Systems and Schools in Psychology Module Plan

<Course Code> - <Systems and Schools in Psychology>
<IILM University, Gurgaon> - <Semester 3> - <2022-2023>
Course description in brief:
The module on “Systems and Schools in Psychology” provides a basic understanding of major
systems and theories in Psychology. It covers in detail the historical background and discusses
lucidly, with emphasis on the antecedent forces, all the important systems of psychology.
Besides the traditional school of thoughts around Structuralism, Functionalism, Behaviorism,
Gestalt Psychology and Psychoanalysis, it also covers Humanistic and existential psychology as
well as the exclusive work done by Indian Psychologists.
A better understanding of these schools and systems can provide deep and valuable insights to
the students. One may even learn about past human behavior that is relevant to the intellectual
growth and development of an individual in the present times.
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1. General Course Information
1.1 Course Details

Course: Systems and Schools in Psychology
Code <>
Term: 3
Level: Undergraduate
Credits : 4
Contact: 3 hours a week
Prerequisites: None
1.2 Course Faculty
a) Ms. Rachita Kanwar
rachita.kanwar.phd21@iilmm.edu, 8375042314
b) Ms. Kirti Maheshwari

kirti.maheshwari.phd21@iilm.edu, 9672351916, Cabin no 23, 1st floor
1.3 Class and tutorial details:

Classes for this course shall be scheduled thrice a week. 5 tutorial sessions shall also be
conducted for this course.
2. Learning Outcomes
2.1 Course Learning Outcome
By the end of this course, students should be able to:
LO 1. Understand and explain the evolution of psychology as a separate science of behavior and
mental processes.
LO 2. Understand and examine the important theories in psychology presented by different

school of thoughts. Identify and recognize the components of a good theory.
LO 3: Progress towards an eclectic understanding of psychology after carefully selecting

doctrines from different school of thoughts.
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2.2 Course learning outcomes, program learning outcomes and assessments:
Course learning outcomes Program learning outcomes Assessments
Understand and examine the Develop critical and analytical Continuous Assessment:
important theories in
thinking skills Quizzes and class discussion
psychology presented by
different school of thoughts.
Identify and recognize the
components of a good theory.
Enhance verbal and written

communication skills.
Ability to make clear and
ethical judgments.
Inculcate the ability to seek
innovative solutions to real-
world problems.
Foster the ability to
collaborate and work
effectively in a team.
Progress towards an eclectic Develop an interdisciplinary Midterm assessment: Project
understanding of psychology approach to address socio- presentation
after carefully selecting economic and organizational
doctrines from different issues
school of thoughts.
Develop understanding of self
and its growth in an
intra/interpersonal setting.
Apply psychological
constructs
and create interventions for
positive mental health
Understand and explain the To develop conceptual End term assessment: Written
evolution of psychology as a understanding of Psychology examination
3
separate science of behavior and its application
and mental processes.
2.3 Relationship of this course with other courses conducted in the

Same term:
Other terms:
3. Learning Resources
3.1 Required resources
 A History of Modern psychology by Schultz & Schultz
 The Comprehensive History of Psychology by A.K. Singh
3.2 Recommended resources
Reading is considered to be an essential part of the course, and students are expected to access
and critically analyze the relevant literature. Apart from becoming familiar with the contents of
the main text, students are also strongly urged to refer to academic journals in the area of......
 History of Psychology
 Perspectives on Psychological Science
4. Learning and Teaching Activities:

 Approach to Learning and Teaching in the Course: An active approach and a reflective
pedagogy will be used to engage the students.
 Learning Activities and Teaching Strategies: Debates, Discussions, crosswords and role
plays will form an important part of the course.
4.1 Module overview:

Sessio Topic to be covered Pre-readings. Learning
n Activities in
Session
Unit 1: Introduction
and the beginning of
structuralism (Part
a & b)
4
1 Part a: Introduction to https://psychology.fandom.com/wiki/
systems and their Systems_psychology
functions in
Psychology
2 Basic Issues in
Psychology
3 Prescientific and https://www.verywellmind.com/a-
Scientific brief-history-of-psychology-through-
developments before the-years-2795245
structuralism
Part b: Structuralism
4 Wilhelm Maximillian https://www.simplypsychology.org/
Wundt and his wundt.html
systematic
Psychology https://www.youtube.com/watch?v=m-
gmooH1jEc
5 Work of Leipzig https://www.researchgate.net/

Laboratory publication/11727302_Wundt
%27s_Laboratory_at_Leipzig_in_1891
6 Edward Bradford
Titchener and his https://www.simplypsychology.org/
structural psychology structuralism.html
https://www.youtube.com/watch?
v=aJi9F4Xbwo4
7 Critical analysis and https://blog.dilipbarad.com/2015/03/

fate of structuralism structuralism-and-literary-
criticism.html
https://literariness.org/2016/03/20/
structuralism/
8 Tutorial I
9 Quiz for Unit 1 According to the unit 1
Unit 2:
Functionalism and
Associationism
5
10-11 Functionalism and the https://www.youtube.com/watch?v=a_-
Psychology of L2S_ZK2w
William James
https://www.betterhelp.com/advice/
psychologists/pragmatism-
functionalism-and-william-james-
psychology/
12-13 Chicago Functional https://pubmed.ncbi.nlm.nih.gov/

Psychology 11763887/#:~:text=John%20Dewey
%20and%20James
%20Angell,naturalist%20theory%20of
%20mental%20processes.
https://www.researchgate.net/
publication/
11593695_John_Dewey_and_Early_C
hicago_Functionalism
14 Criticisms of https://revisesociology.com/
Functionalism 2016/12/15/criticisms-of-the-
functionalist-view-of-society/
15 Associationism and https://www.edubloxtutor.com/

the experiments of hermann-ebbinghaus/
Ebbinghaus
16-17 Associationism and https://www.instructionaldesign.org/

Thorndike's theories/connectionism/
connectionism
https://www.youtube.com/watch?
v=Oskl_vdsJow
18 Tutorial II
19 Quiz for Unit 2 According to Unit 2 topics
Unit 3:
Behaviourism and
Gestalt Psychology
20-21 Watsonian https://www.researchgate.net/ Activity:
Behaviourism and his publication/ Analysing cases
experimental 303926239_2_Watsonian_Behavioris from a behavioural
formulations m perspective
22 Critical analysis and http://www.nationalforum.com/ Debate
fate of behaviourism Electronic%20Journal%20Volumes/
6
Hart,%20Karen%20E%20A
%20Critical%20Analysis%20of
%20John%20B%20Watson-Original
%20Writing
%20V19%20N3%202006.pdf
23 Gestalt Psychology: https://www.gestaltcleveland.org/what- Discussion

