Syllabus for
MSc (Clinical Psychology)
Academic Year  (2024)

Formative and Summative assessments are conducted by the department to ascertain the readiness for learning and the attainment of learning outcomes. Assessments are examinations are based on competency frame work and principles of outcome-based education. Attainment of learning outcomes/ expected competencies is evaluated using either holistic or analytic rubrics, grading schemes or attainment criteria specified to the students at the beginning of the semester. Learning outcomes (Course outcomes) of each course are mapped to programme outcomes. Assessments and examinations follow the principle of constructive alignment and outcomes are mapped to higher order thinking skills. Most common frameworks used in this programme include Revised Blooms Taxonomy, and Structure of Observed Learning outcomes (SOLO) and ICAP framework.

The Department of Psychology offers a range of programmes that include Open Electives, Undergraduate programmes, Post Graduate programmes with seven specializations and Research degrees in psychology (PhD). Through these programmes, we encourage students to consider careers and life missions that integrate psychological understanding into life. Our programmes integrate scholarship with professional practice and we offer courses that are cutting edge in the field of psychology. Students who complete programmes in Psychology from the University demonstrate high degrees of self-awareness are service-oriented and are encouraged to embrace humane values in their vocation. The Department realizes its vision to promote high academic standards through a continuous and dynamic curriculum review process based on feedback from regional, national and international peers, practitioners, potential employers, alumni and students. A variety of student-centered teaching and training pedagogies are practised by the faculty members. Prominent among them is the use of seminars, experiential methods, laboratory training, conferences, workshops, field-based studies, film-based discussions, journal clubs, and professional development activities. All postgraduate students of he department prepare a publication ready research manuscript by the end of the third semester. Through its several MOUs with International Universities, the department organizes joint conferences, webinars, faculty and student exchange and visits, Guest lectures and scholarship opportunities for students and joint supervision of research projects.

The department adopts the vision of the University "Excellence and Service" and its Mission as "a nurturing ground for an individual's holistic development to make an effective contribution to the society in a dynamic environment". In doing so it strives to is to promote high academic standards and scholarship in psychology, by creating an optimal and enriching learning environment, foster ongoing professional and personal development, and contribute effectively to societal needs.

The Department of Psychology offers a two-year full-time M Sc program in Psychology with specialization in Clinical Psychology. Keeping pace with the disciplinary advances the program would address knowledge about psychological functioning at individual and social levels in an all-encompassing manner. With the goal of acquiring specialized knowledge, the program would allow students to nurture their academic interest in clinical psychology, along with personal growth and awareness. The spirit of interdisciplinary growth is kept in view while conceptualizing a three-tier system- A) CORE COURSES in the first three PG semesters (courses, which can be considered to be fundamental in giving PG students a larger perspective of Psychology as a social science discipline, irrespective of specialization); B) SPECIALIZATION COURSES (specific theory courses within the subject of Clinical Psychology); and C) ELECTIVE COURSES (a wide variety, across all disciplinary specializations, primarily conceptualized by individual faculties (based on their own interest/expertise), offered from time to time and chosen by students according to their preference. The program would strive to prepare competent professional psychologists who would excel in knowledge, orientation, and practice in psychology, with high ethical standards and social relevance.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Identify and distinguish between disorders, evaluate and assess various conditions that arise in clinical practice; use clinical judgment in case conceptualization and intervention.

PO3: Review and analyze scientific texts, develop research proposals and conduct, document and disseminate research.

PO4: Demonstrate social and cultural competence in interactions with individuals of diverse backgrounds

PO5: Identify,approach and engage diverse communities or stakeholders and support them through promotion, prevention and psychosocial interventions.

This course will introduce students to the domain of academic writing and its intricacies. Every student, regardless of his or her area of interest, will be called upon to use an academic style of writing at different levels and at various points in time. This course will therefore seek to impart such knowledge about the styles of writing used in the current academic scenario. It will provide students with opportunities in the classroom setting to practice such styles, both individually and in collaboration with others.

An overview of the status of academic writing and its importance; different approaches and processes;

Experiential Learning as Assessment Strategies: Individual/Group presentations on forms and issues in Academic Writing; classroom assignments in generating abstracts, posters, reviews, etc

An overview of the status of academic writing and its importance; different approaches and processes;

Experiential Learning as Assessment Strategies: Individual/Group presentations on forms and issues in Academic Writing; classroom assignments in generating abstracts, posters, reviews, etc

key issues: plagiarism, biases, and frequent errors

key issues: plagiarism, biases, and frequent errors

Guidelines and rules in Academic Writing: Introduction to style and formatting guidelines from the American Psychological Association (APA); specific guidelines pertaining to in-text citations, references, and structures of academic courses

Forms of Academic Writing: Abstract writing; summarisation; review of literature; scientific

Guidelines and rules in Academic Writing: Introduction to style and formatting guidelines from the American Psychological Association (APA); specific guidelines pertaining to in-text citations, references, and structures of academic courses

Forms of Academic Writing: Abstract writing; summarisation; review of literature; scientific

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course

Course Description: This course has been conceptualized in order to inculcate awareness about legal and ethical aspects of practicing Clinical Psychology in India. It highlights the commonly encountered ethical dilemmas in clinical practice and facilitates ethical decision making in a multicultural context. The courses also address licensure and certification issues in clinical psychology practice in India.

• History of ethical principles in Psychology; 

• General Ethical Principles: Beneficence and Non-maleficence, Fidelity and Responsibility, Integrity, Justice, Respect for People’s Rights and Dignity; 

• Ethical standards: Resolving Ethical Issues, Competence, Human Relations, Privacy and Confidentiality, Advertising and Other Public Statements, Record Keeping and Fees, Education and Training, Research and Publication, Assessment, Therapy, Ethics in Indian context

• History of ethical principles in Psychology; 

• General Ethical Principles: Beneficence and Non-maleficence, Fidelity and Responsibility, Integrity, Justice, Respect for People’s Rights and Dignity; 

• Ethical standards: Resolving Ethical Issues, Competence, Human Relations, Privacy and Confidentiality, Advertising and Other Public Statements, Record Keeping and Fees, Education and Training, Research and Publication, Assessment, Therapy, Ethics in Indian context

• Ethics and the personal context: Morals, Virtues, Emotions; 

• Multiple relationships and Boundary issues, Close Encounters, Attraction, & Sexual Misconduct; Psychotherapy contract: Informed consent, confidentiality and guidelines for contacting; 

• Ethics and confidentiality in digital age, Ethics in online therapy.

• Developing a personal model for ethical decision making.

• Ethics and the personal context: Morals, Virtues, Emotions; 

• Multiple relationships and Boundary issues, Close Encounters, Attraction, & Sexual Misconduct; Psychotherapy contract: Informed consent, confidentiality and guidelines for contacting; 

• Ethics and confidentiality in digital age, Ethics in online therapy.

• Developing a personal model for ethical decision making.

• Ethics in child psychotherapy; 

• Couples and families, Survivors of sexual violence; 

• Therapy with LGBT; 

• Ethical Issues in the Consultation-Liaison Context; 

• Assessment and Management of Suicide Risk; 

• Ethics in Multicultural and Interpersonal context

• Ethics in child psychotherapy; 

• Couples and families, Survivors of sexual violence; 

• Therapy with LGBT; 

• Ethical Issues in the Consultation-Liaison Context; 

• Assessment and Management of Suicide Risk; 

• Ethics in Multicultural and Interpersonal context

• Mental healthcare act 2017; 

• Rights of Persons with Disabilities Act, 2016; 

• RCI Regulations and Act 2000; 

• Process of getting certified as licensed clinical psychologists; 

• Representing clients in court of law

• RTI Act, 

• Consumer Protection Act

• Mental healthcare act 2017; 

• Rights of Persons with Disabilities Act, 2016; 

• RCI Regulations and Act 2000; 

• Process of getting certified as licensed clinical psychologists; 

• Representing clients in court of law

• RTI Act, 

• Consumer Protection Act

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation to be eligible to write the ESE. 

The Developmental Psychology course for Clinical Psychology builds upon principles of human development acquired at the undergraduate level. This course examines research in developmental psychology as it applies to real-world situations. The goal is to acquire a greater understanding of factors influencing development, such as biological, hereditary, environmental, or cultural effects that describe, explain and predict developmental changes in humans over the lifespan. The focus will almost exclusively be on typical development. As such, the course will not focus on therapeutic approaches, interventions, or clinical populations.  We will examine how knowledge of developmental perspectives can inform parenting decisions, education, public policy, interventions and clinical practice. As this course is only a semester-long, it would be impossible to cover in-depth the entire field of applied developmental psychology. Instead, we will focus on selected topics related to child and adolescents in cognitive development and socio-emotional development, and have separate discussion adulthood and aging theories and its impact on adult development.

Jean Piaget : A constructivist approach ; Objects and Space: Object Permanence, metacognitive thinking, personal fableness and adolescent risk behaviour; Vygotsky:  A social contextual approach; Criticisms and application, Neo-Piagetian work Robbie Case, Changes in adult cognitive development-Schaie and William Perry; Play and play patterns

Jean Piaget : A constructivist approach ; Objects and Space: Object Permanence, metacognitive thinking, personal fableness and adolescent risk behaviour; Vygotsky:  A social contextual approach; Criticisms and application, Neo-Piagetian work Robbie Case, Changes in adult cognitive development-Schaie and William Perry; Play and play patterns

Social cognition: Intentionality; Theory of mind, Favell’s perspective taking, false belief task, self-control; Moral development, reasoning and Prosocial behavior- Piaget, Kohlberg, & Gilligan; teaching moral values; Intentionality, Self and social understanding- self-concept, self-perception, peer relationship and identity- Erickson, Marcia’s Identity status; health adolescent identity development- positive youth development model; Gender development-Bell; Sex differences and gender role socialization, sexuality, gender fluidity.

