Master of Science in Psychology (Clinical) 2022-2024

PSYCHOLOGY
Syllabus for
Master of Science in Psychology (Clinical)
Academic Year-2022-2024
Programme Details and Assessment Pattern - 2022-2024 Academic Year
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 student exchange and visits, Guest lectures and scholarship opportunities for students and joint supervision of research
projects.
Vision and Mission:

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 The 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.
Programme Objective, Programme Outcomes, Programme Specific Outcomes and Programme Specific Component Outcomes:
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 Citizenship: Act with an informed awareness of issues Engage with the community effectively using expertise drawn from the
discipline Undertake initiatives that encourage equity and growth for all
PO6. Ethics: Recognize and respect different value systems including one?s own, Take cognizance of the moral implications of our decisions
Use ethical values aligned with the values of the University in academic initiatives
PO7. Environment and Sustainability: Demonstrate awareness of local, regional, national, and global needs Engage with socio-cultural
contexts Focus on the concerns of the environment and sustainability
PO8. Self-directed and Life-long Learning: Engage in lifelong learning Work on strategies for career enhancement Adapt to changing
professional and societal needs
Programme Specific Outcomes (Core Programme Specific Component Outcomes) Essential Behavioural
Competencies) Components Indicators
Demonstrates
Develop a Scientist-Practitioner Approach to the respect for
discipline To internalise Scientific Mindedness as a clinical psychologist scientifically
derived
knowledge
Is able to
distinguish
scientifically
derived theories
and
interventions
from pseudo-
scientific
concepts
Is able to
understand the
scientific nature
of the discipline
Demonstrates
ability to
critically
evaluate
existing
theories, models
and practices
Demonstrates
scientific
knowledge of
etiology,
assessment,
conceptualizatio
n and
interventions for
disorders
Is able to
Understand the expectations and limitations of one's role. function well
Develop Role Knowledge as a clinical within one's
psychologist. professional
boundaries and
respect other
related
disciplines
Is able to be
assertive when
one's role
boundaries are
infringed upon
Demonstrates
knowledge
about the laws
related to
necessary
qualifications
for practice
Demonstrates
knowledge of
and ability to
select
appropriate
assessments to
answer referral
questions
Addressing the referral question. Is able to
provide regular
feedback to the
sources of
referral about
the progress of
assessment and
therapy in an
ethical manner
Demonstrates
basic knowledge
of the scientific
and theoretical
basis of test
construction and
Develop Competent Formal Assessments. interviewing.
Demonstrates
knowledge of
the models and
techniques of
clinical
interviewing
and the mental
status exam and
is able to write a
comprehensive
report
Demonstrates
proficiency in
independently
administering
structured
assessments,
awareness of the
strengths and
limitations of
administration,
scoring and
interpretation of
Develop Functional Competencies as a clinical traditional
psychologist. assessment
measures as
well as related
technological
advances
Is aware of the
constructs being
assessed and
responsive to
and respectful
of individuals
with diverse
backgrounds
Is able to write a
comprehensive
report based on
the assessment
findings and
communicate
the same to the
referring
sources and the
client
Is able to
integrate data
collected from
the clinical
interview and
structured
assessments and
provide
necessary
recommendatio
ns for
interventions
Is familiar with
the diagnostic
criteria outlined
in the DSM-5
and ICD-10 for
various
disorders
Is able to
systematically
gather data to
inform clinical
decision-making
regarding
diagnosis
Is able to
conceptualize a
Demonstrate Competent Diagnosis and Conceptualization Skills. psychodiagnosti
cs formulation
Demonstrates
knowledge of
various
theoretical
models and
concepts to
construct a
psychotherapy
formulation
Demonstrates
knowledge of
the basic
scientific,
theoretical and
contextual bases
Plan and Deploy Appropriate Psychological Interventions. of interventions
and the value of
evidence-based
practice.
Demonstrates
skills of
empathetic
listening, non-
judgementality,
effective rapport
formation, and
use of good
judgment about
unexpected
issues including
crises and the
effective use of
supervision.
Is able to select
the most
appropriate
intervention for
a client based in
the nature of the
symptoms and
research
evidence for the
same
Is able to
evaluate
treatment
progress and
outcome and to
modify
treatment
planning and
interventions
accordingly
Is able to to
terminate
intervention
successfully,
and to
collaborate
effectively with
other care
providers
Is able to
document the
progress of
interventions in
a systematic
manner
Demonstrates
development of
skills and habits
in seeking,
applying, and
evaluating
theoretical and
research
knowledge to
the practice of
clinical
Psychology
Is able to design
and critique
approaches to
scientific
inquiry
Demonstrates
proficiency in
reviewing
Demonstrate Evidence Based Research Competencies. exiting
literature,
creating a
research
argument,
qualitative and
quantitative
methods of data
analysis
Is able to
identify valid
scientific
Imbibes a Spirit of Advocacy to promote the Profession. journals and
prepare a
manuscript
according to the
journal
guidelines
Demonstrates a
commitment to
the development
of the
profession and
safeguarding the
rights of clients
and practitioners
through various
advocacy
programmes
Practices within
the boundaries
Display Disposition to Reflective Practice Displays adequate Self-assessment while practise. of competencies
Demonstrates
commitment to
lifelong learning
General self-
awareness, self-
assessment and
self-monitoring
skills
Reflective
regarding
professional
practice
Aware of own
attitudes, values,
and beliefs
toward diverse
others
Willingness to
acknowledge
and correct
errors
Accepts and
uses feedback
effectively
Understands
importance of
self-care to
effective
Demonstrates commitment to Self-Care. practice.
Being organized
and on time,
demonstrates
appropriate
personal
hygiene and
dress,
membership in
professional
organizations,
demonstrates
the need to
practice within
one’s
competence and
understands
what the core
competencies
Displays Professionalism in Work and Practise entail
Continuing
education to
keep up with
advances in the
profession,
contributing to
professional
organizations,
and awareness
of the impact
one’s behavior,
has on the
public and their
perception of
professional
psychologists
Displays
knowledge of
own moral
principles/ethica
l values
Knows and
applies an
ethical decision-
making model
and is able to
apply relevant
elements of
ethical decision
making to a
dilemma
Able to
articulate
knowledge of
Committed to Upholding Ethical Practice own moral
principles and
ethical values in
discussions with
supervisors and
peers about
ethical issues
Able to
participate in
and initiate
interdisciplinary
collaboration/
consultation
directed toward
shared goals
Able to develop
and maintain,
where
Maintains appropriate Interpersonal and Inter- appropriate,
disciplinary relationships collaborative
relationships
and respect for
other
professionals
1 Semester
Hours Per
Course Code Course Title Credits Marks
Week
HOLODD HOLISTIC EDUCATION - - -
MPS111 ACADEMIC WRITING AND RESEARCH SKILLS 2 2 50
MPS 131 LAW AND ETHICS IN CLINICAL PSYCHOLOGY 4 4 100
MPS 132 DEVELOPMENTAL PSYCHOLOGY 4 4 100
MPS133 QUANTITATIVE RESEARCH METHODS IN PSYCHOLOGY 4 4 100
MPS134 COGNITIVE PSYCHOLOGY - I 4 4 100
MPS135 BIOLOGICAL FOUNDATIONS OF BEHAVIOUR - I 4 4 100
MPS136 QUALITATIVE RESEARCH METHODS IN PSYCHOLOGY 4 4 100
MPS181 COMMUNITY SERVICE 2 2 50
Total - 28 28 700
2 Semester
Hours Per
Week
HOLEVEN HOLISTIC EDUCATION - - -
MPS211 RESEARCH PROPOSAL 2 2 50
MPS232 PSYCHOPATHOLOGY- I 4 4 100
MPS233 PSYCHOLOGICAL MEASUREMENT AND STATISTICS 4 4 100
MPS234 COGNITIVE PSYCHOLOGY - II 4 4 100
MPS235 BIOLOGICAL FOUNDATIONS OF BEHAVIOR - II 4 4 100
MPS251 PSYCHO DIAGNOSTIC LAB - I 2 2 50
MPS253 MULTICULTURAL AND THERAPEUTIC SKILLS -1 4 4 100
Total - 24 30 600
3 Semester
Hours Per
Week
MPS331 PSYCHOTHERAPY-I 4 4 100
MPS332 PSYCHOTHERAPY-II 4 4 100
MPS333 PSYCHOPATHOLOGY- II 4 4 100
ASSESSMENTS & INTERVENTIONS IN NEURODEVELOPMENTAL
2 2 50
MPS 341 A DISORDERS
MPS 341 B PLAY THERAPY: CONTEMPORARY PRACTICE WITH CHILDREN 2 2 50
MPS 341 C QUEER AFFIRMATIVE COUNSELLING PRACTICE 2 2 50
MPS 341E BEHAVIOURAL MEDICINE IN PSYCHOLOGY 2 2 50
MPS 341 F PSYCHOANALYTIC PSYCHOTHERAPY 2 2 50
MPS 341 G COGNITIVE ELECTROPHYSIOLOGY 2 2 50
MPS353 MULTICULTURAL AND THERAPEUTIC SKILLS -2 4 4 100
MPS382 RESEARCH MANUSCRIPT 2 6 100
Total - 20 26 550
4 Semester
Hours Per
Week
MPS431 ADVANCED SOCIAL PSYCHOLOGY 4 4 100
MPS441A EDUCATIONAL PSYCHOLOGY 2 2 50
MPS441B FORENSIC PSYCHOLOGY 2 2 50
MPS441C SEXUAL DYSFUCNTIONS AND SEX THERAPY 2 2 50
MPS441D CRISIS AND TRAUMA COUNSELLING 2 2 50
MPS441E CBT FOR COMMON PSYCHIATRIC DISORDERS 2 2 50
MPS441F ASIAN HEALING PRACTICES AND PSYCHOTHERAPY 2 2 50
MPS441 G COMMUNITY MENTAL HEALTH IN THE GLOBAL SOUTH: CURRENT
2 2 50
TRENDS AND CHALLENGES
MPS451 PSYCHODIAGNOSTIC LAB - II 4 4 100
MPS471 SEMINAR AND PUBLICATION 0 2 50
MPS481 SUPERVISED CLINICAL PRACTICUM 0 8 200
MPS483 CLINICAL INTERNSHIP 0 2 50
Total - 10 22 550
MPS111-ACADEMIC WRITING AND RESEARCH SKILLS
Total Teaching Hours For Semester:30 No of Lecture Hours/Week:2

