Syllabus for

Academic Year  (2024)

This course will introduce students to Indian Literatures across languages and timeframe. The idea of Indian Literature is informed by two different notions of translation - pre-modern Indian literary tradition believed in transcreation of themes/plots/ideas/concepts. While post-modern Indian literary contexts were influenced by Western linguistic translation and adopting English for creative expressions. The impact of  these two practices to define contemporary Indian Literatures is the focus of the course. Historical overview of translation process as practice and as theory in India further strengthens the connection between the notion of translation and Indian Literatures.

●      What is Indian Literature? K S Srinivasan and A K Ramanujan, Indian Literature, July - August 1982, Vol 25, Pp5-15

●      From the Pedagogical to the Performative: ‘Locating Indian Literature’ Locating Indian Literature: Texts, Traditions, Translations  E V Ramakrishnan

●      ‘Bhasa Literatures and the Modern Attitude’, from After Amnesia: Tradition and Change in Indian Literary Criticism G N Devy, Orient Blackswan, 2017

●      Movements that have informed the contours of Indian literatures in Bhasha traditions and Indian Writing in English - Excerpts from Volumes on  Ancient Indian Literatures, Medieval Indian Literatures and Modern Indian Literature, published by Central Sahitya Academy will be compiled by the faculty team

Excerpts from

●      “In Our Own Time, on Our Own Terms.” In Translating Others, (Harish Trivedi 2006) edited by Theo Hermans, Manchester: St. Jerome.

●       “Introduction: When We Are ‘Multilingual’, Do We Translate?” In A Multilingual Nation: Translation and Language Dynamic in India, edited by Rita Kothari, 1–22. New Delhi: Oxford University Press. Rita Kothari  2018.

●      Part 1 of Translation as Discovery and Other Essays on Indian Literature in English Translation by Sujit Mukherjee

●      Vandana L. – Rethinking Translation and Publication Politics: Dalit Writings in English Translation as World Literature (J​​ournal of Comparative Literature and Aesthetics. SPECIAL ISSUE – Untranslatability: A Problem, or a Practice?Vol. 45, No. 1, Spring 2022. https://jcla.in/wp-content/uploads/2022/03/JCLA-45.1-Spring-2022_Vandana-L..pdf)

Lecture and Interview

●      https://www.youtube.com/watch?v=f67x7JAoqoA -  Nature of Knowledge in Indian Intellectual Traditions - Sundar Sarukkai

●      https://www.youtube.com/watch?v=o0evFkQNrek - Mapping the Languages of India with Ganesh Devy

●      Rudali - Mahasweta Devi

●      Woman as Caste - Urmila Pawar

“Block No 27, Trilokpuri”, Excerpt from “Morgue Keeper” - Charu Niveditha. Translated by Pritam Chakravarthy. (This one is about anti-Sikh riots in Delhi) (https://charuonline.com/blog/?p=10841)

Short poems from Therigatha (poetry written by Bhikkunis) - The Therigatha, the ninth book of the Khuddaka Nikaya, consists of 73 poems — 522 stanzas in all — in which the early nuns (bhikkhunis) recount their struggles and accomplishments along the road to arahantship. Poems of Early Buddhist Nuns, translated by C.A.F. Rhys Davids and K.R. Norman (Oxford: Pali Text Society, 1989).

 Texts chosen:

 An Anonymous Bhikkhuni

 Dhamma

 Sumaṅgala’s Mother

 Sona: Mother of Ten (https://www.accesstoinsight.org/tipitaka/kn/thig/)

“Story of the Deep Night”, Salma. Translated by Srilatha. (https://scroll.in/article/1062530/a-form-of-expression-for-my-grief-criticism-and-anger-why-tamil-poet-salma-writes-poetry)

Five couplets from Thirukkural by Thiruvalluvar. English Translation and Commentary by Rev. Dr. G. U. Pope, Rev W. H. Drew, Rev. John Lazarus and Mr F. W. Ellis

 1.2.6 The Utterance of Pleasant Words. Verse no 100.  1.2.12.

The Possession of Patience, Forbearance, verse no 151.

1.3.7 Not being Angry. Verse no 306

1.3.10 Instability. Verse no 339

2.1.2 Learning. Verse no 396

“My Father”. PRALHAD CHENDWANKAR. Translated by Shanta Gokhale and Nissim Ezekiel. Poisoned Bread: Translations from Modern Marathi Dalit Literature. Edited by Arjun Dangle. Orient Longman.

“The Earth Rescued from Parrots”. From A Name for Every Leaf: Selected Poems 1959-2015.  Ashok Vajpaye. Translated by Rahul Soni. (https://scroll.in/article/805278/these-seven-poems-by-ashok-vajpeyi-show-why-hindi-poetry-matters)

One of the novels will be selected

●      Imayam. “Pethavan: the Begetter”. Novella (90 pages). Oxford University Press; Edition (18 January 2016)      

●      Volga. Yashodhara. Harperperennial, 2019    

●      Amruta Patil - Kari or Arnyaka

●      Bharath Murthy (ed) -  The Vanished Path: A Graphic Travelogue

Faculty team teaching the course will decide a self reading component from each unit and indicate in the course plan. The self study reading component will be tested during the internal assessment and connecting questions can be part of centralized examination.

●      CIA 1 and CIA 3 will be for 20 marks. Experiential field trips leading to small projects about Indianness could be considered; short workshops on translation could lead to translation projects prompting students to interact with their mother tongue

●      CIA 2 for 50 marks will be centralized exam

●      ESE for 50 marks will be a centralized exam

Effects of colonisation are not very visible as generations move from the experience historically and the impact becomes part of everyday life. This paper makes an attempt to sensitise students to think critically about a historical occurrence and its impact on our everyday life through literature.

Objectives

●      Introduce students to few key terms of colonialism and postcolonialism

●      Enable close reading of texts in their socio/political/cultural contexts, specifically  colonisation

●      Make students use critical vocabulary of the critical framework while discussing and writing

●      Atlantic/Transatlantic

●      Border/Boundary/Borderland

●      Colonialism/Decolonization

●      Cosmopolitanism

●      Creole/Creolization

●      Diaspora

●      Empire

●      Hemispheric

●      Imperialism

●      Migration

●      Modernity

●      Postcolonial

●      Revolution/Resistance

●      Slavery/Slave Trade

●      Race & Racism

●      Transculturation/Contact zone

●      Translation

●      Other

●      Mimicry

●      Hybridity

●      Ambivalence

●      nation/nation state

●      Cultural memory

●      Anti-colonialism

●      Cosmopolitanism

●      Orality

●      Strategic essentialism

●      Subaltern

●      Third World

Derek Walcott, "A Far Cry from Africa"

Nguyen Duy, “Looking Home from Far Away”

Mahmoud Darwish, “To Our Land”

Adrienne Rich - “The Burning of Paper instead of Children”

Leopold Sedar Senghor - “To the Negro-American Soldiers”/”Black Woman”

A D Hope - “Australia”

Salman Rushdie - “The Courter”

Buchi Emecheta: “New Tribe”

Jean Rhys: “Mixing Cocktails

Aimé Césaire- A Tempest (translated by Richard Miller)

Witi Ihimaera - The Whale Rider

2.     The Postcolonial Studies Dictionary: Pramod K. Nayar

Ashcroft, William D., Gareth Griffith, and Helen Tiffin, eds. The Empire Writes Back: Theory and Practice in Post-Colonial Literatures. London: Routledge, 1989.

_____. Key Concepts in Post-Colonial Studies. London: Routledge, 1998.

_____. The Post-Colonial Studies Reader. London: Routledge, 1995.

Brydon, Diana. "The Myths That Write Us: Decolonising the Mind." Commonwealth 10.1 (1987): 1-14.

_____. "Re-writing The Tempest." World Literature Written in English. 23.1 (1984): 75-88.

Frantz Fanon: “On National Culture”

Audre Lorde: “ The Master’s Tool will Never Dismantle the Master’s House”

Benedict Anderson : Introduction to Imagined Communities

Padmini Monglia : Contemporary Postcolonial Theory: A Reader

Benita Parry: Postcolonial Studies

Aijaz Ahmed - In Theory : Classes, Nations, Literatures

Graham Huggan: The Oxford Handbook of Postcolonial Studies

Timothy Brennan: At Home in the World

CIA II mid semester, written examination.          

CIA III group presentations on topics relevant to postcolonial literature

End-semester, written examination.

Course Description:

The global risk report 2024 indicates the social precarity that we are living in. The department aims to offer cultural sensitivity with historical awareness. Towards this end, this paper is offered to address questions of contemporary crises through Trauma Studies. Trauma Narratives is at the intersection of multiple disciplines and narrativizes, attempts to understand and unpack the representations and experiences of trauma at individual and collective levels. The students opting for this paper will unlearn some of the conventional notions about trauma, its role in fiction; introduces them to the interdisciplinary relationship between trauma, identities, experiences, disruptions, and representation of trauma in fiction and its implications in addressing the UNSDG goals to address social inequalities.

Course Objectives:

This course aims to introduce the students to concepts, concerns, and critical debates in Trauma Studies. The paper initiates the students to unlearn some of their conventional notions about what is trauma and literature; introduces them to the interdisciplinary relationship between trauma, disrupted identities, individual experiences of medically identified trauma and/or collective experiences of trauma (intergenerational or collective trauma), psychic disruptions, dissonance, and representation of trauma in various forms of literature, including poetry, prose and drama. This paper will act as a way to connect Cultural Studies, Postcolonial Literatures and other studies that they have been introduced to in their 1 and 2 years and Honours in English.

A. Psychoanalysis and Trauma (Starting with Freud)

B. Trauma and Literary Studies

C. Caruth and the First Wave of Literary Trauma Theory

1. Keywords: Grief, Trauma and Social Context

2. Imperialism and Trauma – postcolonial and decolonial responses

a. Rothberg, M. (2008). Decolonizing trauma studies: A response. Studies in the Novel, 40(1/2), 224-234.

b. Lloyd, David. "Colonial Trauma/Postcolonial Recovery?" Interventions: International Journal of Postcolonial Studies 2.2 (2000): 212-28

Stef Craps, Postcolonial Witnessing: Trauma Culture Out of Bounds (Palgrave, 2013).

(Additional reading)

3. Holocaust and Trauma narratives

a. Arendt, Hannah. The Origins of Totalitarianism. New York: Harcourt Brace, 1951 (Excerpts)

b. Aarons, V. (2019). Holocaust graphic narratives: generation, trauma, and memory. Rutgers University Press. (Project based learning/aligned to class

presentations based on guided research)

4. Partition narratives at the intersection of gender, religion and nation

a. Dubey, I. (2021). Remembering, forgetting and memorialising: 1947, 1971

and the state of memory studies in South Asia. India Review, 20(5), 510-539.

or

b. Singh, R. (2015). Remember, Recover: Trauma and Transgenerational Negotiations with the Indian Partition in" This Side, That Side" and the" 1947 Partition Archive". EUT Edizioni Università di Trieste (2015): 183–99.

