous value in terms of its application towards human behaviour. It can make sense of both normal and abnormal behaviour. This is especially important
from t he point of view of treatment of mental health problems and the application of
psychology in the field of psychiatry. There is also a lack of trained psychotherapists and
counsellors who can provide scientific treatment to individuals with mental health
problems.
Psychology also has important contributions to make in the field of special populations
such as individuals with disability, children and adolescents, children with special
needs, adult population with special needs, youth offenders, geriatric pop ulation and in
medico legal practice. The counsellor may be called to assess the mental state of any
individual and thereby surmise the contribution of his mental health towards any
behaviour problems shown. It is important that the counsellor is aware of the needs of the special populations and is conversant with the different assessment techniques that
exist.
The course will provide the necessary knowledge and its practical application to the
trainees so that they are able to deliver their services to th e best of their potential. It is
hoped that the trainees will get absorbed in the different fields of health – both physical
health (hospital -based, clinic -based and in different areas of physical health such as
Neurology, Diabetology, Paediatrics, Gynaeco logy, Cardiology and is an active
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participant in the teams that provide parallel medical health services) and in mental
health (General psychiatry and the specialised fields of psychiatry).
These counsellors can work as individual or group psychotherapists to attract an individual clientele. The counsellors can also work as competent school counsellors,
industrial counsellors and advisory counsellors who can assist in drafting and
implementing the psychological aspects of public health programs.
Course ob jectives:
1. To teach students about the theoretical and practical aspects of psychology
2. To train students to apply the learnt knowledge to real -life situations in a meaningful
way
3. To involve students in projects that will benefit them in practical applications of
psychology
4. To introduce them to specialist fields of psychology such as Child psychology, Sports
psychology etc that will enhance the breadth of their knowledge
5. To train students so that they will be employable in the fields of counselling and
therapeutic psychology
Job Opportunities:
1. School counsellor/remedial teacher
2. Hospital –based set -up (counselling + conducting psychometric tests)
3. Industry - employee upgradation tool, personality assessment
4. Clinical psychologist working with psychiatrist
5. Counsellors - psychotherapist after specialist therapy courses like CBT, REBT etc
6. NGOs - counselling , therapists, vocational therapists
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Bachelors in psychological Health and Behavioural Sciences –
Duration 3 years
Subject
code Core Subject Assessment Pattern Teaching Hours
Topics Intern
al
Marks
-60 Exter
nal
Mark
s -40 Total
Marks
(CA)-
100 Theor
y
Hours Practi
cal
Hours Total
Hours Total
Credits
S
E
M
-
0
1 1.1 Psychology as Science 60 40 100 60 30 90 5
1.2 Foundations of Social
Psychology 60 40 100 60 30 90 5
1.3 Developmental
Psychology - Infancy 60 40 100 60 30 90 5
1.4 Stress and its impact on
human behavior 60 40 100 60 30 90 5
Total 400 360 20
S
E
M
-
02 2.5 Fundamentals of
Psychology 60 40 100 60 30 90 5
2.6 Social Behaviour 60 40 100 60 30 90 5
2.7 Developmental
Psychology - Early
childhood till
adolescence 60 40 100 60 30 90 5
2.8 Stress Management 60 40 100 60 30 90 5
Total 400 360 20
S
E
M
-
03 3.9 Approach to cognitive
sciences 60 40 100 60 30 90 5
3.10 Industrial Psychology 60 40 100 60 30 90 5
3.11 Introduction to
Psychology of Health 60 40 100 60 30 90 5
3.12 Psychology of Mental
Health 60 40 100 60 30 90 5
Total 400 360 20
S
E
M
-
04 4.13 Cognitive Psychology
and Human Behaviour 60 40 100 60 30 90 5
4.14 Organisational
Psychology 60 40 100 60 30 90 5
4.15 Psychology of Health ---
Management 60 40 100 60 30 90 5
4.16 Research Methodology 60 40 100 60 30 90 5
Total 400 360 20
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Subject
code Core Subject Assessment Pattern Teaching Hours
Topics Intern
al
Marks
-60 Exter
nal
Mark
s -40 Total
Marks
(CA)-
100 Theor
y
Hours Practi
cal
Hours Total
Hours Total
Credits
S
E
M
-
0
5 5.17 Psychopathology 60 40 100 60 30 90 5
5.18 Science of Counselling 60 40 100 60 30 90 5
5.19 Introduction to
Psychological Testing
and Statistics 60 40 100 60 30 90 5
5.20 Child Psychology 60 40 100 60 30 90 5
Total 400 360 20
S
E
M
-
06 6.21 Psychotherapy 60 40 100 60 30 90 5
6.22 Art of Counselling 60 40 100 60 30 90 5
6.23 Psychological Testing
and Statistics - Applied
Perspective 60 40 100 60 30 90 5
6.24 Sports Psychology 60 40 100 60 30 90 5
Total 400 360 20
Final Total 2400 2160 120
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Paper
No. Subject Total
Theory
Hours Session
of 3 Hrs.
