Syllabus for

Academic Year  (2024)

This course is designed to introduce some branches of mathematics used to understand microeconomic theory and macroeconomic theory in a lucid manner. The course begins by introducing students to the idea of basic concepts of linear algebra and its application in economics. The course then systematically introduces students to the higher level of mathematics such as, differential equation and difference equations; and their applications in the field of microeconomics and macroeconomics at the intermediate level.

Course Objectives:

On completion of the course the students will be able to:

(1) understand linear algebra, differential equations and difference equations; and its application in economics. 

(2) apply the mathematical tools and techniques that are commonly applied to understand and analyse economic models like the Leontief model, growth model, cobweb model etc.

Matrix; Matrix Operations: Addition, Subtraction, Scalar Multiplication and Multiplication; Laws of Matrix Algebra: Commutative, Associative and Distributive; Matrix expression of a System of Linear Equations.

Matrix; Matrix Operations: Addition, Subtraction, Scalar Multiplication and Multiplication; Laws of Matrix Algebra: Commutative, Associative and Distributive; Matrix expression of a System of Linear Equations.

Sydsaeter, K. & Hammond, P. (2016). Mathematics for Economic Analysis. New Delhi: Pearson Education Inc.

Dowling, E. T. (2012). Schaum’s Outlines-Introduction to Mathematical Economics. (3rd ed.). New York: McGraw Hill

Roser, M. (2003). Basic Mathematics for Economists.  (2nd ed.). New York: Routledge. 

This course exposes students to theory and functioning of the monetary and banking sectors of the economy, with exclusive discussions on the Indian context. It discusses the monetary institutions, determinants of money supply, interest rates, banking reforms, policies for economic stability and Basel norms.

Money: Definition, features, functions, kinds of money, kinds of deposits and measures of money supply; Demand for money: classical, neo classical, Keynesian, Baumol’s and Tobins; Supply of money: H theory of money supply, money multiplier process. The Functioning of Gold Standard and Its Breakdown; Bretton Woods System and New Developments in International Monetary System; Monetary Theories – Keynesian, Monetarist, Austrian and Modern Monetary Theory

Money: Definition, features, functions, kinds of money, kinds of deposits and measures of money supply; Demand for money: classical, neo classical, Keynesian, Baumol’s and Tobins; Supply of money: H theory of money supply, money multiplier process. The Functioning of Gold Standard and Its Breakdown; Bretton Woods System and New Developments in International Monetary System; Monetary Theories – Keynesian, Monetarist, Austrian and Modern Monetary Theory

Burton, M., & Brown, B. (2014). Financial System of the Economy: Principles of Money and Banking: Principles of Money and Banking. Routledge.

Durlauf, S. N., and Blume, L. (2010). Monetary Economics. Palgrave McMillan.

Mishkin, F. S. (2007). The Economics of Money, Banking, and Financial Markets. Pearson Education. 

Handa, J. (2009). Monetary Economics. Routledge.

Jayadev, M. (2013). Basel III Implementation: Issues and Challenges for Indian banks. IIMB Management Review, 25(2), 115-130.

Reinhart, C. M., & Rogoff, K. S. (2009). This Time is Different: Eight Centuries of Financial Folly. Princeton University Press.

Sen, S., & Ghosh, S. K. (2005). Basel Norms, Indian Banking Sector and Impact on Credit to SMEs and the Poor. Economic and Political Weekly, 40(12), 1167-1180.

Course Description

The course aims to explain the principles and methods of behavioral economics while contrasting them with standard economic models. It highlights the importance of cognitive ability, social interaction, moral incentives and emotional responses in explaining human behaviour and economic outcomes.

 Course Objectives

The course aims to help students to:

1. Understand the scope of interaction between psychological phenomena and economic variables.

2. analyse the perspectives about economic phenomena outside the spectrum of core economic theories

Nature of Behavioural economics; Methodological approach; Origins of behavioral economics; Neo-classical and behavioral approaches to studying economics.