Manto’s Thanda Gosth or Toba Tek Singh

Dunya Mikhail on the Iraq war

‘The Fly’ by Katherine Mansfield

Dangarembga, T. (2020). Nervous conditions. Faber & Faber.

Malabou, C. (2012). Ontology of the accident: an essay on destructive plasticity.

Butalia, U. (2017). The other side of silence: Voices from the partition of India. Penguin UK.

Example of an analysis:

1.     Forter, G. (2014). Colonial Trauma, Utopian Carnality, Modernist Form: Toni Morrison’s Beloved and Arundhati Roy’s The God of Small Things. In Contemporary Approaches in Literary Trauma Theory (pp. 70-105). London: Palgrave Macmillan UK.

Trauma, Narrative, and History: Beyond Trauma Theory

1.     Felman, Shoshana, and Dori Laub, M. D. Testimony: Crises of Witnessing in Literature, Psychoanalysis, and History. New York: Routledge, 1992. (Excerpts)

2.     Leys, R., & Goldman, M. (2010). Navigating the genealogies of trauma, guilt, and affect: An interview with Ruth Leys. University of Toronto Quarterly, 79(2), 656-679.

3.     Berlant, L., & Greenwald, J. (2012). Affect in the end times: A conversation with Lauren Berlant. Qui Parle: Critical Humanities and Social Sciences, 20(2), 71-89.

on guided research)

2. Arendt, Hannah. The Origins of Totalitarianism. New York: Harcourt Brace, 1951(Excerpts)

3. Balaev, M. (2018). Trauma studies. A companion to literary theory, 360-371.

4. Berlant, L., & Greenwald, J. (2012). Affect in the end times: A conversation with Lauren Berlant. Qui Parle: Critical Humanities and Social Sciences, 20(2), 71-89.

5. Caruth, C. (2013). Literature in the Ashes of History. JHU Press. (excerpts)

6. Dubey, I. (2021). Remembering, forgetting and memorialising: 1947, 1971 and the

state of memory studies in South Asia. India Review, 20(5), 510-539.

7. Felman, Shoshana, and Dori Laub, M. D. Testimony: Crises of Witnessing in Literature, Psychoanalysis, and History. New York: Routledge, 1992.

8. Forter, G. (2014). Colonial Trauma, Utopian Carnality, Modernist Form: Toni Morrison’s Beloved and Arundhati Roy’s The God of Small Things. In Contemporary Approaches in Literary Trauma Theory (pp. 70-105). London: Palgrave Macmillan UK.

9. Hartman, Geoffrey H. "Trauma within the Limits of Literature." EJES: European Journal of English Studies 7.3 (2003): 257-74.

10. Leys, R., & Goldman, M. (2010). Navigating the genealogies of trauma, guilt, and affect: An interview with Ruth Leys. University of Toronto Quarterly, 79(2), 656-679.

11. Lloyd, David. "Colonial Trauma/Postcolonial Recovery?" Interventions: International Journal of Postcolonial Studies 2.2 (2000): 212-28

12. Marder, E. (2006). Trauma and literary studies: Some enabling questions. Reading on, 1(1), 1-6.

13. Rothberg, M. (2008). Decolonizing trauma studies: A response. Studies in the Novel, 40(1/2), 224-234.

14. Singh, R. (2015). Remember, Recover: Trauma and Transgenerational Negotiations with the Indian Partition in" This Side, That Side" and the" 1947 Partition Archive".

EUT Edizioni Università di Trieste (2015): 183–99.

15. Stef Craps, Postcolonial Witnessing: Trauma Culture Out of Bounds (Palgrave, 2013).

1. A class test based on the texts

2. Essay on concepts and its application

CIA III - 20 Marks (Group), the students can be asked

1. To prepare research-based projects based on topics relevant to the units

2. To put up an exhibition/display of any concepts/issues

MSE - 50 Marks - Centralized Exam

(5 out of 7) x 10=50 Marks 

ESE - 50 Marks - Centralized Exam

(5 out of 7) x 10=50 Marks

The abnormal psychology course aims to sensitize the students about the existence of abnormal behaviour in order to develop greater

social responsibility. The course coupled with the social psychology course of the previous semester and other courses from sociology,

specifically with regard to social problems, would create a holistic understanding of the individual and their society. Further, the course

would enable the student to develop a cultural understanding of abnormal behaviour within the Indian context and specifically to

Bangalore. In Bangalore, there is a noticeable increase in the mental health issues faced by the population and the need for mental health

practitioners who understand the difference between abnormal behaviour and distressing behaviour is a major requirement and the course

would be the first step towards that direction. This course has been conceptualized in order to help the students develop an understanding

of the historical development of the study of abnormal behaviour. The specific course aim is to create an understanding of the criteria

and perspectives in abnormal behaviour, common classification systems, and range of disorders including anxiety disorders, mood

disorders, schizophrenia, somatic symptom disorders generally observed at childhood and adolescence, and personality disorders. This

course will help the learner understand

•  Abnormal behaviour: criteria, classifications and types
• The historical development in the study of abnormal behaviour

Defining Abnormal Behaviour,

Criteria of Abnormal Behaviour,

Brief Mention of DSM-V-TR and

ICD-11 classification systems,

Causes of Abnormal Behaviour –

Necessary, Predisposing,

Precipitating and Reinforcing

Causes.

Psychoanalytic (only Freud),

Behaviouristic,

Cognitive -

Behavioral, Humanistic,

Interpersonal Perspectives

(Student Effort Hours)

Defining Abnormal Behaviour,

Criteria of Abnormal Behaviour,

Brief Mention of DSM-V-TR and

ICD-11 classification systems,

Causes of Abnormal Behaviour –

Necessary, Predisposing,

Precipitating and Reinforcing

Causes.

Psychoanalytic (only Freud),

Behaviouristic,

Cognitive -

Behavioral, Humanistic,

Interpersonal Perspectives

(Student Effort Hours)

Defining Abnormal Behaviour,

Criteria of Abnormal Behaviour,

Brief Mention of DSM-V-TR and

ICD-11 classification systems,

Causes of Abnormal Behaviour –

Necessary, Predisposing,

Precipitating and Reinforcing

Causes.

Psychoanalytic (only Freud),

Behaviouristic,

Cognitive -

Behavioral, Humanistic,

Interpersonal Perspectives

(Student Effort Hours)

Intellectual disability -

Definition, Levels of MR,

Clinical Types and Causal

Factors;

Autism spectrum disorders

- Clinical Picture and

Causal Factors;

Specific Learning disorder -

Clinical Picture a

nd Causal Factors;

Attention- Deficit/Hyperactivity

Disorder (Student Effort Hours)

Intellectual disability -

Definition, Levels of MR,

Clinical Types and Causal

Factors;

Autism spectrum disorders

- Clinical Picture and

Causal Factors;

Specific Learning disorder -

Clinical Picture a

nd Causal Factors;

Attention- Deficit/Hyperactivity

Disorder (Student Effort Hours)

Intellectual disability -

Definition, Levels of MR,

Clinical Types and Causal

Factors;

Autism spectrum disorders

- Clinical Picture and

Causal Factors;

Specific Learning disorder -

Clinical Picture a

nd Causal Factors;

Attention- Deficit/Hyperactivity

Disorder (Student Effort Hours)

Brief Description: Panic Disorder,

Generalized Anxiety Disorder,

Phobic Disorder with Causal

Factors.

Somatic symptom disorder, Functional

neurological symptom disorder with

Symptoms and Causal Factors.

Illness anxiety disorder (Student Effort

Hours)

Brief Description: Panic Disorder,

Generalized Anxiety Disorder,

Phobic Disorder with Causal

Factors.

Somatic symptom disorder, Functional

neurological symptom disorder with

Symptoms and Causal Factors.

Illness anxiety disorder (Student Effort

Hours)

Brief Description: Panic Disorder,

Generalized Anxiety Disorder,

Phobic Disorder with Causal

Factors.

Somatic symptom disorder, Functional

neurological symptom disorder with

Symptoms and Causal Factors.

Illness anxiety disorder (Student Effort

Hours)

Cyclothymic Disorder, Bipolar I

Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major

Depressive Disorder with

Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical

Picture.

Psychosocial Causal Factors

(Student Effort Hours),

Cyclothymic Disorder, Bipolar I

Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major

Depressive Disorder with

Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical

Picture.

Psychosocial Causal Factors

(Student Effort Hours),

Cyclothymic Disorder, Bipolar I

Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major

Depressive Disorder with

Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical

Picture.

Psychosocial Causal Factors

(Student Effort Hours),

Introduction - Clinical Features and

Brief Descriptions of Cluster A, B,

and C Personality Disorders with

Psychosocial Causal Factors.

Gender dysphoria in children and gender

dysphoria in adults (Student Effort

Hours)

Introduction - Clinical Features and

Brief Descriptions of Cluster A, B,

and C Personality Disorders with

Psychosocial Causal Factors.

Gender dysphoria in children and gender

dysphoria in adults (Student Effort

Hours)

Introduction - Clinical Features and

Brief Descriptions of Cluster A, B,

and C Personality Disorders with

Psychosocial Causal Factors.

Gender dysphoria in children and gender

dysphoria in adults (Student Effort

Hours)

Butcher, J.N, Mineka, S. & Hooley, J.M (2016). Abnormal Psychology. 16th Edition. Pearson Education

DSM-V-TR and ICD-11

• CIA I –Written Assignment /Individual Assignment - Total Marks 10 

•CIA II – Mid Semester Examination- Total marks 25 

• CIA III –Activity-based Assignment - Total marks 10 

• CIA I + II + III = 90 /100 = 45/50

• Attendance = 5 marks

• Total = 50

End Semester Examination : Total Marks=50

End Semester Pattern- 2 hrs- 50 Marks

Section A (Very short Answer). 2 Marks X 5Qs= 10 Marks

Section B (Short answers). 5 Marks X 2Qs= 10 Marks

Section C (Essay questions). 10 Marks X 2Qs= 20 Marks

Section D (Case study). 10 Marks x 1Q= 10 Marks

This course has been conceptualized to provide the learners with an overview of I/O Psychology by describing the various individual, group, and organizational processes/behaviour at work. This paper also intends at enhancing the understanding of the learner about the world of work and related concerns. The areas covered in the paper include recruitment, employee selection, training and development, performance appraisal, motivation, leadership, organizational communication, group behaviour, and culture. The paper will provide a scientific basis of human behaviour at work which will build a sound background towards the application of the learning acquired.

