MASTER OF SCIENCE IN

APPLIED PSYCHOLOGY (Applicable from the Academic Session 2021-22)

Maulana Abul Kalam Azad University of Technology, West Bengal

(Formerly West Bengal University of Technology) Haringhata – 741249, Nadia, West Bengal, India

PART – A

CURRICULUM STRUCTURE

MAULANA ABUL KALAM AZAD UNIVERSITY OF TECHNOLOGY, WEST BENGAL COURSE: M.SC IN APPLIED PSYCHOLOGY DURATION: 2 YEARS; LEVEL: POST GRADUATION; TYPE: DEGREE

PREAMBLE Psychology is a field that is known to everyone, might not be in depth but people definitely have heard of. It had permeated the thought processes of age-old thinkers, the likes of which includes the fabled Aristotle, Plato, Socrates, Hippocrates, and the more recent ones like Descartes, Sartre, Kierkegaard etc. Although it achieved the status of an independent field of study in the 1800s, it was there as a part and parcel of life since time immemorial. Psychology has been variously defined by numerous personalities in multiple ways but what has stuck right now is that it is the social scientific study of the mind and behavior. AICTE in the year 2019 released the decision of running humanities subject in parallel with technical courses under the same campus. This decision is revolutionary in the sense that it takes a giant step towards humanizing the technical education that has erstwhile focused on hardcore scientific principles all this time. Different subjects from the humanities section can play a big role to make the technical education much more approachable to lay people. In this context, the role of Psychology is paramount. One of the primary goals of higher education is molding the social and cultural concerns of individuals, groups, and collectives with a profound feeling of rootedness in our own soil with a global outlook. Running a full-fledged course on Psychology would not only let the students of the technical streams manage their social and cultural welfare properly, but also would cater to the Psychology students to take advantage of learning the associated technology driven course matters like Artificial intelligence (AI) and machine learning. Moreover, the field of Applied Psychology specially tries to cater to the growing applicative needs of the psychological principles across the different wakes of life. It tries to find out the newer ways through which we can apply the theoretical psychological principles to make our lives easier. Keeping the holistic gains in view, the vision and mission of the Applied Psychology program has been enumerated below. The curriculum has been constructed keeping in view the UGC guidelines on Psychology coursework and the existing curriculum patterns of other institutions of repute like University of Calcutta, West Bengal State University, Amity University, Osmania University etc. Our Mission To create, evolve and demonstrate the information frameworks in the field of Applied Psychology that would advance and facilitate emotional qualities and potentials of the individuals, and maintain collective social existence. Vision of the Course

Make students more conversant with changing societal norms through social and cultural psychology modules.

To help develop professional skills that enables the students to gain employment through modules on clinical and industrial psychology, stress management procedures.

To help students develop the ability to read people and develop themselves through modules on personality.

To inculcate research inclinations through modules on research methodology and statistics.

Features of this course A focus on experiential learning with hands-on training for skill development. Grounded in both the local community perspectives as well as global models. Helps students to learn skills necessary for occupations as well as social functioning. A chance to specialize in any one of the following domains of clinical, industrial, or social

psychology. Hands-on training of multiple psychometric tests that assesses human functionality. The program aims not to stay restricted to traditional learning curriculum as followed by

other mainstream institutions. By incorporating handwriting analysis instructions, neurolinguistic programming techniques, and Artificial intelligence (AI) the goal is to make the curriculum more relevant and cutting edge in the present educational scenario.

Program Outcomes The program outcomes of the Applied Psychology course have been enumerated as follows.

1. Profound and critical conception of the applicative nature of Psychology in the real-world contexts.

2. Advance a practical-contextual approach for preparing the Indian students who would take an adequate interest in the emergent world order, with adequate skill sets and abilities to remain locally relevant and globally effective.

3. Translation of theory into professional practice and applied research. 4. Develop exceptional diagnostic and therapeutic skills that benefit clients across all ages. 5. Develop impeccable people-skills to work and flourish in any sector, government or private,

corporate or non-corporate. 6. Hands on experience in terms of counselling and rehabilitative services 7. Become socially sensitive, having exposure to clients from a wide variety of cultural and

socioeconomic background. 8. Foster fluency in behavioural, cognitive, brief and strategic, client-centered, crisis

intervention and psychodynamic theoretical models of interventions. 9. Ability to identify, become curious and question, and properly address the different ethical

and professional issues in the field of Applied Psychology. 10. Become proficient in the less trodden areas of handwriting analysis, Neurolinguistic

programming, engineering psychology, expressive arts therapy for greater applicative scope in the real-world context.

11. Inculcate advance knowledge in the applicative perspectives of different research methods and statistical procedures in the domain of Psychology

12. Hands on experience regarding the application of Psychology in the real-world scenario through projects and internships.

13. Planning, executing and applying psychological research methods to a novel research topic through dissertation.

14. Hands on experience of dealing with psychometric assessment tools that would help in future vocational functioning across different sectors of clinical, industrial, social etc.

Postgraduate CBCS structure of MAKAUT Subject Type Semester I Semester II Semester III Semester IV CC C1, C2, C3, C4, C5 C6, C7, C8, C9, C10 C11, C12, C13 C14, C25 DSE DSE1 DSE2, DSE3 GE GE AECC AECC1, AECC2 SEC SEC1, SEC2 SEC3, SEC4 Credit Distribution 7(24) 7(24) 7(24) 4(24) TOTAL CREDITS = 96

SEMESTER I Sl No. Paper Code Course Name Course Type Hours/Credit

L T P C 1 MSCAPY-101 Applied Cognitive Psychology CC-1 4 4 2 MSCAPY-102 Personality Theories and Applications CC-2 4 4 3 MSCAPY-103 Statistical methods for Applied Psychology CC-3 4 4 4 MSCAPY-104 Research Methods in Applied Psychology CC-4 4 4 5 MSCAPY-105 Project based Graphological analysis of Personality AECC 2 2 6 MSCAPY- 106 Project on applying thematic analysis in dream work AECC 1 2 2 7 MSCAPY-191 Practical on A. Cognitive Psychology (software based) B. Personality C. SPSS (Statistical Package for Social Sciences), R software, Python

CC-5 8 4

Total 24

SEMESTER II Sl No. Paper Code Course Name Course Type Hours/Credit

L T P C 1 MSCAPY-201 Applying Psychology in the Society CC-6 4 4 2 MSCAPY-202 Development across the lifespan CC-7 4 4 3 MSCAPY-203 Biological Foundations of Behavior CC-8 4 4 4 MSCAPY-204 Psychology for Happiness and Positivity CC-9 4 4 5 MSCAPY-205 SESSIONAL

Applied Social Psychology Project A. Media and Psyche B. Ethnographic analysis SEC 4 2

6 MSCAPY-206 SESSIONAL Project based analysis of the well-being and resilience of caregivers (Patient group to be identified later)

SEC 4 2

7 MSCAPY-291 Practical on D. Psychometric Evaluation E. Relaxation procedures CC-10 8 4

Total 24

SEMESTER III (SPECIALIZATION: CLINICAL PSYCHOLOGY) Sl No. Paper Code Course Name Course Type Hours/Credit

L T P C 1 MSCAPY-301 Adult Psychopathology CC-11 4 4 2 MSCAPY-302 Child Psychopathology CC-12 4 4 3 MSCAPY-303 Elective Course (CHOICE BETWEEN) a. Forensic Psychology

b. Neuro-Psycho-Behavioral Profiling

DSE-1 4 4

4 MSCAPY-304 SESSIONAL Applied Graphotherapy Project work SEC 4 2

5 MSCAPY-391 Internship, Field Work, and Practicum CC-13 8 4 6 MSCAPY-305 Interdisciplinary Course GEC 4 4 7 MSCAPY - 306 Inculcating Critical and Creative Thinking SEC 2 2 Total 24

SEMESTER IV (SPECIALIZATION: CLINICAL PSYCHOLOGY) Sl No. Paper Code Course Name Course Type Hours/Credit

L T P C 1 MSCAPY-401 Counseling and Psychotherapy CC-14 4 4 2 MSCAPY-402 Elective Course (CHOICE BETWEEN) a. Psychological evaluation in clinical setting b. Behavioral Medicine and Applied Health Psychology