Social cognition: Intentionality; Theory of mind, Favell’s perspective taking, false belief task, self-control; Moral development, reasoning and Prosocial behavior- Piaget, Kohlberg, & Gilligan; teaching moral values; Intentionality, Self and social understanding- self-concept, self-perception, peer relationship and identity- Erickson, Marcia’s Identity status; health adolescent identity development- positive youth development model; Gender development-Bell; Sex differences and gender role socialization, sexuality, gender fluidity.

Emotional development- still face experiment, emotional regulation and dysregulation, temperament, cycle of aggression, goodness of fit, attachment theories and styles- Bowlby, Ainsworth, and Winnicot; factors that affect attachment-quality time and opportunity for attachment, infant characteristics,  parents internal working model, family environment; Caregiving and Parenting-Diana Baumrind, impact of parenting, issues- co-sleeping, disciplining, abuse, resilience; the role of culture; Bronfenbernner’s Ecosystems model and importance of having a developmental lens

Emotional development- still face experiment, emotional regulation and dysregulation, temperament, cycle of aggression, goodness of fit, attachment theories and styles- Bowlby, Ainsworth, and Winnicot; factors that affect attachment-quality time and opportunity for attachment, infant characteristics,  parents internal working model, family environment; Caregiving and Parenting-Diana Baumrind, impact of parenting, issues- co-sleeping, disciplining, abuse, resilience; the role of culture; Bronfenbernner’s Ecosystems model and importance of having a developmental lens

Development during Adulthood, Emerging Adults-Arnett, Bio-psycho-social model of development and developmental tasks- Robert Havighurst, Career and vocation changes-Super Donald, Life stages-Levinson, Erickson; Mid Life Crisis, adult attachment patterns and relationships; Sexuality and Menopause; Coping with death and dying- Kubler Ross; Aging- positive and successful aging; gains and losses in later adult life

Development during Adulthood, Emerging Adults-Arnett, Bio-psycho-social model of development and developmental tasks- Robert Havighurst, Career and vocation changes-Super Donald, Life stages-Levinson, Erickson; Mid Life Crisis, adult attachment patterns and relationships; Sexuality and Menopause; Coping with death and dying- Kubler Ross; Aging- positive and successful aging; gains and losses in later adult life

End semester examination (ESE) – 30%  

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks

This course is offered to students in the first semester to introduce them to the tradition of quantitative research in psychology. It begins by discussing the philosophical foundations of quantitative research followed by the scientific basis of research. Students are expected to see the links between scientific process of research and development of clinical psychology. Students will be introduced to research designs and process of research in quantitative methods. The course also provides opportunities to practice skills of research in laboratory setting

Philosophical roots of quantitative research; History of scientific research in psychology; Definition of research; Purpose and need of psychological research. Experimental, Exploratory, Correlational and descriptive research in psychology; Ethical issues in psychological research

Conceptualization, operationalization and measurement; Causality and experimentation; Definition and nature of variables; operationally defining variables; Independent variables; Dependent variables; formulation of research problems and hypothesis; Different types of hypothesis;

Philosophical roots of quantitative research; History of scientific research in psychology; Definition of research; Purpose and need of psychological research. Experimental, Exploratory, Correlational and descriptive research in psychology; Ethical issues in psychological research

Conceptualization, operationalization and measurement; Causality and experimentation; Definition and nature of variables; operationally defining variables; Independent variables; Dependent variables; formulation of research problems and hypothesis; Different types of hypothesis;

Adequate vs Inadequate (faulty) research design; Types of experimental design based on subjects and factors; Within-subjects, between subjects, single-subject, single factor, and factorial design; Sources of error variance and its management in the various types of experimental designs; Mixed design

Experimental manipulation and control of variables; steps in quantitative research (5 hours of lab work dedicated to developing problem statement and a hypothesis is suggested)

Adequate vs Inadequate (faulty) research design; Types of experimental design based on subjects and factors; Within-subjects, between subjects, single-subject, single factor, and factorial design; Sources of error variance and its management in the various types of experimental designs; Mixed design

Experimental manipulation and control of variables; steps in quantitative research (5 hours of lab work dedicated to developing problem statement and a hypothesis is suggested)

Population and sample: Basic assumptions; Sampling distribution; Sampling techniques: probability and non-probability sampling; Methods of data collection: observational methods, surveys, questionnaires, interviewing methods, case study methods, and psychometric tests

Difference between different sampling and data collection methods, when to use what. 

Population and sample: Basic assumptions; Sampling distribution; Sampling techniques: probability and non-probability sampling; Methods of data collection: observational methods, surveys, questionnaires, interviewing methods, case study methods, and psychometric tests

Difference between different sampling and data collection methods, when to use what. 

Elements of quantitative research proposal 

Elements of quantitative research proposal 

End semester examination (ESE) - 30%  

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks

This course introduces students to mental health issues in clinical psychology by introducing clinical psychopathology. The use of diagnostic assessments using both DSM V-TR and ICD 11 will be explored in this course. Students will also be encouraged to integrate the bio-psycho-social model of health and illness with clinical interventions. 

Major theoretical models of psychopathology. Systems of classification, basic features; DSM-5- TR, ICD-11, similarities, differences and critical evaluation; new disorders in DSM-5- TR

Major theoretical models of psychopathology. Systems of classification, basic features; DSM-5- TR, ICD-11, similarities, differences and critical evaluation; new disorders in DSM-5- TR

Psychopathology of Mood and Anxiety Disorders 

Depression, bipolar affective disorders; phobia, GAD, panic, OCD, PSTD, adjustment disorder; Clinical characteristics, etiology

Psychopathology of Mood and Anxiety Disorders 

Depression, bipolar affective disorders; phobia, GAD, panic, OCD, PSTD, adjustment disorder; Clinical characteristics, etiology

Psychopathology of Dissociative, Somatoform and Behavioral Syndromes:

Dissociative disorder, somatoform disorder, other neurotic disorder; Clinical characteristics and etiology.

Psychopathology of Dissociative, Somatoform and Behavioral Syndromes:

Dissociative disorder, somatoform disorder, other neurotic disorder; Clinical characteristics and etiology.

Psychopathology of Psychotic Disorders

Schizophrenia, delusion, other psychotic disorders; Clinical characteristics, etiology; Psycho diagnostic assessments

Psychopathology of Psychotic Disorders

Schizophrenia, delusion, other psychotic disorders; Clinical characteristics, etiology; Psycho diagnostic assessments

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course.(CIA+ESE)

This Course intends to familiarize students with an introductory knowledge of the topics and methods of biological psychology to create an understanding of the underlying biological foundations of human behavior.

Topic 1: Introduction

The origins of biopsychology, Nature of biological psychology, basic cytology and biochemistry, Mind Brain relationship, Methods of study of research in biopsychology-anatomical methods, degeneration techniques, lesion techniques, chemical methods, stereotaxic surgery, micro-electrode studies, oscilloscope, polygraph, scanning methods & Ethical issues in research. Introduction to genetics.

Topic 1: Introduction

The origins of biopsychology, Nature of biological psychology, basic cytology and biochemistry, Mind Brain relationship, Methods of study of research in biopsychology-anatomical methods, degeneration techniques, lesion techniques, chemical methods, stereotaxic surgery, micro-electrode studies, oscilloscope, polygraph, scanning methods & Ethical issues in research. Introduction to genetics.

Topics 2: Neural and endocrine systems, brain and CNS, PNS.

Structure of neurons, types, functions, neural conduction, communication between neurons, Synaptic conduction, Neurotransmitters. The endocrine system. Pituitary, pineal, thyroid, parathyroid, adrenaline glands, pancreas, gonads. Endocrine influences on behaviour; Basic features of nervous system, Meninges, Ventricular system, Cerebrospinal fluid, Blood brain barrier, Peripheral nervous system: Cranial Nerves, Spinal Nerves, Autonomous nervous system; Major structures and functions, spinal cord, Brain: Fore brain, Midbrain, Hindbrain, Cerebral cortex, temporal, parietal and occipital lobes; prefrontal cortex. 

Topics 2: Neural and endocrine systems, brain and CNS, PNS.

Structure of neurons, types, functions, neural conduction, communication between neurons, Synaptic conduction, Neurotransmitters. The endocrine system. Pituitary, pineal, thyroid, parathyroid, adrenaline glands, pancreas, gonads. Endocrine influences on behaviour; Basic features of nervous system, Meninges, Ventricular system, Cerebrospinal fluid, Blood brain barrier, Peripheral nervous system: Cranial Nerves, Spinal Nerves, Autonomous nervous system; Major structures and functions, spinal cord, Brain: Fore brain, Midbrain, Hindbrain, Cerebral cortex, temporal, parietal and occipital lobes; prefrontal cortex. 

Topics 3: Basic cognition

Learning: Neurophysiology of learning, Synaptic plasticity; Memory: Neurological basis of memory, Language: Lateralization, Evolution and neurophysiology of speech.

Topics 3: Basic cognition

Learning: Neurophysiology of learning, Synaptic plasticity; Memory: Neurological basis of memory, Language: Lateralization, Evolution and neurophysiology of speech.

Topic 4: Disorders of cognitive functions and apply the neurological and biomechanisms in clinical practice.

Brain damage and dysfunction of memory; Disorders of reading writing: aphasia, alexia & dyslexia.

