CHRIST (Deemed to University), Bangalore

DEPARTMENT OF ECONOMICS

School of Social Sciences






Syllabus for

Academic Year  (2024)

 

ECO531Y - MATHEMATICAL ECONOMICS (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

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

Course Objectives:

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

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

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

 

Learning Outcome

CO1: Demonstrate problem-solving skills in mathematical sciences.

CO2: Use efficiently mathematical tools in the analysis of economic and social problems.

CO3: Address current economic issues and trends.

CO4: Express proficiency in oral and written communications to appreciate innovation in research.

Unit-1
Teaching Hours:8
Elements of Linear Algebra I
 

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

Unit-1
Teaching Hours:8
Elements of Linear Algebra I
 

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

Unit-2
Teaching Hours:10
Elements of Linear Algebra II
 

Determinants; Rank of a Matrix; Minors, Cofactors, Adjoint and Inverse Matrices; Laplace Expansion; Solving Linear Equations with the Inverse; Cramer’s Rule for Matrix Solutions; Application in Economics: Input-Output Analysis using Matrices, IS-LM analysis using Matrices

Unit-2
Teaching Hours:10
Elements of Linear Algebra II
 

Determinants; Rank of a Matrix; Minors, Cofactors, Adjoint and Inverse Matrices; Laplace Expansion; Solving Linear Equations with the Inverse; Cramer’s Rule for Matrix Solutions; Application in Economics: Input-Output Analysis using Matrices, IS-LM analysis using Matrices

Unit-3
Teaching Hours:15
Differential Equations and their Application
 

Introduction to Differential Equations: Definitions and Concepts; Exact Differential Equation; Integrating Factor; First-Order Linear Differential Equations-Homogeneous Equation with variable Coefficient, Homogeneous Equation with Constant Coefficient, Non-homogeneous equation with constant coefficient; Economic Application of First-Order Differential Equations: Domar’s growth Model, Dynamic of Market Price-Time Path and Dynamic Stability of Equilibrium.

Unit-3
Teaching Hours:15
Differential Equations and their Application
 

Introduction to Differential Equations: Definitions and Concepts; Exact Differential Equation; Integrating Factor; First-Order Linear Differential Equations-Homogeneous Equation with variable Coefficient, Homogeneous Equation with Constant Coefficient, Non-homogeneous equation with constant coefficient; Economic Application of First-Order Differential Equations: Domar’s growth Model, Dynamic of Market Price-Time Path and Dynamic Stability of Equilibrium.

Unit-4
Teaching Hours:12
Difference Equations and their Application
 

Introduction to Difference Equations: Definitions and Concepts; Finite differences; First-Order Linear Difference Equation- Solution of Homogeneous Equations, Solution of Non- homogeneous Equations, Nature of Time Path-A Graphical Approach; Application in Economics: The Cobweb Model; Harrod Model, Dynamic Multiplier.

Unit-4
Teaching Hours:12
Difference Equations and their Application
 

Introduction to Difference Equations: Definitions and Concepts; Finite differences; First-Order Linear Difference Equation- Solution of Homogeneous Equations, Solution of Non- homogeneous Equations, Nature of Time Path-A Graphical Approach; Application in Economics: The Cobweb Model; Harrod Model, Dynamic Multiplier.

Text Books And Reference Books:

Chiang, A.C. & Wainwright, K. (2013). Fundamental Methods of Mathematical Economics. (4th ed.). McGraw Hill Education (India) Private Limited.

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

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

Essential Reading / Recommended Reading

Bradley, T. (2013). Essential Mathematics for Economics and Business. London: John Wiley & Sons.

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

Evaluation Pattern

Evaluation Pattern

Evaluation Pattern

CIA 1

MSE* (CIA2)

C IA 3

ESE**

Attendance

Weightage

10

25

10

50

5

* Mid Semester Exam     ** End Semester Exam

ECO532Y - MONEY AND BANKING (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

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

Learning Outcome

CO 1: Explain and evaluate the modern theories related to Money and Banking

CO 2: Summarize and criticize the recent developments in the monetary policy formulation in India

CO 3: Development of banking system in India- commercial banks and failures

CO 4: Recall the history of banking sector reforms in India and critically appraise the recent developments

Unit-1
Teaching Hours:15
Money
 

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

Unit-1
Teaching Hours:15
Money
 

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

Unit-2
Teaching Hours:10
Monetary Policy
 

Relevance of Money and Monetary Policy (objectives, targets, indicator, instruments of monetary policy) in Economy, Budget Deficit; Monetary Base, Money and Inflation (Deflation); Inflation Targeting – History and Relevance in Indian Context

Unit-2
Teaching Hours:10
Monetary Policy
 

Relevance of Money and Monetary Policy (objectives, targets, indicator, instruments of monetary policy) in Economy, Budget Deficit; Monetary Base, Money and Inflation (Deflation); Inflation Targeting – History and Relevance in Indian Context

Unit-3
Teaching Hours:10
Indian Banking System
 

Development of Banking since independence; increase in effectiveness of Reserve Bank of India; shortcomings of Indian banking system; commercial Banks; Classification functions, organisation, structure and credit creation; progress of commercial banks and failures of commercial banks in India.

Unit-3
Teaching Hours:10
Indian Banking System
 

Development of Banking since independence; increase in effectiveness of Reserve Bank of India; shortcomings of Indian banking system; commercial Banks; Classification functions, organisation, structure and credit creation; progress of commercial banks and failures of commercial banks in India.

Unit-4
Teaching Hours:10
Banking Sector Reforms in India
 

Nationalization of Banks; Narasimham Committee, Chakravarty Committee and Urjit Patel Committee Recommendations; Recent Developments in Banking Sector: Bank Mergers and Acquisitions; Demonetization; Non-performing assets, Basel I; Basel II; Basel III; Issues and Challenges for Indian Banks

Unit-4
Teaching Hours:10
Banking Sector Reforms in India
 

Nationalization of Banks; Narasimham Committee, Chakravarty Committee and Urjit Patel Committee Recommendations; Recent Developments in Banking Sector: Bank Mergers and Acquisitions; Demonetization; Non-performing assets, Basel I; Basel II; Basel III; Issues and Challenges for Indian Banks

Text Books And Reference Books:

Ball, L. (2011). Money, Banking and Financial Markets. Macmillan.

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

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

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

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

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

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

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

 

Essential Reading / Recommended Reading

Various publications of RBI and other agencies / institutions

Evaluation Pattern

Evaluation Pattern

CIA1

MSE* (CIA2)

CIA3

ESE**

Attendance

Weightage

10

25

10

50

05

Mid Semester Exam      ** End Semester Exam

ECO541Y - FOUNDATIONS OF BEHAVIOURAL ECONOMICS (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description

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

 Course Objectives

The course aims to help students to:

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

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

Learning Outcome

CO1: Identify and explain the most important contributions to behavioural economics

CO2: Examine and analyse the importance of such findings in explanation of economic behaviour and outcomes

Unit-1
Teaching Hours:10
Unit I: Introduction to Behavioural Economics
 

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

Unit-1
Teaching Hours:10
Unit I: Introduction to Behavioural Economics
 

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

Unit-2
Teaching Hours:25
Unit II: Foundations of Behavioural Economics
 

Values; Preferences and Choices; the standard model; The neuro scientific basis of utility Beliefs; Heuristics and Biases; The standard model; Probability estimation; Self-evaluation bias- Projection bias- Causes of irrationality Decision making under risk and uncertainty; Risk based assessment; Prospect theory; Reference points; Loss Aversion; Shape of utility function; Decision weighting Mental accounting; Nature and components of mental accounting; Framing and editing; Budgeting and fungibility; Choice bracketing and dynamics.

Unit-2
Teaching Hours:25
Unit II: Foundations of Behavioural Economics
 

Values; Preferences and Choices; the standard model; The neuro scientific basis of utility Beliefs; Heuristics and Biases; The standard model; Probability estimation; Self-evaluation bias- Projection bias- Causes of irrationality Decision making under risk and uncertainty; Risk based assessment; Prospect theory; Reference points; Loss Aversion; Shape of utility function; Decision weighting Mental accounting; Nature and components of mental accounting; Framing and editing; Budgeting and fungibility; Choice bracketing and dynamics.

Unit-3
Teaching Hours:10
Unit III: Strategic interaction
 

Nature of behavioural game theory; mixed strategies; Bargaining; Social Preferences: Altruism, envy, fairness and justice.

Unit-3
Teaching Hours:10
Unit III: Strategic interaction
 

Nature of behavioural game theory; mixed strategies; Bargaining; Social Preferences: Altruism, envy, fairness and justice.

Text Books And Reference Books:

Angner, E. (2016). A Course In Behavioral Economics (2nd  ed.).New York: Palgrave  Macmillan.

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

Essential Reading / Recommended Reading

Ariely, D. (2008). Predictably Irrational. New York: Harper & Collins.

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

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

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

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

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

Cambridge: Cambridge University Press.

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

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

Evaluation Pattern

Evaluation Pattern

CIA1

CIA2 (MSE)*

CIA3

ESE**

Attendance

Weightage

10

25

10

50

5

*Mid Semester Examination   ** End Semester Examination

ECO542Y - INTRODUCTION TO ECONOMETRICS (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description

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

Course Objectives

This course aims to:

1. Understand the basic econometric concepts and techniques.

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

3. Analyse and examine the CLRM assumption violations.

Learning Outcome

CO1: Students can define and explain the fundamental econometric concepts.

CO2: Students can construct and estimate simple as well as multiple linear regression models.

CO3: Students can examine the CLRM assumption violations, and formulate ways to overcome the same.

Unit-1
Teaching Hours:5
Introduction
 

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

Unit-1
Teaching Hours:5
Introduction
 

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

Unit-2
Teaching Hours:15
Simple Linear Regression Model
 

Two Variable Case Estimation of model by OLS method: Assumptions; Properties of Least Square Estimators: Gauss-Markov Theorem; Testing of regression coefficient; Test for regression as a whole: Coefficient of determination.

