Clinical Psychology

Department of PSYCHOLOGY
Syllabus for
Master of Science (Psychology-Clinical )
Academic Year (2021)
1 Semester - 2021 - Batch

Hours
Course
Course Type Per Credits Marks
Code
Week
ACADEMIC WRITING AND Skill Enhancement
MPS111 2 2 50
RESEARCH SKILLS Course
HISTORY AND PHILOSOPHY
MPS131 Core Courses 4 4 100
OF CLINICAL PSYCHOLOGY
MPS132 THEORIES OF PERSONALITY Core Courses 4 4 100
QUANTITATIVE RESEARCH
METHODS IN PSYCHOLOGY
COGNITIVE PSYCHOLOGY -
I
BIOLOGICAL FOUNDATIONS
OF BEHAVIOUR - I
QUALITATIVE RESEARCH
METHODS IN PSYCHOLOGY
Ability
Enhancement
MPS181 COMMUNITY SERVICE - I 2 2 50
Compulsory
Course
Hours
Course
Code
Week
Skill Enhancement
MPS211 RESEARCH PROPOSAL 2 2 50
Course
LAW AND ETHICS IN
CLINICAL PSYCHOLOGY
MPS232 PSYCHOPATHOLOGY- I Core Courses 4 4 100
PSYCHOLOGICAL
MPS233 MEASUREMENT AND Core Courses 4 4 100
STATISTICS
COGNITIVE PSYCHOLOGY -
II
BIOLOGICAL FOUNDATIONS
OF BEHAVIOR - II
DEVELOPMENTAL
PSYCHOLOGY
PSYCHO DIAGNOSTIC LAB - Skill Enhancement
MPS251 2 2 50
I Course
Ability
MPS281 COMMUNITY SERVICE - II Enhancement 1 2 50
Compulsory
Course
Hours
Course
Code
Week
MPS331 PSYCHOTHERAPY-I Core Courses 4 4 100
MPS332 PSYCHOTHERAPY-II Core Courses 4 4 100
MPS333 PSYCHOPATHOLOGY- II Core Courses 4 4 100
PSYCHOSOCIAL Discipline Specific
MPS342A 2 2 50
REHABILITATION Elective
ADOLESCENT Discipline Specific
MPS342C 2 2 50
COUNSELLING Elective
CLINICAL Discipline Specific
MPS342D 2 2 50
NEUROPSYCHOLOGY Elective
COGNITIVE Discipline Specific
MPS342E 2 2 50
ELECTROPHYSIOLOGY Elective
MULTICULTURAL AND Skill Enhancement
MPS351 4 4 100
THERAPEUTIC SKILLS Course
Skill Enhancement
MPS382 RESEARCH LAB 2 2 50
Course
Hours
Course
Code
Week
ADVANCED SOCIAL
PSYCHOLOGY
EDUCATIONAL Discipline Specific
MPS441B 2 2 50
PSYCHOLOGY Elective
Discipline Specific
MPS441C FORENSIC PSYCHOLOGY 2 2 50
Elective
SEXUAL DYSFUCNTIONS Discipline Specific
MPS441D AND SEX THERAPY Elective 2 2 50
DISABILITY AND Discipline Specific

MPS441E 2 2 50
CHALLENGE Elective
CRISIS AND TRAUMA Discipline Specific
MPS442A 2 2 50
COUNSELLING Elective
CBT FOR COMMON Discipline Specific
MPS442B 2 2 50
PSYCHIATRIC DISORDERS Elective
ASIAN HEALING PRACTICES Discipline Specific
MPS442E 2 2 50
AND PSYCHOTHERAPY Elective
PSYCHODIAGNOSTIC LAB - Skill Enhancement
MPS451 4 4 100
II Course
Ability
SEMINAR AND Enhancement
MPS471 0 2 50
PUBLICATION Compulsory
Course
SUPERVISED CLINICAL Skill Enhancement
MPS481 0 8 200
PRACTICUM Course
MPS482 SUPERVISED DISSERTATION Skill Enhancement 2 6 100
Course
Skill Enhancement
MPS483 CLINICAL INTERNSHIP 0 2 50
Course
Department Overview:
The Department of Psychology offers a range of programmes that include
Open Electives, Undergraduate programmes, Post Graduate programmes with
seven specializations and Research degrees in psychology (PhD). Through
these programmes, we encourage students to consider careers and life missions
that integrate psychological understanding into life. Our programmes integrate
scholarship with professional practice and we offer courses that are cutting
edge in the field of psychology. Students who complete programmes in
Psychology from the University demonstrate high degrees of self-awareness
are service-oriented and are encouraged to embrace humane values in their
vocation. The Department realizes its vision to promote high academic
standards through a continuous and dynamic curriculum review process based
on feedback from regional, national and international peers, practitioners,
potential employers, alumni and students. A variety of student-centered
teaching and training pedagogies are practised by the faculty members.
Prominent among them is the use of seminars, experiential methods, laboratory
training, conferences, workshops, field-based studies, film-based discussions,
journal clubs, and professional development activities. All postgraduate
students of he department prepare a publication ready research manuscript by
the end of the third semester. Through its several MOUs with International
Universities, the department organizes joint conferences, webinars, faculty and
stude
Mission Statement:
The department adopts the vision of the University "Excellence and Service"
and its Mission as "a nurturing ground for an individual's holistic development
to make an effective contribution to the society in a dynamic environment". In
doing so it strives to is to promote high academic standards and scholarship in
psychology, by creating an optimal and enriching learning environment, foster
ongoing professional and personal development, and contribute effectively to
societal needs.
Introduction to Program:
The Department of Psychology offers a two-year full-time M Sc program in
Psychology with specialization in Clinical Psychology. Keeping pace with the
disciplinary advances the program would address knowledge about
psychological functioning at individual and social levels in an all-
encompassing manner. With the goal of acquiring specialized knowledge, the
program would allow students to nurture their academic interest in clinical
psychology, along with personal growth and awareness. The spirit of
interdisciplinary growth is kept in view while conceptualizing a three-tier
system- A) CORE COURSES in the first three PG semesters (courses, which
can be considered to be fundamental in giving PG students a larger perspective
of Psychology as a social science discipline, irrespective of specialization); B)
SPECIALIZATION COURSES (specific theory courses within the subject of
:
Clinical Psychology); and C) ELECTIVE COURSES ( a wide variety, across
all disciplinary specializations, primarily conceptualized by individual faculties
(based on their own interest/expertise), offered from time to time and chosen
by students according to their preference. The program would strive to prepare
competent professional psychologists who would excel in knowledge,
orientation, and practice in psychology, with high ethical standards and social
relevance.
Program Objective:
Program objectives
After completion of this program students will be able to
1. Employ skills and competencies required for practicing as a clinical

psychologist.
2. Conduct research in the area of clinical psychology relevant to practise

needs
3. Have an adequate grasp of the ethical standards of the profession and apply
them in their practice.
By the end of the programme students should be able to:
PO1. Disciplinary Knowledge: Exhibit competence in the discipline Analyze

seminal pieces of work in the area Apply disciplinary principles to conduct
academic inquiry Evaluate aspects of social reality using the principles of the
discipline
PO2.Critical Thinking: Recognize and examine the social structures underlying

our society and how they shape our existence Reflect upon lived experiences
with reflexivity Analyze and engage with their social surroundings,
problematize and raise questions based on academic inquiry
PO3: Research Skills Exhibit problem solving skills, reflective thinking Apply
analytical and scientific thinking Demonstrate technical skills in terms of
handling data, working with various research related software Conceptualize,
design, and execute research project/s
PO4. Communication and social Interaction: Communicate effectively across

media in varied contexts Collaborate as members or leaders in teams in
multidisciplinary settings Work in multicultural spaces
PO5. Effective Citi
Assesment Pattern
Assessment Pattern
The department follows a pattern of 70 % marks for Continuous Internal Assessment

(CIA) and 30 % marks for End Semester Examinations (ESE).
Break up of continuous internal assessment for 4 credit courses is as follows

:
CIA 1: 30 marks
CIA 2: 30 Marks
Class participation: 5 marks
Attendance: 5 marks
Attendance Percentage Marks

95% -100% 05 marks
90% - 94% 04 marks
85% - 89% 03 marks
80% - 84% 02 marks
76% - 79% 01 mark
For two credit courses the breakup of CIA is as follows
CIA1:20 marks
CIA 2:20 Marks
Class participation and Attendance: 10 marks
Minimum pass marks for the CIA of a course is 50 % and a pass in each of the CIA
is mandatory to be eligible to write the End semester examinations. If a student does
not meet the passing grade for CIA, s/he will have to repeat the CIA before moving
to the next CIA. The students who fail a CIA will have to apply for repeat CIA
immediately after publishing the results of each of the CIA components. In such a
case an application should be made, to the Office of Examinations and obtain
necessary approvals forwarded through the HoD and Dean. The number of chances
for repeating each CIA is one. Students who fail the CIA in a semester have to apply
for CIA repeat of the whole course in the subsequent semester
The end semester examinations shall be conducted for 2 hours and evaluated out of
50 marks which are then converted to out of 30 marks. Minimum of 40 % marks is
required to pass in the ESE of each course and an overall grade of 50% is required to
pass the course(CIA+ESE) . Student failing a course due to less than minimum in
ESE shall repeat the ESE while his/her internal scores shall remain valid.
Permission for admission to the ESE is granted only if

• A student has passed in CIAs for that course.
• A student has at least 85% of the attendance in aggregate at the end of the semester.
• The Vice Chancellor is satisfied with the character and conduct of the student.
Grading Pattern
Percentage Grade Grade point Grade point Interpretation
(10 point scale) (4 Point scale)
80-100 O 10 4 Outstanding
:
70-79 A+ 9 3.6 Excellent
60-69 A 8 3.2 Very Good
55-59 B+ 7 2.8 Good
50-54 B 6 2.4 Above Average
Examination And Assesments
Formative and Summative assessments are conducted by the department to ascertain

the readiness for learning and the attainment of learning outcomes. Assessments are
examinations are based on competency frame work and principles of outcome-based
education. Attainment of learning outcomes/ expected competencies is evaluated
using either holistic or analytic rubrics, grading schemes or attainment criteria
specified to the students at the beginning of the semester. Learning outcomes
(Course outcomes) of each course are mapped to programme outcomes and
programme specific outcomes. Assessments and examinations follow the principle
of constructive alignment and outcomes are mapped to higher order thinking skills.
Most common frameworks used in this programme include Revised Blooms
Taxonomy, and Structure of Observed Learning outcomes (SOLO) and ICAP
framework.
Assessment is based on the performance of the student throughout the semester.
Credit Structure
Normally 15 hours of classroom teaching in a semester is considered as one credit
for theory courses.
• Courses with 30 hours per semester will earn the candidate 2 credits.
• Courses with 45-50 hours per semester will earn the candidate 3 credits.
• Courses with 51 hours and above per semester including practical will earn the
candidate 4 credits.
• Dissertations/Practical equivalent to one course will earn the candidates 4-6 credits.
MPS111 - ACADEMIC WRITING AND RESEARCH

SKILLS (2021 Batch)
Total Teaching Hours for Semester:30 No of Lecture Hours/Week:2
Max Marks:50 Credits:2
Course Objectives/Course Description
Course Description: This Course will introduce students to the domain of
academic writing and its intricacies. Every student, regardless of his or her area
of interest, will be called upon to use an academic style of writing at different
levels and at various points in time. This Course will therefore seek to impart
such knowledge about the styles of writing used in the current academic
scenario. It will provide students with opportunities in the classroom setting to
practice such styles, both individually and in collaboration with others.
Course Objectives:
:
To identify and practice the elements, style and language of academic
writing.
To practice and engage in various forms of academic writing.
To develop an ability to write in scientific style.
Learning Outcome
By the end of the course the learner will be able to:
Scientifically acknowledge different sources of information in their

writings
Write a document in APA format
Avoid plagiarism
Unit-1 Teaching Hours:15

Unit I:
Introduction to Academic Writing: An overview of the current status of
academic writing and its importance; different approaches and processes; key
issues: plagiarism, biases and frequent errors. Guidelines and rules in
Academic Writing: Introduction to style and formatting guidelines from the
American Psychological Association (APA); specific guidelines pertaining to
in-text citations, references, and structures of academic courses
Unit II:
Forms of Academic Writing: Abstract writing; summarisation; review of
literature; scientific poster presentations; reflective, analytic and descriptive
reports; book review; film review; tables and graphs in academic courses;
Experiential Learning as Assessment Strategies: Individual/Group
presentations on forms and issues in Academic Writing; classroom assignments
in generating abstracts, posters, reviews, etc.
Text Books And Reference Books:
1. Bailey, S. (2011). Academic writing : A handbook for international

students.3rdEdition. NewYork : Routledge.
2. Publication Manual of the American Psychological Association (6 th ed.).

(2009). Washington, DC: American Psychological Association.
Essential Reading / Recommended Reading
1. Hartley, J (2008). Academic Writing and Publishing, Routedlege, New

York
2. Leki, L (2010). Academic Writing 2/E South Asian Edition, Cambridge

University Press
Evaluation Pattern
CIA-1 (15 marks)
CIA-2 (15 marks)
Class participation & Attendance (5 marks)

:
Summative Assessment (15 marks)
All CIAs are must pass assessments, A grade of 50% is required to pass. If a
student fails to meet the grade, s/he will have to repeat the CIA again before
moving to the next CIA. The student must pass all CIAs to be eligible to write
the summative assessment.
MPS131 - HISTORY AND PHILOSOPHY OF CLINICAL

PSYCHOLOGY (2021 Batch)
Course Description: This course has been conceptualized to provide a
background in the history of clinical psychology globally as well as in India.
The philosophical perspectives of the mind are discussed. The course also
introduces assessments and interventions pertinent to the field of clinical
psychology.
Course objectives: This course helps the learner
Understand the philosophical roots and historical events that have shaped
the field of clinical psychology.
Understand the evolution of clinical psychology globally and within
India.
Critically evaluate different perspectives of the philosophy of the mind
Introduce psychological assessments and interventions in the field of
clinical psychology
Learning Outcome
Trace the historical contributions to clinical psychology in India and

across the world
Critically evaluate different philosophical perspectives of the mind
Provide a basic description of different assessments and interventions in

clinical psychology

Unit I: Historical and Philosophical Roots of
Psychology
Understanding Science, History, and Philosophy; Psychology and Science;
Persistent questions in Psychology and approaches/methods for answering the
questions: Mind-Body, nativism-empiricism, mechanism-vitalism, reason? non-
reason, objectivity-subjectivity, origin of human knowledge, problem of the
Self.
Unit II Perspectives on the mind and psyche

:
Social and intellectual contexts of questions of ?psyche?/?mind?: Greek,
Pagan, Christian, Medieval, Islam; Shift from mentalism to behaviorism; The
rise of cognitivism; Psychology and ‘Minorities’; the rise of Applied
Psychology; The ‘Psychologized’ society; The value and role of contemporary
Psychology
Unit III:Psychology in India
History of Psychology in India; Contemporary Psychology; Impact of
Globalization; Post Modernism and Multicultural movements. Towards a
Clinical Identity: education & training, professional activities and employment
settings, differences/similarities with other mental health professions
Unit IV: Introduction to Clinical Assessment and
Interventions
Assessment Processes: planning, data-collecting, interpreting, and
communicating findings; Clinical Interview: components and basic skills;
Diagnosis and Classification: basic issues and skills; Other assessment
components and skills (Intellectual, Neuropsychological, Personality and
Behavioral assessment).
General issues in interventions: Nature of specific therapeutic variables (client,

therapist, relationship). Course of intervention; Various perspectives (briefly):
Psychodynamic, Humanistic-Existential, Behavioral-Cognitive, Group &
Family
1. Hergenhahn, B. R., & Henley, T. (2013). An introduction to the history of

psychology. Cengage Learning.
2. Gentile, B. F., & Miller, B. O. (2009). Foundations of psychological

thought: A history of psychology. Sage Publications, Inc.
3. Hecker, J., & Thorpe, G. (2015). Introduction to clinical psychology.