Each Practical
Hours Session
of 3
Hrs.
Each
SEMESTER 1
1.1 Psychology as Science:
Unit 1
The Science of Psychology
a) What is Psychology?
b) Psychology then: History of
Psychology
c) Psychology now: Modern
Perspectives
d) Types of Psychological professionals
e) Psychology: The Science
f) Ethics of Psychological Research
g) Critical thinking and review of
literature
Unit 2
Brain and Psychology
a) Neurons and nerves: Building the
Network
b) The Central Nervous
System
c) The Peripheral Nervous
System
d) Inside the brain and
structures of the brain
e) Different
Lobes and functioning f) Brain Imaging
Techniques
Unit 3
Learning
a) Definition of Learning
b) Classical
Conditioning
c) Operant
Conditioning
d) Cognitive Learning
Theory e) Observational Learning f)
Impact of learning on behaviour
Unit 4
Memory
as science
a) Memory: Encoding, Storage,
Retrieval
b) Models of memory – LOP
and PDP c) The information -processing
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model – sensory, short -term and
long -term memory d) Retrieval of
Long -Term Memories
f) Forgetting
g)
Childhood memories and their impact
on adult functioning
1.2 Foundations of Social Psychology:
Unit 1
Man as social animal
a) Social Psychology: what it is and
what it does
b) A brief look at history:
the origins and early development of
Social Psychology
c) Research as the
route to increased knowledge
d) The
role of theory in Social Psychology
e)
The Quest for Knowledge and Rights of
Individuals: Seeking an Appropriate
Balance
Unit 2
Social Cognition
a) Schemas: Mental F rameworks for
Organising and Using Social
Information b) Heuristics: How We
Reduce Our Effort in Social
Cognition
c) Automatic and controlled
processing: two basic modes of social
thought
d) Potential Sources of Error
in Social Cognition
e) Affect and
Cogn ition: how feelings shape thought
and thought shapes feelings f) Impact
of social media on psychological health
Unit 3
Social Perception
a) Nonverbal Communication: The
unspoken Language of Expressions,
Gazes and Gestures b) Attribution:
Understanding the Causes of Others’
Behaviour
c) Impression Formation
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and Impression Management
Unit 4
Attitudes
a) Attitude Formation: How Attitudes
Develop
b) When and why do
Attitudes Influence Behaviour?
c) How
do attitudes guide behaviour?
d) The
Fine Art of Persuasion: how Attitudes
are changed e) Resisting Persuasion
attempts
f) Cognitive Dissonance:
What it is and how we manage it?
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1.3 Developmental Psychology - Infancy
Unit 1
Introduction
Beginnings
New Conceptions; An
Orientation to Lifespan
Development
Key Issues and
Questions: Determining the Nature and
Nurture of Lifespan
Development
Theoretical Perspectives on Lifespan Development
Research
Methods
Unit 2 The Start of Life
Birth and the Newborn Infant The
Future Is Now; Earliest
Development,The Interaction of
Heredity and Environment, Prenatal
Growth and Change, Birth and Birth
Complications; Pre- term infants and
the Competent newborn
Unit 3 Physical Development in Infancy
First Steps; Growth and Stability Motor
Development
The Development of the
Senses
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Unit 4
Cognitive Development in Infancy
Piaget’s Approach to Cognitive
Development
Information Processing
Approaches to Cognitive Development,
The Roots of Language
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1.4 Stress and its impact on human
behavior
Unit 1
Stress and Stress Psychophysiology
a) The Pioneers, Stress theory, The
Stressor, Stress Reactivity, A Definition
of Stress, Stress Management Goals
b)
Stress Psychophysiology: The brain,
endocrine system, autonomic nervous
system, cardiovascular system,
gastrointestinal system, muscles and
skin, symptoms and stress
Unit 2
Stress and Illness/Disease, and
Intervention
a) Hot Reactors, Psychosomatic
Disease, Stress and the Immunological
System, Stress and Serum Cholesterol,
Specific Conditions, Post- traumatic
Stress Disorder, Stress and Other
Conditions
b) Intervention – A model
of stress, Setting up roadblocks,
Comprehensive stress management,
Eustress and the model, Taking control and Making a commitment
Unit 3
Intrapersonal and Interpersonal
Life- Situation Interventions –
a) Intrapersonal Interventi ons: –
Eliminating unnecessary stressors;
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nutrition and stress; noise and stress;
life events and stress; hassles and
chronic stress; success analysis
b)
Interpersonal Interventions –
Asserting oneself, conflict resolution,
communication, time management,
social support networking
Unit 4. Relaxation Techniques
a) Meditation and Autogenic Training
and Imagery
b) Progressive
Relaxation, Biofeedback and Other
Relaxation Techniques
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SEMESTER 2
2.5 Fundamentals of Psychology
Unit 1
Cognition: Thinking, Intelligence
and Language
a) How people think b) Intelligence c)
Language d) Applying Psychology –
Mental exercises for better cognitive
health
Unit 2
Motivation and Emotion
a) Approaches to understanding
Motivation
b) Hunger
c) Emotion
d)
Applying Psychology – The how -to of
happiness
Unit 3
An overview of Theories of
Personality
a) Sigmund Freud and
Psychoanalysis
b) The Behaviorist
view of Personality
c) The Social
Cognitive view of Personality
d)
Humanism and Personality
e) Trait
Theories f) The biology of Personality:
Behavioral Genetics g) Assessment of
Personality h) Applying Psychology –
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Personality testing on the internet
Unit 4
Statistics in Psychology
a) Why do psychologists use statistic s?
