MSc Home Science Human Development Syllabus Mumbai University by munotes
Page 1
Date: 10.04.2017 Signature :
Name of BOS Chairperson / Dean : ___ Dr Geeta Ibrahim ________
Sr. No. Heading Particulars
1 Title of the
Course M. Sc. (Home Science)
Branch II: Human Development
Semesters III and IV
2 Eligibility for Admission Bachelor of Home Science with specialisation in
Human Development/Child Development or any sub -
specialisation such as Early Childhood Education and
Developmental Counselling.
Bachelor of Science with Human Development/Child
Development
Bachelor of Home Science —general or any
specialisation (e.g., Foods, Nutrition and Dietetics;
Textile and Fashion Technology; Community
Resource Management; Extension Education)
Bachelor of Arts with Psychology as a major or as a
part fulfilment
Bachelor of Arts wi th Sociology as a major or as a part
fulfilment
Bachelor of Arts with Education
Bachelor of Social Work
Learners of any gender are eligible to apply for
admission to the course.
3 Passing Marks 40% (Theory) and (Practical)
4 Ordinances / Regulations
( if any) Eligibility - O.5088 dated 31st August, 2015
Attendance - O. 6086 with effect from 2014 -15
and thereafter
5 No. of Years / Semesters 1 years/ 2 Semesters
6 Level P.G. / U.G./ Diploma / Certificate
( Strike out which is not applicable)
7 Pattern Yearly / Semester
( Strike out which is not applicable)
8 Status New / Revised
( Strike out which is not applicable)
9 To be implemented from
Academic Year From Academic Year 2017 -18 AC___________
Item No. ______
UNIVERSITY OF MUMBAI
Syllabus for Approval
Page 2
1 Title of the Course M. Sc. (Home Science),
Branch II: Human Development
Semesters III and IV
2 Course Code PSHSI I
3 Preamble / Scope
The MSc in Home Science, with a specialisation in Human Development, is designed to
facilitate the construction of knowledge and skills related to Human Development and
allied fields,. Thrust areas in the curriculum include: Human Development and Family
Studies; Counselling, Testing, Psychological Disorders, & Human Exceptionality; Early
Childhood, School and Higher Education; Health Psychology and Positive Psychology ;
Research Methods and Statistics; and Administrat ion and Supervision of Human
Development Agencies. .
• We strive for empowerment of our students through an education that is:
– life-oriented
– career -oriented .
– community -oriented
Tie-ups and linkages with numerous agencies relevant to Human Development are
integral to the course.
Objective of Course / Course Outcome :
A. To facilitate students to build/strengthen the following skills : interpersonal skills &
team -work; leadership/managerial /supervisory skills; research skills; oral & written
scientific comm unication; specialised computer skills (SPSS); counselling skills;
psychological testing skills; planning, executing, and evaluating activities for varied
age-groups; event management skills; skill in identifying own interests related to
Human Development and allied areas/strengthening competence in interest
areas,global competence
B. To help students build the following values and strengths : autonomy/initiative;
creativity; service orientation; sensitivity to others; scientific contribution;
professionalism; respect for diversity; commitment.
Eligibility
Bachelor of Home Science with specialisation in Human Development/Child
Development or any sub -specialisation such as Early Childhood Education and
Developmental Counselling.
Bachelor of Science with Human Development/Child Development
Bachelor of Home Science —general or any specialisation (e.g., Foods, Nutrition and
Dietetics; Textile and Fashion Technology; Community Resource Management;
Extension Education)
Bachelor of Arts with Psychology as a major or a s a part fulfilment
Bachelor of Arts with Sociology as a major or as a part fulfilment
Bachelor of Arts with Education
Bachelor of Social Work
Learners of any gender are eligible to apply for admission to the course.
Admission will be based on merit Merit at qualifying T.Y.B.Sc. examination (Semester V and VI)
4
Page 3
Fee Structure
M.Sc. (HOME SCIENCE)
BRANCH II: HUMAN DEVELOPMENT
SEMESTERS III & IV
PROPOSED FEE STRUCTURE 2017 -18
No. *Particulars of fees for M.Sc. (Home Science)
Semester III and IV Amount
1 Tuition fee 460.00
2 Univ. Share Tuition fee 540.00
3 Form and Prospectus fee 0.00
4 Other fees/ Extra -curricular activities 250.00
5 Exam fee 3120.00
6 Laboratory fee 6000.00
7 Library 1000.00
8 Gymkhana 400.00
9 Admission processing fee 0.00
10 V.C. Fund 20.00
11 Magazine 100.00
12 Identity Card 50.00
13 Group insurance 40.00
14 Student Welfare 50.00
15 University Sports and cultural activity 30.00
16 Development fee 500.00
17 Utility 250.00
18 Computer/Laptop 500.00
19 e suvidha 50.00
20 e charges 20.00
21 Disaster relief fund 10.00
22 Convocation fee only for M.Sc . Part II 250.00
23 National Services Scheme 10.00
24 Field trips/Activities 1000.00
TOTAL 14650.00
* FEES ARE DUE TO BE REVISED
Page 4
7 No. of Lectures 12 periods per week
8 No. of Practical 5 Prac ticals,
9 Duration of the Course 1 year
10 Notional hours 12 periods per week
11 No. of Students per Batch: 10-12
Selection - Merit at qualifying B.Sc. examination ( particularly, Semester s V
and VI)
Assessment – included in the syllabus copy as Scheme of Examination
Syllabus Details – included in the syllabus copy
Title of the Unit – included in the syllabus copy
Title of the Sub -Unit – included in the syllabus copy
Semester wise Theory – included in the syllabus grid
Semester wise List of Practical – included in the syllabus grid
Question Paper Pattern – included in the syllabus copy as Scheme of
Examination
Pattern of Practical Exam – included in the syllabus copy as Scheme of
Examination
Scheme of Eva luation of Project / Internship – included in the syllabus
copy
List of Suggested Reading – included in the syllabus copy
List of Websites – included in the syllabus copy wherever applicable
List of You -Tube Videos –Not Applicable
List of MOOCs–Not Applicable
Page 5
M.Sc. (Home Science)
SEMESTER III
BRANCH II: HUMAN DEVELOPMENT
Revised w.e.f. June 2017
Course
Code Title Internal
Assessme
nt Marks Semester
End
Examinatio
n Total
Mark
s Periods/Wee
k/
Division/Batc
h Credit
s
PSHSII301 Developmental
Science I 40 60 100 4 4
PSHSII302 Advanced Study
of Human
Exceptionality 40 60 100 4 4
PSHSII303 Advanced
Family Studies 40 60 100 4 4
PSHSIIP30
1 Dissertation 50 50 100 10 4
PSHSIIP30
2 Supervision of
Curriculum
Planning in
Education
Settings -- 50 50 2 2
PSHSIIP30
3 Supervision of
Conduction of
Developmentally
-Appropriate
Activities in
Education
Settings -- 50 50 2 2
PSHSIIP30
4 Meta -
analysis/Seminar -- 50 50 2 2
PSHSIIP 30
5 Internship I -- 50 50 30 hours in all 2
600 24
Page 6
Course C ode Title Periods/we ek Marks Credits
PSHSII 301 DEVELOPMENTAL SCIENCE I 4 100 4
Objectives
1. To facilitate competence in knowledge related to Developmental Science.
2. To expand the vision we hold of human development and the systems within which it oc curs.
3. To create insights about hum an existence, both what is and what can be. Thus, to ref lect on l ife as
fashioned cur rently and explore alternatives.