Psychology Press.
1. Watrin, J. P. (2017). The “new history of psychology” and the uses and
abuses of dichotomies. Theory & Psychology, 0959354316685450.
2. Shaffer, Michael J. "The Experimental Turn and the Methods of

Philosophy." (2017).
3. Singla, D. R., Kohrt, B. A., Murray, L. K., Anand, A., Chorpita, B. F., &
Patel, V. (2017). Psychological treatments for the world: Lessons from
low-and middle-income countries. Annual Review of Clinical
Psychology, 13, 149-181.Nath, R. (2017). Healing Room: The Need for
Psychotherapy. Harper Collins.
4. Minas, H., & Lewis, M. (Eds.). (2017). Mental Health in Asia and the
:
Pacific: Historical and Cultural Perspectives. Springer.
5. The Mental Healthcare Act, 2017. Retrieved from

http://egazette.nic.in/WriteReadData/2017/175248.pdf Kumar, M. (2006).
Rethinking Psychology in India: Debating Pasts and Future. Annual
Review of Critical Psychology, 5, pp. 236-
256, www.disCourseunit.com/arcp/5.
6. Dhar, A.K. 2008: Science(s) of the mind: Fort-da between the windscreen
and the rearview mirror (Working Course).
7. Gentile, B.F. & Miller, B.O. (2009). Foundations of psychological

thought: A history of psychology. Sage: New Delhi.
8. Giles, B. (2002). (Ed.). History of Psychology. Delhi: Pearson
9. Gross, R. 1995: Themes, issues and debates in psychology. London:

Hodder and Stoughton.
10. Harris, B. 1997: Repoliticizing the history of psychology. In Critical

psychology: an introduction. D. Fox and I. Prilleltensky (eds), London:
Sage Publication.
11. Jones, D. & Elcock, J. (2001). History and theories of psychology: A

critical perspective. Arnold: London.
12. Kuhn, T.S. 1962: The structure of scientific revolutions. Chicago:

University of Chicago Press.
13. Kumar, M. (2006). Rethinking Psychology in India: Debating Pasts and

Future. Annual Review of Critical Psychology, 5, pp. 236-256,
www.discourseunit.com/arcp/5.
14. Lawson, R.B., Graham, J.E., & Baker, K.M. (2007). A history of
psychology: Globalization, ideas, and applications. Prentice Hall: New
Delhi.
15. McGhee, P. 2001: Thinking Psychologically. Basingstoke: Palgrave.
16. Nandy, A. 2004: The savage Freud: The first non-western psychoanalyst
and the politics of secret selves in colonial India, (in ‘Bonfire of creeds:
The essential Ashish Nandy) pp 339-393; Delhi: Oxford University Press.
17. Nandy, A 2004: Towards an alternative politics of psychology, (in

‘Bonfire of creeds: The essential Ashish Nandy) pp 324-338; Delhi:
Oxford University Press.
18. Robinson, D.N. (1995). An intellectual history of psychology. (3rd ed.).

Arnold: London.http://www.julianjaynes.org/pdf/jaynes_history.pdf
Evaluation Pattern
Evaluation Pattern:
Continuous Internal Assessment (CIA) - 70%

:
End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA)
CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student
does not meet the passing grade for CIA, s/he will have to repeat the CIA again
before moving to the next CIA. TThe student must pass all the CIA
components with a minimum overall CIA mark of 33/65 including class
participation to be eligible to write the ESE.
End Semester Examination (ESE)
The passing grade for the ESE is 40%
An overall grade of 50% is required to pass the course.(CIA+ESE)

MPS132 - THEORIES OF PERSONALITY (2021 Batch)
No of Lecture
Total Teaching Hours for Semester:60
Hours/Week:4
This course has been conceptualized in order to introduce students to the prominent theories
of personality within the field of psychology. Students will review various theoretical
models, the historical context in which they were developed, and related empirical
research related to the theories. Application of personality theories wherever applicable
in professional field of clinical psychology will be discussed. Assessment of personality
and personality dysfunction will be introduced as a clinical skill. This course will be
associated with demonstration labs where students are introduced to personality
assessment techniques. Students are not expected to conduct these assessments in this
course.
Course objectives:
This course will help the learner to gain a familiarity with the theoretical aspects of how
ones personality develops and how personality disorders emerge.
Learning Outcome
Course outcomes:
Apply the theoretical understanding to practical clinical case conceptualization

:
Compare various theoretical approaches
Understand the need for personality assessments in clinical practice
Critically evaluate the various theories of personality.

UNIT I: Psychodynamic Theories
Classical psychoanalysis: Freud; Neo-Freudian: Jung, Adler; Object relations: Winnicot.
(8 hrs)
Demonstration Labs (7 Hrs)
Projective tests: Thematic Apperception Test, Sentence Completion Test, Rosharch Ink
blot; Type Indicators; Case studies related to psychodynamic theories.
UNIT II: Behavioral Theories
Radical Behaviorism: Skinner; Social Learning: Dollard and Miller; Social Cognitive
Theorist: Bandura. (8 Hrs)
Behavioural observation, schedules of reinforcement, cognitive behavioral assessment;

Case studies
UNIT III: Humanistic and Existential
Theories
Maslow, Rogers, Kelly and Rollo May. (8 Hrs)
Rating scales (e.g change in client, therapist attitude scale); Case studies related to
humanistic and Existential theories; Assessment of personality using simulated
method (Leaderless group discussion, role play, etc)

UNIT IV: Trait Theories
Allport, Cattell, Eysenck

1. Schultz, D. P., & Schultz, S. E. (2016). Theories of personality. Cengage

1.
Learning.
2. Hall, C.S., Lindzey, G. & Camobell, J.B. (2007). Theory of personality,
4TH edition. John Wiley and Sons.
3. Ewen,R.B. (2010). An Introduction to theories of personality. Academic
Press, Inc. (London) Ltd.
:
1.
Carpara, G.V &Cereone, D. (2000). Determinants, dynamics and potentials.
Cambridge University Press.
2.
Friedman, H.S. & Schustack, M.W. (2004). Personality, 2ND edition. Pearson
Education Pvt.Ltd. India.
4.
Hergenhann, B.R & Olson, M.H (1999). An Introduction to Theories of Personality,
5th Edition, Prentice Hall, Upper Saddle River, New jersey
5.
Ryckman M. R (2004) 8th Edition. Wadsworth, Thompson learning. USA.
Evaluation Pattern
CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
before moving to the next CIA. The student must pass all the CIA components
with a minimum overall CIA mark of 33/65 including class participation to be
eligible to write the ESE.

MPS133 - QUANTITATIVE RESEARCH METHODS IN
No of Lecture
Hours/Week:4
This course is offered to students in the first semester to introduce them to the
:
tradition of quantitative research in psychology. It begins by discussing the
philosophical foundations of quantitative research followed by the scientific
basis of research. Students are expected to see the links between scientific
process of research and development of clinical psychology. Students will be
introduced to research designs and process of research in quantitative methods.
The course also provides opportunities to practice skills of research in
laboratory setting.
Learning Outcome
At the end of this course students will be able to:
Demonstrate knowledge of research designs in quantitative research and

the scientific process of research
Design an experiment with manipulation can control of the variables.
Differentiate various data collection and sampling methods employed in
quantitative research
Write a quantitative research proposal in the domain of Psychology.
UNIT 1 Teaching Hours:15

Foundations of Quantitative Research Methods in
Psychology
Philosophical roots of quantitative research; History of scientific research in
psychology; Definition of research; Purpose and need of psychological
research. Experimental, Exploratory, Correlational and descriptive research in
psychology; Ethical issues in psychological research
Process of Quantitative Research
Conceptualization, operationalization and measurement; Causality and
experimentation; Definition and nature of variables; ;operationally defining
variables; Independent variables; Dependent variables; formulation of research
problems and hypothesis ; Different types of hypothesis ; Experimental
manipulation and control of variables; steps in quantitative research (5 hours of
lab work dedicated to developing problem statement and a hypotheses is
suggested)
Sampling Techniques and Data Collection
Population and sample: Basic assumptions; Sampling distribution; Sampling
techniques: probability and non-probability sampling; Methods of data
collection: observational methods, surveys, questionnaires, interviewing
methods, case study methods, and psychometric tests.
Experimental Designs in Psychology
Adequate vs Inadequate (faulty) research design;Types of experimental design
based on subjects and factors; Within-subjects, between subjects, single-
subject, single factor, and factorial design; Sources of error variance and its
management in the various types of experimental designs; Mixed design (8 hrs
)
1. Gravetter,F. J., & Forzana, L. A. (2015). Research methods for behavioral

sciences (5 ed.). Stamford, CT:Wordsworth cengage learning .
:
2. Bordens, K. S., & Abbott, B.B. (2006). Research and design methods: A
process approach(6 ed.). New Delhi: Tata McGraw-Hill Company
Limited
3. Goodwin, C. J. (2002). Research in psychology: Methods and design (3rd
ed.). New Jersey: John Wiley & Sons, Inc.
4. Coolican, H.(2004). Research methods and Statistics in Psychology.
London: Hoddes Arnold
5. Kerlinger, N. (1996). Foundations of behavioural research. India:
Prentice Hall
1. Breakwell, G. M., Hammond, S., Fife-Shaw, C., & Smith, J. A. (Ed.).

(2006). Research methods in psychology (3 ed.). New Delhi: Sage.
2. Cohen, R. J., & Swerdlik, M. E. (2005). Psychological testing and
assessment: An introduction to tests and measurement (6 ed.). New York:
McGraw-Hill.
3. Heiman, G.W. (2001). Understanding research methods and statistics: An
integrated introduction for psychology (2ed.). Boston: Houghton Mifflin
Company.
4. Rosnow, R. L., & Rosenthal, R. (2002). Beginning behavioral research: A
conceptual primer (4ed.). New Jersey: Prentice Hall.
5. Singh, A. K. (1997). Test, measurements and research methods in
behavioural sciences. Patna: Bharathi Bhavan Publishers and
Distributors.
Evaluation Pattern
Evaluation Pattern:
CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
:

MPS134 - COGNITIVE PSYCHOLOGY - I (2021 Batch)
No of Lecture
Hours/Week:4
This course is part of the first years master's program in Clinical Psychology
and comprises a core methodology that underlies the understanding of both
normal and abnormal human behaviour. This course contributes to the Clinical
Psychology program objectives of (a) developing domain knowledge (b)
enhancing observation skills and critical analysis (c) inculcating evidence-
based inference and finally (d) enhances self awareness and self regulation. At
the same time the course also exemplifies the University expectation of
excellence and service and contributes to the following graduate attributes of
academic excellence, professional excellence and personal enhancement.
This course will provide students with an understanding of normal mental

processes and their relationship to brain, mind and behavior. This course will
give an overview antecedents and influences on Cognitive Psychology and the
basic concepts from an information-processing and computational perspective.
Domain wise understanding of cognition will be highlighted in the
understanding of attention and perception. The course will require the use of
labs and experiments to demonstrate concepts in the course. Application to the
practice of evaluating behaviour in the context of clinical psychology will be
highlighted in this course.
Course Objectives:
Recognize, understand and define the basic concepts of Cognition
Understand and Analyze the use of models and experiments to study

cognition
Apply that knowledge to critically evaluate functional cognitive processes
Develop scientific mindedness, self awareness and self regulation
Learning Outcome
By the end of the course learners will be able
To develop an understanding of normal mental processes and demonstrate

the domains of cognition using experiments.
:
To draw connections between brain, mind and behaviour and demonstrate
the relationships through observations and reasoning.
To evaluate cognitive processes using the model of information

processing and make predictions.
To apply available tools and be able to describe their use in creating new
knowledge in cognitive psychology, in written and oral form.

Unit I: Introduction to Cognitive Psychology
History of cognitive psychology and Emergence of Cognitive Science; Core Concepts:
Mental Representations, Stages of processing, Memory stores; Serial vs. Parallel
Processing, Hierarchical systems, Information processing, Connectionism,
Consciousness and Awareness; Embodied Cognition. The Brain and Cognition: Basic
Neuroanatomical principles, new techniques for exploring cognition (EEG, fMRI,
PET) designing cognitive experiments.
Demonstration Lab: Designing a cognitive experiment

Unit II: Psychophysiology
Introduction to Psychophysics: History and development. Classical psychophysics:
Weber’s law, Fechner’s law. Psychophysical methods: Method of limits, Method of
constant stimuli, Method of average error. Contemporary psychophysics: Steven’s
power law, signal detection theory (modular with demonstration and practicum on
psychophysical methods and response criterion and decision).
Demonstration Lab: Psychophysics experiments using Method of limits, Method of

average error and Method of Constant Stimuli.
Unit III: Perception
Modularity of Perception: Visual perception (Form and pattern perception); Space perception
and cognition, Auditory Perception, Multimodal Perception; Synesthesia; Perception and
Action; Theories of Perception: Gestalt approach, Top–Down vs. Bottom- up Processing,
Information Processing; Pattern Recognition: Feature detection analysis, Template matching,
Prototype matching; Brain and Perception: Dorsal and Ventral pathways; Disruptions of
Perceptions: Illusions and Agnosia
Unit IV: Attention
Basic Concepts: Divided attention, Selective Attention, Visual attention and Auditory
attention. Theories and current developments: Bottleneck and Capacity theories;
Automatic and Controlled processing, switching attention. Brain and attention
Matlin M W (2013) Cognitive Psychology. 8th Edition. John Wiley &

Sons.
Galotti, K.M. (2017). Cognitive Psychology In and Out of the Laboratory.

6th Edition. SAGE Publications, Inc.
:
Kellogg, R.T. (2012) Fundamentals of Cognitive Psychology. 2nd
Edition, Sage South Asia.
Smith, E. E. & Kosslyn, S (2013). Cognitive Psychology: Pearson New

International Edition: Mind and Brain, Pearson.
Goldstein B E (2010). Sensation and Perception (8th Edition) Wadsworth.
Solso, R, L. (2014) Cognitive Psychology. 8th Edition. Pearson

Education.
Eysenck M.W. and Keane M.T. (2015) Cognitive Psychology: A Student's

Handbook. 7th Edition. Psychology Press.
Reed, S.K. (2007). Cognitive theories and applications. International

Edition. 8th edition. Wadsworth.
Lamberts K & Goldstone R L (2005) (Eds). Handbook of Cognition,

Sage, London.
Millar S (2008) Space and Sense. Essays in Cognitive Psychology.

Psychology Press, England.
Stevens S, S. (1966) ( Ed) Hand book of Experimental Psychology,

Wiley.
Woodworth R S & Schlosberg H (1954). Experimental Psychology.
Evaluation Pattern
Evaluation Pattern:
CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
:

MPS135 - BIOLOGICAL FOUNDATIONS OF
BEHAVIOUR - I (2021 Batch)
This Course intends to familiarize students with an introductory knowledge of
the topics and methods of biological psychology to create an understanding of
the underlying biological foundations of human behavior.
Course objectives: The course is intended to help the learner
gain a familiarity with general biological foundations of behavior
develop knowledge required to understand the biological underpinnings

of major mental disorder
Identify basic brain structures and related functions
Describe contemporary research methods for studying brain and behavior
Interpret how drugs and hormones influence behavior
Apply biological elements to common psychological disorders
Learning Outcome
At the end of the course students will be able to
Understand the links between behavior, mental processes and biological

processes
Understand the basic structure of the nervous system and its various
functions
Demonstrate the application of biological foundations in clinical practice

UNIT I: Introduction
The origins of biopsychology, Nature of biological psychology, basic cytology
and biochemistry, Mind Brain relationship, Methods of study of research in
biopsychology-anatomical methods, degeneration techniques, lesion
techniques, chemical methods, stereotaxic surgery, micro-electrode studies,
oscilloscope, polygraph, scanning methods & Ethical issues in research.
:
UNIT II: Neurons and Neuronal Conduction
Structure of neurons, types, functions, neural conduction, communication
between neurons, Synaptic conduction, Neurotransmitters
UNIT III: The Structure and Functioning of the
Nervous System
Basic features of nervous system, Meninges, Ventricular system, Cerebrospinal
fluid, Blood brain barrier, Peripheral nervous system: Cranial Nerves, Spinal
Nerves, Autonomous nervous system; Major structures and functions, spinal
cord, Brain: Fore brain, Mid brain, Hind brain, Cerebral cortex, temporal,
parietal and occipital lobes; prefrontal cortex

UNIT IV: Biopsychology of emotion, stress and
health
Emotions as response patterns: fear, anger and aggression; Hormonal control of
aggressive behavior; Neural basis of the communication of emotion:
Recognition and expression; Stress and health: The stress response, stress and
gastric ulcers, Psychoneuroimmunology, stress and the hippocampus; Fear
conditioning: amygdale, contextual fear conditioning and the hippocampus
1. Carlson, N.R. (2004). Physiology of behaviour (8th.ed.). Boston: Allyn &

Bacon.
2. Schneider M Alles (1990). An introduction to Physiological Psychology

(3rd Edition) USA: Random House.
1. Blackmore, S. (2003). Consciousness: An introduction. London:

Hodder&Stoughton.
2. Carlson, N.R. (1999). Foundations of physiological psychology (4th.

