Professional Documents
Culture Documents
B.Sc., - Psychology
Programme Project Report & Detailed Syllabus
Website : www.tnou.ac.in
NOVEMBER, 2020
My dear Learners,
Vanakkam,
I deem it a great privilege to extend a hearty welcome to you to the Under Graduate Programme being offered by
the Tamil Nadu Open University (TNOU). I also appreciate your keen interest to know about the curriculum of the
Programme, in which you shall gain an enthralling experience, and pleasurable and beneficial learning.
With passing a specific act in the Tamil Nadu Legislative Assembly (TNLA) in 2002, the TNOU came into existence as a
State Open University (SOU). It has been offering the socially-relevant academic Programmes in diverse disciplines with
due approval of the University Grants Commission (UGC) and the Distance Education Bureau (DEB), New Delhi since its
inception. This Undergraduate Programme is one among the approved Programmes.
The Board of Studies, a statutory academic body of the University, consisting of the versatile scholars, eminent teachers
including both internal and external, well- acclaimed industrialists, outstanding alumni, and prospective learners as
members, has designed the robust curriculum of this Programme. The curriculum is overhauled to be more suitable to
the socio-economic and scientific needs in the modern era based on the emerging trends in the discipline at State and
National as well as International level and accordingly, modified to our local context. Moreover, the whole syllabi of this
Programme have special focuses on promoting the learners to the modern learning environment.
With a Credit System / Choice Based Credit System (CBCS), this Programme is offered in semester/ non-semester
pattern. The Self-Learning Materials that are the mainstay of pedagogy in the Open and Distance Learning (ODL) have
been developed incorporating both the traditional and the modern learning tools, like web-resources, multi-media
contents, text books and reference books with a view to providing ample opportunities for sharpening your knowledge
in the discipline.
At this juncture, I wish to place on record my deepest appreciations and congratulations to the Chairperson and the
Members of the Board of Studies concerned for having framed the curriculum of high standard.
I would also like to acknowledge the Director, the Programme Co-Ordinator and the members of staff of the respective
School of Studies for their irrevocable contributions towards designing the curriculum of this Programme.
Last but not least, I register my profuse appreciation to Prof. S. Balasubramanian, Director (i/c), Curriculum Development
Centre (CDC), TNOU, who have compiled this comprehensive Programme Project Report (PPR) that includes the
regulations and syllabi of the Programme, and also facilitated the designing in the form of e-book as well printed book.
I am immensely hopeful that your learning at TNOU shall be stupendous, gratifying, and prosperous.
Wish you all success in your future endeavours!
With warm regards,
V
TAMIL NADU OPEN UNIVERSITY
DEPARTMENT OF PSYCHOLOGY
SCHOOL OF SOCIAL SCIENCES
The Knowledge of Psychology provides a basic understanding about Human Behaviour in general, and the excep-
tional/deviant behaviour at specific context. This promotes the profession of Psychometry, Assessment, Counsel-
ling (including remedial counselling) to help the people to enhance the overall quality of life in all the spheres of
life. The knowledge of Psychology is needed to all the individuals and communities over the world to bring about
developmental changes in individual/ group as well as in the Society.
The Programme in Psychology is offered to reach the rural communities through ODL mode for livelihood improve-
ment. This Programme aims at creating equity in education by providing opportunity to all the aspirants for whom
Higher Education is unreachable.
The Bachelor of Psychology Programme has been designed for those who are interested in serving the society
through caring the individuals and groups with some problem, and people affected with disease/ disorder as well
as disability as well as weaker sections of the society.
This Degree programme will provide adequate knowledge of Psychology which will help to develop professionals
in Psychology as well as the following manpower: Teachers and Counselors in Schools, colleges, Employment in
Hospitals, Homes for the aged/Women/Children, Prisons, TNPSC recruitments, and to become to Counselors in IT
& Corporate Sectors.
Instructional Design:
The Curriculum and the Syllabus for Bachelor of Science in Psychology Programme has been designed to provide in
basic knowledge in Psychology to those students who are not having opportunity to study in regular mode and for
drop-out students from rural and urban areas of Tamil Nadu. The main Objective of this Programme is to enable
the students to understand the basic knowledge of people and make them relevant to society.
The course for the degree of Bachelor of Science in Psychology shall consist of three years ( Six Semester)and the
medium of instruction is English.
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The Bachelor of Science in Psychology Programme is offered through the Learner Support Centres established
by TNOU in the affiliated Arts and Science College, where the same Programme is offered through Conventional
Mode.
The Faculty Members available at Department of Psychology, School of Social Sciences of Tamil Nadu Open Uni-
versity and the faculties approved as Academic Counselors of TNOU at Learner Support Centres will be used for
delivering the Bachelor of Science Degree Programme in Psychology.
The credits systems suggested as per UGC-ODL Regulations-2020 have been assigned to The Bachelor of Science
in Psychology Programme. The total number of credit assigned for the Programme is 96. The Self Learning Mate-
rials in the form of print, e-content and audio/video materials wherever required has also been developed for the
Programme.
Eligibility:
Candidates should have passed the Higher Secondary Examination (10+2 pattern) conducted by the Board of High-
er Secondary Education, Government of Tamilnadu or any other examination (10+2 pattern) accepted by Syndi-
cate, as equivalent thereto.
Tamil Nadu Open University
The Programme Fee is Rs.15000/- for three years, plus Registration and other Charges. The admission is carried
out by Tamil Nadu Open University HQ and through its Regional Centres located within the State of Tamil Nadu.
The Theory Counselling and the Practical Counselling will be conducted through the Learners Support Centres of
Tamil Nadu Open University. The evaluation will be carried by Tamil Nadu Open University consists of Continuous
Internal Assessment through Assignment and External Assessment through Term End Examination.
Financial Assistance:
SC/ST Scholarship available as per the norms of the State Government of Tamil Nadu. Complete Admission fee
waiver for the physically challenged/ differently abled persons.
The Academic Calendar for the Programme is available for the learners to track down the chronological events/
happenings. The Counselling schedule will be uploaded in the TNOU website and the same will be intimated to the
students through SMS.
Evaluation System:
Examination to Under Graduate Degree Programme in Psychology is designed to maintain quality of standard.
Theory will be conducted by the University in the identified Examination Centres. For the Assignment students may
be permitted to write with the help of books/materials for each Course, which will be evaluated by the Evaluators
appointed by the University.
Assignment:
1 assignment for every 2 credits are to be prepared by the learners. E.g. If a Course is of Credit 6, then 3 number
of Assignments are to be written by the learner to complete the continuous assessment of the course. Continu-
ous internal Assignment carries 30 Marks (Average of Total no of Assignment), consists of Long Answer Questions
(1000 words) for each Course.
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Sec- A Answer any one of the question not exceeding 1000 words out of three questions. 1 x 30 = 30 Marks
Theory Examination:
Students shall normally be allowed to appear for theory examination by completing Practical and Assignment. The
Term -End Examination shall Carry 70 marks and has PART: A, B and C and will be of duration 3 hours.
PART - A (3 × 3 = 9 marks)
Passing Minimum
The candidate shall be declared to have passed the examination if the candidate secures not less than 25 marks
in the Term End Examinations (TEE) in each theory paper and secures not less than 13 marks in the Continuous
Internal Assessment (CIA) and overall aggregated marks is 40 marks in both external and internal taken together.
3
Continuous Internal Assessment (CIA) Term End Examination (TEE) Overall Aggregated Marks
Maximum
Minimum Pass Minimum Pass Maximum Marks
Maximum Mark CIA + TEE
Mark Mark Mark
13 30 25 70 40 100
For practical examination:
The candidate shall be declared to have passed the examination if the candidate secures not less than 25 marks in
the External Practical Examinations and secures not less than 10 marks in the Continuous Internal Assessment (CIA)
(Record Marks + Practical Counselling Class Attendance ) and overall aggregated marks is 40 marks in both external
and internal taken together. However submission of record notebook is a must.
Candidates who pass all the Courses and who secure 60 per cent and above in the aggregate of marks will be
placed in the First Class. Those securing 50 per cent and above but below 60 per cent in the aggregate will be
placed in the Second Class.
Library Resources:
A well equipped Library is available in the University Head Quarters with about 24000 books and 500 books exclu-
sively for Psychology.
4 Examination expenses per student for 3 years per student (Expenditure) -15000
The Quality of the Bachelor Degree Programme in Psychology is maintained by adopting the curriculum suggested
by the UGC. As per UGC guidelines the core courses, three elective courses, three subject specific elective cours-
es, two skill enhancement courses are included in the Programme. The syllabus was framed by subjects with due
approval by the Board of Studies and Academic Council. The syllabus is also on par with that of the one adopted
by other conventional Universities offering Psychology. As a part of Quality assurance the curriculum for the Pro-
gramme will be updated once in three years. Necessary steps will be taken to obtain feedback from the students
and the Academic Counsellors who are part of the Programme for effective delivery of theProgramme.
• Utilize the knowledge gained during the course of the program to identify, formulate and solve real life prob-
lems to meet the core competency with continuous up gradation.
• Able to being non judgmental in communication and upheld the ethics followed in the field of psychology
• Apply the skills gained during the course of study at clinical / industrial areas and analyze the causes behind
the major psychological issues seen with people in the society today.
• Acquire the ability to decide on the future course of study and research in this field and eventually creating
awareness about the myths and stigma surrounding people with psychological problems in the society.