Course objectives: This course will help the learner

• To understand the origins of I-O Psychology and the major fields related to it

• To understand the individual determinants that influence workplace behavior

• To develop an understanding of how theory and research are applied to work settings

• To learn the process involved in human resource planning and development

• To learn how organizations can create a supportive work environment by understanding the functioning of groups and leadership roles

• To learn the role and importance of communication in organizations

• To understand how culture plays a role in individuals and groups at the workplace

Definition, goals, key forces, and fundamental concepts, History of industrial psychology, Major Fields of I/O Psychology 

Definition, goals, key forces, and fundamental concepts, History of industrial psychology, Major Fields of I/O Psychology 

Definition, goals, key forces, and fundamental concepts, History of industrial psychology, Major Fields of I/O Psychology 

Personality- Definition, personality traits relevant at the workplace,

Motivation- Definition, Types, and Application of theories of motivation at the workplace (early and contemporary theories)

Job satisfaction- Definition, Factors affecting Job Satisfaction, Consequences 

Personality- Definition, personality traits relevant at the workplace,

Motivation- Definition, Types, and Application of theories of motivation at the workplace (early and contemporary theories)

Job satisfaction- Definition, Factors affecting Job Satisfaction, Consequences 

Personality- Definition, personality traits relevant at the workplace,

Motivation- Definition, Types, and Application of theories of motivation at the workplace (early and contemporary theories)

Job satisfaction- Definition, Factors affecting Job Satisfaction, Consequences 

Job Analysis- Definition, Purpose, Types, Process, Methods, Recent Developments

Recruitment and Selection- Nature and objectives, Sources- Internal and External, Process, Definition and steps in the selection process

Performance Management- Definition, Scope, Process, Tools

Training and Development- Meaning and nature, Objectives, Methods- on the job and off the job, Training and Analysis 

Job Analysis- Definition, Purpose, Types, Process, Methods, Recent Developments

Recruitment and Selection- Nature and objectives, Sources- Internal and External, Process, Definition and steps in the selection process

Performance Management- Definition, Scope, Process, Tools

Training and Development- Meaning and nature, Objectives, Methods- on the job and off the job, Training and Analysis 

Job Analysis- Definition, Purpose, Types, Process, Methods, Recent Developments

Recruitment and Selection- Nature and objectives, Sources- Internal and External, Process, Definition and steps in the selection process

Performance Management- Definition, Scope, Process, Tools

Training and Development- Meaning and nature, Objectives, Methods- on the job and off the job, Training and Analysis 

Group- definition, types, stages of group development, characteristics of groups

Group decision-making, techniques of decision making

Teams- definition, types, the difference between groups and teams

Leadership - Definition, Leadership Styles, Approaches to Leadership

Group- definition, types, stages of group development, characteristics of groups

Group decision-making, techniques of decision making

Teams- definition, types, the difference between groups and teams

Leadership - Definition, Leadership Styles, Approaches to Leadership

Group- definition, types, stages of group development, characteristics of groups

Group decision-making, techniques of decision making

Teams- definition, types, the difference between groups and teams

Leadership - Definition, Leadership Styles, Approaches to Leadership

Communication- definition, functions, process, types, barriers to effective communication

Organizational Culture- definition, characteristics, strong v/s weak culture, positive organizational culture 

Communication- definition, functions, process, types, barriers to effective communication

Organizational Culture- definition, characteristics, strong v/s weak culture, positive organizational culture 

Communication- definition, functions, process, types, barriers to effective communication

Organizational Culture- definition, characteristics, strong v/s weak culture, positive organizational culture 

Robbins, S. P. & Judge, T.A.(2013). Organizational behaviour. Pearson Education.

Singh, N. (2011). Industrial Psychology. Delhi, India: TataMc Graw hill Education private limited. 

Luthans, F. (2021). Organizational Behavior (14th ed.). Boston, MA: McGraw Hill.

Paul E. Spector (1999). Industrial and Organizational Psychology: Research and Practice [2nd ed.], John Wiley & Sons Inc         q

• CIA I –Written Assignment /Individual Assignment - Total Marks 10

• CIA II – Mid Semester Examination - Total marks 25

• CIA III –Activity-based Assignment - Total marks 10

• CIA I + II + III = 90 /100 = 45/50

• Attendance = 5 marks

• Total = 50

End Semester Examination: Total Marks=50

End Semester Pattern- 2 hrs- 50 Marks

Section A (Very short Answer). 2 Marks X 5Qs= 10 Marks

Section B (Short answers). 5 Marks X 2Qs= 10 Marks

Section C (Essay questions). 10 Marks X 2Qs= 20 Marks

Section D (Case study). 10 Marks x 1Q= 10 Marks 

This introductory course is designed for final year Psychology students to explore the field of School and Educational Psychology and related career options such as school counselling, career guidance, and teaching, should they choose to specialize further after their graduation. The course will build on previously learned knowledge in Psychology such as various schools of thought in Psychology, and basic theories of learning, development, and motivation with the goal of exposing students to different areas of specialization within the field of educational psychology.

Course objectives: This course will help the learner

• To get a broad understanding of the importance of educational psychology as a field, and its scope.

• Get a theoretical and practical exposure to specific areas of specialization in educational psychology such as teaching and learning including assessments and classroom management, differentiating instruction for diverse learners (learners with disabilities, gifted learners, learners from diverse socioeconomic and cultural backgrounds), careers and life skills or psychosocial education, and mental health in education.

Nature, scope and functions of educational psychology; Careers in educational psychology- teaching-related, counseling-related (career guidance, mental health)

Nature, scope and functions of educational psychology; Careers in educational psychology- teaching-related, counseling-related (career guidance, mental health)

Nature, scope and functions of educational psychology; Careers in educational psychology- teaching-related, counseling-related (career guidance, mental health)

Overview of theories of learning, development and motivation in an educational context (behaviourism, cognitivism, constructivism, social constructivism)

Overview of theories of learning, development and motivation in an educational context (behaviourism, cognitivism, constructivism, social constructivism)

Overview of theories of learning, development and motivation in an educational context (behaviourism, cognitivism, constructivism, social constructivism)

Teaching and learning strategies, assessment and measurements, classroom management strategies

Teaching and learning strategies, assessment and measurements, classroom management strategies

Teaching and learning strategies, assessment and measurements, classroom management strategies

Learners with disabilities and gifted learners, Differentiating instruction to respond to differences among learners: Socioeconomic and cultural differences among learners

Learners with disabilities and gifted learners, Differentiating instruction to respond to differences among learners: Socioeconomic and cultural differences among learners

Learners with disabilities and gifted learners, Differentiating instruction to respond to differences among learners: Socioeconomic and cultural differences among learners

Careers education: Theories and case studies from the field; : School Counselling: Mental health, life skills education or psychoeducation

Careers education: Theories and case studies from the field; : School Counselling: Mental health, life skills education or psychoeducation

Careers education: Theories and case studies from the field; : School Counselling: Mental health, life skills education or psychoeducation

Patel, V., Aronson, L., & Divan, G. (2013). A School Counsellor Casebook. Byword Books Private Limited.

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.

Athanasou, J. A., & Van Esbroeck, R. (2008). International handbook of career guidance (pp. 695-709). Springer.

Kumashiro, K. K. (2015). Against common sense: Teaching and learning toward social justice. Routledge

This is an introductory course in sports psychology provided in the fifth semester for interested candidates from the psychology triple major combinations (PSENG, PSECO, CEP) at CHRIST (Deemed to be University). The course aims to introduce students to the basic concepts that are related to sports psychology, the scope of sports psychology various issues the sports persons’ experiences (gender, culture, etc.), and the application of psychological principles in sports settings. The course also introduces the students to various factors that influence performance and different performance enhancement techniques. The students should have a thorough understanding of the basic psychological process as a prerequisite since this program mainly focuses on the application of those principles in the sports setting. 

Definition and History of sports psychology;

Role of a sports psychologist;

Ethics in sports psychology;

Multicultural issues that relate to race and gender.

Definition and History of sports psychology;

Role of a sports psychologist;

Ethics in sports psychology;

Multicultural issues that relate to race and gender.

Definition and History of sports psychology;

Role of a sports psychologist;

Ethics in sports psychology;

Multicultural issues that relate to race and gender.

Causal Attribution in Sport –

Attribution Model;

competitive situations;

attribution training; Self-

confidence and Intrinsic

Motivation - Models of Self-

Confidence; Integrated

theory of motivation in sport

and exercise; Goal

Perspective Theory –

Achievement Goal

Orientation; Developmental

Nature of Goal Orientation;

Goal Involvement;

Motivational Climate; Goal

Orientation and Moral

Functioning; Characteristics

of Task and Ego Goal

Orientations; Interaction

between Goal Orientation

and Motivational Climate.

Causal Attribution in Sport –

Attribution Model;

competitive situations;

attribution training; Self-

confidence and Intrinsic

Motivation - Models of Self-

Confidence; Integrated

theory of motivation in sport

and exercise; Goal

Perspective Theory –

Achievement Goal

Orientation; Developmental

Nature of Goal Orientation;

Goal Involvement;

Motivational Climate; Goal

Orientation and Moral

Functioning; Characteristics

of Task and Ego Goal

Orientations; Interaction

between Goal Orientation

and Motivational Climate.

Causal Attribution in Sport –

Attribution Model;

competitive situations;

attribution training; Self-

confidence and Intrinsic

Motivation - Models of Self-

Confidence; Integrated

theory of motivation in sport

and exercise; Goal

Perspective Theory –

Achievement Goal

Orientation; Developmental

Nature of Goal Orientation;

Goal Involvement;

Motivational Climate; Goal

Orientation and Moral

Functioning; Characteristics

of Task and Ego Goal

Orientations; Interaction

between Goal Orientation

and Motivational Climate.

Aggression and Violence

in Sport; Social

Facilitation; Self-

presentation effects in

sport; Characteristics of

Team Cohesion;

Measurement,

Determinants and

Consequences of Team

Cohesion; Negative

effects of Team

membership; Developing

Team Cohesion; Theories

of Leadership; Coach-

Athlete Compatibility and

Communication.

Aggression and Violence

in Sport; Social

Facilitation; Self-

presentation effects in

sport; Characteristics of

Team Cohesion;

Measurement,

Determinants and

Consequences of Team

Cohesion; Negative

effects of Team

membership; Developing

Team Cohesion; Theories

of Leadership; Coach-

Athlete Compatibility and

Communication.

Aggression and Violence

in Sport; Social

Facilitation; Self-

presentation effects in

sport; Characteristics of

Team Cohesion;

Measurement,

Determinants and

Consequences of Team

Cohesion; Negative

effects of Team

membership; Developing

Team Cohesion; Theories

of Leadership; Coach-

Athlete Compatibility and

Communication.

Definition – Arousal,

Anxiety and Stress;

Neurophysiology of

Arousal; Attention and

Concentration in Sport;

Factors inducing anxiety

and stress; Arousal and

Performance Relationship;

Anxiety and Performance

Relationship; Stress

Management.