b) Descriptive Statistics – Frequency
distributions, the Normal curve, other
distribution types, skewed
distributions c) Measures of central
tendency – mean, median, mode d)
Measures of variability – range and SD;
z scores
e) Inferential Statistics –
statistical significance
f) The
correlation coefficient
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2.6 Social Behaviour
Unit 1
Stereotyping, Prejudice and
Discrimination
a) How members of different groups
perceive inequality
b) The Nature and
Origins of Stereotyping
c) Prejudice
and Discrimination: feelings and
actions toward Social groups c) Why
Prejudice Is Not Inevitable: Techniques
for Countering Its Effects
Unit 2
Social Influence
a) Conformity: Group Influence in
Action
b) Compliance: To Ask – Sometimes - Is to Receive
c) Symbolic
social influence: how we are influenced
by others even when they are not
there.d) Obedience to Authority
Unit 3
Aggression
a) Perspectives on Aggression: In
Search of the Roots of Violence
b)
Causes of Human Aggression: Social,
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Cultural, Personal, and Situational c)
Aggression in Long -term
Relationships: Bullying and Aggression
at Work d) The Prevention and Control of Violence: Some Useful Techniques
Unit 4
Groups and Individuals
a) Groups: When we join and when we
leave
b) The benefits of joining: what
groups do for us
c) Effects of the
presence of others: from task
performance to behaviour in crowds d)
Social Loafing: letting others do the
work
e) Coordination in Groups:
Cooperation or Conflict?
f) Perceived
Fairness in Gro ups: Its nature and
effects
g) Decision Making by Groups:
How it occurs and the pitfalls it faces
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2.7 Developmental Psychology - Early
childhood till adolescence
Unit 1
Physical, Social and Personality
Development in the Preschool
Years
Physical Development - the Growing
Body; the Growing Brain; Motor
Development Social and Personality
Development - Feeling His Mother’s
Pain; Forming a Sense of Self; Friends
and Family: Preschoolers’ Social Lives; Moral Development and Aggression
Unit 2 Cognitive Development in Pre-
school years
Piaget’s Approac h, Information
Processing and Vygotsky’s Approach to
Cognitive Development The Growth of
Language and Learning
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Unit 3
Physical, Social and Personality
Development in Middle Childhood
Physical Development - the Growing
Body; Motor Development and Safety;
Children with Special Needs
Play
Time; The Developing
Self
Relationships: Building
Friendship in Middle
Childhood
Family Life in Middle
Childhood
Unit 4
Cognitive Development in Middle
Childhood
Cognitive Development - Intellectual
and Language Development Schooling:
The Three Rs (and More) of Middle
Childhood Intelligence: Determining
Individual Strengths
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2.8 Stress Management
Unit 1
Exercise and Strategies for
decreasing stressful behaviours
a)Physiological Arousal Intervention:
Exercise
Exercise and Health, the
Healthy Way to Exercise, Principles of
Exercise, Assessing Cardio - respiratory
Fitness, Starting an Exercise Program,
Choosing an Exercise Program,
Exercise and the elderly, Where to g et
more information, Exercise – keep it
going
b) Strategies for decreasing stressful
behaviours -Health and lifestyle
behaviours, health -behaviour
assessment, selected lifestyle
behaviours, barriers to action, locus of
control, various methods for
decreas ing stressful behaviours,
application of behaviour change
techniques
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Unit 2
Occupational Stress
a) Occupational Stress Cycle, What is
occupational stress, Why is
occupational stress of concern, Gender
and occupational stress, Disease and
Occupational Str ess, Occupational
Stressors
b) The Workaholic, Burnout,
Women and Work Outside the Home,
Sexual Harassment at Work, Working
in the Home
c) Interventions
d)
Managing Occupational Stress
Unit 3
Family Stress
a) The Family, Marriage, Cohabitation,
Divorce, Single -Parent Families, Gay
and lesbian
families
b) Family Stressors
c) A Model of Family Stress
d) Interventions
Unit 4
Stress and the Elderly
a) The Elderly: A Description, Test of
Knowledge A bout the Elderly,
Adjustment in the
Later Years,
Exercise and the elderly
b) Retirement, Care- giving; Death,
Dying and Grief
c) Interventions
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SEMESTER 3
3.9 Approach to cognitive sciences
Unit 1
Cognitive Psychology: An
Introduction
a) Thinking about thinking
b) Memory and cognition defined
c) An introductory history of cognitive
psychology
d) Cognitive psychology and
information processing
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Unit 2
The Cognitive Science Approach
a) Guiding principles and themes
b) Measuring information processes
c) The information- processing
approach
d) The modern cognitive approach:
cognitive science
e) Neurocognition: the brain and
cognition together
f) Neural net models: connectionism
Unit 3
Attention
a) Multiple meanings of attention
b) Basics of attention
c) Basic input attentional processes d) Controlled, voluntary attention
e) Attention as a mental resource
f) Automatic and conscious processing
theories
Unit 4
Cognition as basis of human
behaviour
a) Thought formation- core beliefs,
assumptions, Automatic
thoughts
b) Thought -emotion- behavior
c) Cognitive errors
d) Cognitive therapy and cognitive
behaviour therapy
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3.10 Industrial Psychology
Unit 1
Employee Selection Principles and
Techniques
Manpower planning – the workforce
planning process What’s your ideal
job?