Unit-2
Teaching Hours:15
Simple Linear Regression Model
 

Two Variable Case Estimation of model by OLS method: Assumptions; Properties of Least Square Estimators: Gauss-Markov Theorem; Testing of regression coefficient; Test for regression as a whole: Coefficient of determination.

Unit-3
Teaching Hours:10
Multiple Linear Regression Model
 

Multiple Regression Analysis: The problem of estimation, notation and assumptions; meaning of partial regression coefficients; the multiple coefficients of determination:R-square and adjusted R-square; interpretation of multiple regression equation.

Unit-3
Teaching Hours:10
Multiple Linear Regression Model
 

Multiple Regression Analysis: The problem of estimation, notation and assumptions; meaning of partial regression coefficients; the multiple coefficients of determination:R-square and adjusted R-square; interpretation of multiple regression equation.

Unit-4
Teaching Hours:15
Relaxing the Assumptions of CLRM
 

Introduction to Multicollinearity, Heteroscedasticity & Autocorrelation: the nature of the problem; its detection and corrective measures.

Unit-4
Teaching Hours:15
Relaxing the Assumptions of CLRM
 

Introduction to Multicollinearity, Heteroscedasticity & Autocorrelation: the nature of the problem; its detection and corrective measures.

Text Books And Reference Books:

Bhaumik, S. K. (2015). Principles of Econometrics: A Modern Approach using EViews. New Delhi: Oxford University Press

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

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

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

Essential Reading / Recommended Reading

Dougherty, C. (2016). Introduction to Econometrics (5 ed.). New York: Oxford University Press.

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

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

Evaluation Pattern

Evaluation Pattern

CIA1

MSE* (CIA2)

CIA3

ESE**

Attendance

Weightage

10

25

10

50

05

Mid Semester Exam      ** End Semester Exam

ECO561Y - URBAN ECONOMICS (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

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

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

 

The course aims to help students to:

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

Learning Outcome

CO1: Demonstrate knowledge of issues and challenges of urbanisation.

CO2: Develop theoretical understandings of issues of urbanisation.

CO3: Compare and contrast the problems of India and the Global South.

CO4: Analyse the impact of urbanisation on the labour market

Unit-1
Teaching Hours:10
Urban Economic Theory
 

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

Unit-1
Teaching Hours:10
Urban Economic Theory
 

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

Unit-2
Teaching Hours:15
Spatial Structure of Urban Economy
 

Concept of Spatial Equilibrium; The von Thunen Model; The Basic Alonso-Muth-Mills Model; Extensions of the Basic Model; Spatial Equilibrium in Cities; Spatial Equilibrium across Cities; Contribution from New Economic Geography

Unit-2
Teaching Hours:15
Spatial Structure of Urban Economy
 

Concept of Spatial Equilibrium; The von Thunen Model; The Basic Alonso-Muth-Mills Model; Extensions of the Basic Model; Spatial Equilibrium in Cities; Spatial Equilibrium across Cities; Contribution from New Economic Geography

Unit-3
Teaching Hours:10
Urbanization in India
 

Trading Cities, Factory Cities, Innovation Cities; 21st-century Urbanization in India; The Economics of Zoning and Land Use Regulations; Agglomeration Economies, Location Decisions of Firms, Why Do Firms Cluster? Benefits and Costs of Bigger Cities, Urban Growth; The Politics of Change: Urbanization and Urban Governance; Provision and Pricing of Amenities (Public Utility Pricing); Property Tax and Municipal Finances. Urban Local Bodies, Sources of Revenue and Pattern of Expenditure of Urban Local Bodies. 

Unit-3
Teaching Hours:10
Urbanization in India
 

Trading Cities, Factory Cities, Innovation Cities; 21st-century Urbanization in India; The Economics of Zoning and Land Use Regulations; Agglomeration Economies, Location Decisions of Firms, Why Do Firms Cluster? Benefits and Costs of Bigger Cities, Urban Growth; The Politics of Change: Urbanization and Urban Governance; Provision and Pricing of Amenities (Public Utility Pricing); Property Tax and Municipal Finances. Urban Local Bodies, Sources of Revenue and Pattern of Expenditure of Urban Local Bodies. 

Unit-4
Teaching Hours:10
Labour Market in Urban Area
 

Pull and Push Factors for Urbanization in India; Rural-Urban Migration Process; Growth of Formal and Informal Economic Activities in Urban Space; Skilling in the Informal Economy; Labor Force Participation and Distribution of Workers; Street Children and Street Vendors; The Role of Human Capital in Shrinking Cities.

Unit-4
Teaching Hours:10
Labour Market in Urban Area
 

Pull and Push Factors for Urbanization in India; Rural-Urban Migration Process; Growth of Formal and Informal Economic Activities in Urban Space; Skilling in the Informal Economy; Labor Force Participation and Distribution of Workers; Street Children and Street Vendors; The Role of Human Capital in Shrinking Cities.

Text Books And Reference Books:

Jan Brueckner. 2011. Lectures in Urban Economics, Cambridge, Massachusetts: The MIT Press

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

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

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

Essential Reading / Recommended Reading

Aldrich, B. C., & Sandhu, R. S. (Eds.). (1995).  Housing the urban poor: policy and practice in developing countries. London: Zed Books.

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

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

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

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

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

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

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

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

Evaluation Pattern

Evaluation Pattern

CIA1

MSE* (CIA2)

CIA3

ESE**

Attendance

Weightage

10

25

10

50

05

* Mid Semester Exam      ** End Semester Exam

ECO581Y - INTERNSHIP (2022 Batch)

Total Teaching Hours for Semester:100
No of Lecture Hours/Week:0
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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

Course Objectives:

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

Learning Outcome

CO1: On completion of the internship, students will be able to appreciate and respect the ethical guidelines of organizations with which they work.

CO2: On completion of the internship, students will be able to demonstrate skills to work in teams and develop an amicable relationship.

CO3: On completion of the internship, students will be able to effectively conceptualize the concerns, and demonstrate and apply economics knowledge and skills to evaluate the issues observed at the internship site.

Unit-1
Teaching Hours:0
Summer Internship
 

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

Unit-1
Teaching Hours:0
Summer Internship
 

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

Text Books And Reference Books:

Sweitzer, H.F. & King, M. (2004). The successful internship: Transformation and empowerment in experiential learning (2nd ed). Brooks/Cole-Thompson.

Essential Reading / Recommended Reading

 https://www.apa.org/ethics/code/

Evaluation Pattern

 Weekly submission of the report + final report + viva = 50

PSY531Y - ABNORMAL PSYCHOLOGY (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

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

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

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

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

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

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

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

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

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

 

course will help the learner understand

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

 

Learning Outcome

CO1: Demonstrate the ability to use the DSM-V-TR and ICD-11 classificatory systems

CO2: Identify the clinical features, diagnostic criteria and etiology of Neurodevelopmental Disorders

CO3: Identify the clinical features, diagnostic criteria and etiology of anxiety disorders and Somatic Disorders

CO4: Identify the clinical features, diagnostic criteria and etiology of psychotic disorders and Mood Disorders

CO5: Identify the causes of different abnormal behaviour

Unit-1
Teaching Hours:12
Introduction and Theoretical Perspective
 

Defining Abnormal Behaviour,

Criteria of Abnormal Behaviour,

Brief Mention of DSM-V-TR and

ICD-11 classification systems,

Causes of Abnormal Behaviour –

Necessary, Predisposing,

Precipitating and Reinforcing

Causes.

Psychoanalytic (only Freud),

Behaviouristic,

Cognitive -

Behavioral, Humanistic,

Interpersonal Perspectives

(Student Effort Hours)

Unit-1
Teaching Hours:12
Introduction and Theoretical Perspective
 

Defining Abnormal Behaviour,

Criteria of Abnormal Behaviour,

Brief Mention of DSM-V-TR and

ICD-11 classification systems,

Causes of Abnormal Behaviour –

Necessary, Predisposing,

Precipitating and Reinforcing

Causes.

Psychoanalytic (only Freud),

Behaviouristic,

Cognitive -

Behavioral, Humanistic,

Interpersonal Perspectives

(Student Effort Hours)

Unit-1
Teaching Hours:12
Introduction and Theoretical Perspective
 

Defining Abnormal Behaviour,

Criteria of Abnormal Behaviour,

Brief Mention of DSM-V-TR and

ICD-11 classification systems,

Causes of Abnormal Behaviour –

Necessary, Predisposing,

Precipitating and Reinforcing

Causes.

Psychoanalytic (only Freud),

Behaviouristic,

Cognitive -

Behavioral, Humanistic,

Interpersonal Perspectives

(Student Effort Hours)

Unit-2
Teaching Hours:12
Neuro developmental disorders
 

Intellectual disability -

Definition, Levels of MR,

Clinical Types and Causal

Factors;

Autism spectrum disorders

- Clinical Picture and

Causal Factors;

 

Specific Learning disorder -

Clinical Picture a

nd Causal Factors;

Attention- Deficit/Hyperactivity

Disorder (Student Effort Hours)

Unit-2
Teaching Hours:12
Neuro developmental disorders
 

Intellectual disability -

Definition, Levels of MR,

Clinical Types and Causal

Factors;

Autism spectrum disorders

- Clinical Picture and

Causal Factors;

 

Specific Learning disorder -

Clinical Picture a

nd Causal Factors;

Attention- Deficit/Hyperactivity

Disorder (Student Effort Hours)

Unit-2
Teaching Hours:12
Neuro developmental disorders
 

Intellectual disability -

Definition, Levels of MR,

Clinical Types and Causal

Factors;

Autism spectrum disorders

- Clinical Picture and

Causal Factors;

 

Specific Learning disorder -

Clinical Picture a

nd Causal Factors;

Attention- Deficit/Hyperactivity

Disorder (Student Effort Hours)

Unit-3
Teaching Hours:12
Anxiety and Somatic symptom Disorders
 

Brief Description: Panic Disorder,

Generalized Anxiety Disorder,

Phobic Disorder with Causal

Factors.

Somatic symptom disorder, Functional

neurological symptom disorder with

Symptoms and Causal Factors.

