MSC CP Syllabus

Yenepoya School of Allied Health Sciences
Yenepoya (Deemed to be University)University Road, Deralakatte

Mangaluru – 575018
Master of Science in Clinical Psychology (MSc. CP)
REGULATION&CURRICULUM2022
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The Emblem
The Yenepoya University emblem reflects the rich ideals and the core values upon which the very
foundations have been built. The colors on the shield are salutation to the three key facets of the
University – the mentor, the materials, and the medium – through which this increase takes place,
and are also representative of them.
Green embodies life and the giver therefore Green is the color of paradise, the ultimate destination
for all knowledge seekers. Just as the azuresky wraps the Earth, blue symbolizes protection. Blue is
synonymous with scholastic achievements and success the institution has to its credit.
And last but not the least, grey symbolizes stability and dependability. It stands for the staunch
guiding (governing) principles and discipline that our students and hence our institutions are known
for.
The shield, symbolic of are put seat of learning adorned with (emblazoned with) the motto “Rabbi
Zidnillma” on the ribbon below. The words are in Arabic, taken from the Holy Quran, literally
translate into the meaningful phrase–“Lord, increase in knowledge”–indeed the very frame, the life
plasma, and the purpose of the institution, all its faculties, and facilities.
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Vision
To be the Premier Allied and Healthcare Professional Institute in India where knowledgeable, skilled,
competent, and caring professionals are produced by integrated clinical practice, scientific education,
and research.
Mission
● To create acknowledgeable and skilled healthcare professional with critical thinking and problem-
solving skills, who can stay calm in stressful situations.
● To provide demonstrated education and training that will make a health care technologist with
impeccable skills who can adapt to the technological advances.
● To provide quality education based on scientific research, which will groom an individual to learn
evidence-based practices in health care and to take part in patient care with utmost attention and
dedication, respecting the beliefs and values of participants.
● To create a professional with good communication and interpersonal skills who expresses empathy
and compassion during patient care and treats patients with dignity.
● To create a teaching and learning environment to help the students develop and promote
constructive thinking and to use the academic resources reflecting on their interests
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TABLE OF CONTENTS
Sl.No. Title of Contents Page no
1. Preamble 6
2. Program Objective 7
3. Duration of the program 8
4. Semester 8
5. Medium of instruction 8
6. Eligibility for admission 8
7. Semester system and choice-based credit system 8
8. Definition of keywords 9
9. Types of courses 10
10. Assigning credit hours per course 11
11. Assigning total credits for a program 12
12. Structure of syllabus 12
13. CBCS Programmes Coding System 12
14. Attendance 13
15. Scheme of Examination 13
16. Evaluation of answer scripts 16
17. Classification of Successful candidates 17
18. Minimum criteria for passing 18
19. Carry overprovision 19
20. Reentry after a break from the study 19
21. Maximum period for the completion of the program 19
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22. Semester I 24
23. Semester II 45
24. Semester III 62
25. Semester IV 73
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YENEPOYA (Deemed to be) University, Regulations & program curriculum for M.Sc. Clinical
Psychology under Choice Based Credit System.
1. Preamble
The health care sector has become one of the largest employment generating sectors in India and
abroad. The rapidly changing and expanding horizon of the health care sector demands formal
training programs in all its Allied areas. Postgraduate Program in Allied Health sciences specialty
often encompasses a wide range of disciplines. The learning during post graduation is usually
heavily research-focused. By doing post graduation in Allied health disciplines one will be
preparing for a career as an educator, researcher, or therapist. Students may find a variety of
options upon completion of post-graduation such as dealing with patients in hospitals and
rehabilitation centers under the supervision of a multidisciplinary team. They can also join as
teachers in the faculty of Allied health professionals. They can also do research and pursue a
doctorate in their field of interest.
Clinical psychology is a subspecialty of Psychology to diagnose and provide psychological care for
individuals with mental disorders and their families. Further, the goal is to train, educate, supervise,
and enhance research-based practice.
The field of Clinical Psychology integrates science, theory, and practice to understand, predict, and
alleviate maladjustment, disability, and discomfort as well as to promote human adaptation,
adjustment, and personal development. Clinical Psychology focuses on the intellectual, emotional,
biological, social, and behavioral aspects of human functioning across the life span, in varying
cultures, and at all socioeconomic levels.
Master of Science (Clinical Psychology) is a Postgraduate program that encompasses both theory
and practicals with the opportunity to conduct research. The structure of the program includes theory
&practical classes, case studies, counseling sessions, records submission, and dissertations, related
to the field of Clinical Psychology. This course will prepare the candidate for a career as an educator,
researcher, or counselor.
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Students may find a variety of options upon completion of post-graduation. Academic, Practice, and
Research pursuits are the other areas that offer opportunities for professional growth and development. To
match our education system with the international educational pattern all the postgraduate programs
are with Choice Based Credit System.
2. Programme Objective:
The objectives of the program are to expose students to the theories and practice of Clinical
Psychology. Trained students should be able to assist mental health professionals in effective service
delivery.
Objective
PO1: To impart education and training in Clinical Psychology.
PO2: To promote integration of theory and practice in the field of Clinical Psychology.
PO3: To promote among students a sense of dedication, commitment and ethical values in
providing psychological care.
PO4: To provide students with opportunities for personal growth.
Programme Outcomes: After completing the programme the candidate is expected to have
knowledge:
PO 5: Understand human behavior in a deeper psychological perspective as well in the context of
one’s culture and social milieu.
PO6: Will be able to understand the brain-behavior relationship.
PO 7: Knowledge on the essentials of mental health and psychological aspects of physical health.
PO 8: Understand the techniques of psychological assessments.
PO 9: Equipped with the treatment approaches to psychiatric/psychological disorders.
PO10: Gain knowledge on the principles of Psychological Counselling and Psychotherapy.
PO11: Understand the essentials of research in Psychology.
3. Durations of the Programme:

The duration of the programme shall extend over 4 semesters (2 academic years) of 15 weeks or
more each with a minimum of 90 actual working days of instructions in each semester and 2–3 weeks
of examinations. The successful completion will lead to Master’s degree in Clinical psychology
semester:
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4. Semester
An academic year shall consist of two semesters;
Odd Semester1st&3rd September/October to February/March
Even semester2nd&4th March/April to August/September
5. Medium of Instructions:
The medium of instruction and examination shall be English.
6. Eligibility for admission:

To be eligible for admission a candidate shall have obtained a bachelor degree (B.A./B.Sc./ B.Psy.
degree) from university established under law considered equivalent by there to by Yenepoya
(Deemed to be University) . The candidate shall have obtained minimum of 50% aggregate of
marks in all the years of university examination of degree course. In case of SC/ST/OBC candidates
the minimum marks shall be 45%.
7. Semester System and Choice Based Credit System:

The semester system accelerates the teaching-learning process. The credit-based semester system
provides flexibility in designing curriculum and assigning credits based on the course content and
hours of teaching. The choice-based credit system provides a cafeteria type approach in which the
students can take courses of their choice, undergo additional courses and acquire more than the
required credits, and adopt an interdisciplinary approach to learning.
8. Definition of Keywords:
a. Academic Year: Two consecutive (one odd + one even) semesters constitute one academic
year.
b. Choice Based Credit System: The CBCS provides choice for students to select from the
prescribed courses (core, elective or minor or soft skill courses).
c. Course: Usually referred to, as papers ‟ is a component of a component program. The Courses
shall define learning objectives and learning outcomes. A course shall comprise lectures/
tutorials/laboratory work/ fieldwork/ outreach activities/ project work/ vocational training/viva/
seminars/ term papers/assignments/ presentations/ self-study etc.
d. Credits: Credit defines the quantum of contents/syllabus prescribed for a course and determines
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the number of hours of instruction required per week. Thus, normally in each of the courses, credits will be
assigned on the basis of the number of lectures/tutorial laboratory work and other forms of learning required,
to complete the course contents minimum of 15 week schedule: One Credit=1hour of lecture per week two
hours of Laboratory practical/three hours of clinical rotation, field work/posting .All courses need not carry
the same credits.
e. Programs: An educational program leading to the award of a degree, diploma or certificate.
f. Grade Point: It is a numerical weight allotted to each letter grade on a 10-point scale.
g. Credit Point: It is the product of grade point and number of credits for a course.
h. Cumulative Grade Point Average (CGPA): It is a measure of overall cumulative performance
of a student's overall semesters. The CGPA is the ratio of total credit points secured by a student in
various courses in all semesters and the sum of the total credits of all courses in all the semesters. It
is expressed up to two decimal places.
i. Letter Grade: It is an index of the performance of students in a said course. Grades are denoted
by letters: A+,A,B+, B,C, P,F.
j. Semester Grade Point Average (SGPA): It is a measure of performance of work done in a
semester. It is the ratio of total credit points secured by a student in various courses registered in a
semester and the total course credits taken during that semester. It shall be expressed up to two
decimal places.
k. Transcript or Grade Card or Certificate: Based on the grades earned, a graded certificate
shall be issued to the register students after every semester. Degraded Certificate Will display the
course details (code, title, number of credits, grade secured) along with the SGPA of that semester.
9. Types of Course
a. Core course: a course that should compulsorily be studied by a candidate as a core requirement
is termed as a core course. This is the core requirement to complete the M.Sc. Clinical Psychology
programme.
b. Open Elective: Generally, a course which can be chosen from a pool of courses and which
may be very specific or specialized or advanced or supportive to the discipline/ subject of study or
which provides an extended scope or which enables an exposure to some other discipline or subject
or domain or nurtures the candidate’s proficiency skill.
i. A candidate shall have the freedom to choose Open Elective (OE) courses during the academic
duration of the particular PG programme offered by Yenepoya (Deemed to be University) through
the PG departments or SWAYAM/MOOC external online platforms or a mix of courses offered by
Yenepoya (Deemed to be University) and SWAYAM/MOOC as appropriate.
ii. A candidate opting for SWAYAM/MOOC course shall have the freedom to choose the courses
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of one's own choice and complete such courses before appearing in the fourth Semester End
Examination.
iii. A candidate shall compulsorily submit the pass certificate of each course successfully
completed to the controller of examination of Yenepoya (deemed to be University) through the
proper channel before appearing the fourth semester end examination.
iv. A candidate opting OE courses offered by the Yenepoya (deemed to be University) through
the PG departments need to take up these courses generally during second and third semesters of the
programme.
v. A candidate shall not take the courses offered by the department in which she/he is enrolled.
vi. Registration for the OE courses offered by the Yenepoya (Deemed to be University) shall be
at least one week prior to the commencement of the course with the CBCS coordinator. The CBCS
unit shall notify the list of courses after being approved by the respective BOS. For
SWAYAM/MOOC courses shall be as per the enrollment notification by the respective
implementation authorities.
Yenepoya (Deemed to be University) shall adapt the regulations of UGC governing
SWAYAM/MOOC courses as amended from time to time.
10. Assigning Credit Hours per Course
While there is flexibility for the departments in allocation of credits to various courses offered, the
general formula shall be:
a. Every Core course shall be restricted to a maximum of 3 credits.
b. Projects shall be restricted to a maximum of 6 credits.
c. Every Open Elective course offered by the Yenepoya (Deemed to be University) shall be
restricted to a maximum of 3 credits.
d. Open Elective courses shall be selected either from the SWAYAM/MOOC courses notified by
the UGC from time to time or from the list of courses offered by the respective PG departments
following CBCS pattern of the Yenepoya (Deemed to beUniversity).
e. Weightage of the credits with respect to SWAYAM/MOOC courses shall be 2 or 3 or 4 or 5 or
6 credits per course as per the course regulations of the implementing authorities. Accordingly, a
candidate shall be permitted to take Two (2) or Three (3) courses with a combination of 3+3,
4+2,2+2+2 or one course of 6 credits.
f. A candidate who is desirous to add more credits shall be permitted to do so during the
academic duration through SWAYAM/MOOC online platform. Extra credits earned by a candidate
shall be included in the marks card on submission of course completion certificate. However, it
shall not be considered for awarding the Grade in the PG programme.
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g. The credits assigned to the course are indicated as L: T: P format. For example, for a 4 credit
course format could be: 4:0:0 or 1:2:1 or 3:1:0 or 0:0:4etc.
11. Assigning Total Credits for a Programme