Definition – Arousal,

Anxiety and Stress;

Neurophysiology of

Arousal; Attention and

Concentration in Sport;

Factors inducing anxiety

and stress; Arousal and

Performance Relationship;

Anxiety and Performance

Relationship; Stress

Management.

Definition – Arousal,

Anxiety and Stress;

Neurophysiology of

Arousal; Attention and

Concentration in Sport;

Factors inducing anxiety

and stress; Arousal and

Performance Relationship;

Anxiety and Performance

Relationship; Stress

Management.

Coping Strategies in Sport;

Self-Talk; Relaxation

Strategies and Arousal

Energizing Strategies; Goal

Setting; Imagery;

Hypnosis; Psychological

Skills Training.

Coping Strategies in Sport;

Self-Talk; Relaxation

Strategies and Arousal

Energizing Strategies; Goal

Setting; Imagery;

Hypnosis; Psychological

Skills Training.

Coping Strategies in Sport;

Self-Talk; Relaxation

Strategies and Arousal

Energizing Strategies; Goal

Setting; Imagery;

Hypnosis; Psychological

Skills Training.

·       Jarvis, M. (2009). Sports Psychology: A Student’s Handbook. New York: Routledge.

·       Thatcher, J., Day, M., & Rahman, R. (2011). Sport and Exercise Psychology. Learning Matters.

·       Cratty, B. J. (1989) Psychology in contemporary sports. N. J.: Prentice Hall.

·       Horn, T. S (Ed) (1992). Advances in sports psychology. Canada: Herman Kinetics.

·       Lynch, J. (2001). Creative coaching. Champaign, IT: Human Kinetics

·       Mohan, J. (1996) Recent advances in sports psychology. New Delhi: Friends

·       Murphy, E. (1995) Advances in sports psychology. Illinois: Human Kinetics

·       Murphy, S. M. (1995) Sports Psychological Interventions. Champaign: Herman Kinetics

·       Richard H. Cox. (2007).  Sport Psychology. 6/e MI: McGraw Hill.

·       Sandhu, G. S. (1992), Psychology in sports: A contemporary perspective. New Delhi: Friends.

Weinberg, R. S. & Gould, D. (2007). Foundations of Sport and Exercise Psychology (4^th edition). Champaign, IL: Humans

• CIA II – Total marks 25

• CIA III –Activity-based Assignment - Total marks 15

• CIA I + II + III = 50

• Total = 50

End Semester Examination : Total Marks=50

End Semester Pattern- 2 hrs- 50 Marks

Section A (Very short Answer). 2 Marks X 5Qs= 10 Marks

Section B (Short answers). 5 Marks X 2Qs= 10 Marks

Section C (Essay questions). 10 Marks X 2Qs= 20 Marks

Section D (Case study). 10 Marks x 1Q= 10 Marks

This course has been conceptualized in order to provide a comprehensive introduction to general theories and methods related to cultural psychology. The course will focus on specific topics that bridge cultural psychology and identity, including group and identity formation, and multiculturalism. Special emphasis will be placed on critically examining how cultural norms influence the way individuals think, feel, and behave.

Course objectives: This course will help the learner to

• Gain familiarity with concepts, theories and research methods of cultural psychology.

• Understand how individuals are influenced by their cultural context

• Learn about how culture shapes an individual’s concept of self and perception of others and appreciate debates about psychological universality versus diversity.

What is culture? What is cultural psychology? Scope of cultural psychology. Research Methods: How do we study culture? Review of literature on culture and cognition; culture and emotion; and culture and mental health.

What is culture? What is cultural psychology? Scope of cultural psychology. Research Methods: How do we study culture? Review of literature on culture and cognition; culture and emotion; and culture and mental health.

What is culture? What is cultural psychology? Scope of cultural psychology. Research Methods: How do we study culture? Review of literature on culture and cognition; culture and emotion; and culture and mental health.

Universal and divergent aspects of self. Two construals of the self: Independent and interdependent and their consequences. Implications of culture on personality. Influence of culture on morality and values. Value pluralism and comparative morality.

Universal and divergent aspects of self. Two construals of the self: Independent and interdependent and their consequences. Implications of culture on personality. Influence of culture on morality and values. Value pluralism and comparative morality.

Universal and divergent aspects of self. Two construals of the self: Independent and interdependent and their consequences. Implications of culture on personality. Influence of culture on morality and values. Value pluralism and comparative morality.

Culture and cognition, culture and emotion, culture and motivation, culture and social behaviour, culture and mental health. Gender, sexuality and culture.

Culture and cognition, culture and emotion, culture and motivation, culture and social behaviour, culture and mental health. Gender, sexuality and culture.

Culture and cognition, culture and emotion, culture and motivation, culture and social behaviour, culture and mental health. Gender, sexuality and culture.

Acculturation; difference between socialisation, enculturation and acculturation; domains of acculturationcultural practices, cultural values, cultural identification; measurement of acculturation; acculturation strategies, multiculturalism.

Acculturation; difference between socialisation, enculturation and acculturation; domains of acculturationcultural practices, cultural values, cultural identification; measurement of acculturation; acculturation strategies, multiculturalism.

Acculturation; difference between socialisation, enculturation and acculturation; domains of acculturationcultural practices, cultural values, cultural identification; measurement of acculturation; acculturation strategies, multiculturalism.

Ethnic identity, role of “relational self” in ethnic identification, identity threat, ethnic boundaries, ethnic identity construction and Identity Process theory, Intersectionality. 

Ethnic identity, role of “relational self” in ethnic identification, identity threat, ethnic boundaries, ethnic identity construction and Identity Process theory, Intersectionality. 

Ethnic identity, role of “relational self” in ethnic identification, identity threat, ethnic boundaries, ethnic identity construction and Identity Process theory, Intersectionality. 

Valsiner, J. (2016). Culture in Minds and Societies - Foundations of Cultural Psychology. 

Geertz, C. (1973). The Interpretation of Cultures - Selected Essays. Basic Books. New York.

Purdie-Vaughns, V., & Eibach, R. P. (2008). Intersectional Invisibility: The Distinctive Advantages and Disadvantages of Multiple Subordinate-Group Identities. Sex Roles, 59, 377–391. doi:10.1007/s11199-008-9424- 4

Gelfand, M. J., Raver, J. L., Nishii, L., Leslie, L. M., Lun, J., Lim, B. C., ... & Aycan, Z. (2011). Differences between tight and loose cultures: A 33-nation study. Science, 332, 1100- 1104.

Islam, M. R., & Hewstone, M. (1993). Dimensions of Contact as Predictors of Intergroup Anxiety, Perceived OutGroup Variability, and Out-Group Attitude: An Integrative Model. Personality and Social Psychology Bulletin, 19, 700–710. doi:10.1177/0146167293196005

Plaut, V. C. (2010).Diversity Science: Why and How Difference Makes a Difference. Psychological Inquiry, 21(2), 77–99. doi:10.1080/10478401003676501

CIA 2 - 25 m

CIA 3 - 15 m

ESE - 50 m

Total Marks = 100

Course Description:

This undergraduate course will be a comprehensive introduction to human neuropsychology structured to provide students with a basic understanding of the relationship between brain and behaviour. Topics covered will include foundations of neuropsychology, the structure of the nervous system, functional specialization of the brain, cognitive functions, and assessments of brain disorders.

Course objectives:

• To understand the fundamental concepts of neuropsychology.
• Recognize the organization of the nervous system
• Identify the structure of brain systems and associated cognitive functions
• Integrate principles towards the understanding of brain disorders

Definition, Nature and Scope of clinical neuropsychology. Functions of Neuropsychologists. History, Branches of Neuropsychology. Methods of study of research in neuropsychology- Neurohistology, Radiologic Procedures, Electrophysiologic Procedures, Imaging of Brain metabolism, Magnetic Imaging. Ethical issues in research

Definition, Nature and Scope of clinical neuropsychology. Functions of Neuropsychologists. History, Branches of Neuropsychology. Methods of study of research in neuropsychology- Neurohistology, Radiologic Procedures, Electrophysiologic Procedures, Imaging of Brain metabolism, Magnetic Imaging. Ethical issues in research

Definition, Nature and Scope of clinical neuropsychology. Functions of Neuropsychologists. History, Branches of Neuropsychology. Methods of study of research in neuropsychology- Neurohistology, Radiologic Procedures, Electrophysiologic Procedures, Imaging of Brain metabolism, Magnetic Imaging. Ethical issues in research

Introduction to developmental psychology; Brain development; Neuropsychology of mental development; Neuropsychology of developmental abnormalities; Neuropsychology of remediation of children.

Introduction to developmental psychology; Brain development; Neuropsychology of mental development; Neuropsychology of developmental abnormalities; Neuropsychology of remediation of children.

Introduction to developmental psychology; Brain development; Neuropsychology of mental development; Neuropsychology of developmental abnormalities; Neuropsychology of remediation of children.

Cerebral Specialization; Neuropsychology of Memory; Neuropsychology of Attention and Executive Functioning; Neuropsychology of Emotion; Neuropsychology of Language; Neuropsychology of Consciousness

Cerebral Specialization; Neuropsychology of Memory; Neuropsychology of Attention and Executive Functioning; Neuropsychology of Emotion; Neuropsychology of Language; Neuropsychology of Consciousness

Cerebral Specialization; Neuropsychology of Memory; Neuropsychology of Attention and Executive Functioning; Neuropsychology of Emotion; Neuropsychology of Language; Neuropsychology of Consciousness

Schizophrenia; Dementia: Alzheimer’s disease, Parkinson’s, Huntington’s and Creutzfeldt- Jakob disease; Anxiety and mood disorders

Schizophrenia; Dementia: Alzheimer’s disease, Parkinson’s, Huntington’s and Creutzfeldt- Jakob disease; Anxiety and mood disorders

Schizophrenia; Dementia: Alzheimer’s disease, Parkinson’s, Huntington’s and Creutzfeldt- Jakob disease; Anxiety and mood disorders

The practice of neuropsychological assessment; Basic concepts, Neuropsychological examination procedures; Neuropsychological assessment interpretation; important neuropsychological tests

The practice of neuropsychological assessment; Basic concepts, Neuropsychological examination procedures; Neuropsychological assessment interpretation; important neuropsychological tests

The practice of neuropsychological assessment; Basic concepts, Neuropsychological examination procedures; Neuropsychological assessment interpretation; important neuropsychological tests

Zillmer, E.A., Spiers, M.V. & Culbertson (2008). Principles of Neuropsychology (2nd ed.). Cengage Learning.