Illness anxiety disorder (Student Effort

Hours)

Unit-3
Teaching Hours:12
Anxiety and Somatic symptom Disorders
 

Brief Description: Panic Disorder,

Generalized Anxiety Disorder,

Phobic Disorder with Causal

Factors.

Somatic symptom disorder, Functional

neurological symptom disorder with

Symptoms and Causal Factors.

Illness anxiety disorder (Student Effort

Hours)

Unit-3
Teaching Hours:12
Anxiety and Somatic symptom Disorders
 

Brief Description: Panic Disorder,

Generalized Anxiety Disorder,

Phobic Disorder with Causal

Factors.

Somatic symptom disorder, Functional

neurological symptom disorder with

Symptoms and Causal Factors.

Illness anxiety disorder (Student Effort

Hours)

Unit-4
Teaching Hours:12
Bipolar disorders, depressive disorders and Schizophrenia
 

Cyclothymic Disorder, Bipolar I

Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major

Depressive Disorder with

Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical

Picture.

Psychosocial Causal Factors

(Student Effort Hours),

Unit-4
Teaching Hours:12
Bipolar disorders, depressive disorders and Schizophrenia
 

Cyclothymic Disorder, Bipolar I

Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major

Depressive Disorder with

Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical

Picture.

Psychosocial Causal Factors

(Student Effort Hours),

Unit-4
Teaching Hours:12
Bipolar disorders, depressive disorders and Schizophrenia
 

Cyclothymic Disorder, Bipolar I

Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major

Depressive Disorder with

Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical

Picture.

Psychosocial Causal Factors

(Student Effort Hours),

Unit-5
Teaching Hours:12
Personality Disorders and Gender Dysphoria
 

Introduction - Clinical Features and

Brief Descriptions of Cluster A, B,

and C Personality Disorders with

Psychosocial Causal Factors.

Gender dysphoria in children and gender

dysphoria in adults (Student Effort

Hours)

Unit-5
Teaching Hours:12
Personality Disorders and Gender Dysphoria
 

Introduction - Clinical Features and

Brief Descriptions of Cluster A, B,

and C Personality Disorders with

Psychosocial Causal Factors.

Gender dysphoria in children and gender

dysphoria in adults (Student Effort

Hours)

Unit-5
Teaching Hours:12
Personality Disorders and Gender Dysphoria
 

Introduction - Clinical Features and

Brief Descriptions of Cluster A, B,

and C Personality Disorders with

Psychosocial Causal Factors.

Gender dysphoria in children and gender

dysphoria in adults (Student Effort

Hours)

Text Books And Reference Books:

Barlow, D.H. & Durand, M.V. (2015). Abnormal Psychology. 7th Edition. Thomson Publication.

 

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

DSM-V-TR and ICD-11

Essential Reading / Recommended Reading

Carson, R.C., Butcher, J.N & Mineka, S. (2004). Abnormal psychology. 13th Edition. Pearson Education.
Kring, A. M., Davison, G. C., Neale, J. M., & Johnson, S. L. (2012). Abnormal psychology (12th ed.). John Wiley & Sons Inc.

Kaplan, H. I., & Sadock, B. J. (1998). Kaplan and Sadock's synopsis of psychiatry: Behavioral sciences/clinical psychiatry (8th ed.).

Evaluation Pattern

CIA (CONTINUOUS INTERNAL ASSESSMENT)

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

 

•CIA II – Mid Semester Examination- Total marks 25 

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

 

• CIA I + II + III = 90 /100 = 45/50

• Attendance = 5 marks

• Total = 50

End Semester Examination : Total Marks=50

 

End Semester Pattern- 2 hrs- 50 Marks

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

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

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

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

PSY532Y - INDUSTRIAL AND ORGANIZATIONALPSYCHOLOGY (2022 Batch)

Total Teaching Hours for Semester:6
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Course objectives: This course will help the learner

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

• To understand the individual determinants that influence workplace behavior

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

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

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

• To learn the role and importance of communication in organizations

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

Learning Outcome

CO1: To identify the relevance of I/O Psychology in the workplace

CO2: To apply the understanding of theories and research findings in individual behavior at the workplace

CO3: To differentiate the processes involved in human resource planning and development

CO4: To apply the understanding of theories and research findings in group behaviour at the workplace

CO5: To evaluate the role of culture and effectiveness of communication in various organizational processes

Unit-1
Teaching Hours:12
Introduction to Industrial Psychology
 

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

Unit-1
Teaching Hours:12
Introduction to Industrial Psychology
 

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

Unit-1
Teaching Hours:12
Introduction to Industrial Psychology
 

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

Unit-2
Teaching Hours:12
Individual at the workplace
 

Personality- Definition, personality traits relevant at the workplace,

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

Job satisfaction- Definition, Factors affecting Job Satisfaction, Consequences 

Unit-2
Teaching Hours:12
Individual at the workplace
 

Personality- Definition, personality traits relevant at the workplace,

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

Job satisfaction- Definition, Factors affecting Job Satisfaction, Consequences 

Unit-2
Teaching Hours:12
Individual at the workplace
 

Personality- Definition, personality traits relevant at the workplace,

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

Job satisfaction- Definition, Factors affecting Job Satisfaction, Consequences 

Unit-3
Teaching Hours:12
Planning and Development of human resources
 

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

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

Performance Management- Definition, Scope, Process, Tools

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

Unit-3
Teaching Hours:12
Planning and Development of human resources
 

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

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

Performance Management- Definition, Scope, Process, Tools

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

Unit-3
Teaching Hours:12
Planning and Development of human resources
 

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

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

Performance Management- Definition, Scope, Process, Tools

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

Unit-4
Teaching Hours:12
The Group
 

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

Group decision-making, techniques of decision making

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

Leadership - Definition, Leadership Styles, Approaches to Leadership

Unit-4
Teaching Hours:12
The Group
 

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

Group decision-making, techniques of decision making

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

Leadership - Definition, Leadership Styles, Approaches to Leadership

Unit-4
Teaching Hours:12
The Group
 

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

Group decision-making, techniques of decision making

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

Leadership - Definition, Leadership Styles, Approaches to Leadership

Unit-5
Teaching Hours:12
Communication and Organizational culture
 

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

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

Unit-5
Teaching Hours:12
Communication and Organizational culture
 

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

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

Unit-5
Teaching Hours:12
Communication and Organizational culture
 

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

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

Text Books And Reference Books:

Schultz, D. P., & Schultz, E. S. (2008). Psychology and Work today. New York: Mac Milan publishing company.

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

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

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

Essential Reading / Recommended Reading

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

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

Evaluation Pattern

 CIA (CONTINUOUS INTERNAL ASSESSMENT)

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

• CIA II – Mid Semester Examination - Total marks 25

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

 

• CIA I + II + III = 90 /100 = 45/50

• Attendance = 5 marks

• Total = 50

End Semester Examination: Total Marks=50

End Semester Pattern- 2 hrs- 50 Marks

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

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

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

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

PSY541AY - SCHOOL AND EDUCATIONAL PSYCHOLOGY (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Course objectives: This course will help the learner

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

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

Learning Outcome

CO1: Be familiar with and be able to distinguish between theories of learning, development, and motivation (behaviourism, cognitivism, constructivism, social constructivism) as they apply to education

CO2: Understand, apply, and compare teaching/learning practices, assessment, and classroom management practices employed in schools and higher education

CO3: Understand the importance of differentiated instruction in order to respond to the needs of diverse learners including learners with disabilities, gifted learners, and learners from diverse socioeconomic and cultural backgrounds

CO4: Understand the importance of and compare various approaches to careers education and guidance

CO5: Understand the importance of and current status in India of mental health in education, and psychosocial or life skills education

Unit-1
Teaching Hours:12
Introduction
 

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

Unit-1
Teaching Hours:12
Introduction
 

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

Unit-1
Teaching Hours:12
Introduction
 

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

Unit-2
Teaching Hours:12
Theories in Education Psychology
 

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

Unit-2
Teaching Hours:12
Theories in Education Psychology
 

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

Unit-2
Teaching Hours:12
Theories in Education Psychology
 

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

Unit-3
Teaching Hours:12
Teaching and Learning
 

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

Unit-3
Teaching Hours:12
Teaching and Learning
 

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

Unit-3
Teaching Hours:12
Teaching and Learning
 

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

Unit-4
Teaching Hours:12
Differentiating instruction to respond to differences among learners
 

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

Unit-4
Teaching Hours:12
Differentiating instruction to respond to differences among learners
 

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

Unit-4
Teaching Hours:12
Differentiating instruction to respond to differences among learners
 

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

Unit-5
Teaching Hours:12
Career Education and School Counselling
 

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

Unit-5
Teaching Hours:12
Career Education and School Counselling
 

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

Unit-5
Teaching Hours:12
Career Education and School Counselling
 

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

Text Books And Reference Books:

Woolfolk, A. (2016). Educational psychology (12th Edition). Pearson.

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

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

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

Essential Reading / Recommended Reading

Ranganathan, N. & Wadhwa, T. (2019). Guidance and counselling for children and adolescents in schools. SAGE.

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

Evaluation Pattern

Assessment outline: The weightage of marks allotted is as follows:

 

CIA I 

CIA II

CIA III

ESE

Total

 

10

25

15

50

100

 

PSY541BY - SPORTS PSYCHOLOGY (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Learning Outcome

CO1: Understand the origins of sports psychology, role of psychologists and ethics in sports

CO2: Distinguish the difference between Intrinsic and Extrinsic motivation and how mental training can be used for performance

CO3: Design a comprehensive goal-setting program for Individuals and teams.

CO4: Understand factors causing anxiety and stress, Strategies for managing anxiety and stress to better performance under pressure.

CO5: Learn coping techniques such as goal setting, self-talk which can improve focus, confidence and performance

Unit-1
Teaching Hours:10
Introduction
 

Definition and History of sports psychology;

Role of a sports psychologist;

Ethics in sports psychology;

Multicultural issues that relate to race and gender.

Unit-1
Teaching Hours:10
Introduction
 

Definition and History of sports psychology;

Role of a sports psychologist;

Ethics in sports psychology;

Multicultural issues that relate to race and gender.