The recruitment process
An
overview of the selection process
Fair
employment practices
Job and work
analysis
Biographical
information
Interviews
References
and letters of recommendation
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Assessment centers
Unit 2
Performance Appraisal
a) Fair employment practices
b) Why do performance appraisal?
c) Objective, subjective, or judgmental
performance appraisal techniques
d) Perfor mance appraisal methods for
managers
e) Sources of bias in performance
appraisal
f) Ways to improve performance
appraisals
g) The post -appraisal interview
h) Performance appraisal: a poor
rating?
Unit 3
Training and Development
The scope and goals of organizational
training Staffing for organizational
training
The pre- training
environment
How people learn:
psychological issues Types of training
programs
Career development and
planning Evaluating organizational
training programs
Unit 4
Leadership
The quality of modern
leadership
Leadership theories and
leadership styles
The role of power
and the role of expectations
Leadership functions
Characteristics
of successful leaders Pressures and
problems of leaders
Diversity issues in
managemen t
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3.11 Introduction to Psychology of Health
Unit 1
Health Psychology: Introduction,
Future Challenges and Health
Research —
The changing field of health,
Psychology’s involvement in
healthFuture challenges - Healthier
people, the profession of health
psychology, Outlook for
Health
Psychology Conducting Health
Research - The placebo in treatment
and research, Research methods in
psychology, Research methods in
Epidemiology, Determining Causation,
Research tools
Unit 2
Seeking Health Care and Adhering
to Medical Advice
Adopting health -related behaviors,
Seeking medical attention, Receiving
health care Theories that apply to
adherence, Issues in adherence, What
factors predict adherence, Improving
adherence
Unit 3
Behavioral Factors in
Cardiovascular Disease
The cardi ovascular system and
Measures of cardiovascular
function
The changing rates of
cardiovascular disease and Risk factors
in cardiovascular disease
Reducing
cardiovascular risk
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Unit 4
Behavioral Factors in Cancer
What is cancer; The changing rates of
cancer deaths
Cancer risk factors
beyond personal control, and
behavioural risk factors for cancer
Living with cancer
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3.12 Psychology of Mental Health
Unit 1
Sexual Disorders
a) What is abnormal sexual behavior?
b) Paraphilias
c) Gender identity disorder
d) Sexual dysfunctions
e) Sexual disorders: the
biopsychosocial perspective
Unit 2
Mood Disorders
a) General characteristics of mood
disorders
b) Depressive disorders
c) Disorders involving alterat ions in
mood
d) Theories and treatments of mood
disorders
e) Suicide – who and why
f) Mood disorders: the biopsychosocial
perspective
Unit 3
Schizophrenia and Related
Disorders
a) Characteristics of schizophrenia
b) Other psychotic disorders
c) Theories and treatment of
schizophrenia
d) Schizophrenia: the biopsychosocial
perspective
Unit 4
Personality Disorders
a) The nature of personality disorders
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b) Antisocial personality disorder
c) Borderline personality disorder
d)Histrionic, narcissistic, paranoid,
schizoid, schizotypal, avoidant,
dependent, and obsessive-
compulsive
personality disorders
e)Personality disorders: the
biopsychosocial perspective
SEMESTER 4
4.13 Cognitive Psychology and Human
Behaviour
Unit 1
Learning and Remembering
a) Preliminary issues
b) Storing information in episodic
memory
c) Retrieving episodic information
d) Amnesia and implicit memory
Unit 2
Knowing
a) Priming in semantic memory
b) Semantic memory
c) Schemata and scripts
d) Concepts and categorization
e) Connectionism and the brain
Unit 3
Using Knowledge in the Real World
a) The seven sins of memory
b) Facts about the world
c) Situation models and embodied
cognition
d) Metamemor y
e) False memories, eyewitness
memory, and “forgotten memories”
f) Autobiographical memories
Unit 4
Decisions, Judgments, and
Reasoning
a) Formal logic and reasoning
b) Decisions
c) Decisions and reasoning under
uncertainty
d) Limitations in reasoning
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4.14 Organisational Psychology
Unit 1
Motivation, Job Satisfaction, and Job
Involvement
Content theories of
motivation
Process theories of
motivation
Job satisfaction: the quality
of life at work The relationship
between job satisfaction and pay Job
involvement and organizational
commit ment
Unit 2
The Organization of the
Organization
a) The bureaucratic organizations of
the past
b) High -involvement management and
employee participation
c) Total quality management
d) Organizational change
e) Socialization of new employees
f) Organizational culture
g) Labor unions
h) Informal groups: the organization
within the organization
i) Technological change and
organizational structure
Unit 3
Stress in the Workplace
Occupational health
psychology
Physiological effects of
stress
Individual differences in
responding to stress
Work -family
balance
Stressors in the work
environment
Stress -management
programs
Benefit picture today;
employee benefits in India
Employee
welfare programs; Work Schedules;
Psychological and Social Issues.