DSE-2 4 4

3 MSCAPY-403 Elective Course (CHOICE BETWEEN) a. Expressive Arts Therapy b. Neurolinguistic Programming DSE-3 4 4

4 MSCAPY-491 Dissertation CC-15 8 8 12 Total 24

SEMESTER III (SPECIALIZATION: INDUSTRIAL PSYCHOLOGY) Sl No. Paper Code Course Name Course Type Hours/Credit

L T P C 1 MSCAPY-301 Organizational Behaviour CC-11 4 4 2 MSCAPY-302 Human Resource Development and Management CC-12 4 4 3 MSCAPY-303 Elective Course (CHOICE BETWEEN) c. Assessment protocols in the

industry d. Interpersonal and team processes in organizations

DSE 4 4

4 MSCAPY-304 SESSIONAL Applied Graphotherapy Project work SEC 4 2

5 MSCAPY-391 Internship, Field Work, and Practicum CC-13 8 4 6 MSCAPY-305 Interdisciplinary Course GEC 4 4 7 MSCAPY - 306 Inculcating Critical and Creative Thinking SEC 2 2 Total 24

SEMESTER IV (SPECIALIZATION: INDUSTRIAL PSYCHOLOGY) Sl No. Paper Code Course Name Course Type Hours/Credit

L T P C 1 MSCAPY-401 Industrial Leadership and Training CC-14 4 4 2 MSCAPY-402 Elective Course (CHOICE BETWEEN) c. Counselling in industrial setup d. Corporate Communication Training

DSE 4 4

3 MSCAPY-403 Elective Course (CHOICE BETWEEN) c. Stress Management d. Neurolinguistic Programming DSE 4 4

4 MSCAPY-491 Dissertation CC-15 8 8 12 Total 24

PART B

DETAILED SYLLABUS

SEMESTER 1 CORE COURSE 1 CREDIT = 4 NAME = APPLIED COGNITIVE PSYCHOLOGY OUTCOMES OF THE COURSE

1. The student will have basic knowledge of cognitive psychology. 2. The student will have knowledge of how human cognition works from attention,

sensation, perception, action, language processes, problem solving and thinking to learning and memory.

3. The student will have knowledge of the key methods used in modern cognitive psychology research.

4. The student will receive knowledge about basic and higher cognitive processes in the information processing tradition.

5. The students will learn the relevance of higher cognitive processes for understanding people's behaviour in selected areas such as risk assessment, environmental behaviour, clinical dysfunction or therapeutic intervention.

6. Students will be able to explain how humans actively process information in terms of attention and consciousness.

7. Students will be able to describe some of the fundamental approaches to explaining perception.

8. Students will be able to understand and describe the basic concepts and phenomena of memory research and theory.

9. Demonstrate knowledge and understanding of well-established theories in cognitive psychology, as well as an appreciation for the complexity of cognitive processes.

10. Apply research in cognitive psychology to everyday events and challenges. 11. Students will hands-on learn about how to use different software protocols to model

cognitive behaviours in computer interface. MODULE I: BASIC COGNITIVE PROCESSES

SENSATION: Sense organs, attributes of sensation, quantification of sensory stimuli(psychophysics).

ATTENTION: Concept, types (selective, sustained, divided), factors, aspects (shift, fluctuation, oscillation), theories (Broadbent, Treisman, Deutsch & Deutsch, Kahneman)

PERCEPTION: Concept, factors affecting perception, Approaches (Gestalt, Gibson’s, Organizational Closure model), Pattern Recognition ability, Computational model of perception and action in human computer interaction.

Applying Attention and Perception in different areas of human functioning Cases in the field of Clinical Psychology Social psychological domain Theory of Mind Human computer interface and AI

MODULE II: APPLYING LEARNING PERSPECTIVES IN A CHANGING WORLD

Classical approaches to learning (Pavlovian conditioning, Thorndike’s cat on the prowl, Operant conditioning, Sultan and insightful learning)

Modern approaches to learning (Bandura and Observational learning, Bruner’s scaffolding, Vygotsky and sociocultural influences in learning)

Application of the learning perspectives across different domains Educational setting Machine learning and AI Consumer behavior Clinical work

MODULE III: MEMORY AND FORGETTING Classical approaches to memory formation: Information processing approach, levels

of processing approach, parallel distributed processing approach, semantic network model, Working memory approach, Tulving’s approach of Long-Term Memory.

Special types of memory – Flashbulb memory, eyewitness memory, tip of the tongue phenomena, autobiographical memory, False memories. Methods to improve memory functioning. Cognitive mapping. Neurological aspects of memory.

Forgetting – Curve of learning and forgetting, approaches of forgetting (trace decay, interference approach, amnesia, motivated forgetting).

Applying memory in routine lives Disorders of memory Recall and Recognition in everyday life Mood dependent memory

MODULE IV: INTELLIGENCE AND CREATIVITY Classical and Modern theories: Spearman, Guilford, Sternberg, Cattell, Vernon,

Gardner. Creativity: Nature, factors affecting, measuring, approaches of Guilford, Sternberg,

Torrance. Biological bases of creativity and intelligence. Modern utilization of intelligence and creativity

IQ tests Artificial Intelligence in day to day lives Machine learning and Natural Language Processing

MODULE V: REASONING, PROBLEM SOLVING, AND DECISION MAKING Problem solving: Definition, Types of Problems; Newell and Simon's Theory.

Problem Solving Strategies; Factors that Influence Problem Solving; Expertise, Knowledge Base, Memory, Mental Set, Functional Fixedness; Stereotypes and problem solving; Insight versus non insight problems; Impediments to Problem solving.

Decision Making: The Representativeness Heuristic, The Availability Heuristic, The Anchoring and Adjustment Heuristic, The Framing Effect, Overconfidence in Decisions.

Reasoning: Deductive reasoning and Inductive Reasoning; Types and Errors in Reasoning Process; Hypothesis testing. Concept Formation: Definition, Rules and Strategies of concept formation.

Application of reasoning, problem solving and decision making in daily lives: - Better capability to choose and take decisions independently Improvised logical reasoning. Emotional intelligence and creativity.

MODULE VI: EMOTION AND MOTIVATION

Emotion: Theoretical Perspectives: Evolutionary, Plutchik’s theory of emotions, Body- reaction. Cognitive; Non-verbal Communication and emotion; Emotional intelligence.

Motivation: Basic Concepts: Instincts, needs, drives, incentives; Biological Motives; Social Motives

Implementation of emotion and motivation in the modern era: - Self -awareness of one’s emotions and using them mindfully. How emotions affect motivation Build better relationships that are free from conflicts.

Suggested readings:

Cognition 8th edition by Margaret Matlin, John Wiley & Sons Inc. Cognitive Psychology: A Student’s Handbook 5th edition by Eysenck and

Keane, Psychology Press Handbook of Cognition and Emotion, edited by Tim Dalgleish, John Wiley &

Sons Inc. Cognitive Psychology 5th edition by Robert J. Sternberg, Wadsworth Cengage

Learning. Cognitive Psychology: Mind and Brain by Smith & Kosslyn, Pearson. Thinking, fast and loud by Daniel Kahneman, Penguin

CORE COURSE 2 CREDIT = 4 NAME = PERSONALITY THEORIES AND APPLICATIONS OUTCOMES OF THE COURSE

1. Become cognizant of major theoretical perspectives in the area of personality to explain human behaviour.

2. Understand the different vagaries of personality determinants in order to make sense of individual differences in behaviour.

3. Have a proper understanding about the different assessment methods of personality and the research perspectives in the same.

4. Develop the ability of critical thinking regarding empirical issues in the field of personality psychology.

5. Inculcate the skills to analyse the myriad hues of personality critically and communicate the same.

6. Develop the ability to ‘read’ people so as to meet the daily challenges of life in a better manner.

7. Better ability to incorporate the different notions of personality in order to make sense of behaviour across different domains like corporate, psychopathology, school etc.

8. Have an updated knowledge regarding the major recent breakthroughs in the field and their applicative extents.

9. Develop an understanding regarding how personality aspects lead to the manifestations of the different types of cognition, emotion, and behaviour.

10. Develop an ability to discuss and debate regarding the major advantages and disadvantages regarding the applicative extents of different theories of personality and search for newer models regarding the same.