4. To facilitate an under standing of the following:
a. the different aspects of human development/developmental science that receive sc holarly
attention;
b. the e xtent to which they are s tudied using a deve lopmental framework;
c. theoretical, methodological and s ubstantive changes in c onceptualizations over the
years/recently;
d. the inter-relationships between theoretical, methodological and sub stantive content and issues;
and,
e. the ch anges in explanations of hu man dev elopment over the years.
5. To examine al ternative explanations of human development (e.g. by phi losophers, th eologians,
religion, spi rituality).
6. To reflect on the writings of exemplary researchers/scholars.
7. To hone sci entific reading, an alytical, and writing skills.
Course C ontent Perio ds
Unit I Introduction and Ov erview
Academic Perspective: Lern er, Overton, V alsiner, P.Baltes, Brand tstädter,
Benson, Eld er
(a)The dis ciplinary focus on human development: Human
Development/ Developmental Psych ology/Developmental Science
(b)Notions of Development; Key issues inherent in definitions of dev elopment
(c) Understanding the relative and br ittle nature of sci entific truth. Pro cesses and
outcomes that cha racterize advancements in a(ny) s cience: Richard Rorty &
Thom as Kuhn
Alternative P erspective: Processes t hat explain a dvancements in sci ence:
D.Chopra 15
Unit II History/Nature of A dvancements in Human Develop ment/Develo pmental
Psyc hology/Developmental Science ; Pri nciples of D evelopment (Pa rt 1):
Academic Perspective: R. St evenson and R. C airns
(a) History; nature of advancements/paradigmatic shifts
(b) P rinciples of d evelopment; Wh at cha racterizes development? How does
human dev elopment proceed? (preformation versus epigenesis; mech anistic
versus org anismic explanations; stru cture-function relationships; plasticity,
novelty/change/transformations/flexibility; recapitulation/acceleration versus
deceleration; multiplicity/plurality of p athways; role of context in
development; indivisibility of dev elopmental influences)
(c) Conceptual mod els (dire ct and indirect effects; proximal and d istal
effects; full mediation versus par tial mediation)
Alternative pe rspective: Principles characterizing development and l ife in
general: J. Krishna murti 15
Unit III Histor y/Nature of Adva ncements in H uman Development/Developm ental
Psyc hology/Developmental Science ; Pri nciples of D evelopment (Pa rt 2):
Academic Perspective: Reese & Overton; Sameroff; J. Piaget; G. Gottlieb;
Indian scholar
(a) Paradigms in HD/DP/DS; Paradigmatic shifts in HD/DP/DS
(b)Principles of d evelopment; Wh at char acterizes development? How does
human dev elopment proceed? (probabilistic epigenesis, coactions,
multiplicity/plurality/degeneracy/redundancy of pathways; competition or
collaboration; canalization, resilience ; role of context in development;
indivisibility of dev elopmental influences; co ntinuity vs. dis continuity;
developmental manifold concept )
Alternative pe rspective: Principles characterizing development and l ife in general 15
Page 7
UNIT IV Gene-Environment Contributions in Developmental Science/ Human
Development
Gene-environment contributions: Academic perspective
Advancements in u nderstanding g ene-environment contributions in human
development
(a) Gene -environment interaction model
(b) Gene -environment correlation model
(c) Animal research; separating the inseparable; the i ndivisibility of reality
Alternative pe rspective: Indivisibility (Thích Nhất Hạnh); role of g enes (Neale
DonaldWalsh 15
References
Chopra, D. (1987).Crea ting hea lth: Beyond prev ention, towards perfection. Boston: Houghton Mifflin.
Damon, W.C. (Series Ed.) (1998). Handbook of child psychology. Volumes I ,II, III and IV. Hoboken, New
Jersey: Wi ley.
Damon, W. (Se ries Ed.) (20 06). Handbook of child psycho logy.Volumes I, II, I II and IV. Hoboken, New
Jersey: Wi ley.
Hanh, T. N. (1975/1991). The mir acle of mi ndfulness: A m anual on me ditation. London: Rider.
Krishna murti, J. (1994). The flame of attention. Madras: Krishnamurti Foundation of India.
Krishna murti, J. (197 9/1997). Explo ration into insight. Madras: Krishnamurti Foundation of India.
Kuhn, T. (19 70). The structure of scientific revolutions. Chicago: The University of Chicago Press.
Kuhn, T. (20 02). The road since stru cture: Philosophical essays, 1 970-1993, with an autobiographical
interview. Chicago: The University of Chi cago Press.
Mohanty, A. K., & Prakash, P. (1993 ).Theor etical despairs and m ethodological predicaments of
Developmental Psych ology in India: Some reflections. In T. S .Saras wathi and B. Kaur (Eds. ), Human
development and fa mily studies in In dia: An age nda for research and policy, pp104-121. New Delhi: S age.
Lerner, R. M. (Series Ed.) (2015). Handbook of child psychology and developmental science. Volumes I, II, I II
and IV. Hoboken, New Jersey: Wi ley.
Mussen, P. H. (Ed.) (1983). Handbook of child psy chology. Vo lumes I, II , III, and IV. Hoboken, New Jersey:
Wiley.
Plomin, R., DeF ries, J. C., McClea rn, G. E., & Rutter, M. (1997). Behavioral genetics. New Yo rk: W. H.
Freeman.
Saudino, K. J ., & Plomin, R. (19 97). Co gnitive and te mperamental mediators of gen etic cont ributions to the
home environment du ring infancy. Merrill -Palmer Quarterly, 43 (1), 1-23.
Page 8
Course C ode Title Periods/we ek Marks Credits
PSHSII 302 ADVANCED STUDY OF HUMAN
EXCEPTIONALITY 4 100 4
Objectives
1. To sensitize students to individuals with exceptionality, their needs and problems.
2. To facilitate students in formulating a life span approach to the study of exceptionalities.
3. To help students gain advanced knowledge about the different categories of exceptionality —
their prevalence, causes, characteristics, assistive technology, and educational support and
services.
4. To help students build awareness and knowledge about different laws and legislations;
provisions and concessions; and educational support and services for individuals with
exceptionalities, globally and also with special reference to the Indian context.
Course content Periods
UNIT I Introduction: Understanding exceptionalities in the 21st century
Describing people with differences: common terminologies,
when someone does not conform to the norm; cultural
perspectives of differences and how we judge what is normal;
theories of developmental differences; a positive, person -centred
approach to the lives of people with exceptionalities; issues
related to labelling.
Historical perspectives on disabilities.
Education for all: Legislative history —US and Indian Laws, a
comparison.
The Individuals with Disabilities Education Act (IDEA)
Inclusive Education
Multidisciplinary roles and responsibilities: Role of healthcare;
roles of the psychologist and the special educator.
Transition and adult life of individuals with disabilities. 15
UNIT II High -Incidence Disabilities
Intellectual and Developmental Disabilities (Life span view of:
Definition and classification, prevalence, characteristics, causes,
assessment, assistive technology, multidisciplinary
collaboration —educational support an d services, life planning).