Nature of Behavioural economics; Methodological approach; Origins of behavioral economics; Neo-classical and behavioral approaches to studying economics.

Wilkinson, N., &Klaes, M. (2012). An Introduction to Behavioral Economics. New York: Palgrave Macmillan

Camerer, C. F., Loewenstein, G., & Rabin, M. (eds.). (2011). Advances in Behavioral Economics. Princeton: Princeton University Press.

Cartwright, E. (2017). Behavioral Economics. London: Routledge.

Jalan, B. (1997). India's Economic Policy. New Delhi: Penguin Books India. Kahneman, D., & Tversky, A. (2013). Choices, Values, and Frames. In Handbook

Of The Fundamentals Of Financial Decision Making: Part I (pp. 269-278).

Kahneman, D., & Tversky, A. (Eds.). (2000). Choices, Values, and Frames.

Cambridge: Cambridge University Press.

Kapila, U. (Eds.). (2009). Indian Economy since Independence. New Delhi: Academic Foundation.

Thaler, R. H., & Sunstein, C. R. (1975). Nudge: Improving Decisions about Health, Wealth, and Happiness. London: Penguin Books

*Mid Semester Examination   ** End Semester Examination

Course Description

This course provides an introduction to basic econometric concepts and techniques of econometric analysis. The course begins with an introduction to the definitions and scope of econometrics. Then students will be introduced to simple as well as multiple linear regression models and the fundamental assumptions of Classical Linear Regression Modelling. The causes, consequences and remedies for the assumption violations viz. Heteroskedasticity, Autocorrelation and Multicollinearity are then discussed.

Course Objectives

This course aims to:

1. Understand the basic econometric concepts and techniques.

2. Demonstrate simple as well as multiple linear regression models.

3. Analyse and examine the CLRM assumption violations.

Definition and scope of econometrics; Methodology of econometric research; Historical origin of the term regression and its modern interpretation; Statistical vs. deterministic relationship; regression vs. causation, regression vs. correlation; Terminology and notation; The nature and sources of data for econometric analysis.

Definition and scope of econometrics; Methodology of econometric research; Historical origin of the term regression and its modern interpretation; Statistical vs. deterministic relationship; regression vs. causation, regression vs. correlation; Terminology and notation; The nature and sources of data for econometric analysis.

Gujarati, D. N. (2016). Econometrics by Example (2 ed.). New Delhi: Palgrave.

Gujarati, D. N., Porter, D.C., & Gunasekar, S. (2017). Basic Econometrics. (5 nd ed.). New Delhi: McGraw-Hill.

Studenmund, A. H. (2016). Using Econometrics: A Practical Guide. (7 ed.). New Delhi: Pearson.

Koutsoyiannis, A. (1973). Theory of Econometrics (2nd ed.). New York: Harper & Row.

Wooldridge, J. M. (2014). Introductory Econometrics: A Modern Approach (4 ed.). New Delhi: Cengage Learning.

Economic activities tend to cluster together, while economic growth is more localized. Cities play a vital role in driving the structural transformation process in developing countries by acting as engines of economic growth. They offer various benefits of co-location to firms, households, and institutions, including external economies of agglomeration. However, cities also face numerous challenges, such as unregulated development, soaring land prices, housing shortages, inadequate civic infrastructure and services, traffic congestion, slums, poverty, pollution, environmental degradation, weak local governance, etc. This course aims to provide a comprehensive understanding of urban economics. We will also examine some contemporary urban issues in India, their underlying causes, and how urban economics can aid in designing public policies to address them. Urban economics introduces space into economic analysis. It studies urban phenomena using tools of economics. The field of urban economics is vast. It has a rich and growing body of research literature, including recent contributions from new economic geography. 

