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MA Psychology1_1 Syllabus Mumbai University by munotes
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Revised Syllabus
Programme: M.A.
Course - Psychology
Semester I, II
Choice Based Credit System (CBCS)
(w.e.f the Academic Year 2016 – 2017 for Sem I & II and from Academic Year 2017 -18
for Sem III & IV )
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About the Credit Scheme:
1. 100 Credits for the entire MA course (24 Credits per semester for 1st and
2nd semester; 30 credits for semester Three and 22 credits for semester
Four ).
2. For Semester I and II: Four Credits per Theory Course (Core Course) (4
X 4 Course = 16 Credits) + eight credits of Practical/Field work
Component = 24 credits
3. 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
4. For Semester IV: One I/C course (6 credits) + One Ability Enhancement
Course (6 credits) + One Project Component (10 credits) = 22 Credits.
5. 60 teaching hours per course (core/elective/IC/Ability Enhancement)
during the Semester.
6. One Teaching hours per week per 1 credit. Two Practical hours per
credits for Practical/Field Work component per week.
7. For an elective to be offered a minimum of 05 students are required.
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Course & Syllabus for the MA in Psychology:
The Student shall have to study at least a total of 16 Courses in four semesters over the 2
years to obtain 100 credits for MA degree course.
Syllabus for Semester I
Course I (Core Course): PAPSY101: Personality Psychology : 4 credits
Course II (Core Course): PAPSY102: Research Methodology for Psychology: 4 Credits
Course III (Core Course): PAPSY1 03: Statistics for Psychology: 4 Credits
Course IV (Core Course): PAPSY104: Psychology of Cognition and Emotion: 4 Credits
Practical / Field Work Component (Core Co mponent) : PAPSY105 Expe rimental Psychology
Practical s: 8 Credits
Syllabus for Semester II
Course V (Core Course): PAPS Y201: Evolutionary Psychology: 4 Credits
Course VI (Core Course): PAPSY202: Inter vention Systems in Psychology: 4 Credits
Course VI I (Core Course): PAPSY203: Multiculturalism: Theory and Practice: 4 Credits
Course VIII (Core Course): PAP SY 204: Positive Psychology: 4 C redits.
Practical / Field Work Component (Core Component): PAPSY205: Psychological Testing
and Psychometrics Practical s: 8 Credits
PSYCHOLOGY
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MA Semester System ( CBCS ), Revised Course, 2016- 17
Semester I: Course I
Core Course: 4 credits, 60 hrs
PERSONALITY PSYCHOLOGY:PAPSY101
Objectives:
1. Introducing various theories of personality
2. Help learners to evaluate personality theory and research
3. Understand modern approaches to personality
4. Understand applications of personality theory to various aspects of life.
Unit 1. Intrapsychic domain
a. Psychoanalytic aspects of personality.
b. Psychodynamic perspective: contemporary issues
c. Motives and personality: basic concepts, big three motives, d. Humanistic tradition.
Unit 2. Biological domain and cognitive -behavioral domain
a. Genetic a nd personality evolutionary approach to personality.
b. Physiological approaches to personality.
c. Behaviorist and learning aspects of personality.
d. Cognitive and cognitive -experiential aspects of personality.
Unit 3. Dispositional domain: trait ap proach
a. Allport, R. B. Cattel, Eysenck’s three factor.
b. Big- Five and Five ‐Factor Model: theory, evidence and ap plications, circumplex
approach, HEXACO
c. Personality trait and personality disorders.
d. Measurement of trait and theoretical and measur ement issues, personality
dispositions over time.
Unit 4. Social -cultural and adjustment domain
a. Personality and social interaction
b. Sex- gender and personality
c. Culture and personality
d. Stress, coping adjustment and health.
Books for readin g
1. Buss D. M. & Larsen R. J. (2009). Personality Psychology: Domains of Knowledge About
Human Nature . NJ: McGraw ‐Hill Humanities.
2. Corr, P. J. & Gerald Matthews, G. (2009). The Cambridge Handbook of Personality Psychology . Cambridge : Cambridge University Press.
3. Dan P. McAdams D. P. (2008). The Person: An Introduction to the Science of Personality Psychology . Wiley.
4. Pervin, L. A. (2002) Science of Personality (2nded.). USA: Oxford University Press.
Books for reference
1. Brody, N., & Ehrlichman, H. (1998). Personality Psychology: Science of Individuality.
Englewood Cliffs, NJ: Prentice Hall.
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2. Burger, J. M. (2010). Personality . Wadsworth Publishing.
3. Costa, P.T., & Widiger, T.A. (2002). Personality disorders and the five ‐factor model of
personality (2nd ed.). Washington, DC: American Psychological Association.
4. Cervone, D., & Pervin, L. A. (2009). Personality: Theory and Research (11th ed.). New
York: John Wiley & Sons. 5. Chamorro- Premuzic, T., & Furnham, A. (2005). Personality and Intellectual Competence.
Mahwah, NJ: Lawrence Erlbaum Associates.
6. Friedman, H. S. & Schustack, M. W. (2009). Personality: Classic Theories and Modern Research . 4/E. NY: Pearson.
7. Friedman, H. S., & Schustack, M. W. (Eds.). (2008). The Personality Reader (2nd ed.).
Boston, MA: Allyn and Bacon. 8. Hall, C. S., Lindzey, G., Campbell, J. B. (2007). Theories of Personality. ND: J. Wiley.
