Christ MSC Clinical Psychology Syllabus

6/18/22, 9:47 PM https://christuniversity.
in/School of Social Sciences/PSYCHOLOGY/Master of Science (MSc) in Psychology (Clinical)/syllabu…
CHRIST (Deemed to University), Bangalore

DEPARTMENT OF PSYCHOLOGY
SCHOOL OF SOCIAL SCIENCES
Syllabus for
Master of Science (Psychology-Clinical )
Academic Year (2021)
1 Semester - 2021 - Batch

Hours
Course
Course Type Per Credits Marks
Code
Week
ACADEMIC WRITING AND RESEARCH
MPS111 Skill Enhancement Course 2 2 50
SKILLS
HISTORY AND PHILOSOPHY OF
MPS131 Core Courses 4 4 100
CLINICAL PSYCHOLOGY
MPS132 THEORIES OF PERSONALITY Core Courses 4 4 100
QUANTITATIVE RESEARCH METHODS
IN PSYCHOLOGY
MPS134 COGNITIVE PSYCHOLOGY - I Core Courses 4 4 100
BIOLOGICAL FOUNDATIONS OF
BEHAVIOUR - I
QUALITATIVE RESEARCH METHODS IN
PSYCHOLOGY
Ability Enhancement
MPS181 COMMUNITY SERVICE - I 2 2 50
Compulsory Course
Hours
Course
Code
Week
MPS211 RESEARCH PROPOSAL Skill Enhancement Course 2 2 50
LAW AND ETHICS IN CLINICAL
PSYCHOLOGY
MPS232 PSYCHOPATHOLOGY- I Core Courses 4 4 100
PSYCHOLOGICAL MEASUREMENT AND
STATISTICS
MPS234 COGNITIVE PSYCHOLOGY - II Core Courses 4 4 100
BIOLOGICAL FOUNDATIONS OF
BEHAVIOR - II
MPS236 DEVELOPMENTAL PSYCHOLOGY Core Courses 4 4 100
MPS251 PSYCHO DIAGNOSTIC LAB - I Skill Enhancement Course 2 2 50
Ability Enhancement
MPS281 COMMUNITY SERVICE - II 1 2 50
Compulsory Course
Hours
Course
Code
Week
MPS331 PSYCHOTHERAPY-I Core Courses 4 4 100
MPS332 PSYCHOTHERAPY-II Core Courses 4 4 100
MPS333 PSYCHOPATHOLOGY- II Core Courses 4 4 100
MPS342A PSYCHOSOCIAL REHABILITATION Discipline Specific Elective 2 2 50
MPS342C ADOLESCENT COUNSELLING Discipline Specific Elective 2 2 50
MPS342D CLINICAL NEUROPSYCHOLOGY Discipline Specific Elective 2 2 50
MPS342E COGNITIVE ELECTROPHYSIOLOGY Discipline Specific Elective 2 2 50
MULTICULTURAL AND THERAPEUTIC
MPS351 Skill Enhancement Course 4 4 100
SKILLS
MPS382 RESEARCH LAB Skill Enhancement Course 2 2 50
Hours
Course
Code
Week
MPS431 ADVANCED SOCIAL PSYCHOLOGY Core Courses 4 4 100
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6/18/22, 9:47 PM https://christuniversity.in/School of Social Sciences/PSYCHOLOGY/Master of Science (MSc) in Psychology (Clinical)/syllabu…
MPS441B EDUCATIONAL PSYCHOLOGY Discipline Specific Elective 2 2 50
MPS441C FORENSIC PSYCHOLOGY Discipline Specific Elective 2 2 50
SEXUAL DYSFUCNTIONS AND SEX
MPS441D Discipline Specific Elective 2 2 50
THERAPY
MPS441E DISABILITY AND CHALLENGE Discipline Specific Elective 2 2 50
MPS442A CRISIS AND TRAUMA COUNSELLING Discipline Specific Elective 2 2 50
CBT FOR COMMON PSYCHIATRIC
MPS442B Discipline Specific Elective 2 2 50
DISORDERS
ASIAN HEALING PRACTICES AND
MPS442E Discipline Specific Elective 2 2 50
PSYCHOTHERAPY
MPS451 PSYCHODIAGNOSTIC LAB - II Skill Enhancement Course 4 4 100
Ability Enhancement
MPS471 SEMINAR AND PUBLICATION 0 2 50
Compulsory Course
MPS481 SUPERVISED CLINICAL PRACTICUM Skill Enhancement Course 0 8 200
MPS482 SUPERVISED DISSERTATION Skill Enhancement Course 2 6 100
MPS483 CLINICAL INTERNSHIP Skill Enhancement Course 0 2 50
Department Overview:
The Department of Psychology offers a range of programmes that include Open Electives, Undergraduate programmes, Post Graduate
programmes with seven specializations and Research degrees in psychology (PhD). Through these programmes, we encourage students to
consider careers and life missions that integrate psychological understanding into life. Our programmes integrate scholarship with
professional practice and we offer courses that are cutting edge in the field of psychology. Students who complete programmes in
Psychology from the University demonstrate high degrees of self-awareness are service-oriented and are encouraged to embrace humane
values in their vocation. The Department realizes its vision to promote high academic standards through a continuous and dynamic
curriculum review process based on feedback from regional, national and international peers, practitioners, potential employers, alumni
and students. A variety of student-centered teaching and training pedagogies are practised by the faculty members. Prominent among
them is the use of seminars, experiential methods, laboratory training, conferences, workshops, field-based studies, film-based
discussions, journal clubs, and professional development activities. All postgraduate students of he department prepare a publication
ready research manuscript by the end of the third semester. Through its several MOUs with International Universities, the department
organizes joint conferences, webinars, faculty and stude
Mission Statement:
The department adopts the vision of the University "Excellence and Service" and its Mission as "a nurturing ground for an individual's
holistic development to make an effective contribution to the society in a dynamic environment". In doing so it strives to is to promote
high academic standards and scholarship in psychology, by creating an optimal and enriching learning environment, foster ongoing
professional and personal development, and contribute effectively to societal needs.
Introduction to Program:
The Department of Psychology offers a two-year full-time M Sc program in Psychology with specialization in Clinical Psychology.
Keeping pace with the disciplinary advances the program would address knowledge about psychological functioning at individual and
social levels in an all-encompassing manner. With the goal of acquiring specialized knowledge, the program would allow students to
nurture their academic interest in clinical psychology, along with personal growth and awareness. The spirit of interdisciplinary growth is
kept in view while conceptualizing a three-tier system- A) CORE COURSES in the first three PG semesters (courses, which can be
considered to be fundamental in giving PG students a larger perspective of Psychology as a social science discipline, irrespective of
specialization); B) SPECIALIZATION COURSES (specific theory courses within the subject of Clinical Psychology); and C)
ELECTIVE COURSES ( a wide variety, across all disciplinary specializations, primarily conceptualized by individual faculties (based on
their own interest/expertise), offered from time to time and chosen by students according to their preference. The program would strive to
prepare competent professional psychologists who would excel in knowledge, orientation, and practice in psychology, with high ethical
standards and social relevance.
Program Objective:
Program objectives
After completion of this program students will be able to
1. Employ skills and competencies required for practicing as a clinical psychologist.
2. Conduct research in the area of clinical psychology relevant to practise needs
3. Have an adequate grasp of the ethical standards of the profession and apply them in their practice.
By the end of the programme students should be able to:
PO1. Disciplinary Knowledge: Exhibit competence in the discipline Analyze seminal pieces of work in the area Apply disciplinary
principles to conduct academic inquiry Evaluate aspects of social reality using the principles of the discipline
PO2.Critical Thinking: Recognize and examine the social structures underlying our society and how they shape our existence Reflect
upon lived experiences with reflexivity Analyze and engage with their social surroundings, problematize and raise questions based on
academic inquiry

PO3: Research Skills Exhibit problem solving skills, reflective thinking Apply analytical and scientific thinking Demonstrate technical
skills in terms of handling data, working with various research related software Conceptualize, design, and execute research project/s
PO4. Communication and social Interaction: Communicate effectively across media in varied contexts Collaborate as members or leaders
in teams in multidisciplinary settings Work in multicultural spaces
PO5. Effective 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
Behavioural
Programme Specific Outcomes (Core Competencies) Programme Specific Component Outcomes) Essential Components Indicators
Demonstrates
respect for
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
Develop a Scientist-Practitioner Approach to the Demonstrates ability
discipline to critically evaluate
existing theories,
To internalise Scientific Mindedness as a clinical psychologist
models and practices
Demonstrates
scientific knowledge
of etiology,
assessment,
conceptualization
and interventions for
disorders
Is able to function
well within one's
professional
boundaries and
respect other related
disciplines
Is able to be
assertive when one's
role boundaries are
infringed upon
Demonstrates
Develop Role Knowledge as a clinical psychologist. Understand the expectations and limitations of one's role. knowledge about the
laws related to
necessary
qualifications for
practice
Demonstrates
knowledge of and
ability to select
appropriate
assessments to
answer referral
questions
Is able to provide
Addressing the referral question. regular feedback to
the sources of
referral about the
progress of
assessment and
therapy in an ethical
manner
Develop Competent Formal Assessments. Demonstrates basic
knowledge of the
scientific and

theoretical basis of
test construction and
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
Develop Functional Competencies as a clinical limitations of
psychologist. administration,
scoring and
interpretation of
traditional
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
recommendations
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
psychodiagnostics
Demonstrate Competent Diagnosis and Conceptualization Skills.
formulation
Demonstrates
knowledge of
various theoretical
models and concepts
to construct a
psychotherapy
formulation
Plan and Deploy Appropriate Psychological Interventions. Demonstrates
knowledge of the
basic scientific,
theoretical and
contextual bases 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
Demonstrate Evidence Based Research Competencies.
Demonstrates
proficiency in
reviewing exiting
literature, creating a
research argument,
qualitative and
quantitative methods
of data analysis
Is able to identify
valid scientific
journals and prepare
a manuscript
according to the
journal guidelines
Demonstrates a
commitment to the
development of the
profession and
Imbibes a Spirit of Advocacy to promote the Profession. safeguarding the
rights of clients and
practitioners through
various advocacy
programmes
Display Disposition to Reflective Practice Displays adequate Self-assessment while practise. Practices within the
boundaries 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
entail
Continuing
education to keep up
Displays Professionalism in Work and Practise 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/ethical
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
Committed to Upholding Ethical Practice knowledge of own
moral principles and
ethical values in
discussions with
supervisors and
peers about ethical
issues
Maintains appropriate Interpersonal and Inter- Able to participate in

disciplinary relationships and initiate
interdisciplinary
collaboration/
consultation
directed toward
shared goals
Able to develop and
maintain, where
appropriate,
collaborative

relationships and
respect for other
professionals
Assesment Pattern
Assessment Pattern
The department follows a pattern of 70 % marks for Continuous Internal Assessment (CIA) and 30 % marks for End Semester Examinations
(ESE).
Break up of continuous internal assessment for 4 credit courses is as follows
CIA 1: 30 marks
CIA 2: 30 Marks
Class participation: 5 marks
Attendance: 5 marks
Attendance Percentage Marks

