M.Sc Psychology Syllabus - Surana college

G.D.A Foundation
SIUI]KANA CO]L]L]EG]E
Centre for Post Graduate Studies
#17, Tumkur -Mysore
Ring Road, Kengeri Satellite Town, Kengeri Satellite Town,
Bengaluru -
560 060. I 080-28486382 tr 080-28486372
Visit us : www.pg"suranacollege.edu.in , E-mail: pgcentre@suranacollege.edu.in
W]E]LCOMt]E
M.Sc. P.yefrobgy
P.G Degree Course
I Semester
BATCH- tX (201 1-20 13)
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WELCOME NOTE
Dear Student,
Welcome to I semester of M.Sc., Psychology. (lX Batch 20lI-2013)
"The thirst to know and understand these are the goods in life's rich hand" said
an English poet, Sir William Watson. You have come to this campus (with high
hopes) with a desire to iearn and acquire knowledge and you would receive the best
from us.
Today, Psychology has assumed new dimensions. Psychologists are needed
in the society for counseling, teaching, therapy, assessment, training, research and
evaluation
You, as a psychology student, have to learn the tools and techniques to adapt
yourself to the environment where you stay and become capable to help people in
distress and who are in need of emotional support.
In this semester, you will be offered additional modules for adding values to
you and to empower you with additional skilis to become a good Psychologist.
Srnt. Ilrchana Surana, Managing Trustee, G.D.A. Foundation, will be fully
supporting your learning process.
You, as a learner, should be sincere in taking up the academic tasks assigned
to you. Erudite scholars' team assists you in your learning process. You should
seize this opportunity to acquire knowledge and skiil for managing the future as a
good psychologist as well as a 'true' human being.
"Learning is an ornament in prosperity, a refuge in adversity" told
Aristotle, the Greek philosopher. You have the potential to learn and achieve. Go
on. Do not stop till you achieve your goal.
Smt. Archana Surana
Managing Trustee
Dr. V. Prabhu Dev
Director
Dr. Y.T. Balakrishna Acharya
Prof. & HOD- M.Sc Psychology

About M.Sc., Psychology - I Semester
Psychology is a behavioral science that obtains knowledge through systematic and
objective methods of observation and experimentation. It is a study of cognitive,
conative and affective activities of both human and animal behavior. Hence,
psychologists try to understand the way people behave, think, feel, act, etc., The role of a
psychologist i,s to "act as a window to oneself while being a door to others""
In this semester you will be learning the following aspects in psychology.
"Basic Cognitive Process" deals with the study of mental process involved in the
acquisition, storage, retrieval and use of knowledge.
"Biological Process - I" deals with the study of the biological basis of behavior
and the relationship between brain and behavior.
"Psychometry & Research Methods" provides comprehensive information about
measurement techniques, research methods and psychological testing.
"Computer Applications in Psychology" introduces the students to the basic
elements of computer hardware and softrvare and the applications in psychology
including document preparation, statistical analysis, laboratory control, and computer
mediated psychological testing and so on.
As parl of practicals we deal with experiments on Perception, Psychophysics and
Memory.
The Department along with academic programs enriches knowledge by
conducting journal club to get exposure in research, Organizes workships, seminars etc to
upadate knowledge.
"'We reach backward to our parents and forward to our children and through
their children to a future we will never see, but about which we need to care" -
Carl Jung.
Get started, do have perservence and take care of your future.
Dr. Y.T Balakrishna Acharya
Prof & HOD - M.Sc. Psychology

-l-'s
I{}I BASIC COGNITIVE PROCE.SSES
objecti'es: J-o lcarn about trre mentar processes invorverr in rl-., -^^..r:-.
rerrie'ar anc use,of knor.n,rcdge-n," r1r;.'","i;;;;;;"..:tJ".,i_l n:}:ii"*,Jil:f;T,
no*'defitte tlre clisciplinc: expetimental cog.nir;t.-oir".r..rogy: colniri..c ici.,rce wirh irs
er:rpli:si:, nn crrfitl,utaljlrrriil cogrritrr.c nrocicling. arrd (
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Unit 5.
conscious'css. Hist.ry. rrrnctions, cognitivc psl,chorogy and conscious.,jss.
lc hours
consciousness as a scientific construct. nrodein iheo.iei'of consciousness
REF'ERENCE BOOKS:
f"ri;:"l;"t ^
( r99s)' Funda*renrals of cogrririo'. Lo'Jorr: ,{dcison \\/csre1,
Fl,;T.j.^y":","rr'.nn' principles of Cognitive psychotogy r{i'sdatc, r.aurcncc
::T::";:ftri:"'il:*y,:uo', (rees) Cog'iri,,e psvchorcgy r:, Lcirio. r.cu yc,ri:
Glass' A'L':& F{olyoak"K"l' (19s6) cognition.2nd Ild.
Haberlandt' Londo':
K
Pr.r,ricc-[{al!
&' ( i]ool: Co
-Haberlandl.G
lg77) cogniti'e -r,if6otogr,. All-vn Bacon,
rrti
Inc. Singapore I'{ernational Siri".r, Ediri.r
ia;;;;
i-r_,ncic'
Kinstch. w. (r 977). Jr4emorl, and cognition. New v".r., -,.rr" wiicy
,:r:l
& so's.
Iill.;;f,N,"1';::l *jil'ffi i; * Harcou.t ;;. pubricatio', rndian Eciition:
Solso. R-L- (2001). Ccgn-itive psychologl.
i,',
Ed. London: Atiyn & Baccn-
;:toTf;*a t (1998)' cogniti'e Psvlirolog-v-.-'ru.-.*'""v".t, Harcourr Brace Coricge
t:i::'
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I02 BIOLOCICAL PROCESSES - I
.2 BIOL.OGICAL PROCESSES_I
I lnit l. Introduction to biological basis of behavior. Narure and scope of phl.siological
psychologl,. N4ethods of study. Research techniques.
Unit 2. Behavior genetics- Nature arrd scope- Metlrods of study and research techniqucs"
Genetic principles and mechanism of animal and human behavior. chromosonral
fllt'tctioris. hereditarv determinants cf trehavior. genetic correlates of behavior- e ugenics.
genctic ei:gineering.
Unit 3. Neuronal lrunctions: structure and types ol^neurons, conduclion and transmjssion.
siructural chemical- electrical cor,:rponen{s of nervous system. Major divisions and
functions of nenous s),s(€{n/ central autonon'ric nen'oLls svstems.
Unir 4. Ccrrelates of lntemal Regulatory Bodily states: body temp€rature. digestive
mechanisms- rnecha:iisms of pain. balancq and endocrinal systerns
Unit 5. h{echanisms of Sensatioq Pe:ceptioa. and Movement: Structural.rchemical,
eleitrical and,genetic correlates of vision, audition" olfaction" gfstatioru.and taqlite
'','
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sensation- Perceprual Processes- Moicr Functions:
REFERENCE BOOKS:
Baccn. A. (1998). Fhysiology of bel'raviour. McGraw Hill Intemational Edition.
Fraacis Leukel { 1985). Introduc{ion to Physiological Psychology. Indian edition. Delhi
CBS Publisher and distributors
Neil R Carlson (1998), Phleiologyof behaviour, McGraw Hill Interaational Edition.
Das G- (1997). Physiological Psycholcgy. King:,8oo[