Note – As an Orientation to this paper,
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the following sub -topics should be
taught in brief (questions will not be
set on these sub -topics)
a) Would people work if they did not
have to? Industrial -organizational
psychology on the job and in everyday
life; what I -O psychology means to
employers; an overview of the
development of I -O psychology;
challenges for I -O psychology; careers
in I-O psychology; practical problems
for I -O psychologists
b) Requirements and limitations of
psychological research; research
methods - experimental method,
naturalistic observation, surveys and
public opinion polls, virtual
laboratories: web -based research
c) Problems with using psychological
tests
Unit 4
Consumer Psychology
The scope of consumer psychology
Research methods in consumer
psychology The nature and scope of
advertising Consumer behavior and
motivation
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4.15 Psychology of Health ---Management
Unit 1
Defining and Measuring Stress;
Living with Stress and Disease
The
nervous system and the physiology of
stress, theories, measurement and
sources of stress, coping with
stress
Physiology of the immune
system, Psycho -neuro -immunology,
Does stress cause disease?
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Unit 2
Living with Chronic Ilness
a) Living with Alzheimer’s disease b)
Adjusting to diabetes
c) The impact of
asthma
d) Dealing with HIV and
AIDS
e) The impact of chronic disease
Unit 3
Understanding Pain
Managing Stress and Pain
a) Pain and
the nervous system, the meaning and
measurement of pain, Pain Syndromes,
Preventing pain
b) Medical treatment
for stress and pain, Alternative and
complementary medicine, Behavioral
techniques for man aging stress and
pain
Unit 4
Using alcohol and other drugs
a) Alcohol consumption yesterday and
today; The effects of alcohol
b) Why
do people drink; Changing problem
drinking
c) Other drugs – types,
misuse and abuse, treatment for drug
abuse, preventin g and controlling drug
use
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4.16 Research Methodology
Unit 1
OVERVIEW OF RESEARCH PROCESS
AND SURVEY RESEARCH
1. Over view of basic research concepts
(problem, hypothesis, variables and
operational definitions) , APA style of
preparing research proposal’ writing
research report
2. Sampling techniques
3. Methods of dat a collection:
Observation, mail surveys
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(questionnaires), personal
interviews,
telephone interviews, and internet
surveys
4. Survey research desig ns- Cross
sectional, successive independent
samples,
longitudinal
5. Proble ms, issues, and applications of
survey research
Unit 2
EXPERIMENTAL DESIGNS
1. Experimental designs: Definition,
principles and functions
2. Between- group designs:
Randomised group designs
3. Between- group desig ns: Block
designs - a) two group designs, b)
randomized
block designs with more
than two groups
4. Factorial designs: Simp le factorial
designs, factorial
designs with covariate,
randomized
block factorial designs
5. Con ceptual distinction among
between group designs, repeated
measures
designs, and mixed designs.
Unit 3
OTHER MULTIVARIATE DESIGNS
AND QUALITATIVE RESEARCH
Factor analysis: Basic terms, overview
of extraction methods Overview of
rotation methods, higher order factor
analysis Exploratory and Confirmatory
factor analysis Other multivariate
techniques: Multiple regression,
multivariate analysis of variance,
discriminant functions analysis,
canonical correlations, and path
analysis and structural
equation.
Qualitative research design
Analysis of Qualitative data
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5
6
6
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Unit 4
QUASI -EXPERIMENTAL DESIGNS
AND SCALING
Characteristics and types of quasi-
experimental designs: Single- group
designs, pre test- post test designs
Non -equivalent control group
designs, discontinuity promotion
designs, time series designs, cohort
designs
Application of quasi-
experimental designs in program
evaluation research.