Max Marks:50 Credits:2
Course Description and Course Objectives
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.
Course Outcomes
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.
Essential References
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.
Recommended References
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-LAW AND ETHICS IN CLINICAL PSYCHOLOGY

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.
Course Outcomes

● 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
Continuous Internal Assessment (CIA) - 70%

End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA)
CIA 1: 30 marks
CIA 2: 30 Marks
Class participation: 5 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 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)
Evaluation Pattern
Evaluation Pattern:

CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
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

MPS132-DEVELOPMENTAL PSYCHOLOGY
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
Course Outcomes
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.
Additional Information
The Primary instructional strategies include lectures, in-class and threaded (LMS) discussions, student presentations, application, and
occasional activities. Meaningful engagement in this course will require careful review of assigned texts and learning resources and systematic
reflection prior and post to class.
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 eligible to write the ESE.
MPS133-QUANTITATIVE RESEARCH METHODS IN PSYCHOLOGY
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.
Course Outcomes
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

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
Course Outcomes
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

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
Course Outcomes
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 PSYCHOLOGY

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.
Course Outcomes

● 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

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.
Course Outcomes
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:
Continuous Internal Assessment (CIA) 
CIA 1: 20 marks 
CIA 2: 25 Marks 
Class participation & Attendance: 5 marks  
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.
MPS211-RESEARCH PROPOSAL

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
Course Outcomes
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
Class participation & Attendance: 5 marks
pass the course.
MPS232-PSYCHOPATHOLOGY- I