Ed.). Boston: Allyn & Bacon.
3. Kalat, J.W. (2004). Biological psychology (8th.ed.). Belmont:

Wadsworth/Thomson learning.
4. Kandel, E.R. Schwartz, J.H. & Jessel, T.M. (2000). Principles of neural
science (4th .ed.). New York: McGraw-Hill.
5. Leukel, F. (1985). Introduction to physiological psychology (3rd .ed.).

New Delhi: CPSPublishers.
6. Pinel, J.P.J. (2000). Biopsychology (4th .ed.). Boston: Allyn & Bacon.
7. Rosenweig, M.R., Leiman, A.L. & Breedlove, S.M. (1999). Biological

psychology: An introduction to behavioral, cognitive, clinical
:
neuroscience. (2nd Ed.). USA: Sinauer Associates, Inc.
8. Wallace, B. & Fisher, L.E. (1991). Consciousness and Behavior (3rd Ed.).
USA: Allyn & Bacon.
Evaluation Pattern
Evaluation Pattern:
CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks

MPS136 - QUALITATIVE RESEARCH METHODS IN
No of Lecture
Hours/Week:4
Course Description: This course will introduce students to the tradition of
qualitative research in social sciences with an emphasis of is applicability in
psychology. Different methods of collecting qualitative data are discussed.
Methods of Qualitative data analysis are also touched upon .Along with courses
on research in the first and second semester, this course intends to provide
students with the theoretical background to develop their research proposal.
Course objectives: This course will help the learner will be able to:
Understand the philosophical foundations on which qualitative research

methods are based
:
Gain familiarity with the conceptual foundations of qualitative research
methods in Psychology
Understand various traditions of qualitative research methodologies in

psychology.
Learn different methods of data collection.
Understand different methods of data analysis in qualitative research

methods.
Learning Outcome
Demonstrate skills on designing qualitative research
Collect qualitative data using various methods
Appreciate the importance of interdisciplinary research
Demonstrate skills on different traditions of qualitative data analysis
Conduct Computer assisted qualitative data analysis
Demonstrate skills on proposal writing and reporting qualitative research.

Unit I: Foundations of Qualitative Research
Defining qualitative research; Historical development of qualitative research;
Key philosophical and methodological issues in qualitative research; Different
traditions of qualitative research; Grounded theory, Narrative approach,
Ethnography ,Action research and Discourse analysis (8 hrs)
Research Lab (7 Hrs)
1. Review of different article related to the different traditions of qualitative

research
2. Skill training seminars

Unit II: Qualitative Research Design
Conceptualizing research questions, issues of paradigm, .Designing samples,
Theoretical sampling, Contrasting qualitative with quantitative approach in
research process Issues of Credibility and trustworthiness (8 hrs)
1. Qualitative research proposal lab
2. Simulated techniques on designing qualitative research

Unit III: Methods of Collecting Qualitative
:
Data
What is qualitative data? Various methods of collecting qualitative data:
participant observation, interviewing, focus groups, life history and oral history,
documents, diaries, photographs, films and videos, conversation, texts and case
studies (8 hrs)
1. Simulated techniques on different data collection methods
2. Skill training seminars

Unit IV: Analyzing Qualitative Data
Different traditions of qualitative data analysis; thematic analysis, Narrative
analysis, Discourse analysis, Content analysis (8 hrs)
1. Qualitative data analysis software NVivo
2. Reporting qualitative research data
1. Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research

design: Choosing among five approaches. Los Angeles, CA: Sage.
2. Ritchie, J., Lewis, J., McNaughton Nicholls, C., & Ormston, R.

(2014). Qualitative research Pactice A guide for social science
students and researchers (2nd ed.). New Delhi: Sage Publication Limited.
1. Bryman,A (Ed.)(2007) Sage Benchmarks in social science research

methods Vol.I,Vol.II ,Vol,III,and Vol. IV.New Delhi : Sage Publications
2. Kvale,S.(Ed.) (1997).Psychology & Post-modernism. New Delhi:Sage

Publications
3. McGhee, P. (2001). Thinking critically about qualitative research in

psychology. In P. McGhee, Thinking psychologically (pp.98-111). New
York: Palgrave
4. Smith,J.A.(ed.)(2003).Qualitative psychology: A practical guide to

research methods.New Delhi: Sage.
5. Smith,J.A., Harre,R., & Langenhove,L.V.(eds.).(1995).Rethinking

methods in psychology. NewDelhi:Sage.
6. Willig,C.(2001).Introducing qualitative research in psychology:

Adventures in theory and method. Buckingham:Open University Press.
:
Evaluation Pattern
Evaluation Pattern:
CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks

MPS181 - COMMUNITY SERVICE - I (2021 Batch)
No of Lecture
Hours/Week:2
Course Description
In this course, students will spend four hours a week or a total of 30 hours
during the semester involved in supervised community service. Students are
encouraged to work alongside NGO’s or other professional bodies. Students
will engage in activities such as children, adolescents and youth
teaching/tutoring, community organization, psychological assessment and
mental health awareness. Reflections on their interactions are an integral part of
this course. Student engagement will be assessed by the supervisor.
Course objectives
This course will help the learner
To choose a community-based organization that they are interested in

working with.
To support organizations to help the community.
Learning Outcome
:
After the completion of this course the students will be able to:
Identify community-based issues.

Provide assistance in community intervention programmes.

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

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

Reflection
Reflection is a core component of Community service. It is a period of critical
thinking performed by the student and is based on a specific or overall
experience of the student. It guides students towards greater personal
development by coming to a better understanding of their own values,
opinions, and assumptions. The types of reflection which can be used are, class
discussion, brainstorming, sharing of critical personal and group incidents,
directed writings, experiential research paper, student portfolios and so on. The
students are expected to discuss in groups at the end of this course using the
following guidelines.
Reason for choosing the organization
•The planning phase of service-learning initiatives
•Logistics for the initiative of the action
•Stakeholders/beneficiaries
•Execution of the action initiative
•Specific learning outcome
•Evaluation
:
1. Pawar, M. (2014). Social and Community Development Practice (1st ed.).

Los Angeles: SAGE India.
2. America’s Promise—The Alliance for Youth (2004). Connecting
Communities with Colleges & Universities. 909 North Washington
Street, Suite 400, Alexandria,VA 22314-1556.
1. Bringle, R. G. & Hatcher, J. A. (1996). Implementing Service-Learning in

Higher Education. The Journal of Higher Education, 67(2), 221-239.
2. Swaminathan, M., & Baksi, S. (2018). How Do Small Farmers Fare? –
Evidence from Village Studies in India. New Delhi: Tulika Books.
3. Sarkar,S. (2015). Social Problems in India (1st ed). Kalpaz Publications.
Evaluation Pattern
Evaluation Pattern:
CIA 1: 20 marks
CIA 2: 25 Marks
Class participation & Attendance: 5 marks
with an overall CIA mark of 25/50 to pass the course.
MPS211 - RESEARCH PROPOSAL (2021 Batch)
Course Description: In this course the students are required to identify and
select a topic of their interest to conduct research on.
Course Objectives:
This course intends to help the learner
identify a research problem

develop a research proposal to study the problem
Learning Outcome
At the end of the course students will
:
Be able to develop a research proposal for presentation to the
departmental council
Understand the ethical issues involved in their research proposal
Use peer and instructor feedback effectively to critique research
proposals

Review of Literature and Problem
Identification
Identifying a problem; Presentation of research idea; Presentation of research
idea; Training on review of literature; Research proposal (Quantitative
); Research proposal (Qualitative )

Developing the Proposal
Issues in Methodological frame work; Presentation of
methodology; Presentation of methodology; Submission and Presentation of
first draft; Submission and Presentation of first draft; Final presentation; Final
submission of proposal
1. Hart, C (2006). Doing your Masters Dissertation ,Sage, New Delhi
1. Best, J, W & Khan,J,V .(2016). Research in Education,10th

edition.Pearson Education
Evaluation Pattern
CIA 1: 20 marks
CIA 2: 25 Marks
MPS231 - LAW AND ETHICS IN CLINICAL

No of Lecture
Hours/Week:4
:
Course Description: This course has been conceptualized in order to inculcate
awareness about legal and ethical aspects of practicing Clinical Psychology in
India. It highlights the commonly encountered ethical dilemmas in clinical
practice and facilitates ethical decision making in a multicultural context. The
courses also addresses licensure and certification issues in clinical psychology
practice in India.
Course Objectives:
This course will help the learner to gain a familiarity with foundations of
ethics, historical violations of ethical principles in research and practice,
commonly encountered ethical dilemmas in research and clinical practice.
It will help the learner gain awareness about different codes of ethics and
develop a personal ethical decision- making model to resolve ethical
dilemmas.
Learning Outcome
Understand the foundational principles of ethics in clinical psychology.
Analyze and resolve common ethical dilemmas in research and practice
Examine ethical issues specific to special population
Develop a personal ethical decision model
Understand legal aspects of licensure and practice of Clinical Psychology

in India

History and Principles of ethics in psychology
History of ethical principles in Psychology; General Ethical Principles: Beneficence and Nonmaleficence,
Fidelity and Responsibility, Integrity, Justice, Respect for People’s Rights and Dignity; Ethical standards:
Resolving Ethical Issues, Competence, Human Relations, Privacy and Confidentiality, Advertising and Other
Public Statements, Record Keeping and Fees, Education and Training, Research and Publication,
Assessment, Therapy, Ethics in Indian context
Practice issues
Ethics and the personal context: Morals, Virtues, Emotions; Developing a personal model for ethical decision
making; Multiple relationships and Boundary issues, Close Encounters, Attraction, & Sexual Misconduct;
Psychotherapy contract: Informed consent, confidentiality and guidelines for contacting; Ethics and
confidentiality in digital age, Ethics in online therapy

Issues in working with special population
:
Ethics in child psychotherapy; Couples and families, Survivors of sexual violence; Therapy with LGBT;
Ethical Issues in the Consultation-Liaison Context; Assessment and Management of Suicide Risk; Ethics in
Multicultural and Interpersonal context

Issues in working with special population
Mental healthcare act 2017; Rights of Persons with Disabilities Act, 2016; RCI Regulations and Act 2000;
Process of getting certified as licensed clinical psychologists; Representing clients in court of law
RTI Act, Consumer Protection Act
1. American Psychological Association. (2010). Ethical Principles of Psychologists and Code of Conduct.
http://www.apa.org/ethics/code/principles.pdf
2. Bhola,P.& Raguram ,A.(Eds.) (2016). Ethical Issues in Counselling and Psychotherapy Practice
Walking the line .New Delhi: Springer
3. Rehabilitation Council of India(2000).RCI Amendment Act 2000.Retrived from
http://www.rehabcouncil.nic.in/writereaddata/RCI_Amendments_ACT.pdf
4. The Mental Health Care Act (2017). Available from:
http://www.prsindia.org/uploads/media/Mental%20Health/Mental%20Healthcare%20Act,%202017.pdf.
1. Pope, K, S., and Vasquez, M. J. T. (2016). Ethics in Psychotherapy and Counseling, a Practical Guide, 5th
edition. New Jersey: Wiley.
Evaluation Pattern
CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing
grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA.The student must pass
all the CIA components with a minimum overall CIA mark of 33/65 including class participation to be

:
MPS232 - PSYCHOPATHOLOGY- I (2021 Batch)

Course Description: This course introduces students to mental health issues in clinical psychology by
introducing clinical psychopathology. The use of diagnostic assessments using both DSM V and ICD 10 will
be explored in this course. Students will also be encouraged to integrate the bio-psycho-social model of
health and illness with clinical interventions.
Course objectives:
To understand the etiology and current classificatory systems of mental disorders
To learn about the different symptoms, course and prognosis of mental disorders
Learning Outcome
Contrast and compare the models of etiology of mental disorders
Demonstrate understanding of the various manifestations of psychopathology
Demonstrate the ability to use DSM V and ICD 10 classificatory systems
Demonstrate understanding of skills required to diagnose various disorders.
Demonstrate mastery of skills required for psychopathological formulation.
Teaching
Unit-1
Hours:15
Unit I: Classification and Theoretical Models
Systems of classification, basic features; DSM-5, ICD-10, similarities,
differences and critical evaluation; new disorders in DSM-5; Major theoretical
models of psychopathology; Critical evaluation.
Demonstration lab
Use of DSM V and ICD- diagnostic interviews through video tape, Teacher
lead simulation
Teaching
Unit-2
Hours:15
Unit II: Psychopathology of Neurocognitive and sleep
disorders
Dementia, delirium, head injury, epilepsy, other amnesic syndromes; Clinical
characteristics and etiology and treatment
Sleep disorder; Clinical characteristics, etiology and treatment.
Demonstration Lab
:
Neuropsychological assessments.
Teaching
Unit-3
Hours:15
Unit III: Psychopathology of substance related and
addictive disorders and feeding and eating disorders
Clinical characteristics, etiology, models of addiction, assessment in addiction.
Motivational intervention and behavioral assessment.
Feeding and Eating disorders- Anorexia and Bulimia, Binge eating disorder.
Demonstration lab
Assessment in addictions, Motivational Interviewing.
Teaching
Unit-4
Hours:15
UNIT IV: Psychopathology of Adult Personality Disorders,
sexual dysfunctions and gender dysphoria.
Clinical characteristics, etiology and theories of cluster A, B and C personality
disorders. Differences in ICD and DSM V. Clinical characteristics, etiology of
sexual dysfunctions, gender dysphoria and paraphilias.
Demonstration Lab
Use of IPD, Clinical rating scales for personality disorders
1. Ahuja N (2002). A short textbook of Psychiatry (5th edition). New Delhi.

Jaypee Brothers.
2. Sadock, B.J. & Sadock, V.A. (2003). Kaplan & Sadock’s Synopsis of
psychiatry: Behavioral sciences/clinical psychiatry (9th. Ed.).
Philadelphia: Lippincott Williams & Wilkins.
1. Hecker, S.E. & Thorpe, G.L. (2005). Introduction to clinical psychology:

Science, practice & ethics. Delhi: Pearson Education, Inc.
2. Adams, H.E., Sutker, P.B. (2001). Comprehensive handbook of

psychopathology (3rd Ed.). New York: Kluwer Academic publishers.
3. Millon, T., Blaney, P., & Davis, R.D. (1998). The oxford textbook of
psychopathology. London: Oxford University Press.
4. Smith, N.W. (2001). Current systems in psychology: History, theory,

research & applications. USA: Wadsworth/Thomson learning.
5. American Psychological Association. (1998). Diagnostic and statistical

manual of mental disorders (4th .ed.): text revision (DSM-1V-TR). New
Delhi: Jaypee Brothers Medical Publishers (pvt) Ltd
:
Evaluation Pattern
CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
with a minumum overall CIA mark of 33/65 including class participation marks
to be eligible to write the ESE.