Topic 4: Disorders of cognitive functions and apply the neurological and biomechanisms in clinical practice.

Brain damage and dysfunction of memory; Disorders of reading writing: aphasia, alexia & dyslexia.

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation to be eligible to write the ESE. 

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 50% is required to pass the course.(CIA+ESE)

This course will introduce students to the tradition of qualitative research in social sciences with an emphasis of its applicability in psychology. Different methods of collecting qualitative data are discussed. Methods of Qualitative data analysis are also touched upon. Along with courses on research in the first and second semesters, this course intends to provide students with the theoretical background to develop their research proposal

Defining qualitative research; Historical development of qualitative research; Key philosophical and methodological issues in qualitative research; Different traditions of qualitative research; Grounded theory, Narrative approach, Ethnography, Action research and Discourse analysis (8 hrs)

Research Lab (7 Hrs) 

1. Review of different article related to the different traditions of qualitative research

2. Skill training seminars

Defining qualitative research; Historical development of qualitative research; Key philosophical and methodological issues in qualitative research; Different traditions of qualitative research; Grounded theory, Narrative approach, Ethnography, Action research and Discourse analysis (8 hrs)

Research Lab (7 Hrs) 

1. Review of different article related to the different traditions of qualitative research

2. Skill training seminars

Conceptualizing research questions, issues of paradigm. Designing samples, Theoretical sampling, Contrasting qualitative with quantitative approach in research process  Issues of Credibility and trustworthiness (8 hrs)

Research Lab (7 Hrs) 

1. Qualitative research proposal  lab

2. Simulated techniques on designing qualitative research

Conceptualizing research questions, issues of paradigm. Designing samples, Theoretical sampling, Contrasting qualitative with quantitative approach in research process  Issues of Credibility and trustworthiness (8 hrs)

Research Lab (7 Hrs) 

1. Qualitative research proposal  lab

2. Simulated techniques on designing qualitative research

What is qualitative data? Various methods of collecting qualitative data: participant observation, interviewing, focus groups, life history and oral history, documents, diaries, photographs, films and videos, conversation, texts and case studies (8 hrs)

Research Lab (7 Hrs) 

1. Simulated techniques on different data collection methods

2. Skill training seminars

What is qualitative data? Various methods of collecting qualitative data: participant observation, interviewing, focus groups, life history and oral history, documents, diaries, photographs, films and videos, conversation, texts and case studies (8 hrs)

Research Lab (7 Hrs) 

1. Simulated techniques on different data collection methods

2. Skill training seminars

Different traditions of qualitative data analysis; thematic analysis, Narrative analysis, Discourse analysis, Content analysis (8 hrs)

Research Lab (7 Hrs) 

1. Qualitative  data analysis software NVivo

2. Reporting qualitative research data

Different traditions of qualitative data analysis; thematic analysis, Narrative analysis, Discourse analysis, Content analysis (8 hrs)

Research Lab (7 Hrs) 

1. Qualitative  data analysis software NVivo

2. Reporting qualitative research data

1. Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches. Los Angeles, CA: Sage. 

2. Ritchie, J., Lewis, J., McNaughton Nicholls, C., & Ormston, R. (2014). Qualitative    research Pactice A  guide    for social science students and researchers (2nd ed.). New Delhi: Sage Publication Limited.

1. Bryman,A (Ed.)(2007) Sage Benchmarks in social science research  methods Vol.I,Vol.II ,Vol,III,and Vol.  IV.New Delhi : Sage Publications

2. Kvale,S.(Ed.) (1997).Psychology & Post-modernism. New Delhi:Sage Publications

3. McGhee, P. (2001). Thinking critically about qualitative research in psychology. In P. McGhee, Thinking psychologically (pp.98-111). New York: Palgrave

4. Smith,J.A.(ed.)(2003).Qualitative psychology: A practical guide to research methods.New Delhi: Sage.

5. Smith,J.A., Harre,R., & Langenhove,L.V.(eds.).(1995).Rethinking methods in psychology.  NewDelhi:Sage.

6. Willig,C.(2001).Introducing qualitative research in psychology: Adventures in theory and method. Buckingham:Open University Press

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation to be eligible to write the ESE. 

Course Description

In this course, students will spend four hours a week or a total of 30 hours during the semester involved in supervised community service. Students are encouraged to work alongside NGO’s or other professional bodies. Students will engage in activities such as children, adolescents and youth teaching/tutoring, community organization, psychological assessment and mental health awareness. Reflections on their interactions are an integral part of this course. Student engagement will be assessed by the supervisor.

Course objectives

This course will help the learner 

• To choose a community-based organization that they are interested in working with. 
• To support organizations to help the community.

Community service: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of a psychologist in community service: Social Psychologist, Community Psychologist & Counselor. Outcomes of community service: Personal outcome; Social outcome, Learning outcome and Career outcome.

Community service: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of a psychologist in community service: Social Psychologist, Community Psychologist & Counselor. Outcomes of community service: Personal outcome; Social outcome, Learning outcome and Career outcome.

Students in groups will partner with various NGO’s and organizations working in the areas of education, development, interventions and mental health. As part of the course requires the students will be involved in the community-oriented activities of the organizations they affiliate with. The NGO’s or Organizations along with the faculty coordinator will be responsible for the process delivery. These placements will offer students hands-on experiences in working with various issues in the community and facilitate meaningful learning. 

Students in groups will partner with various NGO’s and organizations working in the areas of education, development, interventions and mental health. As part of the course requires the students will be involved in the community-oriented activities of the organizations they affiliate with. The NGO’s or Organizations along with the faculty coordinator will be responsible for the process delivery. These placements will offer students hands-on experiences in working with various issues in the community and facilitate meaningful learning. 

Reflection is a core component of Community service. It is a period of critical thinking performed by the student and is based on a specific or overall experience of the student.   It guides students towards greater personal development by coming to a better understanding of their own values, opinions, and assumptions. The types of reflection which can be used are, class discussion, brainstorming, sharing of critical personal and group incidents, directed writings, experiential research paper, student portfolios and so on. The students are expected to discuss in groups at the end of this course using the following guidelines.

Reason for choosing the organization

•The planning phase of service-learning initiatives

•Logistics for the initiative of the action

•Stakeholders/beneficiaries 

•Execution of the action initiative

•Specific learning outcome

•Evaluation 

Reflection is a core component of Community service. It is a period of critical thinking performed by the student and is based on a specific or overall experience of the student.   It guides students towards greater personal development by coming to a better understanding of their own values, opinions, and assumptions. The types of reflection which can be used are, class discussion, brainstorming, sharing of critical personal and group incidents, directed writings, experiential research paper, student portfolios and so on. The students are expected to discuss in groups at the end of this course using the following guidelines.

Reason for choosing the organization

•The planning phase of service-learning initiatives

•Logistics for the initiative of the action

•Stakeholders/beneficiaries 

•Execution of the action initiative

•Specific learning outcome

•Evaluation 

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.

In this course the students are required to identify and select a topic of their interest to conduct research on.

Course Objectives:

This course intends to help the learner

• identify a research problem

• develop a research proposal to study the problem

Review of Literature and Problem Identification

Identifying a problem; Presentation of research idea; Presentation of research idea; Training on review of literature; Research proposal (Quantitative ); Research proposal (Qualitative )

Review of Literature and Problem Identification

Identifying a problem; Presentation of research idea; Presentation of research idea; Training on review of literature; Research proposal (Quantitative ); Research proposal (Qualitative )

Review of Literature and Problem Identification

Identifying a problem; Presentation of research idea; Presentation of research idea; Training on review of literature; Research proposal (Quantitative ); Research proposal (Qualitative )

Developing the Proposal

Issues in Methodological frame work; Presentation of methodology; Presentation of methodology; Submission and Presentation of first draft

Submission and Presentation of first draft; Final presentation; Final submission of proposal

Developing the Proposal

Issues in Methodological frame work; Presentation of methodology; Presentation of methodology; Submission and Presentation of first draft

Submission and Presentation of first draft; Final presentation; Final submission of proposal

Developing the Proposal

Issues in Methodological frame work; Presentation of methodology; Presentation of methodology; Submission and Presentation of first draft

Submission and Presentation of first draft; Final presentation; Final submission of proposal

Continuous Internal Assessment (CIA)

• CIA 1: 20 marks

• CIA 2: 25 Marks

• Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.

This Course intends to familiarize students with an introductory knowledge of the topics and methods of biological psychology to create an understanding of the underlying biological foundations of human behavior

Course Objectives: At the end of this course, students will be able to:

• Identify basic brain structures and related functions

• Describe contemporary research methods for studying brain and behavior

• Interpret how drugs and hormones influence behavior

• Identify the process by which memories are formed

• Analyze the neurological pathways related to hunger, emotions, and sleep

• Recognize the ways various emotions are expressed

• Describe biological and social origins of sexual behavior / motivation

• Differentiate lateralization of brain function and language development

• Apply biological elements to common psychological disorders

Emotions as response patterns: fear, anger and aggression; Hormonal control of aggressive behavior; Neural basis of the communication of emotion: Recognition and expression; Physiological correlations of Arousal: consciousness and sleep, Factors affecting consciousness. Sleep: Rhythms of sleeping and waking, neural basis of biological clocks, Stages of sleep, brain mechanisms of REM sleep and dreaming, physiological mechanisms of sleep and waking; Hunger –theories, neural signals; Thirst-neural mechanisms; Sex- hormones and sexual development, neural mechanism of sexual behavior, sexual orientations, hormones and the brain.