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
Course Outcomes

● 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.
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
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.
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.
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
repeat the CIA again before moving to the next CIA. The student must pass all the CIA components 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

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.
Course Outcomes

● 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
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
MPS234-COGNITIVE PSYCHOLOGY - II

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
Course Outcomes

● 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

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
Course Outcomes
● 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
8. Kandel, E.R. Schwartz, J.H. & Jessel, T.M. (2000). Principles of neural science (4 th.ed.). Newyork: McGraw-Hill.
9. Leukel, F(1985). Introduction to physiological psychology (3 rd . ed.). New Delhi: CPS Publishers.
MPS251-PSYCHO DIAGNOSTIC LAB - I

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.
Course Outcomes
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
pass the course.
MPS253-MULTICULTURAL AND THERAPEUTIC SKILLS

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
Course Outcomes
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 mult icultural
society. Cengage
1. Green.,Ben.(1996).Problem - based Psychiatry.B.I.Churchill Livingstone Pvt Ltd, New Delhi.
CIA Evaluation
CIA 1: Case submission –five cases (four assessments along with a brief summary of the cases and one detailed workup with diagnostic
formulation) -25 Marks
CIA 2: Written test based on second Units. 25 marks
ESE Viva voce : 50 Marks
Total: 100 marks
Evaluation Pattern
End semester Viva Voce - 30%

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
End Semester Viva

An overall grade of 50% is required to pass the course.(CIA+End Semester Viva)
MPS331-PSYCHOTHERAPY-I

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
Course Outcomes
● 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

MPS332-PSYCHOTHERAPY-II


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
Course Outcomes
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
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

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
Course Outcomes

● 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.
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
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 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.
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
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

MPS 353
Multi-cultural and Therapeutic Skills II
Total Teaching Hours for Semester:30 No of Lecture Hours/Week:4
Course Description
Course Description: This course aims at providing students with the skills of clinical interviewing, focusing on specific techniques and techniques
to interview specific clinical population and help them prepare for clinical work in their practicum.
Course Objectives:
1. Understand and develop skills of assessment and case history taking in specific clinical population.
2. Develop specific techniques that promote positive Doctor-Patient relationship.
Course Outcome:
1. Conduct a clinical interview and create report including case history and MSE for Children.
2. Develop skills to interview difficult patients.
3. Develop specific interview techniques promoting patient doctor relationship.
4. Demonstrate motivational interviewing skills.
Unit 1: Teaching Hours: 30
Clinical Interview Skills
Specific techniques: Facilitating interventions: Reinforcement, reflection, summarizing, education, Reassurance, encouragement, acknowledgement
to emotion, Humour, Silence. Nonverbal Communication; Expanding Interventions: Clarifying, Associations, Leading, Probing, Transitions,
Redirecting. Obstructive Interventions: Closed- Ended question, Compound questions, why questions, judgemental questions, or Statements,
Minimizing patient’s concerns, premature advice, Premature interpretations, Transition.
Interviewing the difficult Patient: Patients with Psychosis, Depressed and potentially suicidal patients, Hostile Agitated and Potentially violent
patients, Deceptive patients.
Clinical history taking; Mental Status Examination for children
Unit 2:
Motivational Interviewing Teaching Hours: 30
What is motivational interviewing, The method of Motivational Interviewing, Engaging, Focusing, Evoking and Planning. Motivat ional
Interviewing in everyday practice.
Textbooks and Reference Books
William, R. M & Stephen, R. (2013) Motivational Interviewing; Helping People with change New York, NY: Guilford Press.
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock's synopsis of psychiatry: Behavioral sciences/clinical psychiatry (Eleventh
edition.). Philadelphia: Wolters Kluwer.
Ivey, A., Ivey, M., & Zalaquett, C (2009). Intentional Interviewing and counseling :Facilitating client development in a mult icultural society.
Cengage
Evaluation Pattern
End semester Viva Voce - 30%
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
End Semester Viva
An overall grade of 50% is required to pass the course.(CIA+End Semester Viva)
Semester: Odd Class 3 MSc Clinical Psychology

Course Code: MPS 341 A Course Title: Elective: Behavioral Therapy for developmental Disorders
Hours: 30 Hours per week: 2
Course Description and Objectives:
The course on ‘Behavioral Therapy for Developmental Disorders’ is designed to equip the student to identify different types of
neurodevelopmental Disorders and the develop the skills in the assessment and interventions using different treatment approaches. Objectives
will be measured with help of clinical practices and reporting. Critical aspects of Professional Conduct in the practice with children with
developmental disabilities will be highlighted.
Course outcomes: By the end of the course the learner will be able to:
● Demonstrate understanding of the nature and needs of Developmental Disabilities. Elaborate the characteristics of persons wit h
Intellectual Disability (ID), Specific Learning Disability (SLD) and Autism Spectrum Disorder(ASD)
● Describe the causes and prevalence of ID, SLD and ASD.
● Discuss the different types of ID, SLD and ASD
● Demonstrate understanding of educational considerations of persons with ID, SLD and ASD
UNIT 1 Developmental disorders – Needs, Nature and assessment (10 hours)
Understanding different types of Developmental disorders (ID, SLD, ASD); Measurements of behavioral symptoms; permanent-product
recording procedures; Practical exposure: Conduct assessment and identify the treatment plan
UNIT 2 Current Therapeutic Trends (15 hours)