I03 PSYCI-[OMETRY AND RESEARCH METI{ODS
objectives: 'fhis paper is fiarned yi,l an objecti'e of inrroducing i4easuremenr
techniques. Research methods and psychol"gi."ir.";;;
Unit I_ Measurcme nt. Levels of me
resring Narure. meaning und u,.'l;T"Tl;,1!1::,i;;::.&*:,,:T:::1,;rr;,11"J
Psl,chological tesr. Erhicel issucs in use oftesrs.
ll hours
Unit 2. Test construc(ion. It.enr writi
mcarting ortesr scores. Reriabirirl,",ll*;lllil ii"i,,:1":':"# lllii*l Norms t;:*:-"",'
Unir 3: Apprication or tests. Educationar. occupationar and crinicar - counsering
appiications' Types of tests' Individual tests. testi follP..:ur popurations, group re.sting.
self-report and projective testing" Measuring interest ani attitudes. I2 hours
unit 4- R-esearch methods' scientific research. Probrem. Ftypotheses. variables- process
of research- planning. sample selection a"o .*rioil"n, analysis, interpretation. and
repcrtiag' sau::ces of bias in researcfi- ethics or.o.."rr-
12 hours
fl:*Hi$ffif'
Probabilitv and non-probabilitv sampte. Sampring rechniques
Methods of data coilection . obsenatioru intervieq r'r(!' historli
YrLIY' sociornetry,
siinuiation rnearLaiysis.
and games
rife
REFER.ENCE EOOKS:
ffi';|trj.ffiina
ffi
12 hours
(lee7) Fsvcholagical testing. 7ft Edition,6rdian reprinr)
K D (1992)-'Experirnental daigns,in'rUetravioqral ,.ro."t, N.* O.ltt, Witey
Kerlinger' N' 1t**e;-'Fouaditions cfGfravioural research. prentice Hall of tndia.
kong'F- T. & Ausrin r(1996). rhe *3r9rr9tog1,R;*r.
graduate students and narrauoot a guide
research for
assistants-_Deihi: sig. p"iiicarions tndia pvt.
:
Ltd.
Mc Guigan' F'J' (1999)- Experimental Psychor.g]r r.a"rr,ods
Prentice
of research.
Hall of lndia pvt New Delhi.
.ttd', 5th
: eJ
edition.
!;il[j:t:T',I;h$.?J]. Researcl methods Psvchorogv - a Hand Book" Derhi: Sage
Singh' A'K' (1997)' Test measurement and research methods in Behavioural sciences.
Patna: Bharathi Bhavan publishers and Distributors.

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I 04: COI'v,tPtiT ER APPLICATIONS IN pSyCtJOLOGy
Ii
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Ob.iecrives: The objective o1- this paper is to introduce rhe srudenrs to the basic ]lements
of computer hardware/soflu,are and to give an overvieu, of the wa),s computers are used
in psychology- The applications in psychology including docum.ni p."pu*rion- databasc
managemenl. statistical analysis. laboratory/ expe rinre ntal control. simulation of
behaviour and cognitive proccsses will be tbcused ufxln.
Unit I' Conrputer Fundantcnkls: Compulers and thcir cvct,-rtron- geperations- t_\,pes -
(personal- mar-nframe. mini and suFlcr computcr). Organisation and working o{- a
computer. Flc*'-char{s- Compuler architecturc lundamentals (de finition and thcir
purpose) Intcrnals-CPtJ. mcnron'. ntotherboard. disc drives. sysrem bus. plug-in cards:
Extemals - I/0 devices- l-lardrvare issucs: 1'ypes of memory,- prinrary (RAM. ROM] an