Founding fathers and is-gestalt
Antecedent forces
24-25 System of Gestalt: https://www.toptal.com/designers/ui/ Activity:
Experimental gestalt-principles-of- Identifying how
contributions design#:~:text=There%20are%20six Gestalt principles
%20individual%20principles,order also govern our
%20(also%20called%20pr thoughts
%C3%A4gnanz).
26 Critical analysis https://www.frontiersin.org/articles/ Debate
10.3389/fpsyg.2017.01782/full
27 Tutorial III
28 Quiz for Unit III Based on Unit 3 topics
29 Mid Term Project presentations based on topics
Assessment assigned during class.
Unit 4:
Psychoanalysis and
the Heirs to Freud
30-31 Freudian https://positivepsychology.com/ Debate and
Psychoanalysis: psychoanalysis/ discussion
Contributions and
criticisms
Heirs to Freud:
32 Adler's Individual https://open.baypath.edu/psy321book/ Self-reflection and
Psychology chapter/c4p2/ experience sharing
33-34 Jung's Analytical https://www.simplypsychology.org/ Activity:
Psychology carl-jung.html Analysing cases
from the Jungian
Perspective
35 Karen Horney's https://blogs.scientificamerican.com/ Activity:
Psychology beautiful-minds/finding-inner- Answering
harmony-the-underappreciated-legacy- questions from the
of-karen-horney/ perspective of
Karen Horney.
36 Erich Fromm's https://www.verywellmind.com/erich- Discussion
Psychology fromm-1900-1980-2795506
37 Tutorial IV
38 Quiz for Unit 4 Based on topics covered in Unit 4
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Unit 5: Humanism,
Existentialism and
the way forward
39-40 Humanistic School of https://www.youtube.com/watch? Activity:
thought: Maslow and v=L0PKWTta7lU Revisiting
Carl Roger https://www.simplypsychology.org/car hierarchy and its
l-rogers.html sequence in
different cultures
41 Critical analysis of https://www.researchgate.net/ Debate
Humanistic publication/
Psychology 303858258_Tudor_K_2015_Humanisti
c_psychology_A_critical_counter_cult
ure_In_I_Parker_Ed_Handbook_of_cri
tical_psychology_pp_127-
136_London_UK_Routledge
42 Basic Tenets of https://www.ncbi.nlm.nih.gov/books/ Discussion

Existentialism NBK64939/
43 Viktor Frankl: Man's Man's search for meaning by Viktor Book review
search for Meaning Frankl
44 The way forward: Refer AK Singh's comprehensive Discussion

Developments in history in Psychology
India https://pubmed.ncbi.nlm.nih.gov/29527
055/#:~:text=Historically%2C
%20there%20have%20been
%20changes,the%20National
%20Human%20Rights
%20Commission.
45 Emerging school of https://www.frontiersin.org/articles/ Discussion and
thoughts 10.3389/fpsyg.2019.00895/full exploration
46 Tutorial V
47 Quiz for Unit V Based on Unit 5 topics
48 End Term
Assessment
4.2 Session Plan:

Session 1 Introduction to systems and their functions in Psychology
Description of the session: This is going to be an introductory session discussing the basic
concepts of systems and functions in psychology. It is going to aim at helping preparing well
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for the entire unit by giving them an idea of the basics of test systems and functions in
psychology
Learning Outcome:
The sessions will serve as an introduction to the course lying ahead of the students while
pondering over the basics of the subject.
Required Readings:
Session2 Basic Issues in Psychology
Description of the session: This session will talk about the basic issues in psychology in
different schools and systems in psychology.
Learning Outcome:
 To understand the issues and understand why it happens.

Required Readings:

Session 3 Prescientific and Scientific developments before structuralism
Description of the session: In this session the history, background, philosophy of

psychology before structuralism will be discussed.
Learning Outcomes: After the above, the students should be able to understand what happened
before structuralism.
Main Text
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Session4: Wilhelm Maximillian Wundt and his systematic Psychology
Description of the session: In this Session the students will be taught about Maximillian
Wudth and his systematic psychology known as structuralism.
Learning Outcome:
• At this junction the students know what structuralism, the first school of thought in
psychology.
Required Readings:

Session 5: Work of Leipzig Laboratory
Description of the session: An introduction Wundt's lab formally established psychology as a

science separate and distinct from the fields of philosophy and biology.
Learning Outcome:
To be familiar with Wundt's laboratory at Leipzig and Wundt's experimental techniques
Required reading:

Session 6: Edward Bradford Titchener and his structural psychology
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Description of the session: In this Session the students will be taught Titchener's Structuralism,
the components, experiences, physical, mental relationships and contribution to psychology.
Learning Outcome:
At this junction the students know about structuralism by Titchener as well, understand the
contribution to psychology.
Required Readings:

Session 7: Critical analysis and fate of structuralism
Description of the session: An introduction to what is structuralism that has already been
taught and how is it applied to study of literature.
Learning Outcome:
 Understand about how will structuralism application to the study of literature

 Required Readings:

Session 8: Tutorial
Session 9: Here unit 1 will end, there will be quiz regarding the same.
Session 10- 11: Functionalism and the Psychology of William James
Description of the session: Students will talk about William James, his contribution and
Functionalism, a new school of thought.
Learning Outcome:
 Introduction to another school of thought, history of William James “father of
psychology”
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Main text:

 Session 12-13: Chicago Functional Psychology
Description of the session: In this Session the students will be taught John Dewey and early
Chicago functionalism. The work of John Dewey and his associates which stimulated the
progressive-school movement, which attempted to apply functionalist principles to education.
. Learning Outcome:
At this junction the students have learnt about the Chicago functional psychology by John
Dewey.
Required Readings:
Main text:

Session 14: Criticisms of Functionalism
Description of the session: An introduction to the basic criticism in functionalism. The students
will be taught two criticisms of the Functionalist view of society including postmodernist
and Marxists and Feminists.
Learning Outcome:
 Understand the criticism from different point of views about functionalism.
Required Readings:
Main text:
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Session15: Associationism and the experiments of Ebbinghaus
Description of the session: Students during this session will about Hermann Ebbinghaus: The
First Psychologist to Study Learning and Memory. They will understand who Ebbinghaus was,
the memory experiment and limitations.
Learning outcomes:
Learning about Ebbinghaus, learning memory and its limitations.
Main text:

Session 16-17: Associationism and Thorndike's connectionism
Description of the session: In this Session the students will be taught about Thorndike’s
connectionism. The association between stimuli and responses. Introducing the principles of
pleasure and pain, reward and punishment. This session will also include a discussion
between Pavlov and Thorndike.
Learning Outcome:
At this junction the students have learnt about association and connectionism.
Session 18: Tutorial
Session 19: Quiz according to Unit 2.
Session 20-21: Watsonian Behaviourism and his experimental formulations

Description of the session: This chapter discusses Watsonian behaviorism and offers an
account of Watsonian behaviorism structured along three lines of inquiry. Watson's
professional activities explain in terms of the successive phases of career; and, within this
framework, the chapter analyzes the main features of its contributions. It finds that
philosophy, psychology, and society in many ways prepared for Watsonian behaviorism, that
is, for an objective, empirical, functional, and pragmatic psychology.
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Learning Outcome: At this junction the students have learnt about old school behaviorism
and Watson’s psychology
Required Readings:
https://www.researchgate.net/publication/303926239_2_Watsonian_Behaviorism
Main text:
Session 22: Skinner and his behaviourism
Description of the session: The session covers the ideas of B.F. Skinner (1904–90) who
was a leading American psychologist, Harvard professor and proponent of the behaviorist
theory of learning in which learning is a process of ‘conditioning’ in an environment of
stimulus, reward and punishment. Skinner explains the difference between informal
learning, which occurs naturally, and formal education, which depends on the teacher
creating optimal patterns of stimulus and response (reward and publishment), or ‘operant
conditioning’:
Learning Outcome: By the end of the session students will be able to understand the
learning process in light of reinforcements and explain how learning is affected by the
schedules of reinforcement.
Required Readings:
https://www.simplypsychology.org/operant-conditioning.html
Main text:
Session 23: Gestalt Psychology: Founding fathers and Antecedent forces
Description of the session: The session is a brief introduction to Gestalt Psychology, what
were the antecedent forces that led to the Gestalt school of thought and the founding fathers
of Gestalt.
Learning Outcome: By the end of the session, students will be able to explain the beginning
of Gestalt school of thought.
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Required Readings:
https://www.gestaltcleveland.org/what-is-gestalt
Main text:
Session 24-25: System of Gestalt: Experimental contributions