Understanding therapeutic skills and methods- cognitive and metacognitive skills, perceptual skills, social skills; promoting inclusive practices;
ABA Therapy; Floor time; PECS; Relationship Development Intervention; Joint Attention Symbolic Play Engagement Regulation (JASPER);
Discrete Trial Training; Pivotal Response Treatment; Social Story; Technology based intervention
UNIT 3 Report writing and documentation process (5 hours)
Report writing for assessment and intervention process; Considering ethical aspects of intervention; Supervision on the clinical cases
References:
● Bala, M.J. (2004). Methods of Teaching Exceptional Children, Discovery, New Delhi. District Primary Education Programme (2001). A
report on national level workshop: Towards inclusive schools in DPEP. Noida: Ed.CIL.
● Flint,j.Wilkie,A.O.M,Buckle,V.J,Winter (1995) The detection of sub telomeric chromosomal rearrangements in idiopathic mental
retardation. Nature Genet. 9:132-140.
● Grey CA, Garand JD (1993). “Social Stories: improving responses of students with autism with accurate social information”. Focus on
Autistic Behavior. 8 (1): 1-10.
● Hirisave U, Oomen A, Kapur M. Psychological assessment of children in the clinical setting. 1st ed. Bangalore: Nimhans; 2002, p. 79-80
● Jayachandran, P., Vimala (1995 and 2000). Madras Developmental Programming System,Vijaya Human services, 6 Lakhmiperam
Street, Chennai14.
● Juneja M, Mishra D, Russell P, Gulati S, Deshmukh V, Tudu P, et al. INCLEN diagnostic tool for Autism Spectrum Disorder (INDT-
ASD): Development and validation. Indian Pediatr. 2014; 51:359-65.
● Karanth, P., & Rozario, J. (2003). Learning disabilities in India: willing the mind to learn. Sage Publication, New Delhi
● Kasari C, Freeman S, Paparella T. (2006) Joint attention and symbolic play in young children with autism: A randomized controlled
intervention study. Journal of Child Psychology and Psychiatry;47(6):611-620.
● Koegel LK, Koegel RL, Brookman LI (2005). Child-Initiated interactions that are pivotal in intervention for children with autism. In:
Hibbs ED, Jensen PS, editors. Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical
practice. 2nd ed. pp. 633-657.
● Lakhan R, Ekúndayò OT, Shahbazi M. (2015) An estimation of the prevalence of intellectual disabilities and its association with age in
rural and urban populations in India. J Neurosci Rural Pac t; 6:523-8
● Lerner, J. (2000). Learning Disabilities: Theories, diagnosis, and teaching strategies. Boston: Houghton Mifflin
● Reddy G.L., & Rama, R. (2000). Education of Children with Special Needs, New Delhi - Discovery Pub.
● Salvador-Carulla L, Reed GM, Vaez-Azizi LM, et al (2011;). Intellectual developmental disorders: towards a new name, definition and
framework for 'mental retardation/intellectual disability' in ICD-11. World Psychiatry 10:175- 180
● Simpson, R. L, Smith Myles, B. (Eds.) (2008). Educating children and youth with autism: strategies for effective practice. (2nd edition)
Pro Ed. Texas.
● The ICD-10 classification of mental and behavioural disorders: clinical descriptions and diagnostic guidelines. Geneva, World Health
Organization, 1992.
● The National Joint Commission on LD. Responsiveness to Intervention and Learning
● Williams, T. (2011). Autism Spectrum Disorders-From Genes to Environment. In Tech, Croatia.
● Wong, B., & Butler, D. L. (2012). Learning about learning disabilities. (4th ed.) Amsterdam. Elsevier Academic Press.
Play Therapy: Contemporary Practice with Children

MPS 341 B
Course Description
This course will prepare students towards therapeutically engage children. This course will also provide insight into the theoretical framework of
Therapeutic play and creative techniques of engagement and processes with focus on guidelines for therapeutic practice with children.
Course objectives:
To understand the person of play therapist and the role of play therapist in therapeutic experience.
To familiarise the guidelines in structuring play therapy room and medias used for therapy.
To understand parent’s role in play therapy process.
To understand basic dimensions of the therapeutic relationship.
Learning Outcome
After completing this course, the learner will be able to:
Engage children through play and creative techniques.
Apply play and creative techniques in everyday life and facilitate self-insight being the person of therapist.
To recommend materials for play therapy room with rationale and to structure play therapy room.
To engage parents in the process of working with children.
Unit 1: History And Development of Play Therapy
Psychoanalytic Play Therapy, Release Play Therapy, Relationship Play Therapy, Nondirective Play Therapy Play Therapy in Elementary Schools,
Association for Play Therapy, Trends in Play Therapy; Play Therapist: Creating Differences, Personality Characteristics, Therapist Self-
understanding, Therapist Self-acceptance, Role of the Play Therapist.
Unit II: The Play Room & Materials
Playroom Location, Playroom Size, Playroom Characteristics, Other Settings for Play Therapy, Rationale for Selecting Toys and Materials,
Categories of Toys, Tote Bag Playroom, Recommended Toys and Materials for the Playroom, Special Considerations, Suggested Tit les for the
Play Therapy Program in Schools, Implementing a Play Therapy Program in Schools.
Unit III: Stages in Play Therapy
Parent’s Part in the Process: The Parent Interview, Obtain Permission from Legal Guardian, Confidentiality, Psychiatric Referral, Explaining Play
Therapy to Parents. Therapeutic Relationship with the child: Objectives of the Relationship, Making Contact with the Child, The Initial Encounter
in the Waiting Room, Structuring the Relationship in the Playroom, Responding to the Reluctant Anxious Child, The Child’s View of the Play
Therapy Relationship, Questioning Techniques of Children, Explaining the Observation Mirror and Recording, Taking Notes during the Session.
Reference
Landreth G, L. (2012). Play Therapy: Art of Relationship. Routledge; Taylor & Francis.
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,they 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
QUEER AFFIRMATIVE PSYCHOLOGY PRACTICE

MPS 341 C
Course Description
This course aspires to inculcate intersectional understanding of sexual orientation and and gender identities with special focus on South Asia.
This course will sensitise students on recent advancements in the area of sexuality and gender for application in psychological services in light of
various judicial pronouncements on LGBTQIA+ rights.
Course objectives:
-To inculcate basic theoretical understandings of sexuality and gender
- Appreciate and evaluate the history of the intersection among psy disciplines, law, society and marginalised sexual subjects
- Engage with LGBTQIA+ people with enhanced sensitivity employing queer affirmative principles.
Learning Outcome
-Understand basic concepts of sexuality and gender from an intersectional perspective
- Gain skills to work with LGBTQIA+ people from an inter and multidisciplinary perspective
- Practice queer affirmative psychology in clinical and community settings
Unit 1: Introduction to sexuality and gender identities
Sexual orientation and gender identity; Sexuality, genders and mental health disciplines in India: A brief history of sexuality and genders in
colonial and post-colonial India; Global developments
Unit II: Queer Affirmative practice