Emotions as response patterns: fear, anger and aggression; Hormonal control of aggressive behavior; Neural basis of the communication of emotion: Recognition and expression; Physiological correlations of Arousal: consciousness and sleep, Factors affecting consciousness. Sleep: Rhythms of sleeping and waking, neural basis of biological clocks, Stages of sleep, brain mechanisms of REM sleep and dreaming, physiological mechanisms of sleep and waking; Hunger –theories, neural signals; Thirst-neural mechanisms; Sex- hormones and sexual development, neural mechanism of sexual behavior, sexual orientations, hormones and the brain.

Emotions as response patterns: fear, anger and aggression; Hormonal control of aggressive behavior; Neural basis of the communication of emotion: Recognition and expression; Physiological correlations of Arousal: consciousness and sleep, Factors affecting consciousness. Sleep: Rhythms of sleeping and waking, neural basis of biological clocks, Stages of sleep, brain mechanisms of REM sleep and dreaming, physiological mechanisms of sleep and waking; Hunger –theories, neural signals; Thirst-neural mechanisms; Sex- hormones and sexual development, neural mechanism of sexual behavior, sexual orientations, hormones and the brain.

Stress and health: The stress response, stress and gastric ulcers, Psychoneuroimmunology, stress and the hippocampus; Fear conditioning: amygdale, contextual fear conditioning and the hippocampus; Human obesity. Implications in eating disorder; Schizophrenia, Substance abuse disorders, Major affective disorders, and Anxiety disorders; Implications in sleep disorders;sexual deviance

Stress and health: The stress response, stress and gastric ulcers, Psychoneuroimmunology, stress and the hippocampus; Fear conditioning: amygdale, contextual fear conditioning and the hippocampus; Human obesity. Implications in eating disorder; Schizophrenia, Substance abuse disorders, Major affective disorders, and Anxiety disorders; Implications in sleep disorders;sexual deviance

Stress and health: The stress response, stress and gastric ulcers, Psychoneuroimmunology, stress and the hippocampus; Fear conditioning: amygdale, contextual fear conditioning and the hippocampus; Human obesity. Implications in eating disorder; Schizophrenia, Substance abuse disorders, Major affective disorders, and Anxiety disorders; Implications in sleep disorders;sexual deviance

Major Psychiatric Disorders: Schizophrenia, Substance abuse disorders, Major affective disorders, and anxiety disorders. Case discussions of psychiatric disorders:

Major Psychiatric Disorders: Schizophrenia, Substance abuse disorders, Major affective disorders, and anxiety disorders. Case discussions of psychiatric disorders:

Major Psychiatric Disorders: Schizophrenia, Substance abuse disorders, Major affective disorders, and anxiety disorders. Case discussions of psychiatric disorders:

1. Carlson, N. R,  & Melissa A. B (2017). Physiology of behaviour (12th.ed.). Boston: Allyn & Bacon.

2. Kalat, J.W. (2019). Biological psychology (13th.ed.). Belmont: Wadsworth/Thomson learning.

3. Pinel, P. J & Barnes S. J (2018). Biopsychology (10th .ed.). Boston: Allyn & Bacon

2. Garrett, B. (2003). Brain and Behavior. Wadsworth, Thomson Learning Inc, USA.

3. Freberg, L A. Discovering Biological Psychology (2nd ed.) (2006), Wardsworth, Belmont: USA

4. Wagner, H., & Silber, K. (2004), Physiological Psychology, Garland Science, Abingdon: UK.

5. Rosenweig, M.R., Leiman, A.L. & Breedlove, S.M. (1999). Biological psychology: An introduction to behavioral, cognitive, clinical neuroscience. (2nd ed.). USA: Sinauer Associates, Inc.

6. Wallace, B. & Fisher, L.E. (1991). Consciousness and Behavior (3rd ed.). USA: Allyn & Bacon.

7. Pinel, J.P.J. (2000). Biopsychology (4th .ed.). Boston: Allyn & Bacon

8. Kandel, E.R. Schwartz, J.H. & Jessel, T.M. (2000). Principles of neural science (4 th ed.). New York: McGraw-Hill.

9. Leukel, F(1985). Introduction to Physiological Psychology (3rd. ed.). New Delhi: CPS Publishers

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation to be eligible to write the ESE. 

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 50% is required to pass the course (CIA+ESE)

Course Description: This course extends the learning in Quantitative research methods in Psychology by introducing students to the measurement and statistical techniques in research. Students will be given opportunity in this course to practice in labs the techniques of tool construction and statistical analysis. Students will be trained in software packages such as SPSS and Excel. 

Descriptive statistics and probability

Definition and purpose of psychological statistics; Definition of measurement; scales of measurement; measures of central tendency and variability

Probability distribution and normal curve; Levels of significance; Type 1 and 2 errors, one tailed two tailed tests; Parametric and non-parametric tests

Correlation

Descriptive statistics and probability

Definition and purpose of psychological statistics; Definition of measurement; scales of measurement; measures of central tendency and variability

Probability distribution and normal curve; Levels of significance; Type 1 and 2 errors, one tailed two tailed tests; Parametric and non-parametric tests

Correlation

Descriptive statistics and probability

Definition and purpose of psychological statistics; Definition of measurement; scales of measurement; measures of central tendency and variability

Probability distribution and normal curve; Levels of significance; Type 1 and 2 errors, one tailed two tailed tests; Parametric and non-parametric tests

Correlation

Inferential statistics

Linear regression: simple, multiple and stepwise Multiple linear regression

t-tests with non-parametricsolution; One-way ANOVA; Two- way ANOVA and its non-parametric equivalent;

ANCOVA, MANOVA

Inferential statistics

Linear regression: simple, multiple and stepwise Multiple linear regression

t-tests with non-parametricsolution; One-way ANOVA; Two- way ANOVA and its non-parametric equivalent;

ANCOVA, MANOVA

Inferential statistics

Linear regression: simple, multiple and stepwise Multiple linear regression

t-tests with non-parametricsolution; One-way ANOVA; Two- way ANOVA and its non-parametric equivalent;

ANCOVA, MANOVA

Foundations of Psychological Measurement and Testing

Development of Psychological test Item generation, analysis; item difficulty; item discrimination; and Item reliability

Assumptions and theories of test construction: Item response theory and Classical test theory

Foundations of Psychological Measurement and Testing

Development of Psychological test Item generation, analysis; item difficulty; item discrimination; and Item reliability

Assumptions and theories of test construction: Item response theory and Classical test theory

Foundations of Psychological Measurement and Testing

Development of Psychological test Item generation, analysis; item difficulty; item discrimination; and Item reliability

Assumptions and theories of test construction: Item response theory and Classical test theory

Test standardization

Estimation of Reliability, validity; Learning and developing test norms

Test standardization

Estimation of Reliability, validity; Learning and developing test norms

Test standardization

Estimation of Reliability, validity; Learning and developing test norms

2.Cohen, R.J., & Swerdlik, M.E. (2005). Psychological testing and assessment: An introduction to tests and measurement (6th ed.). New York: McGraw-Hill.

3.Heiman, G.W. (2001). Understanding research methods and statistics: An integrated introduction for psychology (2nd ed.). Boston: Houghton Mifflin Company

4. Kaplan, R.N.,& Saccuzzo, D (2001). Psychological Testing, Principles, Applications and issues. New York Kerlinger, N. (1996). Foundations of behavioural research.  India: Prentice Hall

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation to be eligible to write the ESE. 

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 50% is required to pass the course (CIA+ESE)

This course introduces students to mental health issues in clinical psychology by introducing clinical psychopathology. The use of diagnostic assessments using both DSM V-TR and ICD 11 will be explored in this course. Students will also be encouraged to integrate the bio-psycho-social model of health and illness with clinical interventions.

Course objectives:

•To understand the etiology and current classificatory systems of mental disorders

•To learn about the different symptoms, courses and prognoses of mental disorders

Psychopathology of Neurocognitive  and Sleep Disorders

Dementia, delirium, head injury, epilepsy, other amnesic syndromes; Clinical characteristics and etiology and treatment

Sleep disorder; Clinical characteristics, etiology and treatment

Psychopathology of Neurocognitive  and Sleep Disorders

Dementia, delirium, head injury, epilepsy, other amnesic syndromes; Clinical characteristics and etiology and treatment

Sleep disorder; Clinical characteristics, etiology and treatment

Psychopathology of Neurocognitive  and Sleep Disorders

Dementia, delirium, head injury, epilepsy, other amnesic syndromes; Clinical characteristics and etiology and treatment

Sleep disorder; Clinical characteristics, etiology and treatment

Psychopathology of substance-related and addictive disorders and feeding and eating disorders

Clinical characteristics, etiology, models of addiction, assessment in addiction. Motivational intervention and behavioral assessment.

Feeding and Eating disorders- Anorexia and

Psychopathology of substance-related and addictive disorders and feeding and eating disorders

Clinical characteristics, etiology, models of addiction, assessment in addiction. Motivational intervention and behavioral assessment.

Feeding and Eating disorders- Anorexia and

Psychopathology of substance-related and addictive disorders and feeding and eating disorders

Clinical characteristics, etiology, models of addiction, assessment in addiction. Motivational intervention and behavioral assessment.

Feeding and Eating disorders- Anorexia and

Psychopathology of Adult Personality Disorders, sexual dysfunctions and gender dysphoria.

Clinical characteristics, etiology and theories of cluster A, B and C personality disorders. Differences in ICD and DSM V. Clinical characteristics, etiology of sexual dysfunctions, gender dysphoria, and paraphilias.

Psychopathology of Adult Personality Disorders, sexual dysfunctions and gender dysphoria.