Description of the session: Gestalt psychology is a school of thought that looks at the
human mind and behavior as a whole. When trying to make sense of the world around us,
Gestalt psychology suggests that we do not simply focus on every small component. Instead,
our minds tend to perceive objects as elements of more complex systems.
Learning Outcome: At this junction, students will be able to explain the Gestalt principles of
similarity, continuation, closure, proximity, figure/ground, and symmetry & order
Required Readings:
https://www.toptal.com/designers/ui/gestalt-principles-of-design#:~:text=There%20are
%20six%20individual%20principles,order%20(also%20called%20pr%C3%A4gnanz).
Main text:
Session 26: Critical Analysis
Description of the session: The session involves an analysis of the Gestalt school of thought
and the criticisms and contributions that go along with it.
Learning Outcome: Students will enhance their critical thinking skills and will be able to
explore the application of Gestalt principles and its limitations.
Required Readings:
https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01782/full
Main text:
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Session27: Tutorial
Session 28: Quiz for Unit III
Session 29: Mid Term Assessment
Session 30-31: Freudian Psychoanalysis: Contributions and criticisms
Description of the session: Sigmund Freud (1856 to 1939) was the founding father
of psychoanalysis, a method for treating mental illness and also a theory which explains
human behaviour. Freud believed that events in our childhood have a great influence on our
adult lives, shaping our personality. His theories changed the entire clinical model and
treatment approach.
Learning Outcome: At this junction, students will be able to explain the contributions made
by Sigmund Freud along with the criticisms faced.
Required Readings:
https://positivepsychology.com/psychoanalysis/
Main text:
Session 32: Adler's Individual Psychology
Description of the session: Adler called his approach individual psychology because it
expressed his belief that every human personality is unique and indivisible (Ewen, 1988). His
emphasis on the individual did not preclude the social. Key concepts of Adlerian therapy
include the inferiority complex, the superiority complex, and style of life
Learning Outcome: At this junction, students will able to understand Adler’s contribution to
psychology and psychoanalytical school of thought.
Required Readings:
https://open.baypath.edu/psy321book/chapter/c4p2/
Main text:
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Session 33-34: Jung's Analytical Psychology
Description of the session: Jungian Analysis, as is psychoanalysis, is a method to access,

experience and integrate unconscious material into awareness. It is a search for the meaning
of behaviors, feelings and events. Analytical psychology is a theory of human personality
and thought that takes into account the individual unconscious and its relationship to the
collective unconscious. In analytical psychology, archetypes play a key role in helping
people understand themselves and integrate different aspects of their personality
Learning Outcome: At this junction, students will able to understand Jung’s contribution to
psychology and psychoanalytical school of thought.
Required Readings:
https://www.simplypsychology.org/carl-jung.html
Main text:
Session 35: Karen Horney's Psychology

Description of the session: Karen Horney was a psychologist during a time when women's
contributions were often overlooked and ignored. She made significant contributions to
humanism, self-psychology, psychoanalysis, and feminine psychology. Her refutation of
Freud's theories about women generated more interest in the psychology of women.
Learning Outcome: At this junction, students will able to understand Horney’s contribution
to psychology and psychoanalytical school of thought.
Required Readings:
https://blogs.scientificamerican.com/beautiful-minds/finding-inner-harmony-the-
underappreciated-legacy-of-karen-horney/
Main text:
Session 36: Erich Fromm's Psychology