9. Haslam, N. (2007). Introduction to Personality and Intelligence . London: Sage
Publications. 10. Hogan R. &. John W.H.(Eds.) (1985), Perspectives in Personality. Greenwich: JAI Press.
11. Hogan, R. Johnson,J. Briggs S. (Eds.) (1997). Handbook of Personality Psychology . San
Diego: Academic Press. 12. John, O.P., Robins, R.W., & Pervin, LA. (Eds.) (2010). Handbook of PersonalityTheory and Research (3rded). New York, NY: Guilford. 13. Larsen, R. J. (2010). Clashing Views in Personality Psychology . Dushkin/mcgraw ‐hill.
14. Mayer, J. & Mayer J. D. (2006). Readings in Personality Psychology . Allyn & Bac on.
15. McCrae, R.R. & Allik J. (Eds). (2002), The Five
‐Factor model of Personality across
cultures . N.Y.: Kluwer Academic Publisher.
16. McCrae, R. R., & Costa, Jr., P. T. (2002). Personality in Adulthood: A Five -Factor
Theory Perspective (2nd ed.). New York: Guilford Publications.
17. Mroczek, D. K., & Little, T. D. (Eds.). (2006). Handbook of Personality Development
.Mahwah, NJ: Lawrence Erlbaum Associates
18. Miserandino, M (2011). Personality Psychology: Foundations and Findings . Pearson
Education.
19. Plutchik, R., & Conte, H. R. (Eds.). (1997). Circumplex Models of Personality and
Emotions . Washington, DC: American Psychological Association.
20. Roberts, B.W., & Hogan R. (2001). Personality Psychology in the Workplace. Washington : American Psych ological Association.
21. Rudman L. A. (2011). Implicit Measures for Social and Personality Psychology . LA:
Sage Publication.
22. Weiner, I.B. (2007). Handbook of Personality Assessment . Wiley.
Evaluation:
Internal evaluation: 40 marks
One test of descriptive types: 20 marks
Essay: Five topics shall be displyed in the beginning of the semester. Students shall write a
essay on one of the topic in the classroom. The topci shall be announced : 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 the m could be short notes question. Units can be combined for any questions.
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PSYCHOLOGY
MA Semester System (CBC S), Revised Course, 2016- 17
Semester I: Course II
Core Course: 4 credits, 60 hrs.
RESEARCH METHODOLOGY FOR PSYCHOLOGY:PAPSY102
Objectives:
1. To acquaint learners with methodology of quantitative and qualitative psychological
research.
2. To acquaint learners with philosophy, ethics, design, and e valuation of research in
psychology.
3. To enable learners to design research.
Unit 1.Philosophy and ethics of psychological research.
a. Epistemological positions in psychological research: scientific realism, logic al
positivism;Ockham's razor ;
b. Popper and Kuhn’s contribution: theory dependence of observation; understanding
theory: components and connections – concepts, constructs, variables and
hypothesis; Duhem –Quine thesis; Quine’s critique of empiricism
c. Ethical standards of psychological research: p lanning, conduction and reporting
research
d. Proposing and reporting quantitative research
Unit 2. Research settings and Mehtods of Data collection
a. Observation and Interview method
b. Questionnaire
c. Survey research
d. Other non -experimental methods
Unit 3. Experimental and Quasi -Experimental Methods
a. Independent groups designs
b. Repeated measures designs
c. Complex designs
d. Quasi -experimental designs and program evaluation
Unit 4. Qualitative Research
a. Philosophy and conceptual foundations; proposing and reporting qualitative
research
b. Grounded theory
c. Interpretive phenomenological analysis; discourse analysis
d. Narrative analysis; conversation analysis
Books for study
1. Shaughnessy, J. J., Zechme ister, E. B. &Zechmeister, J. (2012). Research methods in
psychology . (9th ed..). NY: McGraw Hill.
2. Elmes, D. G. (2011). Research Methods in Psychology (9thed.). Wadsworth Publishing.
3. Goodwin, J. (2009). Research in Psychology: Methods in Design (6thed.). Wiley.
4. McBurney, D. H. (2009). Research methods . (8th Ed.). Wadsworth Publishing.
5. Forrester, M. A. (2010). Doing Qualitative Research in Psychology: A Practical Guide .
Sage.
Books for reference
1. Charmaz, K. (2006). Constructing Grounded Theory: A Practical Guide through
Qualitative Analysis (Introducing Qualitative Methods series) . New Delhi: Sage Publications.
2. Dominowski, R. L. (1980). Research methods . N.J.: Engelwood Cliffs, Prentice -Hall.
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3. Embreston, S. E., & Raise, S. P. (2000). Item response theory for psychologists . Mahwah,
NJ: Lawrence Erlbaum
4. Hambleton, R. K., &Swaminathan H. (1985). Item Response theory: Principles and Applications . Boston: Kluwer
5. Hoyle, R. (1995). Structural equation modeling: concepts, issues and applications .
Thousand Oaks, CA: Sage. 6. Hulin, C. L., Drasgow, F. & Parsons, C.K. (1983). Item response theory: application to psychological measurement . Homewood,Il: Dow Jones -Irwin.