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

• A student has passed in CIAs for that course.
• A student has at least 85% of the attendance in aggregate at the end of the semester.
• The Vice Chancellor is satisfied with the character and conduct of the student.
Grading Pattern
Percentage Grade Grade point Grade point Interpretation
(10 point scale) (4 Point scale)
80-100 O 10 4 Outstanding
70-79 A+ 9 3.6 Excellent
60-69 A 8 3.2 Very Good
55-59 B+ 7 2.8 Good
50-54 B 6 2.4 Above Average
Examination And Assesments
Formative and Summative assessments are conducted by the department to ascertain the readiness for learning and the attainment of learning
outcomes. Assessments are examinations are based on competency frame work and principles of outcome-based education. Attainment of
learning outcomes/ expected competencies is evaluated using either holistic or analytic rubrics, grading schemes or attainment criteria specified
to the students at the beginning of the semester. Learning outcomes (Course outcomes) of each course are mapped to programme outcomes and
programme specific outcomes. Assessments and examinations follow the principle of constructive alignment and outcomes are mapped to
higher order thinking skills. Most common frameworks used in this programme include Revised Blooms Taxonomy, and Structure of Observed
Learning outcomes (SOLO) and ICAP framework.
Assessment is based on the performance of the student throughout the semester.
Credit Structure
Normally 15 hours of classroom teaching in a semester is considered as one credit for theory courses.
• Courses with 30 hours per semester will earn the candidate 2 credits.
• Courses with 45-50 hours per semester will earn the candidate 3 credits.
• Courses with 51 hours and above per semester including practical will earn the candidate 4 credits.
• Dissertations/Practical equivalent to one course will earn the candidates 4-6 credits.
MPS111 - ACADEMIC WRITING AND RESEARCH SKILLS (2021 Batch)

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

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

Unit I:
Introduction to Academic Writing: An overview of the current status of academic writing and its
importance; different approaches and processes; key issues: plagiarism, biases and frequent errors.
Guidelines and rules in Academic Writing: Introduction to style and formatting guidelines from the
American Psychological Association (APA); specific guidelines pertaining to in-text citations,
references, and structures of academic courses
Text Books And Reference Books:
1. Bailey, S. (2011). Academic writing : A handbook for international students.3rdEdition.

NewYork : Routledge.
2. Publication Manual of the American Psychological Association (6 th ed.). (2009). Washington,

DC: American Psychological Association.
Essential Reading / Recommended Reading
1. Hartley, J (2008). Academic Writing and Publishing, Routedlege, New York
2. Leki, L (2010). Academic Writing 2/E South Asian Edition, Cambridge University Press
Evaluation Pattern
CIA-1 (15 marks)
CIA-2 (15 marks)
Class participation & Attendance (5 marks)
Summative Assessment (15 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass. If a student fails to meet the
grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass
all CIAs to be eligible to write the summative assessment.
MPS131 - HISTORY AND PHILOSOPHY OF CLINICAL
PSYCHOLOGY (2021 Batch)
Course Description: This course has been conceptualized to provide a background in the history of
clinical psychology globally as well as in India. The philosophical perspectives of the mind are
discussed. The course also introduces assessments and interventions pertinent to the field of clinical
psychology.
Course objectives: This course helps the learner
Understand the philosophical roots and historical events that have shaped the field of clinical
psychology.
Understand the evolution of clinical psychology globally and within India.
Critically evaluate different perspectives of the philosophy of the mind
Introduce psychological assessments and interventions in the field of clinical psychology
Course Outcome
Trace the historical contributions to clinical psychology in India and across the world
Critically evaluate different philosophical perspectives of the mind
Provide a basic description of different assessments and interventions in clinical psychology

Unit I: Historical and Philosophical Roots of Psychology
Understanding Science, History, and Philosophy; Psychology and Science; Persistent questions in
Psychology and approaches/methods for answering the questions: Mind-Body, nativism-empiricism,
mechanism-vitalism, reason? non-reason, objectivity-subjectivity, origin of human knowledge,
problem of the Self.
Unit II Perspectives on the mind and psyche
Social and intellectual contexts of questions of ?psyche?/?mind?: Greek, Pagan, Christian, Medieval,
Islam; Shift from mentalism to behaviorism; The rise of cognitivism; Psychology and ‘Minorities’;
the rise of Applied Psychology; The ‘Psychologized’ society; The value and role of contemporary
Psychology
1. Hergenhahn, B. R., & Henley, T. (2013). An introduction to the history of psychology. Cengage
Learning.
2. Gentile, B. F., & Miller, B. O. (2009). Foundations of psychological thought: A history of

psychology. Sage Publications, Inc.
3. Hecker, J., & Thorpe, G. (2015). Introduction to clinical psychology. Psychology Press.
1. Watrin, J. P. (2017). The “new history of psychology” and the uses and abuses of
dichotomies. Theory & Psychology, 0959354316685450.
2. Shaffer, Michael J. "The Experimental Turn and the Methods of Philosophy." (2017).
3. Singla, D. R., Kohrt, B. A., Murray, L. K., Anand, A., Chorpita, B. F., & Patel, V. (2017).
Psychological treatments for the world: Lessons from low-and middle-income
countries. Annual Review of Clinical Psychology, 13, 149-181.Nath, R. (2017). Healing Room:
The Need for Psychotherapy. Harper Collins.
4. Minas, H., & Lewis, M. (Eds.). (2017). Mental Health in Asia and the Pacific: Historical and
Cultural Perspectives. Springer.

5. The Mental Healthcare Act, 2017. Retrieved from
http://egazette.nic.in/WriteReadData/2017/175248.pdf Kumar, M. (2006). Rethinking
Psychology in India: Debating Pasts and Future. Annual Review of Critical Psychology, 5, pp.
236-256, www.disCourseunit.com/arcp/5.
6. Dhar, A.K. 2008: Science(s) of the mind: Fort-da between the windscreen and the rearview
mirror (Working Course).
7. Gentile, B.F. & Miller, B.O. (2009). Foundations of psychological thought: A history
of psychology. Sage: New Delhi.
8. Giles, B. (2002). (Ed.). History of Psychology. Delhi: Pearson
9. Gross, R. 1995: Themes, issues and debates in psychology. London: Hodder and Stoughton.
10. Harris, B. 1997: Repoliticizing the history of psychology. In Critical psychology: an

introduction. D. Fox and I. Prilleltensky (eds), London: Sage Publication.
11. Jones, D. & Elcock, J. (2001). History and theories of psychology: A critical perspective.
Arnold: London.
12. Kuhn, T.S. 1962: The structure of scientific revolutions. Chicago: University of Chicago Press.
13. Kumar, M. (2006). Rethinking Psychology in India: Debating Pasts and Future. Annual Review
of Critical Psychology, 5, pp. 236-256, www.discourseunit.com/arcp/5.
14. Lawson, R.B., Graham, J.E., & Baker, K.M. (2007). A history of psychology: Globalization,
ideas, and applications. Prentice Hall: New Delhi.
15. McGhee, P. 2001: Thinking Psychologically. Basingstoke: Palgrave.
16. Nandy, A. 2004: The savage Freud: The first non-western psychoanalyst and the politics
of secret selves in colonial India, (in ‘Bonfire of creeds: The essential Ashish Nandy) pp 339-
393; Delhi: Oxford University Press.
17. Nandy, A 2004: Towards an alternative politics of psychology, (in ‘Bonfire of creeds: The
essential Ashish Nandy) pp 324-338; Delhi: Oxford University Press.
18. Robinson, D.N. (1995). An intellectual history of psychology. (3rd ed.). Arnold:
London.http://www.julianjaynes.org/pdf/jaynes_history.pdf
Evaluation Pattern
Evaluation Pattern:
Continuous Internal Assessment (CIA) - 70%
End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA)
CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the
passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. TThe
student must pass all the CIA components with a minimum overall CIA mark of 33/65 including
class participation to be eligible to write the ESE.
End Semester Examination (ESE)
The passing grade for the ESE is 40%
An overall grade of 50% is required to pass the course.(CIA+ESE)

MPS132 - THEORIES OF PERSONALITY (2021 Batch)
This course has been conceptualized in order to introduce students to the prominent theories of personality
within the field of psychology. Students will review various theoretical models, the historical context in which
they were developed, and related empirical research related to the theories. Application of personality theories
wherever applicable in professional field of clinical psychology will be discussed. Assessment of personality and
personality dysfunction will be introduced as a clinical skill. This course will be associated with demonstration
labs where students are introduced to personality assessment techniques. Students are not expected to conduct
these assessments in this course.
Course objectives:
This course will help the learner to gain a familiarity with the theoretical aspects of how ones personality
develops and how personality disorders emerge.
Course Outcome
Course outcomes:
Apply the theoretical understanding to practical clinical case conceptualization
Compare various theoretical approaches
Understand the need for personality assessments in clinical practice
Critically evaluate the various theories of personality.

