School Psychology Revised UG Curriculum Final

BAHIR DAR UNIVERSITY
COLLEGE OF EDUCATIONAL AND BEHAVIORAL SCIENCES
PROGRAM OF SCHOOL PSYCHOLOGY
A CURRICULUM FOR BACHELOR OF ARTS DEGREE (BA)
IN SCHOOL PSYCHOLOGY
April, 2020
Bahir Dar University
Bahir Dar, Ethiopia
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EXECUTIVE SUMMARY
Name of the Program: School Psychology
Name of the Degree to be awarded: Bachelor of Art Degree in School Psychology
Degree to be Awarded by: Bahir Dar University, Subjected to the Approval of the
Senate
Standard Period of Study: 4 Academic Years with 8 Semesters
Commencement of the Program: 2013 E.C. / 2020 G.C
Fees / Charges: As per the regulation of the university
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TABLE CONTENTS
Executive Summary
1. Background of the program…………………………………………..………………………………..4
2. Rationale of the program………………………………………..……………………………………..5
3. Program Objectives ………………………………………………...…………………………………6
4. Professional Profiles …………………………………………………………………………………..6
5. Graduate Profile……………………………………………………….……………………….……..7
6. Program Profiles ………………………………………………………………………………………8
7. Academic Requirements …………………………………………..…………………………………..8
7.1. Admission requirements……………………………………………….……………………… 8
7.2. Duration of study……………………………………………………….………………………8
7.3. Graduation requirements………………………………………………..………………………9
7.4. Medium of Instruction …………………………………………………..……………………..9
7.5 Degree Nomenclature……………………………………………………..……………….…....9
8. Assessment and Evaluation………………………………………………………...……………….…9
8.1. Mode of assessment ……………………………………………………..…………………..9
8.2. Grading System ……………………………………………………….…………………….9
9. Assignment of Course Codes & Modules …………………….…………………………………..…10
10. List of Courses Modules …….…………………...……………………………………...………….10
11. Course Breakdown & Mode of Delivery..…………………………………….………………..…..21
12. Resources……………………………………………………………………………………………24
12.1. Staff Profiles………………………………………………..………………………….…24
12.2 Existing Physical Resources and Infrastructure…………..;……………...………………24
13. Quality Assurance Mechanisms…………………………………………………….………………25
Appendix 1:
1. Course Guidebook for the Major Course ……………………………….……..……………….28
2. Course Guidebook for the Common Course ………………………………………………….203
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1. Background of the Program
The program of psychology at Bahir Dar University (BDU) has evolved from the former Pedagogical
Sciences Program, which was founded thirty years ago. The program has made different changes in the
course of those years. The initial intention of the program was to train teachers for Teacher Training
Institutions which were meant to train teachers for primary schools. As those institutions become fully
staffed, the program started to include minor courses in four subject areas (Amharic, English,
Geography and Mathematics) for its trainees so that they will also be teachers in senior secondary
schools. This trend stayed for a long period of time till the Ministry of Education has decided to
upgrade the level of training of existing higher institutions from Diploma to first Degree. Based on
documented needs assessment as well as informal feedbacks obtained from its former graduates and by
sensing that the adequate availability of teachers with first degree in all subject areas may decrease the
marketability of the program graduates, the program has decided to upgrade the minor area subjects
into major areas and started to provide a Composite Major bachelors degree in Pedagogical Sciences
and in one of the pre existing subject areas. This has stayed for the last ten years. Starting from the
year 1999 E.C., the program conducted a need assessments survey to reform its program. The survey
indicated that school psychology program was a matter of urgency. This opened up for the
establishment of the program of Psychology. However, the training program in this program has been
limited on producing school Psychologists who serve not only the school, but they also serve
institutions related with the school and education, such as education bureaus, institutions related to
child development and protection, and so on. Present context, however, needs educational institutions
to prepare professionals in the field that would meet broader demands of the society. Hence, the
Program of Psychology at BDU aims at producing knowledgeable and skilled professionals in the field.
The roles and functions of higher education in producing competent human resources with the
necessary knowledge, attitudes, and skills are immense. Human resource development through higher
education is of great importance for a successful social and economic development. Thus, the
government of Ethiopia is now expanding the number of the Universities in the country to attain this
desired goal.
The field Psychology in modern times is one tool to achieve the desired goal. Psychology has earned
recognition through its service in enhancing and preserving human happiness. Most importantly, it can
become almost indispensable owing to such factors as rapid industrialization, urbanization, the change
in the lifestyles of peoples, the influence of western culture, economic disturbance, the social, health,
economic, and Psychological effect of HIV/AIDS, etc. As a result of this and other related factors, life
is becoming more complex, harder and beyond control for many Ethiopian people just like people of
other nations. Thus, in order to offer psychological support to the needy, the development of the field of
Psychology is worth investing for it has an enormous importance for self and social developments. The
field of Psychology aims at producing well-equipped and competent graduates that would serve the
society in different domains and at various levels of governmental and non-governmental
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organizations. The curriculum covers a balanced and sound program based on practicum and training
that will enable gradates to be competent to work in different segments and contexts of the society.
2. Rationale of the Program

Even though the preparation of professionals in the field of Psychology in this country dates as far back
as 1960s at Addis Ababa University, the training program has been restricted in producing educational
psychologists serving only the education sector. Present context, however, needs educational
institutions to prepare professionals in the field that would meet broader demands of the society. Hence,
the Program of Psychology at Bahir Dar University aims at producing knowledgeable and skilled
professionals in the field.
Through our needs assessment, we found that in many of the governmental as well as non-
governmental organizations, there are a number of job opportunities for graduates with Bachelor
Degree in the field of Psychology. Especially, in line with the emphasis given by the government
towards youth, women and children, and the business process reengineering (BPR) undergoing all over
the country comes out with many different posts for Psychologists. Furthermore, results of the need
assessment of sampled grade twelve preparatory school students in four Regional States (Amhara,
Addis Ababa, Oromia and SNNP) indicate the presence of high-level interest to join the program and to
be trained as Psychologists.
The experiences of most developed nations taught us that their economic and social development is
accompanied by different social changes as well as social problems (such as increasing level of
unemployment, crime, rape, abuses, developmental challenges, child trafficking, etc). Thus, the last but
not the least reason is that since Ethiopia is through the process of economic development,
industrialization, rapid urbanization and joining the ICT era, the resulting social problems clearly
require the attention and professional intervention of psychologists. Moreover, the impact of
globalization (especially cultural globalization) also comes with various social problems and challenges
basically including cultural invasion, inappropriate behavioral modeling, culturally deviating conducts,
and delusional identity and so on.
In general, the presence of various social problems, challenges & concerns such as spread of
HIV/AIDS, its psychosocial consequences, high number of unemployment, high number of street
children, orphanage, increasing rate of divorce, sexual abuse, its psychosocial effects & many other
social challenges all indicate increasing demand of professionals in the field of psychology working on
such & other problems.
Through the use of practicum, research, and community service activities in addition to the classroom
training, the curriculum covers a balanced and sound program based on practicum and training that will
enable gradates to be competent to work in different segments and contexts of the society.
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3. Program Objectives
General Objective
The general objective of the Program of Psychology is to produce well equipped, qualified and trained
graduates (members of their professional community) who can apply their theory and research based
psychological knowledge to various spheres of human activity and social services (including the
family, education, health, industry, employment, court house and the treatment of mental health
problems) and thereby meet the demands of governmental, non-governmental and private agencies; to
carry out quality research on various Psychological, educational and social problems of the community
and; to provide the necessary public services to individuals, institutions, and groups regarding problems
and issues pertaining to the field of Psychology.
Specific Objectives
The specific objectives of the training program are to:
 Produce human-power that will provide community services in NGOs, GOs, and private
organizations.
 Train Psychology graduates that would be able to work in various educational settings.
 Prepare Psychologists who coordinate and provide guidance & counseling services to people
facing social problems, such as HIV/AIDS, streeticism, unemployment and other health related
problems.
 Train Psychologists who work as counselors in different rehabilitation, correction and
development centers such as orphanages, youth centers, prison and the like
 Prepare Psychologists that can plan & give various trainings in Psychological and related issues
to people in different social institutions.
 Conduct research on various psychological, educational & social issues of community.
 Provide demand-based consultation and technical advice to individuals, groups, families and
institutions in maintaining a socially healthy society that would effectively deal with the problem of
poverty.
4. Professional Profiles
In this four year long undergraduate program, graduates will be equipped with basic psychological
theories, common and supportive courses, applications as well as behavioral research methods.
Students will have the opportunity to take such courses as general psychology, school psychology,
educational psychology, social psychology, developmental psychology, guidance and counseling,
counseling skills and techniques, vocational psychology, special needs education, abnormal
psychology, health psychology, clinical psychology, research methods, statistical methods,
psychological testing, crisis prevention and conflict resolution, project planning and implementation,
organizational management and fifteen freshman common courses. The major psychology courses will
enable them to be knowledgeable in basic theories, child and adolescent development, issues such as
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child neglect and abuse, sexual abuse, developmental challenges, abnormalities and their treatment
approaches, parenting styles, child and adolescent therapy, family therapy, marriage and divorce issues,
HIV/AIDS counseling modalities, cross cultural affairs and so on. Freshman common courses will
enable to be well-informed in critical thinking, Entrepreneurship, the physical background and natural
resource endowment of Ethiopia and the Horn nations, states, some mathematical applications in social
science national interest, language development, citizenship, cooperation and conflict among states, and
the role of state and non-state actors in the international system.
The program prepares trainees to become professional psychologists competent to serve in various
organizations. The curriculum ensures that they will get strong background in the basic and applied
aspects of psychology. The trainees will receive courses in relation to counseling, special needs
education, human development, child education, care and protection, assessment and research method.
Graduates of this program are assumed to best fit at and effective in organizations where counseling,
testing and assessment, research, human development, child education and care, statistical methods,
psychological testing, rehabilitation services and educational matters are areas of interest.
These graduates are, therefore, qualified members of their professional community; they could serve as
distinguished school guidance and counselors, researchers, testing experts, consultants, case managers,
educators, and trainers in health-care, academic and business settings. Professional psychologists,
counselors and counseling psychologists are commonly found in institutional settings such as high
schools and colleges, private industry, community agencies, humanitarian agencies, prisons, the
military, as well as in many private practices.
5. Graduates Profile
Upon successful completion of this program, these School Psychology graduates are, in accordance
with the internationally recognized professional profiles and job description of School Psychologists,
therefore, trained professionals who would be able to:
 Offer guidance and counseling services to students and other special groups such as street children,
people living with HIV/AIDS, displaced individuals, orphans etc.
 Optimize human potential in residential, community, and institutional settings
 Offer courses in various educational settings (Universities, colleges, etc).
 Provide professional assistance on psychosocial and educational issues to school teachers,
managers, administrators, health professionals and relevant others
 Act as a resource person in test development and statistical techniques at the academic and non-
academic institutions.
 Provide professional assistance to individuals with personal, social, family, and educational
problems
 Identify, assess and develop early intervention programs for persons with special needs
 Help individuals with disabilities to gain optimum vocational adjustment to rehabilitate themselves
to fullest physical, mental, social, vocational, and economic usefulness
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 Conduct experimental laboratories and research for scientific and replicable issues in psychology
such as: biological functions of the body, cognition and perception, principles of learning, and
therapies at clinical and non-clinical level.
 Provide counseling related services to reproductive health, correctional centers, marital issues,
career and developmental aspects, and so on.
 Conduct research on various psychological, social, and educational issues
 Offer consultancy and advisory services to organizations working with children, youth, adults and
elderly
 Produce practical guides and manuals for practitioners working with children, youth, adults, and
elderly
 Design projects related to psychological, social and educational issues.
 Assist criminal investigation in various settings, including family courts, criminal courts, etc by
applying psychological principles, methods, theory and practices.
 Apply psychotherapeutic techniques that can help people become healthier.
 Give support concerned with sports and exercise, focusing on performance, motivation, and the
psychological benefits of sports and athletics.
 Work on workplace motivation, job performance, occupational safety, human resources, and
leadership training.
 Design, implement and evaluate projects on psychosocial and educational issues.
 Design, organize and run workshops, seminars and short term training programs on psychosocial
and developmental issues in academic & non-academic settings.
 Develop critical thinking in solving problems and effective communication skills
 Adapt and use appropriate technologies
6. Program Profile
To successfully accomplish the program, students are required to attend duration of four (4) years
where each year is divided in two semesters for regular programs and for summer in-service, evening
and week end programs arrangements will be made as per the respective University.
9. Assignment of Course Codes and Modules

The course code will have four alphabets and four digit numbers. The four alphabets code indicates the
name of the program with the first alphabet capital letter; i.e., Spsy indicate abbreviations of program
of School Psychology, and English Language respectively. The four digits indicate the year of the
course offering (the first number indicates the level of the course in terms of the year; accordingly, ‗1‘
for 1st year, ‗2‘ for 2nd year, ‗3‘ for 3rd year, ‗4‘ for 4th year courses), the middle numbers indicate
module code number in the program (for example, 01, 02, 03, 04, 05, 06, 07, 08, 09, 10), the last
number indicates order of the course within the module.
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10. List of Course Modules
Module Name: Common courses/Freshman courses
Module Number Course Title Course Code Cr. Hr. CP
and Title
Introduction to Emerging Technologies EmTe1012 3 5
Communicative English Language Skills I FLEn1011 3 5
Geography of Ethiopia and the Horn GeES1011 3 5
Economics Econ1011 3 5
Entrepreneurship MGMT1012 3 5
Global trends GlTr1012 2 4
Social Anthropology Anth1012 2 4
Mathematics for Social Sciences Math1011 3 5
Communicative English Language Skills II FLEn1012 3 5
Module 01:Common History of Ethiopia and the Horn Hist1012 3 5
courses (Fresh man Physical Fitness SpSc1011 P/F P/F
courses Critical Thinking LoCT1011 3 5
General Psychology Psyc1011 3 5
Moral and Civic Education MCiE1012 2 4
Inclusive Education Incl1012 2 4
Total 38 66
Module Description
This module entails disciplines that deal with how students feel, think and behave in the presence of
others and in social situations. In this module issues like socialization, critical thinking, social
influence, social relations, entrepreneurship, Global trends, Mathematical skills, listening and
communication skills, creating new technology/emerging technology, social influence, Geography of
Ethiopia and the Horn, organizational behavior, motivation, Inclusive Education, History of Ethiopia
and the Horn, culture, leadership, gender, Moral and Civic Education.
It tries to apply general knowledge and principles to improve the legal system of the country, including
the work of environment, creativity, conflict management skills, problem solving skills, decision
making skills, confession, logical thinking, solving various problems, emphatic understanding,
assessing and evaluating global trends, setting personal and social goals, Ethiopian geography and
history etc.
Objectives of the Module:

Upon the completion of this module, student will be able to:
 Acquire advanced insights about social/personal issues.
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 Identify necessary inputs for application of emerging technologies
 express yourself in social and academic events in English
 Explicate the major types of economic activities in Ethiopia; discern their spatio-temporal
distributions and their contributions to the overall development of the country.
 Explain the implications of location, shape and size of Ethiopia and the Horn on the physical
environment, socioeconomic and political aspects.
 Apply knowledge of psychology to one‘s own life & to develop life skills.
 Equipping students with macroeconomic goals, national income accounting, economic
problems and policy instruments in light Ethiopian context
 Understand various forms of social/personal influences.
 Examine the extent and degree of influence of state and non-state actors in the international
system
 Identify pertinent sources for the history of the peoples of Ethiopia and the Horn
 Engaged in conditioning programs which may help to develop health relate fitness.
 Apply critical thinking principles to real life situation.
 Develop analytical and reflective skill of identifying global or national level development,
democracy/governance and peace related issues of civics and ethics and then be able to produce
or evaluate policies and practices in a civically and ethically responsible manner.
Module Competency
 Apply critical philosophy principles to real life situation.
 Developing and exercise different emerging technologies to solve human problems
 Inspect the degree of influence of state and non-state actors in the international system
 Suggest possible mechanisms to enhance optimistic social behaviors for the desired change
 Design awareness arising activities to control destructive behaviors in the society
 Elucidate the major types of economic activities in Ethiopia; discern their spatio-temporal
distributions and their contributions to the overall development of the country.
 Show and exercise the implications of location, shape and size of Ethiopia and the Horn on the
physical environment, socioeconomic and political aspects.
 Design, implement and evaluate different programs or services to solve community/ country level
problem
 Apply logical principles to enhance fair justice, detecting perpetrator and victim responses
 Engaged in taming programs which may help to develop health relate fitness.
 Equipping students with macroeconomic goals, national income accounting, economic problems
and policy instruments in light Ethiopian situation
 Clearly identify the social, cultural and political factors that cause inequality.
 Can design strategies to promote citizenship.
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Module 02: Lifespan Human Development
Course Title Course Cr. ECTS CP
Code Hr. LH TH L/P HS
Physiological psychology Spsy2021 3 3 2 0 7 5
Child Psychology Spsy2022 3 3 2 0 7 5
Psychology of Adolescence Spsy2023 3 3 2 0 7 5
Psychology of Adulthood Spsy2024 2 3 2 0 5 3
Early Childhood Education and Care Spsy2025 3 3 2 0 6 5
Total 14 23
Module Description
The module deals with different topics of development and learning processes as well as behavior
formation that happen to pass through out a life span of children, adolescents and adults. These were
principles of development, theories and research methods on studying child development, foundations
of the developmental pattern, postnatal development, personal and social adjustments and vocational
and family adjustments. The Module also covers characteristics of adolescence, the psychological and
social impact of adolescence, individual differences in intelligence in adolescence, the nature of peer
group, developmental tasks of adolescence, perspective on adolescence development, sex interests and
sex behavior during adolescence, family relationship during adolescence, personality changes during
adolescence, hazards of adolescence, psychological development during adolescence and gender and
adolescence. Moreover, the course offers characteristics of adult learners, patterns of adult learning,
theories of adult learning, social cultural theory of adult learning, practical intelligence and tacit
knowledge in adult learning, motivation and participation of adult learning and management of adult
learning.
Module Objectives
Up on the completion of this module, the learner will be able to:
 List principles of development.
 Discuss the main themes of theories of development.
 Identify types of research methods in studying child development.
 Recognize the foundations of the developmental pattern.
 Differentiate characteristics of adolescence
 Identify perspectives on adolescent development
 Discuss the psychological and social impact of adolescence
 Appreciate the nature of peer group interaction
 Write characteristics of adult learners
 Differentiate theories of adult learning
 Converse motivation and participation of adult learners
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Module 03: School and Educational Psychology
Theories of Learning and Applications Spsy2031 3 3 2 0 7 5
Educational Psychology Spsy2032 3 3 2 0 7 5
Cognitive psychology Spsy2033 3 3 2 0 7 5
School Psychology: Nature, Principles & Application Spsy2034 3 3 2 0 7 5
Crisis Prevention, Intervention, and Conflict Resolution in Spsy2035 3 3 2 0 7 5
Schools
Learning in School Settings Spsy2036 2 1 2 1 7 3
Instructional Design Tecs1015 3 2 2 0 5 5
Total 20 33
Module Description
This module includes major ideas and theories that underlie the field of educational and school
Psychology. It is designed to expose students to psychological theories and researches applied to the
study of education, schooling, learning, development, motivation, instruction and diversity. To achieve
this goal, the module covers ten courses to be delivered to students; Theories of Learning, Educational
Psychology, Psychology of Persons with Special Needs, Early Childhood Education and Care,
Cognitive Psychology, School Psychology, Design of Instruction, Inclusive Education, and Learning in
Schools. Each of the courses contained in the module has its own description, objectives, content, mode
of delivery and assessment mechanisms.

Upon the completion of this module, the student will be able to:
 Know the importance of educational psychology to classroom teachers
 Appreciate how students characteristics influence their learning
 Understand the approaches and processes of learning and motivation
 Develop skills in using different approaches to classroom management.
 Know the different models of early childhood education and care
 Understand models of school psychological service deliveries
 Appreciate the roles of school psychologists in helping students to become successful
 Understand the historical and theoretical basis for developing instructional design
 Appreciate the historical and theoretical basis for developing instructional design
 Know the relationship between learning theories and instructional design
 Understand the impact of student disabilities on their learning
 Know the concept, challenges and opportunities inclusive education.
 Understand the philosophical, legal, and educational foundations of inclusive education.
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 Develop skills and strategies for teaching children with special needs in the general education
classroom.
Module 04: Assessment in Psychology and Education

Course Title Course Code Cr. Hr. ECTS CP
LH TH L/P HS
Educational Measurement and Evaluation Spsy3041 3 3 2 0 7 5
Psychological Testing Spsy3042 3 3 2 0 7 5
Behavioral Assessment, Analysis and Intervention Spsy3043 3 3 2 0 6 5
Experimental Psychology Spsy3044 3 3 2 0 6 5
Total 12 20
Module Description
School Psychologists are expected to improve the teaching learning process by way of helping create
enabling learning environment for students. This involves solving psychological and educational
problems of students. They are also expected to contribute in assessment of students‘ mastery of
learning outcomes as well as assessment and identification of people with special needs. This begs
fundamental knowledge in measuring and researching psychological and educational phenomena as
well as properly analyzing the measured phenomena. Thus, this module is intended to enable students
develop competence in the measurement and analysis of educational and psychological variables. As
students should write senior papers, components of this module are considered to be preparation
courses to undertake an independent research making the module practice oriented. The module
comprises four courses: namely: Educational Assessment and Evaluation, Psychological Testing I,
Psychological Testing II, and assessment and Identification in special needs education. In the module
treated include how to develop, adapt and administer educational and psychological tests and how to
identify children with special needs by using psychological tests.
Objectives of the Module

 Understand the roles of assessing cognitive and non-cognitive variables
 Appreciate the basic principles in the preparation and administration of cognitive and non-
cognitive tests
 Adapt and use standardized tests
 Understand ways of analyzing cognitive and non-cognitive test scores
 Develop skill to identify people who have special needs
 Appreciate how assessment can be used with people with special needs.
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Module 05: Counseling and Clinical Psychology

Introduction to Guidance and Counseling Spsy3051 3 3 2 0 7 5
Crisis and Trauma Counseling Spsy3052 2 3 2 0 5 3
Counseling Strategies, Skills and Techniques Spsy3053 3 3 2 0 6 5
Psychology of Addiction Spsy3054 3 3 2 1 5 5
Marriage and Family Counseling Spsy3055 3 3 2 0 6 5
Rehabilitation Counseling Spsy3056 3 3 2 0 5 5
Psychopathology Spsy3057 3 3 2 0 7 5
Career Development and Counseling Spsy3058 3 3 2 0 7 5
Developmental Psychopathology Spsy3059 3 3 2 0 6 5
Psychology of Personality Spsy3060 3 3 2 0 5 5
Sport Psychology Spsy3061 2 2 2 0 7 3
Total 31 51
Module Description
This module is entitled as ‗Counseling and clinical Psychology’ module. As the name of the module
indicates, courses of this module address fundamental psychological concepts and theories of
counseling and health psychology. Accordingly, the module, with its compulsory courses, attempts to
equip learners with basic knowledge, skills and attitudes in counseling and health psychology. This
module is comprised of six highly interrelated and sequential counseling and health psychology
courses: Personality Psychology, Introduction to Guidance and Counseling; Counseling Strategies,
Skills and Techniques; Clinical Psychology, Abnormal Psychology, Rehabilitation Counseling and
Career Counseling.
First, this module begins with the discussion of the most fundamental concepts and theories regarding
personality psychology. Major topics in this course include meaning of personality, components and
measurement of personality, the different theories of personality, personality and the self-concept,
personality and health, sex differences in personality as well as personality disorders.
Second, the module touches most of the fundamental issues recurrent in the counseling discipline; thus,
the first part provides an introduction to the basic concepts and theoretical approaches of guidance and
counseling. Major topics included in this part are the meaning, goals, services and functions of
guidance and counseling services; characteristics of the counselor and the client; the basic theoretical
approaches in counseling including the psychoanalytic, humanistic, behavioral, cognitive and eclectic
approaches to counseling; the role and function of the counselor; basic principles of the counseling
process and group counseling approaches.
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Third, the module focuses on an introduction to basic counseling strategies, skills, (listening,
responding, and problem solving) and techniques. Further, it will address specific therapeutic
techniques commonly drawn upon by therapists as well as an overview of the processes of diagnosing
dysfunctional behaviors and mental states, with application in different settings will be addressed.
Topics include professional ethics and qualities of an effective counselor; counseling intentions,
interventions and therapeutic factors; expressive, non-verbal and metaphorical techniques, gestalt
therapy techniques; behavioral techniques; CBT; person-centered techniques; stress reduction
techniques; trauma reduction techniques and grief therapy techniques.
Fourth, the module will deal with the perspectives, theoretical approaches, major categories and
therapeutic methods of psychology of abnormal behavior or psychopathology. Major emphasis is
specifically given to the nature, causes, assessment and study methods, major classifications and
treatment modalities of abnormal behaviors or psychological disorders. Topics include definition,
history, causes and classification methods of PD; major types of PD, such as personality disorders,
anxiety disorders, somatoform disorders, sexual disorders, mood disorders, schizophrenia and related
disorders, substance related disorders; and treatment of PD.
Fifth, this part of the module introduces students with philosophical and legal basis of rehabilitation
programs. The course also equips learners with the basic concepts and theories in rehabilitation
counseling as well as the process of rehabilitation and the roles of the rehabilitation counselor. Topics
included are history and philosophy of rehabilitation programs, legal basis of rehabilitation,
organizational structure of the vocational rehabilitation system, societal trends and developments in
rehabilitation as well as ethical standards effecting rehabilitation counseling practice.
Finally, the module will acquaint learners with major concepts, theories and applications of vocational
psychology and career counseling. This part will provide students with basic knowledge and
competence that are essential for working effectively with diverse populations related with work and
adjustment. Major topics include history of vocational psychology, role of a psychologist in career
counseling, theoretical approaches and issues related to or career development and adjustment, career
processes & tools, stress at work, job satisfaction & motivation, career counseling in schools,
vocational rehabilitation & career guidance and public policies.
In general, the module is, and basically, designed to equip learners to relate their knowledge and skills
of the different parts of this module with each other. Moreover, the module is intended to enable
students practically apply their theory-driven knowledge which in turn equips learners to link their
theoretical knowledge with real life situations. On the whole, Counseling and Health Psychology
module provides basic knowledge, skills and attitudes with regard to counseling psychology issues,
theories and their application.
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Upon the completion of this module, learners will be able to:
- Recognize the meaning, components and measurement of personality
- Evaluate the different theories of personality
- Apply knowledge to the understanding of self and others personality
- Understand the main concepts and theories of guidance and counseling
- Appreciate the roles of guidance and counseling in changing the lives of students (individuals)
- Develop basic therapeutic skills and techniques
- Use counseling skills & techniques to bring behavioral change
- Know how to effectively conduct a therapeutic session
- Identify the major causes, characteristics and theoretical perspectives of abnormal behaviors
(psychological disorders)
- Differentiate between the various types of psychological disorders
- Explain the effect psychological disorders could have on our daily functioning
- Develop the legal and philosophical basis of rehabilitation programs
- Recognize societal trends and developments in rehabilitation counseling
- Appreciate roles rehabilitation counseling has for individuals with disabilities
- Acquire substantial understanding in relation to vocational choice, development and adjustment
- Demonstrate substantial knowledge and competence in formulating and implementing
vocational intervention strategies
- Evaluate career guidance and career related policies in Ethiopia
Module 06: Social Psychology

Introduction to Social Psychology Spsy4061 3 3 2 0 7 5
Community Psychology Spsy4062 2 2 2 0 7 3
Industrial/Organizational Psychology Spsy4063 3 3 2 0 7 5
Gender and Human Sexuality Spsy4064 2 2 2 0 5 3
Forensic Psychology Spsy4065 3 3 2 0 5 5
Cross-cultural Psychology Spsy4066 2 2 2 0 5 3
Total 20 32
Module Description
This module includes major ideas and theories that underlie the field of Social and Organizational
Psychology. It is designed to expose students to methods and concepts of behavioral science applied to
the study of human behavior in organizational and different cultural settings. To achieve this goal, the
module covers three courses to be delivered to students; Social psychology, Organizational psychology
and Cross-cultural psychology.
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In its first section, the module provides brief overview of concepts about individual behavior in social
settings. Social psychological issues such as impression formation and attributions, attitudes and
behavior, socialization, interpersonal relations and antisocial and pro-social behaviors will be the area
of focus.
Secondly, the module touches areas related to work and organization. This part provides theories and
concepts essential to understanding human behavior in organizational contexts. Students will be
exposed to different conceptual frameworks and levels of analysis for systematically examining
organizational behavior. Core topics include motivation, leadership, group and team performance,
job attitudes, organizational climate and culture, and organizational development.
The third part of the module deals with the fundamental concepts and perspectives of cross-cultural
psychology. It focuses on issues that promote students understanding about the role of social and
cultural forces impacting human behavior. Topics include the relationships between culture and
development, cognition, personality, social and organizational behavior, emotion, language and
perception. A cultural perspective will be applied to the understanding of previously mentioned
psychological concepts. Generally, this part will provide students with a foundation to navigate in the
multicultural society in which they live.

Upon the completion of this module, students will be able to:
 Acquire advanced insights about social psychological issues.
 Understand various forms of social influences.
 Appreciate the role of socialization in the development of values and personality.
 Differentiate the sources and consequences of conflict in organizations.
 Understand what people think, feel and do in and around organizations.
 Explain major processes of communication in organization.
 Appreciate the role of culture in shaping and molding human behavior.
 Understand the implications of culture for psychological principles.
 Understand their own cultural backgrounds and the dynamics of their cross-cultural experience
 Discover cultural and psychological variations which are/ not present in their own cultural
experience.
23717
Module 07: Research, Project and Senior Essay

Statistical Methods in Psychology and Education I Spsy4071 3 3 2 0 6 5
Statistical Methods in Psychology and Education II Spsy4072 3 3 2 0 7 5
Research Methods in School Psychology Spsy4073 3 2 2 0 6 5
Project Planning and Evaluation in Psychology & Spsy4074 3 3 2 0 6 5
Education
Practicum in School Psychology I Spsy4075 3 0 2 1 6 5
Practicum in School Psychology II Spsy4076 3 0 2 1 6 5
Curriculum Development, Implementation and Tecs1022 3 3 2 0 6 5
Evaluation
Senior Essay in Psychology Spsy4077 4 0 2 1 6 6
Total 25 40
Module Description
This module is entitled as ‗Research, Project and Senior Essay module. As the name of the module
indicates, courses of this module address fundamental concepts and principles with regard to the
various research approaches, research methodologies, project planning, implementation and evaluation
as well as independent research work, called senior essay. Accordingly, the module, with its
compulsory courses, attempts to equip learners with basic knowledge, skills and attitudes in research
methodologies, research work, statistical approaches, project design and implementation as well as
competence in carrying out independent research work. This module is comprised of six highly
interrelated and sequential courses: Quantitative research methods, statistical methods in psychology
and education, Qualitative research methods, project planning and implementation in psychology and
education, senior essay I and senior essay II.
School Psychologists are expected to improve the teaching learning process by way of solving
psychological and educational problems of students. This begs fundamental and practical knowledge in
measuring and researching psychological and educational phenomena, properly analyzing the measured
phenomena, designing improving strategies, implementing the strategies and evaluating their
effectiveness. Thus, this module is intended to enable students develop competence in the measurement
and analysis of educational and psychological variables, apply their competence and interfere with
phenomenon to make schools better places to learn.
This module provide learners the opportunity for the acquisition of the knowledge of different research
methodologies, steps in conducting educational and psychological research, how to prepare research
proposals, how to report research findings, ways of presenting data, various parametric and
nonparametric statistical tools that can be used to analyze educational and psychological data, carrying-
23718
out practical research, and developing the necessary knowledge of planning and evaluating
psychological projects.
In general, the module is, and basically, designed to equip learners to relate their knowledge and skills
of the different parts of this module with each other. Moreover, the module is intended to enable
students practically apply their theory-driven knowledge which in turn equips learners to link their
theoretical knowledge with real life situations. On the whole, Research, Project and Senior Essay
module provides basic knowledge, skills and attitudes with regard to psychological and educational
researches and project works, statistical applications, carrying out practical researches, and developing
the necessary knowledge of planning, implementing and evaluating psychological projects.
Upon the completion of this module, learners will be able to:
- Understand concepts and principles in educational research
- Prepare independent research proposals and projects
- Develop skills to prepare different types of data collection tools
- Develop skills in data handling and statistical analysis
- Exercise carrying out research projects
- Write a research proposal
- Appreciate the nature and characteristics of programs and projects
- Differentiate among the various concepts and principles in psychological project planning and
evaluation
- Use the skills of project planning, implementing and evaluation
- Acquire substantial understanding in relation to research, statistics & projects
- Demonstrate substantial knowledge and competence in formulating and implementing the skills
and competencies acquired
23719
11. Course Breakdown and Mode of Delivery
11.1. Regular Program
YEAR I, SEMESTER I
Course Title Course Cr. L T P H CP Course
Code Hr Delivery
Introduction to Emerging Technologies EmTe1012 3 2 3 0 5 5 Parallel
Communicative English Language Skills I FLEn1011 3 3 0 0 7 5 Parallel
Geography of Ethiopia and the Horn GeES1011 3 3 0 0 7 5 Parallel
Economics Econ1011 3 3 0 0 7 5 Parallel
Entrepreneurship MGMT1012 3 3 0 0 7 5 Parallel
Global trends GlTr1012 2 2 0 0 6 4 Parallel
Social Anthropology Anth1012 2 2 0 0 6 4 Parallel
Total 19 33
YEAR I, SEMESTER II
Code Hr Delivery
Mathematics for Social Sciences Math1011 3 3 2 0 5 5 Parallel
Communicative English Language Skills II FLEn1012 3 3 0 0 7 5 Parallel
History of Ethiopia and the Horn Hist1012 3 3 0 0 7 5 Parallel
Physical Fitness SpSc1011 P/F 1 0 1 0 P/F Parallel
Critical Thinking LoCT1011 3 3 0 0 7 5 Parallel
General Psychology Psyc1011 3 3 0 0 7 5 Parallel
Moral and Civic Education MCiE1012 2 2 0 0 6 4 Parallel
Total 17 29
YEAR II, SEMESTER I

Course Title Course Cr. LH TH P/L HS CP Course
Code Hr Delivery
Physiological psychology Spsy2021 3 3 2 0 5 5 Parallel
Child Psychology Spsy2022 3 3 2 0 5 5 Parallel
Theories of Learning and Application Spsy2031 3 3 2 0 7 5 Parallel
Cognitive psychology Spsy2033 3 3 2 0 7 5 Parallel
Inclusive Education Incl1012 2 2 2 0 5 4 Parallel
School Psychology: Nature, Principles and Spsy2034 3 3 2 0 7 5 Parallel
Application
Learning in School Settings Spsy2036 2 1 2 1 7 3 Parallel
Total 19 33
23720
YEAR II, SEMESTER II
Code Hr Delivery
Psychology of Adolescence Spsy2023 3 3 2 0 5 5 Parallel
Educational Psychology Spsy2032 3 3 2 0 7 5 Parallel
Early Childhood Education and Care Spsy2025 3 3 1 0 6 5 Parallel
Instructional Design Tecs2015 3 3 2 0 5 5 Parallel
Crisis Prevention, Intervention, and Spsy2035 3 3 2 1 5 5 Parallel
Conflict Resolution in Schools
Psychology of Personality Spsy3060 3 3 2 0 5 5 Parallel
Practicum in School Psychology I Spsy4075 2 0 2 1 6 3 Parallel
Total 20 33
YEAR III, SEMESTER I
Code Hr. Delivery
Psychology of Adulthood Spsy2024 2 3 2 0 5 3 Parallel
Educational Measurement and Evaluation Spsy3041 3 3 2 0 7 5 Parallel
Experimental Psychology Spsy3045 3 3 2 0 6 5 Parallel
Introduction to Guidance and Counseling Spsy3051 3 3 2 0 7 5 Parallel
Statistical Methods in School Psychology I Spsy4071 3 3 2 0 6 5 Parallel
Psychopathology Spsy2025 3 3 2 0 6 5 Parallel
Research Methods in School Psychology Spsy4073 3 3 2 0 6 5 Parallel
Total 20 33
YEAR III, SEMESTER II

Code Hr Delivery
Introduction to Social Psychology Spsy4061 3 3 2 0 7 5 Parallel
Counseling Strategies, Skills and Techniques Spsy3052 3 3 2 0 6 5 Parallel
Psychological Testing Spsy3042 3 3 2 0 7 5 Parallel
Crisis and trauma counseling Spsy3052 2 3 2 0 6 3 Parallel
Statistical Methods in School Psychology II Spsy4072 3 3 2 0 6 5 Parallel
Curriculum Development, Implementation and Tecs1022 3 3 2 7 5 Parallel
Evaluation
Developmental Psychopathology Spsy3059 3 3 2 0 7 5 Parallel
21 33
23721
YEAR IV, SEMESTER I
Code Hr Delivery
Behavioral Assessment, Analysis and Spsy3043 3 3 2 0 6 5 Parallel
Intervention
Community Psychology Spsy4062 2 2 2 0 5 3 Parallel
Career Development and Counseling Spsy3058 3 3 2 0 7 5 Parallel
Psychology of Addiction Spsy3054 3 3 2 1 5 5 Parallel
Marriage and Family Counseling Spsy3055 3 3 2 0 6 5 Parallel
Gender and Human Sexuality Spsy4064 2 2 2 0 5 3 Parallel
Industrial/Organizational Psychology Spsy4063 3 3 2 0 7 5 Parallel
Sport Psychology Spsy3061 2 2 2 0 5 3 Parallel
Senior Essay I* Spsy4077 0 0 0 0 0 Parallel
Total 21 34
YEAR IV, SEMESTER II

Code Hr Delivery
Practicum in School Psychology II Spsy4076 2 0 2 1 6 3
Rehabilitation Counseling Spsy3056 3 3 2 0 5 5 Parallel
Forensic Psychology Spsy4065 3 3 2 0 5 5 Parallel
Psychology of Cultural Diversity and Advocacy Spsy4066 3 3 2 0 5 5
Project Planning, Implementation, Monitoring Spsy4073 3 3 2 0 6 5 Parallel
and Evaluation
Senior Essay II Spsy4077 3 0 2 0 7 5 Parallel
Total 17 28
23722
APPENDIX 1:
COURSE GUIDEBOOKS FOR MAJOR COURSES
23723
SCHOOL PSYCHOLOGY PROGRAM
Course Guidebook for the Course Physiological Psychology
Module Name: Lifespan Human Development
Course Name: Physiological Psychology
Course Code: Psyc2021
Cr. Hr. 3
Course Description
This is a course designed to acquaint you with the basic knowledge of the biological bases of human
behavior, giving a top billing to the physiological and psychological approach of studying human
behavior. It emphasizes on the basic physiological conditions and functions of the nervous system, the
brain, the endocrine system and the physiological processes of learning, memory, emotion, stress,
sleeping, dreaming, sensation, perception, eating, drinking etc.
Course objectives
At the end of the course students will be able to:
- Define physiological psychology and other related fields of study
- Describe the research methods used in physiological psychology
- Discuss the role of different types of neuron cells in the nervous system
- Recognize how different neurotransmitters and hormones affect body functions
- Understand the communication system of our body
- Identify the functions of different parts of human brain
- Recognize the physiological bases of learning, memory, emotion and stress
- Compare the sensational and perceptual processes
- Know the physiological processes of dreaming, sleeping, and other biological rhythms
- Understand the biopsychology of eating, drinking and related disorders
Contents References
1. Introduction - Pinel (1994). Biopsychology as a
1.1 Basic concepts of physiological psychology neuroscience (pp.1-18),
1.2 Historical Development of physiological psychology - Hockenbury & Hockenbury (2003).
1.3 Research Methods in physiological psychology Studying the brain
2. The Nervous system - Hockenbury & Hockenbury (2003).
2.1 Communication in the nervous system Neuroscience and Behaviour: Nervous
2.1.1 The neuron system and Endocrine system
2.1.2 Neurotransmission and synaptic activity - Pinel, J. (1997). Anatomy of Nervous
2.2 Organization of the nervous system system: Neural condition and synaptic
23724
2.2.1 The central nervous system transmission
2.2.2 The peripherals nervous system
3. The Endocrine system - Lahey, B(2004).Endocrine system (pp.86-
3.1 The pituitary gland 100).
3.2 The Thyroid gland - Hockenbury and
3.3 The adrenal gland Hockenbury(2003).Nervous system and
3.4 The pancreases Endocrine system (pp53-56)
3.5 The sex gland
3.6 Hormones and Behavior
4. The Brain and Behavior - Lahey,B.(2004).Structure and function of
4.1 Major structures of human brain the brain
4.2 Methods of studying the brain - Hockenbury and Hockenbury(2003).A
4.3 Laleralization & Localization of the brain function guide tour of the bran, (pp.58-79).
4.4 Specialization of the cerebral Hemisphere
4.5 Brain damage & recovery
5. The Neuro-Psychological Basis of Sensation and - Pinel,J.(1997). The visual system;
Perception Mechanism of perception (pp.179-207)
5.1 Sensation: The sensory world - Hockenbury & Hockenbury (2003).
5.2 Perception: Ways of perceiving Sensation and perception (pp 83-120)
6. The Biopsychology of Learning, Memory, - Hockenbury & Hockenbury (2003). The
Emotion & Stress. search for biological basis of memory (244-
6.1 Physiological basis of learning 250); The neuroscience of emotion (pp 330-
6.2 Physiological basis of memory 332): Physical effects of stress.
6.3 Physiological basis of emotion, stress and mental Illness.
7. Sleeping, Dreaming and Other Biological - Lahey, B.(2004) states of consciousness.
Rhythms - Hockenbory & Hockenbury (2003)
7.1 Bodily Rhythms Biological and other environmental clocks.
7.2 Sleeping - Pinel, J. (1997). Sleeping, Dreaming and
7.3 Dreaming circadian rhythms (pp 295- 323).
7.4 Other cyrcadan rhythms
8. Biopsychology of Eating and Drinking Lahey, B (2004). Biological needs (pp 369 –
8.1 The Biopsychology of Eating 374)
8.2 The Biopsychology of Drinking
8.3 Disordered Consumption
References
Hockenbury and Hockenbury (2003).Discovering psychology (3rded) New York: Catherine woods.
Lahey, B.(2004). Psychology: An introduction (8thed). Boston: Mc Graw Hill comp.
Pinel, J.(1997). Biopsychology (3rded). Boston: Allyn and Bacon Printing press.
James W. Kalt. (2007). Biological psychology (9th Ed.).north Carolina State University
Michela G. and Randy J.( 2003). Biological Psychology.John Wiley & Sons, Inc.
Daniel Levitin ( 2001). Foundation of Cognitive Psychology. Core Readings, New York
23725
Frith, C. D. (1992). The cognitive neuropsychology of schizophrenia. Hillsdale NJ: Erlbaum.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Boo
Teaching Learning Methods/Strategies

This section allows the teacher the larger degree of flexibility in his/her creativity in identifying,
selecting and adapting the instructional methods that suit to the contents of the learner. The t-learning
process shall, thus, be conducted using different instructional strategies and techniques with more
emphasis given to student-centered methods and increasing active students engagement. Students shall
be continuously working on their preliminary reading materials and learning activities where the
instructor shall assist them in every step. In this regard, learners shall be involved in self-reading,
inquiry, questioning and answering activities, presenting gapped lectures followed by class discussion
on some selected topics.
Assessment Techniques
Continuous assessment with varying assessment types shall be employed in each courses of the module
through observation, oral questioning, students‘ written and oral presentations of assignments during
lesson presentations. Accordingly, students learning shall be assessed continuously on the basis of
individual and group assignments, pop-up quizzes, tests, home take exams, field reports, project works
as well as at least three paper-based exams. As the course has lecture and tutorial components each of
them will be evaluated independently out of 100%. The total scores of all the assessments shall then be
made ready for grading.
The component assessment will be carried out through:
Group assignment 12%
Quizzes 12%
Mid exam 25%
Individual Assignment 11%
Final Exam 40%
COURSE POLICY
All students are expected to abide by the code of conduct of students as per the Legislation of the
respective university throughout the course. Academic dishonesty, including cheating, fabrication and
plagiarism will not be tolerated and will be reported to the bodies for action. Regular attendances, class
activities (questions), doing assignments and submitting them on time are indispensable vehicles for the
successful accomplishment of the course. Moreover, mobile cell phones are to be switched off so as to
avoid distractions in the teaching learning activities including examination time. Lastly, but not least,
note that all issues discussed in the class will be incorporated in quiz, mid or final exams.
Approval Section
____________________ ___________________ _________________
Instructor Name Signature Date
__________________ _________________ ________________
Module/Course Chair Signature Date
_________________ __________________ ________________
Department Head Signature Date
23726
Course Guidebook for the Course Psychology of Childhood
Module Name: Life-Span Human Development
Course Name: Psychology of Childhood
Cr. Hr. 3
Course Description
This course deals with the growth and development of children beginning from the moment of
conception to the last phase of childhood. Basic dimensions of development physical, cognitive and
socio emotional changes in behavior of children as they proceed in age. Furthermore, attempt will be
made to explain child development using the existing psychological theories and to address
implications to the Ethiopian context of child development. It also attempts to address problems of
children and possible interventions to promote healthy development.
Course Objectives
After completing this course students will:
- Discuss issues and theories of child development
- Explain why and how behaviour changes as age progress
- Distinguish the different aspects and stages of development
- Relate aspects with stages of child development
- Describe the various methods of studying child development
- Explain the implications of the study of child development for education, child care or rearing
and personality development.
Contents References
1. Introduction - Feldman, R. (2001). Introduction to child
1.1. Definition and Scopes of Child psychology Development (p. 4-12); Research metods (pp
1.2. Historical Views of Child Development 25-37); The study of human dev‘t (p.9-22)
1.3. Goals of studying child development - Santrock, J. (2005). What are some historical
1.4. Factors Causing Growth & Development views? (p.15-16) what are the developmental
1.5. Factors Affecting Growth &Development periods and processes? (pp 18-20); what are
1.6. Principles of Human Development the core issues in child development? (pp 21-
1.7. Stages of Human Development 23). What are main research methods in child
1.8. Issues in Child Development development?
1.9. Developmental Tasks - Papalia, D.; Olds, S. & Feldman, R. (2001).
1.10 Research methods in Child Development The study of human development (p 9-22).
1 Theories of human development - Papalia, D.E; Olds S.W. and Feldman,
2.1. Psychoanalysis Theory R.S,(2001)Theory and Research (pp 27-57).
2.2. Psychosocial Theory - Santrock, J.W(2005). What are the main
2.3. Cognitive Development Theories theories of child development (pp 41-53)
2.4. Moral Development Theories - Feldman, R.S. (2001). Theoretical perspectives
23727
2.5. Behaviorists View of Development (pp 13-23).
2.6. Social Learning theorists
2.7. Ethological theory
2.8. Humanistic theory
2.9. Bioecological theory
2 Prenatal development - Santrock, J.W.(2005). Prenatal development
3.1 Characteristics of Prenatal Development (pp 107-130).
3.2 Biological foundations of prenatal development - Santrock, J.W.(2002) prenatal development
3.3 Stages of prenatal development (pp 60-75); Birth (pp 76_82)
3.4 Genetic and environmental influences on prenatal - Cobb,N.J(2001) Prenatal dev‘t (pp 31-44)
development - Feldman, R.S.(2001) The start of life; prenatal
3.5 Birth methods and types dev‘t (pp 42 -80);
3.6 Tips of positive prenatal developments - Papalia, D.E; Olds,S.W: and Feldman,
R.S.(2001). Forming a new life (pp 63 100)
3 Development in infancy - Feldman, R.S. (20010.infancy (pp 118 – 188)
3.1 Physical development - Santrock.J.W.(2005). Infancy (pp 165-260)
3.2 Sensory and motor development - Cob, N.J.(2001). Infancy and Toddlerhood (pp
3.3 Cognitive development 45 – 73)
3.4 Socio-emotional development
4 Development in Early childhood - Santrock, J.W.(2005) early childhood (pp 273
4.1 Physical Development – 370)
4.2 Cognitive Development - Feldman, R.S. (2001). The preschool years (pp
4.3 Language Development 220-280)
4.4 Socio Emotional Development - Cob,N.J.(2001) Early childhood (pp 87-113)
5 Development in Late childhood - Santrock, J.W.(2005) Middle and Late
5.1 Physical Development childhood (pp. 379-485)
5.2 Cognitive Development - Feldman, R.S(2001) Middle childhood(pp 314
5.3 Socio-Emotional Development – 380)
- Cob, N.J (2001) Middle childhood (pp127-
150)
References
Cob, N.J. (2001).The child, Infants, Children and Adolescents. London. My field publishing comp.
Feldman, R.S. (2001). Child Development. (2nded). New Jersey: Prentice Hall, Inc.
Papalia, D.E., Olds, S.W., and Feldman, R.S. (2001).Human Development.(8th Ed). New York;
McGraw Hill companies Inc.
Santrock, J.W. (2002). A Topical Approach to Lifespan Development. Boston: McGraw Hill comp.
Santrock, J.W. (2005). Children.(8thed). Boston: McGraw Hill companies Inc
Shaffer, D.R. & Kipp, K. (2014) Developmental Psychology: Child and Adolescence. (9thed).
Canada: Jon-David Hague pub.
23728
Teaching-Learning Methods: Instructional Strategies and Activities
In this course, the teaching-learning process shall be conducted using different instructional strategies
and techniques with more emphasis given to student-centered methods and increasing active students
engagement. Students shall be continuously working on their preliminary reading materials and
learning activities where the instructor shall assist them in every step. The learners shall, therefore, be
involved in self-reading, inquiry, questioning and answering activities, presenting gapped lectures
followed by class discussion on some selected topics of the course.
Assessment techniques
In addition to employing continuous assessment through observation, oral questioning, students‘
written and oral presentations of assignments etc. during lesson presentations, the following schemes of
assessment will be used as needed to determine final grades. As the course has lecture and tutorial
components each of them will be evaluated independently out of
Quizzes 12%
Mid exam 25%
Final Exam 40%
COURSE POLICY
plagiarism will not be tolerated and will be reported to the bodies for action.
Regular attendances, class activities (questions), doing assignments and submitting them on time are
indispensable vehicles for the successful accomplishment of the course. Moreover, mobile cell phones
are to be switched off so as to avoid distractions in the teaching learning activities including
examination time. Lastly, but not least, note that all issues discussed in the class will be incorporated in
quiz, mid or final exams.
Approval Section
____________________ ___________________ _________________
__________________ _________________ ________________
Module/ Course Chair Signature Date
_________________ __________________ ________________
23729
Course Guidebook for the Course Psychology of Adolescence
Module name: Life-Span Human Development
Course name: Psychology of Adolescence
Course code: Psyc2023
Cr. Hr. 3
COURSE DESCRIPTION
This course is a continuation of Psychology of Childhood. It examines the physical, cognitive, and
psychosocial development of adolescents in the contexts of family, peers, school, and work & leisure
activities. Major theories, contemporary issues and concerns, and the situation of adolescents & youths
in the socio-cultural contexts of Ethiopia will be discussed.
COURSE OBJECTIVES
Up on the completion of this course, students will:
 Describe major aspects of adolescent development
 Explore different theoretical explanations about behavioural changes among adolescents
 Explain adolescent development in light of different contexts
 Identify different psychological and social problems of adolescents and find out possible
interventions
 Predict adolescent development from the theoretical and scientific explanations
Contents References
1. The Nature of Adolescence: Introduction Steinberg, L.(2005),Pages 1-20
1.1 Historical overview of Adolescence Santrock,J.,W.(2005), Pages 1-41
1.2 Meaning & Definition of Adolescence Santrock,J.W.(2006),Chapter 12
1.3 Boundaries of Adolescence (beginning & end, sub-periods of Papalia,D.E.,et al., (2004), chapter 11
Adolescence)
1.4 Characteristics and Developmental Tasks
1.5 Theoretical Foundations
1.6 Research Methods and Issues
2. Fundamental changes in Adolescence Steinberg, L.(2005),Pages 23-
2.1 Physical Changes (Biological Development and Puberty) 57Santrock,J.,W.(2005), Pages 79-118
2.2 Physical Growth, brain development, hormonal changes, Santrock,J.W.(2006),Chapter 12
sensory capacity, motor skill, nutrition, sleep, health and so on. Papalia,D.E.,et al., (2004), chapter 11
3. Cognitive Changes Steinberg, L.(2005),Pages 63-92
3.1 Adolescent Cognition Santrock,J.,W.(2005), Pages 119-168
3.2 Theoretical Approaches to Adolescent cognition Santrock,J.W.(2006),Chapter 12
 Piagetian View Papalia,D.E.,et al., (2004), chapter 11
 Information Processing view
 Psychometric view
 Adolescent Egocentrism
3.3 Other important adolescent intellectual skills (critical and
23730
creative thinking, decision-making, social cognition)
4. Psycho-Social Changes Steinberg, L.(2005),Pages 63-92
4.1 Identity Development Santrock,J.,W.(2005), Pages 119-168
- Meaning of identity and identity as an adolescent issue Santrock,J.W.(2006),Chapter 12, 13
- Theoretical perspectives on adolescents identity Papalia,D.E.,et al., (2004), chapter 1
development Santrock,J.,W.(2005), Pages 169-304
4.2 Autonomy development Papalia,D.E.,et al., (2004), chapter 12
- Meaning of autonomy Steinberg, L.(2005), Pages 261-468
- The Development of Emotional Autonomy
- The Development of Behavioral Autonomy
- The Development of Value Autonomy
4.3 Intimacy as an Adolescent Issue
- Sullivan‘s Theory of Interpersonal Development
- Erikson‘s View of Intimacy
- Attachment in Adolescence
4.4 Sexuality as an Adolescent Issue
- Sexual Socialization in Restrictive, Semi-restrictive, and
Permissive Societies
- Sexual Attitudes among Adolescents
- Psychological and Social Characteristics of Sexually Active
Adolescents
4.5 Achievement as an adolescent issue (Educational and Career
Development)
5. Contexts of Adolescent Development Steinberg, L.(2005),Pages 129-160-
5.1. Family 468
5.2. Peer group Santrock,J.,W.(2005), Pages 305-501
5.3. Schools
5.4. Media
5.5. Work & leisure…
6. Developmental and Psychosocial Problems of Adolescents Steinberg, L.(2005),Pages439-475
6.1 Adolescent Pregnancy and High Risk Sexual Behaviour Santrock,J.,W.(2005), Pages 501-540
6.2 Substance Use and Abuse  Revision of lessons
6.3 Juvenile Delinquency and other Antisocial Behaviour  Final Exam week
6.4 Depression, Stress, Suicide
6.5 Eating Disorders
6.6 Prevention and Interventions
References and Bibliography

