AC7/6/13 Itemno.4.

SyllabusfortheMA Program:MA Course:Psychology SemesterIIIandIV (CreditBasedSemesterandGradingSystemwith TheeffectfromtheAcademicYear20132014)

A. AbouttheCreditScheme
1. 96CreditsfortheentireMAcourse(24Creditspersemester. 24creditsX4Semester=96) 2. 6CreditsperCourse(6X4Course=24Creditsateach Semester) 3. 60teachinghoursperpaperduringtheSemester. 4. 15teachinghoursperunitduringtheSemester. 5. Allpapershave4Units 6. Four(04)Teachinghoursperweekper6creditcourse

B.Course&SyllabusfortheMAinPsychology
TheStudentwillhavetostudyatleastatotalof16Courses(4CoursesineachSemester)in foursemestersoverthe2yearsMAdegreecourse. SyllabusforSemesterI CourseI:PAPSY101:PersonalityPsychology:6credits:CoreCourse CourseII:PAPSY102:CognitiveNeuropsychology:6Credits:CoreCourse CourseIII:PAPSY103:StatisticsforPsychology:6Credits:CoreCourse CourseIV:PAPSY104:ExperimentalpsychologyPractical:6Credits:CoreCourse SyllabusforSemesterII CourseV:PAPSY201:EvolutionaryPsychology:6Credits:CoreCourse CourseVI:PAPSY202:InterventionSystemsinPsychology:6Credits:CoreCourse CourseVII:PAPSY203:ResearchMethodologyforPsychology:6Credits:CoreCourse CourseVIII:PAPSY204:PsychologicalAssessmentPractical:6Credits:CoreCourse SyllabusforSemesterIII CourseI:CBT,REBT,andGrouptherapy.CoreCourse(6credits) CourseII:PsychologicalAssessment:ApplicationsandReportWritinginPracticeCore Course(6credits) CourseIII:ElectiveCourse(6credits)StudentshavetochoosecoursefromAtoHofSix credits. A. ClinicalPsychopathology B. ConstructingSocialPsychology:AnalysisThroughTheoreticalPerspectivesand Applications C. CounselingAcrosstheLifespanandAddressingSpecialGroups D. OrganizationalBehavior CourseIV:PracticumCourse(ElectiveCourse)6credits. StudentshavetochooseonecoursefromAtoDtotalingtoSixcredits. Ithasfouroptions.

A. PracticuminClinicalPsychology B. PracticuminCounselingPsychology C. PracticuminIndustrialPsychology D. PracticuminSocialPsychology Only25%studentscanbeadmittedfromtheMAstudentsmaximumstrengthsince limitednumberofstudentscanbeaccommodatedonthefieldwork. SyllabusforSemesterIV CourseI:Multiculturalism:theoryandpracticeCoreCourse(6credits) CourseII:Positivepsychology:Health,Wellbeing,andLegislationsinProfessional PsychologyCoreCourse(6credits) CourseIII:ElectiveCourse:(6credits)StudentshavetochoosecoursefromAtoMofSix credits. A. AdvancedAppliedPsychometrics B. AdvancedSkillsandProcessesofCounselingandPsychotherapy C. AdvancedSocialPsychology D. BehaviorTherapy E. CareerCounsellingandWorldofWork F. ChildAssessment G. ChildEmotionalandBehavioralProblemsandInterventions H. ForensicPsychology I. GroupandTeamEffectivenessinOrganizations

J. Healthpsychology K. HumanResourceManagement L. PersonnelPsychology M. SocialpsychologyandPraxis CourseIV:ElectiveCourse:(6credits)StudentshavetochoosecoursefromAtoPofSix credits. A. ChangeManagement B. ConsultationLiaisonPsychology C. ConsumerPsychology

D. DisasterManagement E. EnvironmentalPsychology F. FamilyandCouplesTherapy G. GenderandPsychology H. GroupProcesses I. OrganizationalDevelopment

J. PalliativeCareandCounseling K. PeacePsychology L. PersonalityDisorders:Theory,assessment,andInterventions M. RehabilitationPsychology N. SportsPsychology O. TrainingandDevelopment P. WorkplaceCounseling

C.SchemeofExamination(EachSemester)
Theperformanceofthelearnersshallbeevaluatedintotwoparts.Thelearners performanceshallbeassessedbyInternalAssessmentwith40%Marksinthefirstpartby conductingtheSemesterEndExaminationwith60%Marksinthesecondpart.

A.InternalAssessment(40marks)
A student has Two options in Internal Assessment of 40 marks. A student can take either 1. Classroom Evaluation (40 marks) OR 2. Research Project (40 Marks). This is applicable for theory course and not applicable to practical or practicum course (for practical courses, refertopointno.6) A student has to communicate in writing the preference for Classroom Evaluation OR Research Project immediately after the commencement of the semester in writing. If a student appears for first classroom test conducted as a part of classroom evaluation, then students preference will automatically be considered as Classroom Evaluation and earlier communicatedpreferenceswouldbeconsideredasnullandvoid. 1. AbsenteeforClassroomEvaluation/FailureinSubmission,Presentation

If a student does not appear for one or more of the continuous evaluation / internal assessmenttest/presentation/submission,etc.forthecoursesmentionedin1stinstruction, and then the student can take only one continuous evaluation / internal assessment test/ presentation/ submission after completion of all continuous evaluation / internal assessment for that course. This one test per theory course will be conducted on a single dayafterallinternalevaluationsareover. 2. CommonInstructionsforAllCoursesofSemesterIandSemesterIIinCaseofFailurein InternalEvaluation. Theseinstructionsareapplicabletoallstudentsoptingforeitherclassroomtestorresearch project. If a student fails in the Continuous Evaluation / Internal Assessment (that is a student is unable to secure 16 out of 40), then the student will be given an additional continuous evaluation / internal assessment assignment which s/he has to finish in stipulated duration, submit the report, make presentation, and appear for the vivavoce examination. The assignment will be decided by the course teacher. The marks are 20 for written report, 10 for presentation, and 10 for vivavoce examination. If the student fails to secure 16 out of 40 in this additional continuous evaluation / internal assessment assignment, then the student will be declared as failed in the continuous evaluation / internalassessmentofthatcourse. 3. CoursewisespecificationofClassroomEvaluationforfollowingCourses:

Pleaserefertoeachcoursesyllabusforthespecificationofinternalassessment 4. InstructionsforResearchProject ResearchProject(40marks) A student can carry out a data based research project as continuous evaluation / internal assessment. The project has to be carried out under the supervision of course teacher. Student hasto submit two term papers anda final research project. A viva examination will beconductedafterfinalresearchprojectsubmission.Outofthetermpapers,oneshouldbe onreviewofliteratureandsecondonresearchandmethodologicalissuesinthearea. Evaluation:TwoTermpapers:10markseach.ResearchProjectReport,Presentationand Viva:20marks

B.SemesterEndExamination(60Marks)
Writtenexamination:Paperpattern:Sevenquestionsfor15markseacharesetoutofwhich fourshouldbeattempted.Oneofthemcouldbeshortnotequestion.Anytwotopicscanbe combinedforthesequestions.

D.AttendanceRequirement
Thecandidatesarerequiredtoattendaminimumof75%ofthetotalnumberoflecturesin eachpaperinordertobeeligibletoappearfortheendofsemesterexamsatallsemesters.

E.Noteregardingdealingwithhumanparticipants:
Studentsshouldrefrainfromactswhichheorsheknows,orunderthecircumstanceshas reasontoknow,spoiltheacademicintegrityoftheacademicprogram.Violationsof academicintegrityinclude,andnotlimitedto:plagiarism;violationoftherightsandwelfare ofhumanparticipantsinresearchandpractice;cheating,knowinglyfurnishingfalse information;misconductasamemberofdepartmentorcollege,andharmtoselfand others.


PSYCHOLOGY SEMESTERIII:Course Corecourse:6credits

CBT,REBT,andGrouptherapy.
Objectives:

1. IntroducingstudentstoCBTandREBTskillsandtechniques. 2. Introducingstudentstogrouptherapyskillsandtechniques. 3. Familiarizingstudentstopossibleapplicationsofboth.

Unit1.CognitiveBehaviorTherapy:Processandapplications a. CognitiveConceptualization,thecognitivemodel,schemafocusedtherapy b. Identifyingautomaticthoughts,Corebeliefsandemotions c. ProcessofCBT:Assessment,Formulation,Therapeuticstages,Terminationandrelapse prevention d. CBTapplicationsforDisorders,DistressandDevelopment Unit2:RationalEmotiveBehaviorTherapy:Processandapplications a. Irrationalbeliefs,ActivatingeventsandConsequentemotions b. Didactictechniques,vividmethods,behavioralhomework. c. ProcessofREBT:Assessment,Formulation,Therapeuticstages,Terminationandrelapse prevention d. REBTapplicationsindistress,disordersanddevelopment Unit3:Groupintervention:Processesandapplications a. GroupLeadership:BasicTasks,workinghereandnow,Leaderasaperson,Leader skills,Diversitycompetence,coleader,leaderlessgroups. b. Ethicalandprofessionalissues c. Earlystages:Pregroup,Initial,Transition d. LaterStages:Workingandconsolidation,termination,postgroupculturalvariations Unit4:GroupinterventionModels a. Supportandprocessorientedgroups;selfhelpgroups,caregivergroups,largegroup dynamics. b. InterpersonalandClientcenteredapproach c. CognitivebehavioralGroupTherapy

d. Recordkeepinganddocumentation Evaluation InternalEvaluation:40marks TwoEssays :10markseach.Note:Theessayswillfocusonunitfour. TwoWrittentests :10markseach. Semesterendexamination:60marks Paperpattern.7questionstobesetof15markseachoutofwhich4aretobeattempted.Oneof thesecouldbeshortnotesquestionwhichcouldcombinemorethanoneunit. Booksforstudy Beck,J(2011)CognitiveBehaviorTherapy:BasicsandBeyond.2nded.NY:TheGuilfordPress. Corey,G.(2009).TheoryandPracticeofCounselingandPsychotherapy.Eighteditions.Thomson Brooks. Dryden,W.(1995)RationalEmotiveBehaviorTherapy:Areader.NY:Sage. Ellis,A.andDryden,W.(2007)ThePracticeofRationalEmotiveBehaviorTherapy. NY:Springer. Kleinberg,J(ed)(2012)TheWileyBlackwellhandbookofGrouppsychotherapy. NY:WileyBlackwell. Leahey,R(2003)Cognitivetherapytechniques:Apractitionersguide.NY:TheGuilfordPress.

Booksforreference Beck,A.T.,Rush,A.I.,Shaw,B.F.andEmery,G.(1979)CognitiveTherapyofDepression.NY:Guilford press. Ellis,A.(1994)ReasonandEmotioninpsychotherapy:revisedandupdated.NY:CitadelPress. Ellis,A.(1997)AGuidetoRationalLiving.UK:WiltshireBookCompany. Goldenberg,H.andGoldenberg,I(2008)Familytherapy,anoverview.7thedition. NY:ThomsonBrooks/Cole. GrahamP.andReynoldsS.(2013)CognitiveBehaviorTherapyforChildrenandFamilies.Thirdedition. London:Cambridge. Gurman,A.L.(2008)Clinicalhandbookofcoupletherapy,4thedition.NY:GuilfordPress. Walen,S.DiGiuseppe,RandDryden,W(1992)ApractitionersguidetoRationalEmotiveTherapy, 2ndedition.UK:OxfordUniversitypress. Wolberg,L.R.(2005).TheTechniqueofPsychotherapyPartIandII.NJ:JasonAronsonInc.(Group interventionandCognitivetherapy) Yalom,I.D.(2005)TheoryandPracticeofGroupPsychotherapy.NY:BasicBooks.

 PSYCHOLOGY SemesterIII:CourseII Corecourse:6credits

PsychologicalAssessment:ApplicationsandReportWritinginPractice
Objectives: 1. Familiarizingstudentswithvariousassessmentapproachesandtools 2. Trainingstudentstoselect,administer,scoreandinterpretvarioustypesofgeneral psychologytools. Unit1:IntroductiontoPsychologicalAssessment A. HistoryofPsychologicalAssessment B. MeaningofPsychologicalAssessment C. Typesoftests,scales,batteries. D. EthicalandProfessionalstandardsfortests. Unit2:Assessmentofabilityandaptitude A. Assessmentofintelligence:WISCIV,KamatBinet,WAIS B. AssessmentofAptitude:GATB C. AssessmentofAchievementtests D. AssessmentofInterests:StrongInterestInventory Unit3:AssessmentofPersonality a. b. c. d. e. a. b. c. d. Evaluation Measuresofpersonality:MBTI,AdjectiveCheckLists,16PF, PersonalityassessmentinWorkSetting:NEOPI3 Projectivetestsofpersonality:RoR,TAT AssessmentofSocialDesirabilityandotherissuesinpersonalityassessment Unit4:Assessmentinotherrelatedareas AssessmentofEmotions:BDIII,EmotionIntelligenceTest,STAXIII, AssessmentofHealth:GHQ,QualityofLife Competencybasedassessment,computerbasedtestingandassessment Reportwritingineachofthedifferentassessments,importanceofdocumentation.