Learning Disability (Life span view of: Definition and
classification, prevalence, characteristics, causes, assessment,
assistive technology, multidisciplinary collaboration —
educational suppor tand services, life planning).
Com munication Disorders (Life span view of: Definition and
classification, prevalence, characteristics, causes, assessment,
assistive technology, multidisciplinary collaboration —
educational support and services, life planning). 15
UNIT III Low -Incidence Disa bilities
Severe and Multiple Disabilities (Life span view of: Definition
and classification, prevalence, characteristics, causes,
identification, assessment, assistive technology,
multidisciplinary collaboration —educational support and
services, life plann ing).
Sensory Impairments
Hearing impairment (Life span view of: The hearing process,
definition, classification, prevalence, characteristics, causes,
assessment, assistive technology, multidisciplinary 15
Page 9
collaboration —educational support and services, life
planning).
Visual Impairment (Life span view of: Visual process,
definition, classification, prevalence, characteristics, causes,
assessment, assistive technology, multidisciplinary
collaboration —educational support and services, life
planning).
Physical Disabilities and Traumatic Brain Injury
Physical Disabilities: Cerebral Palsy, Spina Bifida, Muscular
Dystrophy (Life span view of: Definition, classification,
prevalence and causes, interventions and assistive
technology, life planning).
Traumatic Brain I njury (Life span view of: Definition,
causes, assistive technology, life planning).
UNIT IV Giftedness and advanced topics in the field of exceptionalities
Gifted, Creative and Talented (Life span view of: Definitions
and concepts, prevalence, characte ristics, origins of giftedness,
assessment, assistive technology, educational services and
support, life planning).
Twice exceptional (2e) learners (children and adults).
Education for culturally -diverse students.
Exceptionalities and families.
Sexuality and disability. 15
References:
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders (5th ed.). Washington, DC: American Psychiatric Association.
Gargiulo, R. M. (2015). Special education in contemporary society: An introduction to
exceptionality (5th ed.). New York: Sage.
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2013). Exceptional learners : An
introduction to special education (12th ed.). Boston, MA: Pearson Education.
Hardman, M. L., Egan, M. W., & Drew, C. J. (2017). Human exceptionality: School, community, and
family (12th ed.). Boston, MA: Cengage Learning.
Heward, W. L. (2013). Exceptional children: An introduction to special education (10th
ed.). Boston , MA: Pearson Education.
Kharge, M. T. (2014). Rights of persons with disabilities bill, 2014. Retrieved from
http://www.prsindia.org/uploads/media/Person%20with%20Disabilities/The%20R
ight%20of%20Persons%20with%20Disabilities%20Bill.pdf
Srivastava, P., & Kumar, P. (2015). Disability, its issues and challenges: psychosocial and legal aspects in
Indian scenario. Delhi Psychiatry Journal, 18 (1), 195 -205.
Page 10
Course Code Title Periods/we ek Marks Credits
PSHSII 303 ADV ANCED FAMILY STUDIES 4 100 4
Objectives
1. To introduce the student to the key theories in family studies.
2. To have students reflect on and examine key issues in research in family studies with a special focus on
changing notions of family normality and models of family functioning.
Course content Periods
Unit I Marriage and the Family
a) Concepts of marital behaviour
b) Marital satisfaction and marital stability
c) Characteristics of high quality marital relationships
d) Creating personal and dyadic well -being in marriages
e) Sexuality in families
f) Family violence —child maltreatment and adult maltreatment
Contemporary Alternative Family Patterns and Relationships
a) Dual career families
b) Singlehood: Historical and contemporary perspectives, reasons, successful
singles, sexuality, loneliness, fulfillment
c) Cohabitation: Types, cohabitation and stability of relationship, lega l
issues, same -gender cohabitants
d) The Child -Free family: Voluntary childlessness
e) Single -parent Families: Divorce, binuclear family, custody of children
(mothers, fathers, split, joint)
f) Stepfamilies: Phases
g) Same -sex relationships
15
Unit II Current Status of Theorizing about Families
a) Symbolic Interaction Theory
b) Conflict and feminist theory
c) Structural/ Functionalism Theory
d) Developmental Theory
e) Social Exchange Theory
f) Stress theory
Models of family functioning
a) Circumplex model
b) Double ABCX model of adjustment and adaptation
c) Beavers System Model
d) McMaster model of family functioning
e) Grounded theory of family life model
15
Unit
III Parent -Child Relationships in Diverse Contexts
a) Ecological and Systems Theory applied to parent -child relationships
b) Family structural variations: socioeconomic status, maternal employment,
divorce, siblings.
c) Family process and relationship variables: parenting styles and behaviour,
parental support, parental psychological and behavioural control,
autonomy granting
d) Family conflict: Parent -child conflict, inter -parental conflict.
Father’s Nurturance of Children over the Life Course
a) Gendered and embodied fathering
b) Cognitive map of parenting/fathering
c) Transition to and within fathering
d) Situated fathering
e) Complex family configuration 15
Page 11
f) Reciprocity between fathers and children
Unit
IV Micro -Social Perspective of Aging Families
a) Demographic revolution (longer lives, falling fertility)
b) Work and welfare in old age
c) Late-life living arrangements
d) Marital relations in old age
e) Eldercare
Intergenerational Relationships
a) Intergenerational Relationship Theory
b) Intergenerational Solidarity – A systematic approach to family relations
c) Intergenerational Family Problems
d) Intergenerational Ambivalence
e) Elder abuse
15
References
Bengston, V. L., Acock, A. C., Allen, K. R., Dilworth -Anderson, P., & Klein, D. M. (Eds.) (2005). Sourcebook
of family theory & research. New Delhi: Sage.
Bretherton, I. (1993). Theoretical contributions from developmental psychology. In P.G. Boss, W.J. Doherty, R.
LaRossa, W.R. Schumm, & S.K. Steinmetz (Eds.), Sourcebook of family theories and methods: A
contextual approach (pp. 505 -524). New York, NY: Plen um.
Broderick, C. B. (1993). Understanding family process: Basics of family systems theory. New York: Sage.
DeLamater, J., & Hyde, J. (2004). Conceptual and theoretical issues in studying sexuality in close relationships.
In J. Harvey, A. Wenzel, & S. Sprecher (Eds.), The Handbook of sexuality in close relationships (pp. 7 -
30). Hillsdale, NJ: Erlbaum
Heath, P. (2005). Parent -child relations: History, theory, research, and context. New Jersey: Prentice -Hall.
Ingoldsby, B. B., Smith, S., & Miller, J. E. (2004). Exploring family theories. Los Angeles: Roxbury.
Kuczynski, L. (2002). Handbook of dynamics in parent -child relations. New York: Sage.
Kuczynski, L. (2003). Beyond bidirectionality : Bilateral conceptual frameworks for understanding dynamics in
parent -child relations (pp.1 -24). In L. Kuczynski (Ed.), Handbook of dynamics in parent -child
relations . Thousand Oaks, CA: Sage.
Kuvalanka, K.A, Weiner, J. L., & Russell, S.T. (2012). Sexual ity in families: the (re -) creation of sexual culture.
In G.W. Peterson & K.R. Bush (eds). Handbook of marriage and the family (pp 423 -447). New York,
NY: Springer.