MODULE I: INTRODUCTION TO PERSONALITY STUDIES – A PEEP INTO THE HISTORY

Psychology and the study of personality – From the time of the witch hunts to a more modern lens

Evolution of the definition of personality and of personality research Nomothetic and Idiographic approach – incorporating both Eastern and Western Lens Evolution of the perspectives – from temperament and character to traits and types

MODULE II: PSYCHODYNAMIC THEORIES AND THEIR APPLICATIONS First Age psychodynamic theories – Freud and Classical Psychoanalysis, Adler, Jung Neo Freudians – Horney, Fromm, Erikson Object Relations and Interpersonal approach – Klein, Winnicott, Sullivan Applying psychodynamic theories in the modern world

MODULE III: BEHAVIOURAL THEORIES Approaches of

B. F. Skinner Albert Bandura Dollard and Miller Applying behavioural theories in the modern world

MODULE IV: HUMANISTIC AND EXISTENTIAL THEORIES Humanistic approaches – Maslow and Rogers Existential perspectives – Viktor Frankl, Rollo May, Irvin Yalom Utilising the humanistic and existential perspectives to understand behaviour in a

changing world MODULE V: TRAIT AND TYPE APPROACHES

Allport’s approach of Dispositions Costa and McCrae’s Five Factor Concept Eysenck’s Typological approach Application of trait and type approaches in the modern world

MODULE VI: MODERN PERSONALITY APPROACHES AND ASSESSMENT Ashton & Lee’s HEXACO Model Social Investment Approach Mischel & Shoda’s CAPS approach Narrative Identity Approach Assessment measures – Paper pencil tests (NEO 5, SSCT, EPQ, TCI) and projective

techniques (RIBT, TAT, DAP) Using modern approaches with classical ones to create a coherent concept of human

personality system Suggested Readings:

A History of Personality Psychology: Theory, Science, and Research from Hellenism to the Twenty-first Century by Frank Dumont, Cambridge

Theories of Personality, 8th edition, by Feist & Feist, McGraw Hill Making sense of People: Decoding the Mysteries of Personality by Samuel Barondes,

Pearson Personality Psychology: Domains of Knowledge about Human Nature, 4th edition, by

Larsen and Buss, McGraw Hill

CORE COURSE 3 CREDIT = 4 NAME = STATISTICAL METHODS FOR APPLIED PSYCHOLOGY OUTCOMES OF THE COURSE

1. Working knowledge about the different statistical methods important and relevant in the field of social scientific research

2. Be able to develop hypotheses regarding different variables 3. Be able to test out different hypotheses using appropriate statistical procedures. 4. Working knowledge on how to use computer software systems to carry out complex

statistical procedures 5. Be able to analyse and interpret different statistical outcomes 6. Be able to effectively and efficiently represent results in graphical format for easy

communication 7. Be prepared to utilise statistical procedures for research work as part of project or

dissertation work. 8. Be able to generalise empirical data to the population at large in order to make

generalisations and viable conclusions regarding social mechanisms. MODULE I: INTRODUCTION TO DATA ANALYSIS

Meaning of Statistic and Statistics Methods of representing data (line graph, bar diagrams, pie charts, histograms, scatter

plots, box plots) Statistical models and approaches, parametric and non-parametric Types of statistics: descriptive, inferential, predictive.

MODULE II: CENTRAL TENDENCY AND VARIABLITY Centrality and the Normal Probability Curve Measurement of central tendency – Mean, Median, Mode Measurement of variability – Range, Average Deviation, Standard Deviation, Quartile

Deviation, Variance MODULE III: DESCRIPTIVE STATISTICS

Correlation analysis o Pearson bi-variate r o Spearman’s rho o Biserial o Point biserial o Tetrachoric o Yule’s Phi

Partial correlation Multiple correlation Using correlation in research settings

MODULE IV: INFERENTIAL AND PREDICTIVE STATISTICS

Methods of hypothesis testing Student’s t ANOVA – one-way, two-way, repeated measures, multivariate Regression analysis – linear, multiple Using inferential and predictive statistics, concept of effect sizes,

MODULE V: NONPARAMETRIC STATISTICS Chi square Mann-Whitney U test Median Test Kruskal Wallis Test

MODULE VI: USING STATISTICAL PROCEDURES THROUGH SOFTWARES Learning to use the applications of

SPSS Python R software

Suggested Readings:

Statistics for psychologists by Brian S. Everitt, Lawrence publishers Intermediate Statistics for Dummies by Deborah Rumsey, Wiley Publishing, Inc Statistics in Psychology and education by Henry E. Garrett, Paragon international

publishers The art of statistics learning from data by David Spiegelhalter, Pelican books Statistics for social sciences by Asthana and Bhushan, Phi learning Statistics without tears: An introduction for non-mathematicians by Derek Rowntree,

Penguin Statistics in psychology and education by SK Mangal, Phi learning

CORE COURSE 4 CREDIT = 4 NAME = RESEARCH METHODS IN APPLIED PSYCHOLOGY OUTCOMES OF THE COURSE

1. Understanding of the basics of research process, both qualitative and quantitative. 2. Be able to critically understand research designs and utilize appropriate ones for

projects or dissertations. 3. Be able to carry out independent research works 4. Be cognizant about ethical considerations to be mindful about in social scientific

research. 5. Be able to understand and evaluate the validity and reliability of tests to

independently judge the effectiveness of the widely used psychometric evaluations. 6. Be able to analyze and carry out qualitative research studies effectively. 7. Gain knowledge about utilizing the different methods used in qualitative research.

MODULE I: INTRODUCTION TO RESEARCH

Psychological research: exploratory, descriptive and explanatory; Characteristics of a good scientific research Process of research Ethics in psychological research Biases in psychological research

MODULE II: SAMPLING TECHNIQUES Meaning and need for sampling Probability sampling techniques Non-probability sampling techniques Setting criteria for sampling

MODULE III: RESEARCH DESIGNS Meaning, nature and factors of a research design Experimental research design: randomized, matched group, factorial Quasi-experimental research design – time series, longitudinal, cross-sectional, one

group pre-test post-test. Single subject research designs

MODULE IV: UNDERSTANDING THE STEPS IN TEST CONSTRUCTION Need for construction of tests. Basic approaches in test construction

Item analysis Analysis of reliability of a test Analysing the Validity of a test Establishing the Norms of the test Preparing and publishing the manual

MODULE V: QUALITATIVE RESEARCH Meaning of qualitative research. Difference between qualitative and quantitative

research. Concepts and approaches in qualitative research – phenomenology, ethnography,

grounded theory, narrative analysis Process of qualitative research

MODULE VI: METHODS OF COLLECTING AND ANALYSING QUALITATIVE DATA

Methods of collecting data – observation, interviewing, life history narrative, archival analysis, diaries, photographs, films, documentary evidence, conversations and recordings

Methods of analysis – content analysis, thematic analysis, discourse analysis, axial and focused coding techniques.

Suggested Readings: Research methodology: Methods and techniques by Kothari and Garg, New age

international publishers. Tests, measurements and research methods and behavioural sciences by AK Singh,

Bharti Bhawan Publisher. Introduction to Research methods in Psychology by Dennis Howitt and Duncan

Cramer, Pearson Qualitative research methods in psychology: combining the core approaches by

Nollaig Frost, McGraw Hill Psychological Testing by Anastasi & Urbina, Macmillan Foundations of Behavioural Research by Fred N. Kerlinger, Surjeet Publications.

CORE COURSE 5 CREDIT = 4 NAME = PRACTICUMS OUTCOMES OF THE COURSE

1. Develop an in-depth understanding of designing and carrying out basic psychological research in the laboratory.

2. To explain how psychological theory and empirical research are used to help explain human behaviour in individuals and group settings

3. Analyse the determinants of personality characteristics through psychometric tests like NEO FFI, TCI, RIBT etc.

4. Think critically about and apply theoretical and research-based explanations for human cognition by studying attention, memory through open computer-based programmes.

5. Develop a better understanding of individual differences by assessing intelligence and learning about administering individual and group tests of intelligence.

6. Understand and carry out efficiently statistical procedures and simulations through computer software like SPSS, R, Python.

