1
AC – 11th May, 2017
Item No. 4. 5
Masters of Arts (MA) Degree Revised Syllabus
Program
Course – Psychology (Four Semesters/Two Years)
Semester III, IV
Choice Based Credit System (CBCS)
(w.e.f the Academic Year 2017 -18 for Sem III & IV )
2
Sem III & Sem IV Credits and Course
1. For semester III: Four Credits per Theory Course (Elective Courses) (4
X 5 Course = 20 Credits ) + Ten credits of Practical/Field work
Component = 30 credits .
2. For Semester IV: One I nterdisciplinary /Cross disciplinary course (6
credits) + One Ability Enhancement Course (6 credits) + One Project
Component (10 credits) = 22 Credits .
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Course & Syllabus for the MA Sem III & IV in Psychology
(CBCS):
Syllabus for Semester I II:
Course I (Elective Course): PAPSY3 01: 4 credits
PAPSY 301A: Assessment in Clinical Psychology
PAPSY 301B: Assessment in Counselling Psychology
PAPSY 301C: Competency Based Assessment in Organization
PAPSY 301D: Assessment in Social Psychology
Course II (Elective Course): PAPSY3 02: 4 Credits
PAPSY 302A: Psychopathology Across lifespan
PAPSY 302B: Counselling Across the Lifespan addressing Special groups
PAPSY 302C: Organizational Behavior
PAPSY 302D: Understanding Social Psychology
Course III (Elective Course): PAPSY3 03: 4 Credits
PAPSY 303A: Psychotherapy
PAPSY 303B: Career Counselling and World of Work
PAPSY 303C: Organization Development
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PAPSY 303D: Social Problems: Skills and Intervention
Course IV (Elective Course): PAPSY3 04: 4 Credits
PAPSY 304A: Consumer Psychology
PAPSY 304B: Family and Couples Therapy
PAPSY 304C: Advanced Skills and Processes of Counselling and Psychotherapy
PAPSY 304D: Training and Development
PAPSY 304E : Rehabilitation Psychology
Course V (Elective Course): PAPSY305: 4 Credits
PAPSY 305A: Advanced Social Psychology
PAPSY 305B: CBT and REBT: Basic and Application
PAPSY 305C: Personality Disorder: Theory, Assessment and Intervention
PAPSY 305D: Advanced Applied Psychometrics and Data Analytics
PAPSY 305E: Human Resource Management
Practi cal / Field Work Component (Elective Component): PAPSY306: 10 Credits
PAPSY 306A: Practicum in Clinical Psychology
PAPSY 306B: Practicum in Counselling Psychology
PAPSY 306C: Practicum in Industrial Psychology
PAPSY 306D: Practicum in Social Psychology
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Syllabus for Semester IV:
Course (Ability Enhancement) PAPSY 401: Ability Enhancement Course: 6 Credits :
PAPSY 401A: Applications of Neuropsychology for Health Management
PAPSY 401B: Methods & Analyses of Neuropsychological data
PAPSY 401C: Communication and Social Skills
Course (Interdiscipl inary/Cross Disciplinary Course ) PAPSY402 : 6 Credits :
PAPSY 402A: Peace Psychology
PAPSY 402B: Behavioral Economics
PAPSY 402C: Political Psychology
PAPSY 402D: Conservation Psychology
PAPSY 402E: Behavioural Foundations of Public Policy
PAPSY 402F: Change Management
Course: Project Based Courses PAPSY 403: (10 Credits)
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PSYCHOLOGY
MA Semester System (CBCS), 2017 -18
Semester III: Course I
Course I (Elective Course): PAPSY301: 4 credits
PAPSY 301A: Assessment in Clinical Psychology
PAPSY 301B: Assessment in Counselling Psychology
PAPSY 301C: Competency Based Assessment in Organization
PAPSY 301D: Assessment in Social Psychology
Elective Course: 4 credits, 60 hrs.
Assessment in Clinical Psychology : PAPSY 301A
Objectives :
1. Familiarizing students with various assessment approaches and tools used in clinical psychology
domains .
2. Training students to select, administer, score and interpret various types of psychological tools.
Unit 1. Principles of psychological evaluation
a. Psychological testing approa ches and test choice rationales.
b. Behavioral assessment, clinical observation, history taking, MSE, MMSE .
c. Ethical pr actice in assessment.
d. Tests, rating scales, test batteries.
Unit 2. Assessment of development and ability
a. Child developmental assessment: VSMS, Seguin form board, Bayley scales, other developmental
scales.
b. Child cognitive assessment: WISC all editions, Kamat Binet, Bhatia battery, Ravens’ progressive
matrices, MISIC, assessment for learning disabilities, woodcock johnson test , WRAT test.
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c. Adult cognitive assessment: WAIS all versions, WA PIS, WMS all versions.
d. Clinical interpretations of profiles scatter analysis, differential diagnosis.
Unit 3. Assessment of personality
a. Objective tests of personality: MMPI all versions, MCMI, five factor tests.
b. Projective tests of personality for adults: Rorschach inkblot method, Thematic Apperception Test, other
techniques.
c. Projective techniques for children: children’s apperception test, drawing as projection, projective play,
sacks sentence completion t est, HTP, DAP, other projective methods .
d. Test combinations, profile interpretation and report writing, medicolegal issues.
Unit 4. Rating scales and test batteries
a. Clinical rating scales: BDI, BSS, BHS, HDRS, HARS, BPRS, SIDP , SCL-90-R, CARS, Conners rating
scale, Indian Scale for Assessment of Autism and other rating scales .
b. Research rating scales, SCID, PANSS, SAPS, SANS, PSE and other rating scales .
c. Neuropsychological batteries: NIMHANS battery, AIIMS battery, PGI battery and others.
d. Bender Gestalt Test, Lobe testing, testing for specific neuropsychological conditions.
Books for Study
1. Bellack, A.S. and Hersen, M. (Ed.s) (1998) Behavioral assessment A Practical Handbook (4th ed.).
MA: Allyn and Bacon.
2. Goldstein, G. and Hersen, M. (Ed.) (2000) Handbook of Psychological Assessment . (3rded). Oxford:
Elsevier science.
3. Hersen, M. (2004). Comprehensive Handbook of Psychological Assessment (Vol. 4). Industrial and
Organizational assessment. New York, NY: Wiley.
Books for reference
Manuals of various tests and scales covered.
Evaluation:
Internal evaluation: 40 marks
Two classroom tests: 20 marks each
Semester end examination: 60 marks
Paper pattern: 7 questions to be set of 15 marks each, out of which 4 are to be attempted. One of them
could be short notes question, which could combine more than one unit.
Semester III: Course I
Elective Course: 4 credits, 60 hrs.
ASSEMENT IN COUNSELLING PSYCHOLOGY: PAPSY 301B
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Objectives:
1. Acquainting students with various assessment approaches and tools.
2. Training students to select, administer, score and interpret various types of psychological tests.
3. Understanding the advances and applicatio ns of assessment.
Unit 1: Introduction to psychological assessment
a. History of psychological assessment
b. Nature and scope of psychological assessment.
c. Non- standardized techniques of assessment: behavioral observation, interview, case history.
d. Ethical and professional standards for tests.
Unit 2: Assessment of ability and aptitude
a. Assessment of intelligence: WISC all editions, WAIS, Kamat Binet, Bhatia battery, Ravens’
progressive matrices.
b. Assessment of aptitude: DAT, MAB ( multidimensiona l aptitude battery)
c. Assessment of development: VSMS , Seguine form board, Bayley Scales
d. Assessment of children with learning disabilities.
Unit 3: Assessment of Personality
a. Personality assessment: CPQ, HSPQ, 16 PF, NEO –PI -3.
b. Projective tests of person ality : CAT, TAT, Rosenzweig picture frustration study (adult and
children ), Sacks Sentence completion test
c. Assessment of social desirability and other issues in personality assessment.
d. Assessment of interests: Strong Campbell interest inventory, Holland’ s self -directed search.
Unit 4: Assessment in other related areas
a. Computer assisted assessment
b. Issues in competency assessment
c. Psychological assessment and planning interventions
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d. Psychological interpretation and report writing
Books for study
1. Bellack, A.S. & Hersen, M. (1998). Behavioral assessment : A Practical Handbook (4th ed).
M.A. : Allyn and Bacon.
2. Coaley, K. (2009). An introduction to Psychological Assessment and Psychometrics. New
Delhi : Sage Publications.
3. Goldstein, G. & Hersen, M. (2000). Handbook of Psychological Assessment (3rd ed). Oxford :
Elsevier Science.
4. Groth -Marnat, G & Wright, A.J. (2016). Handbook of Psychological Assessment (6th ed.).
Wiley.
5. Hersen, M. (2004). Comprehensive Handbook of Psychological Assessment (Vol.4).
industr ial and Organizational Assessment NY : Wiley
6. Walsh, W.B. & Betz. N.E. (1985). Tests and Measurement. New Jersey : Prentice Hall, Inc.
7. Kaslow, N.J., Rubin, N.J., Bebeau, M.J., Leigh, I.W., Lichtenberg, J.W., Nelson, P.D.,
Portnoy, S.M., & Smith, I.L. (2007). Guiding Principles and Recommendations for the
Assessment of Competence. Professional Psychology: research and Practice, 38 (5), 441 –
451.
8. Manuals of various tests and scales covered.
Books for reference
1. Fernandez – Ballestros, R. (2003). Encylopedia of Psychological Assessment (1st ed. Vol. 1
and 2.). new Delhi : Sage Publications.
2. Dodd,s. (2005). Understanding autism. Australia : Elsevier
3. Niles, S. & Harris -Bowlsbey, J. (2016). Career development interventions in the 21st centu ry
(4thed.). Upper Saddle River, NJ: Pearson Education.
4. Bor, R., Jo Bbner – Landy, Gilli, S., & Brace, C. (2002). Counseling in Schools. New Delhi :
sage Publications Ltd
5. Geldard, K., & Geldard, D. (2004). Counselling Adolescents. New Delhi : sage Public ations.
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6. Wong, B., & Butler, D. L. (2012). Learning about learning disabilities (4th ed.). Elsevier
Academic press
7. Larimer, M.P. (2005). Attention Deficit Hyperactivity Disorder Research Devlopments.
Hauppauge, N.Y : Nova Science Publishers, Inc.
8. Seliko witz, M. (1998). Dyslexia and other Learning Difficulties : the Facts. Oxford, UK:
Oxford University Press.
9. O’Regan, J.F (2005). Attention Deficit Hyperactivity Disorder. Bloombury Academic
Evaluation:
Internal evaluation : 40 marks
Essay on topics randomly assigned by course teacher : 20 marks
Written Test : 20 marks each
Semester end examination : 60 marks
Paper pattern : 7 question to be set of 15 marks each, out of which 4 are to be attempted. One of
them could be short notes question, which could combine more than one unit.
Semester III: Course I
Elective Course: 4 credits, 60 hrs.
COMPETENCY BASED ASSESSMENT IN ORGANIZATION : PAPSY 301C
Objectives:
1. To acquaint the students with the concept of competence and competency at work
2. To learn the various steps, methods and application of competency
3. To acquaint the students with competency based application in HR Pla nning, Recruitment
and Selection, Employee Training, Performance management, development, career pathing
and compensation
4. To develop the understanding of assessment center methodology
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Unit 1. Introduction to Competency
a. Concept of competence and compete ncy at work
b. Need and types of competency framework
c. Contemporary approaches to assessment
d. Competencies for corporate advantage
Unit 2. Definition, Steps, Methods and Application of competency
a. Categorizing competencies: threshold and differentiating
b. Developing competency dictionary, competency description and competency levels
c. Steps in developing an organization wide competency model
d. Competency management method: critical incident interview method, behavioral event
interview, expert panel, threshold scales & repertory grid
Unit 3. Competency based application
a. Competency based HR Planning, Employee Recruitment and Selection
b. Compet ency based Employee Training, Performance Management and Succession Planning
c. Competency based Development and Career Pathing
d. Competency based Compensation
Unit 4. Assessment center
a. Uses and benefits of assessment center, Documentation in Assessment Center
b. Process and pillars of assessment center
c. Types of exercises in assessment center
d. Feedback of assessment center, Life after the Assessment Center
Books for Reference
Boyatzis, R.E (1982). The Competent Manager. A Model for Effective Performance . New York , NY:
John Wiley & Sons.
Dubois, D.D and Rothwell, W.J, King D.J and Kemp, L.K (2004) Competency Based Human
Resource Management. Davies -Black Publishing, California.
Lawler, E.E. III., Nadler, D.A. & Cammann, C. (1980). Organizationa l Assessment . New York , NY:
John Wiley & Sons
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Sanghi, S. (2004). The Handbook of Competency Mapping. New Delhi:Response Books, Sage
Publications.
Sanghi, S. (2009). The Handbook of Competency Mapping: Understanding Designing and
Implementing Competency Mo dels in Organizations . New Delhi: Response Business Books,
Sage Publications.
Sawardekar, N. (2002). Assessment Centres: Identifying Potential and Developing Competency . New
Delhi: Response Books, Sage Publications.
Shermon, G. (2004). Competency based HRM . New Delhi:Tata -McGraw Hill.
Spencer, Jr. L.M. & Spencer, S.M. (1993). Competence at Work . New York, NY: Wiley & Sons Inc.
Thorton, III, G.C. &Rupp, D.E. (2006). Assessment Centers in Human Resource Management:
Strategies for Prediction, Diagnosis and Dev elopment. London: Lawrence Erlbaum
Associates Publishers.
Evaluation:
Internal evaluation: 40 marks
Semester end examination : 60 marks
Paper pattern: 7 questions to be set of 15 marks each, out of which 4 are to be attempted. One of
them could be short notes question, which could combine more than one unit.
Semester III: Course I
Elective Course: 4 Credits, 6 0 hrs.
ASSESSMENT IN SOCIAL PSYCHOLOGY : PAPSY 301D
Objectives:
1. To train students to understand assessment process, techniques and issues pertaining to
different areas of social relevance
2. To acquaint students with administration, scoring and interpretation of standardized
psychological tools
Unit 1. Basic issues in social psychological a ssessment
a. Qualitative versus quantitative data in social psychology
b. Methodological problems
c. Ethical consideration
d. Opportunities and challenges in online testing
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Unit 2. Assessment methods using qualitative approach
a. Case study of client: m ethod of assessment
b. Focus groups discussion
c. Implicit methods in social psychology
d. Sociometry: importance and overview of sociometric assessment procedures
Unit 3. Tools for assessment in following areas
a. Children: CAT, Draw -a-man, CPM/SPM, CPQ, WISC
b. Adults: TAT, HTP
c. Family: Kinetic family drawings technique, Couples Satisfaction Index (CSI)
d. Industry: firo -b and cognitive mapping
Unit 4. Assessment in following areas of social relevance
a. Attitude: measurement of attitudes , Implicit Association Test (IAT)
b. Well -being: assessment of psychological and social wellbeing
c. Alcohol and drug specialty assessment instrument and drug detection testing
d. Disability: psychological, vocational a nd functional assessment
Books for study
Breakwell, G.M. (2004). Doing Social Psychology Research . Malden, MA: British Psychological Society
and Blackwell Publishing Ltd.
Whitcomb, S.A. &Merrell, K.W. (2013). Behavioural, Social and Emotional Assessme nt of Children and
Adolescents (4th ed). Oxon, OX: Routledge.
Albarracin, D., Jonson,B.T., Zanna, M.P.(2014). The Handbook of Attitudes . New York, NY: The
Psychology Press.
Gawali, G. (2012). Vocational Rehabilitation of Persons with Disability: Psychoso cial and Legal
Perspectives (Ed.). Mumbai: Himalaya Publications.
Juhnke, G.A. (2002 ). Substance abuse assessment and diagnosis: a comprehensive guide for counsellors
and helping professionals . New York, NY: Brunner - Routledge.
Bunk, A. P., & Van Vugt, M . (2007). Applying social psychology: From problems to solutions . London:
Sage Publications.
Burns, R., & Kaufman, S. (1970). Actions, Styles and Symbols in Kinetic Family drawings (KFD): An
Interpretive Manual. New York: Brunner/Mazel.
Funk, J. L. & Rogge, R. D. (2007). Testing the ruler with item response theory: Increasing precision of
measurement for relationship satisfaction with the Couples Satisfaction Index. Journal of Family
Psychology , 21, 572 -583.
Books for reference
Bellack, A.S. & Hersen, M. (1998). Behavioral assessment : A Practical Handbook (4th ed.), Needham
Heights, MA: Allyn & Bacon.
Bromley, D.B. (1986). Case study method in Psychology and related disciplines. Chichester: Wiley.
Coaley,K.(2009). An introduction to Psychologi cal Assessment and Psychometrics . New Delhi: Sage
Publications.
Shaw, M. E & Wright, J. M. (1967). Scales for the Measurement of Attitude . USA: McGraw -Hill.
Evaluation
Internal Evaluation (40 marks):
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Two classroom presentations for each student durin g the course -work, each presentation carrying 20
Marks.