7. Kerlinger, F. N. (1995). Foundations of behavioural research. New Delhi: Surjeet Publication.
8. Lewis -Beck, M. S. (1994). International handbook of quantitative applications of social
sciences. Sage: Topan/London. 9. McBurney, D. H. (2001). How to Think Like a Psychologist: Critical Thinking in Psychology (2nd Edition). Prentice Hall.
10. Monette, D. R., Sullivan, T. J., &DeJong, C. R. (1994). Applied psychological research: Tools for human services. (3rded.). California: Harcourt Brace College Publisher. 11. Morse, J. M. (1994). Critical issues in qualitative re search methods . Sage Publications.
12. Nunnally, J. & Bernstein, I. (1994). Psychometric Theory (3rded.). New York: McGraw Hill.
13. Robinson, P. W. (1976). Fundamentals of experimental designs: A comparative approach. Engelwood- Cliff: Prentice Hall.
14. Smith, J. A. (2008). Qualitative Psychology: A Practical Guide to Research Methods .
Sage. 15. Strauss A L and Glaser, B. G. (1967).The Discovery of Grounded Theory: Strategies for Qualitative Research . Aldine Transaction.
16. Wiling, C. (2008). Introducing Qualitative Research in Psychology (2nded). Open
University Press.
17. American Psychological Association. (2009). Publication Manual of the American Psychological Association (6thed.). APA.
18. American Psychological Association. (2009). Concise Ru les of APA Style (Concise Rules
of the American Psychological Association (APA) Style) . APA.
Evaluation:
Internal evaluation: 40 marks
Five topics shall be displyed in the beginning of the semester. Students shall write a essay
on one of the topic in the classroom. The topci shall be announced : 20 marks
One test of descriptive types: 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 not es question, which could combine more than one unit.
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PSYCHOLOGY
MA Semester System (CBC S), Revised Course, 2016- 17
Semester I: Course III
Core Course: 4 credits, 15 weeks
STATISTICS FOR PSYCHOLOGY:PAPSY103
Objectives:
1. To introduce fundamental concepts about statistical application to psychology
2. To help learners to understand applications of statistics and learn numerical
methods associated with them
3. To introduce multivariate methods and computer applications to statistics
4. To be able to use R for all statistical methods taught in the course.
Unit 1. Preliminary Concepts
a. Probability: axioms, random variables, expected value, central limit theorem
b. Distributions: discrete distributions - binomial, poiss on; continues distributions:
normal, t, F, chi -square, jointly distributed random variables.
c. Inference: estimation theory, statistical hypothesis testing, types of errors.
Properties of estimators, methods of estimation: least square, maximum likelihhod.
Bayesian inference. CLT ; LLN ; Cramér –Rao inequality; Rao Blackwell Theorem
d. Descriptive statistics: central tendency and var iability, power and effect size.
Testing for normality and outliers.
Unit 2. Inferential statistics: inference about location
a. Two group differences: t test - independent and dependent samples . Bootstraping.
b. Multi -group differences: one -way ANOVA: independent and dependent samples.
two-way ANOVA: independent samples
c. Wilc oxon sign- rank test; median test; U test; Kruskal -Wallis test
d. MANOVA and discriminant function analysis
Unit 3. Association, prediction and other methods
a. Correlation: product moment, partial correlation, special correlations .
b. Linear regressio n (OLS)
c. Nonparametric correlations: Kendall's tau; Spearman’s rho; meausres for nominal
data, chi square, binomial test, proportions test.
d. Multiple regression, logistic regression.
Unit 4. Factor Analysis and Software Packages
a. Factor analysis: basic concepts, methods of extraction and methods of rotation
b. Confirmatory factor analysis .
c. Structural Equations Modelling. d. R: syntax, data management, Descriptive; graphs; basic and multivariate statistics in R; R GUI, other software.
Note for paper setters : It is recommended that small values for computation be given and
that of log, square and square root and statistical tables be given for use. Use of calculators is
allowed. The problems for full numerical to be set usin g the raw data methods (ungrouped
data) in the examination. The formula sheet be provided along with the question paper. No
full numerical should be set on Units 2‐ d, 3‐d, 4a, 4b; partial numerical are permitted that can
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be calculated with simple calculato rs (E.g., DO NOT set numerical like DO MANOVA OF
GIVEN DATA).
Books for Study:
1. Howell, D. (2009).Statistical Methods for Psychology (7th ed.). Wadsworth.
2. Wilcox R. R. (2009). Basic Statistics: Understanding Conventional Methods and Modern Insights . NY: OUP.
3. Minium, E. W., King, B. M., & Bear, G. (2001). Statistical reasoning in psychology and education. Singapore: John- Wiley.
4. Aron & Aron (2008). Statistics for Psychology (5th ed). New Delhi: Pearson
Books for Reference:
1. Daniel, W. W. ( 1995). Biostatistics . (6th Ed.). N.Y.: John Wiely.
2. Field, A., Miles, J., and Field, Z. (2012). Discovering Statistics Using R . NY: Sage.
3. Gourch, R. L. (1983). Factor Analysis. Lorrence Erlbaum
4. Guilford, J. P., & Fructore, B. (1978). Fundamental statistics for psychology and
education. N.Y.: McGraw- Hill.
5. Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Mulivariate data analysis . (5th Ed.). N.J.: Prentice -Hall Inc.
6. Hatekar, N. R. (2009). Principles of Econometrics: An In troduction (Using R) . ND:
Sage. 7. Loehlin, J. (1998). Latent Variable Models: an introduction to factor, path, and structural analysis. Hillsdale, N.J.: LEA.
8. Marcoulides, A. G. & Schumacker, E. R. (2001). New developments and techniques in structural equation modeling. Hilsdel, New Jersey: Lawrence Erlbaum.
9. R Development Core Team. (2011). R: A Language and Environment for Statistical
Computing. Vienna, Austria:R Foundation for Statistical Computing. (http://www.R -
project.org)
10. Sheskin, D. (2011).Handbook of Parametric and Nonparametric Statistical
Procedures, (5th ed). Chapman and Hall/CRC. 11. Tabachnick, B. G. & Fidell, L. S. (2001). Using multivariate statistics (4th Ed.). Boston: Allyn and Bacon. 12. Wilcox, R. R. (1996). Statistics for social sciences. San Diego: Academic Press. 13. Wilcox, R. R. (2011). Modern Statistics for the Social and Behavioral Sciences: A Practical Introduction . CRC Press.
Evaluation:
Internal evaluation: 40 marks
Two Test of statistical techniques: 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 the m could be short notes question. Units can be combined for any questions.
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PSYCHOLOGY
MA Semester System (CBCS), Revised Course, 2016 -17
Semester I: Course IV
Core Course: 4 credits, 60 hrs .
PSYCHOLOGY OF COGNITION AND EMOTION: PAPSY 104
Objectives:
• Understanding advanced topics of cognitive science
• Understanding the neuropsychological underpinings of cognitive processes
• Applying cognitive psychology knowledge to real -life problems.
• Understanding theories, biological basis, and development of human emotions
Unit 1: Cognitive Neuroscience, Attention and Perception
A. Cognitive Neuroscience: Neuronal Structure and Function; Intelligence and Neuroscience; Me thods of cognitive neuroscience
B. Visual Perception : Visual Object Recognition , Face perception
C. Attention and Consciousness : Attention Processes, Theories of Attention,
Consciousness of Mental Processes; Preconscious Processing
D. Neuropsychologicalbasis of Attention and Visual Perception
Unit 2. Memory and Language
A. Memory: Models and Research Methods; Metacognition
B. Memory Processes; Mental Images, Maps, and Propositions
C. Language and language in context
D. Neuropsychological basis of Memory and language
Unit 3. Thinking and Intelligence
A. Problem Solving and Creativity
B. Thinking, Decision Making and Reasoning
C. Human Intelligence . Organ ization of Knowledge in the Mind
D. Neuropsychological basis of executive functions
Unit 4. Psychology of Emotions
A. Theories of Emotions: Theories of emotions
B. Biologicalbasis of human emotions
C. Measurement of Emotions
D. Emotional Development and regulation
Books for Reading
1. Sternberg, R. J.; Sternberg, K, Mio, J. (2012). Cognitive Psychology. Wadsworth:
Belmont, CA.
2. Matlin , M. W. ( 2009) . Cognition. John Wiley & Sons: NJ.
3. Bly, B.M. &Rumelhart, D. E. (1999). Cognitive Science. Academic Press: San Diego.
4. Lewi s, M., Haviland- Jones, J. M., & Barrett, L. F. (Eds.). (2010). Handbook
ofemotions (3rd edition). New York, NY: Guilford.
5. Dalgleish, T. & Power, MJ. (2000). Handbook of Cognition and Emotion. John Wiely: Sussex.
6. Zilmer, E. A. & Spears, M. V. (2001). Principals of neuropsychology . Canada:
Wadsworth
List of Reference
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1. Anderson, V., Jacobs, R. & Anderson, P. (2008). Executive Functions and the Frontal
Lobes:A Lifespan Perspective. NY: Psychology Press.
2. Baddeley , A. (1990). Human memory: Theory and practice. Boston: Allyn& Bacon.
3. Beaumont, J. G., Kenealy, P. M., & Rogers, M. J. C. (Ed.). (1999). The Blackwell
dictionary of neuropsychology. Oxford: Blackwell Publishers.
4. Berry, J. W., Poortinga, Y. H., Segal, M. H., &Dason, P. R. (2002). Cross -cultural
psychology: Research and perspective. Cambridge: CUP.
5. Carlson, N. (1999). Physiology of behaviour . Boston: Allyn& Bacon.
6. Jurado, M. B. & Rosselli, M. (2007). The Elusive Nature of Executive Functions: A Review of our Current Understanding. Neuropsychol Rev, 17:213–233.
7. Carruther, P. & Chamberlain, A. (Ed.). (2000). Evolution and the human mind: modularity, language and meta -cognition.
8. Ekman, P. &Cordaro, D. (2011). What is meant by calling emotions basic. Emotion Review, 3, 364 -370.
9. Finger, S. (1994). Origin of neuroscience: A history of explorations into brain function. N.Y.:OUP.
10. Franken, R. E. (2002). Human motivation. Australia: Wadsworth.
11. Gazzaniga (Ed.), The New Cognitive Neurosciences, Second Edition. Cambridge,
MA: MIT Press.