Queering psychological practice: Role of language; CBT, Family and couples Therapy, Person-Centred Therapy, Trans-affirmative practice;
Guidelines and Manuals from India and outside.
References
Narrain, A., & Chandra, V. (2015). Nothing to fix: Medicalisation of sexual orientation and gender identity. SAGE Publications India.
Ranade, K. (2018). Growing up gay in urban India. Critical Psychosocial perspectives. Springer Singapore.
Kumar, P. (2021). Sexuality, Abjection and Queer Existence in Contemporary India. Routledge.
Ranade, K., Hastak, Y. Growing Up and Sexual Identity Formation - Mental Health Concerns of lesbian women, In Davar, B.V., Ravindran, S.
(2015). (eds), Gendering Mental Health: Knowledges, Identities, Institutions, New Delhi: Oxford University Press
Sharma H. Are we being trained to discriminate? Need to sensitize doctors in India on issues of gender and sexuality. Research & Humanities in
Medical Education (RHiME). 2018;5: 35-43.
Rianna P. Medical Imagination. Homosexuality in the Indian Journal of Psychiatry. 1970-1980. En-Gender! 2020 3(2): 1-15. Available from:
https://engenderacademia.files.wordpress.com/2020/11/price-finished.pdf
Threadgold L. ‘Commentary on: Medical imagination‘. En-Gender! 2020 3(2): 16-17. Available from:
https://engenderacademia.files.wordpress.com/2020/11/price-finished.pdf
Vanita, R. Queering India: same-sex love and eroticism in Indian culture and society. Routledge;2001.
Ranade, K., Shah, C., & Chatterjee, S. (2016). Making sense: Familial journeys towards acceptance of gay and lesbian family members in
India. The Indian Journal of Social Work, 77(4), 437-458.
Ranade K, Chakravarty S. ‘Coming Out’ of the comfort zone: challenging heteronormativity through affirmative counselling practice with lesbian
and gay clients. In: Bhola P, Raguram A, editors. Ethical issues in counselling and psychotherapy practice. Singapore: Springer Science; 2016. p.
141-54.
Ranade K, Chakravarty S. Gay-affirmative counselling practice: resource and training manual. Mumbai: Saksham; 2013.
American Psychological Association (APA) Guidelines for Psychological Practice with Transgender and Gender Nonconforming People. 2015
United Nations. Universal declaration of human rights. Paris; UNO;1948 Dec 10[cited 2018 Dec 12]. Available
from http://www.un.org/en/universal-declaration-human-rights/index.html
Toonen v. Australia, Human Rights Committee Communication No. 488/1992, U.N. Doc CCPR/C/50/D/488/1992. 1994 [cited 2018 Dec 12].
Available from: http://hrlibrary.umn.edu/undocs/html/vws488.htm
The Yogyakarta principles (Original principles adopted in 2006). Available from: https://yogyakartaprinciples.org/
United Nations Human Rights Council. Discriminatory laws and practices and acts of violence against individuals based on their sexual orientation
and gender identity; Report of the United Nations High Commissioner for Human Rights. United Nations General Assembly Document
A/HRC/19/41; 2011 Nov 17 [cited 2018 Dec 10]. Available
from: https://www.ohchr.org/Documents/Issues/Discrimination/A.HRC.19.41_English.pdf
UN High Commissioner for Human Rights. Navi Pillay: “Respond systematically to homophobic violence and discrimination.” 2013 Apr 18 [cited
2018 Dec 12]. Video file. Available from: https://www.youtube.com/watch?v=imuvlSrO4V4
United Nations Human Rights Office. Free and Equal. Stand up for equal rights & fair treatment for lesbian, gay, bi, trans & intersex people
everywhere. 2012. Available from: https://www.unfe.org/
United Nations Secretary-General. Secretary-General’s video message to the Oslo Conference on Human Rights, Sexual Orientation and Gender
Identity.2013 Apr 15 [cited 2018 Dec 12]. Available from: https://www.un.org/sg/en/content/sg/statement/2013-04-15/secretary-generals-video-
message-oslo-conference-human-rights-sexual
Obergefell et al v. Hodges, Director, Ohio Department of Health, et al. No 14 – 556, Supreme Court of the United States. 2015 Jun 26 [cited 2018
Dec 12]. Available from: https://www.supremecourt.gov/opinions/14pdf/14-556_3204.pdf
United Nations Human Rights Council. Report of the Independent Expert on protection against violence and discrimination based on sexual
orientation and gender identity. United Nations General Assembly Document A/HRC/35/36. 2017. Available
from: https://www.ohchr.org/EN/Issues/SexualOrientationGender/Pages/Index.aspx
Evaluation Pattern:

CIA 1: 20 marks
CIA 2: 25 Marks
Course Title: Elective: Behavioral Medicine in Psychology

Semester: Odd Class 3 MSc Clinical Psychology
Course Code: MPS 341E Course Title: Elective: Behavioral Medicine in Psychology
Hours: 30 Hours per week: 2
Course Description and Objectives:
The course is aimed at developing mastery over core Behavior Therapy principles and apply them same to common health related contexts.
Course outcomes: By the end of the course the student will be able to:
1. Demonstrate an understanding of core behavior therapy principles