Lamb, M. E. (Vol. Ed.), Lerner, R. M. (Series Ed.) (2015). Handbook of child psychology an d developmental
science. Vol. 3: Socioemotional processes. Hoboken, N. J.: Wiley.
Lerner, R. M. (2006). Developmental science, developmental systems, and contemporary theories of human
development. In R. M. Lerner, W. Damon & R. M. Lerner (Eds.), Handbook of child psychology, Vol 1:
Theoretical models of human development (6th ed.). (pp. 1 –17). Hoboken, NJ: Wiley.
Luxton, M. (2001). Conceptualizing ―families‖: Theoretical frameworks and family research. In M. Baker (Ed.),
Families: Changing trends in Canada (pp. 28 -50). Toronto: McGrawhill -Ryerson.
Peterson G. W., & Bush, K. R. (Eds.). (2013). Handbook of Marriage and the Family (3rd ed.). New York, NY:
Springer.
Roy, P. K. (2003). Family diversity in India: Patterns, practices and ethos. New Delhi: Gyan.
Saraswathi, T.S., & Kaur, B. (Eds.). (1993). Human development and family studies in India: An agenda for
research and policy. New Delhi: Sage.
Steel, L., Kidd, W., & Brown, A. (2001). The family (2nd ed.). London: Palgrave Macmillan.
Sussman, M. B., & St einmetz, S. K. (Eds.) (1987). Handbook of marriage and family . New York, NY: Springer.
Sussman, M. B., Steinmetz, S. K., & Peterson, G. W. (1999). Handbook of Marriage and the family (2nd ed.).
New York, NY: Plenum.
Turner, L. H., & West, R. (Eds.) (2006) . The family communication sourcebook. New Delhi: Sage.
Walker, A. J. (1999). Gender and family relationships. In M. B. Sussman, S. K. Steinmetz, & G. W. Peterson,
Handbook of marriage and the family (2nd ed.). New York, NY: Plenum Press.
Wallace, H. (20 02). Family violence: Legal, medical and social perspectives. Boston: Allyn & Bacon.
Walsh, F. (Ed.) (2002). Normal family processes: Growing diversity and complexity. New York: Guilford.
White, J. M., & Klein, D. M. (2014). Family theories: An introduc tion (4th ed.). New York: Sage.
Wipfler, P. (2003). Parenting by connection . Palo Alto, CA: Parents Leadership Institute.
Page 12
Course Code Title Periods/week Marks Credits
PSHSIIP 301 DISSE RTATION 10 100 4
Objectives
1. To provide students with an opportunity to conduct independent research under supervision in
Human Development and allied areas.
2. To encourage students to work in conjunction with relev ant industries, institutes, NGOs, hosp itals,
schools, etc.
3. To assi st students in d eveloping general research s kills as well as research skills sp ecific to
their specialization.
4. To encourage students to adopt best practices in research.
5. To facilitate stud ents in a ccomplishing the beginning steps of the rese arch proc ess, fo rmulate and
defend are sear ch proposal, beg in data collection, and write the first two chapters of the
dissertation (Intro duction and Re view of Literature; Method).
Course C ontent
UNIT I A. Beginni ng Steps of the Research Proc ess: I
Contacting and communicating with exp erts (loc ally, na tionally, and
internationally) initially and p eriodically throughout the rese arch proc ess; re ading
relev ant literature (e .g., scientific jou rnals, diss ertations, these s, books, literature
on the net); sele cting app ropriate topics in one’s specialization; prio ritizing these
topics; checking topics for f easibility.
B. Begin ning Steps of the Rese arch Process: II
Identifying possible fo cus areas with reg ard to one topic; specifying one such
focus area (using relevant reading and comm unication with expe rts);writing
research o bjectives/ questions/hypotheses; conducting a tho rough literature
revie w; prese nting a cle ar and convincing argument in support of the study;
writing the first chapter of the dissertation, na mely, the Introduction and Review
of Literature, with due a cknowledgement of source of ideas (i.e., avoiding
plagiarism) .
UNIT II A. Pro posing Methods
Specifying variables; defining va riables (citing relevant literature ); sele cting an
appropriate research design; making decisions rel ated to s ampling; selecting
and/or co nstructing tools, pi lot testing tools; m aking a p lan of analysis;
writing the se cond ch apter of the dissertation, na mely, the Method, with due
acknowledgement of source of ide as; orally defending a research pro posal;
integrating fe edback.
B. Begin ning D ata Collection: Obtaining con sent from pa rticipants and
relevant agencies/authorities; at least starting data collection; int egrating
changes if any; scheduling remaining data collection; starting data entry;
revising the first two chapters of the d issertation.
Page 13
Course
Code Title Periods/week Marks Credits
PSHSIIP 302 Supervision of Curriculum
Planning in Education
Settings 2 50 2
Objectives :
1. To help students learn how to facilitate and supervise teachers in curriculum planning in education settings,
particularly early childhood education settings.
2. To help students learn how to facilitate and supervise student teachers in planning developmentally -
appropriate educational and recreational activities for young children .
3. To help students learn supervisory skills of supporting teachers as they engage in curriculum planning in
educational settings, keeping in mind the learning objectives as also the classroom arrangement, classroom
enrichment, role(s) of the child, role(s) of the te acher, transition activities, learning centres, and balance in
the daily and weekly schedules.
4. To provide a hands -on, practical experience of supervision to students by having them play the role of a
supervisor (in training ) of student teachers. In effect the student -supervisors are guided in guiding the
student -teachers.
Unit Course content Periods
I
Planning and executing workshops for student teachers on developmentally -
appropriate activities for children in the following areas:
Fine-motor and gross -motor activities (e.g. blocks, manipulatives, outdoor
play)
Art and craft activities
Music and movement
Language activities (e.g., picture talk/object talk/circle time/story time)
Science and math activities
Social studies activities
Sociodramatic play
Transition activities
Classroom arrangement, classroom enrichment, learning centres
Classroom management
Scheduling
Group dynamics, team -building, conduct and personal grooming 15
II Supervising student teachers’ p lanning of developmentally -appropriate activities
for young children in education settings:
Observing student teachers’ conduction of lessons and activities with
children in education settings.
Supervising student teachers’ l esson planning for developmentally -
appropriate activities: Brain -storming, discussion as well as written plans.
Supervising student teachers’ p reparation of teaching aids.
Facilitating and supervising student teachers’ planning also with regard to the
classroom arrangement, classroom enrichment, role(s) of the child, role(s) of
the teacher, transition activities, learning centres, field trips, and balance in
children’s schedules.
Supervising student teacher s’ mock lessons and providing appreciative and
constructive feedback. 15
This practical dovetails with a Semester V, TY BSc Home Science (Branch II: Human Development)
practical called “ Curriculum Planning for Children in Education Settings”. Each student -supervisor is
assigned a small number of stu dent -teachers.
Page 14
Course
Code Title Periods/week Marks Credits
PSHSIIP 303 Supervision of Conduction of
Developme ntally -Appropriate
Activities in Education Settings 2 50 2
Objectives
1. To develop supervisory skills in student -supervisors such that, on graduation, they can become
supervisors in early childhood education settings.
2. To help student supervisors identify and plan visits for student teachers to different educational settings
and institutions catering to the needs of young children.