PRACTICAL – ASSESSMENT Cognitive psychology – using software like PEBL, Cogent Cognitive psychology – measuring domains like perception (vigilance task, pattern

recognition), attention (dichotic listening task, Stroop test), memory (WMS, PGI memory scale), intelligence (WAIS, WISC).

Personality psychology – working knowledge of paper pencil tests like NEO PI-R, EPQ-R, TCI, HEXACO and projective tests like RIBT, TAT, DAPT.

Statistical packages – SPSS, R programming, Python. AECC 1 CREDIT = 2 NAME = GRAPHOLOGICAL ANALYSIS OF PERSONALITY OUTCOMES OF THE COURSE

1. Become more self-aware 2. Understanding the self, thinking patterns and behavioral styles 3. Ability to dig deeper into the unconscious mind and reveal the basic traits of the

human beings 4. Ability to read human beings through their writings 5. Ability to identify psychological disorders through writing samples 6. Ability to predict possible psychological issues through handwriting analysis

MODULE I: THE SCIENCE OF HANDWRITING Introduction of graphology. The five ways deductions are made. Slant Baseline Margins Spacing Pressure Size Speed Zones

MODULE II: PUTTING IT TO PRACTICE Recognizing drug users Recognizing alcohol users Lie detecting Physical health status Intelligence and aptitude check

Suggested Readings:

Handwriting analysis: The Complete Basic Book by Karen Amend and Mary S.Ruiz, Newcastle publishing Co Inc.

Sex Lies and handwriting by James Kwalwasser and Michelle Dresbold, Free Press Handwriting Psychology: Personality reflected in handwriting by Ploog, iUniverse Your handwriting can change your life by Vimala Rodgers, Touchstone

AECC 2 CREDIT = 2 NAME = THEMATIC ANALYSIS IN DREAM WORK OUTCOMES OF THE COURSE

1. Become aware about dream work and how they can be helpful in making sense of our lives

2. Understanding about how to make sense of different symbols in dreams 3. Utilizing the understanding to make positive changes in lives 4. Gain an insight into the uncharted areas of personality and capability of applying it in

professional life. MODULE I: UNDERSTANDING DREAM WORK

Freudian perspective Jungian perspective Dream as the theatre: Perl’s perspective

Lacan’s concept MODULE II: PUTTING IT TO PRACTICE

Keeping a dream diary Applying thematic analysis and coding techniques to understand major dream content Using the interpretations to personal use while garnering the ability to practice the

same in personal life Suggested Readings:

The interpretation of dreams by Sigmund Freud, Oxford University Press Man and his symbols by Carl Jung, RHUS Memories, dreams and reflections by Carl Jung, RHUS Outside the Dream: Lacan and the French styles of Psychoanalysis by Martin Stanton,

Routledge

SEMESTER 2 CORE COURSE 5 CREDIT = 4 NAME = APPLYING PSYCHOLOGY IN THE SOCIETY OUTCOMES OF THE COURSE

Better understanding of different human behaviors within the same society Understanding the evolving nature of the social relationships Making an individual understand the meaning of self esteem and the concept of “The

self”. Understanding how one needs to maintain mental and physical health with the

changing times. Awareness of Interpersonal and intimacy in the society Acknowledging that gender, religion, culture play a major role in individuals’ life.

MODULE I: INTRODUCTION TO SOCIAL PSYCHOLOGY

Society, psyche and behaviour. Impact of social relations on individuals. Evolution of human behaviour in a changing world.

MODULE II: SOCIAL THINKING

The concept of self: Self-esteem, self-control, presenting the self, self-serving bias Social cognition and Person Perception Attitudes and the light it sheds on the self

MODULE III: SOCIAL INFLUENCE

Groups and the influence it has on people Conformity, compliance, and obedience Socio-economic status and its effect on social behaviour Culture and gender Role of religion, family, work, peer on social behaviour Crowd and mob behaviour

MODULE IV: SOCIAL RELATIONS

Prosocial behaviours and Altruism Aggression: Theories, types, how it develops, how it can be reduced Stereotypes, prejudice and discrimination. Interpersonal attraction and intimacy. Relation between individual and communal rights

MODULE V: SOCIAL PSYCHOLOGY IN PRACTICE Social determinants of clinical psychopathology Globalization and consumerism Political and environmental propaganda Body Language and Behavioural Analysis

Suggested reading: Exploring Social Psychology, 6th edition by David Myers, Mc Graw Hill Social Psychology by Sanderson, Wiley & Sons Social Psychology and Human Nature by Baumeister & Bushman, Thomson

Wadsworth People Watching: The Desmond Morris Guide to Body Language by Desmond

Morris, RHUK Cross Cultural Psychology: Contemporary Themes and Perspectives by Kenneth D.

Keith, Wiley-Blackwell Social Psychology, 12th edition by Taylor, Peplau, & Sears, Pearson

CORE COURSE 6 CREDIT = 4 NAME = DEVELOPMENT ACROSS THE LIFESPAN OUTCOMES OF THE COURSE 1.The student will understand the importance of Psychology in the different stages of life. 2.Develop an understanding on how to differentiate between growth and development 3.Learn about various approaches and principles of human development 4.Understand the biological influences on human growth and behaviours 5. Know about various personality theories of growth and development 6. Will develop an insight into the different stages of life of individuals. MODULE I: INTRODUCTION TO DEVELOPMENT

Development, maturation and growth. Milestones and challenges Development in the modern world Research methods in developmental study

MODULE II: PRENATAL, PERINATAL AND POSTNATAL DEVELOPMENT Prenatal development – three trimesters, hazards during prenatal development Perinatal development – Checking for reflexes, birth cry, birth injuries

Postnatal development – type of birth, hazards during the postnatal period, mother’s adjustment in the postnatal period, stages of postnatal development

MODULE III: PHYSICAL AND SPEECH DEVELOPMENT Development of gross and fine motor skills Stages in the development of speech Factors affecting speech and physical development Challenges in physical and speech development

MODULE IV: COGNITIVE DEVELOPMENT Piaget’s concept of cognitive development Vygotsky’s socio-cultural theory of development Siegler’s model of strategy choice Applying the models into practice

MODULE V: SOCIAL, EMOTIONAL, AND MORAL DEVELOPMENT Social development across lifespan, sex-role identification, social roles and

responsibilities, problems in the old age Development of positive and negative emotions, factors affecting emotional

development, emotional regulation across age groups, emotional problems across age groups

Moral development approaches (Piaget, Kohlberg, Greene’s Moral cognition, Haidt’s Moral foundations concept), moral competence approach, utilitarianism.

Hazards in the domains of social, emotional, and moral development. MODULE VI: PERSONALITY DEVELOPMENT

Development of the self and personality – factors in the process Stages of development – Freud’s psychosexual stages, Erikson’s psychosocial stages,

May’s existential approach. Formation and development of identity, sexuality, actualization across lifespan, issues

in old age. Hazards in personality development across lifespan Applications in clinical psychology field

Suggested readings: - Developmental Psychology: childhood and adolescence, 8th edition by Shaffer &

Kipp, Wadsworth Discovering the Lifespan, 2nd edition by Robert Feldman, Pearson Life-span Development, 13th edition by John Santrock, Mc Graw Hill Life-span Human Development, 6th edition by Sigelman & Rider, Wadsworth

CORE COURSE 8 CREDIT = 4 NAME = BIOLOGICAL FOUNDATIONS OF BEHAVIOUR OUTCOMES OF THE COURSE

1. Identify the basic structures of a neuron, the function of each structure, and how messages travel through the neuron.

2. Describe the role of the nervous system and endocrine systems 3. Identify and describe the parts of the brain 4. Explain how nature, nurture, and epigenetics influence personality and behaviour 5. Understand the relationship between psychological stress and the physical response of

the body. 6. Describe the process of neural development and the role of plasticity in development

and recovery of function. 7. Recognize and describe brain systems mediating sexual and reproductive behaviour,

emotions, learning, memory, and consciousness. 8. Understand what is meant by the mind-body debate and consider various theories. 9. Understand how different people can perceive the same stimulus in different ways,

due to biological differences between them. 10. Understand how the condition and functioning of the nervous system can affect the

psychology of an individual. 11. Understand the relationship between emotions and the physical nature of the body 12. Understand how the autonomic nervous system works in terms of its sympathetic and

parasympathetic division. MODULE I: BASIC FEATURES OF THE NERVOUS SYSTEM

Structure of neurons, types, functions, Neural conduction, Neurotransmitters Basic features of nervous system, Meninges, Ventricular system, Cerebrospinal fluid, Blood

brain barrier, Peripheral nervous system: Cranial Nerves, Spinal Nerves, Autonomous nervous system.