Unit-1
Teaching Hours:10
Introduction
 

Definition and History of sports psychology;

Role of a sports psychologist;

Ethics in sports psychology;

Multicultural issues that relate to race and gender.

Unit-2
Teaching Hours:13
Motivation in Sports and Exercise
 

Causal Attribution in Sport –

Attribution Model;

competitive situations;

 

attribution training; Self-

confidence and Intrinsic

 

Motivation - Models of Self-

Confidence; Integrated

 

theory of motivation in sport

and exercise; Goal

Perspective Theory –

Achievement Goal

Orientation; Developmental

Nature of Goal Orientation;

Goal Involvement;

Motivational Climate; Goal

Orientation and Moral

Functioning; Characteristics

of Task and Ego Goal

Orientations; Interaction

between Goal Orientation

and Motivational Climate.

Unit-2
Teaching Hours:13
Motivation in Sports and Exercise
 

Causal Attribution in Sport –

Attribution Model;

competitive situations;

 

attribution training; Self-

confidence and Intrinsic

 

Motivation - Models of Self-

Confidence; Integrated

 

theory of motivation in sport

and exercise; Goal

Perspective Theory –

Achievement Goal

Orientation; Developmental

Nature of Goal Orientation;

Goal Involvement;

Motivational Climate; Goal

Orientation and Moral

Functioning; Characteristics

of Task and Ego Goal

Orientations; Interaction

between Goal Orientation

and Motivational Climate.

Unit-2
Teaching Hours:13
Motivation in Sports and Exercise
 

Causal Attribution in Sport –

Attribution Model;

competitive situations;

 

attribution training; Self-

confidence and Intrinsic

 

Motivation - Models of Self-

Confidence; Integrated

 

theory of motivation in sport

and exercise; Goal

Perspective Theory –

Achievement Goal

Orientation; Developmental

Nature of Goal Orientation;

Goal Involvement;

Motivational Climate; Goal

Orientation and Moral

Functioning; Characteristics

of Task and Ego Goal

Orientations; Interaction

between Goal Orientation

and Motivational Climate.

Unit-3
Teaching Hours:13
Social Factors in Sporting Performance
 

Aggression and Violence

in Sport; Social

 

Facilitation; Self-

presentation effects in

 

sport; Characteristics of

Team Cohesion;

Measurement,

Determinants and

Consequences of Team

Cohesion; Negative

effects of Team

membership; Developing

Team Cohesion; Theories

 

of Leadership; Coach-

Athlete Compatibility and

Communication.

Unit-3
Teaching Hours:13
Social Factors in Sporting Performance
 

Aggression and Violence

in Sport; Social

 

Facilitation; Self-

presentation effects in

 

sport; Characteristics of

Team Cohesion;

Measurement,

Determinants and

Consequences of Team

Cohesion; Negative

effects of Team

membership; Developing

Team Cohesion; Theories

 

of Leadership; Coach-

Athlete Compatibility and

Communication.

Unit-3
Teaching Hours:13
Social Factors in Sporting Performance
 

Aggression and Violence

in Sport; Social

 

Facilitation; Self-

presentation effects in

 

sport; Characteristics of

Team Cohesion;

Measurement,

Determinants and

Consequences of Team

Cohesion; Negative

effects of Team

membership; Developing

Team Cohesion; Theories

 

of Leadership; Coach-

Athlete Compatibility and

Communication.

Unit-4
Teaching Hours:12
Arousal, Anxiety and Sporting Performance
 

Definition – Arousal,

Anxiety and Stress;

Neurophysiology of

Arousal; Attention and

Concentration in Sport;

Factors inducing anxiety

and stress; Arousal and

Performance Relationship;

Anxiety and Performance

Relationship; Stress

Management.

Unit-4
Teaching Hours:12
Arousal, Anxiety and Sporting Performance
 

Definition – Arousal,

Anxiety and Stress;

Neurophysiology of

Arousal; Attention and

Concentration in Sport;

Factors inducing anxiety

and stress; Arousal and

Performance Relationship;

Anxiety and Performance

Relationship; Stress

Management.

Unit-4
Teaching Hours:12
Arousal, Anxiety and Sporting Performance
 

Definition – Arousal,

Anxiety and Stress;

Neurophysiology of

Arousal; Attention and

Concentration in Sport;

Factors inducing anxiety

and stress; Arousal and

Performance Relationship;

Anxiety and Performance

Relationship; Stress

Management.

Unit-5
Teaching Hours:12
Cognitive and Behavioral Interventions
 

Coping Strategies in Sport;

Self-Talk; Relaxation

Strategies and Arousal

Energizing Strategies; Goal

Setting; Imagery;

Hypnosis; Psychological

Skills Training.

Unit-5
Teaching Hours:12
Cognitive and Behavioral Interventions
 

Coping Strategies in Sport;

Self-Talk; Relaxation

Strategies and Arousal

Energizing Strategies; Goal

Setting; Imagery;

Hypnosis; Psychological

Skills Training.

Unit-5
Teaching Hours:12
Cognitive and Behavioral Interventions
 

Coping Strategies in Sport;

Self-Talk; Relaxation

Strategies and Arousal

Energizing Strategies; Goal

Setting; Imagery;

Hypnosis; Psychological

Skills Training.

Text Books And Reference Books:

·       Cox, R. (2011). Sports Psychology: Concepts and Applications (7th ed.). New York: McGraw-Hill Education.

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

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

Essential Reading / Recommended Reading

·       Arnold, D.L.U. & Nation, J. R. (1989) Sports psychology. Chicago: Nalson-Hall

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

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

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

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

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

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

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

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

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

Evaluation Pattern

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

• CIA II – Total marks 25

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

• CIA I + II + III = 50

• Total = 50

 

End Semester Examination : Total Marks=50

 

End Semester Pattern- 2 hrs- 50 Marks

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

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

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

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

PSY541CY - CULTURAL PSYCHOLOGY (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Course objectives: This course will help the learner to

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

• Understand how individuals are influenced by their cultural context

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

Learning Outcome

CO1: Have a strong knowledge base in fundamental theories and methodology in cultural psychology

CO2: Articulate multiple theoretical perspectives on what culture is and how it may influence the self of the individual

CO3: Understand and analyse social and ethnic diversities and experiences through the lens of culture

CO4: Identify and explain how culture influences psychological processes

CO5: Be able to apply knowledge of cultural psychology to real-world contexts

Unit-1
Teaching Hours:12
Introduction to Cultural Psychology
 

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

Unit-1
Teaching Hours:12
Introduction to Cultural Psychology
 

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

Unit-1
Teaching Hours:12
Introduction to Cultural Psychology
 

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

Unit-2
Teaching Hours:12
Unit-2 Culture and Self
 

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

Unit-2
Teaching Hours:12
Unit-2 Culture and Self
 

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

Unit-2
Teaching Hours:12
Unit-2 Culture and Self
 

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

Unit-3
Teaching Hours:12
Culture and Psychological Processes
 

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

Unit-3
Teaching Hours:12
Culture and Psychological Processes
 

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

Unit-3
Teaching Hours:12
Culture and Psychological Processes
 

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

Unit-4
Teaching Hours:12
Unit-4 Acculturation
 

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

Unit-4
Teaching Hours:12
Unit-4 Acculturation
 

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

Unit-4
Teaching Hours:12
Unit-4 Acculturation
 

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

Unit-5
Teaching Hours:12
Unit-5 Psychological and Sociological Perspective of Ethnic Identification
 

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

Unit-5
Teaching Hours:12
Unit-5 Psychological and Sociological Perspective of Ethnic Identification
 

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

Unit-5
Teaching Hours:12
Unit-5 Psychological and Sociological Perspective of Ethnic Identification
 

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

Text Books And Reference Books:

Matsumoto, D., & Juang, L. (2016). Culture and Psychology (6th edition). Wadsworth Publishing.

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

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

 

Essential Reading / Recommended Reading

Heine, S. J. (2015). Cultural Psychology (3rd edition). W. W. Norton & Company.

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

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

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

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

Evaluation Pattern

CIA 1 - 10 m

CIA 2 - 25 m

CIA 3 - 15 m

ESE - 50 m

Total Marks = 100

PSY541DY - INTRODUCTION OF NEUROPSYCHOLOGY (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description:

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

Course objectives:

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

 

Learning Outcome

CO1: To understand the basic terminology and clinic-neuropsychological concepts.

CO2: To recognize the organization of the nervous system through a systematic review of researches carried out

CO3: To identify the structure of brain systems and associated cognitive functions

CO4: To understand different psychological disorders and their condition

CO5: To integrate principles towards the understanding of brain disorders through reviewing disease models

Unit-1
Teaching Hours:12
Introduction
 

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

Unit-1
Teaching Hours:12
Introduction
 

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

Unit-1
Teaching Hours:12
Introduction
 

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

Unit-2
Teaching Hours:12
Developmental Neuropsychology
 

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

Unit-2
Teaching Hours:12
Developmental Neuropsychology
 

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

Unit-2
Teaching Hours:12
Developmental Neuropsychology
 

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

Unit-3
Teaching Hours:12
Cognitive Neuropsychology
 

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

Unit-3
Teaching Hours:12
Cognitive Neuropsychology
 

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

Unit-3
Teaching Hours:12
Cognitive Neuropsychology
 

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

Unit-4
Teaching Hours:12
Neuropsychology of basic psychiatric conditions
 

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

Unit-4
Teaching Hours:12
Neuropsychology of basic psychiatric conditions
 

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

Unit-4
Teaching Hours:12
Neuropsychology of basic psychiatric conditions
 

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

Unit-5
Teaching Hours:12
Neuropsychological assessment
 

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

Unit-5
Teaching Hours:12
Neuropsychological assessment
 

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

Unit-5
Teaching Hours:12
Neuropsychological assessment
 

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

Text Books And Reference Books:

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

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

 

Essential Reading / Recommended Reading

Blackmore, S. (2003). Consciousness: An introduction. Hodder & Stoughton.