External Evaluation (60 marks): Semester -end examination
Four questions to be attempted out of seven, each carrying 15 marks each
Course II (Elective Course): PAPSY302: 4 Credits
PAPSY 302A: Psychopathology Across lifespan
PAPSY 302B: Counselling Across the Lifespan addressing Special groups
PAPSY 302C: Organizational Behavior
PAPSY 302D: Understanding Social Psychology
Course II (Elective Course) PAPSY302A
Psychopathology across lifespa n: 4 Credits 60 Hours
Objectives:
1. To inform students diverse etiologies of clinical disorders.
2. To understand clinical presentations and phenomenology of clinical disorders.
Unit I Orientation, Overview and Introduction to clinical psychology
A. History of mental illness in India, Mental Health Acts and legal systems.
B. Classifications of mental disorders: DSM and ICD.
C. Phenomenology, signs and symptoms of clinical psychopathology.
D. Socio -demographic determinants of clinical psychopathology.
Unit II Psychopathology of psychosis, mood, brain and addiction
A. Schizophrenia spectrum and other psychotic disorders.
B. Mood disorders.
C. Neurocognitive disorders.
D. Substance use and addictive disorders.
Unit III Psychopathology of Anxiety spectrum, Personality, Sexua l dysfunction, Intellectual deficits
and Learning.
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A. Anxiety Disorders, OCD, Trauma and stressors related disorders, Dissociative,
psychosomatic disorders.
B. Personality Disorders, Habit and impulse disorders.
C. Sexual dysfunctions and gender Dysphoria, eating and sleep disorders.
D. Intellectual deficits and Learning Disability.
Unit IV Clinical Psychopathology for Children, Adolescence and Geriatric population
A. Specific developmental disorders of speech and language, scholastic skills, motor
function, Pervasive d evelopmental disorders, Hyperkinetic disorders, Disruptive and
Conduct disorders.
B. Emotional disorders with onset specific to childhood, Disorders of social functioning
with onset specific to childhood and adolescence, Tic disorders, other behavioral and
emotional disorders with onset usually occurring in childhood and adolescence.
C. Suicide and related behaviors.
D. Geriatric psychopathology.
Books for study
1. Adams P.B. and Sutker, H.E. (2001). Comprehensive Handbook of Psychopathology (3rd ed.). NY:
Springer.
2. Hersen, M and Beidel, D (2012). Adult psychopathology and diagnosis (6th ed.). NY: Wiley.
3. Sadock B.J. and Sadock V.A.(2015). Kaplan and Sadock’s Synopsis of Psychiatry (11 th ed).. PA:
Lipincott, Williams and Wilkins.
4. M.Gelde r, D. Gath, R.Mayou, P. Cowen. (1996). Oxford textbook of Psychiatry (3rd edition). UK:
Oxford University Press.
Books for reference
1. Millon, T. Blaney, P. and Davis R.D. (1999). Oxford textbook of psychopathology . UK: Oxford
University Press.
2. Mil lon, T., Krueger, R.F., Simonsen, E. (2011). Contemporary Directions in Psychopathology .
NY: Guilford Press.
3. Craighead, W.E. Miklowitz, D.J. and Craighead L.W. (2008). Psychopathology: History,
Diagnosis and Empirical Foundations . NY: John Wiley and So ns.
4. Maddux, J.E. and Winstead, B.A. (2007). Psychopathology: Foundations for a contemporary
understanding . NY: CRC press.
Evaluation:
Internal evaluation: 40 marks
Two classroom tests: Each one of 20 marks
Semester end examination: 60 marks
Paper pattern: 7 questions to be set of 15 marks each, out of which 4 are to be attempted. One of
them could be short notes question, which could combine more than one unit.
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Course II: Elective Course: PAPSY 302B 4 credits : 60 Hours
COUNSELLING ACROSS THE LIFESPAN ADDRESSING SPECIAL GROUPS:
PAPSY302B
Objectives:
1. To understand academic, emotional, behavioural difficulties of children and adolescents
2. To acquaint students with counselling needs in marriage, workplace and among elderly
3. To hig hlight counselling for people with addiction issues, attempted suicide, disabilities and
trauma.
4. To delineate the theories of career development and technological advances in counselling.
Unit 1. Children and adolescents
a. Slow learners and talente d/ exceptional
b. Children with learning disability and ADHD
c. Emotional, behavioural issues, conduct disorders, developmental disorders.
d. Children with socially disadvantaged background and under achievers
Unit 2. Counselling adults & elderly
a. Premarital and marital counselling: role conflict, sex and sexuality issues and relationship
enrichment skills.
b. Workplace and employee counselling
c. Special issues faced by women, LGBT and feminist approach to counselling
d. Elderly: pre -retirement and retirement counselling, coping with loss of Spouse, health related
issues, enhancing quality of life.
Unit 3. Counselling Special Groups
a. Suicide prevention and management.
b. Rehabilitation counse lling for Drug addicts and alcoholics
c. Trauma and sexual abuse counselling
d. Rehabilitation counselling for persons with physical, sensory and intellectual disabilities:
vocational and psychosocial aspects.
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Unit 4. Theories of career development and use of technology
a. Overview of car eer development theories: Super’s and Holland’s theory.
b. Career counselling: elementary and high school.
c. The use of information technology in career guidance
d. Ethical issues in career counselling
Books for study
1. Bor, R., Jo Bbner -Landy, Gilli, S., Brace,C. (2002). Counselling in Schools . Sage Publications
Ltd
2. Clough, P; Pardeck, J., Yuen, F.(eds) (2005). Handbook of Emotional and Behavioural
difficulties . New Delhi, Sage Publications.
3. Geldard, K and Geldard, D (2004). Counselling Adolescents . Sage Publications, New Delhi
4. Gothard, B., Mignot, P., Offer, M., & Ruff. M. (2001). Career Guidance in Context . Sage.
5. King B.M. (1996) Human Sexuality Today (2nd ed.). New Jersey: Prentice Hall,
6. Niles, S. & Harris -Bowlsbey, J. (2013 ). Career development interventions in the 21stcentury
(4th ed.). Upper Saddle River, NJ: Pearson Education
7. O’Leary, C.J (1999). Counselling Couples and Families . Sage Publications, New Delhi
8. Ponte Otto, D.B. Casas, J.M; Suzuki, L.A. And Alexander, C.M. (eds) .(2001). Handbook of
Multicultural Counselling . Sage Publications, New Delhi
9. Rivers, P.C (1994) Alcoholic and Human Behaviour: Theory Research and Practice . New
Jersey: Prentice Hall.
10. Sherry, J. (2004). Counselling Children, Adolescents and Families . Sage Publications, New
Delhi
11. Velleman, R. (2001). Counselling for Alcoholic Problems . New Delhi:Sage Publications,.
12. Wolfe, R. Dryden, W. and Star bridge, S. (eds) (2003). Handbook of Counselling
Psychology . Sage Publications.
13. Herr, E.L., and Cramer, S.H. (2003). Career guidance and counselling through the life span:
Systematic approaches (6thed.) Boston: Allynand Bacon.
14. Wright, B.A. (1983). Physical disability: A psychosocial approach (2nd ed.). New York, NY:
Harper & Row.
15.Kapur, M. (2011). Counselling Children with Psychological Problems. Delhi: Pearson
16. Matthys, W. & Lochman, J.E. (2010). Oppositional Defiant Disorder and Conduct Disorder
in Children. Wilyey - Blackwell.
17. Kober, R. Enhancing the quality of life of people with intellectual disabilities: Theory and
Practice (Ed.). New York: Springer.
Books for Reference:
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1. Carroll, M. (1996). Workplace Counselling A Systematic Approach to Employee Care . New
Delhi: Sage Publications.
2. Casey, J. A. (1995). Develo pmental issues for school counselors using technology. Elementary
School Guidance &Counseling , 30, 26 -35.
3. Garland, D. S., (1983). Working with couples for marriage enrichment . SanFrancisco, CA:
Jossey - Bass.
4. Halford, W.K., Markman, H.J., Stanley, S., Kline, G.H., (2002). Relationship enhancement. In
Douglas H. Sprenkle (Ed.), Effectiveness research in marriage and family therapy (pp. 191 -222).
Alexandria, VA: American Association for Marriage and Family The rapy
5. Nelson -Jones, R. (1996). Relating skills: A practical guide to effective personal relationships .
Trowbridge, Wiltshire, Great Britian: Redwood Books
6. Norton,K and Mcgauley, G (1998). Counselling Difficult clients . Sage Publications, New
Delhi.
7. Sen, A.K. (1982). Mental Retardation . , Bhelpur: Kripa Psychology Center.
8. Midgley, N., Hayes, J., Cooper, M. (2017). Essential research findings in child and adolescent
counselling and psychotherapy (Eds.). New Delhi: Sage.
Evaluation:
Internal evaluation: 40 marks
• Essay: 20 marks
• Classroom Presentation: 20 marks
Semester end examination : 60 marks
Paper pattern: 7 questions to be set of 15 marks each, out of which 4 are to be attempted. One
of them could be short notes question, which could combine more than one unit.
Elective Course II: 4 credits, 60 hrs.
ORGANIZATIONAL BEHAVIOUR (OB): PAPSY 302C
Objectives:
1. To understand the concepts, nature and principles of Organizational Behavior and Positive
Psychology at Work.
2. To introduce applied behavioral science principles and practices into the ongoing
organization towards the goal of improving organizational effectiveness.
3. To develop an understanding of Motivation, Leadership, Organizational Culture and to
become a Organizational Behavior Practitioner.
4. To grasp an understanding of the basic organizational behavior.
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Unit -1: Introduction: Concepts, Nature and Principles of Organizational Behavior
a. Organizational behavior: scope and processes.
b. Management Functions, Roles and Skills; Effective v/s Successful Managerial Activities
c. Disciplines that contribute to OB field; challenges and opportunities for OB; foundations o of
individual behavior
d. Positive Psychology at Work, Positive Organizational Scholarship (POS) and Psychological
Capi tal (PsyCap).
Unit -2: The Individual
a. Attitudes and Job Satisfaction; Emotions and Moods in Organizations.
b. Personality and Values.
c. Perception and Individual Decision Making.
d. Motivation: Concepts and Applications.
Unit -3: The Group
a. Foundations of Group Behavior and Understanding Work Teams.
b. Communication.
c. Leadership; Power and Politics.
d. Conflict and Negotiations.
Unit -4: Positive Organizational Behavior
a. Engagement and Flow at Workplace.
b. Mindfulness and Gratitude at Workplace.
c. Thriving and Forgiveness in Organizations.
d. Humor at Workplace.
Books for Study
Kreitner, R and Kinicki, A. (2008) Organizational Behavior , Tenth Edition, Tata McGraw Hill
Publishing Company Limited, New Delhi, India
Luthans, F. (2011) Organizational Behavior: An Evidenced based approach . Thirteenth Edition.
New York
Nelson, D.L. & Cooper, C.L. (2007). Positive Organizational Behavior . Sage Publications New
Delhi.
Pareek, U (2009). Understanding Organizational Behavior . Second Edition. Oxford University Press,
New Delhi
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Robbins, S.P, and Judge, T.A. (2016 ). Organizational Behavior , 17th Edition. Pearson Prentice Hall,
New Delhi. India
Schultz, D and Schultz, S.E (2006). Psychology and Work Today . Pearson Education Inc. Tenth
Edition, New Jersey, USA.
Books for Reference
Anderso n, N, Ones, D.S, Sinangil, H.K and Viswesvarana, C (Editors) (2005). Handbook of
Industrial and Organizational Psychology . Vol 1 Personnel Psychology. Sage Publications,
New Delhi.
Anderson, N, Ones, D.S, Sinangil, H.K and Viswesvarana, C (Editors) (2005) Handbook of
Industrial and Organizational Psychology . Vol 2 Organizational Psychology, Sage
Publications, New Delhi.
Ashkanasy, N.M; Wilderom, C.P. M and Peterson, M.F Editors (2000) Handbook of Organizational
Culture and Climate . Sage Publications, New D elhi.
Butler, M and Rose, E (2011) Introduction to Organisational Behaviour . Jaico Publishing House,
Mumbai.
Clegg, S., Korberger, M and Pitsis, T (2012) Managing and Organizations: An Introduction to
Theory and Practice . Sage Publications, New Delhi.
Cooper, C.L (2011) Organizational Health and Wellbeing . Vol 1, 2, 3. Sage Publications, New Delhi
Greenberg, J and Baron, R.A (2009) Behavior in Organizations . Ninth Editions. Prentice Hall India
Learning Private Limited, New Delhi.
Janasz, S.C. de., Dowd , K.O and Schneider, B.Z (2012) Interpersonal Skills in Organizations . 3rd
edition. Tata ‐ McGraw Hill edition. New Delhi
Kreitner, R, Kinicki, A and Buelens, M (1999) Organizational Behaviour . McGraw Hill Publishing
Co. England
McShane, S.L, Glinow, MAV and Sharma, R.R (2011) Organizational Behavior . 5th Edition, Tata
McGraw Hill Education Private Limited, New Delhi.
Lamberton, L.H and Minor, L (2012) Human Relations: Strategies for Success . 4th Edition. Tata
McGraw Hill Educati on Pvt Ltd, New Delhi.
Landy, F.J and Conte, J. M (2004) Work in the 21st Century: An Introduction to Industrial and
Organizational Psychology , McGraw Hill. New York. USA
Lewis, Sarah (2011) Positive Psychology at Work . Wiley Blackwell, United Kingdom
21
Luthans, F (2008) Organizational Behavior . Eleventh Edition. McGraw Hill International Edition,
New York.
Mamoria, C.B and Rao, V.S.P (2012) Personnel Management . Thirtieth Edition. Himalaya
Publishing House, New Delhi.
Pauchant, T. C (2002) Ethics and Sp irituality at Work. Quorum Books London
Robbins, S.P., Judge, T.A., and Sanghi, S (2009) Organizational Behavior , 13 th Edition, Pearson
Prentice Hall, New Delhi, India.
Schermerhorn, J.R Jr., Hunt, J.G, Osborn, R.N (2001) Organizational behavior , Seventh Edition,
John Wiley and Sons, Inc New York
Shani, A.B., Chandler, D,. Coget, H.F and Law, J.B (2009) Behavior in Organizations. An
Experiential Approach. Ninth Editio n. McGraw ‐Hill Irwin, New York, USA.
Sinha, J.B.P (2008) Culture and Organizat ional Behavior. Sage Publications , New Delhi,India.
Evaluation:
Internal evaluation: 40 marks
• Essay: 20 marks
• One Written test: 20 marks each
Semester end examination: 60 marks
Paper pattern: 7 questions to be set of 15 marks each, out of which 4 are to be attempted. One of
them could be short notes question, which could combine more than one unit.
Elective Course II: 4 Credits, 60 hrs.
UNDERSTANDING SOCIAL PSYCHOLOGY: PAPSY 302D
Objectives:
1. Introducing the nature and scope of social psychology
2. Familiarizing the key topics/areas of social psychology as well as emerging trends
3. Acquainting students how principles of social psychology are applied to real life situations
Unit 1 : Introducing Social Psychology
a. Defining social psycho logy
b. Interdisciplinary flavour
c. Core concerns, and emerging trends in social psychology
d. Theoretical perspectives in social psychology
22
Unit 2: The Self and the Social Processes
a. Self and identity
b. Social perception and cognition
c. Fundament al principles of the psychology of decision -making
d. Status of theory and research on love
Unit 3: The Group Processes
a. Attitudes and persuasion
b. Intergroup conflict and negotiation
c. Social psychology of leadership
d. Collective behaviour and social change
Unit 4: Applications of Social psychology
a. Social psychology and the law
b. Implications of social psychology for health behaviour
c. Contributions of social psychology to clinical psychology
d. Social psycho logy and politics
Essential Reading
Fiske, S.T., Gilbert, D.T., &Lindzey, G. (2010). Handbook of Social Psychology (5th Ed.). New
Jersey: John Wiley and Sons Ltd.
Kruglanski, A. W., Higgins, E.T. (2007). Social Psychology: Handbook of basic Principles (Second
Ed.). New York: The Guilford Press.
Lesko, W. A. (2009). Readings in Social Psychology: General, Classic and Contemporary Selections
(Eighth Ed.). New Delhi: Pearson.
DeLamater, J.D., & Myers, D.J. (2011). Social Psychology (Seventh Ed.). USA: Wadsworth
Fletcher, G.J.O., & Clark,M.S. (2003). Blackwell Handbook of Social Psychology: Interpersonal
Processes . USA: Blackwell Publishers Ldt.
Baumeister. R. F. &Finkel, E. J. (Eds.) (2010). Advanced Social Psychology: State of the Science .
New York: Oxford University Press.
Supplementary Reading
Albarracin, D., Jonson,B.T., Zanna, M.P.(2014). The Handbook of Attitudes . New York, NY: The
Psychology Press.
Bunk, A. P., & Van Vugt, M. (2007). Applying social psychology: From prob lems to solutions . London:
Sage Publications.
Bellack, A.S. & Hersen, M. (1998). Behavioral assessment: A Practical Handbook (4th ed.), Needham
Heights, MA: Allyn & Bacon.
Bromley, D.B. (1986). Case study method in Psychology and related disciplines. Chichester: Wiley.