MPS233 - PSYCHOLOGICAL MEASUREMENT AND
STATISTICS (2021 Batch)
No of Lecture
Total Teaching Hours for Semester:60 Hours/Week:4

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

construction and validation of psychological measurements and an
exposure to quantitative analysis techniques. The course also aims to
enhance the skills of the students in data analysis manually as well as
with the aid of software including EXCEL and SPSS.
The classes will focus on the fundamental principles of psychological
measurements and statistics, theory behind test construction,
psychometric test development, and data entry, data editing and analysis,
exclusively quantitative.
:
The students will learn to construct and validate scales, inventories, and
questionnaires, and to establish the psychometric properties.
The students will also be exposed to a broad range of statistical tools and
packages that can be used for data analysis in clinical research and
experiments.
Learning Outcome
Define measurement, design psychological tests, explain and apply the

steps in test construction and standardization
Estimate the validity and reliability of the scales, inventories and

questionnaires, and generate test norms
Define psychological statistics, determine the relevant statistical tool

during data analysis, identify and distinguish the analysis techniques that
can be used in quantitative and qualitative research
Analyze the quantitative data using descriptive and inferential statistics

manually, and using EXCEL and SPSS, and interpret the findings
Distinguish between the dependent and independent variables and

identify the specific quantitative method to meet the given objectives in a
quantitative research
Differentiate and integrate the output of the statistical analysis, parametric

and non-parametric, and use APA format to present them in figures and
tables
Assess and critique the quantitative methods used in a published journal

article

Foundations of Psychological Measurement and
Testing
Definition of measurement; scales of measurement; Development of
psychological test - steps; Item analysis: purpose of item analysis ;Item
response theory, item difficulty, item discrimination; Test construction lab.
Test Construction and Standardization
Various methods of estimating reliability and Validity; Test norms: types of
norms, development of norms; Test construction lab.
Descriptive Statistics
Definition and purpose of psychological statistics; Measures of central
tendency and variability; Correlation: product-moment, point-biserial, phi,
biserial, tetrachoric, spearman’s correlation coefficients; EXCEL & SPSS- Data
entry and Descriptive statistical analysis, Reporting Statistics

Inferential Statistics
:
Probability distribution and normal curve; Levels of significance, type – I and
type – II errors, one-and two-tailed tests ;Parametric and non-parametric tests
of significance; Statistical analysis of single - sample study: testing a sample
mean by t-test; Statistical analysis of two-sample experiments: the independent
samples t-test, the dependent-sample t-test; Statistical analysis of complex
experiments: analysis of variance – F test (computing and interpreting one-way,
two-way ANOVA and their logic);MANOVA and Post-hoc tests; SPSS-
inferential statistical analysis, APA style of report writing
1. Gravetter, F.J., & Wallnau, L.B. (2002). Essentials of statistics for the
behavioral sciences (4th ed.). Pacific Grove, CA: Wadsworth/Thomson
Learning
2. Coolican, H.(2004).Research methods and Statistics in Psychology.
London: Hoddes Arnold
3. Anastasi, A.& Urbina,S(1997).Psychological testing .New Delhi: Pearson
Education Asia
4. Gregory, R.J (2004).Psychological testing. History, principles and
applications. New Delhi: Pearson Education Asia
5. Garrett,H.E (2005).Satistics in psychology and Education. New Delhi:
Paragon international Publishers.
1.Aron, A. & Aron, E.N. (1994). Statistics for psychology. New Jersey:
Prentice Hall.
2.Cohen, R.J., & Swerdlik, M.E. (2005). Psychological testing and assessment:
An introduction to tests and measurement (6th ed.). New York: McGraw-Hill.
3.Heiman, G.W. (2001). Understanding research methods and statistics: An

integrated introduction for psychology (2nd ed.). Boston: Houghton Mifflin
Company.
4.Kaplan, R.N.,& Saccuzzo, D (2001). Psychological Testing, Principles,

Applications and issues. New York Kerlinger, N. (1996). Foundations of
behavioural research. India: Prentice Hall
5.King, B.M., & Minium, E.M. (2003). Statistical reasoning in psychology and
education (4th ed.). New Jersey: John Wiley & Sons, Inc.
6.Leong, F.T., & Austin, (1996). The psychology research handbook: A guide
for graduate students and research assistants. Delhi: Sage Publications
7.Levin, J., & Fox, J.A. (2006). Elementary statistics in social research (10th
ed.). New Delhi: Pearson Education.
8.McCall, R.B. (2001). Fundamental statistics for behavioral sciences (8th ed.).
Belmont, CA: Wadsworth/Thomson Learning.
9.Miles, J. (2001). Research methods and statistics. Exeter: Crucial
10.Murphy, K.R., & Davidshofer, C.O. (2001). Psychological testing:

:
Principles and applications (5th ed.). New Jersey: Prentice Hall.
11.Schweigert, W.A. (1997). Research methods psychology: A handbook.

Delhi: Sage Publications
12.Singh, A.K. (1997). Test, measurements and research methods in

behavioural sciences. Patna: Bharathi Bhavan Publishers and Distributors
Evaluation Pattern
CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
before moving to the next CIA. TThe student must pass all the CIA
components with a minimum overall CIA mark of 33/65 including class

MPS234 - COGNITIVE PSYCHOLOGY - II (2021 Batch)
No of Lecture
Hours/Week:4
Course Description: This course is part of the second semester of the master's
program in Clinical Psychology and aims to discuss complex cognitive
processes that underlie both normal and abnormal human behaviour. This
course contributes to the following Clinical Psychology program objectives (a)
developing domain knowledge (b) enhancing observation skills and critical
analysis (c) inculcating evidence-based inference and finally (d) enhances self
awareness and self regulation. At the same time the course also exemplifies the
University expectation of excellence and service; and contributes to the
graduate attributes of academic excellence, professional excellence and
personal development.This course continues from Cognitive Psychology-1 and
furthers learning on higher cognitive functions. This course will continue to
:
highlight information-processing and computational perspectives while
examining Memory, Language, Problem Solving, Reasoning and Decision
Making. The topics will also include an understanding of the neuroscience of
Cognition. This course will require the use of lab and experiments to
demonstrate concepts in the course. Applications related to evaluating
cognitive processes and their relevance to the practice of clinical psychology
would be highlighted.
Course objectives: The course will help the learner
Recognize, understand and define the concepts of high cognition

(Memory, Language, Reasoning, Thinking, Problem Solving, Decision
Making)
Understand and Analyze models and experiments to study topics in

Cognition
Apply that knowledge via experiments to critically evaluate functional

cognitive processes
Develop scientific mindedness, self awareness and self regulation
Learning Outcome
Define and describe normal mental processes and contrast it to disordered

states.
Describe and Compare the theories in written and oral form.
Infer connections between brain, mind and behaviour and demonstrate

such relationships through observations and experiments.
Analyze and critically evaluate models of cognitive processes and make

predictions.
Use available experimental tools and describe their importance and utility
Create hypotheses based on the theories and evaluate cognitive processes

using experiments.
Present the arguments and conclusions based on evidenced gathered

through literature or data.

Memory
Architecture of Memory, Working Memory and Levels of processing;
Remembering: Autobiographical and eyewitness memories; traumatic and
false memories, Confabulation; Forgetting: Reproduction and reconstruction in
memory, Theories of forgetting; Models of Knowledge Representation:
Semantic Memory, Episodic Memory, Procedural (Implicit and Explicit);
Models of memory for new information: General approach, Simple association
models and SAM model; Prospective Memory – Event based, Time based,
Current model; Mnemonics and TOT; Metacognition
:
Language Comprehension and Production
Defining Language: Origins of language, meaning structure and use,
Chomsky’s Universal grammar, Psycholinguistics; Theoretical Perspectives of
Language: Modularity Hypothesis, Whorfian Hypothesis and
Neuropsychological perspectives, Lateralization; Language production:
Speaking: Producing a word, sentence, speech errors, discourse, the social
contexts of speech. Writing: Cognitive model, planning the writing assignment,
sentence generation, revision; Language comprehension: Comprehension,
Reading and Discourse: Theories of Parsing; Factors affecting Comprehension,
Reading processes and Discourse processes; Bilingualism

Thinking, Problem Solving and Creativity
Concepts and Categorization: Function of concepts, Structure of Natural Object
Categories, Association and Hypothesis Testing, Use of categories in
reasoning;Problem Solving: Types of problem, Understanding the problem,
Strategies of Problem Solving (Sub goals, analogues); Problem-Solving
Approaches: Gestalt, Newell and Simon’s theory, Factors that influence
Problem Solving; Creativity and problem solving

Reasoning and Decision Making
Reasoning: Types of Reasoning: Deductive, Inductive and everyday reasoning,
Syllogistic Reasoning (Conditional Reasoning) Wason’s Card Task;
Approaches to the study of reasoning: Componential, Rules/heuristics, mental
models approach.; Patterns of Reasoning Performance; Basic concepts:
Estimating probabilities, combining probabilities and values, risk dimensions;
Models in Decision Making: Utility models (Expected utility, Multiattribute
utility, dual processing); Cognitive Illusions in Decision Making: Availability,
representativeness, framing effects, illusory correlations, hindsight effects,
overconfidence; Decision Making Models – Compensatory and Non-
compensatory; Types of decisions: Decisions –Influence of risk, uncertainty,
Emotions and Decision Making
1. Matlin M W (2013) Cognitive Psychology. 8th Edition. John Wiley &

Sons.
2. Galotti, K.M. (2017). Cognitive Psychology In and Out of the Laboratory.

6th Edition.SAGE Publications, Inc.
3. Eysenck M.W. and Keane M.T. (2015) Cognitive Psychology : A

Student's Handbook. 7th Edition. Psychology Press.
4. Kellogg, R.T. (2012) Fundamentals of Cognitive Psychology. 2nd

Edition, Sage South Asia.a
:
5. Smith, E. E. & Kosslyn, S (2013). Cognitive Psychology: Pearson New
International Edition: Mind and Brain, Pearson.
6. Reed, S.K. (2007). Cognitive theories and applications. International

Edition. 8th edition. Wadsworth.
1. Purves et al. (2008) Principles of Cognitive Neuroscience: 1st (first)

Edition Sinauer Associates.
2. Benjafield J. C. (2007) .Cognition, Third Edition. Oxford University

Press.
3. Howes M B (2007) Human Memory. Structures and images. Sage
4. Neath I & Surprenant A M (2003). Human Memory, Second Edition,

Wadsworth.
5. Sternberg R J & Pretz J E (2005) (Eds) Cognition and Intelligence

Cambridge University Press.
Evaluation Pattern
CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
MPS235 - BIOLOGICAL FOUNDATIONS OF

:
BEHAVIOR - II (2021 Batch)
Course Description: This Course intends to familiarize students with an
introductory knowledge of the topics and methods of biological psychology to
create an understanding of the underlying biological foundations of human
behavior
Course Objectives: At the end of this course, students will be able to:
Identify basic brain structures and related functions

Describe contemporary research methods for studying brain and behavior
Interpret how drugs and hormones influence behavior
Identify the process by which memories are formed
Analyze the neurological pathways related to hunger, emotions, and sleep
Recognize the ways various emotions are expressed
Describe biological and social origins of sexual behavior / motivation
Differentiate lateralization of brain function and language development
Apply biological elements to common psychological disorders
Learning Outcome
Demonstrate knowledge of the biopsychology of cognitive functions

Demonstrate knowledge of the biopsychology of arousal
Demonstrate knowledge of the biopsychology of motivation and emotion
Demonstrate knowledge of the biopsychology of select psychiatric
conditions

Biopsychology of Cognitive Functions
Learning: Neurophysiology of learning, Synaptic plasticity; Memory:
Neurological basis of memory, Brain damage and dysfunction of memory
Language: Lateralization, Evolution and neurophysiology of speech. Disorders

of reading writing: apasia, alexia & dyslexia.
Biopsychology of Arousal
Physiological correlations of Arousal: consciousness and sleep, Factors
affecting consciousness. Sleep: Rhythms of sleeping and waking, neural basis
of biological clocks, Stages of sleep,brain mechanisms of REM sleep and
dreaming, physiological mechanisms of sleep and waking, disorder of sleep
Biopsychology of Motivation
Hunger –theories, neural signals; Thirst-neural mechanisms; Human obesity.
Anorexia nervosa Sex- hormones and sexual development, neural mechanism
of sexual behavior, sexual orientations, hormones and the brain.
:
Biopsychology of Psychiatric Disorders
Schizophrenia, Substance abuse disorders, Major affective disorders, and
Anxiety disorders.
1. Carlson, N.R. (2004). Physiological of behaviour (8 th .ed.). Boston: Allyn

& Bacon.
2. Kalat, J.W. (2004). Biological psychology (8 th .ed.). Belmont:

Wadsworth/Thomson learning.
1. Blackmore, S. (2003). Consciousness: An introduction. London: Hodder

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

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

Wardsworth, Belmont: USA
4. Wagner, H., & Silber, K. (2004),Physiological Psychlogy, Garland Science,

Abingdon:UK.
5. Rosenweig, M.R., Leiman, A.L. & Breedlove, S.M. (1999). Biological

psychology: An introduction to behavioral, cognitive, clinical neuroscience. (2
nd ed.). USA:Sinauer Associates, Inc.
6. Wallace, B. & Fisher, L.E. (1991). Consciousness and Behavior (3 rd

ed.). USA: Allyn& Bacon.
7. Pinel, J.P.J. (2000). Biopsychology (4 th .ed.). Boston: Allyn & Bacon
science (4 th.ed.). Newyork: McGraw-Hill.
9. Leukel, F(1985). Introduction to physiological psychology (3 rd . ed.). New

Delhi: CPS Publishers.
Evaluation Pattern
CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
:

MPS236 - DEVELOPMENTAL PSYCHOLOGY (2021 Batch)
The Developmental Psychology course for Clinical Psychology builds upon
principles of human development acquired at the undergraduate level. This
course examines research in developmental psychology as it applies to real-
world situations. The goal is to acquire a greater understanding of factors
influencing development, such as biological, hereditary, environmental, or
cultural effects that describe, explain and predict developmental changes in
humans over the lifespan. The focus will almost exclusively be on typical
development. As such, the course will not focus on therapeutic approaches,
interventions, or clinical populations. We will examine how knowledge of
developmental perspectives can inform parenting decisions, education, public
policy, interventions and clinical practice. As this course is only a semester-
long, it would be impossible to cover in-depth the entire field of applied
developmental psychology. Instead, we will focus on selected topics related to
child and adolescents in cognitive development and socio-emotional
development, and have separate discussion adulthood and aging theories and its
impact on adult development.
Course objectives: This course will help the learner to understand
Understand development theories with specific applications to clinical

practice
Lifecycle theories and appreciate their position in developmental
psychology.
Understand the importance of scientifically studying issues pertaining to
human development
To recognize the diversity of life experiences that shape individual
development
Learning Outcome
1. Understand the normative outcomes within each of the developmental

phases.
2. Demonstrate an understanding of the major cognitive and socio-emotional
theoretical perspectives on human development and will be able to
understand the diversity of experiences that shape development
:
3. Explain the cognitive, cultural, environmental and social factors that
influence development throughout the lifespan.
4. Compare and contrast the foundational theories of developmental
psychology
5. Apply the developmental theories and specific evidence-based research
findings to understand current practice, policies and social issues

Cognitive Development
Jean Piaget : A constructivist approach ; Objects and Space: Object
Permanence, metacognitive thinking, personal fableness and adolescent risk
behaviour; Vygotsky: A social contextual approach; Criticisms and application,
Neo-Piagetian work Robbie Case, Changes in adult cognitive development-
Schaie and William Perry,; Play and play patterns
Development of Self and Others
Social cognition: Intentionality; Theory of mind, Favell’s perspective taking,
false belief task, self-control; Moral development, reasoning and Prosocial
behavior- Paiget, Kohlberg, & Gilligan; teaching moral values; Intentionality,
Self and social understanding- self-concept, self-perception, peer relationship
and identity- Erickson, Marcia’s Identity status; health adolescent identity
development- positive youth development model; Gender development-Bell;
Sex differences and gender role socialization, sexuality, gender fluidity
Socio-emotional Development
Emotional development- still face experiment, emotional regulation and
dysregulation, temperament, cycle of aggression, goodness of fit, attachment
theories and styles- Bowlby, Ainsworth, and Winnicot; factors that affect
attachment-quality time and opportunity for attachment, infant characteristics,
parents internal working model, family environment; Caregiving and
Parenting-Diana Baumrind, impact of parenting, issues- co-sleeping,
disciplining, abuse, resilience; the role of culture; Bronfenbernner’s
Ecosystems model and importance of having a developmental lens
Adulthood and Ageing
Development during Adulthood, Emerging Adults-Arnett, Bio-psycho-social
model of development and developmental tasks- Robert Havighurst, Career and
vocation changes-Super Donald, Life stages-Levinson, Erickson; Mid Life
Crisis, adult attachment patterns and relationships; Sexuality and Menopause;
Coping with death and dying- Kubler Ross; Aging- positive and successful
aging; gains and losses in later adult life
1. Berk, L. E. (2016). Exploring lifespan development. Pearson.

2. Broderick, P.C., & Blewitt, P. (2010). The life span: Human development
for helping professionals. (3rd Ed.). Pearson.
3. Santrock, J.W. (2011). A topical Approach to life-Span Development.
Tata McGraw-Hill Edition.