InternalEvaluation:40marks Essayontopicsrandomlyassignedbycourseteacher:10marks Twowrittentests:10markseach(Oneofthesemaycompriseofsimulatedtestscore profilesforscoringandinterpretation) Classroompresentationbystudentsononeofthetestnotcoveredinthesyllabus:10marks

Semesterendexamination:60marks Paperpattern.7questionstobesetof15markseachoutofwhich4aretobeattempted.Oneof thesecouldbeshortnotesquestionwhichcouldcombinemorethanoneunit. Booksforstudy Bellack,A.S.andHersen,M.(Ed.s)(1998)BehavioralassessmentAPracticalHandbook.4thedition. MA:AllynandBacon. Coaley,K.(2009)AnintroductiontoPsychologicalAssessmentandPsychometrics.SagePublications. NewDelhi Goldstein,G.andHersen,M.(Ed.)(2000)HandbookofPsychologicalAssessment.3rd.ed.Oxford: Elsevierscience. Hersen,M.(2004)ComprehensiveHandbookofPsychologicalAssessmentVolIVIndustrialand OrganizationalassessmentNY:Wiley. Walsh,W.B.andBetz,N.E.(1985).TestsandMeasurement.PrenticeHall,Inc.NewJersey Manualsofvarioustestsandscalescovered. References FernandezBallestros,R.istedition(2003)EncylopediaofPsychologicalAssessment.VolIandII.Sage Publications.NewDelhi

PSYCHOLOGY SEMESTERIII:CourseIII Electivecourse:6Credits

Clinicalpsychopathology
Unit1.Anxietyandmoodspectrumdisorders a. b. c. d. Unit2Psychoticspectrumdisorders a. Schizophreniaanditsspectrum b. Delusional,briefandsharedpsychoticdisorders c. Schizoaffectivedisordersandrelatedmanifestations d. Otherpsychoticdisorders,culturalspecificmanifestations,organicoverlay Unit3DisordersofthebrainandPervasiveConditions a. Disordersrelatedtoaging b. Disordersrelatedtochronicmedicalconditions c. Disordersrelatedtosubstanceuse;Disordersrelatedtolesions,injuryandinfection d. ADHD,ADD,Pervasivedevelopmentaldisorders,Intellectualdeficits Unit4Personalitydisorders,LDandotherconditions a. Personalitydisorders b. LearningDisabilities c. ODD,ConductDisorders d. Vcodesandadjustmentdisorders Evaluation InternalEvaluation:40marks Threewrittentests:Oneof20marksandTwoof10markseach Panic,phobicdisorders,GeneralizedanxietydisorderandPTSD ObsessiveCompulsivedisorders,Somatizationanddissociativedisorders Depressivedisordersandbipolardisorders Sleep,eatingandsexualdisordersandtheircomorbidities

Lattertwomaycompriseofsimulatedcaseprofilesfordiscussion,followedbyviva.Therest wouldbeclassroomtestformat. Semesterendexamination:60marks

Paperpattern.7questionstobesetof15markseachoutofwhich4aretobeattempted.Oneof thesecouldbeshortnotesquestionwhichcouldcombinemorethanoneunit. Booksforstudy AdamsP.B.andSutker,H.E.(2001)ComprehensiveHandbookofPsychopathology.Thirdedition.NY: Springer. Hersen,MandBeidel,D(2012)Adultpsychopathologyanddiagnosis,6thedition.NY:Wiley. SadockB.J.andSadockV.A.(2007)KaplanandSadocksSynopsisofPsychiatry,10thedition.PA: Lipincott,WilliamsandWilkins. Booksforreference Millon,T.Blaney,P.andDavisR.D.(1999)Oxfordtextbookofpsychopathology.UK:Oxford UniversityPress. Millon,T.,Krueger,R.F.,Simonsen,E.(2011)ContemporaryDirectionsinPsychopathology.NY: GuilfordPress. Craighead,W.E.Miklowitz,D.J.andCraigheadL.W.(2008),Psychopathology:History,Diagnosisand EmpiricalFoundations.NY:JohnWileyandSons.

Maddux,J.E.andWinstead,B.A.(2007)Psychopathology:Foundationsforacontemporary understanding.NY:CRCpress.

Semester III: Course III Elective Course: Six Credits

Constructing Social Psychology: Theoretical Perspectives and Applications

Unit I Cognitive Level of Analysis
A. B. C. D. Attribution Theory of Motivation Cognitive Structure Theory Feelings as Information Model Social Cognitive Theory

Unit II Motivational/Affective Level of Analysis A. B. C. D. Dissonance Theory Self Determination Theory Social Comparison Theory Aggression Theory

Unit III Interpersonal Level of Analysis A. B. C. D. Need To Belong Theory Attachment Theory Shared Reality Model Interdependence Theory

Unit IV Group and Cultural Level of Analysis A. B. C. D. Justice Theory Minority Influence Theory Social Identity Theory Social Dominance Theory

Internal assessment: 40 marks. 1. 2. Two thought papers of 10 mark each (20marks). Two classroom presentations of 10 mark each (20marks).

Note:Classroom presentations should include the topics other than the topics covered in the above list given in syllabus. The topics should be selected from the following reference book: P. Van Lang, A. Kruglanski, & E.T. Higgins (Eds.) (2011). Handbook of Theories of Social Psychology. Thousand Oaks, CA: Sage. Semester end examination: 60 marks. Written examination: Paper pattern: Seven questions for 15 marks each are set out of which four should be attempted. One of them could be short note question. Any two topics can be combined for these questions.

PSYCHOLOGY SemesterIIICourseIV ElectiveCourse:sixcredits

Counselling across the lifespan and addressing special groups

Objectives: 1. To understand academic, emotional, behavioural difficulties of children and adolescents 2. To explore counselling needs in marriage, workplace and among elderly 3. To highlight counselling for people with addiction issues, attempted suicide, disabilities and trauma 4. To delineate the theories of career development and technological advances in counselling Unit 1: Children and Adolescents a) b) c) d) Scholastically backward, slow learners, under achievers. Exceptional children: children with Learning disability, ADHD, Talented/gifted Emotional and Behavioural issues. Socially disadvantaged

Unit 2: Counselling Adults& Elderly a) Premarital and Marital Counselling: Role Conflict, Sex and sexuality issues and Relationship Enrichment Skills. b) Workplace Counselling: Multicultural career counselling. c) Elderly: Pre-retirement and Retirement Counselling, Coping with loss of Spouse and age related health problems. d) Women in Career Unit 3: Counselling Special Groups a) Suicide prevention and management. b) Drug addicts and alcoholics c) Trauma and sexual abuse counselling

d) Physical, Psychological, Vocational and Social rehabilitation and counselling of Persons with Disabilities and Mental Retardation. Unit 4: Theories of Career Development and Use of Technology a) b) c) d) Overview of Career Development theories: Supers and Hollands Theory. Career Counselling: Elementary, Middle and High school. The usage of Information technology in career development interventions Ethical issues in Career counselling

Evaluation InternalEvaluation:40marks Essay:20marks WrittenTest:20marks

SemesterendExamination:60marks PaperPattern:7questionstobesetof15markseachoutofwhich4aretobeattempted.Oneof thesecouldbeshortnotesquestionwhichcouldcombinemorethanoneunit.

References
Bor, R., Jo Bbner-Landy, Gilli, S., Brace,C. (2002) Counselling in Schools. Sage Publications Ltd Clough, P; Pardeck, J., Yuen, F.(eds) (2005) Handbook of Emotional and Bheavioural difficulties, New Delhi, Sage Publications. Geldard, K and Geldard, D (2004) Counselling Adolesncents. Sage Publications, New Delhi Gurman, A.S (4th Edition) (2008). Clinical Handbook of Couple Therapy Gothard, B; Mignot, P; Offer; M and Ruff; M (2001).Career Guidance in Context Sage. King B.M. (1996) Human Sexuality Today, Second edition, Prentice Hall, New Jersey

Niles, S. & Harris-Bowlsbey, J. (2013). Career development interventions in the 21stcentury (4th ed.). Upper Saddle River, NJ: Pearson Education
OLeary, C.J (1999) Counselling Couples and Familiies . Sage Publications, New Delhi Ponte Otto, D.B. Casas, J.M; Suzuki, l.A. And Alexander, C.M. (eds) (2001) Handbook of Multicultural Counselling. Sage Publications, New Delhi Rivers, P.C (1994) Alcoholic and Human Behaviour: Theory Research and Practice. Prentice Hall, New Jersey Sherry, J. (2004) Counselling Children, Adolescents and Families. Sage Publications, New Delhi

Velleman, R. (2001) Counselling for Alcoholic Problems, Sage Publications, New Delhi. Wolfe, R. Dryden, W. and Star bridge, S. (eds) (2003) Handbook of Counselling Psychology, Sage Publications

Further Reading Carroll, M. (1996) Workplace Counselling A Systematic Approach to Employee Care. Sage Publications, New Delhi. Casey, J. A. (1995). Developmental issues for school counselors using technology. Elementary School Guidance &Counseling, 30, 26-35. Garland, D. S., (1983). Working with couples for marriage enrichment.SanFrancisco, CA: JosseyBass.

Halford, W.K., Markman, H.J., Stanley, S., Kline, G.H., (2002).Relationship enhancement. In Douglas H. Sprenkle (Ed.), Effectiveness research in marriage and family therapy (pp. 191222). Alexandria, VA: AmericanAssociation for Marriage and Family Therapy Nelson-Jones, R. (1996). Relating skills: A practical guide to effective personalrelationships. Trowbridge, Wiltshire, Great Britian: Redwood Books
Norton,K and Mcgauley, G (1998) Counselling Difficult clients, Sage Publications, New Delhi. Sen, A.K. (1982) Mental Retardation, Kripa Psychology Center, Bhelpur.

PSYCHOLOGY SemesterIII:CourseIII ElectiveCourse:6credits OrganizationalBehaviour(OB) Objective:

 1. Tounderstandtheconcepts,natureandprinciplesofOrganizationalBehavior 2. Tointroduceappliedbehavioralscienceprinciplesandpracticesintotheongoing organizationtowardsthegoalofimprovingorganizationaleffectiveness. 3. TodevelopanunderstandingofMotivation,LeadershipOrganizationalCultureandto becomeOrganizationalBehaviorPractitioner 1.Introduction:Concepts,NatureandPrinciplesofOrganizationalBehaviour A. OrganizationalBehavior:ScopeandProcesses;PositivePsychologyatWork B. ManagementFunctions,RolesandSkills;Effectivev/sSuccessfulManagerial Activities C. DisciplinesthatContributetoOBfield;ChallengesandOpportunitiesforOB D. FoundationsofIndividualBehavior 2.MotivationsinOrganization:ConceptstoApplications A. B. C. D. 3.Leadership:ApproachesandContemporaryIssues A. TraitTheories,BehaviorTheoriesofleadership;ContingencyTheories:FiedlerModeland SituationalLeadershipTheory;PathGoalTheory;leaderMemberExchange(LMX)Theory B. InspirationalApproachestoLeadership:CharismaticLeadership;TransformationalLeaders C. AuthenticLeadership:EthicandTrustarethefoundationofleadership D. ContemporaryLeadershipRoles:Mentoring,SelfLeadership,EAgeandOnlineLeadership 4.1 OrganizationalCulture EarlyTheoriesofMotivation ContemporaryTheoriesofMotivation MotivatingbyJobDesign:TheJobCharacteristicsModel EmployeeInvolvement;UsingRewardstoMotivateEmployees

 A. OrganizationalCulture:Meaning&Definition;RelatedConcepts(Organizational, Societal&WorkCultures&OrganizationalClimate) B. PerspectivesandTypologiesofOrganizationalCulture C. CreatingandSustainingCulture,HowEmployeesLearnCulture D. Positive(OCB)andNegativeDiscretionaryBehavior(e.g.Deviance,Theft,Aggressionetc); JusticeinOrganization BooksforStudy: Kreitner,RandKinicki,A(2008)OrganizationalBehavior,EightEdition,TataMcGraw HillPublishingCompanyLimited,NewDelhi,India Luthans,F(2011)OrganizationalBehavior:AnEvidencedbasedapproach.Twelfth Edition.NewYork Pareek,U(2009)UnderstandingOrganizationalBehavior.SecondEdition.Oxford UniversityPress,NewDelhi Robbins,S.P,Judge,T.A.,andVohra,N(2012)OrganizationalBehavior,14thEdition. PearsonPrenticeHall,NewDelhi.India Schultz,DandSchultz,S.E(2006)PsychologyandWorkToday.PearsonEducationInc. NinthEdition,NewJersey,USA.

 BooksforReference: Anderson,N,Ones,D.S,Sinangil,H.KandViswesvarana,C(Editors)(2005)Handbook OfIndustrialandOrganizationalPsychology.Vol1PersonnelPsychology.Sage Publications,NewDelhi. Anderson,N,Ones,D.S,Sinangil,H.KandViswesvarana,C(Editors)(2005)Handbook OfIndustrialandOrganizationalPsychology.Vol2OrganizationalPsychology,Sage Publications,NewDelhi. Ashkanasy,N.M;Wilderom,C.P.MandPeterson,M.FEditors(2000)Handbookof OrganizationalCultureandClimate.SagePublications,NewDelhi. Butler,MandRose,E(2011)IntroductiontoOrganisationalBehaviour.JaicoPublishing House,Mumbai. Clegg,S.,Korberger,MandPitsis,T(2012)ManagingandOrganizations:An IntroductiontoTheoryandPractice.SagePublications,NewDelhi. Cooper,C.L(2011)OrganizationalHealthandWellbeing.Vol1,2,3.SagePublications, NewDelhi Greenberg,JandBaron,R.A(2009)BehaviorinOrganizations.NinthEditions. PrenticeHallIndiaLearningPrivateLimited,NewDelhi.

Janasz,S.C.de.,Dowd,K.OandSchneider,B.Z(2012)InterpersonalSkillsin Organizations.3rdedition.TataMcGrawHilledition.NewDelhi Kreitner,R,Kinicki,AandBuelens,M(1999)OrganizationalBehaviour.McGrawHill PublishingCo.England McShane,S.L,Glinow,MAVandSharma,R.R(2011)OrganizationalBehavior.5th Edition,TataMcGrawHillEducationPrivateLimited,NewDelhi. Lamberton,L.HandMinor,L(2012)HumanRelations:StrategiesforSuccess.4th Edition.TataMcGrawHillEducationPvtLtd,NewDelhi. Landy,F.JandConte,J.M(2004)Workinthe21stCentury:AnIntroductionto IndustrialandOrganizationalPsychology,McGrawHill.NewYork.USA Lewis,Sarah(2011)PositivePsychologyatWork.WileyBlackwell,UnitedKingdom Luthans,F(2008)OrganizationalBehavior.EleventhEdition.McGrawHillInternational Edition,NewYork. Mamoria,C.BandRao,V.S.P(2012)PersonnelManagement.ThirtiethEdition. HimalayaPublishingHouse,NewDelhi. Nelson,D.LandCooper,C.L(2007)PositiveOrganizationalBehavior.SagePublications NewDelhi. Pauchant,T.C(2002)EthicsandSpiritualityatWork.QuorumBooksLondon

 Robbins,S.P.,Judge,T.A.,andSanghi,S(2009)OrganizationalBehavior,13th Edition,PearsonPrenticeHall,NewDelhi,India. Schermerhorn,J.RJr.,Hunt,J.G,Osborn,R.N(2001)Organizationalbehavior,Seventh Edition,JohnWileyandSons,IncNewYork. Shani,A.B.,Chandler,D,.Coget,H.FandLaw,J.B(2009)BehaviorinOrganizations. AnExperientialApproach.NinthEdition.McGrawHillIrwin,NewYork,USA. Sinha,J.B.P(2008)CultureandOrganizationalBehavior.SagePublications,NewDelhi, India. Evaluation: InternalEvaluation:40marks SemesterendExamination:60marks Writtenexamination:PaperPattern:Sevenquestionsfor15markseacharesetoutofwhichfour shouldbeattempted.Oneofthemcouldbeshortnotequestion.Anytwotopicscanbecombined forthesequestions. Essay:20marks TwoWrittentest:10markseach

 PSYCHOLOGY SEMESTERIII:CourseIV Electivecourse:6credits Note: Elective for Semester III: Course 4 is a Practicum paper: It has four Options. They are as follows: E1: Practicum in Clinical Psychology E2: Practicum in Counseling Psychology E3: Practicum in Industrial Psychology E4: Practicum in Social Psychology

Only 25% students can be admitted from the MA student strength since limited number of students can beaccommodated on the field work. PracticuminClinicalPsychology:ClinicalandNeuropsychologicalDiagnosticsand Management

Objectives: 1. Tofamiliarizestudentswithhandsonworkinthefieldofclinicalpsychology 2. Todevelopinstudentstheknowledgeandskillsrequiredtoworkwithpersonssufferingfrom psychiatricdisorders,severepsychologicaldistress,neuropsychologicaldisabilityandother relatedconditions. 3. Toacquaintstudentswithknowledgeandskillsrequiredforhistoryandmentalstatus examination,differentialdiagnosisandtherapyplanning. Thestudentwillbeplacedinvariousfieldworksettingsthroughthesemester. Unit1:Interviewinclinicalsettings a. Behavioralobservation b. Historytaking

c. Mentalstatusexamination d. Collectinginformationfromvariousinformationsources Unit2:Testadministrationinclinicalsettings a. Abilityassessment:ClinicalProfilingbasedonWechslerTests b. Personalityassessment:MMPI,MCMI,RorschachTAT c. Neuropsychologicalassessment:BGTandBGTII,NIMHANSbattery,Unitarymeasuresof neuropsychologicaldysfunctions. d. Scaleandquestionnaireadministration,choiceoftoolsHARS,HDRS,SCL90,BDI,CARS Unit3:Integrationoffindings a. b. c. d. Unit4:Helpingbehavior a. b. c. d. Explanationofconditionandpsychoeducation Planningintervention,processandtermination Reportgeneration,prognosis,suggestedmanagementplan DocumentationofAssessmentandManagement:ProcessandFinding Testprofilegenerationandintegration Integrationwithobservationandinterviewfindings Differentialdiagnosis:Combiningtests,MSE,andInterviewfindings. Communicationofdiagnosistopatientsandfamilymembers

Evaluation: Internalevaluation:40marks Underthesupervisionofcourseteacher,reportstobesubmittedoncasesseenduringthe semester:20marks Planningandrecordingofinterventionplanforatleast3casestudies:10marks Classroompresentationofatleastonecaseinacasepresentationformatalongwithtestprofiles andtherapyplan:10marks SemesterendPracticalexamination:60marks.