In this course, we will explore the fundamental theoretical models of urban economics to gain an understanding of why cities form, grow, or decline. We will also investigate what makes cities the engines of economic growth and how urban problems can be studied from an economic perspective. Moreover, we will refer to empirical studies that test some significant urban economic theories, particularly those related to agglomeration externalities.

The course aims to help students to:

1. understand the concepts and theories of urbanisation.
2. Compare and contrast the problems of India and the Global South.

Introduction to Urban Economics - Scope and Dimensions; Urbanization Trends and Patterns: World and India; Why study Urban Economics? Why do Cities exist? Why do Cities grow or decline? Agglomeration Externalities; Models of Rural-Urban Migration; Migration and Public Policy; Empirical Evidence on Agglomeration Economies.

Introduction to Urban Economics - Scope and Dimensions; Urbanization Trends and Patterns: World and India; Why study Urban Economics? Why do Cities exist? Why do Cities grow or decline? Agglomeration Externalities; Models of Rural-Urban Migration; Migration and Public Policy; Empirical Evidence on Agglomeration Economies.

Sullivan, A. (2014). Urban Economics, 8th Edition (McGraw Hill/Irwin).

Knox. Paul L. (2011). Urbanisation: an introduction to urban geography, 3rd Edition, Pearson.

Henderson, V. (2002). Urbanization in developing countries. The World Bank Research Observer, 17(1), 89-112.

Bahl, R. W., & Linn, J. F. (1992). Urban public finance in developing countries. The World Bank.

Harris, R., & Vorms, C. (2017). What's in a name? Talking about urban peripheries. Toronto: University of Toronto Press.

Henderson, J.V. and J.F. Thisse .(eds.). (2006). Handbook of Urban and Regional Economics, Elsevier. 

Misra, R.P. (2019). Million cities of India: Growth dynamics, internal structure, quality of life, and planning perspectives. New Delhi: Concept Publishing pvt ltd.

Sassen, S. (2006). Cities in a world economy (3rd ed.). Thousand Oaks, Calif.: Pine Forge Press.

Sing Kumar Amit. (2010). Patterns and Process of Urban Development. New Delhi: Abhijeet Publications.

Singh, K., & Ta'i, B. (2000).  Financing and Pricing of Urban Infrastructure. New Age International (P) Limited Publishers.

Sivaramakrishnan, K. C., Kundu, A., & Singh, B. N. (2007). Handbook of urbanization in India: An analysis of trends and processes (2nd ed.). New Delhi; New York: Oxford Univ. Press.

Students have to undertake an internship in any of their interested sectors during the semester break at the end of the second or fourth semester. Students will be attached to various agencies where they will be trained and supervised in acquiring skills and competencies. They will also be mentored by the supervisor/class teacher at the department. Students have to periodically meet their supervisors and submit a report at the end of their practicum period. The format of the report and the type of cases to be presented will be decided by the Department.

Course Objectives:

• To gain hands-on experience in various sub-fields of economics.
• To witness various ethical guidelines in practice.
• To explore areas of interest in economics.

Working in various organizational setups for a period of 30 days (one month-100 Hours)

Working in various organizational setups for a period of 30 days (one month-100 Hours)

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)

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 

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)

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.

·       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.

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

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.

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

This course initiates discussion on some of the key issues of the Indian economy. It provides an overview of the role of state and market, planning process, macroeconomic challenges, and policy management in India, with special reference to Karnataka. The course exposes the students to the data on various economic aspects and policies in India and Karnataka.

Major features of the economy at independence; growth and development under different policy regimes—goals, constraints, institutions, and policy framework; Roles of State and Market; The Role of the State in Economic Development; Goals of Economic Planning, Planning Commission and NITI Ayog; five-year plans and economic development.

Major features of the economy at independence; growth and development under different policy regimes—goals, constraints, institutions, and policy framework; Roles of State and Market; The Role of the State in Economic Development; Goals of Economic Planning, Planning Commission and NITI Ayog; five-year plans and economic development.