23
Shaw, M. E & Wright, J. M. (1967). Scales for the Measurement of Attitude . USA: McGraw -Hill.
Evaluation
Internal Evaluation (40 marks):
Two classroom presentations for each student during the course -work, each presentation carrying 20
Marks.
External Evaluation (60 marks): Semester -end examination
Four questions to be attempted out of seven, each carrying 15 marks each
Course III (Elective Course): PAPSY303: 4 Credits
PAPSY 303A: Psychotherapy
PAPSY 303B: Career Counselling and World of Work
PAPSY 303C: Organization Development
PAPSY 303D: Social Problems: Skills and Intervention
Elective course: III PAPSY 303A: Psychotherapy: 4 Credits 60 Hours
Objectives:
1. To equip students with train students generic skills for counseling and psychotherapy.
2. To train students for planning and conducting interventions for variety of mental health
problems, particular therapies and special conditions.
3. To impart skills through workshops, case discussions, role plays, observations.
Unit I : Generic Skills for Counse lling and Psychotherapy
a. Listening and communication skills
b. Psychodynamic concepts and their applications in therapeutic processes
c. Psychological School (perspective) based therapeutic assessment, formulation and i ntervention
plan.
d. Process of counse lling and psychotherapy: initial, middle and termination phases along with
relapse prevention.
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Unit II: Counse lling and Psychotherapy - I
a. Interventions for psychiatric Disorders: Panic and generalized anxiety, Phobic disorders,
obsession and compulsive disorders, Depression, Somatic problems, Chronic psychiatric
problems/chronic mental illness, Sexual dysfunction.
b. Behavior therapy: Relaxation and systematic desensitization, As sertion training, Modeling
and behavioral rehearsal procedures, Contingency management, Punishment and Aversion
Procedures, Self -control procedures
c. Supportive Psychotherapy : Definition, therapy indications and techniques. Telephone
counsel ling.
d. As sessment, Diagnosis and detail counse lling process for intellectual disability (client and
family).
Unit III: Counse lling and Psychotherapy - II
a. Crisis Intervention : Definition of Crisis, phase of Crisis, techniques, stages of crisis work,
applicati ons.
b. Brief/ Short -term Psychotherapy : characteristics, selection criteria, goals and process.
c. Therapy in special conditions : Suicide and related behaviors, Loss and Bereavement,
Personality Disorders, medical conditions such as cancer, HIV/AIDS, a nd other terminally ill
conditions.
d. Interventions for child and adolescence: Internalizing and externalizing disorders.
Unit IV: Group interventions: processes, applications and intervention models
a. Group leadership: basic tasks, working here and now, leader as a person, leader skills,
diversity competence, co -leader, leaderless groups.
b. Early stages: pre -group, initial, transition. Later stages: working and consolidation,
termination, post group cultural variations
c. Group interventions to alleviate emotional distress, Growth groups as a means of self -
discovery and development, Support groups: psycho -educational groups, AA model, rational
recovery. Self -help groups, caregiver support groups.
d. Interpersonal model is group intervention, Clie nt centered approach in group therapy,
Cognitive behavioral group therapy, Mindfulness and insight oriented approaches in group
settings
Books for study:
1. Wolberg, L. R. (2005). The Technique of Psychotherapy Part I and II. NJ: Jason Aronson
Inc.
2. Corey, G . (2012). Theory and Practice of Counseling and Psychotherapy.Californa: Brooks/
Cole Publishing.
3. Kleinberg, J. (2012).The Wiley Blackwell handbook of Group psychotherapy.NY: Wiley
Blackwell.
25
4. Yalom, I. D. (2005).Theory and Practice of Group Psychotherapy. NY: Basic Books.
5. John, C., Masters, J. C., Burish, T., Hollon, H.D., &Rimm, D. C. (1990). Behavior Therapy:
Techniques and Empirical Findings. New York: Academic Press
Evaluation:
Internal examination: 40 marks
• One classroom Test: 20 Marks
• One Essa y: 20 marks
Semester end examination: 60 marks
Paper pattern: 7 questions to be set of 15 marks each, out of which 4 are to be attempted.One of
them could be short notes question, which could combine more than one unit.
Elective Course III: PAPSY 303 B 4 credits, 60 hrs.
Career Counselling and World of Work
Objective:
1. To understand role of theory in career development and assessment in counselling set
ups.
2. To know how career development relates to human development over the lifespan.
3. To appraise students for skills of interventions in career guidance and counselling.
Unit 1: Introduction to Career Guidance & Counselling.
a) Definition of terms: career, career development, career development & maturity,
career counselling, career education, career guidance.
b) History of Career Guidance & Counselling Movement.
c) The ethical standards of the NCDA.
d) Expanding the limited view of career counselling, and designing career counselling
strategies for the 2 1st century.
Unit 2: Understanding and Applying Theories
a) Super’s life span: life span theory, life space theory, self -concepts: applying and
evaluating super’s theory.
b) John Hollands’s theory of types and person -environment interactions: applying and
evaluating Holland’s theory.
c) Lent, Brown and Hackett’s social cognitive career theory: applying and evaluating
SCCT.
d) Trait & Factor theory.
26
Unit 3: Career Development Interventions
a) Elementary schools: overview of career development interventions in the school,
career development in the elementary schools, goals of career development
interventions, career development interventions in the elementary schools, parental
involvement.
b) Middle and high schools: career development goals and career development
interventions for middle/junior high schools; career development goals and
interventions in high school.
c) Higher education: the career needs of higher education students, the evolution of
career development interventions in higher education, career development
competencies in adulthood, self -knowledge, education and occupational exploration,
career planning.
d) Community service: setting for community based career counsellors for private
practice, cyber counselling, mental health centres, substance abuse centres,
rehabilitation settings.
Unit 4: Career Development and Counselling of Diverse Groups and Technology &
Strategies in Career Guidance and Counselling.
a) Gender Issues, Discriminati on, Oppression, Social Justice in Career Development &
Counselling.
b) Computer assisted career guidance systems: The internet as the deliverer of
computer -assisted systems, Types of Computer assisted systems, Career Information
and Planning system.
c) Indivi dual and Group Assessment in Career Guidance and Counselling.
d) Occupational information sources: New and emerging occupational fields.
Evaluation
Internal evaluation : 40 marks
Essay on topics randomly assigned by course teacher : 20 marks
27
Written Test: 20 marks each
Semester end examination : 60 marks
Paper pattern : 7 question to be set of 15 marks each, out of which 4 are to be attempted. One of
them could be short notes question, which could combine more than one unit.
Books for Study:
Niles, S. & Harris -Bowlsbey, J. (2016). Career development interventions in the 21st century
(4thed.). Upper Saddle River, NJ: Pearson Education.
Herr, E.L., & Cramer, S.H. (2003). Career guidance and counseling through the life span:
Systematic approaches (6th ed.). Boston: Allyn & Bacon.
Capuzzi, D. & Staufer, M.D. (2006). Career counseling: Foundations, perspectives, and
applications. Boston, MA.: Pearson Educational, Inc. (pdf copy available online)
Savickas, M. (2006). Career Counseling Session: APA’s Tapes Series 2: Career Counseling:
Narrative Approach, APA tapes, 2006..
Fouad’s, N. (2009). Career Counseling Session: APA’s Tapes Series 5: Multicultural Counseling
– Culturally Oriented Career Counseling, APA Tapes.
Fouad, N. (2007). Work and vocational psychology: Theory, research, and applications .Annu.
Rev. Psychology
O'Neil, J. M., Fishman, D. M., and Kinsella -Shaw, M. (1987). Dual -career couples' career
transitions andnormative dilemmas: A preliminary assessment model. The Counseling
Psychologist, 1 5, 50 -96.58, 5.1 – 5.22.
Books for References:
Evans, K. (2008). Gaining cultural competence in career counseling. Boston: Houghton -Mifflin.
Amundson, N., Harris -Bowlsbey, J., & Niles, S. & (2014). Essential elements of career
counselling: Processes and t echniques (3rd ed.). Upper Saddle River, NJ: Pearson Education.
Dugan, M. H. & Jurgens, J.C. (2007). Career interventions and techniques: A complete guide for
human service professionals. Boston, MA.: Pearson Education, Inc..
Gysbers, N., Heppner, M. J. & Johnston, J.A. (2003). Career counseling: Process, Issues,
Techniques (2nd edition). Boston, MA.: Allyn & Bacon.
Sharf, R.S. (2006). Applying career development theory to counseling. Belmont, CA.: Thomson
28
Peterson, N. & Gonzalez, R. (2005). The role of wor k in people’s lives: Applied career
counseling and vocational psychology, 2nd edition, Belmont, CA.: Thomson.
Zunker, V.G. (2006). Career counseling: A holistic approach (7th ed.). Belmont, CA: Thomson
Wadsworth.
Remley, T. & Herlihy, B. (2001). Ethical, l egal and professional issues in counseling. Boston:
Allyn & Bacon.
Peterson, N. & González, R. (2005). The role of work in people’s lives: Applied career
counseling and vocational psychology (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Kapes, J., Mastie, M., & Whitfield, E. (2002). A counselor’s guide to career assessment
instruments (4th ed.). Alexandria, VA: NCDA.
Gysbers, N., Heppner, M., & Johnston, J. (2009). Career counseling: Contexts, processes, and
techniques (3rd ed.). Alexandria, VA: American Couns eling Association
Corey, G. (2010). Creating your professional path. Alexandria, VA: American Counseling
Association.
Brown, D. (2003). Career information, career counseling, and career development (8th ed.).
Boston: Allyn & Bacon.
Figler, H., andBolles, R . (1999).The career counselor’s handbook. Berkley, CA: Ten SpeedPress
Harr, G.L. (1995). Career guide: Road maps to meaning in the world of work. Pacific Grove,CA:
Brooks/Cole.
Elective Course III: 4 credits, 60 hrs.
Organization Development : PAPSY303 C
Objective:
1. To acquaint the student with nature, foundations and overview of organization development
2. To understand the values, assumptions and beliefs in organization development
3. To allow students to understand and manage change in organizations.
4. To help students understand the process and intervention in organization development
Unit 1 : Introduction to organization development
a. Definition, nature and history of organization development
b. Approaches to OD: laboratory training stem, survey research and feedback stem, action
research stem and sociotechnical stem
29
c. Values, assumptions and beliefs in organization development
d. Role, Styles and Competencies of an effective organization development practitioner.
Unit 2 : Managing the organization development process
a. Models and theories of planned change
b. Diagnosis: diagnostic models, diagnosing the state of the systems, its subunits and
organizational processes, red flags in diagnosis.
c. Action rese arch and organization development
d. The program management component.
Unit 3: Managing change and organization development
a. Organization change: an introduction; forces of change and types of change
b. Approaches to organizational development and change
c. Resistance to organizational change; Life Cycle of Resistance to Change.
d. Leading and Implementing organizational change
Unit 4: Organizational development interventions
a. Team interventions; Training Experience; Process Intervention Skills
b. Intergroup and third ‐party peacemaking interventions
c. Structural and comprehensive OD intervention.
d. The Future and organizational development
Books of Study
Brown, D.R. & Harvey, D. (2006). An Experiential Approach to Organizational Development. New
Delhi: Pearson Prentice Hall.
Cummings, T.G. & Worley, C.G. (2001). Organization Development and Change . USA: Thomson
Learning.
French, W.L., Bell,Jr, C.H. & Vohra, V. (2011). Organization Development (6th ed.). New Delhi:
Pearson Prentice Hall.
Ramnarayan, S. & Rao, T.V . (2011). Organization Development: Accelerating Learning and
Transformation (2nd ed.). New Delhi: Sage Publication.
Rothwell, W. J & Sullivan, R. L. (2005). Practicing Organization Development: A Guide for
Consultants . San Francisco, CA: Wiley Imprint.
Books of Reference
30
Allcorn, S. (2006). Organizational Dynamics and Intervention: Tools for Changing the Workplace .
New Delhi: Prentice ‐Hall of India Private Limited.
French, W.L. & Bell, Jr,C.H. (2006). Organization Development . Sixth Edition, Prentice ‐ Hall of
India Private Limited, New Delhi.
Sharma, R.R. (2010). Change Management: Concepts and Applications . New Delhi: Tata McGraw
Hill Education Private Limited.
Evaluation:
Internal evaluation: 40 marks
Essay: 20 marks
One Written Test: 20 marks each
Semester end examination : 60 marks
Paper pattern: 7 questions to be set of 15 marks each, out of which 4 are to be attempted. One of
them could be short notes question, which could combine more than one unit.
Elective Course III: PAPSY 303 D 4 Cr edits 60 hrs.
SOCIAL PROBLEMS: SKILLS AND INTERVENTIONS
Objectives:
1. To train students to identify and understand nature and scope of varied social problems existing
in India and elsewhere
2. To develop an understanding of appropriate skills and interventions needed to address various
psycho -social problems
Unit 1: Assessment of social problems and action planning
a. Problem identification and definition
b. Theory -based explanations for pro blems
c. Developing and testing the process model
d. Developing the interventions
Unit 2: Nature of behavioural skills and interventions
a. Behaviour -analysis approach to skills and interventions
b. Impact of behaviour -focused skills and interventio ns
c. Behaviour intervention strategies -antecedent and consequence
d. Enhancing skills/interventions through social influence
Unit 3: Applying social psychology to diversity and special populations
a. Issues related to caste, tribes, minorities, gender a nd welfare measures
b. Immigrants and host -societies -challenges and interventions
31
c. Orphans and street children -psychosocial problems and interventions
d. Disability -understanding the concept and rehabilitation
Unit 4: Applying social psychology to health, families, media and environment
a. Mental health: Models of causation and types of interventions
b. Physical health (HIV AIDS, Cancer): Risks and prevention
c. Marital and family problems: Divorce, separation, and domestic violence
d. Media (violence, pornography, political news coverage) and environment (urbanization, crowding,
personal space): Challenges and protective measures
Books for study
Ahuja, R. (2012). Social Problems in India (2nd ed.). New Delhi: Ra wat Publications.
Prasad, B.K. (2004). Social Problems of India (Vol 1 & 2). New Delhi: Anmol Publications
Prabhakar, V. (2012). Social Problems: Issues and Perspective . New Delhi: Wisdom Press.
Dallos, R. & McLaughlin, E. (2002). Social Problems and Th e Family . New Delhi:
Sage Publications Pvt. Ltd.
Nagar, D. (2006). Environmental Psychology . New Delhi: Concept Publishing Company.
Steg, L., Bunnk, A. P., & Rothengatter, T. (2008). Applied Social Psychology: Understanding
and Managing Social Problems. UK: Cambridge University Press.
Schneider, F.W., Gruman, J.A., & Coutts, L. M. (2005). Applied Social Psychology:
Understanding and Addressing Social and Practical Problems. New Delhi: Sage
publication Pvt. Ltd.
Whitcomb, S. A., & Merrell, K. W. (2013). Behavioral, Social, and Emotional Assessment of
Children and Adolescents: Fourth edition. New York: Routledge.
Sansone, C., Morf, C. C., & Panter, A. T. (2004). Handbook of Methods in Social Psychology.
New Delhi: Sage Publication .
Misra, G. (1990). Applied Social Psychology in India. New Delhi: Sage publication.
Books for reference
Berker, H. (1966). Social Problems: A Modern approach, John Wiley & Sons, Inc.
Donelson, E., & Gullahorn, J.E. Woman: a psychological perspective . New York, NY: John
Wiley & Sons.
Corey, G. (2009). Theory and Practice of Counseling and Psychotherapy (8th ed.).Californa:
Brooks/ Cole Publishing
Gale, A. & Chapman, A.J. (1984). Psychology and Socia l Problems: An Introduction to Applied
Psychology . New York, NY: John Wiley & Sons
L’Abate, L & Milan, M. A. (1985). Handbook of Social Skills Training and Research . Wiley -
Interscience.
Hill, R. (1959). The Family and Population Control. Chapel Hill: Un iversity of North Carolina
Press.
Misra, L. (1992). Women issues: an Indian perspective . New Delhi: Northern Book Centre.
Mukherjee, R. (1976). Family Planning in India .New Delhi: Orient Longman Ltd.
32
Rickel, A.U., Gerrard, M., Iscoe, I. (1984). Social an d Psychological Problems of Women:
Prevention and Crisis Intervention . New York : Hemisphere Publishing Cooperation.
Sen, A.K. (1982). Mental Retardation . Bhelupur : Kripa Psychological Centre.
Wright,B.A. (1983). Physical disability: a psychological app roach . New York, NY: Harper &
Row.
Evaluation
Internal Evaluation (40 marks):
Two classroom presentations for each student during the course -work, each presentation carrying 20
Marks.
External Evaluation (60 marks): Semester -end examination
Four questions to be attempted out of seven, each carrying 15 marks each
Course IV (Elective Course): PAPSY304: 4 Credits
PAPSY 304A: Consumer Psychology
PAPSY 304B: Family and Couples Therapy
PAPSY 304C: Advanced Skills and Processes of Counselling and Psy chotherapy
PAPSY 304D: Training and Development
PAPSY 304E : Rehabilitation Psychology
Elective Course III PAPSY 304A: 4 Credits, 60 hrs.