The UGC, in its notification No.F.1-1/2015 (Sec.) dated 10/4/15 has provided a set of “Model
curricula and syllabi for CBCS programmes. In conformation with this notification, at Yenepoya
(Deemed to be University), for PG programs with a study period of 4 semesters, the total credits
assigned are minimum of 80 credits
12. Structure of Syllabus:
To ensure uniformity in assigning the credits to a course, a structured and unitized syllabus shall be
observed. For PG Programs each course shall have a structured syllabus in the following format:
Syllabus Content
a. Title of the Course-Credits & Total hours
b. Course Objectives
c. Units for contents
d. Course Outcomes
e. References-Text Books, Journals and Web Resources
13. Coding System

The coding system shall be in consonance with the system followed by the office of the controller of
examination (COE). Presently the following coding pattern is followed.
a. First two letters describe the faculty name followed by level of the program (UG – 01;PG
– 02) and two letters represent the program.
b. Course code shall have prefix denoting semester number followed by an alphabet of the
respective type of courses such as C = Core, E = Elective, OE = Open Elective, P = Practical followed
by numbers denoting the number of courses taught –
1st SEM: 1C1,1C2, 1P1,1C3 etc.
2nd SEM: 2C1,2C2, 2C3, 2C4, 2P1, 2OE1 etc.
3rd SEM: 3C1, 3C2, 3P1, 3C3, 3OE1 etc.
4th SEM: 4C1, 4C2, 4C3, 4P1 etc.
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14. Attendance:
a. Each course ( theory, practical, clinical etc.) shall be treated as an independent unit for the
purpose of attendance. Candidates having minimum80%attendance each of the Courses can only
qualify to appear for the Semester End Examination (SEE). The Candidates with less than 80% of
attendance shall be required to repeat that Course by attending the semester.
b. There shall be no provision for condonation of shortage of attendance.
c. For SWAYAM/MOOC/NPTEL it shall be as per the regulations governing the courses of
implementing authority.
d. The HOD/Course Coordinator through the Dean of Faculties shall announce the names of the
candidates who will not be eligible to take the Semester End- Examinations (SEE) in the various
courses and send a copy of the same to the COE Office. Registrations of such candidates for those
courses shall be treated as cancelled.
15. Scheme of examination
a. Evaluation of a course shall be done based on continuous internal assessment CIA mode
followed by SEE for each course.
b. The components of CIA may include sessional tests, Seminar/Journal Club/Review/Assignment
/Micro projects/Social involvement and other activities as determined by the Board of Studies in the
respective departments.
c. The marks for CIA shall be 40% and SEE shall be 60%.
d. There shall be no minimum marks for CIA/SEE but pass marks per course shall be 50% in
aggregate i.e., CIA & SEE put together.
e. There shall be examinations at the end of each semester ordinarily during February/March for
odd semesters and during August/September or even semesters.
f. The SEE duration shall be two hours thirty minutes.
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Internal assessment format (distribution of marks)
Internal Assessment Components Maximum Marks

Average of two IA tests 10
Journal Club /Seminar 10
Assignments 10
Record Submission/case studies 10
Total Marks 40
Question Paper Pattern
SUBJECTSHAVINGMAXIMUMMARKS=60 Duration
Type of question Number of questions Marks for each Total
question 150
Long Essay Type 01 15 15
Short Essay Type 02 10 20 Minutes
Short Answers 05 05 25
Total 60
Practical examination
SI.NO Components Marks

1 Spotters 20
2 Case scenarios/OSCE/OSPE 20
3 Viva Voce 20
Total Marks 60
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PARTICULARS OF PRACTICAL, VIVA-VOCE&DISSERTATION
● Practical examination will be aimed at examination of clinical skills and competence of the
candidates for undertaking independent work as a specialist.
● Viva-Voce examination shall aim at assessing depth of knowledge, logical reasoning,
confidence & oral communication skills.
● Special emphasis shall be given to dissertation work during the M.Sc. CP 2ndYear examination.
● The marks of the Viva-Voce examination shall be included in the clinical examination to
calculate the percentage and declaration of results.
● OSCE/OSPE- shall have a minimum of 5 stations.
16. Evaluation of Answer Scripts

a. Evaluation of Answer Scripts
i. Each theory examination shall be evaluated by one internal and one external examiner. There
shall be a third evaluation if the difference is more than15%.
ii. Practical examination shall be jointly conducted and evaluated by one internal examiner and
one external examiner.
b. Evaluation of Dissertation
i. Dissertation shall be evaluated by two examiners, one external & one Internal from the panel
of examiners approved by the board of studies and by the University.
ii. The criteria for the evaluation shall be as prescribed by the Board of Studies.
iii. Acceptance of the dissertation is a prerequisite for a candidate to be eligible to appear in the
final examination.
Guide:
The academic qualification and teaching experience required for recognition of guide shall be as
given under:
Qualification:
M.Phil in clinical Psychology/MD in Psychiatry with teaching experience of two years
M.Sc with teaching experience of four years.
Student guide ratio: A recognized guide shall supervise dissertation work of not more than five
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students per academic year. The age of the guide shall not exceed 65 years.
Co- guide may be included provided the work requires substantial contribution from a sister
department to from another institution recognized for teaching Yenepoya University or any other
State Level University.
Change of Guide: In the event of registered guide leaving the Institute/ college due to any reason
or in the event of death or any other valid reasons, the guide can be changed with prior permission
from the university only.
17. Classification of Successful candidates:

The results of successful candidates at the end of each semester shall be declared in
terms of Grade Point Average (GPA) and Alpha-Sign Grade. The results at the end
of the sixth semester shall be classified on the basis of the Cumulative Grade Point
Average(CGPA) obtained in all the four semesters and the corresponding overall
alpha sign grade.
a. Letter Grades and Grade Points:
Letter Grade Grade Range of
Point Marks
O+ (Outstanding) 10 90 – 100
O (Excellent) 9 80 – 89.99
A+(Very Good) 8 70 – 79.99
A(Good) 7 60 – 69.99
B+(Average) 6 55 – 59.99
P(Pass) 5 50 – 54.99
F (Fail) <5 < 50
b. Cumulative Grade Point Average(CGPA):
The results at the end of the fourth semester shall be classified on the basis of CGPA obtained in the
four semesters and the corresponding overall letter grade. The letter grade as described below shall
be adopted.
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Letter Grade CGPA
Range
O+ (Outstanding) 9.0 – 10.0
O (Excellent) 8.0 – 8.99
A+(Very Good) 7.0 – 7.99
A(Good) 6.0 – 6.99
B+(Average) 5.5 – 5.99
P(Pass) 5.0 – 5.49
F (Fail) < 5.0
18. Minimum for a pass:

a. A candidate shall be declared to have passed the PG program if he/she secures atleast a CGPA
of 5.0 (Course Alpha-Sign Grade P) in the aggregate of both internal assessment and semester-end
examination marks.
b. The candidates who pass all the semester examinations in the first attempts in Two years are
eligible for ranks provided they secure atleast a CGPA of 8.0 (at least Alpha- Sign Grade A).
c. The results of the candidates who have passed the fourth semester examination but not passed
the lower semester examinations shall be declared as NCL (Not Completed Lower semester
examinations).Such candidates shall be eligible for the degree only after completion of all the lower
semester examinations.
d. A candidate who passes the semester examinations in parts is eligible for only CGPA and
Alpha-Sign Grade but not for ranking.
e. There shall be no minimum in respect of internal assessment and viva-voce marks.
f. A candidate who fails in any of the project work /project report/ dissertation shall reappear for
the same and pass the examination subsequently within the nearest semester end examination
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schedule.
19. Carry over provision:
Carry over shall be allowed to the candidates for all the semesters.
20. Re-Entry after Break of the study:
a. Candidates admitted to a program abstaining for more than 3 months must seek readmission
into the appropriate semester.
b. The candidate shall follow the syllabus in vogue (currently approved/is being followed) for the
program.
c. All readmissions of candidates are subject to the approval of the Yenepoya (Deemed to be
University) .
21. Maximum period for completion of the programme:
A Candidate shall complete the four semesters (two years) programme within four years from the date of
admission.
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SEMESTER I
PERSONALITY THEORIES AND PERSPECTIVES
Course: Core No of hours-45
Course Code: 1C1 Credits-3
Course Objectives:
CO1 To become familiar with the major theory sand traditions related to the study of personality
and personal growth.
CO2 To articulate the underlined themes, methodology and assumption of each theory to enhance
understanding of personality and behaviour.
CO3To introduce critical evaluation of different theories in the background of the empirical
evidence.
CO4.To Introduce and orient students to the different viewpoints on the concept of personality.
CO5.To help them to apply this knowledge in case analysis and therapeutic formulation.
Course Content:
UNIT I Introduction to the Study of Personality 6 Hours
• Definition, Need, Nature of Personality