2.Drèze, J., & Sen, A. (2013). An Uncertain Glory: India and its Contradictions. NJ: Princeton University Press.

3.Dyson, T. (2013). Population and Development: The Demographic Transition. New York: Zed Books Ltd. 

4.Khilnani, S. (1999). The Idea of India, Farrar, Straus and Giroux, Ch. 1‐2. 

5.Mohan, R. (2008). Growth record of the Indian economy, 1950-2008: A story of sustained savings and investment. Economic and Political Weekly, 43 (19), 61-71.

6.Datt, G., & Mahajan, A. (2016). Indian Economy. (72nd ed.). New Delhi: S. Chand & Company Pvt. Ltd. 

7.Kapila, U. (2016). Indian Economy – Performance and Policies (17th ed.). New Delhi: Academic Foundation. 

8.Misra, S. K., & Puri, V. K. (2011). Indian Economy (34th ed.). Delhi: Himalaya Publishing House

9.Iteshamul, H. (2015). A Handbook of Karnataka. Bangalore: Government of Karnataka. 

2.Film: The Story of India, PBS documentary, Part 6. (An HD version is also available on Netflix). 

3.Luce, Edward. 2008. In Spite of the Gods: The Rise of Modern India. First Anchor Books—Read Chapter 2.

4.Economic Survey of Karnataka 2016-17. Government of Karnataka

5.Karnataka Development Report, Karnataka: Institute for Social and Economic Change

6.Meti, T. K. (1976). The Economy of Karnataka: An Analysis of Development and Planning. New Delhi: Oxford & IBH Publishing Company

Course Description

Anyone with an analytical mind and a basic knowledge of economics should be able to complete this course. Since economic activity is the root cause of many environmental issues, such as carbon emissions, over-harvesting of renewable resources, and pollution of the air and water as a result of industrial activity, this course looks at various strategies for changing behaviour through economic institutions like markets and incentives as well as through regulation, etc. By using techniques for the practical assessment of environmental products and services as well as the measurement of environmental damages, it also discusses the economic effects of environmental regulations. However, under the umbrella of sustainable development, the effects of economic expansion on the environment are also covered. The course's principles and methodologies are shown through environmental challenges and issues from the Indian and worldwide context, with a particular focus on global warming.

Course Objectives:

The course aims to help students to:

1. understand the theories of environmental economics;

2. analyse the fiscal tools and policy options in managing the environmental issues

Introduction to environmental economics; Definition, Nature and Scope; Nexus between environment and economy; Key environmental issues and problems (Karnataka state, National wise and International wise), Material balance principle, Renewable and non-renewable energy sources, Tragedy of commons, common pooled resources, Hotelling’s rule; Pareto optimality and market failure in the presence of externalities.

Introduction to environmental economics; Definition, Nature and Scope; Nexus between environment and economy; Key environmental issues and problems (Karnataka state, National wise and International wise), Material balance principle, Renewable and non-renewable energy sources, Tragedy of commons, common pooled resources, Hotelling’s rule; Pareto optimality and market failure in the presence of externalities.

Perman, R., Yue, M., Common, M., Maddison, D. &McGilvray, J. (2011). NaturalResource and Environmental Economics. (4th ed.). Boston: Pearson Education/Addison Wesley.

Kolstad, C D (2012). Environmental Economics. (2nd ed.). Oxford: Oxford University Press.

Kolstad, C D, (2010). Intermediate Environmental Economics. (2nd ed.). Oxford: Oxford University Press.

Conrad John : Resource Economics, Cambridge University Press, 2003

Stern, N., The economics of climate change – The Stern Review, Cambridge University Press, 2006.

This course introduces to some of the advanced econometric concepts and techniques. The course begins with an introduction to lag modeling and covers distributed as well as dynamic models. The students will then be introduced to the analysis of two major types of data used in econometric analysis viz. time series and panel data. The course also covers different approaches to econometric forecasting. Some of the important testing procedures such as Unit root tests, Seasonality tests, Structural break tests, Cointegration tests, and Model stability tests will be introduced to the students during this course. The modules will be delivered using econometric software applications such as EViews, Gretl, or STATA.