Vivavoceexamination:40marks TestInstructionandConductionbasedonsimulatedcasevignette:5marks Reportbasedonsimulatedcasesprovidedatthetimeofexamination:15marks Booksforstudy Hersen,M.(2004)ComprehensiveHandbookofPsychologicalAssessmentVolIIntellectualand neuropsychologicalassessment;VolumeIIPersonalityassessment;VolIIIBehavioralassessment.NY: Wiley. FlanaganJ.S.andFlanagan,R.S.(2012)Clinicalinterviewing.4thedition.NewJersey:JohnWileyand Co. Fontes,LisaAronson(2008)Interviewingclientsacrosscultures.Apractitionersguide.NY:The GuilfordPress. Lezak,M,Howieson,D.B.,Bigler,EandTrandl,D.(eds)(2012)Neuropsychologicalassessment.5th edition.London:OUP. Schoenberg,M.R.andScott,J.G.(eds)(2011)TheLittleBlackbookofneuropsychology.NY: Springer. Booksforreference Feinberg,T.E.andFarah,M.J.(2003)Behavioralneurologyandneuropsychology.2ndedition.NY: McGrawHill.

PSYCHOLOGY SemesterIIICourseIV ElectiveCourse:6Credits Note:ElectiveforSemesterIII:Course4isaPracticumpaper:Ithasfour Options.Theyareasfollows: E1:PracticuminClinicalPsychology E2:PracticuminCounselingPsychology E3:PracticuminIndustrialPsychology

E4:PracticuminSocialPsychology Only25%studentscanbeadmittedfromtheMAstudentstrengthsincelimitednumber ofstudentscanbeaccommodatedonthefieldwork. CounselingPsychologyPracticum: AssessmentandManagementofCounselingClients Objectives: 1. Tounderstandtheroleofinterview,observationandcasehistoryinassessment 2. Tolearntheassessmentofdevelopment,cognitiveabilities,aptitude,personality andinterest 3. Totrainstudentsinskillsforcounselingexceptionalpopulation 4. Todevelopskillsofcounseling UnitI:BehaviouralTechniquesofAssessmentandSkillDevelopmentExercise A. Interview,ObservationtechniquesandCaseHistory B. CaseAppropriateTestSelection;School/FunctionalBehaviouralAssessment C. RolePlay;TranscriptionandAnalysis,Casestudies/bookreviews/moviescreenings/ videoanalysis D. CasePresentationsandGroupdiscussions,FieldWork,FieldVisitsandOnline Communication UnitII:PsychologicalAssessmentinCounseling A. AssessmentofDevelopment:VinelandSocialMaturityScale,Dyslexiascreening Tests,ScreeningforAutism B. AssessmentofCognitiveAbilities&Aptitude:KamatBinettestofIntelligence, WechslerScalesofIntelligence(Adult/Children),SeguineFormBoard,Childand Adolescentcognitiveassessment,DifferentialAptitudeTest C. PersonalityandInterestsAssessment:CPQ/HSPQ/16PF,MBTI,NEOPI3,NEOFFI, HollandsSelfDirectedSearch D. ProjectiveTest:CAT/TAT,RosenzweigPictureFrustrationStudy(Children/Adult) UnitIIIDiverseAreasofCounsellingandCareerGuidance A. CounsellingExceptionalPeople:PersonswithLearningDisability,Slowlearners, PersonswithDisability,Talented,ADHD&AutismandIntellectualFunctions (MentalRetardationandBorderlinePersonality) B. CounselingAdolescents&Adults:InterpersonalrelationshipsandSexualityissues, Alcoholics C. CareerCounselingStrategiesacrossage:CareercounselingacrossAge:Middle, JuniorandHighschool D. Atcrossroad:Careerindecisiveness,CreatingCareeridentity Unit4:Helpingbehavior A. Explanationofconditionandpsychoeducation B. Intervention:Planning,processandtermination

C. Reportgeneration,followup D. DocumentationofAssessmentandManagement:ProcessandFinding Internalevaluation:40marks Underthesupervisionofcourseteacher,reportstobesubmittedoncasesseen duringthesemester:20marks Planningandrecordingofinterventionplanforatleast3casestudies:10marks Classroompresentationofatleastonecaseinacasepresentationformatalongwithtest profilesandtherapyplan:10marks SemesterendPracticalexamination:60marks. Vivavoceexamination:40marks TestInstructionandConductionbasedonsimulatedcasevignette:5marks Reportbasedonsimulatedcasesprovidedatthetimeofexamination:15marks References Australia,E(2005)Understandingautism.ElsevierAustralia Niles,S.&HarrisBowlsbey,J.(2009).Careerdevelopmentinterventionsinthe21stcentury (3rded.).UpperSaddleRiver,NJ:PearsonEducation. Bor,R.,JoBbnerLandy,Gilli,S.,Brace,C.(2002)CounsellinginSchools.SagePublicationsLtd Geldard,KandGeldard,D(2004)CounsellingAdolescents.SagePublications,NewDelhi. Wong,B.,Butler,D.L(2012)(4thedition)Learningaboutdisabilities.Academicpress MichellePLarimerNovaPublishers,2005AttentionDeficitHyperactivityDisorder(Adhd) ResearchDevelopments Selikowitz,M(1998)DyslexiaandOtherLearningDifficulties:TheFactsOxfordUniversity Press, ORegan,J.F(2005)AttentionDeficitHyperactivityDisorderContinuumInternational PublishingGroup
PSYCHOLOGY SemesterIII:CourseIV ElectiveCourse:6credits Note: Elective for Semester III: Course 4 is a Practicum paper: It has four Options. They are as follows: E1: Practicum in Clinical Psychology E2: Practicum in Counseling Psychology E3: Practicum in Industrial Psychology E4: Practicum in Social Psychology

Only 25% students can be admitted from the MA student strength since limited number of students can be accommodated on the field work.

 PracticuminIndustrialPsychology
Objective: 1. ToacquaintstudentswiththeapplicationsofPsychometrictoolsandinventoriesin organizations 2. Toacquaintthestudentswiththetoolsofbehaviouralandorganizationalinterventions 3. Todeveloptheskillstoanalyzebehaviouralissuesinorganizations 4. Togainfirsthandexperiencethroughorganizedvisittoorganizations Unit1:StructuredExperience:(AnyTwoInconsultationwiththeSupervisor) Studentsshouldplan,designandconducttheStructuredexercisesinanyofthefollowingareas underSupervisorsupervision:SelfAwareness,TeamBuilding,InterpersonalSkills,LeadershipSkills, Perception,DecisionmakingandProblemsolving,Creativity,PowerandPolitics,Communication Skills,Conflict,StressManagement,MotivationandGoalSetting,oranyrecentdevelopments. Unit2:HRDInstruments:(AnyFive:Administered,Scored,InterpretedandDiscussed) RoleEfficacy,RoleStress,CopingStyles,HRDClimate,TOBI,SPRIO,MAOB,EmotionalIntelligence, Enneagram,ConflictManagementStyles,OCTAPACE,Leadership,Trust,LifeandGoalPlanningor anyrecentdevelopments. Unit3:CaseStudyAnalysis(AnyTwo): Motivation,Selection,Training,PerformanceAppraisal,GroupDynamics,TeamBuilding,Best PracticesofOrganization,OrganizationCulture,OrganizationalBehaviour,ForceFieldAnalysis, ChangeManagement,oranyrecentdevelopments Unit4:FieldWork/Visit:(AnytwoFieldvisit) Studentswillgetfirsthandexperienceoftheorganization.Cantakeupanyprojectgivenbythe organizationandwriteareport.Astudentcanundertakespecificoroverallactivityofthe organizationsinconsultationwiththesupervisor.Thestudentcanchooseanytwoorganizationsand writeareport:EducationSector,GovernmentSector,HealthSector,BankingSector,Service Industry,NGO,oranyrecentdevelopments Assessment: InternalAssessment:40Marks ReportSubmissionforStructuredexperience:10Marks AssessmentReportforHRDInstruments:10Marks VivaforCaseStudyAnalysis:10Marks FileSubmissionforUnit4:10Marks

SemesterEndExamination:60Marks Viva:40Marks Exam:20Marks:PaperPattern:3questionstobesetof10markseachoutofwhich2areto beattempted.

BooksforReference Pareek,UandPurhoit,S(2010)TrainingInstrumentsinHRDandOD,ThirdEdition,TataMcGrawHill, NewDelhi. Pfeiffer,J.WandJones,J.E(1973tilldate)AHandbookofstructuredExperiencesforHuman RelationsTraining,UniversityAssociatesInc,SanDiego,California. Sayeed,O.BandPareek,U(2000)ActualizingManagerialRoles:StudiesinRoleEfficacy.Tata McGrawHillPublishingCompanyLimited.NewDellhi PSYCHOLOGY SemesterIIICourseIV PracticumCourse:sixcredits ElectiveCourse Note: Elective for Semester III: Course 4 is a Practicum paper: It has four Options. They are as follows: E1: Practicum in Clinical Psychology E2: Practicum in Counseling Psychology E3: Practicum in Industrial Psychology E4: Practicum in Social Psychology

Only 25% students can be admitted from the MA student strength since limited number of students can be accommodated on the field work. SocialPsychologyPracticum:AssessmentandInterventionsinAppliedSocialPsychology

Unit1:StructuredExperience(anytwo).Inconsultationwiththesupervisorshouldplan,designand conductstructuredexercisesinanyofthefollowingareas:selfawareness,teambuilding, interpersonalskills,leadershipskills,decisionmaking,problemsolving,creativity,communication, conflictmanagement,stressmanagement. Unit2:Toconductasurveyonsocialpsychologicalphenomenonandreporting. Unit3:Persuasivecampaignforattitudechangerelatedtosocialissues. Unit4:Fieldwork/FieldVisitonanytwoofthefollowingareas.Theareascanbesuitablly changed/addeddforthecurserequirement. 1. 2. 3. 4. 5. Orphan/Destitute Problemrelatedtowomen Drugaddiction,Alcoholism Disabilities Oldaged

InternalEvaluation:40marks StructuredExersie:10marks ReportonsurveyconductedonSocialpsychologicalphenomenon:10marks Fieldworkandfile:10mark PresentationandReportonPersuasivecampaign:10marks SemesterEndExamination:60marks Viva:40marks Attemptthreequestionsoutoffive:20marks

Reference: Pfeiffer,J.WandJones,J.E(1973tilldate)AHandbookofstructuredExperiencesforHuman RelationsTraining,UniversityAssociatesInc,SanDiego,California. PSYCHOLOGY SEMESTERIV:CourseII Corecourse:6credits

PositivePsychology

Objectives:1.Tointroduceconceptsofpositivepsychology 2.ToacquaintstudentswithPositivecognitive,emotionalstatesandprocessesand alsoprosocialbehaviorandwellbeing Unit1.IntroductiontoPositivePsychology a. b. c. d. Unit2.Positiveemotionalstatesandprocesses a. b. c. d. Pleasure,positiveaffect Happinessandwellbeing Emotionfocusedcoping,emotionalintelligence Livingwellacrosslifestages,culturalcontext PositivePsychology:Assumptions,GoalsandDefinitions WesternandEasternViewofPositivePsychology ClassificationsandMeasuresofHumanStrengthsandPositiveoutcomes DevelopingStrengthsandLivingwell

Unit3.Positivecognitivestatesandprocesses a. b. c. d. Selfefficacyandselfacceptance Wisdom,optimismandhope MindfulnessandFlow Optimalexperience,developingstrength

Unit4.Prosocialbehaviorandwellbeing a. b. c. d. Empathy,altruism,gratitude Forgiveness,Attachment,Love Positiveexperiencesinschoollife Researchandfutureinpositivepsychology,applicationsincommunitylife. Evaluation InternalEvaluation:40marks Essay:20marks TwoWrittenTest:10marks

SemesterendExamination:60marks Paper Pattern: 7 questions to be set of 15 marks each out of which 4 are to be attempted. One of thesecouldbeshortnotesquestionwhichcouldcombinemorethanoneunit. Booksforstudy Carr,A.(2004).PositivePsychologyascienceofhappinessandhumanstrengths.NY:BRPublishers Snyder,C.R.andLopez,S.J.(2007)PositivePsychologyIndia:Sage. References Seligman,M.E.P(1991).LearnedOptimism.NY:Knopf. Seligman,M.E.P&Csikszentmihalyi,(2000).PositivePsychology:AnIntroduction.American Psychologists.55,514. Seligman,Steen,Park,&Peterson,(2005).PositivePsychologyProgress:EmpiricalValidationof Interventions PSYCHOLOGY

SemesterIVCourseIII ElectiveCourse:SixCredits AdvancedAppliedPsychometrics Objectives 1. ToAcquaintstudentswithadvancedtopicsinpsychometrics 2. Totraintheminusingtheadvancedpsychometricmodelswithpsychometricdata. 3. Trainstudentsinwritingreportofthepsychometrictechniques

 Psychometrics:Concepts,ClassicalTestTheoryandPractice Psychometrics,Scaling,statisticalconcepts, Reliability:Conceptualbasisandempiricalestimation Validity:Conceptualbasisandempiricalestimation,factoranalysisandtest dimensionality Classicaltesttheory:assumptions,ramificationandpractice Threatstopsychometricquality:Testbias,responsebias.SpecialproblemsinCCT ModerntestTheoryandPractice ItemResponseTheory(IRT):basicconcepts,modelsandestimations;ItemandItem information; ModelsforNominalandgradedresponses NonparametricandBayesianapproach OtherIRTmodelsandapplicationstononstandardtestingconditions GeneralizabilityTheory Concepts,Generalizabilityandvariancecomponent GstudiesandDstudies ConductingandInterpretingGeneralizability:OneFacetdesign,twofacetdesign, otherdesigns. Applications PsychometricAssessmentinOccupationalSettings. PsychometricClinicalAssessment PsychometricsinEducationalSettings Developingpublicationqualityinstrumentandmanual Presentations/internalon Multidimensionalscaling Profileanalysis Descriminantanalysis Softwareapplications:Rinparticular Dominance(preference)scaling Categoricalmodeling, Binaryclassifications NongeometricandnonEuclidianmodel ConfirmatoryFactoranalysis Books: Borsboom,D.(2005).Measuringthemind:Conceptualissuesincontemporary psychometrics.Cambridge,UK:CambridgeUniversityPress.