4
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences
Chennai – 15
Evaluation
Course Course Code Course Title Category Credits
CIA+TEE Total
5
III Year -Semester VI
Core X BSYS-61 Abnormal Psychology-II CC 30+70 100 4
Core XI BSYS-62 Social Psychology-II CC 30+70 100 3
Core XII BSYS-63 Human Resource Development CC 30+70 100 3
Elective -9 BSYS-EL 61 Experimental Psychology- II (Practical) SEC 30+70 100 3
Elective -10 BSYS-EL 62 Basic Counselling Skills SEC 30+70 100 3
Total 3100 96
Courses for other Departments
Basics of Psychology GE 30+70 100 3
Introduction to Abnormal Psychology GE 30+70 100 3
6
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
I YEAR –SEMESTER -1
7
பிரிவு – 4 தேம்பாவணி (காட்சிப் படலம்)
தேம்பாவணி – காப்பிய அமைப்பு, காட்சி படலம், காப்பிய முன்கதைச் சுருக்கம், படலக்
கதைச் சுருக்கம், - க�ோவர் கூட்டம் வந்து காணுதல் – குழந்தை இயேசுவைத் த�ொழுதல்,
முல்லையார் தந்த முல்லை மாலை, பேரின்பத்தால் உயிர் ஊஞ்சலாடல் - க�ோவலர் ப�ோற்றி
வாழ்த்துதல் – நீவிப் ப�ோன ஆட்டை மீட்கவ�ோ உதித்தனை எனல், பிணிக்குலத்தக்கது உதித்த
பெற்றி ப�ோற்றல், அன்னையையும் ஆண்டவரையும் வாழ்த்துதல் – க�ோவலர் செலுத்திய
காணிக்கை – இடைச்சியர் மாலை சாத்தல், இடையர் தந்த பால் காணிக்கை, குழந்தை
இயேசுவின் அருள்நோக்கு – ஓகன�ோடு ஓங்குதாயும் வாழ்த்தினாள் – அன்பால் பீறிட்ட
ஆனந்தக் கண்ணீர் மழை, வேந்தரை நீக்கி ஆயரைத் தெரிந்ததென் எனல்.
பிரிவு – 5 முத்தொள்ளாயிரம்
(யானை மறம் - மருப்பு ஊசி யாக, க�ொடிமதில் பாய்ந்துஇற்ற, அயிற்கதவம் பாய்ந்துழக்கி,
கைக்கிளைப் பாடல்கள் – உழுத உழுத்தஞ்சேய், நாண் ஒருபால் வாங்க நலன் ஒருபால்,
ஆய்மணிப் பைம்பூண் எனத் த�ொடங்கும் பாடல்கள்)
நந்திக்கலம்பகம் (ஊசல், மறம் உறுப்பில் அமைந்த பாடல்கள்)
தமிழில் சிற்றிலக்கியங்கள் சிற்றிலக்கியத் த�ோற்றம், சிற்றிலக்கிய வகைகள், கலம்பகம்,
பிள்ளைத்தமிழ் – முத்தொள்ளாயிரம் - நூல்பெயர் விளக்கம், அமைப்பு, யானை மறம்
விளக்கம், கைக்கிளை விளக்கம், - முத்தொள்ளாயிரம் – யானை மறம் பாடல்கள் – பாண்டியன்
யானை மறம் – ஒரு பாடல், ச�ோழன் யானை மறம் – ஒருபாடல், சேரன் யானை மறம் – ஒரு
பாடல் – முத்தொள்ளாயிரம் – கைக்கிளைப் பாடல்கள் – பாண்டியன் கைக்கிளை – ஒருபாடல்,
Tamil Nadu Open University
8
முதல் இடம் – தமிழ்நாட்டுக் க�ோயில்களில் வடம�ொழி, தமிழ் இசை கருநாடக இசையாக
மாறிப்போனது, தமிழ் இசைக்கு முதல் இடம், ஆட்சித் துறையில் தமிழுக்கு முதல் இடம்,
ஆட்சிம�ொழி எவ்வழி பிறதுறைகள் அவ்வழி, இதழியல் துறையில் தமிழுக்கு முதல் இடம்,
ஆங்கிலப் பத்திரிகைகளும் அமாவாசைச் சாமியார்களும்.
பிரிவு – 10 பாரதிதாசனின் “அமைதி” நாடகம்
தமிழில் உரைநடை நாடக வளர்ச்சி, - தமிழில் நாடகங்களின் த�ோற்றம், 20 ஆம் நூற்றாண்டில்
தமிழ் நாடகங்களின் நிலை, முத்தமிழில் நாடகத்தமிழ் விளக்கம், ம�ௌன ம�ொழி உலகப்
ப�ொதும�ொழி. – பாரதிதாசன் என்னும் நாடக ஆசிரியர் – புரட்சிக்கவிஞரின் நாடகப் புரட்சி,
பிரெஞ்சு நாடகத் தாக்கம், அமைதியின் சிறப்பு – அமைதி நாடகக் கதைச் சுருக்கம் – அமைதி
– களம் ஒன்று, களம் – இரண்டு , களம் மூன்று, களம் நான்கு, களம் ஐந்து, களம் ஆறு, களம்
ஏழு, அமைதி நாடகத் திறனாய்வு.
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Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
COURSE CREDIT :3
COURSE OBJECTIVES
»» To make the learners aware of the history of England
»» To cultivate the creativity among the learners
Tamil Nadu Open University
COURSE OUTCOMES
On successful completion of the Course, the learners will be able to:
»» describe the history of England
»» critically analyse the literary texts
»» use the words correctly
»» write in flawless English
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References:
• Narayan R.K. Short Story Collections.
• Sarojini Naidu. Bangle Sellers
• Sinha C.A. Reading Comprehension. Prabhat Prakashan.
• Xavier A.G. An Introduction to the Social History of England. Viswanathan S. Printers, Chennai. 2009.
Web Resources:
• https://www.digimat.in/nptel/courses/video/109106124/L01.html
• https://www.digimat.in/nptel/courses/video/109106138/L46.html
• https://www.coursera.org/lecture/multimodal-literacies/9-2-learning-to-read-reading-for-meaning-HdG3O
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Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
Course Objectives
Tamil Nadu Open University
Course Outcomes
After completion of this course, the Learner will be able to:
»» Analyse the meaning, history and various schools of psychology,
»» Describe the methods of psychology and branches of psychology.
»» Explain the meaning of sensation, sense organs and their functioning,
»» Explain the perception principles, errors in perception, attention and its determinants.
»» Recognize the natural state of consciousness like biological rhythm, sleep, dream, sleep disorders
and altered state of consciousness like hypnosis and drugs.
»» Examine the nature of learning and the theories of learning.
»» Indicate how information is stored, retrieved and the causes of forgetting
»» Formulate the ways to improve memory
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Block 3 Consciousness
Consciousness – Meaning – Two major types - Natural State of Consciousness: Biological Rhythms – Circadian
Rhythms; Waking States of Consciousness - Stages of sleep, Sleep disorders, Dreams- Meditation, Hypnosis, Use of
drugs – Meditation – other altered states : Sensory Deprivation
Block 4 Learning
Definition – Nature - Association Learning: Classical conditioning- Basic principles- Operant conditioning Basic prin-
ciples –Reinforcement – Types – Punishment – Types. Schedules of Reinforcement – Shaping – Learned Helpless-
ness; Similarities and Differences between Classical Conditioning and Operant Conditioning. Social and Cognitive
Learning: learning – Latent learning, Insight Learning - Observational Learning
References:
• Baron, R. A. (2010). Psychology (5th Ed.). New Delhi, India: Pearson India Education Services PvtLtd.
• Ciccarelli, S.K. &Meyer, G.E. (2008). Psychology. South Asian Edition. New Delhi: Dorling Kindersley India Pvt.
Limited.
• Fernald, L.D., & Fernald, P.S. (2007). Introduction to Psychology. 5th Ed. AITBS Publishers.
• Haggard, E.R., Atkinson, C.R., & Atkinson, R.L. (2011). Introduction to Psychology. New Delhi: Oxford and IBH
Publishing Company Pvt.Ltd.
• Hillgard, E. R., Atkinson, R. C., & Atkinson, R. L. (1975). Introduction to Psychology. 6th Edition, New Delhi:
Oxford IBH publishing Co. Pvt.Ltd.
• Kalia, H. L. (2008). Introduction to Psychology. India: AITBS Publishers.
• Morgan, C. T., King, R. A., Weisy, J. R., Schopler, J. (1993). Introduction to Psychology. 7th Ed. New Delhi: Tata
McGraw Hill Publishers.
• Venkattammal, P. General Psychology. (2011). Tamilnadu State Higher Education Department. Chennai.
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Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
Course Objectives
While studying this course, the Learner shall be able to:
Tamil Nadu Open University
»» teach the biology of behavior and various methods of relating brain functions and behavior
»» teach the major systems of the body and its functions and its relation to human behavior
»» teach the various functions of brain and its disorders
Course Outcomes
After completion of this course, the Learner will be able to:
»» Describe the biological basis of behavior
»» Discuss various methods of recording human psycho physiological activity
»» Discuss various major and minor systems of the body
»» Explain the structure, function and organization of the nervous system
»» Deliberate on Brain its structure, lateralization and functions and the Impact of brain lesions and
injury on emotional changes in behavior
»» Discuss various stages of sleep, sleep cycles and effect of sleep deprivation on human behavior
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Block 5 Hormones and the Brain
Hormonal actions- General principles of hormonal actions, Hormonal action on cellular mechanisms- Hormonal
influence on growth and activity, Feedback control mechanisms in regulating secretion of hormones, Endocrine
glands and its specific hormones: Pituitary- Pineal- Thyroid- Parathyroid-Pancreas- Adrenal-Gonads
References:
• Kalat, J.W. (2011). Biopsychology. Delhi, India: Cengage Learning India Private Limited.
• Carlson, N.R. (2004). Physiology of behaviour .8th Ed. Boston: Allyn &Bacon.
• Kalat, J.W. (2007). Biological Psychology. 9th Ed. Belmont. CA: Thomson Wadsworth.
• Panel, J.P. (2000). Biopsychology.4th Ed. Boston: Allyn & Bacon.
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Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
Course Objectives
While studying this course, the Learner shall be able to:
Tamil Nadu Open University
Course Outcomes
After completion of this course, the Learner will be able to:
»» Describe the psychological concepts underlying education and the applications of educational
psychology for providing an effective learning experience for the students
»» Discuss the importance of vocational and personal guidance for the selection of courses,
»» Distinguish the different career paths and deal effectively with emotional conflict and personal
problems.