CIA II – Total marks 25

CIA III –Activity-based Assignment - Total marks 15

CIA I + II + III = 90 /100 = 45/50

Attendance = 5 marks

Total = 50

End Semester Examination : Total Marks=50

End Semester Pattern- 2 hrs- 50 Marks

Section A (Very short Answer). 2 Marks X 5Qs= 10 Marks

Section B (Short answers). 5 Marks X 2Qs= 10 Marks

Section C (Essay questions). 10 Marks X 2Qs= 20 Marks

Section D (Case study). 10 Marks x 1Q= 10 Marks

This course has been conceptualized to capstone experience for psychology undergraduates, in which students identify a research topic, conduct comprehensive literature reviews, and then develop a substantial written small empirical research project. The paper aims to help students collaborate and complete psychological research projects with their peers. This course is planned to also provide a framework for the development of assessment practices. Attention will be given to issues of identifying and selecting test instruments, conducting the assessment process in an ethical and considerate manner, interpreting norm references and criterion-referenced test scores and writing APA formatted reports. The program is designed to enable students to complete a group research project under the supervision of a faculty. The students would develop and defend the research proposal in the semester.

Course Objective: This course will help the student to complete the group research project and develop the skills to complete research project and defend the research proposal.

Basics of Research in Psychology: What is Psychological Research? The Goals of Psychological Research, Principles of Good Research; Ethics in Psychological Research.

Research Traditions: Quantitative & Qualitative orientations towards research & their steps, Comparing Qualitative & Quantitative Research Traditions. Review of literature: databases, search strategy,critical evaluation of an article.

Basics of Research in Psychology: What is Psychological Research? The Goals of Psychological Research, Principles of Good Research; Ethics in Psychological Research.

Research Traditions: Quantitative & Qualitative orientations towards research & their steps, Comparing Qualitative & Quantitative Research Traditions. Review of literature: databases, search strategy,critical evaluation of an article.

Elements of proposal writing: Formulating a problem & developing a testable research question/research hypothesis, developing a rationale, aims, and objectives. Research Designs: Identifying an appropriate research design and methods for a given research question/hypothesis. Sample and

sampling: Probability & Nonprobability sampling methods; Methods of data collection- Case study, Observation, Interview & Focus group discussion, Survey. Protocols in data collection.

Elements of proposal writing: Formulating a problem & developing a testable research question/research hypothesis, developing a rationale, aims, and objectives. Research Designs: Identifying an appropriate research design and methods for a given research question/hypothesis. Sample and

sampling: Probability & Nonprobability sampling methods; Methods of data collection- Case study, Observation, Interview & Focus group discussion, Survey. Protocols in data collection.

Selecting a psychological test, Characteristics of a test – standardization, Reliability and validity of tests, norms, scoring, applications and cultural adaptability.

Selecting a psychological test, Characteristics of a test – standardization, Reliability and validity of tests, norms, scoring, applications and cultural adaptability.

https://christuniversity.in/uploads/userfiles/CRCE.pdf. CHRIST (Deemed to be University) Institutional Ethics Documentation

Coolican, H. (2014). Research Methods and Statistics in Psychology, Sixth Edition. Taylor and Francis.

CIA 1 - 25 marks

CIA 2 - 25 marks

Course description: This course has been conceptualized to help the learner understand the complex dynamics that underlie a human-machine interface, critically evaluate the design components and design an effective interface. This course helps introduce students to ways of thinking about how Artificial Intelligence will and has impacted humans, and how we can design interactive intelligent systems that are usable and beneficial to humans, and respect human values.

Introduction to Artificial Intelligence (AI) and Human Machine Interface (HMI)

History and Classic studies, Introduction to Artificial Intelligence (AI) and Human Machine Interface (HMI), Types of Human Machine Interfaces; Artificial intelligence and computational approaches, Machine reasoning: Logical reasoning and decision making by machines.

Applications of HMI

Design for individual differences: Individuals with functional limitations, Design for Ageing, Design for children, connect psychological theories to underlying standards and heuristics in interface design, explain how knowledge of human characteristics affects the design of technical systems, ethical issues

Applications of HMI: Health, Aviation, Artificial Intelligence; professionals in the field, challenges, Current trends and development

Norman, D. A. (1988). The psychology of everyday things. Basic books.

Guastello, S. J. (2014). Human factors engineering and ergonomics. Florida:Taylor & Francis Group.

Lazar, J., Feng, J. H., & Hochheiser, H. (2017). Research methods in human-computer interaction. Morgan Kaufmann.

Tenner, E. (2015). The Design of Everyday Things by DonaldNorman. Technology and Culture, 56(3), 785-787.

CIA 2: 25

Total Submission marks: 50 marks

This paper is conceptualised to address one of the pressing concerns of our times – Ecology. The paper gives an introduction to the various discourses that surround the ecological movements of the past and present and the ground work they have laid to avoid a perilous future. The paper also critically looks at certain cultural phenomena like Anthropocentrism and emphasises the urgent need for Eco Activism and cultivation of an Ecological Self. Since the paper does not just aim at getting the students familiarised with theory, it also includes field visit as an integral part.

Course Objectives

To help students understand the complex and various representations of nature in literature and other cultural artifacts

 • To explore an interdisciplinary engagement with Ecology and introduce ecological concerns to the student of English Studies • To examine diverse contexts and concerns in the field

• To promote ecological consciousness

• To acknowledge field work-based learning as an important academic practice

●      Ecocriticism from Literary Theory An Anthology

●      William Cronon “The Trouble with Wilderness”

●      Ramachandra Guha “The Ecology of Affluence and The Southern Challenge”

●      The Section on Politics from The Great Derangement by

Amitav Ghosh

●      Flowering Tree – Introduction and Short Story by A. K. Ramanujam

●      Where I Lived, and What I Lived for, Excerpts from Walden by Thoreau

Additional Reading

●      The Ecocriticism Reader: Landmarks in Literary Ecology

●      Edited by Cheryll Glotfelty and Harold Fromm

●      The Oxford Handbook of Ecocriticism

●      "The Death of Nature: Women, Ecology, and the Scientific Revolution" by Carolyn Merchant

●      "The Ecological Thought" by Timothy Morton

●      Donna Haraway “Playing String Figures with Companion Species” in Staying with the Trouble: Making Kin in the Chthulucene

●      John Berger - Why Look at Animals

●      Elizabeth Kolbert “The Fate of Earth”

Additional Reading

●      The Question Concerning Technology : Martin Heidegger

●      The Shock of the Anthropocene : the Earth, history and us  :Christophe Bonneuil and Jean-Baptiste Fressoz

"The Technological Society" by Jacques Ellul

●      Gaard and Gruen, “Ecofeminism: Toward Global Justice and Planetary Health”

●      Chris J Cuomo “Considering the Problems in Ecofeminism” in Feminism and Ecological communities

●      Mortimer-Sandilands,“Melancholy Natures, Queer Ecologies” in Queer Ecologies: Sex, Nature, Politics, Desire

Additional Reading

●      ​​Vandana Shiva, "Staying Alive: Women, Ecology, and Development"

●      Val Plumwood, "Feminism and the Mastery of Nature"

●      Ariel Salleh, "Ecofeminism as Politics: Nature, Marx and the Postmodern"

●      Before the Flood

●      Black Fish

●      Irada by Aparnaa Singh

●      Elephant Whisperers

Additional Reading

●      Ecocritique :Contesting the Politics of Nature, Economy, and Culture by Timothy w. Luke

●      "Silent Spring" by Rachel Carson

●      "The Water Will Come: Rising Seas, Sinking Cities, and the Remaking of the Civilized World" by Jeff Goodell

●      Timothy Clark -chapter 1 from Ecocriticism on the Edge

●      Margaret Atwood - Oryx and Crake

●      Ian McEwan - The Solar

●      Sterlite Copper, Tuticorin - A Case Study on the Legal Struggle

●      A History of Anthropocentric Cultural Practices: Unearthing the Roots of Colonial Forest Laws: Iron   Smelting and the State in Pre- and Early-Colonial India by Sashi Sivramkrishna

●           Field Visits to a National Park and Lal Bagh

Additional Reading

●      "The Sixth Extinction: An Unnatural History" by Elizabeth Kolbert

●      "Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants" by Robin Wall Kimmerer

●      "The Hidden Life of Trees: What They Feel, How They Communicate – Discoveries from a Secret World"

●      "The Sixth Extinction: An Unnatural History" by Elizabeth Kolbert

●      "The Hidden Life of Trees: What They Feel, How They Communicate – Discoveries from a Secret World"

Mid semester exam will be a written paper on the modules covered for 50 marks (5 questions out of 6, (10 marks each)

End-semester exam- Five questions to be answered out of six. (10 marks each)

English is the major international language of Science, Commerce, and International politics. Therefore, the teaching of English is very much in demand around the world. Graduates who specialize in teaching English to foreign students or non-native speakers of the language have always found a global need for their professional skills.

English Language Teaching (ELT) is now internationally recognized as an academic discipline. Every language teacher and learner needs a personal philosophy of how language is acquired and how people learn a language especially one which is not their mother tongue.

This course looks at different theories of second-language acquisition and investigates how the application of these might affect teaching methodology and classroom experience. It also aims at equipping students with a systematic approach in imparting language skills to second level learners. A vital part of English Language Teaching is developing and implementing valid tools to assess the skill levels, individual strengths and weaknesses, and achievements of the learners. The course aims at not teaching English Language Teaching as a subject rather it introduces the students to the various ingredients required to know the methods in which second language learners learn, the problems and difficulties faced and the manner in which such hurdles can be overcome. It also helps students to research on the kinds of second language teaching methods adopted by various institutions for various purposes as these days English is taught for specific purposes as well. It will expose students to design course materials, analyze how appropriate the English Language text books in use at different schools, colleges and various other institutions are, the validity, use and worth of the various prevalent testing patterns, etc. These findings could assist students get an insight into the teaching of English as a second language and also will provide ample scope for exposure to English Language Teaching as a subject.

Objectives

• To demonstrate a thorough grasp of the main phonological, lexical, syntactical, and other aspects of English, with particular reference to its roles as a means of communication.

• Predict with reasonable accuracy the learning needs of any group of learners and to modify and update such a needs analysis in the light of observation and testing.
• Write instructional objectives and prepare appropriate lesson plans.
• Discuss intelligently lesson forms.
• Monitor his or her effectiveness as a teacher of English to speakers of other languages.
• Introduce and nurture familiarity with current methodology.
• Foster awareness of language structures and ability to teach English language skills (grammar, speaking, listening, reading, writing and pronunciation) .
• Explore a variety of textbooks and teaching materials; determine how to best utilize these within a curricular framework.
• Review and practice developing and using a variety of assessment instruments
• Practice implementing new techniques and materials.

General Linguistics: the science of language; describing language; the functions of language; the structure of language; Linguistics; psycholinguistics; sociolinguistics.

Phonetics and Phonology: the international phonetic alphabet; phonetic transcription; articulatory phonetics; word and sentence stress; vowel sound and articulation of vowels and diphthongs; intonation patterns; presenting the sounds of English to learners; remediation; mother tongue influence and accent neutralization.

Linguistics/ Phonetics and Language Teaching

B.F.Skinner, Noam Chomsky, Vygotsky, Krashen, Jean Piaget ( in detail)

Factors affecting Second language acquisition.