ir,
Experirnental psychology - Dcmonstration and use of any
development and administration of- experiments
clinical/child gtridance/organizarionar - Demonstrarion and
Assessment
computer program fbr
use ol Computer aided
REITERENCE BOOKS:
Rajaraman v. (r999)- Fundamenrars of compurers. prenrice Hail. tndia..
crumlish. chri.srian ( r99g). riic ABC.s of lnrerner BpB pubrications
scorr- Richard' o. pc Lcarning rab rcaches 95. BpB pubricarion.
Sanders- D. h. o.conrpures to-da1.. McGra*, B.st inter.aiionut Edirion
Leon Q. Inrernet for everl,onc. Vikas publication
Basandra. Suresh K. Compurers to_day. Galgotia publication.
"N''fanovig.r'anik" softwarc deveroped by, psy-.o*. B_4, g0, sig. New Dcrhi_29
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IOsP EXPERIMENTS (}FI PERCEP'TION AND PSYCHOPHYSTC;
I " Sustained and Focttssed attention
?" Constancy Phenomenon - size / shape/ colour
2. Depth perceprion
4" Gestalt principlcs of perception
5. Phi Phcnomenon
6" Visual prcrcepticn test
6, E{Tect o{-unfillcd and filled inrerv'als on (ime prerceprion
7. Suhliminal perccprion
8. Auditon,pcrccprion
9. l{aptic perception
10 scaling a ser of stimuri using paired compariscn and rank order
t I. DL for lengrh using method cf average error
lZ Weber's laq,.-rnethod of ccnstant stimuli
13- Absolutc limcn {br scnsorv stimuli
I4 Signal Detection
L Serial position curve :
2. l-evels of processing
3 Semantic memory
4. Effect of schema on memory
TO6[' MEMORY ANF} LEARNING
5. Priming
6. Skill learning - mirror drawing / mazes
7. Verbal Working memory - N Back task
"8. Visuospatial Working memory
9. Maircd vs- spaced learning
l0- Corditioned refiex
I I- Schedules of reinforcemenr
12 Paircd Asscciate,learr:iag irsing peterso*'s rea*rii:g apparatus
l3 Yerkes Multiple Choice
l4 Insightful learning
I5 Reys Auditory Verbal learning test
Note: Any 9 experiments in gach paper will be selected every year by the Departmental
council, with at least four in each area
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il SEMESTIIR
20I HIGHER COGNTTIVE PROCESSES
IJnit l: Thinking: Categorization - nature; theories. natural caregories. problem soiving -
definition. process: strategies and heuristics" lactors inlluencing problem soiving;
creativity - nature ; c;'eative process; characteristics of creativc indivfor-,ais; assessnrent of
creativity, factors affccting creatil,ity.
12 5ours
Unit 2 Reasoning and Decision Making: Reasoning. - naturc; condrtional r,eas

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Unit l" Psychophysiology of
and gcnetic correlates
Unit 2. Psychophysiology of
genetic correlates of language.
202 BIOLOGICAL PROCESSES II
Higher Mental Functions: Structural, chemical. electrical
ol- learning. memory, and intelligence.
l2 hours
executive functions- Structural. chemical. electrical and
thinking and problem solving
12 hours
Unit 3. Psychophysiology of affect and volitionmotives
and
genetic correlates of emotions-
drive-s-
Structural. chemical. electrical and
I 2 hours
unit 4" Psychophysiology of prsonality andconsciousness- Temperamental dimensions,
perscnalily typolo&v- levels and states ofconsciousness_ l2 hours
U1t 5. PlVchWhVsioJopr of ps5rchological dysfunctions_ Structural c*rsnical, electrical
and geneticoorelates,oforganic. psychotic and neurotic disorders- : 12 hours
REFEREI{CE BO{|KS:
lacon, a (199s)' Physiology of behaviour. Mc Graw Hill International Edition. i.,i
Francis Leukel 91985). lntroduction to physiological pry"notogy. Indian
"a.
n"ir,i cgs
Publisher & distriburors
Neil R' Carlson (1998)- Fhysiology of behaviour, McGraw Hill International Edition.
P*.Gr (1997). Physiological psychology. King. Books. New Derhi.
Levinthal (l 999, Introduction to physiological-psychotogy. e."nricc Hali of India.
l3

203 EXPERIMENTAL DESIGNS AND PSYCHOLOGICAI- STAT'TSTICS
objective: 1'his paper is framed with an objective of introducing research designs and the
statistical methods for analysis of data"
Unit l. Research design- Meaning. principles and purpose of research design. Adequate
and inadequate designs. Between-group and within-group designs, Factorial designs"
single case design
l2 hours
Unif 2: Experimental and non-experimental research. case study, sur\/ey,
post facto studies" Qualitative research methodology.
field study. cxl2
hours
Unit 3: Definition and nature of statistics" Descriptive statistics. lv{easures of ce'rral
tendency and variability. Probability. Principles. characteristics and properties of normal
probability curve.
12 llours " " .- ' "
unit 4" Levels of significance. Tests of significance - t, ANovA. ANCovA and
MANovA - Parametric and non-parametric Gts - diflbrences - chi square and median
,test.
nhours
Y,"tt {9tll:..Pt of correlation - types fPearson's product momenr correlarion. spearman
Rho. Biserial and point Biseriau and uses- Regression, murtipr; ,;;;;;;i.''r*to. urra
discriminant analysis- techniqueq interpretatior, *a application. f f frours
REFERENCE BOOKS:
Black' T. R (1998)- Quantitative research designs for social sciences. Thousand oaks,
Sage
Broota K D (1992)- Experimentat designs in behavioural research. New Delhi, Wiley
Easern
CooF TD & Campbell, D T(1929).euasi expcrimentation
Kerlinger, N. (1996). Foundadons of behavioural research- Prentice Hall of India
Edrryards- A K (1976). Experimental designs in psychological research- New york, Holt
Garrett H E 0 statistics in Fsychology and Educaiion. vatits pfeffer &:Sons
Jones' R'-A. (1985). Research methods in the social and behavioural sciences. Sunderland;
Mass, Sinauer Association
Leong"F" T" & Austin, l(1996). Thc Psychology Research Handbook: A guide for
graduate students and research assistarits. Delhi: Sage Publications India pvt" Ltj"
Mc Guigan, F.J" (1999). experimental Psychology: Methods of research- New Delhi,
Prentice Hall of lndia Pvt .Ltd, 5th edition
Newman. W L (1991). Social research nlethods, qualitative and euantitative" Boston,
Allyn & Bacon.
Schweiger, W.A.(1997). Research methods in Psychology - a Hand Book. Delhi: Sage
Publication India Pvt. Ltd.
Singh. A-K.(1997). Test measurement and research methods in Behavioural Sciences.
Patna: Bharathi Bhavan Publishers and Distributors
1.1