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

1. 1.Schultz, D. P., & Schultz, S. E. (2016). Theories of personality. Cengage Learning.
2. Hall, C.S., Lindzey, G. & Camobell, J.B. (2007). Theory of personality, 4TH edition. John
Wiley and Sons.
3. Ewen,R.B. (2010). An Introduction to theories of personality. Academic Press, Inc. (London)
Ltd.

1.
Carpara, G.V &Cereone, D. (2000). Determinants, dynamics and potentials. Cambridge University Press.
2.
Friedman, H.S. & Schustack, M.W. (2004). Personality, 2ND edition. Pearson Education Pvt.Ltd. India.
4.
Hergenhann, B.R & Olson, M.H (1999). An Introduction to Theories of Personality, 5th Edition, Prentice Hall,
Upper Saddle River, New jersey
5.
Ryckman M. R (2004) 8th Edition. Wadsworth, Thompson learning. USA.
Evaluation Pattern

CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The

MPS133 - QUANTITATIVE RESEARCH METHODS IN PSYCHOLOGY
(2021 Batch)

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 Outcome
At the end of this course students will be able to:
Demonstrate knowledge of research designs in quantitative research and the scientific process
of research
Design an experiment with manipulation can control of the variables.
Differentiate various data collection and sampling methods employed in quantitative research
Write a quantitative research proposal in the domain of Psychology.
UNIT 1 Teaching Hours:15

Foundations of Quantitative Research Methods in Psychology
Philosophical roots of quantitative research; History of scientific research in psychology; Definition
of research; Purpose and need of psychological research. Experimental, Exploratory, Correlational
and descriptive research in psychology; Ethical issues in psychological research
UNIT 2 Teaching Hours:15
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)
1. Gravetter,F. J., & Forzana, L. A. (2015). Research methods for behavioral sciences (5 ed.).
Stamford, CT:Wordsworth cengage learning .
2. Bordens, K. S., & Abbott, B.B. (2006). Research and design methods: A process approach(6
ed.). New Delhi: Tata McGraw-Hill Company Limited
3. Goodwin, C. J. (2002). Research in psychology: Methods and design (3rd ed.). New Jersey:
John Wiley & Sons, Inc.
4. Coolican, H.(2004). Research methods and Statistics in Psychology. London: Hoddes Arnold
5. Kerlinger, N. (1996). Foundations of behavioural research. India: Prentice Hall
1. Breakwell, G. M., Hammond, S., Fife-Shaw, C., & Smith, J. A. (Ed.). (2006). Research
methods in psychology (3 ed.). New Delhi: Sage.
2. Cohen, R. J., & Swerdlik, M. E. (2005). Psychological testing and assessment: An introduction
to tests and measurement (6 ed.). New York: McGraw-Hill.
3. Heiman, G.W. (2001). Understanding research methods and statistics: An integrated
introduction for psychology (2ed.). Boston: Houghton Mifflin Company.
4. Rosnow, R. L., & Rosenthal, R. (2002). Beginning behavioral research: A conceptual primer
(4ed.). New Jersey: Prentice Hall.
5. Singh, A. K. (1997). Test, measurements and research methods in behavioural sciences. Patna:
Bharathi Bhavan Publishers and Distributors.
Evaluation Pattern
Evaluation Pattern:
CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks

MPS134 - COGNITIVE PSYCHOLOGY - I (2021 Batch)
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 Outcome
By the end of the course learners will be able
To develop an understanding of normal mental processes and demonstrate the domains of

cognition using experiments.
To draw connections between brain, mind and behaviour and demonstrate the relationships
through observations and reasoning.
To evaluate cognitive processes using the model of information processing and make
predictions.
To apply available tools and be able to describe their use in creating new knowledge in
cognitive psychology, in written and oral form.

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

Unit II: Psychophysiology
Introduction to Psychophysics: History and development. Classical psychophysics: Weber’s law,
Fechner’s law. Psychophysical methods: Method of limits, Method of constant stimuli, Method of
average error. Contemporary psychophysics: Steven’s power law, signal detection theory (modular with
demonstration and practicum on psychophysical methods and response criterion and decision).
Demonstration Lab: Psychophysics experiments using Method of limits, Method of average error and
Method of Constant Stimuli.
Matlin M W (2013) Cognitive Psychology. 8th Edition. John Wiley & Sons.
Galotti, K.M. (2017). Cognitive Psychology In and Out of the Laboratory. 6th Edition. SAGE
Publications, Inc.
Kellogg, R.T. (2012) Fundamentals of Cognitive Psychology. 2nd Edition, Sage South Asia.
Smith, E. E. & Kosslyn, S (2013). Cognitive Psychology: Pearson New International Edition:
Mind and Brain, Pearson.
Goldstein B E (2010). Sensation and Perception (8th Edition) Wadsworth.
Solso, R, L. (2014) Cognitive Psychology. 8th Edition. Pearson Education.
Eysenck M.W. and Keane M.T. (2015) Cognitive Psychology: A Student's Handbook. 7th
Edition. Psychology Press.
Reed, S.K. (2007). Cognitive theories and applications. International Edition. 8th edition.
Wadsworth.
Lamberts K & Goldstone R L (2005) (Eds). Handbook of Cognition, Sage, London.
Millar S (2008) Space and Sense. Essays in Cognitive Psychology. Psychology Press, England.
Stevens S, S. (1966) ( Ed) Hand book of Experimental Psychology, Wiley.
Woodworth R S & Schlosberg H (1954). Experimental Psychology.
Evaluation Pattern

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

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

disorder
Identify basic brain structures and related functions
Describe contemporary research methods for studying brain and behavior
Interpret how drugs and hormones influence behavior
Apply biological elements to common psychological disorders
Course Outcome
At the end of the course students will be able to
Understand the links between behavior, mental processes and biological processes
Understand the basic structure of the nervous system and its various functions
Demonstrate the application of biological foundations in clinical practice

UNIT I: Introduction
The origins of biopsychology, Nature of biological psychology, basic cytology and biochemistry,
Mind Brain relationship, Methods of study of research in biopsychology-anatomical methods,
degeneration techniques, lesion techniques, chemical methods, stereotaxic surgery, micro-electrode
studies, oscilloscope, polygraph, scanning methods & Ethical issues in research.

UNIT II: Neurons and Neuronal Conduction
Structure of neurons, types, functions, neural conduction, communication between neurons, Synaptic
conduction, Neurotransmitters
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
(2021 Batch)

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

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

Unit II: Qualitative Research Design
Conceptualizing research questions, issues of paradigm, .Designing samples, Theoretical sampling,
Contrasting qualitative with quantitative approach in research process Issues of Credibility and
trustworthiness (8 hrs)
Research Lab (7 Hrs)
1. Qualitative research proposal lab
2. Simulated techniques on designing qualitative research
1. Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing
among five approaches. Los Angeles, CA: Sage.
2. Ritchie, J., Lewis, J., McNaughton Nicholls, C., & Ormston, R. (2014). Qualitative
research Pactice A guide for social science students and researchers (2nd ed.). New Delhi:
Sage Publication Limited.
1. Bryman,A (Ed.)(2007) Sage Benchmarks in social science research methods Vol.I,Vol.II

,Vol,III,and Vol. IV.New Delhi : Sage Publications
2. Kvale,S.(Ed.) (1997).Psychology & Post-modernism. New Delhi:Sage Publications
3. McGhee, P. (2001). Thinking critically about qualitative research in psychology. In P. McGhee,

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

Delhi: Sage.

5. Smith,J.A., Harre,R., & Langenhove,L.V.(eds.).(1995).Rethinking methods in psychology.
NewDelhi:Sage.
6. Willig,C.(2001).Introducing qualitative research in psychology: Adventures in theory and

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

MPS181 - COMMUNITY SERVICE - I (2021 Batch)
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 Outcome
After the completion of this course the students will be able to:
Identify community-based issues.

Provide assistance in community intervention programmes.

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

1. Pawar, M. (2014). Social and Community Development Practice (1st ed.). Los Angeles: SAGE
India.
2. America’s Promise—The Alliance for Youth (2004). Connecting Communities with Colleges &
Universities. 909 North Washington Street, Suite 400, Alexandria,VA 22314-1556.
1. Bringle, R. G. & Hatcher, J. A. (1996). Implementing Service-Learning in Higher Education.

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

develop a research proposal to study the problem
Course Outcome
At the end of the course students will
Be able to develop a research proposal for presentation to the departmental council

Understand the ethical issues involved in their research proposal
Use peer and instructor feedback effectively to critique research proposals

Review of Literature and Problem Identification
Identifying a problem; Presentation of research idea; Presentation of research idea; Training on
review of literature; Research proposal (Quantitative ); Research proposal (Qualitative )
1. Hart, C (2006). Doing your Masters Dissertation ,Sage, New Delhi
1. Best, J, W & Khan,J,V .(2016). Research in Education,10th edition.Pearson Education
Evaluation Pattern
CIA 1: 20 marks

CIA 2: 25 Marks
MPS231 - LAW AND ETHICS IN CLINICAL PSYCHOLOGY (2021 Batch)

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 Outcome
Understand the foundational principles of ethics in clinical psychology.
Analyze and resolve common ethical dilemmas in research and practice
Examine ethical issues specific to special population
Develop a personal ethical decision model
Understand legal aspects of licensure and practice of Clinical Psychology in India

History and Principles of ethics in psychology
History of ethical principles in Psychology; General Ethical Principles: Beneficence and Nonmaleficence,
Fidelity and Responsibility, Integrity, Justice, Respect for People’s Rights and Dignity; Ethical standards:
Resolving Ethical Issues, Competence, Human Relations, Privacy and Confidentiality, Advertising and Other
Public Statements, Record Keeping and Fees, Education and Training, Research and Publication,
Assessment, Therapy, Ethics in Indian context
Practice issues
Ethics and the personal context: Morals, Virtues, Emotions; Developing a personal model for ethical decision
making; Multiple relationships and Boundary issues, Close Encounters, Attraction, & Sexual Misconduct;
Psychotherapy contract: Informed consent, confidentiality and guidelines for contacting; Ethics and
confidentiality in digital age, Ethics in online therapy
1. American Psychological Association. (2010). Ethical Principles of Psychologists and Code of Conduct.
http://www.apa.org/ethics/code/principles.pdf
2. Bhola,P.& Raguram ,A.(Eds.) (2016). Ethical Issues in Counselling and Psychotherapy Practice
Walking the line .New Delhi: Springer
3. Rehabilitation Council of India(2000).RCI Amendment Act 2000.Retrived from
http://www.rehabcouncil.nic.in/writereaddata/RCI_Amendments_ACT.pdf
4. The Mental Health Care Act (2017). Available from:
http://www.prsindia.org/uploads/media/Mental%20Health/Mental%20Healthcare%20Act,%202017.pdf.