Berk, L.E. (2-10). Development Through the Lifespan.(5thed). Allyn & Bacon. MCGraw-Hill
Cob, N.J. (2001). The Child: Infants, Children, and Adolescents. London: Mayfield Publishing
Company.
23731
Kimmel, D.C., & Weiner, I.B. (1995).Adolescence: A developmental Transition. (2nded). New York:
John Wily & Sons.
Papalia, D.E., Olds, S., & Feldman, R. (2006).Human Lifespan Development. (10thed).
Santrock, J.W.(2006). Lifespan Development. (10thed.) Boston; McGraw-Hill
Steinberg, L. (2005). Adolescence.(9th Ed.). Boston: Mc-Graw-Hill
Teaching-Learning Methods
followed by class discussion on some selected topics of the course. Throughout the course weeks,
theoretical issues and practical examples will be combined. When possible and relevant, guest lecture
will also be invited. Students are, therefore, encouraged to read as much as possible before each
session.
individual and group assignments (with presentation), pop-up quizzes, tests, home take exams, field
reports, project works as well as at least three paper-based exams. During the continuous assessments,
self, peer and teacher evaluations will be employed, through observation, students‘ class participation,
oral questioning, group works during presentations. As the course has lecture and tutorial components
each of them will be evaluated independently out of 100%. The total scores of all the assessments shall
then be made ready for grading.
Quizzes 12%
Mid exam 25%
Final Exam 40%
COURSE POLICY
Approval Section
____________________ ___________________ _________________
__________________ _________________ ________________
_________________ __________________ ________________
23732
Course Guidebook for the Course Adult Psychology and Learning
Module name: Life-Span Human Development
Course name: Adult Psychology and Learning
Cr. Hr. 3
Course description:
Adulthood is a period of great paradox. There is change and sameness, success and failure, crisis and
stability, joy and sadness. Adulthood can be a time when a person matures fully into what he/she is.
How each person reacts depends on circumstances and one‘s general outlook on life. Until quite
recently psychologists knew little about adulthood. In the past, more emphasis was placed on childhood
and adolescence. So this course focuses on the newly emerged science (the psychology of adulthood
and old age) emphasizing the physical, cognitive and socio-emotional development; and their diversity,
feature and rate of development in these three aspects of development.
Course objectives:
After successful completion of this course, students are able to:
 Describe the transition from adolescence to adulthood.
 Identify the changes of physical development in adults.
 Characterize cognitive changes in adulthood.
 Explain the key dimensions of careers & works in easily adulthood.
 Characterize longevity and the biological aspects of aging.
 Discuss aging and adaptations to work and retirement
 Explain the psychological aspects involved in facing one‘s own death and the contexts in
which people die.
Topic/sub topic/chapter Methodology Reading materials

1. Early Adulthood  Gaped Lecture 1. Lemme (2002) PP 126-
1.1 Characteristic of early Adulthood  Audio-visuals 241; 355-386
1.2 Developmental tasks of early Adulthood  Group discussions 2. Berk (2007) PP 428-461
1.3 The diversity of Adult life styles  Presentations 3. Papalia, D.E.et (2004):
1.4 Why we age? Concept of longevity & theory  Observations Chapter 1 (pp 1-53)
of aging  Case studies 4. Zanden (1993) PP 415-446
1.5 Physical changes  Panel discussions 5. Santrock (1999) PP 386-
1.6 Cognitive changes  Library & Web- 405
1.7 Social and personality development based research etc 6. Fitsume & Gashaw (2002)
1.8 Personal and Social hazardsin early PP 96-102
adulthood
2. Vocational and Family Adjustments in Early  Gaped Lecture 1. Lemme (2002) PP 243-
Adulthood  Audio-visuals 352
2.1. Vocational adjustments  Group discussions 2. Berk (2007) PP 462-496
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2.2. Marital adjustments  Presentations 3. Zanden (1993) PP 449-472
2.3. Adjustment to parenthood  Observations 4. Santrock (1999) PP 413-
2.4. Hazards of vocational and marital  Case studies 426
adjustments during early adulthood. 5. Fitsume & Gashaw (2002)
PP 103-118
3. Middle Adulthood  Gaped Lecture 1. Lemme (2002) PP 126-
3.1 Characteristics of middle age  Audio-visuals 241; 355-386
3.2 Developmental tasks of middle age  Group discussions 2. Berk (2007) PP 498-524
3.3 Adjustment to physical changes and changed  Presentations 3. Zanden (1993) PP 481-501
interests  Observations 4. Santrock (1999) PP 438-
3.4 Personality theories & development  Case studies 454
3.4.1 Adult stage theories  Panel discussions 5. Fitsume & Gashaw (2002)
3.4.2 The life events approach. Library & Web- PP 119-123
3.5 Adjustment to mental changes based research etc
3.6 Social adjustments
3.7 Personal and social hazards of Middle age
4. Vocational & Family Adjustments  Gaped Lecture
4.1 Vocational Adjustments  Audio-visuals 1. Lemme (2002) PP 243-
4.2 Adjustment to changed family patterns  Group discussions 352
4.3 Adjustment to approaching retirement and old  Presentations 2. Berk (2007) PP 528-556
age  Observations 3. Zanden (1993) PP 509-524
4.4 Vocational and martial hazards of Middle age.  Case studies 4. Santrock (1999) PP 456-
 Panel discussions 472
5. Late Adulthood (Old age)  Gaped Lecture 1. Lemme (2002) PP 355-
4.1 Characteristics of old age  Audio-visuals 418
4.2 Developmental tasks of old age  Group discussions 2. Berk (2007) PP 560-595
4.3 Adjustment to physical changes  Presentations 3. Zanden (1993) PP 539-555
4.4 Cognitive functioning in older adults  Observations 4. Santrock (1999) PP 482-
4.5 Changes in mental abilities and interest  Case studies 519
4.6 Longevity  Panel discussions 5. Fitsume & Gashaw (2002)
4.6.1 Life expectancy & life span Library & Web- PP 132-137
4.7 Theories of socio emotional development based research etc
4.7.1 Erikson‘s theory .
4.7.2 Disengagement theory
4.7.3 Activity theory
4.7.4 Socio-emotional selectivity theory
4.8 Hazards to personal and social adjustments
6. Vocational & Family Adjustments  Gaped Lecture 1. Lemme (2002) PP 243-
6.1 Vocational adjustments  Audio-visuals 334
6.2 Adjustment to Retirement  Group discussions 2. Berk (2007) PP 598-627
6.3 Adjustments to changes in family life  Presentations 3. Zanden (1993) PP 565-572
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6.4 Vocational and family life hazards of old age  Observations 4. Santrock (1999) PP 526-
539
7. Death and Dying  Gaped Lecture 1. Lemme (2002) PP 458-
7.1 Issues in determining death  Audio-visuals 485
7.2 Death in different cultures  Group discussions 2. Berk (2007) PP 598-627
7.3 Attitudes towards death at different points in  Presentations 3. Zanden (1993) PP 598-602
the life span  Observations 4. Santrock (1999) PP 550-
7.4 Causes of death and expectations about death  Case studies 564
7.5 Kubler Ross‘s stages of Dying  Panel discussions 5. Fitsume & Gashaw (2002)
7.6 Communicating with dying person PP 144-151
References
Berk,L.E.(2010). Development Through the Lifespan.(5th Ed.).Allyn & Bacon.

Lemme B. H. (2002). Development in Adulthood. (3rded.). Boston: allyn & Bacon.
Papalia, D.E., Olds,S., & Feldman, R. (2004,2006). Human Lifespan Development. (9th or 10thed).
Boston; McGraw-Hill
Santrock, J.W. (2006). Lifespan Development (10thed). Boston;McGraw-Hill
Zanden V., and James W. (1989) Human Developmental.(5thed.) McGraw hill: New- York
Throughout the course weeks, theoretical issues and practical examples will be combined. When
possible and relevant, guest lecture will also be invited. Students are, therefore, encouraged to read as
much as possible before each session.
Interactive study: Students shall be encouraged to interact with their peer groups interested in the same
topic and support each other. All in all, participatory discussion and active participation shall be highly
encouraged to help learners adequately acquire the basics of the course.
Independent Learning: The instructor shall also focus on instructional systems that emphasize on
individualized or independent learning experiences in order to engage all students in their own learning
process and, most importantly, offer an opportunity for each student to learn in their own way. In this
regard, students shall be given independent reading assignments on major topics.
Cooperative or Peer Learning: As a matter of fact, students often learn cooperatively and help each
other informally to make sense of their learning activities. Cooperative learning enhances the value of
student-student interaction among peers and results in various advantageous learning outcomes.
Supporting interaction among peers can foster some of the most fruitful learning because peers often
23735
share deep understanding of each other‘s common challenges, experiences, and practices. Throughout
this course, therefore, learners are expected to work in cooperative (peer) groups in order to undertake
different learning activities and assignments.
oral questioning, group works during presentations.
As the course has lecture and tutorial components each of them will be evaluated independently out of
100%. The total scores of all the assessments shall then be made ready for grading.
Quizzes 12%
Mid exam 25%
Final Exam 40%
Approval Section
____________________ ___________________ _________________
__________________ _________________ ________________
_________________ __________________ ________________
23736
Course Guidebook for the Course Early Childhood Education and Care
Module Name: School and Educational Psychology
Course Title: Early Childhood Education and Care
Course Code: Spsy2025
Cr. Hr. 3
Course Description
In this course students will be introduced to the history of early childhood education and the various
types and components of child care programs. The course will also equip students with the necessary
skills used in enhancing children‘s self-help and social skills, strategies for creating conducive
environment for child care and education.
Objectives:
At the end of this course, the learner will be able to:
 Know the different models of early childhood education
 Know the different models of care programs
 Understand the different strategies for protecting children from abuse
 Review the long-term effects of the programs on the educational performance, mental and
emotional health of children.
 Aware of the importance of play in children‘s learning and their different types.
 Acquire the skills used in fostering self-help and social skills and in creating better
environment.
 Evaluate the status of early childhood education and care programs at national level in line with
the historical evolution of the programs in the developed world
 Recognize how parents and the community be mobilized for the improvement of early
childhood education and care programs
Schedule of Lecture Topics and Readings
Chapter Guiding Basic Questions in Each Chapter
Chapter One  How did early childhood education and care programs evolved?
Introduction What are its targets?
to Early  What are the major approaches/models in early childhood programs?
childhood  What are the different types of play and their relation with learning?
program
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 What is child care?
Chapter Two  What are the major categories of child care programs?
Child Care  What constitutes quality care?
and Guidance  How can we plan and implement healthy, safe and secure
environment for children
 What kind of environment is safe for children‘s education and care?
 What strategies can be used for improving children‘s emotional and
social development?
Chapter  What is good behavior like?
Three  How can we prevent and change bad behavior?
Guiding and  What principles should be followed in guiding children?
Protecting  Who abuses children?
children  Why do adults abuse children?
 What are the long-term effects of child abuse?
 How could early year‘s practitioners protect children from any form
of abuse?
Chapter  How could programs help parents and community be involved for
Four improvement of early education and care?
Parents,  What are the strategies used in improving teachers effectiveness in
Family and early childhood programs?
Community
involvement
Chapter One: Introduction to Early childhood program

1. Early childhood education programs
1.1 Historical and theoretical bases for appropriate programs in early childhood settings
1.1.1. Historical roots of early childhood education (Wortham 22-32 & Morisson 84-
106)
1.1.2. Early childhood curriculum practices today: Historical Influences revisited
1.2 Goals for early childhood programs (Wortham 47-51)
Staff training, licensing and funding
Characteristics of quality programs
1.3 Models of quality early childhood programs (Wortham 54-72 & Morisson 140-171)
The Montessori approach
Developmentally appropriate practices ( Morisson
High/Scope curriculum
Reggio Emilia
The Project approach
Waldorf education: Heads, hands and heart
1.4. Play: The powerful means of learning in the early years
Chapter Two: Child Care and Support
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2.1 Foundations of Caring and Guiding
2.1.1. The characteristics of Positive environment (Tass,Beith 97-151)
Physical Care
Health and Safety
Diet, nutrition and food
2.1.2 Helping children to get social and emotional development (Toss, Beith 227-277)
Factors affecting social and emotional development
Helping children to develop social and self-help skills
Helping them to develop self-concept and self-esteem
Ways of helping children express themselves.
2.2. Guiding children (Morrison 398-422)
A social constructivist approach to guiding children
Teacher effectiveness training
Trends and principles in guiding children
Interventions to be taken when showing unwanted behavior
Behavior modification strategies
Changing children‘s behavior gradually
Ways to help children show appropriate behavior
Reporting and recording children‘s behavior
Assessing children‘s behaviors
2.3. School ethos
Chapter Three: Protecting children (Toss, Beith,--568-578)
3.1 Background of child protection
3.1.1The role of the early year‘s practitioners in protecting children from abuse
3.2 Policies and procedures to protect children
3.2.1 Signs and symptoms of abuse and neglect
Physical abuse
Sexual abuse
Emotional abuse
Neglect
3.2.2 Preventing abuse
Chapter Four
Parents, Family and Community involvement ( Morisson 494-515 & Toss,Beith 622-653)
4.1 Change in schooling
4.2 Changes in families
4.3 Education as family affair
 Family-centered programs
 Two-generation and inter generation
4.4 Guidelines for involving parents and families
4.5 Community involvement and more
Method of Teaching
23739
Discussion, Lecture, cooperative strategies and individual reading assignments will be used as methods
of teaching.
Assessment
In addition to employing continuous assessment through observation, oral questioning, etc. during
lesson presentations, the following schemes of assessment will be used as needed to determine final
grades. As the course has lecture and tutorial components each of them will be evaluated
independently out of 100%.
The tutorial component will be assessed through:

Reflection 10%
Quizzes (2) 10% each
Group Assignment & Presentation 40%
The lecture component assessment methods will be;

Mid 1 30%
Mid 2 30%
Final exam 40%
Course Requirements and Policies
1. Class Attendance and Tardiness

The class attendance policy is mandatory both for the instructor of the course and for the students.
Regular class attendance of the instructor is, among other things, one of the qualities of an effective
teacher and is also a key to academic success. Similarly, students are expected to attend ALL class
sessions regularly and promptly. Students are requested to make every effort to be in class at least 3-4
minutes prior to the official starting time. Coming to class after the instructor gets into class is also
unacceptable. Instead, students should regularly attend classes and actively participate in all the class
activities such as group discussions and presentations. Asking relevant questions of any kind and level
are highly encouraged.
As a principle, thus, students should not miss any class. Absence from four class sessions is considered
too much and unacceptable. Besides, missing classes will put students at the lower end of the grade
distribution (I‘s and F‘s). Therefore, regular and timely course attendance is mandatory both for the
instructor and for the students. However, if the instructor must be absent for reasons beyond his control,
students will be notified of class cancellation and will be compensated with make-up classes by
negotiating with students. Similarly, when students are absent from class, this must be evidenced with a
reason to the instructor; otherwise will have no excuse. As a professional courtesy, it is required and
also appreciated to inform instructors about reasons for missing.
3. Evaluation Requirements of the Course
23740
It has to be made clear that 160% of the total weight will take place by continuous assessment while the
semester is progressing. The remaining 40% will be a final examination. For this, all individual and
group works must be submitted and presented on time; and all students are required to take their
examinations on the stated due date and time. Otherwise, there will be no excuse for late submission of
assignments and missing of examinations.
References
Smidt,S.(2010).Key issues in early years education.2nd ed. Rutledge: Taylor and Francis group.USA.
Waller,M. and Clark,T.(2007).Early childhood education and Care: Policy and Practice. Sage
Publications. Los Angeles.
Wortham,S.(2006). Early childhood curriculum: Developmental Bases for Learning and Teaching.(4th
ed.).Upper Saddle River: Pearson Education, Inc.
George, M,S. (2007).Early childhood education today: Pearson Merrill Prentice Hall.
Tassoni,P.,Beith,K.,Eldridge,H and Gough,A.(2002).Diploma in child care and Education. Heinemann
educational publishers: Oxford.
Approved
---------------------------------- -------------
Name Signature
Course Chair
--------------------------------- -------------
Name Signature
23741
Course Guidebook for the Course Theories of learning and Applications
Module Name : School and Educational Psychology
Course Title: Theories of learning and Applications
Cr. Hr. 3
Course Description
This course introduces students with concept, characteristics, foundation and historical origin of
learning. Major theories of learning and their implications for classroom practices are the focus of this
course. Particular emphasis will be on behavioural science approaches, cognitive learning sciences and
social learning theory as well as constructivist approach. Their implications for classroom learning and
relationships between theory and practice in the schools will be addressed.
Course Objectives
At the end of this course, students will be able to:
 Understand foundation and historical origin of learning
 Differentiate different theories of learning
 Understand the implications of learning theories for classroom practices
 Examine the way learning theories could be used in everyday life
 Appreciate the implications of various learning theories for practices
Contents Reference
1. Introduction
1.1 Concepts and characteristics of learning
1.2 Factors Affecting Learning Klein pp22-46
1.3 Foundations for Learning
1.3.1 Biological foundations for learning
1.3.2 Environmental foundations for learning
1.3.3 Cognitive Foundations for Learning
2. Historical Origins of Learning
2.1 Early Philosophical Thoughts about Learning
i) Functionalism
ii) Behaviorism
2.2 Traditional theories of learning
i) Hull‘s Drive theory
ii)Guthrie‘s contiguity theory
iii) Tolman‘s purposive behaviorism theory
2.3 Contemporary Directions in learning theory
23742
3. Behavioral Theories of Learning
3.1 Basic Assumptions of Behavioral sciences
3.2 Classical conditioning (theory) of learning
3.2.1.Theories of classical conditioning
3.2.2 Conditioning paradigms(procedures)
3.2.3 Evaluation of classical conditioning
3.2.4 Implications of classical conditioning
3.3 Connectionism theory
3.3.1 Assumption of connectionism Klein 90-126
3.3.2 Laws and Principles of Learning by Thorndike
3.3.3 Educational implications of connectionism
3.4 Operant conditioning
3.4.1 Focus of operant conditioning
3.4.2 Reinforcement and punishment
3.4.4 Implications of operant conditioning
4. Cognitive Theory of Learning Klein 351---396
4.1 Concept learning
4.2 Problem solving
4.3 Language
5. Social Learning Theory Borich &
5.1 Concepts of social and observational learning Tombari(1995)
5.2 Modeling and its functions
5.3 Characteristics of effective models
5.4 Elements of Observational Learning
5.5 Evaluation of social learning Theory
5.6 Implications of social learning Theory
6. Humanistic Approaches (Theories) of Learning Borich &
6.1 Assumptions of Humanistic Theory Tombari(1995)
6.2 Maslow‘s Self-actualization Theory
6.3 Rogers‘ self Theory
6.4 Educational Implications of Humanistic views
References
Klein, S.B. (1996). Learning: Principles and Applications. (3rded.). New York: McGraw – Hill, Inc
Tarpy, R.M. (1997).Contemporary Learning Theory and Research. Boston: Mc GrawHill.
Classroom lessons will be mainly lecture and practice based. Students will be given cases and asked to
analyze cases form the perspectives of the course. In this course, the teaching-learning process shall be
conducted using different instructional strategies and techniques with more emphasis given to student-
centered methods and increasing active students engagement. Students shall be continuously working
on their preliminary reading materials and learning activities where the instructor shall assist them in
23743
every step. The learners shall, therefore, be involved in self-reading, inquiry, questioning and
answering activities, presenting gapped lectures followed by class discussion on some selected topics of
the course.
Quizzes 12%
Mid exam 25%
Final Exam 40%
COURSE POLICY
Regular attendances, class activities, doing assignments and submitting them on time are indispensable
vehicles for the successful accomplishment of the course. Moreover, mobile cell phones are to be
switched off so as to avoid distractions in the teaching learning activities including examination time.
Lastly, but not least, note that all issues discussed in the class will be incorporated in quiz, mid or final
exams.
Approval Section
____________________ ___________________ _________________
__________________ _________________ ________________
_________________ __________________ ________________
23744
Course Guidebook for the Course Cognitive Psychology
Module name: School and Educational Psychology
Course name: Cognitive Psychology
Cr. Hr. 3
Course Description
Cognitive psychology is a field with in cognitive science, an interdisciplinary approach to the study of
the human mind. Cognitive psychology is the study of all mental activities related to acquiring, storing,
and retrieving information. The domain of cognitive psychology spans the entire spectrum of conscious
and unconscious mental activities: sensation and perception, learning and memory, thinking and
reasoning, attention and consciousness, imagining and dreaming, decision making and problem solving.
Creativity, intelligence, and the way people learn, understand, and language uses are also the concern of
the discipline. The course discusses problems, theories and methods to help students apply in the field
of education and industry.
Course objectives
By completing this course, students will be able to
 Define what cognitive psychology is and know the major areas it concerns with.
 Understand the nature, production, processing, interpretation of language and its relation with
language and culture
 Discuss briefly about the perceptual organization of human brain
 Describe the different types of perceptual process (i.e. motion perception, depth perception,
perceptual constancy, and perceptual illusion) and extrasensory perceptions.
 the different theoretical approaches to memory
 Distinguish the process, modalities and the types of human memory
 Appreciate the major mechanisms of improving the ability of memory and in turn apply them
in their learning process
 Explain the way of thinking process and the skills used in improving it
 Discuss what the psychological nature of concept, problem solving, decision making, reasoning
and creative thinking is in brief
Contents or topics Instructor’s roles and activities Students roles and activities
Chapter 1: Introduction  Introducing the objectives of the lesson  Grasp lesson objectives
1.1. Definition of cognitive  Asking brainstorming questions  Participating in activities
psychology  Getting students to answer the In the classroom
1.2. Historical emergence of brainstorming questions first Discussing with groups on the
cognitive psychology individually. Then in groups and finally brainstorming questions,
1.3. Approaches in cognitive directing class discussion respond to the questions
Psychology  Give class, home and library works as raised by the instructor, attend
indicated in students‘ activities lecture
 Monitor students‘ activities Outside the classroom
 Give gapped lectures  Library work: read books
23745
 Check students‘ works and come with clear
 Give concluding remark information about the
meaning, historical roots
and approaches of cognitive
psychology.
Chapter 2: Perception  Introducing the objectives of the lesson  Grasp lesson objectives
2.1. Sensation and perception  Asking brainstorming questions  Participating in activities
2.2. Pattern recognition  Getting students to answer brainstorming In the classroom
2.3. Object recognition questions first individually. Then in pair, Discussing in pairs on the
2.4. Theories of perception in small groups and finally directing the brainstorming questions,
2.4.1. Constructivists whole class discussion answer the questions raised by
theory  Give class, home and library works as the instructor, attend lecture
2.4.2. Direct perception indicated in students‘ activities Outside the classroom
theory  Monitor students‘ activities  Library work: read books
2.5. Perceptual organization  Give gapped lectures and come with clear
2.6. Depth and size
 Check students‘ works information about sensation,
perception perception, object and
 Give concluding remarks
pattern recognition and
perceptual organization
Homework: Read and be
ready for test on chapters one
and two
Chapter 3: Memory  Introducing the objectives of the lesson  Grasp lesson objectives
3.1. Memory processes  Asking brainstorming questions  Participating in activities
3.2. Memory systems  Getting students to answer the In the classroom
3.2.1. Procedural and brainstorming questions first Discussing with groups on
Declarative memory individually. Then in pair, in small the brainstorming questions,
3.2.2. Semantic and groups and finally directing the whole attend lecture and respond
episodic memory class discussion to the question asked by the
3.2.3. Explicit and implicit  Give class, home and library works as instructor
memory indicated in students‘ activities Outside the classroom
3.3. Every day memory  Monitor students‘ activities  Library work: read books
3.4. Prospective memory  Give gapped lectures and come with clear
 Give concluding remarks information about memory
process and the systems
involved.
3.5. Mnemonics  Introducing the objectives of the lesson  Grasp lesson objectives
3.6. Mental imagery  Ask brainstorming questions  Participating in activities
3.6.1 Type of imagery  Getting students to answer the In the classroom
3.6.2 Nature and brainstorming questions Discussing with groups on
characteristics of  Give class, home and library works as the brainstorming questions,
imagery indicated in students‘ activities attend lecture and respond
3.6.3. Uses of mental  Monitor students‘ activities to the question asked
imagery  Give gap lectures Outside the classroom
3.7. Eyewitness memory
 Check students‘ works  Library work: read books
3.8. Forgetting and come with clear
information about
23746
mnemonic methods and
mental imagery.
Chapter 4: Attention  Introducing the objectives of the lesson  Grasp lesson objectives
4.1. Nature of Attention  Asking brainstorming questions  Participating in activities
4.2. Attention and  Getting students to answer the In the classroom
consciousness brainstorming questions first Discussing with groups on
4.3. Focused attention individually. Then in pair, in small the brainstorming questions,
4.3.1 Focused auditory groups and finally directing the whole attend lecture and respond
attention class discussion to the question asked by the
4.3.2 Focused visual attention  Give class, home and library works instructor
4.4. Divided attention  Monitor students‘ activities Outside the classroom
4.4.1 Bottleneck theories  Give gapped lectures  Library work: read books
4.4.2 Central capacity
 Check students‘ works and come with clear
theories information about attention,
4.4.3 Modular theories consciousness, and focused
4.4.4. Synthesis theories attention
4.4.5Factors determining  Homework: work on the
dual-task performance group assignment given
Chapter 5: Language  Introducing the objectives of the lesson  Grasp lesson objectives
5.1. Language: its basic  Asking brainstorming questions  Participating in activities
nature  Getting students to answer the In the classroom
5.1.1. The production of brainstorming questions first Discussing with groups on
speech individually. Then in pair , in small the brainstorming questions,
5.1.2. Speech groups and finally directing the whole attend lecture and respond
comprehension class discussion to the question asked by the
5.1.3. Surface and deep  Give class, home and library works as instructor
structure indicated in students‘ activities Outside the classroom
5.2. The development of  Monitor students‘ activities  Library work: read books
language  Give gapped lectures and come with clear
5.2.1. Social learning view
 Check students‘ works information about the
5.2.2. Innate mechanism nature of language and
view language development.
5.2.3. Cognitive view
5.3. Language and thought
5.4. language and culture
5.5. Language in other
species
Chapter 6: Thinking,  Introducing the objectives of the lesson  Grasp lesson objectives
Reasoning and Intelligence  Asking brainstorming questions  Participating in activities
6.1. Thinking  Getting students to answer the In the classroom
6.2. Forming concepts brainstorming questions first Discussing with groups on
6.3. Basic elements of individually. Then in pair , in small the brainstorming questions,
thought groups and finally directing the whole attend lecture and respond
6.4. Reasoning class discussion to the question asked by the
6.5. Formal versus everyday  Give class, home and library works as instructor and submit the
reasoning indicated in students‘ activities group assignment given at
6.6. Some basic sources of  Monitor students‘ activities day 5
23747
errors in reasoning  Give gaped lectures Outside the classroom
6.7. Decision making  Check students‘ works  Library work: read books
6.8. Intelligence and its  Give concluding remarks and come with clear
nature information about thinking
6.9. Theories of intelligence and reasoning
6.10. Emotional intelligence  Homework: work on the
6.11. Animal cognition group assignment given
Chapter 7: Problem Solving  Introducing the objectives of the lesson  Grasp lesson objectives
and Creativity  Asking brainstorming questions  Participating in activities
7.1. Problem solving: an  Getting students to answer the In the classroom
overview brainstorming questions first Discussing with groups on
7.2. Methods for solving individually. Then in pair , in small the brainstorming questions,
problems groups and finally directing the whole attend lecture and respond
7.3. Facilitating problem class discussion to the question asked by the
solving  Give class, home and library works as instructor
7.4. Factors that interfere indicated in students‘ activities Outside the classroom
with effective problem  Monitor students‘ activities  Library work: read books
solving  Give gapped lectures and come with clear
7.5. Artificial Intelligence
 Check students‘ works information about the
7.6. Creativity: generating the meaning and methods of
extraordinary problem solving.
7.7. Contrasting views of  Homework: students need
creativity to come up with everyday
7.8. Recent researches in problems and read on
creativity methods of solving the
problems
References
Anderson, J.R, (1990). Cognitive Psychology and its Implications.(7th Ed) McGraw Hill Comp.
Boston.
Bootzin, R. H. and Bower, G.H., (1991). Psychology Today.An introduction.(7th Ed). McGraw – Hill,
Inc New York.
Braisby, N. and A.Gellatly (2005).Cognitive Psychology.Oxford University Press.
Ellis, H.C, (2004). Fundamentals of Cognitive Psychology. (7thed.) McGraw–Hill, Inc.
Eysenck, M.W. and Keane, M. T. (2000).Cognitive Psychology: A student’s handbook. (4thed.). New
York: Psychology press Ltd.
Galotti, K.M. (1999). Cognitive Psychology in and out of the Laboratory.(2nd Ed) California:
Brooks/Cole publishing company.
Hirby, G.R.& Good Paster, J.R.(1999). Thinking. (2nd Ed), Upper saddle River , NJ: Prentice Hall.
Hunt, R.R. and H.C. Ellis (1999). Fundamentals of Cognitive Psychology. (6thed.). New York:
Mcgraw-Hill Companies, Inc.
Juniper, D.F.(2003). Problem Solving: An Organized Approach to Creative Solution. Infinity Books,
Delhi.
Medin, D.L, Ross , H.B, et al ( 2001). Cognitive Psychology. Harcourt College inc. Orlando.
Reed, S.K. (2004). Cognition: theory and Applications. (6thed.). Belmont: Wadsworth, Inc.
Sternberg, R.J, (2005). Cognitive Psychology.(3rd Ed). Wadsworth, Australia.
23748
Williams, J.M. (1988). Cognitive Psychology and Emotional Disorders. New York: Wiley and sons.
selecting and adapting the instructional methods that suit to the contents of the learner. In this course,
therefore, the teaching-learning process shall be conducted using different instructional strategies and
techniques with more emphasis given to student-centered methods and increasing active students
components each of them will be evaluated independently out of 100%.
Quizzes 12%
Mid exam 25%
Final Exam 40%
COURSE POLICY
exams
Approval Section
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__________________ _________________ ________________
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Course Guidebook for the Course Educational Psychology
Course Title: Educational Psychology
Cr. Hr. 3
COURSE DESCRIPTION
This course is about the application of psychological theory and research findings to education. It
examines the relevance and implications of psychological theories for educational practice. It is for
everyone who is interested in how insights derived from psychology can be applied to improve the
teaching learning process at all levels of instruction. The course generally revolves around the
developmental characteristics of the learner, the teaching- learning process as well as the teaching-
learning environment. It also treats the nature and historical development of psychology.
COURSE OBJECTIVES
At the end of this course, students will be able to
 Know the importance of educational psychology to classroom teachers

 Appreciate how students characteristics influence their learning
 Understand the approaches and processes of learning and motivation
 Develop skills in using different approaches to classroom management.
Contents Reading Assignments

1. Introduction Elliot et al, (2000). pp. 2-9
1.1 Educational Psychology
1.1.1. Definition
1.1.2. Focal Areas of Educational Psychology
1.1.3. Relevance of Educational Psychology to Teachers
2. Learner Developmental Characteristics and Individual Differences Borich & Tombari(1995) p28-
2.1 Learner Developmental Characteristics 40
2.1.2 Definition of Development and related Terms
2.1.3 Dimensions of Development
2.1.4 Controversies in Development
2.2 Theories of Development and their Educational Implications Elliott et al.(2000)p.31-56 and
2.2.1 Theories of Cognitive & Language Development 71-82
2.2.1.1 Piaget‘s Theory Elliott et al.(2000)p.71-82
2.2.1.2 Vygotsky‘s Theory Borich & Tombari(1995) p104
2.2.2 Theories of Psychosocial Development to 132
2.2.2.1 Biological Approach Borich & Tombari(1995) from
2.2.2.2 Social Learning Approach page 132 to 138
2.2.2.3 Psychoanalytic Approach Elliott et al.(2000)p. 8-91
2.2.3 Theories of Moral Development
2.2.3.1 Piaget‘s Theory
2.2.3.2 Kohlberg‘s Theory
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2.2.3.3 Gilligan‘s Theory
3. Individual Differences among Learners
3.1 Types of individual differences Elliott et al.(2000)p. 109-190
3.2 Developmental Features of Adolescence
3.2.1 Physical Development
3.2.2 Cognitive Development
3.2.3 3.2.3 Psychosocial Development
3.2.4 Problems of Adolescence
4. Learning Process Elliott et al.(2000)p.203-229
4.1 Learning: Its Concept and Characteristics Elliott et al.(2000)p. 245-289
4.2 Factors Affecting Learning Borich & Tombari,1995:180-
4.3 Learning Theories and Their implication 217
4.3.1 Behavioral Approach
4.3.1.1 Classical Conditioning
4.3.1.2 Operant/Instrumental Conditioning
4.3.1.3 Theory of Connectionism
4.3.2 Cognitive Approach
4.3.3.Social Learning Approach
5. Motivation in learning Elliott et al.(2000)p.331-366

5.1 Meaning and Purpose of Motivation Borich & Tombari(1995) p220
5.2. Indicators of Motivation – 253
5.3 Theories of Motivation and their Educational Implications
5.3.1 Behavioral Theories of Motivation
5.3.2 Cognitive Theories of Motivation
6. Classroom Management
6.1 The Concept of Discipline and Classroom Dembo(1994) p282-333, and
Management Borich & Tombari(1995) p296
6.2 Approaches to classroom management - 337
6.2.1 Behavioral Approach
6.2.2 Classroom Management Approach
6.2.3 Humanistic Approach
References
Borich, G.D., & Tombari, M.L. (1995).Educational psychology: A contemporary approach. New
York: Harper Collins College Publishers.
Dembo, M H. (1994).Applying educational psychology. 5th ed. London: Longman Publishing Group.
Elliot, S.N., Cook, J.L., Kratochwill, T. R., & Travers, J.F. (2000).Educational psychology: Effective
teaching, effective learning. 3rd ed. McGraw-Hill
Good, T.L. and Brophy, J.E. (1990). Educational Psychology: A Realistic Approach. 4thed. New York:
Longman.
McCormick C.B., & Pressley, M. (1997). Educational psychology: Learning, instruction, assessment.
New York: Imprint of Addison Wesley Longman, Inc.
Pintrich, P.R., & Schunk, D.H. (2004).Motivation in Education: Theory, Research, and Applications.
Upper Saddle River: Merrill Prentice Hall.
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Slavin, R.E. (2003). Educational Psychology: Theory and practice.7th ed. Boston: Allyn and Bacon.
Sprinthall, N.A., Sprinthall, R.C. and Oja, S.N.(1993). Educational Psychology: Developmental
Approach. 6th Ed. New York: McGraw-Hill,
Teaching learning methods: Instructional activities
Assessment Techniques \
individual and group assignments, pop-up quizzes, tests, home take exams, field reports, project works
as well as at least three paper-based exams. During the continuous assessments, self, peer and teacher
evaluations will be employed, through observation, students‘ class participation, oral questioning,
group works during presentations.
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Quizzes 12%
Mid exam 25%
Final Exam 40%
COURSE POLICY
exams.
Approval Section
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_________________ __________________ ________________
23753
Course Guidebook for the Course School Psychology: Nature, Principles and
Application Course Code:
Course Title: School Psychology: Nature, Principles and Application Course Code:
Cr. Hr. 3
Course Description
An examination of the theoretical, scientific, and practical issues in relation to professional school
psychology will be treated. School psychology as a professional specialty, its history, role and function
of school psychologists are the concerns. Also particular attention will be given for the exploration of
specific models of school psychological service delivery, including direct intervention and school-
based guidance and consultation with education and other professionals.
Course Objectives
At the end of this course, the student will be able to:
 Understand nature and scope of school psychology
 Know the historical development of school psychology
 Understand the professional roles of school psychologists
 Understand models of school psychological service deliveries
 Appreciate the roles of school psychologists in helping students to become successful
Course Contents
1. Introduction
1.1. Nature of school psychology
1.2. Scope of school psychology
1.3. Demography of school psychologists
1.4. Relationship between school psychology & other professions
1.5. Prospects and challenges of school psychology
1.6. Employment settings for school psychologists
2. Historical development of school psychology
2.1. Historical foundations of school psychology
2.2. Social reform in the early 1900s
2.3. Important contributors to the founding of school psychology
3. Roles and functions of school psychologists
3.1. Roles and functions
 Psychoeducational assessment
 Counseling
 Consultation
 Intervention
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 Research and evaluation
 In-service education
 Administration
3.2. Delivery of Psychological Services in Schools
3.3. Collaboration of school psychologists with others:
 Students
 Parents
 Teachers
 Administrators
 Community
4. School counseling
4.1. Nature
4.2. Types of Services in school counseling
4.3. Counseling at different levels of schooling
4.4. Counseling Models and Theories
4.5. Distinguishing counseling from the other human services by school psychologists
 Psychotherapy
 Consultation
4.6. Different models of consultation
 Behavioral Consultation
 Conjoint Behavioral Consultation
 Ecobehavioral Consultation
 Mental Health Consultation
5. Topical Issues in School Psychology
5.1. Student Problematic Behavior
 Aggression in schools
 Bullying and victimization
 Dropouts
 Cheating
 Gangs
 Harassment
 School refusal
 Self-injurious behavior
 Shyness
 Smoking(Teenage )and Substance abuse
 Suicide
 Teen pregnancy
 Violence in Schools
5.2. Some Interventional strategies
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o School based Intervention
o Behavioral assessment
o Behavioral assessment
o Cognitive-behavioral modification
o Crisis intervention
o Stress management
o Time management
5.3. Cross-cutting Topics
 Positive School/classroom climate
 Meaningful learning
 Self-regulated learning
 Mastery learning
 Cooperative learning
 Effective instruction, teachers and schools
 Abused and neglected children & youth
 Parent education and training
 Parenting practices
 Teacher-Student Relationship
 Teacher and Parents
6. Ethical and professional standards
Methods and Activities

Classroom lessons will be mainly lecture and discussion based. Students will be given reading
assignments and will be asked to reflect on their understandings. At the start of every lesson, students
will be requested to give a brief highlight of what they have learned in the previous lesson. They will be
given different stimulus materials, divided into jigsaw groups, asked to present their reading part, raise
questions during group presentations and conduct peer assessment. At the end of each unit, they will be
requested to write a brief reflection of what they have learned in the unit. In this way continuous
assessment of their understanding will be held.
Assessment
Reflection 10%
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Mid 1 30%
Mid 2 30%
Final exam 40%
References
Borich, G.D., & Tombari, M.L. (1995). Educational psychology: A contemporary approach. New
York: Harper Collins College Publishers.
Merrell, K.W., Ervin, R.A., & Gimpel, G.A. (2006). School psychology for the 21st century. New
York: Guilford Press.
Approved
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Course Chair
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Name Signature
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College of Education and Behavioral Sciences
Department of Psychology
Course guidebook for the course Crisis Prevention, Intervention and Conflict Resolution in
Schools
Module Name: Counseling Psychology
Course Name: Crisis Prevention, Intervention and Conflict Resolution in Schools
Cr. Hr. 3
Course Description
A crisis is defined as an event that exceeds and overwhelms an individual‘s coping skills to the point
where equilibrium is disrupted. Crises can act as a catalyst for growth or change. The critical events
which lead to a crisis can vary greatly and are unfortunately quite common. Critical events can occur
on a micro, (e.g. death of a loved one, loss of employment, end of a relationship), mezzo, (e.g. natural
disasters, tornadoes, floods, school shootings) and macro, (e.g. events on 9/11, wars, global warming)
level. This course is designed to prepare students to address the sequel from these events by
developing the assessment, diagnostic and evidenced based interventions to assist those in critical need.
Course Objectives:
The student who successfully completes this course will be able to:
 Provide a theoretical basis of assessment, diagnosis and intervene with individuals experiencing
critical life events.
 Critically evaluate and apply differing evidenced based crisis interventions.
 Identify the major legal/ethical issues that are relevant to crisis situations.
 Explain need for cultural sensitivity in crisis intervention
 Apply course content to multidimensional assessments for social work practice.
 Demonstrate effective written communication skills.
Contents References
Chapter 1: Introduction -Herman, Judith (1997). Trauma and Recovery.
 Definition of key terms( Crisis, loss, grief, The Aftermath of Violence from Domestic
bereavement, trauma, resilience, disaster, school Abuse to Political Terror.
counseling) -Brown D. & Srebalus (1996). Introduction to
the counseling profession. 2nd ed, Allyn and
 The meaning of Crisis counseling and trauma Bacon, Boston.
counseling
 The importance of Crisis and trauma counseling
Chapter 2. Roles and functions of school psychologists
 Roles and functions - James, Richard K. (2008). Crisis Intervention
 Psycho-educational assessment Strategies. (6th Edition).
 Counseling
 Consultation
 Intervention
 Research and evaluation
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 In-service education
 Administration
 Delivery of Psychological Services in Schools
 Collaboration of school psychologists with different
agents
Chapter 3. Crisis Prevention - James, Richard K. (2008). Crisis Intervention
 The concept of crisis prevention Strategies. (6th Edition).
 Models of a crisis prevention
 Types of crises prevention
 Crisis prevention Theory
 Methods of crises prevention
Chapter 4. Crisis in Schools Friend, M.& Cook, L. (year of the most current
 The concepts of crisis in schools edition). Interactions: Collaboration skills for
 Types of crisis in schools school professionals (most current edition).
Dougherty, M.A. (2009). Psychological
 Cause of crisis in schools
consultation and collaboration in school and
 Coping methods of crisis in schools community settings. Belmont, CA: Brooks/Cole
Chapter.5. Approaching Crisis Intervention -Goodman, R. D., & Calderón, A. M. (2012).
 The concept of crisis and crisis intervention The Use of Mindfulness in Trauma Counseling.
 Models of a Crisis Journal of Mental Health Counseling, 34(3),
254-268.
 Types of Crises -Goodman, R. R. (2015). Trauma Counseling
and Interventions: Introduction to the Special
 Grief Crisis Issue. Journal of Mental Health Counseling,
37(4), 283- 294.
 Crisis Intervention Theory -Greenstone, J. and Leviton, G. (2002).
Elements of crisis intervention. (2nd Edition)
 Crisis Intervention Therapy
California: Brooks/Cole Publishing Company.
 Grief (Crisis) Therapy
 Counseling Implications
 The principles of crisis intervention for people during

a crisis, disasters, and other trauma-causing events
 The approach of crisis intervention
 The type of crisis intervention
Chapter 6. The intervention and Assessment Models -Goodman, R. R. (2015). Trauma Counseling
 Types of the intervention and assessment models and Interventions:
 Practice of the intervention and assessment models - James, Richard K. (2008). Crisis Intervention
Strategies. (6th Edition).
Chapter 7. Topical Issues in School Psychology Borich, G.D., & Tombari, M.L. (1995).
 Major Problems in schools Educational psychology: A
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 Major Interventional strategies contemporary approach. New York:
 School based Intervention Harper Collins College Publishers.
Merrell, K.W., Ervin, R.A., & Gimpel, G.A.
 Behavioral assessment
(2006). School psychology for the
 Behavioral assessment 21st century. New York: Guilford
 Cognitive-behavioral modification Press.
 Crisis intervention
 Stress management
 Time management
Chapter 8. Crisis Case Handling in schools -Roberts, A.R. (1990). Crisis intervention
 Crisis case identification methods handbook. California:
 Preparation of action plan -Halpern, J. and Tramontin, M. (2007). Disaster
mental health: Theory and practice.
 Implementations of crisis handling techniques
Chapter 9. Crisis/Hostage Negotiation in schools -Roberts, A.R. (1990). Crisis intervention
 The concepts of crisis/hostage negotiation in schools handbook. California:
 Types of crisis/hostage negotiation in schools
Practices of crisis/hostage negotiation in schools
Chapter 10. Conflict resolution method in schools -Borich, G.D., & Tombari, M.L. (1995).
 The concepts of conflict Educational psychology: A contemporary
 Conflict in Schools approach. New York:
 The Nature of Conflict in schools -Merrell, K.W., Ervin, R.A., & Gimpel, G.A.
 Types of Conflict in schools (2006). School psychology for the 21st
 Major Causes of Conflict in schools century. New York: Guilford Press.
 Principles of Conflict Resolution in schools
 Conflict Management in school
 Problem-solving process in school

Continuous assessment with varying assessment types shall be employed in each courses of the
module through observation, oral questioning, students’ written and oral presentations of
assignments during lesson presentations. Accordingly, students learning shall be assessed
continuously on the basis of individual and group assignments, pop-up quizzes, tests, home take
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exams, field reports, project works as well as at least three paper-based exams. As the course has
lecture and tutorial components each of them will be evaluated independently out of 100%. The total
scores of all the assessments shall then be made ready for grading.
Quizzes 12%
Mid exam 25%
Final Exam 40%
COURSE POLICY
Approval Section
____________________ ___________________ _________________
__________________ _________________ ________________
_________________ __________________ ________________
23761
Course Guidebook for the Course Design of Instruction
Course Title: Design of Instruction
Course Code: Tecs1015
Cr. Hr. 3
Course Description
This course is designed to provide students with historical and theoretical bases for developing
instructional design, the relationship between learning theory and instructional design, the various types
and models of active learning methods and models of teaching, production and evaluation using
multimedia and other technologies. In addition, effective instruction, components of an instructional
plan, i.e. setting goals, organizing instruction, formulating behavioral objectives, instructional materials
and evaluating instruction will be treated.
Course Objectives:
 Understand the historical and theoretical basis for developing instructional design
 Appreciate the historical and theoretical basis for developing instructional design
 Know the relationship between learning theories and instructional design
 Develop instructional plans
 Understand all components of an instructional plan
 Understand the various models of teaching
Tentative Schedule of lecture topics and readings
Conceptual Focus Readings/ assignments
Definition of instructional design Task: Students will be given reading
Theories of learning assignments about the different theories of
 Behaviorism learning
 Cognitivism Driscoll,M.(1990)
 Constructivism
History of behaviorism, cognitivism & Learning theory: Objectivism vs
constructionism & instructional design constructivism.[On-line]. Available:
 Behaviorism & instructional design http://media.hku.hk/cmr/edtech/
 Cognitivism & instructional design Constructivism.htmlConstructivist theory (J.
 Constructionism &instructional design Bruner). [On-line]. Available:
http://www.gwu.edu/~tip/bruner.html
Learning theories and the practice of instructional constructivism.[On-line]. Available:
design http://media.hku.hk/cmr/edtech/
Learning theories-some strengths and weaknesses Constructivism.htmlConstructivist theory (J.
 Behaviorism Bruner). [On-line]. Available:
 Cognitivism http://www.gwu.edu/~tip/bruner.html
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 Constructivism
The concept of effective instruction
Instruction design in the teaching process
Components of an instructional plan
Setting goals Dick & Reisr(1989) pp.8---16
 Uses of goals
 Characteristics of goals
 Classification of learning outcomes
 Specificity of instructional goals
Organizing instruction Brown,R.Oke,F.&Brown,D.9(1989)pp.126-
 Clarification of terms 141
 Planning a scheme of work
 Lesson planning Brown,J.Lewis,R.& Harcleroad,F.(1985)
 When to abandon your lesson plan pp.1-15
 An example of a lesson plan
Formulating Behavioral objectives Brown,R.Oke,F.&Brown,D.9(1989)
What are behavioral objectives? pp.142-149
How to state behavioral objectives?
 Cognitive domain Dick & Reisr(1989) pp.17-28
 Affective domain
 Psychomotor domain
Classroom management & Discipline Brown,R.Oke,F.&Brown,D.9(1989)
 Management pp.150-165
 Discipline
Instructional Materials in Teaching Brown,R.Oke,F.&Brown,D.9(1989)
 Types of instructional materials pp.167-197
 The values of instructional materials Brown,J.Lewis,R.& Harcleroad,F.(1985)
 Selecting instructional materials for teaching pp.63-82
 Using instructional materials Dick & Reisr(1989) PP.86-101
Evaluating instruction Brown,R.Oke,F.&Brown,D.9(1989)
 What is evaluation? pp.199-210
 Why evaluate?
 How to evaluate?
Methodological Strategies
 Teacher‘s presentation and explanation
 Discussion and related active learning strategies( debate, question and answer reflection on
reading assignments brain storming, spider diagram)
 Individual/group study and presentation
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Assessment
Reflection 10%
Mid 1 30%
Mid 2 30%
Final exam 40%
N.B.: Please make sure your cell phone is turned off before entering the class. It is totally forbidden to
use mobile phone cell during class or examination. Any sign or sound of mobile phone in the class will
not be tolerated or excused- the student will be expelled from class or even from course.
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Required Reference Books