»» Discuss the importance of nurturing creativity in the classroom in an era of rapid technological
change to promote mental health in the classroom learning, understanding exceptional Children, slow
learners and underachievers
»» Indicate the current advancement in educational assessment
»» Evaluate the values, Attitudes and morality of children in learning process, delinquent behavior.
Block 2 Guidance
Importance of guidance in school- Guidance concept – Major guidance work – Educational, Vocational and Person-
al guidance - Guidance for high school students – Guidance for exceptional child.
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Block 4 Creativity
Creative thinking, Reasoning and Problem solving in classroom- Exceptional Children - Under Achievers and their
problems – Slow Learners and their problems –– promoting mental health in the classroom learning.
References:
• CharlesE.Skinner. (1974). Educational Psychology, IV Ed. New Delhi.Prentice Hall Inc.
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Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
SEMESTER – 2
பாட ந�ோக்கங்கள்
Tamil Nadu Open University
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பிரிவு - 5 உரையாசிரியர்கள் காலம் (கி.பி. 1200 கிபி. 1800)
உரைநூல்களின் த�ோற்றம் - பயன்கள் - உரை வகைகள் - நக்கீரர் - இளம்பூரணர் -
பேராசிரியர் - சேனாவரையர் - நச்சினார்க்கினியர் - கல்லாடர் - தெய்வச்சிலையார்
ப�ோன்றோர் - அடியார்க்கு நல்லார் - பரிமேலழகர் - பிரபந்த உரையாசிரியர்கள் - நன்னூல்
உரையாசிரியர்கள் .
பார்வை நூல்கள்:
»» மு. வரதராசன், தமிழ் இலக்கிய வரலாறு, சாகித்ய அக்காதெமி, புதுடெல்லி.
»» மது. ச. விமலானந்தன், தமிழ் இலக்கிய வரலாறு, மீனாட்சி புத்தக நிலையம், மதுரை.
»» தமிழண்ணல், புதிய ந�ோக்கில் தமிழ் இலக்கிய வரலாறு, மீனாட்சி புத்தக நிலையம், மதுரை.
»» தமிழண்ணல், இனிய தமிழ்மொழியின் இயல்புகள் 1,2,3- பகுதிகள், மீனாட்சி புத்தக நிலையம், மதுரை.
»» முத்து – கண்ணப்பன்,தி.. தமிழில் தவறுகளைத் தவிப்போம், பாரிநிலையம், 184, பிராட்வே, சென்னை.
»» கீ. இராமலிங்கனார், தமிழில் எழுதுவ�ோம், கழக வெளியீடு, சென்னை.
»» செ. முத்துவீராசாமி நாயுடு, ஆவணங்களும் பதிவுமுறைகளும், கழக வெளியீடு, சென்னை.
»» டாக்டர் சு. பாலசுப்பிரமணியன், தகவல் த�ொடர்புக் கல்வி, மாநிலப் பள்ளிசாராக் கல்விக் குருவூலம், சென்னை.
»» எஸ். கலைவாணி, இதழியல் உத்திகள், பராசக்தி வெளியீடு, குற்றாலம்.
»» டாக்டர் அ. சாந்தா, டாக்டர் வீ. ம�ோகன், மக்கள் ஊடகத் த�ொடர்பியல் புதிய பரிமாணங்கள், மீடியா பப்ளிகேஷன்ஸ்,
மதுரை.
»» பி.எஸ். ஆச்சார்யா, உயர்வுதரும் உரையாடல்கலை, நர்மதா பதிப்பகம், சென்னை.
»» மு. முத்துக்காளத்தி, பேசுவது எப்படி, கண்ணம்மாள் பதிப்பகம், பாரி நிலையம், சென்னை.
19
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
COURSE OBJECTIVES
»» To cultivate the creativity among the learners
»» To improve the reading skills of the learners
Tamil Nadu Open University
COURSE OUTCOMES
On successful completion of the Course, the learners will be able to:
»» critically evaluate the literary texts
»» read the passages effectively
»» speak with good accent
»» communicate through online
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References:
• Balasubramanian T. English Phonetics for Indian Students - A Workbook. 2016.
• Daniel Jones. Cambridge English Pronouncing Dictionary. Cambridge University Press, 2011.
• Tagore, Rabindranath. Sacrifice and Other Plays.Niyogi Books, 2012.
Web Resources:
• https://www.poetryfoundation.org/podcasts/75363/the-sun-rising
• https://nptel.ac.in/courses/109/103/109103135/
• https://nptel.ac.in/content/storage2/courses/109106085/downloads/03-%20Phonetics%20and%20Phonolo-
gy-%20week%203.pdf
21
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
Course Objectives
While studying this course, the Learner shall be able to:
Tamil Nadu Open University
Course Outcomes
After completion of this course, the Learner will be able to:
»» Define the types of cognition, Problem Solving methods
»» Analyze the nature of Decision Making and the Language components
»» Indicate the psychological and physiological motives and the theories
»» Analyze the emotion, its theories, nature, causes, effects and coping mechanism of stress.
»» Examine the meaning of intelligence, IQ, mental retardation, mentally gifted, theories of intelligence,
creativity, its nature and characteristics
»» Analyze and explain the major theories of personality.
»» Evaluate the advantages and limitations of various psychological tests used for assessment
Block 1 COGNITION
Meaning – Cognitive Psychology- Types of cognition: – Mental Imagery – Concept, Problem solving- Steps- Barriers
to Effective problem solving- Strategies of problem solving: Algorithms, Heuristic, Decision making – Step, Reason-
ing – Inductive and Deductive reasoning, Language: Nature - Main Components of Language –Phonemes- Mor-
phemes – Syntax - Semantics – Pragmatics.
Block 2 MOTIVATION
Motives: Definition – Motivation cycle - Needs - Biological Needs - Social Needs – Psychological Needs - Theories:
Instincts – drive reduction– arousal – Incentive- Cognitive theories – Social cognitive theory – need theories. Clas-
sification of motives: Physiological motives – Psychological motives
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Block 3 EMOTION AND STRESS
Emotion – Meaning - Components - Expression & Judgment of Emotion - The physiology of emotion - Theories
of emotion - Stress: Definition – Four variations - Stressors – Effects – General Adaptation Syndrome – Individual
differences - Coping mechanism.
Block 5 PERSONALITY
Personality - Definition - Allport – Cattell- The Big Five Factors-Roger’s theory – Maslow’s theory - Psychoanalytic
- Neo Freudian: Jung –Adler - Karen Horney – Erikson - Behavioristic view – Social Cognitive view - Emotional In-
References:
• Baron, R. A. (2010). Psychology (5th Ed.). New Delhi, India: Pearson India Education Services PvtLtd.
• Baron, R.A. (2005). Psychology. 5th Ed. New Delhi: Prentice Hall of India Private Limited.
• Ciccarelli,S.K.&Meyer,G.E.(2008).Psychology,SouthAsianEdition.New Delhi: Dorling Kindersley India Pvt.
Limited
• Fernald, L.D., Fernald, P.S. (2007). Introduction to Psychology. 5th Ed. AITBS Publishers.
• Hillgard, E.R., Atkinson, C.R., Atkinson, R.I. (2011). Introduction to Psychology. New Delhi: Oxford and IBH
Publishing Company Pvt.Ltd.
• Kalia, H.L. (2008). Introduction to Psychology. India: AITBSPublishers.
• Morgan, C.T., King, R.A., Weisy, J.R., Schopler, J.McGraw Hill Education; 7 Edition (1 July2017)
• Venkattammal, P. General Psychology. (2011). Tamilnadu State Higher Education department. Chennai.
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..
Course Objectives
While studying this course, the Learner shall be able to:
Tamil Nadu Open University
»» Compile the nature and role of the biological processes that underlie our Circadian Rhythms,
»» Analyze the Sleep and Dreaming and its impact on behavior
»» Express the control mechanisms of water and food intake
»» Biological basis of function of the nervous system, neuroanatomical, and the physiological basis of
learning, memory and different states of emotion.
»» Demonstrate the biological perspectives of brain and its relation to thirst and hunger
Course Outcomes
After completion of this course, the Learner will be able to:
»» Discuss about the circadian rhythms and its mechanism.
»» Analyze different sleep patterns and its mechanism
»» Analyse the Short and long term regulation of water intake and feeding
»» Identify and analyze the Neurophysiology of thirst and hunger
»» Identify the Neurophysiology of emotions and motivation
»» Analyze and discuss the relationship of biology to basic processes namely learning, memory and
emotions.
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Block 4 BIOLOGICAL BASIS OF EMOTIONS
Emotions: Introduction, Emotions and Autonomic arousal: James-Lange theory, Brain areas associated with emo-
tions- The functions of emotions. Attack and Escape Behaviours: Attack behaviours - Escape - Fear and anxiety-
Stress and Health
References:
25
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
Course Objectives
While studying this course, the Learner shall be able to:
Tamil Nadu Open University
Course Outcomes
After completion of this course, the Learner will be able to:
»» Demonstrate the understanding of the biological, behavioral, cognitive and social determinants of
health, and risk factorsforhealth compromisingbehaviors
»» Label the strategies for their modification, across the lifespan.
»» Indicate the Pain control and managementtechniques
»» Demonstrate advanced knowledge of individual, group and community-based approaches to the
prevention and management of major identifiable health conditions (both acute and chronic).
»» Describe the various preventive measures for illness and various strategies of enhancing health
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Block 4 Stress and Coping
Stress: definition, dimensions of stress- sources of chronic stress- Theoretical contributions: Lazarus’s Appraisal
Model, Flight or fight response, General adaptation Syndrome- Tending and Befriending Model- Coping with stress-
Sources of stress.