:
1. Boyd, D. & Bee, H. (2015). Lifespan Development (Seventh. Edition),
Pearson.
2. Dixon, W. E. (2003). Twenty studies that revolutionized child psychology.
Prentice Hall.
3. Feldman, R. S. (2015). Discovering the life span. (Third Edition). Pearson
Global Education.
4. Kail R V (2001) Children and their development. Prentice Hall Inc.
5. Newman & Newman (2003). Development through life: A Psychosocial
Approach. Thomson Wadsworth.
Evaluation Pattern
CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks

MPS251 - PSYCHO DIAGNOSTIC LAB - I (2021 Batch)

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

:
and cognitive functions.
To critically examine psychometric considerations, methodologies, data
acquisition, data analyses, and communications related to real world
applications of using psychometrics within social science and educational
environments.
Learning Outcome
At the end of this lab course students will be able to
Understand the psychometric structure of psychological tests

Administer psychological assessments relevant to client needs
Interpret the scores obtained on the assessments
Develop a report and covey the findings to clients

Assessment of Personality
Sixteen Personality Factor Questionnaire (16PF), Myers Briggs Type Indicator
(MBTI), Eysenck’s Personality Questionnaire- Revised (EPQ-R), Minnesota
Multiphasic Persoanlity Inventory (MMPI), Neo Five Factor Inventory (Neo
FFI)
Assessment of Intelligence and Memory
Raven’s Progressive matrices: Colored progressive matrices (CPM); Standard
progressive matrices (SPM); Advanced progressive matrices (APM)
Wechsler’s Adult Performance Intelligence Scale (WAPIS); Binet-Kamat test

of Intelligence (BKT) Other tests of Intelligence (Bhatia’s performance battery;
WAIS, Seguin Form Board,Vineland social maturity scale, Draw a man test,
PGI memory scale, Wechsler Memory Scale (WMS), NIMHANS
Neuropsychological Battery
1. Groth – Marnat, G (2003). Handbook of Psychological Assessment.John

Wiley & Sons Inc., Hoboken, New Jersey
1. Kaplan, R.M & Saccuzzo, D. P (2009). Psychological testing: Principles,

Applications and Issues. 7 th Edition, Wadsworth, Belmont, USA
Evaluation Pattern
CIA 1: 20 marks
CIA 2: 25 Marks
:
MPS281 - COMMUNITY SERVICE - II (2021 Batch)

Course Description: The course aims at consolidation of the service learning
initiative begun in the first semester.
Course Objectives: The course helps the learner
engage with the community

conduct psychodiagnostic testing in the community
screen for mental health issues
Learning Outcome
apply learning from psychodiagnostic labs to screen for mental health

needs in community settings
demonstrate social responsibility

Community service
In this course students will spend two hours a week or a total of 25 hours
during the semester involved in supervised community service. Students will
engage in activities such as children and youth tutoring, community
organization, psychological assessment and mental health awareness. Student
engagement will be assessed by supervisory team.
N.A.
N.A.
Evaluation Pattern
CIA 1: 20 marks
CIA 2: 25 Marks
:
MPS331 - PSYCHOTHERAPY-I (2020 Batch)
Psychotherapy-1 is a post graduate course offered in the third semester to
students of Clinical Psychology (MPCL). The course aims to integrate the
theoretical knowledge imparted through prior courses such as History and
Philosophy of Clinical Psychology (MPS 131), Theories of Personality (MPS
132), Biological foundations of Behaviour (MPS 135, MPS 235), Law and
Ethics in Clinical Psychology (MPS 231), Psychopathology-1 (MPS 232) and
Psycho Diagnostic Lab (MPS 251) with therapeutic skills than can be applied
in clinical settings, thereby fostering graduate attributes of academic
excellence while upholding the vision of the department by nurturing
professional development. Furthermore, it builds upon essential elements of
functional competencies, ethical and reflective practise within the scientist-
practioner model. This course has been conceptualized with an intention to
orient students to the theoretical foundations, processes, skills and techniques
underlying different psychotherapeutic approaches for the treatment and care of
persons with mental illness. A review of evidence-based practices for
psychological interventions, ethical dilemmas in decision making, legal
mandates for therapeutic professions and reflective practices in psychotherapy
will explored. Designed as an introductory course in psychotherapy, it allows
students to walk the bridge that connects theory with practise and in turn helps
them comprehend and reflect on the psychotherapeutic assessments and
interventions during their clinical internship
This course will help the learner understand
· The elements of psychotherapeutic process
· Theoretical foundations underlying different psychotherapeutic approaches
· Therapeutic skills and techniques unique to each psychotherapeutic

approach
· Evidence based practices for psychological interventions and their specific

areas of application
· The ethical guidelines that govern decision making during the therapeutic
process
· The need and significance of reflective practices in psychotherapy

Learning Outcome
● Describe the psychotherapeutic process, discuss psychotherapy research,

identify training needs and supervision requirements.
● Describe the theoretical foundations underlying various psychotherapeutic

approaches, the skills and techniques associated with them.
:
● Identify evidence-based practices specific to particular mental health
conditions.
● Develop psychotherapeutic case formulations using different therapeutic

approaches
● Critique the strengths, limitations and the unique features associated with
each form of psychotherapy.

Research and Training
Introduction; Psychotherapy research: Methods, outcomes, process issues;
Training & Supervision of individual psychotherapists: Selection issues,
personal motivating factors, theoretical learning, supervised clinical practicum,
personal therapy, continuous professional/personal development; Other critical
issues in psychotherapy
Psychodynamic therapies
Psychoanalytic, Brief Analytic, Object-Relations, and Interpersonal
Approaches

Humanistic Therapies
Client-Centered, Existential and Gestalt therapies
Behavioral & Cognitive-Behavioral
Therapies
Behavioral therapy, Cognitive therapy (Beck), Rational Emotive Behavior
Therapy (Ellis).
Essential references:
1. Corey, G. (2017). Theory and Practice of Counseling and Psychotherapy

(10th ed.).Boston, USA: Cengage Learning.
2. Barlow, D. (2014). Clinical Handbook of Psychological Disorders: A Step-

by-Step Treatment Manual (5th ed.). New York: The Guilford Press.
Recommended references:
1. Herlihy, B., & Corey, G. (2014). ACA Ethical Standards Casebook (7th ed.).
USA:Wiley.
2. Herlihy, B., & Corey, G. (2014). Boundary Issues in Counseling: Multiple

Roles and Responsibilities, (3rd ed.). USA: Wiley.
3. Corey, G. (2012). Case Approach to Counseling and Psychotherapy (8th ed.).

:
USA:Brooks/Cole Cengage Learning.
4. Corey, G., Haynes, R., Moulten, P., & Mouratori, M. (2010). Clinical
Supervision in the Helping Professions: A Practical Guide (2nd ed.). USA:
Wiley.
5. Corey, G., & Schneider Corey, M. (2008). I Never Knew I Had A Choice:
Explorations in Personal Growth (9th ed.). USA: Brooks/Cole Cengage
Learning.
6. Yalom, I. (2012). Love’s Executioner & Other Tales of Psychotherapy (2nd

ed.). New York: Basic Books.
7. Corey, G., Schneider Corey, M., & Callanan, P. (2010). Issues and Ethics in
the Helping Professions (8th ed.). USA: Brooks/Cole Cengage Learning.
8. Yalom, I. (2009). The Gift of Therapy: An Open Letter to a New Generation

of Therapists and Their Patients (1st ed.). USA: Harper Collins ebooks.
9. Feltman, C. (2017). The Sage Handbook of Counselling and Psychotherapy

(4th ed.).USA: Sage.
Evaluation Pattern

CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the
passing grade for CIA, they will have to repeat the CIA again before moving to the next CIA. The
student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class

MPS332 - PSYCHOTHERAPY-II (2020 Batch)

No of Lecture
Hours/Week:4
Course description: This course has been conceptualized in order to critically
address theory informing group and family therapy and facilitate the
development of mastery n developing treatment plans based on empirical
research. This Course is meant to provide students of clinical psychology an
opportunity to examine the theoretical underpinnings of group and family
therapies. Students will be encouraged to view the historical and
cultural contexts within which group psychotherapy and family and marital
therapy (including couples counseling) has emerged.
:
Course objectives: This course will help the learner to
gain a familiarity with historical aspects of family and group therapies

assess and conceptualize dynamics that contribute toor maintain
pathology
plan appropriate interventions to address the same
Learning Outcome
Course outcomes: By the end of the course the learner will be able to:
Understand the historical aspects of family and group therapy

Assess family and group dynamics in a structured manner
Critically analyze the nature of theory informing couples, marriage and
family therapy
Develop treatment plans for couples and families.
Examine the relevance of group therapy as a preferred treatment plan for
clientele with psychological dysfunctions.

Introduction
Historical and cultural contexts for the development of Couples, Family and
Group therapy. Developmental frameworks in Couples, Family and Group
therapy.
Assessment
Couples Therapy
Couples Therapy: Theoretical frameworks, Issues and therapeutic approaches
for working with couples. Evidence based practice in couples therapy,
Treatment planning, Emotion FOcused Therapy, Gottman's approach to family
therapy
Family Therapy
Family Therapy: Major Dominant theories of Family Therapy - classical, post
modern and social contructivistic approaches.
Group Therapy
Group Therapy: Theories of group therapy, emergence of group interventions
as de facto forms of treatment and brief forms of group therapy; Treatment
planning using Group interventions – choice of treatment and modality. Review
of evidence based models in Group therapy
1. Nichols, P.M & Schwartz C.R (2006). Family Therapy –concepts and
methods, 7 th edition, Allyn and Bacon, Boston, Pearson education, Inc.
2. Corey, G (2008) Theory and Practice of Group Psychotherapy, 8 TH

edition, Pacific Grove, CA: Brooks/Cole.
1. Agazarian, Y. M. (1997), System-Centered Therapy for Groups,

Guilford Press
:
2. Alonso, A., & Swiller, H.I. (1992) Group Therapy in Clinical
Practice, American Psychiatric Press, Inc.
3. Bernard, H. S. & MacKenzie, K.R. (eds.) (1999), Basics of

Group Psychotherapy, Guilford Press.
4. Bieling, P.J., MacCabe, R.E., & Antony, M.M. (2006). Cognitive-

Behavioral Therapy in Groups NY: Guilford Pub.
5. Bion, W.R. (1959) Experiences in Groups and other Courses. N.Y.:

Basic Books.
6. Corey, M. & Corey,G. (1997) Groups: Process & Practice (5th ed.)
Pacific Grove, CA: Brooks/Cole.
7. Dies, R.R. & MacKenzie, K.R. (1983) Advances in Group

Psychotherapy: Integrating Research and Practice. N.Y.: International
University Press.
8. Fehr, S.S. (1999) Introduction to Group Therapy: A Practical Guide.

N.Y.:Haworth Press.
9. Foulkes, S.H. & Anthony, E.J. (1965) Group Psychotherapy:

The Psychoanalytic Approach.London: Penguin Books.
10. Gazda, G.M. (1989) Group Counseling: A Developmental Approach (4th

ed.) Boston: Allyn & Bacon.
11. Kaplan, H. & Sadock, B. (eds.) (1993) Comprehensive Group

Psychotherapy ,3rd ed. Baltimore: Williams & Wilkins.
12. Carter, B. & McGoldrick, M. (1999). The changing family life cycle. 3rd.
Ed.Boston: Allyn and Bacon.
13. McGoldrick, M. & Gerson, R. (1999). Genograms in family assessment.

2nd.Ed. New York: Norton.
Evaluation Pattern

CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The
student must pass all the CIA components and get a minimum of 33/65 including class participation
marks to be eligible to write the ESE.

MPS333 - PSYCHOPATHOLOGY- II (2020 Batch)

:
Course Description: This course introduces students to mental health issues in
clinical psychology by introducing clinical psychopathology. The use of
diagnostic assessments using both DSM V and ICD 10 will be explored in this
course. Students will also be encouraged to integrate the bio-psycho-social
model of health and illness with clinical interventions.
Course objectives:
To understand the etiology and current classificatory systems of mental

disorders
To learn about the different symptoms, course and prognosis of mental

disorders
Learning Outcome
Contrast and compare the models of etiology of mental disorders
Demonstrate understanding of the various manifestations of

psychopathology
Demonstrate the ability to use DSM V and ICD 10 classificatory systems
Demonstrate understanding of skills required to diagnose various

disorders.
Demonstrate mastery of skills required for psychopathological

formulation.
Teaching
Unit-1 Hours:15
Unit I: Classification and Theoretical Models
Systems of classification, basic features; DSM-5, ICD-10, similarities,
differences and critical evaluation; new disorders in DSM-5; Major theoretical
models of psychopathology; Critical evaluation.
Demonstration lab
Use of DSM V and ICD- diagnostic interviews through video tape, Teacher
lead simulation
Teaching
Unit-2
Hours:15
Unit II: Psychopathology of Neurocognitive and sleep
disorders
Dementia, delirium, head injury, epilepsy, other amnesic syndromes; Clinical
characteristics and etiology and treatment
Demonstration Lab
Neuropsychological assessments.
:
Unit-3 Teaching
Hours:15
Unit III: Psychopathology of substance related and
addictive disorders and feeding and eating disorders
Clinical characteristics, etiology, models of addiction, assessment in addiction.
Motivational intervention and behavioral assessment.
Demonstration lab
Assessment in addictions, Motivational Interviewing.
Teaching
Unit-4
Hours:15
UNIT IV: Psychopathology of Adult Personality Disorders,
sexual dysfunctions and gender dysphoria.
Clinical characteristics, etiology and theories of cluster A, B and C personality
disorders. Differences in ICD and DSM V. Clinical characteristics, etiology of
sexual dysfunctions, gender dysphoria and paraphilias.
Demonstration Lab
Use of IPD, Clinical rating scales for personality disorders
1. Ahuja N (2002). A short textbook of Psychiatry (5th edition). New Delhi.

Jaypee Brothers.
2. Sadock, B.J. & Sadock, V.A. (2003). Kaplan & Sadock’s Synopsis of
psychiatry: Behavioral sciences/clinical psychiatry (9th. Ed.).
Philadelphia: Lippincott Williams & Wilkins.
1. Hecker, S.E. & Thorpe, G.L. (2005). Introduction to clinical psychology:

Science, practice & ethics. Delhi: Pearson Education, Inc.
2. Adams, H.E., Sutker, P.B. (2001). Comprehensive handbook of

psychopathology (3rd Ed.). New York: Kluwer Academic publishers.
3. Millon, T., Blaney, P., & Davis, R.D. (1998). The oxford textbook of
psychopathology. London: Oxford University Press.
4. Smith, N.W. (2001). Current systems in psychology: History, theory,

research & applications. USA: Wadsworth/Thomson learning.
5. American Psychological Association. (1998). Diagnostic and statistical

manual of mental disorders (4th .ed.): text revision (DSM-1V-TR). New
Delhi: Jaypee Brothers Medical Publishers (pvt) Ltd
Evaluation Pattern
:
CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. TThe

MPS342A - PSYCHOSOCIAL REHABILITATION (2020

Batch)
No of Lecture
Hours/Week:2
This course has been conceptualized in order to offer the opportunity for
interested students to specialize in counseling individuals with problems such
as chronic pain, brain injury,dementia, epilepsy, cancer, and psychiatric
disorders. It provides training in psychological assessment related to
rehabilitation counseling. This course is designed to help the student to learn
the relevant theory and basic skills important to the profession of rehabilitation
counseling psychology.
Course objectives:
To provide the students an opportunity to learn the concept of

Psychosocial rehabilitation - skills training, case management, vocational
training & family education
To make the students understand different rehabilitation settings
To educate the students on disability assessments and legislations related
to mental health
Learning Outcome
Understand the principles of rehabilitation science and apply it to the

practise of clinical psychology
Evaluate the disability using Assessment strategies useful in the area of
rehabilitation
Create a model of intervention using community based approaches in
rehabilitation

Introduction
History of rehabilitation ;Principles of psychiatric
Psychosocial Rehabilitation;Psychosocial aspects of disability; Case
management and rehabilitation planning
:
Assessment and training
Disability assessment ;Various Skills training;Vocational evaluation
and training;Job development and placement;Career counseling; community
based Rehabilitation services;Family education ;Awareness programs
;Technological adaptation
1. Liberman R.P., editor, Effective Psychiatric Rehabilitation.New Directions

for Mental Health Services.53.San Francisco CA., Jossey-Bass,1992
2. Liberman R.P., Editor,Psychiatric Rehabilitation of Chronic

Mental Patients.Washington DC:Americal Psychiatric Press, 1988
3. Bellack S.A and Hersen M., Handbook of BT in the Psychiatric

Setting,Plenum Press, New york, 1993
4. Aiken, L.R., & Groth- Marnat, G.(2006). Psychological Testing

and Assessment – twelfth edition. Boston, MA: Pearson.
5. Anastasi, A. &; Urbina, S. (1997). Psychological testing. N.D.:

Pearson Education.
1. Wing J.K., Morris B., (ed) Handbook of Psychiatric Rehabilitation Practice.

Oxford university press,1981
2. Kaplan, R.M. & Saccuzzo, D.P. (2007). Psychological Testing:

Principles,Applications, and Issues. Australia: Thomson Wadsworth.
3. Cormier,S.&; Cormier,W.H. Interviewing Strategies For Helpers:

Fundamental SkillsAnd Cognitive- Behavioural Interventions (Counseling
Series). Wadsworth Publishing Co.
Evaluation Pattern
CIA 1: 20 marks
CIA 2: 25 Marks
does not meet the passing grade for CIA, they will have to repeat the CIA again
MPS342C - ADOLESCENT COUNSELLING (2020 Batch)
This course is designed to understand the nature of adolescents and their
counseling needs within school, family, and community contexts. This course
aids the student in understanding the problems and issues among adolescents
:
and need for intervention, creating awareness and helping students identify the
tremendous opportunities in the area of adolescent counselling psychology.
understand the problems, issues and counselling needs of adolescents

within school, family, and community contexts.
develop an understanding of counselling related problems/issues
confronting adolescents including developmental crises, diexceptional
behavior, addictive behavior, abuse, violence, and situational and
environmental factors that may impede academic, personal/social, or
career success and overall development.
design intervention models based on various issues identified.
Learning Outcome
Demonstrate skills and techniques to deal with various issues related to

adolescents.
Identify community and institutional opportunities that enhance, as well
as barriers that impede the academic, career, and personal/social success
and overall development of adolescents.
Develop modules/ intervention models to address various adolescent
issues related to school, family and community.