Evaluation Pattern

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

CIA II – Total marks 25

CIA III –Activity-based Assignment - Total marks 15

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

Attendance = 5 marks

Total = 50

End Semester Examination : Total Marks=50

End Semester Pattern- 2 hrs- 50 Marks

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

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

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

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

PSY551Y - PSYCHOLOGICAL RESEARCH METHODS-I (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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

 

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

Learning Outcome

CO1: Explain the basic concepts of research and the process of it.

CO2: Administer psychological scales to a group of samples, make interpretations and draw conclusions based on the norms given in the manual as well as different research articles.

CO3: Develop a research idea and develop a research proposal according to APA guidelines.

CO4: Understand and follow ethical guidelines of research data collection process.

CO5: Present the research proposal and defend the work.

Unit-1
Teaching Hours:12
Introduction to Research in Psychology
 

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

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

 

Unit-1
Teaching Hours:12
Introduction to Research in Psychology
 

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

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

 

Unit-2
Teaching Hours:12
Proposal Writing
 

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

 

 

 

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

Unit-2
Teaching Hours:12
Proposal Writing
 

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

 

 

 

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

Unit-3
Teaching Hours:6
Psychological Testing
 

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

Unit-3
Teaching Hours:6
Psychological Testing
 

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

Text Books And Reference Books:

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th Ed.).https://doi.org/10.1037/0000165-000

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

Essential Reading / Recommended Reading

Cohen, R. J., & Swerdlik, M. E. (2013). Psychological testing and assessment: an introduction to tests and measurement. Eighth edition. McGraw-Hill Education.

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

Evaluation Pattern

Continuous Internal Assessments (CIA) - 50 marks

CIA 1 - 25 marks

CIA 2 - 25 marks

ECO631Y - INDIAN ECONOMY (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

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

Learning Outcome

CO1: provide an overall understanding of the structural changes in the Indian economy.

CO2: offer a comprehensive understanding of Indian agriculture and industrial sector performance and its challenges.

CO3: facilitate students' understanding of economic issues relevant to Karnataka's economic growth and development.

Unit-1
Teaching Hours:15
Economic Development Since Independence
 

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

Unit-1
Teaching Hours:15
Economic Development Since Independence
 

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

Unit-2
Teaching Hours:15
Indian Agriculture and Industry
 

Historical background and current status, Land Reforms, New Agricultural Strategy, and Green Revolution, Issues related to direct and indirect farm subsidies and minimum support prices, Framers Distress; Industrial development in India, public sector undertaking in India, privatization of the public sector enterprises, Economic Reforms.

 

Unit-2
Teaching Hours:15
Indian Agriculture and Industry
 

Historical background and current status, Land Reforms, New Agricultural Strategy, and Green Revolution, Issues related to direct and indirect farm subsidies and minimum support prices, Framers Distress; Industrial development in India, public sector undertaking in India, privatization of the public sector enterprises, Economic Reforms.

 

Unit-3
Teaching Hours:15
Overview of Karnataka Economy
 

An introduction to Karnataka Economy SGDP and demography; Comparison of Karnataka economy with other Indian states; Agriculture and Industry; Poverty, Health, Education, Unemployment and Inequality; Rural development. 

Unit-3
Teaching Hours:15
Overview of Karnataka Economy
 

An introduction to Karnataka Economy SGDP and demography; Comparison of Karnataka economy with other Indian states; Agriculture and Industry; Poverty, Health, Education, Unemployment and Inequality; Rural development. 

Text Books And Reference Books:

1.Aiyar, S. S., & Mody, A. (2011). The demographic dividend: Evidence from the Indian states. IMF Working Paper WP/11/38, International Monetary Fund

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

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

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

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

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

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

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

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

Essential Reading / Recommended Reading

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

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

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

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

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

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

 

Evaluation Pattern

Evaluation Pattern

CIA1

MSE* (CIA2)

CIA3

ESE**

Attendance

Weightage

10

25

10

50

05

Mid Semester Exam      ** End Semester Exam

ECO632Y - ENVIRONMENTAL ECONOMICS (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description

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

Course Objectives:

The course aims to help students to:

1. understand the theories of environmental economics;

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

Learning Outcome

CO1: Students can understand the key concepts and theories of environmental economics

CO2: Students will be able to analyse fiscal tools and policy options in managing the environmental issues

CO3: Students will be understand the concepts of environmental valuation, methods and its applications,

CO4: Students can provide an understanding of sustainable development measures in tackling the environmental issues.

Unit-1
Teaching Hours:16
Introduction
 

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

Unit-1
Teaching Hours:16
Introduction
 

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

Unit-2
Teaching Hours:15
Environmental Valuation Methods and Applications
 

Concepts of environmental value; Total economic value; Valuation of non-market goods and services-theory and practice; measurement methods; Revealed preference methods – travel cost, hedonic pricing; Stated preference methods – Contingent valuation, choice experiment; Cost-benefit analysis of environmental policies and regulations.

Unit-2
Teaching Hours:15
Environmental Valuation Methods and Applications
 

Concepts of environmental value; Total economic value; Valuation of non-market goods and services-theory and practice; measurement methods; Revealed preference methods – travel cost, hedonic pricing; Stated preference methods – Contingent valuation, choice experiment; Cost-benefit analysis of environmental policies and regulations.

Unit-3
Teaching Hours:14
Sustainable Development and Environmental Policy
 

Concepts; Measurement; Rules for sustainable development, Indicators of sustainable development; Perspectives from Indian experience; Ecosystem services and human well-being; Trade-off between environmental protection and economic growth; Environmental Kuznets’ curve. Pigouvian taxes and effluent fees, tradable permits; Liability Rules; Pollution Control Boards; Legislative measures of environmental protection in India, Economics of climate change.

Unit-3
Teaching Hours:14
Sustainable Development and Environmental Policy
 

Concepts; Measurement; Rules for sustainable development, Indicators of sustainable development; Perspectives from Indian experience; Ecosystem services and human well-being; Trade-off between environmental protection and economic growth; Environmental Kuznets’ curve. Pigouvian taxes and effluent fees, tradable permits; Liability Rules; Pollution Control Boards; Legislative measures of environmental protection in India, Economics of climate change.

Text Books And Reference Books:

Hanley, N., Shogren, J., Ben, W. (2002). Environmental Economics – In Theory and Practice. London: Palgrave Macmillan.

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

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

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

Essential Reading / Recommended Reading

Bhattacharya, R.N. Environmental Economics: An Indian Perspective. Oxford University Press. 2001

Conrad John : Resource Economics, Cambridge University Press, 2003

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

Evaluation Pattern

Evaluation Pattern

CIA1

MSE* (CIA2)

CIA3

ESE**

Attendance

Weightage

10

25

10

50

05

Mid Semester Exam      ** End Semester Exam

ECO641Y A - APPLIED ECONOMETRIC ANALYSIS (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

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

The course aims at providing students with: 

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

Learning Outcome

CO1: The students will have the knowledge and skills required for the construction and estimation of lag models.

CO2: The students will have the knowledge and skills required to apply econometric methods for the analysis of time series and panel data.

CO3: The students will have the knowledge and skills required to make econometric forecasting.

CO4: The students will have the knowledge and skills required to use econometric software packages for the estimation of econometric models and forecasting.

Unit-1
Teaching Hours:10
Dynamic Econometric Models
 

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

Unit-1
Teaching Hours:10
Dynamic Econometric Models
 

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

Unit-2
Teaching Hours:10
Time Series Econometrics: Basic Concepts
 

Introduction to time series; Stationary and nonstationary time series; Spurious regression; Unit root tests: Dickey fuller and Augmented dickey fuller tests; Transforming non-stationary time series; Cointegration: Testing for cointegration, error correction mechanism.

Unit-2
Teaching Hours:10
Time Series Econometrics: Basic Concepts
 

Introduction to time series; Stationary and nonstationary time series; Spurious regression; Unit root tests: Dickey fuller and Augmented dickey fuller tests; Transforming non-stationary time series; Cointegration: Testing for cointegration, error correction mechanism.

Unit-3
Teaching Hours:13
Time Series Econometrics: Forecasting
 

Approaches to economic forecasting; ARIMA models; The Box-Jenkins methodology; Vector autoregression; Forecasting with VAR; Testing causality using VAR.

Unit-3
Teaching Hours:13
Time Series Econometrics: Forecasting
 

Approaches to economic forecasting; ARIMA models; The Box-Jenkins methodology; Vector autoregression; Forecasting with VAR; Testing causality using VAR.

Unit-4
Teaching Hours:12
Panel Data Regression Model
 

Introduction to panel data; Constant coefficient model; Fixed effect LSDV model; Fixed effect WG model; Random effects model, Properties of estimators.

Unit-4
Teaching Hours:12
Panel Data Regression Model
 

Introduction to panel data; Constant coefficient model; Fixed effect LSDV model; Fixed effect WG model; Random effects model, Properties of estimators.

Text Books And Reference Books:

Bhaumik, S. K. (2015). Principles of Econometrics: A Modern Approach using EViews. New Delhi: Oxford University Press

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

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

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

Essential Reading / Recommended Reading

Enders, W. (2013). Applied Econometric Time Series (3rd ed.). New York: John Wiley & Sons.

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

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

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

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

Evaluation Pattern

Evaluation Pattern

CIA1

MSE* (CIA2)

CIA3

ESE**

Attendance

Weightage

10

25

10

50

05

* Mid Semester Exam      ** End Semester Exam

ECO641Y B - INTRODUCTION TO NEUROECONOMICS (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

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

The course aims at providing students with: 

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

Learning Outcome

CO1: The student will be able to understand the scope of interaction between psychological phenomena and economic variables.

CO2: The student will be able to develop the ability to effectively write about theories of the brain and familiarize students with the methods and techniques that are used in neuroeconomics.

CO3: The student will be able to apply the neuroeconomic theories to understand consumer decision-making.