Description of the session: Erich Fromm was a Neo-Freudian psychoanalyst who suggested
a theory of personality based on two primary needs: the need for freedom and the need for
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belonging. He suggested that people develop certain personality styles or strategies in order
to deal with the anxiety created by feelings of isolation.
Learning Outcome: At this junction, students will able to understand Fromm’s contribution
to psychology and psychoanalytical school of thought.
Required Readings: https://www.verywellmind.com/erich-fromm-1900-1980-2795506
Main text:
Session 37: Tutorial IV
Session 38: Quiz for Unit IV
Session 39-40: Humanistic School of thought: Maslow and Carl Roger
Description of the session: The humanistic school of thought is a divorce from the previous
dominant behaviorism and psychoanalytical perspectives. It looks at the positive aspects of
human behavior rather than the negative ones. The school of thought views human beings as
having unique abilities and potentials.
Learning Outcome: By the end of the session, students will be able to understand the
theories and ideas of Maslow and Carl Roger
Required Readings:
https://www.youtube.com/watch?v=L0PKWTta7lU
https://www.simplypsychology.org/carl-rogers.html
Main text:
Session 41: Critical analysis of Humanistic Psychology
Description of the session: As with any viewpoint, humanistic psychology has its critics.
One major criticism of humanistic psychology is that its concepts are too vague. Critics argue
that subjective ideas such as authentic and real experiences are difficult to objectify; an
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experience that is real for one individual may not be real for another person. For this reason,
critics believe that conclusions drawn from subjective experiences are almost impossible to
verify, making research in humanistic psychology unreliable. In addition, critics claim that
humanistic psychology is not a true science because it involves too much common sense and
not enough objectivity.
Learning Outcome: In this session, students will enhance their critical thinking skills and
will also connect the findings of humanistic school to other different school of thoughts.
Required Readings:
https://www.researchgate.net/publication/
303858258_Tudor_K_2015_Humanistic_psychology_A_critical_counter_culture_In_I_Park
er_Ed_Handbook_of_critical_psychology_pp_127-136_London_UK_Routledge
Main text:
Session 42: Basic Tenets of Existentialism

Description of the session: Existentialism is the philosophical belief we are each responsible
for creating purpose or meaning in our own lives. Our individual purpose and meaning are
not given to us by Gods, governments, teachers or other authorities. The session covers to
basics of existentialism.
Learning Outcome: At this point, students will be introduced to the basics of existentialism.
Required Readings:
https://www.ncbi.nlm.nih.gov/books/NBK64939/
Main text:
Session 43: Viktor Frankl: Man's search for Meaning

Description of the session: Man's Search for Meaning is a 1946 book by Viktor Frankl
chronicling his experiences as a prisoner in Nazi concentration camps during World War II,
and describing his psychotherapeutic method, which involved identifying a purpose in life to
feel positive about, and then immersively imagining that outcome.
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Learning Outcome: At this point, students will be able to reflect on the concepts of inner
freedom, hope, resilience and responsibility.
Required Readings:
Man’s Search for Meaning by Viktor Frankl
Main text:
Session 44: The way forward: Developments in India
Description of the session: The session is a brief history of psychology from an Indian
perspective and carefully reflects on the developments made in India in the area of
psychology.
Learning Outcome: By the end of the session, students will acquaint themselves to
developments in India in the field of psychology
Required Readings:
Main text:
Session 45: Emerging school of thoughts
Description of the session: The session is a quick glimpse into the future of psychology
from and carefully reflects on the developments across globe in the area of psychology.
Learning Outcome: By the end of the session, students will acquaint themselves to the
emerging school of thoughts.
Required Readings:
Main text:
Session 46: Tutorial V
Session 47: Quiz for Unit V
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Session 48: End Term Assessment
5. Assessments:
Assessments for Courses are based on the following four principles:
 Assessment must encourage and reinforce learning.
 Assessment must enable robust and fair judgments about student performance.
 Assessment practices must be fair and equitable to students and give them the
opportunity to demonstrate what they have learned.
 Assessment must maintain academic standards.
5.1 Assessment summary
Assessment Item Due date Weighting Related learning
(marks/Percentage) outcome
1. Continuous Across the semester 20 L.O.2
Assessment after the completion
of each unit (Quiz and
attendance)
2. Mid Term September 26th 2022 20 L.O.3
Assessment (Project or
presentation)
3. End Term As per academic 60 L.O.1
Assessment calendar
5.2 Assessment related details