References:
27
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
SEMESTER – 3
பாட ந�ோக்கங்கள்
Tamil Nadu Open University
»» தமிழிலுள்ள சங்க இலக்கியம், காப்பிய இலக்கியம், நீதி இலக்கியம் குறித்து அறிமுக நிலையில்
மாணவர்களுக்கு அறிமுகம் செய்வத�ோடு, தமிழ் இலக்கிய வரலாறு குறித்தும் அறிமுகம் செய்தல
பாடத்தினைப் படிப்பதால் விளையும் பயன்கள்
»» தமிழிலுள்ள சங்க இலக்கியம், காப்பிய இலக்கியம், நீதி இலக்கியம் குறித்து அறிமுக நிலையில்
மாணவர்களுக்கு அறிமுகம் செய்வத�ோடு, தமிழ் இலக்கிய வரலாறு குறித்தும் எடுத்துரைப்பார்கள்.
அறிமுகம் செய்தல்.
பிரிவு - 1 எட்டுத்தொகை - புறநானூறு
எட்டுத்தொகை அறிமுகம் - புறநானூறு - அதியமான் நெடுமானஞ்சியை ஔவையார்
பாடியது(புறம். 91) - வேள் பாரியைக் கபிலர் பாடியது (புறம். 107) - வையாவிக்
க�ோப்பெரும்பேகனைப் பரணர் பாடியது (புறம். 142) - பாண்டியன் ஆரியப்படை கடந்த
நெடுஞ்செழியன் பாடல் (புறம். 183) - சேரமான் கணைக்கால் இரும்பொறை பாடல் (புறம். 74)
- ப�ொன்முடியார் பாடல் (புறம். 312) - ஔவையார் பாடல் (புறம். 91) - பெருங்கோப்பெண்டு
பாடல் (புறம். 248)- கணியன் பூங்குன்றனார் பாடல் (புறம். 192) - நரிவெருஉத்தலையார்
பாடல் (புறம். 195) - த�ொடித்தலை விழுத்தண்டினார் பாடல் (புறம். 243) - பூதப்பாண்டியன்
மனைவி பெருங்கோப்பெண்டு பாடல் (புறம். 248)
பிரிவு - 2 நற்றிணை, குறுந்தொகை
அகத்திணை பாடல்கள் - அன்பின் ஐந்திணை - நற்றிணை - குறுந்தொகை - பாடப்பகுதி
- நற்றிணையில் குறிஞ்சி (1) – முல்லை (142) - மருதம் (210) – நெய்தல் (172) - பாலை (284) -
குறுந்தொகையில் குறிஞ்சி (40) - முல்லை (167) - மருதம் (8) - நெய்தல் (290) – பாலை(135).
பிரிவு - 3 கலித்தொகை
கலித்தொகை - ஐந்திணை பாடிய புலவர்கள் – பாலைக்கலி (9)- பாலைபாடிய பெருங்கடுங்கோ
- குறிஞ்சிக்கலி கபிலர் பாடல்(51) - நெய்தல்கலி நல்லந்துவனார் பாடல் (133).
பிரிவு - 4 பத்துப்பாட்டு – நெடுநல்வாடை
பத்துப்பாட்டு அறிமுகம் - நெடுநல்வாடை - இரண்டு களம் க�ொண்ட நாடகம் ப�ோன்றது
- நெடுநல்வாடை - அகமா புறமா? - வாடைக்கால வருணனை - அரண்மனைத் த�ோற்றம்
- அந்தப்புர அமைப்பு - அரசியின் இல்லமும் படுக்கையும் - புனையா ஓவியம் கடுப்ப
அரசி - த�ோழியர், செவிலியர் அரசியை ஆற்றுதல் - உர�ோகிணியை நினைத்து அரசியின்
பெருமுச்சு - பாசறையில் அரசன் - முன்னோன் முறைமுறை காட்டல் - நள்ளென்
யாமத்தும் பள்ளிக்கொள்ளான் - நெடியவாடை - பிரிவுத்துயர்ப்படும் அரசிக்கு - பாசறையில்
பணிக�ொட்டும் இரவிலும் தூங்காமல் புண்பட்ட வீரரைப் பார்க்கவந்த அரசனுக்கு
நெடுநல்வாடை பெயர்ப்பொருத்தம்.
28
பிரிவு - 5 திருக்குறள்
பதினென்கீழ்க்கணக்கு - அறிமுகம் - திருக்குறள் - முப்பால் - பாடப்பகுதி - தீமையிலாத
ச�ொல்லுதல் வாய்மை - நெஞ்சமும் வாய்மையும் - வாய்மை எல்லா அறமும் தரும் - அகம்
தூய்மை - முயற்சிப்பது சிறப்பு - முயற்சியில்லாதவனது நன்மை - வறுமைக்குக் காரணம்
- முயற்சி விடற்பாலது அன்று - தலைவியின் குறிப்பினைத் தலைவன் அறிதல் - நாணமும்
மகிழ்ச்சியும் அறிதல் - அயலவர்போல் ச�ொல்லினும் குறிப்பறிதல் - அவள் நகைப்பின்
நன்மைக் குறிப்பு - த�ோழி தனக்குள்ளே ச�ொன்னது.
பிரிவு - 6 நாலடியார், பழம�ொழி நானூறு
செல்வம் சகடக்கால் ப�ோல வரும் - பெண் கல்வி - கல்வி அழகே அழகு - கல்வி கரையில
கற்பவர் நாள்சில - நாய் அனையார் கேண்மை - கால்கால்நோய் காட்டுவர் ப�ொதுமகளிர்
- குலவிச்சை கல்லாமல் பாகம்படும் - நாய் பெற்ற தெங்கம் பழம் - நுணலும் தன் வாயால்
கெடும் - நிறைகுடம் நீர்த்ளும்பல் இல் - இறைத்தோறும் ஊறும் கிணறு
பிரிவு - 7 ஏலாதி, திரிகடுகம், ஆசாரக்கோவை
பார்வை நூல்கள்:
»» புறநானூறு மூலமும் உரையும், (இரண்டு த�ொகுதிகள்) ஔவை சு. துரைசாமிப்பிள்ளை உரை, கழக வெளியீடு,
சென்னை.
»» நற்றிணை மூலமும் உரையும், (இரண்டு த�ொகுதிகள்) ஔவை சு. துரைசாமிப்பிள்ளை உரை, அருணா பப்ளிகேஷன்ஸ்,
1-13 உஸ்மான் சாலை, சென்னை.
»» குறுந்தொகை மூலமும் உரையும், டாக்டர் உ.வே. சாமிநாதையர் உரை, கவீர் அறக்கட்டளை, சென்னை.
»» கலித்தொகை மூலமும் உரையும், பெருமழைப்புலவர் ப�ொ.வே. ச�ோமசுந்தரனார் உரை, கழக வெளியீடு, சென்னை.
»» நெடுநல்வாடை மூலமும் உரையும், பெருமழைப்புலவர் ப�ொ.வே. ச�ோமசுந்தரனார் உரை, கழக வெளியீடு, சென்னை.
»» திருக்குறள் – பரிமேலழகர் உரையுடன், ஸ்ரீ காசி மடம், திருப்பனந்தாள்.
»» பதினென்கீழ்க்கணக்கு, நியூசெஞ்சுரி புக் ஹவுஸ் பிரைவேட் லிமிடெட், சென்னை.
»» மு. வரதராசன், தமிழ் இலக்கிய வரலாறு, சாகித்ய அக்காதெமி, புதுடெல்லி,
»» மது. ச. விமலானந்தன், தமிழ் இலக்கிய வரலாறு, மீனாட்சி புத்தக நிலையம், மதுரை.
»» தமிழண்ணல், புதிய ந�ோக்கில் தமிழ் இலக்கிய வரலாறு, மீனாட்சி புத்தக நிலையம், மதுரை.
29
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
COURSE OBJECTIVES
»» To cultivate the positive mind
»» To improve body language
Tamil Nadu Open University
COURSE OUTCOMES
On successful completion of the Course, the learners will be able to:
»» approach the life positively
»» communicate in good manner
»» join in a team in working place
»» develop an impressive CV
»» express managerial skills
30
References:
• Dhanavel S.P. English and Soft Skills. Orient Blackswan India, 2010.
• Ghosh B.N. (Ed.) Managing Soft Skills for Personality Development. McGraw Hill India, 2012.
Web Resources:
• https://onlinecourses.nptel.ac.in/noc19_hs33/preview
• https://nptel.ac.in/courses/109/107/109107121/
31
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
Course Objectives
While studying this course, the Learner shall be able to:
Tamil Nadu Open University
Course Outcomes
After completion of this course, the Learner will be able to:
»» Analyze and apply developmental principles theories on their own lives and others
»» Objectively interpret physical, cognitive, communication, emotional and social development of the
infant
»» Critically analyze and synthesize child developmental constructs and research
»» Apply knowledge of child development to facilitate and understanding of the periodic developmental
outcome.
»» Identify the hazards and happiness of the childhood period.
»» Apply theories and scientific terms to real life situations involving children.
Block 3 INFANCY
Characteristics of Infancy - developmental tasks - Major adjustment of Infancy – Conditions influencing adjustment
to Postnatal life – Characteristics of the Infant - Piaget’s Sensory-motor stage– Hazards of Infancy.
32
Block 4 BABYHOOD
Characteristics of Babyhood – Developmental tasks of babyhood – Physical development – Physiological develop-
ment – Muscle Control – speech development; – Emotional development – factors influencing language acquisi-
tion - Temperamental differences; family and personality developments - Relationship with other children- Social-
ization – Interest in Play – Beginnings of Sex-Role typing –Hazards and Happiness.
6 LATE CHILDHOOD
Characteristics of Late Childhood – Developmental tasks – Physical development – Skills – Speech improvement
– Emotions and Emotional Expressions – Social groupings and Social behaviour – Play interest and activities – In-
crease in Understanding – Moral attitudes and behaviour – Interests – Sex-role Typing – Changes in Family rela-
tionships
Personality Changes – Hazards and Happiness.
References:
• Hurlock, E.B. (1980). Developmental Psychology. 5th Ed. Tata McGraw Hill Publishing Co.
• Musser, Conger, Kangan, Muston- Child Development and Personality, 6th Edition, Harper & Row Publishers.
• Papalia, D., Olds, S., Feldman, R. (2008). Human Development. 9th Ed. Tata McGraw Hill Publishing Co.