Unit 1
Course overview-Discussion of assignments, The World of
Adolescents/Factors effecting growth and behavior, Characteristics of
adolescents, high and low risk adolescents/youth, School, Family and
community related issues, exceptional behaviour, addiction, abuse, Pregnancy,
Risky Sexual Behavior & Delinquency, Suicide/Depression.
Unit 2
Situational and environmental factors that may impede academic,
personal/social, or career success and overall development,Prevention and
Early Intervention models, socio-economic and cultural contexts, Guidance,
Peer Coaching Model, mental health awareness programmes, Emerging
Technology, Group Discussion Skills, Critical Incidents: Counsellor Role and
Function
1. American Psychological Association, (2002). Developing Adolescents –

A reference for professionals. APA: Washington Dc.
2. Akos, P., Levitt, D.H. (2002). Promoting healthy body image in middle
school. Professional School Counseling, 6(2), 138-144.
3. Carlson, L.A. (2003). Existential theory: Helping school counselors
attend to youth at risk for violence. Professional School Counseling, 6(5),
310-315.
4. Casey-Cannon, S., Hayward, C., & Gowen, K. (2001). Middle-school
girls’ reports of peer victimization: Concerns, consequences, and
implications. Professional School Counseling, 5(2), 138-147.
:
1. Evans, T. (2015). Counselling skills for Becoming A wiser Practitioner-

Tools, techniques and reflections For building practice wisdom.
Philadelphia:Jessica Kingsley Publishers.
2. Jones, R. N. (2005). Practical counseling and helping skills - text and
activities for the lifeskills counselling model.(5th ed).London: Sage
publications.
3. Evans, J.R., Van Velsor, P., & Schumacher, J.E. (2002). Addressing
adolescent depression: A role for school counselors. Professional School
Counseling, 5(3), 211-219.
4. Feller, R.W. (2003). Aligning school counseling, the changing workplace,
and career development assumptions. Professional School Counseling,
6(4), 262-271.
Evaluation Pattern
CIA 1: 20 marks
CIA 2: 25 Marks
does not meet the passing grade for CIA, they will have to repeat the CIA again
MPS342D - CLINICAL NEUROPSYCHOLOGY (2020 Batch)
Course description: Clinical neuropsychology addresses the link between brain

and behaviour. Neuropsychological assessments provide a scientific way of
quantifying and describing the cognitive, behavioural and emotional sequelae
of changes in brain function caused by damage or disease. This module
introduces you to neuroanatomy, neuropsychological assessment, and
neuropsychological rehabilitation.
Course objectives: Students will acquire:
An understanding of the broad work field of clinical neuropsychologists

and the ability to apply this understanding. The focus lies on knowledge
of various neurological, psychiatric and neuropsychological disorders,
their underlying pathology, as well as the methods and techniques used to
diagnose and treat them
Knowledge of the functional neuroanatomy, neuropathology,
:
neurophysiology and neuropathophysiology
Oral and written skills that allow them to present a current (clinical)
neuropsychological theme/topic
Learning Outcome
Course outcomes: Having successfully completed this module students will be
able to:
describe key brain structures and their functions

define and describe clinical signs of common neurological conditions
define which neuropsychological tests to use for different conditions and
demonstrate competence in the use of neuropsychological tests
interpret the results of psychological assessment and use these to
recommend appropriate intervention
demonstrate knowledge of professional and ethical issues relevant to the
neuropsychologists role.

Unit I
History, basic anatomy, elements of neurology, Methods of study of research in
neuropsychology-anatomical methods, degeneration techniques, lesion
techniques, chemical methods, stereotaxic surgery, micro-electrode studies,
oscilloscope, polygraph, scanning methods & Ethical issues in research.
Unit II
Major structures and functions, spinal cord, Brain: Fore brain, Mid brain, Hind
brain, Cerebral cortex, temporal, parietal and occipital lobes; prefrontal cortex
Lobe syndromes- frontal, temporal, parietal, occipital

Unit III
Spiritual dimensions of neurology, Neurology and emotions, neurological
changes during cousnelling interventions.
Unit IV
Neuropsychology of psychiatric conditions: Schizophrenia, Substance abuse
disorders, Major affective disorders and Anxiety disorders.
Neuropsychological assessments
1. Blackmore, S. (2003). Consciousness: An introduction. London:

Hodder&Stoughton.
science (4th .ed.)New York: McGraw-Hill.
3. Wallace, B. & Fisher, L.E. (1991). Consciousness and Behavior (3rd Ed.).
USA: Allyn & Bacon.
:
4. Walsh K. (2008). Neuropsychology. New Delhi: B.I. Churchill
Livingstone Pvt. Ltd
1. Anderson, V., Northam, E., Hendy, J. & Wrennall, J. (2005).

Developmental Neuropsychology: A Clinical Approach (Brain Damage,
Behavior and Cognition Series). NY, NY: Psychology Press, Taylor and
Francis Group.
2. Diagnostic and Statistical Manual of Mental Disorders Fifth Edition
(2013). Arlington, VA.: American Psychiatric Press.
3. Grant, I. & Adams, K. (2009). Neuropsychological Assessment of
Neuropsychiatric and Neuromedical Disorders, Third Edition. New York,
New York: Oxford University Press.
4. Heilman, K.M. & Valenstein, E. (2003). Clinical Neuropsychology. NY,
NY: Oxford University Presss.
5. Lezak, M. D., Howieson, D. B, & Loring, D.W. (2012).
Neuropsychological Assessment, 5th ed. NY, NY: Oxford University
Press.
6. Morgan, J.E. & Ricker, J.E. (2008). Textbook of Clinical
Neuropsychology. NY, NY: Taylor and Francis Publishers, Inc.
7. Reynolds, C.R.(Editor) & Fletcher-Janzen, E. (Editor) (2008). Handbook
of Clinical Child Neuropsychology, Third Edition. NY, NY: Springer
Publishers.
8. Strauss, E., Sherman, E.M.S. & Spreen, Otfried (2006). A Compendium
of Neuropsychological Tests:, Third Edition Administration, Norms and
Commentary. NY, NY: Oxford University Press.
9. Yeates, K.O., Ris, M.D., Taylor, H.G. & Pennington, B.F. (2010).
Pediatric Neuropsychology: Research, Theory, and Practice, 2nd Edition.
NY, NY: Guildford Press.
Evaluation Pattern
Evaluation Pattern:
CIA 1: 20 marks
CIA 2: 25 Marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does
not meet the passing grade for CIA, s/he will have to repeat the CIA again before
moving to the next CIA. The student must pass all the CIA components with an overall
CIA mark of 25/50 to pass the course.
MPS342E - COGNITIVE ELECTROPHYSIOLOGY (2020

Batch)

Couse Description:
Electroencephalography is the recording of the scalp electrical activity

generated by brain structures. This course provides an exposure to basic and
:
applied aspects of Electroencephalography in the study of brain and cognition.
The study of various processes underlying cognition requires the use of well-
structured cognitive tasks. Changes in brain potentials or EEG patterns can also
be elicited as a response to external stimuli provided through these tasks,
generating an event related potential (ERP). Hence, this course aims to also
provide an exposure to EPrime in constructing the cognitive tasks. The students
will also be trained in electrophysiological data collection, data cleaning and
editing and basic ERP data analysis. In addition, the seminar segment of the
course improves the reading and analysis of published ERP studies.
Course objectives:
· Understand and describe theoretical underpinnings of electrophysiological

correlates of cognition in written and oral form.
· Learn about the methods of acquiring EEG data and be able to explain the
procedures and principles of various parts of the EEG system.
· Design and translate cognitive ERP tasks using EPrime platform.
· Understand the ERP acquisition from these cognitive tasks.
· Describe and analyze ERP waveforms, identify key components and
interpret the waveform.
· Critically evaluate published studies in Event related Potentials.
Learning Outcome
By the end of the course the learner will be able to
demonstrate knowledge of a key methodology used to study cognitive

functions
apply that knowledge to evaluate design and results of ERP studies
develop scientific mindedness

Theory
Introduction to Electroencephalography (EEG) History, EEG rhythms and
applications. Neurophysiological basis of the EEG signal – Neuron as an
electrical unit and basic neuroanatomy of cortex.
Event-related potentials (ERP) – History and Basic methodology; ERP

waveform and its components: Definition, nomenclature, quantification and
interpretation. Exploring cognitive processes with ERPs.
ERP experiment design: Conceptualizing experiment design, representing a

design and translating the design into a functioning experiment using EPrime.
Integrating Eprime with EEG system.
Quantification of ERPs in the time domain, Averaging and grand-averaging,

Advanced EEG/ERP analyses (short overview) and topographical maps.
Review and analysis of electrophysiological data – Representing results and

Interpreting EEG/ERP data
:
Unit 2
Technical basis of EEG/ERP – From the physical signal to the digital time-
series, types of sensors, amplifiers, amplification, analog-to-digital conversion,
collecting EEG data, Electrode positioning systems, montages, reference;
Software and systems for recording and processing EEG/ERP data.
ERP signal processing - Digital filters, Baseline correction, and Event/response

coding. Removal/correction of artifacts, Interpolation
Topography and Fundamentals of source localization

Unit 3
Seminar Module –
(a) Journal Desk - Key & relevant journal articles will be critically reviewed and
presented as a summary in a discussion board and presented for 15mins in
class.
(b) 10-15 articles with ERP methods for specific clinical conditions will be curated
by the student. This will be done in consultation with the course coordinators.
This material will be compiled into a wiki activity titled “ERP correlates of
Psychiatric Diagnoses”
Rowan's Primer of EEG E-Book (2015) Marcuse, L. V., Fields, M. C., and Yoo,
J. J. Elsevier Health Sciences.
Practical Approach to Electroencephalography (2009) Mark H. Libenson MD,

Saunders Elsevier.
An Introduction to the Event-Related Potential Technique (2005) Stephen J

Luck, MIT Press.
The Oxford Handbook of Event-Related Potential Components. (2012) Eds.

Kappenman, Emily S., and Steven J. Luck. : Oxford University Press, Oxford
Handbooks Online.
Niedermeyer's Electroencephalography: Basic Principles, Clinical

Applications, and Related Fields. (2017) Schomer, D., & Lopes da Silva,
F. (Eds.), Oxford, UK: Oxford University Press.
Key Journals for regular review:
Electroencephalography and Clinical Neurophysiology
https://www.sciencedirect.com/journal/electroencephalography-and-clinical-
neurophysiology
Nature Neuroscience
:
https://www.nature.com/neuro/
PNAS
https://www.pnas.org/
Evaluation Pattern
CIA 1: 20 marks
CIA 2: 25 Marks
MPS351 - MULTICULTURAL AND THERAPEUTIC

SKILLS (2020 Batch)
Course Description: This course aims at providing students with the skills of
clinical interviewing, assessment and formulations in order to help them
prepare for clinical work in their practicum.
Course Objectives:
1. Understand and develop skills of assessment and case history taking
2. Develop psychodiagnostic formulations

Learning Outcome
1. Conduct a clinical interview and create a structured assessment report

including case history and MSE.
2. Formulate diagnoses and differential diagnoses
3. Develop a psychodiagnostic formulation
4. Demonstrate active listening skills
5. Develop treatment plans
6. Initiate therapeutic goals with clients using a CBT Approach

Basic clinical interview skills
Intentional clinical interviewing , Basic Listening skills , Reflection of feeling,
reflection of meaning, influencing skills, structuring the sessions, integration
of skills. Clinical history taking; Mental Status Examination; Psycho diagnostic
formulation.
Clinical interviewing skills

:
Formulations and Treatment planning
Multi axial diagnosis, Mental status examinations, Clinical case history, and
formulations including CBT (compulsory) . Skills of treatment planning,
Developing goals in therapy , Establishing therapeutic alliance, ethical
consideration, dealing with breaches and transference
1. American Psychiatric Association (2012) Diagnostic and Statistical

Manual for Diseases – 4 TR, APA, Jaypee, New Delhi
2. Ivey, A., Ivey, M., & Zalaquett, C (2009). Intentional Interviewing and
counseling :Facilitating client development in a multicultural society.
Cengage
1. Green.,Ben.(1996).Problem - based Psychiatry.B.I.Churchill Livingstone

Pvt Ltd, New Delhi.
Evaluation Pattern
End semester Viva Voce - 30%

CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
End Semester Viva

An overall grade of 50% is required to pass the course.(CIA+End Semester Viva)
MPS382 - RESEARCH LAB (2020 Batch)

This course is the second of two labs that facilitate the evolving research
dissertation of the students. Following the research proposal presented in the
second semester, students will undertake the data collection and analysis of the
data in this semester. Through peer feedback and instructor support students
will critically examine the issues of reliability and validity of their work and
engage in learning tools of data analysis using SPSS and NVivo software.
This course will help the learner to:
gain familiarity with different methods of data analysis

understand the issues of reliability, validity and trustworthiness in data.
gain familiarity with the presentation of qualitative and qualitative data in
a scientific format
:
Learning Outcome
Demonstrate skills of quantitative data analysis using SPSS

Demonstrate the skills of qualitative data analysis using NVivo
Develop skills on presenting qualitative data in a scientific format
Identify issues of reliability, validity and trustworthiness of their data and
data collection procedures

UNIT 1
Statistical Data Analysis using SPSS
UNIT II
Qualitative Data Analysis using NVivo
UNIT III
Reliability , Validity and Trustworthiness of data
1. Miles, M.B, Huberman, A.M & Saldana, J (2013).Qualitative Data Analysis:

A Methods Sourcebook, 3 rd Edition. Sage, New Delhi
2. Field A, 2(2013). Discovering statistics using IBM SPSS statistics,

4thEdition, Sage, New Delhi
1. Bryman,A (Ed.)(2007) Sage Benchmarks in social science research

methods Vol.I,Vol.II ,Vol,III,and Vol. IV.New Delhi : Sage Publications
Evaluation Pattern
CIA 1: 20 marks
CIA 2: 25 Marks
MPS431 - ADVANCED SOCIAL PSYCHOLOGY (2020 Batch)

Course Description: This course has been conceptualized in order to provide

knowledge in social psychology to conceptualize the subject matter of the
social individual in its deepest sense. Building from the preliminary
knowledge of social psychology at the undergraduate level, this course offers
learners a more hands-on experience in social behaviour dynamics.
:
This course is structured to provide students a culturally informed and
contextualized view of the discipline. Students are encouraged to appreciate
and analyze the changing cultural diversity in the present Indian society,
therefore, equipping them to approach social issues with its implications. The
course will be augmented with field work and labs to enhance learning.
Course Objectives:
This course will help the learner to gain familiarity with :
The historical development of social psychology as a discipline, its nature

and critical issues and current debates within it.
The plurality and multiple research designs and methods that can be
employed to undertake research in social psychology with an-depth
understanding of the ethical issues associated with them.
The nature of how the self and identity develop in a social and cultural
context and how individuals engage in the processes of social perception
and social cognition.
An understanding of social interactions in the context of interpersonal
relationships, group dynamics and aggression.
The diverse social issues that exist in society and the application of
social psychological principles and theories to address these issues, with a
special focus on mental health in India.
Learning Outcome
Evaluate the historical and cultural context of social psychology as a

discipline internationally and India.
Examine theoretical frameworks underlying social interaction and its
relationship to social identity.
Relate knowledge of theory as well as current and past research in
social psychology to situations in everyday life such as interpersonal and
group relations.
Understand the nature, dynamics and dimensions of interpersonal
behaviour.