 If a student is absent on the scheduled date of (internal) assessments, she/he shall be
given one more option to reappear in the same, provided the faculty is convinced that the
reason for absence is genuine. Inability to attend the reappear assessment will result in
the student being awarded zero.
 Group assessments shall not be repeated. In case a student is absent on the day of
presentation of the same, the student will be awarded zero for this component of
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assessment. The faculty in such cases shall conduct a separate viva for the concerned
student and grade her/him accordingly.
 End term assessments are compulsory. Absence in end term assessments will be marked
as ‘absent’ and the result will be marked as ‘incomplete’. This is irrespective of the
student’s score in internal assessments.
5.3 Assessment details

Component 1: Continuous assessments will be conducted at the end of each unit though quizzes,
crosswords, MCQ’s, debates or Group discussions. Class participation is an essential component
of Continuous assessments. The nature of the assessment will be part group and part individual.
Component 2: Mid term Assessments will be conducted through a project and presentation. Top-
ics for the project will be allocated to the students in the beginning of the semester. Students will
be given a practical question in psychology which they will have to resolve using an eclectic ap-
proach.
Component 3: A pen and paper-based End-Term examination will be conducted at the end of the
course. The end term exam will be applied in nature. You will not be allowed to use the internet,
access your note books and text books.
5.4 Details of submissions/presentations

Other details will be communicated during the class sessions.
5.5 Assessment Feedback

Feedback on student performance from formative and summative assessment tasks will be
provided to students in a timely manner. Assessment tasks completed within the teaching period
of a course, other than a final assessment, will be assessed and students provided with feedback,
with or without a provisional result, within 10 working days of submission, under normal
circumstances. Feedback on continuous assessment tasks, if any, will be provided prior to the
midpoint of the course.
Note: Appeal of grade – students who wish to appeal their end term marks should initially
discuss their concerns with their tutor. If they are still dissatisfied, they should then make contact
with the Controller of Examination within 10 business days from the date of notification of the
result. Such a written request must contain details of the grounds on which the objection is based.
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Requests must include a summary of the reasons the student believes his or her assessment work
deserves a higher mark. These reasons must be directly related to the academic quality of the
work.
5.6 Quality Assurance

IILM is actively monitoring student learning and quality of the student experience in all its
programs. A random selection of completed assessment tasks may be used for quality assurance,
such as to determine the extent to which program learning goals are being achieved. The
information is required for accreditation purposes, and aggregated findings will be used to
inform changes aimed at improving the quality of Business School programs.
6. Maps:
6.1 Assessment Map
Module Name: A1 A2 A3 A4 A5
Systems and Schools in Psychology * * * *
A1- Individual assignment/quiz A2- Group assignment

A3- Open book examinations A4- Closed book examinations A5-
Presentations
6.2 Teaching Map

Module Name: T1 T2 T3 T4 T5 T6
Systems and Schools in Psychology * * * *
T1: Lectures T2: Seminars/Tutorials T3: Projects

T4: Case Discussion T5: Guest Lectures/Industrial Visit T6: Workshop Sessions
6.3 Curriculum Map

Module Name: Program learning outcomes
Systems and Schools in L1 L2 L3 L4 L5 L6 L7 L8 L9

Psychology
Taught * * *
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Assessed * * * *
Covered * * * * *
Program Learning Outcomes:

1. Develop critical and analytical thinking skills
2. Enhance verbal and written communication skills.
3. Ability to make clear and ethical judgments.
4. Inculcate the ability to seek innovative solutions to real-world problems.
5. Foster the ability to collaborate and work effectively in a team.
6. Develop an interdisciplinary approach to address socio- economic and organizational
issues.
7. Develop understanding of self and its growth in an intra/interpersonal setting.
8. Apply psychological constructs and create interventions for positive mental health.
9. To develop conceptual understanding of Psychology and its application
7. Student feedback
The Institute places high priority on approaches to learning and teaching that enhances the
students’ experience. Feedback is sought from students in a variety of ways including on-going
engagement with faculty, the use of online questionnaires and interaction with the
Dean/appropriate authority. This course is regularly revised and updated to reflect student
feedback.
8. Plagiarism
Please refer to the student handbook, page 30, for details.
9. Student Responsibilities and Conduct