Scaling: Purpose, psychophysical
scaling
Scaling: Psychological scalin g:
Thurstone -type scales (i.e. differential),
and Likert -type scales (i.e. Summated)
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5
12
4
SEMESTER 5
5.17 Psychopathology
Unit 1
Understanding Abnormality:
Definition, classification, and
Assessment
a) What is Abnormal Behaviour?
b) The Diagnostic and Statistical
Manual of Mental Disorders
c) Psychological Assessment – Clinical
interviews and Mental Status
Examination
d) Behavioural, Multicultural,
Environmental, and Physiological
assessment
Unit 2
Theoretical Perspectives
a) The purpose of theoretical
perspectives in Abnormal Psyc hology
b) Psychodynamic perspective
c) Humanistic perspective
d) Sociocultural perspective
e) Behavioral and cognitively based
perspectives
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15
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5
6
6
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2
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f) Biological perspective
g) Biopsychosocial perspectives on
theories and treatments: an integrative
approach
Unit 3
Anxiety Disorders
a) The nature of anxiety disorders
b) Panic disorder and agoraphobia
c) Specific phobias
d) Social phobia
e) Generalized anxiety disorder
f) Obsessive -compulsive disorder
g) Acute Stress Disorder and Post
Traumatic Stress Disorder
h) Anxiety disorders: the
biopsychosocial perspective
Unit 4
Somatoform Disorders,
Psychological Factors Affecting
Medical Conditions and Dissociative
Disorders
a) Somatoform disorders
b) Psychological factors affecting
medical conditions
c) Dissociative disorders
d) Somatoform disorders,
psychological factors affecting medical
conditions and dissociative disorders:
the biopsychosocial perspective
15
15
5
5
6
12
2
4
5.18 Science of Counselling
Unit 1
Personal, Professional and Ethical
Aspects of Counseling
a) Meaning of ‘Profession’,
‘Counseling’, ‘Guidance’ and
‘Psychotherapy’; The personality and
background of the counselor – negative
motivators, personal qualities,
maintaining effectiveness; Attribution
and systematic framework of the
counselor – attribu tes, systems of
counseling; Professional aspects of
counseling – 3 levels of helping
relationships; engaging in professional
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5
6
2
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counseling -related activities –
continuing education, supervision,
advocacy, portfolios
b) Definitions of Ethics, Morality, and
Law; ethics and counseling;
professional codes of ethics and
standards; making ethical decisions;
educating counselors in ethical
decision making; ethics in specific
counseling situations; multiple
relationships; wo rking with counselors
who may act unethically
Unit 2
Counseling in Multicultural Society
and with Diverse Populations
a) Counseling across culture and
ethnicity; defining culture and
multicultural counseling; history of
multicultural counseling; diffic ulties
and issues in multicultural counseling
b) Counseling aged populations;
gender -based counseling; counseling
and sexual orientation; counseling and
spirituality
Unit 3
Building a Counseling Relationship
a) Six factors that influence the
counseling process
b) Types of initial interviews
c) Conducting the initial interview
d) Exploration and the identification of
goals
Unit 4
Working in a Counseling
Relationship
a) Counselor skills in the
understanding and action phases
b) Transference and counter -
transference
c) The real relationship
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15
15
5
5
5
6
6
12
2
2
4
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5.19 Introduction to Psychological Testing
and Statistics
Unit 1
Psychological Testing and
Assessment
a) Definition of testing and
assessment; the process and tools of
assessment
b) The parties and types of settings
involved
c) How assessments are conducted;
assessment of people with disabilities
Unit 2
Tests, Testing and Norms
a) Reference sour ces for authoritative
information about tests
b) Various assumptions about
Psychological Testing and Assessment
c) What is a ‘Good Test’; Norms –
sampling to develop norms, types of
norms, fixed reference group scoring
systems, norm -referenced versus
criterion- referenced evaluation
d) Inference from Measurement – meta
analysis; culture and inference
Unit 3
Reliability
a) The concept of Reliability;
Reliability estimates: Test- Retest,
Parallel and Alternate Forms, Split-
Half, Inter -Item Consistency –
Kuder -Richardson formulas,
Cronbach’s Coefficient Alpha; Inter -
Scorer Reliability
b) Using and interpreting a coefficient
of Reliability – purpose and nature of
the test
c) Alternatives to the true score model: Generalizability the
ory and Item
Response Theory d) Reliability and
individual scores: SEM and
SE-Difference
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9
9
3
3
3
3
3
3
1
1
1
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Unit 4
Validity
a) The concept of Validity
b) Content Validity
c) Criterion- related Validity
d) Construct Validity
e) Validity, bias, and fairness
Unit 5
Types of scores, Types of scales,
Frequency Distribution and Graphic representations
a) Continuous and discrete scores –
meaning and difference
b) Nominal, ordinal, interval and ratio
scales of measurement
c) Preparing a Frequency Distribution;
advantages and disadvantages of
preparing a frequency distribution;
smoothed frequencies: method of
running averages
d) Graphic representations: Frequency
polygon, histogram, cumulative
frequency curve, ogive, pol ygon of
smoothed frequencies ( Unit 5 -d is only
for theoretical understanding and
questions; graphs are not to be drawn
in the exam.)