Unit-1
Teaching Hours:5
Introduction to Neuroeconomics
 

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

Unit-1
Teaching Hours:5
Introduction to Neuroeconomics
 

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

Unit-2
Teaching Hours:13
Foundations
 

Values; Preferences and Choices; The standard model; The neuroscientific basis of utility Beliefs; Heuristics and Biases; The standard model; Probability estimation; Self-evaluation bias- Projection bias- Causes of irrationality Decision making under risk and uncertainty; Risk-based assessment; Prospect theory; Reference points; Loss Aversion; Shape of utility function; Decision weighting Mental accounting; Nature and components of mental accounting; Framing and editing; Budgeting and fungibility; Choice bracketing and dynamics

Unit-2
Teaching Hours:13
Foundations
 

Values; Preferences and Choices; The standard model; The neuroscientific basis of utility Beliefs; Heuristics and Biases; The standard model; Probability estimation; Self-evaluation bias- Projection bias- Causes of irrationality Decision making under risk and uncertainty; Risk-based assessment; Prospect theory; Reference points; Loss Aversion; Shape of utility function; Decision weighting Mental accounting; Nature and components of mental accounting; Framing and editing; Budgeting and fungibility; Choice bracketing and dynamics

Unit-3
Teaching Hours:15
Brain and the Neuroimaging tools
 

Sensory Systems of the Human Brain, Motor Systems of the Primate Brain, Eye Movements, Body Movements; Overview of Neuroscience Methods in Neuroeconomics.: fMRI, EEG, and other imaging techniques.

Unit-3
Teaching Hours:15
Brain and the Neuroimaging tools
 

Sensory Systems of the Human Brain, Motor Systems of the Primate Brain, Eye Movements, Body Movements; Overview of Neuroscience Methods in Neuroeconomics.: fMRI, EEG, and other imaging techniques.

Unit-4
Teaching Hours:12
Applied Neuroeconomics
 

Consumer Neuroscience and Neuromarketing.

Unit-4
Teaching Hours:12
Applied Neuroeconomics
 

Consumer Neuroscience and Neuromarketing.

Text Books And Reference Books:

Angner, E. 2016. A Course in Behavioral Economics (2nd ed.). New York: Palgrave Macmillan.

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

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

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

Essential Reading / Recommended Reading

Ariely, D. 2008. Predictably Irrational. New York: Harper & Collins.

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

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

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

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

Evaluation Pattern

Evaluation Pattern

CIA1

MSE* (CIA2)

CIA3

ESE**

Attendance

Weightage

10

25

10

50

05

* Mid Semester Exam      ** End Semester Exam

ECO642Y A - INTRODUCTION TO FINANCIAL ECONOMICS (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

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

Course Objectives:

The course aims to help students to:

1.understand the basic concepts related to financial economics.

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

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

 

Learning Outcome

CO1: understand the various concepts related to financial economics.

CO2: apply the time value of money in financial decisions.

CO3: Compute risk and return of a portfolio.

CO4: estimate various measures of bond prices and yields and intrinsic value of an equity.

Unit-1
Teaching Hours:15
Introduction to Financial Economics
 

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

Unit-1
Teaching Hours:15
Introduction to Financial Economics
 

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

Unit-2
Teaching Hours:20
Modern Portfolio Theory
 

Efficient Set/Frontier; Portfolio Diversification and Portfolio Risk: Markowitz Approach: Calculation of Portfolio Return and Risk, Portfolio Risk-2-security case, Mean-Variance Portfolio, Optimal Portfolio Choice; Capital Asset Pricing Model (CAPM): Central idea of CAPM, Basic assumptions, Security Market Line, Calculation of Beta; Arbitrage Pricing Theory (APT): Basic Concept; Efficient Market Hypothesis (EMH): Three Forms of EMH.

Unit-2
Teaching Hours:20
Modern Portfolio Theory
 

Efficient Set/Frontier; Portfolio Diversification and Portfolio Risk: Markowitz Approach: Calculation of Portfolio Return and Risk, Portfolio Risk-2-security case, Mean-Variance Portfolio, Optimal Portfolio Choice; Capital Asset Pricing Model (CAPM): Central idea of CAPM, Basic assumptions, Security Market Line, Calculation of Beta; Arbitrage Pricing Theory (APT): Basic Concept; Efficient Market Hypothesis (EMH): Three Forms of EMH.

Unit-3
Teaching Hours:10
Valuation of Fixed Income Securities and Valuation of Equity
 

Bond Characteristics; Bond Prices: Price-Yield Relationship; Bond Yields: Current Yield, Yield to Maturity, Yield to Call, Realized Yield to Maturity; Dividend Discount Model-Single Period.

Unit-3
Teaching Hours:10
Valuation of Fixed Income Securities and Valuation of Equity
 

Bond Characteristics; Bond Prices: Price-Yield Relationship; Bond Yields: Current Yield, Yield to Maturity, Yield to Call, Realized Yield to Maturity; Dividend Discount Model-Single Period.

Text Books And Reference Books:

Chandra, Prasanna (2017). Investment Analysis and Portfolio Management. New Delhi: Tata McGraw Hill.

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

Essential Reading / Recommended Reading

Bradley, T. (2013). Essential Mathematics for Economics and Business. London: John Wiley & Sons.

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

Evaluation Pattern

Evaluation Pattern

CIA1

MSE* (CIA2)

CIA3

ESE**

Attendance

Weightage

10

25

10

50

05

Mid Semester Exam      ** End Semester Exam

ECO642Y B - INTRODUCTION TO INSTITUTIONAL ECONOMICS (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

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

Learning Outcome

CO 1: Identify and explain economic concepts and theories, and create models that connect to a wide variety of interdisciplinary and real-life contexts

CO 2: Analyse and present critical perspectives on social issues through an institutional lens

CO 3: Develop skills to explore their own innovative competence and integrate theoretical discourses in the discipline of institutional economics

Unit-1
Teaching Hours:10
Basic Concepts of Institutions as a subject and the Methodology of Institutional Economic Theory
 

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

 

Unit-1
Teaching Hours:10
Basic Concepts of Institutions as a subject and the Methodology of Institutional Economic Theory
 

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

 

Unit-2
Teaching Hours:20
Elements of Institutional Economics and Transaction Costs
 

Routine Rule (norm) as a basic element of institutions. Institutional structure of society. Informal rules, their role in society. Classification of sanctions for noncompliance with informal rules. Conditions for the effectiveness of informal rules. Formal institutions. Hierarchy of rules according to D. North. Supraconstitutional rules. Constitutional (political) rules. Economic rules. The rights. Property rights. Classification of rights and rules E. Ostrom. The relationship between formal rules and informal norms. Types of interrelation of formal rules and informal norms. The role of enforcement mechanisms is to enforce the rules. Classification of sanctions. Self-fulfilling rules. The impact of institutions on the effectiveness of the economic system. 

The concept of "transaction costs". Sources of transaction costs and their scope. Types of transaction costs. Market transaction costs. Corporate Transaction, Costs Political Transaction Costs. Non-market transaction costs. Non-measurable transaction costs. Transaction costs and basic types of economic exchange: personalized exchange, non-personalized exchange without third-party contract protection, nonpersonalized exchange with third-party protection by the state

 

Unit-2
Teaching Hours:20
Elements of Institutional Economics and Transaction Costs
 

Routine Rule (norm) as a basic element of institutions. Institutional structure of society. Informal rules, their role in society. Classification of sanctions for noncompliance with informal rules. Conditions for the effectiveness of informal rules. Formal institutions. Hierarchy of rules according to D. North. Supraconstitutional rules. Constitutional (political) rules. Economic rules. The rights. Property rights. Classification of rights and rules E. Ostrom. The relationship between formal rules and informal norms. Types of interrelation of formal rules and informal norms. The role of enforcement mechanisms is to enforce the rules. Classification of sanctions. Self-fulfilling rules. The impact of institutions on the effectiveness of the economic system. 

The concept of "transaction costs". Sources of transaction costs and their scope. Types of transaction costs. Market transaction costs. Corporate Transaction, Costs Political Transaction Costs. Non-market transaction costs. Non-measurable transaction costs. Transaction costs and basic types of economic exchange: personalized exchange, non-personalized exchange without third-party contract protection, nonpersonalized exchange with third-party protection by the state

 

Unit-3
Teaching Hours:15
Theory of Contracts and Property Rights
 

Different approaches to the definition of the contract. Legal and economic approaches to the concept of "contract." The role of contracts in the coordination of economic agents. Types of contracts. The concept of a perfect contract. Limited rationality and the inability to conclude a perfect contract. Problems caused by incomplete real contracts. Adverse selection: the mechanism of occurrence and how to prevent it. Moral hazard: conditions of its occurrence and ways to prevent. Extortion as a form of opportunistic behaviour. 

 

Unit-3
Teaching Hours:15
Theory of Contracts and Property Rights
 

Different approaches to the definition of the contract. Legal and economic approaches to the concept of "contract." The role of contracts in the coordination of economic agents. Types of contracts. The concept of a perfect contract. Limited rationality and the inability to conclude a perfect contract. Problems caused by incomplete real contracts. Adverse selection: the mechanism of occurrence and how to prevent it. Moral hazard: conditions of its occurrence and ways to prevent. Extortion as a form of opportunistic behaviour. 

 

Text Books And Reference Books:

Menard, Claude and Mary M. Shirley, eds, Handbook of New Institutional Economics, Dordrecht: Springer, 2005.

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

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

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

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

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

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

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

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

Essential Reading / Recommended Reading

Eggertsson, Thrainn, Economic Behavior, and Institutions, Cambridge: Cambridge University Press, 1990.

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

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

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

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

Evaluation Pattern

Evaluation Pattern

CIA1

MSE* (CIA2)

CIA3

ESE**

Attendance

Weightage

10

25

10

50

05

Mid Semester Exam      ** End Semester Exam

PSY631Y - HEALTH AND WELLBEING (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Course Objectives:

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

Learning Outcome

CO1: Identify, understand and apply the dimensions of health and wellbeing and describe their relationship to a positive lifestyle.

CO2: Understand and Identify the stressors, demonstrate the current levels of health and wellbeing to inculcate the habit of leading a healthy lifestyle, and develop a self-help plan for a lifestyle change and management strategies

CO3: To explore and recognise the importance of mental and social health and its applications at individual and community level

CO4: Identify one's personal responsibility to reduce health risks associated with the leading causes of mortality and morbidity by recognising high-risk behaviours and their impact on current and future health.