• Santrock, J.W. (2007). Human Development across the Life Span. 11th Ed. Tata McGraw Hill Publishing Co.
• Shaffer, D. R. (1999). Developmental Psychology, Childhood & Adolescence. 5thEd. Tata McGraw Hill Publish-
ing Co.
33
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
COURSE CREDIT : 3
Course Objectives
While studying this course, the Learner shall be able to:
»» Define the basics of research and the research process.
Tamil Nadu Open University
Course Outcomes
After completion of this course, the Learner will be able to:
»» Develop understanding on various kinds of research, objectives of doing research, research process,
research designs and sampling and data collection.
»» Formulate and identify null and alternative hypotheses in research
»» Generate and interpret various types of graphical displays and tables from research data
»» Plan and propose of data analysis-and hypothesis testing procedures
»» Differentiate between descriptive and inferential statistics
»» Enable the students in conducting research work and formulating research synopsis and report.
Block 3 Sampling
Meaning and Need for sampling - Fundamentals of sampling- Factors influencing decision to sample- Types of
Sampling: Probability and Non probability- Probability Sampling: Simple random, stratified random and area clus-
ter sampling - Non probability sampling: Quota, Accidental, Judgmental or purposive, systematic and snowball
sampling
34
Block 4 Methods of Data Collection
Primary data: Questionnaire and schedule – Interview - Observation as a tool of Data Collection, Difference be-
tween Participant observation and non-participant observation-Rating Scale, Secondary Data: sources
Block 5 Statistics
Organizing data: Frequency distribution – Graphs – Descriptive statistics: Measures of central tendency – Measures
of variation – Types of distributions. Introduction to Inferential statistics: z test – t test – Analysis of Variance – Cor-
relation – Regression - Introduction to non –parametric and Multivariate statistics.
References:
• Haslam, A.S., &McCarty, C. (2003). Research Methods and Statistics in Psychology. New Delhi, India: Sage
35
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
SEMESTER - 4
பாட ந�ோக்கங்கள்
»» தமிழிலுள்ள சங்க இலக்கியம், காப்பிய இலக்கியம், நீதி இலக்கியம் குறித்து அறிமுக நிலையில்
Tamil Nadu Open University
36
பிரிவு – 7 மரபுத் த�ொடர்கள், இணைம�ொழிகள்
எதிர்மறைக் குறிப்புத் த�ொடர் - இடக்கரடக்கல் - மங்கலவழக்குத் த�ொடர் -வசைம�ொழித்
த�ொடர் - சுவைதரும் வெளிப்பாட்டுத் த�ொடர் - பிற மரபுத்தொடர்கள் - ஒருப�ொருள்
இணைம�ொழிகள் - எதிர்நிலை இணைம�ொழிகள் - பிற இணைம�ொழிகள் - வட்டார
இணைம�ொழிகள் - கிகர கீகார ம�ொழிகள்.
பிரிவு – 8 ச�ொற்பொழிவுத்திறன் பயிற்சி
இலக்கியச் ச�ொற்பொழிவு - சமயச் ச�ொற்பொழிவு - அரசியல் ச�ொற்பொழிவு - பிற
ச�ொற்பொழிவுகள் - குறிப்புகள் சேகரித்தல் - கேளாரும் வேட்ப ம�ொழியும் திறன் -
நகைச்சுவைத் திறன் - ஈர்ப்புத் திறன் - அவிநயமும் உச்சரிப்பும்
பிரிவு – 9 ஓரங்க நாடகம் படைக்கும் முயற்சி
ஓரங்க நாடகம் எழுதும் படிநிலைகள் - நாடகக் கதையை முடிவுசெய்தல் - களம் பிரித்தலும்
நிகழ்வுக் குறிப்பும் - உரையாடல் எழுதுதல் - நாடகப் பிரதியைச் செப்பனிடுதல் - நடிகர்கள்
பார்வை நூல்கள்:
»» மு. வரதராசன், தமிழ் இலக்கிய வரலாறு, சாகித்ய அக்காதெமி, புதுடெல்லி,
»» மது. ச. விமலானந்தன், தமிழ் இலக்கிய வரலாறு, மீனாட்சி புத்தக நிலையம், மதுரை.
»» தமிழண்ணல், புதிய ந�ோக்கில் தமிழ் இலக்கிய வரலாறு, மீனாட்சி புத்தக நிலையம், மதுரை.
»» பி.எஸ். ஆச்சார்யா, உயர்வுதரும் உரையாடல்கலை, நர்மதா பதிப்பகம், சென்னை.
»» மு. முத்துக்காளத்தி, பேசுவது எப்படி, கண்ணம்மாள் பதிப்பகம், பாரி நிலையம், சென்னை.
»» பரட்டை, நடிக்க நாடகம் எழுதுவது எப்படி? வைகறைப் பதிப்பகம், திண்டுக்கல். 1998
»» சே. இராமாணுஜம், நாடகப் படைப்பாக்கம் அடித்தளங்கள், எட்டாம் உலகத் தமிழ் மாநாடுபதிப்புச் சூழல் நிதி
வெளியீடு, தமிழ்ப்பல்கலைக்கழகம், தஞ்சாவூர், 1994.
»» சுஜாதா, ஹைக்கூ ஒரு அறிமுகம், பாரதி பதிப்பகம், 108 உஸ்மான் சாலை, தி. நகர், சென்னை, 1991.
»» மேஜர் கதிர் மகாதேவன், ஐக்கூ நூறு, ஒப்பிலக்கியத்துறை, மதுரை காமராசர் பல்கலைக்கழகம், மதுரை, 1994.
»» நெல்லை சு. முத்து, தமிழில் ஹைக்கூ, அன்னம் வெளியீடு, சிவன்கோயில் தெரு, சிவகங்கை, 1994.
»» திரு. பட்டாபி சீத்தாரமான், ஹைக்கூ வடிவக் கவிதைகள், காவ்யா, சென்னை.
37
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
COURSE OBJECTIVES
While studying the Foundation in English (Writing Skills), the student shall be able to:
»» Train the learners to write the academic essays
Tamil Nadu Open University
COURSE OUTCOMES
After completion of the Foundation in English (Writing Skills), the student will be able to:
»» Write without mistakes
»» Draft formal and informal letters
»» Take notes for writing purpose
»» Explain the tables/ pictures in words
»» Edit the written matters
38
Block 4 Study Skills (Information Transfer, Reference Skills)
Use charts, tables, other graphics and multimedia, as appropriate for the written texts; present summary to a
group
References:
Web Resources:
• https://nptel.ac.in/courses/109/107/109107172/
• https://nptel.ac.in/courses/109/104/109104031/
• https://onlinecourses.swayam2.ac.in/cec20_ma04/preview
39
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
Course Objectives
While studying this course, the Learner shall be able to:
Tamil Nadu Open University
Course Outcomes
After completion of this course, the Learner will be able to:
»» Interpret the impact of physical changes on the cognitive and emotional factors
»» Examine the Marital relationship in their adulthood
»» Critically evaluate the hazards and importance of Adjustment during Middle age.
»» Illustrate the biological, psychological, and social aspects of aging.
»» Analyze everyday (real- life) situations and apply the knowledge on people close to you like parents,
grandparents
Block 1 Adolescence
Puberty – Meaning - Characteristics – Criteria – Causes – Age – Growth spurt – Body changes – Effects of puberty
changes – Hazards & Happiness - Characteristics of Adolescence Criteria and causes – Physical, emotional and
social changes & psychological impact of physical changes; theoretical perspectives in personality development;
relationships with parents; relationships with peers; achieving sexual identity.
40
Block 4 Middle Age
Characteristics of middle age – Developmental tasks – Adjustment to physical changes and mental changes – Social
Adjustment – Vocational Adjustment – Adjustment to changed family patterns – Adjustment to approaching retire-
ment – Vocational and Marital Hazards - Adjustment to approaching old age.
References:
41
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
Course Objectives
While studying this course, the Learner shall be able to:
»» Express the operational definition and objective information about the psychological constructs
Tamil Nadu Open University
Course Outcomes
After completion of this course, the Learner will be able to:
»» Assess and interpret the level of attention, perception, interest, decision making and motivation of
an individual.
»» Evaluate and interpret the motivation, learning and memory, aptitude, leadership Stress/ anxiety /
depression / resilience / self-esteem and personality of the individual.
Block 1
List of Experiments Block - Inattention
Span of Attention
Span of Apprehension
Division of Attention
Block 2 Perception
Muller-Lyre Illusion
Distraction of Attention
Perception of time
Block 3 Motivation
Level of Aspiration
Color Preference
42
Block 4 Learning and Memory
Retroactive Inhibition
Recall and Recognition
Trial and error in insight learning
Transfer of learning or habit interference
References:
• Anastasi, A., Urbina, S. (2009). Psychological Testing. New Delhi: Prentice Hall.
• Burrito G. Andress. (1968) Experimental Psychology. Wiley, Eastern Pvt.Ltd.
• Franti, S. Freeman. (1965) Theory and Practice of Psychology testing. IV Edition, Oxford and Ltd., Publishing
Co.
• Freeman, F. (1970). Theory and Practice of Psychological Testing. New Delhi: Oxford and IBH Publishing Co.
Pvt.Ltd
• Mangal.G.K., Statistics in Psychology and Education Tata McGraw Hill Publication, Delhi
• Pareek, U. (2007).Training Instruments in HRD and OD. 2nd Ed. New Delhi: Tata McGraw Hill Publishing Com-
pany Pvt.Ltd.
• Rajamanickam, M. (1995). Experimental Psychology with Advanced Experiments New Delhi: Concept Publish-
ing Company.
• Woodworth, R.S. & Schlosberg, H. (1977). Experimental Psychology, New Delhi: Oxford and IBH Publishing
Co. Pvt.Ltd.
43
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
Course Objectives
While studying this course, the Learner shall be able to:
»» Identify the importance of life-skills for personality development;
Tamil Nadu Open University
Course Outcomes
After completion of this course, the Learner will be able to:
»» Concentrate on improving life-skills for personality development;
»» Apply social and negotiation skills for the adjustment in life situations;
»» Recognize and apply effective communication and interpersonal relationship in developing cordiality
in surroundings;
»» Practice thinking and coping skills to be successful in life and career; and
»» Promote life skills for employability.