12. Green, D. W. (1996). Cognitive science: An introduction. Oxford: Blackwell.
13. Johnson, M. H. (1997). Developmental cognitive neuroscience. Blackwell Publishers.
14. Kellogg, R. T. (1997). Cognitive psychology. London: Sage.
15. Kolb B., &Whishaw I.Q. (2007). Fundamentals of human neuropsychology (6th ed). New York, NY: Worth Publishers.
16. Lewis, M. &Haviland -Jones, J. M (Ed.). (2000). Handbook of emotions. NY: The
Guilford
17. Lezak, M. D. (1976). Neuropsychological assessment. NY: OUP.
18. Mauss, I. B. & Robinson, M. D. (2009). Measures of emotion: A review. Cognition
and Emotion, 23, 209- 237.
19. Mehu, M., Mortillaro, M., Banziger, T., & Scherer, K. R. (2012). Reliable facial muscle activation enhances recognizability and credibility of emotional expression. Emotion, 12,701 715.
20. Nelson, T. O. (1992). Metacognition: Core readings. Boston: Allyn& Bacon.
21. Press.
22. Simon -Thomas, E. R., Keltner, D. J., Sauter, D., Sinicropi -Yao, L., & Abramson, A.
(2009).
23. The voice conveys specific emotions: Evidence from vocal burst displays. Emotion, 9, 838-846.
24. Walsh, K. (1994). Neuropsychology: A clinical approach. N.D.: Churchill Livingston
Evaluation:
Internal evaluation: 40 marks
Five topics shall be displyed in the beginning of the semester. Students shall write a essay
on one of the topic in the classroom. The topic shall be announced : 20 marks
One test of descriptive types: 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.
Psychology
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Practical / Field Work Component : Semester I
MA Semester System (CB CS), Revised Course, 2016- 17
Semester I: Practical / Field Work Component
Core Course: 8 credits. 15 weeks
EXPERIMENTAL PSYCHOLOGY PRACTICAL:PAPSY10 5
Objectives:
1. To enable learners to design experiments in various areas of psychology
2. To help learners to design appropriate computer programs for the experiments
3. To enable learners to analyze and report the data of experiments
Six experiments in cognitive processes, personality, motivation and emotion from the areas
given below:
a) Sensation, attention and perception, b) Memory, c) Reasoning, d) Decision making, e) Problem solving, f) Learning, g) Imagery, h) Motivation, i) Emotion, j) Personality, k) Thinking, l) Language.
UNIT 1: Experimental designing : Students will be divided into six groups. Each group has
to choose an area by consensus or majority. Each student will have to design an experiment
pertaining to the area chosen by the group. The student will present the experiment in the class. From these experiments, one experi ment is selected as groups experiment. In this way,
six experiments are obtained. A student can also design additional experiments in the areas other than the groups’ area and present them along with presentations of respective areas. Six
presentations and twelve supervision se ssions are required for this. (2 credit).
UNIT 2: Experimental Computerizing: All students have to learn one open- source package
for computerizing experiment (for example, PEBL, Open Sesame, etc.). This may be done by workshop by the teacher/students about the computerization. The individual experiment
designed by each student has to be computerized and presented in a CD (and Email if needed) for internal assessment. The printout of the program syntax AND/OR major steps in computer pr ogramming also need to submitte d along with this assignment. (1 credit).
UNIT 3: Experiments Conduction : These select six experiments (Unit 1) will then be
conducted in the laboratory. If the facilities permit, these experiments can be carried out using t he computer interface. (3 credits).
UNIT 4: Experimental Data Analysis and Report : The data obtained is analyzed by using
software packages (e.g. R) and reported in a typed report. The report also needs t o be
submitted in a softcopy. (2credit)
Evaluation:
Internal evaluation: 40 marks
Self -designed experiment (content and method) and Computerization of the experiment
and its report (Soft and hard copy: 20 marks Experimental Journal: Journal contains (i) report of 6 experiments conducted; (ii) a type‐written report to be submitted on a review of literature on one of the topics above
covering research of last five years: 20 marks Semester end Practical examination: 60 marks. Viva voce examination: 35marks Instruction and Conduction: 10marks Report: 15 marks
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PSYCHOLOGY
MA Semester System (CBC S), Revised Course, 2016- 17
Semester II: Course V
Core Course: 4 credits, 60 hrs.
EVOLUTIONARY PSYCHOLOGY:PAPSY201
Objectives:
1. To acquaint learners with concepts of Evolutionary psychology
2. To explai n various psychological aspects as a function of evolution
3. To learn to think about human mind and its processes from an evolutionary perspective
4. To understand specific areas and applications of Evolutionary Psychology
Unit 1. Foundation of evolutionary psychology
a. Historical development, landmarks in evolution of human beings & common
misunderstandings
b. Origins of human nature, evolutionary game theory.