1. Pope, K, S., and Vasquez, M. J. T. (2016). Ethics in Psychotherapy and Counseling, a Practical Guide, 5th
edition. New Jersey: Wiley.
Evaluation Pattern
CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing
grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA.The student must pass
all the CIA components with a minimum overall CIA mark of 33/65 including class participation to be
eligible to write the ESE.

MPS232 - PSYCHOPATHOLOGY- I (2021 Batch)
Course Description: This course introduces students to mental health issues in clinical psychology by
introducing clinical psychopathology. The use of diagnostic assessments using both DSM V and ICD 10 will
be explored in this course. Students will also be encouraged to integrate the bio-psycho-social model of
health and illness with clinical interventions.
Course objectives:
To understand the etiology and current classificatory systems of mental disorders
To learn about the different symptoms, course and prognosis of mental disorders
Course Outcome
Contrast and compare the models of etiology of mental disorders
Demonstrate understanding of the various manifestations of psychopathology
Demonstrate the ability to use DSM V and ICD 10 classificatory systems
Demonstrate understanding of skills required to diagnose various disorders.
Demonstrate mastery of skills required for psychopathological formulation.

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
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
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 (2021
Batch)

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 Outcome
Define measurement, design psychological tests, explain and apply the steps in test construction
and standardization

Estimate the validity and reliability of the scales, inventories and questionnaires, and generate
test norms
Define psychological statistics, determine the relevant statistical tool during data analysis,
identify and distinguish the analysis techniques that can be used in quantitative and qualitative
research
Analyze the quantitative data using descriptive and inferential statistics manually, and using
EXCEL and SPSS, and interpret the findings
Distinguish between the dependent and independent variables and identify the specific
quantitative method to meet the given objectives in a quantitative research
Differentiate and integrate the output of the statistical analysis, parametric and non-parametric,
and use APA format to present them in figures and tables
Assess and critique the quantitative methods used in a published journal article

Foundations of Psychological Measurement and Testing
Definition of measurement; scales of measurement; Development of psychological test - steps;
Item analysis: purpose of item analysis ;Item response theory, item difficulty, item
discrimination; Test construction lab.
Test Construction and Standardization
Various methods of estimating reliability and Validity; Test norms: types of norms, development of
norms; Test construction lab.
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
passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. TThe

MPS234 - COGNITIVE PSYCHOLOGY - II (2021 Batch)
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 Outcome
Define and describe normal mental processes and contrast it to disordered states.
Describe and Compare the theories in written and oral form.
Infer connections between brain, mind and behaviour and demonstrate such relationships
through observations and experiments.
Analyze and critically evaluate models of cognitive processes and make predictions.
Use available experimental tools and describe their importance and utility
Create hypotheses based on the theories and evaluate cognitive processes using experiments.
Present the arguments and conclusions based on evidenced gathered through literature or data.

Memory
Architecture of Memory, Working Memory and Levels of processing; Remembering:
Autobiographical and eyewitness memories; traumatic and false memories, Confabulation;
Forgetting: Reproduction and reconstruction in memory, Theories of forgetting; Models of
Knowledge Representation: Semantic Memory, Episodic Memory, Procedural (Implicit and Explicit);
Models of memory for new information: General approach, Simple association models and SAM
model; Prospective Memory – Event based, Time based, Current model; Mnemonics and TOT;
Metacognition

Language Comprehension and Production
Defining Language: Origins of language, meaning structure and use, Chomsky’s Universal grammar,
Psycholinguistics; Theoretical Perspectives of Language: Modularity Hypothesis, Whorfian
Hypothesis and Neuropsychological perspectives, Lateralization; Language production: Speaking:
Producing a word, sentence, speech errors, discourse, the social contexts of speech. Writing:
Cognitive model, planning the writing assignment, sentence generation, revision; Language
comprehension: Comprehension, Reading and Discourse: Theories of Parsing; Factors affecting
Comprehension, Reading processes and Discourse processes; Bilingualism
1. Matlin M W (2013) Cognitive Psychology. 8th Edition. John Wiley & Sons.
2. Galotti, K.M. (2017). Cognitive Psychology In and Out of the Laboratory. 6th Edition.SAGE
Publications, Inc.
3. Eysenck M.W. and Keane M.T. (2015) Cognitive Psychology : A Student's Handbook. 7th
Edition. Psychology Press.
4. Kellogg, R.T. (2012) Fundamentals of Cognitive Psychology. 2nd Edition, Sage South Asia.a
5. Smith, E. E. & Kosslyn, S (2013). Cognitive Psychology: Pearson New International Edition:
Mind and Brain, Pearson.
6. Reed, S.K. (2007). Cognitive theories and applications. International Edition. 8th edition.
Wadsworth.
1. Purves et al. (2008) Principles of Cognitive Neuroscience: 1st (first) Edition Sinauer
Associates.
2. Benjafield J. C. (2007) .Cognition, Third Edition. Oxford University Press.
3. Howes M B (2007) Human Memory. Structures and images. Sage
4. Neath I & Surprenant A M (2003). Human Memory, Second Edition, Wadsworth.
5. Sternberg R J & Pretz J E (2005) (Eds) Cognition and Intelligence Cambridge University Press.
Evaluation Pattern
CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks


MPS235 - BIOLOGICAL FOUNDATIONS OF BEHAVIOR - II (2021 Batch)
Course Description: This Course intends to familiarize students with an introductory knowledge of
the topics and methods of biological psychology to create an understanding of the underlying
biological foundations of human behavior
Course Objectives: At the end of this course, students will be able to:
Identify basic brain structures and related functions

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

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

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

apasia, alexia & dyslexia.
Biopsychology of Arousal
Physiological correlations of Arousal: consciousness and sleep, Factors
affecting consciousness. Sleep: Rhythms of sleeping and waking, neural basis of biological clocks,
Stages of sleep,brain mechanisms of REM sleep and dreaming, physiological mechanisms of sleep
and waking, disorder of sleep
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.
Evaluation Pattern
CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks

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

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

2. Demonstrate an understanding of the major cognitive and socio-emotional theoretical
perspectives on human development and will be able to understand the diversity of experiences
that shape development
3. Explain the cognitive, cultural, environmental and social factors that influence development
throughout the lifespan.
4. Compare and contrast the foundational theories of developmental psychology

5. Apply the developmental theories and specific evidence-based research findings to understand
current practice, policies and social issues

Cognitive Development
Jean Piaget : A constructivist approach ; Objects and Space: Object Permanence, metacognitive
thinking, personal fableness and adolescent risk behaviour; Vygotsky: A social contextual approach;
Criticisms and application, Neo-Piagetian work Robbie Case, Changes in adult cognitive
development-Schaie and William Perry,; Play and play patterns
Development of Self and Others
Social cognition: Intentionality; Theory of mind, Favell’s perspective taking, false belief task, self-
control; Moral development, reasoning and Prosocial behavior- Paiget, Kohlberg, & Gilligan;
teaching moral values; Intentionality, Self and social understanding- self-concept, self-perception,
peer relationship and identity- Erickson, Marcia’s Identity status; health adolescent identity
development- positive youth development model; Gender development-Bell; Sex differences and
gender role socialization, sexuality, gender fluidity
1. Berk, L. E. (2016). Exploring lifespan development. Pearson.

2. Broderick, P.C., & Blewitt, P. (2010). The life span: Human development for helping
professionals. (3rd Ed.). Pearson.
3. Santrock, J.W. (2011). A topical Approach to life-Span Development. Tata McGraw-Hill
Edition.
1. Boyd, D. & Bee, H. (2015). Lifespan Development (Seventh. Edition), Pearson.

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

MPS251 - PSYCHO DIAGNOSTIC LAB - I (2021 Batch)
Course Description: This course will cover issues in the assessment of personality using self report
measures and cognitive functions such as intelligence and memory. This course is meant to provide
students with skills of administering, scoring ,interpreting and conveying report in clinical settings
using simulated labs and field exposure. A part of this course will be linked to community service
course where students will conduct free assessment camps in community settings such as schools
catering to poor students; NGO’s working with children etc
The basic objective of this course is

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

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

Assessment of Personality
Sixteen Personality Factor Questionnaire (16PF), Myers Briggs Type Indicator (MBTI), Eysenck’s
Personality Questionnaire- Revised (EPQ-R), Minnesota Multiphasic Persoanlity Inventory
(MMPI), Neo Five Factor Inventory (Neo FFI)
1. Groth – Marnat, G (2003). Handbook of Psychological Assessment.John Wiley & Sons Inc.,
Hoboken, New Jersey
1. Kaplan, R.M & Saccuzzo, D. P (2009). Psychological testing: Principles, Applications and Issues.
7 th Edition, Wadsworth, Belmont, USA
Evaluation Pattern
CIA 1: 20 marks
CIA 2: 25 Marks
MPS281 - COMMUNITY SERVICE - II (2021 Batch)

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

conduct psychodiagnostic testing in the community
screen for mental health issues
Course Outcome
apply learning from psychodiagnostic labs to screen for mental health needs in community
settings
demonstrate social responsibility