MODULE II: THE STRUCTURE AND FUNCTIONING OF CENTRAL NERVOUS SYSTEM

Major structures and functions of the Spinal Cord and the Brain: Fore brain, Mid brain, Hind brain,

Cerebral cortex- frontal, temporal, parietal and occipital lobes. Assessing the lobe functions

MODULE III: BIOPSYCHOLOGY OF COGNITIVE FUNCTIONS Learning: Nature of learning, kinds of learning, Synaptic plasticity Memory: Types of memory, Neurological basis of memory, Brain damage and dysfunction of

memory

Language: Lateralization, Speech production, Comprehension, disorder of readings and writing.

MODULE IV: BIOPSYCHOLOGY OF AROUSAL AND EMOTION

Physiological correlations of Arousal: consciousness and sleep, Factors affecting consciousness.

Sleep: Stages of sleep, brain mechanisms of sleep and dreaming, physiological mechanisms of sleep and waking, disorders of sleep, Physiological correlates of emotions, anxiety and aggressive behaviour.

Physiological correlates of emotions, anxiety and aggressive behaviour. MODULE V: BIOPSYCHOLOGY OF STRESS

Stress – Physiology of Stress and related diseases (Headache, Cardiovascular diseases, Hypertension, Diabetes, Asthma, Rheumatoid Arthritis).

Stress related Psychological Disorders (anxiety disorders and Depression) MODULE VI: METHODS IN BIOPSYCHOLOGY Scanning techniques

X-ray CT scan PET scan SPECT scan MRI fMRI

Suggested Readings: - Clinical Neuropsychology, 4th edition by Kenneth Heilman, Oxford University Press Foundations of Physiological Psychology, 6th edition by Neil Carlson, Pearson Fundamentals of Human Neuropsychology, 5th edition by Kolb and Whishaw, Worth Handbook of Functional Neuroimaging of Cognition, 2nd edition by Cabeza &

Kingstone Introduction to Neuropsychology, 2nd edition by J. Beaumont, The Guilford Press

CORE COURSE 9 CREDIT = 4 NAME = PSYCHOLOGY FOR HAPPINESS AND POSITIVITY OUTCOMES OF THE COURSE

1. To bring an experience marked by preponderance of positive emotions and informing them about emerging paradigm of Positive Psychology

2. Build relevant competencies for experiencing and sharing happiness as lived experience and its implications.

3. To inform students about the efforts to develop sustainable societies through prevention of destruction, conflict and violence.

4. To help students develop a sense of empowerment for individual to promote peace related values

5. To disseminate perspectives to build culture of peace and harmony in community life MODULE I: INTRODUCTION TO POSITIVE PSYCHOLOGY

Nature of positive psychology Positive experiences and states (happiness, gratitude, compassion , resilience) Well-being, hope and life satisfaction

MODULE II: MAJOR APPROACHES

PERMA approach Concept of flow and engagement Diener’s tripartite theory Ryff’s six factor model

MODULE III: POSITIVE PSYCHOLOGY AND WORK LIFE Understanding the world of work and diverse workforce Positive work environment for individuals and organizations Positive work life balance Building psychological capital (positive team culture, positive relationships,

harnessing character strengths) MODULE IV: MEANING IN LIFE

Meaning making process in daily life – bridging positive and nihilistic existentialism Paradox of choice Meaning of happiness Sources of meaning making in life

MODULE V: PSYCHOLOGY OF SPECIFIC CONFLICTS AND PEACE EFFORTS War Ethics and Geneva Convention Role of organizations in promoting Peace; accounts and challenges Life, peace and culture Role of Peace education Collaboration Humility and social values in promoting peace in individual and social living.

MODULE VI: RECENT TRENDS IN POSITIVE PSYCHOLOGY RESEARCH Lyubormisky’s Happiness Pie Dweck’s Growth Mindset Dolan’s Action change theory Fredrickson’s Broaden and Build approach

Suggested Readings: - Beyond Positive Thinking by Robert Anthony Finding Flow by Mihaly Csikszentmihalyi Handbook of Positive Psychology by Snyder and Lopez, Oxford University Press Learned Optimisn by Martin Seligman Positive Psychology: The science of happiness and human strengths by Alan Carr Happiness by Design by Paul Dolan

SEC 1 CREDIT = 2 NAME = APPLIED SOCIAL PSYCHOLOGY PROJECT OUTCOMES OF THE COURSE

1. Becoming conversant with carrying out social psychological projects 2. Understanding the technicalities involved in fieldwork while navigating the same 3. Be able to apply psychological principles in the field of media to expand career

prospects 4. Be able to hone interviewing and observation skills 5. Be able to make sense of social discourses, connections, and channels of

communication MODULE I: MEDIA AND PSYCHE Designing a project work to study the role of media (print, video, social media etc) on human behaviour. Topic to be decided in class through a group discussion mode with students. MODULE II: ETHNOGRAPHIC ANALYSIS Fieldwork based project to study any social context via the method of ethnography

SEC 2 CREDIT = 2 NAME = PROJECT BASED ANALYSIS OF RESILIENCE AND WELL-BEING OF CAREGIVERS OUTCOMES OF THE COURSE

1. Understand the vagaries involved in resilience and well-being 2. Understanding the different ways to understand the resilience and well-being of

people 3. Be cognizant about the psychological health of caregivers of individuals with

different diseases in order to understand their plight 4. Be able to provide psychosocial and emotional support to the caregivers 5. Be able to guide caregivers regarding how to regulate and manage their emotions

MODULE I: MEASURING WELL-BEING AND RESILIENCE Understanding and practice of different measures of resilience and well-being

Brief resilience scale Ryff’s Psychological Well-Being scale Psychological General Well-Being Index

MODULE II: ANALYSING RESILIENCE AND WELL-BEING OF CAREGIVERS Designing a project to study the level of resilience and psychological well-being of caregivers who have been dealing with a specific group of psychological or physical disorders. The specific group will be decided through the mode of group discussion with the students.

CORE COURSE 10 CREDIT = 4 NAME = PRACTICUMS II OUTCOMES OF THE COURSE

1. Be able to understand the usage conditions of different psychometric evaluations 2. Be able to understand the conditions in which these evaluations are carried out 3. Be able to appropriately carry out and interpret different psychometric evaluations in

order to understand the psychological states of individuals 4. Hands on training regarding the different types of relaxation procedures 5. Be able to practice relaxation procedures on other people effectively 6. Be able to help individuals dealing with anxiety through relaxation procedures

MODULE I: PSYCHOMETRIC EVALUATION Working knowledge of different psychometric tests like the following

Beck Depression Inventory Beck Anxiety Inventory Bender Gestalt Test Addenbrooke’s Cognitive Examination PGI Battery of Brain Dysfunction Raven’s Progressive Matrices State Trait Anger Expression Inventory (STAXI) General Health Questionnaire

MODULE II: RELAXATION PROCEDURES Different relaxation techniques

JPMR Mindfulness Guided imagery

Applications, rationale, and hands-on practice and evaluation of the same.