CONSUMER PSYCHOLOGY
Objectives:
1. Introducing basic psychological principles so as to understand consumer behaviour
2. Familiarizing how people’s buying behaviour gets affected by self and social processes
3. Acquainting advanced research methods to examine different aspects of consumer beahviour
Unit 1: Introducing Consumer Psychology
a. Historical antecedents
b. Under standing consumer behaviour: Varied theoretical approaches
c. Methodological issues in understanding consumer behaviour
d. Consumer society in the twenty -first century
Unit 2: Psychological Issues in Consumer Behaviour
33
a. The implicit consumer cognition
b. The nature and role of affect in consumer behaviour
c. Consumer attitudes and behaviour
d. Motivation and goals in consumption
Unit 3: The Self and Social in Consumer Behaviour
a. Dynamics of relationship between Brands and identity
b. How products prime social networks
c. Family consumption decision making
d. Consumer socialization
Unit 4: Advances in Research Methods
a. Online observation
b. Netnography
c. Focus group and depth interviews
d. Cross -cultural consumer psychology
Essential Reading
Haugtvedt, C. P. &Herr, P.M. Kardes, F. R. (2008).(Eds). Handbook of Consumer Psychology . New
York: Taylor & Francis Group.
Daniela, M. A. (2011). Fundamental Theories on Consumer Behaviour: An Overview of the
Influences Impacting Consumer Behavio ur. “ Ovidiu s” University Annals, Economic
Sciences Series, Volume XI, Issue 2, pp. 837 -841.
Pham, M. T. (2013). The seven sins of consumer psychology. Journal of Consumer Psychology 23,
4, 411 –423.
Priest, J., Carter, S., & Statt, D. A. (2013). Consumer Be haviour. UK: Edinburgh Business School.
Kopetz, C. E. et al. (2012). The dynamics of consumer behavior: A goal systemic perspective.
Journal of Consumer Psychology 22, 208 –223.
Howard, D. J., Kirmani, A., & Rajagopal, P. (Eds.) (2013). Social Influence and Consumer
Behaviour . New York: The Psychology Press.
Belk, R. W., Fischer, E & Kozinets R. V. (2013). Qualitative Consumer and Marketing Research .
Los Angeles: SAGE Publications Ltd.
Belk, R. W. (Ed.) (2006). Handbook of Qualitative Research Methods in Ma rketing. USA: Edward
Elgar
Kirmani, A. (2009). The self and the brand. Journal of Consumer Psychology 19, 271 – 275.
Oyserman, D. (2009). Identity -based motivation and consumer behavior. Journal of Consumer
Psychology 19, 276 –279.
Supplementary Reading
Schiffman, L. G., Kanuk, L. L., & Wisenblit, J. (2009). Consumer Behaviour . Global Tenth Ed.
USA: Pearson.
K. Dill (Ed.) The Oxford Handbook of Media Psychology . New York:Oxford University Press.
34
Kimmel, A. J. (2012). Psychological Foundations of Marketin g. USA: The Psychology Press.
Heath, R. (2012). Seducing the Subconscious; The Psychology of Emotional Influence in Advertising.
West Sussex: Wiley -Blackwell.
Close, A. G. (2012) (Ed.) Online Consumer Behaviour: Theory and Research in Social Media,
Advert ising and E -tail. New York: Routledge.
Evaluation
Internal Evaluation (40 marks):
Two classroom presentations for each student during the course -work, each presentation carrying 20
Marks.
External Evaluation (60 marks): Semester -end examination
Four questions to be attempted out of seven, each carrying 15 marks each
Elective Course IV: 4 credits, 60 hrs.
FAMILY AND COUPLES THERAPY: PAPSY304B
Objectives:
1. To acquaint the students with relevance of family and couples therapy
2. To familiarize the issues faced by families and couples
3. To help develop skills in family and couple therapy
Unit 1: Introduction to family and couples therapy
a. Couple therapy: history, models and applications
b. Understanding adult attachment : theory, psychodynamics and couples relationship
c. Basic techniques of family therapy
d. Ethical issues in couple therapy
Unit 2: Addressing special issues in couples therapy
A. Couple therapy and sexual dysfunction
B. Couple therapy and physical aggression
C. Separation and divorce issues in couple therapy
D. Couple therapy for drug abuse and alcoholism
Unit 3: Therapeutic interventions I
a. Object relations couple therapy
35
b. Brief strategic couples therapy
c. Solution focused couples therapy
d. Narrative couple therapy
Unit 4: Therapeutic interventions II
a. Affective - reconstructive couples therapy
b. Integrative behavioural couple therapy
c. Cognitive ‐behavioural couple therapy
d. Emotional focused couple therapy
Books for study
1. Gurman, A.S. (2008). Clinical Handbook of Couple Therapy (4thed.). New York, NY: The
Guilford Press
2. Nichols, M.P. (2010). Family Therapy: Concepts and Methods (9th ed.). Boston: Allyn and Bacon
3. Johnson, S.M. & Whiffen, V.E. (2003). Attachment Processes in Couple and Family Therapy
(Eds.). New York, NY: The Guilford Press
4. Hecker, L. (2010). Ethics and Professional Issues in Couple and Family Therapy . New York, NY:
Routledge.
Books for reference
1. Jongsm a, A. & Dattilio, F. (2000). The Family therapy treatment planner . New York, NY: John
Wiley
2. Johnson, S.M. (2005). Becoming an Emotionally Focused Therapist . New York: Taylor & Francis
3. Nichols, M.P. (2009). Inside Family Therapy: A Case Study in Family Healing (2nd Ed.), Boston,
MA; Pearson: Allyn and Bacon
4. Corey, G (2009). Theory and Practice of Counseling and Psychotherapy . Californa: Thomson
Brooks
Evaluation:
Internal examination: 40 marks
• One c lassroom Test: 20 Marks
• One Essay: 20 marks
Semester end examination: 60 marks
Paper pattern: 7 questions to be set of 15 marks each, out of which 4 are to be attempted.One of
them could be short notes question, which could combine more than one unit.
Elective Course IV: Four Credits. 60 Hours PAPSY 304C
36
Advanced skills and processes of counseling and psychotherapy
Objectives:
1. Building students capacity in understanding and using the basic and advanced skills for
counseling and psychotherapy
2. Building students capacity in understanding and using therapeutic process and related aspects
for counseling and psychotherapy
3. Assist students practice these skills and techniques
4. Developing professional skills required for independent practitioner
Methods:
This course will be taught by using methods like teaching, role play, simulated cases, group discussion,
self-work, videotaped sessions of role play. Classroom activities, homework activities and assignments
are expected to be used. In addition, individual psychological support for self -work to learner may be
provided if needed. Classroom Teaching and individual group work sessions are primary methods of
learning. Number of students admitted should not be more than 10 in practice sessions. A new batch
may be schedule for practice components above 10.
Unit I: Skills for Counseling and Psychotherapy
a. Basic Skills: Empathy, Genuineness, unconditional positive regard, congruence,
Listening, paraphrasing, reflecting, summarizing
b. Advanced Skills: interp retation, insight, transference interpretation, exploring
projections, identifying failure of therapy, identifying working with burnout, self -
supervision, confrontation
c. Characteristics of effective counselor/ therapists
d. Issues faced be young therapist
Unit II: Therapeutic assessment, Contracting and initiating therapy
a. Therapeutic assessment, History taking, and Formulation, setting goals.
b. Contracting and its implications
c. Skills for opening and closing sessions
d. Initial session, crisis and support.
Unit III: Process of Counse lling and Psychotherapy
a. Initial phase: Psych - education, Supportive psychotherapy. Selecting techniques
b. Ice-breaking, exploration, Loss framework .
c. Dealing with Resistance: Techniques and applications
d. Transference and counter -transference
Unit IV: Termination and Follow -up and Documentation
37
a. Termination: Evaluating and sharing progress, Issues in termination and resolution
b. Follow -up: Systems and techniques, sustained changes
c. Documentation: Therapists documentation, Communication with other professionals
and referrals
d. Legal implications: Legalities with therapy and Legal communication, documentation.
Books
1. Faiver, C., Eisengart, S., Colonna, S. (2003). The counselor intern’s handbook .Pacific Grove, C A:
Brooks/Cole Publishing Company.
2. Martin, D. G. (2011). Counseling and Therapy Skills . NY: Waveland Pr In.
3. Moursund, J., & Kenny, M. C. (2002). The Process of Counseling and Therapy (4th ed.). Upper
Saddle River, New Jersey: Prentice Hall.
4. Wolberg, L. R. (2005). The Technique of Psychotherapy Part I and II . NJ: Jason Aronson Inc.
Books for references.
1. Archer, J., & McCarthy, C. J. (2008). Theories of Counseling and Psychotherapy: Contemporary.
Applications . Upper Saddle River, NJ: M errill Prentice Hall
2. Corey, G. (2012). Theory and Practice of Counseling and Psychotherapy .Californa: Brooks/ Cole
Publishing.
3. Keeran, D. (2009). Effective Counseling Skills: The practical wording of therapeutic statements
and processes .CreateSpace Independent Publishing Platform.
4. Neukrug, E.S. (2010). Counseling Theory and Practice . Brooks/Cole, Brooks/Cole, Cengage
Learning
5. Hutchinson D. R. (2011). The Counseling Skills Practice Manual . New Delhi: SAGE Publications
Inc.
6. Sommers -Flanaga n, J. &Sommers -Flanagan, R. (2012). Counseling and Psychotherapy Theories
in Context and Practice: Skills, Strategies, and Techniques . Hoboken, NJ: John Wiley & Sons, Inc.
5. Morrison, J. (2007). The First Interview (3rd ed.). New York, NY: Guilford Press .
7. Perry, W. (2008). Basic Counseling Techniques: A Beginning Therapist's Tool Kit (2nd ed.).
Bloomington, IN: AuthorHouse.
Internal Evaluation:
1. Role play (video recorded) evaluation of basic and advanced skills, contracting and skills for
opening and closing, therapeutic skills and process for simulated case: 20 marks
2. Class test: Therapeutic assessment and formulation of two simulated cases and other therapy
aspects :20 marks
Semester End Evaluation
60 marks: Any four questions out of seven to be solved. Each question carries equal marks.
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Elective Course IV: 4 credits, 60 hrs. PAPSY 304D
Training and Development
Objective:
1. To acquaint the students with the Need, Purpose and Role of training in organizations
2. To apply Training Need Analysis, Training Designing, Training Delivery and Training Evaluation to
achieve higher Productivity and Performance.
3. To acquaint the students about E‐learning a nd Use of Technology Enabled learning
Unit 1: Overview of Training in Organization
a) Need, Purpose, Importance and Types of Training
b) Training, Development and Education
c) Structure of Training in Organization
d) Training Process Model
Unit 2: Training Need Analysis & Training Designing
a) Why Conduct a Training Need Analysis?
b) Framework for Conducting Training Need Analysis
c) Approaches to Training Need Analysis & Outcome of Training Need Analysis
d) Training Designing
Unit 3: E‐Learning and Use of T echnology in Training
a) Technology’s Influence on Training and Learning
b) Technology and Multimedia
c) Computer‐Based Training
d) Developing Effective Online Learning
Unit 4: Evaluation of Training
a) Rationale for Evaluation
b) Types of Evaluation Data collected
c) Kirkpatrick and CIRO Model of Evaluation of Training
d) Outcomes Used in the Evaluation of Training Programs
Books for Study:
Blanchard, P.N and Thacker, J.W (2012) Effective Training: Systems, Strategies, and Practices. 5th Edition,
New Delhi
Kirkpatrick , D.L and Kirkpatrick, J.D (2009) Evaluating Training Programs: The Four Levels. 3rd Edition Tata
McGraw‐Hill Publishing Company Limited, New‐Delhi.
Noe, R.A (2016) Employee Training and Development.7th Edition. Tata McGraw Hill Publishing Company
Limite d. New Delhi
39
Noe, R.A &Kodwani, A.D (2012) Employee Training and Development.Fifth Edition. Tata McGraw Hill
Education Pvt. Ltd. New Delhi.
Books for References:
Cascio, W.F and Aguinis, H (2009) Applied Psychology in Human Resource Management. Sixth Ed ition.
Prentice Hall Inc Learning Private Limited, New Delhi .
Dessler, G (2011) A Freamework for Human Resource Management.Sixth Edition. Pearson Education, New
Delhi
Dessler, G and Varkkey, B (2011) Human Resource Management. Twelfth Edition. Pearson Ed ucation, New
Delhi
Goldstein, I.L and Ford J.K (2002) Training in Organization.Fourth Edition. Thomson wadsworth, U SA.
Kirkpatrick, D.L and Kirkpatrick, J.D (2008) Evaluating Training Programs. Tata McGraw‐Hill Publishing
Company Limited, New‐Delhi.
Lynton, R.P and Pareek, U (2000) Training for Organizational Transformation Part I & II.Sage Publications,
New Delhi.
Mamoria, C.B and Gankar, S.V (2001) Personnel Management Text & Cases.21 st Revised Edition. Himalaya
Publishing House, Mumbai
Noe, R.A ( 2008) Employee Training and Development.Fourth Edition. Tata McGraw Hill Publishing Company
Limited. New Delhi
Pattanayak, B (2009) Human Resource Management. Third Edition. PHI Learning Private Limited. New Delhi.
Silberman, M (1995) Active Training: A Handbook of Technique Designs, Case Examples & Tips. Ben Johnston
Publishing Co. New Delhi
Thacker, J.W and Blanchard, P.N (2007) Effective Training Systems, Strategies, and Practices.Second Edition.
Pearson Prentice Hall, New Delhi, India
Evaluation:
Internal Evaluation: 40 marks
• Essay: 20 marks
• One Written test: 20 marks
Semester and Examination: 60 marks
Written examination: Paper Pattern: Seven questions for 15 marks each are set out of which four should
be attempted. One of them could be short note question. Any two topics can be combined for these
questions.
Elective Course IV: 4 credits 60 Hours
40
REHAB ILITATION PSYCHOLOGY: PAPSY 304E
Objectives:
1. To introduce the importance of rehabilitation, recovery and rehabilitation psychology.
2. To explore the concept and models of disability.
3. To understand the different issues and applications of rehabilitation psychology.
4. To acquaint students with different approaches to rehabilitation counsel ling.
Unit 1: Rehabilitation psychology: overview and concepts
a. Nature and scope of rehabilitation psychology
b. Concepts of ability and disability
c. Recovery and rehabilitation
d. Medical, neuropsychological, social and biopsychosocial model of disability
Unit 2: Rehabilitation of Persons with Disability
a. Rehabilitation of persons with physical disabilities: physical, psycho - social and vocational
rehabilitation.
b.Assessment of persons with disabilities
c. Assistive technology for enhancing functional capacities of persons with disabilities
d.Legal issues in rehabilitation for persons with disabilities: overview of PWD act, RCI act,
national trust act, United Nations convention on the rights of persons with disabilities.
Unit 3 : Application of Rehabilitation Psycholo gy
a. Rehabilitation of addictions: drug and alcohol
b. Rehabilitation after abuse and violence
c. Palliative care, pain management and symptom control
d. Sports Injury and Rehabilitation.
Unit 4 : Psychological approaches to rehabilitation counselling
a. Psychodynamic therapy in rehabilitation counse lling.
b. Person -centered therapy in rehabilitation counse lling
c. Behavioural therapy in rehabilitation counse lling.
d. Cognitive - behavioural therapy in rehabilitation counsel ling.
Books for study
41
1. Chan, F., Berven, N.L., Thomas, K.R. (2004). Counselling Theories and Techniques for
Rehabilitation Health Professionals. New York, NY: Springer Publishing Company
2. Falvo, D.R. (2013). Medical and psychosocial aspects of Chronic Illness and disabilit y (5th
ed.). Burlington, MA: Jones and Bartlett Learning
3. Frank, G.R., Rosenthal, M., Caplan, B. (2010). Handbook of Rehabilitation
Psychology.American Psychological Association.
4. Kennedy, P. (2012).The Oxford Handbook of Rehabilitation Psychology (Ed s.). New York,
NY : Oxford University Press.
5. Marini, I. & Stebnicki, N. (2012). The Psychological and Social Impact of Illness and
Disability (Eds.), New York, NY: Springer Publishing Company.
6. Gawali, G. (2012). Vocational Rehabilitation of Persons with Disability: Psychosocial and
Legal Perspectives (Ed.). Mumbai: Himalaya Publications.
7. Taylor, R.R. (2006). Cognitive Behavioural Therapy for Chronic Illness and
Disability.Springer.
8. Zeppetella, G. (2012). Palliative Care in Clinical Practice. Springer
9. Taylor, J. & Taylor S. (1997). Psychological approaches to sports injury rehabilitation.
Maryland: Aspen Publishers.
10. Arvinen - Barrow, M. & Walker, N. (2013).The psychology of sport injury and rehabilitation.
Routledge
11. The rights of pers ons with disabilities act, 2016. Retrieved from
http://www.disabilityaffairs.gov.in/upload/uploadfiles/files/RPWD%20ACT%202016.pdf
Evaluation:
Internal evaluation: 40 marks
• Essay: 20 marks
• Classroom Presentation: 20 marks
Semester end examination : 60 marks
Paper pattern: 7 questions to be set of 15 marks each, out of which 4 are to be attempted. One
of them could be short notes question, which could combine more than one unit.