44
References:
• Delors, Jacques (1997).Learning: The Treasure Within. Paris: UNESCO.
• Duffy Grover Karen, Atwater Eastwood (2008). (8th Ed.), Psychology for Living- Adjustment, Growth and
Behaviour Today. New Delhi: Pearson Education Inc.
• Mangal S.K. (2008).An Introduction to Psychology. New Delhi: Sterling Publishers Pvt. Ltd.
• UNESCO (1997).Adult Education: The Hamburg Declaration. Paris: UNESCO.
• UNESCO (2005).Quality Education and Life Skills: Darkar Goal., Paris: UNESCO.
• WHO (1999): Partners in Life Skills Education: Conclusions from a United Nations Inter-Agency Meeting.
Geneva: WHO.
45
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
(Compulsory Paper)
COURSE OBJECTIVES
Tamil Nadu Open University
While studying the ENVIRONMENTAL STUDIES, the Learner shall be able to:
»» To help students to gain the fundamental knowledge of the environment
»» To create in students an awareness of current environmental issues
»» To inculcate in students an eco-sensitive, eco-conscious and eco-friendly attitude.
COURSE OUTCOMES
After completion of the ENVIRONMENTAL STUDIES, the Learner will be able to:
»» Articulate the interdisciplinary context of environmental issues
»» Adopt sustainable alternatives that integrate science, humanities and social perspectives
»» Appreciate the importance of biodiversity and a balanced ecosystem
»» Calculate one’s carbon print
Block 1
The Multi-disciplinary nature of environmental studies - Definition, scope and importance - Need for public awareness.
Block 2
Natural Resources - Renewable and non- renewable resources - Natural resources and associated problems.
• Forest resources: Use and over-exploitation, deforestation, case studies. Timber extraction, mining, dams
and their effects on forests and tribal people.
• Water resources: Use and over – utilization of surface and ground water, floods, drought, conflicts over
water, dams – benefits and problems.
• Mineral resources: Use and exploitation, environmental effects of extracting and using mineral resources,
case studies.
• Food resources: World food problems, changes caused by agriculture and overgrazing, effects of modern
agriculture, fertilizer-pesticide problems, water logging, salinity case studies.
• Energy resources: Growing energy needs, renewable and non renewable energy sources, use of alternate
energy sources. Case studies.
• Land resources: Land as a resource, land degradation, man induced landslides, soil erosion and desertifica-
tion.
• Role of an individual in conservation of natural resources - Equitable use of resources for sustainable life-
styles.
46
Block 3 Ecosystems:
Ecosystems - Concept of an ecosystem - Structure and function of an ecosystem - Producers, consumers and de-
composers - Energy flow in the ecosystem - Ecological Succession - Food chains, food webs and ecological pyramids
- Introduction, types, characteristic features, structure and function of the following ecosystem:-
• Forest ecosystem
• Grassland ecosystem
• Desert ecosystem
• Aquatic ecosystems (ponds, streams, lakes, rivers, oceans, estuaries)
Block 4 Biodiversity and its conservation:
Biodiversity and its conservation - Introduction – Definition : genetic, species and ecosystem diversity - Biogeograph-
ical classification of India - Value of biodiversity : consumptive use, productive use, social, ethical, aesthetic and
47
Reference:
• Carson, R.2002.Slient Spring, Houghton Miffin Harcourt.
• Gadgil, M.,& Guha,R. 1993. This Fissured Land: An Ecological History of India, Univ. Of California Press.
• Glesson, B. And Law, N.(eds.)1999, Global Ethics and Environment, London, Routledge.
• Glieck,P.H.1993.Water Crisis, Pacific Institute for Studies in Dev. Environment & Security, Stockholm Env.
Institute, Oxford Univ. Press.
• Groom, Martha J., Gary K.Meffe, and Carl Ronald Carroll, Principles of Conservation Biology. Sunderland:
Sinauer Associate, 2006.
• Grumbine.R.Edward, and Pandit,M.k.2013.Threats from India’s Himalayas dams.Science,.339:36-37
• McCully,P.1996.Rivers no more :the environmental effects of dams(pp.29.64).Zed books.
• McNcill John R.2000.Something New Under the Sun: An Environmental History of the Twentieth Century.
• Odum,E.P..Odum, H.T.& Andrees.J.1971.Fundamenetal of Ecology, Philadelphia Saunders.
• Pepper.J.J...Gerba.C.P. & Brusseau.M.L.2011.Environmental and Pollution Science. Academic Press.
• Rao.M.N.& Datta,A.K 1987.Waste Water Treatment, Oxford and IBH Publishing Co.Pvt.Ltd.
• Raven,P.H..Hassenzahl,D.M & Berg.L.R..2012 Environment.8th Edition.John Willey & sons.
• Rosencranz., A.. Divan,S..& Noble, M.L.2001.Environmental law and policy in India, Tirupathi 1992.
Tamil Nadu Open University
48
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
SEMESTER - 5
Course Objectives
While studying this course, the Learner shall be able to:
»» Define abnormality and abnormal behaviour patterns; Express the various models of Abnormal
Psychology.
»» Become familiar with the DSM V and ICD10- classification system
»» Critically evaluate Neurondevelopmental disorders.
»» Explain the anxiety related disorders
»» Analyse the Somatic and Dissociative disorders
Course Outcomes
After completion of this course, the Learner will be able to:
»» Describe abnormality and its historical background in a clinical context and thereby learn to
distinguish abnormal behaviour from normal.
»» Illustrate the DSM 5 and ICD 11 classification system.
»» Explain the causes and models of abnormal behavior
»» Describe the anxiety disorders , its causes, symptoms and treatment
»» Describe the neuron, developmental disorders, eating disorders its causes, symptoms and treatment
»» Identify the anxiety related disorders among people
»» List out the causal and treatment factors of dissociate disorders
49
Block 4 Anxiety Related Disorders
Meaning- Types - Brief description with Causal factors and Treatment: Generalized Anxiety Disorders - Phobic Dis-
order –Post Traumatic Stress Disorder - Obsessive Compulsive Disorder - Panic Disorders
References:
• Butcher, J.N., Hooley, J. M., Mineka, S., Dwivedi, C.B. (2017). Abnormal psychology (16th Ed.). New Delhi,
India: Pearson India Education Services Private Limited.
• Barlow, D. (2017). Abnormal psychology and casebook in abnormal psychology (5th Ed.). Belmont, CA: Wad-
sworth.
• Comer, R. (2018). Fundamentals of abnormal psychology. New York, NY: Worth Publishers.
• Alloy, L.B., Riskind, J.H., & Manos, M.J. (2005). Abnormal Psychology. New Delhi, India: Tata McGraw Hill
Tamil Nadu Open University
publishingCo.
• Cutting, J. (1997) Principles of Psychopathology. New York, NY: Oxford University Press.
• Davison, G.C., Neale, J.M., &King, A. M. (2004). Abnormal Psychology. (9th Ed.). Malden, MA: John Wiley&-
Sensing.
50
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
Course Objectives
While studying this course, the Learner shall be able to:
»» Organize the nature of social psychology and the different methods of data collection.
»» Explain the attitudes andBehaviour.
»» Demonstrate the Group formation the leadership styles and dynamics of group.
»» Comprehend the basic concepts of prejudice and aggression
»» Compile the internal and external sources of interpersonal attraction.
»» Explain the difference between love, liking and other close relationships
Course Outcomes
After completion of this course, the Learner will be able to:
»» Demonstrate the ability to articulate the methods and research methods of Social psychology
»» Describe the Social Behavior and the cultural influences that affect our behavior.
»» Illustrate the social motives and qualities of Leaders
»» Analyze and interpret the behavior of different types of groups and its functions.
»» Recognize how prejudice are formed and
»» Describe the nature of aggressive behavior and apply the strategies to reduce aggression
»» Indicate the level of Interpersonal attraction as well to measure it.
Block 1 Introduction
Social Psychology - Methods of social psychology- Research Methods - Brief History- Principles of Social Psychology
- Social Psychology and Human Values- Social Psychology and Common Sense.
51
Block 4 Prejudice and Aggression
Prejudice: Social Sources of Prejudice – Motivational Sources of Prejudice – Cognitive Sources of Prejudice – Con-
sequences of Prejudice -Discrimination- prejudice in action- Techniques for countering the effects of prejudice -
Aggression - Causes of aggression - Types of aggression - Hurting Others – Theories of Aggression – Media violence
- Sexual violence - Strategies to reduce Aggression.
References:
• Baron, A., Branscombe, N., Byrne, D., & Bhardwaj, G. (2009). Social Psychology (12th Ed.). New Delhi, India:
Dorling Kindersley (India) PrivateLtd.
• Baron, R.A., Byrne, D.E. (2010). Social Psychology. 12th Ed. New Delhi: Pearson Education.
• Branscombe, N.R., Baron, R.A. &Kapur, P. (2017). Social psychology (14th Ed.). Chennai, India: Pearson India
Education Services Private Limited.
Tamil Nadu Open University
• Myers, D.G. (2010). Exploring Social Psychology. 4thEd. New Delhi: Tata McGraw-Hill.
• Myers, D.G., &Twinge, J.M. (2017). Social psychology (12th Ed.). New York, NY: McGraw – Hill Education.
• Taylor, S. E., Peplu, L. A., & Sears, D. O. (2009). Social Psychology. 12th Ed. New Delhi. Pearson Education.