Community service
In this course students will spend two hours a week or a total of 25 hours during the semester
involved in supervised community service. Students will engage in activities such as children and

youth tutoring, community organization, psychological assessment and mental health awareness.
Student engagement will be assessed by supervisory team.
N.A.
N.A.
Evaluation Pattern
CIA 1: 20 marks
CIA 2: 25 Marks
MPS331 - PSYCHOTHERAPY-I (2020 Batch)

Psychotherapy-1 is a post graduate course offered in the third semester to students of Clinical
Psychology (MPCL). The course aims to integrate the theoretical knowledge imparted through prior
courses such as History and Philosophy of Clinical Psychology (MPS 131), Theories of Personality
(MPS 132), Biological foundations of Behaviour (MPS 135, MPS 235), Law and Ethics in Clinical
Psychology (MPS 231), Psychopathology-1 (MPS 232) and Psycho Diagnostic Lab (MPS 251) with
therapeutic skills than can be applied in clinical settings, thereby fostering graduate attributes of
academic excellence while upholding the vision of the department by nurturing professional
development. Furthermore, it builds upon essential elements of functional competencies, ethical and
reflective practise within the scientist-practioner model. This course has been conceptualized with an
intention to orient students to the theoretical foundations, processes, skills and techniques underlying
different psychotherapeutic approaches for the treatment and care of persons with mental illness. A
review of evidence-based practices for psychological interventions, ethical dilemmas in decision
making, legal mandates for therapeutic professions and reflective practices in psychotherapy will
explored. Designed as an introductory course in psychotherapy, it allows students to walk the bridge
that connects theory with practise and in turn helps them comprehend and reflect on the
psychotherapeutic assessments and interventions during their clinical internship
This course will help the learner understand
· The elements of psychotherapeutic process
· Theoretical foundations underlying different psychotherapeutic approaches
· Therapeutic skills and techniques unique to each psychotherapeutic approach
· Evidence based practices for psychological interventions and their specific areas of application
· The ethical guidelines that govern decision making during the therapeutic process
· The need and significance of reflective practices in psychotherapy

Course Outcome
● Describe the psychotherapeutic process, discuss psychotherapy research, identify training needs
and supervision requirements.
● Describe the theoretical foundations underlying various psychotherapeutic approaches, the

skills and techniques associated with them.
● Identify evidence-based practices specific to particular mental health conditions.
● Develop psychotherapeutic case formulations using different therapeutic approaches
● Critique the strengths, limitations and the unique features associated with each form of
psychotherapy.


Research and Training
Introduction; Psychotherapy research: Methods, outcomes, process issues; Training & Supervision of
individual psychotherapists: Selection issues, personal motivating factors, theoretical learning,
supervised clinical practicum, personal therapy, continuous professional/personal development;
Other critical issues in psychotherapy
Psychodynamic therapies
Psychoanalytic, Brief Analytic, Object-Relations, and Interpersonal Approaches
Essential references:
1. Corey, G. (2017). Theory and Practice of Counseling and Psychotherapy (10th ed.).Boston, USA:
Cengage Learning.
2. Barlow, D. (2014). Clinical Handbook of Psychological Disorders: A Step-by-Step Treatment

Manual (5th ed.). New York: The Guilford Press.
Recommended references:
1. Herlihy, B., & Corey, G. (2014). ACA Ethical Standards Casebook (7th ed.). USA:Wiley.
2. Herlihy, B., & Corey, G. (2014). Boundary Issues in Counseling: Multiple Roles
and Responsibilities, (3rd ed.). USA: Wiley.
3. Corey, G. (2012). Case Approach to Counseling and Psychotherapy (8th ed.). USA:Brooks/Cole
Cengage Learning.
4. Corey, G., Haynes, R., Moulten, P., & Mouratori, M. (2010). Clinical Supervision in the Helping
Professions: A Practical Guide (2nd ed.). USA: Wiley.
5. Corey, G., & Schneider Corey, M. (2008). I Never Knew I Had A Choice: Explorations in Personal
Growth (9th ed.). USA: Brooks/Cole Cengage Learning.
6. Yalom, I. (2012). Love’s Executioner & Other Tales of Psychotherapy (2nd ed.). New York: Basic
Books.
7. Corey, G., Schneider Corey, M., & Callanan, P. (2010). Issues and Ethics in the Helping
Professions (8th ed.). USA: Brooks/Cole Cengage Learning.
8. Yalom, I. (2009). The Gift of Therapy: An Open Letter to a New Generation of Therapists and
Their Patients (1st ed.). USA: Harper Collins ebooks.
9. Feltman, C. (2017). The Sage Handbook of Counselling and Psychotherapy (4th ed.).USA: Sage.
Evaluation Pattern

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

MPS332 - PSYCHOTHERAPY-II (2020 Batch)


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 Outcome
Course outcomes: By the end of the course the learner will be able to:
Understand the historical aspects of family and group therapy

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

Introduction
Historical and cultural contexts for the development of Couples, Family and Group therapy.
Developmental frameworks in Couples, Family and Group therapy.
Assessment
Couples Therapy
Couples Therapy: Theoretical frameworks, Issues and therapeutic approaches for working with
couples. Evidence based practice in couples therapy, Treatment planning, Emotion FOcused Therapy,
Gottman's approach to family therapy
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
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 and get a
minimum of 33/65 including class participation marks to be eligible to write the ESE.

MPS333 - PSYCHOPATHOLOGY- II (2020 Batch)

Course Description: This course introduces students to mental health issues in clinical psychology by
introducing clinical psychopathology. The use of diagnostic assessments using both DSM V and ICD
10 will be explored in this course. Students will also be encouraged to integrate the bio-psycho-social
model of health and illness with clinical interventions.
Course objectives:
To understand the etiology and current classificatory systems of mental disorders
To learn about the different symptoms, course and prognosis of mental disorders
Course Outcome
Contrast and compare the models of etiology of mental disorders
Demonstrate understanding of the various manifestations of psychopathology
Demonstrate the ability to use DSM V and ICD 10 classificatory systems
Demonstrate understanding of skills required to diagnose various disorders.
Demonstrate mastery of skills required for psychopathological formulation.

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.
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
will have to repeat the CIA again before moving to the next CIA. TThe student must pass all the CIA components with a

MPS342A - PSYCHOSOCIAL REHABILITATION (2020 Batch)

This course has been conceptualized in order to offer the opportunity for interested students to
specialize in counseling individuals with problems such as chronic pain, brain injury,dementia,
epilepsy, cancer, and psychiatric disorders. It provides training in psychological assessment related to
rehabilitation counseling. This course is designed to help the student to learn the relevant theory and
basic skills important to the profession of rehabilitation counseling psychology.
Course objectives:
To provide the students an opportunity to learn the concept of Psychosocial rehabilitation -

skills training, case management, vocational training & family education
To make the students understand different rehabilitation settings
To educate the students on disability assessments and legislations related to mental health
Course Outcome
Understand the principles of rehabilitation science and apply it to the practise of clinical
psychology
Evaluate the disability using Assessment strategies useful in the area of rehabilitation
Create a model of intervention using community based approaches in rehabilitation

Introduction
History of rehabilitation ;Principles of psychiatric Psychosocial Rehabilitation;Psychosocial aspects
of disability; Case management and rehabilitation planning
1. Liberman R.P., editor, Effective Psychiatric Rehabilitation.New Directions for Mental Health
Services.53.San Francisco CA., Jossey-Bass,1992
2. Liberman R.P., Editor,Psychiatric Rehabilitation of Chronic Mental Patients.Washington

DC:Americal Psychiatric Press, 1988
3. Bellack S.A and Hersen M., Handbook of BT in the Psychiatric Setting,Plenum Press, New york,
1993
4. Aiken, L.R., & Groth- Marnat, G.(2006). Psychological Testing and Assessment – twelfth edition.
Boston, MA: Pearson.

5. Anastasi, A. &; Urbina, S. (1997). Psychological testing. N.D.: Pearson Education.
1. Wing J.K., Morris B., (ed) Handbook of Psychiatric Rehabilitation Practice. Oxford university
press,1981
2. Kaplan, R.M. & Saccuzzo, D.P. (2007). Psychological Testing: Principles,Applications, and
Issues. Australia: Thomson Wadsworth.
3. Cormier,S.&; Cormier,W.H. Interviewing Strategies For Helpers: Fundamental SkillsAnd

Cognitive- Behavioural Interventions (Counseling Series). Wadsworth Publishing Co.
Evaluation Pattern
CIA 1: 20 marks
CIA 2: 25 Marks
passing grade for CIA, they will have to repeat the CIA again before moving to the next CIA. The
MPS342C - ADOLESCENT COUNSELLING (2020 Batch)
This course is designed to understand the nature of adolescents and their counseling needs within
school, family, and community contexts. This course aids the student in understanding the problems
and issues among adolescents and need for intervention, creating awareness and helping students
identify the tremendous opportunities in the area of adolescent counselling psychology. This course
will help the learner
understand the problems, issues and counselling needs of adolescents within school, family, and
community contexts.
develop an understanding of counselling related problems/issues confronting adolescents
including developmental crises, diexceptional behavior, addictive behavior, abuse, violence,
and situational and environmental factors that may impede academic, personal/social, or career
success and overall development.
design intervention models based on various issues identified.
Course Outcome
Demonstrate skills and techniques to deal with various issues related to adolescents.
Identify community and institutional opportunities that enhance, as well as barriers that impede
the academic, career, and personal/social success and overall development of adolescents.
Develop modules/ intervention models to address various adolescent issues related to school,
family and community.

Unit 1
Course overview-Discussion of assignments, The World of Adolescents/Factors effecting growth and
behavior, Characteristics of adolescents, high and low risk adolescents/youth, School, Family and
community related issues, exceptional behaviour, addiction, abuse, Pregnancy, Risky Sexual
Behavior & Delinquency, Suicide/Depression.
1. American Psychological Association, (2002). Developing Adolescents – A reference for

professionals. APA: Washington Dc.
2. Akos, P., Levitt, D.H. (2002). Promoting healthy body image in middle school. Professional
School Counseling, 6(2), 138-144.
3. Carlson, L.A. (2003). Existential theory: Helping school counselors attend to youth at risk for
violence. Professional School Counseling, 6(5), 310-315.
4. Casey-Cannon, S., Hayward, C., & Gowen, K. (2001). Middle-school girls’ reports of peer
victimization: Concerns, consequences, and implications. Professional School Counseling, 5(2),
138-147.