Unit 6
Measures of central tendency
a) Calculation of mean, median and
mode of a frequency distribution
b) The assumed mean method for
calculating the mean
c) Comparison of measures of central
tendency: Merits, limitations, and uses
of mean, median
and mode
9
9
15
3
3
5
3
3
15
1
1
5
5.20 Child Psychology
Unit 1
Concepts in child psychology
child development, child and family
assessment, measurement of child
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psychopathology, rating scales,
classification in child psychology using
ICD 10 and DSM 5 and principles of
treatment
Unit 2
Clinical Syndromes
children with special needs including
those with Intellectual Disability
and/or Autism Spectrum Disorder,
children with ADHD and children with
Specific Learning Disorders.,
assessment and treatment approaches
including Behaviour Management,
Classroom Management, Applied
Behaviour Analysis and Skills
Development.
Children with emotional and
behavioural problems. -children with
Anxiety and Depressi on, OCD,
Psychological Trauma, Physical and
Sexual abuse, and children with
common childhood problems such as
bedwetting, sibling rivalry, nightmares,
lying, stealing.
Unit 3
Adolescent Psychology
techniques to conduct group sessions
with adolescents on handling peer
pressure, enhancing self- confidence,
strengthening interpersonal
relationships, dealing with alcohol and
tobacco, emotional management and
conflict resolution. Techniques that can
be used in classroom and in the wider
group settings.
Unit 4
Therapeutic interventions in child
psychology
Play therapy, Family therapy, Cognitive Behavioural therapy and Counselling
techniques. theoretical and practical
aspects of therapies. 15
15
15
15
5
5
5
5 6
6
6
12 2
2
2
4
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SEMESTER 6
6.21 Psychotherapy
Unit 1
Fundamentals of psychotherapy -
psychodynamic, cognitive, cognitive-
behavioural, rational -emotive, group
psychotherapy
Unit 2
Use of psychotherapy in practical
settings -
How to choose clients for
psychotherapy, preparing client for
psychotherapy, building rapport, the
therapeutic relationship, transference
and counter - transference, weaning
from psychotherapy
Unit 3
Psychotherapy for specific conditions -
CBT for depression, CBT for anxiety,
Psychodynamic therapy for early
childhood trauma, ,Hypnosis, Addiction
Therapy
Unit 4
Specialised forms of psychotherapy -
Child and adolescent psychotherapy,
therapy with old age population,
therapy with disabled people
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15
15
15
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5
5
5
6
6
6
12
2
2
2
4
6.22 Art of Counseling
Unit 1
Testing, Assessment, Diagnosis and
Termination in Counseling
a) A brief history of the use of tests in
counseling; tests and test scores;
problems and potential of using tests;
administration and interpretation of
tests; assessment and diagnosis
b) Function, timing and issues of
termination; resistance to termination;
premature termination;
counselor -initiated termination; ending
on a positive note; issues related to
termination - follow -up and referral
15
5
6
2
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Unit 2
Psychoanalytic, Adlerian, and
Humanistic Theories of Counseling
a) Theory
b) Psychoanalytic Theories
c) Adlerian Theory
d) Humanistic Theories
Unit 3
Behavioral, Cognitive, Systemic,
Brief, and Crisis Theories of
Counseling
a) Behavioral Counseling
b) Cognitive and Cognitive- Behavioral
Counseling
c) Systems Theories
d) Brief Counseling Approaches
e) Crisis Counseling Approaches
Unit 4
Groups in Counseling
a) A Brief History of Groups;
Misperceptions and Realities about
Groups
b) The Place of Groups in Counseling
c) Benefits, Drawbac ks and Types of
Groups
d)Theoretical Approaches in
Conducting Groups; Stages and Issues
in Groups
e) Qualities of Effective Group Leaders
f) The Future of Group Work
15
15
15
5
5
5
6
6
12
2
2
4
6.23 Psychological Testing and Statistics -
Applied Perspective
Unit 1
Test Development
a) Test conceptualization
b) Test construction
c) Test tryout
d) Item analysis
e) Test revision
Unit 2
Measurement of Intelligence and
Intelligence Scales
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3
3
1
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a) What is Intelligence? - Definitions
and theories; measuring Intelligence
b) The Stanford -Binet Intelligence
Scales
c) The Wechsler Tests: WAIS, WISC,
WPPSI
d) Close -up: Factor analysis
Unit 3
Assessment of Personality
a) Personality Asses sment – some
basic questions
b) Developing instruments to assess
personality – logic and reason, theory,
data reduction
methods, criterion
groups; personality assessment and
culture
c) Objective methods of personality
assessment
d) Projective metho ds of personality
assessment - Inkblots as Projective
stimuli - the Rorschach; Pictures as
Projective stimuli – Thematic
Apperception Test; Projective methods
in perspective
Unit 4
Probability, Normal Probability
Curve and Standard scores
a) The concept of Probability; laws of
Probability
b) Characteristics, importance and
applications of the Normal Probability
Curve; Area
under the Normal Curve
c) Skewness - positive and negative,
causes of skewness, formula for
calculation
d) Kurtosis - meaning and formula for
calculation