• Life Span Approach to Personality Development: Cognitive, Social, Emotional
development from infancy to old age,
• Determinants of Personality: Genetic, Environmental, learning, parental, Developmental,
Conscious and unconscious factors.
UNIT II Psychodynamic Theories 6 Hours
• Classical Psychoanalysis – Freud

• The Neo Freudian: Carl Jung, Alfred Adler Karen Horney, Erich Fromm, Erik Erikson
• Ego psychology & Object relation
UNIT III Behaviour Theories 6 Hours
• Ivan Pavlov (Classical Conditioning)

• B.F. Skinner(Operant Conditioning)
UNIT IV Humanistic & Existential Theories 6 Hours
• Abraham Maslow, Carl Rogers,

• Victor Frankle, Rollo May
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UNIT V Limited Domain Theories 6 Hours
• Julian Rotter – Locus of Control
• Marvin Zuckerman – Sensation Seeking
• Martin Seligman–Learned Helplessness
UNIT VI Trait Theories 7 Hours
• Gordon Allport, Raymond Cattell, Hans Eysenck

• Robert McCrae and Paul Costa : The Five-Factor Model
UNIT VII Social Theories 8 Hours
• Attachment Theories-John Bowlby
• George Kelly–Personal Construct Theory
• Attribution Theories-B. Weiner ,Fritz Heider
Course Outcome:
1 Students will be familiar with the major theories and traditions related to the study of
personality and personal growth.
2 Will be able to articulate the underlined themes, methodology and assumption of each theory to
enhance understanding of personality and behavior.
3 Students will be introduced to critical evaluation of different theories in the background of the
empirical evidence.
4 Will be Introduced and oriented to the different viewpoints on the concept of personality.
5 Will be able to apply this knowledge in case analysis and therapeutic formulation.
References:
• Hall CS, Lindzey G, Campbell JB. Theories of personality. 4thed. Nashville, TN: John
Wiley; Sons;1997.
• RYCKMAN. Theory Personality. 8th ed. Belmont ,C A:WadsworthPublishing;2003.
• Cervone D PervinL A. Personality theory and research 12th ed. Nashville, TN: John Wiley
&Sons; 2013.
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BIOLOGICAL FOUNDATIONS OF BEHAVIOUR AND NEUROPSYCHOLOGY

Corse Code-1C2 Credits-3
Course Objectives:
CO1.To demonstrate the historical development of neuropsychology as a distinct discipline
CO2.To demonstrate basic anatomy and structure of the Central Nervous System
CO3.To describe the functional implications of the brain and spinal cord
CO4.To demonstrate the neuropsychological profile of major mental disorders
CO5.To demonstrate awareness of major neuro cognitive disorders.

Course Content:
SECTION-I: BIOLOGICAL FOUNDATIONS OF BEHAVIOR
UNITI: Introduction to Biopsychology 5 hours
• Definition, nature & division of Biopsychology

• Biological roots of Physiological psychology
• Methods of studying the brain: CT Scan, MRI
UNIT2 : Nervous System and Behavior 10 hours
• General layout of the nervous system & Spinal cord,

• Divisions of the brain: Fore Brain, Mid & Hind brain & Functions
• Three Principles of Sensory Motor Function: Sensory motor, Association, cortex,
Secondary, Motor cortex Primary motor cortex
UNIT 3. Neuron and its Function 10 hours
• Microscopic structure, The nerve impulse

• Synaptic transmission: Process, Chemical and metabolic process & aspects
• Neurotransmitters: ACH, GABA, Serotonin, Dopamine, Glutamate
SECTION-II: NEUROPSYCHOLOGY
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UNIT4. Cerebral dominance 10 hours
• Split-brain: Concept, Hemispheric specialization

• Divided Visual Fields, Role of the corpus callosum, Corpus callosotomy
• Dichotic Listening, Sex difference in cerebral organization
UNIT5. Brain Damage 10 hours
• Causes of brain damage (Brain injuries, Brain tumors, Cerebrovascular disorders,

Infections of the brain, Neurotoxins, Genetic factors, Programmed cell death)
• Neuropsychological diseases (Epilepsy, Parkinson’s disease, Huntington’s disease,
Multiple Sclerosis, Alzheimer’s disease)
• Neural degeneration, Regeneration, reorganization recovery of function
Course Outcomes:
1. Student will be able to explain the structure of the human brain.
2. Studentswillbeabletosummarizetherelationshipbetweenthehumanbrainandbehavior.
3. Students will be able to elaborate on various neuropsychological problems.
References:
• Graham Beaumont J. Introduction to Neuropsychology, Second Edition.
2nded.NewYork,NY:Guilford Publications; 2008
• Anderson R M J r. Practitioner’s guide to clinical neuropsychology. 1994th ed. NewYork,
NY: Springer; 2012.
• Lezak MD, Howieson DB, Loring DW, Hannay HJ, Fischer JS. Neuropsychological
Assessment. 4th ed .New York, NY: Oxford University Press; 2004.
• Ottoson D. Duality and unity of the brain: Unified functioning and specialization of the
hemispheres. 1st ed. Basingstoke, England: Palgrave Macmillan; 2016
• Heilman KM, Valenstein E, editors. Clinical Neuropsychology .4th ed. Cary, NC: Oxford
University Press; 2010
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BIOSTATISTIC & RESEARCH METHODOLOGY
Course Objectives:
CO01 : To Understand the Statistical Terms.
CO02: To Possess Knowledge and Skill in the use of Basic Statistical and Research Methodology.
Course Content:
UNIT I Introduction 8 hours
• Introduction to biostatistics &research methodology
• Types of variables & scales of measurement
• Measure of central tendency
• dispersion rate, ratio, proportion, incidence &prevalence
UNIT II Sampling 4 hours
• Population & Sample
• Sampling and non-sampling errors methods of minimizing these errors
• Random and nonrandom sampling
• Different sampling techniques–simple random, stratified, systematic, cluster& multistage.
UNIT III Sampling distributions 5 hours
• Parameter and Statistic
• Standard error
• Basic probability distributions - Normal, poisson, binomial distributions with their
applications in biological sciences.
UNIT IV Tests of significance 10 hours
• Basics if testing of hypothesis – Null & Alternative hypothesis
• type 1 and type II errors
• level of significance(parametric) & power of the tests, p value, Confidence interval
• Tests of significance – T test (paired &un paired)
• Chi-square test & Test of proportion
• One way analysis of variance, Repeated measures analysis of variance
• Tests of significance (non- parametric) – Mann – Whitney U Test, Wilcoxon Test, Kruskal
– Wallis Analysis of variance, Friedmann’s Analysis of variance
UNIT V Correlation and regression 5 hours
• Linear correlation by Karl Pearson and rank order correlation

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• Testing the significance of correlation coefficient
• simple linear regression–estimation
UNIT VI Sample Size determination 2 hours
• General concept
• Sample size for estimating means and proportion
• testing of difference in means and proportions of Two groups.
UNIT VII Study designs 2 hours
• Descriptive epidemiological methods–cases Series analysis and prevalence studies
• Analytical epidemiological methods – case control and cohort studies
• Clinical trials / intervention studies, odds ratio and relative risk, stratified analysis
Unit VIII Multivariate analysis 5 hours
• Concept of multivariate analysis
• Introduction to logistic regression and survival analysis
UNIT IX Reliability and validity of diagnostic tests 2 hours
• Sensitivity, Specificity, Positive Predictive Value(PPV)
• Negative Predictive Value(NPV)
• RO curve
UNIT X Format of scientific documentations 2 hours
• Structure of research protocols
• Structure of thesis/research report
• Formats of reporting in scientific journals
• Systematic review and meta-analysis.
• Testing residual plots multiple linear regression.
Course Outcomes:
1. To define the Statistical terms.
2. To Possess Knowledge and Skill in the use of Basic Statistical and Research Methodology.
References:
1 Rao NS. Applied statisticsin health sciences.Jaypee Brothers Publishers; 2007.
2 Hill AB. Principles of medical statistics. Academic Medicine.1962Feb1;37(2):162.
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PSYCHOPATHOLOGY
Course Objectives:
CO1.To acquaint students with various manifestations of Psychopathology.
CO2.To introduce the students to different perspectives and models of causation of mental illness
and dysfunctional behavior– Multidimensional approaching understanding Psychopathology.
CO3.To impart knowledge and skills required for diagnosis of psychological conditions.
Course Content:
UNIT I Concept of Mental Health and Psychopathology 10 hours
• Concept of mental health Dimensions of mental health.
• Health-Disease Spectrum
• Characteristics of mentally healthy individual
• Prevention and Levels of Prevention
• Classification of Mental Disorders - Need for Classification of Mental Disorders
• Different systems of classification: WHO-ICD-10, single-axial systems & DSMV
• Clinical Interview-History Taking, Mental Status Examination. Disorders of thinking,

perception, mood, emotions, and cognition.
• Critical Evaluation of Diagnostic Systems
UNIT II Theoretical Models of Psychopathology 10 hours
• Psychodynamic and Psychoanalytically oriented Models
• Behavioral, Humanistic, Interpersonal, Cognitive, Bio-psycho-social & Socio-cultural

Models
• Models of Psychopathology – Critical Analysis

NOTE: All the syndromes should include basic information on clinical features and diagnosis,
signs of relapse, causes, basic information about their medical management, medicines used and
possible side effects in addition to understanding of the psychopathology.
UNIT III Neuro-psychological basis of behavior: 5 hours

• Lobe: Frontal, Temporal, parietal & Occipital, structure, functions
• neuro-psychology of cognition, emotions, learning, and memory
24
UNIT IV Psychopathology of Psychotic Disorders 10 hours
• Schizophrenia: paranoid, hebephrenic, catatonic, undifferentiated, simple & residual
• Delusional Disorder: Clinical Pictures, types & Management
• Affective Disorders: Clinical Pictures, types & Management