C.R.Rao(Editor),SandipSinharay(Editor).HandbookofStatistics,Volume26: Psychometrics. JohnRustandSusanGolombok(2009)ModernPsychometrics:TheScienceof PsychologicalAssessment,ThirdEdition. JumNunnallyandIraBernstein.(1994).PsychometricTheory. Lord,F.M.,&Novick,M.R.(1968).Statisticaltheoriesofmentaltestscores.Reading ,MA:AddisonWesley. PB,JohnRust,SusanGolombok.(2008).ModernPsychometrics(3rdRevised edition).Taylor&FrancisLtd:UK R.MichaelFurrandVerneR.Bacharach(2013).Psychometrics:AnIntroduction InternalExamination Carryoutfivepsychometricanalysisonsimulateddatasetsandrepot:20marks Classroomtest:Onetest10marks. Classroompresentations:10marks. SemesterEndExamination Fourquestionsoutofseven15marseach.
PSYCHOLOGY SEMESTERIV:CourseI Corecourse:6credits MULTICULTURALISM:THEORY&PRACTICE OBJECTIVES: 1.Tounderstandissuesofidentity,stereotypinganddiscriminationinamulticulturalsociety 2.Toexploreissuesofdiversityandconflictinorganizations 3.TohighlighttheoryandnewadvanceinMulticulturalAssessment 4.Todelineatespecificmulticulturalcompetenciesandinterventions UNIT1:MULTICULTURALISM&SOCIETY A. Cultural Identity Development: Caste, Language, Regional, Social Class, Biological Sex, General Role Identity, Marital Status, Physical Disability, Age, Value and Religion, Gender relationsandSocialIssues

B. Poverty, environment, migration, economic factors, sociopolitical factors and technological changes affecting various cultural groups, Cultural Transition, Acculturation and Alienation Issues C. PrejudiceandDiscrimination:PluralityofDiverseCulturalGroups D. RightsbasedApproach:OrientationtoEqualOpportunity UNIT2:MULTICULTURALASSESSMENT A. AssessmentofPrejudiceanditsStressfulEffects B. AssessmentofMulticulturalCompetence(withinselfandclient) C. AssessmentofMulticulturalPersonalityandCulturalIdentityDevelopment D. WritingPsychologicalandEducationalreportsforCulturallyandlinguisticallyDiverseClients UNIT3:MULTICULTURALISM&WORKPLACE A. MulticulturalCareerCounsellinginEducation B. MulticulturalCareerCounsellingAtWork C. ManagingDiversityinOrganizations D. ManagingConflictinOrganizations UNIT4:MULTICULTURALCOUNSELLING A. B. C. D. Evaluation InternalEvaluation:40marks Essay:20marks WrittenTest:20marks SemesterendExamination:60marks Paper Pattern: 7 questions to be set of 15 marks each out of which 4 are to be attempted. One of thesecouldbeshortnotesquestionwhichcouldcombinemorethanoneunit. BOOKS: 1. American Psychological Association. (1993). Guidelines for providers of psychological services to ethnic, linguistic, and culturally diverse populations. American Psychologist, 48,4548. 2. Cordeiro, P.A., Reagan, T.G. & Martinez, L.P. (1994). Multiculturalism and TQE. California:SAGE 3. Corey,GeldardTheoryandPracticeofgroupCounseling,CA:ThomsonBrooks/Cole 4. NelsonJones R (2005). Basic Counselling Skills: A Helpers Manual, Stage Publications, NewDelhi. 5. Gamst, G.C., Liang, C.T.H., DerKarabetian, A. (2011). Handbook of Multicultural Measures,LaVerne:SAGE CounsellorsAwarenessofownCulturalvalues,KnowledgeandSkills CounsellorsAwarenessofClientsWorldview CulturallyappropriateInterventionStrategies BarriersinMulticulturalCounselling

6. Garrett McAulifee & Associates (2008) Culturally Alert Counselling A Comprehensive Introduction,SagePublications. 7. Martines, D. (2008). Multicultural School Psychology Competencies: A Practical Guide. NewDelhi:SAGE 8. Marsella, A. J., & Pedersen, P. (Eds.). (1981). Crosscultural counseling and psychotherapy.NewYork:Pergamon. 9. Palmer,S.(2002).MulticulturalCounselling.London:SAGE 10. Palmer,S.&Laungani,P.D.(1999).CounsellinginaMulticulturalSociety.London:SAGE 11. Paniagua, F. A. (1998). Assessing and treating culturally diverse clients: A practical guide (2nded.).ThousandOaks,CA:Sage. 12. Pederson, P. B. (Ed.). (1985). Handbook of crosscultural counseling and therapy. Westport,CT:GreenwoodPress. 13. Pedersen,P.(2000).Ahandbookfordevelopingmulticulturalawareness.Alexandria,VA: AmericanCounselingAssociation. 14. PopeDavis, D. B., & Coleman, H. L. K. (1997). Multicultural counseling competence: Assessment,educationandtraining,andsupervision.ThousandOaks,CA:Sage. 15. Rastogi,M.&Thomas,V.(2009).MulticulturalCoupleTherapy.Purdue:SAGE 16. Sue, Sue D.W. (2006) Multicultural Competencies: Individual and Organizational Development,SagePublication,NewDelhi.

PSYCHOLOGY

SemesterIVCourseIII ElectiveCourse:SixCredits

Advancedskillsandprocessesofcounselingandpsychotherapy(6)
Objectives: 1. Trainingstudentsinunderstandingandusingthebasicandadvancedskillsforcounseling andpsychotherapy 2. Trainingstudentsinunderstandingandusingtherapeuticprocessandrelatedaspectsfor counselingandpsychotherapy 3. Makestudentspracticetheseskillsandtechniques Methods: Thiscoursewillbetaughtbyusingmethodsliketeaching,roleplay,simulatedcases,group discussion,selfwork,videotapedsessionsofroleplay.Classroomactivities,homework activitiesandassignmentsareexpectedtobeused.Inaddition,individualpsychological supportforselfworktolearnermaybeprovidedifneeded. UnitI:SkillsforCounselingandPsychotherapy a. BasicSkills:Empathy,Genuineness,unconditionalpositiveregard,congruence, Listening,paraphrasing,reflecting,summarizing b. AdvancedSkills:interpretation,insight,transferenceinterpretation,exploring projections,identifyingfailureoftherapy,identifyingworkingwithburnout,self supervision,confrontation c. Characteristicsofeffectivecounselor/therapists d. Issuesfacedbeyoungtherapist:Dealingwithanxiety,beingoneself,selfdisclosure, avoidingperfectionism,honestywithlimitations,understandingsilence,demands fromclients;UnderstandingonceownselfandPsychotherapywithself UnitII:Therapeuticassessment,Contractingandinitiatingtherapy a. Therapeuticassessment,Historytaking,andFormulation,settinggoals. b. Contractinganditsimplications:Contractingfortherapyandsocialization, communicatingethicalandprofessionalrightsresponsibilities,violationsofcontract c. Skillsforopeningandclosingsessions d. Initialsession,crisisandsupport. UnitIII:ProcessofCounselingandPsychotherapy a. Initialphase:Psycheducation, Supportivepsychotherapy.Selectingtechniques

b. Icebreaking,exploration,Lossframework. c. DealingwithResistance:Techniquesandapplications d. Transferenceandcountertransference UnitIV:TerminationandFollowupandDocumentation a. Termination:Evaluatingandsharingprogress,Issuesinterminationandresolution b. Followup:Systemsandtechniques,sustainedchanges c. Documentation:Therapistsdocumentation,Communicationwithother professionalsandreferrals d. Legalimplications:LegalitieswiththerapyandLegalcommunication, documentation. InternalEvaluation: 1. TwoRoleplay(videorecorded)evaluationofbasicandadvancedskillsforsimulatedcase10 15mineach.10marks 2. TwoRoleplay(videorecorded)forcontractingandskillsforopeningandclosing:1015min each.10marks 3. Classtest:Therapeuticassessmentandformulationoftwosimulatedcases:10marks 4. Tworoleplayassessments(Videorecorded)forTheraputicskillsandprocess.10marks Books A. Archer,J.,&McCarthy,C.J.(2008).TheoriesofCounselingandPsychotherapy: Contemporary.Applications.UpperSaddleRiver,NewJersey:MerrillPrenticeHall B. Faiver,C.,Eisengart,S.,Colonna,S.(2003),Thecounselorinternshandbook.Brooks/Cole PublishingCompany,PacificGrove,California. C. Martin,D.G.(2011).CounselingandTherapySkills.NY D. Morrison,J.(2007)TheFirstInterview,ThirdEdition. E. Moursund,J.,andKenny,M.C.(2002).TheProcessofCounselingandTherapy(4thedition). UpperSaddleRiver,NewJersey:PrenticeHall. Booksforreferences. A. CoreyG.(2012).TheoryandPracticeofCounselingandPsychotherapy. B. DanielKeeran.(2009).EffectiveCounselingSkills:thepracticalwordingoftherapeutic statementsandprocesses. C. EdwardS.Neukrug(2010).CounselingTheoryandPractice. D. HutchinsonD.R.(2011).TheCounselingSkillsPracticeManual E. JohnSommersFlanaganandRitaSommersFlanagan(2012).CounselingandPsychotherapy TheoriesinContextandPractice:Skills,Strategies,andTechniques. F. WaynePerry.BasicCounselingTechniques::ABeginningTherapist'sToolKit(SecondEdition) G. Wolberg,L.R.(2005).TheTechniqueofPsychotherapyPartIandII.NJ:JasonAronsonInc. PSYCHOLOGY

Semester IV Course III

Elective course: 6 credits

Advanced Social Psychology

Unit 1. Social Cognition and Social Perception A. Social Cognition and Social Perception B. Social Categorization and the Perception of Social Groups C. Automaticity in Social Cognition Unit 2. Self Regulation and Social Relationships A. The self regulation of emotion B. Self regulation and interpersonal behaviour C. Social relationships and self regulation Unit 3. Interpersonal Attraction and Close relationships A. Interpersonal Attraction: review of theory and research, unifying principles B. Attraction and Rejection C. Close Relationships Unit 4. Conflict and Aggression in relationships A. The attachment perspective of interpersonal and intergroup conflict B. Intimate partner violence C. Motivations for terrorism Recommended Reading 1. Bodenhausen, G. V., & Morales, J. R. (2013). Social cognition and perception. In I. Weiner (Ed.), Handbook of psychology (2nd ed., Vol. 5, pp. 225-246). Hoboken, NJ: Wiley. 2. Bodenhausen, G. V., Kang, S. K. &Peery, D. (2012) The SAGE handbook of social cognition. London: Sage. 3. Bodenhausen, G. V., & Gawronski, B. (2013). Attitude change. In D. Reisberg (Ed.), The Oxford handbook of cognitive psychology (pp. 957-969). New York: Oxford University Press. 4. Bargh in S.T. Fiske & C.Neil Macrae (Eds.). The SAGE handbook of social cognition. London: Sage. 5. Eastwick, P. W. (in press). Cultural influences on attraction. In Jeffry A. Simpson & Lorne Campbell (Eds.), Handbook of Close Relationships. New York, NY: Oxford University Press. 6. Finkel, E.J. & Eastwick, P. E. (in press). Interpersonal Attraction: In Search of a Theoretical Rosetta Stone. In J. A. Simpson & J. F. Dovidio (Eds.) Handbook of personality and social psychology: Interpersonal relations and group processes. Washington. American Psychological Association

7. Finkel, E. J. & Eckhardt, C. I. (in press) Intimate partner violence. In J.A. Simpson & L. Campbell (Eds.). The Oxford handbook of close relationships. New York: Oxford University Press. 8. Fiske, S.T. & Macrae, C. N. (Eds.) (2012). The SAGE handbook of social cognition. London: Sage. 9. Gawronski, B., & Strack, F. (2012). Cognitive consistency as a basic principle of social information processing. In B. Gawronski & F. Strack (Eds.), Cognitive consistency: A fundamental principle in social cognition (pp. 1-16). New York, NY: Guilford Press. 10. Gawronski, B. & Houwer, J.D. (2013). Implicit measures H. T. Reis, & C. M. Judd (Eds.), Handbook of research methods in social and personality psychology (2nd edition). New York: Cambridge University Press. 11. Nier, J. (2012) Taking Sides: Clashing Views in Social Psychology McGrawHill/Dushkin, 4/e 12. Payne, B. K., & Gawronski, B. (2010). A history of implicit social cognition: Where is it coming from? Where is it now? Where is it going? In B. Gawronski, & B. K. Payne (Eds.), Handbook of implicit social cognition: Measurement, theory, and applications. New York, NY: Guilford Press. 13. Petty R.E. & Brinol, P. (2010) In Gawronski, B. & Payne, B. K. (Eds.) Handbook of implicit social cognition: Measurement, theory, and applications. New York, NY: Guilford Press. Books for Reading: 1. Aronson, E., Wilson, T. D. & Akert, R. M. (2012). Social Psychology 8/e. New York: Pearson 2. Baumeister. R. F. & Finkel, E. J. (Eds.) (2010).Advanced Social Psychology: State of the Science. New York:Oxford University Press. 3. Fiske, S.T. & Macrae, C. N. (Eds.) (2012). The SAGE handbook of social cognition. London: Sage. 4. Forgas, J. P., Kruglanski, A. W. & Williams, K. D. (Eds.) (2011) The Psychology of Social Conflict and Aggression London: Psychology Press of Taylor and Francis. 5. Simpson, J. A. & Campbell, L. (Eds) (2013) Oxford Handbook of Close Relationships (Oxford Library of Psychology) New York: Oxford University Press 6. Vohs, K. D. & Baumeister, R. F. (2011) Handbook of Self Regulation: Research, Theory and Applications (2nd ed.) New York: The Guilford Press. Books for Reference: 1. Sansone, C. & Morf, C.C. & Panter, A. T. (2004). The Sage Handbook of methods in social Psychology Sage Publications Inc. 2. Devine, P.J. &Plant, A. (2012) Eds. Advances in Experimental Social Psychology Volume 45, 2012 Academic Press 3. Deaux, K. & Snyder, M. (2012) (Eds.) The Oxford Handbook of Personality and Social Psychology New York: Oxford University Press

Topics for Essay: One of the topics is given for essay in internal assessment to each student by course teacher. However, new and emerging areas can also be given for essays in addition to these topics. (i) Use of qualitative data in social psychology (ii) Implicit Measures in Social Psychology (iii) Colour-in-context theory (iv) Attribution and adjustment to serious illness (v) The social self (vi) Interpersonal cognition and relationships (vii) Research on close relationships (viii) Causal attribution across cultures (ix) Current research on attitude change (x) Attitude Structure and Change: Implications for Implicit Measures (xi) Neural basis of attitudes (xii) Social Neuroscience (xiii) Cognitive Dissonance and the self (xiv) A social psychological perspective on mental health (xv) Internet and social behavior (xvi) Media Violence (xvii) Cyber bullying (xviii) Violence on the internet Evaluation: Internal evaluation: 40 marks Essay on one of the topic randomly assigned: 20 marks Two test of descriptive types: 10 marks each Semester end examination: 60 marks. Written examination: Paper pattern: Seven questions for 15 marks each are set out of whichfour should be attempted. One of them could be short note question. Any two topics can becombined for these questions.