3. To build su pervisory skills in student -supervisors such that they can facilitate student teachers in
implement ing and evaluating developmentally -appropriate educational and recreational activities for
young children .
4. To facilitate student -supervisor s in helping devel op student -teachers’ teaching and classroom
manag ement skills .
5. To help student -supervisors guide student -teachers in apply ing theoretical knowledge in practical
situations.
Unit Course content Periods
I
Supervising student -teachers in conduction and evaluation of developmentally -
appropriate activities for young children in education settings:
Fine-motor and gross -motor activities (e.g. blocks, manipulatives, outdoor
play)
Art and craft activities
Music and movement activities
Sociodramatic play
Transition activities 15
II Supervising student -teachers in conduction and evaluation of developmentally -
appropriate activities for young children in education settings:
Language activities (e.g., picture talk/object talk/circle time/story time)
Science activities
Math activities
Social studies activities
Learning centre activities
Field trips 15
This practical dovetails with a Semester V, TY BSc Home Science (Branch II: Human Development)
practical called “Conducting Developmentally -Appropriate Activities for Children in Education
Settings”. Each student -supervisor is assigned a small number of s tudent -teachers.
Page 15
Course
Code Title Periods/week Marks Credits
PSHSIIP 304 Meta -Analysis/Seminar 2 50 2
Objectives
1. To provide students with the opportunity to identify concepts and issues in the literature of particular
interest to them (other than their dissertation topic).
2. To facilitate students' powerful engagement with such literature either through conducting a meta -
analysis or through a seminar.
Course content
Protocol for the meta -analysis or seminar:
Students conduct a meta -analysis, following each of the steps .
Students submit a research report and make an oral presentation of the meta -analysis
as part of the examination.
Alternatively, students take turns to present and teach their peers using a selected
paper. Each week, 3 to 4 stud ents (individually, one after another) make available
their selected paper to their peers before class and teach their peers using that paper
during the practical.
Each student has to submit reflections on 15 papers which were part of this seminar at
the end of the semester and a viva voce is conducted by an expert.
Page 16
Course
Code Title Duration Marks Credits
PSHSIIP 305 INTERNSHIP I 30
hours in
all 50 2
Objectives:
1. To provide opportunities to students to clarify specialized interests related to work and careers.
2. To provide hands -on experience to students in real -life work settings relevant to their field.
3. To have students rehearse skills analogous to job search skills: how to identify, enter and participate in
already existi ng work settings relevant to their field or create work opportunities for themselves.
4. To have students build practical skills and knowledge and learn to apply theoretical knowledge to the
field.
Course content
Internship Protocol:
Students are required to place themselves as interns and complete an internship of 30
hours in any Human Development agency of their choice (subject to approval of the
Department Head) such as: counselor trainees with counselors, curriculum
developers/teac her trainers with educational institutions, soft skill trainers with an HR
department, research assistants in a research centre, teaching assistant in a college etc.
Students can select from a wide range of educational, research, mental health, and
welfar e settings. They can choose to work with those from nonclinical populations as
well as those from special or vulnerable or clinical populations.
The s tudent's role in the internship agency must be clearly specified and the
contribution made in the 30 hou rs must be in tangible form such as
workshops/sessions conducted, module developed, data collected/ analyzed , clients
counseled etc.
At the end of the internship, students are required to submit a soft copy and a
hardbound report to the college.
Internship will be graded by the supervisor at the place of internship on completion of
the internship . The internship has to be concluded at least one month before the
commencement of semester -end examinations.
Students can also take up an entrepreneurial activity (e.g., freelance with schools and
conduct relevant workshops with students/ teachers/parents) with equal weightage
(subject to approval of the Department Head) .
Students who take up an entrepreneurial activity must specify clearly the 30 hours of
contribut ion. They are required to submit a soft copy and a hardbound report to the
college. They will be graded by experts.
Page 17
M.Sc. (Home Science)
SEMESTER IV
BRANCH II: HUMAN DEVELOPMENT
Revised w.e.f. June 2017
Course
Code Title Internal
Assessment
Marks Semester
End
Examination Total
Marks Periods/Week /
Division/Batch Credits
PSHSII401 Advances in Research in
Human Development II 40 60 100 4 4
PSHSII402 Advanced Study of
Psychological Disorders 40 60 100 4 4
PSHSII403 Advanced Special Topics:
A. Adolescence
B. Late Adulthood 40 60 100 4 4
PSHSIIP401 Dissertation 50 50 100 10 4
PSHSIIP402 Supervision and Administration
of Child and Youth
Community -Based Service
Agencies -- 50 50 2 2
PSHSIIP403 Supervision and Administration
of Adult Community -Based
Service Agencies -- 50 50 2 2
PSHSIIP404 Alternative Health Strategies
and Therapies -- 50 50 2 2
PSHSIIP 405 Internship II 50 30 hours in all 2
600 24
Page 18
Course C ode Title Periods/we ek Marks Credits
PSHSII 401 DEVELOPMENTAL SCIENCE II 4 100 4
Objectives
1. To facilitate competence in knowledge related to Developmental Science with respect to selected
domains of development.
2. To expand the vision we hold of human development and the systems within which it oc curs.
3. To create insights about hum an existence, both what is and what can be. Thus, to ref lect on l ife as
fashioned cur rently and explore alternatives.
4. To facilitate an under standing of the following:
a. the different aspects of human development that receive sc holarly attention;
b. the e xtent to which they are s tudied using a deve lopmental framework;
c. theoretical, methodological and s ubstantive changes in c onceptualizations over the
years/recently;
d. the inter-relationships between theoretical, methodological and sub stantive content and issues;
and,
e. the ch anges in explanations of hu man dev elopment over the years.
5. To examine al ternative explanations of human development (e.g. by phi losophers, th eologians,
religion, spi rituality).
6. To reflect on the writings of ex emplary researchers/scholars.
7. To hone sci entific reading, an alytical, and writing skills.
Course C ontent Perio ds
Unit I Cognitive Development
Cognitive Development: Academic persp ective
Perspectives in the stu dy of cognition and cognitive development, with a
special focus on current per spectives (multiple intelligences, bioecological
model of cognitive development, practical versus academic intelligences);
mental abilities and cognitive st yles; issues in the st udy of c ognitive
development/intelligence (metacognition, learning styles)
Latest developments in the study of cognitive development
Alternative perspective
15
Unit II Language Development
Language Development: Academic
persp ective
Advancements in the study of language development
Current theoretical and empirical persp ectives in the study of la nguage
development
Advancements in the study of bi lingualism/multilingualism
Alternative perspective
Unit III Socioem otional Development
Socioe motional Development: Academic perspe ctive
History of the s tudy of e motions; methodological and th eoretical
advancements in the study of emotions; the development of socio emotional
competence; skill sets of socioemotional competence; inte r-relationships
between emotional, so cial, co gnitive a nd language d evelopments.
Latest developments in the study of emotional development: emotional
regulation; emotions and consciousness.
Emotional Development: Alternative pe rspective
What constitutes emotional well-being; proc ess of creating e motional well-
being; inter-relationships between emotional, language and cognitive
developments.