UNIT V Psychopathology of Anxiety and Somatoform Disorders 10 hours
• GAD, Panic, Phobia, OCD, Dissociative and Conversion disorders: Clinical Pictures, types
& Management
• Somatoform Disorder, Post Traumatic Disorders (PTSD): Clinical Pictures, types &
Management
• Somatization Disorder: Clinical Pictures, types & Management
Course Outcomes:
The students will have the knowledge of various manifestations of Psychopathology.
The students will have the understanding of different perspectives and models of causation of
mental illness and dysfunctional behaviour– Multidimensional approaching understanding
Psychopathology.
The students will have the knowledge and skills required for diagnosis of psychological
conditions.
REFERENCE
• Sadock BJ, Sadock VA, Ruiz P. Kaplan and Sadock’s synopsis of psychiatry: Behavioral
sciences/clinical psychiatry.11th ed. Philadelphia, PA: Lippincott Williams and Wilkins;2014
• Butcher JN, Mineka S, Hooley JM, Carson R. Abnormal psychology: United States edition.
14th ed. Upper Saddle River, NJ: Pearson; 2009.
• Carson RC, Butcher JN, Mineka S.& Hooley JM. Abnormal Psychology. 15th Ed. New Delhi:
Pearson; 2013.
25
CLINICAL PSYCHOLOGICAL TRAINING
Course: Core No. of hours- 45
Course Code: 1P1 Credits-8
Course objectives:
CO1.To train students by giving them hands on experience in taking Case History and Mental
Status examination.
CO2.To help students gain in-depth understanding and exposure to the various diagnostic tools
across the life span.
CO3.To train students in assessments of cognitive abilities for children, adolescents and adults.
Course Content:
I. Clinical Work:
Case History and Mental Status Examination with diagnostic formulation
II. Psychological Testing:
UNIT1-Introduction to intelligence Tests
• Seguin form board test

• Malin’s intelligence scale for Indian children
• Vineland social maturity scale
• Binet Kamat Test Of Intelligence

• Wechsler’s Adult Performance Intelligence Scale
• Bhatia’s Battery Of Performance Test
• Standard Progressive Matrices
UNIT2-IntroductionToClinicalRatingScales
• Hamilton Anxiety Rating Scale

• Beck’s Depression Inventory
• Positive & Negative Syndrome Scale
• Mini Mental Status Examination
• Dementia Rating Scale
Course Outcomes:
1. Students will be trained in taking Case History and Mental Status examination.
26
2. Students will have in- depth understand in gand exposure to the various diagnostic tools across
the life span.
3. Students will be trained in assessments of cognitive abilities for children, adolescents and adults.
References:
1. Graham Beaumont J. Introduction to Neuropsychology, Second Edition. 2nded. New York, NY:
Guilford Publications; 2008
2. Harris P. Designing and reporting experiments in psychology. 3rd ed. Buckingham, England:
Open University Press; 2008.
3. Dean A, Voss D, Draguljić D. Design and analysis of experiments. 2nd ed. Basel, Switzerland:
Springer International Publishing; 2017.
4. Hanh TN. The miracle of mind fulness the miracle of mindfulness: The classic guide to
meditation by the world’s most revered master. London, England: Rider;2021.
27
DISTRIBUTION OF TEACHING-LEARNING ACTIVITIES
Semester I
Sl. Course
Max Marks Hours per week
No Type of Code Title of the paper Total Credit
. Course CIA SEE marks L T P s
1 Core 1C1 Personality Theories and 40 60 100 3 3

Perspectives
1C2 Biological Foundation of
2 Core 40 60 100 3 - 3
Behaviour & Neuropsychology
1C3
3 Core Research Methodology and 40 60 100 3 - 3
biostatistics
4 Core 1C4 Psychopathology I 40 60 100 3 - 3
1P1
5 Core Clinical Psychological 40 - -
Training 60 100 20 8
Total Numbers of Marks & Hours Per
500 12 20 20
Week
Note: of the total available 42 hours per week for teaching-learning processes, 32 hours per week are dedicated to
Core courses. Remaining Hours are available for Electives/Value added courses/research work/extra co-curricular
activities etc.
28
SEMESTER II
PSYCHOPATHOLOGYII
Course: Core No of hours- 45
Corse Code: 2C1 Credits-3
Course objectives:
CO1.To acquaint students with various manifestations of Psychopathology.
CO 2. To introduce the students to different perspectives and models of causation of mental illness
and dysfunctional behaviour – Multi dimensional approach in understanding the Psychopathology.
CO3.To impart knowledge and skill required for diagnosis of psychological conditions.
Course Content:
UNIT-I Psychopathology of Substance Abuse Disorders 9 hours
• Alcohol, Drug Addiction and Nicotine
UNIT-II Psychopathology of Personality Disorders 9 hours
• Clinical Characteristics of Personality Disorders Etiology of Cluster A B C Personality

Disorders
UNIT-III Sexual Dysfunctions and Alternate Sexuality 9 hours
• Male Sexual Dysfunctions
• Female Sexual Dysfunctions
• Legal issues
UNIT-IV Psychopathology of Behavior and Emotional Disorders in Childhood 8 hours
• Clinical Characteristics, Etiology of Internalizing and Externalizing Disorders –ADHD,

PDD, ODD (Oppositional Defiant Disorder) ASD (Autism Spectrum Disorder)
• Common problems of children in school: School Refusal and Truancy
• Emotional Problems–Weepy, Shy, Withdrawn, Stubborn and Bullying Children
• Conduct Problems–Stealing, Delinquency
• Habit Disorders – Nail Biting, Thumb Sucking, Nocturnal Enuresis, Pica
UNIT-V Community Mental Health, Mental Health and Legislation 8 hours
• Community Mental health, Medical vs. CMH model,
• Psycho-social Rehabilitation–Models and Techniques
• Law and mental health – Mental health Act, PWD Act,

• National Policies on Mental Health and Persons with Disabilities
Course Outcomes:
• Students will be acquainted with various manifestations of Psychopathology.
• Students will be introduced to different perspectives and models of causation of mental

illness and dysfunctional behaviour – Multi dimensional approach in understanding the
Psychopathology.
• Students will have knowledge and skill required for diagnosis of psychological conditions.
References:
1. Butcher JN, Mineka S, Hooley JM, Carson R. Abnormal psychology: United States edition. 14th
ed. Upper Saddle River, NJ: Pearson; 2009.
2. Sadock BJ, Sadock VA, Ruiz P. Kaplan and Sadock’s synopsis of psychiatry: Behavioral
sciences/clinical psychiatry.11th ed. Philadelphia, PA: Lippincott Williams and Wilkins;2014
3. Carson RC, Butcher JN, Mineka S.& Hooley JM. Abnormal Psychology. 15thEd. New Delhi:
Pearson; 2013.
4. Ahuja N. (2011). A Short textbook of Psychiatry. New Delhi: Jaypee Publishers;2011.
PSYCHOLOGICALASSESSMENT -I
Course: Core No of hours- 45

Corse Code: 2C2 Credits: 3
Course objectives:
CO1.To introduce students to various techniques of psychological assessment.
CO2.To impart skills of clinical use of psychological tests.

CO3.To impart knowledge and skills necessary for selecting appropriate tests and applying them
for different purposes.
Course Content:
UNIT-I Introduction to Clinical Psychology 6 Hours
• Historical Overview, definition, scope & current status,

• Role and functions of Clinical Psychology
• Training & Ethical issues
UNITII Methods of Assessment in Clinical Psychology 10 Hours
• Observation, Case History,

• Interview methods: Structured & Unstructured Interview
• Psychometric tests: IQ, Neuro Psychological, Personality & Psycho-diagnostic
Assessment.
UNITIII Psychological tests 10 Hours
• Setting and purpose of tests.
• Characteristics of Examinees: Effects of Examiner.
• Use of Psychological tests.
• Major classification of psychological tests.
• General procedures of testing: Administration, Types of scoring, Interpretation of results.
• Report Writing: in educational, psychiatric, legal Setting.

UNIT IV Test Construction: 15 hours
• Steps in test construction- Planning the test, item writing, Preliminary administration,
• reliability of the test, validity of the test,
• Steps in developing norms, types of norms, age norms, percentile ranks, standard score,
expectancy table,
• Preparation of manual, and computer use in the interpretation of test scores.
• Detractor analysis, Item analysis-Item reliability, Item validity, Item difficulty,Item

discrimination, Item response theory, Item characteristic curve, Purpose of item analysis.
Course Outcomes:
1. Students will be introduced to various techniques of psychological assessment.
2. Students will be imparted with skills of clinical use of psychological tests.

3. Students will gain knowledge and skills necessary for selecting appropriate tests and applying
them for different purposes.
References:
1. Anastasi A, Urbina S. Psychological Testing: International Edition. 7th ed. Upper Saddle River,
NJ: Pearson; 1997
2. Aiken LR. Psychological testing and assessment.11th ed. Upper Saddle River, NJ: Pearson;2002.
3. Kaplan RM, Saccuzzo D.
PsychologicalTesting,Principles,applications&issues.NewDelhiAsianBooks; 2001.
4. Weiner IB, Stricker G, Wedgier TA. Handbook of psychology, clinical psychology. 2nd ed.
Nashville, T N: John Wiley & Sons; 2012.
5. Groth-Marnat G, Wright AJ. Hand book of psychological assessment. 6th ed. Nashville, TN:
John Wiley& Sons; 2016
6. Osborne RE, Perkins DC. Case Analysis for Abnormal Psychology-Learning to look beyond the
symptoms-Philadelphia Psy. Philadelphia Psy.Press;2000.
DEVELOPMENTALPSYCHOLOGY

Corse Code- 2C3 Credits-3
Course Objectives:
CO1.To examine the key issues and questions in developmental psychology.
CO2.To learn how developmental psychologists gain new knowledge and how to be wise and
critical consumers of that knowledge.
CO3.To be able to critically evaluating the role of heredity, maturation, and the environment in
development.
CO4.To Understand physical, cognitive, social, personality development, and adjustment issues
CO5.To Familiarize with major scientific theories of development and implications in everyday
life.
Course Content:
UNIT I: Introduction to Developmental Psychology 9 hours
• Nature and Scope

• Key Issues and Questions
• Research Methods
• Ethics in Developmental Psychology Research
UNIT II: Biological Foundations 12 hours
• Interaction of Heredity and Environment
• Stages in Prenatal Development
• Prenatal Influences on Development
UNIT III: Major Theories of Development 12 hours
• Early perspectives
• The Psychoanalytic Perspective
• The Ethological Perspective
• The Cognitive-Developmental Perspective
• The Ecological Perspective

UNIT IV: Adjustment Related Issues 12 hours
• Childhood: Developmental Red Flags, Separation Anxiety, Adolescence: Psychological

Hazards, Career Decision, Effects of Immaturity
• Middle Age: Adjustment to Physical and Mental Changes, Stress; Vocational and Marital
Hazards.
• Old Age: Changes in Motor and Mental Abilities; Hazards to Personal and Social Adjustment;
• Cultural Differences in End-of-Life Decisions.