SEMESTER 3 (CLINICAL PSYCHOLOGY SPECIALIZATION) CORE COURSE 11 CREDIT = 4 NAME = ADULT PSYCHOPATHOLOGY OUTCOMES OF THE COURSE

1. Be able to gain insight into the different forms of pathology of the mind. 2. Be able to explore and understand the different perspectives of understanding the

myriad symptoms of the mind. 3. Learn the different signs and symptoms of major psychological disorders. 4. Gain an orientation into the various treatment modalities applicable in different

psychological disorders. MODULE I: INTRODUCTION TO PSYCHOPATHOLOGY

Neurosis, Psychosis, and Psychophysiological disorders Approaches to psychopathology: Psychodynamic, Behavioral, Humanistic,

Phenomenological, Biological. Organic and functional disorders Classificatory systems: DSM and ICD

MODULE II: ANXIETY DISORDERS Signs, Symptoms, Diagnostic criteria, Etiology and orientation to the management of the following disorders

Generalized Anxiety Disorder Phobic disorder Obsessive Compulsive disorder Panic Disorder PTSD

MODULE III: MOOD DISORDERS Signs, Symptoms, Diagnostic criteria, Etiology and orientation to the management of the following disorders

Major Depressive Disorder Bipolar Disorders Dysthymia Cyclothymia

MODULE IV: SCHIZOPHRENIA AND RELATED DISORDERS

Signs, Symptoms, Diagnostic criteria, Etiology and orientation to the management of the following disorders

Schizophrenia Delusional disorder Schizophreniform disorder Post-partum psychosis

MODULE V: PSYCHOPHYSIOLOGICAL AND SUBSTANCE RELATED DISORDERS Signs, Symptoms, Diagnostic criteria, Etiology and orientation to the management of the following disorders

Somatization disorder Conversion disorder Dissociative disorders Hypochondriasis Pain disorder Substance related disorders (different types)

MODULE VI: ORGANIC AND PERSONALITY DISORDERS Signs, Symptoms, Diagnostic criteria, Etiology and orientation to the management of the following organic syndromes

Dementia Delirium Epilepsy and Seizure Disorder

Signs, Symptoms, Diagnostic criteria, Etiology and orientation to the management of the following personality disorders

Cluster A (Schizoid, Schizotypal, Paranoid) Cluster B (Antisocial, Histrionic, Narcissistic, Borderline) Cluster C (Avoidant, Dependent, Obsessive-Compulsive)

Suggested Readings: Sadock, B. J., & Sadock, V. A. (2015). Kaplan and Sadock’s synopsis of psychiatry (11th ed.). PA, USA: Lipincott, Williams and Wilkins. Blaney, P. H., Krueger, R. F., & Millon, T. (2015). Oxford textbook of psychopathology (3rd ed.). New York: Oxford University Press. Hersen, M., & Beidel, D. (2012). Adult psychopathology and diagnosis (6th ed.). New York: Wiley. Adams, P. B., & Sutker, H. E. (2001). Comprehensive handbook of psychopathology (3rd ed.). New York: Springer.

CORE COURSE 12 CREDIT = 4 NAME = CHILD PSYCHOPATHOLOGY OUTCOMES OF THE COURSE

1. Develop an in- depth understanding of the various presentations of intellectual disabilities and pervasive developmental disorders and how to differentiate among them.

2. Develop a thorough understanding of externalized and internalized disorders from Psychodynamic and behavioural approaches.

3. Understand Clinical characteristics, Etiology and Intervention plans for eating disorders. 4. Identify Clinical characteristics, Classification, Etiology and Intervention plans for elimination

disorders. 5. Understand the clinical characteristics, Etiology and Intervention for disorders of learning

and communication. 6. Develop knowledge about clinical characteristics, etiology, models of childhood depression,

suicide, disruptive behaviours. 7. A thorough understanding of psychiatric ailments that affects children along with their

aetiologies and evidence-based intervention programmes for their treatment. MODULE I: INTELLECTUAL DISABILITY

Signs and features of intellectual disability Types of intellectual disability Etiology of intellectual disability Management of intellectual disability

MODULE II: AUTISM SPECTRUM DISORDERS Signs and features of ASD Types of ASD Etiology of ASD Management of ASD

MODULE III: INTERNALISED DISORDERS Clinical characteristics, etiology, and management of the following disorders

Separation anxiety disorder Childhood depression Phobia Suicide

MODULE IV: EXTERNALISED DISORDERS Clinical characteristics, etiology, and management of the following disorders

Attention Deficit Hyperactivity Disorder

Oppositional Defiant Disorder Conduct Disorder Substance use disorder

MODULE V: LEARNING DISORDERS Clinical characteristics, etiology, and management of the following disorders

Reading disorder Disorder of written expression Disorders of mathematics

MODULE VI: EATING AND ELIMINATION DISORDERS Clinical characteristics, etiology, and management of the following disorders

Anorexia and Bulimia Pica Enuresis and Encopresis

Suggested Readings Sadock, B. J., & Sadock, V. A. (2015). Kaplan and Sadock’s synopsis of psychiatry (11th ed.). PA, USA: Lipincott, Williams and Wilkins. Blaney, P. H., Krueger, R. F., & Millon, T. (2015). Oxford textbook of psychopathology (3rd ed.). New York: Oxford University Press. Adams, P. B., & Sutker, H. E. (2001). Comprehensive handbook of psychopathology (3rd ed.). New York: Springer.

DSE-1 (a) CREDIT = 4 NAME = FORENSIC PSYCHOLOGY OUTCOMES OF THE COURSE

1. Students will learn about the major mental health concerns encountered in the realm of forensic psychology and learn how to analyze such cases.

2. Understand how to conceptualize cases on the basis of the statutory laws related to forensic psychology

3. Students will learn to appropriately map the different causes of criminality 4. Students will understand and learn to apply the knowledge across different criminal

and civil areas of forensic psychology. MODULE I: INTRODUCTION TO FORENSIC PSYCHOLOGY

Forensic psychology: history of the field and current status Mens rea and criminal culpability Competency to stand trial Child custody issues Forensic psychology in the Indian context

MODULE II: MENTAL ILLNESS IN FORENSIC CONTEXT Psychotic disorders Intellectual disabilities Psychopathy and Antisocial Personality Disorders Major depression and bipolar disorders Juvenile delinquency

MODULE III: MENTAL STATE AT THE TIME OF OFFENSE Conducting a mental status examination Competency assessment Sudden passion evaluations Malingering assessment

MODULE IV: PSYCHOLOGY OF MURDER The criminal mind Stalking Intimate partner violence Serial killing offenders

Suggested Readings Forensic Psychology 2nd edition, by Matthew T. Huss, John Wiley & Sons

Without Conscience, The Disturbing World of the Psychopaths Among Us, by Robert D. Hare, The Guildford Press

DSE-1 (b) CREDIT = 4 NAME = NEURO-PSYCHO-BEHAVIORAL PROFILING OUTCOMES OF THE COURSE

1. Acquire an understanding of profiling in its various forms 2. Recognize and apply the concepts and methodology of behavioural analysis (criminal

profiling). 3. Understand the legal and ethical contexts surrounding the use of profiling 4. Understand the various types of neurological contexts and how profiling is done in

them 5. Understanding how to use the profiling reports in ethical and legal manner.

MODULE I: SERIAL CRIME Why study serial crime? Normalcy of the sadistic serial killer Types of serial crime Analysis of serial crime scenes

MODULE II: PSYCHOLOGY OF SERIAL KILLING Jack The Ripper Ted Bundy Boston Stalker Monkey Man Stoneman Harold Shipman Jeffrey Dahmer

MODULE III: CRIMINAL PROFILING Behavioral evidence analysis Victim profiling and psychological autopsy Body language analysis Motive and Behavior

MODULE IV: NEUROPSYCHOLOGICAL PROFILING Domains and Neuropsychological profiling of major brain disorders (Dementia,

Delirium, Epilepsy, Depression, AIDS) Using neuropsychological profiling in criminology

Suggested Readings

Neuropsychological assessment of neuropsychiatric disorders, 2nd ed., Grant, I. & Adams, K.M. (1996). Oxford University Press: NY. Criminal Profiling: An Introduction to Behavioral Evidence Analysis (2011), Turvey, B.E. Academic Press. Serial Crime: Theoretical and Practical Issues in Behavioral Profiling, (2005), Petherick, W. Academic Press. SEC CREDIT = 4 NAME = APPLIED GRAPHOANALYSIS PROJECT WORK OUTCOMES OF THE COURSE

1. Learn to successfully apply the principles of graphoanalysis in real world context 2. Learn to properly make a case conceptualization based on graphological context 3. Learn to properly utilize graphoanalysis skills for case management. 4. Learn to properly apply graphoanalysis for proper employee management.