The course aims at providing students with: 

1. an introduction to some of the advanced econometric concepts and techniques.
2. the ability to apply advanced econometric techniques in the investigation of complex economic relationships using time series and panel data.
3. the skills to make economic forecasting.
4. hands-on training in econometric packages such as EViews, Gretl, or STATA.

Lags in econometric models: Distributed lag model, Autoregressive lag model; Reasons for lags; Estimation of distributed-lag model, The Koyck Approach to distributed-lag model; Estimation of autoregressive models; Causality in economics: The Granger causality test.

Lags in econometric models: Distributed lag model, Autoregressive lag model; Reasons for lags; Estimation of distributed-lag model, The Koyck Approach to distributed-lag model; Estimation of autoregressive models; Causality in economics: The Granger causality test.

Gujarati, D. N. (2016). Econometrics by Example (2nd ed.). New Delhi: Palgrave.

Gujarati, D. N., Porter, D.C., & Gunasekar, S. (2017). Basic Econometrics. (5th ed.). New Delhi: McGraw-Hill.

Studenmund, A. H. (2016). Using Econometrics: A Practical Guide.  (7th ed.). New Delhi:  Pearson.

Hamilton, J. D. (1994). Time Series Analysis. Princeton: Princeton University Press.

Koutsoyiannis, A. (1973). Theory of Econometrics. New York: Harper & Row.

Pindyck, R. S., & Rubinfeld, D. L. (1990). Econometric Models and Econometric Forecasts (4th ed.). New York: McGraw-Hill.

Wooldridge, J. M. (2002). Econometric Analysis of Cross Section and Panel Data. Massachusetts: MIT Press.

This course provides an introduction to neuroeconomics, an interdisciplinary field that integrates economic, psychological, and neuroscientific perspectives on decision-making. The course will explore the current state of knowledge regarding the neural mechanisms underlying decision-making processes and how they can be applied to refine or expand existing economic and psychological theories of decision-making.

The course aims at providing students with: 

1. an introduction to neuroeconomic models.
2. foundations on the concepts of values, preferences, choices, heuristics, and biases.
3. an introduction to the brain and neuroimaging tools.
4. understanding of Consumer Neuroscience and Neuromarketing.

Key concepts and terminologies in Neuroeconomics: Classical economic models vs. Neuroeconomic models. 

Key concepts and terminologies in Neuroeconomics: Classical economic models vs. Neuroeconomic models. 

Glimcher, P. W., & Fehr, E. (Eds.). 2014. Neuroeconomics: Decision Making and the Brain. Netherlands: Elsevier Science.

Montag, C. & Reuter, M. (Eds). 2016. Neuroeconomics. Germany: Springer Berlin Heidelberg.

Wilkinson, N., &Klaes, M. 2012. An Introduction to Behavioral Economics. New York: Palgrave Macmillan.

Camerer, C. F., Loewenstein, G., & Rabin, M. (eds.). 2011. Advances in Behavioral Economics. Princeton: Princeton University Press.

Cartwright, E. 2017. Behavioral Economics. London: Routledge.

Jalan, B. 1997. India's Economic Policy. New Delhi: Penguin Books India. Kahneman, 

Kahneman, D., & Tversky, A. (Eds.). 2013. Choices, Values, and Frames. In Handbook of The Fundamentals Of Financial Decision Making: Part I (pp. 269-278).

Financial economics is the branch of economics concerned with the working of financial markets, such as the stock market and the finances of companies. The course focuses equally on the theoretical framework as well as the practical aspects of the functioning of financial markets.

Course Objectives:

The course aims to help students to:

1.understand the basic concepts related to financial economics.