Clinical characteristics, etiology and theories of cluster A, B and C personality disorders. Differences in ICD and DSM V. Clinical characteristics, etiology of sexual dysfunctions, gender dysphoria, and paraphilias.

Psychopathology of Adult Personality Disorders, sexual dysfunctions and gender dysphoria.

Clinical characteristics, etiology and theories of cluster A, B and C personality disorders. Differences in ICD and DSM V. Clinical characteristics, etiology of sexual dysfunctions, gender dysphoria, and paraphilias.

Disorders of Infancy, childhood and adolescence.

Specific developmental disorder of scholastic skills; Pervasive developmental disorders, behavioural and emotional disorders, disorders of social functioning

Disorders of Infancy, childhood and adolescence.

Specific developmental disorder of scholastic skills; Pervasive developmental disorders, behavioural and emotional disorders, disorders of social functioning

Disorders of Infancy, childhood and adolescence.

Specific developmental disorder of scholastic skills; Pervasive developmental disorders, behavioural and emotional disorders, disorders of social functioning

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course.(CIA+ESE)

his course is part of the first years master's program in Clinical Psychology and comprises a core methodology that underlies the understanding of both normal and abnormal human behaviour. This course contributes to the Clinical Psychology program objectives of (a) developing domain knowledge (b) enhancing observation skills and critical analysis (c) inculcating

evidence-based inference and finally (d) enhances self awareness and self regulation. At the same time the course also exemplifies the University expectation of excellence and service and contributes to the following graduate attributes of academic excellence, professional excellence and personal enhancement.

 This course will provide students with an understanding of normal mental processes and their relationship to brain, mind and behavior. This course will give an overview antecedents and influences on Cognitive Psychology and the basic concepts from an information-processing and computational perspective. Domain wise understanding of cognition will be highlighted in the understanding of attention and perception. The course will require the use of labs and experiments to demonstrate concepts in the course. Application to the practice of evaluating behaviour in the context of clinical psychology will be highlighted in this course.

History & Emergence of Cognitive Science; Information Processing: Serial v/s Parallel Processing

Brain and Perception: Dorsal and Ventral pathways; Theories of Perception: Gestalt approach, Top–Down vs. Bottom- up Processing, Information Processing; Pattern Recognition: Feature detection analysis, Template matching, Prototype matching;

Basic Concepts: Divided attention, Selective Attention; Theories and current developments: Bottleneck and Capacity theories; Automatic and Controlled processing, switching attention

Architecture of Memory, Working Memory and Levels of processing;  Remembering: Autobiographical and eyewitness memories; traumatic and false memories, Confabulation; Models of Knowledge Representation: Semantic Memory, Episodic Memory, Procedural (Implicit and Explicit);

History & Emergence of Cognitive Science; Information Processing: Serial v/s Parallel Processing

Brain and Perception: Dorsal and Ventral pathways; Theories of Perception: Gestalt approach, Top–Down vs. Bottom- up Processing, Information Processing; Pattern Recognition: Feature detection analysis, Template matching, Prototype matching;

Basic Concepts: Divided attention, Selective Attention; Theories and current developments: Bottleneck and Capacity theories; Automatic and Controlled processing, switching attention

Architecture of Memory, Working Memory and Levels of processing;  Remembering: Autobiographical and eyewitness memories; traumatic and false memories, Confabulation; Models of Knowledge Representation: Semantic Memory, Episodic Memory, Procedural (Implicit and Explicit);

History & Emergence of Cognitive Science; Information Processing: Serial v/s Parallel Processing

Brain and Perception: Dorsal and Ventral pathways; Theories of Perception: Gestalt approach, Top–Down vs. Bottom- up Processing, Information Processing; Pattern Recognition: Feature detection analysis, Template matching, Prototype matching;

Basic Concepts: Divided attention, Selective Attention; Theories and current developments: Bottleneck and Capacity theories; Automatic and Controlled processing, switching attention

Architecture of Memory, Working Memory and Levels of processing;  Remembering: Autobiographical and eyewitness memories; traumatic and false memories, Confabulation; Models of Knowledge Representation: Semantic Memory, Episodic Memory, Procedural (Implicit and Explicit);

Achromatopsia, Akinetopsia, Optic Ataxia, Prosopagnosia, Aphantasia, Apraxia

Attention: Spatial Neglect, Pseudo Neglect, Extinction

Achromatopsia, Akinetopsia, Optic Ataxia, Prosopagnosia, Aphantasia, Apraxia

Attention: Spatial Neglect, Pseudo Neglect, Extinction

Achromatopsia, Akinetopsia, Optic Ataxia, Prosopagnosia, Aphantasia, Apraxia

Attention: Spatial Neglect, Pseudo Neglect, Extinction

Experiments in Perception

Experiments in Attention

Experiments in Perception

Experiments in Attention

Experiments in Perception

Experiments in Attention

Methods: Cognitive Tasks, EEG/ERP; Eye Tracking; fMRI, TMS, fNIRS; Studies on Perception; Studies on Attention

Methods: Cognitive Tasks, EEG/ERP; Eye Tracking; fMRI, TMS, fNIRS; Studies on Perception; Studies on Attention

Methods: Cognitive Tasks, EEG/ERP; Eye Tracking; fMRI, TMS, fNIRS; Studies on Perception; Studies on Attention

Experiments in Psychophysics, Signal Detection Theory; Experiments in Attention

Experiments in Psychophysics, Signal Detection Theory; Experiments in Attention

Experiments in Psychophysics, Signal Detection Theory; Experiments in Attention

Continuous Internal Assessment (CIA)

• CIA 1: 30 marks

• CIA 2: 35 Marks

• Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation to be eligible to write the ESE. 

 End Semester Examination (ESE)

• The passing grade for the ESE is 40%

• An overall grade of 50% is required to pass the course.(CIA+ESE)

This course will cover issues in the assessment of personality using self-report measures and cognitive functions such as intelligence and memory. This course is meant to provide students with skills of administering, scoring, interpreting and conveying report in clinical settings using simulated labs and field exposure. A part of this course will be linked to community service course where students will conduct free assessment camps in community settings such as schools catering to poor students; NGO’s working with children etc.

The basic objective of this course is

●      To introduce central concepts of psychological measurement – personality and cognitive functions.

●      To critically examine psychometric considerations, methodologies, data acquisition, data analyses, and communications related to real world applications of using psychometrics within social science and educational environments.

introduction and Psychometric properties of assessments in Personality, Intelligence and Memory

introduction and Psychometric properties of assessments in Personality, Intelligence and Memory

introduction and Psychometric properties of assessments in Personality, Intelligence and Memory

Sixteen Personality Factor Questionnaire (16PF), Minnesota Multiphasic Personality Inventory (MMPI

Sixteen Personality Factor Questionnaire (16PF), Minnesota Multiphasic Personality Inventory (MMPI

Sixteen Personality Factor Questionnaire (16PF), Minnesota Multiphasic Personality Inventory (MMPI

Raven’s Progressive matrices: Standard progressive matrices (SPM), Binet-Kamat test of Intelligence (BKT), Bhatia’s performance battery; Vineland Adaptive Behaviour Scale, Wechsler Intelligence Scale for Children (WISC), Wechsler Adult Performance Intelligence Test

Raven’s Progressive matrices: Standard progressive matrices (SPM), Binet-Kamat test of Intelligence (BKT), Bhatia’s performance battery; Vineland Adaptive Behaviour Scale, Wechsler Intelligence Scale for Children (WISC), Wechsler Adult Performance Intelligence Test

Raven’s Progressive matrices: Standard progressive matrices (SPM), Binet-Kamat test of Intelligence (BKT), Bhatia’s performance battery; Vineland Adaptive Behaviour Scale, Wechsler Intelligence Scale for Children (WISC), Wechsler Adult Performance Intelligence Test

Wechsler Memory Scale (WMS), 

Wechsler Memory Scale (WMS), 

Wechsler Memory Scale (WMS), 

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course

Couse Description: This course is a continuation of Multicultural Counselling Skills–I (Adults). Here the student is trained in specific counselling skills and techniques used with children and adolescents, especially in educational settings. The student is also taught to integrate the skills learnt and apply to common issues seen among children and adolescents. 

Course Objectives : After the completion of this course, a student will be able to:

• Recognize ethical and multicultural issues in counselling children and adolescents.
• Demonstrate counselling skills in working with adolescents.
• Demonstrate counselling skills in working with children.
• Use counselling techniques in educational settings.

Review of counselling skills; The context of child counselling; the child-counsellor relationship; The context of adolescent counselling;  the adolescent-counsellor relationship; Ethical, multicultural issues and contextual factors in counselling children and adolescents,  Difference between counselling children, adolescents and adults.

Review of counselling skills; The context of child counselling; the child-counsellor relationship; The context of adolescent counselling;  the adolescent-counsellor relationship; Ethical, multicultural issues and contextual factors in counselling children and adolescents,  Difference between counselling children, adolescents and adults.

Review of counselling skills; The context of child counselling; the child-counsellor relationship; The context of adolescent counselling;  the adolescent-counsellor relationship; Ethical, multicultural issues and contextual factors in counselling children and adolescents,  Difference between counselling children, adolescents and adults.