c. Evolution of psychological mechanism, evolutionary and psychological foundation
of human behavior, psychological basis of culture
d. Research methods and hypothesis -testing in evolutionary psychology, use and
misuse of Darwinism
Unit 2. Major aspects of evolutionary theory: survival and mating
a. Problems of survival: food acquisition, human fear sand landscape preferences
b. Mate selection and sexual strategies
c. Women’s long- term mating strategies, men’s long -term mating strategies
d. Short -term sexual strategies across sexes
Unit 3. Par enting and social behavior
a. Parenting: maternal involvement, parental involvement, parent -offspring conflict
b. Kinship: theory of implicit and inclusive fitness and empirical support
c. Cooperation: evolution of cooperation, reciprocal altruism,
d. Cognitive adaptations for social exchange
Unit 4. Social behavior and specific topics
a. Aggression as solution to adaptive problem& empirical evidence, sex differences in
aggression, conflicts between sexes.
b. Evolution of morality. evolution of art. Evolution of Emotions.
c. Cognitive development, modularity of mind, and innateness issues,
d. Status, prestige and social dominance.
Books to Study
1. Barkow, J. H., Cosmides, L., Tooby, J. (1992). The adapted mind. Oxford University
Press.
2. Buss, D. (2011). Evolutionary Psychology: A new Science of Mind. Pearson Education.
3. Dunbar, R. I. M. (2005). Evolutionary Psychology: A Beginner's Guide . One world.
Books for reference
1. Buss, D. (2005). The Handbook of Evolutionary Psychology . John Wiley & Sons, Inc.
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2. Dunbar, R. and Barret, L. (2007). The Oxford Handbook of Evolutionary Psychology .
Oxford University Press.
3. Hampton, S. (2010). Essential Evolutionary Psychology . Sage Publications Ltd.
4. Lauser, M. (2006). Moral minds: The nature of right and wrong. Harper Collins. 5. Pinker, S. (2006). The Blank Slate: The Modern Denial of Human Nature . Penguin.
6. Pinker, S. (1999). How the Mind Works . New York: WW Norton & Co.
7. Pinker, S. (1994). The Language Instinct . Penguin.
8. Sw ami, V. (2011). Evolutionary Psychology: A Critical Introduction. BPS Blackwell
textbook
9. Workman L. (2008). Evolutionary Psychology: An Introduction. Cambridge University
Press.
10. De Waal, F. B. M. (2008). Putting the altruism back into altruism: The evolution of empathy. Annual Review of Psychology, 59, 279- 300.
11. Nesse& Ellsworth (2009). Evolution, emotions, and emotional disorders. American Psychologist, 64, 129- 139.
12. Tooby, J. and Cosmides, L. (2010). The Evolutionary Psychology of the Emotions and Their Relationship to Internal Regulatory Variables. In Lewis, M., Haviland -Jones, J. M., &
Barrett, L. F. (Eds.). Handbook of emotions (3rd edition). New York, NY: Guilford.
13. Lieberman, D., Tooby, J. &Cosmides, L. (2003). Does morality have a biological basis? An empirical test of the factors governing moral sentiments relating to incest. Proceedings of the Royal Society London (Biological Sciences) , 02PB0795, 1- 8.
Evaluation:
Internal evaluation: 40 marks
Two test s of descriptive types within the semester: 20 marks
Five topics shall be displyed in the beginning of the semester. Students shall write a essay
on one of the topic in the classroom. The topci shall be announced : 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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PSYCHOLOGY
MA Semester System (CBC S), Revised Course, 2016- 17
Semester II: Course VI
Core Course: 4 credits, 60 hrs.
INTERVENTION SYSTEMS IN PSYCHOLOGY:PAPSY202
Objectives:
1. To acquaint students with various systems of psychological intervention.
2. To orient students with eclectic, integrated and multicultural approaches to interventions
Unit 1. Intervention systems emphasizing background
a. Sigmund Freud- classic psychoanalysis
b. Alfred Adler -individual psychology
c. Carl Jung - analytical psychology
Unit 2. Intervention systems emphasizing humanistic, cognitive and behavio ural
approaches.
a. Carl Rogers - person centered therapy
b. Behaviour therapy
c. Aaron Beck - cognitive therapy
Unit 3. Techniques in group.
a. Fundamentals: influences, advantages of group therapy, organizing group, opening and
later sessions, techn ical functions of group therapists.
b. Special problems during group therapy
c. Group therapy approaches: pre ‐intake and post ‐intake, special age groups, behavior
therapy, experiential thera py, psychodrama and role play.
Unit 4. Interventions emphasizing integration, eclectic systems, multicultural
perspectives
a. Integrated and eclectic interventions
b. Effective multicultural counseling
c. Psychoanalytical, Adlerian, person ‐centered, behaviour therapy from multicultural
persp ective
Books for study
1. Corey, G. (2009). Theory and Practice of Counseling and Psychotherapy (8th ed.). CA:
Thomson Brooks.
2. Seligman, L. & Reichenberg, L. W. (2010). Theories of counseling and psychotherapy
systems, strategies, and skills (3rd ed .). Pearson education.
3. Flanagan, J.S. & Flanagan, R.S. (2004). Counseling and Psychotherapy theories in context
and practice: Skills Strategies and Techniques . Hoboken, NJ: John Wiley & Sons, Inc
4. Wolberg, L. R. (2005). The Technique of Psychotherapy Part I and II . NJ: Jason Aronson
Inc.