1) Brown, W. et. al (1985) AV Instruction: Technology, Media, an Methods(six ed. Singapore:
McGraw-Hill, Inc.
2) Brown,R. et.al.(1989) Curricul
3) um and Instruction: An Introduction to Methods of Teaching. London & Basingstoke:
McMillan Publishers Ltd
4) Dick,W. & Reiser R.(1989) Planning Effective Instruction. Boston: Allyn & Bacon
5) Driscoll, M. P.(1990)Psychology of Learning for Instruction. Boston: Allyn & Bacon
Approved
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Course Chair
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23765
Course Guidebook for the Course Design of Instruction
Course title: Seminar in School, learning and learner related issues.
Course Weight: 3Cr.Hr
General Description
This course is offered to 3rd year students of the department of psychology who have gone through five
semesters intensive training on psychology courses: Social Psychology, Personality Psychology,
Developmental Psychology (Childhood, Adolescence and Aging), Physiological Psychology, Cognitive
Psychology, Organizational Behavior, Forensic Psychology, Counseling Psychology (Theory and
Practices & Career Counseling, HIVAIDS), Abnormal Psychology, Psychological Testing and
Statistics and related courses.
It is not enough to only know the theories and perspective. However they must be able to explain
behaviors, give psychological analysis of events, happenings and be able contribute for the welfare and
good of society, community and themselves specifically. Hence, students are expected to bring the
theoretical parts they have learnt down to earth, relate them with the existing contexts, enhance their
perspective taking, develop their skills of communication, influencing others.
Course Objective
The course ―Seminar in Psychology‖ will be helping students and enable them to acquire the following
objectives at the end of the course:
 Describe underlying behaviours and problems of individuals, groups and related others in social,
physical, political and economic settings.
 Explain issues they indentify in light of psychological theories.
 Show the implications of the problems, issues and controversies with their own judgements added
up on.
 Show the relationships of events, variables and factors in human behaviour.
 Forward corrective measures and recommendations over the issues and topics they identify,
explain, and show the implications.
Teaching learning methods

As the name of the course describes, it is concerned with how students give analysis of issues in the eye
of psychological theories and perspectives. Thus, students will be assigned to advisors in accordance to
the topics they come.
After identifying the issues they (the students) want to discuss, they must be prepared about the issues
in a well-organized manner. The mode of delivery will be presentation and seminar works where
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students from own and other departments can attend. So the students will be informed about when to
present. It according to their presentation they will be evaluated.
Evaluation (Criteria for Evaluation)

The school/department/college should Assign 5 up to 8 students to one supervisor. The course
evaluation will be made in two ways: (a) the presentation and seminar works; (b) article review.
The presentation and seminar works are prepared at individual basis, so does the final exam. The
presentation and seminar works accounts for 70% and article review 30%.
The presentation will be conducted continuously and students are evaluated based on their
performances across different presentations. The results of the student in different times will be
summed up and will be given an average value.
Criteria for evaluating students

Week Criterion Activities Value
Week 1,2&3 Clarity, relevanceHow clear is the issue raised 20%
and The relevance of the presentation and the issues under
comprehensive question; relate the theory with the practice
Comprehensiveness of the work
Week Scientific Proper review of literatures, and findings regarding 20%
th th
4 ,5 ,& 6th evidences the issue under consideration
The use of possible secondary data for analysis and
making inferences
th
7 Implications What do the issues discussed tell us about the future 20%
th th
,8 &9 week implications and what can be done pro or against them
How do the issues discussed help solve the problems
forwarded
What recommendations are forwarded regarding the
issues explained and what do they tell us for future
works
10th,11th,12th Regularity of cont Every student must be able to attend both for others` 10%
weeks act with advisor works and own works
Active participation: raising questions and forwarding
comments
th th
13 ,14 , Article reviews* Students will be able to make article reviews where 30%
th th
15 &16 they find out the major bodies of the articles, put the
weeks pros and cons of the article, make their own
recommendations regarding the topics, what they have
learnt from and future implication of the article in our
contexts
6 Total 100%
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Selected Topical Issues in Areas of Psychology
(Note: The issues listed below are just exemplars, however you, students, can bring forth as different
issues you can get and think of. So you should NOT be limiting yourself to these topics).
A) Developmental Psychology: This area of psychology deals with the growth and developments
accompanying the period of childhood (pre-natal- 10 years of age), adolescence, adulthood and
aging. There are differing aspects of developments as cognitive, social, physical, social and
emotional developments that you can address.
 The nature-nurture controversies of development
 How mother tongue language affects cognitive and thinking abilities
 Comparing Piaget`s cognitive development versus Vygotysky`s socio-cultural theories of child
developments
 Early childhood education and child rearing practice
 Parenting styles and possible life (later) outcomes in adulthood and social competences
 Adolescence risking taking behaviors: psychological explanations
 Is a period of adolescence different from some time before?
 Major adjustment problems of adolescents in higher institutions
 Do really elderly people behave in childish manners? And so on.
B) Social and Personality Psychology: Social and Personality Psychology are other major areas of
psychology that deal with how individuals are influenced by the actual or imagined presence of
others and how they can influence others, groups and society (Social Psychology), and study the
total sum of unique ways of behaving, thinking and feeling of individuals in different settings
(personality psychology). These theories are fertile theories of psychology with myriads of
theoretical perspectives and dynamics. Here are some topics that you can discuss on:
 How do self-presentation (impression management) and impression formation contribute in

political arenas?
 What do the different personality theories imply for human behavior?
 Diversity tolerance or frustration in inter-ethnic relationships among students of higher
institutions?
 Are human beings innately evil or kind who can live in harmony?
 Possible explanations of rape myths?
 Do opposite sexes really attract each other?
 Does disability foster pro-social behaviors?
 Ecological theories explaining crime scenes?
 What does personality tell us about human behaviors?
 Why do people do things they regret the most or which go against their value systems?
 Men and Women: are they from different planets?
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C) Organizational Psychology: Psychology of Organizational Behaviors deals with individuals,
groups and organizational processes that influence organizational outcomes and objectives and their
relationships. In Organizational Psychology, many issues as motivations of work forces, leadership,
training and performance appraisals, managing and understanding individuals and groups, diversity
in organizations, values and attributions of employees, conflicts, decision making processes,
etcetera. Some possible interesting topics that you go through are:
 Emotional intelligence and Organizational effectiveness

 Do men and women differ in their leadership quality and power use in organizations?
 Current trends of Leadership: Transformational and Charismatic leadership styles and leader
member exchange
 What are the organizational and leadership implications of theories of motivation?
 What are the values employees give the utmost priorities in their work lives?
 Teamwork versus individual work: effectiveness and disadvantages
 Conflicts among organizational members, and so on.
D) Counseling and Abnormal Psychology: Counseling is a process of helping individuals with mild
to moderate adjustment, intra- and interpersonal problems to help themselves. Counseling has its
own theories, processes and techniques. It also ranges from career counseling to counseling people
with HIV/AIDS. On the other hand, intertwined, Abnormal psychology deals with the severe and
higher order mental behavioral disorders and posits effective ways of treating such disorders. Of the
therapeutic techniques and theories used in counseling are applicable in treating people with mental
and behavioral disorders.
Here are some issues for discussions:
 Societal understandings of Counseling and Psychology
 Multicultural counseling in Ethiopian contexts and its effectiveness
 Mental health conditions of Children in Especially Difficult Circumstances (CEDC)
 Is normalcy always relative?
 Group counseling versus individual counseling
 How does emotions contribute for health and mental well being
 Ethical consideration and skills of VCT counselors
 How are abnormal behaviors and mental disorders caused, and maintained vis-à-vis differing
theoretical perspectives?
E) Psychology of Law, and Physiological Psychology: these are other fields of study of psychology
where Psychology of law dealing with the psychological explanations of events and cases in the
law, issues of eye and expert witness testimonies, mental health conditions of offenders, lie and lie
detection methods, crime, crime prevention and rehabilitation. Physiological psychology studies the
human body and behavior relationships.
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Here are some possible issues:
 Perpetrator variables and eye witness accuracy
 Lie detection: layman`s views and scientific methods of lie detection
 Mental health perpetrators and conviction in Ethiopian context
 Biases toward children as eye witnesses
 Language development as a function of brain
 Relating human behavior and physiological reactions
 Physiological make up and physical health and others
F) Cognitive Psychology: in cognitive psychology there are plenty of areas of cognitive science that
range from attention and perception through problem solving skills and thinking abilities. Here are
some possible areas to make discussions:
 The importance mental imagery for intellectual abilities
 Problem solving skills of first year students
 Sleeping memory on cognitive enhancement
 Language development and thinking skills
Approval Section
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Course Guidebook for the Course Inclusive Education
Course Title: Inclusive Education
Course Code: Sned2053
Course Weight: 3
Course Description
The course introduces students with the definition, challenges and opportunities of inclusive
educations. It is also designed to provide the basic knowledge, skills and strategies for teaching
children with special needs in the general education classroom. The course will examine the
philosophical, legal, and educational foundations of inclusive education and its implications for the
classroom teacher. Practical ideas for adapting standard instruction to provide the least restrictive
environment consistent with classroom strategies are discussed.
Course Objectives
At the end of the course, the student will be able to:
 Know the concept, challenges and opportunities inclusive education.
 Know skills and strategies for teaching children with special needs in the general education
classroom.
 Understand the philosophical, legal, and educational foundations of inclusive education
Schedule of Lecture Topics and Readings
Conceptual Focus Readings/Assignments Methods and
Activities
1.Introduction Josephine C. Jenkinson Lecture will be
1.1. Meaning and Issues of Inclusive Education (1997) pp, 1-64. delivered on all
 Inclusive Education and Related Terms and Task: Read the relationship the contents of
Practices between inclusive education this unit except
 History of Inclusive Education and special education and be the reading
1.2. Rationales of Inclusive Education prepared to present in class. assignment.
 Philosophical Foundations
 Educational Foundations
 Legal Foundations
1.3. Characteristics of Inclusive Classrooms
2. The Shift to Inclusive Education Terusew Tefera (2005) Pp.91- Lecture will be
2.1. Segregated Educational Provisions 99, Mastropieri & Scruggs delivered on all
2.2. Integrated Education (2000) pp 12-16 the contents.
2.3. Inclusive Education Task: Compare and contrast
2.4.Legal Foundations the segregated, integrated and
 Legal proceedings and Legislations inclusive educational
 Americans with Disabilities Act provisions
 Individuals with Disabilities Education Act Assess the legal & policies of
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(IDEA) Ethiopia with regard to the
education of children with
special needs
3. Theoretical Basis of Inclusive Education and Terusew Tefera (2005) Lecture will be
Models of Inclusion Pp.103-105.,Mastropieri & given on the
3.1. Theoretical Basis of Inclusive Education Scruggs (2000) pp 17-31 models of
 Individual- Based Paradigm Task: Criticize each paradigm inclusive
 Environment- Based Paradigm and models of inclusion education the rest
 System- Based Paradigm will be a reading
3.2. Models of Inclusion and Service Delivery assignment and .
3.3. Teaching in the Inclusive Settings
4. Assessment in the Inclusive Classroom Mastropieri & Scruggs (2000) Lecture will be
4.1.Types of Tests pp 373-403 given on some
4.2. Adapting Tests for Students with Special Needs Task: Students will be given selected topics
 Norm Referenced Tests reading assignments on some
 Adapt Competency Based Assessment selected topics and they may
 Adapt Teacher Made and Criterion Referenced be asked to present in class.
Tests
4.3. Using Curriculum Based Assessment
4.4. Using Performance Assessment
4.5. Using Portfolio Assessment
 Applications for Students with Special Needs
4.6. Teaching Test Taking Skills
4.7. Grading and Scoring
5. Promoting Inclusion With Classroom Peers Mastropieri & Scruggs (2000)
5.1. Promoting Social Acceptance pp 2245-269 and Downing Lecture will be
5.2. Peer Assistance (1996) PP 129-145 given on the roles
5.3. Peer Tutoring Task: Compare and contrast of peers in the
5.4. Cooperative Learning the roles of peers and adults
inclusive
5.5. Roles of Adults classrooms
6. Challenges and Opportunities of Inclusive Lecture will be
Education Tirusew Teffera (2005). Pp delivered in
6.1. Challenges of Inclusive Education 108- 110. depth.
6.2. Opportunities of Inclusive Education
7. Inclusive Education in Ethiopia Tirusew Teffera (2005). Pp Reading and
118-122 group discussion.
Summary of Methods and Activities

given different stimulus materials (handouts), asked to present their reading part, raise questions during
group presentation. At the end of each unit, they will be requested to write a brief reflection of what
they have learned in the unit. In this way continuous assessment of their understanding will be held.
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Assessment
Reflection 10%
Mid 1 30%
Mid 2 30%
Final exam 40%
2. Academic Integrity
It is strongly believed that students‘ focus is on learning and that they will have no desire to engage in
misbehaving, cheating or plagiarism. Therefore, all students must respect the rules and regulations of
the university and must strictly adhere to the etiquette of academic integrity by observing regulations
regarding all aspects of disciplinary problems, cheating (on quizzes, assignments, projects,
examinations), plagiarism (copying or duplicating others work, assignments), academic misconduct
(lateness, missing classes, any disturbing or violent behaviors, and so on), and misrepresentation of
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facts. Any violations of the above academic integrity stipulations will be dealt seriously by concerned
bodies and will be followed with serious penalty up to excluding the student from the course.
References
Tirusew Tefera (2005). Society and Disability in Ethiopia: Issues and Insight. AAu Printing
Press
Mastropieri,M.A & Scruggs, T.E.(2000). The Inclusive Classroom: Strategies for Effective
Instruction. Ohio, Prentice Hall,Inc.
Jenkinson, J.C. (1997). Mainstream or Special? Educating Students with Disabilities.
London, Routledge
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Course Chair
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23774
Course Guidebook for the Course Educational Assessment and Evaluation
Module Name: Assessment in Psychology and Education
Course Title: Educational Assessment and Evaluation
Course Weight: 3 Cr. Hr
Course Description
This course is designed to acquaint students with the basic principles of assessment and evaluation. As
the course is on progress, emphasis will be given to the nature of measurement and evaluation,
statement of instructional objectives, and construction various types of teacher made tests. Test
statistics and test score analyses are also given due attention in order to equip students with the
necessary skills for using test results to various educational decisions.
Course Objectives
At the end of the course you will be able to:
 Know basic concepts about assessment and evaluation
 Understand the roles of assessment and evaluation in education.
 Formulate instructional objectives.
 Construct test items to measure attainment of objectives.
 Evaluate strengths and weaknesses of test items.
 Determine statistical qualities of test items
 Understand concepts of validity and reliability
Course Contents
Contents Reading Materials and Assignment
1. Introduction Task: Read about definition of
 Definition of concepts concepts in educational assessment and
 The role of evaluation in teaching process evaluation
 Evaluation procedures Reference:
 General principles of evaluation Ebel & Frisbie, 1991, pp 154-178
2. The Role of Objectives in Education Reference:
 Definition Kubisyzn & Borich, 78-90
 Stating objectives
 Classification of objectives
3. Classroom Tests Reference:
 Planning stage Ebel & Frisbie, 1991, pp 114-132
 Preparing test blueprint (table of Specifications)
 Selecting Appropriate Test format
 F actors to consider when selecting an item
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format
 Preparing the test items
4. Writing Objective Test Items Task: construct different types of
 Writing short answer items test tems
 Writing True-False (alternative – response) Reference:
items Ebel & Frisbie, 1991, pp 154-187
 Writing matching exercises
 Writing multiple choice items
5. The Essay Test Task: Construct essay test items and
 Classification comment on them
 Advantages and limitations
 Some general considerations in constructing Reference:
essay tests Ebel & Frisbie, 1991, pp 188-198
 Grading essays
6. Assembling, Administering, Scoring and Task: Analyze statistical qualities of
Analyzing Test tests
 Assembling the test Reference:
 Administering the test Ebel & Frisbie, 1991, pp 220-240
 Scoring the test
 Item analysis
7. Test Statistics Task: Determine various statistics for
 Measures of central tendency case study data
 Measures of variability Reference:
 Measures of relationship Ebel & Frisbie, 1991, pp 55-75
8. Concepts of Validity and Reliability Task: Compare contrast the different
 Validity theoretical approaches
 Reliability Reference:
Ebel & Frisbie, 1991, pp 76-113

analyze cases form the perspectives of the course. At the start of every lesson, students will be
requested to give brief summaries of the previous lesson. At the end of each unit, they will be requested
to prepare exit slips where they reflect on what they have learned and what aspects of the unit need
further consideration. In this way continuous assessment of students‘ understanding will be held and
remedial actions taken.
Assessment
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Reflection 10%
Mid 1 30%
Mid 2 30%
Final exam 40%
sessions regularly and actively. Students are requested to make every effort to be in class at least 3-4
unacceptable. Asking relevant questions of any kind and level are highly encouraged.
As a principle, thus, students should not miss any class. Absence from class sessions 20% of the time
according to the Senate Legislation of Bahir Dar University is unacceptable and results in prohibition to
sit for exam. Besides, missing classes leads to problem attaining the learning outcomes emphasized in
the course which consequently puts students at the lower end of the grade distribution (D‘s and F‘s).
Therefore, regular and timely course attendance is mandatory both for the instructor and for the
students. Should the instructor miss class for reasons beyond his control, students will be notified of
class cancellation and will be compensated with make-up classes by negotiating with them. Similarly,
when students are absent from class, this must be evidenced with a reason to the instructor; otherwise
will have no excuse. As a professional courtesy, it is required and also appreciated to inform instructors
about reasons for missing.
Anyone caught cheating or plagiarizing will receive a zero for that particular task. If the same student is
caught again, the student will receive an ‗F‘ for that course. To discourage cheating, during exams no
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one will be allowed to wear hats, sunglasses, or use any electronic devices or any other irrelevant
material.

References
Chase, C. (1999). Contemporary Assessment for Educators. New York: Longman Publishers
Ebel, Robert L. and Frisbe, David A. (1991). Essentials of Educational Measurement (5th Ed.). New
Jersey: Prentice Hall
Kubisyzn, T & Borich, T.(2003). Educational Testing and Measurement (7th ed.). Singapore: John
Wiley & Sons (Asia) Pvt Ltd.
Payne D. (2003). Applied Educational Assessment. Belmont , CA: Wadsworth Publishing Company
Approved
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Course Chair
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Name Signature
23778
Course Guidebook for the Course Psychological Testing
Module Name: Assessment in Psychology and Education
Course Title: Psychological Testing
Course Weight: 3 Cr. Hr
Course Description
This course equips students with the concept, history, concerns and legal issues in relation to
psychological tests. The course specifically deals with the basics of developing and interpreting
psychological tests, brief history of psychological testing and statistical concepts as applied for
developing them.
Course Objectives
This course enables students to:
 Know about the concept, types and purposes of psychological tests
 Appreciate the role of psychological tests in human life
 Understand the procedures for developing different types of psychological tests
 Determine qualities of psychological tests
Contents Instructor’s role Students’ role Reference

materials
Unit 1: Introduction to  Introducing the objectives of  Grasp lesson objectives
Psychological Testing the lesson  Participating in activities Anastasi, A.
1.1. Nature of psychological  Asking brainstorming  Put their idea in the & Urbina,
testing questions spider diagram S. (1997)
1.2. Types of psychological  Getting students to answer In the classroom
tests the brainstorming questions Discussing with groups on Cronbach,
1.3. Historical roots of first individually. Then in the brainstorming L. J. (1990)
psychological tests pair, in small groups and questions, respond to the
1.4. Functions of psychological finally directing the whole questions raised by the
testing class discussion instructor, attend lecture
 Start the spider diagram Outside classroom
 Give class, home and library Library work: read books
works as indicated in and come with clear
students‘ activities information about nature,
 Monitor students‘ activities definition, history, and
 Give gap lectures functions of psychological
 Check students‘ works testing.
Give concluding remark
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Unit 2: Psychological  Introducing the the lesson  Grasp lesson objectives Anastasi, A.
Attributes  Asking brainstorming  Participating in activities & Urbina,
2.1. Definitions of questions  Reflect on the lesson S. (1997)
Psychological attributes  Getting students to answer In the classroom
2.2. Types of Psychological the brainstorming questions Discussing with groups Cronbach,
attributes first individually. Then in questions, respond to L. J. (1990)
2.2.1 Intelligence or general pair , in small groups and questions raised by
mental ability finally directing the whole instructor, attend lecture
2.2.2 Interests class discussion Outside classroom
2.2.3 Personality  Give class, home and library Library work: read books
2.2.4 Achievement works as indicated in and come with clear info
2.2.5 Aptitude students‘ activities about definition and types
2.2.6 Relations among  Monitor students‘ activities of psychological attributes.
attributes  Give gap lectures Be ready for test I
 Give concluding remark
Unit 3: Basic Concepts in  Introducing the objectives of  Grasp lesson objectives Anastasi, A.
Measurement and Statistics the lesson  Participating in activities & Urbina,
3.1 Psychological measurement  Asking brainstorming  Independently work on S. (1997)
3.2 Evaluation of psychological questions the examples provided
tests  Getting students to answer In the classroom Cronbach,
3.3. Statistical concepts the brainstorming questions Discussing with groups, L. J. (1990)
3.4 Correlations and first individually. Then in respond to the questions
predictions pair , in small groups and raised by the instructor,
finally directing the whole attend lecture
 class discussion
 Present working problems Outside classroom
students‘ activities information about basic
 Monitor students‘ activities measurement and
 Give gap lectures statistical concepts.
 Check students‘ works
Unit 4: Scales,  Introducing the objectives of  Grasp lesson objectives Anastasi, A.
Transformations and Norms the lesson  Participating in activities & Urbina,
4.1. Transformation of raw  Asking brainstorming In the classroom S. (1997)
scores questions Discussing with groups on
4.2. Equating different scale  Getting students to answer the brainstorming Cronbach,
scores the brainstorming questions questions, respond to the L. J. (1990)
4.3. Norms and expectancy first individually. Then in questions raised by
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tables pair , in small groups and instructor, attend lecture
4.4. Norms and finally directing the whole Outside classroom
interpretation of scores class discussion Library work: read books
 Give class, home and library and come with clear
works as indicated in information about scales,
students‘ activities transformations, and
 Monitor students‘ activities norms.
 Give gap lectures Home work:
 Check students‘ works independently work on the
Give concluding remark questions and problems
given
Unit 5: Determining the  Introducing the objectives of  Grasp lesson objectives Anastasi, A.
Consistency of Test Scores the lesson  Participating in activities & Urbina,
 Asking brainstorming
5.1 Determination of test score  Participate in the spider S. (1997)
reliability questions diagram exercise
 Getting students to answer
5.2 Reliability estimation and In the classroom Cronbach,
error the brainstorming questions Discussing with groups on L. J. (1990)
5.3 Uses of reliability
first individually. Then in the brainstorming
coefficient pair , in small groups and questions, respond to the Van der
5.4 Standard error of
finally directing the whole questions raised by the Linden, W.
measurement class discussion instructor, attend lecture J., and
 Present working problems
5.5 Factors affecting reliability Outside classroom Hambleton,
 Give class, home and library Library work: read books R. K. (Eds.).
works as indicated in and come with clear (1997)
students‘ activities information about
 Monitor students‘ activities reliability in relation to
 Give gap lectures psychological tests.
Unit 6: The validity of  Introducing the objectives of  Grasp lesson objectives Anastasi, A.
psychological tests the lesson  Participating in activities & Urbina,
6.1. Content validity  Asking brainstorming  Share their ideas during S. (1997)
6.2. Construct validity questions thought bubble exercise
6.3. Predictive validity  Getting students to answer In the classroom Borsboom,
6.4. Concurrent Validity the brainstorming questions Discussing with groups on D.,
first individually. Then in the brainstorming Mellenberg
pair , in small groups and questions, respond to the h, G. J., and
finally directing the whole questions raised by the Van
class discussion instructor, attend lecture Heerden, J.
 Give class, home and library Outside the classroom (2004).
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works as indicated in Library work: read books Van der
students‘ activities and come with clear info Linden, W.
 Monitor students‘ activities about nature, definition & J., and
 Give gap lectures types of validity estimates Hambleton,
 Check students‘ works in psychological tests. R. K. (Eds.).
Give concluding remark Home work: with your (1997)
group investigate on
reliability and validity.
Be ready for test II.
Unit 7: Ability Testing  Introducing the objectives of  Grasp lesson objectives Anastasi, A.
7.1 Intelligence testing the lesson  Participating in activities & Urbina,
7.1.1 The nature of Intelligence  Asking brainstorming  Evaluate the lesson S. (1997)
tests questions In the classroom
7.1.2 Development of  Getting students to answer Discussing with groups on Cronbach,
Intelligence Tests the brainstorming questions the brainstorming L. J. (1990)
7.1.3 Basic Questions About first individually. Then in questions, respond to the
Intelligence tests pair , in small groups and questions raised by the
7.1.4 The Uses and Meaning of finally directing the whole instructor, attend lecture
IQ scores class discussion Outside classroom
7.1.5 Controversies over IQ:  Give class, home and library Library work: read books
Nature vs. Nurture works as indicated in and come with clear
7.1.6 The uses and Abuses of students‘ activities information about nature
Intelligence tests  Monitor students‘ activities and types of ability tests.
7.1.7 Major intelligence tests  Give gap lectures
7.2 Aptitude Tests  Introducing the objectives of  Grasp lesson objectives Anastasi, A.
7.3 Achievement tests the lesson  Participating in activities & Urbina,
7.4 Individually administered  Asking brainstorming  Follow the demonstration S. (1997)
tests questions In the classroom
7.5 Group administered tests  Getting students to answer Discussing with groups on Cronbach,
7.6 Issues in ability testing the brainstorming questions the brainstorming L. J. (1990)
first individually. Then in questions, respond to the
pair , in small groups and questions raised by the
finally directing the whole instructor, attend lecture
class discussion Outside classroom
 Demonstrate how to apply Library work: read books
intelligence tests using and come with clear
WAIS information about
 Give class, home and library commonly used ability
works as indicated in tests.
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students‘ activities
 Monitor students‘ activities
 Give gap lectures
Unit 8: Interest inventories  Introducing the objectives of  Grasp lesson objectives Anastasi, A.
8.1 The Strong interest the lesson  Participating in activities & Urbina,
inventories  Asking brainstorming In the classroom S. (1997)
8.2 The Kinder interest questions Discussing with groups on
inventories  Getting students to answer the brainstorming Cronbach,
8.3 Career assessment the brainstorming questions questions, respond to the L. J. (1990)
inventories first individually. Then in questions raised by the
pair , in small groups and instructor, attend lecture
finally directing the whole Outside classroom
class discussion Library work: read books
works as indicated in information about interest
students‘ activities inventories.
 Monitor students‘ activities
Unit 9: Personality Testing  Introducing the objectives of  Grasp lesson objectives Anastasi, A.
9.1 Objective measures of the lesson  Participating in activities & Urbina,
personality  Asking brainstorming  Follow the demonstration S. (1997)
9.2 Projective tests of questions In the classroom
personality  Getting students to answer Discussing with groups on Cronbach,
9.3 Sample personality the brainstorming questions the questions, respond to L. J. (1990)
inventories first individually. Then in questions raised by the
pair , in small groups and instructor, attend lecture
finally directing the whole Outsideclassroom
 Demonstrate projective tests and come with clear
like TAT information about
 Give class, home and library personality measures.
works as indicated in Project Work: one
students‘ activities standardized personality
 Monitor students‘ activities test will be given to each
 Give gap lectures group so you are expected
 Check students‘ works to administer it and write a
Give concluding remark report on it.
Be ready for test III
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Unit 10: Factors Affecting  Introducing the objectives of  Grasp lesson objectives Anastasi, A.
Testing of Attributes the lesson  Participating in activities & Urbina,
10.1 Culture in tests and  Asking brainstorming  Share ideas during S. (1997)
assessments questions thought bubble exercise
10.2 Gender issues in test use  Getting students to answer In the classroom Cronbach,
10.3 Problems in the testing of the brainstorming questions Discussing with groups on L. J. (1990)
adult intelligence first individually. the brainstorming
10.4 Test Anxiety  Directing the whole class questions, respond to the
discussion questions raised by the
 Present thought bubble instructor, attend lecture
exercise Outside classroom
students‘ activities information about factors
 Monitor students‘ activities affecting testing attributes
Unit 11: Ethical issues in  Introducing the objectives of  Grasp lesson objectives Anastasi, A.
psychological testing the lesson  Participating in activities & Urbina,
11.1 Professional issues in  Asking brainstorming In the classroom S. (1997)
psychological testing questions Discussing with groups on
11.2 Selecting a published test  Getting students to answer the brainstorming Cronbach,
11.3 Sample reviewed tests the brainstorming questions questions, respond to the L. J. (1990)
first individually. Then in questions raised by the
pair, in small groups and instructor, attend lecture
finally directing the whole Outside classroom
works information about ethical
 Monitor students‘ activities issues in psychological
 Give gap lectures testing.
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Assessment
Reflection 10%
Mid 1 30%
Mid 2 30%
Final exam 40%

students. Should the instructor miss classt for reasons beyond his control, students will be notified of
23785
material.
References
Anastasi, A. (1988). Psychological Testing. (6th ed.) New York. Mcmillan inc
Cohen, R. &Swedlik, M.E. (1999). Psychological Testing and Assessment: Tests and
Measurement (4th ed.). California: Mayfield Publishing Company
Goldstein, G. & Hersen, M. (2000. Handbook of Psychological Assessment. Amsterdam: Pergamon
Gregory, R. J. (1996). Psychological Testing: History, Principles and Applications (2nd ed). Boston:
Allyn and Bacon
Murphy, K.R. & Davidshofer, C. O. (1998). Psychological Testing: Principles and Applications. (4th
ed). New Jersey: Prentice Hall
Approved
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Course Chair
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Signature
23786
Course Name: Behavioral assessment, analysis, and intervention
Course Description
This course prepares students with the concept, and concern of behavioral assessment, analysis and
intervention in school psychology. Students will be equipped with the skills of assessing of behaviors
using the techniques of behavior analysis. Students will learn how to conduct assessments of behavior
and how to write behavior intervention plans. Methods appropriate for assessment, analysis and
intervention plan of children in the school setting will be emphasized
Course Objectives:
At the end of this course students will be able to:
 Define behavior terminology and principles of assessment
 Define behaviors accurately and prepare behavioral objectives for a wide range of behaviors;
 Describe, understand, and apply single subject research designs;
 Understand behavioral assessment analysis
 Develop and implement a behavior change program;
 Describe strategies for promoting behavioral intervention;
 Compare the school discipline model from a school with the Positive Intervention and Support
(PBIS) model
 Understand components of a positive behavior interventions and supports (PBIS) and how these
components are applied to individual, classroom, and school wide systems of support.
 Understand the importance of professional ethics as related to special education programming
and the use of behavior change programs.
Course Weight: 3 Credit Hours
Course Content
1. Introduction to Behavioral assessment
1.1. Definition of behavioral psychology
1.2. Meaning of behavior
1.3. Meaning of behavioral assessment
1.4. Characteristics of behavioral assessment
1.5. Rational for conducting behavioral assessment
1.6. Function of behavioral assessment
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1.7. Writing behavioral objective
2. Measurement/assessment of behavior
2.1. Measurable dimensions of behavior (e.g., rate, duration, latency, or inter-
response times).
2.2. Area of behavioral assessment social/emotional/behavioral
2.3. Behavior in measureable and observable terms
2.4. Methods/types of behavioral measurement
2.4.1. Direct methods of behavioral assessment
2.4.2. Indirect methods of behavioral assessment
2.4.3. Behavioral Interviews
2.4.4. Rating Scales
2.4.5. Questionnaires
2.4.6. Reactivity
2.4.7. Procedural Integrity
2.4.8. Self-Monitoring
2.4.9. Standardized Assessments
2.4.10. Preference Assessment & Reinforcer Assessment
2.4.11. Descriptive Assessment
2.5. Review of the Consultation Process.
2.5.1. Carkhuff Model
2.5.2. Consultation role plays
2.6. A single subject design of behavioral assessment
2.7. Collection of behavioral assessment data
2.8. Reliability of data
2.9. Analyzing of data
2.10. Presentation of data using graphs
3. Behavioral data analysis
3.1. Meaning of data analysis
3.2. Methods of behavioral analysis
3.2.1. Differential reinforcement
3.2.2. Extinction and non-contingent reinforcement
3.2.3. Antecedent Manipulations
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3.2.4. Experimental Functional Analysis
3.2.4.1. Variations on Functional Analysis
3.3. Selection and definition of behavior change targets
3.3.1. Positive Behavioral Supports
3.3.1.1. Increasing positive behavior
3.3.1.2. Decreasing Behavior
4. Behavioral intervention
4.1. Meaning of behavioral intervention
4.2. Types of behavioral intervention
4.3. Rational of behavioral intervention
4.4. Steps of behavioral intervention
4.5. Early Intensive Behavioral Intervention
4.6. Natural Environment Training
4.7. Establishing Verbal Behavior
4.8. Generalization
4.9. Behavioral Approaches to Teaching Cognitive Skills
4.10. Developmental / Behavioral Approaches
4.11. Group Contingencies
5. Legal and ethical issues in behavioral assessment
5.1. Legal issues in behavioral assessment
5.2. Ethical issues in behavioral assessment
5.3. Special issues in behavioral assessment
Reference
Brock, S. E., Christo, C., & Cummings, C. (2004). Time on task: Classroom strategies to increase
learning time. In A. S. Canter, L. Z. Paige, M. E. Roth, I Romero, & S. A. Carroll (Eds.),
Helping children at home and school II: Handouts for families and educators (pp. S3: 159-162).
Bethesda, MD: National Association of School Psychologists.
Brock, S. E., Puopolo, M, Cummings, C., & Husted, D. (2004). ADHD: Classroom interventions. In A.
S. Canter, L. Z. Paige, M. E. Roth, I Romero, & S. A. Carroll (Eds.), Helping children at home
and school II: Handouts for families and educators (pp. S8: 25-28). Bethesda, MD: National
Association of School Psychologists.
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Browning Wright, D., & Gurman, H. B. (1998). Positive intervention for serious behavior problems:
Best practices in implementing the Hughes Bill (A.B. 2586) and the Positive Behavioral
Intervention Regulations. Sacramento, CA: California Department of Education.
Cummings, C., Brock, S. E., & Puopolo, M. (2003). Assessment of establishing operations. Paper
presented at the annual meeting of the California Association of School Psychologists, Los
Angeles, CA.
O‘Neill, R., Horner, R., Albin, R., Storey, K., & Sprague, J. (1997). Functional assessment and
program development for problem behavior: A practical handbook. Pacific Grove, CA:
Brooks/Cole. [available www.amazon.com for $53.00 used.] The Center for Effective
Collaboration and Practice (CECP). (1998, 2000). Functional behavior assessment (Parts I, II, &
III). Retrieved July 5, 2005, http://www.air.org/cecp/fba/default.htm
selecting and adapting the instructional methods that suit to the contents of the learner. Whatever so,
below is listed some general approaches:
 Brain storming
 Lecture
 Group discussion
 Individual and group presentation
 Independent learning
COURSE POLICY
23790
Assessment
Quizzes (1) 5%
Mid exam 25%
Final exam 50%

students. Should the instructor miss class for reasons beyond his control, students will be notified of
23791
material.
Approval Section
____________________ ___________________ __________________
__________________ _________________ ________________
Module Team Leader Signature Date
_________________ __________________ ________________
23792
Course Guidebook for the Course Personality Psychology
Module Name: Counseling and Clinical Psychology
Course Title: Personality Psychology
Cr. Hr. 3
Course Description:
The course will talk about the origins, major underlying assumptions, basic personality structure and
major theoretical concepts, and applications of major theories of personality. The course tries to
introduce nature and definition, components and measurement of personality. It also introduces the
different personality theories including Psychoanalytic, neo-psychoanalytic, humanistic, dispositional,
phenomenological, biological, cognitive, behavioral and social learning approaches. Furthermore,
strong and weak sides of each theory of personality will be discussed.
Course Objectives:
After completion of the course, students will be able to:
• Explain the nature & definition of personality
• Recognize the components of personality
• Describe the different theories of personality
• Apply the different personality theories to real life situations
• Evaluate the strong and weak sides of each theories to personality
• Describe techniques & instruments used to assessment personality.
• Develop sound theoretical knowledge, attitude and experience.
• Apply knowledge to understanding of theirs and others personalities.
Course Contents:
Key Topics Pedagogical Major Readings
Approaches
Unit 1: Introduction to Personality Lecture, Group - Ryckman R. (1997). Theories
- Nature and Meaning of Personality Discussion of Personality. (6th ed).
- Components of Personality - Maddi S. (1996). Personality
- Measurement of Personality Theories: A comparative
th
Analysis. (6 ed).
Unit 2: Theories of Personality Lecture, Group - Ryckman R. (1997). Theories
- Psychoanalytic theories Discussion, of Personality. (6th ed).
- Neo-Psychoanalytic theories Debate and - Maddi S. (1996). Personality
- Humanistic perspective Case Theories: A comparative
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- Behavioral-Learning Perspectives Presentation Analysis. (6th ed).
- Dispositional Perspective
- Phenomenological Perspective
- Cognitive Self-Regulation Perspective
Unit 3: Personality and the Self-Concept Gapped - Moghaddam, F. (2007). Great
- The Sense of Self Lecture, Ideas in Psychology: A
- Self-Perception discussion and Cultural and Historical
nd
- Self-Presentation question and Perspective (2 ed.).
- Self-Concept answering - Ryckman R. (1997). Theories
- Personality and the Self of Personality. (6th ed).
Unit 4: Development, Health and Gapped - Corr, P. & Mathews, G.
Personality Change Lecture, (2009). The Cambridge
- Childhood Temperament discussion and Handbook of Personality
rd
- Personality Development across Life question and Psychology (3 ed.).
Span answering - Maddi S. (1996). Personality
- Models of Personality and Health Theories: A comparative
th
- Attachment Theory Analysis. (6 ed).
Unit 5: Sex Differences in Personality Gapped - Corr, P. & Mathews, G.
- Culture and Gender Roles lectures, (2009). The Cambridge
- Gender Stereotypes discussion, role Handbook of Personality
rd
- Personality and Sex Differences plays Psychology (3 ed.).
- Ryckman R. (1997). Theories
of Personality. (6th ed).
Unit 6: Personality Disorders (PD) Gapped - Corr, P. & Mathews, G.
- Paranoid PD Lecture, (2009). The Cambridge
- Schizoid PD discussion and Handbook of Personality
rd
- Anti-Social PD question and Psychology (3 ed.).
- Borderline PD answering - Ryckman R. (1997). Theories
- Narcissistic PD of Personality. (6th ed).
- Avoidant PD
- Dependent PD
- Obsessive-Compulsive PD
Methodology & Activities

The course has a mixed lecture and classroom discussion format. The lectures will be kept reasonably
informal, with opportunities for participation by the students. The classes will be involved in
questioning and answering activities in each topic, presented gapped lectures followed by class
discussion on some selected contents of the course. That is how it is intended to boost students‘ active
engagement in learning and their performance in effectively using major concepts in wider contexts.
Active lecture will intensively be used in the first and the last units of the course. Students are expected
23794
to actively participate, work in group and/or pair works. Students, in unit two, will be given an
opportunity to bring case problems and deal with the cases. In the fourth and fifth units, students will
have lots of individual and cooperative tasks over which they can practice counseling skills and the
counseling process and reflect on the overall progress. In this manner, active learning will take place.
Assessment Methods
Quizzes (3) 30%

The lecture component assessment methods will be:
Mid 1 30%
Mid 2 30%
Final exam 40%

distribution (D‘s and F‘s). Therefore, regular and timely course attendance is mandatory both for the
23795
material.
References
Corr, P. & Mathews, G. (2009). The Cambridge Handbook of Personality Psychology (3rd ed.). Mc-
Graw Hill Publishing Campony.
Hjelle L. and Ziefler D. (1992). Personality Theories: Basic Assumptions, Research and Applications.
New York: McGraw-Hill inc.
Ryckman R. (1997). Theories of Personality. 6th ed. USA: Brooks/Cole Publishing Company.
Mayer F. and Satton K. (1996). Personality: An Integrative Approach. New Jersey: Prentice Hall.
Maddi S. (1996). Personality Theories: A comparative Analysis. 6th ed. USA: Brooks/cole Publishing
Company.
Moghaddam, F. (2007). Great Ideas in Psychology: A Cultural and Historical Perspective (2nd ed.).
Mc-Graw Hill Publishing Campony.
Winter D. (1996). Personality: Analysis and Interpretation of Lives. Boston: McGraw Hill.
Allen B. (1970). Personality Theories: Development, Growth and diversity. 2nded. Boston: Allyn &
Bacon.
23796
Course Guidebook for the Course Introduction to Guidance and Counseling
Course Title: Introduction to Guidance and Counseling
Course Description:
The course ‗Introduction to Guidance and Counseling‘ is taught basically because it acquaints students
with the understanding of the various essential concepts and theories of guidance and counseling. This
course equips students with basic knowledge and skills with regard to the major functions, services and
theoretical approaches of guidance and counseling. Thus, the course is specifically significant to school
psychologists who will have the responsibilities of providing alternatives and solutions for students‘
academic, personal, social as well as psychological matters in school settings. To this end, the course
acquaints students the history, meaning, goals, services and functions of guidance and counseling
services; characteristics of the counselor and the client; the basic theoretical approaches in counseling
including the psychoanalytic, humanistic, behavioral, cognitive and eclectic approaches to counseling;
the role and function of the counselor in community and educational settings and basic principles of the
counseling process. Equipped with such basic concepts and theories of guidance and counseling will
enable these graduates to apply their knowledge and skills in the relevant area, which in turn will open
and widen their employment opportunities.
Course Objectives
Upon completing the course, students will be able to:
 Differentiate the concept of guidance and counseling

 Compare and contrast the concepts of ―guidance‖ and ―counseling‖
 Identify the major types of guidance services available in schools
 Acquire substantial understanding about the functions of guidance services
 Analyze how to use the principles of the counseling process
 Use the major concepts and theories of counseling in real life
 Appreciate the role of guidance & counseling in changing the lives of students
Contents
Key topics Major Readings
Unit 1: Introduction to Guidance and Counseling - Belkin, G. S. (1988).
- Definition of Terms Introduction to Counseling. (3rd
- Goals of Guidance and Counseling ed.)
- Historical Developments - Tilahun, G. (2010). Theories &
- Major Fields Related with Counseling Applications of Guidance and
- Professional Associations Counseling.
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Unit 2: Guidance and Counseling Services in the School - Belkin, G. S. (1988).
- Services of School Guidance and Counseling Introduction to Counseling. (3rd
- Functions of Guidance and Counseling Services ed.)
- Levels of Guidance and Counseling - Tilahun, G. (2010). Theories &
- Roles of a School Counselor Applications of Guidance and
- Consultation in Schools Counseling.
Unit 3: Major Counseling Theories and Techniques - Brown, D. & Serbalus, D. J.
- Psychoanalytic Theories (1996). Introduction to counseling
- Humanistic Theories Profession.
- Behavioral Theories - Tilahun, G. (2010). Theories of
- Cognitive Theories Guidance and Counseling.
- Eclectic Approach
Unit 4: Basic Counseling Skills - Belkin, G. S. (1988).
- Meaning of Counseling Skills Introduction to Counseling. (3rd
- Non-verbal Counseling Skills ed.)
- Verbal Counseling Skills
Unit 5: The Counseling Process - Brown, D. & Serbalus, D. J.
- Counseling Relationship (1996). Introduction to the
- Counseling Goals counseling Profession.
- Treatment Planning - Tilahun, G. (2010). Theories &
- Intervention & Follow-up Applications of Guidance and
- Evaluation and referral Counseling.
Unit 6. Professional and Ethical Issues in Counseling - Belkin, G. S. (1988).
- Characteristics of an Effective Counselor Introduction to Counseling. (3rd
- Ethical and Legal Issues in Counseling ed.)
- Brown, D. & Serbalus, D. J.
(1996). Introduction to the
counseling Profession. (2nd ed.)
Unit 7: Guidance and Counseling in Ethiopia - Tilahun, G. (2010). Theories &
- Counseling Techniques Applications of Guidance and
- Counseling Services in Universities Counseling.
- Unique Characteristics of Therapy in Ethiopia
- HIV/AIDS Counseling
Unit 8: Evaluation and Research in Counseling - Belkin, G. S. (1988).
- Purpose and Process of Evaluation Introduction to Counseling. (3rd
- Methods and Procedures of Evaluation ed.)
- Research in Counseling - Brown, D. & Serbalus, D. J.
- Research Methods for Counselors (1996). Introduction to the
- The efficacy of Counseling counseling Profession. (2nd ed.)
Methodology
The course has a mixed lecture and classroom discussion format. The lectures will be kept reasonably
informal, with opportunities for participation by the students. The classes will be involved in
questioning and answering activities in each topic, presented gapped lectures followed by class
discussion on some selected contents of the course. That is how it is intended to boost students‘ active
23798
engagement in learning and their performance in effectively using major concepts in wider contexts.
Active lecture will intensively be used in the first and the last units of the course. Students are expected
to actively participate, work in group and/or pair works. Students, in unit two, will be given an
opportunity to bring case problems and deal with the cases. In the fourth and fifth units, students will
have lots of individual and cooperative tasks over which they can practice counseling skills and the
counseling process and reflect on the overall progress. In this manner, active learning will take place.
Assessment Methods
Quizzes (2) 12%
Mid 1 15%
Mid 2 10%
Final exam 50%
23799
material.
Required References
Belkin, G. S. (1988). Introduction to Counseling. (3rd ed.). Long Island Univerity, WC Brown
Publishers, Iowa; McGraw-Hill Companies, Inc.
Brown, D. & Serbalus, David J. (1996). Introduction to the counseling Profession. (2nd ed.) Boston:
Allyn & Bacon.
Combs, Arthur W. & Gonzalez, David M. (1994). Helping relationships: Basic concepts for the
helping professionals. Boston: Allyn & Bacon
Cormer, Sherry & Hackney, Harold (1999). Counseling Strategies & Interventions (5th ed.) Boston:
Allen & Bacon.
Hansen, Rossberg and Cramer. (1994). Counseling: Theory and Practice. New York: Allyn and
Bacon.
Hughes, Patrick (1973). Guidance and Counseling in Schools: A response to change. Oxford: Simon
& Schuster.
Lvey, Allen E. et al (1997). Counseling and Psychotherapy: A multicultural perspective Boston:
Allen & Bacon.
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Course guidebook for the course Crises and Trauma Counseling
Course Name: Crises and Trauma Counseling
Course Code: Spsyc3052
Cr. Hr. 3
Course Description
This course prepares students to respond effectively in critical situations of crises, trauma, and disaster.
Students learn crisis assessment, diagnoses, post-traumatic patterns, intervention skills, management,
and cultural, ethical, and legal considerations for working with diverse and multicultural populations in
community and governmental agencies, schools, hospitals and private practice.
Course Objectives:
 Understands the impact of crises, disasters, and other trauma-causing events on people of all ages
and the roles counselors play as members of an interdisciplinary emergency management response
team (CACREP 2009 standards: PI standards G. 1. c, G 3. c and AC standard A. 9. and A. 10.).
 Understands the principles of crisis intervention for people during crises, disasters, and other
trauma-causing events
 Demonstrates the ability to use procedures for assessing and managing suicide risk.
 Understands appropriate use of diagnosis during a crisis, disaster, or other trauma causing events
 Differentiates between diagnosis and developmentally appropriate reactions during crises, disasters,
and other trauma-causing events
 Understands the potential neurobiological impact of crisis and trauma
 Demonstrates essential counseling skills effective in crisis intervention
 Demonstrates essential multicultural counseling skills effective in crisis intervention
 Understands crisis intervention and suicide prevention models, including the use of psychological
first aid strategies
 Understands and demonstrates effective self-care strategies appropriate to the counselor role
 Understand ethical and legal considerations in crisis intervention and trauma counseling
Contents References
Chapter 1: Introduction - John Sommers and Rita Sommers (2004).
 The concepts of Counseling Counseling and psychotherapy theories in
 The role/importance of counseling context and practice: Skills, strategies, and
techniques. 3rd ed, New York.
 Basic Skills in Counseling
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 Personal Qualities of Effective Counselors -Herman, Judith (1997). Trauma and Recovery.
 Definition of key terms( Crisis, loss, grief, The Aftermath of Violence from Domestic
bereavement, trauma, Disaster, counseling) Abuse to Political Terror.
-Brown D. & Srebalus (1996). Introduction to
 The meaning of Crisis counseling and trauma the counselling profession. 2nd ed, Allyn and
counseling Bacon, Boston.
 The importance of Crisis and trauma counseling
Chapter.2 Approaching Crisis Intervention -Goodman, R. D., & Calderón, A. M. (2012).
 The concept of crisis and crisis intervention The Use of Mindfulness in Trauma Counseling.
 Models of a Crisis Journal of Mental Health Counseling, 34(3),
254-268.
 Types of Crises -Goodman, R. R. (2015). Trauma Counseling
 Grief Crisis Issue. Journal of Mental Health Counseling,
37(4), 283- 294.
 Crisis Intervention Theory -Greenstone, J. and Leviton, G. (2002).
Elements of crisis intervention. (2nd Edition)
 Crisis Intervention Therapy
California: Brooks/Cole Publishing Company.
 Grief (Crisis) Therapy
 Counseling Implications
 The principles of crisis intervention for people during

a crisis, disasters, and other trauma-causing events
 The approach of crisis intervention
 The type of crisis intervention
Chapter. 3 Culturally Effective Helping Webber, J., & Mascari, J. B. (2018). Disaster
 The concept of culturally effective helping Mental Health Counseling: A guide to
 Types of culturally effective helping method preparing and responding (4th ed.).
Chapter 4. The intervention and Assessment Models -Goodman, R. R. (2015). Trauma Counseling
 Types of the intervention and assessment modelsand Interventions: Introduction to the Special
Issue. Journal of Mental Health Counseling,
 Practice of the intervention and assessment models
37(4), 283- 294.
- James, Richard K. (2008). Crisis Intervention
Strategies. (6th Edition).
Chapter 5 Crisis Case Handling -Roberts, A.R. (1990). Crisis intervention
 Crisis case identification methods handbook. California: Wordsworth Publishing
 Preparation of action plan Company.
-Halpern, J. and Tramontin, M. (2007). Disaster
 Implementations of crisis handling techniques
mental health: Theory and practice. Belmont,
CA: Brooks/Cole.
Chapter 6. Telephone and On-Line Crisis Counseling -Rynearson, E. (Ed.) (2006). Violent death:
 The concepts of telephone and On-Line Crisis Resilience and intervention beyond the crisis.
Counseling New York: Routledge Press.
-Roberts, A.R. (1990). Crisis intervention
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 Basic principles of telephone and On-Line Crisis handbook. California: Wordsworth Publishing
Counseling Company.
 Types of On-Line Crisis Counseling
 Evaluation of telephone and On-Line Crisis
Counseling
Chapter 7 . Trauma -Herman, Judith (1997). Trauma and Recovery.
 Defining The Aftermath of Violence from Domestic
Trauma Abuse to Political Terror.
 Sources of
Trauma
 Symptoms and
Impacts of Trauma
 Growth Aspects
of Trauma
 Types of
Trauma
Chapter 8. Post-Traumatic Stress Disorder -Herman, Judith (1997). Trauma and Recovery.
 Meaning and The Aftermath of Violence from Domestic
Nature of Psychological Trauma (PTSD) Abuse to Political Terror.
 Sources of -Pole, N., Gone, J. P., & Kulkarni, M. (2008).
PTSD Posttraumatic stress disorder among ethnoracial
 Symptoms of minorities in the United States. Clinical
PTSD Psychology: Science and Practice, 15(1), 35-61.
 Psychosocial -Cohen, J. A., & Mannarino, A. P. (2008).
Consequences of PTSD
Trauma-focused cognitive behavioural therapy
 Responses to
for children and parents. Child and Adolescent
PTSD
Mental Health, 13(4), 158-162.
 Risk Factors
for PTSD
Chapter 9. Crisis in Schools Friend, M.& Cook, L. (year of the most current
 The concepts of crisis in schools edition). Interactions: Collaboration skills for
 Types of crisis in schools school professionals (most current edition).
Dougherty, M.A. (2009). Psychological
 Cause of crisis in schools
consultation and collaboration in school and
 Coping methods of crisis in schools community settings. Belmont, CA: Brooks/Cole
Chapter 10. Crisis/Hostage Negotiations
 The concepts of crisis/hostage negotiations
 Types of crisis/hostage negotiations
 Practices of crisis/hostage negotiations
Chapter 11. Disaster & trauma counseling & interventions -Goodman, R. R. (2015). Trauma Counseling
 Overview of Mental Health Interventions
Issue. Journal of Mental Health Counseling,
 Counseling Theories and Their Applications 37(4), 283- 294.
- James, Richard K. (2008). Crisis Intervention
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 Disasters and Trauma Counseling Interventions Strategies. (6th Edition).
 Stress Management
 Crisis Therapy
 Rehabilitation Counseling