CO5: To gain knowledge on health-related policies and interventions at the national and international level and Apply the current strategies to enhance health and wellbeing.

Unit-1
Teaching Hours:12
Introduction to Health and Wellbeing
 

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

Unit-1
Teaching Hours:12
Introduction to Health and Wellbeing
 

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

Unit-1
Teaching Hours:12
Introduction to Health and Wellbeing
 

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

Unit-2
Teaching Hours:12
Physical Health
 

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

Unit-2
Teaching Hours:12
Physical Health
 

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

Unit-2
Teaching Hours:12
Physical Health
 

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

Unit-3
Teaching Hours:12
Mental and Social Health
 

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

Unit-3
Teaching Hours:12
Mental and Social Health
 

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

Unit-3
Teaching Hours:12
Mental and Social Health
 

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

Unit-4
Teaching Hours:12
Health compromising behaviours and Illness
 

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

Unit-4
Teaching Hours:12
Health compromising behaviours and Illness
 

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

Unit-4
Teaching Hours:12
Health compromising behaviours and Illness
 

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

Unit-5
Teaching Hours:12
Policies, Programs and Current trends
 

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

Unit-5
Teaching Hours:12
Policies, Programs and Current trends
 

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

Unit-5
Teaching Hours:12
Policies, Programs and Current trends
 

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

Text Books And Reference Books:

Anspaugh, D.J., Hamrick, M.H., & Rosato, F.D. (2009). Wellness: Concepts and Applications, 7th ed., McGraw-Hill.

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

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

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

Essential Reading / Recommended Reading

Insel, P.M., & Roth, W.T. (2002). Core concepts in health (9th ed.). McGraw- Hill.

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

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

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

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

Evaluation Pattern

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

• CIA II – Mid Semester Examination- Total marks 25

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

• CIA I + II + III = 90 /100 = 45/50

• Attendance = 5 marks

• Total = 50

 

End Semester Examination : Total Marks=50

 

End Semester Pattern- 2 hrs- 50 Marks

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

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

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

PSY632Y - POSITIVE PSYCHOLOGY (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

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

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

• Grasp basic cognitive states and processes in positive psychology

Learning Outcome

CO1: Explain basic assumptions, principles and concepts of positive psychology

CO2: To understand Positive emotions, Well-being and Happiness

CO3: Learn the importance of self-control in managing their behaviors, develop skills in self- regulation, which involves monitoring and adjusting their behaviors, and understand the processes involved in setting effective personal goals.

CO4: Understanding resilience helps individuals develop better coping strategies to manage stress and adversity

CO5: Apply positive psychology to a variety of beneficial outcomes in personal development, mental health, relationships, work, and overall well-being.

Unit-1
Teaching Hours:12
Introduction
 

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

Unit-1
Teaching Hours:12
Introduction
 

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

Unit-1
Teaching Hours:12
Introduction
 

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

Unit-2
Teaching Hours:12
Positive emotions, Well-being and Happiness
 

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

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

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

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

Unit-2
Teaching Hours:12
Positive emotions, Well-being and Happiness
 

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

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

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

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

Unit-2
Teaching Hours:12
Positive emotions, Well-being and Happiness
 

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

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

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

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

Unit-3
Teaching Hours:12
Self control, Regulation and Personal goal setting
 

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

Unit-3
Teaching Hours:12
Self control, Regulation and Personal goal setting
 

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

Unit-3
Teaching Hours:12
Self control, Regulation and Personal goal setting
 

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

Unit-4
Teaching Hours:12
Positive Cognitive States and Processes
 

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

Unit-4
Teaching Hours:12
Positive Cognitive States and Processes
 

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

Unit-4
Teaching Hours:12
Positive Cognitive States and Processes
 

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

Unit-5
Teaching Hours:12
Applications of Positive Psychology
 

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

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

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

Unit-5
Teaching Hours:12
Applications of Positive Psychology
 

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

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

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

Unit-5
Teaching Hours:12
Applications of Positive Psychology
 

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

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

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

Text Books And Reference Books:

Baumgardner, S.R & Crothers, M.K.(2014). Positive Psychology. U.P: Dorling Kindersley Pvt Ltd.

Carr, A. (2004). Positive psychology, The science of happiness and human strengths.New York: Routledge.

Essential Reading / Recommended Reading

Singh, A.(2013).Behavioral science: Achieving behavioral excellence for success. New Delhi: Wiley India Pvt ltd.

Snyder, C.R. & Lopez, S.J. (2007). Handbook of positive psychology. (eds.). New York: Oxford University Press. 

 

 
Evaluation Pattern
  • CIA I Written Assignment /Individual Assignment

  • CIA II Mid Semester Examination- Total marks 25

  • CIA III Activity-based Assignment - Total marks 10

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

  • Attendance = 5 marks

  • Total =50

End Semester Examination : Total Marks=50

- Total Marks 10

End Semester Pattern- 2 hrs- 50 Marks


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

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

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

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

PSY641AY - MEDIA PSYCHOLOGY (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Course objectives: This course will help the learner

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

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

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

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

Learning Outcome

CO1: Identify the benefits of applying media psychology

CO2: Define media, media literacy and their psychological implications

CO3: Examine media contents and effects and socialization

CO4: Explain media applications in educational, entertainment, health services, commercial or public policy environments

CO5: Explain the implications of media psychology in cognitive, emotional, motivational and behavioural realms

Unit-1
Teaching Hours:12
Introduction to Media Psychology
 

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

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

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

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

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

Play

Unit-1
Teaching Hours:12
Introduction to Media Psychology
 

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

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

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

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

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

Play

Unit-1
Teaching Hours:12
Introduction to Media Psychology
 

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

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

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

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

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

Play

Unit-2
Teaching Hours:12
Psychological Process and Media
 

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

Unit-2
Teaching Hours:12
Psychological Process and Media
 

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

Unit-2
Teaching Hours:12
Psychological Process and Media
 

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

Unit-3
Teaching Hours:12
Developmental Psychological Issues with Respect to Media
 

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

Unit-3
Teaching Hours:12
Developmental Psychological Issues with Respect to Media
 

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

Unit-3
Teaching Hours:12
Developmental Psychological Issues with Respect to Media
 

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

Unit-4
Teaching Hours:12
Social Psychology of the Media
 

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

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

Media representation of disability Media representation of mental health Audience

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

Unit-4
Teaching Hours:12
Social Psychology of the Media
 

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

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

Media representation of disability Media representation of mental health Audience

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

Unit-4
Teaching Hours:12
Social Psychology of the Media
 

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

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

Media representation of disability Media representation of mental health Audience

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

Unit-5
Teaching Hours:12
Trends in Media Psychology
 

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

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

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

Psychology of film analysis

Unit-5
Teaching Hours:12
Trends in Media Psychology
 

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

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

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

Psychology of film analysis

Unit-5
Teaching Hours:12
Trends in Media Psychology
 

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

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

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

Psychology of film analysis

Text Books And Reference Books:

Rutledge, P. B. (2013). Arguing for Media Psychology as a Distinct Field. In K. Dill (Ed.), Oxford Handbook of Media Psychology, Oxford University Press.

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

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

Essential Reading / Recommended Reading

Chaffee, S. H., & Berger, C. R. (1987). What do communication scientists do? In C. R.

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

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

3(3), 265-299

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

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

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

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

Evaluation Pattern

Evaluation Pattern

CIA I 

CIA II

CIA III

ESE

Total

 

10

25

15

50

100

PSY641BY - CONSUMER BEHAVIOUR (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

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

 

 

Learning Outcome

CO1: To define the concepts related to consumer behaviour

CO2: To identify and explain factors which influence market segmentation

CO3: To relate internal dynamics such as personality, perception, learning, motivation and attitude to the choices consumers make

CO4: To relate external dynamics such as groups, and social media to consumer choices

CO5: To evaluate the consumer decision-making process.

Unit-1
Teaching Hours:12
UNIT 1 : INTRODUCTION TO CONSUMER BEHAVIOUR
 

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

Unit-1
Teaching Hours:12
UNIT 1 : INTRODUCTION TO CONSUMER BEHAVIOUR
 

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

Unit-1
Teaching Hours:12
UNIT 1 : INTRODUCTION TO CONSUMER BEHAVIOUR
 

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

Unit-2
Teaching Hours:12
UNIT 2 - Understanding consumers and market segments
 

Marketsegmentation,basesof market segmentation, product positioning and repositioning.

Unit-2
Teaching Hours:12
UNIT 2 - Understanding consumers and market segments
 

Marketsegmentation,basesof market segmentation, product positioning and repositioning.

Unit-2
Teaching Hours:12
UNIT 2 - Understanding consumers and market segments
 

Marketsegmentation,basesof market segmentation, product positioning and repositioning.

Unit-3
Teaching Hours:12
Unit-3 Determinants of consumer behaviour
 

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

Unit-3
Teaching Hours:12
Unit-3 Determinants of consumer behaviour
 

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

Unit-3
Teaching Hours:12
Unit-3 Determinants of consumer behaviour
 

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

Unit-4
Teaching Hours:12
Unit - 4 Attitudes and persuasive communication
 

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

consumer attitudes

Unit-4
Teaching Hours:12
Unit - 4 Attitudes and persuasive communication
 

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

consumer attitudes

Unit-4
Teaching Hours:12
Unit - 4 Attitudes and persuasive communication
 

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

consumer attitudes

Unit-5
Teaching Hours:12
Unit-5 : Consumer Decision processes
 

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

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

Unit-5
Teaching Hours:12
Unit-5 : Consumer Decision processes
 

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

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

Unit-5
Teaching Hours:12
Unit-5 : Consumer Decision processes
 

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

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

Text Books And Reference Books:
  • Schiffman, L. G., Kanuk,L.L.,S,R.K., & Wisenblit, J. (2010). Consumer behaviour.Pearson publications

 

 

Essential Reading / Recommended Reading
  • Loudon, D. L., &

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

McGraw-Hill.