Historical and Conceptual Issues in Social
Psychology
The definition and nature social psychology; Growth of social psychology;
Alternative conceptions of social psychology; Crisis of confidence in the
discipline and its resolution; Development of social psychology in India;
Current status of the discipline; Indigenization of social psychology; Issues in
experimental social psychology; Emerging alternative methods in
social psychology; Ethical issues in social psychological research.
Social Interaction
Self and identity : Culture and development of self, social identity , diverse
identities; Social cognition and impression management ; Attribution- theories,
biases and errors; Organizing and Changing attitudes; persuasion and
propaganda techniques ; Prejudice, Stereotypes and Discrimination : Theories
:
of inter-group relations, reducing prejudice ; The development of social
representations.
Social Influences
Nature, dimensions and dynamics of interpersonal relationships; Interpersonal
attraction ; Sexuality and intimacy; Diverse and complex relationships –
alternate sexualities; Groups: Small groups and its functions , social influence
processes in groups ; Aggression: Theories and individual differences in
aggression; Violence- sexual harassment, genocide,terrorism.
Social Issues
Cross-cultural psychology: Diversity in socialization: Individualistic vs.
collectivistic culture:Social psychological perspectives on health and illness ;
Culture, personality and psychopathology ; Traditional healing methods: Cross-
cultural aspects of coping ;Environmental stresses and social behaviour;
Psychological effects of unemployment. Social and ethnic minorities and law;
Poverty and deprivation.
1. Baumeister,R.F. and Bushman, B.J. (2014). Social Psychology and human

nature.
Third edition. New Delhi : Cengage publishers.
2. Fraser, C., and Burchell, B. (2001). Introducing Social Psychology.

Cambridge: Polity
1. Baumeister, R.F. and Finkel, E.J. (2010). Advanced social psychology :The
state ofthe science. New York : Oxford university press.
2. Crisp, R.J. and Turner , R.N.(2014).Essential social psychology. New Delhi :

Sage.
3. Dalal, A.K. and Misra, G. (2002). Social Psychology in India: Evolution and
emerging trends. In A.K. Dalal and G.Misra (Eds.), New directions in Indian
Psychology (Vol1: Social Psychology). (pp.19-49). New Delhi: Sage.
4. Dovidio,J.F. (2010).The Sage handbook of prejudice, stereotyping and

discrimination. London :Sage
5. Heinzen,T.E., and Wind, G. (2019). Case studies in social psychology :

Critical thinking and application.First edition. California :Sage publications .
6. Hepburn,A (2003). An introduction to critical social psychology. London

:Thousand Oaks, California : Sage
7. Klauer,K.C. Andreas , V., and Christoph,S. (2011). Cognitive methods in

social psychology. New York : Guilford press.
8. Linda, S. (Ed) (2017). Applied social psychology : understanding and

managing social problems. Cambridge ,UK: Cambridge university press
9. McGhee, P. (2001). Thinking about experimental social psychology. In P.

:
McGhee,Thinking psychologically (pp. 119-139). New York: Palgrave.
10. Michener, H.A., Delamater, J.D., and Myers, D.J. (2004). Social
Psychology (5 th ed.).
Belmont,CA: Wadsworth/ Thomson Learning.
11. Nelson,T.D. (2019). Classic and Contemporary studies in social

psychology: A text
reader. California : Sage publications.
Recommended Journal references :
12. Baumeister,R.F and Vos,K.D. (2003). Social psychology articles from the
1980s and 1990s : Some new classics and overlooked gems. Psychological
Inquiry,14 (3/4),
p193-195.
13. Fiske,S,T.(2015). Grolar bears, social class and policy relevance :

Extraordinary agendas for the emerging 21 st century. European journal of
social psychology, 45(5),
p551-559.
14. Greenberg.J. (2005). The revealing science of social psychology.

Psychological Inquiry,16(4). p168-171.
15. Kapur, R.L. (1994). Violence in India: A Psychological Perspective. D.L.N.

Rao Murthy Oration, Indian Journal of Psychiatry, 36(4), 163-169.
16. Kiran,R. (2006). Lessons learnt in mental health and psychosocial care in
India after disasters. International review of psychiatry, 18(6). p547-552.
17. Leung,K. (2007). Asian social psychology : Achievements ,threats and

opportunities. Asian journal of social psychology , 10(1), p8-15.
18. Moghaddam, F.M. (1987). Psychology in the three worlds: As reflected by

the crisis in social psychology and the move toward indigenous third world
psychology. American
Psychologist, 42, 912-920.
19. Verma,S.K. , Bharti,P., and Singh,. T. (2018). Does stigma always have
negative consequences?. Journal of community and applied social
psychology.28(6), p495-507.
20. Wilson, T.D.(2005). The message is the method : Celebrating and exporting
the experimental approach. Psychological Inquiry
Evaluation Pattern
Evaluation Pattern:

:
CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
student must pass all the CIA components and get a minimum of 33/65 including class participation
marks to be eligible to write the ESE.

MPS441B - EDUCATIONAL PSYCHOLOGY (2020 Batch)

No of Lecture
Hours/Week:2
Course Description: This elective is aimed at providing students an
understanding of the inter-links between psychology and education.
Application of psychological principles to educational settings will be imparted
in this course. An understanding of Biological foundations of behaviour and
developmental psychology is a pre-requisite for this course. Completion of this
course would equip students to deliver clinical interventions in educational
settings.
This course will help the learner to
Understand the Educational Psychology field, Interventions and Research

Models.
Gain knowledge of Educational Psychology theories and conceptual
frameworks.
Develop skills on various models and strategies of Educational
Psychology assessment and intervention with students, parents, teachers,
educators and other professionals.
Develop a critical, creative and intended approach regarding
psychological intervention in different educational settings.
Learning Outcome
•Understand key issues and develop effective solutions

•Evaluate study methodology and scientific basis of findings
•Demonstrate various Childhood disorders and its implications in classroom
teaching and learning
•Explore a case with learning disability
•Report a case study of a learner with learning disability

Unit 1
Introduction to Educational Psychology; Educational Psychologists
intervention & Research in Educational Psychology
:
Applied Theoretical Frameworks of Learning, Teaching and Development;
Motivation and Learning; Metacognition, Self-regulation and Learning

Unit 2
Vocational Counseling and Guidance; Indiscipline, Teacher-Student
Relationship and Classroom management
Learning disabilities, Special needs & Multicultural classrooms; Parenting

Education Prevention Approaches in Educational settings
1.Woolfolk, A. (2004). Educational psychology (9th ed.). New Delhi: Pearson

Education.
2.Robinson, S. (2009). Foundation of Educational Psychology (2nd ed.). New

Delhi: Ane Books.
1. Frederickson, N., Miller, A. & Cline, T. (2008). Educational Psychology.

London: Hodder Education.
2. Rubie-Davies, C. (Ed.) (2011). Educational Psychology Concepts, Research

and Challenges. New York: Routledge.
3. Brophy, J. (2010). Motivating Students to Learn (3rd edition). New York:

Routledge.
4. Smith, T., Polloway, E., Patton, J. & Dowdy, C. (2012). Teaching Students
with Special Needs in Inclusive Settings (6th edition). New Delhi: PHI
Learning.
Evaluation Pattern
CIA 1: 20 marks
CIA 2: 25 Marks
MPS441C - FORENSIC PSYCHOLOGY (2020 Batch)

:
Forensic Psychology is the application of psycvhology in the aid of legal
investoigation, which looks into the vast psychological perspective and applies
them to legal investigations including issues such as public policies, new laws,
competency and also the mental state of a defendant.
Learning Outcome
Better understanding the legal aspects of the forensic psychology and learning
the art of studying human mind and behaviour especialy criminals.

UNIT 1
Forensic Science: Definition of Forensic Science, Scope of Forensic Science,
Need for forensic Science, Basic principles of Forensic Science, Tools and
Techniques of Forensic Science, Branches of Forensic Science.
Crime: Definition, Types of Crimes, Modus Operandi and its role in crime
investigation. Crime scene, types of crime scene, Crime Scene Management.
UNIT 2
Forensic Psychology: Definition, Goals and scope of Forensic
Psychology,Forensic psychiatry.Memory: Types - Sensory Memory -Iconic
Memory; Echoic Memory; Working Memory, Long-Term Memory –
determinants, autobiographical memory, mnemonics. Sleep – Stages of Sleep.
UNIT 3
Impulse Control Disorder – Intermittent Explosive Disorder, Kleptomania,
Pyromania, Pathological Gambling, Trichotillomania- Features, specific
culture, gender differences, age, prevalence, course. Mood Disorder & Suicide
-Meaning, Definition, Prevalence, Age of onset, Depression throughout the
lifetime. Crime and Psychopathology, Genetics and Crime.
UNIT 4
Forensic Psychology and the Law, Ethical Issues in Forensic Psychology, Civil
and criminal case assessment, Assessing mental competency, Mental disorders
and Forensic Psychology Eye witness testimony, Memory recovery, Statement
verification.
UNIT 5
Criminal Profiling: Need for criminal profiling, Criminal profiling approaches,
Criminal Profiling types, Forensic Scientific evidence, Forensic Socio
Psychological profiling. Crime profiling, Serial murders Silent points in
criminal profiling.

UNIT 6
Polygraph: The Art-Polygraph, Legal and Ethical aspects. Brain-Mapping-
Historical aspects of Brain-Mapping, Principles of Brain mapping,
:
Neuropsychological aspects, operational aspects, EEG-ER recording, analysis,
methodology and interpretation skills. Hypnosis, Requirements of Hypnosis,
Applications of Hypnosis, Sense of Hypnosis Forensic Hypnosis, Artificial
Hypnosis/Narco analysis, General Procedure, Interpretation.
1. Bartol C. R., & Bartol A. M. (2011). Criminal behavior: a psychological

approach. Upper Saddle River, New Jersey: Pearson.
2. Hickey E. W. (2010). Serial murderers and their victims. Belmont,
California: Wadsworth.
3. Silverman, Robert A., Kennedy, Leslie W. (1988). Women who kill their
children: violence and victims, Vol 3(2).
4. Weisheit, Ralph A. (1986). When mothers kill their children: the social
science journal. Volume 23, issue 4
1. Resnick, Phillip J. (1969). Child murder by parents: a psychiatric review

of filicide. Am J Psychiatry.
2. Wrightsman, Lawrence S. Forensic psychology. Belmont, California:
Wadsworth/Thomason Learning.
Evaluation Pattern
Evaluation Pattern:
CIA 1: 20 marks
CIA 2: 25 Marks
MPS441D - SEXUAL DYSFUCNTIONS AND SEX

THERAPY (2020 Batch)
This course suitable for post graduate students of Counselling and
Clinical Psychology intends to deepen their theoretical understanding of sexual
dysfunctions and sex therapy, train them in empirically proven techniques of
individual and couple sex therapy across behavioural, cognitive, emotion
focussed and systemic frameworks. The students will be equipped to critically
appraise the research literature in the area, conceptualize research on sex
therapy as well as get comfortable in handling clients with sexual dysfunctions.
Course Objectives:
:
A thorough understanding of normal sexual functioning, deviations from
normality, types of male and female sexual dysfunctions.
Familiarisation with the intricacies, therapist qualities, interviewing
strategies, application of culturally appropriate intervention strategies in
the context of sex therapy.
Acquiring an overview of current status of research in sexuality and sex
therapy, and ability to conceptualize process and outcome research.
Learning Outcome
Appreciate the interplay of biological, social and psychological factors in
normal sexual behavior and in sexual dysfunction
Delineate and describe culturally appropriate individual and couple sex
therapy techniques.
Critically evaluate the historical and current research in the area of
sexuality and sex therapy.
Conceptualize research on sexual dysfunctions and sex therapy.

Introduction to sexuality
Psychosexual development. Models of sexual functioning (Medical, Cognitive
behavioural, Experiential). Distinguishing between normal and dysfunctional
sexual behaviour. Classification of male and female dysfunctions.
Assessment in Sex Therapy
Qualities of a sex therapist. Models of sex therapy. Clinical evaluation
and Psychometric assessment in sex therapy. Techniques in sex therapy. Sex
therapy with single individuals.
Couple Sexual Interactions
Normal and dysfunctional couple sexual interactions. Systemic approaches to
couple sex therapy. Processes in integration of sex and couple therapy.
Challenges in sex therapy.
History and Evolution, Critical Evaluation
History and evolution of sex therapy research. Critical evaluation. Current
trends and future directions in the area of sex therapy. Conceptualising
culturally sensitive process and outcome research in sex therapy.
Masters, W. H., & Masters, V. J. (1980). Human sexual inadequacy.

Bantam Books.
Hawton, K. (1985). Sex therapy: A practical guide. Oxford University Press.
Hertlein, K. M., Weeks, G. R., & Gambescia, N. (Eds.). (2009). Systemic

sex therapy. New York, NY: Routledge.
LoPiccolo, J., & LoPiccolo, L. (Eds.). (2012). Handbook of sex therapy.

Springer Science & Business Media.
:
Weeks, G. R. (2013). Integrating sex and marital therapy: A clinical guide.
Routledge.
Evaluation Pattern
Evaluation Pattern:
CIA 1: 20 marks
CIA 2: 25 Marks
MPS441E - DISABILITY AND CHALLENGE (2020 Batch)

This course is designed to acquaint the students with different psycho-social
aspects of disabilities and plan interventions for the same.
The course will help the learner
1. Understand different etiologies of diability
2. Analyze psycho-social and legal aspects of disability
3. Plan interventions for psycho-social issues faced by individuals with

disabilities.
Learning Outcome
By the end of the course. the learner will be able to
Understand the challenges and issues that individuals with disabilities

face
Debate policy and legal provisions for the individuals in disabilities in the
Indian context
Understand different intervention strategies and explore the ideology
behind inclusion, in principle and practice

Introduction to disability and challenge
Orientation Disabilities: Nature, Types, Causes, Public
Awareness Misconceptions, Attitudes and Stereotypes
Mulitidisciplinary Approach, Role of aseesmemnts, Psychoeducational

interventions
Interventions: Challenges and issues faced by
practitioners.
Disabilities and Associated Mental health Issues
:
PWD act, RCI act,
1. Hegarty, S. & Alur, M. (2002). Education and Children with Special

Needs. From Segregation to Inclusion. New Delhi: Sage Publications.
1. Burt, D., Primeaux-Hart, K., Loveland, K., Cleveland, L., Lewis, K.,
Lesser, J., & Pearson, P. (2005). Aging in adults with intellectual
disabilities. American Journal on Mental Retardation, 110, 268–284
2. Oldfield, J., Humphrey, N. and Hebron, J. (2017), Risk factors in the
development of behaviour difficulties among students with special
educational needs and disabilities: A multilevel analysis. Br J Educ
Psychol, 87: 146–169. doi:10.1111/bjep.12141
3. Carpenter, N. C., & Paetzold, R. L. (2013). An examination of factors
influencing responses to requests for disability accommodations.
Rehabilitation psychology, 58(1), 18-27.
4. Markel, K. S., & Barclay, L. A. (2009). Addressing the underemployment
of persons with disabilities: Recommendations for expanding
organizational social responsibility. Employee Responsibilities and Rights
Journal, 21(4), 305-318.
5. Centers for Disease Control and Prevention. (2011a). Attention-deficit /
hyperactivity disorder (ADHD). Retrieved from
https://www.cdc.gov/ncbddd/adhd/data.html
6. Centers for Disease Control and Prevention. (2011b). Autism. Retrieved
from https://www.cdc.gov/ncbddd/autism/data.htm
7.
8. Hwang, Y., & Kearney, P. (2013). A systematic review of mindfulness
intervention for individuals with developmental disabilities: Long-term
practice and long lasting effects. Research in Developmental
Disabilities,34(1), 314-326. doi:10.1016/j.ridd.2012.08.008
9. Smith, Evangeline M, "The Elephant in the Room, The Fetus in the
Womb: Disability Rights Activists’ Perspectives on Prenatal Genetic
Testing and Selective Termination of Down syndrome" (2016). Senior
Independent Study Theses. Paper 7081.
http://openworks.wooster.edu/independentstudy/7081
10. Green, S. E. (2007). “We're tired, not sad”: Benefits and burdens of
mothering a child with a disability. Social Science & Medicine, 64(1),
150–163
Evaluation Pattern
CIA 1: 20 marks
CIA 2: 25 Marks
MPS442A - CRISIS AND TRAUMA COUNSELLING (2020

:
Batch)
No of Lecture
Hours/Week:2
Course Description: This course aims at imparting knowledge on concepts of
crisis and trauma. It will provide inputs on stages of crisis and trauma, and
skills for dealing with crisis and trauma at personal,interpersonal and
community levels. This course will also help the students gain knowledge on
techniques relevant to crisis and trauma management and enable the students
to understand the clinical outcome of crisis and trauma events so that they are
able to plan out strategic interventions accordingly
Course Objectives:
To provide the students an opportunity to learn the concept of Crisis and

Trauma Counselling - skills training, case management and family
education
To educate the students on crisis and trauma assessments and legislations
related to it
Learning Outcome
Understand the concepts and stages of crisis and trauma

Evaluate the trauma using Assessment strategies useful in the area of
crisis and trauma counseling
Create a model of intervention using crisis and trauma theories and
approaches

Introduction to Crisis and trauma
Crisis Phases - Models of Crisis & Assessment ;Trauma Phases - models
of trauma & Assessment
Interventions & Challenges in crisis & trauma
management
Different models of interventions;Issues and challenges in trauma management
1. Briere, J. & Scott, C. (2006). Principles of Trauma Therapy: A Guide to

Symptoms,Evaluation, and Treatment. USA: Sage Publications.
2. Dass-Brailsford, P. (2007). A Practical Approach to Trauma:

Empowering Interventions. USA: Sage Publications.
3. Gilliland, Burl E. & James, Richard K. (1998). Crisis Intervention

Strategies. Brooks/Cole Publishing Company: USA.
4. Bisson JI, Roberts N, Macho G. The Cardiff traumatic stress initiative: an

evidence-based approach to early psychological intervention following
traumatic
:
events. Psychiatric Bulletin. 2003;27:145–147.
5. Başoğlu M, Salcıoğlu E, Livanou M, et al. Single-session behavioural

treatment ofearthquake-related posttraumatic stress disorder: a randomised
controlled trial. J
Trauma Stress. 2005;18(1):1–11.
6. Bryant RA. Early predictors of posttraumatic stress disorder.