52
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
Course Objectives
While studying this course, the Learner shall be able to:
»» Explain the importance of counseling and guidance services in terms of contemporary educational
process
»» Apply different counseling and guidance approaches
»» familiarize the students with different tools and techniques available for counseling and guidance
»» Analyse the various Counselor Qualities, Skills and Ethical Responsibilities
»» Incorporate the knowledge among the students about special areas of counseling
Course Outcomes
After completion of this course, the Learner will be able to:
»» Discuss and differentiate between guidance and counseling, roles and responsibilities of counselor
»» Demonstrate the different approaches, practices and ethics of counseling
»» Describe group counseling, types of groups, significant features and its limitations
»» Describe tools involved in Psycho-diagnosis and non testing devices
»» Categorize the various special areas of application of counseling skills
53
Block 5 Special Areas of Counselling
Special areas in counselling – Family counselling - Counseling the Delinquent- Marital counselling –Premarital
Counseling - Counselling the Victims, Addicts, Women and Disaster victims – Counseling the Handicapped -Role of
Counselor in developing Good Mental Health, Career counseling.
References:
• Barki, B. G., &Mukhopadhyay, B. (2008): Guidance and Counselling Manual. New Delhi, India: Sterling.
• Gibson, R. L., & Mitchell, M. H. (2007). Introduction to Counselling and Guidance (7th Ed.). Upper Saddle
River, NJ: Prentice Hall.
• Gladding, S.T. (2017). Counselling: A comprehensive profession. Chennai, India: Pearson.
• Indu Dave. (1989). - The Basic Essentials of Counselling, Sterling Publishers Pvt. Ltd.
• Kochhar, S. K. (1984). Guidance and counselling in colleges and universities. New Delhi, India: Sterling.
• Nayak, A. K. (2007): Guidance and counseling. New Delhi, India: APHPublishing.
• Nelson, R.J. (2012). Basic Counseling Skills - A Helper Manual. 3rd Ed. New Delhi: Sage Publication India Pvt.
Ltd.
Tamil Nadu Open University
• Patterson, L.E. and Welfel, E.R. (2000). The counselling Process. 5th Ed. Wadsworth Brooks / Cole Thompson
Learning.
• Rao, N. (2013). Counselling and Guidance. Chennai, India: Tata McGraw-Hill.
• Shertzer/Slove. (1974) - Foundation of Counselling. 2nd Ed. Houghton Miffin Co.
54
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
Course Objectives
While studying this course, the Learner shall be able to:
»» Write about the basic concepts of industrial psychology;
»» Evaluate the scientific management and Hawthorne experiments;
»» Comprehend motivation principles in the industry and job satisfaction;
»» Demonstrate the basics of leadership and group dynamics
»» Produce an outline about the organizational culture.
Course Outcomes
After completion of this course, the Learner will be able to:
»» Analyse how psychology can be useful in the industrial setup;
»» Describe the basic concepts of motivation, job satisfaction and how to apply them;
»» Illustrate the importance of leadership and group dynamics.
»» Apply major psychological concepts and principles to practices engaged in by the industrial/
organizational psychologists.
»» Apply appropriate strategies for working in a team and to develop a better organizational culture.
55
Block 4 Leadership and Group Dynamics
Leadership Styles – Approaches to Leadership – Leadership Skills – Corporate Social Responsibility - Group Dynam-
ics – Definition – Theories of Group Formation - Development of Groups – Group Cohesiveness – Group Think –
Types of Groups: Formal, Informal Groups – Differences between Working Group and Teams
References:
• Amador, M.G. (2001). Industrial / Organizational Psychology. New Delhi: Cengage Learning India PvtLtd.
• Blum, M.L., & Naylor, J.C. (2004). Industrial Psychology, New Delhi: CBS Publishers & Distributors PvtLtd.
• Harrell, T.W. (1964). Industrial Psychology, New Delhi: Oxford & IBH Publishing Co PvtLtd.
• Nair, S. (2013). Industrial and Organizational Psychology, New Delhi: Niche PrakashanPublishers
• Singh, N. (2011). Industrial Psychology, New Delhi: Tata McGraw Hill Education PvtLtd.
Tamil Nadu Open University
56
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
Course Objectives
While studying this course, the Learner shall be able to:
»» Express the causes, symptoms and treatment of Somatic Disorder and Dissociative disorders
»» Analyse neurotic disorders, its causes, symptoms and treatment
»» Psychotic disorders, its causes, symptoms and treatment
»» Express the causes, symptoms and treatment of substance use disorders and also to reflect the
psychological perspectives of delinquency
»» Plan with various treatment procedures for the mentaldisorders
Course Outcomes
After completion of this course, the Learner will be able to:
»» Demonstrate the symptoms and prevalence of Somatic Disorder and Dissociative Disorder, Personality
disorders, Mood disorders, and Schizophrenia and Substance abusedisorders.
»» Explain the biomedical, individual and group approaches totreatment.
»» Evaluate the use of biomedical, individual and group approaches tothe treatment of onedisorder.
»» Describe the use of eclectic approaches totreatment.
»» Discuss the relationship between etiology and therapeutic approach for the disorders.
57
Block 5 Prevention and Treatment
Perspectives on Prevention - Primary, Secondary and Territary Prevention, Psychological approaches to treatment:
Psycho dynamic therapy- Behaviour therapy- Cognitive and Cognitive Behavioral therapies- Humanistic and Exis-
tential therapies- Family and Marital Therapy- Eclecticism and Integration-Indigenous systems: Yoga and Medita-
tion.
References:
• Alloy, L. B. &Risking, J. H., Manos, M.J. (2005). Abnormal Psychology. 9th Ed. Delhi: Tata McGraw Hill Publish-
ing CompanyLtd.
• Butcher, J.N., Hooley, J.M., Mineka, S., &Dwivedi, C.B. (2017). Abnormal psychology (16th Ed.). New Delhi,
India: Pearson Publication.
• Barlow, D. (2017). Abnormal psychology and casebook in abnormal psychology, (5th Ed.). Belmont, CA: Wad-
sworth.
• Comer, R. (2018). Fundamentals of abnormal psychology. New York, NY: Worth Publishers.
• Cutting, J. (1997) Principles of Psychopathology. New York, NY: Oxford University Press. Davison, G.C., Neale,
J.M., &Kring, A. M. (2004). Abnormal psychology. (9th Ed.). Malden, MA: John Wiley& SonsInc.
Tamil Nadu Open University
• Alloy, L.B., Riskind, J.H., & Manos, M.J. (2005). Abnormal psychology. New Delhi, India: Tata McGraw Hill
publishingCo.
• Sarasin, I. G. &Sarasin, B. R., (2007). Abnormal Psychology. 10thEd. New Delhi: Pearson Education.
58
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
Course Objectives
While studying this course, the Learner shall be able to:
»» Describe the concepts of persuasion and its implications
»» Analyse the self-concept, and explain how they influence behavior.
»» Describe the concepts of Social Beliefs and Judgments and explain how they influence behavior.
»» Explain the importance of Conformity, Compliance and Obedience and altruistic behavior
»» Analyse the reasons for the helpingbehaviour.
Course Outcomes
After completion of this course, the Learner will be able to:
»» Demonstrate the theories of Persuasion and its implications of attitude inoculation
»» Examine the importance of self, self-esteem in predicting behavior
»» Identify the Conditions where Attitudes DetermineBehaviour
»» Indicate the underlying factors of conformity and compliance
»» Compile the Psychological principles underlying altruistic behavior and ways to Increase Helpingbehaviour
Block 1 Persuasion
Theories of Persuasion: the central route - the peripheral route - different pathways for different purposes- El-
ements of Persuasion: communicator, content, channel, audience –Cults & persuasion - Resisting Persuasion:
strengthening personal commitment, inoculation programs, and implications of attitude inoculation.
59
Block 4 Conformity, Compliance and Obedience
Conformity: Definitions- Classic Studies on Conformity- Compliance & Obedience- Factors Predicting Conformity-
Reasons for Conformity- Characteristics of people who conform- Resisting social pressures to conform, Compli-
ance: Principles of compliance, Effectiveness of compliance strategies, Obedience: Causes & resisting the effects
of destructive obedience.
References:
• Baron, R.A., Byrne, D.E. (2010). Social Psychology. 12th Ed. New Delhi: Pearson Education.
• Branscombe, N.R., Baron, R.A. &Kapur, P. (2017). Social psychology (14thEd.). Chennai, India: Pearson India
Education Services Private Limited.
• Myers, D. G. (2002). Social Psychology (7th Ed.). New York, NY: McGraw Hill Book Company.
Tamil Nadu Open University
• Myers, D.G. (2010). Exploring Social Psychology. 4th Ed. New Delhi: Tata McGraw-Hill.
• Myers, D.G., &Twinge, J.M. (2017). Social psychology (12th Ed.). New York, NY: McGraw – Hill Education.
• Taylor, S. E., Peplau, L. A., & Sears, D. O. (2009). Social Psychology. 12th Ed. New Delhi. Pearson Education.
60
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
Course Objectives
While studying this course, the Learner shall be able to:
»» Explain the Functional responsibilities and objectives of Human resources management.
»» Express the Recruitment and Selection process involved in anorganization
»» Discuss critical aspect of employee motivation and employee Management at the workplace for the
effective performance
»» Evaluate the need for training and development in organizations, methods and its effectiveness
»» Organize the information about the employee efficiency, relevant legislations and their welfare
Course Outcomes
After completion of this course, the Learner will be able to:
»» Examine the objectives of Human Resource Management and skill required for the effective
management of manpower
»» Identify the effective recruitment, selection methods
»» Identify an effective employee motivation and management plans
»» Develop, implement, and evaluate employee orientation, training and development programs.
»» Administer and contribute to the design and evaluation of the performance management program.
»» Evaluate current trends in Social security &Labor welfare
»» Plan for an intervention increasing employee efficiency through welfareprogrammers
Block 1 Introduction
Introduction - The Evolution of Human Resource Management - Functional responsibilities and objectives of Hu-
man resources management - Policies – Practices - Importance of people related management skills - Manpower
Planning - Job analysis: job description, job specification.
61
Block 4 Employee Motivation & Employee Management
Employee Motivation – Basic principles, motivation and job satisfaction, motivational strategies, dealing with re-
sistance to change, quality of work life in Indian context - Employee relations: Management – Employee relation:
Managing discipline, Managing grievances, Managing stress, Counselling in industries.