Receptive Skills: reading and listening materials; reasons and strategies for reading; reading speed; intensive and extensive reading and listening; reading development; reasons and strategies for listening; listening practice materials and listening development.

Productive Skills: speaking and writing; skimming, scanning, taking notes from lectures and from books; reasons and opportunities for speaking; development of speaking skills; information-gap activities; simulation and role-play; dramatization; mime-based activity; relaying instructions; written and oral communicative activities.

Vocabulary: choice of words and other lexical items; active and passive vocabulary; word formation; denotative, connotative meanings.

Testing and Assessment: value of errors; problems of correction and remediation; scales of attainment.

Lesson Planning: instructional objectives and the teaching-learning process; writing a lesson plan; the class, the plan, stages and preparation; teacher-student activities; writing concept questions; teacher-student talking time; classroom language; class management and organization.

Bailey, Richard W. Images of English. A Cultural History of the Language. Cambridge:

CUP, 1991. . Print.

Cheshire, Jenny. Introduction: sociolinguistics and English around the world. In Cheshire: 1-12. 1991.Print.

Crystal, David. The Cambridge Encyclopedia of the English Language. Cambridge: CUP. 1995. Print.

Ellis, R. Understanding Second Language Acquisition. Oxford:OUP. 1991.Print.

Gardner, R.C. Social Psychology and Second Language Learning. The Role of Attitude and Motivation. London: Edward Arnold Ltd. 1985.Print.

Holmes, Janet. An Introduction to Sociolinguistics. London: Longman Group UK Ltd. 1992.Print.

Kachru, Braj B. The Indianization of English. The English Language in India. Oxford: OUP. 1983. Print.

Loveday, Leo. The Sociolinguistics of Learning and Using a Non-Native Language. Oxford: Pergamon Press Ltd. 1982. Print.

Richards Jack C.Curriculum Development in Language Teaching. Cambridge University Press. 2001.Print.

Richards Jack C. and Rodgers Theodore S. Approaches and Methods in Language Teaching. Cambridge University Press.1986. Print.

Richards Jack C. and Graves Kathleen. Teachers as course developers. Cambridge University Press.1996. Print.

Webster's Encyclopedic Unabridged Dictionary of the English Language. (2nd ed.) New York: Gramercy Books. 1996. Print.

Widdowson, H G. Teaching Language as Communication. Oxford University Press.1978.

Testing Pattern

The students will have to take a semester end examination of 50 marks for 2 hours. They will be assessed for the other 50 marks on a submission of a report and a viva-voce based on the work done by them individually in terms of research or field study.

CIA 1 will be based on demonstration classes taking into consideration classroom aids, teaching methodology and activities.

CIA 3 will be based on blog articles written by students, classroom presentations will also be part of this cia.

Mid Semester Exam

Case Study for 50 marks

End Semester Exam

Project Work for 100 marks. The project will be practice oriented. Students will earn their marks by preparing or designing a set of course materials for teaching a target adult learner group. The course materials maybe presented in the forms of text books, workbooks, worksheets, audio/cd tapes; visual aids (charts, pictures, cds etc.)

Cinema is one of the three universal languages and film industry one of the largest industries in the world today. Film Studies is a widely emerging area, with the audio-visual medium offering wider possibilities of understanding the world around us, our engagements and experiences. The paper will throw light on this field to enable students to appreciate, understand and negotiate with films as texts demanding an informed response.

Objectives

This introductory course to Film Studies aims to:

·       Enable students to appreciate, understand and read films as audio-visual texts.

·       Help students learn the key concepts of cinema and analyze films in a better light

·       Equip students  to read and write critically about and on films

Initiate them to the diverse forms and types of cinemas

o   Nature of Art

o   Ways of Looking at Art

o   Film and the Other Arts

o   Narrative and Narration

o   Character

o   Point of View

o   Mise-en-scene

o   Mise-en-shot

o   Filmmakers

o   Auteurs

o   Defining genres

o   Theory

o   Problems

o   Literary Adaptations

o   Questions of Fidelity

o   Post-literary Adaptations

o   Review

o   Evaluation and Criticism

How to read a Film – James Monaco

Understand Film Studies – Warren Buckland

Film Art: An Introduction -David Bordwell and Kristin Thompson

Introduction to Film Studies – Jill Nelmes

Cinema Studies: Key Concepts – Susan Hayward

Short Guide to Writing about Film – Timothy Corrigan

Description of the CIA:

 ·       CIA I:A class test based on audio-visual clippings from movies and film posters - 20 marks

 The class test will help assess their understanding of the basic concepts and their application in the respective films.

 ·       CIA II: Mid-semester examination – 50 marks

 Question paper pattern

 Section A:  4 x 5 – 20 marks

 Section B: 10 x 3 – 30 marks

CIA III: Reflective journal / scrapbook to read and closely analyze the films of any one filmmaker or study any movement in film history – 20 marks

This will be intimated to them at the beginning of the course so that the CIA submission will be a cumulative of their work throughout the semester. This will help them closely study the features of a movement or films of any one filmmaker off their choice.

Objectives of the CIA: To enable students to critically apply knowledge (theoretical) in the understanding of the films and thereby read the films as audio-visual texts to understand their signification clearly.

End-Semester Exam: Written examination - 100 marks

Question paper pattern -

Section A: 4 x 5 – 20

Section B: 4 x 20 – 80

Health is defined as an optimal state of physical, emotional, mental, social and spiritual wellbeing. The same explanation applies to wellbeing. This course is designed for college students to understand the need for maintaining a healthy lifestyle. We will explore personal health, health related attitudes and beliefs, individual health behaviours and impact of drugs, alcohol, tobacco; diet, nutrition; infectious diseases, cancer, cardiovascular disease, personal care; exercise, consumer health; and several other topics related to maintaining a healthy lifestyle. The course focuses on current research and the latest trends in health and wellbeing. 

Course Objectives:

• To understand the basic components and models of health and wellbeing.
• An understanding of how psychological and emotional health is connected to our overall health and wellbeing.
• To inculcate the self-responsibility to manage and enhance the persoonal health and well-being.
• To apply the knowledge of health principles in a wide range of nutrition to aging. 
• Understand the implications of personal and societal behaviour on diseases and disease prevention. 

Introduction - the concept of health, wellbeing and wellness, illness- wellness continuum,Historical development - of health and wellness and wellbeing, Models and theories of health and wellbeing – Bio medical model,Bio-psycho-social model of health, the theory of planned behavior, health belief model - Protection motivation theory, Determinants and Components of wellness (WHO) and wellbeing and the role of psychology in health.

Introduction - the concept of health, wellbeing and wellness, illness- wellness continuum,Historical development - of health and wellness and wellbeing, Models and theories of health and wellbeing – Bio medical model,Bio-psycho-social model of health, the theory of planned behavior, health belief model - Protection motivation theory, Determinants and Components of wellness (WHO) and wellbeing and the role of psychology in health.

Introduction - the concept of health, wellbeing and wellness, illness- wellness continuum,Historical development - of health and wellness and wellbeing, Models and theories of health and wellbeing – Bio medical model,Bio-psycho-social model of health, the theory of planned behavior, health belief model - Protection motivation theory, Determinants and Components of wellness (WHO) and wellbeing and the role of psychology in health.

Stress its impact on health and wellbeing, mechanisms to deal with stress; theories on stress – Fight/flight, GAS, Tend and Befriend, Theory of appraisal, psychoneuro immunology, body image issues and sexual health; Definition, types of pain, physiology of pain psychological factors affecting pain; Lifestyles -sleep, food habits, adverse physical environment, healthenhancing behaviors -dieting, exercise, yoga – management of stress and pain

Stress its impact on health and wellbeing, mechanisms to deal with stress; theories on stress – Fight/flight, GAS, Tend and Befriend, Theory of appraisal, psychoneuro immunology, body image issues and sexual health; Definition, types of pain, physiology of pain psychological factors affecting pain; Lifestyles -sleep, food habits, adverse physical environment, healthenhancing behaviors -dieting, exercise, yoga – management of stress and pain

Stress its impact on health and wellbeing, mechanisms to deal with stress; theories on stress – Fight/flight, GAS, Tend and Befriend, Theory of appraisal, psychoneuro immunology, body image issues and sexual health; Definition, types of pain, physiology of pain psychological factors affecting pain; Lifestyles -sleep, food habits, adverse physical environment, healthenhancing behaviors -dieting, exercise, yoga – management of stress and pain

Introduction to Mental and social health – Status of mental health Services, the role of mental health professionals, Barries acessing mental health services, stigma, discrimination and labelling, Mental health: Moving toward balanced conceptualization (from languishing to flourishing); Trauma, suicide and mental health; Risks factors to mental health- adverse childhood experiences, disability, ageing, workplace, family history of mental illness, psychos social issues; Pathways to mental health care (including cultural and traditional beliefs and practices). Interpersonal relationships and its impact on health and wellbeing, need for cultivating positive emotions and attending to healthy relationships and self- care.

Introduction to Mental and social health – Status of mental health Services, the role of mental health professionals, Barries acessing mental health services, stigma, discrimination and labelling, Mental health: Moving toward balanced conceptualization (from languishing to flourishing); Trauma, suicide and mental health; Risks factors to mental health- adverse childhood experiences, disability, ageing, workplace, family history of mental illness, psychos social issues; Pathways to mental health care (including cultural and traditional beliefs and practices). Interpersonal relationships and its impact on health and wellbeing, need for cultivating positive emotions and attending to healthy relationships and self- care.

Introduction to Mental and social health – Status of mental health Services, the role of mental health professionals, Barries acessing mental health services, stigma, discrimination and labelling, Mental health: Moving toward balanced conceptualization (from languishing to flourishing); Trauma, suicide and mental health; Risks factors to mental health- adverse childhood experiences, disability, ageing, workplace, family history of mental illness, psychos social issues; Pathways to mental health care (including cultural and traditional beliefs and practices). Interpersonal relationships and its impact on health and wellbeing, need for cultivating positive emotions and attending to healthy relationships and self- care.

Health compromising behaviors: Smoking, Alcoholism and substance abuse, Illness – acute and chronic, CHD and Strokes, Cancer, HIV – AIDS, Diabetes, psychosocial interventions for illness and health compromising behaviors.

Health compromising behaviors: Smoking, Alcoholism and substance abuse, Illness – acute and chronic, CHD and Strokes, Cancer, HIV – AIDS, Diabetes, psychosocial interventions for illness and health compromising behaviors.

Health compromising behaviors: Smoking, Alcoholism and substance abuse, Illness – acute and chronic, CHD and Strokes, Cancer, HIV – AIDS, Diabetes, psychosocial interventions for illness and health compromising behaviors.