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204: THEORIES OF PERSONALITY
Unit l. Nature of personality - background and methodology -- **ning" historical
foundations, need for personality theory. key concepts. major components of personality
thecries, issues, dimensions for evaluation of personality- current status of research on
personality
l0 hours
Unit 2. Psychoanal)4ical Theory Freud's views on personality" Neo Freudian
approachcs-Adler, Jung, Horney, Suliivan. Rank- current status of research and
applications
14 hours
tjnit 3. Behavioristic Theories- Warson, Bandura. Wolpe. Miller" Dollard - current status
of research and applications
12 hours
Unit 4" Hurnanistic-Phenomenological and lnterpersonal approaches: Rogers, Kelly,
Coldstein, Masloq Berne- curreril status of research and applications- l2 hours
Unit 5. Fir:ld and Factor Analytical'iheory : Levin Guildford, Eysenck, Cattetl - current
status cf rerarch and applications
12 hours
REFERENCE BOOKS
Aikbn L R (t993). Personality: Theories. Research and Applications" New Jersey:
Prentice Hall
Gatchel R J & Mears F G (1982). Personality: Theory" Assessment and Research. New
York: St Martin"s Press.
Hall & Lindzay. Theories of Personality. Wiley Eastern.
Hergenhan. Theori es of Personal i ry-'.
Pervin L A" Personality: Theory and Rcsearch. Wiley Easternl5

2O5P THINKING
l. Concept fbrmation
2. Categorisation
3. Effect of set on problem sorving - formation of set: shift of set
4. Tower of Hanoi- problem solving
5. Mazes
6. Yerkes multiple choice
7. Cognitive style - Embedded Figures Test
8. Syllogistic reasoning ,
9. Creativity
I0. Cryptarithmetic
I 1. Decision making
12. Wisconsin Card Sorting Test
Note: A-ny g experi*renl,s will be selected every yeat by the Departmental council
I . Flemispherical comelates of cognitive abi I itiix
2. Biological pnocess€s "
3- Percepion
4. Arousal
5 Motivation -
6. Decision Making
7. Working memory
8. Judgernent of facial expressions
9. Froblem Solving
l0f-angsage prccesshg" .,-'
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THIRD SEMESTER
301 : THEORIES ()F LEARNING
Unit l. Nature of learning theories. need for a theory" variables, laws of learning,
problems and issues. detereminants of learning. applications of learning rescarch.
l0 hours
Unit 2- S-R Theories: Pavlov. Guthrie, Thorndike, Harlow, Skinner. current status of
research and applications . 14 hours
Unit 3. Drive Reduction Theories: Hull. Mowrer. Speirce. Miller, current status of
research and applications
12 hours
Unit 4. Cognitive Thcories: Tolman. Gestalt theories. Kohler, Koffka cunent status of
researc*l and applicati

302: LIFE SPAI{ DEVELOPMENT
Unit I : Defining life.span development. science of life span development"-Methods and
developmental research' Theories of human development '* brief description of Freudian"
'cognitive (Piaget). contextual (vygotsky, Bronfenbrenner) theories. Genetics,
environment and development. Pre natal and perinatal environment, hazards, risks.
Infancy - principles of groMh, physical development
12 hours
Unit 2. Physical deveropment Lruprrrurr( across dLrLr5r the r.'e rife lrre_span and the psychorogicar psychological imprica(ions:
implica(ions:
Giowth during chirdhood. r1,urr _spurt
during uurrrEi puberty" puucny" physicar pnystcal gro*4h gron4h and sexuar sexual marr
appearance
maturity,
and struclure during adulthood" r"nopuur. and male climacteric- climacteric, slowing slowino
down. disease. disability and death
l2 hours
Unit 3 Cognition:
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Development during adolescence' growth beyond formal operational stage* aging and
cognitive skills' Intelligence, creativity, learning *J rn"*ory across the lifti. span.
Language and moral devetopmenr, stages ; L;;"ge deveropmen{" ranguage
development across the life span. theori"u of morat J"i.iop*"nf Changes in morat
reasoning-
12 hours
Unit 4:
12 hours
H*g|T$r1f"1ryt.|t *l-"nE lovg and yinug., i"ti**y, *".il,,rr,
m#:ry:1'.'i:g:T;,ryo"ss.b:r'*'liinr.;;.;i#friffil';,|ir;,
1l I* vears, grandparcn ting, ser f identity. ierJe; iG; ;i |i ;;J'#ffiffiX,Til
span.
Unit 5 .
.Educatioa school and scholastic achieveaent" adult learning, Iife long education. worlq
prcpararion for wortq theories ofcarcer
@i;pm;ilG;ft ;*i-;-#age.
in rniddle work
age - gerrcrativity, reirvnent in ord'age, fiAt;I;;;;= "'*'
Saltes, P B & Brim o G (197s). ure span,nevelopment ard Behaviour. Ny: A^caitc-rnic
Pless.
(1993)-
3yl4'J.c
Adurt Deveropment and Aging: cA: Brooks/core pub. co:
Hoffinarl [ois' Paris, Scott" & H* etizaueth] fiqgai. Developmenral psychology
Today. Ed. McGraw-Hill-International Ed"
Newman, c. (1998). Devetbpment through life: A psychological approach,
Ted.Prentice Hall
santrock, John w (1999) Life Span Development, 7rfr Edition. McGraw Hill
IB