2.understand the attitude towards risk and decision making under uncertainties

3.apply the concepts of risk and return to compute the optimal portfolio

Investment Environment, Process, Alternatives and Criteria for Evaluation; Measuring Return and Risk: Historical and Expected; Time Value of Money: Future and Present Value Methods; von Neumann – Morgenstern Utility Index and Application-Risk and Insurance.

Investment Environment, Process, Alternatives and Criteria for Evaluation; Measuring Return and Risk: Historical and Expected; Time Value of Money: Future and Present Value Methods; von Neumann – Morgenstern Utility Index and Application-Risk and Insurance.

Sharpe, W., Alexander, G. and Bailey, J. (2003). Investments, Prentice Hall of India, 6th edition.

Roser, M. (2003). Basic Mathematics for Economists.  (2nd ed.). New York: Routledge.

The primary aim of this course is to introduce students to the concept of institutions and their role in economics and society. This course introduces theoretical and empirical studies examining the role of formal and informal institutions that make economic interaction possible. This course also survey different types of institutions from formal contracts and property rights to informal institutions such as culture, informal norms, traditions and beliefs - that all influence human behaviour and economic interactions. Together all these rules and enforcement mechanisms are called institutions. We will discuss historical examples and analyse the modern institutions and their evolutions. How these formal and informal institutions are working in the Indian context, and what are the possibilities of improvement in formal institutions that may help the economic growth with more inclusiveness in nature? This course also delves into modern institutional theory, its current state, its methods and approaches. Special focus is made on how these instruments and approaches can be applied in modern days problems such as climate change, disaster management and economic growth

The emergence of institutional theory as a direction of economic science. The theoretical content of early institutionalism. Institutional concepts of T. Veblen. Economic - legal theory of J. Commons and others prominent thinkers in this discipline. The main prerequisites of the new institutional economic theory. Methodological comparativistics: an institutional and neoclassical approach to building models. The structure of institutionalism and levels of analysis. Neoinstitutional economic theory, its main directions. New institutional economic theory. Traditional institutionalism and new institutional economic theory: a comparative analysis. The subject field of the new institutional economic theory. Prospects for the development of a new institutional economic theory. The practical applicability of institutional theories.

The emergence of institutional theory as a direction of economic science. The theoretical content of early institutionalism. Institutional concepts of T. Veblen. Economic - legal theory of J. Commons and others prominent thinkers in this discipline. The main prerequisites of the new institutional economic theory. Methodological comparativistics: an institutional and neoclassical approach to building models. The structure of institutionalism and levels of analysis. Neoinstitutional economic theory, its main directions. New institutional economic theory. Traditional institutionalism and new institutional economic theory: a comparative analysis. The subject field of the new institutional economic theory. Prospects for the development of a new institutional economic theory. The practical applicability of institutional theories.

North, Douglass C., John Joseph Wallis, and Barry R. Weingast, Violence and Social Orders: A Conceptual Framework for Interpreting Recorded Human History, Cambridge University Press, 2009.

Acemoglu, Daron and James A. Robinson, Why Nations Fail: The Origins of Power, Prosperity, and Poverty, New York: Crown, 2012.

Alston, Eric, Lee J. Alston, Bernardo Mueller, and Tomas Nonnenmacher, Institutional and Organizational Economics: Concepts and Applications, Cambridge, UK: Cambridge University Press, 2018.

Ménard, Claude and Mary M. Shirley, A Research Agenda in New Institutional Economics, Cheltenham: Edward Elgar, 2018.

Alston, L. J., Eggertsson, P., Eggertsson, T., & North, D. C. (Eds.). (1996). Empirical Studies in Institutional Change. Cambridge University Press.

Guha-Khasnobis, B., Kanbur, R., & Ostrom, E. (Eds.). (2006). Linking the Formal and Informal Economy: Concepts and Policies. Oxford University Press.

North, D. (1990). Institutions, Economic Theory and Economic Performance. Institutions, Institutional Change and Economic Performance. New York: Cambridge University Press.