Continuous assessment with varying assessment types shall be employed in each courses of the
module through observation, oral questioning, students’ written and oral presentations of
assignments during lesson presentations. Accordingly, students learning shall be assessed
continuously on the basis of individual and group assignments, pop-up quizzes, tests, home take
exams, field reports, project works as well as at least three paper-based exams. As the course has
lecture and tutorial components each of them will be evaluated independently out of 100%. The total
scores of all the assessments shall then be made ready for grading.
Quizzes 12%
Mid exam 25%
Final Exam 40%
COURSE POLICY
Approval Section
____________________ ___________________ _________________
237104
__________________ _________________ ________________
_________________ __________________ ________________
237105
Course Guidebook for the Course Counseling Strategies, Skills and Techniques
Course Title: Counseling Strategies, Skills and Techniques
Cr. Hr. 3
Course Description
The course will provide an overview of the history, theoretical and ethical principles, empirical
research and multicultural perspectives of the major theories of counseling psychology. Emphasizes
will be given to explaining the practice of each theoretical approach and providing information on
counselor preparation, client preparation, assessment strategies, and specific theoretical techniques.
Objectives of the Course

At the end of this course, the students will be able to:
 Explain the implication of personality theories of guidance and counseling
 Describe the importance of theories of guidance and counseling
 Compare and contrast the different Theoretical models of counseling and psychotherapy
 Acquire basic therapeutic skills and techniques
 Understand about how therapy brings about change in behavior
 Differentiates among the various counseling strategies
 Identify characteristics of an effective professional helping
 Analyzes how to effectively conduct a therapeutic session
Contents
Chapter1. Professionalism in Counseling and Psychotherapy (3 hours)
1.1. What Is Counseling Theory?
1.2. Goal Of Psychotherapy
1.3. General Principles of psychotherapy
Chapter 2: psychoanalytic theory and therapy
1.1. Introduction
1.2. The nature of human being
1.3. Basic concepts of psychoanalytic theory of counseling
1.3.1. The concept of criticality of early childhood experience
1.3.2. Personality development
1.3.3. The concepts of defense mechanism
1.3.4. The concept of human development
1.4. Therapy in psychoanalytic theory
1.4.1. Therapeutic goals
1.4.2. The process of therapy
1.4.3. Therapeutic interventions
1.5. Areas of application
1.6. Contributions of psychoanalytic theory and therapy loi
Chapter 3. Jungian therapy and theory
3. Introduction
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3.1. The nature of human being
3.2. Basic concepts of Jungian theory and therapy
3.4.1. Structure of Psyche
3.4.2. Archetypes
3.4.3. Individualization
3.5. Therapy in Jungian theory
3.7. Contributions of Jungian theory and therapy
Chapter 4: Adlerian theory and therapy
4.1. Introduction
4.2. Brief Biographical over view of Adelr
4.3. Assumptions and basic ideas of individual psychology
4.3.1. view of human nature
4.3.2. Mental health
4.3.3. Unity and patterns of human personality
4.3.4. Subjective perceptions of reality
4.3.5. Birth order and Sibling relationship
4.3.6. life style
4.4. Therapy in Adler theory
4.6. Contributions of Jungian theory and therapy
Chapter 5: Existential and Gestalt therapy

4. Overview of Existential and Gestalt theory and therapy
5.2.1. Historical development
5.2.2. Its view on nature of man,
5.2.3. Personality development
5.2.4. The nature of maladjustment
5.3. Therapy in Existential and Gestalt theory
5.5. Contributions of Existential and Gestalt theory and therapy
Chapter 6: Person-Centered theory and therapy
6.1. Introduction
6.2. Historical development of Person-Centered theory and therapy
6.3. Major concepts of Person-Centered theory and therapy
6.4. View of human nature
6.5. The Therapeutic processes
6.5.2. Therapist functions and roles
6.5.3. Client‘s experience role in therapy
6.5.4. Relationship between therapist and client
6.1. Application therapeutic techniques and procedures
6.2. Contributions of Person-Centered theory and therapy
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Chapter 7: Behavioral Theory and Therapy
7.1. Introduction
7.2. Historical development of Behavioral Theory and Therapy
7.3. Major concepts of Behavioral Theory and Therapy
7.7. Contributions of Behavioral Theory and Therapy
Chapter 8: Cognitive and Rational Emotional Theory and Therapy
8.1. Introduction
8.2. Historical development of the Therapy
8.3. Major concepts of Cognitive and Rational Emotional Theory and Therapy
8.7. Contributions of Cognitive and Rational Emotional Theory and Therapy
Chapter 9: Reality Therapy and Choice Theory

9.1. Introduction
9.2. Historical development of Reality Therapy and Choice Theory
9.3. Major concepts of Therapy and Choice Theory
9.5 The Therapeutic processes
9.7. Contributions of Behavioral Theory and Therapy
Chapter 10: Integral counseling theory
10.1. Introduction
10.2. Historical development of Integral counseling theory
10.3. Basic concepts of Integral counseling theory
10.4. Goals of Integral counseling theory
10.5. Foundations of Integral counseling theory
10.5.1. Insight orientation approach
10.5.2. Action oriented approach
10.6. The counseling process

10.7. Strategies of the approach
10.8. The roles of the counselor
10.10. Contributions of Integral counseling theory
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Instructional Strategies and Activities
The teaching-learning process will be active learning method viz: lecture, independent work, reflection,
brain storming, group discussion and other methods relevant to the topic and content. Students will be
given teamwork, text and reference books reading with activities that include writing individual and
group assignments and students‘ presentation. Students are encouraged to present their reading part,
raise questions during group presentations and conduct peer assessment. At the end of each chapter,
they will be requested to write a brief reflection of what they have learned in the unit. In this way,
continuous assessment of their understanding will be held.
Assessment
components, the tutorial component will be useful for implementing continuous assessments and to
give timely feedback. Accordingly, continuous assessment will account for 60% and the final exam will
be out of 40%.
 Quizzes (2)--------------------------------------------------------------------------------5%
 Individual Assignment------------------------------------------------------------------10%
 Reflection ----------------------------------------------------------------------------- 10%
 Group Assignment ----------------------------------------------------------------------10%
 Group Assignment Presentation-------------------------------------------------------10%
 Test ----- ----------------------------------------------------------------------------------10%
 Final exam--------------------------------------------------------------------------------40%
1. Course Requirements and Policies

1.1 Class Attendance and Tardiness
The class attendance policy is mandatory both for the instructor of the course and for the students. As a
principle (Legislation of Woldia University), absence of 15% from class sessions is considered too
much and unacceptable. Hence, students should regularly attend classes and actively participate in all
the class activities such as group discussions and presentations. Asking relevant questions of any kind
and level are highly encouraged.
However, if the instructor must be absent for reasons beyond his control, students will be notified of
class cancellation and will be compensated with make-up classes by negotiating with students.
All students must respect the rules and regulations of the University and must strictly adhere to the
etiquette of academic integrity by observing regulations regarding all aspects of disciplinary problems,
cheating (on quizzes, assignments, projects, examinations), plagiarism (copying or duplicating others
work, assignments), academic misconduct (lateness, missing classes, any disturbing or violent
behaviors, and so on), and misrepresentation of facts. Anyone caught cheating or plagiarizing will
receive a zero for that particular task. If the same student is caught again, the student will receive an ‗F‘
237109
for that course. To discourage cheating, during exams no one will be allowed to wear hats, sunglasses,
or use any electronic devices or any other irrelevant material.
REFERENCE
Adrian Coles(2003). Counseling in the work place. 1st ed. England
Rosie March- Smith(2005). Counseling skills for Complementary therapist. 1st ed. England
Johan Mcleod(2007). Counseling skills. New Delhi
Stave Cooper(2005). A comparative handbook for counseling. 1st ed. New delhi
L.B. Shastri(2006). Counseling for sex education. 1st ed. New delhi
Alloy Jacobson(199). Abnormal psychology. 1st ed. USA
Durand Barlow(2010). Essentials of Abnormal psychology. 1st ed. USA
Marlowe H.Smaby(2011). Basic and advanced counseling skills (the skilled counselor trained model)
Colin Feltham(2006). Brief counseling, a practical integrative approach. 2nd ed.
Palgrave Macmilan(2008). Mastering counseling skills. 1st ed. USA
Gerald Corey(2009). Theory and Practices of Counseling and Psychotherapy. 1st ed. USA
Timathy J. Trull. Clinical Psychology. 1st ed. USA
Bridget Adams and Barbara Bromley(1998). Psychology for health care 1st ed. USA
Gerald Corey(2009). Theory and Practices of Group Counseling. 1st ed. USA
S . Chand(2006). Guidance and Counseling(for teachers, parents and students). 1st ed. New delhi
Brown, D. & Serbalus, David J. (1996) Introduction to the counseling profession. 2nd ed. Boston:
Allyn &Bacon.
Cormer, Sherry & Hackney, Harold (1990). Counseling strategies & Interventions.5th ed. Boston:
Allen &Bacon.
Thompson, R.A. (2003). Counseling Techniques: Improving Relationships with Others, Ourselves,
Our Families, and Our Environment. New York: Taylor & Francis Group, LLC.
Sommers-Flanagan, J. and Sommers-Flanagan, R. (2004). Counseling and psychotherapy theories in
context and practice: Skills, strategies, and techniques. John Wiley & Sons, Inc., Hoboken, New
Jersey
237110
Course Guidebook for the Course Psychopathology
Module Name: Counseling and Health Psychology
Course Title: Psychopathology
Cr. Hr. 3
Course Description:
The course Abnormal Psychology equips students with major concepts and theories regarding
abnormal behavior or psychological disorder (PD). This course will equip students with the
history of the field, the causes, classifications and psychological treatment procedures of
abnormality that is applicable in real life. Hence, the course is specifically significant for school
psychologists in that it will provide them with the basic knowledge and skills essential in providing
alternatives for students’ abnormal mental, personal, emotional, educational as well as social
matters. In this regard, major emphasis is specifically given to the causes, assessment, major
classifications and treatment procedures of abnormality or psychological disorder (PD). Topics
include definition, history, causes and classification methods of PD; major types of PD, such as
personality disorders, anxiety disorders, somatoform disorders, sexual disorders, mood disorders,
schizophrenia and related disorders, substance related disorders; and treatment of PD. Equipped
with such basic concepts and theories of abnormal psychology will enable psychology graduates to
apply their knowledge and skills in the relevant areas and also widen employment opportunities of
these graduates.
Course Objectives
Upon the completion of this course, learners will be able to:
 Understand the concepts and historical aspects of abnormality
 Know major causes and theoretical perspectives in relation to PD
 Use the classification methods of psychological disorder
 Differentiate between the various types of psychological disorders
 Identify the major characteristics of different psychological disorders
 Explain the effect psychological disorders could have on our performances and interactions
 Appreciate the way abnormal psychology is therapeutically treated.
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Contents
Key topics Pedagogical Major Readings
Approaches
Unit 1: Introduction to Abnormal Psychology Lecture, Questioning Halgin, R.P. and Whitbourne,
- Defining Abnormality and Answering S.K. (2000) and Nolen-
- Criteria for Psychological Disorder Hoeksma, S. (1998).
- History of Abnormality and Abnormal
Psychology
Unit 2: Causes of Psychological Disorder: Small Group Halgin, R.P. and Whitbourne,
Theoretical perspectives Discussion and S.K. (2000) and Nolen-
- Biological Perspective Gapped Lecture Hoeksma, S. (1998).
- Psychological Perspective
- Socio-Cultural Perspective
- Biopsychosocial Model
Unit 3: Methods of Classifying Psychological Guest Lecture, Halgin, R.P. and Whitbourne,
Disorder Discussion and S.K. (2000) and Nolen-
- Prevalence of Psychological Disorder Gapped Lecture Hoeksma, S. (1998).
- Study Methods of Mental Disorder
- DSM of Mental Disorder
- The Diagnostic Process
Unit 4: Psychological Testing and Assessment Group Presentation, Halgin, R.P. and Whitbourne,
- Psychological testing and Assessment Gapped lecture and S.K. (2000) and Nolen-
- Biological and Physiological Testing Discussion Hoeksma, S. (1998).
- Neuropsychological Test
- Behavioral Assessment
Unit 5: Major Classifications of Psychological Group presentation, Halgin, R.P. and Whitbourne,
Disorders Discussion, S.K. (2000) and Nolen-
- Anxiety Disorders Questioning and Hoeksma, S. (1998).
- Personality Disorders Answering and
- Somatoform Disorders gapped Lecture
- Dissociative Disorders
- Mood Disorders
- Schizophrenic and Related Disorders
- Sexual Disorders and Dysfunctions
- Psychoactive Substance Use Disorders
Unit 6: Treatment Approaches to Case presentation, Halgin, R.P. and Whitbourne,
Psychological Disorders Discussion and S.K. (2000) and Nolen-
- Psychological Treatment Approaches: Gapped Lecture Hoeksma, S. (1998).
Psychotherapy
- Psychodynamic Approaches
- Humanistic Therapy
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- Behavioral therapy
-Cognitive Therapy
-CBT
- The Efficacy of Psychotherapy
- Biological treatment Approaches:
Biomedical Therapy
- Drug Therapy
- Electroconvulsive Therapy
- Psychosurgery

The course has a mixed lecture and classroom discussion format. Hence, classroom lessons will be
mainly lecture and discussion based. The lectures will be kept reasonably informal, with opportunities
for participation by the students. The classes will be involved in questioning and answering activities in
each topic, presented gapped lectures followed by class discussion on some selected contents of the
course. Students will be given reading assignments and will be asked to reflect on their understandings.
At the start of every lesson, students will be requested to give a brief highlight of what they have
learned in the previous lesson. They will be given different stimulus materials (handouts), divided into
jigsaw groups, asked to present their reading part, raise questions during group presentations and
conduct peer assessment. At the end of each unit, they will be requested to write a brief reflection of
what they have learned in the unit. That is how it is intended to boost students‘ active engagement in
learning and their performance in effectively using major concepts in wider contexts. In this way
Assessment Methods
Students will be evaluated continuously after completion of some important sections of the course.
During the continuous assessments, self, peer and teacher evaluations will be employed through
observation, oral questioning, individual and group works during lesson presentations, as situations
demand. In addition to employing continuous assessment through observation, oral questioning, etc.
during lesson presentations, the following schemes of assessment will be used as needed to determine
final grades. As the course has lecture and tutorial components each of them will be evaluated
Quizzes (3) 30%

Mid 1 30%
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Mid 2 30%
Final exam 40%
material.
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Compulsory Readings
Halgin, R.P. and Whitbourne, S.K. (2000). Abnormal Psychology: Clinical Perspectives on
Psychological Disorders (3rd ed.). Boston: McGraw-Hill Companies.
Nolen-Hoeksma, S. (1998). Abnormal Psychology. Boston: McGraw-Hill Comp, University of
Michigan, USA.
APA (1980). American Psychiatric Association. Diagnostic and Statistical Manual of Mental
Disorders. (3rd ed.). Washington D.C.
Feldman, Robert S. (1999). Understanding psychology (5th ed.). Boston: McGraw.
Hansen, J. C., Rossberg, R. & Cramer, S. H. (1994). Counseling: Theory and Process (5th ed.). State
University at New York, Buffalo.
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Course Guidebook for the Course Rehabilitation Counseling
Course Title: Rehabilitation Counseling
Cr. Hr. 3
Course Description:
The course career counseling is designed to provide students with basic knowledge and competence in
rehabilitation programs and therapy centers. The course instructor tries to utilize the most recent
developments in the major theoretical orientations and applications that are evidenced-based and
innovative approaches. Therefore, this course introduces learners with the basic concepts and theories
in rehabilitation counseling as well as the process of rehabilitation. In doing so, the course focuses on
the following major topics: historical and philosophical foundations of rehabilitation programs, legal
basis of rehabilitation, the process of rehabilitation, the role of the rehabilitation counselor, the process
of rehabilitation, organizational structure of public and private rehabilitation systems, vocational
rehabilitation, societal trends and developments in rehabilitation as well as ethical standards effecting
rehabilitation counseling practice.
Course Objectives
Upon completion of this course, the student should be able to:
- Identify the historical and philosophical foundation of rehabilitation
- Be familiar with major theoretical approaches of rehabilitation programs
- Identify the organizational structures of rehabilitation system
- Appreciate & apply psychologists‘ role in managing work-related stress
- Recognize societal trends and developments in rehabilitation programs
- Examine legal & ethical standards affecting rehabilitation counseling practices
- Use the ethical and legal standards of practice in real life
- Acquire substantial understanding of diagnosing vocational rehabilitation
rehabilitation intervention strategies
- Appreciate roles rehabilitation counseling has for individuals with disabilities
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Course Contents
Topic Sub-Topic Method of Readings and exercises
Chapter
Teaching
Rehabilitation 1.1 Definition of Rehabilitation Brain Maki and Rigger, (1997).

Counseling: Concepts Counseling Storming Rehabilitation Counseling:
and Paradigms 1.2 Rehabilitation Philosophy Questions, Profession and Practice. New
(2 Hours) 1.3 Concepts of Person with and Lecture, York: Springer Publishing
Disabilities buzz Group Company, Inc.
1.4 Functional Limitations and the
Rehabilitation Counselor
1.5 Paradigms of Rehabilitation
1
Practice and Counseling

A. Psycho medical Model
B. The System Model
C. The Ecological Model
1.6 Rehabilitation Concept
1.7 The Rehabilitation Process
and Outcomes
Paradigms of Practice: 2.1 Philosophical Questions Brain Maki and Rigger, (1997).
Theory and Philosophy 2.2 Futuristic Consideration Storming Rehabilitation Counseling:
(2 Hours) Questions, Profession and Practice. New
2
and Lecture York: Springer Publishing

Company, Inc.
3.1 Implication of Disability Lecture, Maki and Rigger, (1997).
Parameter of Practice: Definitions Reading Rehabilitation Counseling:
Policy and Law 3.2 Parameter Influencing Assignment, Profession and Practice. New
Rehabilitation Counseling Questions, York: Springer Publishing
3.3 Profesionalism and Policy Assignments, Company, Inc.
3
Evolution and case study

3.4 Delivery System Objectives presentations,
3.5 Future of Rehabilitation Cooperative
Counseling Practice
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Standard of Practice: 4.1 Components of Professional Lecture, Maki and Rigger, (1997).
Ethical and Legal Standards Reading Rehabilitation Counseling:
4.1. Ethics Governance supplement Profession and Practice. New
4
4.2. The Integrative Decision materials, York: Springer Publishing

Making Model of Ethical elaborative Company, Inc.
Behavior
Consumer: Individual 5.1 Roles within Rehabilitations Lecture, Maki and Rigger, (1997).
and Family 5.2 A Look at the Medical Model Reading Rehabilitation Counseling:
5.3 The Family and the Medical assignment, Profession and Practice. New
5
Model Case York: Springer Publishing

5.4 Methods to Enhance formation and Company, Inc.
Consumer Participation presentation
Public and Private 6.1 Public Sector Rehabilitation Group Maki and Rigger, (1997).
Rehabilitation 6.2 Private Sector Rehabilitation discussion, Rehabilitation Counseling:
Counseling Practice 6.3 Stages in Rehabilitation Reading Profession and Practice. New
6
Counseling: Summary Assignments, York: Springer Publishing

Company, Inc.
Stress and Stress 7.1 The Link Between Life Stress Lecture, Class Thompson, R.A. (2003).
Reduction Techniques And Psychopathology discussion, Counseling Techniques:
7.2 Improving Relationships With assignments, Improving Relationships with
Our Environment and brain Others, Ourselves, Our
7
7.3 Techniques For Managing storming Families, and Our

Stress questions Environment. New York:
Taylor & Francis Group, LLC.
Trauma, Loss, Grief, 8.1 Counseling Strategies Lecture, Class Thompson, R.A. (2003).
and Post-Traumatic 8.2 Ten Ways To Recognize Post- discussion, Counseling Techniques:
Stress Debriefing Traumatic Stress Disorder assignments, Improving Relationships with
8.3 Therapeutic Approaches To and brain Others, Ourselves, Our
Process Post-Traumatic Stress' storming Families, and Our
Disorder questions, Environment. New York:
8.4 Loss, Crisis, And Grief: mind map, Taylor & Francis Group, LLC.
8
Special Considerations For and Visits

Families
8.5 Taking Care Of The
Caregivers: A Neglected Survival
Technique

Classroom lesson will be mainly lecture and discussion based. The entire chapter involves the use of
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lecture, classroom presentation, and review of related materials, group work, and case study. Practical
lab and peer counselling will be used. And Questions, which already written in each of the chapter will
be addressed individually and in-group as required. Reading assignment before each chapter will be
mandatory. At the end of each unit, they will be requested to write a brief reflection of what they have
learned in the unit. In this way continuous assessment of their understanding will be held. There will
also be a project work. The project will include application of all the contents of the course. Students
will be engaged in preparing Statements of problems, designs of study, data collecting tools and
exercise analysis of data.
Assessment Methods
Quizzes (3) 30%

Mid 1 30%
Mid 2 30%
Final exam 40%

237119
material.

Compulsory Readings
Maki and Rigger, (1997). Rehabilitation Counseling: Profession and Practice. New York: Springer
Publishing Company, Inc.
Thompson, R.A. (2003). Counseling Techniques: Improving Relationships with Others, Ourselves,
Our Families, and Our Environment. New York: Taylor & Francis Group, LLC.
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Sommers-Flanagan, J. and Sommers-Flanagan, R. (2004). Counseling and psychotherapy theories in
context and practice: Skills, strategies, and techniques. John Wiley & Sons, Inc., Hoboken,
New Jersey.
Recommended Reference Materials

Brown, D. & Serbalus, David J. (1996) Introduction to the counseling profession. 2nd ed. Boston:
Allyn &Bacon.
Combs, Arthur W. & Gonzalez, David M. (1994). Helping relationships: Basic concepts for the
helping professionals. Boston: Allyn &Bacon
Cormer, Sherry& Hackney, Harold (1990). Counseling strategies & Interventions. (5th ed.) Boston:
Allen &Bacon.
Hughes, Patrick (1973). Guidance and counseling in schools: A response to change. Oxford : Simon
&Schuster .
Ivey , Allen E. et al (1997). Counseling and Psychotherapy :A multicultural perspective. Boston :
Allen &Bacon.
Jones, Anne (1979). Counseling adolescents in school. London :Anchor Press Ltd.
Krumboltz, Jones D.& Thorsen ,Carl E.(1969). Behavioral Counseling :Cases & Techniques. New
York :Holt, Renehard &Winston ,Inc.
Pietrofesa, J.J.et.al (1980). Guidance an introduction. USA : Rand McNally
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Course Guidebook for the Course Career Development and Counseling
Course Title: Career Development and Counseling
Cr. Hr. 3
Course Description:
The course career counseling is designed to provide students with basic knowledge and competence
that are essential for working effectively with diverse populations related with work and adjustment.
The course instructor tries to utilize the most recent developments in the major theoretical orientations
and applications that are evidenced-based & innovative approaches. Therefore, historical origins of
vocational psychology, the role of a psychologist in career counseling, theoretical approaches and
issues related to or career development and adjustment, career processes and tools, stress at work, job
satisfaction and motivation, career counseling in schools, vocational rehabilitation as well as career
guidance and public policies.
Course Objectives
Upon completion of this course, the student should be able to:
- Understand the role of psychologists in career counseling

- Understand theoretical approaches in relation to vocational development and adjustment
- Use the different career counseling processes and tools in real life
- Appreciate how psychologists establish work adjustment
- Appreciate & apply psychologists‘ role in managing work-related stress
- Recognize ways of enhancing job satisfaction
- Examine career guidance and career related policies in Ethiopia
- Acquire substantial understanding of diagnosing vocational problems
vocational intervention strategies
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Course Contents
Unit Topic Sub Topics Pedagogical Major Readings
Approaches
Unit 1: Introduction to Vocational Lecture, Savickas, M. L. & Backer,
Psychology Questioning D. B. (2003). The History
- Definition of Major Terms and of Vocational Psychology:
- History of Vocational Guidance and Answering Antecedents, Origin &
Career Counseling Early Development.
- Vocational Guidance Movement Boston: McGraw-Hill.
Unit 2: Theoretical Foundations of Career Gapped - Gottfredson, G. D. (1999).
Development and Choice Lecture, John Holland‘s
- Trait-Factor Theories Group Contribution to Vocational
- Developmental theories Discussion Psychology: A Review &
- Social-Cognitive Theories Evaluation.
- Psychodynamic Theories - Kidd, M. J. (2006).
- Sociological Theories Understanding Career
- Constructivists Approach Counseling: Theory,
Research and Practice.
SAGE Puclications Ltd.
Unit 3: Contextual factors in Vocational Gapped Kidd, M. J. (2006).
Psychology Lecture, Understanding Career
- Career Choice & Career Development questioning Counseling: Theory,
Principles and Research and Practice.
- Career Decision-Making Approaches answering SAGE Puclications Ltd.
- Individual influences
- Group Influences
- Societal Influences
Unit 4: Occupational Health and Safety Guest lecture, Belkin, G. S. (1988).
- Work behavior: Employment and Case Introduction to Counseling.
Mental Health presentation, (3rd ed.).
- Effects of Prolonged Unemployment small group
- Discrimination Against Employees discussion
- Stress At Work and gapped
- Sources and Coping Mechanisms lecture
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- Prevention of Stress at Organizational
level
- Women and Work: Gender Role
Unit 5: Work and Adjustment: Motivation Article Belkin, G. S. (1988).
and Satisfaction review, Introduction to Counseling.
- Industrial-Organizational Psychology Presentation, (3rd ed.).
- Job Motivation questioning
- Approaches to Job Motivation and
- Job Satisfaction answering
- Work Dissatisfaction and gapped
- Factors for Job satisfaction lecture
- Components of Job Satisfaction
- Career Success: Achieving Work-Life
Balance
Unit 6: Life Long Vocational Guidance and Guest lecture,- Belkin, G. S. (1988).
Career Counseling Gapped Introduction to Counseling.
- Vocational Training of Employees: lecture, Small(3rd ed.).
Fitting Person to Job group - Kidd, M. J. (2006).
- Practical career Applications: Finding discussion, Understanding Career
the ‗Right‘ Job and Counseling: Theory,
- Vocational rehabilitation presentation Research and Practice.
- Employment and Corporate Counseling SAGE Puclications Ltd.
Unit 7: Career Counseling in Schools Gapped Belkin, G. S. (1988).
- Career development in Elementary lecture, case Introduction to Counseling.
School presentation (3rd ed.).
- Career development in Middle School and
- Career development in Senior High discussion
School
- Career development in Higher
Education
- Special Adult Career Concerns
Unit 8: Career Counseling Processes and Gapped Kidd, M. J. (2006).
Tools lecture, Understanding Career
- Components of Career Counseling questioning Counseling: Theory,
Center and Research and Practice.
- Career Counseling Processes answering SAGE Puclications Ltd.
- Career Assessment Tools
Unit 9: National career Guidance and Public Gapped Federal Civil Servants
Policies lecture, case Proclamation No.
- Public Policies for Career Guidance and presentation 515/2007. Federal Negarit
development and Gazeta of the Democratic
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- Career Guidance Services and Policies discussion Republic of Ethiopia;
in Ethiopia Proclamation No.
- Trends and Challenges of Career 515/2007, pp. 3534-3574,
Guidance and Development Addis Ababa, Ethiopia.
- Career Information and Vocational
Guidance Systems
- Training of Employees

Classroom lesson will be mainly lecture and discussion based. Students will be given reading
assignments and will be asked to reflect on their understandings, At the start of every lesson, students
given different stimulus material (handouts), divided into jigsaw groups, asked to present their reading
part, raise questions during group presentations and conduct peer assessment. At the end of each unit,
they will be requested to write a brief reflection of what they have learned in the unit. In this way
continuous assessment of their understanding will be held. There will also be a project work. The
project will include application of all the contents of the course. Students will be engaged in preparing
Statements of problems, designs of study, data collecting tools and exercise analysis of data.
Assessment Methods

Quizzes (3) 30%
Mid 1 30%
Mid 2 30%
Final exam 40%
237125
material.

237126
Compulsory Readings
Belkin, G. S. (1988). Introduction to Counseling. (3rd ed.). Long Island University, WC Brown
Publishers, Iowa; McGraw-Hill Companies, Inc.
Kidd, M. J. (2006). Understanding Career Counseling: Theory, Research and Practice. SAGE
Puclications Ltd.
Tilahun, G. (2010). Theories and Applications of Guidance and Counseling. Teaching Material,
Bahir Dar University, Bahir Dar, Ethiopia.
Recommended References
Gata, I. and Saka, N. (2001). High school student‘s career-related decision-making difficult. Journal of
counseling and Development, 79, (3), 331-340.
Gysberg, N.C., Heppner, M.J., & Johnston, J.A. (1998): Career Counseling: Process, Issues, and
Techniques. Boston: Allyn & Bacon.
Herr, E. (2001). Career Development and its Practice: A Historical Perspective. The National Career
Development.
Selected Journal Articles
Gottfredson, L. S. & Becker, H. J. (1981). A Challenge to Vocational Psychology: How Important Are
Aspirations in Determining Male Career Development? Journal of Vocational Behavior, Vol.
18, pp. 128-137. The John Hopkins University, USA.
Gottfredson, G. D. (1999). John Holland‘s Contribution to Vocational Psychology: A Review &
Evaluation. Journal of Vocational Behavior, Vol. 55, pp. 15-40; Coimbra, Portugal.
Hiebert, B. (2005). Perspectives on Guidance & Social Inclusion in a Global Society. Orientation &
Sociadad, Vol. 5; University of Calgary, Canada.
Santos, J. R. & Ferreira, J. A. (1998). Career Counseling & Vocational Psychology in Portugal: A
Political Perspective. Journal of Vocational Behavior, Vol. 52, No. VB971634, pp. 312-322;
University of Coimbra, Portugal.
Savickas, M. L. & Backer, D. B. (2003). The History of Vocational Psychology: Antecedents, Origin &
Early Development. Boston: McGraw-Hill.
Federal Government Proclamations

Ministry of Labor & Social Affairs (2003). Labor & Social Affairs Proclamation, Negarit Gazzetta;
Addis Ababa, Ethiopia.
_____________ (2007). Federal Civil Servants Proclamation No. 515/2007. Federal Negarit Gazeta of
the Democratic Republic of Ethiopia; Proclamation No. 515/2007, pp. 3534-3574, Addis
Ababa, Ethiopia.

237127
material.

237128
Quizzes (3) 30%
Mid 1 30%
Mid 2 30%
Final exam 40%
In short, the above schemes of assessment are scheduled to determine the final grades of students‘
performance.
Inconveniencies
Inconveniencies such as class clashes, missing classes, and/or examinations, late or no submitting
assignments, missing presentations, wrong grades, etc may occur because of either program or schedule
overlap or because of serious personal problems, such as serious illness, death of a family or close
person, emergency situations, and so on. Sometimes, inconveniencies may occur also because of such
factors as losing examination papers, wrongly correcting or marking of students‘ results, etc. The above
factors or inconveniencies are acceptable and excusable. Therefore, at the instructor‘s discretion,
appropriate and legal arrangements such as make-up classes, make-up examinations and regarding can
be made for students.
For a student or students who experience death of a close person or serious illness, make-up classes or
examinations will be arranged as confirmed by producing evidences from a mortician or a physician
respectively. Re-grading is also the right of students with reasonable suspect on their result or grade.
Except re-grading, problems with assignments, presentations and examinations must be arranged with
the instructor as soon as possible before grading. Besides, course instructors will work with students on
an alternate test time if a student or students have a preplanned absence (e.g., a sport competition,
professional meeting, funeral, etc.).
N.B. If examination dates coincide with religious or national holidays celebrated at national level, bring
it to the instructor‘s attention so that arrangements can be made.
Students’ Evaluation of the Course

The success of any teaching-learning process depends on the continued feedback and evaluation of the
course both by the instructor and the students. The instructor is responsible for continuously evaluating
himself for improvement. Moreover, students- the main targets- are at the core of giving genuine and
objective feedback about the instructor‘s professional behavior, method of course delivery, addressing
students needs impartially, punctuality, exam and evaluation fairness, solving diverse students‘
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problems and other relevant issues. Thus, there will be session for giving feedback and evaluation of
the course at the end of either each unit or at the end of both exams or at the end of the semester.
Modifications
This syllabus may be modified in order to accommodate students‘ needs and interests or situations that
may arise in the course of the semester. Class arrangements, some additional activities, and even other
tasks from sources other than the textbooks will be assigned sometime in the semester. Bring your
syllabus to every class!
N.B. The instructor reserves the right to make changes, additions, or deletions to any part of this
syllabus. Any change will be noted in class. Each student is responsible for taking note of announced
changes whether he/she is in attendance while the announcement is made.
Reference Materials
References or reading materials of the course are obviously very helpful for course mastery, course
success, higher grades and more. The essential books will be checked and made available in the
university library for use. It is up to students‘ devotion to use them all. However, since there are tens of
thousands of references or reading materials, it is required to be selective based on their necessity as
well as time of publication (those very recent publications or books are believed to contain very up-to-
date, modified and recent ideas, concepts, theories and research outcomes). Thus, reference materials
for this module are classified into four categories: compulsory or required references, selected journal
articles, recommended readings and optional reading materials.
A. Compulsory References
Those references or reading materials listed under this category are the most essential reading materials
that can serve as textbook for that specific course. These books will be checked (for their availability
and adequacy) by the course instructor and made ready for students in the library. All those books listed
under ‘Compulsory References’ are pillars for the course teaching and exam question preparation.
B. Recommended Readings
These reading materials are ‗recommended‘ ones in that they also serve the same purpose as that of the
first category. The only difference is that since students attention span and reading capacity on a certain
course is limited, limiting the reading materials to three or four is opted. Hence, they are not considered
as compulsory ones. However, these readings are as equally essential as the compulsory ones for
students when they conduct their individual, group assignments and project works.
C. Optional Reading Materials

Books, journals and manuals listed under this category are classified as ‗optional‘ because these
reference materials may not be as essential as the first two categories. Students can optionally use these
references in order to broaden their horizon.
D. Selected Journal Articles
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This category consists of selected journal articles that are selected to the purpose of certain individual
and group tasks. These articles will then be provided to students in accordance to the specific sub-topic
where the article is relevant. Then, students may be asked to review, make scholarly critics or
evaluative tasks of the journal articles in line with the relevant content of the course.
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Course Guidebook for the Course Marriage and Family Counseling
Course Title: Marriage and Family Counseling
Course Code: Psy3055
Cr. Hr. 3
Course Description
This course is design to acquaint trainees with the skills and expertise on how to introduce and establish
healthy family system in order to have physically, psychologically and socially well secured and
healthy generation. It is mainly focusing on pre-marriage counseling, post-marriage counseling, and
child rearing practices, re-unification of divorced couples, adaptive family management styles and
other. Moreover, the nature and the magnitude of attachment between husband and wife, children and
parents, and all in the entire bond between family members and the patterns of communications will be
treated. It also examines the various family counseling theories and skills which help as tools to prevent
and restorative marriage and family related problems. Besides, the developments of practical skills and
techniques which can be applicable on the basis of Ethiopian context will be made through organizing
experience sharing visits to CBO, NGOs, GOs, and so on.
Course Objectives
Up on the completion of this curse, students will be able to:
 Define basic concepts in family and marriage counseling
 Classify types of family, marriage , and family and marriage counseling
 Organize programs and processes during pre-marriage and post-marriage counseling
 Address the major family and marriage related values and concerns in Ethiopia.
 Make clear about family, family life cycle, theories of family therapy and other
related issues.
 Elucidate approaches in family and marriage counseling
 Practice family and marriage counseling skills within community settings like in
CBOs, NGOs, GOs, and so on.
Course Weight
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Week Unit Content Activity
9th week 1 Introduction Teacher‘s and
1.1 Definitions of basic concepts Students‘ Activities
1.2 Classifications of family, marriage and family & are listed below
marriage counselling
1.3 Goals of family and marriage counselling
1.4 Family & individual life cycle
1.5 Historical development of family counselling
10th week 2 Theories of Family & Marriage Counseling Teacher‘s and
2.1 Theories that focus on behavior pattern Students‘ Activities
 MRI brief therapy are listed below
 Strategic family therapy
 Structural family therapy
 Cognitive-behavioral marital & family therapy
 Functional family therapy
2.2 Theories focus on belief system
 A constructivist approach to family therapy
 Milan systemic family therapy
 Social constructionist developments
 Solution-focused therapy
 Narrative therapy
2.3 Theories that focus on context
 Transgenerational family therapy
 Psychoanalytic family therapy
 Attachment-based therapies
 Experiential family therapy
 Multisystemic family therapy
 Psychoeducational family therapy
2.4 Integrative model
 Metaframeworks
 Integrative problem-centred therapy
 Brief integrative marital therapy
 Pluralistic couples therapy
11th week 3 Processes in family therapy Teacher‘s and
3.1 Formulating Problems and Exceptions Students‘ Activities
The three-column problem formulation model are listed below
3.2 Intervention for Behaviors, Beliefs & Contexts
 Criteria for selecting interventions
 Behaviour-focused interventions
3.3 Interventions focusing on belief systems
Interventions that focus on historical, contextual and
constitutional factors
12th week 4 Family Therapy Practice with Child, Adolescent- Teacher‘s and
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Adult-Focused Problems Students‘ Activities
4.1 Physical Child Abuse are listed below
4.2 Sexual Abuse
4.3 Conduct Problems
4.4 Drug Abuse in Adolescence
4.5 Distressed Couples
4.6 Depression and Anxiety
4.7 Alcohol Problems in Adulthood
Instructor’s Activities
Instructors are expected to make this happen by doing the following:
 Give students the course plan and making sure that they understand what is expected of them before
class begins
 Coming to class regularly, on time and with adequate preparation
 Avoiding the temptation to rely solely on lectures and using a combination of strategies that
encourage student participation and independence
 Show respect to students
 Create conducive environment for student learning
 Design activities
 Checking assignments and give feedback
 Assign grade
Students’ Activities
The role of students in this course includes, but not limited to, the following.
 Come to class regularly and on time
 Work on assignments
 Sharing ideas and thoughts in class
 Listening to others‘ ideas
 Asking and answering questions
 Relating ideas to their own life
 Taking responsibility to make it up if a class is missed
 Show respect to the instructor and fellow students
In this course, the teaching-learning process shall be conducted using different instructional strategies and
techniques with more emphasis given to student-centered methods and increasing active students
engagement. Students shall be continuously working on their preliminary reading materials and learning
activities where the instructor shall assist them in every step. The learners shall, therefore, be involved in
self-reading, inquiry, questioning and answering activities, presenting gapped lectures followed by class
discussion on some selected topics of the course.
Throughout the course weeks, theoretical issues and practical examples will be combined. When possible
and relevant, guest lecture will also be invited. Students are, therefore, encouraged to read as much as
237134
possible before each session.
Interactive study: In this course, classroom lessons shall focus on interactive t-learning approaches where
instruction mainly focuses on active learning strategies based on discussion and reflection accompanied by
lecture. Students shall be encouraged to interact with their peer groups interested in the same topic and
support each other. All in all, participatory discussion and active participation shall be highly encouraged to
help learners adequately acquire the basics of the course.
process and, most importantly, offer an opportunity for each student to learn in their own way. In this regard,
students shall be given independent reading assignments on major topics.
Cooperative or Peer Learning: As a matter of fact, students often learn cooperatively and help each other
informally to make sense of their learning activities. Cooperative learning enhances the value of student-
student interaction among peers and results in various advantageous learning outcomes. Throughout this
course, therefore, learners are expected to work in cooperative (peer) groups in order to undertake different
learning activities and assignments.
Field Observation:
Since this particular course is highly practical, related with evaluating the actual practices of organizations,
learners shall conduct relevant field observation.
through observation, oral questioning, students‘ written and oral presentations of assignments during lesson
presentations. Accordingly, students learning shall be assessed continuously on the basis of individual and
group assignments (with presentation), pop-up quizzes, tests, home take exams, field reports, project works,
case reports, role plays as well as at least three paper-based exams. During the continuous assessments, self,
peer and teacher evaluations will be employed, through observation, students‘ class participation, oral
questioning, group works during presentations.