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SPECIALISATION: CHILD GUTDANCE
g)3A CHILD DEVELOPMENT
Objectives: The objective of this paper is to introduce the students to the catalysts of
human growth. from conception to adolescence" It focuses on exploring the conditions of
children's lives in which development unfolds and studies the drfferent aspects of normal
development.
Llnit IA: l- Introduction: Study of htrman development:. issues in child detelopment.
milestones. developmental tasks, theoretical approaches to development
psychodynamic. behavioural. humanistic. cognitive. etlnological, ecological" (individual
theories will not bc taught)
IB Techniques of Study. Longitudinal and cross sectional approaches. Case study.
experimental method. survey. naturalistic observation. cross culrural. Ethical standards
for human development research. Integration and interrelation among the various asp€cts
ofdwelop,menr
15 hours
Unit 2: Nature. principles, theorctical perspectives and conditions affecting the bllowing:
Physical Mcqrment - ?renatat deveiopmern Pa$eirrs {cephalo*audal/p,roxirnodistal):
stages - iafancy. childhood. puberty
Motor deelopment - Reflex axtd rhythmic motor behaviour, gross and".fine motor skills
handedness
Perceptuel development - Visual perception - visual acuity, visual prcferences,
perception of faces. perceptual constancies, visual expectations: hearing. touch pain"
rnulti- modal perception '
15 hours
Unit 3: Nature, principles, theoretical pers1ectives and conditions affecting the following:
Cognitivc development - Theories.(Piaget Vygotsky; information processing lpprgach).
Inteltigere - recent,advanes ia intdliggrce ,dreories {Sternberg's triarchic theory.
Garrdnerls drcory of multiple intell igenccsl gifted chi ldren
Mor*l developrnent, - Theories - Kddb€rg, moral behaviour during childhood and
adolesceim,altmism.
l0 hGurs
Unit 4: Nature, principles, theoreticat perspectives and conditions affecting the following:
Language development Stages in languqge development, behavioural and
environmental influences.languagb development during infancy, early childhood. middle
and late childhood.
Socio-emotional development -Attachment temperament, emotional deprivation - social
cognition, social skills
l0 hours
Unit 5: Nature, principles. theoretical perspectives and conditions aflecting the tbllorving:
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Self and identify; Concept and devclopmenr of' self in infancy and childhood
Development of self-esteem. fdentity development in adolesccnce
Gender - Development of gender identity - theories and processes" Gender role
stereotyping in middle and late childhood Behavioural social and cognitive influences on
genderstereotypes
l0 hours
REFERENCE BOOKS:
s
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Berk. L;( 1999). child De'elopmenr. 5'h ed. New york: Aliyn & Bacon.
Fdldman Robert S & Roberls. Nancl' Eds.( 1997).Child Development. lst Ed. New york;
Simon& Schuster Co.
I{ughes. Fergus. P.. Noppe" Lloyd.. and Noppe, lllene. C" (1995). child Developmenr" l,i
Ed. Nerv York P. FI.
Santrock J. W" (1998). Child Developmenr. McGraw-llill - Inrernarional Ed
santrock.. J.w. (1999). Lif'e span Deveropmenr. 7rh Edition. McGraw :hill
lntemational Ed.
sroufe, l. Alan, coo.per..Roberl G.,& DeHart. G. B. (1996). child Devetopment; Its
Nature and coursc. 3'o Edition. McGraw-Hill- Intemationd Ei.
vander- Zanda.. & James. €- (lg9z). Human Develcpment. Ed, McGraw-Hill
International Ed.
r,
I,
I,
20