MODULE I: UNVEILING THE UNCONSICOUS SELF Students will be paired into groups of two. They would apply graphotherapy on each other to work on parameters like improving self-esteem, ability to handle stress, ability to concentrate better, promoting relaxation. MODULE II: CASE STUDY Students would be given 10 parameters on the basis of which they would have to analyse a certain number of individuals (from organizations, or a particular community) and then submit a report collating the findings. CORE COURSE 13 CREDIT = 4 NAME = INTERNSHIP, FIELD WORK, & PRACTICUM OUTCOMES OF THE COURSE

1. Be proficient in the field work regarding clinical psychology 2. Be proficient in the art of case history taking and mental status examination 3. Learn how to navigate in a clinical setup 4. Learn how to conceptualize a clinical case 5. Learn how to diagnose a clinical case and defend a diagnosis in front of a panel

MODULE I: CASE HISTORY AND MSE Conducting a detailed case history of the clients and performing Mental Status Examination of the clients. MODULE II: DIAGNOSIS AND PSYCHOPATHOLOGY FORMULATION Step by step analysis of findings while writing diagnostic formulation to arrive at provisional and differential diagnoses.

Learning the art of psychopathology formulation of clients in order to arrive at potential causes behind diagnoses. Throughout the semester students will have to conduct full length case history and MSE of minimum 10 clients and will submit full length case reports with diagnostic formulation of at least 3 clients out of which 2 can be adults and 1 has to be that of a child or an adolescent. SEMESTER IV (SPECIALIZATION: CLINICAL PSYCHOLOGY) CORE COURSE 14 CREDIT = 4 NAME = COUNSELLING AND PSYCHOTHERAPY OUTCOMES OF THE COURSE

1. The students will get an understanding about the process of counselling and the differences between counselling and psychotherapy

2. The students will obtain an understanding about the process of counselling and psychotherapy from the Indian perspective

3. The students will gain an understanding about the ethical and legal guidelines of counselling and psychotherapy

4. The students will gain an understanding about the stages of counselling and psychotherapy and the dynamics of therapeutic relationship

5. The students will learn to analyse and interpret counselling and psychotherapy sessions, handle blocks and silences in sessions and address issues associated with termination

6. The students will be equipped with the basic counselling and psychotherapy skills along with the process of empathy

7. The students will obtain knowledge about working with thoughts and cognitions, carrying out confrontations in the counselling and psychotherapy setting and work on the here-and-now process

8. The students will gain thorough understanding of the core processes of various modes of therapy

MODULE I: INTRODUCTION TO COUNSELLING AND PSYCHOTHERAPY Definitions of counselling and psychotherapy Types of counselling and psychotherapy Stages in counselling and psychotherapy Common factors approach in counselling and psychotherapy Ethical and legal guidelines in counselling and psychotherapy

MODULE II: BASIC COUNSELLING SKILLS AND PROCESSES Therapeutic relationship, transference and counter-transference, resistance Attending and active listening skills Working through thought and affect The process of empathy and probing

MODULE III: PSYCHODYNAMIC PSYCHOTHERAPY

Basic principles and theoretical base of psychoanalysis Techniques of psychodynamic psychotherapy Case illustrations

MODULE IV: HUMANISTIC AND EXISTENTIAL THERAPIES Basic principles and theoretical base of client centered therapy Techniques of client centered therapy Basic principles and theoretical base of existential psychotherapy Techniques involved in existential therapy Case illustrations

MODULE V: BEHAVIOURAL THERAPY Basic principles and theoretical base of behavioural therapy Systematic desensitization Exposure techniques Contingency management and token economy Biofeedback procedures

MODULE VI: COGNITIVE-BEHAVIOURAL THERAPY Theoretical base and basic principles of Beck’s cognitive therapy Techniques involved in Cognitive Therapy Theoretical base and basic principles of Ellis’ Rational Emotive therapy Techniques involved in Rational Emotive therapy Theoretical base and basic principles of Linehan’s Dialectical Behaviour Therapy Techniques involved in Dialectical Behaviour Therapy Case illustrations

Suggested readings The techniques of psychotherapy, 4th ed., Parts 1 & 2, Wolberg, L.R. Grune & Stratton: NY Corey, G. (2015). Theory and practice of counseling and psychotherapy (10th ed.). Boston: Cengage Learning. Dryden, W. (2007). Dryden’s handbook of individual therapy (5th ed.). New Delhi, India: Sage. Sharf, R. S. (2000). Theories of psychotherapy and counseling: Concepts and cases (2nd ed.). Singapore: Brooks/Cole Simon, L. (2000). Psychotherapy: Theory, practice, modern and postmodern influences. Westport, Connecticut: Praeger. DSE – 2 (a) CREDIT = 4 NAME = PSYCHOLOGICAL EVALUATION IN CLINICAL SETTING OUTCOMES OF THE COURSE

1. Students will learn the different scales to ascertain psychopathology in the individual 2. Students will learn different psychodiagnostic scales that are used in the clinical

setting 3. Students will learn different ways of investigating personality in a clinical setting 4. Students will learn different ways of investigating neuropsychological functioning in

a clinical setting 5. Students will learn different ways of assessing different clinical disorders

MODULE I: ASSESSMENT OF PERSONALITY Millon’s Clinical Multiaxial Inventory Minnesota Multiphasic Personality Inventory 16 Personality Factors Raven’s Controlled Projection Test Human Figure Drawing Test House Tree Person Test International Personality Disorder Examination

MODULE II: ASSESSMENT OF INTELLIGENCE Binet Kamat Test Raven’s Progressive Matrices Colored Progressive Matrices Seguin Form Board Test Alexander Pass Along Koh’s Block Design

MODULE III: NEUROPSYCHOLOGICAL EVALUATION Mini Mental State Examination PGI Battery of Brain Dysfunction AIIMS Neuropsychological Battery Addenbrooke’s Cognitive Examination Montreal Cognitive Assessment Comprehensive Trail Making Test Rey Osterrieth Complex Figure Test Bender Gestalt Test Wisconsin Card Sorting Test

MODULE IV: MEASURING PSYCHOPATHOLOGY AND OTHER PARAMETERS Beck Depression Inventory Beck Anxiety Inventory Yale Brown Obsessive Compulsive Scale AUDIT HAM-A HAM-D HADS PGI Wellness Scale SOCRATES Scale

Panic Disorder Severity Scale Childhood Autism Rating Scale Developmental Screening Test Vineland Adaptive Behavior Scales Vineland Social Maturity Scales

DSE – 2 (b) CREDIT = 4 NAME = BEHAVIORAL MEDICINE AND APPLIED HEALTH PSYCHOLOGY OUTCOMES OF THE COURSE

1. Learn the implications of psychology in healthcare settings 2. Learn about the psychological repercussions of major physical disorders 3. Understand the different ways to handle the psychological issues in major physical

disorders 4. Understand the different models governing psychological help in healthcare settings 5. Understand the psychosocial impact of an illness and the psychological interventions

used in this context MODULE I: INTRODUCTION

Health Psychology: Nature, Definition, and Scope Models of Health Psychology, health promoting and damaging behaviors Applications of Health Psychology Recent trends in Health Psychology

MODULE II: CENTRAL NERVOUS SYSTEM Cognitive, personality, behavioral, and emotional disturbances, and rehabilitative measures in major CNS diseases like

Cerebrovascular stroke Cerebral Palsy Traumatic brain and spinal cord injury Parkinson’s AIDS Dementia

MODULE III: CARDIOVASCULAR SYSTEM Psychosocial, personality, lifestyle, health practice issues, and rehabilitative measures in cardiovascular diseases like

Hypertension Myocardial Infarction Angina Cardiomyopathy

MODULE IV: GASTROINTESTINAL SYSTEM Psychosocial, personality, lifestyle, health practice issues, and rehabilitative measures in the following gastrointestinal diseases

Irritable Bowel Syndrome Inflammatory Bowel Disease Peptic ulcer disease Gastro – esophageal reflux disease

MODULE V: ONCOLOGY Psychosocial issues associated with cancer – quality of life, grief reaction, denial Fear of treatment, side effects, recurrence, abandonment, Resilience, and hospice care Assessment and intervention for individuals and family

MODULE VI: DERMATOLOGICAL CONDITIONS Role of stress and anxiety, impact on self-esteem, mood, and rehabilitative measures in the following dermatological conditions

Psoriasis Chronic Urticaria Dermatitis Alopecia

Suggested Readings Handbook of clinical psychology in medical settings, Sweet, J.J, Rozensky, R.H. & Tovian, S.M. (1991), Plenum Press: NY. Health Psychology, Dimatteo, M R and Martin, L.R. (2002). Pearson, New Delhi Health Psychology, Vol 1 to Vol 4, Weinman, J, Johnston, M & Molloy, G (2006). Sage publications: Great Britain Behavioral Medicine: Concepts & Procedures, Tunks, E & Bellismo, A. (1991). Pergamon Press: USA

DSE – 3 (a) CREDIT = 4 NAME = EXPRESSIVE ARTS THERAPY OUTCOMES OF THE COURSE

1. Understanding the developmental, psychological, and neurological theory underlying the use of the expressive arts in counselling and therapeutic contexts.