2. Analyze the role of behavioral medicine in health care
3. Demonstrate mastery over applications of behavior therapy intervention
UNIT 1 Contemporary Behavior Therapy (10 hours)
The Behavioral Model in Behavioral Medicine
Core concepts- Acceleration Behavior Therapy- Stimulus Control and Reinforcement, Deceleration Behavior Therapy- Differential
Reinforcement, Punishment
UNIT 2 Applications of Behavioral Medicine (20 hours)
Process factors in Behavioral Medicine- Assessment, delivering health related information to clients, ensuring adherence, factors contributing
to change
Applications of Behavioral Medicine in common health related contexts (Eg pain, palliative care, tobacco cessation, stress, etc)
References:
● Davidson, K. W., Goldstein, M., Kaplan, R. M., Kaufmann, P. G., Knatterud, G. L., Orleans, C. T., ... & Whitlock, E. P. (2003).
Evidence-based behavioral medicine: what is it and how do we achieve it?. Annals of behavioral medicine, 26(3), 161-171.
● Feldman, M. D., & Christensen, J. F. (2019). Behavioral Medicine A Guide for Clinical Practice 5th Edition. McGraw Hill Professional.
● Funderburk, J. S., Shepardson, R. L., Wray, J., Acker, J., Beehler, G. P., Possemato, K., ... & Maisto, S. A. (2018). Behavioral medicine
interventions for adult primary care settings: A review. Families, Systems, & Health, 36(3), 368.
● Gellman, M. D. (Ed.). (2020). Encyclopedia of behavioral medicine. Cham: Springer International Publishing.
● Schirmer, J. M., & Montegut, A. J. (Eds.). (2009). Behavioral medicine in primary care: A global perspective. Radcliffe Publishing.
● Spiegler, M. D. (2015). Contemporary behavior therapy. Cengage Learning.

Evaluation Pattern:
CIA 1: 20 marks
CIA 2: 25 Marks
Course Title: Psychoanalytic Psychotherapy MPS 341 F

Total Teaching Hours for Semester: 30 No of Lecture Hours/Week:2
Max Marks: 50 Credits: 2
Course Description: The major objective of the course is to familiarize the students the field of psychoanalysis. This includes facilitating reading
and discussion on case studies and clinical issues addressed in psychoanalytic literature. The course is also intended to read and reflect on the
writings on psyche, culture and psychoanalysis in Indian context. Through theoretical expansion, this course covers both classical and
contemporary debates in psychoanalysis. The course also covers different therapeutic processes and techniques in psychoanalysis.
Course objectives:
1. To engage with the classical and contemporary debates in psychoanalysis.
2. To familiarize with the case studies and clinical issues addressed in psychoanalysis literature.
3. To understand the contribution of Indian psychoanalysis on psychoanalytic studies
4. To understand the therapeutic process in psychoanalysis
Learning Outcome
At the end of the course, students should be able to:
1. Apply psychoanalytical approach to everyday life.
2. Analyze both classical and contemporary approaches in psychoanalysis.
3. Develop psychoanalytical therapeutic skills.
Unit 1: Essentials of psychoanalysis

History of psychoanalysis
Topography of mind, Structural theory, Childhood and psychoanalysis
Psychology of everyday life: jokes, slip of the tongue
Contemporary psychoanalysis: Object relations, Lacanian psychoanalysis, Interpersonal psychoanalysis, Neuropsychoanalyis, Indian
psychoanalysis
Unit II: The process of therapy in psychoanalysis

Psychopathology, self-analysis, process of therapy, transference and counter transference, boundaries
Techniques in psychoanalysis: Free Association, Dream work, Analysis of resistance
References
Charles, M. (2017). Introduction to Contemporary Psychoanalysis: Defining Terms and Building Bridges (1st ed.). Routledge.
https://doi.org/10.4324/9781315180120
Freud, S. (2001). The standard edition of the complete psychological work of Sigmund volume 1-15. London: Vintage
Kakar, S. (2001). The essential writings of Sudhir Kakar. New Delhi: Oxford University Press.
Solms M. L. (2018). The Neurobiological Underpinnings of Psychoanalytic Theory and Therapy. Frontiers in behavioral neuroscience, 12, 294.
https://doi.org/10.3389/fnbeh.2018.00294
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, they 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
Course Course Code MPS 341 G Credits Total hours Total Marks
Cognitive 2 30 50
Electrophysiology
Course Description
Brief Course 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 objective and learning outcomes:
● Understand and describe theoretical underpinnings of electrophysiological correlates of cognition in written and oral form.
● Learn to acquire 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.
● Generate ERP waveforms, identify key components and interpret the waveform.
● Critically evaluate published studies in Event related Potentials.
Competency being addressed
This course is designed to update the knowledge of a key methodology used to study cognitive functions and apply that knowledge to design and
conduct studies using EEG; develop scientific mindedness. These indicators contribute towards achieving the Scientist-Practitioner competency for
Clinical Psychology.
UNIT I: Theory (10 Hours)
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.
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.
Event-related potentials (ERP) – History and Basic methodology; ERP waveform and its components: Definition, nomenclature, quantification and
interpretation. Exploring cognitive processes with ERPs.
Fundamentals of source localization

The forward and inverse problems in EEG source localization Equivalent current dipole modelling, Distributed source solutions
UNIT II: (10 Hours)
ERP experiment design: Conceptualizing a design, representing a design and translating the design into an experiment using EPrime.
ERP signal processing (EEGLab Basics) - Digital filters, Baseline correction, and Event/response coding. Removal/correction of artifacts,
Interpolation
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 III: (10 Hours)
Seminar Module – Key & relevant journal articles will be critically reviewed and presented in a 30 minute slot.
10-15 articles using ERP methods will be curated for course at the start. This will be done in consultation with the course coordinators.
Essential Reading
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.
Recommended Reading
Niedermeyer's Electroencephalography: Basic Principles, Clinical Applications, and Related Fields. (2017) Schomer, D., & Lopes da Silva,
F. (Eds.), Oxford, UK: Oxford University Press.
Examinations and Assessments

Short Quiz (3 quizzes) – 5 marks/quiz. Total 15 Marks
ERP Experiment submission – Objective, design framework and EPrime script that works + Viva on data acquisition (8 Marks)
ERP data analysis submission + Viva (8 Marks)
Seminar 12 Marks
Lab etiquette – 2 Marks
Attendance: 5 Marks as per University Guidelines (attendance and regularity in assignment submission etc.)
Note: Course plans will indicate break up of marks skill wise and detailed instructions for each evaluation will be provided separately.
MPS382-RESEARCH MANUSCRIPT
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.
Course Outcomes
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
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 (excluding
attendance) to be eligible to write the ESE.
End Semester Viva Voce
MPS431-ADVANCED SOCIAL PSYCHOLOGY

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.
Course Outcomes
● 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
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 and
get a minimum of 33/65 including class participation marks to be eligible to write the ESE.