Rodrik, Dani, Subramanian, Arvind, and Trebbi, Francesco, “Institutions Rule: The Primacy of Institutions over Geography and Integration in Economic Development,” NBER Working Paper 9305, 2002.

Furubotn, Eirik G. and Rudolf Richter, Institutions and Economic Theory: The Contribution of the New Institutional Economics, Ann Arbor: The University of Michigan Press, 1997.

Persson, Torsten and Guido Tabellini, Political Economics: Explaining Economic Policy (Zeuthen Lectures), MIT Press, 2000.

Acemoglu, Daron and James A. Robinson, Economic Origins of Dictatorship and Democracy, Cambridge University Press, 2005.

Shirley, Mary M.,  Institutions and Development, Cheltenham, UK and Northampton, MA: Edward Elgar, 2008.

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.

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

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

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.

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. 

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.

Spielberger, C. D. (Ed.). (2013). Current Topics in Clinical and CommunityPsychology: Volume 1 (Vol. 1). Academic Press.

Moritsugu, J., Vera, E., Wong, F. Y., & Duffy, K. G. (2019). Communitypsychology. Routledge.

Essential Reading / Recommended Reading

Nelson, G., & Prilleltensky, I. (Eds.). (2010). Community psychology: In pursuitof liberation and well-being. Macmillan International Higher Education.

Orford, J. (2008). Community psychology: Challenges,

CIA2- will be a mid-semester exam- case study-based questions

Evaluation Pattern CIA (CONTINUOUS INTERNAL ASSESSMENT)

• CIA-1: Activity-based Individual Assignment- 10 Marks
• CIA-2:  25 Marks; Department level
• CIA-3: Individual Assignment- 15 Marks

ESE Pattern ESE (End Semester Examination) Total Marks- 50 , 02 HOURS

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 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. The program is designed to enable students to complete a group research project under the supervision of a faculty. They are expected to conduct the research and submit the final research report. The Research report will be in the form of a professional journal article manuscript, though it is not required to submit it to a journal. Students are expected to do a presentation of the research findings as a poster or oral presentation at the undergraduate research conference.

Course objectives: This course will help the learner to gain knowledge with the process and the methods of quantitative and qualitative psychological research traditions. 

Ethical issues in data collection and recording, organization of data collection process, dissemination, the concept of data audit Data organization and audit. Hypothesis testing/evaluating the research questions, data analysis and reporting results, discussing the findings with research evidence.

APA styles of writing the project report, elements of a research project, referencing, plagiarism, doing peer review and feedback. Abstract writing, Publication in journal/ newspapers, selecting a journal, oral presentation and poster presentation; participating in research forums/seminars.

Ethical issues in data collection and recording, organization of data collection process, dissemination, the concept of data audit Data organization and audit. Hypothesis testing/evaluating the research questions, data analysis and reporting results, discussing the findings with research evidence.

APA styles of writing the project report, elements of a research project, referencing, plagiarism, doing peer review and feedback. Abstract writing, Publication in journal/ newspapers, selecting a journal, oral presentation and poster presentation; participating in research forums/seminars.

https://christuniversity.in/uploads/userfiles/C RCE.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

Students have to undertake an internship in any of their interested sectors during the semester break at the end of second or fourth-semester. Students will be attached to various agencies where they will be trained and supervised in acquiring skills competencies. They will also be mentored by the supervisor/class teacher at the department. Students have to periodically meet their supervisors and submit a report at the end of their practicum period. The format of the report and the type of cases to be presented will be decided by the Department.

Course Objectives:

• To gain hands-on experience in various sub-fields of psychology
• To witness various ethical guidelines in practice
• To explore areas of interest in psychology

Working in various organizational setups for a period of 30 days (one month-100 Hours)

Working in various organizational setups for a period of 30 days (one month-100 Hours)

Working in various organizational setups for a period of 30 days (one month-100 Hours)