The proactive counselling process; Observation; Active Listening; giving feedback, questioning,challenging,  Symbolic and creative strategies; Communication process with adolescents and use of language,  Symbolic strategies, Creative strategies, Behavioural & cognitive-behavioural strategies; Psychoeducational strategies, Use of technology

The proactive counselling process; Observation; Active Listening; giving feedback, questioning,challenging,  Symbolic and creative strategies; Communication process with adolescents and use of language,  Symbolic strategies, Creative strategies, Behavioural & cognitive-behavioural strategies; Psychoeducational strategies, Use of technology

The proactive counselling process; Observation; Active Listening; giving feedback, questioning,challenging,  Symbolic and creative strategies; Communication process with adolescents and use of language,  Symbolic strategies, Creative strategies, Behavioural & cognitive-behavioural strategies; Psychoeducational strategies, Use of technology

Counselling approaches with children, therapeutic process with children, The phases of counselling children; Observation, Active listening; Use of questions,  Eliciting stories & emotions; Dealing with self-destructive beliefs; Use of media & activities; Facilitating change; Termination of session, Counselling children in groups.

Counselling approaches with children, therapeutic process with children, The phases of counselling children; Observation, Active listening; Use of questions,  Eliciting stories & emotions; Dealing with self-destructive beliefs; Use of media & activities; Facilitating change; Termination of session, Counselling children in groups.

Counselling approaches with children, therapeutic process with children, The phases of counselling children; Observation, Active listening; Use of questions,  Eliciting stories & emotions; Dealing with self-destructive beliefs; Use of media & activities; Facilitating change; Termination of session, Counselling children in groups.

Applying counselling skills and strategies in various contexts - academic difficulties, emotional & behavioural issues; addiction; bullying; relationships & sexuality; career choices; abuse.

Applying counselling skills and strategies in various contexts - academic difficulties, emotional & behavioural issues; addiction; bullying; relationships & sexuality; career choices; abuse.

Applying counselling skills and strategies in various contexts - academic difficulties, emotional & behavioural issues; addiction; bullying; relationships & sexuality; career choices; abuse.

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course.(CIA+ESE)

Course Description

In this course, students will spend four hours a week or a total of 30 hours during the semester involved in supervised community service. Students are encouraged to work alongside NGO’s or other professional bodies. Students will engage in activities such as children, adolescents and youth teaching/tutoring, community organization, psychological assessment, and mental health awareness. Reflections on their interactions are an integral part of this course. Student engagement will be assessed by the supervisor.

Course objectives

This course will help the learner 

●      To choose a community-based organization that they are interested in working with. 

●      To support organizations to help the community.

Community service: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of a psychologist in community service: Social Psychologist, Community Psychologist & Counselor. Outcomes of community service: Personal outcome; Social outcome, Learning outcome and Career outcome.

Community service: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of a psychologist in community service: Social Psychologist, Community Psychologist & Counselor. Outcomes of community service: Personal outcome; Social outcome, Learning outcome and Career outcome.

Community service: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of a psychologist in community service: Social Psychologist, Community Psychologist & Counselor. Outcomes of community service: Personal outcome; Social outcome, Learning outcome and Career outcome.

Students in groups will partner with various NGO’s and organizations working in the areas of education, development, interventions and mental health. As part of the course requires the students will be involved in the community-oriented activities of the organizations they affiliate with. The NGO’s or Organizations along with the faculty coordinator will be responsible for the process delivery. These placements will offer students hands-on experiences in working with various issues in the community and facilitate meaningful learning

Students in groups will partner with various NGO’s and organizations working in the areas of education, development, interventions and mental health. As part of the course requires the students will be involved in the community-oriented activities of the organizations they affiliate with. The NGO’s or Organizations along with the faculty coordinator will be responsible for the process delivery. These placements will offer students hands-on experiences in working with various issues in the community and facilitate meaningful learning

Students in groups will partner with various NGO’s and organizations working in the areas of education, development, interventions and mental health. As part of the course requires the students will be involved in the community-oriented activities of the organizations they affiliate with. The NGO’s or Organizations along with the faculty coordinator will be responsible for the process delivery. These placements will offer students hands-on experiences in working with various issues in the community and facilitate meaningful learning

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course

Psychotherapy-1 is a post graduate course offered in the third semester to students of Clinical Psychology (MPCL). The course aims to integrate the theoretical knowledge imparted through prior courses such as History  and Philosophy of Clinical Psychology (MPS 131), Theories of Personality (MPS 132), Biological foundations of Behaviour (MPS 135, MPS 235), Law and Ethics in Clinical Psychology (MPS 231), Psychopathology-1 (MPS 232) and Psycho Diagnostic Lab (MPS 251) with therapeutic skills than can be applied in clinical settings, thereby fostering  graduate attributes of academic excellence while upholding the vision of the department by nurturing professional development. Furthermore, it builds upon essential elements of functional competencies, ethical and reflective practise within the scientist-practioner model. This course has been conceptualized with an intention to orient students to the theoretical foundations, processes, skills and techniques underlying different psychotherapeutic approaches for the treatment and care of persons with mental illness.  A review of evidence-based practices for psychological interventions, ethical dilemmas in decision making, legal mandates for therapeutic professions and reflective practices in psychotherapy will explored. Designed as an introductory course in psychotherapy, it allows students to walk the bridge that connects theory with practise and in turn helps them comprehend and reflect on the psychotherapeutic assessments and interventions during their clinical internship

This course will help the learner understand 

·     The elements of psychotherapeutic process

·     Theoretical foundations underlying different psychotherapeutic approaches

·     Therapeutic skills and techniques unique to each psychotherapeutic approach

·     Evidence based practices for psychological interventions and their specific areas of application

·     The ethical guidelines that govern decision making during the therapeutic process

·     The need and significance of reflective practices in psychotherapy

Introduction; Psychotherapy research: Methods, outcomes, process issues; Training & Supervision of individual psychotherapists: Selection issues, personal motivating factors, theoretical learning, supervised clinical practicum, personal therapy, continuous professional/personal development; Other critical issues in psychotherapy

Introduction; Psychotherapy research: Methods, outcomes, process issues; Training & Supervision of individual psychotherapists: Selection issues, personal motivating factors, theoretical learning, supervised clinical practicum, personal therapy, continuous professional/personal development; Other critical issues in psychotherapy

Psychoanalytic, Brief Analytic, Object-Relations, and Interpersonal Approaches

Psychoanalytic, Brief Analytic, Object-Relations, and Interpersonal Approaches

Client-Centered, Existential and Gestalt therapies

Client-Centered, Existential and Gestalt therapies

Behavioral therapy, Cognitive therapy (Beck), Rational Emotive Behavior Therapy (Ellis). 

Behavioral therapy, Cognitive therapy (Beck), Rational Emotive Behavior Therapy (Ellis). 

1. Corey, G. (2017). Theory and Practice of Counseling and Psychotherapy (10th ed.).Boston, USA: Cengage Learning.

2. Barlow, D. (2014). Clinical Handbook of Psychological Disorders: A Step-by-Step Treatment Manual (5th ed.). New York: The Guilford Press.

1. Herlihy, B., & Corey, G. (2014). ACA Ethical Standards Casebook (7th ed.). USA:Wiley.

2. Herlihy, B., & Corey, G. (2014). Boundary Issues in Counseling: Multiple Roles and Responsibilities, (3rd ed.). USA: Wiley.

3. Corey, G. (2012). Case Approach to Counseling and Psychotherapy (8th ed.). USA:Brooks/Cole Cengage Learning.

4. Corey, G., Haynes, R., Moulten, P., & Mouratori, M. (2010). Clinical Supervision in the Helping Professions: A Practical Guide (2nd ed.). USA: Wiley.

5. Corey, G., & Schneider Corey, M. (2008). I Never Knew I Had A Choice: Explorations in Personal Growth (9th ed.). USA: Brooks/Cole Cengage Learning.

6. Yalom, I. (2012). Love’s Executioner & Other Tales of Psychotherapy (2nd ed.). New York: Basic Books.

7. Corey, G., Schneider Corey, M., & Callanan, P. (2010). Issues and Ethics in the Helping Professions (8th ed.). USA: Brooks/Cole Cengage Learning.

8. Yalom, I. (2009). The Gift of Therapy: An Open Letter to a New Generation of Therapists and Their Patients (1st ed.). USA: Harper Collins ebooks.

9. Feltman, C. (2017). The Sage Handbook of Counselling and Psychotherapy (4th ed.).USA: Sage.

Course description: This course has been conceptualized in order to critically address theory informing group and family therapy and facilitate the development of mastery n developing treatment plans based on empirical research. This Course is meant to provide students of clinical psychology an opportunity to examine the theoretical underpinnings of group and family therapies. Students will be encouraged to view the historical and cultural contexts within which group psychotherapy and family and marital therapy (including couples counseling) has emerged.

Course objectives: This course will help the learner to

• gain a familiarity with historical aspects of family and group therapies
• assess and conceptualize dynamics that contribute to or maintain pathology
• plan appropriate interventions to address the same

Historical and cultural contexts for the development of Couples, Family and Group therapy. Developmental frameworks in Couples, Family and Group therapy.

Assessment

Historical and cultural contexts for the development of Couples, Family and Group therapy. Developmental frameworks in Couples, Family and Group therapy.

Assessment

Couples Therapy: Theoretical frameworks, Issues and therapeutic approaches for working with couples. Evidence based practice in couples therapy, Treatment planning, Emotion Focused Therapy, Gottman's approach to family therapy

Couples Therapy: Theoretical frameworks, Issues and therapeutic approaches for working with couples. Evidence based practice in couples therapy, Treatment planning, Emotion Focused Therapy, Gottman's approach to family therapy

Family Therapy: Major Dominant theories of Family Therapy - classical, post modern and social contructivistic approaches. 

Family Therapy: Major Dominant theories of Family Therapy - classical, post modern and social contructivistic approaches. 