3O4A CHILD ASSESSMENT
Objectives: The paper is introduced to provide adequate information regirding the nature
and techniques of psychological assessntent of children
Unit I' Child guidance and Child-clinical psychologv. Meaning. nature. goals.
Assessment of children" Special issues in child assessment. Process of assessrnent --
Referral. planning. data gathel'ing. analvsis and interprctation" reporting. Nature, style.arrcl
. content o{" rcport. I ?, hours
Unit 2. Tcchniques of assessment. Quantilalive and qualitativc methods -'Case record.
interview" ps-l'chological tests. checklists. rating scales. observation. role -plavphysiological
nleasurcs. rlultinrodal-nrultimcthod ass3ssnrent. Ethics and contro'ersics.
'
l0 hours
Unit 3- Asscssrrrent of cognitive functions. Nature" general consideratioas and assessment
of intelligmce" illustrative tests - Stanford Binet.- Weschter scates" Tests of memorv.
Neuropsychological assessment
12 hours
Unit 4-
***.,.t
ofaffbctive and lemperamental t-aits. Tests of tcrnperarnent. anxiety"
personality tests -ieuestionnaires. scales and projective - evaluation. . 12
hours
Uqit 5- Social behavior and Behavioral Problems" Assessment of social development,
rnaturity and social competence. pro-social behavior and .skills. Behavior problem
checklists. Uses and ev'aluation.
12 hours
: il
.trril
REFERENCE BOOKS
Dularlc {1993)- School based prcventiur program for childrsr and adolescents. New
Delhi: Sage Publication.
fredheim-D.K. (l?99). The Child, Clinicat Documentation source book: A comprehensive
fll*if
offorrns and records for mentat health pracbes with children.,[-ondon: .iambridge
Uninersity Press.
Ginsburg" H. P. {1998}. Entering child's mind: The clinical interview in psychological research
and practice. Tendon: Cambridge University press.
M. (1997)" Assessing Child and Adolescent disorders: a'practic€ manual. New Delhi
!ogh"gh"
Sage Publication. \
Howlin P. (Ed). (1998). Behavioural approaches to the treatment of children. New Delhi. Sage
Publications
Kapur, Malavika (1995)" Mental Health of lndian Children" New Delhi: Sage Publications.
Kapur, Malavika (1997). Mental Health in Indian Schools" New Delhi. Sage Publicarions.
Paltner, J. 0, (1983)" The psychological assessrnent of children New Yoric: John Wiley and Sons.
Pfeiffer.SJ. (Ed). (1985)" Clinical Child Psychology" London: Grume and Stration [nc.
Reeves.D. and Wedding p.(1990). The Clinical Assessment of Memory: A practical guide Nerv
York: Springer Publishins Co.
Sattler J.H"( 1986); Assessrnenr oiChildrcn. 3'd Ed" San Diego. Jerorne.M.sattler
swanson. L, [{.arrd Vbiafirou.B.(19s2). Educational and ['sychological
Exceptional Children. St.L-ouis: Tlre C.V. Mosb.1, Cornpanl'.
Publisher
Assessment of
?t

CLTNICAL PSYCHOLOGY
3O3B PSYCHOLOGICAL ASSESSMENT I
Ot{ectives: This paper aims to sive a broad idea of the field of ctinical psychology and
to familiarize the student with techniques used in collecting information about client and
some of the lests available. r.r'ith specific reference to asslssment of cognition. Certain
professional issues such as training. research and ethical stands are also included.
Unit I. Introduction to clinical psychology.
l0 hours
Nature- scop€. role. history and current status. Professional issues. training. ethical
sfandards. Clinicai psychologl, in tndia.
Unit 2. Nature and purpose of clinical assessment.
Referral sources- components or- assessment. planning-
(qualitative. quantitative)- interpretalion- reporting- Factors
Psychological report- purpose, narurc. style, common
"r.oo"
I 0 hours
data gathering- analysis
influencing assessrnent.
Unit 3: Techniques of assessment"
12 hours
Nature, technique. merits and demerits of Case study, ctinical interview, observation.
Behavioral assesstnent- Nature and diagnostic uses of Fsychological tests. Different types
cf tqgs in clinicai practice - intedlfuc*ce" lnteresl aptitude. p"oor,*tity- interpermnal
behaviour. Conhoversial issues in assessment_
Unit 4. Clinical- use of adult inrelligentr tests.
15 hours , _
Nature of intelligenge, Types and uses of intelligence tests. Levels of interpretation.
Illustrative tests- Stanfqrd Binet and Wechsler icales. Group tests of intelligence.
Controversial issues in use of intelligence tests"
Unit 5. Clinical assessment of Children's intelligence.
12 hours
Assessment of intelligence in infants and children - nature, general procedures and
bory,. Der,rclopmental schedules, Drauing as a techniquc for *r**r*i
special needs- learning disability, mental retardation" brain damage
iur",, *itr,
"t
REFERSNCESOOKS
Bellack A. S", &,Hersen, M. (19s0). Introduction to Clinical Psychologt.,Oxford: Oxford University
New York press"
John Wiley & Son
Berastein, D-A- & Nietzel. M. T. (1980).Infroductioo to Clinical psychology. New york: McGraw Hill
Carson, R. C. Pincka, S., & Eurcher, t.N. (1999). Abnormat piycfiologyind Mode; Uf". I f" J"-N"*
York Addison Wesley Longman tnc.
Choca' J. P. (1986). Manual for Clinical Psychology Trainees. New York: Brunner Mazel
Gilbert l(1980). lnterpreting Psychological Test Data. Vok I & It. New york Van Vorsrrand Co,
Coldstein' G & Hersen, M. (1984)" Handbook of Psychologicai Assessment New york: pergammnon
Press.
Hersen, M',Kazdin, A"E",& BellacK A. S. (1983). The Clinical Psychology Handbook. Ny: pergammon
Press"
Hunt' S. W". Clarkin. J" F.. & Reznikofi; M. (199 ll" Psvcholoeical Assessment, Diagnosis. and Trcarnrcnr
Planning. l'' ed. New York: Brunner Maze
Korchin S. J. (1986) lvlodc'rn C!inical Ps1'chology. fBS Publishers and Distributors.
Sacuzzo D P & Kaplan" R M (l9S{). Clinical ps1 cl,clogy. fJosron: Allyn & Bacon lnc.
Sanler, J N{. (1986). Assessment of children. 3"''d San Dicso; Jerome M Scttler publishcr.
Walker.C.E-(199 l).Ed. Clinical Psychology. New yr,rk: plenunr prcss,
Wolman, B. B.(1965)(cd.). Handbook of Clinical Psycholog-v. l.Jcw York: McCrarv Hill"

PRACTICALS 3O5A _ ASSESSMENT OF COGNITION
i.
d
Part A: Administration
I . Attention/concentration
a. Knox-Cube Imitation test
b. Colour cancellation test
2. Memory: Benton's Vi-sual Relention test
3. lntelligence: Seguin fbrm board
4. Intelligence Malin's intelligence scale for children
5. Intelligence: Coloure