PSYCHOLOGY

SemesterIV:CourseIII ElectiveCourse:6Credits BehaviorTherapy

Objectives: 1. TolearnthebasicprinciplesofBT,behaviouralassessmentandformulations 2. TolearntheBTtechniques 3. ToacquireskillsofapplyingBTtospecificproblems. Unit1.PrinciplesandAssumptionsofBehaviorTherapy

PrinciplesandAssumptions BehaviouralAssessment BehaviouralFormulationandStepsinBT Planningandcontractingandinitiating,OvertandCovertbehaviours; Unit2.Techniques,ProcessandApplications:I AccelerationBehaviorTherapy AversionandFlooding,ThoughtStopping Modeling,Shaping,fading,chaining,StimulusGeneralizationandDiscrimination CognitionandBehaviortherapy Unit3.Techniques,ProcessesandApplications:II RelaxationandSystematicDesensitization AssertivenessTraining ContingencyManagement,BehavioralParentTraining TokenEconomy Unit4.BehaviouralMedicine MentalDisorders:AnxietyandDepression SleepProblems,SexualDysfunctions PainandHeadache ReportandDocumentation Books AntonyM.M.andRoemer,L.(2011).BehaviorTherapy(Theoriesof Psychotherapy). ErwinE.(1978)BehaviorTherapy:Scientific,PhilosophicalandMoralFoundations. CUP Feldman,M.andChristensen,M.J.BehavioralMedicine:AGuideforClinical Practice,ThirdEdition GeoffreyL.Thorpe,SherylL.Olson(1997).BehaviorTherapy:Concepts,Procedures andApplications. Graziano,AM(2009).BehaviorTherapywithChildren. JohnC.Masters,J.C.etal(1990).BehaviorTherapy:TechniquesandEmpirical Findings.NewYork,AcademicPress Koerner,K.andLinehan,MM(2011).DoingDialecticalBehaviorTherapy:APractical Guide(GuidestoIndividualizedEvidenceBasedTreatment). Spiegler,M.D.andGuevremont,D.C.(2009).ContemporaryBehaviorTherapy. Wolpe,J.(1978).ThePracticeofBehaviorTherapy.

 Internal:40marks DoingBTformulationforatwosimulatedCase:10marks DetailedPlanningBTfortwosimulatedcases:10marks OneClassroomtest:10marks BookandorArticlereview:10marks Semesterendexamination:60marks. Writtenexamination:Paperpattern:Sevenquestionsfor15markseacharesetout ofwhichfourshouldbeattempted.Oneofthemcouldbeshortnotequestion.Any twotopicscanbecombinedforthesequestions.

PSYCHOLOGY SemesterIVCourseIII ElectiveCourse:sixcredits

Career Counselling and World of Work

Objective: 1. To understand role of theory in career development and assessment in counselling set ups.

2.

To know how career development relates to human development over the lifespan.

3. To appraise students for skills of interventions in career guidance and counselling.

Unit 1: Introduction to Career Development Interventions a) Definition of terms: career, career development, career development interventions, career counselling, career education. b) Career development programs: Important events in the history of career guidance and counselling, Future trends in career guidanceand counselling. c) Usage of internet in career development d) The ethical standards of the NCDA

Unit 2: Understanding and Applying Theories a) Supers life span: life span theory, life space theory, self-concepts, applying and evaluating supers theory. b) John Hollandss theory of types and person-environment interactions: the realistic types, the investigative type, the artistic type, the social type, the enterprising type,

the conventional type, congruence, differentiation, consistency, vocational identity, applying and evaluating Hollands theory. c) Lent, Brown and Hacketts social cognitive career theory: applying and evaluating SCCT. d) The cognitive information processing approach: applying and evaluating CIP approach.

Unit 3: Career Development Interventions a) Elementary schools: overview of career development interventions in the school, career development in the elementary schools, goals of career development interventions, career development interventions in the elementary schools, parental involvement. b) Middle and high schools: career development goals and career development interventions for middle/junior high schools; career development goals and interventions in high school. c) Higher education: the career needs of higher education students, the evolution of career development interventions in higher education, career development competencies in adulthood, self-knowledge, education and occupational exploration, career planning. d) Community service: setting for community based career counsellors for private practice, cyber counselling, mental health centers, substance abuse centers, rehabilitation settings. Unit 4: Technology, Strategies and Techniques in Career Guidance and Counselling a) Computer assisted career guidance systems: the internet as the deliverer of computer-assisted systems, Types of Computer assisted systems, Career Information and Planning systems b) Strategies: Expanding the limited view of career counselling, career counsling in the 21st century, designing career counselling strategies for the 21st century.

c) Framework for Career Counselling: The beginning or initial phase of career counselling, the middle or working phase of career counselling, the Ending or Termination phase of career counselling. d) Career Counselling Groups, Professional designations and related service provider.
Evaluation InternalEvaluation:40marks Essay:20marks WrittenTest:20marks

SemesterendExamination:60marks PaperPattern:7questionstobesetof15markseachoutofwhich4aretobeattempted.Oneof thesecouldbeshortnotesquestionwhichcouldcombinemorethanoneunit.

BooksforStudy

Capuzzi, D. andStaufer, M.D. (2006). Career counseling: Foundations, perspectives, and applications. Boston, MA:Pearson Educational, Inc. Herr, E.L., and Cramer, S.H. (2003).Carrer guidance and counselling through the life span: Systematic approaches (6thed.) Boston: Allynand Bacon. Fouad, N. (2007). Work and vocational psychology: Theory, research, and applications .Annu. Rev. Psychology Niles, S. and Harris-Bowlsbey, J. (2013). Career development interventions in the 21stcentury (4thed.). Upper Saddle River, NJ: Pearson Education. Niles, S. and Harris-Bowlsbey, J. (2009). Career development interventions in the 21stcentury (3rded.). Upper Saddle River, NJ: Pearson Education. O'Neil, J. M., Fishman, D. M., and Kinsella-Shaw, M. (1987). Dual-career couples' career transitions andnormative dilemmas: A preliminary assessment model. The Counseling Psychologist, 15, 50-96.58, 5.1 5.22.
FurtherReferences

Brown, D. (2003). Career information, career counseling, and career development (8th ed.).Boston: Allynand Bacon. Corey, G. (2010). Creating your professional path. Alexandria, VA: American CounselingAssociation.

Dugan, M. H. andJurgens, J.C. (2007). Career interventions and techniques: A complete guide for human serviceprofessionals. Boston, MA.: Pearson Education, Inc.. Figler, H., andBolles, R. (1999).The career counselors handbook. Berkley, CA: Ten SpeedPress Gysbers, N., Heppner, M., and Johnston, J. (2009). Career counseling: Contexts, processes, andtechniques (3rd ed.). Alexandria, VA: American Counseling Association Harr, G.L. (1995). Career guide: Road maps to meaning in the world of work. Pacific Grove,CA: Brooks/Cole. Kapes, J., Mastie, M., and Whitfield, E. (2002). A counselors guide to career assessment instruments (4th ed.). Alexandria, VA: NCDA Peterson, N. and Gonzlez, R. (2005). The role of work in peoples lives: Applied career counseling and vocational psychology (2nd ed.). Pacific Grove, CA: Brooks/Cole. Remley, T. andHerlihy, B. (2001).Ethical, legal and professional issues in counseling. Boston: Allynand Bacon
PSYCHOLOGY SEMESTERIV:CourseIII ElectiveCourse:6credits

Childassessment
Objectives: 3. Familiarizingstudentswithvariousassessmentapproachesandtoolstoassesschildren. 4. Trainingstudentstoselect,administer,scoreandinterpretvarioustypesofgeneral psychologytoolsusedinassessmentofchildren. Unit1:Assessmentofcognitioninchildren a. Availableteststoassessintellectualabilityofthechild,theirsimilaritiesand differences,ageandstandardscorebasedtests b. Wechslerscales:Historyanddevelopment c. Scoreinterpretation d. Scatteranalysisontestsusedwithchildren Unit2:Developmentalevaluation a. AvailablebatteriesandtoolsVSMS,VABS,FormBoard

b. Judgmentbasedondevelopmentalexpectations c. Assessmentinsensory,motor,expressiveandotherdomains d. Effectsofdevelopmentaldelay Unit3:Educationalassessment a. b. c. d. Unit4:Personalityassessmentofchildren a. ProjectiveproceduresandtestsCAT b. ActivitybasedassessmentsProjectivedrawing c. Playusedinpersonalityassessment d. Documentation Evaluation InternalEvaluation:40marks Twowrittentests:20markseach Oneofthesemaycompriseofsimulatedtestscoreprofilesforscoringandinterpretation. Semesterendexamination:60marks Paperpattern.7questionstobesetof15markseachoutofwhich4aretobeattempted.Oneof thesecouldbeshortnotesquestionwhichcouldcombinemorethanoneunit. Booksforstudy Roberts,M.C.andSteele,R.G.(2009)HandbookofPediatricPsychology,4thed.NY:theGuilford Press. Jacobson,J.W.,Mulick,J.A.,Rojaln,J.(2009)HandbookofIntellectualandDevelopmental disabilities.NY:Springer. Booksforreference Assessmentofthechildinmainstreamschooling Assessmentofabilities,strengthsandweaknesses AssessmentofLearningdisabilities;reading,writing,calculation Assessmentofcreativity,emotionalstability,andotheradjunctiveareas.

HobartC.,FrankelJ.andWalker,M.(2004)Apracticalguidetochildobservationandassessment,4th edition.UK:NelsonThornes. Sattler,J.(2008)Assessmentofchildren:Cognitivefoundations.5thedition.CA:LaMesa. PSYCHOLOGY SEMESTERIV:CourseIII Electivecourse:6credits

Forensicpsychology
Objectives:1.TofamiliarizestudentswiththeemergingimportanceofForensicpsychology. 2.TobuildawarenessregardingtheroleofthepsychologistinForensicevaluations. Unit1:Basesofcriminalbehavior a. b. c. d. Unit2:Forensicassessment Biologicalandpsychologicalbasisofcriminalbehavior TheoreticalmodelsinForensicpsychology Placeofpsychologyinforensicscience Ethicalprinciplesandprofessionalcompetencies

a. b. c. d.

Empiricalprofilingofpsychopathy DetectionofMalingeringandDeception UseofBrainElectricalOscillationSignature(BEOS) Psychologyandlaw:custodyissues,testimony,documentation

Unit3:Civilforensicprocedures a. b. c. d. Unit4:CriminalForensicprocedures a. b. c. d. Evaluation InternalEvaluation:40marks Semesterendexamination:60marks Paperpattern.5questionstobesetof10markseachoutofwhich3aretobeattempted. Booksforstudy Bull,R.(ed)2011)FourvolumesetForensicPsychology.LA:Sagepublications Scott,Adrian(2010)Forensicpsychology.NY:PalgraveMacMillan. Booksforreference Donohue,W.T.andLevensky,T.R.(2004)HandbookofForensicPsychology.NY:Elsevier. Twowrittentests:20markseach. Forensicevaluationofdelinquencyandcriminalresponsibility Childsexualabuseevaluations Violenceriskassessment Competencetostandtrial Eyewitnessmemory Juryselection Childcustody Evaluationofchildtrauma

 Goldstein,A.M.Volumeed.Weiner,I.B.Seriesed.(2003)HandbookofPsychology:Volume11 Forensicpsychology.NJ:J.WileyandSons. Heilbrun,K,Marczyk,G.R.andDeMatteoD.(2002)ForensicMentalHealthAssessment:A Casebook.UK:OUP. McCaffrey,R.J.,Williams,A.D.,Fisher,J.M.,Laing,L.C.(1997)Thepracticeofforensic neuropsychology.NY:Plenumpress Weiner,I.B.andHess,A.K.Ed.(2006)HandbookofForensicPsychology.NJ:J.WileyandSons. PSYCHOLOGY SEMESTERIV:CourseIII Electivecourse:6credits

Healthpsychology
Objectives:1.TounderlinetheroleofHealthpsychologyinthe21stcentury. 2.Tobuildawarenessaboutimportanceandapplicationsofhealthpsychologyand thepursuitofwellbeing. Unit1.Stressandhealth a. b. c. d. Unit2:CoreconceptsinHealthPsychology Occupationalstress Dailyhasslesandtheirimpact Lifestyleissues,nutrition,substanceuse Positivepsychologyapproaches,wellbeing

a. Psychoneuroimmunology b. Psychosocialsupport c.Personalityfactorsinillnessandhealth d.Healthandillnessperceptions Unit3:Psychologyinhealthcaresettings a. b. c. d. GAS,cognitiveappraisalanddiathesisstressmodel Behaviorchangeandwellness Primaryprevention Traininghealthcareexpertsincommunicationskills

Unit4:Communityandsocialfactorsimpactinghealthandwellbeing a. b. c. d. Evaluation InternalEvaluation:40marks Semesterendexamination:60marks Paperpattern.7questionstobesetof15markseachoutofwhich4aretobeattempted. Booksforstudy Aldwin,C.M.,Park,C.L.andSpiro,A.(2007)HandbookofHealthPsychologyandAging.NY:Guilford Press. Onewrittentest:20marks. Oneessay:20marks Communityhealth Healthandsocialrelationships Dispositionaloptimismandhealth Lifestyles,socialchangeandimpactonhealth