Quizzes 12%
Mid exam 25%
Final Exam 40%
237135
Course Policy
All students are expected to abide by the code of conduct of students as per the Legislation of the respective
university throughout the course. Academic dishonesty, including cheating, fabrication and plagiarism will
not be tolerated and will be reported to the bodies for action.
vehicles for the successful accomplishment of the course. Moreover, mobile cell phones are to be switched
off so as to avoid distractions in the teaching learning activities including examination time. Lastly, but not
least, note that all issues discussed in the class will be incorporated in quiz, mid or final exams.
References & Reading Materials

Belkin, G. S. (1988). Introduction to Counseling. (3rd ed.). Long Island University, WC Brown Publishers,
Iowa; McGraw-Hill Companies, Inc.
Carr, A. (2006). Family Therapy Concepts Process and Practice. John Willey and Sons Inc.
Olson, D. & DeFrain J. (2000). Marriage and the Family: Diversity and Strengths. (3rd ed). Mayfield
Publishing Company.
Brown, S. D. & Lent, R. W. (2008). Handbook of Counseling Psychology. (4th ed). John Willey & Sons,
Inc.
Sommers-Flanagan, J. & Sommers-Flanagan, R. (2004). Counseling and Psychotherapy Theories in
Context and Practice: Skills, Strategies and Techniques. John Wiley & Sons.
Thompson, R. A. (2003). Counseling Techniques: Improving Relationships with Others, Ourselves, Our
Families and Our Environment. (2nd ed.). Taylor & Francis Group.
Approval Section
__________________ ___________________ _________________
__________________ _________________ ________________
_________________ __________________ ________________
237136
Department of Psychology, Psychology Program
Course Title: Psychology of Addiction
Course Code: Spsyc3054; Credit hour: 3
I. Course Description
This course is designed to provide a model for understanding the psychological and biological aspects
of addiction and addictive behaviors. This course provides an overview of the history, theory, and
current research perspectives in the etiology, assessment, diagnosis and treatment of behavioral/process
addictions. It covers the social, cultural and psychological perspectives on addictive behaviors with
primarily focus on the nature of commonly used substances; the psychological and neurobiological
understandings of substance use, misuse, and addiction. It also deals with behavioral addictions such as
addiction for gambling, internet, and other addictions of risky behavior. The similarities and differences
as well associations of chemical/substance addictions and behavioral/process addictions will be
addressed.
The triggering factors and consequences of addictions will be assessed at the individual, family,
community and societal levels. The addictive process and recovery will be examined, including the
reciprocal interaction between addicted individuals and the various social systems of which they are a
part. This course will further cover the therapeutic techniques such as biofeedback, individual, family
and group psychotherapy (behavioral, dialectical behavior, cognitive behavioral, psychodynamic,
humanistic, and supportive group therapy).
II. Course Objectives: At the end of this course, students will be able to:
Define the concept of addiction

Identify various types of drug and behavior addiction
Describe the types of drug addiction and behavioral addiction.
Describe the causes, triggering factors and consequences of drug and behavioral addiction.
Describe different therapeutic techniques of addiction.
Describe the process of therapy for addiction
Distinguish the strengths and weaknesses of addiction therapeutic approaches.
Diagnosis people with substance addiction and addictive behavior with DSM-5
Develop the effectiveness of different therapeutic techniques of addiction.
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III. Course contents with learning methodologies
Contents Tasks References
1. Introduction to Addiction - Brain - Ford Brooks and Bill McHenry
1.1. Concept of chemical/substance addiction storming (2015). A Contemporary
1.2. Characteristics of people with substance - Lecture Approach to Substance Use
addiction - Group Disorders…
1.3. Causes of substance addiction discussion
- Robert West and Jamie Brown
1.4. Concept of behavioral/process addictions
(2013). Theory of Addiction
1.5. Characteristics of people with behavioral
(2nd ed.)
addiction
1.6. Causes of behavioral addiction
2. Types of Drugs and Addiction behaviors - Reading - Ford Brooks and Bill McHenry
2.1. Drugs assignment (2015). A Contemporary
- Review of Approach to Substance Use
3.1.1 Stimulates/uppers literature Disorders…
3.1.2 Depressants/downers - Lecture
3.1.3 Hallucinogens - Group
3.1.4 Alcohol, Cigarette, Chat, Marijuana & discussion
(2nd ed.)
others
2.2. Behavioral Addictions

2.2.1. Gambling
2.2.2. Internet
2.2.3. Sexual
2.2.4. Other addictive behaviors
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3. Theories of Addiction - Brain - Ford Brooks and Bill McHenry
3.1. Biological Perspective storming (2015). A Contemporary
3.2. Psychological Perspectives - Group Approach to Substance Use
 Behavioral theories discussion Disorders…
 Cognitive theories - Project work
 Personality theories - Individual
 Rational choice theories assignment
(2nd ed.)
3.3. Contextual factors - Lecture
4. Effects/ Consequences of Addiction - Brain - John Wiley & Sons (2004).
4.1. Consequences/effects on Physical health storming Counseling and Psychotherapy
4.2. Effects on psychological/mental health - Group theories in context…
4.3. Social consequences discussion - Ford Brooks and Bill McHenry
4.4. Legal related consequence - Lecture (2015). A Contemporary
4.5. Economic related consequences - Case Approach to Substance Use
4.6. Educational related consequences Presentation Disorders…
(2nd ed.)
5. Approaches to Addiction Therapy - Brain - Thompson, R.A. (2003).
5.1. Biological approach storming Counseling Techniques…
5.2. Psychodynamic approach - Group - John Wiley & Sons (2004).
5.3. Behavioral Approach discussion Counseling and Psychotherapy
5.4. Cognitive approach - Demonstration theories in context…
5.5. Systemic approach - Lecture Riggar & Dennis R. (2004).
Handbook of Rehabilitation
Counseling…
6. Therapeutic Techniques for Addiction - Group - Thompson, R.A. (2003).
6.1. Cognitive Behavioral therapy discussion Counseling Techniques…
6.2. Rational Emotive Behavioral therapy - Lecture - John Wiley & Sons (2004).
6.3. Acceptance and Commitment Therapy - Demonstration Counseling and Psychotherapy
6.4. Group therapy theories in context…
6.5. Family therapy - Riggar & Dennis R. (2004).
6.6. Positive Psychotherapy Handbook of Rehabilitation
6.7. Interpersonal therapy Counseling…
6.8. Dialectical Behavioral therapy
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IV. Teaching methods
Teaching methods for all modular courses are expected to encourage proactive involvement of students
and high level of participation, thus, shall involve interactive learning (40%), independent learning
(40%), and cooperative learning (20%). The interactive learning component will consist of lecture
sessions, classroom exercises, and discussions. The independent learning component, on the other
hand, shall include such exercises as independent reading and assignments. Finally, the cooperative
learning involves group works and assignments. It is envisaged that students will be guided to read,
think, solve problems and actively participate in the learning process. This shall be attained through a
mix of teaching methods, such as, lectures, projects, class exercises, assignments, individual and group
presentations, and discussion
V. Assessment Mechanisms
The evaluation involves ―Profile Based Evaluation‖ procedure where learners are assessed in terms of
those qualities they are expected to develop at the completion of the course. Thus, both formative
(periodic assignments and projects) and summative (final exam) evaluation will be used to ensure
mastery of the course. Parallel to the formative and summative assessments evaluation of the students‘
practical exercise will be evaluated.
The breakdown of the evaluation shall be as follows:
Quiz 11%
Test 12%
Group Assignment with individual Presentation 12%
Mid Examination 25%
Final Examination 40%
Total 100.00%
VI. Academic integrity

Academic dishonesty consists of misrepresentation by deception or by other fraudulent means and can
result in ‗No Grade‘ or, if the dishonesty is of serious nature, suspension for one year.
The following illustrates the major forms of academic dishonesty:
1. Plagiarism, for example, the submission of work that is not one's own or for which other credit
has been obtained.
2. Improper collaboration in group work.
3. Copying or using unauthorized aids in tests and examinations
References
1. Engel, G.L. (1978). ‗The bio-psycho social model and the education of health professionals.‘
Annals of the New York Academy of Sciences, 310, 169–181.
237140
2. Ford Brooks and Bill McHenry (2015). A Contemporary Approach to Substance Use Disorders
and Addiction Counseling (2nd ed.): American Counseling Association
3. John Wiley & Sons (2004). Counseling and Psychotherapy theories in context and practice:
Hoboken, New Jersey
4. Robert West and Jamie Brown (2013). Theory of Addiction (2nd ed.), University College
London, John Wiley & Sons, Ltd.
5. Riggar, and Dennis R. (2004). Handbook of Rehabilitation Counseling: Springer Publishing
Company, Inc
6. Thompson, R.A. (2003). Counseling Techniques: Improving Relationships with Others,
Ourselves, Our Families, and Our Environment. New York: Taylor & Francis Group, LLC.
7. US Department(nd). Principles of drug addiction treatment: research-based guide (3rd ed.),
National Institute on Drug Abuse, U.S. Department of Health
8. US Department(nd). Addiction Counseling Competencies: The Knowledge, Skills, and
Attitudes of Professional Practice: Technical Assistance Publication Series (21)
9. White, M. and Epston, D. (1990). Narrative Means to Therapeutic Ends. New York: Norton
Approved by:
_________________ ___________________ _________________

Instructor Signature Date
__________________ _________________ ________________
Course Chair Signature Date
__________________ _________________ ________________
Dep‘t, Head Signature Date
237141
Course Guidebook for the Course Clinical Psychology
BAHIRDAR UNIVERSITY
COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES
Corse Title Developmental Psychopathology
Course Code Spsyc3059
Credit Hours 3
ECTS 5
Course type Compulsory
Year
Semester
Target group School psychology
Lecture hours 3
Course Instructor
Course Description
This course begins with an overview of concepts of developmental psychopathology and move to
various foci for understanding maladaptive development. It also provides students to discuss on types,
causes and factors of developmental disorders, and their intervention mechanisms.
Course Objectives
Upon completion of this course, students will be able to:
 Demonstrate knowledge of the concepts, assumptions, and principles associated with the
developmental psychopathology perspective
 Employ a broad range of criteria for differentiating between normal and abnormal development in
children and youth
 Identify multiple factors and processes associated with the onset and course of a range of problems
and disorders experienced by children and youth
 Demonstrate knowledge of evidence-based intervention and prevention techniques in treatment of
developmental disorders
Contents
CHAPTER ONE: INTRODUCTION TO DEVELOPMENTAL PSYCHOPATHOLOGY
1.1. Key concepts, assumptions, and principles of developmental psychopathology
1.2 Overview to Issues and Approaches
1.3. Classification of developmental disorders
1.3 . Risk Factors of developmental psychopathology
CHAPTER TWO: BEHAVIORAL DISORDERS
2.1. Meanings of behavioral disorders
2.2. Types of behavioral disorders
 Attention deficit hyperactivity disorder
 Oppositional defiant disorder
 Conduct disorder
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2.3 Cause of Behavioral disorder
2.4 .Treatments of behavioral disorder
CHAPTER THREE: LEARNING DIFFICULTIES
3.1 Concepts of learning difficulties
3.2 Types of learning disability
3.3. Causes of learning difficulties
3.4 Identification and assessment mechanism
3.5. Intervention/ treatments
CHAPTER FOUR: INTELLECTUAL DISORDER
4.1. Meanings of intellectual disorder
4.2. Types of intellectual disorders
4.3. Causes of intellectual disorders
4.4. Identification and assessment mechanism
4.5. Intervention/ treatments
CHAPTER FIVE: PERVASIVE DEVELOPMENTAL DISORDERS
5.1. Meanings of pervasive developmental disorders
5.2. Types of pervasive developmental disorders
5.3. Causes of pervasive developmental disorders
5.4. Treatments of pervasive developmental disorders
REFERENCES
American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th
ed. - Text Revision). Washington DC: Author.
Bailey, A., Phillips, W., & Rutter, M. Autism: Towards an integration of clinical, genetic,
neuropsychological, and neurobiological perspectives. Journal of Child Psychology and Psychiatry, 37,
1, 89-126.
Bernstein, G.A., Borchardt, C.M., & Perwien, A.R. Anxiety disorders in children and adolescents: A
review of the past 10 years. Journal of American Academy of Child and Adolescent Psychiatry, 1996,
35, 9, 1110-1119.
Bird, H.R. Epidemiology of childhood disorders in a cross-cultural context. Journal of Child
Psychology and Psychiatry, 1996, 37, 1, 35-49.
Cantwell, D.P. Attention deficit disorder: A review of the past 10 years. Journal of American Academy
of Child and Adolescent Psychiatry, 1996, 35,8, 978-987.
Cantwell, D.P. Classification of child and adolescent psychopathology. Journal of Child Psychology
and Psychiatry, 1996, 37, 1, 3-12.
E.J. Mash & R.A. Barkley (Eds.) Child Psychopathology New York: Guilford Press, 1996 (M&B) E.J.
Mash & R.A. Barkley (Eds.) Child Psychopathology New York: Guilford Press,
Kazdin, A.E. & Kagan, J. Models of dysfunction in developmental psychopathology. Clinical
Psychology: Science and Practice, 1994, 1, 1, 35-52.
Kingston, L. & Prior, M. The development of patterns of stable, transient, and school-age onset
aggressive behavior in young children. Journal of American Academy of Child and Adolescent
Psychiatry, 1995, 34, 3, 348-358.
237143
Last, C.G., Perrin, S., Hersen, M., & Kazdin, A.E. A prospective study of childhood anxiety disorders.
Journal of American Academy of Child and Adolescent Psychiatry, 1996, 35, 11, 1502-1510.
Lynam, D.R. Early identification of chronic offenders: Who is the fledgling psychopath? Psychological
Bulletin, 1996, 120, 2, 209-234.
Mash, E.J. & Barkley, R.A. (Eds). (2003). Child Psychopathology, Second Edition. New York:
Guilford Press.
Moffitt, T.E., Caspi, A., Dickson, N., Silva, P., & Stanton, W. Childhood-onset versus adolescent-onset
antisocial conduct problems in males: Natural history from ages 3 to 18 years. Development and
Psychopathology, 1996, 8, 399-424.
Pliszka, S.R., McCracken, J.T., & Maas, J.W. Catecholamines in attention deficit hyperactivity
disorder: Current perspectives. Journal of American Academy of Child and Adolescent Psychiatry,
1996, 35, 3, 264-272.
Richters, J.E. et al. NIMH Collaborative Multisite Multimodal Treatment study of children with
ADHD: I. Background and rationale. Journal of American Academy of Child and Adolescent
Psychiatry, 1995, 34, 8, 987-1000.
Rutter, M & Rutter, M. Developing minds: Challenge and continuity across the lifespan. Chapter 2:
Why are people so different from one another (pp. 12-61). New York: Basic Books, 1993.
Volkmar, F.R. & Schwab-Stone, M. Annotation: Childhood disorders in DSM-IV. Journal of Child
Psychology and Psychiatry, 1996, 37, 7, 779-784.
Wicks-Nelson, R., & Israel, A. C. (2009). Abnormal child and adolescent psychology (7th Ed.). New
Jersey: Prentice Hall.
selecting and adapting the instructional methods that suit to the contents of the learner. Whatever so,
below is listed some general approaches:
 Brain storming
 Lecture
 Group discussion
 Individual and group presentation
 Independent learning
COURSE POLICY
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Assessment

Quizzes (1) 12%
Mid exam 25%
Final exam 40%

unacceptable. Asking relevant questions of any kind and level are highly encouraged. As a principle,
thus, students should not miss any class. Absence from class sessions 15% of the time according to the
Senate Legislation of Bahir Dar University is unacceptable and results in prohibition to sit for exam.
Besides, missing classes leads to problem attaining the learning outcomes emphasized in the course
which consequently puts students at the lower end of the grade distribution (D‘s and F‘s). Therefore,
regular and timely course attendance is mandatory both for the instructor and for the students. Should
the instructor miss class for reasons beyond his control, students will be notified of class cancellation
and will be compensated with make-up classes by negotiating with them. Similarly, when students are
absent from class, this must be evidenced with a reason to the instructor; otherwise will have no excuse.
As a professional courtesy, it is required and also appreciated to inform instructors about reasons for
missing.
237145
material.
Approval Section
____________________ ___________________ __________________
__________________ _________________ ________________
_________________ __________________ ________________
237146
Module Name: Research Methods and Statistics in Psychology
Course Title: Statistical Methods in Psychology I
Course Descriptions
This course is designed to introduce students to the basic terms in statistics; meaning and role of
statistics in psychology; basic mathematical operation; levels of measurement; coding data; frequency
distribution; graphing frequency distribution; shape of frequency distribution; describing data through
percentile; measure of central tendency and variation for group and ungrouped data. It also introduces
students with the concept of standard scores; Pearson product moment correlation, Spearman rho, Point
biserial, Phi coefficient, partial and part correlation. Additionally, it introduces students with the
principle and techniques of linear regression and multiple regression analysis. It also introduces
students with SPSS.
Course Objectives:
By taking this course, students develop the following core statistics competencies:
 Understand the basic terms in statistics.
 Understand the four scales of measurement.
 Apply the various methods of statistics to describe psychological data.
 Appreciate the role of statistics in psychological research process.
 Evaluate the result sections of research articles, journals.
Contents
Tim Contact hours Topic/sub Activities of Reading materials
e topic/chapter students and
teachers
Chapter 1: Introduction Students Teachers 1 Aron A. , Aron N.
Wee 1.1 Meaning and role of statistics 1 Attending 1. Lecturing & Coups J. ( 2009 ).
k1 1.2 Basic terms in statistics Lecture 2. Giving PP 1-6
1.3 Scales of measurement in 2. Do class activity exercice 2. Howitt D & 2. 2.
statistics 3. Attended teacher 3. Giving Cramer D. ( 1997) .
1.4 Basic mathematical operations feedack feedabck PP 1-7
in statistics 4.Take tests and 4. Giging tests 3. Gravetter F &
1.5 Research questions attending teachers‗ and deliver Wallnau B. ( 2007 )
feedback feedabck PP 1-33,679-698
Wee Chapter 2: Coding data and data Students Teachers 1. Howitt D & 2. 2.
k2 management 1 Attending 1. Lecturing Cramer D. ( 1997) .
2.1 Coding data Lecture 2. Giving PP 345-348
2.2 Managing coded data 2 Doing class activites and
activity and feedback
atending
teachers‘
feedabck
237147
Wee Chapter 3: Descriptive statistics Students Teachers 1 Aron A. , Aron N.
k3 3.1. Data reduction 1 Attending 1. Lecturing & Coups J. ( 2009 ).
3.1.1. Frequency distribution Lecture 2. Giving PP 7-32
3.1.2. Graphing display of data 2. Doing clas exercice 2. Howitt D & 2. 2.
3.3.3. Shape of frequency activity 3. Giving Cramer D. ( 1997) .
distribution 3. Attended feedabck PP 8-17,29-37
feedack from 4. Giving tests 3. Gravetter F &
teachers and deliver Wallnau B. ( 2007 )
4.Take tests and feedabck PP 35-50
attendin teachers‗
feedback
Wee 3.2. Describing data (group and Students Teachers 1 Aron A. , Aron N.
k4 ungrouped data) 1. Attending 1. Lecturing & Coups J. ( 2009 ).
3. 2. 1. Measures of central tendency Lecture 2. Giving PP 7-32
(mode, mean and median) 2. Doing clas exercice 2. Howitt D & 2. 2.
3. 2. 2. Measures of variation activity 3. Giving Cramer D. ( 1997) .
3. 2 .3. Standard scores; 3. Attended feedabck PP 8-17,29-37
3 .2. 4. Percentile feedack from 4. Giging tests 3. Gravetter F &
3 .2. 5. Measures of relationship teachers and deliver Wallnau B. ( 2007 )
(Pearson product moment 4.Take tests and feedabck PP 35-50
correlation, Spearman rho, Point attending teachers‗
biserial, Phi coefficient, partial and feedback
part correlation, coefficient of
determination, Factors affecting
correlation, and Assumptions of
correlation)
Wee Chapter 4: The Normal 1. Attending 1. Lecturing 1 Aron A. , Aron N.
k5 Distribution Lecture 2. Giving & Coups J. ( 2009 ).
4.1 Standard Normal Distribution 2. Doing clas exercice PP 7-32
4.2 Using the Standard Normal activity 3. Giving 2. Howitt D & 2. 2.
Distribution 3. Attended feedabck Cramer D. ( 1997) .
4.3 Normalized Standard Scores feedack from 4. Giging tests PP 8-17,29-37
teachers and deliver 3. Gravetter F &
4.Take tests and feedabck Wallnau B. ( 2007 )
attending teachers‗ PP 35-50
feedback
References
Dunn D. (2001).Statistics & Data Analysis for Behavioral Sciences, Boston: McGraw
Howitt D. and Cramer D. (2000).An Introduction to Statistics in Psychology: A Complete Guide for
Students. 2nd ed. Harlow: Pearson Education.
Vaughan E. (1998).Statistics: Tools for Understanding Data in the behavioral Sciences. New Jersey:
Prentice Hall
Teaching learning methods
237148
Quizzes 12%
Mid exam 25%
Final Exam 40%
COURSE POLICY
activities, doing assignments and submitting them on time are indispensable vehicles for the successful
accomplishment. Moreover, mobile cell phones are to be switched off so as to avoid distractions in the
teaching learning activities including examination time. Lastly, but not least, note that all issues
discussed in the class will be incorporated in quiz, mid or final exams.
Approval Section
____________________ ___________________ _________________
__________________ _________________ ________________
_________________ __________________ ________________
237149
Module Name: Research and Statistics in Psychology
Course title: Statistical Methods in Psychology II
Course code: Spsy4072
Course description
This course is given following ‗Statistical Methods in psychology I.‘ It is designed to enable students
with the fundamental inferential statistical techniques used in psychological data analysis. The course
mainly focuses on making inferences on population parameters, hypothesis testing, and determination
of regression line equation, chi-square tests and analysis of variances. Lecture classes, assignments and
project work will be used in delivering the course. Evaluating students‘ achievement requires
assignments and project work which will be submitted for grading; use of technology in data handling
and analysis, Continuous classroom tests and one final exam will also be used.
Course objectives
After the completion of the course, students should be able to:
 State the importance of the inferential statistics in psychology

 Identify basic terms used in inferential statistics
 Determine confidence intervals for population mean, variance, standard deviation and
proportion.
 Describe what is meant by statistical hypothesis
 Analyze type I and type II errors in statistical hypothesis testing
 Identify the appropriate test of significance based on sample size and population standard
deviation.
 Differentiate directional and non directional tests of significances
 Test the significances of differences between population parameters
 Determine linear regression equation
 Analyze and apply ANOVA procedures to identify group
Time Topics & sub topics Roles and activities of students Reading materials
Chapter 1: Revision on Students Teachers 1 Aron A. , Aron N. &
descriptive statistics 1. Referring statistical 1. Assigning Coups J. ( 2009 ). PP 1-
th
6 1.1 Scales of books and students to 66
week measurement in presenting their different groups 2. Howitt D & 2. 2.
statistics work on certain 2. Offer differnt Cramer D. ( 1997) . PP
1.2 Basic topics of topics of 1-74
mathematical descriptive statistics descriptive 3. Gravetter F & Wallnau
operations in being in groups statistics B. ( 2007 ) PP 1-60
statistics 2. Attended feedack 3. Attending the
1.3 Research from students and group
questions teachers presentaion and
1.4 Descriptive 3. Take the first test giving feedabck
statistics and attending 4. Give the first
feedback test and
feedabck
th
7 2.1. Hypothesis testing (1 Students Teachers 1 Aron A. , Aron N. &
237150
Wee sample and 2 samples 1. Attending Lecture 1. Lecturing Coups J. ( 2009 ). PP
k cases) 2. Doing clas activity 2. Giving 67-106,109-136, 137-
2.1.1. Concept of 3. Attended feedack exercice 174, 175-179, 223-
hypothesis testing from 3. Giving 265,271-286,295-307 ,
2.1.2. The logic of teachers feedabck 2. Howitt D & 2. 2.
hypothesis testing 4.Take tests and 4. Giging tests Cramer D. ( 1997) . PP
2.1.3 Sampling attending teacers‗ and deliver 85-168, 164 -167
distribution of the mean feedback feedabck 3. Gravetter F & Wallnau
and probability B. ( 2007 ) PP 168-
2.1.4 Hypothesis 181,187-194,196-
testing for one sample case 223,226-255,265-
for mean 273,274-289,291-
2.1.5 Point & interval 300,302-332,335-358
estimation for one
sample case for the
mean.
2.1.6. Hypothesis
testing for two sample case
for mean and other statistic
2.1.7. Assumptions for t
tests and Z test
8th 2.2. Linear and Multiple Students Teachers

Wee regression 4. Attending Lecture 1. Lecturing
k 2.2.1. The regression 5. Doing clas activity 2. Giving
equation 6. Attended feedack exercice
2.2.2. Predicting y from 3. Giving
scores from x scores teachers feedabck
2.2.3. Standard error 4.Take tests and 4. Giging tests
of estimate attending teacers‗ and deliver
2.2.4. Testing the feedback feedabck
significance of regression
coefficient
2.2.5. Multiple
regressions
2.2.6. Testing the
significance of regression
coefficients
2.2.7. Assumptions
237151
9th 2.3. Analysis of variance Students Teachers 1 Aron A. , Aron N. &
week (ANOVA) 1. Attending Lecture 1. Lecturing Coups J. ( 2009 ). ).
2.3.1. One way 2. Doing clas activity 2. Giving PP 310-340,349-
analysis of variance 3. Attended feedack exercice 350,357-365
2.3.2. Multiple 4.Take tests and 3. Giving 2. Howitt D & 2. 2.
comparisons. attending teacers‗ feedabck Cramer D. ( 1997) . PP
2.3.3. Assumptions feedback 4. Giging tests 181-203,247-254
for ANOVA and deliver 3. Gravetter F & Wallnau
feedabck B. ( 2007 ) 388-434
10th 2.4. Non parametric Students Teachers 1 Aron A. , Aron N. &

week statistics 1. Attending Lecture 1. Lecturing Coups J. ( 2009 ). PP
2.4.1. Chi square 2. Doing class activity 2. Giving 536-554,560-572
test of independence 3. Attended feedack exercice 2. Howitt D & 2. 2.
2.4.2. Chi square from 3. Giving Cramer D. ( 1997) . PP
test of association teachers feedabck 397-402
4.Take tests and 4. Giging tests 3. Gravetter F & Wallnau
attending and deliver B. ( 2007 ) PP 581-
feedback feedabck 604,608-618
References
Hinkle, Dennis, Wiersma, William and Jurs, Stephen G. (1994).Applied Statistics for the Behavioral
Sciences. (3red ed). Boston: Houghton Mifflin Company.
Frank, H and Althoen, S.C. (1995).Statistics: Concepts and Applications. New York: Cambridge
University Press
Teaching Learning Methods
237152
As the course has lecture and tutorial components each of them will be evaluated independently out
of 100%. The total scores of all the assessments shall then be made ready for grading.

Quizzes 12%
Mid exam 25%
Final Exam 40%
COURSE POLICY
Approval Section
237153
____________________ ___________________ _________________
__________________ _________________ ________________
_________________ __________________ ________________

College Of Education and Behavioral Sciences
Department of Psychology, Psychology Program
Course Title: Research Methods in psychology
Credit hour: 4
I. Course Description
Research Methods in Psychology is about how to apply research methods to acquire knowledge and use
it in decision making processes on diverse psychological attributes. Specifically, the course covers the
notion of research, sources of knowledge, research problems, basic elements of proposal and research,
and steps to conduct scientific research.
This course will cover both quantitative and qualitative approaches of research. The quantitative part
focuses on the design, sampling process, instrument, and basic statistical techniques including data
cleaning process, descriptive and inferential mainly univariate statistics and data managements tools
(mainly latest version SPSS) as integral part to the process of conducting research in the area of
psychology. Parallelly, the qualitative approach will deal with the sampling process, design, instrument,
and data transcription and translation.
Students are also required to read and comprehend research reports as well as design studies to test
hypotheses or answer research questions empirically. Finally, students are required to identify a
research problem, prepare a research proposal and present it.
II. Course Objectives: At the end of this course, students will be able to:
Define the notion of research.

Identify various sources of knowledge.
Define scientific research.
List the major characteristics of scientific research.
Describe each element to be addressed while conducting scientific research.
Describe different data collection instrument.
Distinguish between different kinds of research designs.
Describe descriptive and univariate level inferential statistics
Evaluate psychological research reports.
Develop effective research proposal.
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Compare and contrast the differences and similarities of qualitative and quantitative approaches
to research
III. Course contents with learning methodologies

Contents Tasks References
7. Fundamentals of research - Brain storming  Heiman,Gary W.
7.1. Sources of knowledge - Lecture (1995).
7.2. Definition of research - Group discussion
 Creswell, J. (2003)
7.3. Characteristics of research
7.4. Goals of research  Weirsma, W.
7.5. Classification of research (1995)
7.6. Procedures to be used in research
 Babbie, E. (2007)
(variables)
8. Research problem, Research paradigm, Proposal - Reading assignment  Heiman,Gary W.

Development - Review of literature (1995).
8.1. Research problem - Developing research
 Creswell, J. (2003)
8.2. Review of the related literature proposal & present
8.3. Approaches of review: thematically, - Lecture  Weirsma, W.
Methodological, chronological (1995)
8.4. Proposal development
 Babbie, E. (2007)
8.5. Elements of a proposal
 Healey, J. F.
(2005).
9. Research methods: - Brain storming  Creswell, J. (2003)

9.1. Elements & characteristics - Group discussion
 Weirsma, W.
9.2. Sample, population, & sampling frame - Project work
(1995)
9.2.1. Purpose of sampling - Individual
9.2.2. Types of sampling (sampling techniques) assignment  Healey, J. F.
9.2.3. Determining population and sample size - Lecture (2005).
9.3. Four basic paradigms of research: Post
-
positivism, Social constructivism,
Advocacy/participatory, and Pragmatism
9.4. Quantitative Research Design
9.4.1. Experimental
9.4.2. Quasi-experimental
9.4.3. Non-experimental
9.5. Qualitative Research Design
3.5.1 Ethnography
3.5.2 Phenomenology
3.5.3 Narrative Research
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3.5.4 Case Study
3.5.5 Grounded Theory Research
9.6. Data collection instrument
9.6.1. Types & characteristics
9.6.2. Standard and self-made instruments (tools)
9.6.3. Pilot, Reliability and Validity issues
10. Data Analysis - Brain storming -Ho,R.(2006).
10.1. Working with SPSS - Group discussion Handbook of Statistical
10.2. Data Cleaning, missing value, detecting - Class exercises Analysis using SPSS
outliers - Lecture -Pallant, J.(2010).
10.3. Descriptive Statistics and Graphs SPSS Survival Manual
10.3.1. Measures of central tendency
10.3.2. Measures of variation
10.3.3. Normal distribution & standardized scores
10.3.4. Graphical presentations of data
11. Inferential statistics - Brain storming -Ho,R.(2006).

11.1. Testing assumptions - Group discussion Handbook of Statistical
11.2. Selecting inferential statistics - Class exercises Analysis using SPSS
11.3. Parametric statistics - Lecture -Pallant, J.(2010).
11.4. Correlation and prediction SPSS Survival Manual
11.4.1. Pearson correlation
11.4.2. Linear regression
11.4.3. Multiple Regression
11.5. Mean comparison
11.5.1. T-tests
11.5.2. One-way between & with in subjects
ANOVAs
11.6. Non- parameter statistics
11.6.1. Spearman rank order correlation
11.6.2. Chi-square
12. Research Report - Group discussion - APA (2010).
12.1. Writing up Process - Lecture Publication manuals
12.2. The Preliminary Section - Group discussion (6th ed.)
12.3. The Main Body
12.4. The Reference Section
Teaching methods
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Teaching methods for all modular courses are expected to encourage proactive involvement of students
and high level of participation, thus, shall involve interactive learning (40%), independent learning
(40%), and cooperative learning (20%). The interactive learning component will consist of lecture
sessions, classroom exercises, and discussions. The independent learning component, on the other
hand, shall include such exercises as independent reading and assignments. Finally, the cooperative
learning involves group works and assignments.
It is envisaged that students will be guided to read, think, solve problems and actively participate in the
learning process. This shall be attained through a mix of teaching methods, such as, lectures, projects,
class exercises, assignments, individual and group presentations, and discussion
Assessment Mechanisms
The evaluation procedure involves ―Profile Based Evaluation‖ procedure where learners are assessed in
terms of those qualities they are expected to develop at the completion of each course/module. Both
formative (periodic assignments and projects) and summative (final exam) evaluation will be used to
ensure mastery of the course. Parallel to the formative and summative assessments evaluation of the
students‘ practical exercise will be evaluated
The breakdown of the evaluation shall be as follows:
Quiz 11%
Test 12%
Proposal Development (Group Assignment, with 12%

individual Presentation)
Mid 25%
Final Examination 40%
Total 100.00%
Academic integrity
Academic dishonesty consists of misrepresentation by deception or by other fraudulent means and can
result in ‗No Grade‘ or, if the dishonesty is of serious nature, suspension for one year.
The following illustrates the major forms of academic dishonesty:
1. Plagiarism, e.g. the submission of work that is not one's own or for which other credit has been
obtained.
2. Improper collaboration in group work.
3. Copying or using unauthorized aids in tests and examinations.
References
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1. APA (2010). Publication manuals of the American Psychological Association (6th ed.): APA,
Washington DC
2. Babbie, E. (2007). The Practice of Social Research (11th ed.). Belmont: Thomson learning Inc.
3. Creswell, J. (2003). Research Design: qualitative, quantitative and mixed approaches (2nd ed.).
California: Sage Publications, Inc.
4. Ferguson, G. A., &Takane, Y. (1989). Statistical analysis in psychology and education (6th
ed.). New York: McGraw-Hill.
5. Healey, J. F. (2005). Statistics: A tool for social research. Wadsworth: Thomson Learning.
6. Heiman,Gary W. (1995). Research Methods in Psychology. Publisher: Boston : Houghton-
Mifflin Co.
7. Hinkle, D. E., Wiersma, W., & Stephen, G. (1994). Applied statistics for the behavioral
sciences (3rd ed.). Boston: Houghton Mifflin.
8. Ho, R.(2006). Handbook of univariate and multivariate data analysis and interpretation with
SPSS. London:Chapman & Hall/CRC
9. Kirk, R. E. (1995). Experimental design: Procedures for the behavioral sciences. Pacific Grove:
Brooks/Cole.
10. Pallant, J. (2010). SPSS survival manual: A step by step data guide to data analysis using
SPSS. New York : McGraw Hill.
11. Weirsma, W. (1995). Research Methods in Education: An Introduction. 6th ed. Boston: Allyn
and beacon Inc.
Approved by:
_________________ ___________________ _________________

Instructor Signature Date
__________________ _________________ ________________
Course Chair Signature Date
__________________ _________________ ________________
Dep‘t, Head Signature Date
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Course Guidebook for the Course Senior Essay in Psychology- I
Course Title: Senior Essay in Psychology- I
Course Code: SPSY4077
Course Weight: Cr. Hr. 0/ ECTS 0
Course Description
In this phase of the senior essay, prospective graduates are expected to identify workable and
manageable research problem, state their problems clearly, state their research questions and purposes,
review some related literatures, and develop a preliminary plan of method of collecting and analyzing
data. Finally, they will be expected to present their research proposal in consultation with their
advisors.
Course Objectives
After completion of the tasks of this course, the students will be able to:
• Integrate the theoretical Knowledge with the practical exercise on workable and
manageable research problems
• State their research problem and questions clearly
• Review related literature for the selected topic
• Present their preliminary research proposal
Major Components of your Senior Essay in Proposal phase
Part I: The Problem and its Approach

I. Preliminary: Cover page, title, abbreviations/acronyms and tables of contents
1. Introduction
1.1. Background of the Study
1.2. Statement of the problem
1.3. Objectives/Purposes of the Study (or Research/Leading Questions)
1.4. Significance of the Study
1.5. Delimitation of the Study
1.6. Operational definitions of important terms in the research paper
Part II: Review of Related Literature
Part III: Design and Methods of the Study
a. Design of the Study
The researcher is advised to indicate what type of research design is he/she going to employ.
(That is, is the design to be used: descriptive Survey, experimental, comparative, correlational
or mixed approach?)
b. Participants and Setting
 The total population has to be stated here.
 The place or setting where the research will be conducted need to be specified.
c. Data Gathering Instruments/Tools
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Researchers may use data gathering tools that may be pertinent to their research questions and
or hypotheses. The tools can be:
 Questionnaires
 Interviews (structure or semi-structured)
 Focus group discussion
 Observations (participant observation or indirect observation)
 Documents
 Tests etc.

d. Procedures
i. Construction
Where items in the questionnaire/scale are developed or adapted should be stated in this
section. Besides, types of questionnaire (open and/closed-ended), Interview (structured or
semi-structured) and type of scale need to be stated clearly.
ii. Validation
A. Translation of instruments, if necessary.
B. Pilot study
iii. Administration
e. Methods of Data Analysis
A. Data gathered through qualitative approach(e.g., interview, focus group discussion,
observation or open-ended questionnaire) can be analyzed by using one or more qualitative
analysis methods that follow :
Thematic organization analysis
 Paternal analysis
 Categorical analysis
B. Data gathered through quantitative approach (e.g., closed-ended questionnaire, tests
and other experimental designs) can be analyzed by using one or more statistical analysis
methods that follow:
 Descriptive statistics (Mean, standard deviation, percentage, etc.)
 Chi-square tests,
 Correlational and regressional analyses,
 One-sampled t-test,
 Independent t-test,
 Analysis of variance (ANOVA),
 Z- test,

4. Resources
a. Work Plan and Time Schedule
b. Budget Break Down
5. Important guidelines to follow during the Senior Essay work
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The prospective Graduates who will engage in their Senior Essay work are expected to:
 Describe the existing situations/ contexts in their background in relation to their topic
by referring prior studies/research findings or scholarly outputs
 Make their background statement brief with appropriate citations
 Clearly state the magnitude or intensity of the problem under study in your statement
the statement of the problem with appropriate citations
 Develop basic/ research questions or hypothesis upon which their entire research
work depends and revolves to answer
 Research questions should be ―Wh‖ questions rather than questions that may probe to
―a Yes or No ‖answers.
 Pay attention for spelling errors, punctuations, quotations, citations, grammar,
indentations, capitalizations, paragraphing, etc.
 Consider comments that will be given by their respective advisors
 Consult people with better experiences in research works, English language teachers
related to language issues and other prior research works, if any.
 Refer as many research findings/ literatures as possible so as to enhance their
research works
 Refer as many research methodology and statistics books as possible so as to get
sufficient knowledge and skills on research methods and statistical applications
 Use appropriate time management and reading strategies
Assessment
The total assessment weight will be 100%. The Proposal component will be evaluated based on:
1. Title/Problem Identification/---------------------------10%
2. Writing the proposal and submission to advisor
3. Revise based on comments given by the advisor-------5%
4. Literature Review -------------------------------------------10%
5. Design and Methods-----------------------------------------20%
6. Identifying Data analysis methods------------------------10%
7. Research paper organization--------------------------------20%
 Content
 Originality
 Coherence/flow
 Language use
 Citation
 reference
The Final proposal paper will be evaluated as;
Presentation/Defense--------------------25%
6. Course Policy and Academic Integrity
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regarding all aspects of disciplinary problems, cheating, plagiarism (copying or duplicating others
work), and misrepresentation of facts. Any violations of the above academic integrity stipulations will
be dealt seriously by concerned bodies and will be followed with serious penalty up to excluding the
student from the course.
Anyone found plagiarizing will repeat the senior essay work. Therefore, the Department in particular
and the Faculty in general advises students of School and Counseling Psychology to produce original
works.
Approved
---------------------------------- -------------
Instructor Name Signature
-------------------------------- ---------------
Department head Name Signature
--------------------------------- -------------
Faculty Dean Name Signature
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Course Guidebook for the Course Senior Essay in Psychology- II
Module Name: Research, Project and Senior Essay
Course Title: Senior Essay in Psychology- II
Cr. Hr. 3
Course Description
This phase of the senior essay is the continuation of the first part. This course deals with conducting
research work as a requirement for the Bachelor of Arts Degree in Psychology. The papers can be
research findings based on field observation or experimentation. It has to examine contemporary issues
in psychological theories. In this phase of the senior essay, learners are, thus, expected to develop
instruments for collecting data collect data collect and analyze data. Students finalize and submit their
research reports. Finally, they will defend their research in oral examination session.
Course Objectives
After completion of this students will be able to

 Review related literature for the selected topic
 Present their revised research proposal
 Decide the appropriate research methodology and collect data
 Implement legal and ethical considerations in Research
 Prepare, analyze and interpret their data
 Produce research report using understanding on research & statistical methods.
 Present and defend their research findings in a seminar.
Major Components of your Senior Essay in Proposal phase
Chapter One
1. Introduction
1.1. Background of the Study
1.2. Statement of the problem
1.3. Objectives/Purposes of the Study (or Research/Leading Questions)
1.4. Significance of the Study
1.5. Delimitation of the Study
1.6. Limitation of the Study
1.7. Operational definitions important terms in the research paper
Chapter Two
2.Review of Related Literature
a. Concepts --------------
b. Theoretical framework
6.7 Summary of the related literature
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Chapter Three
3.Design and Methods of the Study
3.1. Design of the Study
The researcher is advised to indicate what type of research design is he/she going to employ.
(That is, is the design to be used: descriptive Survey, experimental, comparative, correlational
or mixed approach?)
3.2. Participants and Setting

3.2.1 Personal characteristics of the respondents
3.3. Sample and Sampling Techniques
3.4 Data Gathering Instruments/Tools
Researchers may use data gathering tools that may be pertinent to their research questions and
or hypotheses. The tools can be:
 Questionnaires
 Interviews (structure or semi-structured)
 Focus group discussion
 Observations (participant observation or indirect observation)
 Documents
 Tests etc.
3.5Procedures
3.5.1Construction
Where items in the questionnaire/scale are developed or adapted should be stated in this
section. Besides, types of questionnaire (open and/closed-ended), Interview (structured or
semi-structured) and type of scale need to be stated clearly.
3.5.2 Validation
C. Translation of instruments, if necessary.
D. Pilot study
Chapter Four
4. Data Analysis and Interpretation
4.2Main study Analysis
Important Points to be noted:
A. Data gathered through qualitative approach(e.g., interview, focus group discussion,
observation or open-ended questionnaire) can be analyzed by using one or more qualitative
analysis methods that follow :
Thematic analysis
 Paternal analysis
 Categorical analysis
B. Data gathered through quantitative approach (e.g., closed-ended questionnaire, tests
and other experimental designs) can be analyzed by using one or more statistical analysis
methods that follow:
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 Descriptive statistics (Mean, standard deviation, percentage, etc.)
 Chi-square tests,
 Correlational and regressional analyses,
 One-sampled t-test,
 Independent t-test,
 Analysis of variance (ANOVA), etc.
Chapter Five: Discussion / Results
Chapter Six: Summary, Conclusions and Recommendations/Implications
6.1Summary of the Findings
6.2Conclusions Drawn from the Findings
6.3Recommendations/ Implications
References--------------
Appendices-------------
Assessment
The total assessment weight will be 100%. The final senior essay component will be evaluated based
on:
8. Literature Review ----------------------------------------10%

9. Design and Methods--------------------------------------15%
10. Using appropriate data analysis techniques ----------15%
11. Discussion-------------------------------------------------10
12. Summary , conclusion and recommendation----------10
13. Research paper organization----------------------------10%
Criteria of Evaluation:
 Content
 Originality
 Coherence/flow
 Language use
 Citation
 reference
The Final paper will be evaluated as;
Presentation/Defense-------------------------------30%
7. Course Policy and Academic Integrity
regarding all aspects of disciplinary problems, cheating, plagiarism (copying or duplicating others
work), and misrepresentation of facts. Any violations of the above academic integrity stipulations will
237165
be dealt seriously by concerned bodies and will be followed with serious penalty up to excluding the
student from the course.
Anyone found plagiarizing will repeat the senior essay work. Therefore, the Department in particular
and the Faculty in general advises students of School and Counseling Psychology to produce original
works.
Approved
---------------------------------- -------------
Instructor Name Signature
-------------------------------- ---------------
Department head Name Signature
--------------------------------- -------------
Faculty Dean Name Signature
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BahirDar University
Course Guidebook for the Course Internship in Psychology
Module name: Project Management and Professional Practices
Course name: Practicum in School Psychology II
Course Number: Spsy4076
Cr. Hr. 3
Course Description
Theory and practice need to go side by side. Based on the theory, students need to have opportunities to
practice or test their theoretical knowledge in real life situations. This will enable students solve
problems in an efficient and effective manner later in their professions-being part of the solution rather
than being part of the problem. Hence, this course is intended to assist students integrate theoretical
knowledge obtained from different psychology courses with actual practical works in the area of
counseling, human development, social problems, education and etc by identifying individual,
community problems, preparation of action plan and intervention plans for the identified problems,
implement intervention plan, help student develop skills required for counseling rehabilitation and
prepare progressive summary report. The course is also helpful for the students to utilize research
knowledge, adapt themselves to working situation of various social environments, and develop skills of
communication as well as writing report and presentation.
Objectives
At the end of this course, trainees will be able to:

 Identify community problems, prioritize and select the problem
 Identify areas of counseling in the school and other organizations
 Prepare intervention plan.
 Apply the skill, principles theoretical knowledge in public and private organizations.
 Demonstrate effective modes of communication in rendering social welfare service
 Prepare and present reports about the nature of the problem selected, the intervention
techniques, approaches and challenges
 Evaluate the intervention approaches and techniques used by the organization
Proposed practicum sites
The activity can be done at any institution (schools and non-school settings). Besides, students should
be sent to different places to identify problems in schools and community settings such as:
 Courts (divorce cases, eyewitness, investigation mechanisms of the prosecutor and judges,
psychological reactions while they get convicted)
 Prison houses (crimes: types, causes, prevalence, behavioral changes they brought during their stay,
do they the actual criminals or convicted wrongly, their future intentions to commit crime, the
services delivered to bring over all change, etc.)
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 Orphanages (orphans: age categories, how do they perceive themselves, behaviors they show,
stereotypes they hold, academic achievement, social interactions among themselves and with
outside community, the services delivered, and their overall personality)
 Remand Homes (Delinquent behavior: age categories of the inmates, how many times they
committed delinquent acts , types of acts, causes, prevalence, behavioral changes they brought
during their stay, do they the actual delinquents or convicted wrongly, their future intentions to
commit delinquent activities, the services delivered to bring over all behavioral change, etc.).
 Adoption agencies
 Hospitals (cases of psychological disorders such as depression, anxiety, schizophrenia, panic, mood
disorders, paranoid, etc., symptoms, treatments).
 Associations of Elderly persons (age categories, their living situation, services offered, life
satisfaction, how do they see the young generation, the perceived attitude of the youth toward them,
works they engaged in, etc.)
 Associations of persons with disability and special schools (age categories, types of disability, their
symptoms, their living situation, the services delivered, statues of the problem, their future hope,
intervention mechanisms, etc)
 Associations of PLWHAs (stigma and discrimination, the services delivered, their future hope, the
knowledge, attitude and practices regarding HIV/AIDS, roles in HIV/AIDS prevention and control
work as well as on orphan care and support).
 Governmental and Non-Governmental organizations working on social issues (street children,
orphans, PLWHAs, victims of violence, etc).
Expected activities
The major activities of the trainees include:

 Identify, prioritize and select community problems.
 Collect relevant information by employing various instruments such as questionnaire, interview,
focus group discussion and observation.
 Developing action plan that clarifies how to carry out the activity and implement accordingly.
 Prepare and present reports about the nature of the problem selected, the intervention techniques
planed and approaches will be used
1. Mode of Assessment
 Supervisor evaluation (30%)
 Session plan report ( 40)
 Reflection/Presentation (30%)
Student’s responsibilities
 Ethical Practice: In order to enhance identification as a developing psychologist, the students will
act in accordance with the profession‘s and site organization‘s work ethics. Likewise, as a
Representative of the respective University, the student has an obligation to perform at the highest
level of functioning at all times. The student has this responsibility to both the organization and to
the university.
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 Reports: The student is required to carefully and regularly prepare and submit reports on assigned
cases (to the faculty supervisor). The faculty supervisor will critically evaluate the practicum
reports. The student is expected to achieve and maintain professional levels of writing quality and
to develop a high level of integration and efficiency in report writing.
 Supervision: The student is expected to initiate contact with the site and faculty supervisors as
needed. Contact involves scheduled communication [oral and written] of progress, forwarding
expected products of performance and conveying professional or personal legitimate concerns
related to the practicum.
Approval Section
___________________ ___________________ __________________
_________________ _________________ ________________
_________________ __________________ ________________
Course Guidebook for the Course Internship in Psychology

Module name: Project Management and Professional Practices
Course name: Practicum in School Psychology II
Course Number: Spsy4075
Cr. Hr. 3
Course Description
The process of students‘ professional skills development begins with contacting prospective sites and
arranging for a semester-long experience that involves observation and participation in organizational
activities. Prior contact will be made with respective and relevant organizations in order for the students
to get conducive environments to work where they are assigned. Students should contact the
organizations they are assigned to by their contact information or in person and settle the possibility of
spending 3 hours per week (48 hours per semester) at the sites observing and working in a capacity
related to their interests in the various psychological areas. Before approaching an organization,
students must have an official letter from the psychology department in hand.
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There is no specific rule to which the work of the students need to stick to. Students can explore
different areas in counseling, organizational behaviors, children home-care practices, social issues and
welfare, gender issues, hospitals, schools and related areas.Once the practicum site is amenable and the
student kept interest in the site, the process of drafting arrangement begins using the following logical
steps.
Step: Students must have advisor from Psychology Department who will be their faculty supervisor
for the course according to agreeable schedules.
Step: Students must choose one or two practicum sites and make timely contact.
Step: Students must submit official letter as directed by the site contact person/ supervisor. [You can
get the letter from the department]
Step: Once a site is selected, students must begin to draft an agreement using
a) A copy of Introductory Letter, to be obtained and signed by the faculty members in the
Psychology Department who are assigned as faculty supervisors for the duration of the
practicum.
b) The Agency Profile [one copy to be submitted to the students‘ faculty supervisors]
c) The Work Schedule [one copy to be submitted to the students‘ faculty supervisors]
Step: Students must be aware of the activities required from them and the respective performance
measures which include:
a) Mid and Final experience evaluations [to be completed by the site supervisor]
b) In addition to the requirements of the practicum site, students are required to turn in the
following to the Faculty Supervisors.
i. A written journal/portfolio/Report which includes a dated entry for every day of
work at the practicum site. Each journal entry should summarize the daily
activities as well as reflection on thoughts, emotions, and questions that are
stimulated by the students‘ practicum work.
The Faculty Supervisors may ask to see this anytime during the semester.
ii. A 3-5 page summative paper which answers the Questions for the Final Paper
provided by the faculty supervisors.
Course Objective
The ultimate goal of the course is to help students bring the knowledge and theories they have learnt
into practice. After successful completion of this course, students are able to:
a. Apply knowledge from the psychology theoretical courses to an actual employment setting.
b. Experience the excitement of the problem-solving that is inherent in the field of applied
psychology.
c. Relate the practicum experience to future career choice.
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MODE OF EVALUATION PRACTICUM WORK OF STUDENTS:
Criterion Value
1. Written report 50%
2. Presentation on the written report 30%
3. Field advisor 10%
4. Contact with advisor 10%
Total 100%
Proposed practicum sites list

The following organizations have expressed interest in our practicum program. This list is suggestive
rather than restrictive. Students could come up with their own legitimate institution where they could
practice psychological experiences.
 Community Mental Health Centers
 Correctional Facilities
 Medical or Health Care Services
 University/School Counseling Center
 Family Guidance
 HIV/AIDS Prevention and Intervention
 Child Protection Offices
 Legal Centers or Court Houses
 Anti-HIV/AIDS Offices
 Humanitarian Agencies
 Rehabilitation centers
 Child and Youth Development, and other related organizations.
Supervisory personnel
The department/school Supervisors: is a representative of the Department of Psychology at the
respective University. The responsibilities of the faculty supervisors include the following:
 Maintain regular communication with practicum students and their site supervisors.
 Coordinate the practicum experience with the students and the site supervisors and respond
appropriately if questions of professional competence and ethics arise.
 Provide weekly group supervision for the assigned practicum students with assigned time schedule
 Arrange for practicum site visits. This includes arranging two formal evaluations for the site
supervisors and making sure that students are progressing in their case reports and summative
paper.
 Conduct evaluation procedures and determine the final grade for the practicum experience.
 Assign 5 up to 8 students to one supervisor
The Site Supervisors: assumes the responsibility for directing and supervising the practicum students.
The site supervisors will be expected to fulfill the following responsibilities.
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 Coordinate the practicum program with the organization and the faculty supervisors.
 Provide comprehensive site orientation for the practicum students at the beginning of the practicum
experience.
 Provide evaluative discussion each week with direct observation of the student‘s activities at the
beginning of the experience and as needed during the practicum period.
 Provide the student with as broad a range of professional experience as possible based on the
practicum goals and individual discussion.
 Participate in and complete two formal evaluation of the student‘s progress: the Mid-Point and End-
Point Formal Evaluations. Discuss the progress with the faculty supervisor as needed.
Students responsibilities
 Ethical Practice: In order to enhance identification as a developing psychologist, the students will
act in accordance with the profession‘s and site organization‘s work ethics. Likewise, as a
Representative of the respective University, the student has an obligation to perform at the highest
level of functioning at all times. The student has this responsibility to both the organization and to
the university.
 Reports: The student is required to carefully and regularly prepare and submit reports on assigned
cases (to the faculty supervisor). The faculty supervisor will critically evaluate the practicum
reports. The student is expected to achieve and maintain professional levels of writing quality and
to develop a high level of integration and efficiency in report writing.
 Supervision: The student is expected to initiate contact with the site and faculty supervisors as
needed. Contact involves scheduled communication [oral and written] of progress, forwarding
expected products of performance and conveying professional or personal legitimate concerns
related to the practicum.
Approval Section
___________________ ___________________ __________________
_________________ _________________ ________________
_________________ __________________ ________________
237172
Course Guidebook for the Course Project Planning and Evaluation in Psychology
and Education
Module Name: Research, Project and Senior Essay
Course Title: Project Planning and Evaluation in Psychology and Education
Cr. Hr. 3
Course Description
This course deals with the planning, monitoring and evaluation of projects in Psychology. The course
acquaints students with purposes of project planning and evaluation, forms and importance of
evaluation, planning and evaluation in psychology projects, impact and performance evaluation,
designing an evaluation study, developing indicators for project monitoring and evaluation, planning
and evaluation tools, problems related with project planning and monitoring, formats for writing a
monitoring and evaluation report, case studies of monitoring and evaluation in behavioral sciences as
well as presentation and discussion of results. Themes and problems related to infants, children,
adolescents, adults, and the elderly as well as orphans and other disadvantaged people will be
considered for the project.
Course Objectives
At the end of the course the candidate will be able to:

- Know the concepts, purposes and forms of monitoring and evaluation
- Understand the nature and characteristics of programs and projects.
- Differentiate different approaches to the development of projects.
- Know the different stages involved in the preparation of programs and projects.
- Select appropriate models of program evaluation to specific behavioral science programs to be
evaluated.
- Develop defined criteria for program evaluation.
- Evaluate the data collected so as to improve the performance of the program.
- Conduct program evaluation in behavioral sciences
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Contents
Section Contents Instructor’s & Students’ References
Activity
Unit One Objectives Students Activities 1. Kerzner, Harold. Project

At the end of this unit, students will be able to:  Read the required mater Management, 5th ed. New
 Define project planning and ials prepared York: Van Nostrand
implementation  Discuss application of Reinhold, 1995.
 Introduce concepts on project and project planning & 2. Project Management –
planning implementation in Strategic Design and
 Explain the goals of project planning everyday life Implementation, Third
and implementation to real life  Select any project that Edition, McGraw Hill
situations most describe the International Editions,
Unit 1: Introduction to projectplanning and nature of the course, David I. Cleland Unit
implementation and present the findings
1.1. Meaning and goals of project to their classmates.
design and management  Present critiques of
1.2. Historical development of project project presented in
design and management classroom sessions &
prepare scientific
documents
 Find out the strengthens
and weaknesses of the
project applied
Instructors Activities
 Encourage reflection
about implications of
project planning &
implementation we
encounter in everyday
life
 Facilitate students
learning by posing
questions and guiding
activities
 Provide explanations
and or examples
 Facilitate dialogue and
debates
 Show observable
examples
237174
 Support learners
Unit Two Objectives Students Activities 1. Addison-Wesley.