Evaluating existing policies and programs; mental health act, PWD act, Community mental health programmes - National mental health Program (NMHP), District Mental Health

Evaluating existing policies and programs; mental health act, PWD act, Community mental health programmes - National mental health Program (NMHP), District Mental Health

Evaluating existing policies and programs; mental health act, PWD act, Community mental health programmes - National mental health Program (NMHP), District Mental Health

Donatelle, R. J., & Davis, L. G. (2011). Health: the basics. Benjamin Cummings. 

Edlin, G., & Golanty, E. (2007). Health and wellness (9th ed.). Jones & Bartlett Publishers.

Hoeger, W.K.& Hoeger, S.A. (2015). Lifetime Physical Fitness and Wellness. (13th Ed.) Cengage Learning.

Powers, S.K., & Dodd, S.L. (2003). Total fitness and wellness (3rd ed.).Benjamin Cummings.

Siegel, B. S. (1998). Prescriptions for living. Harper Collins.

Taylor, S.E. (2006). Health Psychology. Tata Mc Graw-Hill

Sarafino, E.P. & Smith, T.W. (2012). Health Psychology: Biopsychosocial interventions. Wiley

• CIA II – Mid Semester Examination- Total marks 25

• CIA III –Activity-based Assignment - Total marks 10

• CIA I + II + III = 90 /100 = 45/50

• Attendance = 5 marks

• Total = 50

End Semester Examination : Total Marks=50

End Semester Pattern- 2 hrs- 50 Marks

Section A (Very short Answer). 2 Marks X 5Qs= 10 Marks

Section B (Short answers). 5 Marks X 2Qs= 10 Marks

Section C (Essay questions). 10 Marks X 2Qs= 20 Marks

This course introduces undergraduate students a strength-based approach in understanding human behaviour. Each unit is designed with personal mini-experiments which have personal implications. The course brings in an understanding about the basic principles of Positive Psychology. The significance of this course lies in orienting the students in applying these principles for self-regulation and personal goal setting. This course will help the learner to

• Understand the basic concepts of positive psychology and its relationship to other branches of psychology

• Gain a fundamental understanding of well-being and happiness in the context of positive psychology

• Grasp basic cognitive states and processes in positive psychology

Positive psychology: Definition; goals and assumptions; Relationship with health psychology, developmental psychology, clinical psychology Activities: Personal miniexperiments; Collection of life stories from magazines, websites, films etc and discussion in the class

Positive psychology: Definition; goals and assumptions; Relationship with health psychology, developmental psychology, clinical psychology Activities: Personal miniexperiments; Collection of life stories from magazines, websites, films etc and discussion in the class

Positive psychology: Definition; goals and assumptions; Relationship with health psychology, developmental psychology, clinical psychology Activities: Personal miniexperiments; Collection of life stories from magazines, websites, films etc and discussion in the class

Positive emotions: Broaden and build theory; Cultivating positive emotions; Happinesshedonic and Eudaimonic; Well- being: negative v/s positive functions; Subjective well –

being: Emotional, social and psychological well-being; Model of complete mental life Test:

The positive and negative affect schedule (PANAS-X); The satisfaction with life scale

(Diener et al, 1985); Practice ‘Be happy’ attitude

Positive emotions: Broaden and build theory; Cultivating positive emotions; Happinesshedonic and Eudaimonic; Well- being: negative v/s positive functions; Subjective well –

being: Emotional, social and psychological well-being; Model of complete mental life Test:

The positive and negative affect schedule (PANAS-X); The satisfaction with life scale

(Diener et al, 1985); Practice ‘Be happy’ attitude

Positive emotions: Broaden and build theory; Cultivating positive emotions; Happinesshedonic and Eudaimonic; Well- being: negative v/s positive functions; Subjective well –

being: Emotional, social and psychological well-being; Model of complete mental life Test:

The positive and negative affect schedule (PANAS-X); The satisfaction with life scale

(Diener et al, 1985); Practice ‘Be happy’ attitude

The value of self-control; Personal goals and self-regulation; Personal goal and well-being; goals that create self-regulation; everyday explanations for self-control failure problems Activity: SWOT analysis

The value of self-control; Personal goals and self-regulation; Personal goal and well-being; goals that create self-regulation; everyday explanations for self-control failure problems Activity: SWOT analysis

The value of self-control; Personal goals and self-regulation; Personal goal and well-being; goals that create self-regulation; everyday explanations for self-control failure problems Activity: SWOT analysis

Resilience: Developmental and clinical perspectives; Sources of resilience in children; Sources of resilience in adulthood and later life; Optimism- How optimism works; variation of optimism and pessimism; Spirituality: the search for meaning(Frankl); Spirituality and well-being; Forgiveness and gratitude Test: Mental well-being assessment scale; Test: Signature strength

Resilience: Developmental and clinical perspectives; Sources of resilience in children; Sources of resilience in adulthood and later life; Optimism- How optimism works; variation of optimism and pessimism; Spirituality: the search for meaning(Frankl); Spirituality and well-being; Forgiveness and gratitude Test: Mental well-being assessment scale; Test: Signature strength

Resilience: Developmental and clinical perspectives; Sources of resilience in children; Sources of resilience in adulthood and later life; Optimism- How optimism works; variation of optimism and pessimism; Spirituality: the search for meaning(Frankl); Spirituality and well-being; Forgiveness and gratitude Test: Mental well-being assessment scale; Test: Signature strength

Positive schooling: Components; Positive coping strategies; Gainful employment Mental

health: Moving toward balanced conceptualization; Lack of a developmental perspective.

Activity: An action plan for coping Test: Brief COPE assessment scale

Positive schooling: Components; Positive coping strategies; Gainful employment Mental

health: Moving toward balanced conceptualization; Lack of a developmental perspective.

Activity: An action plan for coping Test: Brief COPE assessment scale

Positive schooling: Components; Positive coping strategies; Gainful employment Mental

health: Moving toward balanced conceptualization; Lack of a developmental perspective.

Activity: An action plan for coping Test: Brief COPE assessment scale

Media psychology is the application of psychological theory and research to the analysis of media and technology use, development and impact. The idea is that it will spark an interest where the student might want to continue future exploration in both the fields, Media and Psychology. The main purpose of this course is to provide students with an overview of the ways in which the media—primarily electronic media-affect the viewer psychologically. A second purpose is to examine how the science of psychology is presented in the media. An examination will be made of several psychological theories that help to explain media effects. A particular emphasis will be placed upon the following media psychology-related topics: Aggression, advertising, news, portrayals of minorities, emotion, and health behaviours.

Course objectives: This course will help the learner

• To give context and awareness of the theoretical tools at disposal as the students begin their journey through media psychology

• To show the broader media landscape, across important topics including multicultural understanding, use, influence and impact of media

• Finally to instil in the importance of understanding human behaviour and experience as the basis for working with media applications

• To provide an interdisciplinary study of concepts in the field of media, communication and psychology.

What is Media Psychology; Implications; Understanding the history and emergence of Media

Psychology; TV as an emotional medium. Media issues, misrepresentation, roles of media

psychologists. Methods for studying media and psychology; Theory, Research and

Application Theories of Media Psychology: Media character and enjoyment: Affective

Disposition Theory (ADT), Simulation Disposition Theory (ST), Psychological Theory of

Play

What is Media Psychology; Implications; Understanding the history and emergence of Media

Psychology; TV as an emotional medium. Media issues, misrepresentation, roles of media

psychologists. Methods for studying media and psychology; Theory, Research and

Application Theories of Media Psychology: Media character and enjoyment: Affective

Disposition Theory (ADT), Simulation Disposition Theory (ST), Psychological Theory of

Play

What is Media Psychology; Implications; Understanding the history and emergence of Media

Psychology; TV as an emotional medium. Media issues, misrepresentation, roles of media

psychologists. Methods for studying media and psychology; Theory, Research and

Application Theories of Media Psychology: Media character and enjoyment: Affective

Disposition Theory (ADT), Simulation Disposition Theory (ST), Psychological Theory of

Play

Media and Emotion: Three-factor Theory of Emotion and Empathy, Excitation Transfer Theory; Motivation: Approach and avoidance motivation and achievement goals. Selfdetermination theory and the facilitation of intrinsic motivation, social development, and wellbeing; Attention. Attention and Television viewing, Media attention, media exposure, and media effects, Measuring attention to mediated messages; Cognitive processing of mediated message- Media effects: Advances in theory and research, Media, Mind and Brain, Media Withdrawal

Media and Emotion: Three-factor Theory of Emotion and Empathy, Excitation Transfer Theory; Motivation: Approach and avoidance motivation and achievement goals. Selfdetermination theory and the facilitation of intrinsic motivation, social development, and wellbeing; Attention. Attention and Television viewing, Media attention, media exposure, and media effects, Measuring attention to mediated messages; Cognitive processing of mediated message- Media effects: Advances in theory and research, Media, Mind and Brain, Media Withdrawal

Media and Emotion: Three-factor Theory of Emotion and Empathy, Excitation Transfer Theory; Motivation: Approach and avoidance motivation and achievement goals. Selfdetermination theory and the facilitation of intrinsic motivation, social development, and wellbeing; Attention. Attention and Television viewing, Media attention, media exposure, and media effects, Measuring attention to mediated messages; Cognitive processing of mediated message- Media effects: Advances in theory and research, Media, Mind and Brain, Media Withdrawal

Young children and media – Socialization through media. Media use and influence during adolescence. Media violence, heroes, addiction, Aggression, Violence, Video Games, Cyber- Bullying & Fear: media and persuasion/body image, eating disorders and the media/media and advertising, Classical Conditioning and Advertising; Bandura’s Social Cognitive theory. Modelling and Operant Conditioning

Young children and media – Socialization through media. Media use and influence during adolescence. Media violence, heroes, addiction, Aggression, Violence, Video Games, Cyber- Bullying & Fear: media and persuasion/body image, eating disorders and the media/media and advertising, Classical Conditioning and Advertising; Bandura’s Social Cognitive theory. Modelling and Operant Conditioning

Young children and media – Socialization through media. Media use and influence during adolescence. Media violence, heroes, addiction, Aggression, Violence, Video Games, Cyber- Bullying & Fear: media and persuasion/body image, eating disorders and the media/media and advertising, Classical Conditioning and Advertising; Bandura’s Social Cognitive theory. Modelling and Operant Conditioning

Attitude Formation – Theories, cognitive dissonance, role of media in attitude formation

Persuasion Prejudice; Gender representation in media, Representation of minority groups

Media representation of disability Media representation of mental health Audience

participation and reality T.V. media and culture, Media and cultural contexts.

Attitude Formation – Theories, cognitive dissonance, role of media in attitude formation

Persuasion Prejudice; Gender representation in media, Representation of minority groups

Media representation of disability Media representation of mental health Audience

participation and reality T.V. media and culture, Media and cultural contexts.

Attitude Formation – Theories, cognitive dissonance, role of media in attitude formation

Persuasion Prejudice; Gender representation in media, Representation of minority groups

Media representation of disability Media representation of mental health Audience

participation and reality T.V. media and culture, Media and cultural contexts.