MPS441A-EDUCATIONAL PSYCHOLOGY

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.
Course Outcomes

•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
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.
MPS441B - FORENSIC PSYCHOLOGY

Course description
The prime focus of the Forensic Psychology course is to introduce the students to the representative areas of forensic psycho logy and
orient how psychology research contributes to the legal system. The course includes an overview of the methods used by forensic psychologists
to investigate and control crimes, including criminal profiling. It gives insight into what forensic psychologists have discovered, how they have
made these discoveries, and how they contribute to the legal system. Emphasis will be given to the most prevalent mental health issues
associated with forensic evaluations and how forensic psychologists assists law enforcement agencies and juries to determine criminal
responsibility and punishment. Psychological underpinnings and motivation behind the serial killing, spree killing, mass murder, and recidivism
will be discussed.
Course objectives
After the completion of the course, the students will be able to
CO1: Demonstrate knowledge of the history, development, and theoretical foundations of Forensic Psychology, its key concepts and research
methods
CO2: Gather, read, synthesize and critique primary source psychological and psycho-legal literature
CO3: Exhibit the knowledge about the significant mental illnesses encountered in forensic psychology and apply it in case analysis.
CO4: Familiarize with the basic forensic psychological techniques in criminal investigations
Unit I: Introduction to Forensic Psychology (8 Hours)

● Forensic Science: Definition, history and development - scope and need of forensic science in the criminal justice system
● Forensic Psychology: Definition and scope - Sub-specializations of forensic psychology- Relationship between psychology and law-
Relationship between forensic psychology, criminology and criminal psychology- Ethical issues in forensic psychology.
● Daubert standard and Frye standard- Mc’Naughten rule- Insanity definition in Indian Penal Code (IPC section 84): Legal and medical
insanity- Stages of mind.
● Forensic Psychology research methods
Unit II: Criminological Psychology (6 Hours)

● History of crime- Criminal behaviour: Definition and causal factors (biological, psychological and social factors).
● Schools of Criminology: Pre-classical thought, Classical school of thought, Neo-Classical and Positive school of thought.
● Psychobiology of crime: Introduction- Inhibitive and disinhibitory systems in the brain, Frontal controlling functions and response
inhibition.
Unit III: Psychology of Crime (8 Hours)

● Interrogation and Confession: Reid Techniques in Interrogation of Suspects.
● Eye-witness Testimony: Assessment of false memory, Confabulations and Contamination of Eye-Witness Witnesses
● Court Structure and Jurisdiction- Civil and Criminal courts- Stages in Judicial Process in forensic psychological cases.
● The Criminal Psychopath- General behavioural characteristics of psychopaths - Antisocial Personality Disorder and Psychopathy-
Prevalence of criminal psychopathy- Offending patterns of criminal psychopaths.
● Criminal Homicide-Multiple Murder, Serial Killers, Mass Murders.
Unit IV: Psychology in Criminal Investigation (8 Hours)

● Criminal Profiling: Introduction- Types of profiling: Inductive and Deductive profiling- Process of profiling- FBI stages of profiling.
● Polygraph: Instrumentation, principles and procedure- Methods of formulation of relevant, irrelevant and control questions- Scoring and
analysis.
● Brain Electrical Oscillation Signature Profiling (BEOS): Principles and procedure- Designing of probes: audio and visual.
● Narco Analysis: History- Principles and procedure.
● The legal status of forensic psychological tests in India.
References:
● Anderson, G. (2007). Biological Influences on Criminal Behavior. Boca Raton: CRC Press.
● Arrigo, B. (2003). Introduction to Forensic Psychology: Issues and Controversies in Crime and Justice. London: Academic Press.
● Bartol, C., & Bartol, A. (2008). Introduction to Forensic Psychology: Research and Application (Second ed.). London: SAGE.
● Gordon, N. (2017). Essentials of Polygraph and Polygraph Testing. Boca Raton: CRC Press.
● Gudjonsson, G. (2003). The Psychology of Interrogation and Confession: A Handbook. England: John Wiley & Sons.
● Howitt, D. (2009). Introduction to Forensic and Criminal Psychology (Third ed.). England: Pearson Education Limited.
● Kocsis, R. (2006). Criminal Profiling: Principles and Practice. New Jersey: Humana Press.
● Sadock, B., Sadock, V., & Ruiz, P. (2015). Synopsis of Psychiatry (Eleventh ed.). Philadelphia: Wolters Kluwer.
● Towl, G., & Crighton, D. (2010). Forensic Psychology. Oxford: Blackwell Publishing Ltd.
● Vrij, A. (2008). Detecting Lies and Deceit: Pitfalls and opportunities. England: John Wiley and Sons Ltd.
● Zulawski, D., & Wicklander, D. (2002). Practical Aspects of Interview and Interrogation (Second ed.). Boca Raton: CRC 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.
MPS441C-SEXUAL DYSFUCNTIONS AND SEX THERAPY

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.
Course Outcomes
● 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
MPS441D-CRISIS AND TRAUMA COUNSELLING

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
Course Outcomes
● 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
MPS441E -CBT FOR COMMON PSYCHIATRIC DISORDERS

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
Course Outcomes
● 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
MPS441F-ASIAN HEALING PRACTICES AND PSYCHOTHERAPY

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.
Course Outcomes
● 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
COMMUNITY MENTAL HEALTH IN THE GLOBAL SOUTH: CURRENT TRENDS AND CHALLENGES
MPS441 G