At the end of this unit, students will be able to:  Discuss how a strategic Successful
 Define strategic planning plan is developed implementation, practical
 Identify ways in strategic planning  Take part in preparing a management of ERP
strategic plan projects, Norbert
Unit : Strategic Planning Instructors Activities Welti,1999
2.1. Developing a strategic plan  Provide opportunities to 2. Harvey Maylor, 2002,
discuss course material Project Management third
in groups edition, Prentice Hall.
 Encourage all students
to work on the activities
in cooperative fashion
 Provide feedback for
the activities students
engaged in
Unit Three Objectives Students Activities Altschuld, J .W .&
After successful completion of this unit,  Identify any project Witkin, B .R . (2000).
students are expected to: from a real situation From needs assessment to
 Define a project  Formulate a project action: Transforming
 Describe how to plan a project  Discuss how a project needsinto solution
 Explain the basic strategies in planning can be formulated using strategies. Thousand
a project different examples Oaks, CA: Sage
Chapter Three:Project Planning Teachers Activities Publishing, Inc.
3.1. Project identification  Facilitate students  Fink, A. & Kosecoff, J.
3.2. Project formulation learning by posing (1985). How to conduct
3.3. Project appraisal questions and guiding surveys: A step-by-step
activities guide. Newbury Park:
 Provide critical Sage Publications.
examination on what  Madison, A.M. (ed.)
makes project (1992). Minority issues in
 Encourage all students program evaluation. San
to work in cooperative Francisco, CA:
fashion
 Provide opportunities to
discuss in groups
 Provide feedback
237175
Unit 4 Objectives Students Activities  Mehrens, W. & Lehman,
After the completion of this unit, students will  Encouraging students to I. (1991). Measurement
be able to: prepare a project and evaluation in
 Have an overview of the project proposal that solve education and psychology
planning and development process problems with in the (4th ed.). Chicago, IL:
 Complete activities that incorporate the society. Holt, Rinehart, and
steps of project development  Provide supportive Winston, Inc.
Unit 4: Preparing Project Proposals documents to help  Sanders, J. (1994). The
4.1Preliminary considerations every student in the program evaluation
4.2 Preparing project proposals and its basic preparation standards – How to assess
components  Discus the different evaluations of
4.3 Criterion for effective proposals ways in preparing educational programs.
project proposals to 2nd Edition. Thousand
have common Oaks, CA: Sage
understanding among Publications.
the students
 Provide comments on
the different types of
projects in their life
activities
Instructors Activities
 Provide adequate
explanations on new
learning concepts, ideas
and materials for
students
 Facilitate feedback
whenever students
present their individual
or group presentation
 Provide special support
for those students who
need extra help
 Provide examples
237176
Unit Five Objectives Students Activities  Witkin, B. R. &
At the end of this unit, students will be  Actively engaged in Altschuld, J. W. (1995).
expected to: discussions concerning the Planning and conducting
 Identify different ways in seeking a fund particular topic needs assessments: A
 Apply different procedures that help in Instructors Activities practical guide. Thousand
seeking funds  Provide adequate explanations Oaks, CA: Sage
Unit Five: Seeking for fund on new learning concepts, Publications.
5.1. Types of funding foundations ideas and materials for students Bishop C., 2001, SEAGA
5.2. Primary sources for funding  Facilitate feedback whenever Project Cycle
5.3. Approaching foundations for funding students present their Management Technical
5.4. Lobbying for funding individual or group Guide, FAO, Rome
presentation
 Provide verifications http://www.fao.org/sd/S
 Provide examples how to seek EAGA/downloads/En/pr
a project ojecten.pdf
 Encourage students to examine 
the application of funds in
preparing a project
Unit Six Objectives Detailed Students activities  Bishop C., 2001, SEAGA
After successful completion of this unit,  Make small groups in Project Cycle
students will be able to: the class with the help Management Technical
 Explain how to implement the project of the instructor and Guide, FAO, Rome
 Identify strategies of implementing the raise different questions http://www.fao.org/sd/S
project regarding the EAGA/downloads/En/pr
Unit 6: Implementation of the Project implementation process ojecten.pdf
6.1. Setting objectives to have common ideas  Madison, A.M. (ed.)
6.2. Anticipating unintended consequences in implementing (1992). Minority issues in
6.3. Managing change projects. program evaluation. San
6.4. Working out the details of a plan Instructors Activities Francisco, CA:
6.5. Implementation  Provide opportunities to Jossey-Bass Publishers.
discuss course material  Mehrens, W. & Lehman,
in groups I. (1991). Measurement
 Encourage all students and evaluation in
to work on the activities education and psychology
in cooperative manner (4th ed.).
Unit 7: Project Monitoring and Evaluation Students Activities  Mehrens, W. & Lehman,
7.1. Monitoring the progress  understand social I. (1991). Measurement
7.2. Project evaluation influence from both and evaluation in
research perspective & education and psychology
how these processes (4th ed.). Chicago, IL:
function relevant to Holt, Rinehart, and
237177
everyday life Winston, Inc.
 Take part in variety of  Kerzner, Harold. Project
activities meant to build Management, 5th ed. New
on and extend lecture York: Van Nostrand
Instructors Activity Reinhold, 1995.
 Provide articles that
represent some very
important ideas in
project planning and
implementation and
allow students to go
deeper into certain
topics than the text
 Stimulate learning
Unit Eight Objectives Students Activities  Kerzner, Harold. Project
After the completion of this unit, students are  Reflect their personal Management, 5th ed. New
expected to: experiences of their York: Van Nostrand
 Explain the phase out strategy and interpersonal relations Reinhold, 1995.
sustainability with their lovers as well
 Identify important factors in as how these processes
sustainability of the project function relevant to
everyday life
Unit 8: Phase out Strategy and  Take part in avariety of
Sustainability activities meant to build
8.1. Project audit and post-evaluation on and extend lecture
8.2. The varieties of project termination material
8.3. Project risks Instructors Activity
8.4. Strategies in ensuring sustainability  Present new information
occasionally to highlight
points made from the
other sources of
knowledge utilized in
this course
 Provide stories that
represent some very
important ideas of close
relationships and allow
students to go deeper
into their diverse
personal views
 Stimulate thought about
237178
topics brought up in the
module, and to try to go
beyond what the module
presents

The course has a mixed lecture and classroom discussion format. Hence, classroom lessons will be
mainly lecture and discussion based. The lectures will be kept reasonably informal, with opportunities
for participation by the students. The classes will be involved in questioning and answering activities in
each topic, presented gapped lectures followed by class discussion on some selected contents of the
course. Students will be given reading assignments and will be asked to reflect on their understandings.
At the start of every lesson, students will be requested to give a brief highlight of what they have
learned in the previous lesson. They will be given different stimulus materials (handouts), divided into
jigsaw groups, asked to present their reading part, raise questions during group presentations and
conduct peer assessment. At the end of each unit, they will be requested to write a brief reflection of
what they have learned in the unit. That is how it is intended to boost students‘ active engagement in
learning and their performance in effectively using major concepts in wider contexts. In this way
Assessment Methods
Close field supervision, research reports of the project, and presentations
In addition to employing continuous assessment through observation, oral questioning, quizzes, etc
final grades. As the course has lecture and tutorial components, each of them will be treated
Reflection 10%
Mid 1 30%
Mid 2 30%
Final exam 40%
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material.
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Course Chair
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237180
Course Guide Book for the Course Social Psychology
Module Name: Social Psychology
Course Title: Introduction to Social Psychology
Course Description
This course is designed in order to acquaint trainees about the ways individuals think, feel, and behave
in social situations; research methods, attitudes, social cognition, and interpersonal relations. It also
focuses on introducing the concepts of social psychology, socialization, attitudes and behavior,
impression formation and attributions, antisocial and pro-social behaviors, social influence, group
processes as well as the essence of conflict and peacemaking.
Course Objectives
At the end of the course you will be able to:
 Understand the theme and theories of social psychology
 Understand the relationship between attitudes and behavior
 Elaborate the effects of antisocial and pro-social behaviors in social relations
 Explain the ways by which people form impressions and attribute behaviors
 Understand the nature of social psychology
 Appreciate research and research methods in social psychology
 Describe the nature of social perception
 Explain the nature, formation, and change of attitude
 Understand the nature of groups and group processes
 Describe social relations
 Understand ingredients of conflict and peacemaking strategies
Course Contents
Contents Reading Materials and Assignment
3. Introduction to social Task: Read about social
psychology psychology‘s history and related
 Definition fields
 Social Psychology and other disciplines Reference:
 Theories of Social Psychology Michener,H.A. & Delamater,J.D.
 Research Methods in Social Psychology (1999)(5-20,23-24), Moghaddam,FM
(1998). (1-25)
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4. Socialization
 Definition Michener,H.A. & Delamater,J.D.
 Theories of socialization (1999) (45-72)
 Agents, topics of socialization
 Roles of socialization
4. Impression Formation and Attribution Task: Evaluate the influence of
 Definitions impressions formed on behavior
 Impression Formation
 Models/ Factors in Impression Formation
 Formation of Social Beliefs Reference:
 Attribution Michener,H.A. & Delamater,J.D.
 Theories of Attribution (1999) (100-128)
 Errors in Attribution
4. Attitudes and Behavior Task: Evaluate the relationship b/n
 Definition & Components of Attitudes attitudes and behaviors
 The Functions of Attitudes Reference:
 Theories of Attitude Organization Michener,H.A. & Delamater,J.D.
 Attitudes and Behavior Relationships (1999) (130-157), Feldman,RS(2001)
(328-359), Moghaddam,FM(1998).
(99-138)
5. Persuasion Task: Compare and contrast the
 Definition different approaches to persuasion
 Approaches to Persuasion
o Traditional Approach
o Cognitive Approach
 The Elements of Persuasion Reference:
o The Communicator Michener,H.A. & Delamater,J.D.
o The Message (1999) (187-197)
o The Channel of Communication Feldman,RS (2001) (360-389),
o The audience Moghaddam,F.M(1998) (177-213)
6. Social Influence Task: Compare and contrast
 Nature of social influence conformity, compliance and
 Conformity obedience.
 Compliance Reference:
 Obedience Michener,H.A. & Delamater,J.D.
 Prejudice (1999) (202-213),
 Stereotypes Kenrick,.D.T.,Neuberg,S.L. &
Cialdini,R.B (2002) (190-230),
 Discrimination
(352-391),
Feldman,R.S(2001). (390-420),
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Moghaddam,F.M(1998) (219-294)
7. Group Processes Task: Evaluate how group

 Definition membership influences behavior
 Group formation & its purpose Reference:
 Cooperation and competition Kenrick,.D.T.,Neuberg,S.L. &
 Group polarization Cialdini,R.B (2002) (416-455),
 Group think Baron,R.A. and Byrne,D (2000)
 Risk shift phenomena (478-520),
Feldman,RS(2001) (458-492)
 Deindividuation
8. Antisocial Behavior: Aggression Task: Compare contrast the different
 Defining Aggression theoretical approaches
 Theoretical Approaches to Aggression Reference:
 Factors Affecting Aggression Michener,H.A. & Delamater,J.D.
 Aggression as a Way of Life (1999) (262-283),
 Preventing & Reducing Aggression Myres,D.G. & Spencer S.(2004)
(327),
Kenrick,.D.T.,Neuberg,S.L. &
Cialdini,R.B(2002) (334-375),
Baron,R.A. and Byrne,D (2000)
(438-477),
Feldman,R.S (2001) (296-326),
Moghaddam,F.M(1998) (365-402)
9. Pro-social /helping/ Behavior Task: Evaluate the influence of
 Personal Influences: Why do People Help? personal, situational, interpersonal
 Situational Influences: When Do People Help? influences on helping
 Interpersonal Influences: Whom Do People Help? Reference:
 Reactions to Receiving Help Michener,H.A. & Delamater,J.D.
 How Can We Increase Helping (1999) (236-261),
Myres,D.G. & Spencer S.(2004)
(290),
Kenrick,.D.T.,Neuberg,S.L. &
Cialdini,R.B (2002) (296-333),
Baron,R.A. and Byrne,D (2000)
(392-436),
Feldman,R.S (2001) (264-327),
Moghaddam,F.M(1998) (295-323)
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10. Conflict and Peace Making Task: Appreciate the different peace
 Defining Conflict and Peace making strategies.
 Sources of Conflict Reference:
 Peace Making Strategies Myres, (1983) (515-556),
Myres,D.G. & Spencer S.(2004)
(451),
Moghaddam,F.M(1998) (511-540)
given different stimulus materials (handouts), divided into jigsaw groups, asked to present their reading
part, raise questions during group presentations and conduct peer assessment. At the end of each unit,
they will be requested to write a brief reflection of what they have learned in the unit. In this way
Assessment
Reflection 10%
Quizzes (2) 20%
Mid 1 30%
Mid 2 30%
Final exam 40%
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237185
References
Aronson, E., Wilson, T.D., and Akert, R.B. (1999). Social Psychology. (3rd ed). New York: Longman.
Baron,R.A. and Byrne,D(2000). Social Psychology.9th ed.Boston: Allyn and Bacon
Baron, R.K. and Byrne, D. (1997). Social Psychology. (8th ed). Boston: Allyn and Bacon.
Brehm, S.S & Kassin, S.M. (1990). Social Psychology. Boston: Houghton Mifflin Company.
Feldman,RS(2001).Social Psychology.3rd ed.New Jersy:Prentice Hall
Feldman, R.S. (1985). Social Psychology: Theories, Research and Applications. New York:
McGraw – Hill Book Company.
Kenrick,.D.T.,Neuberg,S.L. and Cialdini,R.B.(2002). Social Psychology: Understanding the
Mystry.2nd ed.Boston:Allyn and Bacon
Habtamu Wondimu (2008) Handbook of Peace and Human Rights education in Ethiopia. Addis Ababa.
OSSREA
Michener,H.A.&Delamater,J.D.(1999)SocialPsychology.4thed.Fortworth:Harcort Brace Company
Moghaddam,FM(1998). Social psychology: Exploring Universals Across Cultures. New
York:W.H.Freeman and Company
Myres,D.G. and Spencer S.(2004). Social Psychology. Toronto:McGraw Hill Ryerson
Myers, D.G. (1983). Social Psychology. New York: McGraw – Hill Book Company.
Richard, J.E. (1986). Social Psychology: Attitudes, cognition and social behavior. Cambridge:
Cambridge University Press,
Zanden, J.W.V. (1987). Social Psychology (4th ed.) New York: McGraw – Hill Book Company.
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237186
Course Guide Book for the Course Organizational Psychology
Module Name: Social Psychology Module Number: 05
Course title: Organizational Psychology
Course Weight:
ECTS
Cr. Hr CP
LH TH L/P HS
3 2 1 0 7 5
Course Description
This course will provide the student with an overview of the fundamental theories and principles of
organizational Psychology and illustrate how these theories are translated into practice within
organizations. It will demonstrate the importance of understanding behavior at the individual, the
group, and the organizational levels when managing organizations. An integral part of this course is to
develop student‘s leadership and interpersonal skills through experiential exercises and discussion and
to provide students with an opportunity to evaluate their own experiences, preferences, strengths, and
weaknesses, and how these may impact their ability to become effective members of organizations.
Topics include: employee motivation, job attitudes and values, decision making, managing conflict,
team development, leadership theory, organizational culture, and work environment
Course Objectives
At the end of this course, learners will be able to:
 Explain the terminology associated with organizational psychology.
 Identify the reasons for studying organizational psychology.
 Identify sources of diversity in organizations
 Explain ways of managing individual differences in organizations
 Know the determinants of individuals commitment in organizations
 Understand why people need to join groups
 Recognize the norms and roles in groups
 Identify the principles of developing effective teams
 Aware of the theories that attempt to explain leadership styles
 Explain the importance of communication process in an organization
 Summarize the key features of persuasive communication
 Understand different models of decision making
 Identify problems associated with team decision making
 Describe the bases of power in organizations
 Identify the sources of organizational conflict
 Explain different approaches to prevent and resolve organizational conflict
 Understand the idea of organizational culture
 Explain the importance of change in organizations

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Course Contents
Contents Reference Materials and
Assignments
1. Introduction to Organizational Psychology
 Definition and history Reference:
 Why study organizational psychology? McShane S.L. & Von Glinow
 Research methods in OP M.A. (2000)
2. Understanding and managing individual behavior Task: point for discussion
 Diversity & individual difference  Ways of managing
 Organizational Socialization differences in organizational
 Demographic differences among individuals settings
 Aptitude and ability differences Reference:
 Values, attitudes, Perception and attribution McShane S.L. & Von Glinow
 Personality and perception M.A. (2000)
 Impact of diversity on organizational socialization Ellis S. & Dick P. (2000)
Jex S.M. (2002)
3. Job satisfaction and Organizational commitment Reference
 Job satisfaction Jex S.M. (2002)
o Theoretical approaches
 Organizational Commitment
o Development
4. Occupational Stress Task: Reading assignment on
 Occupational Stress Models how to reduce stressors at work
 Workplace Stressors place
 Ways to reduce the impact of Reference
Workplace Stressors Jex S.M. (2002)
5. Leadership, Influence & Motivation Task: Opinion sharing, on
 Definition gender and leadership &
 Approaches to Leadership Discussion on application of
 Power & influence in organization motivation in organizations
 Motivation theories Reference
 Organizational applications of motivational theories Robbines, (1989)
Jex S.M. (2002)
McShane S.L. & Von Glinow
M.A. (2000)
6. Group and Organizational Behavior Task: discuss about real life
 Nature and type of groups groups in which the students
 Group development belong
 Group Effectiveness and its determinants  Reading assignment on
 Models of Group Effectiveness communication models
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 Communication in organizations  case study on conflict
 Models to communication resolution techniques
 Barriers to communication Reference:
 Effective interpersonal communication McShane S.L. & Von Glinow
 Models of decision making M.A. (2000)
 Problems in team decision making Robbines, (1989)
 Organizational conflict and management Ellis S. & Dick P. (2000)
Habtamu wondimu (2008)
7. Organizational Culture Task: Article review on
 Defining Organizational Culture organizational culture related
 Manifestations of Organizational Culture issues
 The Development of Organizational Culture Reference
 Changing Organizational Culture McShane S.L. & Von Glinow
 Models of Organizational Culture M.A. (2000)
 The Impact of Organizational Culture Jex S.M. (2002)
8. Organizational Change and Development Task: Reading assignments
 Definition and purpose will be given on the chapter
 Theoretical Base of Organizational Development topics
 Organizational Change Interventions Reference
 Conditions Necessary for Successful Organizational Jex S.M. (2002)
Change
Methodology
The mode of delivery throughout the semester will include; lecturing with brainstorming discussions
and reflection. Group or pair discussions will be done on different topics so students‘ participation
during classroom sessions is highly encouraged. They are expected to read ahead and come to class
prepared to discuss substantially any assigned material. Being well prepared will enable them to discuss
assigned readings and cases and to engage constructively in experiential exercises.
Mode of Assessment
100%.
Reflection 10%
Quizzes (2) 20%
Mid 1 30%
Mid 2 30%
Final exam 40%
237189
material.

237190
References
Schermerhorn, Jr, J.R., Hunt, J.G. and Osborn, R.N. (2002). Organizational Behavior (7th ed). John
Wiley and Sons, Inc.
Vecchio, R.P. (2003). Organizational Behavior: Core concepts (5th ed). Mason, OH. Thomson.
Robbines, (1989). Organizational Behavior. (4th ed). New Delhi, Prentice Hall of India
Ivancevich & Matteson (2002). Organizational behavior & Management. Boston, McGraw-Hill
Hersey P., Blanchard K.H., Jhonson D.E., (1998) Management of Organizational
Behavior. New Delhi, Prentice Hall of India
McShane S.L. & Von Glinow M.A. (2000) Organizational Behavior. Boston, McGraw-Hill
Ellis S. & Dick P. (2000) Introduction to Organizational Behavior. London, McGraw-Hill Co.
Jex S.M. (2002) Organizational Psychology: a scientist-practitioner approach. New York: John
Wiley & Sons,
Borman, W.C., Ilgen, D.R. and Klimoski, R.J. (Eds) (2003). Industrial and Organizational
Psychology, Vol., 12, John Wiley and Sons, Inc., New Jersey: in Weiner, I.B. (Ed). Hand book of
Psychology
Silverthorne, C.P. (in Press). Organizational Psychology in Cross-Cultural Perspectives. New York
University press.
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237191
Module name: Social psychology
Course Name: Community Psychology
Cr. Hr 3
Course Description
Community psychology studies human behavior in context. Taking the context into account in studying
human behavior is central to community psychology. Human behavior is so dynamic and complex. It
influences and is influenced by the context in which it occurs. Hence, it is essential to give adequate
emphasis to contexts to understand human behavior in an effective and efficient manner. This course is
mainly designed to deal with the basic principles and roles of community psychology, identifying basic
indicators of community problems, promoting social change, and development of community
intervention projects, situation of social problems such as children in crisis, violence, unemployment,
and delinquency, and enhancing competencies of communities. Hence, the course is basically designed
to equip learners with multi-dimensional community help skills and experiences that suit present and
future societal settings while dealing with basic social issues, relevance, and directions of community
psychology. Moreover, it presents basic understanding demand-driven community based treatment of
social problems, and choosing and applying appropriate intervention strategies to solve community
problems.
Course objectives
Upon the successful completion of this course, students will be able to:
 Define community psychology and other related issues

 Identify major goals of community psychology
 Explain main theories of person in context
 Discuss basic issues in prevention
 Asses common problems and possible solutions in organizations
 Make discussion on types, reasons of social change
Section Contents Instructor’s & Students’ References
Activity
Unit 1: Introduction Instructor’s Activity:  Duffy K.G, and Wona
1.1 Meaning of community psychology  Introduce unit F.(2000). Community
1.2 Scope of community psychology  Provide necessary Psychology (3rd
1.3 Brief historical background of community reading material edition). Boston:
psychology  Facilitate group Pearson Education.Inc
1.4 Goals of community psychology discussion  Levine M., and Perkins
1.5 Characteristics of community  Follows up discussion D.V. (1997). Principle of
psychologists Students’ Activity: Community Psychology:
 Listening Perspective and
 Participate in group Application (2nd
discussion edition). New York:
 Presenting relevant & Oxford University Press
237192
new ideas to class
Unit 2: Theories of Person in Context Instructor’s Activity:  Duffy K.G, and

2.1. Settings  Arrange students Wona F.(2000).
2.1.2 Concept of Behavior setting in group & assign Community
2.1.3 Environmental psychology topics for each Psychology (3rd
2.1.4 The concept of climate  Facilitates edition). Boston:
2.2. Interpersonal systems conditions for Pearson
2.2.1 Bronfenbrenner & Nested system presentation Education.Inc
2.2.2 Interpersonal Behavior Theories  Gives individual  Levine M., and
2.2.3 Internationalism and Person- reading assignment Perkins D.V. (1997).
environment fit  Listen students Principle of
2.3. Prevention report Community
2.3.1. Caplan Approach to prevention Students’ Activity: Psychology:
2.3.2. Bloom‘s approach to prevention  Reflect on reading Perspective and
2.3.3. Public health approach to prevention task Application (2nd
2.3.4. Bronfenbrenner‘s approach to  Discussion edition). New York:
prevention Oxford University
Press
Unit 3: Social Change Instructor’s Activities  Baron R. and Byner
3.1 Reasons for social change  Pose questions D.(1997). Social
3.1.1 Types of social change  Provide critical Psychology (8th
3.1.2 Reasons for the failure of planned examination on edition). New Delhi:
social change social change Prentice Hall
3.1.3 Creating and sustaining social  Encourage all  Duffy K.G, and Wona
change students to work F.(2000). Community
3.1.3.1 Citizen participation cooperatively Psychology. (3rd
3.1.3.2 Professional change agents:  Provide edition). Boston:
consultants opportunities to Pearson
3.1.3.3 The use of education and discuss in groups Education.Inc
information dissemination  Provide feedback
3.1.3.4 Policy changes as a means of Student’s Activities
social change  Discuss the types of
social change
 Examples on how to
create sustainable
social change
 Discuss why people
need social change
 Dialogue on policy
changes as a means of
social change
237193
Unit 4: Social Issues and Services in the Instructors Activities  Orford Jim (1992).
Community  Explain new concepts, Community Psychology:
4.1 Scope of the issue ideas Theory and Practice.
4.2 Child Maltreatment  Facilitate learning Westussex: John Willey
4.2.1 Causes of maltreatment  Provide support and Son Ltd.
4.2.2 Prevention programs Students’ activity
4.3 Teen pregnancy  Discuss concepts
4.4 The elderly  Respond & discuss
4.5 Homelessness  Design hypothetical
program for
prevention
Unit 5: Community Organizational Instructor’s Activity: in  Duffy K.G, and Wona
Psychology this section, the course F.(2000). Community
5.1. Stress instructor needs to do Psychology (3rd
5.2. Organizational culture the following activities. edition). Boston:
5.3. Burnout  Assigns students in Pearson Education.Inc
5.4. Ecological culture to different groups
and allocate
theories for each
group
Unit 6: Scientific Research Methods in  Facilitates  Duffy K.G, and
Community Psychology conditions for Wona F.(2000).
6 The essence of Scientific Research presentation Community
7 Traditional Scientific Methods  Gives summary & Psychology (3rd
6.2.1 Correlation Research conclusions edition). Boston:
6.2.2 Experimental Research Students’ Activity: in this Pearson
6.2.3 Quasi-experimental Research section, the students Education.Inc
6.3 Other research methods used in need to do the  Orford Jim (1992).
Community Psychology following activities. Community
6.3.1 Ethnographic  Discussion Psychology: Theory
6.3.2 Epidemiology  Presenting the and Practice.
6.4 Need assessment and program implication of Westussex: John
evaluation theories Willey and Son Ltd.
References
Baron R. and Byner D.(1997). Social Psychology (8thed). New Delhi: Prentice Hall
Duffy K.G, and Wona F.(2000). Community Psychology (3rd edition). Boston: Pearson Education, Inc
Levine M., and Perkins D.V. (1997).Principle of Community Psychology: Perspective and
Application (2nd edition). New York: Oxford University Press
Orford Jim (1992). Community Psychology: Theory and Practice. Westussex: John Willey and Son
Ltd
237194
followed by class discussion on selected topics.
As the course has lecture and tutorial components each of them will be evaluated independently out
of 100%. The total scores of all the assessments shall then be made ready for grading.

Quizzes 12%
Mid exam 25%
Final Exam 40%
Approval Section
____________________ ___________________ _________________
__________________ _________________ ________________
_________________ __________________ ________________
237195
Course Name: Psychology of Gender and Human Sexuality
Cr. Hr 3
Course Description
The course discusses gender related perspectives on human psychology. It emphasizes on helping men
and women to re-examine their self-images in the light of contemporary gender based movements.
Research based evidences on gender differences and the nature versus nurture controversy will be dealt
with.
Course Objectives competencies

Upon the completion of this course, students will be able to;
 Recognize gender related perspectives in psychology.
 Examine themselves in the light of contemporary gender movements.
 Elaborate gender based differences using research findings.
 Describe Psychology of Gender and sexuality
 Identify the major theories of gender-role behavior
 Analyze Gender identity and Gender roles
 Examine gender-related Issues/problems in Ethiopia
 Describe the way males and females perceive themselves affects their relationships with
each other;
 Identify the major Gender differences
 State the mechanisms/ways to narrow/avoid gender differences gap/bias in Ethiopia.
 Understand the basic concepts about human sexuality
 Apply sex therapy for sexual dysfunctions
 Tackle sexual harassment.
Unit contents Teacher’s activity Students’ activity
Unit 1: Gender and Human Sexuality  Introducing course - Active Listening
1.1 Definitions of basic concepts of gender  Distrusting the - Note taking
1.2 School of thoughts on gender course guide book - Participating in
1.3 Research on gender groups
Unit 2: Gender Socialization and Gender  Introducing the - Active Listening

Stereotyping students gender - Note taking
2.1 Socializing factors of gender role and gender - Participating in
2.1.1 Family stereotyping groups
2.1.2 Peers  Distrusting the - Asking questions
2.1.3 Teachers and schools course guide book - Write a report on
2.1.4 mass media & schools  Starting lesson by gender stereotype by
2.2 Gender stereotyping brain storming observing workers at
2.2.1 Gender stereotyping across cultures local institution
2.2.2 Stereotyping of occupation (10%)
2.2.3 Gender bias and prejudices
237196
Unit Contents Teacher’s Activity Students’ Activity
Unit 3: Gender Development and the Relationship  Introducing the - Active Listening
Between Gender and Behaviour students gender - Note taking
1.1 Gender development developments - Participating in
1.1.1 Factors that influence gender development  Distrusting the groups
 Biological factors course guide book - Asking questions
 Social factors  Starting lesson by - Write a report on
 Cognitive factors brain storming what factors
1.2 The relationship between gender and behaviour influence gender
1.2.1 Cognitive abilities and gender development by
1.2.2 Friendship and gender taking a specific
1.2.3 Gender and health locality (5%)
1.2.4 Gender and aggression
1.2.5 Gender and communication
Unit 4:Theoretical Perspectives of Human  Introducing the - Active Listening

Sexuality students theoretical - Note taking
4.1 Meaning of human sexuality perspectives of - Participating
4.2 Psychobiological perspective human sexuality - Asking questions
4.3 Psychosocial perspective  Distrusting the -
4.4 Cross-cultural perspective course guide book
Socio-cultural perspective  Starting lesson by
brain storming
Unit 5:Sexual Response and Sexual, Pleasuring:  Rough Introduction - Active Listening
5.1 Patterns of sexual response on patterns of sexual - Note taking
5.1.1 The bodily basis of sexual response response an sexual - Participating in
5.1.2 Models of human sexual response pleasuring groups
5.1.3 Issues and controversies about sexual  Distrusting the - Asking questions
response course guide book - Write a report on the
5.2 Sexual pleasuring  Starting lesson by advantages and
5.2.1 Private solitary pleasure brain storming disadvantages of
5.2.2 Shared pleasure private pleasuring &
5.2.3 Enhancing sexual pleasure shared pleasuring
(5%)
Unit 6:Sexual Dysfunction, Therapies and  Rough Introduction - Active Listening
Fertility Management: about sexual - Note taking
6.1 Types of sexual dysfunction dysfunction and - Participating in
6.2 Origins and interventions of sexual dysfunction fertility management groups
6.3 Fertility management  Distrusting the - Asking questions
6.3.1 Contraception course guide book - Write a report on
6.3.2 Types of contraception  Starting lesson by practical sexual
6.3.3 Birth control brain storming therapeutic
 Instructional interventions (10%)
aid: a VCD
showing sexual
therapy
237197
References
Byer, C, O, shanberg, L, N, and Galliano, G (1999).Dimensions of human sexuality. Fifth edition

McGraw-hill Company Toronto, united state of America.
Koittack, C, P. (2005). Mirrors for humanity: a concise introduction to cultural anthropologyForth
edition McGraw-hill Company Toronto, USA.
Eckes, T., and Trautner, H.M. (2000).The developmental social physiology of gender(ed). Laurence
Erlbaum associates, publishers, New Jersey, London.
Brannon Linda (2008). Gender Psychological Perspectives.5thed USA, Pearson Education, Inc.
Chris Beasley (2005). Gender and sexuality. London: SAGE Publications
Deborah Blum (1997). Sex on the Brain: The Biological Difference between Men and Women. New
York: Penguin
encouraged to help learners adequately acquire the basics.
regard, students shall be given independent reading assignments.
237198
Quizzes 12%
Mid exam 25%
Final Exam 40%
COURSE POLICY
Approval Section
____________________ ___________________ _________________
__________________ _________________ ________________
_________________ __________________ ________________
237199
Course Name: Forensic Psychology
Cr. Hr 3
Course Description
This course is basically designed to give a glimpse for the students about the nature of forensic
psychology and its application in the legal system. As such, it deals with the very nature and definition
of forensic psychology, the relationship between psychology and law, the historical development,
theories of forensic psychology, psycho-legal research and the applications of psychology in legal
system, eyewitness testimony and memory, persuasiveness in eyewitness identification, factors
affecting eyewitness testimony. Besides, legal aspects of children as eyewitness, deception of children,
interviewing children on sexual abuse cases, and factors that influence children as an eyewitness are
taken into consideration. On top of these, the course also deals with the nature and concepts of lie,
major components of lies, roles of psychologists in lie detecting, polygraph analysis and its limitations
on one hand. On the other hand, the concept of statement validity analysis, types of SVA, major criteria
to differentiate credible from false testimony and factors that influence SVA takes the lion‘s share of
forensic psychology. Moreover, it also gives an emphasis on the sexual crime analysis, phallometry as a
device, pedophilia and child molestation. To this end, problem-solving strategies such as gestalt
approach, profile analysis and treatment strategies are mentionable.
Course Objectives
After completion of this course, learners will be able to:
- Define forensic psychology
- Explain the relationship between psychology and law
- State the historical development of forensic psychology
- Evaluate theories of forensic psychology and their application to the legal system
- Describe the roles of psychologists in the legal system
- Identify major research methods of forensic psychology
- Recognize eyewitness identification mechanisms
- Indicate lie detecting processes and its limitations
- Identify factor affecting lie detecting processes in a certain criminal cases
- Apply statement validity analysis in various crime event
- Identify credible statement and false testimony
- Assess the causes of sexual violence/crime in line with theories of crime
- Suggest possible mechanisms of problem solving in various crime situations
- Spot how a person with mental illness treated before the criminal justice system
Course Contents
Section Contents Instructor’s & Students’ Activity References
Chapter 1: An Introduction to Instructor’s Activity:  Howitt, D. (2002).
Forensic Psychology  Introduces the unit Forensic and
1.1 Nature and Definition of Forensic  Provide necessary reading criminal
Psychology material psychology.
1.2 The Relationship between  Facilitate conditions for group Harlow: Pearson
Psychology and Law discussion Prentice Hall
1.3 Historical Development of Forensic  Follows up group discussion  Kapardis, A.
Psychology (2003). Psychology
237200
1.4 The Importance of Psychologists in Students’ Activity: . and law: A critical
The Legal Setting  Listening introduction
1.4 Theories of Forensic Psychology  Participate in group discussion (2nded.).
1.5 Psycho-Legal Research:  Presenting relevant and new ideas Cambridge:
Methodological Considerations to the class Cambridge
1.6 Application of Psychology To Courts University Press
and Judiciary-Legal Arenas
Chapter 2: Eyewitness Testimony and Instructor’s Activity: in this section,  Howitt, D. (2002).
Memory the course instructor needs to do Forensic and
2.1 Concepts and Definition Of the following activities. criminal
Eyewitness Testimony  Asks questions psychology.
2.2 Nature of Eyewitness Memory  Makes students answer Harlow: Pearson
2.3 Persuasiveness in Eyewitness individually and then in Prentice Hall
Identification groups  Kapardis, A.
2.4 Legal Aspects of Eyewitness (2003). Psychology
Testimony Students’ Activity: in this section, and law: A critical
2.5 Characteristics of Human Attention, the students need to do the introduction
Perception and Memory following activities. (2nded.).
2.6 Variables in The Study of  Listening Cambridge:
Eyewitness Memory  Note taking Cambridge
2.7 Variables that Affect Eyewitness  Responding to the questions University Press
Testimony Accuracy  Memon, A., Vrij,
2.8 The Perpetrator Characteristics and A. and Bull, R.
Variables (2003). Psychology
2.9 Interrogational Variables and and law.
Misinformation to Source Truthfulness,
Monitoring Error accuracy and
nd
2.10 Repressed or False Memory credibility (2 ed.).
Syndrome West Sussex: John
2.11 Interviewing Eyewitness Wiley and Sons
Effectively  Roesch, R., Zapf, P.
A. & Hart, S. D.
(2010). Forensic
psychology
237201
Chapter 3: Children As Eyewitness Instructor’s Activity.  Howitt, D. (2002).
3.6 Legal Aspects of Children As  Arrange students in to Forensic and
Witness different group and assign criminal
3.7 Children‘s Remembering Ability topics for each group psychology.
3.8 Deception on Children  Facilitates conditions for Harlow: Pearson
3.9 Interviewing Children in Sexual presentation Prentice Hall
Abuse Cases  Gives individual reading
3.10 Factors that Affect Children as assignment for the next  Memon, A., Vrij,
Eyewitness section A. and Bull, R.
 Group students to report on (2003). Psychology
the next section and law.
Students’ Activity: Truthfulness,
 Reflect for individual reading accuracy and
nd
assignment credibility (2 ed.).
 Discussion West Sussex: John
 Present their group idea for Wiley and Sons
the class
Chapter 4: Lies, Lie Detecting And Teacher Activities’  Howitt, D. (2002).
Credibility: A Polygraph Analysis Introduce course syllabus Forensic and
4.1. Nature and Concepts of Lie  Distributing the course guide criminal
4.2. Major Components of Lies book psychology.
4.3. Roles of Psychologists in Lie  Brief Lecturing on key unit Harlow: Pearson
Detection/Investigation content Prentice Hall
4.4. The Nature of Polygraph and Its  Organizing student for group
Limitations activities  Kapardis, A.
4.5. Communication and Credibility In  Facilitate group discussion (2003). Psychology
Lie Detection Spectrum and law: A critical
 Summarize session
4.6. Factors that Influence Lie Detecting introduction
Students’ activities
Processes in Legal Settings (2nded.).
 Listening
Cambridge:
 Brainstorming Cambridge
 Note taking University
Chapter 5: Statement Validity Instructor’s Activity:  Howitt, D.

Analysis (SVA): Criterion Based  Introducing the course, (2002).
Content Analysis objectives & the topic Forensic and
5.1 Concept and Definition of Statement  Asks questions from the criminal
Validity Analysis objective psychology.
5.2 Types of SVA  Makes students answer Harlow:
5.2.1. Criterion Based Content individually and then in Pearson
Analysis groups Prentice Hall
5.2.2. Validity Checklist Students’ Activity:
5.3. Major Criteria to Differentiate  Listening
Credible and False Testimony  Note taking
5.4 Factors Affecting SVA  Participate individually and in
5.5 Attribution Of Perpetrators Mental group
State
237202
Chapter 6: Sexual Offenders/Violence Instructor’s Activity:  Howitt, D.
6.1. Nature of Sexual Violence  Attends presentation (2002).
6.2. Types of Sexual Offenders/Violence  Gives feedback Forensic and
6.3. Phallometry: Sexual Crime Analysis  Makes summary and criminal
6.4. Major Considerations In conclusions psychology.
Phallometry Students’ Activity: Harlow:
6.5. Theories of Sexual Crime  Reading and presenting Pearson
6.6. Pedophilia and Child Molestation relevant ideas to class Prentice Hall
6..7. Causes of Pedophilia  Receiving feedback and

comments
 Attending presentation
Chapter 7: Mental Illness in Criminal Instructor’s Activity:  Howitt, D.
Justice System  Introduces objectives and the (2002).
7.1 Mental illness and criminal topic Forensic and
behaviours  Asks questions from the criminal
7.2 Insanity defence objectives psychology.
7.3 Competency to stand trial  Facilitate group discussion Harlow:
.  Gives summary and conclusions Pearson
Students’ Activity: Prentice Hall
 Listening
 Participate in groups  Kapardis, A.
 Report their group work (2003).
Psychology and
law: A critical
introduction
(2nded.).
Cambridge:
Cambridge
University Press
References
Howitt, D. (2002). Forensic and Criminal Psychology. Harlow: Pearson Prentice Hall
Kapardis, A. (2010). Psychology and the Law: A Critical Introduction. (3rded.) Cambridge University
Press, UK.
Memos, A., Vrij, A. & Bull, R. (2003).Psychology and Law: Truthfulness, Accuracy and Credibility.
(2nded.). John Wiley & Sons Ltd, USA/UK.
Roesch, R., Zapf, P. A. & Hart, S. D. (2010).Forensic Psychology and Law.Hoboken, NJ: John Wiley
and Sons Ltd.
Wrightsman, L. S. (2001). Forensic Psychology.WADSWORTH, a division of Thomson Learning Ltd,
USA.
237203
encouraged to help learners adequately acquire the basics.
regard, students shall be given independent reading assignments.
Field Observation:
Since this particular course is highly practical, related with evaluating actual practices of legal
institutions, learners shall conduct relevant field observation.
Quizzes 12%
Mid exam 25%
Final Exam 40%
Approval Section
____________________ ___________________ _________________
__________________ _________________ ________________
_________________ __________________ ________________
237204
Course Guide Book for the Course Cross-Cultural Psychology
Course title: Cross-Cultural Psychology
Cr. Hr. 3
Course Description
This course offers a broad overview of cross-cultural psychology, a field that uses methods and
theoretical ideas from psychology as tools to help understand cultural effects on human psychology,
with a focus on the individual. It will examine psychological diversity and the links between cultural
norms and individual behavior. It will also examine the ways in which particular individual human
activities are influenced by social and cultural forces. Concepts from psychology, such as
cognition, intelligence, emotion and behavior will be investigated and applied to issues in human
development, social perception and social interaction. Generally, it will help students to understand the
role of culture in shaping mental processes and human behavior.
Course Objectives
By the completion of this course, students will be able to:
 Understand the implications of culture for psychological principles.
 Understand the qualitative and quantitative methodology of cross-cultural psychology.
 Investigate basic psychological principles using a cultural prism.
 Describe how formation of self and the group interactions are shaped by culture.
 Understand how cross-cultural understanding can be applied in the workplace, therapy and
health settings.
 Learn how to work in culturally heterogeneous groups and with individuals from backgrounds
that are different from one‘s own.
Date Contents Reading Materials and
Assignment
1. Introduction Berry J.W. , Poortinga
 Definition Y.H., Segall M.H., Dasen
 Goals of cross-cultural psychology
P.R. (2002)
 Relationship with other disciplines
237205
2. Cultural transmission and individual development Task: Review of articles
 Cultural & biological transmission on child raring and
 Early development & care taking
development
 Enculturation and socialization
 Adolescence Berry J.W. , Poortinga
Y.H., Segall M.H., Dasen
 Moral development P.R. (2002)
 Conceptualizations of development
3. Social behavior Berry J.W. , Poortinga
 Sociocultural context Y.H., Segall M.H., Dasen
 Conformity P.R. (2002)
 Values
 Individualism & collectivism
 Gender behavior
4. Personality Berry J.W. , Poortinga
 Traits across cultures Y.H., Segall M.H., Dasen
 Self in social context
P.R. (2002)
 Conceptions of the person
 Altered states of consciousness
5. Cognition
 General intelligence Berry J.W. , Poortinga
 Genetic epistimology Y.H., Segall M.H., Dasen
 Cognitive styles P.R. (2002)
6. Language
 Language development
 Linguistic relativity Berry J.W. , Poortinga
 Universals in language Y.H., Segall M.H., Dasen
 Bilingualism P.R. (2002)
7. Emotion Task: Article review
 Understanding Others
 Universality of emotions
 Emotions as cultural states
 Componential approaches
8. Perception Task: Article review on
 Sensory functions related issues
 Perception of patterns and pictures
 Face recognition
 Psychological esthetics
237206
Classroom lessons will be done throughlecture and discussion. Students will be given articles related to
the topic and other similar reading assignments, will be asked to reflect on their understandings.
Supporting materials like handouts will be given and they are expected to read and present, participate
in discussion, raise questions. At the end of each unit, they will be requested to write a brief reflection
of what they have learned in the unit. In this way continuous assessment of their understanding will be
held.
Assessment
components each of them will be evaluated independently out of 100%.
Reflection 10%
Quizzes (2) 10%
Mid 1 30%
Mid 2 30%
Final exam 40%

237207
material.

237208
References
 Berry J.W, Poortinga Y.H., Segall M.H., Dasen P.R. (2002) Cross-cultural Psychology:
Research and Applications. (2nd ed) Cambridge: Cambridge University Press.
semester is progressing. The remaining 40% will be a final examination. During the continuous
assessments, self, peer and teacher evaluations will be employed through observation, oral questioning,
individual and group works during lesson presentations, as situations demand.
Besides, all individual and group works must be submitted and presented on time; and all students are
required to take their examinations on the stated due date and time. Otherwise, there will be no excuse
for late submission of assignments and missing of examinations.
Approved
---------------------------------- -------------
Name Signature
Course Chair
--------------------------------- -------------
Name Signature
237209
COURSE GUIDEBOOKS FOR SUPPORTIVE AND COMMON COURSES

SCHOOL PSYCHOLOGY PROGRAM
237210
Bahir Dar Institute of Technology
Faculty of Computing
Department of Computer Science/ Information Technology/
Course Guide Book
1. Course information
Course Title Introduction to Emerging Technology
Course Code EMTE1012
Credit Hrs./ ECTS Cr Hrs.=3 L=2 T=3 P=0 H=5 CP = 5
Semester Ⅰ
Year Ⅰ
Pre-Requests None
Target Group All First year Students
Status of The Course Common
Full Name
Instructor‘s Office Location: -
Information Address Phone: -
E-mail: -
2. Course Description
This course will enable students to explore current breakthrough technologies in the areas of
Artificial Intelligence, Internet of Things and Augmented Reality that have emerged over the past
few years. Besides helping learners become literate in emerging technologies, the course will
prepare them to use technology in their respective professional preparations.
3. Objective of the course
Up on the completion of this course students will be able to:
 Identify different emerging technologies

 Differentiate different emerging technologies
 Select appropriate technology and tools for a given task
 Identify necessary inputs for application of emerging technologies
4. Syllabus Components
4.1. Course Contents, Methods & strategies, and learning outcomes
Time Content & sub-contents Methods & Students Task Learning
237211
Strategies Outcomes:
At the end of this
chapter students
will be able to
Chapter 1: Introduction to Emerging  Listening  Attend the  Develop
Technologies  Note-taking lesson knowledge of IR
1.1 Evolution of Technologies  Brainstorming  Listen and take  Identifies
1.1.1 Introduction to  Reading notes programmable
Industrial revolution (IR)  Individual  Answer device
1.1.2 Historical Background work questions  Develop the
(IR 1.0, IR 2.0, IR 3.0)  Group  Read knowledge how
1.1.3 Fourth Industrial discussion  Doing class computer interact
Revolution (IR 4.0) works and with machine
 Reflections home works,  Develop general
1.2 Role of Data for Emerging
knowledge about
Technologies  Gapped  Reflects emerging
1.3 Enabling devices and network Lecture
technologies
(Programmable devices)
Week 1-2
1.4 Human to Machine Interaction

1.5 Future Trends in Emerging
Technologies
Chapter 2: Introduction to Data  Listening  Attend the  Develop the
Science lesson Knowledge of
2.1. Overview for Data Science  Note-taking data science
2.1.1. Definition of data and  Brainstorming  Listen and
information take short  Identify the
 Gapped notes, various data
2.1.2. Data types and
Lecture value chain
representation
 Asking and
2.2. Data Value Chain  Group answering  Know how about
2.2.1. Data Acquisition discussion questions, Big data
2.2.2. Data Analysis
2.2.3. Data Curating  Class work  Doing class
2.2.4. Data Storage works and
 Tutorials
2.2.5. Data Usage home works,
2.3. Basic concepts of Big data
 Participating
in group
Week 3 - 4
discussions.
 Reflects
237212
Chapter 3: Artificial Intelligence (AI)  Listening  Attend the  Develop the
3.1. Introduction to AI lesson knowledge of AI
 Note-taking
3.1.1. What is
AI  Brainstorming  Listen and  Know how
3.1.2. History of  Gapped take short where to use AI
Lecture notes,
AI
3.1.3. Levels of  Group
 Asking and
AI discussion
answering
3.1.4. Types of AI  Class work
questions,
3.2. Applications of  Tutorials
AI  Reflections  Doing class
3.2.1. works and
Agriculture home works,
3.2.2. Health
3.2.3. Business (Emerging market)  Participating
in group
3.2.4. Education discussions.
3.3. AI tools and platforms  Reflects
(e.g.: scratch/object
Week 5 – 7
tracking)
3.4. Sample application with hands on
activity (simulation based)
Chapter 4: Internet of Things (IoT)  Listening  Attend the  Develop the
4.1. Overview of IoT  Note-taking lesson general
4.1.1. What is IoT?  Brainstorming  Listen and knowledge of
4.1.2. History of IoT  Reading take short IOT.
4.1.3. Advantage of IoT  Individual notes,  know how IoT
work  Asking and works and where
4.2. How IoT Works
4.2.1. Architecture of IoT  Group answering to Put on
discussion questions,
4.2.2. Device and Network
 Doing class
4.3. IOT tools and platforms (e.g.: KAA  Reflections works and
IoT /Device Hive/Zetta/Things home works,
Board…)  Gapped
 Participating
Lecture
4.4. Sample application with hands on in group
Week 8 – 10
activity (e.g. IOT based smart farming) discussions.

 Reflects
237213
Chapter 5: Augmented Reality (AR)  Listening  Attend the  Develop the
5.1. Introduction to AR  Note-taking lesson knowledge of AR
5.2. Virtual reality (VR), Augmented  Brainstorming  Listen and
 Identify and
Reality (AR) vs mixed reality (MR)  Reading take short
differentiate about
5.3. Architecture of AR systems.  Individual notes,
VR, AR and MR
work  Asking and
5.4. Application of AR systems
(education, medical, assistance,  Group answering  Develop the
discussion questions, knowledge of AR
entertainment) workshop-oriented
 Doing class architecture and its
hands demo  Reflections works and Application area.
home works,
 Gapped
 Participating
Week 11-12
Lecture
in group
discussions.
 Reflects
Chapter 6: Ethics and professionalism  Listening  Attend the  Develop general
of emerging technologies  Note-taking lesson knowledge on
6.1. Technology and ethics  Brainstorming  Listen and ethics and
6.2. Digital privacy  Reading take short professionalism
6.3. Accountability and trust  Individual notes, of emerging
work  Asking and technologies
6.4. Treats and challenges
 Group answering
discussion questions,
 Doing class
 Reflections works and
home works,
 Gapped
 Participating
Lecture
Week 13
in group
discussions.
 Reflects
237214
Chapter 7: Other Emerging  Listening  Attend the  Know how about
Technologies  Note-taking lesson currently
7.1. Nanotechnology  Brainstorming  Listen and available
7.2. Biotechnology  Reading take short emerging
7.3. Blockchain technology  Individual notes, technologies
work  Asking and
7.4. Cloud and quantum computing
 Group answering
7.5. Autonomic computing questions,
discussion
7.6. Computer vision  Doing class
7.7. Embed systems  Reflections works and
7.8. Cyber security home works,
 Gapped
 Participating
Week 14 – 15
7.9. Additive manufacturing (3D Lecture

Printing) in group
discussions.
Etc. …
 Reflects
4.2. Assessment Strategies & Techniques and Course Policy

4.2.1. Assessments
 Continues assessment (Test (8%), Quiz (8%), Assignment (9%),) ……....25%

 Mid………………………………………………………….……………….25%.
 Final Exam ………………………………………………………………….50%
Total………………………………………………...…………………… 100%
4.2.2. Course policy
A student has to:
 attend at least 85% of the classes.
 take all continuous assessments and mid Exam.
 take final examination.
 respect all rules & regulations of the university.
4.3. Instructional Recourses

Module
 Module for the course Introduction to Emerging Technology
References
Follett, J. (2014). Designing for Emerging Technologies: UX for Genomics, Robotics, and the Internet
of Things: . O'Reilly Media
Francesco Corea (2017). Artificial Intelligence and Exponential Technologies: Business Models
Evolution and New Investment Opportunities.
237215
Vong, J. &. (2014). Emerging Technologies for Emerging Markets: . Springer Singapore.
Approved By: -
Full Name signature Date
Chair Holder: - --------------------------------- --------------- --------------------
Department Head: - ---------------------------------- ---------------- ---------------------
237216
Faculty of Humanities
Department of English Language and Literature
Course Guidebook
1. Course Information
Course Title Communicative English Language Skills I
Course Code FLEn1011
Credit Hrs./
Cr Hrs=3 L=3 T=0 P=0 H=7 CP=5
ECTS
Semester I
Year I
Pre-requisites None
Target Group All first year students
Instructor‘s name and Address:
Status of the course: Common
2. Course Description:
Communicative English Skills I is a course designed to enable students to communicate in English intelligibly
with acceptable accuracy, fluency and ability to use English appropriately in different contexts. The course
exposes students to English language learning activities designed to help students use English for their academic
and social needs. Students would be engaged in language learning development activities through doing and
reflection on action. This includes grammar and vocabulary as used in communicative events and all skills and
their sub-kills: speaking, listening, reading and writing. The language and skills are integrated where one
becomes a resource to the other. There are six units covering topics related to the life world of students as well
as of societal relevance.