Media and politics, media and the audience, celebrity and parasocial relationships; Audience

participation media; Theory of Planned Behavior Action and Social norms-lifestyle concerns,

global movements, social media, telehealth, sports, environment and climate change;

Psychology of film analysis

Media and politics, media and the audience, celebrity and parasocial relationships; Audience

participation media; Theory of Planned Behavior Action and Social norms-lifestyle concerns,

global movements, social media, telehealth, sports, environment and climate change;

Psychology of film analysis

Media and politics, media and the audience, celebrity and parasocial relationships; Audience

participation media; Theory of Planned Behavior Action and Social norms-lifestyle concerns,

global movements, social media, telehealth, sports, environment and climate change;

Psychology of film analysis

Giles, D, (2010). Psychology of the Media. Palgrave Macmillan.

Brewer, G, (2011). Media Psychology. Palgrave Macmillan.

Berger & S. H. Chaffee (Eds.), Handbook of communication science. Sage.

Bandura, A. (2001). Social Cognitive Theory of Mass Communication. Media Psychology,

3(3), 265-299

Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literac (Revised & Updated) (2nd ed.). Palgrave Macmillan.

Giles, D. C. (2010). Psychology of the Media. Palgrave Macmillan.

Baym, Nancy K. (2010). Personal Connections in the Digital Age. Digital Media and Society Series. Polity.

Weinschenk, S. M. (2009). Neuro Web Design: What Makes Them Click?. New Riders

Course description:Thiscoursehasbeenconceptualizedinordertoenablestudentstodevelop an appreciation for the influence consumer behaviour has on various marketing efforts. Studentsapplypsychologicalandsocialconceptstoconsumerdecisionmaking.Topicsinclude the importance of consumer behaviour and research; internal influences such as motivation, personality,self-concept,learning,informationprocessing,andattitudeformationandchange; external influences such as social class, reference groups and family, and consumer decision making.

Course objectives: This course will help the learner to explain and apply the key terms, definitions,andconceptsusedinthestudyofconsumerbehaviour.Tounderstandthebasesof segmenting consumer markets. To demonstrate how knowledge of consumer behaviour concepts helps in understanding marketing efforts. To critically evaluate the internal and external influences on consumer decision making.

Definition, Significance, applying consumer behaviour knowledge, Consumerdecision making model.

Definition, Significance, applying consumer behaviour knowledge, Consumerdecision making model.

Definition, Significance, applying consumer behaviour knowledge, Consumerdecision making model.

Marketsegmentation,basesof market segmentation, product positioning and repositioning.

Marketsegmentation,basesof market segmentation, product positioning and repositioning.

Marketsegmentation,basesof market segmentation, product positioning and repositioning.

Personality and self- concept, Motivation, Information processing, Learninginunderstanding consumer behaviour Influence of groups and social media, online consumer behaviour

Personality and self- concept, Motivation, Information processing, Learninginunderstanding consumer behaviour Influence of groups and social media, online consumer behaviour

Personality and self- concept, Motivation, Information processing, Learninginunderstanding consumer behaviour Influence of groups and social media, online consumer behaviour

ABC model of attitude, theformationofattitude, the role of persuasion in changing

consumer attitudes

ABC model of attitude, theformationofattitude, the role of persuasion in changing

consumer attitudes

ABC model of attitude, theformationofattitude, the role of persuasion in changing

consumer attitudes

Types of consumer decisions, problem recognition, information search process, information-evaluation process, purchasing processes- choosing a store,in-storepurchasing behaviour,

Non store purchasing process, purchasing patterns,post-purchase behaviour.

Types of consumer decisions, problem recognition, information search process, information-evaluation process, purchasing processes- choosing a store,in-storepurchasing behaviour,

Non store purchasing process, purchasing patterns,post-purchase behaviour.

Types of consumer decisions, problem recognition, information search process, information-evaluation process, purchasing processes- choosing a store,in-storepurchasing behaviour,

Non store purchasing process, purchasing patterns,post-purchase behaviour.

Della, B. A. J. (2010). Consumer behavior:Concepts and applications.

McGraw-Hill.

• Solomon, M.R. (2018). Consumer Behavior: Buying, Havingand,Being. PearsonEducation Limited.

·      CIAI–WrittenAssignment/Individual Assignment     -TotalMarks 10

·      CIAII – Totalmarks 25

·      CIAIII–Activity-basedAssignment-Totalmarks15

·      CIAI+II+III           =90 /100 = 45/50

·      Total =50

EndSemesterExamination: TotalMarks=50 End Semester Pattern- 2 hrs.- 50 Marks

SectionA(Veryshort Answer).2Marks X5Qs=10 Marks

              Section B (Short answers). 5 Marks X 2Qs= 10 Marks

              SectionC(Essayquestions).10MarksX2Qs=20Marks

              Section D (Case study). 10 Marks x 1Q= 10 Marks

The course is intended to develop a basic understanding among the students about criminal behaviour and to the field of Forensic Psychology. Course objectives: This course will help the learner

• Understand the basics of forensic psychology

• Appreciate the role of forensic psychologists

• Understand the basic techniques used in forensic psychology that help the criminal investigation

Forensic Sciences; Forensic Psychology: Past and Present; Psychology & Law; Psychologist as an Expert Witness. 

Forensic Sciences; Forensic Psychology: Past and Present; Psychology & Law; Psychologist as an Expert Witness. 

Forensic Sciences; Forensic Psychology: Past and Present; Psychology & Law; Psychologist as an Expert Witness. 

Psychology of Crime; Determinants of Criminal Behavior: Biological, Psychological, Neuropsychological and Social

Psychology of Crime; Determinants of Criminal Behavior: Biological, Psychological, Neuropsychological and Social

Psychology of Crime; Determinants of Criminal Behavior: Biological, Psychological, Neuropsychological and Social

Psychological Examination of Crime Scene; Offender Profiling; Forensic Interviewing; EyeWitness Testimony; Examination of High-risk offenders.

Psychological Examination of Crime Scene; Offender Profiling; Forensic Interviewing; EyeWitness Testimony; Examination of High-risk offenders.

Psychological Examination of Crime Scene; Offender Profiling; Forensic Interviewing; EyeWitness Testimony; Examination of High-risk offenders.

Psychological Profiling; Detection of Deception: Polygraph Examination, fMRI, Lie Detection, Brain Electrical Oscillation Signature Profiling, Narcoanalysis, Forensic Hypnosis, Voice-stress Analysis; Theories, Techniques, Instrumentation, Methodology, Procedure & Critical Evaluation.

Psychological Profiling; Detection of Deception: Polygraph Examination, fMRI, Lie Detection, Brain Electrical Oscillation Signature Profiling, Narcoanalysis, Forensic Hypnosis, Voice-stress Analysis; Theories, Techniques, Instrumentation, Methodology, Procedure & Critical Evaluation.

Psychological Profiling; Detection of Deception: Polygraph Examination, fMRI, Lie Detection, Brain Electrical Oscillation Signature Profiling, Narcoanalysis, Forensic Hypnosis, Voice-stress Analysis; Theories, Techniques, Instrumentation, Methodology, Procedure & Critical Evaluation.

In Criminal Proceedings: Competency to stand trial, Criminal Responsibility, Diminished Capacity, Risk Assessment, Eye-Witness Testimony. In Civil Proceedings: Domestic Law & Rights of Adults, Children; Civil Competency, Personal Injury Evaluations, Work-related Compensation, Evaluation of Disabilities, Trauma Due to Abuse. Forensic Psychology as a profession; For Social & Individual Protection; Professional Issues: Licensing, Advocacy, liaisoning and Ethical Considerations. 

In Criminal Proceedings: Competency to stand trial, Criminal Responsibility, Diminished Capacity, Risk Assessment, Eye-Witness Testimony. In Civil Proceedings: Domestic Law & Rights of Adults, Children; Civil Competency, Personal Injury Evaluations, Work-related Compensation, Evaluation of Disabilities, Trauma Due to Abuse. Forensic Psychology as a profession; For Social & Individual Protection; Professional Issues: Licensing, Advocacy, liaisoning and Ethical Considerations. 

In Criminal Proceedings: Competency to stand trial, Criminal Responsibility, Diminished Capacity, Risk Assessment, Eye-Witness Testimony. In Civil Proceedings: Domestic Law & Rights of Adults, Children; Civil Competency, Personal Injury Evaluations, Work-related Compensation, Evaluation of Disabilities, Trauma Due to Abuse. Forensic Psychology as a profession; For Social & Individual Protection; Professional Issues: Licensing, Advocacy, liaisoning and Ethical Considerations. 

Haward, L. R. (1981). Forensic psychology (pp. 56- 57). Batsford Academic and Assignmen t on conceptual knowledge and their application s using the case Educational.

Weiner, I. B., & Hess, A. K. (Eds.). (2006). The handbook of forensic psychology. John Wiley & Sons 

Goldstein A.M (2012) Forensic Psychology: Emerging Topics and Expanding Roles. John Wiley

•CIA I –Written Assignment /Individual Assignment - Total Marks 10

• CIA II –  Total marks 25

• CIA III –Activity-based Assignment - Total marks 15

• Total = 50

End Semester Examination : Total Marks=50

End Semester Pattern- 2 hrs- 50 Marks

Section A (Very short Answer). 2 Marks X 5Qs= 10 Marks

Section B (Short answers). 5 Marks X 2Qs= 10 Marks

Section C (Essay questions). 10 Marks X 2Qs= 20 Marks

Section D (Case = 90 /100 = 45/50study). 10 Marks x 1Q= 10 Marks 

The course offers an introduction to the concepts and techniques of community psychology practice. The areas covered in this paper span across identifying community needs using community participation techniques and eliciting community participation and cooperation through the application of community-focused models and theories. The paper would lead the learner through the widening scope of community psychology in an Indian context.

course objective:

CO1: Understand the relevance and practice of community psychology in indifferent field settings.

CO2: Demonstrate knowledge and skills related to community needsidentification and working through the felt needs of the community.

CO3: Design community based prevention or promotion strategies

Origins of Community Psychology; Understanding Community dynamics; Roles of psychologists working with communities; Multicultural issues in community; Ethical alignments while working in a community; Scope of Community Psychology.

Origins of Community Psychology; Understanding Community dynamics; Roles of psychologists working with communities; Multicultural issues in community; Ethical alignments while working in a community; Scope of Community Psychology.

Origins of Community Psychology; Understanding Community dynamics; Roles of psychologists working with communities; Multicultural issues in community; Ethical alignments while working in a community; Scope of Community Psychology.

Principles of community level practices; Needs assessment and ParticipatoryRural Appraisal (PRA) techniques; Community Resource Mapping; Reinforcement and Modelling strategies while working in Communities; Challenges in Community Practice and working with challenges.