Friedman,H.S(2011)OxfordHandbookofHealthPsychology.Oxford:OUP. Snooks,M.(2009)healthpsychology.London:JonesandBartlett. Weinman,J.,Johnston,M.andMolloy,G.(2007)HealthPsychology,VolIV,London:Sage. Strauss,R.O.(2012)HealthPsychologyABiopsychosocialApproach,3rd.ed. UK:WorthPublications. Sutton,S.,Baum,A.andJohnston,M.(2004)TheSageHandbookofHealthPsychology.LA:Sage. Booksforreference Bornstein,M.H.,Davidson,L.Keyes,C.L.andKristin,A.M.(2003)WellbeingPositivedevelopment acrossthelifecourse.NJ:LawrenceErlbaumAssoc.Inc. Lehrer,P.,Woolfolk,R.L.andSime,W.(2007)PrinciplesandpracticeofStressManagement.NY:The GuilfordPress. PSYCHOLOGY SemesterIVCourseIII ElectiveCourse:6credits

HumanResourceManagement
Objective: 1. ToacquaintthestudentswiththeConceptofstrategicHumanresourceManagement 2. TolearntheVariousHumanResourceSystemsandProgrammeinanorganization 3. ToacquaintthestudentswithKnowledgeofCareerplanningandDevelopment, OccupationalSafety,HealthandWellbeingandUnionManagementRelationship

1.StrategicHumanResourceManagement a) StrategicManagementProcess:StepsinStrategicManagementandTypesof Strategies b) HRMsroleinCreatingCompetitiveAdvantage c) StrategicHumanResourceChallenges d) HRMsStrategicRoles:ExecutionandFormulationRole 2.CareerPlanning,DevelopmentandManagement a. b. c. d. 3.OccupationalSafety,HealthandWellbeing a.PurposeandImportanceofOccupationalSafetyandHealth b.HazardstoOccupationalSafetyandHealth c.CausesofOccupationalAccidents,AccidentIncidentRates,AccidentCostand AccidentPrevention d.WorkplaceHealthHazards:ProblemsandRemedies;EmployeeAssistance Programme(EAP);HealthPromotionandWellnessProgrammes 4.UnionManagementRelations a.UnionManagementRelations b.RoleofTradeUnion c.CollectiveBargaining,SettlementofDisputes,JointConsultationandGrievance HandlingProcedures d.LabourLegislation Career,CareerPlanning,CareerDevelopmentandCareerManagement CareerAnchors CareerStagesandCareerConcerns CareerDevelopmentCycle

 References: Anderson,N,Ones,D.S.,Sinangil,H.KandViswesvaran,C(Editors)(2005)Handbook OfIndustrialandOrganizationalPsychology,Vol1PersonnelPsychology.Sage Publications,NewDelhi Armstrong,M(2005)AHandbookofHumanResourceManagementPractice 9thedition.KoganPageIndia,NewDelhi Aswathappa,K(2010)HumanResourceManagement.TextandCases.EightEditionTataMcGraw HillEducationPrivateLimited,NewDelhi. Blanchard,P.NandThacker,J.W(2007)EffectiveTraining:Systems,Strategies,andPractices,Second Edition,PearsonEducation,Inc,ThirdImpression,NewDelhi. Bohlander,GandSnell,S(2004)ManagingHumanResources.ThomsonAsia PrivateLimited,India. Bratton,JandGoldJ(2009)HumanResourceManagementTheoryandPractice4th Edition,PalgraveMacmillan,NewYork. Cascio,W.FandAguinis,H(2005)AppliedPsychologyinHumanResource Management.SixthEdition.PrenticeHallInc,NewJersey,USA Deb,T(2006)StrategicApproachToHumanResourceManagement:Concepts,

Tools,&Application,AtlanticPublishers,NewDelhi Dessler,G(2011)AFrameworkforHumanResourceManagement.SixthEdition. PearsonEducationInc.NewDelhi. Dessler,GandVarkkey,B(2011)HumanResourceManagement.TwelfthEdition. PearsonEducationInc.NewDelhi GomezMejia,L.R,Balkin,D.BandCardy,R.L(2010)ManagingHuman Resources,SixthEdition,PHILearning,NewDelhi Greer,C.R(2009)StrategicHumanResourcemanagement.SecondEditionPearson Education,NewDelhi Goldstein,I.LandFord,J.K(2002)TraininginOrganization.FourthEdition.Thomson Wadsworth,USA Ivancevich,J.M(2004)HumanResourceManagement.NinthEdition.TataMcGrawHill Edition.NewDelhi. Kandula,S.R(2004)HumanResourceManagementinPractice.SecondPrinting. PrenticeHallofIndia,NewDelhi Landy,F.J.,andConte,J.M(2004)Workinthe21stCentury.InternationalEdition, McGrawHill,NewYork,USA Luthans,F(2008)OrganizationalBehavior.EleventhEdition.McGrawHillInternational

Edition,NewYork,USA. Mamoria,C.BandGankar,S.V(2001)PersonnelManagement.21stRevisedEdition. HimalayaPublishingHouse,Mumbai Pareek,UandRao,TV(2003)DesigningandManagingHumanResourceSystem.Third Edition.Oxford&IBHPublishingCo.Pvt.Ltd,NewDelhi Pattanayak,B(2009)HumanResourceManagement.ThirdEdition.PHILearning PrivateLimited.NewDelhi Rothwell,W(Editor)(2012)TheEncyclopediaofHumanResourceManagement. Vol1,2,3.JohnWileyandSonsInc,SanFrancisco,California. Sharma,AandKhandekar,A(2006)StrategicHumanResourceManagement.AnIndian Perspective.ResponseBooks.ADivisionofSagePublications,NewDelhi. SubbaRao,P(2009)PersonnelandHumanResourceManagement.Text&Cases. HimalayaPublishingHouse,Mumbai Evaluation: InternalEvaluation:40marks Essayononeofthetopicrandomlyassigned:20marks Twotestofdescriptivetypes:10markseach

 SemesterendExamination:60marks Writtenexamination:PaperPattern:Sevenquestionsfor15markseacharesetoutofwhichfour shouldbeattempted.Oneofthemcouldbeshortnotequestion.Anytwotopicscanbecombined forthesequestions. PSYCHOLOGY SemesterIV:CourseIII ElectiveCourse:6credits PersonnelPsychology

Objective: 1. ToacquaintthestudentswithConceptandFunctionsofPersonnel/HumanResource Psychology 2. ToapplytheseHumanResourcePrinciplesandSystemsintheorganizationtoachievethe higherproductivity 3. TobecomeaPersonnelandHRDpractioner Unit1.IntroductiontoHumanResourceManagement a) b) c) d) ConceptandFunctionofPersonnel/HumanResourcePsychology HumanResourceManagementforOrganizationalExcellence HumanResourceManagement:TheChallengesinIndianandGlobalScenario ConceptofEqualOpportunityandDiversity

Unit2.JobAnalysis a) b) c) d) Unit3.RecruitmentandSelection a) b) c) d) Unit4.PerformanceManagementSystem a) b) c) d) Purpose,importanceandUsesofPerformanceAppraisal 360DegreeFeedbackandPerformanceManagementsystem MethodsofPerformanceAppraisal;IssuesandBiasesrelatedtoPerformanceAppraisal PerformanceAppraisalInterview,FeedbackandPerformanceCounseling PurposeandImportanceofRecruitmentandSelection RecruitmentProcess:SourcesofRecruitment:External&Internal StagesinSelectionProcess;SelectionMethods AssessmentCentermethodologyinmanagerialselectionandtalentidentification. Purpose,ImportanceandUsesofJobAnalysis VariousMethodsofJobAnalysis JobandRoleAnalysisrelationshipwithotherHumanResourcePractices JobDesignApproachesandJobEnrichment

BookofReading: Armstrong,M(2005)AHandbookofHumanResourceManagementPractice. 9thedition,KoganPageIndia.NewDelhi. Dessler,G(2011)AFrameworkforHumanResourceManagement.SixthEdition. PearsonEducationInc.NewDelhi. Dessler,GandVarkkey,B(2011)HumanResourceManagement.TwelfthEdition. PearsonEducationInc.NewDelhi

 GomezMejia,L.R,Balkin,D.BandCardy,R.L(2010)ManagingHuman Resources,SixthEdition,PHILearning,NewDelhi References: Anderson,N,Ones,D.S,Sinangil,H.KandViswesvaran,C(Edited)(2005)Handbookof IndustrialandOrganizationalPsychologyVol1PersonnelPsychology.Sage Publications,NewDelhi. Armstrong,M(2005)AHandbookofHumanResourceManagementPractice. 9thedition,KoganPageIndia.NewDelhi. Aswathappa,K(2010)HumanResourceManagement.TextandCases.EightEditionTataMcGraw HillEducationPrivateLimited,NewDelhi Bratton,JandGoldJ(2009)HumanResourceManagementTheoryandPractice.4thedition.Palgrave Macmillian,NewYork. Bohlander,GandSnell,S(2004)ManagingHumanResources.ThomsonAsia PrivateLimited,India Cardy,R.L(2004)PerformanceManagement:Concepts,SkillsandExercises. PrenticeHallofIndiaPrivateLimited,NewDelhi. Cascio,W.FandAguinis,H(2005)AppliedPsychologyinHumanResource Management.SixthEdition.PrenticeHallInc,NewJersey,USA

Daft,R.L(2002)OrganizationTheoryandDesign.SeventhEdition.ThomsonAsia PrivateLimited,NewDelhi. Davidson,J.MandFielden,S.L(2003)IndividualDiversityandPsychologyin Organizations.EditedbyDavidson,M.JandFielden,S.LJohnWileyandSonsLtd, England. Deb,T(2006)StrategicApproachToHumanResourceManagement:Concepts, Tools,&Application,AtlanticPublishers,NewDelhi Dessler,G(2011)AFrameworkforHumanResourceManagement.SixthEdition. PearsonEducationInc.NewDelhi. Dessler,GandVarkkey,B(2011)HumanResourceManagement.TwelfthEdition. PearsonEducationInc.NewDelhi Greer,C.R(2009)StrategicHumanResourcemanagement.SecondEditionPearson Education,NewDelhi GomezMejia,L.R,Balkin,D.BandCardy,R.L(2010)ManagingHuman Resources,SixthEdition,PHILearning,NewDelhi Ivancevich,J.M(2004)HumanResourceManagement.NinthEdition.TataMcGrawHill PublishingCompanyLimited.NewDelhi Kandula,S.R(2004)HumanResourceManagementinPractice.SecondPrinting. PrenticeHallofIndia,NewDelhi

 Kavanagh,M.JandThite,M(2009)HumanResourceInformationSystemsBasic: ApplicationsandFutureDirections,SagePublications,NewDelhi. Landy,F.J.,andConte,J.M(2004)Workinthe21stCentury.InternationalEdition, McGrawHill,NewYork,USA Luthans,F(2008)OrganizationalBehavior.EleventhEdition.McGrawHillInternational Edition,NewYork,USA. Mamoria,C.BandGankar,S.V(2001)PersonnelManagement.21stRevisedEdition. HimalayaPublishingHouse,Mumbai Mamoria,C.BandRao,V.S.P(2012)PersonnelManagement.ThirtiethEdition. HimalayaPublishingHouse,NewDelhi Pareek,UandRao,TV(2003)DesigningandManagingHumanResourceSystem.Third Edition.Oxford&IBHPublishingCo.Pvt.Ltd,NewDelhi Pattanayak,B(2009)HumanResourceManagement.ThirdEdition.PHILearning PrivateLimited.NewDelhi Rao,T.V(1999)HRAudit.ResponseBooks.NewDelhi. Rao,T.VandRao,R(2003)360DegreeFeedbackandPerformanceManagement System.Vol1&2,TVRaoLearningSystemsPrivateLimited.ExcelBooks, NewDelhi

 Rothwell,W(Editor)(2012)TheEncyclopediaofHumanResourceManagement. Vol1,2,3.JohnWileyandSonsInc,SanFrancisco,California Sadri,S.,Dastoor,S.DandJayshree,S(2001)TheTheoryandPracticeofManagerial Ethics.JaicoPublishingCo.Mumbai. Sharma,AandKhandekar,A(2006)StrategicHumanresourceManagement.AnIndian Perspective.ResponseBooks.ADivisionofSagePublications,NewDelhi. SubbaRao,P(2009)PersonnelandHumanResourceManagement.Text&Cases. HimalayaPublishingHouse,Mumbai Evaluation: InternalEvaluation:40marks SemesterendExamination:60marks Writtenexamination:PaperPattern:Sevenquestionsfor15markseacharesetoutofwhichfour shouldbeattempted.Oneofthemcouldbeshortnotequestion.Anytwotopicscanbecombined forthesequestions. PSYCHOLOGYPSYCHOLOGY SEMESTERIV:CourseIV Essay:20marks TwoWrittenTest:10markseach

Electivecourse:6credits

Consultationliaisonpsychology
Objectives:1.Tohelpstudentsfamiliarizethemselveswithnewemergingoverlapareas ofotherdisciplineswithpsychology Unit1:Psychologyinterfaceswithotherdisciplines a. PsychologyandLaw,PsychologyandEducation b. PsychologyandEconomics c. PsychologyandMedical/Lifesciences d. PsychologyandMediaandAdvertising Unit2:PotentialApplicationsofinterface a. b. c. d. Unit3:SpecialgroupsforConsultationliaison a.PsychologicalConsultationswithPediatrics b.PsychologicalConsultationswithGeriatricpatients c.Psychologicalconsultationsanddialysisandsurgicalinventions d.Psychologicalconsultationsinendoflifecare Unit4:Newemergingareasinconsultationliaison a. Bariatricsurgeryandweightmanagement b. Dentaltreatment,plasticsurgeryandsmiletherapy Marketresearch Productandservicedevelopment Behavioralprediction Healthsystemsmanagement

c.Transplantsandorgandonation,psychologicalevaluations d.Healthanxieties,painmanagement,handlingpsychologicalneedsofthe medicallyill. Evaluation InternalEvaluation:40marks Semesterendexamination:60marks Paperpattern.7questionstobesetof15markseachoutofwhich4aretobeattempted. Booksforstudy Lloyd,G.G.andGuthrie,E(2007)Handbookofliaisonpsychiatry. UK:CambridgeUniversityPress. Booksforreference Jenkins,P.(2002)LegalissuesinCounselingandPsychotherapy.London:Sage. Leigh,H.andSteltzer,J(2008)HandbookofConsultationLiaisonPsychiatry.CA:Springer. PSYCHOLOGY Twowrittentests:10markseach. Oneessay:20marks

Semester IV: Course IV Elective Course: 6 credits CONSUMER PSYCHOLOGY Unit 1. Qualitative Consumer and Marketing Research

a. b. c. d.