2. Gaining an understanding of and experience with multiple expressive media 3. Developing a repertoire of approaches for the application of expressive arts in

counselling and therapeutic contexts 4. Determining which expressive media provide the best fit as practitioner and for the

populations with whom students will work Theoretical basis, principles, and practice of the following modes of expressive therapy

Narrative arts therapy Music therapy Psychodrama Art based therapy

Suggested reading Trauma and Expressive Arts Therapy: Brain, Body, and Imagination in the Healing Process. (2010). Malchiodi, C. Guilford Press. Foundations of Expressive Arts Therapy: Theoretical and Clinical Perspectives. (1998). Levine, S. Jessica Kingsley Publishers. DSE – 3 (b) CREDIT = 4 NAME = NEUROLINGUISTIC PROGRAMMING OUTCOMES OF THE COURSE

1. Students will learn better communication skills 2. Students will have an improved sense of well being 3. Students will gain an insight into self

4. Students will learn to be more resilient 5. Students will have a better capability to know other and understand their language

MODULE I: INTRODUCING NLP Understanding NLP Communication tools The VAK model

MODULE II: MIND DYNAMICS Mind dynamics and persuasion Mind dynamics and sports Mind dynamics and the art of leaning Mind dynamics and health

MODULE III: THE UNCONSICOUS COMPETENCE Anchoring Mindfulness Communications that are therapeutic The meta and Milton model

CORE COURSE 15 CREDIT = 12 NAME = DISSERTATION OUTCOMES OF THE COURSE

1. The student knows the theoretical bases for statistical analyses of results from empirical studies: the logical and philosophical bases of empirical research; probability; operationalization of psychological variables

2. Knows basic statistical methods used to describe variables, describe relationships between variables, and to verify research hypotheses through inferential statistics.

3. Understands the scientific method in the context of empirical sciences, its advantages and limitations

4. Is acquainted with specific scientific psychological terminology, distinguishes theoretical from operational concepts.

5. The student is able to find, analyse, evaluate, select and integrate information using various sources.

6. Can formulate research questions and hypotheses, and operationalize them. Can create a research plan adequate to the research question.

7. Presents research questions with statistical concepts and translates them to hypotheses, which is then verified using appropriate methods of statistical inference.

8. Has advanced oral presentation skills, in English language and can prepare a presentation in the form of a research report or conference poster.

9. Can conduct substantive argument, utilizing personal views that are based on critical analysis of works from various fields of knowledge, and can create synthetic summaries on their basis.

10. The student is prepared and has the foundations to conduct independent empirical research. Presents and evaluates their results responsibly, critically and objectively.

11. Follows the psychologist‘s code of ethics in relation to his chosen specialization. The student has to carry out a full length dissertation on a chosen topic in collaboration with a guide. The students would be evaluated on the basis of dissertation report, presentation, and viva-voce. SEMESTER III (SPECIALIZATION: INDUSTRIAL PSYCHOLOGY) CORE COURSE 11 CREDIT = 4 NAME = ORGANIZATIONAL BEHAVIOR OUTCOMES OF THE COURSE

1. To understand the concepts, nature and principles of organizational behavior. 2. To develop an understanding of motivation, leadership, organizational culture, climate

and change. 3. To apply behavioral science principles and practices in the organization towards the

goal of improving organizational effectiveness. MODULE I: ORGANIZATIONAL BEHAVIOR AND PROCESS

Organization and the individual, the Hawthorne studies, the Bureaucratic model Organization structure, factors effecting the same; mechanistic and organic models Modern organizational designs Challenges and opportunities for organizational behavior

MODULE II: MOTIVATION, EMOTION, AND STRESS IN ORGANIZATION Motivation through meeting needs (Maslow’s theory, Herzberg’s theory) Motivation through setting goals (Goal setting theory) Motivating by altering expectations (Vroom’s theory, Porter & Lawler’s model,

Hackman & Oldham’s model) Emotion and moods Occupational stress: sources, consequences, and management

MODULE III: LEADERSHIP, EMPOWERMENT, AND COMMUNICATION Managerial grid Fiedler’s Contingency Model Path Goal Model Transactional Leadership and Transformational Leadership Randolph’s Empowerment Model

Organizational Communication: Nature, Function, Process, Direction, Modes, Barriers, Methods of improving communication.

MODULE IV: ORGANIZATIONAL CULTURE, CLIMATE, CONFLICT, AND DEVELOPMENT

Organizational culture – nature, dimensions; creating and maintaining a culture Conflict – traditional vs modern view, sources, types, process; strategies of conflict

resolution Climate – factors effecting organizational climate, developing a sound organizational

climate Organizational change – importance of change, causes, models of change, resistance

to change, organizational citizenship behavior Coaching and mentoring in organizations.

Suggested Readings Prasad, L. M. (2012). Organizational behaviour. New Delhi: Sultan Chand & Sons. Aamodt, M. G. (2016). Industrial/Organizational psychology: An applied approach. Boston: Cengage Learning Muchinsky, P. M., & Culbertson, S. S. (2016). Psychology applied to work. Summerfield, NC: Hypergraphic Press. Parikh, M., & Gupta, R. K. (2010). Organisational behaviour. New Delhi: Mc Graw Hill. CORE COURSE 12 CREDIT = 4 NAME = HUMAN RESOURCE DEVELOPMENT AND MANAGEMENT OUTCOMES OF THE COURSE

1. Appreciate the importance of human resource management as a field of study and as a central management function;

2. Understand the implications for human resource management of the behavioral sciences, government regulations, and court decisions;

3. Know the elements of the HR function (e.g. – recruitment, selection, training and development, etc.) and be familiar with each element’s key concepts & terminology; and

4. Apply the principles and techniques of human resource management gained through this course to the discussion of major personnel issues and the solution of typical case problems.

MODULE I: INTRODUCTION TO HUMAN RESOURCE MANAGEMENT Introducing human resource function The corporate culture Factors affecting human resource development Strategic employment planning

MODULE II: THE STAFFING PROCEDURE Orientation towards staffing The Recruitment Process The Selection Process

MODULE III: GENERAL MANAGEMENT Managerial communication Managerial Ethics Corporate image building Emotional Intelligence and Managerial Effectiveness

MODULE IV: HUMAN RESOURCE DEVELOPMENT Employee training and development Performance appraisal, feedback, and training Employee welfare and quality of work life Assessing training needs, designing and evaluating training programmes Roles, responsibilities, and challenges to training managers

MODULE V: JOB ANALYSIS AND DESIGN Meaning and concept of job analysis Job description: what it is and how to write one Job specifications Job design and how to create one

MODULE VI: EMPLOYEE RELATIONS AND EMPOWERMENT Concept of employee relations Introducing discipline, managing grievances and employee counselling Process of employee empowerment Empowerment in Indian and Global scenario

Suggested Readings Banfield, P., & Kay, R. (2011). Introduction to human resource management (2nd Ed.). New Delhi, India: Oxford University Press DeCenzo, D. A., & Robbins, S. P. (2006). Fundamentals of human resource management (8th Ed.). NY: Wiley. DeNisi, A. S., & Griffin, R. W. (2011). Managing human resources (4th Ed.). Boston: Cengage Press. Dessler, G., & Varkkey, B. (2011). Human resource management (12th Ed.). New Delhi, India: Pearson Education.

Pande, S., & Basak, S. (2012). Human resource management. New Delhi, India: Pearson Education.