 

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

 

·      CIAI–WrittenAssignment/Individual Assignment     -TotalMarks 10

·      CIAII – Totalmarks 25

·      CIAIII–Activity-basedAssignment-Totalmarks15

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

·      Total =50

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

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

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

              SectionC(Essayquestions).10MarksX2Qs=20Marks

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

PSY641CY - INTRODUCTION TO FORENSIC PSYCHOLOGY (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

• Understand the basics of forensic psychology

• Appreciate the role of forensic psychologists

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

Learning Outcome

CO1: Understand the basics of forensic psychology, crime and criminal behaviour through case analysis.

CO2: Understand crime and criminal behaviour

CO3: Appreciate the role of a forensic psychologist in crime scene analysis, offender along with ethical issues, licensing and forensic psychology as a

CO4: profiling, eye witness testimony using profiling techniques with presentation

CO5: Understand basic techniques used in forensic psychology that helps criminal investigation, comprehend the legal criteria for determining competency to stand trial and develop skills in evaluating a defendant's mental state and ability to participate in legal proceedings.

Unit-1
Teaching Hours:12
Introduction to Forensic Psychology
 

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

Unit-1
Teaching Hours:12
Introduction to Forensic Psychology
 

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

Unit-1
Teaching Hours:12
Introduction to Forensic Psychology
 

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

Unit-2
Teaching Hours:12
Understanding Crime & Criminal Behaviour
 

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

Unit-2
Teaching Hours:12
Understanding Crime & Criminal Behaviour
 

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

Unit-2
Teaching Hours:12
Understanding Crime & Criminal Behaviour
 

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

Unit-3
Teaching Hours:12
Forensic Psychology in Crime Investigation
 

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

Unit-3
Teaching Hours:12
Forensic Psychology in Crime Investigation
 

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

Unit-3
Teaching Hours:12
Forensic Psychology in Crime Investigation
 

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

Unit-4
Teaching Hours:12
Forensic Psychology as an Aid to Investigation
 

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

Unit-4
Teaching Hours:12
Forensic Psychology as an Aid to Investigation
 

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

Unit-4
Teaching Hours:12
Forensic Psychology as an Aid to Investigation
 

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

Unit-5
Teaching Hours:12
Forensic Psychology as a Profession
 

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

Unit-5
Teaching Hours:12
Forensic Psychology as a Profession
 

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

Unit-5
Teaching Hours:12
Forensic Psychology as a Profession
 

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

Text Books And Reference Books:

Bartol, C., &Bartol, A. (2008). Introduction to Forensic Psychology: Research and Application (Second ed.). SAGE.

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

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

Essential Reading / Recommended Reading

Fulero, S,& Wrightsman, L, (2014). Forensic Psychology. Wadsworth Publishers.

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

Evaluation Pattern

CIA (CONTINUOUS INTERNAL ASSESSMENT)

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

• CIA II –  Total marks 25

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

• Total = 50

End Semester Examination : Total Marks=50

End Semester Pattern- 2 hrs- 50 Marks

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

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

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

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

PSY641DY - COMMUNITY PSYCHOLOGY (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

course objective:

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

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

CO3: Design community based prevention or promotion strategies

Learning Outcome

CO1: At the completion of the course students will have clear understanding on the practice of community psychology in different field settings.

CO2: At the completion of the course students will demonstrate knowledge and skills related to community needs identification and working through the felt needs of the community.

CO3: At the completion of the course, students will Design community based prevention or promotion strategies

Unit-1
Teaching Hours:12
Introduction
 

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

Unit-1
Teaching Hours:12
Introduction
 

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

Unit-1
Teaching Hours:12
Introduction
 

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

Unit-2
Teaching Hours:12
Principles and Practices
 

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

Unit-2
Teaching Hours:12
Principles and Practices
 

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

Unit-2
Teaching Hours:12
Principles and Practices
 

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

Unit-3
Teaching Hours:12
Theories and Models
 

Ecological Perspective; Empowerment Theory; Social Development Model;Theory of Social Change; Social Action Model; Sense of Community Theory;Social Climate Theory; Community Engagement Model.

Unit-3
Teaching Hours:12
Theories and Models
 

Ecological Perspective; Empowerment Theory; Social Development Model;Theory of Social Change; Social Action Model; Sense of Community Theory;Social Climate Theory; Community Engagement Model.

Unit-3
Teaching Hours:12
Theories and Models
 

Ecological Perspective; Empowerment Theory; Social Development Model;Theory of Social Change; Social Action Model; Sense of Community Theory;Social Climate Theory; Community Engagement Model.

Unit-4
Teaching Hours:12
Application
 

Application of psychosocial practices in Schools; NGOs; Rural/Tribal areas;Working with vulnerable groups; Appreciating indigenous approaches in mental health promotion; Use of Technology in Community Psychology

Unit-4
Teaching Hours:12
Application
 

Application of psychosocial practices in Schools; NGOs; Rural/Tribal areas;Working with vulnerable groups; Appreciating indigenous approaches in mental health promotion; Use of Technology in Community Psychology

Unit-4
Teaching Hours:12
Application
 

Application of psychosocial practices in Schools; NGOs; Rural/Tribal areas;Working with vulnerable groups; Appreciating indigenous approaches in mental health promotion; Use of Technology in Community Psychology

Unit-5
Teaching Hours:12
Recent trends and status in India
 

Community Mental Health Model of NIMHANS; Community based health intervention models; Total Health Programme in Schools; KAVAL - Work with Children in Conflict with Law; Gatekeeper Training; TTK’s model for working with persons with substance use; Parenting Skill Training

Unit-5
Teaching Hours:12
Recent trends and status in India
 

Community Mental Health Model of NIMHANS; Community based health intervention models; Total Health Programme in Schools; KAVAL - Work with Children in Conflict with Law; Gatekeeper Training; TTK’s model for working with persons with substance use; Parenting Skill Training

Unit-5
Teaching Hours:12
Recent trends and status in India
 

Community Mental Health Model of NIMHANS; Community based health intervention models; Total Health Programme in Schools; KAVAL - Work with Children in Conflict with Law; Gatekeeper Training; TTK’s model for working with persons with substance use; Parenting Skill Training

Text Books And Reference Books:

Rappaport, J., & Seidman, E. (Eds.). (2000). Handbook of communitypsychology. Springer Science & Business Media.

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

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

Essential Reading / Recommended Reading

 

Essential Reading / Recommended Reading

Reich, S., Riemer, M., Prilleltensky, I., & Montero, M. (2007). Internationalcommunity psychology. New York: Springer Science+ Business Media, LLC.

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

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

Evaluation Pattern

CIA 1 & 3 will be individual assignments

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

Evaluation Pattern CIA (CONTINUOUS INTERNAL ASSESSMENT)

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

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

End Semester Examination: Total Marks=50

End Semester Pattern- 2 hrs- 50 Marks

  • Section A (Very short Answer). 2 Marks X 5Qs= 10 Marks
  • Section B (Short answers). 5 Marks X 2Qs= 10 Marks
  • Section C (Essay questions). 10 Marks X 2Qs= 20 Marks
  • Section D (Case study). 10 Marks x 1Q= 10 Marks

PSY651Y - PSYCHOLOGICAL RESEARCH METHODS-II (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

This course has been conceptualized in order to capstone experience for psychology undergraduates, in which students identify a research topic, conduct comprehensive literature reviews, and then develop a substantial written small empirical research project. The paper aims to help students collaborate and complete psychological research projects with their peers. The program is designed to enable students to complete a group research project under the supervision of a faculty. They are expected to conduct the research and submit the final research report. The Research report will be in the form of a professional journal article manuscript, though it is not required to submit it to a journal. Students are expected to do a presentation of the research findings as a poster or oral presentation at the undergraduate research conference.

 

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

Learning Outcome

CO1: Collect data as per ethical guidelines and organize the data using MS excel.

CO2: Use SPSS to analyze data, Interpret and understand what the results indicate.

CO3: Present their research findings as scientific poster format in a coherent and concise manner.

CO4: Write an APA-style research report; Submit a final edited copy of the research paper to the Department.

CO5: Write a journal-length original empirical research project manuscript, appropriate for submission to a professional journal in psychology or a related discipline.

Unit-1
Teaching Hours:15
Data Analysis and Interpretation
 

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

Unit-1
Teaching Hours:15
Report Writing and Dissemination of Research findings
 

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

Unit-1
Teaching Hours:15
Data Analysis and Interpretation
 

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

Unit-1
Teaching Hours:15
Report Writing and Dissemination of Research findings
 

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

Text Books And Reference Books:

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th Ed.).https://doi.org/1 0.1037/0000165-000

 

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

Essential Reading / Recommended Reading

Cohen, R. J., & Swerdlik, M. E. (2013). Psychological testing and assessment: an introduction to tests and measurement. Eighth edition. McGraw-Hill Education.

 

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

Evaluation Pattern

Continuous Internal Assessment (CIA) - 50 Marks

CIA 1 - 25 Marks

CIA 2 - 25 Marks

PSY681Y - INTERNSHIP (2022 Batch)

Total Teaching Hours for Semester:100
No of Lecture Hours/Week:0
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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

Course Objectives:

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

Learning Outcome

CO1: On completion of the internship, students will be able to appreciate and respect the ethical guidelines of organizations with which they work

CO2: On completion of the internship, students will be able to demonstrate skills to work in teams and develop an amicable relationship

CO3: On completion of the internship, students will be able to effectively conceptualize the concerns, demonstrate and apply psychological skills to evaluate the issues observed at the internship site.

Unit-1
Teaching Hours:0
Summer Internship
 

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

Unit-1
Teaching Hours:0
Summer Internship
 

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

Unit-1
Teaching Hours:0
Summer Internship
 

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

Text Books And Reference Books:

Sweitzer, H.F. & King, M. (2004). The successful internship: Transformation and empowerment in experiential learning (2nd ed). Brooks/Cole-Thompson.

Essential Reading / Recommended Reading

https://www.apa.org/ethics/code/

Evaluation Pattern

Weekly submission of the report + final report + viva = 50