Alternative perspec tive
Conceptualization of emotional wellbeing i n the spiritual literature (e.g., The
Bhagwad Gita). 15
Page 19
Unit IV Person ality, Self-Concepti ons, and G ender
Person ality Development: Academic pe rspective
What is p ersonality; ten ability of pers onality; person ality versus
dynamism; the is sue of continuity versus discontinuity in personality
development
Alternative perspective: Tenability of pers onality
Self-Conceptions: Academic perspective:
Development of the self-system versus self -representations; cont ributions of
William Ja mes; the looking glass self and Cooley; Susan Harter’s
contributions; other self scholars’ contributions
Alternative perspective: Notions of personality in the spiritual literature; self vs.
Self in the s piritual literature
Gender Development
Changes in c onceptualization and curr ent perspectives 15
References
Bakshi , A. J. (2014). Personality and self: Multiple frames of reference for career service professionals. In G.
Arulmani, A. J. Bakshi, F. T. L. Leong, & A. G. Watts (Eds.), Handbook of career development:
International perspectives (pp. 121 -147). New York, NY: Springer.
Damon, W. C. (Series Ed.) (1998). Handbook of child psychology. Volumes I, II, III and IV. Hoboken, New
Jersey: Wi ley.
Damon, W. (Se ries Ed.) (20 06). Handbook of child psycho logy. Volumes I, II, I II and IV. Hoboken, New
Jersey: Wiley.
Fingerman, K. L., Berg, C. A., Smith, J., & Antonucci, T. C. (Eds.). Handbook of life -span development. New
York, NY: Springer.
Lamb, M. E. (Vol. Eds.). Lerner, R. M. (Series Ed.) (2015). Handbook of child psychology and developmental
science. Vol. 3: Soci oemotional processes. Hoboken, N. J.: Wiley.
Liben, L. S., & Müller, U. (Vol. Eds.) Lerner, R. M. (Series Ed.) (2015). Handbook of child psychology and
developmental science. Vol. 2: Cognitive processes. Hoboken, N. J.: Wiley.
Mussen, P. H. (Ed.) (1983). Handbook of child psy chology. Vo lumes I, II, III, and IV. Hoboken, New
Jersey: Wi ley.
Overton, W., & Molenaar, P. C. M. (Vol. Eds.) Lerner, R. M. (Series Ed.) (2015). Handbook of child psychology
and developmental science. Vol. 1: Theory and method. Hoboke n, N. J.: Wiley.
Page 20
Course C ode Title Periods/we ek Marks Credits
PSHSII 402 ADVANCED STUDY OF
PSYCHOLOGICAL DISORDERS
4 100 4
Objectives
1. To sensitize students to individuals with psychological disorders, their needs and problems.
2. To help students gain advanced knowledge about the different psychological disorders —their prevalence,
causes, characteristics, assistive technology, and educational support and services.
3. To help students build awareness and knowledge about different laws and legislations; prov isions and
concessions; and educational support and services for individuals with exceptionalities, globally and also
with special reference to the Indian context.
Course content Periods
Unit I INTRODUCTION
Defining mental disorders.
Historical view of p sychopathology and evolution of contemporary
thought.
Current paradigm in psychopathology: Genetic, Neuroscience,
Cognitive Behaviour paradigms; factors that cut across the
paradigms.
Diagnosis and assessment: classification of diagnosis, psychological
assessment, neurobiological assessment, cultural and ethnic diversity
in assessment.
15
Unit II NEURODEVELOPMENTAL AND PSYCHOTIC DISORDERS
Autism Spectrum Disorder (Clinical description of ASD, DSM -V
diagnostic criteria, etiology, treatment)
Attention -Deficit/Hyperactivity Disorder (Clinical description of
ADHD, DSM -V diagnostic criteria, etiology, treatment)
Schizophrenia (Clinical description of schizophrenia, DSM -V
diagnostic criteria, etiology, treatment)
15
Unit III DISRUPTIVE, IMPULSE -CONTROL, CONDUCT AND MOOD
DISORDERS
Oppositional Defiant Disorder ( Clinical description of ODD, DSM -V
diagnostic criteria, etiology, treatment)
Intermittent Explosive Disorder ( Clinical description of IED DSM -V
diagnostic criteria, etiology, treatment)
Conduct Disorder ( Clinical description of conduct disorder, DSM -V
diagnostic criteria, etiology, treatment)
Depression (Clinical description of depression, DSM -V diagnostic
criteria, etiology, treatment)
15
Unit IV PERSONALITY DISORDERS AND SUBSTANCE USE
DISORDER
Cluster A -Schizotypal Personality Disorder (Clinical description of
SPD, DSM -V diagnostic criteria, etiology, treatment)
Cluster B -Antisocial Personality Disorder ( Clinical description of
APD, DSM -V diagnostic criteria, etiology, treatment)
Narc issistic Personality Disorder ( Clinical description of NPD, DSM -
V diagnostic criteria, etiology, treatment)
Cluster C - Avoidant Personality Disorder, Obsessive -Compulsive
Disorder (Clinical description, DSM -V diagnostic criteria, etiology,
treatment)
Subs tance Use Disorder (Clinical description, prevalence and effect,
etiology, treatment) 15
Page 21
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
Washington, DC: American Psychiatric Association.
Bennett, P. W. (2011). Abnormal and clinical psychology: An introductory textbook (3rd ed.). Berkshire, UK:
Open University Press.
Comer, R. J. (2015). Abnormal psychology (9th ed.). Boston, MA: Pearson Education.
Kring , A. M., Johnson, S. L., Davison, G. C., & Neale, J. M. (2012). Abnormal psychology (12th ed.). New York:
Wiley.
Kring, A. M., Johnson, S. L., Davison, G. C., & Neale, J. M. (2014) Abnormal Psychology: DSM -5 update (12th
ed.). New York: Wiley.
Page 22
Course C ode Title Periods/we ek Marks Credits
PSHSII403 ADVANCED STUDY OF SPECIAL
TOPICS:
A. ADOLESCENCE
B. LATE ADULTHOOD 4 100 4
Objectives
1. To have students reflect on selected aspects of the human development/developmental science literature
on adolescence and late adulthood.
2. To help students build specialised knowledge about adolescence and late adulthood .
Course C ontent Perio ds
Unit I 1. Empirical and theoretical perspectives on relationships with
parents and peers in adolescence
a. Socialisation models/processes: Historical perspectives on
family socialization; contemporary perspectives on family
socialization; the integrated roles of parents and peers; the
family systems approach to socialization
b. Adolescent -parent relationships; adolescent -parent
attachment relati onships
c. Friendships, romantic relationships, and peer relationships;
contexts of neighbourhood and school 15
Unit II 1. The development of sexuality, with a special focus on adolescence
a. Theoretical framework
b. Development of sexuality: Childhood & Adolescence
c. Adolescent sexual behaviour
d. Parental influences
e. Sexual coercion
f. Sexuality in the Internet age
g. Sexual minority youth
h. Future directions
i. Positive sexual development
2. Adolescent Neuroscience: Latest conclusions about the adolescent
cognitive neuroscience
15
Unit III 1. Wisdom
a. Historic conceptions of wisdom
b. Meaning of wisdom: Implicit and explicit theoretical
approaches; wisdom and leadership; measurement of wisdom
c. Development of wisdom: Wisdom and late adulthood;
trajectories of wisdom
d. Research on wisdom and late adult development
2. Thriving/Wellbeing/Gerotranscendence
a. Concept of thriving in developmental study
b. Definition and principles of thriving
c. Thriving and positive development in later life; resilient
aging; life strengths and well -being in late life;
gerotranscendence (a developmental theory of positive
aging); brain plasticity in late adulthood
15
Page 23
Unit IV 1. Religious and Spiritual Development, with a special focus on late
adulthood
a. Conceptualising religiousness/religiosity and spirituality:
Polarised or Overlapped?