Students are expected to be familiar with and adhere to Institute's policies in relation to class
attendance and general conduct and behavior, including maintaining a safe, respectful
environment; and to understand their obligations in relation to workload, assessment and keeping
informed.
Workload: It is expected that you will spend at least ten to twelve hours per week studying for a
course. This time should be made up of reading, research, working on exercises and problems,
online activities and attending classes. In periods where you need to complete assignments or
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prepare for examinations, the workload may be greater. We strongly encourage you to connect
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Systems and Schools in Psychology Module Plan

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Systems and Schools in Psychology Module Plan

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<Course Code> - <Systems and Schools in Psychology>

<IILM University, Gurgaon> - <Semester 3> - <2022-2023>

Course description in brief:

1.1 Course Details

b) Ms. Kirti Maheshwari

1.3 Class and tutorial details:

LO 2. Understand and examine the important theories in psychology presented by different

LO 3: Progress towards an eclectic understanding of psychology after carefully selecting

Enhance verbal and written

2.3 Relationship of this course with other courses conducted in the

4. Learning and Teaching Activities:

4.1 Module overview:

5 Work of Leipzig https://www.researchgate.net/

7 Critical analysis and https://blog.dilipbarad.com/2015/03/

12-13 Chicago Functional https://pubmed.ncbi.nlm.nih.gov/

15 Associationism and https://www.edubloxtutor.com/

16-17 Associationism and https://www.instructionaldesign.org/

23 Gestalt Psychology: https://www.gestaltcleveland.org/what- Discussion

42 Basic Tenets of https://www.ncbi.nlm.nih.gov/books/ Discussion

44 The way forward: Refer AK Singh's comprehensive Discussion

4.2 Session Plan:

Session2 Basic Issues in Psychology

 To understand the issues and understand why it happens.

 A History of Modern psychology by Schultz & Schultz

Session 3 Prescientific and Scientific developments before structuralism

Description of the session: In this session the history, background, philosophy of

Session4: Wilhelm Maximillian Wundt and his systematic Psychology

 A History of Modern psychology by Schultz & Schultz

Session 5: Work of Leipzig Laboratory

Description of the session: An introduction Wundt's lab formally established psychology as a

To be familiar with Wundt's laboratory at Leipzig and Wundt's experimental techniques

 A History of Modern psychology by Schultz & Schultz

Session 6: Edward Bradford Titchener and his structural psychology

 A History of Modern psychology by Schultz & Schultz

Session 7: Critical analysis and fate of structuralism

 Understand about how will structuralism application to the study of literature

 A History of Modern psychology by Schultz & Schultz

 A History of Modern psychology by Schultz & Schultz

 Session 12-13: Chicago Functional Psychology

 A History of Modern psychology by Schultz & Schultz

Session 14: Criticisms of Functionalism

 Understand the criticism from different point of views about functionalism.

Session15: Associationism and the experiments of Ebbinghaus

Learning about Ebbinghaus, learning memory and its limitations.

 A History of Modern psychology by Schultz & Schultz

Session 16-17: Associationism and Thorndike's connectionism

Session 18: Tutorial

Session 19: Quiz according to Unit 2.

Session 20-21: Watsonian Behaviourism and his experimental formulations

Session 22: Skinner and his behaviourism

Session 23: Gestalt Psychology: Founding fathers and Antecedent forces

Session 24-25: System of Gestalt: Experimental contributions

Session 26: Critical Analysis

Session 28: Quiz for Unit III

Session 29: Mid Term Assessment

Session 30-31: Freudian Psychoanalysis: Contributions and criticisms

Session 32: Adler's Individual Psychology

Description of the session: Jungian Analysis, as is psychoanalysis, is a method to access,

Session 35: Karen Horney's Psychology

Session 36: Erich Fromm's Psychology

Required Readings: https://www.verywellmind.com/erich-fromm-1900-1980-2795506

Session 37: Tutorial IV

Session 38: Quiz for Unit IV