Course Description
This course will address one of the most important developments in mental health globally- community mental health programmes- by examining
community mental health programmes that have taken centrestage in India’s mental health care landscape. It will look at how scaling up of
community mental health practice in India as advocated by international bodies plays out on the ground when multiple stakeholders appear on
the scene. The course will draw from national mental health policies and recent literature on global mental health to provide an overview of
challenges and possibilities of these policies and programmes when applied in the Global South with special focus on India.
Course objectives:
-Trace the history of programmes and policies related to community mental health nationally and internationally
- Map the complex dynamics between global mental health developments and national community mental health policies, that in turn interact with
and shape local practices on the ground.
- Develop a critical understanding among community, mainstream mental health services and psychosocial disability in the Global South with
special reference to India
Learning outcome:
-Understand community and community mental health from inter and multidisciplinary perspectives
- Critically evaluate community mental health policies and programmes from multiple perspectives
- Engage with diverse communities with enhanced sensitivity and cultural humility
-Analyse different social locations in the Global South and their intersections with mental health
Unit I: Introduction to community and community mental health
Meaning and definitions of community and community mental health, history of community mental health in India, current national and
international policies and programmes: UN, WHO and Movement for Global Mental Health; Theoretical perspectives on community mental
health, Medical model v/s community mental health model: Use of non-professionals in mental health: lay community health volunteers
Unit II: Current issues and debates in community mental health
Gender, culture and human rights in mental health; User-survivor perspectives, alternative communities, psychiatric pluralism in India; Mental
health in the Global South: Colonisation and racism, casteism, poverty, crime and delinquency, unemployment, tribal issues, migration, gender,
and sexuality; disability and psychology; Community based interventions.
References
Lancet Global Mental Health Group. (2007). Scale up services for mental disorders: a call for action. The Lancet, 370(9594), 1241-1252.
Gupta, N., Chavan, B. S., Arun, P., Sidana, A., & Jadhav, S. (2012). Community mental health in India. Jaypee Brothers Medical Publishers
(P) Ltd.
Lukose, R. A. (2009). Liberalization's children: Gender, youth, and consumer citizenship in globalizing India. Duke University Press.
Davar, B. (1999). Mental health of Indian Women. New Delhi, Sage Publications.
Misra, G. & Nagpal, A. (Eds). (1999). Psychology of poverty and disadvantages. New Delhi. Concept Publishing Co.
Sinha G. Tripathi R C & Misra G (Eds). (1998). Deprivation: Its Social roots and psychological consequences, New Delhi. Concept
publishing company.
Government of India, (2017). National health policy. Retrieved from
https://www.mohfw.gov.in/sites/default/files/9147562941489753121.pdf
Government of India (2015). Guidelines for implementing of district level activities under the NMHP during the 12 th plan period. Retrieved
from https://mohfw.gov.in/sites/default/files/56464578341436263710_0_0.pdf
Government of India. (2014). National Mental Health Policy. Retrieved from

https://www.nhp.gov.in/sites/default/files/pdf/national%20mental%20health%20policy%20of%20india%202014.pdf
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.
MPS451-PSYCHODIAGNOSTIC LAB - II

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)
Course Outcomes
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. 7 th 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
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 CIA mark of

MPS471-SEMINAR AND PUBLICATION

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
Course Outcomes
● 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
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.
MPS481-SUPERVISED CLINICAL PRACTICUM

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.
Course Outcomes
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.
Group Supervision
Students present cases and are supervised in groups
Individual Supervision
Students take individual supervison for their client work
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%
MPS483-CLINICAL INTERNSHIP

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
Course Outcomes
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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PSYCHOLOGY

Vision and Mission:

Introduction To The Program:

Total Teaching Hours For Semester:30 No of Lecture Hours/Week:2

Course Description and Course Objectives

By the end of the course the learner will be able to:

● Scientifically acknowledge different sources of information in their writings

Unit-2 Teaching Hours:15

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

CIA-1 (15 marks)

MPS131-LAW AND ETHICS IN CLINICAL PSYCHOLOGY

Total Teaching Hours For Semester:60 No of Lecture Hours/Week:4

Course Description and Course Objectives

By the end of the course the learner will be able to:

History and Principles of ethics in psychology

Unit-2 Teaching Hours:15

Unit-3 Teaching Hours:15

Issues in working with special population

Issues in working with special population

Continuous Internal Assessment (CIA) - 70%

Continuous Internal Assessment (CIA)

End Semester Examination (ESE)

Total Teaching Hours For Semester:60 No of Lecture Hours/Week:4

Max Marks:100 Credits:4

Course Description and Course Objectives

Course objectives: This course will help the learner to understand

• 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

By the end of the course the learner will be able to:

1. Understand the normative outcomes within each of the developmental phases.

4. Compare and contrast the foundational theories of developmental psychology

Unit-1 Teaching Hours:15

Unit-2 Teaching Hours:15

Development of Self and Others

Unit-3 Teaching Hours:15

Unit-4 Teaching Hours:15

Adulthood and Ageing

1. Berk, L. E. (2016). Exploring lifespan development. Pearson.

1. Boyd, D. & Bee, H. (2015). Lifespan Development (Seventh. Edition), Pearson.

4. Kail R V (2001) Children and their development. Prentice Hall Inc.

Continuous Internal Assessment (CIA) - 70%

Continuous Internal Assessment (CIA)

Class participation: 5 marks

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)

MPS133-QUANTITATIVE RESEARCH METHODS IN PSYCHOLOGY

Total Teaching Hours For Semester:60 No of Lecture Hours/Week:4

Max Marks:100 Credits:4

Course Description and Course Objectives

At the end of this course students will be able to:

• Design an experiment with manipulation can control of the variables.

• Write a quantitative research proposal in the domain of Psychology.

UNIT 1 Teaching Hours:15

Foundations of Quantitative Research Methods in Psychology

Process of Quantitative Research

UNIT 3 Teaching Hours:15

Sampling Techniques and Data Collection

UNIT 4 Teaching Hours:15

5. Kerlinger, N. (1996). Foundations of behavioural research. India: Prentice Hall

Continuous Internal Assessment (CIA) - 70%

End semester examination (ESE) - 30%

Continuous Internal Assessment (CIA)