Meanings of religiousness and spirituality: Eastern vs.
Western perspectives
Defining religious and spiritual development
b. Theories/conceptualisations of religious and spiritual
development
c. Developmental tasks and religious -spiritual development
d. Positive correlates of religious and spiritual development
e. Problematic religious and spiritual development
f. Negative correlates and pathology
g. Religion and spirituality as overlapping sources of life -
strengths
h. Positive spirituality and meaning -based counseling
References
Fingerman, K. L., Berg, C. A., Smith, J., & Antonucci, T. C. (Eds.). Handbook of life -span development. New
York, NY: Springer.
Fry, P. S., & Keyes, C. L. M. (Eds.) (2010). New frontiers in resilient aging: Life strengths and well -being in
late life. Cambridge, UK: Cambridge University Press.
Hill, R. D. (2005). Positive aging: A guide for mental health professionals and consumers. New York, NY: W.
W. Norton.
Lamb, M. E., & Freund, A. M. (Vol. Eds.). Lerner, R. M. (Series E d.). (2010). The handbook of life -span
development, Vol. 2, Social and emotional development. Hoboken, N. J.: Wiley.
Lamb, M. E. (Vol. Eds.) Lerner, R. M. (Series Ed.) (2015). Handbook of child psychology and developmental
science. Vol. 3: Socioemotional p rocesses. Hoboken, N. J.: Wiley.
Liben, L. S., & Müller, U. (Vol. Eds.) Lerner, R. M. (Series Ed.) (2015). Handbook of child psychology and
developmental science. Vol. 2: Cognitive processes. Hoboken, N. J.: Wiley.
Oser, F. K., Scarlett, W. G., & Bucher, A . (2006). Religious and spiritual development throughout the life
span. In W. Damon (Se ries Ed.), Handbook of child psycho logy.Volume I: Theoretical models of
human development (pp. 942 -998). Hoboken,NJ: Wiley.
Tornstam, L. (2005). Gerotranscendence: A developmental theory of positive aging. New York, NY: Springer.
Page 24
Course C ode Title Periods/week Marks Credits
PSHSIIP401 DISSERTATION 10 100 4
Objectives
1. To provide students with an opportunity to conduct independent research under supervision in
Human Development and allied areas.
2. To en courage students to work in conjunction with rel evant industries, institutes, ho spitals, scho ols, etc.
3. To assi st students in developing general rese arch skil ls as well as research skills sp ecific to
their specialization.
4. To encourage students to a dopt best practices in research.
5. To facilitate s tudents in completing d ata collection/data entry/data an alysis, and writing the
remaining three ch apters of the dissert ation (Results, Discussion, Summary).
6. To support students in: (a) completing and submitting the dissertation for the viva voce
examination, (b) integrating fe edback and su bmitting the f inal copy of the disserta tion, and (c)
writing a r esearch paper us ing the f indings of their research.
Course C ontent
UNIT I A. C ompleting D ata Collection
B. Completing Data Ent ry and Prelimin ary Analyses
Entering all data; ch ecking for data entry errors; running preliminary analyses.
C. Analyzing Data and Reporting Results
Analyzing data; interpreting findings; reporting results in figures/tables and text
using sci entific pr otocol; writing the third chapter of the dissertation, n amely, the
Result s, by research obj ectives/questions/hypotheses; oral ly presenting the results
and integrating feedback.
UNIT II A. Disc ussing Fin dings
Corroborating own findings with those in previous res earch and th eory (or practice) ;
explaining findings u sing relevant literature and communication with expe rts;
identifying/specifying contributions and limitations of own research; discussing
implications of f indings for pr actice/industry/family/society; suggesting
recommendations for fu ture research; writing the four th chapter of the dissertation,
namely, the Discussion, using appropriate scientific protocol.
B. Summari zing Fin dings and Comple ting the Writing of the Disser tation
Writing the fif th chapter of the diss ertation, n amely, the Summary; writing the a bstract;
revising previous ch apters as necessar y; completing all other relevant work for the
dissertation (e.g., reference list, app endices, table of contents, and list of
figures/tables); sub mitting the dissertation for the viva voce examination.
C. Submiss ion and Oral Defense; Writi ng of the Research Paper
Orally defending the dissert ation; integrating feedba ck into the final document;
submitting the co mpleted dissertation (hard copy and s oft copy).
Using the dissertation to write a research paper; s ubmitting the research pap er (hard
copy and soft copy).
Page 25
Course Code Title Periods/week Marks Credits
PSHSIIP402 Supervision and Administration
of Child and Youth Community -
Based Service Agencies 2 50 2
Objectives
1. To support student -supervisors in facilitating student -teachers in learning how to plan, execute and evaluate
developmentally -appropriate educational and recreational activities for underprivileged children in the
community and Non -Governmental Organisatio ns (NGOs).
2. To support student -supervisors in facilitating student -teachers in learning how to plan, execute and evaluate
developmentally -appropriate educational and recreational activities for youth in the community and NGOs.
3. To support student -supervisors in facilitating student -teachers in learning how to plan, execute and evaluate
developmentally -appropriate workshops for varied target groups in the community and in NGOs.
Unit Course content Periods
I
Planning and executing input sessions.
To facilitate student teachers in observing, planning, executing and evaluating
developmentally -appropriate educational activities and recreational activities for
underprivileged children in Non -Governmental Organizations (NGOs).
To facilitate student teacher s in observing, planning, executing and evaluating
developmentally -appropriate workshops for underprivileged children in NGOs. 15
II To facilitate student teachers in observing, planning, executing and evaluating
educational activities and recreational activities for youth in Youth Centres and
NGOs.
To facilitate student teachers in observing, planning, executing and evaluating
developm entally -appropriate workshops for youth in Youth Centres and NGOs.
15
This practical dovetails with a Semester VI, TY BSc Home Science (Branch II: Human Development)
practical called “Community -Based Services for Children and Youth”. Each student -supervisor is assigned a
small number of student -teachers.
Page 26
Course Code Title Periods/week Marks Credits
PSHSIIP403 Supervision and Administration
of Adult Community -Based
Service Agencies 2 50 2
Objectives
1. To support student -supervisors in facilitating student -teachers in learning how to plan, execute and
evaluate workshops/activities for varied target groups of adults in diverse Human Development
agencies in the community and Non -Governmental Organisations (NGOs) (e.g., old age homes,
rehabilitation centres, hospitals, HR departments of companies).
2. To guide student -supervisors in creating awareness among student -teachers about best practices in
Human Resource Development.
Unit Course content Periods
I
Planning and executing input sessions.