Upon completing this module, you will be able to:
 express yourself in social and academic events in English;
 use English with reasonable level of accuracy and fluency;
 listen to talks related to social and academic events given in English;
 read and understand academic and other texts written in English;
 write in English as academically and socially appropriate; and
 learn and develop your English on your own.
237217
Learning Outcomes:
Methods and
Time
Content & sub-contents Students Task At the end of this chapter

strategies
students will be able to:
UNIT 1: Study Skills  Listening  Attend the  Develop listening skills
1.1 Listening  Note-taking lesson  Develop the knowledge
1.2 Grammar focus: Modals and  Brainstormi  Listen and of grammar
infinitives for giving advice ng take notes  Use the present perfect
Week 1& 2
1.3 Reading  Reading  Answer tense ; modals

1.4 Grammar focus: Present perfect  Individual questions appropriately and
tense work  Read correctly
1.5 Reflections  Group  Doing class  Develop reading skills
1.6 Self assessment discussion works and
1.7 Summary home works,
 Reflections  Reflects
Unit 2: Health and Fitness  Listening  Attend the  Take lecture notes
2.1 Listening: Zinedine Zidane lesson by listening to a
2.2 Grammar focus: Conditionals  Note-taking talk;
2.3 Reading: Health and fitness  Brainstormi  Listen and take
2.4 Vocabulary: Guessing meaning ng short notes,  Give advice using
from context appropriate
 Gapped  Asking and language;
2.5 Reflections
Lecture answering
2.6 Self assessment
questions,  Identify the various
2.7 Summary  Group purposes for
 Doing class
Week 3 - 6
discussion reading;
works and home
 Class work works,  Read and make
notes;
 Tutorials  Participating in
group  Guess meanings of
discussions words from a
context
 Reflects
 Use the present
perfect tense
appropriately and
correctly
237218
Unit 3: Cultural Values  Listening  Attend the  listen to a lecture;
3.1. Listening: Cultural tourism lesson
 Note-taking  make notes while
3.2 Grammar focus: The present
 Brainstormi  Listen and take listening to a
simple, past simple, present short notes, lecture;
perfect and past ng
perfect in contrast  Gapped  Asking and  read an article and
3.3 Strategies for improving English Lecture answering answer
Weeks 7 & 8
grammar knowledge  Group questions, comprehension

questions;
3.4 Reading: The Awramba discussion  Doing class
community  Class work works and home  work out meanings
3.5 Reflections  Tutorials works, of new words from
3.6 Self assessment  Reflections context;
 Participating in
3.7 Summary group  use simple present,
discussions simple past, present
perfect and past
 Reflects perfect tenses orally
and in writing;
Unit 4: Wildlife  Listening  Attend the  interact in

4.1 Listening: Human-wildlife  Note-taking lesson English based
interaction  Brainstormi on background
4.2 Reading: Africa‘s wild animals  Listen and take knowledge;
ng
short notes,
4.3 Vocabulary: Denotative and  Reading
connotative meanings  listen to a talk
 Individual  Asking and
4.4 Grammar focus: Conditionals and take notes;
work answering
revised  Group questions,  predict the
Week 9-12
4.5Reflections discussion content of a

 Doing class reading text;
 Reflections works and home
works,  make notes
 Gapped
while reading;
Lecture  Participating in
group  explain and use
discussions the denotative
and connotative
 Reflects meanings of
words;
237219
Unit 5: Population  Listening  Attend the  predict the
5.1 Listening: Population density  Note-taking lesson content of a
5.2 Reading: Population pyramid  Brainstormi listening text;
5.3 Vocabulary: Collocation  Listen and take
ng
short notes,  read and
5.4 Grammar focus: Voice  Reading
summarize an
Week 13 - 16
5.5 Reflections  Individual  Asking and article;

work answering
 Group questions,  interact in
discussion English using
 Doing class notes,;
 Reflections works and home
works, 
 Gapped
Lecture

Assessment  Test.……………………………………………………………………..….8%
 Quiz……………………………………………………………………..….8%
 Assignments…………………………………………… ….. ……….….....9%
 Mid………………………………………………………….………….….25%.
 Final Exam ……………………………………………………………….50%
Total………………………………………………..…………………….… 100%
Course policy A student has to:
- attend at least 85% of the classes.
- take all continuous assessments and mid Exam.
- take final examination.
- respect all rules & regulations of the university.
4.3 Instructional Resources
Module
Module for the course Communicative English Language Skills I
References
Gairns, R. & Redman, S. 1986. Working with words: A guide to teaching and learning vocabulary.
Cambridge University Press.
Murphy R. 2004. English grammar in use: A self-study reference and practice book for intermediate
students of English (3rd Ed.). Cambridge University Press.
Approval section
Name Signature Date
Chair Holder‘s
Department Head‘s
237220
Faculty of Social Sciences
Department of Geography and Environmental Studies
Course Guide Book
1. Course information
Course Title Geography of Ethiopia and the Horn
Course Code GeES 1011
Credit Hrs/ECTS
Cr Hrs = 3 L=3 T=0 P=0 H=7 CP = 5
Semester I
Year I
Pre-requisites None
Target group All first year undergraduate students
Status of the Course Common course
Instructor’s Name and
Address
2. COURSE DESCRIPTION
This course attempts to familiarize students with the basic geographic concepts particularly in relation to
Ethiopia and the Horn of Africa. It is also intended to provide students a sense of place and time
(geographic literacy) that are pivotal in producing knowledgeable and competent citizens that are able to
comprehend and analyze problems and contribute to their solutions. The course consists of four parts.
The first part provides a brief description on the location, shape and size of Ethiopia as well as basic
skills of reading maps. Part two introduces the physical background and natural resource endowment of
Ethiopia and the Horn which includes its geology and mineral resources, topography, climate, drainage
and water resources, soil, fauna and flora. The third part of the course focuses on the demographic
characteristics of the country and its implications on economic development. The fourth component of
the course offers treatment of the various economic activities of Ethiopia and the Horn which include
agriculture, manufacturing and service sectors. Moreover, Ethiopia in a globalizing world is treated in
the perspectives of the pros and cons of globalization on its natural resources, population and socio-
economic conditions.
3. COURSE OBJECTIVES
Upon completion of this course the students will be able to:
o Describe the location, shape and size of Ethiopia and the Horn
o Explain the implications of location, shape and size of Ethiopia and the Horn on the physical
environment, socioeconomic and political aspects.
o Elaborate the major geological events; the resultant landforms and mineral resources of Ethiopia and
the Horn.
o Identify the major drainage systems and water resources of Ethiopia and their implications for regional
237221
development and integration.
o Develop an understanding of the climate of Ethiopia, its dynamics and implications on the livelihoods
of its inhabitants.
o Examine the spatio-temporal distribution and abundance of natural vegetation, wildlife and Soil
resources of Ethiopia.
o Discuss the demographic attributes and dynamics as well as the ethnic diversity of Ethiopia.
o Read maps as well as compute basic demographic and climatic rates
o Appreciate the biophysical and socio-cultural diversities in Ethiopia and the Horn
o Explicate the major types of economic activities in Ethiopia; discern their spatio-temporal distributions
and their contributions to the overall development of the country.
o Comprehend the effects of globalization on the socioeconomic development of Ethiopian and the Horn.
4. EXPECTED LEARNING OUTCOMES
o Acquire basic knowledge on the geographic attributes of Ethiopia and the Horn
o Develop a sense of appreciation and tolerance of cultural diversities and their interactions
o Acquire general understanding of physical geographic process, and human environment relationships
o Develop ethical aptitudes and dispositions necessary to live in harmony with the natural environment
o Develop an understanding of national population distributional patterns and dynamics
o Conceptualize the comparative advantages of economic regimes; and understand the impacts of
globalization
o Understand their country‘s overall geographic conditions and opportunities; and be proud of the natural
endowments and cultural wisdom that help them develop a sense of being an Ethiopian.
5.1. Course content, methods & strategies, and learning outcomes
Learning Outcomes:
Time
Methods and At the end of this

Contents and sub-contents Student Task
strategies chapter students will
be able to:
 Describe the concept
of location, size,
1. INTRODUCTION (5 hrs)
 Attend the lesson shape… of
1.1. Geography: Definition,
and take short geographic features in
scope, themes and approaches
note, spatial context
1.2. Location, Shape and Size of
 Lecture  Asking and  To read and
Week 1 & 2
Ethiopia and the Horn

 Group discussion answering differentiate Earth‘s
1.2.1. Location and its effects
 Class work (map questions, surface features from
1.2.2. The shape of Ethiopia and its
reading)  Participating in maps
implication
group discussion  Acquire basic
1.2.3. The size of Ethiopia and its
 Doing class work knowledge on the
implications
and homework. geographic attributes
1.3.Basic Skills of Map Reading
of Ethiopia and the
horn
237222
2. The Geology of Ethiopia & the
of geology,
horn (5 hrs)
geological time scale
2.1.Introduction
and dating, the
2.2.The geologic process:
geologic processes
Endogenic and Exogenic forces
and their effects on
2.3.The geological time scale and  Attend the lesson
the surface on the
age dating techniques and take short
Earth (Landform
2.4.Geological processes and the note,
 Lecture formations…)
Week 2, 3 &4
resulting landforms  Asking and

 Group discussion  Acquire general
2.4.1. The Precambrian Era answering
 Class work (map understanding of
geologic processes and questions,
reading) physical geographic
resultant features  Participating in
 Home work process, and human
2.4.2. The Paleozoic Era geologic group discussion
environment
processes and resultant  Doing class work
relationships
features and homework.
 Acquire basic
2.4.3. The Cenozoic Era geologic
knowledge on major
processes and resultant
rock types and
features
mineral resources in
2.5.Rock and Mineral resources of
Ethiopia and the horn
Ethiopia

of physiography and
physiographic
divisions
3. The Topography of Ethiopia
 Acquire general
and the horn (3 hrs)  Attend the lesson
understanding
3.1.Introduction and take short
topographic
3.2.Physiographic divisions note,
 Lecture conditions of Ethiopia
 Asking and
Week 4 & 5
3.2.1. The western highlands and

 Group discussion  Acquire basic
lowlands answering
 Class work (map knowledge on the
3.2.2. The southern highlands and questions,
reading) geographic location
lowlands  Participating in
 Home work and areal extent
3.2.3. The rift valley group discussion
Ethiopian highlands
3.3.The impact of relief on  Doing class work
 Understand the effect
biophysical and socioeconomic and homework.
of topography on
conditions
climate and
socioeconomic
conditions of the
settlers.
237223
4. Drainage systems and water
resources of Ethiopia and the  Attend the lesson
 Acquire basic
horn (5 hrs) and take short
knowledge on water
4.1.Introduction note,
 Lecture resources of Ethiopia
 Asking and
Week 6 & 7
4.2.Major drainage systems of

 Group discussion  Describe the concept
Ethiopia answering
 Class work (map of drainage and
4.3.Water resources: Rivers, Lakes, questions,
reading) drainage systems
and subsurface water  Participating in
 Home work  Characterize the
4.4.General characteristics of group discussion
major river basins of
Ethiopian rivers  Doing class work
Ethiopia
4.5.Water resources potentials and and homework.
development in Ethiopia
5. The climate of Ethiopia and the
horn (7 hrs)
climate and weather
5.1.Introduction
 Understand weather
5.2.Element and controls of weather  Attend the lesson
and climatic
and climate and take short
conditions of Ethiopia
5.3.Spatiotemporal patterns and note,
 Lecture (climatic zonation
Week 8 and 9
distribution of temperature and  Asking and

 Group discussion and zoning in
rainfall in Ethiopia answering
 Class work (map Ethiopia)
5.4.Agro-ecological zones of questions,
reading)  Describe the concept
Ethiopia  Participating in
 Home work of agroecology and
5.5.Climate and its implications on group discussion
agro-ecological
biophysical and socioeconomic  Doing class work
zonation‘s
aspects and homework.
 Understand agro-
5.6.Climate change/ global
ecological zones of
warming: causes, consequences
Ethiopia
and response mechanisms
237224
6. Soils, Natural vegetation and natural resources
Wildlife resources of Ethiopia  Explain the major
and the horn (6 hrs)  Attend the lesson types on natural
6.1.Introduction and take short resources of Ethiopia
6.2.Ethiopian soils: types, note,  Understand the
 Lecture
Week 10 & 11
degradation and conservation  Asking and geographic

 Group discussion
6.3.Types and distribution of answering distribution of major
 Class work (map
natural vegetation in Ethiopia questions, natural resources of
reading)
6.4.Natural vegetation: Uses,  Participating in Ethiopia
 Home work
degradation and conservation group discussion  Acquire knowledge
strategies  Doing class work on natural resources
6.5.Wildlife resources of Ethiopia: and homework. degradation and
Types, Importance, and conservation, and
conservation strategies their extent in
Ethiopia
population,
population dynamics,
distributions and
sociocultural aspects
of Ethiopian
7. Population of Ethiopia and the
population
horn (8 hrs)
 Attend the lesson  Acquire general
7.1.Introduction
and take short understanding of
7.2.Population data: uses and
note, physical geographic
sources  Lecture
Week 12 &13
 Asking and process, and human

7.3.Population dynamics: Fertility,  Group discussion
answering environment
Mortality and migration  Class work (map
questions, relationships
7.4.Population distribution and reading)
 Participating in  Develop ethical
composition  Home work
group discussion aptitudes and
7.5.Sociocultural aspects of
 Doing class work dispositions necessary
Ethiopian population:
and homework. to live in harmony
Education, health and languages
with the natural
7.6.Settlement types and patterns
environment
 Develop an
understanding of
national population
distributional patterns
and dynamics
237225
8. Economic activities in Ethiopia
(9 hrs)
8.1.Introduction
8.2.Mining, fishing and forestry
8.3.Agriculture in Ethiopia
8.3.1. Contributions, potentials &
characteristics of agriculture
in Ethiopia
socioeconomic
8.3.2. Agricultural systems in
activities
Ethiopia
 Understand
8.3.3. Major problems of Ethiopian
agricultural systems
agriculture  Attend the lesson
of Ethiopia
8.4.Manufacturing in Ethiopia and take short
 Develop a sense of
note,
Week 14, 15 & 16
8.4.1. Manufacturing: essence and

 Lecture appreciation and
contributions  Asking and
 Group discussion tolerance of cultural
8.4.2. Types, characteristics and answering
 Class work (map diversities and their
distributions of questions,
reading) interactions
manufacturing  Participating in
 Home work  Conceptualize the
8.4.3. Industrial development in group discussion
comparative
Ethiopia: Challenges and  Doing class work
advantages of
prospects and homework.
economic regimes;
8.5.The service sector in Ethiopia
and understand the
8.5.1. Transportation and
impacts of
communication in Ethiopia:
globalization
types, roles and
characteristics
8.5.2. Trade in Ethiopia: Types,
contributions and
characteristics
8.5.3. Tourism in Ethiopia: Types,
major tourist attraction sites,
challenges and prospects
4.2. Assessment strategies and techniques and course policy
 Continuous assessment (tests (10%), Quizzes (5%), assessment (10%)) …,,,,,,,,,,…...,,,
25%
 Mid …………………………………………………………,,,,,,,,……………………,,,,
25%
Assessment
 Final Exam …………………………………………………,,,,,,,,,,,…………………...,,
50%
Total ………………………………………………………..,,,,,,,,,…………………..,,,,
100%
237226
A student has to:
 Attend at least 85% of the classes.
Course policy  Take all continuous assessments and mid exam.
 Take final examination.
 Respect all rules and regulations of the university.
4.3. Instructional resources
Textbooks:
Addis Ababa University (2001). Introductory geography of Ethiopia, Teachers Text, Department of
Geography
Awulachew S.B., et al (2007). Water resources and irrigation development in Ethiopia. Colombo,
Srilanka: IWMI (working paper 123)
Paolo Billi (2015). Landscape and Landforms of Ethiopia. Springer Dordrecht Heidelberg New York,
London.
Module of Geography of Ethiopia and the Horn
Reference:
Abbate E., Bruni P., Sagri M. (2015) Geology of Ethiopia: a review and geomorphological
perspectives.
Assefa M., Melese W., Shimelis G. (2014). Nile river Basin; Ecohydrological challenges, climate
change and hydropolitics. Springer International Publishing, Switzerland.
Engdawork Assefa (2015). Characterization and classification of major agricultural soils in CASCEP
intervention Wereda‘s in the central highlands of Oromia Region, Ethiopia, Addis Ababa
University
Eyasu Elias (2016). Soils of the Ethiopian Highlands: Geomorphology and properties. CASCAPE
Project, ALTRA, Wageningen University and Research Center (Wageningen UR). The
Netherlands. 385 pp
Laurence G., Jeremias M., Tilahun A., Kenneth M. (2012). Integrated Natural Resource Management
in The Highlands of Eastern Africa; From Concept to Practice. New York, Earthscan.
Ministry of Agriculture/MOA/ (1998). Agro-ecological zones of Ethiopia: Natural Resources
Management and Regulatory Department, Addis Ababa
Robert, E.G, James, F.P & Michael T. (2007). Essentials of physical geography. Thomson Higher
education, Belmont, 8th edition.
Solomom T., Jean-Pierre M., Yves D., (2003). Geology and mineral potential of Ethiopia: a note on
geology and mineral map of Ethiopia. Elsever Ltd.
UNDP, FAO (1984) Ethiopia Forest Resources and Potential for Development; An assistance to land
use planning.
Approval Section
Name Signature Date
Chair holder
Department Head
237227
COLLEGE OF BUSINESS AND ECONOMICS
DEPARTMENT OF ECONOMICS
COURSE GUIDE BOOK
Course Information
Course Title Economics
Course Code Econ1011
Credit Hrs./ ECTS Cr Hrs.=3 L=3 T=0 P=0 H=7 CP = 5
Semester I
Year I
Pre-requisites None
Target Group All first year social science students
Instructor’s Name and
Address
Status of the Course Common
III. Course description
This course provides a general introduction to economics combining elements of micro and macro
fundamentals. The first part of the course focuses on theories of consumers‘ and producers‘ behavior.
Besides, the course will also cover the neoclassical theory of product and/or service pricing for
perfectly competitive market and provide brief introduction to monopoly, monopolistic competition,
and oligopoly market structures. The second major part of the course will discuss elements of
macroeconomics such as macroeconomic goals, national income account and its measurement,
macroeconomic problems and policy instruments. In offering the course, the real contexts Ethiopia
will be thoroughly considered.
IV. General objective

The course will introduce students to the fundamental economic concepts and principles.
V. Specific objectives of the course: This course is aimed at:
 Describing the major economic agents and their respective roles and objectives,
237228
 Introducing the concepts of demand and supply and their interactions.
 Introducing students to the neoclassical theory of consumer preferences and utility
maximization approaches,
 Discuss short- run behavior of production and the related cost structure,
 Introduce the different market structures and their real world applications, and
 Equipping students with macroeconomic goals, national income accounting, economic problems
and policy instruments in light Ethiopian context.
VI. Expected learning outcomes
After completing introduction to economics, students will be able to:
 Describe the major economic agents and their corresponding roles and objectives;
 Understand the concepts of demand and supply and their interactions;
 Explain the objective functions of consumers and producers‘ behavior in the short run,
 Differentiate the various types of market structures,
 Understand the fundamental macroeconomic concepts, problems and policy instruments in the
context of Ethiopia.
237229
Time Topic & Sub Topics of the Course Methods and Students‘ Learning outcomes:
strategies task At the end of this
chapter students will
be able to
CHAPTER 1: INTRODUCTION (6 hrs.) Define economics
1.1. Definition and Meaning of Economics and introduces with
 Lecture  Question
1.2. Rationale of Economics several
&Answer
1.3. Scope and methods of economic analysis terminologies in its
`1.3.1. Micro and macroeconomic  Class definition
1.3.2 . Positive and normative economics activities  Home
Identify different
take
1.3.3 Inductive and deductive reasoning in classifications of
exercise
economics.  Group economics
1.4. Scarcity, choice, opportunity cost and production discussion Understand and
Week 1 and 2
possibilities frontier  Attending explain basic

1.5. Basic economic questions lectures economic questions
1.6. Economic systems and and explain
1.7. Decision making units and the circular flow taking economics systems
model notes
Describe the major
economic agents
and their
corresponding roles
and objectives
Define and present
the circular flow
models
237230
CHAPTER 2: THEORY OF DEMAND AND
 Describe the
SUPPLY
concepts of demand
(8 hrs.)
2. Theory of Demand and Supply
and supply and their
 Lecture  Question interactions in the
2.1. Theory of Demand
&Answer market
2.1.1. Demand function, demand schedule and
demand curve  Class  Home take
2.1.2. Determinants of Demand activities exercise  Understand and
explain the concept
Week 3, 4 and 5
2.1.3. Elasticity of Demand  Attending

2.2. Theory of Supply lectures of elasticity and
 Group relate it to the law
2.2.1. Supply function, supply schedule and and
discussion of demand and the
supply curve taking
notes law supply
2.2.2. Determinants of supply
2.2.3. Elasticity of supply  Brain
2.2.4. Market equilibrium
storming  Understand and
sessions explain mechanisms
through which
markets reaches
equilibrium
237231
CHAPTER 3: THEORY OF CONSUMERS’
BEHAVIOUR ( 9 hrs.)
3. Theory of Consumers‘ Behavior  Lecture Describe consumers
3.1. Consumer preferences  Question
3.2. The concept of utility  Class &Answer  Understand and
3.3. Approaches of measuring Utility activities explain the
3.3.1. The cardinal utility approach objective functions
 Home take of consumers
3.3.1.1.Assumptions of cardinal utility theory  Group exercise/as
3.3.1.2.Total and marginal utility discussion signments
Week 6,7 and 8
3.3.1.3.Law of diminishing marginal utility  Understand and

(LDMU) explain consumers‘
 Brain  Attending equilibrium and its
3.3.1.4.Equilibrium of the consumer
storming lectures conditions
3.3.2. The ordinal utility approach
sessions and
3.3.2.1. Assumptions of ordinal utility
taking
approach notes  Describe the
3.3.2.2. Indifference curve and map concept of
3.3.2.3. Properties of indifference curves consumer
3.3.2.4. The marginal rate of substitution preference
(MRS)
3.3.2.5. The budget line or the price line
3.3.2.6. Equilibrium of the consumer  Explain the concept
of utility
237232
CHAPTER 4 : THE THEORY OF
PRODUCTION AND COSTS (8
hrs.)  Describe producers
4. Theory of Production and Costs

4.1. Theory of production in the short run Explain the
4.1.1. Definition of production
objective of
 Lecture producers
4.1.2. Production function
4.1.3. Total, average, marginal product  Question
Week 9 & 10
4.1.4. The law of variable proportions &Answer  Define production

4.1.5. Stages of production and costs
4.2. Theory of costs in the short run
 Home take
4.2.1. Definition and types of costs  Class exercise/as  Identify and
4.2.2. Total, average, marginal costs in the short activities understand different
signments
run types of costs
4.2.3. Relationship between short-run
 Group  Understand and
production and cost curves  Attending
discussion explain the
lectures
relationship
and
between production
 Brain taking
and costs
storming notes
sessions
237233
CHAPTER 5: MARKET STRUCTURE (6 hrs.)
5. Market structure  Lecture  Identify and

5.1.The concept of market in physical and digital understand different
space  Question market structures
5.2. Perfectly Competitive market
&Answer and understand their
5.2.1. Assumptions  Class basic difference and
Week 11&12
5.2.2. Short run equilibrium of the firm activities  Home take similarities
5.2.3. Short run equilibrium of the industry exercise/as
5.3. Monopoly market signments  Understand
 Group
5.3.1. Definition and Characteristics and explain
discussion
5.3.2. Sources of Monopoly  Attending mechanisms through
5.4. Monopolistically competitive market lectures which firms try to
 Brain and maximize profits
5.4.1. Definition and characteristics
storming taking
5.5. Oligopolistic market
sessions notes
5.5.1. Definition and characteristics
237234
CHAPTER 6: FUNDAMENTALS OF
MACROECONOMICS
(With stylized facts from Ethiopia)
6. Fundamentals of macroeconomics
6.1. Goals of Macroeconomics  Understand and
6.2. The National Income Accounting
explain the
fundamental
6.2.1. Approaches to measure national income
 Lecture  Question macroeconomic
(GDP)
&Answer concepts, problems
6.2.2. Other income accounts (GNP, NNP, NI, PI and
Week 12 to 16
and policy
DI)  Class instruments
6.3. Nominal versus Real GDP acti  Home m a i n l y in the
6.4. The GDP deflator and the Consumer Price vitie take context of
Index(CPI) s exercise/a Ethiopia
6.5. The Business Cycle ssignmen
6.6. Macroeconomic Problems ts
 Group  Describe the goals of
6.6.1. Unemployment discussion macroeconomics
6.6.2. Inflation  Attending
6.6.3. Trade deficit and budget deficit lectures
Brain and
6.7. Macroeconomic Policy Instruments
storming taking
6.7.1. Monetary policy
sessions notes
6.7.2. Fiscal policy
VII. Course teaching methodology

The course will involve deploying different teaching methods that attempt to make the teaching-
learning process as effective as possible. For most part of the course, delivery method will be arranged
as to make the process student-centered. There shall be full and active participation from students
and they are strongly encouraged to ask questions, to reflect on brain-storming queries, and be
involved actively and attentively in take-home assignments and peer-discussions that appear during
the semester both within and outside class-room sessions. While there is no limit to the imagination
and flexibility of the instructor, the course delivery techniques will generally involve the following
items:
 Lecture
 Brain-storming sessions
 Group discussions
 Individual and group assignments
237235
VIII. Assessment Methodology
Students will be evaluated using different mechanisms and their weights as indicated in
the table below.
Table1. General assessment profile
Assessment method Weight
Home take exam 10%
Quiz 10 %
Group Assignment 5%
Mid Exam 25%

Final Exam 50%
Total 100%
Course policy
o Attendance: it is compulsory to come to class on time and every time. If students are
going to miss 85% of the class during the term, they shall not be allowed to sit the final
exam,
o Assignments: students must do their individual and group assignments and submit on
time. Assignments shall be submitted on or before the due date as specified by the
instructor,
o Tests/Quizzes: instructors should give short quizzes and tests as appropriate.
o Cheating: students must do their own work and should not copy answers from someone
else.
o Acts and mannerisms: When students are in class, they are strictly forbidden from
chewing gum, consuming any addictive substances, listening to recorders or CD players,
or being involved in acts that interrupt the normal teaching-learning process. Besides,
students are required to switch off their cell phones before class and exam sessions.
Students who attempt to disobey these rules and regulations will be subject to disciplinary
measures accordingly to the Senate Legislations of the University.
IX. Commitments of instructor & students
o Preparedness: students must come to class prepared by bringing the appropriate materials
like handouts, worksheets, exercises given, text books and assignments. Students must plan
their own learning through reading various course related materials and chapters in books.
They are expected to work a lot individually to meet the requirement of the course.
236
0
They have to use their time for group work and home study effectively.
o Participation: students are expected make active participation during class sessions.
o Coordination: instructors shall play a pivotal role in facilitating the teaching and learning
processes both in the class room and outside the class r o o m s .
X. References
A. Main References
1. Ayele Kuris. (2001). Introduction to Economics: Addis Ababa:
2. M. Lieberman & R. E. Hall. (2005).Introduction to Economics. South-Western Cen gage: Joe
Sabatino.
th
3. C. R. McConnell, Stanley L. Brue& Sean M. Flynn. Economics 18 ed. (2008).New York:
McGraw Hill.
B. Additional References
1. N. Gregory Mankiw. (2007), Macroeconomics 7th ed. New York: Worth Publisher.
2. A. Koutsoyiannis. (1975). Modern Microeconomics 1st ed. London: Macmillan press.
3. Ferguson & Gould‘s.(1980). Microeconomic Theory, 5th ed. Richard D. Irwin publishing.
4. P. Aghion and P. Howitt. (2009). The Economics of Growth. The MIT Press.
5. Richard E. Carmichael. (2006).Economics for Everyone: An introduction to Economics.
6. D.N.Dwivedi. (2006). Microeconomics Theory and Application. New Delhi: Dorling
Kindersley.
7. R.S. Pindyck & D.L. Rubinfeld. (1995). Microeconomics 3rd ed. Prentice Hall.
8. H. R. Varian. (2006). Intermediate Microeconomics: A Modern Approach, 7th ed. New Delhi:
Affiliated East-West press.
Approval Section
Name Signature Date
Chair Holder’s Name
Department Head’s Name
1
2
Course Title Global Trends
Course Code GlTr 1012
Credit Hrs./ ECTS Cr Hrs=2 L=2 T=0 P=0 H=6 CP=4
Contact Hrs.
Semester I
Year I
Pre-requisites None
Target Group All First Year Undergraduate Students
Name---------------
Name and Address of
Email------------------
the Instructor
Office location--------------
Sattus of the Course Common Course
The course is designed to familiarize learners on the nature and development of international relations and
global issues. It deals with nations, states, national interest, cooperation and conflict among states, and the role of
state and non-state actors in the international system. Additionally, it explains the nature of international law,
global political economy and the nexus between regionalism and globalization. It also critically examines the
contemporary global issues and how the international community is trying to address them. It is organized to
systematically examine international issues by employing different theories and providing concrete examples
from different parts of the world. Last but not least, after providing rigorous understanding of how the
international system functions, it will equip learners to consciously observe and critically understand the Ethiopia‘s
Relations with the outside world. As the saying goes ―Think globally act locally!‖
At the end of the course, students should be able to:
 Understand nations, nationalism and states
 Explain the nature and historical development of international relations
 Gain basic knowledge of the major theories in the discipline of International Relations and develop the
ability to critically evaluate and apply such theories
 Elucidate national interest, foreign policy and diplomacy
 Explicate the nature and elements of international political economy and international law
 Examine the extent and degree of influence of state and non-state actors in the international system
 Examine the roles major international and regional institutions play in world politics
 Critically evaluate the major contemporary global issues
 Assess the overriding foreign policy guidelines of Ethiopia in the past and present
Learning
Outcomes:
Time
Methods and
Content & sub-contents Students Task At the end of this
strategies
chapter students
will be able to:
3
Chapter I: Understanding  Brainstormin  Attend the lesson  Define
International Relations g and take short nation, states and
1.1. Conceptualizing Nations,  Gaped notes, nationalism
Nationalism and States Lecture,  Asking and  Describe the
1.2. Understanding International  Group answering evolution of
Relations Discussion, questions, international
1.3. The Nature and Evolution of
06 hours  Pair  Doing class works relations
International Relations Discussion,  Participating in  Compare
1.4. Actors of International Relations  Peer- group discussions. various theories of
 State Actors Learning International
 Non-State Actors  Self- Relations
1.5. Levels of Analysis in the Reading.  Identify
International Relations  Debate actors in
Week 1-3
 Individual Levels international

 The Group Level relations
 The state Level  Analyze the
 The System of Level roles of
1.6. The Structure of International international
System relations actors
1.7. Theories of International Relations using international
1.7.1. Idealism/ liberalism relations levels of
1.7.2. Realism analysis
1.7.3.Structuralism /Marxism  Examine the
1.7.4. Constructivism structure of
1.7.5. Critical Theories international
system and the
laws governing its
operation
4
Chapter II: Foreign Policy and  Brainstormin  Attend the lesson  Define national
Diplomacy g and take short Interest
2.1. Defining National interest  Gaped notes,  Describe the
2.2.Understanding foreign policy and Lecture,  Asking and concepts of
Foreign policy behavior  Group answering Foreign policy
2.2.1. Defining Foreign Policy Discussion, questions,  Sort out
2.2.2. Foreign policy Objectives  Pair  Doing class determinants of
2.2.3. Foreign policy behavior: Discussion, works Foreign policy
pattern and Trends  Peer-  Participating in  Articulate
2.2.4. Foreign Policy dimensions Learning group dynamics of
2.2.5. Instruments of Foreign Policy  Self-
Weeks 4—8
discussions. Ethiopian
2.3. An Overview of Ethiopian Reading. foreign policy
Forign Policy  Debate Ethiopian
2.3.1. Foreign Policy During Foreign policy
Tewodros II
2.3.2. Foreign policy during
Yohannes IV
2.3.3. Foreign policy during
Menelik II
2.3.4. Foreign policy during Haile
Sellasie I
2.3.5. Foreign policy during Military
Government
2.3.6. Foreign Policy in the post
1991
5
Chapter III: International  Brainstormin  Attend the lesson  Define
Political Economy g and take short international
3.1. Meaning and Nature of IPE  Gaped notes, political
3.2. Theoretical Perspectives on Lecture,  Asking and economy
IPE  Group answering  Explain the
3.3. Survey of the Most Influential Discussion, questions, nature of
National Political Economy  Pair  Doing class international
systems in the world Discussion, works political
3.3.1. The American System of  Peer-  Participating in economy
Market-Oriented Capitalism Learning group  Analyze the
 Self- discussions. major theories of
3.3.2. The Japanese System of Reading. international
Developmental Capitalism  Debate political
Weeks 8-10
3.3.3. The German System of economy

Social Market Capitalism  Differentiate the
3.3.4. Differences among National major model of
Political Economy Systems international
3.4. Core Issues, Governing political
institutions and Governance of economy
International Political Economy  Examine the
3.4.1. International Trade and role of major
the WTO international
3.4.2. International financial
Investment and the WB institutions in
3.4.3. International Finance International
and the IMF political
3.5. Exchange Rates and the economy
Exchange-Rate System
6
 Brainstormin  Conceptuali
Chapter IV: Globalization and g  Attend the lesson ze the concepts of
Regionalism  Gaped and take short globalization and
4.1. .....................................................................................................................................
Lecture, notes, regionalism D
efining Globalization  Group  Asking and  Expose
4.2. .....................................................................................................................................
Discussion, answering themselvesTwith
he Globalization Debates  Pair questions, the contemporary
4.2.1. ...............................................................................................................................
Discussion,  Doing class debates onTthe
he Hyper-globalists  Peer- works essence and
4.2.2. ...............................................................................................................................
Learning  Participating in direction ofT
he Skeptics  Self- group globalization
4.2.3. T Reading. discussions.  Develop a
he Transformationalis  Debate position regarding
4.3. .....................................................................................................................................
the essenceGand
lobalization and Its Impacts on effects of
Africa Globalization
4.4. .....................................................................................................................................
 AnalyzeE the
thiopia in a Globalized World impacts of
4.5. .....................................................................................................................................
globalization P on
ros and Cons of Globalization Africa, Ethiopia
4.6. .....................................................................................................................................
and the D
efining Regionalism and Regional developing world
Integration  Explain the
Weeks 11 – 14
4.6.1. ...............................................................................................................................
theoreticalTcaveats
he Old Regionalism and practice of
4.6.2. ...............................................................................................................................
regionalism N and
ew Regionalism regional
4.7. .....................................................................................................................................
integrationM
ajor Theories of Regional  Explain the
Integrations mutual interaction
4.7.1. ...............................................................................................................................
between F
unctionalism regionalism and
4.7.2. ...............................................................................................................................
globalization N
eo-functionalism Identify national
4.8. .....................................................................................................................................
and regionalS
elected Cases of Regional paradoxes of
Integration sovereignty and
4.9. .....................................................................................................................................
identity R
egionalization versus
Globalization and State
4.10. The relationship between
regionalization and Globalization
 Regionalization as a Component
of Globalization: Convergence
 Regionalization as a Challenge or
Response to Globalization:
Divergence 7
 Regionalization and Globalization
as Parallel Processes: Overlap
4.11. Regionalization, Globalization
and the State
Chapter V: Major Contemporary  Attend the lesson  Identify the
Global Issues  Brainstormin and take short major global issues
5.1. Survey of Major Contemporary g notes, and challenges
Global Issues  Gaped  Asking and facing humanity in
5.1.1. Global Security Issues Lecture, answering the 21st century
Weeks 14—16
5.1.2. Global Environmental Issues  Group questions,  Identify the

5.1.3. Global Socio-economic Issues Discussion,  Doing class factors/reasons for
 Pair works the various
5.1.4. Global Cultural Issues Discussion,  Participating in contemporary
 Peer- group global problems of
Learning discussions. our world
 Self- 
Reading.
 Debate

Assessment  Contineous Assesment (Group / Individual Assignments/Quizzes/tests…...25%
 Group/Individual Assignment ……………………………………………10%
 Test……………………………………………………………………….10%
 Quiz……………………………………………………………………….5%
 Mid……………………………………………………………………….… .25%.
 Final Exam …………………………………………………………...……...50%
Total………………………………………………..……………………….. 100%
- Attend at least 85% of the classes.
- Take all continuous assessments and mid Exam.
- Take final examination.
- Respect all rules & regulations of the university.
Textbooks
 Global Trends module
 Rourke, John . (2008). International politics on the world stage. New York, NY: McGraw-Hill.
 Jackson R. and Sorenson G. (2013). Introduction to International Relations: Theories and Approaches.
Oxford University Press, USA.
 Salmon, T. and Imber M. (2005). Issues in International Relations. Rutledge.
Reference Books
 Armstrong, D. (ed.)(2009). Routledge Handbook of International Law. London: Rutledge
 Baylis, J. and Smith, S. (eds.) (1997).The Globalization of World Politics. Oxford: Oxford University Press.
 Browlie, I. (2003). Principles of Public International Law. (6th ed.). New York: Oxford University
 Copson, R.(2007)The United States in Africa: Bush policy and beyond in association with International African
Institute Royal African Society of Social Science Research Council, Zed Books:London
 Crane, G.. and Abal A. (1997). The Theoretical evolution of International Political Economy: A Reader (2 nd
Edition). Oxford University Press: New York.
8
 Crawford, R. (2000) Idealism and Realism in International Relations: Beyond the Discipline. Routledge: USA
 DeLombaerde,P.(ed.)(2008)GoverningRegionalIntegrationforDevelopment:MonitoringExperiences,Methodsand
Prospects.AshgatePublishingCompany:England
 Demelo, J. and Arvind P.(eds.) (1993). A New Dimensions in Regional Integration, Centre for Economic Policy
Research 1993, Cambridge University Press‘s
 Der, James D. (2009) Critical Practices in International Theory: Selected Essays,Routledg, Abingdon, Oxon
 Farrell,M. (ed.) (2005).Global Politics of Regionalism:Theoryand Practice. Pluto Press: London
 Genest, M. (1996). Conflict and Cooperation: Evolving Theories of International Relations. Fourth Worth:
Harcourt Brace and Co.
 Goldstein, J. and John, P. (2006). International Relations brief 3rd ed. PrisscillaMcGreehon.
 Goldstein J. S. (2003) International Relations. 5th edition. Washington, D.C. Pearson Education Press, Inc
 Griffiths, M. (Ed.) (2007). International Relations Theory for the Twenty-First Century:An introduction. New
York: Rutledge
 Griffiths, M. and Terry, C. (2002) International Relations: The Key Concepts. Rutledge: London
 Griffiths, M, et al. (2008). International Relations: The Key Concepts (Second Edition). New York: Routledge
 Griffiths, M, Steven, C. and M. Scott (2009), Fifty Key Thinkers in International Relations (2nd edition)
 Hancock,K.(2009). Regional Integration; Choosing Plutocracy, Palgrave Macmillan: United States
 Henderson, C.(1998) International Relations: Conflict and Cooperation at the Turn of the 21st Century.
Guilford: McGraw-Hall.
 Hollis, M. and Steve, S.(1990) Explaining and Understanding International Relations. United States: Oxford
University Press.
 Holsti, J. (1995). International Politics: A Framework for Analysis. 7th ed. New Jersey:Prentice Hall.
 Mintz, A. and Karl, R. (2010) Understanding Foreign Policy Decision Making, Cambridge University Pres:
Cambridge
 Rengger .J.(2000) International Relations, Political Theory and the Problem of Order: Beyond
International Relations theory?Routledge: London
 Steans, J. and Lloynd, P. (2005). Introduction to International relations: Perspectives and Themes. 2nd ed.
Harlow: Pearson Prentice Hall.
 Sutch , P. and Juanita, Elias (2007 ) International Relations, the basics. Taylor & Francis.
 Todaro, M. and Stephen,S. (2003).Economic Development (8thed).
 Vinay, B. (2006). Introduction to Global Issues.
 Walts, K.. (2003) Progress in International Relations Theory. Belfer Center for Science and International
Affairs John F. Kennedy School of Government, Harvard University Cambridge, Massachusetts
 Weber,C. (2001) International Relations Theory: A Critical Introduction(2nd edition) Rutledge: London
Approval Sheet
No Name Signature Date
1 Instructor
2 Chair holder
3 Departmnet Head
9
Department of Social Anthropology
Course Guide Book
Course Title Social Anthropology
Course Code Anth1012
Credit Hrs/ECTS
Cr Hrs = 2 L=2 T=0 P=0 H=6 CP= 4
Contact Hours 2
Semester I
Year I
Pre-requisites None
Target group All first year undergraduate students
Status of the Course Common Course
Instructor’s Name and Address
7. COURSE DESCRIPTION
This course is designed to introduce the anthropology of Ethiopian societies and cultures to first year
students' of Higher Learning Institutions (HLIs). It covers basic concepts of anthropology such as culture,
society and humanity. It also discusses themes including unity and diversity; kinship, marriage and
family; indigenous knowledge systems and local governance, identity, multiculturalism, conflict, conflict
resolution and peacemaking system; intra and inter-ethnic relations of Ethiopian peoples. In addition, the
course explores culture areas of Ethiopia such as plough culture, Enset culture and pastoralism. The
course further covers marginalized minority and vulnerable groups in terms of age, gender, occupation
and ethnicity by taking ethnographic case studies into account and discuss ways of inclusive growth.
8. COURSE OBJECTIVES
Upon completion of this course the students will be able to:
o Develop an understanding of the nature of anthropology and its broader scope in making sense of
humanity in a global perspective;
o Understand the cultural and biological diversity of humanity and unity in diversity across the world and
in Ethiopia;
o Analyze the problems of ethnocentrism against the backdrop of cultural relativism;
o Realize the socially constructed nature of identities & social categories such as gender, ethnicity, race
and sexuality;
o Explore the various peoples and cultures of Ethiopia;
o Understand the social, cultural, political, religious& economic life of different ethno linguistic &
10
cultural groups of Ethiopia;
o Understand different forms marginalization and develop skills inclusiveness;
o Appreciate the customary systems of governance and conflict resolution institutions of the various
peoples of Ethiopia;
o Know about values, norms and cultural practices that maintain society together;
o Recognize the culture area of peoples of Ethiopia and the forms of interaction developed over time
among themselves; and
o Develop broader views and skills to deal with people from a wide variety of socioeconomic and cultural
backgrounds.
4. EXPECTED LEARNING OUTCOMES

Up on successful completion of this course, students will be able to:
Understand the nature of the discipline of Social Anthropology.
Understand (social) anthological perspectives.
Describe various anthropological theories and concepts.
Identify basic elements of culture and social life (groups, institutions, organizations, society).
Explain human cultural diversity.
Describe theories of race and ethnicity.
Understand multiculturalism and enter-ethnic relations.
Apply their knowledge to comprehend their surroundings.
5.1. Course content, methods & strategies, and learning outcomes
Learning Outcomes: At
Time
Methods and
Contents and sub-contents Student Task the end of this chapter
strategies
students will be able to:
11
 Define
1. Introducing Anthropology and
anthropology and
its Subject matter (8 hrs)
social
1.1. Sketching the subject matter,
anthropology
scope and concerns of
anthropology.  Describe the
1.1.1. Anthropological subject matter of
imagination: asking questions and  Attending lectures social
seeing the world and discussions. anthropology
 Brainstorming
Week 1, 2, 3, & 4
anthropologically.  Asking and

 Gaped lecture  Explain the
1.1.2. Defining Features of answering
 Group essence of
Anthropology- holism, relativism questions.
discussion anthropological
& comparative perspectives  Participating in
 Pair discussion perspective
1.1.3. Methods of Research in group discussion.
 Describe research
anthropology: ethnography &  Doing class work
method in social
ethnographic methods. and homework.
anthropology
1.2. Sub-fields of Anthropology:
Four Mirrors for Understanding  Explain the
Humanity. relation between
1.3. The relation between social
anthropology and other anthropology and
disciplines. other social
sciences.
12
2. Culture and Society (8 hrs)
2.1. Conceptualizing Culture: What
Culture Is and What Culture Isn‘t?
2.2. Characteristics features of  Define the concepts of
culture: what differentiates culture culture and society.
from other traditions?
 Describe the features
2.3. Aspects of Culture –Material &
of culture.
Non-material (values, beliefs &
 Acquire basic
norms)
knowledge on the
2.4. Levels of culture: universality,  Attending lectures
aspects and levels of
generality and particularity (cultural and discussions.
 Brainstorming culture.
Week 5, 6, 7, & 8
diversity)  Asking and

 Gaped lecture  Describe the attitudes
2.5. Ethnocentrism, Cultural answering
 Group toward cultural
relativism, and human rights questions.
discussion variation.
2.6. Cultural Change: what is  Participating in
 Pair discussion  Discuss cultural
cultural change? group discussion.
change.
 Cultural Diffusion versus  Doing class work
Cultural Assimilation  Explain cultural
and homework.
 Innovation diversity.
2.7. Culture areas and cultural  Discuss major
contacts in Ethiopia: anthropological works
2.7.1.Plough culture area in the case of
2.7.2.Enset culture area Ethiopian societies
2.7.3. Pastoral societies culture and cultures
area
2.7.4. Historical and social
interactions between culture areas
13
3. Social Organizations and
Relationships (4 hrs)
3.1. Marriage - rules, functions and  Define the concept of
 Attending lectures
forms of Marriage social organization.
and discussions.
3.2. Family: types and functions of  Brainstorming  Describe family and
 Asking and
 Gaped lecture
Week 9 & 10
Family kinship as forms of

answering
3.3. Kinship System: types of kin  Group social institutions and
questions.
groups and rules of descent discussion organizations.
3.4. Kinship and Gender Across  Pair discussion  Explain the nexus
group discussion.
Cultures  Home work among kinship, sex,
 Doing class work
3.5. Sex and Gender: Mapping and gender.
and homework.
differences in cross cultural
perspective
3.6. Gender –as power relations
4. Religion and Religious
Diversity (4 hrs)
 Attending lectures  Acquire knowledge on
4.1. The concept of religion
and discussions. the concept of
4.2. Origin, functions and  Brainstorming
 Asking and religion.
Week 11 & 12
expressions of religion  Gaped lecture

answering  Describe the origin &
4.3. Kinds of Religion  Group
questions. functions of religion.
4.4. Religion and Change: discussion
 Participating in  Describe kinds of
 Revitalization and  Pair discussion
group discussion. religion.
Fundamentalism  Home work
 Doing class work  Explain religion and
 Syncretism
and homework. change.
 Anti-modernism and
fundamentalism
14
5. Theories of inter-ethnic
relations and multiculturalism in
Ethiopia(4 hrs)
 Describe inter-ethnic
5.1. The Scales of Human Identity:
relations.
Who am I? Understanding ‗self‘ &  Attending lectures
 Discuss the concept of
‗other‘ and discussions.
 Brainstorming multiculturalism.
5.2. Ethnicity and Race: What‘s in a  Asking and
Week 13 & 14
 Gaped lecture  Describe the

name? answering
 Group perspectives of social
5.3. Ethnic Groups & Ethnic questions.
discussion theories on ethnicity
Identity  Participating in
 Pair discussion and race.
5.4. Race –the social construction of group discussion.
 Home work  Explain
racial identity  Doing class work
multiculturalism and
5.5. Primordialism, and homework.
inter-ethnic relations
Instrumentalism, Social
in Ethiopia.
constructivism
5.6. Debates on inter-ethnic
relations and identities
6. Customary and local
governance systems in Ethiopia (4
hrs)
6.1. Indigenous intra and inter-  Define the concept of
ethnic conflict resolution institutions indigenous
 Attending lectures
 Ethnographic cases: knowledge.
and discussions.
commonalities and shared  Brainstorming  Describe indigenous
 Asking and
Week 15 & 16
practices (e.g., Oromo and  Gaped lecture conflict resolution

answering
Somali, Afar and Tigray;  Group mechanisms in
questions.
Gedeo and Oromo; Guraghe discussion Ethiopia.
and Siltie; Amhara and  Pair discussion  Discuss
group discussion.
Tigray)  Home work customary/local
 Doing class work
6.2. Customary/Local governance governance systems in
and homework.
systems Ethiopia.
 Ethnographic cases: Oromo
Geda; Somali-Gurti; Gamo,
Gofa, Wolayita-Woga;
Guraghe-Sera
5.2. Assessment strategies and techniques and course policy
15
 Continuous Assessment (test: 9; quiz: 8; assignment: 8).…..………. 25%
Assessment  Mid Exam…………………………………………………………… 25%
 Final Exam...……………………………...….……………………… 50%
Total ………………………………………………………………… 100%
A student has to:
 Attend at least 85% of the classes.
Course policy  Take all continuous assessments and mid exam.
 Take final examination.
 Respect all rules and regulations of the university.
5.3. Instructional resources