Qualitative Research Projects Focus Group Discussion &Depth Interviews Online Observation and Netnography Approaches to Data analysis, Interpretation and Theory Building

Unit 2. Advertising: Seducing the Subconscious a. The Psychology of Communication b. Emotion and Consciousness c. Decisions and Relationships d. New Media: The Power ofAdvertising a. Unit 3. Social Influence and Consumer Behaviour a. How products prime social networks b. Influencing Socially Normative Behaviours c. Family Decision Making d. Post-decisional Information Search Unit 4. Online Consumer Behaviour a. b. c. d. Self in the virtual world: online identity Social media, brand management, authenticity in online communications Online advertising and online search behaviour E-tail consumer behaviour

Books for Reading; (i) (ii) (iii) (iv) Belk, R. W. & Fischer, E &Kozinets R. V. (2013). Qualitative Consumer and Marketing Research Los Angeles: SAGE Publications Ltd. Heath, R. (2012). Seducing the Subconscious; The Psychology of Emotional Influence in Advertising. West Sussex:Wiley-Blackwell Howard, D., Kirmani, A. &Rajagopal, P. (2012). Social Influence and Consumer Behaviour. Psychology Press Close, A. G. (2012) (Ed.) Online Consumer Behaviour: Theory and Research in Social Media, Advertising and E-tail. New York: Routledge Taylor & Francis Group

Books for Reference: Haugtvedt, C. P. &Herr, P.M. Kardes, F. R. (2008).(Eds). Handbook of Consumer Psychology.New York Psychology Press, Taylor & Francis Group. K. Dill (Ed.) The Oxford Handbook of Media Psychology. New York:Oxford University Press. Kimmel, A.J. (2012). Psychological Foundations of Marketing

Topics for Essay: One of the topics is given for essay in internal assessment to each student by course teacher. However, new and emerging areas can also be given for essays in addition to these topics. (1) Consumer Behaviour; A Neuroscience Perspective (2) Consumer Psychology: An Evolutionary Perspective (3) Consumer cognitive structure and Information processing (4) Personality and Consumer behaviour (5) Psychology & marketing: a dynamic relationship (6) Relationship Marketing (7) Mobile marketing and consumer behaviour (8) Gender Identity in consumer behaviour (9) Self identity and Consumer Behaviour (10) Consumer Spending Habits (11) Search for information to evaluate alternatives (12) Post consumption activities (13) Traditional views on consumer behaviour (14) Consumers as co-creators of value (15) Visual Cues and Consumer Preferences (16) Situational determinants of consumer dissatisfaction (17) Attitudes and preferences towards queues (18) Consumer reactions to waiting (19) Consumer perception and estimation of time (20) Evaluation of purchase and consumption experiences (21) Evaluation of consumer experience across time (22) Time pressures, Distraction and the use of evidence in consumer behaviour Evaluation Internal Evaluation (40 marks): Two tests for 10 marks each One Essay: 20 marks External Evaluation (60 marks): Semester-end examination Four questions to be attempted out of seven, each carrying 15 marks each
PSYCHOLOGY

SemesterIV:CourseIV ElectiveCourse:6credits DisasterManagement

UNITIUnderstandingDisaster a. b. c. d. Disasterpreparedness Rehabilitation,reconstructionandrecovery DisasterResponseplan Informationandcommunicationtechnologyinresponsemanagement

UNITIIHumanBehaviourandResponseManagement a. b. c. d. Traumaandstressmanagement Vulnerabilityanalysis VulnerabilityintheIndiancontext Participatoryrehabilitationprocess

UNITIIITypesofDisaster a. b. c. d. NaturalDisaster Disasterandcommunalviolence Terrorism Industrialdisaster

UNITIVSequelaeofDisasters a. b. c. d. References Trainingpersonnelforfirstresponse Trainingpersonnelforemotionalfirstaid Disastercounselling Mediasensitivityinthewakeofdisaster

Bryant Edwards (2005): Natural Hazards, Cambridge University Press, U.K. New South Wales Health Department (2000). Disaster Mental Health Response Handbook. NSW Health and the Centre for Mental Health, Sydney. Australia. Available: http://www.nswiop.nsw.edu.au/Resources/Disaster_Handbook.pdf Sahni, Pardeep et.al. (eds.) 2002, Disaster Mitigation Experiences and Reflections, Prentice Hall of India, New Delhi Singh Satendra (2003): Disaster Management in the Hills, Concept Publishing Company, New Delhi. Taori, K (2005) Disaster Management through Panchayati Raj, Concept Publishing Company, New Delhi. Evaluation Internal Evaluation (40 marks): Two tests for 20 marks each External Evaluation (60 marks): Semester-end examination Four questions to be attempted out of seven, each carrying 15 marks each Semester IV Course IV Elective Course: 6 credits Environmental Psychology and Practice (6 credits)

Unit I Nature and Scope of Environmental Psychology

A. B. C. D.

What is environmental psychology Theories and Approaches Research Methods in Environmental Psychology Environmental movement in India

Unit II Concepts in Environmental Psychology A. B. C. D. Environmental Perception Environmental Cognition Environmental Attitudes, Appraisals, and Assessments Managing Limited Resources

Unit III Environmental Influences A. B. C. D. Personal Space Territoriality Crowding Privacy

Unit IV Practice in Environmental Psychology A. B. C. D. Introduction to Environment Impact Assessment Environmental Impact Assessment Notification-2006 Introduction to socio-economic impact assessment Social Impact Assessment (SIA): methods and reporting of SIA

Internal assessment (40 marks) 1. One thought paper on the topic of students choice in consultation with course teacher for10 marks 2. One classroom presentation on topic allotted by the course teacher for 10 marks 3. To conduct a social impact assessment and suggest mitigation plan on asector/area/topicof students choice in consultation with course teacher and write a report for 20 marks. Semester end examination (60 marks) Four questions out of sevento be attempted, each question for 15 marks, one question may be on short notes

Reference: 1. Gifford, R. (2007). Environmental psychology: Principles and practice (4th ed.). Colville, WA: Optimal Books. 2. Bell, P. A., Greene, T. C., Fisher, J. D., & Baum, A. (2001). Environmental Psychology (5th edition). Toronto: Harcourt Brace College Publishers. 3. Environmental Movements in India P. P. Karan Geographical Review Vol. 84, No. 1 (Jan., 1994), pp. 32-41Published by: American Geographical Society

4. Gadgil, M. and Guha, R. (1994), Ecological Conflicts and the Environmental Movement in India. Development and Change, 25: 101136. doi: 10.1111/j.14677660.1994.tb00511.x 5. Environmental Impact Assessment Notification-2006 http://moef.nic.in/divisions/iass/notif/notif.htm 6. Ten Sectoral Manuals under EIA Notification, 2006 http://environmentclearance.nic.in/writereaddata/Form1A/HomeLinks/ommodel2.html 7. Introduction to Environment Impact Assessment http://old.cseindia.org/programme/industry/eia/introduction_eia.htm#top 8. Barry Sadler and Mary McCabe (Editors) Second edition 2002:Environmental Impact Assessment, Training Resource Manual,Social Impact Assessment-Topic 13: United Nations Environment Programme(UNEP), Division of Technology, Industry and Economics, Economics and Trade Branch, Geneva.

PSYCHOLOGY

SemesterIVCourseIV ElectiveCourse:6credits FAMILYANDCOUPLESTHERAPY Objectives: 1. Toacquaintthestudentswithrelevanceoffamilyandcouplestherapy 2. Tofamiliarizetheissuesfacedbyfamiliesandcouples 3. Tohelpdevelopskillsinfamilyandcoupletherapy UnitI:Family&CoupleFunctioning A. UnderstandingFamily:SingleParentFamilies,RemarriedFamily,CulturallyDiverse Families

B. CrisisinFamilies:ChildSexualAbuse,DomesticViolence,MaritalRape,Substance Abuse C. CulturallyDiverseCouples:ReligiousMinorityCoupleTherapy,QueerCouples, DifferenceinSocialEconomicConditions,CasteDifferences(KhapPanchayats) D. UnderstandingAttachmentinFamiliesandCouples UnitII:IssuesandConflictsinFamiliesandCouples A. SexualityIssues:ImpactonFamily&Couple B. ResolvingConflictinRelationships:ConflictManagementin Relationships/Marriage/Family/Sibling/Child C. ManagingRiskswithPotentiallyDangerousClients D. EthicsandProfessionalIssuesinFamilyandCoupleCounselling UnitIII:TherapeuticInterventionsI ObjectRelationsCoupleTherapy ExistentialDilemmasandSkillsBuildingInCouples EmotionalFocusedCoupleTherapy BriefStrategicFamilyTherapy UnitIV:TherapeuticInterventionsII A. RedecisionFamilyTherapy B. IntegrativeProblemCenteredTherapy C. CognitiveBehaviouralCoupleTherapy D. NarrativeCoupleTherapy BooksofStudy 1. Corey,G(1996).TheoryandPracticeofCounselingandPsychotherapy.Californa: Brooks/ColePublishing 2. Nichols,M.P.(2010).FamilyTherapy:ConceptsandMethods(9thEd.).Boston:Allyn andBacon 3. Nichols,M.P.(2009).InsideFamilyTherapy:ACaseStudyinFamilyHealing(2ndEd.), Boston,MA;Pearson:AllynandBacon 4. Jongsma,A.&Dattilio,F.(2000).TheFamilytherapytreatmentplanner,NewYork: JohnWiley. 5. Johnson,S.M.(2005)BecominganEmotionallyFocusedTherapist.NewYork:Taylor &Francis 6. Gurman,A.S.(2008).ClinicalHandbookofCoupleTherapy(Ed.,4thed.).NewYork, NY:TheGuilfordPress A. B. C. D.

7. Johnson,S.M.&Whiffen,V.E.(2003).AttachmentProcessesinCoupleandFamily Therapy(Eds.).NewYork,NY:TheGuilfordPress 8. Hecker,L.(2010).EthicsandProfessionalIssuesinCoupleandFamilyTherapy.New York,NY:Routledge Evaluation: InternalExamination:40Marks: TwoWrittenTest:10Markseach Oneessay20marks

Semester&Examination:60Marks:
PSYCHOLOGY

7Questionstobesetof15markseachoutofwhich4aretobeattempted.

SemesterIV:CourseIV ElectiveCourse:SixCredits

GenderandPsychology
Objectives: A. Tosensitizestudentswithissuesrelatedtogenderandpsychology B. Totrainthemtoappriseandconductpsychologicalresearchwithreferenceto gender C. Toacquaintthemwithvarioustopicsandcriticalperspectiverelatedtogenderand psychology Introduction,ConceptsandMethods A. Concepts:gender,sex,masculinity,feminity,feminism,menandmasculinity B. Studyinggender:MethodsandHistoryofGenderResearch C. GenderStereotypes:MasculinityandFemininityGenderRoleAttitude D. Multiplicityofgenders TheoreticalPositionsaboutgenderdevelopmentandFunctioning A. HormonesandChromosomes B. TheoriesofGenderDevelopment,DevelopingGenderIdentity C. Sexrelatedcomparisons:TheoryandObservations

D. SocialCognitiveTheoryofgenderdevelopmentandfunctioning;Sexrole theory GenderandSpecificTopics A. IntelligenceandCognitiveAbilities B. Emotions C. RelationshipsandSexuality D. CareersandWork Gender,HealthandOtherTopics A. HealthandFitness B. Psychopathology,SexTreatmentforMentalDisorders C. Stress,Coping,andDifferencesinHealth:EvidenceandExplanations D. HowDifferent?,ColonializationandGender BooksforReadingandReferences 1. BrannonL.(2012).Gender:PsychologicalPerspectives,6/E,McNeeseStateUniversity 2. Helgeson,V.S.(2010)PsychologyofGender,4/ECarnegieMellonUniversity. 3. MagnussonE.andMarecek,J.(2012).GenderandCultureinPsychology:Theories andPractices. 4. NoremJ.K.andClinchyB.M.(1998).TheGenderandPsychologyReader 5. Rudman,L.A.andGlick,P.(2008).TheSocialPsychologyofGender:HowPowerand IntimacyShapeGenderRelations. InternalExamination 1. Essayonanyonetopicrandomlyassigned:20marks 2. Communitybasedactivity:10marks 3. Formulationofinterventionforgenderandpsychology:10marks ExternalExamination:60marks Fouroutofsevenquestionsfor15markseach.
PSYCHOLOGY

SemesterIV:CourseIV ElectiveCourse:6credits GroupProcesses

UNITIGroupprocesses:Overview a. b. c. d. Socialinfluence Groupdynamics Reachinggroupgoals Socialinterdependenceandtrust

UNITIIInterpersonalbehaviour a. b. c. d. Socialfacilitation Communicationingroups Theinfluenceofauthority Decisionmakingingroups

UNITIIIIntergrouprelations a. b. c. d. Deindividuationandcollectivebehaviour Cooperationandcompetitionbetweengroups Socialcategoriesandsocialidentity Buildingsocialharmony

UNITIVGroupfacilitation a. b. c. d. References Brown,R.J.(2000)GroupProcesses:dynamicswithinandbetweengroups,2ndEdition.Oxford: Blackwell. Corey,M.,Corey,G.&Corey,C.(2008).Groups:ProcessandPractice.(8thEdition).Monterey,Ca.: Brooks/Cole. Johnson,D.W.&Johnson,F.P.(2009).JoiningTogether:GroupTheoryand GroupSkills.(10thEdition).NeedhamHeights,MA:Allyn&Bacon.(Availableatthe UniversityBookstore). Toseland,R.W.&Rivas,R.F.(2009).Anintroductiontogroupworkpractice.(6thed.)(Chapter1:pp. 344)Toronto:AllynandBacon Zander,A.(1994).MakingGroupsEffective.SanFrancisco:JosseyBass. Facilitationskillsandcompetencies Facilitationandsocialchange Facilitationandleadership Managingconflictinfacilitatedgroups

Evaluation Internal Evaluation (40 marks): Two tests for 10 marks each. Essay 20 marks.