Course Outcomes:
1. Students will be able to list the key issues and questions in developmental psychology.
2. Students will be able to determine physical, cognitive, social, personality development, and
adjustment issues across the life span.
3. Student will be able to describe major scientific theories of development and implications in
every day life.
References:
1. Berk LE, Benner AG, Christensen CG, Carloni J, Shriro L, Tierney WB. Study guide for
exploring life span development. 2nd ed. Upper Saddle River, NJ: Pearson; 2010.
2. Feldman RS. Development across the life span. 6th ed. Prentice Hall; 2010.
3. Santrock JW. A topical approach to life-span development. 7th ed. New York, NY: McGraw-Hill
Professional; 2013.
4. Shaffer. Developmental psychology: Childhood and adolescence. 6th ed. Belmont, C A:
Wadsworth Publishing; 2001.
5. Rider E, Sigelman C. Life-Span Human Development. 10th ed. Belmont, C A: Wadsworth
Publishing; 2021.
CLINICAL/COUNSELLING SKILLS
Corse Code- 2C4 Credits-3
Course Objective
CO1.To understand the concept of guidance & Counselling.
CO2.To understand the process of counselling
CO3.To understand the techniques & scope of counselling.
Course Content:
UNIT I: Introduction to counselling 15 Hours
• Guidance and counselling: meaning and goals,

• Educational guidance: need and goals,
• Vocational guidance: need and goals,
• Counselling as a profession-training and skills,
• characteristics of a counsellor
UNIT II: Counselling Process 15Hours
• Stages of Counselling,
• Counsellor and the counselee: relationship, expectations and goals,
• Role and functions of a counsellor,
• Ethical issues in counselling,
UNIT III: Techniques and areas 15 Hours

• Individual and Group Counselling,
• Areas of counselling:
• Marriage, family and career counselling,
• Crisis intervention,
• Transactional analysis
Course outcome:
1. Develop an understanding of the multi-disciplinary applications of counseling
2. To understand basic concepts of counseling

3. To acquire theoretical and practical knowledge on stages of counselling
References-
1. Groth- Marnat G, Wright AJ . Handbook of psychological assessment. 6th ed. Nashville, TN:
John Wiley& Sons; 2016
2. Murphy D, editor. Counselling psychology: A text book for study and practice.1st ed. Nashville,
T N: John Wiley & Sons; 2017.
3. Vacc NA, DeVaney SB, Brendel JM, editors. Counselling multicultural and diverse populations:
1sted. Strategies for practitioners. Psychology Press; 2003.
4. Geldard K, Geldard D.Practical counselling skills:An integrative approach. 2005thed. London,
England: Macmillan Education; 2005.
5. Meier A, Boivin M. Counselling and therapy techniques: Theory & practice. London, England:
SAGE Publications;2011
CLINICAL PSYCHOLOGICAL TRAININGII
Course:Core No of hours- 240

Corse Code-2P1 Credits-8
Course objectives :
CO1.To train students by giving them hands-on experience in taking Case History and Mental Status
examination.
CO2.To help students gaining-depth understanding and exposure to the various diagnostic tools
across the lifespan.
CO3. To train students in assessments of cognitive abilities for children, adolescents, and adults.
Content:
I. Clinical Work : Case History and Mental Status Examination with diagnostic formulation &
Psychopathology
II. Psychological Testing: Introduction to Attention-Concentration & Memory Scale

• Knox cube imitation test
• Color cancellation test
• Bender-Gestalt Visual Motor Test
• Post Graduate Institute - Memory Scale (PGIMS)
III. Personality tests
• Cattell’s16PersonalityFactors
• Bell’s Adjustment Inventory
• Neo Five Factor Inventory
• Sentence Completion Test
Course Outcomes :
1. Students will gain hands-on experience in taking Case History and Mental Status examination.
2. Students will gain in-depth understanding and exposure to the various diagnostic tools across
the life span.
3. Students will be trained in assessments of cognitive abilities for children, adolescents and adult
References:
1. Dean A, Voss D, Draguljić D. Design and analysis of experiments. 2nd ed. Basel, Switzerland:
Springer International Publishing; 2017.
2. Maddux JE, Winstead BA, editors. Psychopathology: Foundations for a contemporary

understanding. 4th ed. London, England: Routledge; 2015.
3. Joseph S. Psychopathology and therapeutic approaches: An introduction. Basing stoke,
England: Palgrave Macmillan; 2001
4. Reeves A. An introduction to counselling and psychotherapy: From theory to practice. 2nd ed.
Christ church, New Zealand: Sage Publications; 2018.
Course Title: Bioethics
Number of Hours: 45 Total Credits: 3
Corse Code 2C5
Course Objectives:
CLO 1: Locate the importance of bioethics in health care and research
CLO 2: Understand the ethical principles and theories
CLO 3: Identify ethical issues in healthcare setting and their possible solutions
CLO 4: Analyze the ethical issues in specific clinical settings
CLO 5: Apply ethical principles in clinical research
CLO 6: Locate the importance of healthcare provider- patient relationship
Course Content:
Unit I: Introduction to bioethics 5 hours
• Definition and scope of bioethics

• History of bioethics
• Codes of ethics
Unit II: Ethical principles and theories 5 hours
• The ethical principles

• Ethical theories and their
• Application of ethical theories and principles in healthcare
Unit III: Ethics in healthcare 10 Hours
• Consent
• Risk: benefit analysis
• Distributive justice
• Privacy and confidentiality
• Stigma and discrimination
• Health technology assessment
• Public health ethics
Unit IV: Specific ethical issues in healthcare 15 Hours
• End of life care and euthanasia

• Artificial reproductive techniques
• Medical termination of pregnancy
• Pre-natal sex determination
• Organ donation
• Medical errors and truth telling
• Medical negligence and malpractice
Unit V: Research ethics 10 Hours
• Research ethics principles

• Informed consent
• Vulnerability in research
• Responsible conduct of research
• Publication ethics
Reference Books:
1. English DC. Bioethics a Clinical Guide for Medical Students.
2. Tayaoe M.C. Textbook of Medical Bioethics, Attitude and Communication for
Medical Students; 2016 Feb 28
3. Princy Louis Palatty. A Textbook of Bioethics for Healthcare Professionals 1st
Edition; 2018
Semester II
Sl Type of Corse Title of the Type of Max Marks Hours Per week
paper
no. Course Code Course Total Credit
CIA SEE Marks L T P s
1 Core Theory 40 60 100 3 3

2C1 Psychopathology
- II
2 Core 2C2 Psychological Theory 40 60 100 3 - 3
Assessment- I
3 Core 2C3 Developmental Theory 40 60 100 3 - 3

psychology
4 Core 2C4 Clinical/ Theory 40 60 100 3 - 3

Counselling
Skills
5 Core 2C5 Bioethics Theory 40 60 100 3 - - 3
6 Core 2P1 Clinical Practical - -

Psychological 40 60 100 20 8
Training- II
7 Open 3 3
elective
(OP)
Total Numbers of Marks 600 18 20 26
& Hours Per Week
Note: Of the total available 45 hours per week for teaching-learning processes, 35 hours per week
are dedicated to Core courses. Remaining Hours are available for Electives/Value added courses/
Research work/ Extracurricular activities etc.
Semester III
PSYCHOTHERAPEUTIC INTERVENTIONS-I

Course Objectives:
CO1To acquaint to students with theory and practice of Counselling and Psychotherapy.
CO2To introduce students to the process and skills of counseling and psychotherapy.
CO3To help students develop counseling strategies and skills for appropriate intervention.
CO4To help students to choose appropriate therapeutic approach to the problem manifested.
Content:
UNIT I Introduction To psychotherapy 8 hours
• Definition, aims & objectives, Counselling vs Psychotherapy
• Individual, Group, and Family approach
• Settings
• Professional and Ethical issues and Cultural issues
UNITII Process and Skills 8 hours
• Stages of Counselling and Psychotherapy
• Therapeutic Relationship
• Counsellor/Therapist Qualities
• Therapeutic Skills
• Models of Counseling
NOTE: All the therapeutic methods should include theoretical foundation, principles, technique,
application, and evaluation.
Unit III Psychodynamic Oriented Therapies 9 hours
• Psychoanalytical approach
• Brief dynamic therapies
UNIT IV: Humanistic, Existential & Experiential Therapies 10 hours
• Person Centered Psychotherapy
• Gestalt Therapy
• Logotherapy
• Transactional Analysis
UNITV: Behavioral Therapy 10 hours
• Behavioral Analysis ABC,
• Behavioral Therapy based on Classical & Operant Conditioning, Systematic Desensitization
• Exposure Techniques, Contingency Management, Behavior Modification Technique
• Relaxation Procedures–JPMR, Benson Relaxation Therapy, Guided Imagery
• Aversive Procedures, Self-Control Procedures Social Skills Training
• Biofeedback Procedures–GSR, Alpha & Temperature

Course Outcomes:
1. Students will be acquainted with theory and practice of Counselling and Psychotherapy.
2. Students will be introduced to the process and skills of counseling and psychotherapy.
3. Students will be helped to develop counseling strategies and skills for appropriate
intervention.
4. Students will be helped to choose appropriate therapeutic approach to the problem

manifested.
Reference-
1. Higdon J. Psychodynamic theory for therapeutic practice. 2nd ed. London, England:
MacmillanEducation;2011.
2. DuPlock S, editor. Case studies in existential therapy: Translating theory in to practice.
Monmouth, Wales: PCCS Books; 2018.
3. Dryden W. Rational emotive behaviour therapy: Distinctive features.3rd ed. London, England:
Routledge; 2021.
4. O’Connor KJ, Schaefer CE, Braverman LD. Handbook of play therapy. 2nd ed. Nashville, TN:
John Wiley & Sons; 2016.
PSYCHOLOGICALASSESSMENT-II
Course:Core No of hours-45
Course objectives:
CO1.To introduce students to various techniques of psychological assessment.
CO2.To impart skills of clinical use of psychological tests.
CO3To impart knowledge and skills necessary for selecting appropriate tests and applying them
for different purposes.
Content:
UNIT I-Psychological tests for children. 8 hours
• Tests of cognitive functions and Intelligence for children,
• Screening test for learning disability-AIMS, NIMHANS test for LD (general and specific).
• Mental retardation-Seguin form board, BKT, DST.
• Assessment of social & emotional development of children-VSMS, DAP,
UNIT II-Neuropsychological batteries 8 hours
• Neuropsychological assessment of adults and children.
• Major neuropsychological test batteries–NIMHANS Neuropsychological battery, Luria
Nebraska Neuropsychological test battery.
UNIT III-Personality and Projective tests 8 hours
• Personality Assessment of Adults and Children: Inventories/questionnaire -EPI. MPI.16PF,

CPQ
• Projective/semi projective -Rorschach Inkblot test, Thematic Apperception Test, Sentence