1. Evans, T. (2015). Counselling skills for Becoming A wiser Practitioner-Tools, techniques and
reflections For building practice wisdom. Philadelphia:Jessica Kingsley Publishers.
2. Jones, R. N. (2005). Practical counseling and helping skills - text and activities for the lifeskills
counselling model.(5th ed).London: Sage publications.
3. Evans, J.R., Van Velsor, P., & Schumacher, J.E. (2002). Addressing adolescent depression: A
role for school counselors. Professional School Counseling, 5(3), 211-219.
4. Feller, R.W. (2003). Aligning school counseling, the changing workplace, and career
development assumptions. Professional School Counseling, 6(4), 262-271.
Evaluation Pattern
CIA 1: 20 marks
CIA 2: 25 Marks
passing grade for CIA, they will have to repeat the CIA again before moving to the next CIA. The
MPS342D - CLINICAL NEUROPSYCHOLOGY (2020 Batch)
Course description: Clinical neuropsychology addresses the link between brain and behaviour.
Neuropsychological assessments provide a scientific way of quantifying and describing the
cognitive, behavioural and emotional sequelae of changes in brain function caused by damage or
disease. This module introduces you to neuroanatomy, neuropsychological assessment, and
neuropsychological rehabilitation.
Course objectives: Students will acquire:
An understanding of the broad work field of clinical neuropsychologists and the ability to apply
this understanding. The focus lies on knowledge of various neurological, psychiatric and
neuropsychological disorders, their underlying pathology, as well as the methods and
techniques used to diagnose and treat them
Knowledge of the functional neuroanatomy, neuropathology, neurophysiology and
neuropathophysiology
Oral and written skills that allow them to present a current (clinical) neuropsychological
theme/topic
Course Outcome
Course outcomes: Having successfully completed this module students will be able to:
describe key brain structures and their functions

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

Unit I
History, basic anatomy, elements of neurology, Methods of study of research in neuropsychology-
anatomical methods, degeneration techniques, lesion techniques, chemical methods, stereotaxic
surgery, micro-electrode studies, oscilloscope, polygraph, scanning methods & Ethical issues in
research.

1. Blackmore, S. (2003). Consciousness: An introduction. London: Hodder&Stoughton.
2. Kandel, E.R. Schwartz, J.H. & Jessel, T.M. (2000). Principles of neural science (4th .ed.)New
York: McGraw-Hill.
3. Wallace, B. & Fisher, L.E. (1991). Consciousness and Behavior (3rd Ed.). USA: Allyn &
Bacon.
4. Walsh K. (2008). Neuropsychology. New Delhi: B.I. Churchill Livingstone Pvt. Ltd
1. Anderson, V., Northam, E., Hendy, J. & Wrennall, J. (2005). Developmental Neuropsychology:
A Clinical Approach (Brain Damage, Behavior and Cognition Series). NY, NY: Psychology
Press, Taylor and Francis Group.
2. Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (2013). Arlington, VA.:
American Psychiatric Press.
3. Grant, I. & Adams, K. (2009). Neuropsychological Assessment of Neuropsychiatric and
Neuromedical Disorders, Third Edition. New York, New York: Oxford University Press.
4. Heilman, K.M. & Valenstein, E. (2003). Clinical Neuropsychology. NY, NY: Oxford University
Presss.
5. Lezak, M. D., Howieson, D. B, & Loring, D.W. (2012). Neuropsychological Assessment, 5th
ed. NY, NY: Oxford University Press.
6. Morgan, J.E. & Ricker, J.E. (2008). Textbook of Clinical Neuropsychology. NY, NY: Taylor
and Francis Publishers, Inc.
7. Reynolds, C.R.(Editor) & Fletcher-Janzen, E. (Editor) (2008). Handbook of Clinical Child
Neuropsychology, Third Edition. NY, NY: Springer Publishers.
8. Strauss, E., Sherman, E.M.S. & Spreen, Otfried (2006). A Compendium of Neuropsychological
Tests:, Third Edition Administration, Norms and Commentary. NY, NY: Oxford University
Press.
9. Yeates, K.O., Ris, M.D., Taylor, H.G. & Pennington, B.F. (2010). Pediatric Neuropsychology:
Research, Theory, and Practice, 2nd Edition. NY, NY: Guildford Press.
Evaluation Pattern
Evaluation Pattern:
CIA 1: 20 marks
CIA 2: 25 Marks
will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an
overall CIA mark of 25/50 to pass the course.
MPS342E - COGNITIVE ELECTROPHYSIOLOGY (2020 Batch)
Couse Description:
Electroencephalography is the recording of the scalp electrical activity generated by brain structures.
This course provides an exposure to basic and applied aspects of Electroencephalography in the
study of brain and cognition. The study of various processes underlying cognition requires the use of
well-structured cognitive tasks. Changes in brain potentials or EEG patterns can also be elicited as a
response to external stimuli provided through these tasks, generating an event related potential
(ERP). Hence, this course aims to also provide an exposure to EPrime in constructing the cognitive
tasks. The students will also be trained in electrophysiological data collection, data cleaning and
editing and basic ERP data analysis. In addition, the seminar segment of the course improves the
reading and analysis of published ERP studies.
Course objectives:
· Understand and describe theoretical underpinnings of electrophysiological correlates of cognition

in written and oral form.
· Learn about the methods of acquiring EEG data and be able to explain the procedures and
principles of various parts of the EEG system.
· Design and translate cognitive ERP tasks using EPrime platform.
· Understand the ERP acquisition from these cognitive tasks.
· Describe and analyze ERP waveforms, identify key components and interpret the waveform.
· Critically evaluate published studies in Event related Potentials.
Course Outcome

By the end of the course the learner will be able to
demonstrate knowledge of a key methodology used to study cognitive functions

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

Theory
Introduction to Electroencephalography (EEG) History, EEG rhythms and applications.
Neurophysiological basis of the EEG signal – Neuron as an electrical unit and basic
neuroanatomy of cortex.
Event-related potentials (ERP) – History and Basic methodology; ERP waveform and its
components: Definition, nomenclature, quantification and interpretation. Exploring cognitive
processes with ERPs.
ERP experiment design: Conceptualizing experiment design, representing a design and

translating the design into a functioning experiment using EPrime. Integrating Eprime with
EEG system.
Quantification of ERPs in the time domain, Averaging and grand-averaging, Advanced EEG/ERP
analyses (short overview) and topographical maps.
Review and analysis of electrophysiological data – Representing results and Interpreting

EEG/ERP data
Rowan's Primer of EEG E-Book (2015) Marcuse, L. V., Fields, M. C., and Yoo, J. J. Elsevier Health
Sciences.
Practical Approach to Electroencephalography (2009) Mark H. Libenson MD, Saunders Elsevier.
An Introduction to the Event-Related Potential Technique (2005) Stephen J Luck, MIT Press.
The Oxford Handbook of Event-Related Potential Components. (2012) Eds. Kappenman, Emily S.,
and Steven J. Luck. : Oxford University Press, Oxford Handbooks Online.
Niedermeyer's Electroencephalography: Basic Principles, Clinical Applications, and Related

Fields. (2017) Schomer, D., & Lopes da Silva, F. (Eds.), Oxford, UK: Oxford University Press.
Key Journals for regular review:
Electroencephalography and Clinical Neurophysiology
https://www.sciencedirect.com/journal/electroencephalography-and-clinical-neurophysiology
Nature Neuroscience
https://www.nature.com/neuro/
PNAS
https://www.pnas.org/
Evaluation Pattern
CIA 1: 20 marks
CIA 2: 25 Marks
MPS351 - MULTICULTURAL AND THERAPEUTIC SKILLS (2020 Batch)

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

Course Outcome
1. Conduct a clinical interview and create a structured assessment report including case history
and MSE.
2. Formulate diagnoses and differential diagnoses
3. Develop a psychodiagnostic formulation
4. Demonstrate active listening skills
5. Develop treatment plans
6. Initiate therapeutic goals with clients using a CBT Approach

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

1. American Psychiatric Association (2012) Diagnostic and Statistical Manual for Diseases – 4
TR, APA, Jaypee, New Delhi
2. Ivey, A., Ivey, M., & Zalaquett, C (2009). Intentional Interviewing and counseling :Facilitating
client development in a multicultural society. Cengage
1. Green.,Ben.(1996).Problem - based Psychiatry.B.I.Churchill Livingstone Pvt Ltd, New Delhi.
Evaluation Pattern
End semester Viva Voce - 30%

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

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

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

understand the issues of reliability, validity and trustworthiness in data.
gain familiarity with the presentation of qualitative and qualitative data in a scientific format
Course Outcome

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

UNIT 1
Statistical Data Analysis using SPSS
1. Miles, M.B, Huberman, A.M & Saldana, J (2013).Qualitative Data Analysis: A

Methods Sourcebook, 3 rd Edition. Sage, New Delhi
2. Field A, 2(2013). Discovering statistics using IBM SPSS statistics, 4thEdition, Sage, New Delhi
1. Bryman,A (Ed.)(2007) Sage Benchmarks in social science research

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

Course Description: This course has been conceptualized in order to provide knowledge in social
psychology to conceptualize the subject matter of the social individual in its deepest sense. Building
from the preliminary knowledge of social psychology at the undergraduate level, this course offers
learners a more hands-on experience in social behaviour dynamics.
This course is structured to provide students a culturally informed and contextualized view of the
discipline. Students are encouraged to appreciate and analyze the changing cultural diversity in the
present Indian society, therefore, equipping them to approach social issues with its implications. The
course will be augmented with field work and labs to enhance learning.
Course Objectives:
This course will help the learner to gain familiarity with :
The historical development of social psychology as a discipline, its nature and critical issues
and current debates within it.
The plurality and multiple research designs and methods that can be employed to undertake
research in social psychology with an-depth understanding of the ethical issues associated with
them.
The nature of how the self and identity develop in a social and cultural context and
how individuals engage in the processes of social perception and social cognition.
An understanding of social interactions in the context of interpersonal relationships, group
dynamics and aggression.
The diverse social issues that exist in society and the application of social psychological
principles and theories to address these issues, with a special focus on mental health in India.
Course Outcome
Evaluate the historical and cultural context of social psychology as a discipline internationally
and India.
Examine theoretical frameworks underlying social interaction and its relationship to social
identity.
Relate knowledge of theory as well as current and past research in social psychology to
situations in everyday life such as interpersonal and group relations.
Understand the nature, dynamics and dimensions of interpersonal behaviour.