Group Therapy: Theories of group therapy, emergence of group interventions as de facto forms of treatment and brief forms of group therapy; Treatment planning using Group interventions – choice of treatment and modality. Review of evidence based models in Group therapy

Group Therapy: Theories of group therapy, emergence of group interventions as de facto forms of treatment and brief forms of group therapy; Treatment planning using Group interventions – choice of treatment and modality. Review of evidence based models in Group therapy

2. Corey, G (2008) Theory and Practice of Group Psychotherapy, 8th edition, Pacific Grove, CA: Brooks/Cole.

2. Alonso, A., & Swiller, H.I. (1992) Group Therapy in Clinical Practice, American Psychiatric Press, Inc.

3. Bernard, H. S. & MacKenzie, K.R. (eds.) (1999), Basics of Group Psychotherapy, Guilford Press.

4. Bieling, P.J., MacCabe, R.E., & Antony, M.M. (2006).  Cognitive-Behavioral Therapy in Groups NY: Guilford Pub.

5. Bion, W.R. (1959) Experiences in Groups and other Courses. N.Y.: Basic Books.

6. Corey, M. & Corey,G. (1997) Groups: Process & Practice (5th ed.) Pacific Grove, CA: Brooks/Cole.

7. Dies, R.R. & MacKenzie, K.R. (1983) Advances in Group Psychotherapy: Integrating Research and Practice. N.Y.: International University Press.

8. Fehr, S.S. (1999) Introduction to Group Therapy: A Practical Guide. N.Y.:Haworth Press.

9. Foulkes, S.H. & Anthony, E.J. (1965) Group Psychotherapy: The Psychoanalytic Approach.London: Penguin Books.

10. Gazda, G.M. (1989) Group Counseling: A Developmental Approach (4th ed.) Boston: Allyn & Bacon.

11. Kaplan, H. & Sadock, B. (eds.) (1993) Comprehensive Group Psychotherapy ,3rd ed. Baltimore: Williams & Wilkins.

12. Carter, B. & McGoldrick, M. (1999). The changing family life cycle. 3rd. Ed.Boston: Allyn and Bacon.

13. McGoldrick, M. & Gerson, R. (1999). Genograms in family assessment. 2nd.Ed. New York: Norton.

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course.(CIA+ESE)

social psychology to conceptualize the subject matter of the

social individual in its deepest sense. Building from the

preliminary knowledge of social psychology at the

undergraduate level, this course offers learners a more hands-on

experience in social behavior dynamics.

This course is structured to provide students with a culturally

informed and contextualized view of the discipline. Students are

encouraged to appreciate and analyze the changing cultural

diversity in the present Indian society, therefore, equipping them

to approach social issues with their implications. The course

Definition and nature and growth of social psychology; Crisis of confidence in the discipline and its resolution.Development of social psychology in India;Currentstatusofthe discipline; Indigenization of social psychology.

Issuesinexperimental social psychology.

Emerging alternative researchmethodsinsocial psychology;Ethicalissues in social psychological research.uni

Definition and nature and growth of social psychology; Crisis of confidence in the discipline and its resolution.Development of social psychology in India;Currentstatusofthe discipline; Indigenization of social psychology.

Issuesinexperimental social psychology.

Emerging alternative researchmethodsinsocial psychology;Ethicalissues in social psychological research.uni

Self and identity: Culture and development of self, socialidentity,diverseand multiple identities; Roleof power, gender,sexuality, caste, class & ethnicity. Role of social representations: theories, resonance, homogenization, and abjection. Role of attributionandattitudesin cognizingothers’identity: Attribution- theories, biases and errors; Organizing and Changing

attitudes.

Self and identity: Culture and development of self, socialidentity,diverseand multiple identities; Roleof power, gender,sexuality, caste, class & ethnicity. Role of social representations: theories, resonance, homogenization, and abjection. Role of attributionandattitudesin cognizingothers’identity: Attribution- theories, biases and errors; Organizing and Changing

attitudes.

Persuasion and Propaganda techniques; Prejudice,Stereotypesand Discrimination: Theories of inter-group relations, reducing prejudice.

Dynamicsofinterpersonal relationships: Interpersonal attraction; Sexuality spectrum and intimacy. Diverse and complex relationships: Groups:Smallgroupsand their functions, social influence processes in groups. Aggression: Theories and individual differences in aggression; Violation & violence- interpersonal, genocide,

terrorism

Persuasion and Propaganda techniques; Prejudice,Stereotypesand Discrimination: Theories of inter-group relations, reducing prejudice.

Dynamicsofinterpersonal relationships: Interpersonal attraction; Sexuality spectrum and intimacy. Diverse and complex relationships: Groups:Smallgroupsand their functions, social influence processes in groups. Aggression: Theories and individual differences in aggression; Violation & violence- interpersonal, genocide,

terrorism

Cross-culturalpsychology: Diversity in socialization. Social psychologicalperspectivesonhealthand illness: Culture, personality and psychopathology; Traditional healing

methods;Cross-culturalaspects of coping. Environmental stresses and social behaviour: Psychological effects of unemployment;Socialand ethnic minorities and law;

Povertyanddeprivation

Cross-culturalpsychology: Diversity in socialization. Social psychologicalperspectivesonhealthand illness: Culture, personality and psychopathology; Traditional healing

methods;Cross-culturalaspects of coping. Environmental stresses and social behaviour: Psychological effects of unemployment;Socialand ethnic minorities and law;

Povertyanddeprivation

●      Misra, G. and Dalal, A.K. (2001). Social Psychology in India: Evolution and Emergingtrends.InA.K.DalalandG.Misra(Eds.),NewdirectionsinIndian Psychology           (Vol 1: Social  Psychology). New Delhi: Sage

●      Aronson,E.,Wilson,T.D.,andAkert,R.M.(1999).SocialPsychology(3^rded.).New York: Longman.

●      Baron,RobertA.andBranscombe,Nyla.R.(2012).SocialPsychology13thEdition. Upper saddle river : Pearson education

●      Jahoda,G.(2016).SeventyYearsofSocialPsychology:ACulturalandPersonal Critique. Journal of Social and Political Psychology, 4(1), 364-380.

●      Moghaddam,F.M.(1987).Psychologyinthethreeworlds:Asreflectedbythecrisis in social psychology and the move toward indigenous third world psychology. American Psychologist, 42, 912-920.

●      Sinha,D.(1998).ChangingperspectivesinsocialpsychologyinIndia:Ajourney towards indigenization. Asian Journal of Social Psychology 1 : 17-31

●      Willing,C.(2008).IntroducingQualitativeResearchinPsychology:Adventuresin theory and method. Maidenhead: McGraw-Hill Education (Chapter 2)

●      Reicher,S.(2000).Againstmethodolatry:SomecommentsonElliott,Fischer,and Rennie. British Journal of Clinical Psychology, 39, 1-6.

●      Chambliss,D.F.&Schutt,R.K.(2016).Makingsenseofthesocialworld.Fifth edition. California, USA : Sage

●      Milgram,S.(1969).Obedience[video].UniversityPark:PennsylvaniaState University.

●      Markus,H.R.,&Kitayama,S.(1991).Cultureandtheself:Implicationsfor cognition, emotion, and motivation. Psychological review, 98(2), 224.

●      Oyserman,D.(2004).Self-conceptandIdentity.

●      Reicher,S.,Spears,R.,&Haslam,S.A.(2010).Thesocialidentityapproachinsocial psychology. In M. S. Wetherell & C. T. Mohanty (Eds.), Sage identities handbook (pp. 45-62). London, UK: Sage.

●      Moghaddam,F.M.(1987).Psychologyinthethreeworlds:Asreflectedbythecrisis in social psychology and the move toward indigenous third world psychology. American Psychologist, 42, 912-920.

●      ContinuousInternalAssessment(CIA)-70%

●      Endsemesterexamination(ESE)-30% Continuous Internal Assessment (CIA)

●      CIA1:30 marks

●      CIA2:35 Marks

●      Attendance:5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meetthepassinggradeforCIA,s/hewillhavetorepeattheCIAagainbeforemovingto the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 26/65 including class participation to be eligible to write the ESE.

EndSemesterExamination(ESE)

●      Thepassing gradefortheESE is 40%

●      Anoverallgradeof40% isrequiredto passthecourse.(CIA+ESE)

This course furthers the aims of psycho diagnostics – 1 and provides students with an opportunity to develop skills in assessment, administration and scoring and interpretation of psychological test ( projective, aptitude and neuropsychological with adults and childeren)

• Rorschach Inkblot Test 

• Thematic Apperception Test (TAT) 

• Children’s Apperception Test (CAT) 

• Sack’s Sentence Completion Test (SSCT) 

• Raven’s Controlled Projection Test (RCPT)

• Rorschach Inkblot Test 

• Thematic Apperception Test (TAT) 

• Children’s Apperception Test (CAT) 

• Sack’s Sentence Completion Test (SSCT) 

• Raven’s Controlled Projection Test (RCPT)

• Differential Aptitude Test (DAT)  

• Comprehensive Interest Schedule (CIS)

• Differential Aptitude Test (DAT)  

• Comprehensive Interest Schedule (CIS)

• Childhood Autism Rating Scale (CARS)  
• Connor’s rating scale for Attention deficit hyperactive disorder
• NIMHANS index for Specific learning disorders 
• Child Behavior Checklist (CBCL)

• Childhood Autism Rating Scale (CARS)  
• Connor’s rating scale for Attention deficit hyperactive disorder
• NIMHANS index for Specific learning disorders 
• Child Behavior Checklist (CBCL)

• Clinical Rating Scales: BDI, HDRS, HARS, CARS-training
• Neuropsychological battery (adult)-training.             
• Rosharch – Exner
• TAT

• Clinical Rating Scales: BDI, HDRS, HARS, CARS-training
• Neuropsychological battery (adult)-training.             
• Rosharch – Exner
• TAT

1. Groth – Marnat, G (2003). Handbook of Psychological Assessment. John Wiley & Sons Inc., Hoboken, New Jersey
2. Kaplan, R.M & Saccuzzo, D. P (2009). Psychological testing: Principles, Applications and  Issues.  7^th Edition,    Wadsworth, Belmont, USA

    

Course Description: This course aims at providing students with the skills of clinical interviewing, focusing on specific techniques and techniques

to interview specific clinical population and help them prepare for clinical work in their practicum.