3O-TB BEHAVIOUR DYSFUNCTION
Unit l: Introtluction" Deftnition. historical_review" Changing attitudes and concepts of
mental health and illness. Current views. Models for unld.itanding prf.noputtology.
Psychoanall'tical. behavioral" interpersonal and humanistic" Need f:or- and' ,yp.r'of
classification of mental disorders. DSM and ICD systems of classification. I4 hours
Unit 2: An:riety und "rlrc-:s relutc

-
!.#iff
bq:-it i
rf,ti
' tt
!i
'il
q
,t
ii
1
1
PRACTICALS
----
i:Tf::H,Y,f,X, 3J
.o
"
* I rr o N A N D r N r E R v E Nr r o N r E c ri N r e u E s
l ' Assessment of attention using Knox cube Imitation T.est
2. Assessm.nr of m.m;J,,,ril us;ng w..triJ.il"*no scale III
3. Assessmenr of memd;;;;;;, using pGr Memory Scate
4. Assessment of non_";;i;;;;;
il,m*l:l**:ru,ff [_;il:,Fir#xffi ::T_ff [ii,y"ilr".,
7 A sses s m e
", r ili "
;;''1il' f p r
" [EtflX":?#
i iX;; ; i ;
;,i,",.,,
8' Assessmrn'
ry.lr"i"i;c-af
9' computer .:,r.:":r" flnction ing assisted
using NIMHA
uirinir,-,iln Ns .nd
barlerv
interpretation of-rests
Part B - Demonstration
I " Intelligence tests : WAIS
2" Intelligance tests _ Stanfond Bincr
i. ffi;X-?,:if":,"# 6**' using the Bendcr Gestart test
). Assessrnenf ofconcqp formaticrn _ Hauftnann Kaulinan
r" {nterrqrtion techniqil : c;il"" ;;'i";*,'iril,'J,,., ni ng: Memory rraining,
3O6PB
- SCREENING A.I\{D :TEST ADIVI^NSTRATTON FOR CHILDREN
PART A - Adminisrration.
L Assessment of intelf ig.n;. using Seguin
2. Assessmenr Form Board
of inre' ilence ;il *r3e
3' Assessmenr of vis'arl"*"ry.,!iqg
i;;##ilJ. .",rr
4' screeurng
Bd;;;tj
for leamingai"*riii **rrion
ilt"s
resr
5' Asscssmeat NIMI{ANS
of intetifilIni"Gg.,l,ry tA. for sLD
using DnawA Man tesr
9. /' f::yenr of personutity t_u.eh Cef
{q'ssess*rent of oersonarity usingh.aven,s
B' cornpure. controrled projetive assisied aJili;ff";d
test
inrerpreration of tests
IAIT B - Demonsrration
I" Case Hisl0rv *a Mentar Status exdrnination for chirdren
2' screening for intetec,";iffi;.dusing NIMH prorocor
irt^;13*,'ln f : 3.il:fl.H,X'.ty.. i''"'o "' r' " 6ev "'l " i D ii, (Ma r a vik a Ka p u r)
iA;ttt*t"ation
of oeuttopmtni quoti"nt using Deveropmentar screening resr (Bhararh
6. Sociometrv
2s

ORGANIZATIONA L PSYCHOLOGY
PAPER 3.3C INDTJSTRIAL PSYCHOLOGY I
The syllabus is designed fo equip students wirh the traditional role of a psychotogisr in
organizations' with emphasis on the various personnel functions. u, *.it as recent trends.
unit l'(a) scope of industrial psychology. historical development ' v'vHrrrvrlL
Industrial
and
psychology
current
in lndia.
starus.
(b) Personnel selection - selection nrodels - techniques
intervieq"
ol' selectionrefbrence
testing.
letters- and other selection devises. strategies for retention .
l5 hours
Unit 2' Psychologica! proces::_ work: Imporrance i1, of perception,
organization, percepruar
social p€rception, impressron management.
Personality and Attitudes:.an-tecedents. iriplications work
of personality performance' and attitude
Individual on
differences - -dr.ii"*r Self-efli"i.""r
optirnism.
---'-'-"'r" L'rr'rru Intelligence.
12 hours
unit 3' Motivation - conc€pt of .nnrk motivation. content and process theories of work
i
motivatiorL contempomry theories of work motivation,
job
motivating perfonnance
&sigr, goat
through
setting. socio-rechnical system* Or"fi,, of wort iiftl 12 hours
Unit 4' {-earning.- Principles of tearning in, the context of organization, reinfbrcement -
reward and punishment systqms. Behavioral management and OB modifications.
l0 hours
Unit 5, Communicarion Skills
interpcrsonal, fonaal and inforrral *ro*m*io.r;;;' ;;; in inreractive
' communigStioq osmmunication rnedia
"* .".*r*i-d. ";;;;-i#-;;;;'ffi:
{2 hours
REFERENCE BOOKS
Berry. Lilly M. (199s). Psycholog! at work: An introducion ro organizational and
Industrial
. , 'Psycholcgy. Mc Graw Hill {nrernational.
Disbol'e R'L', Smith C.S.. Houell w.C. (1994), Understanding Industrial organizational
Psychology. New York: Harcourt Brace International"
Dunnette. (ed)" ( I 98 I ) Handbook of Indr strial and Organizational psychology.
Paul Hersey & Kenneth H Blanchard ,( lgg2). Manage"menr of organi-tionuiu.haviour 5
ed PHI. New Delhi
"
26