Completion Test, Children’s Apperception test, Rosenzweig Picture Frustration Test
UNIT IV. Other Rating Scales 8 hours
• Other tests and rating scales: Aptitude test. Vocational interest inventory.
• Emotional Intelligence Inventory/Scale: Bar-On Emotional Quotient Inventory, Mayer-
Salovey-Caruso Emotional Intelligence Test (MSCEIT), Emotional Competence Inventory
(ECI).,
• Test for thought Disorder-object sorting Test.
• Substance Abuse: Michigan alcohol screen test, AUDIT, CAGE. Fregestorn nicotine
dependence scale
• Autism: Childhood Autism Rating Scale(CARS),Autism Diagnostic Observation
Schedule(ADOS),Autism Behavior Checklist(ABC),Autism Diagnostic Interview-
Revised(ADI-R),Gilliam Autism Rating Scale(GARS)
UNIT V Clinical tests: 10 Hours
• Scales for anxiety disorder- Hamilton, becks, strait trait anxiety, Sinha’s anxiety scale
• Depression rating scales- becks, Hamilton.
• Suicide rating scale- becks suicidal ideation, becks suicidal intent scale.
• Geriatric rating scales- dementia rating scale, Disability Assessment.
• OCD -Y-bocks, Maudsley obsession inventory Hodgson Rachman,
• Life Satisfaction Scale – PGC Morale Scale.
• Tests for community-based interventions (WHO-DAS; IDEAS; Quality of Life). Other

rating scale: PANSS, BPRS, GHQ, Mania rating scale
Course Outcome:
1. Students will be introduced to various techniques of psychological assessment.
2. Students will be imparted with skills of clinical use of psychological tests
3. Students will gain knowledge and skills necessary for selecting appropriate tests and
applying them for different purposes.
References:
1. Aiken LR. Psychological testing and assessment.11th ed. Upper Saddle River, NJ:
Pearson;2002.
2. Kaplan RM, Saccuzzo D. Psychological Testing, Principles, applications & issues. New
Delhi Asian Books; 2001.
3. Weiner IB, Stricker G, Widiger TA. Handbook of psychology, clinical psychology. 2nd ed.
Nashville, TN: John Wiley & Sons; 2012.
4. Groth-Marnat G, Wright AJ. Handbook of psychological assessment. 6th ed. Nashville, TN:
John Wiley & Sons; 2016
5. Osborne RE, Perkins DC. Case Analysis for Abnormal psychology-Learning to look
beyond the symptoms-Philadelphia Psy. Philadelphia Psy.Press;2000.
REHABILITATION PSYCHOLOGY
Course : Core No of hours-45

Course objectives:
CO1.To introduce the importance of rehabilitation, recovery and rehabilitation psychology.
CO2.To explore the concept of disability.
CO3.To understand the different issues and applications of rehabilitation psychology.
CO4.To acquaint students with different approaches and models to rehabilitation counselling.
Contents:
UNITI: Rehabilitation Psychology: Overview and Concepts 5 hours
• Nature and scope of rehabilitation psychology
• Concepts of ability and disability, types of disability
• Recovery and rehabilitation

UNIT II: Assessment and Rehabilitation of Persons with Disability 10 hours
• Assessment and Physical rehabilitation of persons with disability
• Assessment and Psychosocial and vocational rehabilitation.
• Legal issues in rehabilitation for persons with disabilities: an overview of RPWD act, RCI act
• National trust act, and United Nations convention on the rights of persons with disabilities.
UNIT III: Application of Rehabilitation Psychology 10 hours
• Rehabilitation after abuse and violence

• Palliative care, pain management and symptom control.
• Sports Injury and Rehabilitation.
UNIT IV: Psychological Approaches to Rehabilitation counseling 10 hours
• Psychodynamic therapy in rehabilitation counseling.
• Person-centered therapy in rehabilitation counseling
• Behavioural therapy in rehabilitation counseling
• Cognitive- Behavioural therapy in rehabilitation counseling.
M.Sc. Clinical Psychology-2022
UNIT V: Assistive technology and Models and current issues in Rehabilitation Psychology10
hours
• Assistive technology for enhancing functional capacities of persons with disabilities

• Medical, Neuropsychological, Social and Biopsychosocial models of disability
• Current issues in rehabilitation Psychology
Course Outcomes :
• Students will be able to explain the importance of rehabilitation, recovery and rehabilitation
psychology.
• Students will be able to describe the concept of disability.
• Students will be able to discuss the different issues and applications of rehabilitation psychology
• Students will be able to apply different approaches and models to rehabilitation counseling.
References:
1. Frank R G, Rosenthal M, Caplan B. Handbook of rehabilitation psychology. 2nd ed.

Washington, D.C., D C: American Psychological Association; 2009.
2. Chan F, Thomas K R, Berven N, Chan C F, editors. Counseling theories and techniques for
rehabilitation and mental health professionals, second edition.2nd ed. New York, NY:
Springer;2015.
3. Falvo D, Holl and B E. Medical and psychosocial aspects of chronic illness and disability. 6th
ed. Jones & Bartlett; 2017.
4. Tarvydas V M, Hartley M T, editors. The professional practice of rehabilitation
counseling.2nded.NewYork, NY: Springer Publishing; 2017.
5. Pratt C W, Gill KJ, Barrett N M, Roberts M M. Psychiatric Rehabilitation. San Diego, CA:
Academic Press; 2014

Health Care Management
Course Objectives:
CLO1: Concepts of Hospitals –The student will gain knowledge about hospital administration &
planning.
CLO2: Workflow in hospitals- Enumerate and identify various Clinical Services like OPD, IPD,
ward Management, OT, Emergency, disaster Management and ICU.
CLO3: Organizational Structures-To learn to meet special challenges posed by human behavior in
workplace of 21st century
CLO4: Quality management-To create an awareness about the process of applying for and
implementing various accreditation process in healthcare facilities.
Course Content:
Unit I: Hospital Structure 2hours
• Introduction to Hospitals, Healthcare & Medical Care, Rationale of Hospital Administration

• History of Hospitals, Public Health Delivery system in India, Types of Hospitals, Voluntary
Health Organizations
Unit II: Management of Healthcare Organizations 5hours

• Introduction to Management
• Evolution & Theories of Management
• Management Functions: Planning, Organizing, Controlling
• Decision Making,
• Techniques in Management
Unit III: Organizational Behavior 5hours
• The Importance of Interpersonal Skills, Scope & Process of OB Structure & theories
• Motivation - Abraham Maslow’s hierarchy of needs theory, Theory X & Y. Contemporary
theories of motivation.
• Foundations of Group Behavior– Formal VS Informal, Social Identity Theory
• Organizational Culture
• Communications in an Organization
Unit IV: Management and Health Economics 5hours
• Demand & Supply
• Nature of Costs
• Marginal cost and break-even analysis

• Market structure: Business & Government, Role of Government
Unit V: Accounting for Hospital Management 5hours
• Budgeting & Budgetary control – Classification of budget, P &L, Balance Sheets
• Types of Accounts, Debit & Credit
• Financial Statement Analysis
Unit VI: Concept of Hospital 5hours
• Departmentation in Hospital
• Outpatient, In patient Services
• Intensive Care Unit, Emergency Services
• Laboratory, Radiology
• Organizing of support services, Utility Services
• Evaluation of Hospital services– Hospital Statistics
• Hospital Information Systems - Issues related to Healthcare technology, Planning,
Infrastructure
Unit VII: Evolution of Quality management 3hours
• Quality Management Tools & methods
• Quality certification & Accreditation –NABH, NABL
Textbook/ Reference Books:

1. Prasad LM. Principles and practice of management. Sultan Chand & Sons; 2020 Oct 1.
2. Robbins S P, Judge T A, Vohra N. Organizational behaviour by Pearson 18e. Pearson Education
India; 2019.
3. Sakharkar B.M. Hospital planning & administration. Jaypee Brothers Medical Publishers Pvt.
Limited, 2008 Dec 1.
4. Francis CM, De Souza MC. Hospital administration. Jaypee Brothers Medical Publishers; 2000.
5. Kulkarni G R, Satyashanker P, Anil Gomes L. Financial management for hospital
administration. Jaypee Brothers Medical Publishers Pvt. Limited, 2002

CLINICAL PSYCHOLOGICAL TRAINING- III
Corse Code: 3P1 Credits-8
Course objectives:
CO 1.To train students by giving them hands-on experience in Case-intake and Mental Status
examination.
CO2.To help students gain in-depth understanding and exposure to the various diagnostic tools
across the lifespan.
CO3. To train students in assessments of cognitive abilities for children, adolescents and adults.
Content:
UNIT Clinical work
Case history and Mental status examination with diagnostic formulation, Psychopathology,
Conceptualization & Therapy Sessions in the following approaches-
• Cognitive Behaviour Therapy (CBT)

• Motivational Enhancement Therapy (MET)
• Solution Focused Therapy (SFT)
• Individual Educational Plan (IEP)- Child case
• Behavioural Therapy (BT)- Child case
Course Outcomes :
1. Students will be able to apply knowledge by giving them hands-on experience in Case-intake
and Mental Status examination.
2. Students will be able to select and describe an in-depth understanding and exposure to the
various diagnostic tools across the life span by using objective.
3. Students will be able to make use of assessments of cognitive abilities for children, adolescents
and adults.
References-
1. Curwen B, Palmer S, RuddellP.Briefcognitivebehaviourtherapy.2nd ed. Christ church, New
Zealand: Sage Publications; 2018.
2. Corey G. Theory and practice of counseling & psychotherapy. Belmont, C A: Wads worth
Publishing; 2008.
3. Berger Milton. Behaviour Modification-Principles & Procedures.2nd ed. Wadsworth;2001
4. Corey Gerald. Theory & Practice of Counseling & Psychotherapy. Brooks/Cole;1996
5. Wolberg L R. The Technique of Psychotherapy 4th edition Vol. I & II.1998.
6. Dryden W, Branch R. Fundamentals of rational emotive behavior therapy: A training handbook.
2nd ed. Nashville, TN: John Wiley & Sons; 2008.