Course V (Elective Course): PAPSY305: 4 Credits
PAPSY 305A: Advanced Social Psychology
PAPSY 305B: CBT and REBT: Basic and Application
PAPSY 305C: Personality Disorder: Theory, Assessment and Intervention
PAPSY 305D: Advanced Applied Psychometrics and Data Analytics
PAPSY 305E: Human Resource Management
42
Elective Course V: 4 Credits, 60 hrs. PAPSY 305A
ADVANCED SOCIAL PSYCHOLOGY
Objectives:
1. To acquaint students with advance trends and processes in social psychology
2. To understand the relatedness of social psychology to contemporary fields of psychology
Unit 1: Introducing advancements in Social Psychology
a. Social -psychological way of looking at reality
b. Data analysis in social psychology: Recent and recurring issues
c. Social structure and personality
d. Social psychology of emotions
Unit 2 : Basic Processes
a. Social perception: Person schema and group stereotypes
b. Social cognition: Attribution -processes and errors
c. Social judgment: Lasting false beliefs and their behavioural consequences
d. Attitude: Nature of attitude and attitude cha nge
Unit 3: The Self and the Social Relations
a. The self -interest and beyond
b. Interpersonal attraction
c. Intimate relationships and breaking up
d. Helping and altruism
Unit 4: Connections to related Fields
a. Social cognitive neuroscience: Pa st, present and future promise
b. Forensic psychology: Physical attractiveness bias
c. Evolutionary theory for social psychology
d. Evolutionary theory for cultural psychology
Essential Reading
Fiske, S.T., Gilbert, D.T., &Lindzey, G. (2010). Handbook of Social Psychology (5th Ed.). New
Jersey: John Wiley and Sons Ltd.
Kruglanski, A. W., Higgins, E.T. (2007). Social Psychology: Handbook of basic Principles (Second
Ed.). New York: The Guilford Press.
Lesko, W. A. (2009). Readings in Social Psychology: G eneral, Classic and Contemporary Selections
(Eighth Ed.). New Delhi: Pearson.
DeLamater, J.D., & Myers, D.J. (2011). Social Psychology (Seventh Ed.). USA: Wadsworth
43
Fletcher, G.J.O., & Clark,M.S. (2003). Blackwell Handbook of Social Psychology: Interperso nal
Processes . USA: Blackwell Publishers Ldt.
Baumeister. R. F. &Finkel, E. J. (Eds.) (2010). Advanced Social Psychology: State of the Science .
New York: Oxford University Press.
Supplementary Reading
Breakwell, G.M. (2004). Doing Social Psychology Research . Malden, MA: British Psychological Society
and Blackwell Publishing Ltd.
Albarracin, D., Jonson,B.T., Zanna, M.P.(2014). The Handbook of Attitudes . New York, NY: The
Psychology Press.
Bunk, A. P., & Van Vugt, M. (2007). Applying social psycholog y: From problems to solutions . London:
Sage Publications.
Bellack, A.S. & Hersen, M. (1998). Behavioral assessment : A Practical Handbook (4th ed.), Needham
Heights, MA: Allyn & Bacon.
Shaw, M. E & Wright, J. M. (1967). Scales for the Measurement of Atti tude. USA: McGraw -Hill.
Bodenhausen, G. V., Kang, S. K. &Peery, D. (2012) The SAGE handbook of social cognition. London:
Sage.
Bodenhausen, G. V., & Gawronski, B. (2013). Attitude change. In D. Reisberg (Ed.), The Oxford
handbook of cognitive psychology (pp. 957 -969). New York: Oxford UniversityPress.
Eastwick, P. W. (2013). Cultural influences on attraction. In J.A. Simpson & L. Campbell (Eds.),
Handbook of Close Relationships (pp.161 - 182). New York, NY: Oxford University Press.
Evaluation
Internal Evaluation (40 marks):
Two classroom presentations for each student during the course -work, each presentation carrying 20
Marks.
External Evaluation (60 marks): Semester -end examination
Four questions to be attempted out of seven, each carrying 15 marks each
Semester III: Elective Course V: 4 Credits 60 Hours
CBT AND REBT: BASICS AND APPLICATIONS: PAPSY305B
Objectives:
1. Introducing students to CBT and REBT skills and techniques.
2. Familiarizing students to possible applications of the same.
44
Unit 1: Cognitive Behavior Therapy: Basic concepts
a. Cognitive conceptualization, the cognitive model
b. Schema focused therapy
c. Identifying automatic thoughts.
d. Identifying core beliefs and emotions
Unit 2: CBT process
a. Assessment and f ormulation.
b. Therapeutic stages.
c. Case formulations and common hurdles.
d. Termination and relapse prevention.
Unit 3: Rational emotive behavior therapy: basic concepts and processes
a. Irrational beliefs, activating events and consequent emotions
b. Didactic techniques.
c. Vivid methods.
d. Behavioral homework.
Unit 4: CBT and REBT applications
a. Applications to disorders
b. Applications when client is in emotional distress
c. Applications for self -development
d. Individual and group applications
Books for reference
1. Beck, J. (2011).Cognitive Behavior Therapy: Basics and Beyond (2nd ed). NY: The Guilford
Press.
2. Beck, A.T., Rush, A.I., Shaw, B.F. &Emery, G. (1979).Cognitive Therapy of Depression. NY:
Guilford press.
3. Corey, G. (2009). Theory and Practice of Counseling and Psychotherapy (8th ed.). Californa:
Thomson Brooks.
4. Dryden, W. (1995).Rational Emotive Behavior Therapy: A reader. NY: Sage.
5. Ellis, A. (1994).Reason and Emotion in psychotherapy: revised and updated. N Y: Citadel
Press.
45
6. Ellis, A. &Dryden, W. (2007).The Practice of Rational Emotive Behavior Therapy.NY:
Springer.
7. Graham, P. & Reynolds, S. (2013).Cognitive Behavior Therapy for Children and Families (3rd
ed.). London: Cambridge.
8. Gurman, A.L. (2008). Clinical handbook of couple therapy (4th ed.). NY: Guilford Press.
9. Kleinberg, J. (2012).The Wiley Blackwell handbook of Group psychotherapy.NY: Wiley
Blackwell.
10. Leahey, R. (2003).Cognitive therapy techniques: A practitioner’s guide. NY: The Guilford
Press.
11. Walen, S., DiGiuseppe, R. & Dryden, W. (1992).A practitioners’ guide to Rational Emotive
Therapy (2nd ed.). UK: Oxford University press.
Evaluation:
Internal evaluation: 40 marks
Not more than two tests of 20 marks each, one of which could be an essay/ book review
Semester end examination: 60 marks
Paper pattern: 7 questions to be set of 15 marks each, out of which 4 are to be attempted. One of
them could be short notes question, which could combine more than one unit
Elective Course V: 4 credits 60 Hours PAPSY: 305C
PERSONALITY DISORDERS: THEORY, ASSESSMENT AND INTERVENTIONS
Objectives
1. Understanding personality disorders concept and controversies.
2. Develop skills of assessment for personality disorders.
3. Learn to plan and carry out therapy with PD.
Teaching methods : Classroom teaching, role -play, simulated cases, assessment workshop,
presentations, case discussion be used as teaching methods.
Unit1: Understanding and classification of PDs
a. Class ical foundations and contemporary perspectives, etiological perspective on PD.
b. Classification of PDs: DSM IV TR/ DSM V, ICD 10.
c. Development, etiology, symptomatology and clinical Picture of PD for ICD 10 and DSM V
46
d. Dimensional and categorical de bate
Unit 2 : Assessment and diagnosis
a. Diagnostic questionnaire assessment: MCMI III, MMPI 2,
b. Interviews: SCID -II,PDI IV, IPDE, SIDP -IV
c. Temperamental personality assessment: NEO -PI-3, MIPS
d. Other techniques and specific instruments to PD.
Unit 3 Psychotherapy with personality: CBT and other emerging approaches
a. CBT for PD: theory, general principles
b. CBT for PD: assessment and specialized techniques
c. CBT for schizoid, narcissis tic
d. CBT for borderline, DBT.
Unit 4 Other psycho -therapeutic approaches and special issues
a. Other therapeutic approaches: brief therapy, common factor approach, psychodynamic.
b. Therapeutic eclectism, synergistic psychotherapy
c. Helping fami ly and relations
d. Supportive work
Books for reading and reference
1. Millon, T. (2011). Disorders of Personality: Introducing a DSM/ICD Spectrum from Normal to Abnormal .
(Wiley Series on Personality Processes). NY: John Wiley.
2. Millon, T., Millon, C. M., Meagher, S., &Grossman S. (2004). Personality Disorders in Modern Life .
London: John Wiley & Sons.
3. Beck, A. & Freeman, A. & Davis, D.D. (2006). Cognitive Therapy of Personality Disorders . NY: Guilford
Press.
47
4. APA (2013). Diagnostic and Statist ical Manual of Mental Disorders (5th ed.)(DSM -5). New York:APA.
5. Bockian, N. R., &Jongsma Jr. A. E. (2001). The Personality Disorders Treatment Planner . Canada: John
Wiley & Sons:
6. Choca, J. P. (2004). Interpretive Guide to the Millon Clinical Multia xial Inventory . NY: American
Psychological Association.
7. Clarkin, J.F., Fonagy P., &Gabbard G.O. (2010). Psychodynamic Psychotherapy for Personality
Disorders: A Clinical Handbook . Arlington: American Psychiatric Publishing
8. Dobbert, D. L. (2010). Understanding Personality Disorders: An Introduction . Maryland: Rowman&
Littlefield Publishers.
9. Friedman, A. F., Levak, R., Nichols, D.,&Webb, J. T. (2000). Psychological Assessment with the MMPI -2.
Mahwah, NJ: Lawrence Erlbaum Associates, Inc
10. Lin ehan, M. (1993). Cognitive -Behavioral Treatment of Borderline Personality Disorders . NY: Guilford
Press.
11. Linehan, M. (1993). Skills Training Manual for Treating Borderline Personality Disorder . NY: Guilford
Press.
12. Sperry, L. (2006). Cognitive Beha vior Therapy of DSM -IV-TR Personality Disorders. Newyork, NY:
Routledge, Taylor and Francis.
13. W.H.O.(1992). The ICD -10 Classification of Mental and Behavioural Disorders: Clinical Descriptions
and Diagnostic Guidelines . Geneva: World Health Organization.
14. Millon, T. (2006). MCMI -III Manual (Millon Clinical Multiaxial Inventory -III).
15. O'Donohue, W.T., Fowler, K.A. &Lilienfeld, S.O. (2007). Personality Disorders: Toward the DSM -V.
Thousand Oaks: SAGE Publications.
16. Weiner, I. B. &Greene , R. L. (2008). Handbook of Personality Assessment . New York: John Wiely and
Sons.
17. Widiger, T. A. & Costa P. T. Jr. (2012). Personality Disorders and the Five -Factor Model of Personality .
NY: APA.
18. Wood, J. (2010). The Cognitive Behavioral Therapy Workbook for Personality Disorders: A Step -by-
Step Program (New Harbinger Self -Help Workbook) . New Harbinger Publications.
19. Various issues of Journal of Personality Disorders , Guilford Press and Personality Disorders: Theor y,
Research, and Treatment , American Psychological Association.
Evaluation:
Internal evaluation: 40 marks
Diagnosis on the basis of individuals test profiles including other details provide 20 marks
Techniques of therapy Role play (video recorded) for therapy skills: 20 marks
48
End Semester Examination: 60 marks
Four Questions to be attempted out of seven. Each question carries equal marks.
Elective Course V: Four Credits 60 Hours PAPSY 305D
Advanced Applied Psychometrics and Data Analytics
Objectives
1. To Acquaint students with advanced topics in psychometrics and data analytics
2. To train them in using the advanced psychometric models with psychometric data.
3. Train students in writing report of the psychometric techniques
Unit 1: Psychometri cs: Concepts, Classical Test Theory and Practice
Psychometrics, Scaling, statistical concepts: Estimation,. OLS, ML, Bayes
Reliability: Conceptual basis and empirical estimation
Validity: Conceptual basis and empirical estimation, factor analysis and te st
dimensionality
Classical test theory: assumptions, ramification and practice
Threats to psychometric quality: Test bias, response bias. Special problems in CCT
Unit 2: Modern test Theory and Practice
Item Response Theory (IRT): basic concepts , models and estimations; Item and Item
information;
Models for Nominal and graded responses
Nonparametric and Bayesian approach
Other IRT models and applications to non standard testing conditions
Unit 3: Generalizability Theory and Data analytics
Concepts, Generalizability and variance component
G studies and D studies: Conducting and Interpreting Generalizability: One Facet design,
two facet design, other designs.
Basics of Big Data analytics
49
Basics of Machine Learning
Unit 4: Applications
Psychometrics Assessment in Industrial Settings and Clinical Assessment
Psychometrics in Educational Settings
Developing publication quality instrument and manual
Presentations/ internal on
Multidimensional scaling
Profile analysis
Descriminant analysis
Software applications: R in particular
Dominance (preference) scaling
Categorical modeling,
Binary classifications
Non -geometric and non Euclidian model
Confirmatory Factor analysis
Books:
Borsboom, D. ( 2005 ). Measuring the mind: Conceptual issues in contemp orary
psychometrics . Cambridge , UK : Cambridge University Press .
C.R. Rao (Editor), Sandip Sinharay (Editor). Handbook of Statistics, Volume 26:
Psychometrics.
John Rust and Susan Golombok (2009) Modern Psychometrics: The Science of
Psychological Asses sment, Third Edition.
Jum Nunnally and Ira Bernstein. (1994). Psychometric Theory.
Lord, F. M., & Novick, M. R. (1968 ). Statistical theories of mental test scores . Reading ,
MA : Addison -Wesley.
PB , John Rust, Susan Golombok. (2008). Modern Psychometrics (3rd Revised edition).
Taylor & Francis Ltd: UK
R. Michael Furr and Verne R. Bacharach (2013). Psychometrics: An Introduction
Belhekar, V. M. (2016) Statistics for Psychology Using R. SAGE Publ ications.
Prajapati, V. (2013). Big Data Analytics with R and Hadoop. Packt Publishing Ltd
Students should be referring to papers published in Journals like Psychometrika, Multivariate
Behavioural research, Educational and Psychological Measurement, etc.
Internal Examination
Carry out five psychometric analysis on simulated data sets using sof tware (R preferably)
and repo rt: 20 marks
50
Classroom test/ Presentation/ Submission: One 20 marks.
Semester End Evaluation: 60 marks
Any four questions out of seven to be answered. Each question carries equal marks.
Elective Course V: 4 credits, 60 hrs.
HUMAN RESOURCE MANAGEMENT: PAPSY 305E
Objectives:
1. To acquaint the students with the concept and function of human resource management
2. To learn the various human resource systems and programme in an organization to achieve
higher productivity
3. To acquaint the students with knowledge of career planning and development, occupational
safety, health and wellbeing and union management relationship
Unit 1 : Introduction to human resource management
a. Concept and functions of HRM; concept of equal op portunity & diversity strategic
management process
b. HRM’s role in creating competitive advantage and organizational excellence
c. Strategic human resource management and its challenges
d. HRM’s strategic roles: execution and formulation role
Unit 2: Recruitm ent, selection, training, performance management system and careers
a. Recruitment and selection process
b. Training Need Analysis, Design & Method of Training and Evaluation of Training
c. Performance management system, performance methods, performance issues, pe rformance
feedback and performance counseling
d. Career, Career anchors, career planning and stages, career development cycle and career
management
Unit 3: Occupational Safety, Health and Well ‐being
51
a. Purpose and importance of occupational safety and health
b. Hazards to occupational safety and health
c. Causes of occupational accidents, accident incident rates, accident cost and accident
prevention
d. Workplace health hazards: Violence at Workplace, Problems and Remedies; Employee
Assistance Programme (EAP); Health Promotion and Wellness Programmes
Unit 4: Union management relations
a. Union management relations
b. Role of trade union
c. Collective bargaining, settlement of disputes, joint consultation and grievance handling
procedures
d. Labour legislation
Books for Reference
Anderson, N. Ones, D. S., Sinangil, H.K &Viswesvaran, C. (Eds.)(2005). Handbook of Industrial and
Organizational Psychology: Personnel Psychology (Vol. 1). New Delhi: Sage Publications ,
New Delhi.
Armstrong, M. (2005). A Handbook of Human Resource Management Practice (9th ed.). New Delhi :
Kogan Page India,
Aswathappa, K. (2010). Human Resource Management: Text and Cases (8th ed.). New Delhi: Tata
McGraw ‐ Hill Education Private Limited .
Blanchard, P.N . &Thacker, J.W. (2007) Effective Training: Systems, Strategies, and Practices (2nd
ed.). New Delhi: Pearson Education, Inc.
Bohlander, G. &Snell, S (2004). Managing Human Resources . India: Thomson Asi Private Limited.