BiologicalPsychiatry. 2003;53:789–795.
1. Levers, L. L. (2012). Trauma counseling: Theories and Interventions.

New York: Springer Pub.
2. Briere, J. (2012). Working with trauma: Mindfulness and compassion. In C.

K. Germer & R. D. Siegel (Eds.), Wisdom and compassion in psychotherapy
(pp. 265 279). NewYork, NY: Guilford.
Evaluation Pattern

CIA 1: 20 marks
CIA 2: 25 Marks
MPS442B - CBT FOR COMMON PSYCHIATRIC

DISORDERS (2020 Batch)
No of Lecture
Hours/Week:2
Course Description: This course has been conceptualized in order to familiarize
the students with the basic philosophy, assessment and treatment strategies of
cognitive behavioral therapy.
This course will help the learner to
Understand the core theoretical concepts of Cognitive Behavioral

Therapy, disorder-specific models of case conceptualization and
interventions.
Analyze and apply evidence-based practices in psychotherapy research
pertaining to CBT
Learning Outcome
Conduct a functional behavioral assessment of a client’s presenting

problems
:
Conceptualize a case using CBT models
Critically evaluate existing literature on CBT

Unit 1
Introduction and theoretical basis of CBT. Assessment and Formulation, Goal
setting in CBT, Cognitive restructuring techniques
Unit 2
CBT for mood disorders, anxiety disorders, third wave CBT, recent
developments
1.Sharf, R.S. (2000). Theories of psychotherapy and counseling: Concepts and

cases (2nd Ed.). Singapore: Brooks/Cole.
2.Hofmann, S. G. (2012). An Introduction to Modern CBT: Psychological

Solutions to Mental Health Problems Malden, MA: Wiley-Blackwell
1.Brems, C. (2001). Basic skills in psychotherapy and counseling. Singapore:

Brooks/Cole.
2.Miltenberger, R. G. (2001). Behavior modification: Principles and procedures

(2nd Ed.). Belmont, CA: Wadsworth/Thomson Learning.
3.Smith, N.W. (2001). Current systems in psychology: History, theory, research

& applications. USA: Wadsworth/Thomson learning.
4.Griffiths, R. (2009). CBT for beginners. New Delhi: SAGE
Evaluation Pattern
CIA 1: 20 marks
CIA 2: 25 Marks
MPS442E - ASIAN HEALING PRACTICES AND

PSYCHOTHERAPY (2020 Batch)

Course Description: This course aims at providing students with an opportunity
:
to understand the philosophical and logical foundations of health and illness
conceptualized by Asian healing methods in relation to Western medicine. The
course provides students hands on experiences on Yoga and Meditation and an
opportunity to understand the possibilities of integrating Asian Healing
Practices with Western Medicine.
Course objectives: This course will help the learner
To gain a familiarity with Asian Healing Practices.

To understand philosophical and logical foundations of Asian Healing
Practices
To evaluate the best ways in which Asian Healing Practices has integrated
with western medicine.
To demonstrate the knowledge in any one Asian Healing Practices.
Learning Outcome
define the concepts and explain the philosophical and logical foundations
of Asian Healing Practices.
analyze the strengths and challenges of integrating Asian Healing
Practices with western Medicine.
exhibit the knowledge and experiences in any one Asian Healing
Practices.

Introduction to Asian Healing Practices
Science and scientific reasoning in healing; Origin and relevance of
CAM; Concepts, Causes, Classification, Diagnosis and Treatment of Health &
Illness in Ayurveda.
Indigenous practices
Naturopathy, Unani, Siddha and Reiki ; Acupuncture; Indigenous methods of
healing – Shamanism, Religious based and Ritual art form based healing
methods; Yoga and Meditation.
Nature of Mental Illness- Debates on
Psychiatry
Philosophical foundations ;Problematizing the notion of mental illness ; various
conceptions of mental illness; Anti-psychiatry movement
Asian Healing Practices and Psychotherapy
Philosophy for counseling and psychotherapy; Issues of
integration; Implications to Health Psychology; Psychotherapy and medical
treatment
1. Cooper, R. (2007). Psychiatry and philosophy of science. Stocks field:

Acumen.
2. Furnham, A. (2005). Complementary and alternative medicine: shopping for

:
health in post-modern times. In P. White. (Ed.). Bio psychosocial medicine: an
integrated approach to understanding illness. Oxford: Oxford University Press.
3. Howard, A. (2000). Philosophy for counseling and psychotherapy. Palgrave.
4. White, P. (Ed.). (2005). Bio psychosocial medicine: an integrated approach

tounderstanding illness. Oxford: Oxford University Press.
5. Inglis, B. & West, R. (1983). The alternative health guide. London:

Dorling Kindersley Ltd.
1. Agarwal, R.S. (2006). Secrets of Indian medicine. Pondicherry: Sri

Aurobindo Ashram.
2. Sri Aurobindo Ashram. Health and healing in Yoga. (2009). Pondicherry: Sri
Aurobindo Ashram.
3. Sharma, R.K. & Dash, B.(2007). Caraka Samhita. Vol.II. Varanasi:

Chowkhamba Sanskrit Series Office.
4. Sharma, R.K. & Dash, B.(2007). Caraka Samhita. Vol.V.Varanasi:

Chowkhamba Sanskrit Series Office.
Evaluation Pattern

CIA 1: 20 marks
CIA 2: 25 Marks
MPS451 - PSYCHODIAGNOSTIC LAB - II (2020 Batch)

No of Lecture
Hours/Week:4
This course furthers the aims of psycho diagnostics – 1 and provides students
with an opportunity to develop skills in assessment, administration and scoring
and interpretation of psychological test ( projective, aptitude and
neuropsychological with adults and childeren)
Learning Outcome
Course Outcomes:
At the end of this lab course students will be able to

:
1. Understand the psychometric structure of psychological tests
2. Administer psychological assessments relevant to client needs
3. Interpret the scores obtained on the assessments
4. Develop a report and convey the findings to clients

PROJECTIVE AND SEMI-PROJECTIVE TESTS
Rorschach Inkblot Test
Thematic Apperception Test (TAT)
Children’s Apperception Test (CAT)
Sack’s Sentence Completion Test (SSCT)
Raven’s Controlled Projection Test (RCPT)

APTITUDE
Differential Aptitude Test (DAT)
Comprehensive Interest Schedule (CIS)

ASSESSMENT OF CHILDREN WITH SPECIAL
NEEDS
Childhood Autism Rating Scale (CARS)
Connor’s rating scale for Attention deficit hyperactive disorder
NIMHANS index for Specific learning disorders
Child Behavior Checklist (CBCL)

CLINICAL RATING SCALES AND
NEUROPSYHCOLOGICAL BATTERIES
Clinical Rating Scales: BDI, HDRS, HARS, CARS-training
Neuropsychological battery (adult)-training.
Rosharch – Exner
TAT
1. Groth – Marnat, G (2003). Handbook of Psychological Assessment. John

Wiley & Sons Inc., Hoboken, New Jersey
:
2. Kaplan, R.M & Saccuzzo, D. P (2009). Psychological testing: Principles,
Applications and Issues. 7th Edition, Wadsworth, Belmont, USA
1.Groth - Marnat, G. & Wright Jordan, A. ( 2016). Handbook of Psychological

Assessment, 6th edition, Wiley, USA.
Evaluation Pattern
Evaluation Pattern:

CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The
student must pass all the CIA components with a minimum CIA mark of 33/65 including class

MPS471 - SEMINAR AND PUBLICATION (2020 Batch)

No of Lecture
Hours/Week:0
Course Description: This course has been conceptualized in order to equip the
students with the necessary skills of publishing their manuscript in an academic
journal and presenting their research work in a conference. The process will be
supervised by the respective research supervisors.
Course Objective:
To help the learner gain familiarity with the process of publication

To help the learner gain exposure to seminars and conferences
Learning Outcome
Send a research manuscript to an indexed academic journal

Present a paper in a national/international conference

Unit 1
Identifying types of journals, preparing a manuscript according to author
guidelines provided by the journal,
:
Preparing a scientific poster, preparing a presentation for an academic
conference
Giles, D. (2013). Advanced research methods in psychology. Routledge
1. Barker, C., & Pistrang, N. (2015). Research methods in clinical

psychology: An introduction for students and practitioners. John Wiley &
Sons
Evaluation Pattern
Presentation: 30 marks
Publication: 20 marks
MPS481 - SUPERVISED CLINICAL PRACTICUM (2020

Batch)

Course Description: During Supervised clinical practicum students spend 200
hours engaging in clinical practicum in a mental health agency. Students are
expected to attend group and individual supervision both on site and campus.
As a follow-up of the theoretical and basic skill inputs the students have
received in various clinical psychology specialization papers during II and III
semesters, students need to learn clinical skills.
This course will help the learner to demonstrate
Basic diagnostic and assessment skills.

Interviewing skills.
Basic therapeutic skills to engage in brief sessional work with clients.
Personal development as (future) clinicians.
Learning Outcome
By the end of the course the learner will be able to
● Demonstrate skill in arriving at provisional and differential diagnoses
● Provide a detailed Psychopathology formulation
● Provide a detailed Psychotherapeutic formulation
● Become more self-aware in terms of their therapeutic skills or blind spots.

:
Supervised Clinical Practicum
Students engage in supervised clinical practicum at various internship sites.
Individual Supervision
Students take individual supervison for their client work
Group Supervision
Students present cases and are supervised in groups
Murdock, N. L. (2016). Theories of counseling and psychotherapy: A case approach. Pearson.
Evaluation Pattern
Evaluation Pattern:

End semester viva (ESE) - 30%
Case Presentation (20 marks)
Therapeutic Formulation (20 marks)
Reflective reports (20 marks)
Weekly Progress Notes (20 marks)
Professional Statement (20 marks)
Onsite and nn-campus supervisor feedback (30 marks)
Class Participation (5 marks)
Attendance (5 marks)
End Semester Viva Voce (60 marks)
The student must pass all the components of the CIA to be

eligible to take the ESE
The End Semester Examination will be a Viva Voce

Examination. The passing grade for the ESE is 40%
:
An overall grade of 50% is required to pass the course.
(CIA+ESE)
MPS482 - SUPERVISED DISSERTATION (2020 Batch)

Course Description: This course has been conceptualized to empower the
students with skills of preparing a research manuscript and aiming to publish
the same.
Course Objective
This course will help the learner to gain familiarity and develop skills
associated with the processes of data collection, data analysis, writing a
manuscript and publishing it.
Learning Outcome
By the end of the course, the learner will be able to
Identify appropriate journals for publication

Create a research manuscript
Critically evaluate the work of self and peers

Unit 1
Identifying appropriate research journals, preparing manuscripts according to
author guidelines.
1. Barker, C., & Pistrang, N. (2015). Research methods in clinical psychology:

An introduction for students and practitioners. John Wiley & Sons.
1. Giles, D. (2013). Advanced research methods in psychology. Routledge.

Evaluation Pattern
Evaluation Pattern:
End semester viva voce (ESE) - 30%

CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
:
with a minimum overall CIA mark of 33/65 (excluding attendance) to be
End Semester Viva Voce

MPS483 - CLINICAL INTERNSHIP (2020 Batch)

This is a final end-of-the-academic-program internship for 30 days. Students
are required to search, examine and carve their niche in the field. The basic
purpose of this internship is to create awareness for the students about the areas
that they want to specialize in and also to charter their future course of action.
By the end of the internship, the student shall be able to
1. Understand and bridge the gap between the theoretical knowledge and
practical skills they have gained in four semesters, in a clinical setting of their
choice and interest
Learning Outcome
By the end of the internship the student will be able to
1. Apply the theoretical knowledge and practical skills
2. Decide possible courses of action for their future

Internship
Clinical assessment, conceptualization and intervention in a mental health
institute.
Evaluation Pattern
The students are expected to submit a brief internship report, a reflective essay
and an authorized internship- completion statement from their internship site
which will be evaluated on 50
:

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Department of PSYCHOLOGY

1 Semester - 2021 - Batch

DISABILITY AND Discipline Specific

After completion of this program students will be able to

1. Employ skills and competencies required for practicing as a clinical

2. Conduct research in the area of clinical psychology relevant to practise

By the end of the programme students should be able to:

PO1. Disciplinary Knowledge: Exhibit competence in the discipline Analyze

PO2.Critical Thinking: Recognize and examine the social structures underlying

PO4. Communication and social Interaction: Communicate effectively across

PO5. Effective Citi

The department follows a pattern of 70 % marks for Continuous Internal Assessment

Break up of continuous internal assessment for 4 credit courses is as follows

Attendance Percentage Marks

For two credit courses the breakup of CIA is as follows

Permission for admission to the ESE is granted only if

Percentage Grade Grade point Grade point Interpretation

(10 point scale) (4 Point scale)

60-69 A 8 3.2 Very Good

55-59 B+ 7 2.8 Good

50-54 B 6 2.4 Above Average

Examination And Assesments

Formative and Summative assessments are conducted by the department to ascertain

Assessment is based on the performance of the student throughout the semester.

MPS111 - ACADEMIC WRITING AND RESEARCH

To practice and engage in various forms of academic writing.

To develop an ability to write in scientific style.

Scientifically acknowledge different sources of information in their

Unit-1 Teaching Hours:15

1. Bailey, S. (2011). Academic writing : A handbook for international

2. Publication Manual of the American Psychological Association (6 th ed.).

Essential Reading / Recommended Reading

1. Hartley, J (2008). Academic Writing and Publishing, Routedlege, New

2. Leki, L (2010). Academic Writing 2/E South Asian Edition, Cambridge

CIA-1 (15 marks)

CIA-2 (15 marks)

Class participation & Attendance (5 marks)

MPS131 - HISTORY AND PHILOSOPHY OF CLINICAL

Course objectives: This course helps the learner

Trace the historical contributions to clinical psychology in India and

Critically evaluate different philosophical perspectives of the mind

Provide a basic description of different assessments and interventions in

Unit-1 Teaching Hours:15

Unit II Perspectives on the mind and psyche

General issues in interventions: Nature of specific therapeutic variables (client,

1. Hergenhahn, B. R., & Henley, T. (2013). An introduction to the history of

2. Gentile, B. F., & Miller, B. O. (2009). Foundations of psychological

3. Hecker, J., & Thorpe, G. (2015). Introduction to clinical psychology.

Essential Reading / Recommended Reading

2. Shaffer, Michael J. "The Experimental Turn and the Methods of

5. The Mental Healthcare Act, 2017. Retrieved from

7. Gentile, B.F. & Miller, B.O. (2009). Foundations of psychological

8. Giles, B. (2002). (Ed.). History of Psychology. Delhi: Pearson

9. Gross, R. 1995: Themes, issues and debates in psychology. London:

10. Harris, B. 1997: Repoliticizing the history of psychology. In Critical

11. Jones, D. & Elcock, J. (2001). History and theories of psychology: A

12. Kuhn, T.S. 1962: The structure of scientific revolutions. Chicago:

13. Kumar, M. (2006). Rethinking Psychology in India: Debating Pasts and

15. McGhee, P. 2001: Thinking Psychologically. Basingstoke: Palgrave.

17. Nandy, A 2004: Towards an alternative politics of psychology, (in

18. Robinson, D.N. (1995). An intellectual history of psychology. (3rd ed.).

Continuous Internal Assessment (CIA) - 70%

Continuous Internal Assessment (CIA)