Semester III
S Corse Max Marks Hours Per
l
Type Code Title of the paper Type of Total week Credi
.
of Course CIA SEE Marks L T P ts
N
O
Course
1 Core 3C1 Psychotherapeutic Theory 40 60 100 3 3

Intervention-I
2 Core 3C2 Psychological Theory 40 60 100 3 - 3
Assessment- II
3 Core 3C3 Rehabilitation Theory 40 60 100 3 - 3

Psychology
4 Core 3C4 Health Care Theory 40 60 100 3 - - 3

Management
5 Core 3P1 Clinical Practical - - 2

Psychological 40 60 100 0 8
Training- III
6 Open
Electiv
e
Total Numbers of Marks & 500 12 20 20
Hours Per Week
Note: Of the total available 42 hours per week for teaching learning processes, 32 hours per week is
dedicated to Core courses. Remaining Hours are available for Electives/Value added courses/

SEMISTER IV
PSYCHOTHERAPEUTIC INTERVENTION II

Course objectives :
CO1 To acquaint students with theory and practice of Counseling and Psychotherapy.
CO2 To introduce students to the process and skills of counseling and psychotherapy.
CO3 To help students develop counseling strategies and skills for appropriate intervention.
CO4 To help students to choose appropriate therapeutic approach to the problem manifested.
Content:
UNIT I : Fourth wave therapy and Supportive therapy 8 hours
• Supportive Therapy: Goal, Techniques, Indications and application of supportive

techniques, Problem Solving approaches
• Solution focused brief therapy
• Emotion Focused brief therapy

• Eclectic approach -Concept of Eclecticism, effort at integration, process of eclecticism,
evaluation.
NIT II : Cognitive – Behavioral and Acceptance Therapies 8 hours
• Ellis Rational Emotive Therapy
• Beck’s Cognitive Therapy
• Michenbaum’s Cognitive Behavior Modification
• Dialectical Behavior Therapy
• Acceptance and Commitment Therapy
• Mindfulness Based Cognitive Therapy
UNIT III: Therapy with Children and Adolescence 10 hours
• Therapeutic Techniques for Children: General principles of intervention, Nature of child

therapy, Child psychoanalytic techniques (methods of Anna Freud, Malanie Keline, ),
• Non-directive therapy of Verginia Axline, Play Therapy, Art Therapy,
• Behavioral contracting.

UNIT IV: Therapy with Special Conditions and Groups 10 hours
• Trauma, Bereavement (Accident, Rape, Sexual Abuse, PTSD, Emerging field of Conflict &
Violence, Terrorism)
• Crisis Intervention strategies – Deliberate self-harm, suicide, violence
• Disaster and management
UNIT V: Psychotherapy in the Indian context 9 hours
• Relevance of western approaches in the Indian context

• History of Counseling and Psychotherapy in India
• Current trends
Course Outcomes:
• Students will be acquainted with theory and practice of Counseling and Psychotherapy.
• Students will be introduced to the process and skills of counseling and psychotherapy.
• Students will develop counseling strategies and skills for appropriate intervention.
• Students will be trainedtochooseappropriatetherapeuticapproachtotheproblemmanifested.
References:
1. Wolberg LR.The Techniques of Psychotherapy 4th edition Vol.I&II.1998.
2. Corey G. Theory and practice of counseling & psychotherapy. Belmont, CA: Wadsworth
Publishing; 2008.
3. Higdon J. Psychodynamic theory for therapeutic practice. 2nd ed. London, England: Macmillan
Education;2011.
4. Dryden W. Rational emotive behavior therapy: Distinctive features.3rd ed. London, England:
Routledge; 2021.
5. O’Connor K J, Schaefer C E, BravermanLD.Handbookofplaytherapy.2nd ed. Nashville, TN:
John Wiley& Sons; 2016.
6. deShazer S, Dolan Y, Korman H, Trepper T, McCollum E, BergI K. More than miracles: The
state of the art of solution-focused brief therapy. 2nd ed. London, England: Routledge; 2021

FAMILY INTERVENTION

Course objectives:
CO1. To introduce students to the process and skills of Family counseling.
CO2. To help students to understand different types of psychological problems related to family.
CO.3 To develop Counseling strategies and skills for appropriate family intervention.
Content:
UNITI – Foundations of Family counseling 8 hours
• Nature, historical background, scope and theoretical approaches to family and marriage
counseling, Professional issues in family and marriage counseling.
• Family: Definition, Changing trends in family structure, Types of Families, Characteristics
of Indian families, Family strengths.
• Marriage: Definition, Changing trends, Divorce and remarriage, Cohabitation,
UNITII – Marriage and Family Counseling 8 hours
• Stages of Marriage, Factors affecting Spouse selection, Reasons for marrying, Remaining
single.
• Stage specific issues- Preparations for marriage, dating and mate selection,
• Handling mid life issues, Handling sexual problems, Handling old age issues,
• Common marital problems: Divorce, Remarrying and cohabitation.
• Legislation, Policies and programs related to marriage and divorce.
UNIT III-Family Dynamics 9 hours

• Power and gender roles, Conflict in communication, Conflict resolution,
• Family stress and coping-impact of death, chronic Illness, physical and mental disability,
alcoholism and addiction, violence and abuse, divorce on the family life cycle.
• Concepts of family burden, Role strain and expressed emotions
UNITIV– Assessment of Couples and Families 10 hours
• The standard initial interview,
• Genogram interview and genogram as a tool for family assessment,
• Structural mapping in assessing family interactions, circular interview method in assessment.
• Behavioral family and marital assessment, diagnostic treatment planning.
• NIMHANS model of family assessment.
UNITV-Classical Schools in Family Therapy 10 hours
• Theoretical formulation, normal family development, development of behavior disorders,
goals, conditions for behaviour change, process evaluation, theory and results for
• Bowen Family Systems therapy, Strategic Family Therapy, Structural Family Therapy,
Cognitive Behavioural Family Therapy, Experiential Family Therapy
Course Outcomes:
1 Students will be introduced to the process and skills of Family counseling.

2 Students will understand different types of psychological problems related to family
3 Students will develop Counseling strategies and skills for appropriate family intervention.
References:
1. Nichols MP. Family therapy: Concepts and methods.10th ed. Upper Saddle River, NJ:
Pearson;2012.
2. Goldenberg I, Goldenberg H. Family therapy: An overview. 6th ed. Florence, KY: Brooks/Cole;
2003.
3. Capuzzi D, Stauffer M D, editors. Foundations of couples, marriage, and family counseling.1st
ed. Nashville, TN: John Wiley & Sons; 2015.
4. L’Abate L. Family psychology :V.2:Theory, therapy, enrichment and training. Lanham, MD:
Rowman& Littlefield; 1987
5. Becvar DS, Becvar R J. Family therapy: A systemic integration: International edition. 8th ed.
Upper Saddle River, NJ: Pearson; 2012.

GROUP COUNSELING

Course objectives:
CO1. To introduce students to the process and skills of Group counseling.

CO2 To help students to understand different types of psychological problems in group set-up.
CO3 To develop Counseling strategies and skills for group intervention.
Content:
UNIT I: Group Counseling 7 hours
• Introduction to Group counseling: Goals & Functions
• Definitions of Group guidance, Group counseling, Group Process, and Group therapy;
• Types of group-structured and psycho-educational, theme centered, theory based,
integrative styles.
• Ethical and Professional Issues: Ethical guidelines for group counselors (ASGW, 1989),
Rights of group participants, Professional issues and current trends.
UNIT II: Group Leadership 8 hours

• Leadership and process issues: Definition of group leader; Personal characteristics of
effective leaders
• Impact of leaders values on the group; professional competence and training
• Role and functions of leader, Co-leadership; Problems and issues; Evaluation of leadership.
UNIT III: Stages in Group 10 hours
• Stages in Group Development: Pre-group issues

• Formation of the group: Initial stage-orientation and exploration; Transition-dealing with
resistance; Working stage-cohesion and productivity; Final stage-consolidation and
termination
• Post group issues-follow-up and evaluation.
UNIT IV Skills of Group Counseling 10 hours
• Session opening, Identifying and differences, Identifying group goals and needs,
• Eliciting group response, eliciting group Observations, Positive assets search, Eliciting
empathic reactions, Clarifying,
• Labeling group behavior, Mutual feedback,
• Reflecting, responding to feelings, Identifying non-verbal behaviors,
• Validating, Extinguishing, eliciting alternatives, Exploring, and testing consequences,
• Micro skills: Summarizing, Clarifying, Questioning, Leading, Pacing, Linking, Transitioning, Task
focusing, Interpreting, Negotiations, Modeling, Rewarding, Mediating, Gate keeping, Supporting,
Confrontation, Blocking and Evaluating, and Closing skills
UNITV: Group Techniques based on: 10 hours

• Psychoanalytic therapy
• Gestalt approaches
• Transactional analysis,
• Cognitive Behavior principles and Psychodrama.
Course Outcomes:
1. Students will be introduced to the process and skills of Group counseling.
2. Students will understand different types of psychological problems in group set-up.
3. Students will develop Counseling strategies and skills for group intervention.
References:
1. Barwic k N, Weegmann M.Group therapy: A group-analytic approach.1sted.Abingdon,
Oxon ;New York, NY : Routledge, 2018.:Routledge; 2017.
2. Edward E J, Robert L, Masson & Riley L, Harvill. Group Counseling: Strategies and Skills. 4th
ed. London : Wadsworth.; 2001
3. Paulus P B, editor. Psychology of group influence: 2nded.London, England: Psychology
Press;2015.
4. Gerald Corey. Theory and Practice of Group Counseling. 5th ed. Belmont CA:
Brooks/Cole.;2000.
5. Chen M-W, Rybak CJ. Group leadership skills: Interpersonal processing group counseling and
therapy. Thousand Oaks,s CA: SAGE Publications; 2018.