Bratton, J. & Gold, J. (2009). Human Resource Management Theory and Practice (4th ed.), New
York, NY: Palgrave Macmillan.
Cascio, W.F &Aguinis, H. (2005). Applied Psychology in Human Resource Management (6th ed.).
New Jersey, NJ: Prentice Hall Inc.
Deb, T. (2006). Strate gic Approach to Human Resource Management: Concepts, Tools, &
Application . New Delhi: Atlantic Publishers.
Dessler, G. (2011). A Framework for Human Resource Management (6th ed.). New Delhi: Pearson
Education Inc.
52
Dessler, G. & Varkkey, B. (2011). Human Re source Management (12 th ed.). New Delhi:Pearson
Education Inc.
Gomez ‐Mejia, L. R, Balkin, D.B. & Cardy, R.L. (2010). Managing Human Resources (6th ed.). New
Delhi: PHI Learning.
Greer, C.R. (2009). Strategic Human Resource Management (2nd ed.) New Delhi: Pearson Education
Inc.
Goldstein, I.L &Ford, J.K (2002). Training in Organization (4th ed.). USA: Thomson Wadsworth.
Ivancevich, J.M. (2004). Human Resource Management (9th ed.). New Delhi: Tata McGraw Hill
Edition.
Kandula, S.R (2004). Hum an Resource Management in Practice (2nd reprint).New Delhi: Prentice
Hall of India.
Landy, F.J., & Conte, J.M.(2004). Work in the 21st Century (International ed.), New York, NY:
McGraw ‐Hill.
Luthans, F. (2008). Organizational Behavior (11 th ed.). New York, NY: McGraw Hill International
Edition, New York, USA.
Mamoria, C.B. &Gankar, S.V. (2001). Personnel Management (21 strevised ed.). Mumbai: Himalaya
Publishing House.
Pareek, U. & Rao, T.V. (2003). Designing and Managing Human Resource System (3rd ed.). New
Delhi: Oxford & IBH Publishing Co. Pvt. Ltd.
Pattanayak, B. (2009). Human Resource Management (3rd ed.). New Delhi: PHI Learning Private
Limited.
Rothwell, W. (2012). The Encyclopedia of Human Resource Management (Vol. 1, 2, 3). San
Francisco, CA: John Wi ley and Sons Inc.
Sharma, A. & Khandekar, A. (2006). Strategic Human Resource Management. An Indian
Perspective . New Delhi: Response Books, A Division of Sage Publications.
Subba, R. P. (2009). Personnel and Human Resource Management : Text & Cases . Mumbai:
Himalaya Publishing House.
Evaluation:
Internal evaluation: 40 marks
Essay on one of the topic randomly assigned: 20 marks
One test of descriptive types: 20 marks each
Semester end examination : 60 marks
Paper pattern: 7 questions to be set of 15 marks each, out of which 4 are to be attempted. One of
them could be short notes question, which could combine more than one unit.
53
Practical / Field Work Component (Elective Component): PAPSY306: 10 Credits
PAPSY 306A: Practicum in Clinical Psychol ogy
PAPSY 306B: Practicum in Counselling Psychology
PAPSY 306C: Practicum in Industrial Psychology
PAPSY 306D: Practicum in Social Psychology
Practical/Field Work Component (Elective Component): PAPSY 306A 10 credits, 150 hrs.
PRACTICUM IN CLINICAL PSYC HOLOGY:
PSYCHOPATHOLOGY AND NEUROPSYCHOLOGICAL DIAGNOSTICS AND
MANAGEMENT
Only 25% students can be admitted from the MA student strength in each elective since limited
number of students can be accommodated on the field work.
Objectives:
1. To familiarize students with hands on work in the field of clinical psychology
2. To acquaint students with knowledge and skills required for history and mental status examination
and differential diagnosis using standardized diagnostic tools.
The st udent will be placed in various field work settings through the semester.
Unit 1: Interview in clinical settings
a. Behavioral observation
b. History taking
c. Mental status examination and MMSE
d. Syntheses of information from different sources
Unit 2: Identification of adult and Child psychopathological conditions
a. Psychotic spectrum disorders, Neurotic spectrum disorders and mood disorders
b. Neurocognitive disorders, other conditions
c. Pervasive developmental disorders, Disruptive behavior disorders
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d. Learning related disorders, other childhood conditions
Unit 3: Test administration in clinical settings
a. Ability assessment: clinical profiling based on Wechsler Tests
b. Personality assessment: MMPI, MCMI, Rorschach, TAT
c. Neurops ychological assessment: BGT and BGT - II, NIMHANS battery, unitary measures of
neuropsychological dysfunctions.
d. Scale and questionnaire administration, choice of tools - HARS, HDRS, SCL 90, BDI, CARS
Unit 4: Integration of findings and Helping Behavior
a. Test profile generation and integration, Integration with observation and interview findings
b. Differential diagnosis and diagnosis: DSM and ICD, combining tests, MSE, and Interview findings,
Communicatio n of diagnosis to patients and family members, suggested management plan.
c. Explanation of condition and psycho -education, Planning intervention, process and termination
d. Report generation, prognosis, Documentation of assessment and management: proce ss and finding
Books for study
1. Hersen, M. (2004). Comprehensive Handbook of Psychological Assessment: Intellectual and
neuropsychological assessment (Vol. 1); Personality assessment (Vol. 2); Behavioral
assessment (Vol. 3). NY: Wiley.
2. Flanagan J.S. and Flanagan, R.S. (2012). Clinical interviewing (4th ed.) New Jersey: John Wiley
and Co.
3. Fontes, L. A. (2008). Interviewing clients across cultures:A practitioners’ guide . NY: The Guilford
Press.
4. Lezak, M., Howieson, D.B., Bigler, E. & Trandl, D. ( 2012). Neuropsychological assessment (5th
ed.). London: OUP.
5. Schoenberg, M.R. & Scott, J.G. (2011). The Little Black book of neuropsychology . NY: Springer.
Books for reference
1. Feinberg, T.E. &Farah, M.J. (2003). Behavioral neurology and neuropsycho logy (2nd ed.). NY:
McGraw Hill.
Evaluation:
Internal evaluation: 40 marks
• Under the supervision of course teacher, reports to be submitted on cases seen during the semester:
20 marks
• Planning and recording of intervention plan for at least 3 cas e studies: 10 marks
• Classroom presentation of at least one case in a case presentation format along with test profiles
and therapy plan: 10 marks
Semester end practical examination: 60 marks
• Viva voce examination: 40 marks
• Test Instruction and Conduction based on simulated case vignette: 5 marks
• Report based on simulated cases provided at the time of examination: 15 marks
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Practical/Field Work Component (Elective Component): PAPSY 306B 10 credits 150 Hours
PRACTICUM INCOUNSELING PSYCHOLOGY
ASSESSMENT AND MANAGEMENT WITH COUNSELING CLIENTS:
Only 25% students can be admitted from the MA student strength in each elective since limited
number of students can be accommodated on the field work.
Objectives:
1. To provi de practical experience to the students to understand the role of interview, observation and
case ‐history in assessment of clients.
2. To acquaint students about the assessment of personality and cognitive development on field.
3. To train the students i n skills for counseling and career development across the lifespan
4. To aquatint student with case presentation and reporting.
Unit 1 : Techniques of assessment and skill development exercise
a. Intake Interview, projective questions, observational tec hniques and case history
b. Selection of appropriate psychological tests, functional and behavioural assessment
c. Role play, transcription and analysis, case studies, movie screenings/video analysis
d. Case presentations and group discussions; field wo rk, field visits
Unit 2: Training in test administration, scoring and interpretation in counselling settings
a. Assessment of development: Vineland social maturity scale, dyslexia screening tests, screening for
autism.
b. Assessment of cognitive abilities and Neuropsychological functioning: Kamat ‐ Binet test of
intelligence, Wechsler scales of intelligence (children), Seguine form board, Dr. C. M. Bhatia’s
Performance Test of Intelligence, Non verbal Test of Intelligence (NVTI), Seguine Form Board ,
Bender - Gestalt, Differential Aptitude Test.
c. Personality assessment: CPQ, 16 PF, personality belief questionnaire (PBQ), Becks anxiety
inventory, Becks scale for suicide ideation, Becks hopelessness scale, Assessment of Ajustment
and quality of life i n elderly.
d. Projective test: CAT, TAT, Rosenzweig picture frustration study (Adult/Children), HTP.
Unit 3 : Diverse areas of counselling and case studies - field work (Should be supervised by the
course teacher)
a. Career counsel 1ing at High school (Group assessment followed by individual counselling)
b. Identification and intervention: learning disability, slow learners, under achiever, socially
disadvantaged, emotionally disturbed, exceptional/gifted (minimum one case study done in school
setup) and c ounselling of parents of identified children.
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c. Conducting case studies on alcoholics/ drug addicts/ persons with disabilities/ attempted suicide
(minimum one case study)
d. Case study of and Counselling the Elderly (minimum one case study to be conducted in
community setup)
Unit 4: Psychological interventions and reporting
a. Explanation of condition and psycho ‐education
b. Intervention: planning, process and termination
c. Documentation of assessment and management process
d. Report generation and follow ‐up
Books for references
1. Bor, R., Jo Bbner ‐Landy, Gilli, S., Brace,C. (2002). Counselling in Schools . New Delhi: Sage
Publications Ltd
2. Geldard, K., and Geldard, D. (2004). Counselling Adolescents . New Delhi: Sage
Publications.
3. Lewis, J.A., Dana , R.Q., Blevins, G.A. (2011). Substance Abuse Counselling (4th ed.).
Belmont, C.A: Brooks/Cole, Cengage Learning.
4. Velleman, R. (2011). Counselling for Alcohol Problems (3rd ed.). New Delhi: Sage
Publications.
5. Reeves, A. (2010). Counselling Suicidal Client s. New Delhi: Sage Publications.
6. Chandler, L.A., Johnson,V.J. (1991). Using Projective Techniques with Children. Illinois:
Charles Thomas Publisher.
7. Gerald, G. & Michel, H. (2001). Handbook of Psychological Assessment (3rd ed.). New
York: Pergamon Press
8. Groth -Marnat, G & Wright, A.J. (2016). Handbook of Psychological Assessment (6th
ed.). Wiley.
9. Jongsma, A.E. (2014). Child Psychotherapy: Homework Planner (5th Ed.). New Jersey:
John Wiley & Sons.
10. Niles, S. & Harris ‐Bowlsbey, J. (2009). Career development i nterventions in the 21st
century(3rd ed.). Upper Saddle River, NJ: Pearson Education.
11. Gawali, G. (2012). Vocational Rehabilitation of Persons with Disability: Psychosocial
and Legal Perspectives (Ed.). Mumbai: Himalaya Publications
12. Wright, B.A. (1983).Phys ical disability: A psychosocial approach (2nd ed.). New York,
NY: Harper & Row.
13. Herr, E.L., and Cramer, S.H. (2003).Career guidance and counselling through the life
span:Systematic approaches (6thed.) Boston: Allynand Bacon.
14. Ko, H., Mehta, K.K., Meng, K.S. (2006). Understanding and Counselling Older Persons:
A Handbook. Singapore: Sage
Evaluation:
Internal evaluation: 40 marks
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• Detailed case reports to be submitted on individual case studies and interventions (minimum 3
cases) and career counselling cas es conducted during the semester: 30 marks
• Classroom presentation of at least one case in prescribed format along with test profiles and therapy
plan: 10 marks
Semester end Practical examination: 60 marks
• Viva voce examination: 40 marks
• Test Instruction and Conduction based on simulated case vignette: 5 marks
• Report based on simulated cases provided at the time of examination: 15 marks
Practical/Field Work Component (Elective Component): PAPSY 306C 10 Credits, 150 hrs.
PRACTICUM IN INDUSTRIAL PSYCHOLOGY
Only 25% students can be admitted from the MA student strength in each elective since limited
number of students can be accommodated on the field work.
Objectives:
1. To acquaint students with the applications of psychome tric tools and inventories in
organizations
2. To acquaint the students with the tools of behavioral and organizational interventions &
develop the skills to analyze behavioral issues in organizations.
3. To gain firsthand experience through organized field vi sit to organizations.
4. To gain firsthand experience through focused group discussions.
Unit 1: Structured experience : ( any two in consultation with the supervisor)
Students should plan, design and conduct the structured exercises in any of the following
areas under supervisor supervision: self -awareness, team building, interpersonal skills, leadership
skills, perception, decision making and problem solving, creativit y, power and politics,
communication skills, conflict, stress management, motivation and goal setting, or any recent
developments.
Unit 2: HRD instruments: (any five: administered, scored, interpreted and discussed)
Role efficacy, role stress, coping s tyles, HRD climate, TOBI, SPRIO, MAO ‐B, emotional
intelligence, enneagram, conflict management styles, OCTAPACE, leadership, trust, life and goal
planning or any recent developments.
Unit 3: Field visit: (any two field visit)
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Students will get firsthand experience of the organization. Can take up any project given by
the organization and write a report. A student can undertake specific or overall activity of the
organizations in consultation with the supervisor. The student can choose any two organizatio ns and
write a report: education sector, government sector, health sector, banking sector, service industry,
NGO, or any recent developments
Unit 4: Force -field analysis and Appreciative Inquiry
Students will conduct with the help of supervisor all the steps of force field analysis
(identifying the problem and identifying the desired state; identifying the forces involved, and
determining the strengths of each force. Action plans for increasing driving forces and reducing
restraining forces and apprecia tive inquiry (4 D approach: discovery, dreaming, designing and
destiny) as an OD intervention. After conducting the same students will write the report of the same.
Unit 5: Focused Group Discussion
Student conduct a focus group either based on need diag nostic or problem focused group
study in any area of consumer behavior (customers of sales, retail, banking, insurance, aviation etc)
or industrial/ organizational psychology/human resource and submit a report.
a) Select the team
b) Select the participants
c) Decide on time and location
d) Prepare for and conduct focus group discussion
e) Submit a report
Books for reference
Barbour, R. (2007). Doing Focus Groups . Los Angeles: Sage Publications.
Clark, A.W. (1976). Experimenting with organizational life: The action research approach . New
York: Plenum Press.
Cooperrider, D.L., Whitney, D. &Stavros, J.M. (2008). Appreciative Inquiry Handbook: For
Leaders of Change (2nd ed.). San Francisco, USA: Berrett – Koehler Publishers Inc.
French, W.L., Cecil, H.B., & Vohra , V. (2009). Organizational Development: Behavioral
Science Interventions for Organization Improvement (6th ed.). New Delhi: Prentice Hall.
Krueger, R.A., Casey, M.A. (2009). Focus Groups: A practical guide for Applied Research (4th
ed.). Los Angeles: Sage Publications, Los Angeles.
Litosselitti, L. (2003).Using Focus Groups in Research. New York, NY:Continuum.
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Pareek, U. & Purhoit, S. (2010). Training Instruments in HRD and OD (3rd ed.). New Delhi: Tata
McGraw Hill.
Pfeiffer, J.W. &Jones, J.E. (1973). A Ha ndbook of structured Experiences for Human Relations
Training . San Diego, CA: University Associates Inc.
Sayeed, O.B & Pareek, U. (2000). Actualizing Managerial Roles: Studies in Role Efficacy. New
Delhi: Tata McGraw – Hill Publishing Company Limited.
Watkins, J.M., Bernard, J., Kelly, M.R. (2011). Appreciative Inquiry: Change at the Speed of
Imagination (2nd ed.). USA: John Wiley and Sons Inc.
Evaluation:
Internal evaluation : 40 Marks
Report Submission for Structured experience: 10 Marks
Assessment Report for HRD Instruments and Field Visit: 10 Marks
Report Submission for Force -Field Analysis and Appreciative Inquiry: 10 Marks
Report Submission for Focus Group Discussions: 10 Marks
Semester end examination: 60 Marks
Viva: 40 Marks
Exam: 20 Marks: Paper Pattern: 3 questions to be set of 10 marks each out of which 2 are to be
attempted.
Practical/Field Work Component (Elective Component): PAPSY 306D 10 Credits, 150 hrs.
Practicum in SOCIAL PSYCHOLOGY
Only 25% s tudents can be admitted from the MA student strength in each elective since limited
number of students can be accommodated on the field work.
Objectives:
1. To train students to conduct action research and to develop action plans in social
areas
2. To orient students towards society through field visits and structured exercise
3. To help students gain experience through conducting focus group discussion and
social experiments
Unit 1 : Field Visits and Placements
Students will be placed in institutions/organizations in consultation with the course teacher. Students
will have to study from social psychological perspective the individual cases (case study). Students
will have to submit two detailed case study reports.
Unit 2: Action Research
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In this component students are required to take up an action research which aims to contribute to the
practical concerns of people in an immediate problematic situation and to formulate the action plan
and submit a detailed proposal accordingly.
Unit 3: Structured Exercise
Structured exercise (any two). In consultation with the course -teacher, students are required to plan,
design and conduct structured exercises in any of the following areas: self ‐awareness, team ‐building,
interpersonal skills, leade rship skills, decision making, problem solving, creativity, communication,
conflict management, and stress management.