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
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Paper pattern: 7 questions t o 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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PSYCHOLOGY
MA Semester System (CBCS), Revised Course, 2016 -17
Semester II: Course VII
Core Course: 4 credits, 60 hrs.
MULTICULTURALISM: THEORY & PRACTICE: PAPSY203
Objectives:
1. To understand issues of identity, stereotyping and discrimination in a multicultural society
2. To explore issues of diversity and conflict in organizations
3. To highlight theory and important considerations in Multicultural Assessment
4. To delineate specific multicultural competencies and interventions
Unit 1: Multiculturalism & society
a. Culture and cultural identity development.
b. Understanding maj or cultural variables in Indian context: gender, religion, caste, social
class, language and regionalism.
c. Cultural transition and Acculturation.
Unit 2: Prejudice and discrimination
a. Understanding prejudice and discrimination.
b. Rights – based ap proach.
c. Equity and social justice.
Unit 3: Multicultural assessment
a. Cross cultural sensitivity in assessment: using tests in culturally appropriate ways.
b. Ethical issues in multicultural assessment.
c. Writing psychological and educational re ports for culturally and linguistically diverse
client.
Unit 4: Multicultural practice in psychology
a. Multicultural counselling: counsellor’s self -awareness and counsellor’s awareness of the
clients’ world view, developing multicultural competencies a nd culturally appropriate
interventions.
b. Barriers to multicultural counselling.
c. Managing diversity and conflicts in organizations.
Books to Study
1. Elrich, H. (2003). The Social Psychology of Prejudice: A systematic Theoretical Review
and Propositional Inventory of the American. New York, Wiley.
2. Gamst, G.C., Liang, C.T.H., Der ‐Karabetian, A. (2011). Handbook of Multicultural
Measures, La Verne: SAGE
3. Garrett McAulifee & Associates (2008). Culturally Alert Counselling: A Comprehensive
Introduction , Sage Publications.
4. Sue, D.W., Sue, D. (2012). Counselling The Culturally Diverse: Theory and Practice (6th
Ed.). Hoboken, NJ: John Wiley & Sons, Inc.
5. Sue, Sue D.W. (2006) Multicultural Co mpetencies: Individual and Organizational
Development , Sage Publication, New Delhi.
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6. Suzuki, L.A., Meller, P.J., Ponterotto, J.G. (1996). Handbook of Multicultural Assessment:
Clinical, Psychological and Educational Applications. San Francisco, CA: Joss ey- Bass Inc.
7. Swanson, J.L., Fouad, N.A. (1999). Career Theory and Practice: Learning Through Case Studies . New Delhi: Sage Publications.
Articles for Study
1.Ahmed , S., Wilson, K.B., Henriksen Jr., R.C., Jones, J. W. W. (2011) . What Does It Mean
to Be a Culturally -Competent Counselor? Journal for Social Action in Counseling and
Psychology . 3 (1), 17- 28.
2.Banks, J.A. (2004). Teaching for Social Justice, Diversity, and Citizenship in a Global
World. The Educational Forum . 68, 289- 298.
3.Berry, J.W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations , 29, 697–712.
4.Contrada, R.J., Ahsmore, R.D., Gary M.L., Coups, E. Egeth, J.D. ….Chasse, V. (2001). Measures of Ethnic Rel ated Stress: Psychometric Properties, Ethnic Group Differences and
Associations with Well - being. Current Directions in Psychological Science, 9 (4), 136- 139
5.NCDA. (2009). Minimum Competencies for Multicultural Career Counseling and Development . Broken Arrow, OK: National Career Development Association. Retrieved from
www.ncda.org
6.Obinna, A. K. & Farkas, F.M. (2011). Cultural conflict management program for firms and
organizations . International Journal of Business and Management Studies , Vol 3, no 2, 1- 10.
7.Vera, E.M., Speight, S.L.(2003), Multicultural Competence, Social Justice, and Counseling Psychology: Expanding Our Roles. The Counselling Psychologist , 31 (3), 2530- 272.
8.Zapf, M.K. (1991). Cross -cultural transitions and wellness: Dealing w ith culture shock.
International Journal for the Advancement of Counselling,14, 105- 119.
Books and for Reference
1.Cordeiro, P.A., Reagan, T.G. & Martinez, L.P. (1994). Multiculturalism and TQE .
California: SAGE
2. Corey, G. (2009).Theory and Practice of group Counseling. CA: Thomson Brooks
3. Guru, G. & Sarukkai, S. (2012). The Cracked Mirror: An Indian Debate on Experience
and Theory . Oxford.
4. Nelson‐ Jones, R. (2005). Basic Counselling Skills: A Helpers Manual . New Delhi: Sage
Publications. 5. Martines, D. (2008). Multicultural School Psychology Competencies: A Practical Guide .
New Delhi: Sage.
6. Marsella, A. J., & Pedersen, P. (Eds.). (1981). Cross
‐cultural counseling and
psychotherapy . New York: Pergamon.
7. Paniagua, F. A. (1998). Assessing and treating culturally diverse clients: A practical guide
(2nd ed.). Thousand Oaks, CA: Sage.
8. Palmer, S. (2002). Multicultural Counselling . London: SAGE
9. Palmer, S. & Laungani, P.D. (1999). Counselling in a Multicultural Society . London:
SAGE
10. Pederson, P. B. (Ed.). (1985). Handbook of cross ‐cultural counseling and therapy .
Westport, CT: Greenwood Press.