Textbooks:
 Ferraro, G. and Andreatta, S. (2010). Cultural Anthropology: An Applied Perspective. (8th ed.).
Belmont, CA: Wadsworth Cengage Learning.
 Guest, K. J. (2016). Essentials of Cultural Anthropology. (1st ed.). Canada: W. W. Norton &
Company, Inc.
 Kottak, C. P. (2015). Cultural Anthropology: Appreciating Cultural Diversity. (16th ed.). New York:
McGraw Hill.
References:
 Asmarom Legesse. (2006). Oromo Democracy: an Indigenous African Political System. The Red Sea
Press, Inc.
 Clifored Geertz. (1973). The Interpretation of Cultures. A Division of Harper Collins Publishers.
 Donald N. Levine. (1972). Wax & Gold: Tradition and Innovation in Ethiopian Culture. Chicago &
London: The University of Chicago Press.
 Eriksen, T. H. (2001). Small Places, larger Issues: An introduction to social and cultural
anthropology. London: Pluto Press.
 Eriksen, T.H. and Nielsen, F.S. (2001). A History of Anthropology. London: Pluto Press.
 Pankhurst. R. (1990). A Social History Ethiopia. Addis Ababa: Institute of Ethiopian Studies, Addis
Ababa University.
 Shack, William S. (1966). The Gurage: A People of the Enset Culture. London: Oxford University
Press.
 Smith, C. and Davies, E. (2008). Anthropology for Dummies. Indianapolis, Indiana: Wiley
Publishing, Inc.
Approval Section
Name Signature Date
16
College of Sciences
Department of Mathematics
Course Guide Book
Course Title Mathematics for Social Sciences
Course Code Math1012
Credit Hrs./ ECTS Cr Hrs=3 L=3 T=2 P=0 H=5 CP=5
Semester II
Year I
Pre-requisites None
Target Group First Year Social Science Students
Status of the course Common
Instructor‘s Name and
Address
The course intends to prepare social science students with basic concepts and materials from mathematics that
necessitate a good foundation to treat some mathematical applications in social science. This course rigorously
discusses the basic concepts of logic and set theory, the real number system, solving equation and inequalities,
relations and type of functions, polynomial and rational functions, logarithmic and exponential functions,
trigonometric functions, and their graphs, matrices, determinants and systems of linear equations; introduction
to calculus.
3. Course Objectives
After completion of the course, students will be able to:
 apply propositional logic in reasoning
17
 use quantifiers in open propositions in mathematical logic
 understand concepts of sets and set operations
 understand the fundamental properties of real numbers
 solve equations and inequalities
 explain different types of functions, their inverses and their graphs
 evaluate zeros of polynomials
 describe basic properties of logarithmic, exponential and trigonometric functions
 understand the notion of matrices and determinant.
 use matrices and determinants to solve system of linear equations
 apply matrices and determinants to solve real life problems
 evaluate limits of elementary functions,
 understand the notion of continuity of functions
 evaluate derivatives of elementary functions
 apply derivatives to solve practical problems
 evaluate integrals of elementary functions
 apply integrals to solve practical problems
 solve application problems using differentiations and integrations
4.1. Course Contents, Methods & Strategies, and Learning Outcomes
Learning Outcomes:
Methods and At the end of this
Time
Content & sub-contents Students Task

strategies chapter students will be
able to:
18
Chapter One: Propositional  Brainstorming  Attend the lesson  Describe the
Logic and Set Theory  Gapped and take short notes, concepts of
Lecture  Asking and mathematical logic
1.1. Definition and examples of  Group answering questions, and set theory,
proposition discussion  Doing class works  Apply logic in
1.1.1 Logical connectives  Problem and home works, reasoning and
Week 1-3
1.1.2 Compound (or complex) solving  Participating in mathematical proofs,

propositions method group discussions.  State properties of
1.1.3 Tautology and  Class work sets and use set
contradiction  Tutorials operations,
1.1.4 Open proposition and 
quantifiers
1.2. Set theory
1.2.1 The concept of a set
1.2.2 Description of sets
Chapter Two: Functions  Brainstorming  Attend the lesson  Identify different
2.1 The real number system  Gapped and take short types of functions,
2.2 Solving equation and Lecture notes, their inverses and
inequalities  Group  Asking and graphs,
2.3 Review of relations and discussion answering  Find zero‘s of some
functions  Problem questions, polynomials,
2.4 Real-valued functions and solving  Doing class works  Use basic properties
Week 4 - 7
their properties method and home works, of logarithmic,

2.5 Types of functions and inverse  Class work  Participating in exponential and
of a function  Tutorials group discussions. trigonometric
2.6 Polynomials, zeros of functions.
polynomials, rational  Find inverse of a
functions, and their graphs given function,
2.7 Definitions and basic
properties of logarithmic,
exponential and trigonometric
functions, and their graphs.
19
Chapter Three: Matrices,  Brainstorming  Attend the lesson  Explain specific
Determinant and Systems of  Gapped and take short ideas, methods and
Linear Equations Lecture notes, principles concerning
2.1 Definition of a matrix  Group  Asking and matrices.
2.2 Algebra of matrices discussion answering  Perform operations
2.3 Types of matrices: square,  Problem questions, on matrices.
identity, scalar, diagonal, solving  Doing class works  Apply principles of
triangular, symmetric, and method and home works, matrices to solve
skew symmetric matrices  Class work  Participating in problems.
2.4 Elementary row and column  Tutorials group discussions.  Determine the
Weeks 8 -11
operations determinant of a
2.5 Row reduced echelon form of matrix .
a matrix  Solve system of
2.6 Rank of a matrix using linear equations.
elementary row/column
operations
2.7 Determinant and their
properties
2.8 Ad joint and inverse of a
matrix
2.9 System of linear equations
2.9.1 Gaussian elimination
2.9.2 Cramer's rule
2.9.3 Inverse method
Chapter Four: Introduction to  Brainstormi  Attend the lesson  Explain the concept
Calculus ng and take short notes, limit intuitively and
 Gapped  Asking and Continuity
4.1 Limits (Intuitive approach) Lecture answering questions,  Determine the limit
and continuity  Group  Doing class works of a given function
4.2 Derivatives discussion and home works,  Find the derivatives
Week 12-16
4.3 Applications of derivatives  Problem  Participating in of polynomial ,

4.4 Integrals and their solving group discussions. exponential and
applications method logarithmic
 Class work functions
 Tutorials  Use various
techniques of
integration to
evaluate a given
integral
20
Assessment  Continuous assessment (Tests, Quizes, Assignments 25 %)
 Test……………………………………………..............................10%
 Group assignment…………………………………………………..10%
 Quiz……………………………….…………………..........................5%
 Mid…………………… …………………….… ……….........................25%
 Final exam ………………………………………………………………..50%
Total………………………… ……………………………………………............100%
Course A student has to:
policy - attend at least 85% of the classes.
4.3 Instructional Materials
Module
Module for the course Mathematics for Social Sciences
References
 Haile, A. & Alemu, Y. (1983). Mathematics an Introductory course.AAU.
 Alemu, Y. Mathematics for Social Sciences
 Peccati, L., D‘Amico, M. & Sigola, M. (2018). Maths for Social Sciences. Swizerland: Springer Nature.
Approval Section
Name Signature Date
Chair Holder Daniel Mekonnen
Department Head Dr. Assaye Walelign
21
Faculty of Humanities
Department Of English Language and Literature
Course title : Communicative English Language Course Manager/tutor:
Skills II
Course code : FLen1012 Office location:
Credit hrs3 (3 Lecture hours) Consultation hours:
Course Description: This course contains the following contents: Reading, Grammar, Speaking
and Writing
Course Objectives: At the end of this course students should be able to:
 develop their proficiency with reading, speaking and writing skills.
 learn vocabularies that are assumed unfamiliar to them.
 develop their knowledge of grammar
 become successful in living a community successfully and endeavor to execute skills to
solve problems that may occur in their community;
 develop their speaking and writing abilities in different areas including ‗life skills‘; and
 learn to read on supplementary readings
Contents and sub contents Teaching Total hrs

methods
Unit I: Life Skills Gaped lecture
Question and answer
o Reading passage: The concept of life Students‘ participation
skills Gap Lecture question and answer
o Grammar: Active and passive voices &Reflection 15hrs
o Speaking
o Writing
Unit II: Speculations about the future of Gaped lecture
Science Reading passage: Approach
Grassroots attack in bilharzia Grammar: Future Question and answer 18
Tense Speaking Students‘ participation hrs
Writing Gap lecture
Question and answer
22
Unit III: Environmental protection Gaped lecture 27
Reading: Environmental Challenges: A river Question and answer hrs
run through Students independent
Grammar: Modal verbs work
Speaking
Writing
Unit IV: Indigenous Knowledge Students‘ engagement
Reading: A local Pathway to Global Gaped lecture
Development Grammar: Reported Speech Problem
Speaking Solving 24
Writing Approach hrs
Question and answer
Unit V: Cultural Heritage
Reading: Cultural Heritage Gaped lecture
What is it? Why is it important Problem
Grammar: Relative Clauses Question and answer
Speaking
Writing
Supplementary Reading Students‘ engagement
16th week
Type Mid Exam FinalExam Test Group work

In Class
Time and unit Unit 1-2 Unit 3-4 Unit 3-4 Unit2(5th
7th or 8th week 15th or 16th week 13th week Week and Unit 4
12th week
Mark 30% 50% 10 % 10%
23
Faculty of Social Science
Department of History and Heritage Management
Course Guide Book
Course Title History of Ethiopia and the Horn
Course Code Hist 1012
Credit Hrs./
Cr Hrs=3/ECTS 5
ECTS
Contact Hrs. 3
Semester II
Year I
Pre-requisites None
Target Group First year students:
This course is a common course given to Higher Learning Institutions Students/HLIS. Students will learn about
the role of history in human life and goals of studying history. Students will also learn the importance of history
in nation building and the making of identity in time and space. This course covers the major historical
processes in Ethiopia and the Horn. The course is also concerned with how the sociocultural, religious,
economic and political experiences of the past are interwoven in the making of the current Ethiopia and the
Horn. It is useful to know how personalities helped change the scenario, and how societies, peoples and the
world that we live in have changed over time and its implication for history of Ethiopia and the Horn. It is
helpful to understand history as a base for shaping and bettering of the future.
3. Objectives of the course

After completing the course, students will be able to:
-Distinguish meaning, nature and uses of history
-Identify pertinent sources for the history of the peoples of Ethiopia and the Horn
-Describe changes & continuities that unfolded in Ethiopia and the Horn
24
-Elucidate the causes, courses and consequences of events happened in the region
-Explain the nature of the region‘s external contacts and their effects
-Appreciate peoples‟ achievements, heritages and cultural diversities of the region
Learning
Outcomes:
Methods and At the end of
Time
Content & sub-contents Students Task

strategies this chapter
students will be
able to:
Unit 1: Introduction  Brainstorming  Attend the  Describe the
1.1. Concepts of History: Meaning, Nature  Gapped Lecture lesson and take general
and Uses  Group short notes, concepts of
1.2. Sources & Methods of Historical Study discussion  Asking and history
1.3. Origin and Development of  Class work answering
Historiography of Ethiopia and the Horn questions,  Mention the
relevant
1.4. Introducing and Understanding  Doing class
Ethiopia and the Horn sources for
works and home
Unit 2: Peoples and Cultures in Ethiopia History of
works,
Ethiopia and
and the Horn  Participating in
2.1. Human Evolution the Horn
group
Week 1- 3
2.2. Neolithic Revolution discussions.  Explain

2.3. The Peopling of the Region
Ethiopia and
2.3.1. Languages and Linguistic Processes:
the Horn in
Afro-Asiatic Super Family (Cushitic,
relation to
Semitic & Omotic Families) and Nilo-
human
Saharan (Chari-Nile & Koman families)
evolution and
2.3.2. Settlement Patterns 2.3.3. Economic
Neolithic
Formations
Revolution
2.4. Religion and Religious Processes
2.4.1. Indigenous
2.4.2. Judaism
2.4.3. Christianity
2.4.4. Islam
25
Unit 3: Polities, Economy & Socio-  Brainstorming  Attend the  Mention the
Cultural Processes in Ethiopia & the lesson and take various socio-
Horn to end of 13th Century  Gapped Lecture short notes, cultural and
3.1. Evolution of States political
 Group  Asking and
3.2. Ancient Polities achievements
discussion answering
3.2.1. North and Northeast in civilizations
3.2.1.1. Punt  Class work questions, of the region
3.2.1.2. Damat
 Doing class  Trace the
3.2.1.3. Axum
works and origin and
3.2.1.4. Zagwe
Week 4&5
home works, developments

3.2.2. East, Central, Southern and
Western  Participating in of states in the
3.2.2.1. Agaw, Bizamo, Damot, group region during
Enaraya, Gafat. discussions. the ancient
3.2.2.2. Muslim Sultanates (Shewa, Ifat, period
Dawaro, Fatagar, Bali, Hadiya,
Arebabani, Shirka, Dera…)
3.3. External Contacts
3.4. Economic Formations (Agriculture,
Handicraft, Trade…)
3.5. Socio-cultural achievements
(Architecture, Writing …)
26
Unit 4: Politics, Economy & Socio-  Brainstorming  Attend the  Explain the
Cultural Processes from Late 13th –  Gapped Lecture lesson and take long term
the beginning of 16th Century  Group short notes, effect of the
4.1. ―Restoration‖ of the ―Solomonic‟‟ discussion  Asking and „‟Solomonic‟
Dynasty  Class work answering ‟ dynasty in
4.2. Power Struggle, Consolidation, questions, the region.
Territorial and Religious Expansion of  Doing class
the Christian Kingdom  Describe the
works and
4.2.1. Succession Problem and the dynamics of the
home works,
territorial
Establishment of Royal Prison  Participating in
4.2.2. Territorial Expansion towards expansion of
group
Agaw, Bizamo, Damot, Red Sea, Bete- the Christian
discussions.
Israel/―Falasha…‖ kingdom and
Weeks 6&7
4.2.3. Evangelization and Religious rivalry between

Movements the Christian
4.3. Social, Economic and Political Kingdom and
Dynamics of Muslim Sultanates Muslim
4.3.1. Political Developments in the Sultanates in
Muslim Sultanates and the Rise of the region
Adal
 Discuss the
4.3.2. Trade and the Expansion of Islam
role of foreign
4.4. Rivalry between the Christian Kingdom
relations and
and the Muslim Sultanates
interventions
4.5. External Relations
from ancient to
modern times
in Ethiopia and
the Horn
27
Unit 5: Politics, Economy & Socio-  Brainstorming  Attend the  Describe
Cultural Processes from Early 16th –  Gapped lesson and take the interplay
the End of the 18th Century Lecture short notes, between local
5.1. Interaction and Conflicts of the  Group  Asking and developments
Christian Kingdom and the Sultanate of discussion answering and foreign
Adal  Class work questions, influences
5.2. Foreign Interventions and Religious   Doing class  Examine
Controversies works the role of
5.3. Population Movements  Participating in population
5.3.1. Population Movements of the group movements in
Afar, Somali and Argobba discussions. shaping the
5.3.2. Gadaa System and Oromo modern
Population Movement (1522- 1618) Ethiopia and
5.4. Interaction and integration across ethnic the Horn
and religious diversities  Explain
5.5. Peoples and States in Eastern, Central, the major
Southern and Western Regions socio-
5.5.1. Kushitic: Afar, Somali, Oromo, economic,
Sidama, Hadya, Kembata, Konso, religious &
Week 8-10
Gedeo, Burji… political

5.5.2. Semitic: Harari Emirate, Shewa achievements
Kingdom, Gurage Polity… of Gonder
5.5.3. Omotic: Kaffa, Wolayita, Gamo period
Gofa, Dawro, Konta, Yem…  List the
5.5.4. Nilotic: Anuak, Nuer, Berta, characteristic
Gumuz… features and
5.6. The Period of Gondar (1636-1769) and effects of
―Zamana Mesafint/Era of Princes‖ ―Zemene
(1769-1855) Mesafint‖
5.6.1. The Revival of the Christian  Assess
Kingdom the
5.6.2. Gondar achievements: developments
architecture, painting, music, in Eastern,
literature, urbanization, trade etc. Central,
5.6.3. Gondar Political Developments: Southern &
―Close Door Policy,‖ Reforms, Western parts
―Byzantine Politics‖… of Ethiopia &
5.6.4. Major Features of Era of Princes the Horn
(1769-1855) and Yejju Dynasty
(1786-1853)
28
Unit 6: Internal Interactions and  Brainstorming  Attend the  Analyze the
External Relations from the 1800–  Gapped Lecture lesson and take political process
1941  Group short notes, for formation of
6.1. The Nature of Interactions among discussion  Asking and Modern
peoples and states of Ethiopia and the  Class work answering Ethiopia and the
Horn questions, Horn identify
6.1.1. Peoples and sates of Kafa,  Doing class the social and
Wollaitta, Gibe, Leqa, Qabena, works economic
Shawa...  Participating in developments
6.1.2. The Role Trade and Trade Routes group from 1800-1941
in the interaction discussions.
6.2. Power Rivalry  Appreciate the
6.3. The Making of Modern Empire State move towards
(Territorial Expansion, Centralization modernization
and the
Week 11- 13
process…)
6.4. Modernization Attempts: challenges
administration, military, innovation, encountered
education, road construction, railway,
 Trace legacies
transportation & communication,
of major battles,
constitution…
victories and
6.5. Socio-Economic Issues/Processes:
the roles of
agriculture, disease & famine, trade,
patriots
slavery, manufacturing…
6.6. External Relations, Challenges and
Threats
6.6.1. External Diplomatic Relations
and Treaties
6. 6. 2. The Major Battles (Meqdela,
Gundet, Gura, Dogali, Mattama,
Adwa, Maychew…)
6. 6. 3. Italian Occupation and the
Patriotic Resistance
29
Unit 7: Internal Interactions and  Brainstorming  Attend the  Explain
External Relations from the 1941–  Gapped Lecture lesson and take the socio-
1994  Group short notes, economic and
7.1. Post 1941 Imperial Period discussion  Asking and political
7.1. 1. Political Scene: Restoration &  Class work answering progresses of
Consolidation of Imperial Power and  questions, the post 1941
External Relations  Doing class imperial period
7.1. 2. Socio-economic Conditions: works  Describe
agriculture & tenancy, famine,  Participating in the major
factories, education, health, group changes, and
transportation, religion, welfare discussions. challenges that
institutions (idir, iqub…) led to the
7.1.3. Opposition: Conspiracies, Revolts demise of the
Week 14& 15
and Downfall of the Monarchical monarchy

Regime  Discuss
7.2. The Derg Regime (1974-1991) . the political
7.2. 1. The Rise of Derg and the Political momentum,
Momentum reforms and
7.2.2. Attempts at Reforms: Land Reform, oppositions
Development through Cooperation during the Derg
Campaign, Collectivization, period
Agricultural Marketing Corporation,  Describe
Resettlement, Villagization, the historical
Literacy… developments
7.2. 3. Internal oppositions, Ethio-Somali from 1991-1994
War, International Changes & End of
the Derg
7.3. Historical Developments, 1991-1994
(transitional charter: language &
identity issues…)
30
Unit 8: Cross-Cutting Issues in History of  Brainstorming  Attend the  Mention
Ethiopia and the Horn  Gapped Lecture lesson and take the role of
8.1. The Role of Women in Ethiopian  Group short notes, Women in
History (economic, political, cultural discussion  Asking and Ethiopian
and social)  Class work answering History
Week 14-16
8.2. Environmental Dynamics: changes and questions,  Discuss

continuities (deforestation, drought,  Doing class the
pollution…) works environmental
8.3. Indigenous Knowledge: education, folk  Participating in change in
medicine, conflict resolution group Ethiopia and
mechanisms (Makabanto, Shimigilinna, discussions. the Horn
Yejoka, Samugnit, Guma, Luwa, Byto, across periods
Heer, Seera… )
Assessment  Continues assessment (Tests, Quizzes, Assignments, ….) ….. ………..20%
 Mid………………………………………………………….………… .30%.
 Final Exam …………………………………………………………….50%
Total………………………………………………..…………………… 100%
- attend at least 85% of the classes.
Reference
Abir, Mordechai. Ethiopia and the Red Sea: The Rise and Decline of the Solomonic Dynasty and
MuslimEuropean Rivalry in the Region. Frankcass, 1980.
____________. Ethiopia: The Era of The Prince; The Challenge of Islam and The Re-unification of The
Christian Empire 1769-1855. Institute of Asian & African Studies the Hebrew University, 1968.
Alberto, Sbacchi. Ethiopia under Mussolini: Fascism and the Colonial Experience. 1985.
Alemayehu Haile et al. History of the Oromo to the Sixteenth Century. Finfinne: OCTB, 2006.
Andargachew Tiruneh. The Ethiopia Revolution 1974-1987: Transformation from Aristocracy to Totalitarian
Autocracy. Cambridge University Press, 1993.
Asmarom Legesse. Gada: Three Approaches to Study of African Society. London: Free Press.
Bahru Zewde. A History of Modern Ethiopia, 1855-1991. Addis Ababa University Press.
__________. A Short History of Ethiopia and the Horn.1998.
__________. Society, State and History, Selected Essays. Addis Ababa: AAU Pres, 2008.
31
Bender, M. L. and et al. Eds. The Languages of Ethiopia. London, 1976.
Clark, J.D. The Prehistoric Cultures of the Horn of Africa. Cambridge University Press, 1954.
Crabtree J Pam &Campana V. Douglas. Archaeology and Pre-history.
Gebru Tareke. Ethiopia Power and Protests: The Ethiopian Peasants Revolts in the 20th Century. Cambridge
University Press, 1991.
Gadaa Melbaa. Oromia. Minneapolis, 1999.
Haberland, Eike. ―Notes on the History of Southern Ethiopian Peoples.‖ Paris, 1975.
Marcus, Harold G. A History of Ethiopia. University of California Press: Berkeley, 1992.
Mohammed Hassen. The Oromo of Ethiopia 1570-1860. Cambridge, 1990.
Pankhrust, Richard. 1997. The Ethiopian Borderlands: Essays in Regional History from Ancient Times to the
end of the 18th Century. Red Sea Press.
Rubenson, Sven. Survival of Ethiopian Independence. 1972.
Sergew Hable Selassie. Ancient and Medival Ethiopian History to 1270. Addis Ababa, 1972.
Shiferaw Bekele. Economic History of Modern Ethiopia: Imperial Era 1941-1974. Vol. I. Dakar, 1995.
Taddesse Tamrat. Church and State in Ethiopia, 1270-1527. Oxford, 1972.
Teshale Tibebu. The Making of Modern Ethiopia, 1855- 1974. The Red Sea Press, 1995. Trimingham,
J.Spencer. Islam in Ethiopia. London: Frankcass and Company LTD, 1965.
32
Sport Academy
Department of sport science
Course Guide Book
Course Title Physical Fitness
Course Code SpSc 1011
T
Credit Hrs./ ECTS P/F L=1 = P =1 H = ? CP = P/F
1
Semester I
Year I
Pre-requisites None
Target Group first year students
Instructor’s name and address
Status of the course
This course serve as an introduction to the theory and practice of a variety of exercise designed to
improve the health and conduct of students. This including cardiovascular, flexibility, muscular
strength endurance and body compositions. The course primary focus on the role that physical
exercise plays in the promotion of health and wellness. Stages of changing behavior, Principles of
fitness training, and other precondition are also included in the course. In addition, test and
measurement of each health related fitness components are also included. Altimetry, student will
develop physical, social and psychological and as well as skill development.

Upon completing this module, you will be able to:
 Describe basic concepts of physical fitness
 List at least four health related physical fitness components.
 Identify the behaviors that promote wellness of individuals.
33
 Describe the principles followed by fitness trainer/trainees while participating in fitness program.
 Adjust their characters and interest with others while engaged in exercise.
 Appreciate the way of testing each health related fitness level of individual
 Recognized the response of the body to various types of exercise
 Engaged in conditioning programs which may help to develop health relate fitness.
 Demonstrate exercises that used to develop each heath related fitness components
 Develop health related fitness at an optimum level
Ti
m
Learning
e
Teaching Learning
Content & sub-contents objectives:
strategies strategies
UNIT 1: Basic concepts of  Define

Physical fitness Brainstorming Listen and take physical fitness
1.1 Physical fitness Class activity notes
Pair discussion Doing class activity  List at least
1.1.1. Definition Reflections individually four factors
1.1.2. Factors affecting fitness Gapped Lecture Compare and that affect
1.1.3. components of fitness contrast their work physical fitness
1.1.4. Means to develop fitness. Reflects level of
- Physical exercise, individuals.
- activity
- games and  Describe the
sport components of
physical fitness
Week 1& 2
 Differentiate
physical
exercise from
physical fitness
34
Unit 2: Benefits of physical exercise
2.1 Why Physical exercise and
Wellness? Questioning and Asking and Describe wellness
answering answering and its dimensions
2.2 Behaviors that contribute for Class activity questions take short Describe the
Wellness Pair discussion notes, behaviors that
2.3 Physical exercise and hypokinetic Group discussion Doing class works promote wellness
disease (coronary heart disease, Reflections Participating in pair of individuals
blood pressure, diabetes, and lower Gapped Lecture and group Identify at least
back pain), Cardiovascular disease discussions. three Hypokinetic
Week 3
and others disease (Cancer and Reflects disease

Sexually Transmitted Listen and take
Infections….) notes
Chapter 3 : Nutrients and principles

of physical training -Brainstorming -Listen and take Identify the type of
3.1. macro and micronutrients --Gapped Lecture short notes, food taken before,
3.2. diet before, during and after - Questioning and -Asking and during and after
exercise answering answering exercise
3.3. Principles of Fitness training - Class activity -Doing class - Describe the
- Pair/ Group activity principles of
discussion -participating in fitness training
- Reflections group discussions.
-Reflects
35
Unit 4: Health related physical
fitness program -Brainstorming Attend the lesson -
3.1. major parts of physical fitness --Gapped Lecture -Listen and take - Explain the parts
Training prescriptions - Questioning and short notes, of fitness training
- Objectives and FITT (F-frequency, answering -Asking and prescriptions
I- intensity-Time and T-type of - Demonstration answering - Identify at least
exercise ) - Class activity questions three exercises that
3.2. Types of exercise to develop each - Pair/ Group -Doing class used to develop
health related fitness components discussion activity each heath related
3.3. health related fitness tests - Reflections -participating in fitness
3.3.1. preconditions for tests group discussions. components.
3.3.2. Some health related fitness -Reflects - Relate their
Weeks 4 & 5
tests fitness level with

- sit and reach test (flexibility) their health,
- 2 min step test (cardiorespiratory ) wellness, behavior,
- 1 min Push-up test (strength age, sex. . and
endurance ) other conditions
Practica
l session
Unit 5: Fitness development

4.1. preconditions for fitness training - Explanation - Observe - Demonstrate
4.2. Workouts for better - Organize - Imitate exercises that used
Week 6-16
Cardiorespiratory development -Demonstration - try to perform as to develop each

4.3. Exercise for better Flexibility - Feedback the teacher heath related
performance - Motivation demonstrate fitness components
4.4. Workout for muscular strength -Take feedback
and endurance.
36
- Quizzes
A (5 %), Group assignment (theoretical/presentation = 10%) and Group assignment (practice
demonstration
s = 10%)
-Mid
s exam (written)……………………………………….………….………….25%.
- practical
e exams (Continues assessment) ………………………………………50%
s Flexibility: =15 marks
s sit and reach test negative 0 – 10 cm + 11cm +15 cm
mmale < 8 marks 8-14 marks 15 marks -
e female < 5 marks 5-10 marks - 15 marks
n Cardio respiratory: = (15%),
t 2 min step test < 10 marks 10-12 marks 13-15 15marks
marks
Male <100 100-119 120- 130 >130 rep.
Female <90 90- 109 110- 120 >120 rep.
Muscular strength endurance = (15%),
1 min Push-up < 10 marks 10-12 13-15 15marks
test marks marks
Male < 20 20-29 30- 39 >40 rep.
Female < 20 20- 29 30- 39 >30rep.
Good Conduct (5%)
NOTE: criteria and conditions for practical exam are based on international norms and the fitness level
of some undergraduate students.
Co A student has to:
ur - Attend at least 85% of the classes.
se - Take all assignments, presentations, demonstrations, mid Exam and continuous assessments.
pol - Respect all rules & regulations of the university.
icy

Text book
 Scott F., Lisa J., Jonathan H., Althea M., David M., (2018) Concepts of Fitness and Wellness,
University System of Georgia, Galileo Open Learning Materials, 2nd Edition
Reference
 Charles B.Corbin, Gregory J. Weik, William R. Corbin and Karen A. welk (2006)
Concepts of Fitness and Wellness, a compressive lifestyle approach, 6th Edition
 Tesfayie Dessalegn (2004)Module for the course health and fitness, bahir dar university sport
academy
37
BahirDar University
Course Guide Book
Course Title General Psychology
Course Code Psyc1011
Credit Hrs./ ECTS Cr Hrs=3 L=3 T=0 P=0 H=7 CP = 5
Semester I
Year I
Pre-requisites None
Target Group All first year students
Status of the Course Common course
Instructor‘s Name and
Address
2. Course Description: This course introduces students with an overview of concept of psychology and
life skills. More specifically, topics will be covered historical foundations of psychology, Goals of
psychology, research methods in psychology , Sensation and Perception ,Memory and Forgetting,
motivation and emotion, personality, psychological disorders and psychotherapy Besides, it also
introduce students to the core set of life skills, which are important in realizing holistic development of
students that is sense of well-being, confidence and academic performance so that they can lead happy,
healthy, successful, and productive life.
38
3. Objectives of the course
After completion of this course students will be able to:
 Define the concept of psychology
 Compare and contrast the major perspectives in Psychology
 Explain the various research methods in Psychology
 Discuss Concept of sensation and perception
 Explain the process of learning a new behavior from different theoretical basis
 Describe motivational and emotional processes
 Discuss personality theories
 Describe the characteristics of major psychological disorders
 Demonstrate social and interpersonal skills in everyday life.
 Apply knowledge of psychology to one‘s own life & to develop life skills.
4. COURSE CONTENTS
Week Contents Methods and Students Task Learning outcomes
teaching
strategies
Chapter One: Essence of Gape lecture  Attend the  Define meanings of the
Psychology lesson term psychology
Buss group
Take notes 
1.1. Definition of Basic
 Point out the goals of
Concepts discussion psychology
 Active
1.2. Goals of Psychology
Independent  discuss historical and
1.3. Historical Background of participatio
theoretical perspectives
Week 1
Psychology learning n
of psychology
1.4. Theoretical Perspectives in  Evaluate the role of
Psychology psychology in real life
1.5. Branches of Psychology situations of human
1.6. Research Methods in beings
Psychology
Week 2 Chapter Two: Sensation Gape lecture  Listen and  Define meanings of
&3
and perception Group
39
2.1 .The meanings of discussion take notes sensation and perception
sensation and perception2.2. Independent
The sensory laws: Sensory learning  Answer  Discuss
thresholds and sensory Question questions
From perception
adaption. and answering
2.3.Perception  Doing home Depth perception
2.3.1.Selectivity of perception: works, Perceptual Constancies
Attention Perceptual Illusion
 Reading
2.3.2.From perception
assignments
2.3.3.Depth perception
2.3.4.PerceptualConstancies
2.3.5.Perceptual Illusion
Week 4 Chapter Three: Learning and Gape lecture  Attend the  Define concept of
&5
its theories Group lesson learning
3.1 Definition and discussion  Take notes  Identify factors that
characteristics of Learning Independent  Answer affect learning
3.2 Factors Influencing learning questions  Discuss theories of
Learning Role play learning
3.3 Theories of Learning Ask  Evaluate implications of
3.3.1. Behavioral Theory of questions learning theories
Learning Doing
3.3.2. Social Learning homeworks/
Theory
assignments
3.3.3. Cognitive Learning
Theory
Week 6 Chapter Four: Memory Gape lecture  Attend the  Define memory and
and Forgetting Group lesson forgetting
discussion  Take notes  Describe the stages of
4.1.. Meaning of Memory memory
4.1.1. Stages of Memory
Independent  Answer
learning questions
4.1.2. Factors Affecting  State factors affect
 Ask
Memory memory
questions
4.2. Forgetting Question
4.2.1. Meaning and Concepts  Explain ways of
of Forgetting improving memory
and answering
4.2.2.Theories of Forgetting
4.3. Improving Memory
40
Week 7
&8
Chapter Five: Motivation Gape lecture  Attend the  Define concept of
and Emotion lesson motivation
Group  Take notes  Explain types of
5.1. Motivation discussion  Answer motivation
 Elucidate conflict of
5.1.1. Definition and Types  questions
of Motivation Independent motives
5.1.2. Theories of Motivation  Define emotion
 Ask  Elaborate frustration
and their Applications learning questions  Discuss theories of
5.1.3. Conflict of Motives Doing home motivation and emotion
and Frustration Role play works
5.2. Emotion
5.2.1. Definition of Emotion Question
5.2.2. Components of and answering
Emotion
5.2.3. Theories of Emotion
Week 9 Chapter Six :Personality
Development
Meaning of
6.1 meanings ofPersonality
personality Gape lecture  Attend the  Define concept of
6.2 Theories of Personality Group lesson personality
6.2.1 The psychoanalytic discussion  Take notes  Explain theories of
theory of personality Independent
6.2.2 The trait theory of learning personalityExplain
personality conflict of motives
6.2.3 Humanistic theory of  Define emotion
Personality
Week 10 Chapter Seven: Gape lecture  Attend the  Explain nature of
Psychological Disorders lesson Psychological Disorders
and Treatment Techniques Group  Take notes  Elucidate causes of
7.1. Nature of Psychological discussion  Answer Psychological Disorders
Disorders  questions  Discuss treatment
7.2. Causes of Psychological Independent techniques
Disorders learning
7.3. Types of Psychological
Disorders
7.4. Treatment Techniques
Week 10
Chapter Eight: Gape lecture  Attend the  define the term life skill
Introduction to Life Skills Group lesson  explain goals of life skill
8.1. Nature and Definition of discussion  Take notes  State components of life
Life skills Independent skill
8.2. Goals of Life Skills learning  Answer
8.3. Components of Life  questions
Skills
Week 11-
Chapter Nine: Intra-
12 personal and Personal
41
Skills Gape lecture  Attend the  Define self-concept, and
9.1. Self-Concept and Self- lesson related terms
Awareness Group
9.2. Self-Esteem and Self- discussion  Take notes  Explain stress coping
Confidence  Answer mechanisms
9.3. Self-Control Independent  Describe features of
9.4. Resilience and Coping learning  questions
emotional intelligence
with Stress
9.5. Anger Management
9.6. Problem Solving and
Decision Making
Week 13 Chapter Ten: Academic Brainstorming,  Active  Describe features of time
Skills gapped Lecture, Listening management
10.1. Time Management Buzz Group  Asking  Identify note-taking and
10.2. Note-taking and Study discussion Questions
study skills
Skills method  Note-taking
 Explain test anxiety
10.3. Test-Taking Skill  Answering
coping mechanisms
10.4. Test Anxiety and
Overcoming Test Anxiety
10.5. Goal Setting
Chapter Eleven: Social
Skills
Week 14
& 15
11.1. Understanding  Active
Intercultural Diversity and  Define the term social
Gape lecture Listening
Diversity Management skills
11.2. Gender and Social Group  Asking
Inclusion  Explain reasons of social
discussi Questions
11.3. Interpersonal inclusions and exclusions
Communication Skills on  taking
11.4. Social Influences and  Explain techniques of
Independent Notes
Peer Pressure
11.5. Assertiveness learning overcoming risky
11.6. Conflict and Conflict behavior
Resolution
11.7. Team Work
11.8 Overcoming Risky
Behavior
Week 16 is Reserved For Final Examination
5 Assessment Strategies & Techniques and Course Policy
42
Assess  Continues assessment (Test, Quiz, and Group assignment 25%)
ment  Test………………………………………………………………….......10%
 Group assignment ………………………………………………………10%
 Quiz……………………………………………………………………...5%
 Mid………………………………………………………….… ………...25%.
 Final exam ……………………………………………………………….50%
Total………………………………………………..………………………....100
Course A student has to:
policy - Attend at least 85% of the classes.
6. Instructional resources
General Psychology Module
References
Burnard, P. (1989). Teaching interpersonal skills: A handbook of experiential learningfor health
professionals. London, UK: Chapman and Hall.
Coon, D. &Mitterer, J.O. (2008).Introduction to psychology: Gateways to mind and behavior (12thed).
New York, NY: McGraw Hill.
Feldman, R.S. (2018). Essentials of understanding psychology (13thed). New York, NY: McGraw Hill.
Gray, P. &Bjorklund,
D.F. (2017).Psychology (7thed). New York, NY: Worth Publishers.
Haddon, P.F. (1990). Mastering personal and interpersonal skills: Key techniques and personal success
London, UK: Thorogood Ltd.
Hays, J. (2002).Interpersonal skills at work (2nded). New York, NY: Routledge
Kalat, J.W. (2013). Introduction to psychology (13thed). New York, NY: McGraw Hill.
Lahey, B.B. (2008). Psychology: An introduction (10thed). New York, NY: McGrawHill.
Lilienfeld, S.O., Lynn, S.J., Namy, L.L. & Woolf, N.J. (2017).Psychology: From Inquiry to
Understanding (3rded). Upper Saddle River, NJ: Pearson Education.
Meyers, D.G. &DeWall, C.N. (2016). Exploring psychology in modules (10thed). New York, NY:
Worth publishers.
Pavord, E. &Donnely, E. (2015). Communication and interpersonal skills (2nded). Banbury, UK:
Lantern publishing
Weiten, W. (2014).Psychology: Themes and variations (briefer version, 9thed). Belmont, CA:
Wadsworth Publishing
Approval Section
Name Signature Date
43
Department of Political Science and International Studies
Course Guide Book
Course Title Moral and Citizenship/ Civic Education Civic MoSHE
Course Code
MCED 1011 MCiE1012 MoSHE
Credit Hrs./ ECTS Cr Hrs=2 L=2 T=0 P=0 H=6 Cp=4
Contact Hrs. 2(2 Lecture)
Semester I
Year I
Pre-requisites None
Target Group All First Year Undergraduate Students
This course is designed for undergraduate students with the aim of producing good citizens. It emphasizes on
equipping learners with the necessary civic competence and active participation in public life. It will also help them
to exercise their democratic rights and discharging their responsibilities effectively by familiarizing them with
necessary civic knowledge and skills. In countries such as ours, where the process of cultivating modern
constitutional and democratic values in the minds of citizens is experiencing serious challenges, largely because the
country had no established civic culture and partly because these values and principles are not yet well-
institutionalized, civics and ethical education remains to be imperative. To this end, the course introduces learners to
the basics of civics and ethics, citizenship, morality and the goals of studying civics and ethics. It exposes students to
the meanings, foundations, approaches, values and principles of ethics and civic virtue that learners must be
equipped with both as citizens and professionals in their encounter with real life situations both to be morally
matured and responsible while making decisions and taking actions. The course also elucidate the nature, purpose
and forms of state and government, constitution, democracy and human rights, the nature of democratic citizenship,
modes of cultivating civic-virtues in our citizens mainly within the context of
Ethiopia.
At the end of the course, students should be able to:
 Understand the subject matter of Civics and Ethics;
 Cultivate certain moral values and civic virtues that enable them to be morally matured and competent in
their professional and citizenry lives by practically exposing them to moral and civic debates/discussions and
engagements.
 Develop such values/ virtues as recognition, appreciation and tolerance towards diversity and also build
culture of peace
 Gain knowledge about the theoretical discourses and practices of state, government and citizenship, and their
44
mutual interplay especially in the context of Ethiopia;
 Develop individual and/or collective potential of becoming self-confident citizens who can effectively
participate in their legal-political, socio-economic and cultural lives;
 Understand the essences of such values and principles as democracy and human rights, multiculturalism and
constitution and constitutionalism with especial reference to Ethiopia;
 Develop analytical and reflective skill of identifying global or national level development,
democracy/governance and peace related issues of civics and ethics and then be able to produce or evaluate
policies and practices in a civically and ethically
responsible manner.
Learning
Outcomes:
Methods and
Time
Content & sub-contents Students Task At the end of this

strategies
chapter students
will be able to:
Chapter I: Understanding Civics and  Brainstormin  Attend the lesson  Describe the
Ethics g and take short concepts Civics,
1.1. Defining Civics, Ethics, Morality and  Gaped notes, Ethics and
amorality Lecture,  Asking and morality
1.2. The Origin and Development of  Group answering  Explain
Week 1& 2
Civics and ethical education Discussion, questions, concepts of

1.3. The purpose of civics and ethical  Pair  Doing class works good citizens
education Discussion,  Participating in
1.4. Citizen: Rights and responsibilities  Peer- group discussions.
1.5. Competences of good citizen Learning
 Self-
Reading.
 Debate
45
Chapter II: Approaches to Ethics  Brainstormin  Attend the lesson  Describe
2.1. Normative ethics g and take short normative ethics
2.1.1. Teleological Ethics  Gaped notes,  Elaborate
(Consequentialist) Lecture,  Asking and teleological and
 Hedonism  Group answering deontological
 Ethical and psychological Egoism: Discussion, questions, ethics
Epicureanism and Cyrenaicism  Pair  Doing class  Explain non-
 Social Hedonism: Utilitarianism Discussion, works normative ethics
2.1.2. Deontological Ethics (Non  Peer-  Participating in
Consequentialist) Learning group
Performance of One‘s own Duty  Self-
Week 3 – 6
discussions.
Devine-based Morality Reading.
 Kant‘s Categorical Imperative  Debate
 W.D. Ross‘s Prima Facie duty
2.1.3. Virtue Ethics and Civic Virtues
 Basic Principles of Civic Virtues
 How to be virtuous person?
2.2. Non-Normative Ethics
 Meta Ethics
 Absolutism/Objectivism
 Relativism/Subjectivism and
Conventionalism
 Naturalism and Non-naturalism
46
 Brainstormin  Attend the lesson  Identify the
Chapter III: Chapter three: Ethical g and take short moral
decision making and moral judgment  Gaped notes, foundations
3.1 How can we make ethical decisions Lecture,  Asking and we base our
and actions  Group answering ethical
o Ethical principles and values of Discussion, questions, standards.
moral judgment  Pair  Doing class
o Moral institutions and critical  Identify how
Discussion, works
reasoning good ethical
 Peer-  Participating in
o Rationalization decision
Learning group
o Types of reasoning made.
 Self- discussions.
o Ethics and religious faith Reading.  Understand
o Testing moral arguments  Debate why we
3.2 Thinking ethically: a framework for
need to be
decision making moral.
Weeks 7 & 8
o Fairness and Justice Approach

o The Common Good Approach
o The Rights Approach
3.3. To Whom or What Does Morality
Apply?
o Religious Morality
o Morality and Nature
o Individual Morality
o Social Morality
3.4. Who is Morally/Ethically
Responsible?
o Moral Judgments
o What Makes an Action Moral?
3.5 Why Should Human Beings Be
Moral?
o Argument from Enlightened Self-
Interest
o Argument from Tradition and Law
o Common Human Needs
47
Chapter Four: State, Government and  Brainstormin  Attend the lesson  Define state
Citizenship g and take short  Distinguish the
4.1. Defining State  Gaped notes, different theories
4.2. Rival Theories of State Lecture,  Asking and of state
o The Pluralist State  Group answering  Explain the role
o The Capitalist State Discussion, questions, of state in
o The Leviathan State  Pair  Doing class different
o The Patriarchal State Discussion, works perspectives
4.3. The Role of the State  Peer-  Participating in  Elaborate the
o Minimal States Learning group main functions
o Developmental States  Self- discussions. of government
o Social Democratic (Welfare) Reading.  Define
States  Debate citizenship
o Collectivized States  Identify the
o Totalitarian States different theories
o Religious States of state
4.4. Understanding Government  Explain ways of
Weeks 9-12
o What is Government? gaining and

o Purposes and Functions of losing citizenship
Government
4.5. Understanding Citizenship
o Defining Citizenship
o Theorizing Citizenship
 Citizenship in Liberal Thought
 Citizenship in Communitarian
Thought
 Citizenship in Republican Thought
 Multicultural Citizenship
o Modes/Ways of Acquiring and
Loosing Citizenship
o Ways of Acquiring Citizenship
o The Modes of Acquiring Ethiopian
Citizenship
o Dual Citizenship
o Ways of Loosing Citizenship
o Statelessness
48
Chapter V: Constitution, Democracy and  Brainstormin  Discern the
Human Rights g  Attend the lesson deference
5.1. Constitution and Constitutionalism  Gaped and take short between
 Peculiar features of Constitution Lecture, notes, constitution
 Major Purpose and Functions of  Group  Asking and and
 Classification of Constitutions Discussion, answering constitutiona
 The Constitutional Experience of  Pair questions, lism
Ethiopia: pre and post 1931 Discussion,  Doing class
5.2. Democracy and Democratization  Peer-  Describe the
works
 Definitions and Forms of major
Learning  Participating in
Democracy  Self- functions of
group
 Views on Democracy: Substantive Reading. type of
discussions.
and Procedural Views  Debate constitution
 Fundamental Values and Principles
Weeks 13-16
 Explain the
of Democracy
traditional
 Democratization and Its Waves
and written
 Major actors in Democratization
constitutiona
Process
l experience
 Democracy and Good Governance in
of Ethiopia
Ethiopia
5.3. Human Rights  Elaborate
 Definitions and Nature of Human the views on
Rights democracy
 Basic Characteristics of Human
Rights  Identify the
 Dimensions of Human Rights basic
 The Protection and Promotion of features of
Human Rights human
- Human Rights Instruments: rights
Documents
- Oversight Mechanisms: Institutions
Assessment  Quiz------------------------------------------------------------------------------------7%
 Test-------------------------------------------------------------------------------------8%
 Group Assignment------------------------------------------------------------------10%
 Mid -Exam-----------------------------------------------------------------------------25%.
 Final Exam------------------------------------------------------------------------------50%
Total----------------------------------------------------------------------------------------- 100%
49
- Attend at least 85% of the classes.
References
 Alexander, Larry (eds.).(1998). Constitutionalism: Philosophical Foundations. Cambridge: Cambridge
University Press.
 Assefa Fisseha. (2006). Federalism and Accommodation of Ethnic Diversity in Ethiopia: Comparative Study.
Utrecht: Wolf Legal Publishers.
 Charles F. Kettering Foundation. & Harwood Group.1991. Citizens and politics: a view from Main Street
America. Dayton, Ohio: The Foundation.
 David S. Oderberg and Timothy Chapel. (2004). Human values, new essays on ethics and natural law palgrave
Macmillan, Great Britain.
 Fasil Nahum. 1997. Constitution for a Nation of Nations: The Ethiopian Prospect. Lawrenceville,NJ: Red Sea
Publishers.
 FDRE. (1995). The Constitution of the Federal Democratic of Ethiopia. Federal NegarritGazeta: Addis Abeba
 Francis Snare (1992). The Nature of Moral Thinking. Rutledge, U.S.A and Canada
 Goodin, Robert E. 2005. Reflective Democracy. Oxford University Press: New York.
 James Paul and Clapham .1972. Ethiopian Constitutional Development: A source book. Haile Selassie I
university: Addis Ababa.
 Jeavons, T. (1991). Learning for the common good: liberal education, civic education, and teaching about
philanthropy. Washington, DC: Association of American Colleges.
 John M.Rist Real Ethics. (2004).Reconsidering the Foundations of Morality Cambridge university press U.K and
U.S.A
 Macedo, S. (2000). Diversity and distrust: civic education in a multicultural democracy. Cambridge, Mass:
Harvard University Press.
 Melzer, A. M., Weinberger, J., &Zinman, M. R. (1998). Multiculturalism and American Democracy. Lawrence,
Kansas: University Press of Kansas.
 Munitz, Milton K., (ed.) (1961). A Modern Introduction to Ethics, The Free Press of Clencoe
 Navia, Luis E. and Kelly, Eugene. (1980). Ethics and the Search for Values, Prometheus Books.
 Niemi, R. G., &Junn, J. (1998). Civic education: what makes students learn? New Haven: Yale University Press.
 Norman, Richard. (1985). The Moral Photospheres: An introduction to Ethics, Oxford, and Clarendon Press.
 Nzongola, Ntalajia and Margaret C. 1998. The State and Democracy in Africa. Asmara: Africa World Press.
 Oppenheim, A. N. (1977). Civic education and participation in democracy: the German case. London; Beverly
Hills: Sage.
 Penrose, W. O. (1952). Freedom is ourselves: Legal rights and duties of the citizen as a basis for civic education.
Newark: University of Delaware Press.
50
51

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BAHIR DAR UNIVERSITY

COLLEGE OF EDUCATIONAL AND BEHAVIORAL SCIENCES

PROGRAM OF SCHOOL PSYCHOLOGY

A CURRICULUM FOR BACHELOR OF ARTS DEGREE (BA)

Name of the Program: School Psychology

Name of the Degree to be awarded: Bachelor of Art Degree in School Psychology

Standard Period of Study: 4 Academic Years with 8 Semesters

Commencement of the Program: 2013 E.C. / 2020 G.C

Fees / Charges: As per the regulation of the university

2. Rationale of the Program

9. Assignment of Course Codes and Modules

Objectives of the Module:

Objectives of the Module:

Module 04: Assessment in Psychology and Education

Objectives of the Module

Course Title Course Cr. ECTS CP

Module 06: Social Psychology

Course Title Course Cr. ECTS CP

Objectives of the Module:

Course Title Course Cr. ECTS CP

YEAR II, SEMESTER I

YEAR III, SEMESTER II

YEAR IV, SEMESTER II

COURSE GUIDEBOOKS FOR MAJOR COURSES

Teaching Learning Methods/Strategies

References and Bibliography

Topic/sub topic/chapter Methodology Reading materials

Berk,L.E.(2010). Development Through the Lifespan.(5th Ed.).Allyn & Bacon.

Chapter One: Introduction to Early childhood program

The tutorial component will be assessed through:

The lecture component assessment methods will be;

Course Requirements and Policies

1. Class Attendance and Tardiness

Teaching Learning Methods/Strategies

 Know the importance of educational psychology to classroom teachers

Contents Reading Assignments

5. Motivation in learning Elliott et al.(2000)p.331-366

Teaching learning methods: Instructional activities

Methods and Activities

 Types of crises prevention

 Crisis prevention Theory

 Methods of crises prevention

 The principles of crisis intervention for people during

Teaching Learning Methods/Strategies

Required Reference Books

Teaching learning methods

Evaluation (Criteria for Evaluation)

Criteria for evaluating students

 How do self-presentation (impression management) and impression formation contribute in

 Emotional intelligence and Organizational effectiveness

Summary of Methods and Activities

Methods and Activities

3. Evaluation Requirements of the Course

Contents Instructor’s role Students’ role Reference

Course Requirements and Policies

3. Evaluation Requirements of the Course

Course Requirements and Policies

Methodology & Activities

The tutorial component will be assessed through:

Quizzes (3) 30%

The lecture component assessment methods will be:

Course Requirements and Policies

Upon completing the course, students will be able to:

_______ _ _________

__________ _ ________

__________ _ ________