Historical and Conceptual Issues in Social Psychology
The definition and nature social psychology; Growth of social psychology; Alternative conceptions
of social psychology; Crisis of confidence in the discipline and its resolution; Development of
social psychology in India; Current status of the discipline; Indigenization of social psychology;
Issues in experimental social psychology; Emerging alternative methods in social psychology;
Ethical issues in social psychological research.
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
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.

MPS441B - EDUCATIONAL PSYCHOLOGY (2020 Batch)

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 Outcome
•Understand key issues and develop effective solutions

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

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

Unit 2
Vocational Counseling and Guidance; Indiscipline, Teacher-Student Relationship and Classroom
management
Learning disabilities, Special needs & Multicultural classrooms; Parenting Education Prevention
Approaches in Educational settings

1.Woolfolk, A. (2004). Educational psychology (9th ed.). New Delhi: Pearson Education.
2.Robinson, S. (2009). Foundation of Educational Psychology (2nd ed.). New Delhi: Ane Books.
1. Frederickson, N., Miller, A. & Cline, T. (2008). Educational Psychology. London: Hodder
Education.
2. Rubie-Davies, C. (Ed.) (2011). Educational Psychology Concepts, Research and Challenges. New
York: Routledge.
3. Brophy, J. (2010). Motivating Students to Learn (3rd edition). New York: Routledge.
4. Smith, T., Polloway, E., Patton, J. & Dowdy, C. (2012). Teaching Students with Special Needs in
Inclusive Settings (6th edition). New Delhi: PHI Learning.
Evaluation Pattern
CIA 1: 20 marks
CIA 2: 25 Marks
MPS441C - FORENSIC PSYCHOLOGY (2020 Batch)
Forensic Psychology is the application of psycvhology in the aid of legal investoigation, which looks
into the vast psychological perspective and applies them to legal investigations including issues such
as public policies, new laws, competency and also the mental state of a defendant.
Course Outcome
Better understanding the legal aspects of the forensic psychology and learning the art of studying
human mind and behaviour especialy criminals.

UNIT 1
Forensic Science: Definition of Forensic Science, Scope of Forensic Science, Need for forensic
Science, Basic principles of Forensic Science, Tools and Techniques of Forensic Science, Branches of
Forensic Science.
Crime: Definition, Types of Crimes, Modus Operandi and its role in crime investigation. Crime scene,
types of crime scene, Crime Scene Management.
1. Bartol C. R., & Bartol A. M. (2011). Criminal behavior: a psychological approach. Upper
Saddle River, New Jersey: Pearson.
2. Hickey E. W. (2010). Serial murderers and their victims. Belmont, California: Wadsworth.
3. Silverman, Robert A., Kennedy, Leslie W. (1988). Women who kill their children: violence and
victims, Vol 3(2).
4. Weisheit, Ralph A. (1986). When mothers kill their children: the social science journal.
Volume 23, issue 4
1. Resnick, Phillip J. (1969). Child murder by parents: a psychiatric review of filicide. Am J

Psychiatry.
2. Wrightsman, Lawrence S. Forensic psychology. Belmont, California: Wadsworth/Thomason
Learning.

Evaluation Pattern
Evaluation Pattern:
CIA 1: 20 marks
CIA 2: 25 Marks
MPS441D - SEXUAL DYSFUCNTIONS AND SEX THERAPY (2020 Batch)
This course suitable for post graduate students of Counselling and Clinical Psychology intends to
deepen their theoretical understanding of sexual dysfunctions and sex therapy, train them in
empirically proven techniques of individual and couple sex therapy across behavioural, cognitive,
emotion focussed and systemic frameworks. The students will be equipped to critically appraise the
research literature in the area, conceptualize research on sex therapy as well as get comfortable in
handling clients with sexual dysfunctions.
Course Objectives:
A thorough understanding of normal sexual functioning, deviations from normality, types of

male and female sexual dysfunctions.
Familiarisation with the intricacies, therapist qualities, interviewing strategies, application of
culturally appropriate intervention strategies in the context of sex therapy.
Acquiring an overview of current status of research in sexuality and sex therapy, and ability to
conceptualize process and outcome research.
Course Outcome
Appreciate the interplay of biological, social and psychological factors in normal sexual
behavior and in sexual dysfunction
Delineate and describe culturally appropriate individual and couple sex therapy techniques.
Critically evaluate the historical and current research in the area of sexuality and sex therapy.
Conceptualize research on sexual dysfunctions and sex therapy.

Introduction to sexuality
Psychosexual development. Models of sexual functioning (Medical, Cognitive behavioural,
Experiential). Distinguishing between normal and dysfunctional sexual behaviour. Classification of
male and female dysfunctions.
Masters, W. H., & Masters, V. J. (1980). Human sexual inadequacy. Bantam Books.
Hawton, K. (1985). Sex therapy: A practical guide. Oxford University Press.
Hertlein, K. M., Weeks, G. R., & Gambescia, N. (Eds.). (2009). Systemic sex therapy. New
York, NY: Routledge.
LoPiccolo, J., & LoPiccolo, L. (Eds.). (2012). Handbook of sex therapy. Springer Science
& Business Media.
Weeks, G. R. (2013). Integrating sex and marital therapy: A clinical guide. Routledge.
Evaluation Pattern
Evaluation Pattern:
CIA 1: 20 marks
CIA 2: 25 Marks
MPS441E - DISABILITY AND CHALLENGE (2020 Batch)

This course is designed to acquaint the students with different psycho-social aspects of disabilities
and plan interventions for the same.
The course will help the learner
1. Understand different etiologies of diability
2. Analyze psycho-social and legal aspects of disability
3. Plan interventions for psycho-social issues faced by individuals with disabilities.
Course Outcome
By the end of the course. the learner will be able to
Understand the challenges and issues that individuals with disabilities face
Debate policy and legal provisions for the individuals in disabilities in the Indian context
Understand different intervention strategies and explore the ideology behind inclusion, in
principle and practice

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

1. Hegarty, S. & Alur, M. (2002). Education and Children with Special Needs. From Segregation
to Inclusion. New Delhi: Sage Publications.
1. Burt, D., Primeaux-Hart, K., Loveland, K., Cleveland, L., Lewis, K., Lesser, J., & Pearson, P.
(2005). Aging in adults with intellectual disabilities. American Journal on Mental Retardation,
110, 268–284
2. Oldfield, J., Humphrey, N. and Hebron, J. (2017), Risk factors in the development of behaviour
difficulties among students with special educational needs and disabilities: A multilevel
analysis. Br J Educ Psychol, 87: 146–169. doi:10.1111/bjep.12141
3. Carpenter, N. C., & Paetzold, R. L. (2013). An examination of factors influencing responses to
requests for disability accommodations. Rehabilitation psychology, 58(1), 18-27.
4. Markel, K. S., & Barclay, L. A. (2009). Addressing the underemployment of persons with
disabilities: Recommendations for expanding organizational social responsibility. Employee
Responsibilities and Rights Journal, 21(4), 305-318.
5. Centers for Disease Control and Prevention. (2011a). Attention-deficit / hyperactivity disorder
(ADHD). Retrieved from https://www.cdc.gov/ncbddd/adhd/data.html
6. Centers for Disease Control and Prevention. (2011b). Autism. Retrieved from
https://www.cdc.gov/ncbddd/autism/data.htm
7.
8. Hwang, Y., & Kearney, P. (2013). A systematic review of mindfulness intervention for
individuals with developmental disabilities: Long-term practice and long lasting effects.
Research in Developmental Disabilities,34(1), 314-326. doi:10.1016/j.ridd.2012.08.008
9. Smith, Evangeline M, "The Elephant in the Room, The Fetus in the Womb: Disability Rights
Activists’ Perspectives on Prenatal Genetic Testing and Selective Termination of Down
syndrome" (2016). Senior Independent Study Theses. Paper 7081.
http://openworks.wooster.edu/independentstudy/7081
10. Green, S. E. (2007). “We're tired, not sad”: Benefits and burdens of mothering a child with a
disability. Social Science & Medicine, 64(1), 150–163
Evaluation Pattern
CIA 1: 20 marks
CIA 2: 25 Marks
MPS442A - CRISIS AND TRAUMA COUNSELLING (2020 Batch)

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 Outcome
Understand the concepts and stages of crisis and trauma

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

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

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

Sage Publications.
3. Gilliland, Burl E. & James, Richard K. (1998). Crisis Intervention Strategies. Brooks/Cole
Publishing Company: USA.
4. Bisson JI, Roberts N, Macho G. The Cardiff traumatic stress initiative: an evidence-based
approach to early psychological intervention following traumatic
events. Psychiatric Bulletin. 2003;27:145–147.
5. Başoğlu M, Salcıoğlu E, Livanou M, et al. Single-session behavioural treatment ofearthquake-

related posttraumatic stress disorder: a randomised controlled trial. J
Trauma Stress. 2005;18(1):1–11.
6. Bryant RA. Early predictors of posttraumatic stress disorder. BiologicalPsychiatry. 2003;53:789–