11. Pedersen, P. (2000). A handbook for developing multicultural awareness . Alexandria,
VA: American Counseling.
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12. Pope Davis, D. B., & Coleman, H. L. K. (1997). Multicultural counseling competence:
Assessment, education and training, and supervision. Thousand Oaks, CA: Sage.
13. Rastogi, M. & Thomas, V. (2009). Multicultural Couple Therapy . Purdue: SAGE
Evaluation:
Internal evaluatio n: 40 marks
• Essay: 20 marks
• Written Test: 20 marks
Semester end examination: 60 marks
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PSYCHOLOGY
MA Semester System (CBC S) Revised Course 2016- 2017
Semester II, Course VIII
Core course: 4 credits, 60 Hours
Positive Psychology: PAPSY204
Objectives:
1. To introduce concepts of positive psychology
2. To acquaint students with positive subjective states and processes
3. To enable students to appreciate importance of human strengths and virtues
Unit 1. Intro duction to Positive Psychology
a. Need for a science of human strengths and virtues
b. Deconstruction of illness ideology and inclusion of human strengths
c. Positive Psychology: Assumptions, Goals and Definitions
d. Three pillars of positive psychology
Unit 2. Positive subjective states
a. Subjective well -being
b. Positive emotions
c. The flow experience
d. Optimism and Hope
Unit 3. Positive individual traits
a. Self efficacy
b. Creativity
c. Wisdom
d. Empathy and altruism
Unit 4. Positive Institutions
a. Positive schooling
b. Aging well and role of family
c. Psychology of forgiveness for healthy society
d. The Me/We balance: Building better communities
Books for study
Snyder, C. R.; & Lopez, S. J. (2002). Handbook of Positive Psychology. New York: Oxford
University Press.
Snyder, C. R.; Lopez, S. J.; & Pedrotti, J. T. (2011). Positive Psychology: The Scientific and Practical Explorations of Human Strengths. New Delhi: Sage South Asia Edition.
References
Seligman, M. E. P (1991). Learned Optimism. NY: Knopf.
Seligman, M.E.P. & Csikszentmihalyi, (2000). Positive Psychology: An Introduction. American Psychologist . 55 (1), 5‐ 14.
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Carr, A. (2004). Positive Psychology a science of happiness and human strengths . NY: BR
Publishers
Peterson C. (2006). A Primer in Positive Psychology. Oxford: Oxford University Press.
Lopez, S. J. (Ed) (2013). The Encyclopedia of Positive Psychology. UK: Blackwell Publishing Ltd. Seligman, M. E. P.; Steen, T. A.; Park, N.; & Peterson, C. (2005). Positive Psychology Progress: Empirical Validation of Interventions. American Psychologist, 60 (5), 410- 421.
Evaluation
Internal Evaluation: 40 marks
• Essay: 20 marks
• One Written Test: 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.
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Psychology
Practical / Field Work Component: Semester II
MA Semester System (CBCS), Revised Course, 2016 -17
Semester II: Practical / Fiel d Work Component
Core Course: 8 credits. 15 weeks
PSYCHOLOGICAL TESTING AND PSYCHOMETRICS PRACTICALS:PAPSY20 5
Objectives:
1. To be aware of the role of measurement in psychology
2. To appreciate the criteria of a good psychological test
3. To understand necessary steps involved in test construction
4. To value the ethical issues in psychological testing
Unit 1. Theoretic al-conceptual orientation
a. Measurement in psychology and in the natural sciences
b. Measurement theories: classical test theory, modern test theory
c. Test construction: item analysis, reliability, validity and norms
d. Ethical issues in psychologica l testing
Unit 2. Test administration and reporting
At least two tests pertaining to Intelligence, Motivation, Emotion, Personality and/or Attitude
to be administered, scored and interpreted & reported. For each administered test, item analysis, reliabi lity and validity, and Group norms to be computed and reported in the file.
Unit 3. Test development
Students will be divided into six groups. Each group has to choose an area by consensus or
majority. Each student will have to develop a psychological t est pertaining to the area chosen
by the group. Every student
In each group will present his or her ideas about developing a specific psychological test in the class. After these presentations, one specific psychological construct is selected as group’s c onstruct. In this way, six psychological tests revolving around six psychological
constructs are to be developed.
Unit 4: Reporting of newly developed tool
The newly developed tool has to be administered on a group of at least 30 individuals. The
item a nalysis, reliability and validity, norms are to be computed and reported in the file.
Books for study
1. Kline, P. (1998). The New Psychometrics: Science, psychology and measurement . New
York: Routledge.
2. Chadha, N. K. (2009). Applied Psychometry . New Delhi: Sage.
3. Anastasi, A., & Urbina, S. (1997). Psychological Testing (Seventh Ed.). New Delhi: Prentice Hall.
Evaluation:
Internal evaluation: 40 marks
• Supervised laboratory work: 10 marks
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• Psychological Assessment File : 15 marks
• Viva voce examination for the self ‐constructed test: 15 marks
Semester end practical examination: 60 marks.
• Instruction and administration of the tools developed and report: 20
• Viva voce examination: 40
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