External Evaluation (60 marks): Semester-end examination Four questions to be attempted out of seven, each carrying 15 marks eacPSYCHOLOGY
PSYCHOLOGY SEMESTERIV:CourseIV Electivecourse:6Credits

Palliativecareandcounseling
Objectives:1.Tointroducethebasicconceptsofcounselinginpalliativecaresettings 2.Helpingstudentsdevelopbasicskillsinpalliativecareandcounseling Unit1:Basicprinciplesandprocedures a. b. c. d. Unit2:KeyprocessesinPalliativecareandcounseling a.Communication,informationandsupport b.Dealingwithpainandanxiety c.Detectionofdepression,suicidalintent,bereavementcare d.Maintaininghopeanddignity,QOL Unit3:Clientprofilesinpalliativecareandcounseling a.Cancerpatients b.Nonmalignantpalliativeclients,eg.MS,HIV c.Pediatricpalliativecare d.Caregiverstressandburden,staffstress. Unit4:Applicationsandethicalissues a. Empoweringpatientsandfamilies b. Livingwithloss,anger,symptommanagement Historyofpalliativecareandcounseling Deathanddying Collusion Breakingbadnews

c. EthicalissuesDisclosure,consent,treatmentchoice d. Euthanasia Evaluation InternalEvaluation:40marks Paperpattern.7questionstobesetof15markseachoutofwhich4aretobeattempted. Booksforstudy: Davy,J.andEllisS.(2000)Counselingskillsinpalliativecare.Philadelphia:OpenUniversityPress LloydWilliams,Mari.(2005)PsychosocialissuesinPalliativecare.Oxford:OUP. Booksforreference: HeyseMoore,L.Speakingofdying:Aguidetousingcounselingskillsinpalliativecare.London: JessicaKingsleyPublishers. RecentissuesofIndianJournalofPalliativeCare,MedknowPublishers. Twowrittentests:20markseach. Essay20marks Semesterendexamination:60marks

PSYCHOLOGY SemesterIVCourseIV ElectiveCourse:6credits

OrganizationDevelopment
Objective: 1. ToacquaintthestudentwithNature,FoundationsandoverviewofOrganization Development 2. Tounderstandthevalues,assumptionsandBeliefsinOrganizationDevelopment 3. ToHelpstudentsunderstandtheProcessandInterventioninOrganizationDevelopment Unit1.IntroductiontoOrganizationDevelopment A. Definition,NatureandHistoryofOrganizationDevelopment B. ApproachestoOD:Laboratorytrainingstem,SurveyResearchandFeedbackstem, ActionResearchStemandSociotechnicalStem C. Values,AssumptionsandBeliefsinOrganizationDevelopment D. CompetenciesofanEffectiveOrganizationDevelopmentPractitioner Unit2.ManagingtheOrganizationDevelopmentProcess A. B. C. D. Unit3.ManagingChangeandOrganizationDevelopment ModelsandTheoriesofPlannedChange Diagnosis:Diagnosethestateofthesystems,itssubunitsandOrganizationalProcesses ActionResearchandOrganizationDevelopment TheProgramManagementcomponent

A. B. C. D.

OrganizationChange:AnIntroduction;ForcesofChangeandTypesofChange ApproachestoOrganizationalDevelopmentandChange ResistancetoOrganizationalChange ImplementingOrganizationalChange

Unit4.OrganizationalDevelopmentInterventions: A. TeamInterventions B. IntergroupandThirdPartyPeacemakingInterventions C. StructuralInterventions D. ComprehensiveODIntervention BooksofStudy: Cummings,T.GandWorley,C.G(2001)OrganizationDevelopmentandChange. ThomsonLearning.USA French,W.L.,Bell,Jr,C.HandVohra,V(2011)OrganizationDevelopment.Sixth Edition.EleventhImpressions.PearsonPrenticeHall,NewDelhi Ramnarayan,SandRao,T.V(2011)OrganizationDevelopment:AcceleratingLearning andTransformation.RevisedandUpdated2ndedition.SagePublication.NewDelhi. Rothwell,W.JandSullivan,R.L(Editors)(2005)PracticingOrganizationDevelopment: AGuideforconsultantsSecondEditor.PfeifferAWileyImprint.Sanfrancisco, California,USA BooksofReferences: French,W.LandBell,Jr,C.H(2006)OrganizationDevelopment.SixthEdition,Prentice

HallofIndiaPrivateLimited,NewDelhi. SethAllcorn(2006)OrganizationalDynamicsandIntervention:ToolsforChangingthe Workplace.PrenticeHallofIndiaPrivateLimited,NewDelhi Sharma,R.R(2010)ChangeManagement:ConceptsandApplications.TataMcGraw HillEducationPrivateLimited.NewDelhi. Rothwell,W.JandSullivan,R.L(Editors)(2005)PracticingOrganizationDevelopment: AGuideforconsultantsSecondEditor.PfeifferAWileyImprint.Sanfrancisco, California,USA Evaluation: InternalEvaluation:40marks SemesterandExamination:60marks Essay:20marks TwoWrittenTest:10markseach

Writtenexamination:PaperPattern:Sevenquestionsfor15markseacharesetoutofwhichfour shouldbeattempted.Oneofthemcouldbeshortnotequestion.Anytwotopicscanbecombined forthesequestions. . SemesterIV:CourseIV ElectiveCourse:6credits

ChangeManagement
Objective: 1. ToacquaintthestudentswithPressuresandforcesofOrganizationalchange 2. TofamiliarizethestudentswithInterventionsinorganizationalchange 3. TounderstandhowachangeIsImplemented 1.OrganizationalChange:AnOverview a) b) c) d) 2.ModelsofChange a) b) c) d) RecentApproachestoOrganizationalDevelopmentandChange ProcessBasedChangeModels ModelsofEvolvingManagerialInterpretationofChange ContentBasedModels AnOverviewandProcessofChange ExternalandOrganizationalPressuresforChange Forcesofchange TheoreticalFrameworksofOrganizationalChange

3.OrganizationalChangeIntervention a) b) c) d) 4.ImplementingChange a) b) c) d) References: Fisher,D(1999)CommunicationinOrganizations.SecondEdition.JaicoPublishing House,Mumbai HarvardBusinessReview(2002)onCultureandChange.HarvardBusinessSchool Press,Boston,USA. Palmer,I.,Dunford,R.,Akin,G(2007)ManagingOrganizationalChange:AMultiple PerspectivesApproach.TataMcGrawHillEdition.NewDelhi Sharma,R.R(2010)ChangeManagement:ConceptsandApplications.TataMcGraw Hill,NewDelhi Shani,A.B,Chandler,D.,Coget,J.FandLaw,J.B(2009)BehaviorinOrganizations.An ExperientialApproach.NinthEdition.McGrawHillIrwin.NewYork,USA. AppreciativeInquiryApproaches SenseMakingApproaches ChangemanagementandContingencyApproaches ProcessualApproaches HumanProcessIntervention TechnostructuralIntervention HumanResourceIntervention StrategicIntervention

 Evaluation: InternalEvaluation:40marks SemesterendExamination:60marks Writtenexamination:PaperPattern:Sevenquestionsfor15markseacharesetoutofwhichfour shouldbeattempted.Oneofthemcouldbeshortnotequestion.Anytwotopicscanbecombined forthesequestions. Essay:20marks TwoWrittenTest:10markseach

Semester IV Course III Elective Course: 6 credits Social psychology and praxis 1. Problem identification and definition a. Introduction b. Key questions for problem definition c. Research for a problem definition d. Completing the problem definition 2. Theory-based explanations for problems a. Specifying the outcome variable b. Requirements for the outcome variable c. Divergent phase: generating explanations d. Convergent phase: reducing the number of explanations 3. Developing and testing the process model a. Formulating a process model b. Heuristics for developing a process model c. Testing the process model

d. Doing your own research 4. Developing the interventions a. Preparing intervention development b. Developing the intervention c. Building the intervention programme d. Implementation of the intervention Internal Assessment: 40 marks. Field investigation assignments on each of the unit above based on a social situation that may be actual or simulated and recent or past. In all students will have to complete four assignments, ten marks each. Semester end examination: 60 marks. Written examination: Paper pattern: Seven questions for 15 marks each are set out of which four should be attempted. One of them could be short note question. Any two topics can be combined for these questions. Reference: Buunk, A. P., & Van Vugt, M. (2007). Applying social psychology: From problems to solutions. London: Sage Publications.
PSYCHOLOGY SemesterIVCourseIII ElectiveCourse:6credits GroupandTeamEffectivenessinOrganization Objective: 1. ToacquaintthestudentwiththefoundationofGroupDynamicsinorganizationsetup 2. Tounderstandtheconcepts,natureandprincipleofGroupandTeamEffectiveness 3. TobecomeOrganizationalBehaviorPractitioner(GroupandTeamEffectiveness) Unit1.FoundationsofGroupDynamics

 a) b) c) d) Unit2.GroupDecisionMaking a) b) c) d) GroupversustheIndividualDecisionmaking ConsensusDecisionMaking GroupDecisionMakingTechniques GroupThinkandGroupShiftGroupBehavior:AnAsianPerspective DefiningandClassifyingGroups;StagesofGroupDevelopment GroupProperties:Roles,Norms,Status,SizeandCohesiveness DynamicsofInformalGroups:NormsandRolesinInformalGroups,Informal RolesandtheInformalOrganizationTheDynamicsofFormalWorkGroup:PositiveandNegative AttributesofCommittees

Unit3.UnderstandingWorkTeams a) WhyHaveTeamsBecomeSoPopular?DifferencebetweenGroupsandTeam b) Typesofteams,TeamRolesatWork;TurningIndividualsintoTeamPlayers;TeamBuildingand TeamBasedwork c) WorkTeams:Types,EffectivenessandStumblingblocks;CreatingEffectiveTeams d) TeamsinAction:VirtualTeamsandSelfManagedTeams Unit4.Communication a) FunctionsofCommunication;TheCommunicationProcess b) DirectionofCommunication;InterpersonalCommunication;OrganizationalCommunication; CommunicationintheComputerizedInformationAge c) BarrierstoEffectiveCommunication d) NeuroLinguisticProgrammingandCommunication BooksforStudy: Belbin,R(2010)TeamRolesatWork.2ndedition.Elsevier,Oxford,UnitedKingdom.

Kreitner,RandKinicki,A(2008)OrganizationalBehavior,EightEdition,TataMcGraw HillPublishingCompanyLimited,NewDelhi,India Luthans,F(2011)OrganizationalBehavior:AnEvidencedbasedapproach.Twelfth Edition.McGrawHill,NewYork. Pareek,U(2009)UnderstandingOrganizationalBehavior.SecondEdition.Oxford UniversityPress.NewDelhi. Robbins,S.P.,Judge,T.A.,andVohra,N(2012)OrganizationalBehavior,14th Edition.PearsonPrenticeHall,NewDelhi.India Schultz,DandSchultz,S.E(2006)PsychologyandWorkToday.PearsonEducationInc. NinthEdition,NewJersey,USA. BooksforReferences: Anderson,N,Ones,D.S;Sinangil,H.KandViswesvaran,C(Editors)(2005)Handbook OfIndustrialandOrganizationalPsychology.Vol1PersonnelPsychology.Sage Publications,NewDelhi. Anderson,N,Ones,D.S,Sinangil,H.KandViswesvaran,C(Editors)(2005)Handbook OfIndustrialandOrganizationalPsychologyVol2.OrganizationalPsychology,Sage Publications,NewDelhi. Armstrong,M(2005)AHandbookofHumanResourceManagementPractice. 9thedition.KoganPageIndia.NewDelhi. Atherton,T(2005)Howtobebetterat..DelegationandCoaching.KoganPageIndia PrivateLimited,NewDelhi

Belbin,R(2010)TeamRolesatWork.2ndedition.Elsevier,Oxford,UnitedKingdom. Butler,MandRose,E(2011)IntroductiontoOrganisationalBehaviour.JaicoPublishing House,Mumbai. Clegg,S.,Korberger,MandPitsis,T(2012)ManagingandOrganizations:An IntroductiontoTheoryandPractice.SagePublications.NewDelhi. Cooper,C.L(2011)OrganizationalHealthandWellbeing.Vol1,2,3.SagePublications. NewDelhi. Greenberg,JandBaron,R.A(2009)BehaviorinOrganizations,NinthEditions.Prentice HallIndiaLearningPrivateLimited,NewDelhi. Janasz,S.C.de.Dowd,K.O&Schneider,B.Z(2012)InterpersonalSkillsin Organizations.3rdEdition.TataMcGrawHillEdition.NewDelhi Kreitner,R.,Kinicki,AandBuelens,M(1999)OrganizationalBehaviour.McGrawHill PublishingCo.England. Lamberton,L.H&Minor,L(2012)HumanRelations:StrategiesforSuccess.4thedition. TataMcGrawHillEducationPvtLtd.NewDelhi. Landy,F.JandConte,J.M(2004)Workinthe21stCentury.AnIntroductiontoIndustrial andOrganizationalPsychology,McGrawHillInternationalEdition,NewYork.USA Luthans,F(2008)OrganizationalBehavior.EleventhEdition.McGrawHillInternational

Edition,NewYork,USA Mamoria,C.BandRao,V.S.P(2012)PersonnelManagement.ThirtiethEdition. HimalayaPublishingHouse,NewDelhi McShane,S.L.,Glinow,MAV.,andSharma,R.R(2011)OrganizationalBehavior.5th Edition.TataMcGrawHillEducationPrivateLimited,NewDelhi. Nelson,D.LandCooper,C.L(2007)PositiveOrganizationalBehavior.SagePublications NewDelhi. Rawat,PandKumar,S(2010)WorkplaceEmpowerment:AStudy.ExcelBooks,New Delhi. Robbins,S.P.,Judge,T.A.,andSanghi,S(2009)OrganizationalBehavior,13th Edition,PearsonPrenticeHall,NewDelhi,India. Robbins,S.P.,Judge,T.A.,andVohra,N(2012)OrganizationalBehavior,14th Edition.PearsonPrenticeHall,NewDelhi.India Schermerhorn,J.RJr.,Hunt,J.G,Osborn,R.N(2001)Organizationalbehavior,Seventh Edition,JohnWileyandSons,IncNewYork. Shani,A.B.,Chandler,D.,Coget,J.FandLaw,J.B(200)BehaviorinOrganizations:An ExperientialApproach.NinthEdition.McGrawHillIrwinNewYork,USA. Sinha,J.B.P(2008)CultureandOrganizationalBehavior.SagePublications,NewDelhi,

India. Evaluation: InternalEvaluation:40marks SemesterandExamination:60marks Writtenexamination:PaperPattern:Sevenquestionsfor15markseacharesetoutofwhichfour shouldbeattempted.Oneofthemcouldbeshortnotequestion.Anytwotopicscanbecombined forthesequestions. PSYCHOLOGY SEMESTERIV:CourseIII Electivecourse:SixCredits Essay:20marks TwoWrittenTest:10markseach

Childemotionalandbehavioralproblemsandinterventions

Objectives:1.Tofamiliarizestudentswiththevariousmanifestationsofproblemsinchildren.

2.Tooutlinetheinterventionapproachesthatmaybebestappliedtoeach Unit1:Developmentaldisorders a. b. c. d. Pervasivedevelopmentaldisorders Motorskillsdisorders Communicationdisorders Eatingandeliminationdisorders

Unit2:Cognitivedeficitsandlearningdisabilityinchildren a. b. c. d. Mentalretardation Slowlearners,lowrangesofintellectualability Learningdisabilitiesinreadingandwriting NonverbalLearningDisability

Unit3:Attentiondeficitsanddisruptivebehaviordisorders a. b. c. d. Unit4:Functionaldisordersinchildren a. b. c. d. Anxiety,separationanxietyandexcessiveshynessandavoidantbehaviors Depression,failuretothrive,loneliness Conductproblemsandproblemsofimpulsecontrol Specialsituations:adoption,abuseandneglect,poordiscipline,parental divorceordeath. Attentiondeficitdisorder AttentiondeficitHyperactivitydisorder,overactivity Shortattentionspansanddistractibility Conductdisordersandanger,violence,bullying

 Evaluation InternalEvaluation:40marks Semesterendexamination:60marks Paperpattern.7questionstobesetof15markseachoutofwhich4aretobeattempted. Booksforstudy Roberts,M.C.andSteele,R.G.(2009)HandbookofPediatricPsychology,4thed.NY:theGuilford Press. Jacobson,J.W.,Mulick,J.A.,Rojaln,J.(2009)HandbookofIntellectualandDevelopmental disabilities.NY:Springer. Booksforreference: Cross,M(2011)Childrenwithsocial,emotionalandbehaviordifficultiesandcommunication problems.2nded.London:JessicaKingsleypublishers. Twowrittentests:20markseach.