795.
1. Levers, L. L. (2012). Trauma counseling: Theories and Interventions. New York: Springer Pub.
2. Briere, J. (2012). Working with trauma: Mindfulness and compassion. In C. K. Germer & R. D.
Siegel (Eds.), Wisdom and compassion in psychotherapy (pp. 265 279). NewYork, NY: Guilford.
Evaluation Pattern
CIA 1: 20 marks
CIA 2: 25 Marks
MPS442B - CBT FOR COMMON PSYCHIATRIC DISORDERS (2020 Batch)

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 Outcome
Conduct a functional behavioral assessment of a client’s presenting problems

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

Unit 1
Introduction and theoretical basis of CBT. Assessment and Formulation, Goal setting in CBT,
Cognitive restructuring techniques
Unit 2
CBT for mood disorders, anxiety disorders, third wave CBT, recent developments
1.Sharf, R.S. (2000). Theories of psychotherapy and counseling: Concepts and cases (2nd Ed.).
Singapore: Brooks/Cole.
2.Hofmann, S. G. (2012). An Introduction to Modern CBT: Psychological Solutions to Mental

Health Problems Malden, MA: Wiley-Blackwell
1.Brems, C. (2001). Basic skills in psychotherapy and counseling. Singapore: Brooks/Cole.
2.Miltenberger, R. G. (2001). Behavior modification: Principles and procedures (2nd Ed.). Belmont,
CA: Wadsworth/Thomson Learning.
3.Smith, N.W. (2001). Current systems in psychology: History, theory, research & applications. USA:
Wadsworth/Thomson learning.
4.Griffiths, R. (2009). CBT for beginners. New Delhi: SAGE
Evaluation Pattern
CIA 1: 20 marks
CIA 2: 25 Marks
MPS442E - ASIAN HEALING PRACTICES AND PSYCHOTHERAPY
(2020 Batch)

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

To understand philosophical and logical foundations of Asian Healing Practices
To evaluate the best ways in which Asian Healing Practices has integrated with western
medicine.

To demonstrate the knowledge in any one Asian Healing Practices.
Course Outcome
define the concepts and explain the philosophical and logical foundations of Asian Healing
Practices.
analyze the strengths and challenges of integrating Asian Healing Practices with western
Medicine.
exhibit the knowledge and experiences in any one Asian Healing Practices.

Introduction to Asian Healing Practices
Science and scientific reasoning in healing; Origin and relevance of CAM; Concepts, Causes,
Classification, Diagnosis and Treatment of Health & Illness in Ayurveda.
1. Cooper, R. (2007). Psychiatry and philosophy of science. Stocks field: Acumen.
2. Furnham, A. (2005). Complementary and alternative medicine: shopping for health in post-modern
times. In P. White. (Ed.). Bio psychosocial medicine: an integrated approach to understanding illness.
Oxford: Oxford University Press.
3. Howard, A. (2000). Philosophy for counseling and psychotherapy. Palgrave.
4. White, P. (Ed.). (2005). Bio psychosocial medicine: an integrated approach tounderstanding

illness. Oxford: Oxford University Press.
5. Inglis, B. & West, R. (1983). The alternative health guide. London: Dorling Kindersley Ltd.
1. Agarwal, R.S. (2006). Secrets of Indian medicine. Pondicherry: Sri Aurobindo Ashram.
2. Sri Aurobindo Ashram. Health and healing in Yoga. (2009). Pondicherry: Sri Aurobindo Ashram.
3. Sharma, R.K. & Dash, B.(2007). Caraka Samhita. Vol.II. Varanasi: Chowkhamba Sanskrit Series
Office.
4. Sharma, R.K. & Dash, B.(2007). Caraka Samhita. Vol.V.Varanasi: Chowkhamba Sanskrit Series
Office.
Evaluation Pattern
CIA 1: 20 marks
CIA 2: 25 Marks
MPS451 - PSYCHODIAGNOSTIC LAB - II (2020 Batch)
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 Outcome
Course Outcomes:
At the end of this lab course students will be able to
1. Understand the psychometric structure of psychological tests

2. Administer psychological assessments relevant to client needs
3. Interpret the scores obtained on the assessments
4. Develop a report and convey the findings to clients

PROJECTIVE AND SEMI-PROJECTIVE TESTS
Rorschach Inkblot Test
Thematic Apperception Test (TAT)
Children’s Apperception Test (CAT)
Sack’s Sentence Completion Test (SSCT)
Raven’s Controlled Projection Test (RCPT)
1. Groth – Marnat, G (2003). Handbook of Psychological Assessment. John Wiley & Sons Inc.,
Hoboken, New Jersey
2. Kaplan, R.M & Saccuzzo, D. P (2009). Psychological testing: Principles, Applications and
Issues. 7th Edition, Wadsworth, Belmont, USA
1.Groth - Marnat, G. & Wright Jordan, A. ( 2016). Handbook of Psychological Assessment, 6th
edition, Wiley, USA.
Evaluation Pattern
Evaluation Pattern:

CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
minimum CIA mark of 33/65 including class participation to be eligible to write the ESE.

MPS471 - SEMINAR AND PUBLICATION (2020 Batch)

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 Outcome
Send a research manuscript to an indexed academic journal

Present a paper in a national/international conference

Unit 1
Identifying types of journals, preparing a manuscript according to author guidelines provided by the
journal,
Preparing a scientific poster, preparing a presentation for an academic conference

Giles, D. (2013). Advanced research methods in psychology. Routledge

1. Barker, C., & Pistrang, N. (2015). Research methods in clinical psychology: An introduction
for students and practitioners. John Wiley & Sons
Evaluation Pattern
Presentation: 30 marks
Publication: 20 marks
MPS481 - SUPERVISED CLINICAL PRACTICUM (2020 Batch)
Course Description: During Supervised clinical practicum students spend 200 hours engaging in
clinical practicum in a mental health agency. Students are expected to attend group and individual
supervision both on site and campus. As a follow-up of the theoretical and basic skill inputs the
students have received in various clinical psychology specialization papers during II and III
semesters, students need to learn clinical skills.
This course will help the learner to demonstrate
Basic diagnostic and assessment skills.

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

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

End semester viva (ESE) - 30%
Case Presentation (20 marks)
Therapeutic Formulation (20 marks)

Reflective reports (20 marks)
Weekly Progress Notes (20 marks)
Professional Statement (20 marks)
Onsite and nn-campus supervisor feedback (30 marks)
Class Participation (5 marks)
Attendance (5 marks)
End Semester Viva Voce (60 marks)
The student must pass all the components of the CIA to be eligible to take the
ESE
The End Semester Examination will be a Viva Voce Examination. The passing
grade for the ESE is 40%
MPS482 - SUPERVISED DISSERTATION (2020 Batch)

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

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

Unit 1
Identifying appropriate research journals, preparing manuscripts according to author guidelines.
1. Barker, C., & Pistrang, N. (2015). Research methods in clinical psychology: An introduction for
students and practitioners. John Wiley & Sons.
1. Giles, D. (2013). Advanced research methods in psychology. Routledge.

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

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

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

MPS483 - CLINICAL INTERNSHIP (2020 Batch)

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

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

Christ MSC Clinical Psychology Syllabus

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6/18/22, 9:47 PM https://christuniversity.

in/School of Social Sciences/PSYCHOLOGY/Master of Science (MSc) in Psychology (Clinical)/syllabu…

CHRIST (Deemed to University), Bangalore

1 Semester - 2021 - Batch

https://christuniversity.in/School of Social Sciences/PSYCHOLOGY/Master of Science (MSc) in Psychology (Clinical)/syllabus/36/2021 1/52

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

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

https://christuniversity.in/School of Social Sciences/PSYCHOLOGY/Master of Science (MSc) in Psychology (Clinical)/syllabus/36/2021 2/52

https://christuniversity.in/School of Social Sciences/PSYCHOLOGY/Master of Science (MSc) in Psychology (Clinical)/syllabus/36/2021 3/52

https://christuniversity.in/School of Social Sciences/PSYCHOLOGY/Master of Science (MSc) in Psychology (Clinical)/syllabus/36/2021 4/52

Being organized and

Maintains appropriate Interpersonal and Inter- Able to participate in

https://christuniversity.in/School of Social Sciences/PSYCHOLOGY/Master of Science (MSc) in Psychology (Clinical)/syllabus/36/2021 6/52

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

Attendance Percentage Marks

For two credit courses the breakup of CIA is as follows

Permission for admission to the ESE is granted only if

(10 point scale) (4 Point scale)

70-79 A+ 9 3.6 Excellent

60-69 A 8 3.2 Very Good

55-59 B+ 7 2.8 Good

50-54 B 6 2.4 Above Average

Examination And Assesments

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

MPS111 - ACADEMIC WRITING AND RESEARCH SKILLS (2021 Batch)

To practice and engage in various forms of academic writing.

To develop an ability to write in scientific style.

Scientifically acknowledge different sources of information in their writings

Unit-1 Teaching Hours:15

1. Bailey, S. (2011). Academic writing : A handbook for international students.3rdEdition.

2. Publication Manual of the American Psychological Association (6 th ed.). (2009). Washington,

Essential Reading / Recommended Reading

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

CIA-1 (15 marks)

CIA-2 (15 marks)

Class participation & Attendance (5 marks)

Summative Assessment (15 marks)

Course objectives: This course helps the learner

Critically evaluate different philosophical perspectives of the mind

Provide a basic description of different assessments and interventions in clinical psychology

Unit-1 Teaching Hours:15

2. Gentile, B. F., & Miller, B. O. (2009). Foundations of psychological thought: A history of

Essential Reading / Recommended Reading

https://christuniversity.in/School of Social Sciences/PSYCHOLOGY/Master of Science (MSc) in Psychology (Clinical)/syllabus/36/2021 9/52

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

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

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

Continuous Internal Assessment (CIA) - 70%

End semester examination (ESE) - 30%

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)

Apply the theoretical understanding to practical clinical case conceptualization

Compare various theoretical approaches

Understand the need for personality assessments in clinical practice

Critically evaluate the various theories of personality.

Unit-1 Teaching Hours:15

Demonstration Labs (7 Hrs)

Behavioural observation, schedules of reinforcement, cognitive behavioral assessment; Case studies