Unit 4 : Social Experiment
In this component students are supposed to identify a social problem in the society and will have to
make pr esentations in the class on the conduction of field experiment surrounding the problem at
hand. The nature of the presentation (either individual or group) would be decided depending on the
number of students enrolled in the course and other factors. Once all the presentations are done, one
single field experiment would be selected as the entire group’s activity, and all students then will
work on that group assignment. Students will have to submit a brief report of this assignment
containing their analysis from social psychological perspective. In their final report they are also
required to include their initial individual experiments presented in the class.
Unit 5: Focused Group Discussion
Student conduct a focused group discussion either based on nee d diagnostic or problem -focused
group study in any area of social relevance, and submit a report. Students will follow these steps --
selecting the team, selecting the participants, deciding on time and location, preparing for and
conducting focus group dis cussion, and submitting a report
Essential Reading
Pfeiffer, J.W. & Jones, J.E. (1973). A Handbook of structured Experiences for Human Relations
Training. San Diego, CA: University Associates Inc.
McNiff, J. (2002). Action Research: Principles and Practice .Houndsmills: Macmillan Education.
Pines, A.M. & Maslach, C. (2002). Experiencing Social Psychology: Readings and Projects (4th
ed.). New Delhi: Mc Graw Hill.
Breakwell, G.M. (2004). Doing Social Psychology Research . Malden, MA: British Psychological
Society and Blackwell Publishing Ltd.
Krueger, R.A., & Casey, M.A. (2009). Focus Groups: A practical guide for Applied Research (4th
ed.). Los Angeles: Sage Publications.
Litosselitti, L. (2003). Using Focus Groups in Research. New York, NY: Continuum.
Barbour, R. (2007). Doing Focus Groups . Los Angeles: Sage Publications.
.
Supplementary Reading
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Bunk, A. P., & Van Vugt, M. (2007). Applying social psychology: From problems to solutions . London:
Sage Publications.
Fiske, S.T., Gilbert, D.T., &Lindzey, G. (2010). Handbook of Social Psychology (5th Ed.). New
Jersey: John Wiley and Sons Ltd.
Kruglanski, A. W., Higgins, E.T. (2007). Social Psychology: Handbook of basic Principles (Second
Ed.). New York: The Guilford P ress.
Lesko, W. A. (2009). Readings in Social Psychology: General, Classic and Contemporary Selections
(Eighth Ed.). New Delhi: Pearson.
DeLamater, J.D., & Myers, D.J. (2011). Social Psychology (Seventh Ed.). USA: Wadsworth
Fletcher, G.J.O., & Clark,M.S. (2003). Blackwell Handbook of Social Psychology: Interpersonal
Processes . USA: Blackwell Publishers Ldt.
Baumeister. R. F. &Finkel, E. J. (Eds.) (2010). Advanced Social Psychology: State of the Science .
New York: Oxford University Press.
Evaluation
Internal Evaluation (40 marks):
Field visit and placements (institute): 10 marks
Action Research: 05 marks
Structured Exercise: 10 marks
Social experiment: 10 marks
Focused group discussion: 05 marks
Semester end examination: 60 marks
Viva: 40 marks
Attempt two questions out of four: 20 marks
Syllabus for Semester IV:
Course (Ability Enhancement) PAPSY401: Ability Enhancement Course: 6 Credits : 90
Hours.
PAPSY 401A: Applications of Neuropsychology for Health Management
PAPSY 401B: Methods & Analyses of Neuropsychological data
PAPSY 401C: Communication and Social Skills
Ability Enhancement Course: PAPSY 401A 6 credits
APPLICATIONS OF NEUROPSYCHOLOGY FOR HEALTH MANAGEMENT
62
Objectives:
1. To acquaint students wit h the functions of the human brain.
2. To understand methods of investigating the human brain.
3. To understand primary and higher order neuropsychological processes.
4. To help students to understand applications of neuropsychology to public health.
Unit 1: Foundation of neuropsychology
A. Functional Neuroanatomy of Brain: Organization of the Nervous System; Peripheral
Nervous System; Central Nervous System; Brain, Spinal Cord. Gross Anatomy: Protection and
Sustenance of the Brain Skull, Meninges, Ventricular System, Vascular System, Cerebral Arteries,
Venous System. Principal Divisions of the Brain; Brainstem and Cerebellum: Lower Brainstem,
Upper Brainstem: Diencephalon, Cerebellum. Telencephalon: Basal Ganglia, Limbic System,
Corpus Callosum.
B. Methods of investigating the brain: Neurohistology Techniques; Golgi Stain, Nissl Stain,
Other Staining Techniques. Radiologic Procedures; Skull X -Ray, Air Encephalography, Computed
Transaxial Tomography, Angiography, Sodium Amytal Injections. Electrophysiologic Procedures;
Electroencephalography, Evoked Potential, Electrical Stimulation, Electromyography. Imaging of
Brain Metabolism; Single -Photon Emission Computed Tomography, Positron Emission
Tomography. Magnetic Imaging Procedures; Magnetic Resonance Imaging,
Magnetoencephalography. Cerebrospinal Fluid Studies; Lumbar Puncture. Behavioral
Examinations; Neurologic Examination, Neuropsycholo gical Evaluation. New Advances in
Imaging Techniques: Mapping the Brain; Subtraction Procedures, Image Analysis and
Quantification (Three -Dimensional).
C. Brain Damage and Neuroplasticity: causes of Brain Damage, Neuropsychological Diseases,
Animal model s of Human Neuropsychological Diseases, Neuroplastic Responses to Nervous System
Damage: Degeneration, Regeneration, Reorganization, and recovery, Neuroplasticity and the
Treatment of Nervous System Damage.
D. Neuropsychological Assessment and Diagnosis: General Considerations in
Neuropsychological Testing; Rationale of the Neuropsychological Examination, Appropriate
Referrals for Neuropsychological Evaluation, Psychometric Issues in Neuropsychological
Assessment: Reliability, Validity, False Positives an d Base Rates, Neuropsychological Tests:
Orientation (Arousal), Sensation and Perception, Attention/Concentration, Motor Skills, Verbal
Functions/Language, Visuospatial Organization, Memory, Judgment/Problem Solving,
Neuropsychological Diagnosis, Describing Function, Adaptation, and Prognosis, Interpreting
Neuropsychological Assessment Data; Approaches to Neuropsychological Interpretation,
Assessing Level of Performance, Deficit Measurement, Lateralizing Signs, Pathognomonic Signs.
Unit 2: Concepts in ne uropsychology ‐I
a. Neuropsychology basis of somatosensory, chemical, vision and motor systems and applications
63
b. Neuropsychological basis of attention
c. Neuropsychological basis of memory
d. Neuropsychological basis of executive functions , repercussi ons in day to day life.
Unit 3: Concepts in neuropsychology ‐II
a. Neuropsychological basis of language across the life span
b. Neuropsychological basis of emotion , and applications
c. Neuropsychological basis of motivation (thirst and hunger)
d. Neuropsychological basis of sleep, dreaming and circadian rhythms
Unit 4: Neuropsychology in health sciences
a. Cerebrovascular Disorders and Tumors, Traumatic Head Injury and Rehabilitation,
b. Normal Aging and Dementias.
c. Pediatric neuropsychology: Development of brain, Vulnerability and Plasticity of the Developing
Brain, Child and Adult Brain: Structural and Functional Differences, Specific Developmental
Disorders. Learning and Neuropsychiatric Disorders of Childhood.
d. Forensic neuropsychology
Books for study
1. Anderson, V., Jacobs, R. & Anderson, P. (2008). Executive Functions and the FrontalLobes: A
Lifespan Perspective. New York, NY: Psychology Press.
2. Carlson, N. (1999). Physiology of behaviour. Boston: Allyn & Bacon.
3. Jurado, M. B . & Rosselli, M. (2007). The Elusive Nature of Executive Functions: A Review of our
Current Understanding. Neuropsychological Review, 17, 213 –233.
4. Kolb B., & Whishaw I.Q. (2007). Fundamentals of human neuropsychology (6th ed). NewYork,
NY: Worth Publis hers.
5. Walsh, K. (1994). Neuropsychology: A clinical approach. ND: Churchill Livingston
6. Zilmer, E. A. & Spears, M. V. (2001). Principals of neuropsychology. Canada: Wadsworth
Books for reference
1. Alvarez, J. A. & Emory, E. (2006). Executive Fun ction and the Frontal Lobes: A Meta ‐Analytic
Review. Neuropsychology Review, 6(1), 17 -42.
2. Johnson, M. H. (1997). Developmental cognitive neuroscience. Blackwell Publishers.
3. Lezak, M. D. (1976). Neuropsychological assessment. New York, NY: OUP.
4. Pinel, J. P. J. (1997). Biopsychology. Bostan: Allyn & Bacon.
Evaluation:
Internal evaluation: 40 marks
• Two classroom tests: 20 marks each
Semester end examination: 60 marks
64
Paper pattern: 7 questions to be set of 15 marks each, out of which 4 are to be attempted. One of
them could be short notes question, which could combine more than one unit.
Ability Enhancement Course
Methods and Analyses of Neuropsychological Data
Credits: 6 PAPSY 401B
Objective
To acquaint student to various non -invasive methods of neuropsychological data
To acquaint student to analysis of data from various non -invasive methods of neuropsychological data
To develop skills to analyze neuropsychological data and report the analysis
Unit 1: Methods of Neuropsychological da ta
History and Purpose of functional brain mapping for psychology
Brain Structure. Atlases of Brain
Prefrontal cortex: Structure and Function
Measures of ANS and analyzing ANS data
Unit 2: EEG and ERP
Basic of EEG and ERP
Setting Experiments and Protocol
Obtaining data
Analyzing data and interpreting data
Writing about EEG – ERP experiments
Unit 3: Eye-Tracking
65
Basics of Eye Tracking
Setting eye tracking experiment
Obtaining data
Analyzing and interpreting data
Writing Eye -tracking
Unit 4: Other M ethods
MRI, fMRI studies
Analyses of fMRI data
Other measures
Combining measures and analysis: EEG with FMRI and EEG with Eye Tracking
References :
Kappenman, E. S and Luck, S. J. (Eds. )The Oxford Handbook of Event -Related Potential Components.
OUP: Oxfo rd
Cobeza and Kingstone (2006). Handbook of functional Neuroimaging of cognition. MIT Press Books.
Steven J. Luck (2014) An Introduction to the Event -Related Potential Technique, second edition. MIT
Press: USA.
Handy, T C. (2019). Brain Signal Analysis. M IT: MIT Press.
ZilmerE. A. Principles of Neuropsychology. Thompson.
Jerodska, H; Holmqutz, K; Anderson, R. (2011). Eye -tracking: comprehensive guide to methods sand
measures. Oxford University Press: UK.
Andrew, T, D. (2003) Eye Tracking methodology: The ory and Practice. Springer: NY.
Internal Assessment: 40 marks
One Class test: 20 marks
Submission of developed protocol and code for one of the technique: 20 marks
End Semester assessment: 60 marks
Attempt four questions out of seven . Each quest ions carries equal marks.
66
Ability Enhancement Course: 6 credits: 90 Hours
Communication and Social Skills: PAPSY 401C
Objectives:
1. To acquaint students with the importance and meaning of communication.
2. To instill in students the understanding of basic comm unication skills.
3. To help students engage with different types of social skills.
4. To develop the ability to create social skills training modules.
Unit 1: Theoretical and Methodological Issues
a. Communicative competence as a theoretical term
b. Models of Adult Communication Skill Acquisition
c. Methods of Interpersonal Skill Assessment
d. Methods of Social Skills Training and Development
Unit 2: Basic Communication Skills
a. Listening Skills
b. Nonverbal Communication
c. Paralanguage of Communication
d. Verbal Communicati on
Unit 3: Social Skills I
a. Impression Management Skills
b. Persuasion Skills
c. Negotiation Skills
d. Assertiveness Skills
Unit 4 : Social Skills II
a. Emotional Support Skills
b. Friendship Interaction Skills
c. Using Humour and Laughter
d. Self- Disclosure
Books for Study:
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1. Greene, J.O, & Burleson, B.R. (2003). Handbook of Communication and Social Interaction
Skills. London: Lawrence Erlbaum Associates Publishers.
2. McKay, M., Davis, M., & Fanning, P. (2009). Messages: The Communication Skills Book.
New Harbinger Public ations Inc.
3. Hargie, O. (2006). The Handbook of Communication Skills (3rd ed). New York, NY:
Routledge.
4. Williams, D. (1997). Communication Skills in Practice: A Practical Guide for Health
Professionals. London: Jessica Kingsley Publishers.
Books for Refere nce:
1. Hook, D., Franks, B., & Bauer, M.W. (2011). The Social Psychology of Communication.
Palgrave Macmillan.
2. Fiedler, K. (2007). Social Communication (Ed.). New York, NY: Psychology Press.
3. Trower, P. Bryant, B., Argyle, M., & Marzillier, J. (1978). Social skills and mental health.
London: Methuen & Co. LTD.
4. Webb, Chris. (1978). Communication skills, an approach to personal development.
London: Macmillan Press.
Evaluation:
Internal evaluation: 40 marks
• Presentation/Essay on Issues in Communication: 20 marks
(Choice of presentation or essay would be on discretion of course teacher)
• Social Skills Training Exercise Module development (Report) and Conduction : 20 marks
Semester end examination: 60 mark s
Paper pattern: 7 questions to be set of 15 marks each, out of which 4 are to be attempted. One
of them could be short notes question, which could combine more than one unit.
Course (Interdisciplinary/Cross Disciplinary Course PAPSY402: 6 Credits : 90 H ours
PAPSY 402A: Peace Psychology
PAPSY 402B: Behavioral Economics
PAPSY 402C: Political Psychology
PAPSY 402D: Conservation Psychology
PAPSY 402E: Behavioural Foundations of Public Policy
PAPSY 402F: Change Management
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Interdisciplinary/Cross disciplinary Course: PAPSY 402A 6 Credits : 90 Hours
PEACE PSYCHOLOGY
Objectives:
1. To understand the theoretical dimension of Peace Psychology.
2. To highlight the meaning, need, aim, scope and relevance of Peace Psychology.
3. To underline implication of Peace Psychology for state and society through use of conflict -
management and peace -building initiatives.
4. To study the process of Peace Building and Peace -Making in multicultural societies and the
pursuit of social justice.
Unit 1: Perspectives of peace psychology
(a) Peace Psychology: Meaning, Need, Aim, Scope and Relevance
(b) Violence: Theories (Direct and Structural) and Causes
(c) Nonviolence: Theories (Thoughts of Gandhi, Ambedkar, Phule) and Causes
(d) Effects of Violence an d Nonviolence
Unit 2 : Direct violence
(a) Intimate Violence: Role of Psychologist
(b) Violence against Minorities: Managing Multiculturalism
(c) Genocide: Psychological Perspective (Case Study of 1984 Sikh Riots, Kandhamal Riots,
Gujrat Ri ots)
(d) Terrorism: Psychological Roots
Unit 3: Structural violence
(a) Social Justice: Role of Psychologist
(b) Women and Children as victims of structural violence
(c) Globalization and Its Impact on Cultural Identity
(d) Human Rights violations as structural violence
Unit 4 : Peace -building & peace –making interventions
(a) Psychological Construct of Personality for Achieving Peace: Empathy, Openness,
Flexibility, Conscientiousness, Forgiveness, etc.
(b) Conflict Development, Transformation and Analysis
(c)Conflict Management and Resolution
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(d) Negotiation, Mediation, Communication, Assertiveness, Decision -Making, Problem -
Solving, Critical Thinking Skills
Evaluation
Internal Evaluation: 40 marks
Essay: 20 marks
Classroom Presentation: 20 marks
Semester end Examination: 60 marks
Paper Pattern: 7 questions to be set of 15 marks each out of which 4 are to be attempted. One
of these could be short notes question which could combine more than one unit.
Books:
1. Malley -Morrison, K., Mercurio, A., & Twose, G. (2013). International Handbook of
Peace and Reconciliation (Eds.). New York, NY: Springer
2. Bretherton, D., Law, S.F. (2015). Methodologies in Peace Psychology: Peace Research
by Peaceful Means. New York, NY: Sp ringer.
3. Tropp, L.R. (2012). The Oxford Handbook of intergroup conflict (Ed.). Oxford
University Press.
4. Blumberg, H.H., Hare, P.A., & Costin, A. (2006). Peace Psychology: A Comprehensive
Introduction. Cambridge.
5. Abrahams, N., Jewkes, R., Laubsher, R., & Hof fman, M. (2006). Intimate partner
violence: Prevalence and risk factors for men in Cape Town, South Africa. Violence and
Victims, 21 (2), 247 –264.
6. Anstey, M. (1993). Practical Peacemaking: A Mediator’s Handbook. Cape: Juta & Co.
7. Calloway -Thomas, C. (2010) .Empathy in Global World, Indiana: SAGE
8. Christie, D. J., Wagner, R. V., & winter, D. D. (Eds.) (2001). Peace, Conflict, and
Violence: Peace Psychology for the 21 st Century . Upper Saddle River, NJ: Prentice -Hall.