e) Standard scores – z, T, stanine;
linear and non -linear transformation;
Normalised
Standard scores
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9
9
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3
3
3
3
3
1
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1
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Unit 5
Measures of Variability, Percentiles,
and Percentile Ranks
a) Calculation of 4 measures o f
variability: Range, Average Deviation,
Quartile Deviation and Standard
Deviation
b) Comparison of 4 measures of
variability: Merits, limitations, and uses
c) Percentiles – nature, merits,
limitations, and uses; Calculation of
Percentiles and Percentile
Ranks
Unit 6
Correlation a) Meaning and types of correlation –
positive, negative and zero
b) Graphic representations of
correlation - Scatterplots c) The steps
involved in calculation of Pearson’s
product -moment correlation
coefficient
d) Calculation of rho by Spearman’s
rank -difference method
e) Uses and limitations of correlation
coefficient
f) Simple Regression and Multiple
Regression
9
15
3
5
3
15
1
5
6.24 Sports Psychology
Unit 1
a) Fundamentals of Sports
Psychology
b) Sports Neuropsychology
c) Information Processing
d) Concentration
e) Mind Body coordination
Unit 2
a) Kinesthetic Sensitivity
b) Reflex Action and Reactions
c) States of Consciousness
d) Cognition
e) Attention
f) Neural Learning and Memory
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15
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5
6
6
2
2
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Unit 3
a) Neuropsychological and
Neurophysiological Research in
Sports
b) Subliminal Neurophysiological
c) Markers of Motor Learning,
d) Applied Neuropsychology in
Sport
Unit 4
a) Sports Ethics
b) Performance Theories
c) Performance Enhancements
d) Exercise Therapy
e) Athletic Psychopathology
f)Counselling
15
15
5
5
6
12
2
4
MARKS GRADE POINTS
GRADE
75 TO 100 7.5 TO 10.0 O
65 TO 74 6.5 TO 7.49 A
60 TO 64 6.0 TO 6.49 B
55 TO 59 5.5 TO 5.99 C
50 TO 54 5.0 TO 5.49 D
0 TO 49 0.0 TO 4.99 F (FAILS)
The performance grading shall be based on the aggregate performance of Internal Assessment and Semester End Examination.
The Semester Grade Point Average (SGPA) will be calculated in the following manner:
SGPA = ∑ CG / ∑ C for a semester, where C is Credit Point and G is Grade Point for the
Course/ Subject.
The Cumulative Grade Point Average (CGPA) will be calculated in the following manner :
CGPA = ∑CG / ∑ C for all semesters taken toget her.
R. __________ PASSING STANDARD FOR ALL COURSES :
Passing 50% in each subject /Course combined Progressive Evaluation (PE)/Internal
Evaluation and Semester -End/Final Evaluation (FE) examination taken together. i.e.
(Internal plus External Examinatio n)
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R. __________
A. Carry forward of marks in case of learner who fails in the Internal Assessments and/ or Semester -end examination in one or more subjects (whichever
component the learner has failed although passing is on total marks).
B. A learner who PAS SES in the Internal Examination but FAILS in the Semester -
end Examination of the Course shall reappear for the Semester -End Examination
of that Course. However his/her marks of internal examinations shall be carried
over and he/she shall be entitled for gr ade obtained by him/her on passing.
C. A learner who PASSES in the Semester -end Examination but FAILS in the
Internal Assessment of the course shall reappear for the Internal Examination of
that Course. However his/her marks of Semester -End Examination shall be
carried over and he/she shall be entitled for grade obtained by him/her on passing
R. __________ ALLOWED TO KEEP TERMS (ATKT)
A. A learner shall be allowed to keep term for Semester II irrespective of number of
heads/courses of failure in the Semester I.
B. A learner shall be allowed to keep term for Semester III wherever applicable if he/she passes each of Semester I and Semester II.
OR
C. A learner shall be allowed to keep term for Semester III wherever applicable irrespective of number of heads/courses of failure in the Semester I & Semester
II.
D. A learner shall be allowed to keep term for Semester IV wherever applicable if
he/she passes each of Semester I, Semester II and Semester III.
OR
E. A learner shall be allowed to keep term for Semester IV wherever applicable irrespective of number of heads/courses of failure in the Semester I, Semester II,
and Semester III
F. A learner shall be allowed to keep term for Semester V wherever applicable if he/she passes each of Semester I, Semester II, Semester III and Semester IV.
OR
G. A learner shall be allowed to keep term for Semester V wherever applicable
irrespective of number of heads/courses of failure in the Semester I, Semester II,
Semester III, and Semester IV.
H. The result of Semester V I wherever applicable OR final semester shall be kept in
abeyance until the learner passes each of Semester I, Semester II, Semester III,
Semester IV , Sem ester V wherever applicable.
OR
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I. A learner shall be allowed to keep term for Semester VI wherever applicable
irrespective of number of heads/courses of failure in the Semester I, Semester II,
Semester III, Semester IV and Semester V.
37