References:
• Armstrong, M. (2009). Armstrong’s Handbook of Human Resource Practice, Kogan Page
• Aswathappa, K. (2011). Human Resource and Personnel Management. 6th Ed. New Delhi: Tata McGraw Hill
Publishing.
• David,A.D.,Robbins,S.P. (1988). Personnel/Human resource Management. 3rd Ed. New Delhi: Prentice Hall
Tamil Nadu Open University
India Pvt.Ltd
• Dressler et al (2008). Human Resource Management, Pearson Education.
• Prasad, L., & Banerjee, A.M. (1990). Management of Human Resources, Sterling Pvt. Ltd., 1990.
• Snell et al (2010). Human Resource Management, Cengage Learning (India Edition).
• Tripathi, P.C. (2006). Human resource Development. 5thEd. New Delhi: Sulthan Chand & Sons, Educational
Publishers.
62
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
Course Objectives
While studying this course, the Learner shall be able to:
»» Develop skills of assessment in the psychological domain,
»» Learn the basic psychological processes and the ways of assessing and interpreting the Human
Behavior
Course Outcomes
After completion of this course, the Learner will be able to:
»» Assess and interpret the various methods of association in learning of an individual.
»» Assess and interpret the intelligence and creativity level of the individual.
»» Acquire psychological skills in assessing and understanding social phenomenon
»» Assessandinterpretthemotorprocessandpersonalitycharacteristicsof an individual
List of Experiments
Block 1 Association
Free Association
Controlled Association
Sociometry
63
Block 4 Motor Process
Minnesota rate of Manipulation test
O’Connor’s Tweezers dexterity test
T-Puzzle
Block 5 Personality
Eysenck’s Personality Inventory
Adjustment Inventory
Aptitude
Interest
Achievement test
References:
Tamil Nadu Open University
• Aron, A., Aron, E.N., & Coups, E.J. (2007). Statistics for Psychology. New Delhi: Pearson Education, Inc.
• Charles L. Sheridan, C. L. (1976). - Fundamentals of experimental Psychology, Holt, Rinehart and Winston,
New York,
• Clifford T. Morgan, Richard A. King, John R. Weiss and Hohn Schopler, “Introduction to Psychology”, 7th Edi-
tion. Tata McGraw Hill Book Co. New Delhi, 1993.
• Garret, H.E. (1968). Statistics in Psychology and Education. Bombay: Vakils, Feffer and SimonsLtd.
• Gupta, S.P. (2002). Statistical Methods. 3rd Ed. New Delhi: Sultan Chand and Sons Educational Publishers.
• Mangal, S.K. (2008). Statistics in Psychology and Education. 2nd Ed. New Delhi: Prentice Hall of India Private
Ltd.
• Natraj P. “Manual of Experiments in Psychology” Third revised edition, Srinivasa Publications, 2002.
• Woodworth and Schlosberg - Experimental Psychology.
64
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
Course Objectives
While studying this course, the Learner shall be able to: After completion of this course, the Learner will be able to:
»» Discuss and differentiate between guidance andcounseling,rolesand responsibilities of acounselor
»» Explain the different approaches, practices and ethics of counseling
»» Describe group counseling, types of groups, significant features and its limitations
»» Describe tools involved in Psycho-diagnosis and non testing devices
»» Comprehend various special areas of application of counseling skills
Course Outcomes
»» Illustrate the Qualities of an Effective Counselor Positive regard or respect for people.
»» Demonstrate purposeful and effective counselling skills in a counselling interview.
»» Identify the ability to establish an effective helping relationship, including attending to cognition, affect
and meaning.
»» Examine the specialized skills the required for counselor
»» Describe ethical issues for helpers and ways of committing to ethical professional practice.
65
Block 5 Specialized Skills
Termination – Skills for handling Transference/ Counter Transference – Referral Skills, Developing Monitoring Skills:
Monitoring Methods –Time Scheduling Activities – Steps in Progressive Task Skills – Career Counseling Skills as
suggested by National Career Development Association (NCDA) and InternationalAssociationforEmployment and
Vocational Guidance (IAEVG), evaluating the effectiveness of Career Counselling
References:
• Barki, B. G., &Mukhopadhyay, B. (2008): Guidance and counselling manual. New Delhi, India: Sterling.
• Gibson’s. Robert and Mitchell – 2008 – Introduction to Counselling and Guidance. – Prentice Hall of India.
New Delhi.
• Gladding, S.T. (2017). Counselling: A comprehensive profession. Chennai, India: Pearson.
• Jennie London and Lance London - (2008) - “Counselling Skills” – Palgrave Macmillan.
• Kathryn Gelded., David Gelded - (2003) - ‘Counselling Skills in Everyday Life’–Palgrave Macmillan
• Kidd, J.M. (2006). Understanding Career Counselling: Theory, Research & Practice: Sage Publication.
Tamil Nadu Open University
• Nayak, A. K. (2007): Guidance and counseling. New Delhi, India: APH Publishing.
• Nelson - Jones, R. –3rd Edition- Basic Counselling Skills: A Helper’s Manual - New Delhi: SAGE SOUTH ASIA-
PUBLICATIONS.
• Phil Bernard - (2009) – Counselling Skills Training – VivaBooks.
• Rae, N. (2013). Counselling and Guidance. Chennai, India: Tata McGraw-Hill.
66
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
GENERIC ELECTIVES
Course Objectives
While studying this course, the Learner shall be able to:
»» Describe key concepts, principles, and overarching themes in psychology
»» Comprehend the basic psychological processes like attention, sensation, perception,
»» Compile the significant facts about the learning, memory,
»» Develop an understanding about motivation, emotion,
»» Define intelligence and personality and write about their assessment
Course Outcomes
Block 1 Introduction
Psychology - Definition - Psychology as a science – Goals – What are not psychology- Early schools of Psychology
- Modern perspectives – Psychology in India - Methods of Psychology – Introspection - Experimental Method, Sys-
tematic Observation, Case Study Method, Survey Method – Scope of Psychology: Branches of Psychology
67
Block 3 Learning & Memory
Definition of learning – Association Learning: Principles of conditioning - Classical conditioning - Instrumental
conditioning –Reinforcement –Punishment –Social and Cognitive Learning: Cognitive learning – Latent learning,
Insight Learning - Observational Learning - Memory – Theories – Information Processing -Sensory register, Short
term memory, Long Term Memory; Forgetting –Theories of forgetting - Decay, Interference, Motivated forgetting,
References:
• Baron, R. A. (2010). Psychology (5th Ed.). New Delhi, India: Pearson India Education Services Pvt Ltd.
Tamil Nadu Open University
• Ciccarelli, S.K. &Meyer, G.E. (2008). Psychology. South AsianEdition.New Delhi: Dorling Kindersley India Pvt.
Limited.
• Fernald, L.D., & Fernald, P.S. (2007). Introduction to Psychology. 5thEd. AITBS Publishers.
• Haggard, E.R., Atkinson, C.R., & Atkinson, R.L. (2011). Introduction to Psychology. New Delhi: Oxford and IBH
Publishing Company Pvt.Ltd.
• Hillgard, E. R., Atkinson, R. C., & Atkinson, R. L. (1975). Introduction to Psychology. 6th Edition, New Delhi:
Oxford IBH publishing Co. Pvt.Ltd.
• Kalia, H. L. (2008). Introduction to Psychology. India: AITBS Publishers.
• Morgan, C. T., King, R. A., Weisy, J. R., Schopler, J. (1993). Introduction to Psychology. 7th Ed. New Delhi: Tata
McGraw Hill Publishers.
68
Tamil Nadu Open Universit y
Department of Psychology
School of Social Sciences,
Chennai – 15
COURSE CREDIT : 2
Course Objectives
While studying this course, the Learner shall be able to:
»» Discuss the historical antecedents to modern understandings of abnormal behavior.
»» Describe the factors and theoretical perspectives related to the development and maintenance of
different types of abnormalbehaviour.
»» Identify and describe the major classes and characteristics of psychological disorders as presented
in the Diagnostic and Statistical Manual(DSM)
»» primary treatments for psychological disorders and discuss their effectiveness
Course Outcomes
After completion of this course, the Learner will be able to:
»» Define and explain common terminology associated with the study of abnormal psychology
»» Able to evaluate the impact of biological factors on the development of psychological disorders.
»» Familiarize with the DSM 5 and ICD 11 classification system of mentaldisorders
»» Summarize clinical features of symptoms, etiology, and valid and reliable treatment of diagnostic
categories of mental health disorders
Block 1 Introduction
Introduction – history, classification (symptom, etiology and treatment) - scope of abnormal Psychology – Miscon-
ceptions regarding mental disorders - Mental disorders in Indian thought, incidence of mental disorders in India
- Brief note on DSM 5 and ICD 11 classification system.
69
Block 5 Alcoholism, Drug addiction & Sociopathic deviations
Substance related disorders - Alcoholism & Drug Abuse – Effects of Alcohol, Stages in Alcoholism, Psychoses as-
sociated with alcoholism, Causes & Treatment of Alcoholism - Types of Drugs – Causes of Addiction & Treatment.
References:
• Alloy, L.B., Riskind, J.H., & Manos, M.J. (2005). Abnormal Psychology. New Delhi, India: Tata McGraw Hill
publishingCo.
• Barlow, D. (2017). Abnormal Psychology and Casebook in Abnormal Psychology, (5th Ed.). Belmont, CA: Wad-
sworth.
• Butcher,J.N.,Hooley,J.M.,Mineka,S.,&Dwivedi,C.B.(2017).AbnormalPsychology
• (16th Ed.). New Delhi, India: Pearson Publication.
• Comer, R. (2018). Fundamentals of Abnormal Psychology. New York, NY: Worth Publishers.
• Cutting, J. (1997) Principles of Psychopathology. New York, NY: Oxford University Press.
• Davison, G.C., Neale, J.M., &Kring, A. M. (2004). Abnormal Psychology. (9th Ed.). Malden, MA: John Wiley&
Tamil Nadu Open University
SonsInc.
70
Tamil Nadu Open Universit y
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