9. Jeong, Ho -Won. (2008). Understanding Conflict and Conflict Analysis. Virginia: SAGE
10. Lykes, M. B. (2001). Human rights violations as structural violence.
11. MacNair, R. M. (2003). The psychology of peace: An introduction . Westport, CT:
Praeger.
12.
Mayton, D.M. (2009). Nonviolence and Peace Psychology: Intrapersonal, Interpersonal,
Societal, and World Peace . New York: Springer.
13. Mazurana, D., & McKay, S. (2001). Women, girls, and structural violence: A global
analysis.
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14. Christie, D.J., Wagner, R.V. & Winter. D.D. (2001). Peace, conflict and violenc e: Peace
psychology for the 21st century (Eds.). New York: Prentice -Hall.
15. Schwebel, M., & Christie, D. (2001). Children and structural violence.
16.
Waldron, V.R. & Kelley, D.L. (2008). Communicating Forgiveness. Arizona: SAGE
17. Woolf, L. M., & Hulsizer, M. R. (2005). Psychosocial roots of genocide: Risk,
prevention, and intervention, Journal of Genocide Research, 7 , 101 -128.
Interdisciplinary/Cross Disciplinary Course PAPSY 402B: 6 Credits : 90 Hours
Behavioral Economics
Objectives:
1. To help learners to understand psychological aspects of economic behavior
2. To help learners understand behavioral aspects of selfishness, rationality and preferences
3. Understand and design policy implications of th e Behavioral economics, and psychology
Unit 1: Behavior Economics and Real world Choices
Assumptions of Economics and evaluations
Game theory and Experimental Game theory
Neuroeconomics; Evolutionary Psychology and Economic Psychology
Conceptual Frame work: Thinking automatically; Thinking socially; Thinking with mental models
Methods of Behavior Economics
Unit 2: Information, Uncertainty and Risk
Understanding Choice: Rational Choice theory
Bracketing Decisions
Heuristics and Biases Approach under uncertainty
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Decision under Risk and Uncertainty; Prospects Theory
Unit 3: Social and Psychological Dimension of Economics Behavior
Selfishness and altruism
Fairness and Psychological Games
Trust and Reciprocity
Motivation and Incentives; Personality, Moo d, and Motivation. Culture.
Unit 4: Behavioral Economics and Policy: Psychological and social perspectives
Poverty
Behavioral Finance; Household finance
Auctions
Economic Behavior and Public Policy; Behavior in macroeconomy
Lessons from Behavior Econom ics
References:
Wilkinson, N. and Klaes, M. (2012). An Introduction to Behavioral Economics. Palgrave Macmillan
Lewis, A. (2008). The Cambridge Handbook of Psychology and Economic Behaviour. CUP: Cambridge,
New York.
World Bank Group (2015). Mind, Society, And Behavior. DC: International Bank for Reconstruction and
Development.
Agarwal, B. and Vercelli, A. (2005) Psychology, rationality, and economic behaviour : challenging
standard assumptions . Palgrave Macmillan: NY
Just, D. R. (2014). Introduction To Behavioral Economics Noneconomic Factors That Shape Economic
Decisions. Wiely: NY
Diamond, P. & Vartiainen, H. (Eds.)(2007) Behavioral Economics and Its Applications. Princeton
University Press: NJ.
Ikeda, Kato, H. K ., Ohtake, F. Tsutsui, Y. (Eds). (2016). Behavioral Economics of Preferences, Choices, and
Happiness. Springer; Japan.
Wendel, S. (2014). Designing for Behavior Change: Applying Psychology and Behavioral Economics.
Oreal: Beging.
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Akerlof, G. A. and Shill er, R. J. (2016). Phishing for Phools – The Economics of Manipulation and
Deception. Princeton University Press.
Cartwrite; E. (2011). Behavioural Economics. Routledge: Oxon.
Camerer C. F. (2011) Advances in Behavioural Economics. Princeton University P ress: Princeton.
Altman, M. (2007). Handbook of Contemporary Behavioral Economics: Foundations and Developments.
Prentice Hall India Learning Private Limit: NY.
Camerer, C. F. (2003). Behavioral Game Theory: Experiments in Strategic Interaction. Princet on
University Press. Princeton.
Frey, B. S. & Stutzer, A. (2010). Economics and Psychology - A Promising New Cross -Disciplinary Field
(CESifo Seminar Series). MIT Press
Internal Assessment (40 marks)
One Classroom test: 20 marks
One essay to be written in the class on one of the three random topics announced in the beginning.
End Sem Examination: Seven equations for equal marks set; out of which four to be attempted.
Interdisciplinary/Cross disciplinary Course: Political Psyc hology: PAPSY 402C
6 Credits: 90 Hours
Objective:
1. To understand the psychological determinants of political behavior
2. To analyze political data using behavioural methods
3. Using psychological interventions for political and policy matters
Unit 1: Introduction to Political Psychology
Basics of Political Psychology
Psychological Theories
Political Theories
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Methods of political psychology
Unit 2: Personality and Politics
Theoretical Approaches
Frameworks
Modern Personality analyses
Assessment of i mpact of personality
Unit 3: Cognitions, Social Identity, Emotions, and Attitude in Political Psychology
Information Processing
Categorization
Social Identity
Affect and Emotions
Unit 4: Political Psychology of Groups and Political Leader
Nature, and influences in Group; Group decision making.
Voting Behaviour and Psychology
Media and Political psychology
Political Psychology of Political Experiments
References:
Cottam, M. Deilt -Ulher (2010) Introduction to Political Psychology. Lawrence Associates and
Publisher.
Jost, J. T. & Sidanious, J. (2004). Political Psychology: Key Readings. Psychology Press: NY.
Sniderman, P. M; Brody, R. A. Tetlock, P. E. (2010) Reasoning And Choice: Explorations In
Political Psychology. Cambridge: CUP.
Roaze n, P. (2003). Cultural Foundations of Political Psychology. Transaction Publishers. UK.
Internal Assessment: 40 marks
One Class test: 20 marks
Submission: Analyses of Indian context from Political Psychology Perspective: 20 marks
End Semester assessment: 60 marks
Attempt four questions out of seven. Each question carries equal marks.
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Interdisciplinary /Cross Disciplinary Course: Conservation Psychology: PAPSY 402D
6 Credits: 90 Hours
Objective:
1. To understand the psychological and social determinants of Conservation behavior
2. To understand conservation efforts with reference to India
3. Using psychological interventions for conservation and policy matters
Unit 1: Basics of Conservation Psychology
Nature and Scope of Conservation Psychology
Conservation and Human Nature
Methods of Conservation Psychology
Theoretical Foundations for the Human Response to Nature.
Unit 2: Attitude to Conservation: Assessment and Change
Attitude towards Conservation: Promoting Conservation.
Attitude assessment . Attitude change
Development of Conservation Behaviors in Childhood and Youth
Environment and Identity.
Unit 3: Community Psychology and International Biodiversity Conservation.
CPR Framework and CPR Institutions. CPR Experiments
Psychology, Culture, and Loca l Knowledge.
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Psychological aspects CPR. Developing CPR Institutions.
Environmental Education.
Accounting for the Costs and Benefits of Conservation.
Unit 4: Challenges and Solution to Conservation Efforts in India
Challenges of Space and Corridors
Man -Animal Conflict
Forest Rights Act. Other legal aspects.
Role of Government and Non -Gov sectors
References:
Clayton, S. D. (2012). The Oxford handbook of environmental and conservation psychology. OUP: NY.
Clayto, S. & Myers, G. (2011). Conservati on Psychology: Understanding and Promoting Human Care for
Nature. Wiley Blackwell.
Internal Assessment: 40 marks
One Class test: 20 marks
Submission: Essay/Field Report/Assignment: 20 marks
End Semester assessment: 60 marks
Attempt four questions out of seven. Each question carries equal marks.
Interdisciplinary/Cross disciplinary Course: PAPSY 402E 6 Credits, 90 hrs.
BEHAVIOURAL FOUNDATIONS OF PUBLIC POLICY
Objectives:
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1. Introducing basic behavioural principles underlying public policy
2. Familiarizing the relevance and importance of psychological science for designing policy
3. Making learners understand and appreciate the interface of psychology and economics
Unit 1: Psychology and Public Policy
a. Behavioural assumptions of policy
b. Alternate view o f human agent
c. Behavioural economics: Dispelling notions of novelty
d. Public policy and public service: Our professional duty
Unit 2: Behavioural -research Applied to Real World - I
a. Dealing with prejudice and discrimination: A policy response
b. Rethinking voting behaviour
c. Designing policy measures in the context of poverty
d. A behavioural approach to educational interventions
Unit 3: Behavioural -research Applied to Real World - II
a. Behavioural economics and health care policy
b. Consumption and identity: Implications for public policy
c. Wealth and happiness: Recent research and policy measures
d. Designing policy for societal cooperation
Unit 4: The Way Forward
a. Enhancing the influence of psychology for policy
b. Applyin g psychology to public policy analysis: Three alternative models
c. Seeking insights from evolutionary psychology
d. Re-examining the standard research practice for a stronger appeal
Essential Reading
Shafir, E. (2013). (Ed.) Behavioural Foundations of Public Policy . Princeton: Princeton University
Press.
Lorion, R. P., NandenBos, G. R., & Iscoe, I. (1996). (Eds.) Psychology and Public Policy: Balancing
Public Service and Professional Needs. USA: The APA Press.
Segall, M. H., Goldstein, A. P., & Krenser , L. (1976). Human Beahviour and Public Policy -A
Political Psychology . New York: Pergamon Press Inc.
Lewis, A. (2008). The Cambridge Handbook of Psychology and Economic Behaviour . New York:
Cambridge University Press.
Schneider, A., & Ingram, H. (1990). Be havioural assumptions of policy tools. The Journal of
Politics , 52, 2, 510 -529.
Chetty, R. (2015). Behavioural economics and public policy: A pragmatic perspective. Working
paper number, 20928 . Cambridge MA: National Bureau of Economic Research.
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Kahan, D. M., &Braman, D. (2006). Cultural cognition and public policy. Yale Law and Policy
Review , 24,1, 149 -172.
Amir, O., et al. (2008). Psychology, behavioural economics and public policy. Marketing Letters , 16,
3/4, 443 -454.
Agarwal, B. and Vercelli, A. (2005 ) Psychology, rationality, and economic behaviour: Challenging
standard assumptions . New York: Palgrave Macmillan.
Friedman, R.M. (2005). Enhancing the influence of psychology on public policy . University of South
Florida: Mental Health Institute.
Supple mentary Reading
Ikeda, Kato, H. K., Ohtake, F. Tsutsui, Y. (Eds). (2016). Behavioral Economics of Preferences,
Choices, and Happiness. Japan: Springer.
Hausman, D.M., & McPherson, M. S. (2006). Economic analysis, moral philosophy and public
policy. Cambridge: Cambridge University Press.
Wendel, S. (2014). Designing for Behavior Change: Applying Psychology and Behavioral
Economics. Beging: Oreal.
Akerlof, G. A., & Shill er, R. J. (2016). Phishing for Phools – The Economics of Manipulation and
Deception. Princeton: Princeton University Press.
Evaluation
Internal Evaluation (40 marks):
a. Policy Proposal Presentation (20 marks)
Students are expected to propose a new or revised policy that they believe needs to be implemented
at the central, state or local level, and to make a 25 -30 minute presentation advocating the new or
revised policy. This would be followed by discussion in the class. The nature of presentation (e ither
individual or group) would be decided by the course teacher depending on the enrolled students and
other factors.
The presentation should include:
1. Statement of the specific problem of concern.
2. Description of the broad social, political, and historical context of the problem.
3. Description, review, and critique of current policy(ies) governing the problem.
4. Discussion of the major policy options which have been proposed to deal with the problem.
5. Detailed summary of the policy option s tudents are proposing, with tentative budget
6. Discussion of the potential pitfalls of enacting and/or implementing policy of choice.
7. Discussion of how the effectiveness of the new policy will be determined.
b. Policy Proposal Paper (20 Marks)
This paper should be an expanded version of students’ presentation. It should include revisions that
result from the deliberations in the class. In particular, students should include a research design and
set of data collection methods to be used in evaluat ing their proposed policy.
External Evaluation (60 marks): Semester -end examination
Four questions to be attempted out of seven, each carrying 15 marks each
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Elective Course IV: 6 credits, 60 hrs. PAPSY 402F
Change Management
Objective:
1. To acquaint the students with Pressures and forces of Organizational change
2. To familiarize the students with Interventions in organizational change
3. To understand how a change Is Implemented
Unit 1: Organizational Change: An Overview
a) An Overview and Process of Chang e
b) External and Organizational Pressures for Change
c) Forces of change; Resistance to Change
d) Theoretical Frameworks of Organizational Change
Unit 2: Models of Change
a) Recent Approaches to Organizational Development and Change
b) Process Based Change Models
c) Models of Evolving Managerial Interpretation of Change
d) Content Based Models
Unit 3: Organizational Change Intervention
a) Human Process Intervention
b) Techno‐structural Intervention
c) Human Resource Intervention
d) Strategic Intervention
Unit 4: Implementing Chan ge
a) Images of Managing Change
b) Appreciative Inquiry Approaches & Sense‐Making Approaches
c) Change management and Contingency Approaches & Processual Approaches
d) The Hard Side of Change Management
References:
Fisher, D (1999) Communication in Organizations. Second Edition. Jaico Publishing House, Mumbai
Harvard Business Review (2002) on Culture and Change. Harvard Business School Press, Boston, USA.
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Harvard Business Review (2006) On Leading through Change. Harvard Business School Publishing
Corporation, Bos ton, USA.
McNamara, C (2006) Field Guide to Consulting and Organizational Development: A Collaborative and Systems
Approach to Performance, Change and Learning Authenticity – Consulting, New York, USA.
Palmer, I., Dunford, R., Akin, G (2007) Managing Org anizational Change: A Multiple Perspectives
Approach.Tata‐McGraw Hill Edition. New Delhi
Sharma, R.R (2010) Change Management: Concepts and Applications. Tata McGraw Hill, New Delhi.
Sharma, R. R (2012) Change management and Organizational Transformation . Second Edition. New Delhi.
Tata McGraw Hill Education, New Delhi.
Shani, A.B, Chandler, D., Coget, J.F and Law, J.B (2009) Behavior in Organizations. An Experiential Approach.
Ninth Edition. McGraw‐Hill Irwin. New York, USA.
Evaluation:
Internal Evaluation: 40 marks
• Essay: 20 marks
• One Written Test: 20 marks each
Semester end Examination: 60 marks
Written examination: Paper Pattern: Seven questions for 15 marks each are set out of which four
should be attempted. One of them could be short not e question. Any two topics can be combined
for these questions.
Course: Project Based Courses PAPSY 403: (10 Credits) : 150 Hours
Process of Project Based Course
The project based course will be in the form of a dissertation based on a live project or a research
assignment related to the specific discipline of the psychology department.
Every Teacher from Psychology department/MA Centers will announce four to five broad topics at the
beginning of the second semester, reflecting degree of relevance and rigor suitable to a post graduate
programme, along with an indicative reading list. These will be screened by the Board of Studies in the
subject and a final list of approved topics along with a reading list will be displayed in th e first week of
the third semester.
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The student will submit a list of his/her three most preferred topics in the order of preference by the
fifth week of the third semester to the Head of the parent department.
The Departments a project committee consis ting of the Head of the Department ( Chairperson) and two
other teachers from the department. The purpose of this committee is to oversee the functioning of the
project component in the department.
All post graduate teachers in the Department will be guid es for the project component. All teachers shall
have equal number of students allotted for the dissertation.
In case, a particular topic is preferred by more students, the project committee will allocate students to
guides within the department in order of the average of marks obtained in semesters 1 and 2.
If it is felt necessary, the project committee can ass ign a co -guide to a student, depending upon specific
disciplinary needs.
The student will make a preliminary presentation in or before the seventh week of the fourth semester.
The presentation will be attended by the guide/s and a committee consisting of two other teachers from
the department. The committee will make necessary suggestions to improve the dissertation.
The student will make a final presentation in the 10th to the 12th week of semester four. The
presentation will be evaluated by the same com mittee that evaluated the preliminary presentation. The
criteria for evaluation will be as follows:
i) 10 marks for the quality of presentation
ii) 15 marks for answers to questions
The marks given by the three members of the evaluation committee will be averaged in each head and
the total marks decided by totalling the averages under the three heads.
Dissertation Submission
The student will submit a bound hard copy of the dissertation to the Department by the end of the
fourth semester, along with a so ft copy on a CD/DVD.
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The final dissertation will have a word limit of 5000 -8000 words and will be typed in one and a half
spacing on one side of the paper. The APA style shall be followed for the writing of dissertation.
The final dissertation will be ev aluated out of 75 marks by the guide.
The Dissertation Format:
Title Page
Abstract
Introduction (Contains literature review, concluded with Objectives and Hypothesis)
Method: (Includes Sample; Tools; Procedure; etc.)
Results
Discussion
References
Appen dix
Evaluation
Total Marks: 100
25 Marks: Presentation to Project Committee. The marks have two components : i) 10 marks for the
quality of presentation ii) 15 marks for answers to questions
75 Marks: Evaluation by Project Guide.