Course Objectives:

This course will help the learner

1. Understand and develop skills of assessment and case history taking in specific clinical population.

2. Develop specific techniques that promote positive Doctor-Patient relationship.

Specific techniques: Facilitating interventions: Reinforcement, reflection, summarizing, education, Reassurance, encouragement,

acknowledgement to emotion, Humour, Silence. Nonverbal Communication; Expanding Interventions: Clarifying, Associations, Leading, Probing,

Transitions, Redirecting. Obstructive Interventions: Closed- Ended question, Compound questions, why questions, judgemental questions, or

Statements, Minimizing patient’s concerns, premature advice, Premature interpretations, Transition.

Interviewing the difficult Patient: Patients with Psychosis, Depressed and potentially suicidal patients, Hostile Agitated and Potentially violent

patients, Deceptive patients.

Clinical history taking; Mental Status Examination for children

Specific techniques: Facilitating interventions: Reinforcement, reflection, summarizing, education, Reassurance, encouragement,

acknowledgement to emotion, Humour, Silence. Nonverbal Communication; Expanding Interventions: Clarifying, Associations, Leading, Probing,

Transitions, Redirecting. Obstructive Interventions: Closed- Ended question, Compound questions, why questions, judgemental questions, or

Statements, Minimizing patient’s concerns, premature advice, Premature interpretations, Transition.

Interviewing the difficult Patient: Patients with Psychosis, Depressed and potentially suicidal patients, Hostile Agitated and Potentially violent

patients, Deceptive patients.

Clinical history taking; Mental Status Examination for children

What is motivational interviewing, The method of Motivational Interviewing, Engaging, Focusing, Evoking and Planning. Motivational

Interviewing in everyday practice.

What is motivational interviewing, The method of Motivational Interviewing, Engaging, Focusing, Evoking and Planning. Motivational

Interviewing in everyday practice.

William, R. M & Stephen, R. (2013) Motivational Interviewing; Helping People with change New York, NY: Guilford Press.

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock's synopsis of psychiatry: Behavioral sciences/clinical psychiatry (Eleventh

edition.). Philadelphia: Wolters Kluwer.

Ivey, A., Ivey, M., & Zalaquett, C (2009). Intentional Interviewing and counseling :Facilitating client development in a multicultural society.

Cengage

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course.(CIA+ESE)

Course Description: Students shall complete an observership at an agency providing mental health services for a minimum of 30 days. 

Course Objectives: The course will give an opportunity to

• Observe clinical practice under the supervision of a mental health professional.
• Understand different facets of clinical practice 

Observing clinical practice, note taking, Reflection and analysis

Observing clinical practice, note taking, Reflection and analysis

The student must get a minimum of 25/50 to pass the course

●      This is a 3rd semester internship for 30 days, placed twice a week during the semester. Students are required to search, examineand carvetheir nichein thefield. The basicpurposeofthisinternshipistocreateawarenessfor the students about the areas that they want to specialize in and also to charter their future course of action.

●      Bytheend oftheinternship, thestudentshall beableto

Understandandbridgethegapbetweenthetheoretical knowledge and practical skills they have gained in four semesters,in a clinical setting of their choice and interest

NA

NA

Studentsareexpectedtosubmittheirlogsheets,areflectiveessayandcasesummariesand briefly present the same which would be evaluated and graded out of 50 marks

Thestudent mustget aminimumof 25/50 topass thecourse

Course Description: This course has been conceptualized to empower the students with skills of preparing a research manuscript and aiming to publish the same. 

Course Objective

This course will help the learner to gain familiarity and develop skills associated with the processes of data collection, data analysis, writing a manuscript and publishing it. 

Identifying appropriate research journals, preparing manuscripts according to author guidelines. 

Identifying appropriate research journals, preparing manuscripts according to author guidelines. 

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course.(CIA+ESE)

India has a rich cultural heritage which culminates into its own well defined knowledge system. These knowledge systems pertain to many facets of life including health andmedicine. With the overarching goal of making the students aware of the IndianknowledgesystemsasemphasizedbytheNewEducation Policy 2020, this course on Indian system of health and healing has the following objectives:

●      To orient the students of clinical psychology to the rich heritageofIndianknowledgepertainingtohealth,mental health, mental illness and indigenous practices ofhealing.

●      TocompareandcontrastIndiansystemsvis-a-vis western systems.

●      Toenablethestudents toincorporatetheIndian concepts

intheirclinicalconceptualizationsandtreatment planning

Indian Knowledge Systems-nature,notable texts (vedas, upanishad, charak samhita, Bhagvad Gita, Patanjali’s yoga sutra); Mind, personality and emotions in Indian thought - atman, prakriti, pursha, panchbhootas, panchkoshas, tridoshas, trigunas,rasas,asaktiand anasakti

Indian Knowledge Systems-nature,notable texts (vedas, upanishad, charak samhita, Bhagvad Gita, Patanjali’s yoga sutra); Mind, personality and emotions in Indian thought - atman, prakriti, pursha, panchbhootas, panchkoshas, tridoshas, trigunas,rasas,asaktiand anasakti

Indian Knowledge Systems-nature,notable texts (vedas, upanishad, charak samhita, Bhagvad Gita, Patanjali’s yoga sutra); Mind, personality and emotions in Indian thought - atman, prakriti, pursha, panchbhootas, panchkoshas, tridoshas, trigunas,rasas,asaktiand anasakti

Concept of health and mental illness in Indian thought, Pathogenesis and classification of mental disorders in ayurveda, Bhagvad Gita on mental illness,psychometrictools based on indian concepts

Concept of health and mental illness in Indian thought, Pathogenesis and classification of mental disorders in ayurveda, Bhagvad Gita on mental illness,psychometrictools based on indian concepts

Concept of health and mental illness in Indian thought, Pathogenesis and classification of mental disorders in ayurveda, Bhagvad Gita on mental illness,psychometrictools based on indian concepts

PsychotherapyinBhagvad Gita; Ayurveda psychotherapy - sattvavajaya chikitsa; Yoga and meditation - ashtanga yoga, sahaja yoga,pranichealing,yoga and mental health, recent research evidence for the effectiveness of yoga in treatment and prevention of mental illnesses.

SiddhaMedicineand mental illness

PsychotherapyinBhagvad Gita; Ayurveda psychotherapy - sattvavajaya chikitsa; Yoga and meditation - ashtanga yoga, sahaja yoga,pranichealing,yoga and mental health, recent research evidence for the effectiveness of yoga in treatment and prevention of mental illnesses.

SiddhaMedicineand mental illness

PsychotherapyinBhagvad Gita; Ayurveda psychotherapy - sattvavajaya chikitsa; Yoga and meditation - ashtanga yoga, sahaja yoga,pranichealing,yoga and mental health, recent research evidence for the effectiveness of yoga in treatment and prevention of mental illnesses.

SiddhaMedicineand mental illness

2.     Ottilingam, S., Murthy, T., & Raghavan, V. (2015). Mental health: concepts and treatmentintheSiddha(Tamil)systemofmedicine.ASEANJournalofPsychiatry, 16(2), 1-6.

3.     Ravishankar, B., & Shukla, V. J. (2007). Indian systems of medicine: a brief profile. AfricanJournalofTraditional,ComplementaryandAlternativeMedicines,4(3),319- 337.

4.     Belaguli,G.,&Savitha,H.P.(2019).Anempiricalunderstandingontheconceptof Sattvavajaya Chikitsa (Ayurveda Psychotherapy) and a mini-review of its research

1.     Kumar,N.(2022).MentalHealthandWell-being:AnIndianPsychologyPerspective. Taylor & Francis.

2.     Kapoor,K.(2005).Indianknowledgesystems.A.K.Singh(Ed.).IndianInstituteof advanced study.

3.     Raman,S.(2011).SahajaYoga-TheSecrettoSelf-UnfoldmentandTransformation. AuthorHouse.

Evaluation Pattern:

ContinuousInternalAssessment (CIA)

●      CIA1:20 marks

●      CIA2:25 Marks

●      Attendance:5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he,they will have to repeat the CIA again before movingtothenextCIA.ThestudentmustpassalltheCIAcomponentswithanoverall CIA mark of 25/50 to pass the course.

Thiselectiveisaimedatprovidingstudentsanunderstandingof the inter-links between psychology and education. Application of psychological principles to educational settings will be imparted in this course. An understanding of biological foundations of behaviour and developmental psychology is a prerequisite for this course. Completion of this course would equip students to deliver clinical interventions in educational settings.

Objectives:

●      UnderstandtheEducationalPsychologyfield, Interventions and Research Models.

●      GainknowledgeofEducationalPsychologytheoriesand conceptual frameworks.

●      Develop skills on various models and strategies of EducationalPsychologyassessmentandintervention with students, parents, teachers, educators and other professionals.