HEALTH PSYCHOLOGY

Course objectives:
CO1.To familiarize students with the important concepts and scope of Health Psychology .
CO2.To introduce students to the field of general hospital psychology .
CO3. To help students understand the psychological issues associated with medical problems and
appropriate intervention strategies.
Content:
UNIT I -Introduction to health psychology 7 hours
• Understanding Body-Mind connection (overview of Psychology and Health),
• Definition of Health, the illness-wellness continuum,
• Hospitalization related behavior, psychological impact.
UNIT II- Stress and coping 7 hours
• Stress, illness and Coping – physiology of stress
• Theories of stress: James-Lange, Cannon-Bard & Schachter-Singer
• Psycho-neuro-immunology of Stress
• Coping with stress, Techniques of coping
UNIT III- Understanding and coping with HIV, Cancer and Renal Disease. 7 hours
• Nature of HIV/AIDS - its progression and symptom, risk factors in transmission and impact.
• Nature of Cancer - its progression and symptom, risk factors in transmission and impact.
• HIV Counselling and Psycho-oncology.
• Psychological intervention in the context of Kidney disease. Dialysis, organ transplant,

nephritic syndrome.
Unit IV- Chronic illness and Life-Style Disorders 10 hours
• Impact of chronic illness: Understanding chronicity, quantity and quality of life, socio-
cultural impact, financial cost, Interventions for dealing with impact of chronic illness,
• Understanding Cardio-vascular disease, its risk factors, prevention, psycho-social impact,
coping and adaptation, care and rehabilitation.
• Nature of Diabetes, risk factors, prevention, psycho-social impact, coping and adaptation,

care of diabetes
• Behavioral health: Preventing injuries, Smoking tobacco, Impact of diet, exercise Alcohol
use, Overeating and obesity, Healthy Life Style
• Psychological interventions- Self- help group, Family intervention (dealing with care giver
burden), spiritual intervention, Social support
Unit V Pain and its Perception 7 hours
• Nature and symptoms of Pain, Pain Perception
• Bio-psycho-social aspects of pain
• Behavior and cognitive methods for treating pain.
UnitVI Reproductive Health &Problems 7 hours

• Psychological intervention in the context of sexuality & reproductive health of women.
• Pre-menstrual stress, infertility, PCOD, Dysmenorrhea Menopause, Hysterectomy.
Course Outcomes:
1. Students will be familiarized with the important concepts and scope of Health Psychology.
2. Students will be introduced to the field of general hospital psychology.
3. Students will understand the psychological issues associated with medical problems and
appropriate intervention strategies.
References:
1. Sarafino EP, Smith TW. Health psychology: Biopsychosocial interactions,8th ed Wiley E-text
regcard. Nashville, TN: JohnWiley & Sons; 2013.
2. Ragin DF.Health psychology:An interdisciplinary approach. 3rd ed. New York,
NY :Routledge,2018.: Routledge; 2017.
3. Friedman HS. Health Psychology. 2nd ed. Upper Saddle River, NJ:Pearson;2001.
4. Friedman. Health psychology & APS pk. 2nd ed. Old Tappan, NJ: Prentice Hall;2005.
5. Taylor S. Health Psychology.10th ed. Columbus,OH:McGraw-HillEducation;2017.

CLINICAL PSYCHOLOGYICAL TRAINING IV
Practical
Corse Code: 4P1 Credits-8
Course Objectives:
CO 1. To train students by giving them hands-on experience in Case-intake and Mental Status
examination.
CO2.To help students gain in depth understanding and exposure to the various diagnostic tools
CO3.To train students in assessments of cognitive abilities for children, adolescents and adults.
Course Content:
UNIT1 - Clinical work
Case history and Mental status examination with diagnostic formulation, Psychopathology,
Conceptualization &Therapy Sessions in the following approaches-
• Family Therapy
• Group Therapy
• Behavioral Therapy (BT) -Adult cases
• Biofeedback
Course Outcomes:
● Students will be able to apply knowledge by giving them hands-on experience in Case-intake
and Mental Status examination.
● Students will be able to select and describe an in-depth understanding and exposure to the
various diagnostic tools across the life span by using objective.
● Students will be able to make use of assessments of cognitive abilities for children, adolescents
and adults.

Reference-
1. Nichols MP. Family therapy: Concepts and methods.10th ed. Upper Saddle River, NJ:
Pearson;2012.
2. Berger Milton. Behavior Modification-Principles &Procedures.2nd ed.Wadsworth;2001
3. WolbergLR.TheTechniqueofPsychotherapy4theditionVol.I&II.1998.
4. Dryden W, Branch R. Fundamentals of rational emotive behavior therapy:A training
handbook. 2nd ed. Nashville, TN: John Wiley & Sons; 2008.
5. Fisher JG, Hatch JP, Rugh JD, editors. Biofeedback: Studies in clinical efficacy. 1987th ed.
NewYork, NY: Springer; 2013.

DISSERTATION
Course: Core Credits-6

Corse Code: 4D1
Course Objectives:
CO1.To provide students with an opportunity that helps further intellectual and personal
development in their chosen field by undertaking a significant practical unit of activity, having an
educational value at a level commensurate with the award of your degree.
CO2.To help students gain insight by applying the theoretical principles of research methods to
design their own research in their area of their interest by studying existing literature, collecting
and analyzing data and presenting their own findings.
CO3.To enable the students with the practical exposure in their core area of interest (Corporate
Sector, NGOs, Hospitals etc.), which in turn will be the pathway to their personal and professional
training.
CO4.Todevelop intellectual and personal development in their chosen field by undertaking a

significant practical unit of activity, having an educational value at a level commensurate with The
award of your degree.
Instructions:
1. Students get opportunity in diversified Institutes e.g., Corporate Sector, Schools, NGOs and
Hospitals.
2. The entire dissertation will be guided by an internal supervisor.
3. Students will submit their reports as and when the internal supervisor ask them to submit.
4. Thestudentwilldiscusstheirworkandprogresseveryweekwiththeirinternalsupervisor.
5. While selecting the topic, kindly ensure that the dissertation topic selected is related to your
specialization.
6. The topic selected should be related to the areas of study within the core program and
specialization; clearly focused so as to facilitate an in-depth approach, subject to the availability of
adequate sources of information and to your own knowledge; of value and interest to you and your
personal and professional development.

7. Establish the precise focus of your study by deciding on the aims and objectives of the
dissertation, or formulating research questions that needs to be investigated.
8. Drawing up initial dissertation outlines considering the aims and objectives of the dissertation.
9. Work out various stages of dissertation Devising time table to ensure that all stages of
dissertation are completed intime.
10. The dissertation plan provides your faculty-guide with an opportunity, at an early stage of your
work, to make constructive comments and help guide the direction of your research.
11. All students must follow all the rules in submitting their dissertation.
12. The Dissertation Report format which would be provided to you by your faculty guide should
be strictly followed while conducting your research and writing your dissertation report.
Layout:
❖ Chapter 1: Introduction: This chapter should include Introduction to the topic, Statement Of
the Problem, Objectives of the study, Significance of the study, Research Objectives and
Hypothesis
❖ Chapter 2: Literature Review
❖ Chapter3: Methodology: This chapter can include Research Design, Sample Size, Variables,
Tools, and Data Analysis Procedures
❖ Chapter 4: This chapter will include Results of the Study
❖ Chapter5:The results of the study should be discussed in reference to the existing literature in
this chapter.
❖ Chapter6: Conclusion, Limitation, Social Implications References (As per APA Format)
❖ Appendix Plagiarism Report: The entire dissertation should be checked for Plagiarism by
recognized Plagiarism checker. The last page of the plagiarism should be attached to your
dissertation report. The accepted plagiarism percentage is less than 15 % and dissertation report
having more than 15 % would be directly rejected.
Guidelines for the Assessment of the Dissertation :
While evaluating the dissertation, faculty guide will be considering the following aspects:
• Has the student made a clear statement of the objective or objective(s)?
• If there is more than one objective, do these constitute parts of a whole?
• Has the student developed an appropriate analytical framework for addressing the problem at
hand?

• Is this based on up-to-date developments in the topic area?
• Has the student collected information / data suitable to the frame works?
• Are the techniques employed by the student to analyze the data / information appropriate and
relevant?
• Has the student succeeded in drawing a conclusion from the analysis?

• Do the conclusions relate well to the objectives of the project?
• Has the student been regular in his work?
Course Outcomes:
1. To develop intellectual and personal development in their chosen field by undertaking a
significant practical unit of activity, having an educational value at a level commensurate with the
award of your degree
2. To apply the theoretical principles of research methods to design their own research in their area
of their interest by studying existing literature, collecting, and analyzing data and presenting their
own findings.

Semester IV
Max Marks Hours Per week
Sl. Type of Corse Title of the paper Type of Total Credits
NO Course Code Course Marks
CIA SEE L T P
1 Core 4C1 Psychotherapeutic Theory 40 60 100 3 3

Intervention II
2 Core 4C2 Family Therapy Theory 40 60 100 3 - 3
3 Core 4C3 Group Intervention Theory 40 60 100 3 - 3
4 Core 4C5 Health psychology Theory 40 60 100 3 - 3
5 Core 4P1 Clinical Psychological Practica - - 2

Training- III l 40 60 100 0 8
6 Core 4D1 Dissertation - 200 200 - - - 6
Total Numbers of Marks & Hours 500 12 2 26

Per Week 0
Note: Of the total available 42 hours per week for teaching-learning processes, 32 hours per week
are dedicated to Core courses. The remaining Hours are available for Electives/Value added courses/

MSC CP Syllabus

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Yenepoya School of Allied Health Sciences

Yenepoya (Deemed to be University)University Road, Deralakatte

Master of Science in Clinical Psychology (MSc. CP)

Sl.No. Title of Contents Page no

3. Duration of the program 8

6. Eligibility for admission 8

7. Semester system and choice-based credit system 8

10. Assigning credit hours per course 11

11. Assigning total credits for a program 12

12. Structure of syllabus 12

13. CBCS Programmes Coding System 12

15. Scheme of Examination 13

16. Evaluation of answer scripts 16

17. Classification of Successful candidates 17

18. Minimum criteria for passing 18

19. Carry overprovision 19

20. Reentry after a break from the study 19

21. Maximum period for the completion of the program 19

24. Semester III 62

PO1: To impart education and training in Clinical Psychology.

PO 8: Understand the techniques of psychological assessments.

PO 9: Equipped with the treatment approaches to psychiatric/psychological disorders.

PO10: Gain knowledge on the principles of Psychological Counselling and Psychotherapy.

PO11: Understand the essentials of research in Psychology.

3. Durations of the Programme:

An academic year shall consist of two semesters;

Odd Semester1st&3rd September/October to February/March

Even semester2nd&4th March/April to August/September

6. Eligibility for admission:

7. Semester System and Choice Based Credit System:

11. Assigning Total Credits for a Programme

12. Structure of Syllabus:

13. Coding System

15. Scheme of examination

Internal Assessment Components Maximum Marks

Question Paper Pattern

SI.NO Components Marks

● OSCE/OSPE- shall have a minimum of 5 stations.

16. Evaluation of Answer Scripts

17. Classification of Successful candidates:

a. Letter Grades and Grade Points:

Letter Grade Grade Range of

A+(Very Good) 8 70 – 79.99

F (Fail) <5 < 50

b. Cumulative Grade Point Average(CGPA):

O+ (Outstanding) 9.0 – 10.0

O (Excellent) 8.0 – 8.99

A+(Very Good) 7.0 – 7.99

A(Good) 6.0 – 6.99

B+(Average) 5.5 – 5.99

P(Pass) 5.0 – 5.49

F (Fail) < 5.0

18. Minimum for a pass:

21. Maximum period for completion of the programme:

• Definition, Need, Nature of Personality

• Classical Psychoanalysis – Freud

UNIT III Behaviour Theories 6 Hours

• Ivan Pavlov (Classical Conditioning)

• Abraham Maslow, Carl Rogers,

• Gordon Allport, Raymond Cattell, Hans Eysenck

• Attachment Theories-John Bowlby

• George Kelly–Personal Construct Theory

• Attribution Theories-B. Weiner ,Fritz Heider