To facilitate student teachers in planning, executing and evaluating
workshops/activities for varied target groups of adults in diverse Human
Development agencies in the community and Non -Governmental Organizations
(e.g., old age homes, rehabilitation cent res, hospitals, HR departments of
companies). 15
II To facilitate student teachers in observing, planning, executing and evaluating
workshops on Soft Skills (e.g., Team building; Leadership; Time/Stress
Management).
Introducing student teachers to best pr actices in Human Resource Development:
Learning about best practices in the area of Human Resource Development (through
resource persons/experts working in the respective fields).
Planning visits for student teachers to various organizations that are exemplary with
regard to utilization of Human Resources. 15
This practical dovetails with a Semester VI, TY BSc Home Science (Branch II: Human Development)
practical called “Community -Based Services for Adults”. Each student -supervisor is assigned a sma ll
number of student -teachers.
Page 27
Course Code Title Periods/week Marks Credits
PSHSIIP404 Alternative Health
Strategies and Therapies 2 50 2
Objectives
1. To have students learn about alternative health strategies and therapies through engagement in participatory
workshops.
Course content Periods
Unit
I Organising and participating in workshops that teach Eastern alternative health strategies
and therapies such as the following:
Yoga
Mindfulness and meditation
Ayurveda
Energy healing
Laughter therapy
Acupuncture / acupressure
Any other 15
Unit
II Organising and participating in workshops that teach Western alternative health strategies
and therapies such as the following:
Music therapy
Dance therapy
Art-based therapy
Nature therapy
Hypnotherapy
NLP
Any other 15
At the end of the term, students are required to submit a soft copy and hardbound report to the college which will be
graded and a viva voce will also be conducted.
Note: Common paper with the Department of Foods, Nutrition and Dietetics, and Department of Textile and Fashion
Technology.
Page 28
Course Code Title Duration Marks Credits
PSHSIIP405 INTERNSHIP II 30 hours in all 50 2
Objectives:
1. To provide opportunities to students to clarify specialised interests related to work and careers.
2. To provide hands -on experience to students in real -life work settings relevant to their field.
3. To have students rehearse skills analogous to job search skills: how to identify, enter and participate in
already existi ng work settings relevant to their field or create work opportunities for themselves.
4. To have students build practical skills and knowledge and learn to apply theoretical knowledge to the field.
Course content
Students are required to place themselves as interns and complete an internship of 30
hours in any Human Development agency of their choice (subject to approval of the
Department Head) such as: counselor trainees with counselors, curriculum
developers/teac her trainers with educational institutions, soft skill trainers with an HR
department, research assistants in a research centre, teaching assistant in a college etc.
Students can select from a wide range of educational, research, mental health, and
welfar e settings. They can choose to work with those from nonclinical populations as
well as those from special or vulnerable or clinical populations.
The student's role in the internship agency must be clearly specified and the contribution
made in the 30 hou rs must be in tangible form such as workshops/sessions conducted,
module developed, data collected/analyzed, clients counseled etc.
At the end of the internship, students are required to submit a soft copy and a hardbound
report to the college.
Internship will be graded by the supervisor at the place of internship on completion of the
internship. The internship has to be concluded at least one month before the
commencement of semester -end examinations.
Students can also take up an entrepreneurial activity (e.g., freelance with schools and
conduct relevant workshops with students/ teachers/parents) with equal weightage
(subject to approval of the Department Head).
Students who take up an entrepreneurial activity must specify clearly the 30 hours of
contribut ion. They are required to submit a soft copy and a hardbound report to the
college. They will be graded by experts.
Page 29
Examination Scheme for MSc Home Science:
Part A: Theory Papers
All theory papers of 100 marks are to be evaluated in two parts.
INTERNALS : 40 marks . This comprises 30 marks for a project, 5 marks for class
participation, and 5 marks for the extent to which the student was a responsible learner. See
Table below:
One seminar presentation based on the curriculum in the college,
assessed by the teacher of the institution teaching PG learners /
Publication of a research paper/ Presentation of a research paper
in seminar or conference.
A. Selection of the topic, introduction, write up, references ‐ 15
marks.
B. Presentation with th e use of ICT ‐ 15 marks.
Other exercises of equal weightage can also constitute the project:
For example, conducting interviews or assessments based on the
topics in the curriculum; or reflective writing exercises on topics
relevant to the curriculum; or p roduct designing.
30 Marks
Active participation in routine class instructional deliveries 05 Marks
Overall conduct as a responsible learner, communication and
leadership qualities in organizing related academic activities 05 Marks
SEMESTER -END EXAMINATION : 60 marks. The semester -end question paper is for 2 ½
hours. The semester -end examination question paper has to be set with limited choice within
each set of questions.
For all four unit syllabi, the question paper must have five sets of q uestions of 12 marks each;
each of the five questions is compulsory, with options within each question:
Question 1, carrying 12 marks, has a set of sub -questions from Unit I .
Question 2, carrying 12 marks, has a set of sub -questions from Unit I I.
Question 3, carrying 12 marks, has a set of sub -questions from Unit II I.
Question 4, carrying 12 marks, has a set of sub -questions from Unit I V.
Question 5, carrying 12 marks, has a set of sub -questions from Unit s I, II, III, and IV.
Possible sub -questions for Questions 1, 2, 3, 4 and 5 include the following formats:
Answer any 2 sub -questions out of 3, or any 3 out of 5, or any 4 out of 6. (Format may
be modified for a lengthier statistics sum.)
Page 30
Total Marks/
Duration Internal
Assessment Semest er
End Exams Pattern
Theory Papers 100 marks/
2 ½ hours 40 60 Q 1.(12 marks) - Unit 1
Q 2.(1 2 marks) - Unit 2
Q 3.(1 2 marks) - Unit 3
Q 4.(12 marks) - Unit 4
Q 5.(12 marks) - Units 1, 2, 3,
4, & 5
For all three unit syllabi, the question paper must have four sets of questions of 15 marks each;
each of the four questions is compulsory, with options within each question:
Question 1, carrying 15 marks, has a set of sub -questions from Unit I .
Question 2, carrying 15 marks, has a set of sub -questions from Unit I I.
Question 3, carrying 15 marks, has a set of sub -questions from Unit II I.
Question 4, carrying 15 marks, has a set of sub -questions from Unit s I, II, & III.
Possible sub -questions include the following formats: Answer any 2 sub -questions out of
3, or any 3 out of 5, or any 5 out of 8. (Format may be modified for a lengthier statistics
sum.)
Total Marks/
Duration Internal
Assessment Semester End
Exams Pattern
Theory Papers 100 marks/
2 and ½ hours 40 60 Q 1.(15 marks) - Unit 1
Q 2.(15 marks) - Unit 2
Q 3.(15 marks) - Unit 3
Q 4.(15 marks) - Units 1, 2
and 3
Part B: Practical Papers
Each Practical Paper of 50 marks will be evaluated in a semester -end examination of 50 marks.
There are no internal marks for these practical papers. The semester -end examination is of 3 ½
hours.
Dissertation carries 100 marks in each of Semesters III and IV. Of these 100 marks, 50 marks
are to be scored by the guide (25 marks for process & 25 marks for the product), and 50 marks
by the referee(s) on the day of the viva -voce examination (25 marks for the written product & 25
marks for the viva).
Total Marks/
Duration Internal
Assessment Semester -End
Exams Pattern
Practical Paper 50 marks/
3 ½ hours - 50 -