-
tffi
-EF
G
:'
i
3O{C - I}RGANIZATTONAL. STRUCTURE AND ORGANIZATTONAL
DEVELOPMENT .- I
Objectives: The -
course is designed to providc information regarding the structure of
organizations and the nature of organizational behaviour to the student" The course
equips ltre student to deal with the problems related to human relations and human
activities in organizations.
Unir I - The- Foundations. of organiz-ational Behaviour: Introduction to organizationat
Behaviour-Historical Background: The Hawthorne Studies- Defining organizational
Behaviour Theoretical framework organizational Behaviour Model. "foday,s
organizations: lnformation technology, Organizational learning" The role of information
Technology - Total Quality Management - Learning organizations. Contemporary
challenges: diversity ani ethics. The n1ur9 of Diversiry"-tttan-aging Diversit.r,-Ethics and
Ethics and Behaviour in organizations Social Perception-rmp...siJn Management.
.
15 hours
Unit 2 - Macro Dynamics of organizational Behaviour: Gro,.rp D-vnamics Teams-The
Nature of Grurys-TtF Dynamics of Informal Groups-The Dynamics of Formal Work
G*oup5{sans in fv{odcrcl $/orkplace
12 hours
'Unit 3: Interrctive conflig and negotiation skills" lntra Individual Conllict interpersonal
Co.nflict-Inter gmup B'draviour- and Confiict- org;nizutional conflicr. negoriation
skills
Unit 4: Stress: Causes' effects and coping strategies. The Meaning of Stress-The Causes
of Stress. The Effects of stress-coping Strategies*for stress.
r0 hours
Unit 5: Leaderdrip ard Pou/tr B"*gryq and proess: Wtrat is kadership? - The
uTtPofq-t|
FdSq *dies'in I-eder:ship-Trditional rheories oi roJ"oliiru"o.*
Ff{$ S?m$e{-* of lcdership. Leadership stfles. activities and skills: Leadership
lf*: ,Ilf_,@ ard sivities of leadershipleader *ills. pouer *d p"liri", il;
Meaning of Parrer- Political implications of power.
l2hours
REFERENCE BOOKS
.
Akshya Kqmar (1997) Organizational design and stnrctur€. Common Wealth publishers
NewDelhi. :. . .;,
Plg*i P. Sinha' T (1998)" Group Team Building and Organizational Development.
Indian Society for Applied Behavioural Science; Oeltri.
Green berg J and Baron R(1999). Behaviour in organizarions" pHI New Delhi. 5,h ed
Luthans. F (1998).. organizational Behaviour, geJ Invin Me Graw Hill.
Robins s (1996). organizational behaviour. pHI. New Delhi. 7ed
lr'liner J B- (1992)" Industrial organizational psychologl'. lv{cGrarv Hill. Inc.
27

L
rf
;€
in
el
's
'n
v
d
L€
t;
h
al
ORGANIZATIONAL PSYCHOLOGY
3O5C ASSESSMENT OF INTELLIGENCE AI{D AP'I'ITUDES
PART A - Administration
I' Assessment of intelligence using the Raven's Standard Progressive Matrices
2. Assessment of intelligence using Cattell's Culture Fair Test
3. Assessment of Perforrnance Quotient using WApIS
4. Assessment of verbal intelligence using the General mental Ability Test
5. Assessment of aptitudes using the Differential Aptitude Test
6. Assessment of mechanical compreheniion using the Mechanicai Comnrehension J-est
7. Administration of Scientific Knowledge and Aptitutle test
8. Assessment of clerical aptitude using the Minncsota Clerical aDt!.iudc rest
9. Administration of the stenographic Aptitude Tesr
10. Administration of the General aptitude test batrery
I L Administration of the Minnesota paper form boards
PART B - Dernonstration
l. Collins and Dr:ever battery of intelligence test
2. Army Alpha and Beta
3. Otis scale
4. Assessrnent of Manual Dexteriti€s: Turning and placing: SteaCiness tester: Eye-hand
coordination:
Twerrs ard finger dexterity: Two hand coordination: purdue pegboard: Hand tool
dexterity
:S
I
e
n
p
e
t
3O6C ASSESSMENT OF PERSONALTTY AND INTER,ESTS
PART A - Adrninistration'
l. Assessment of personality ua*its using the 16 PF questionnaire
2. Assessment of personality dimensions using Eysenck's Personality Inventory
3. Asscsscrent of personality using the Kundu's Neumtic Personality Inventory
4. Assessnent of adjusnrcnt using Bell's Adjusunent Invcntory
5. Assessrnent of personality using Coniell's Medical tndex
6. Administration of FIRO-B to ass Interpersonal Relationships
7. Assessment of personality using EPPS
8. Administration of the Motirrational Analpis test
9. Assessment of interest using Chatterjirs non language preference record
10. Administration of Thurston's interest schedule
I l. Administration of Strong's Vocational lnterest Blank
12. Administration of Neo-5 fbctors of personality
PARTB-Demonstration
I Management Games: Johari Windorv: Fish borvl: Role play: Encounter: Brain storming
Stroking: Group Discussion: Win as much as vou can (co-operative vs. competitive
behavioui)
II Areas: Asscrtiveness: Strcss management: Time management: Corrflict resolution:
Dccision making: Communication
28

-
'rns,
FOURTH SEMESTER
40i INDIAN AND TRANSPERSONAL PSYCHOLOGY .
Unit I ' Definitions. nature, differentiation of concepts.indigenous" Indian, transpersonal
psychology' relationship between culture anc psychilogy, emergence of Indigenous and
non-westem perspectives 10 psychology.
Unit 2. Major Schools of Indian Psychology: World views and methods of knou,ing in
Upanishads- Sankhya. Dvaitha and Advaitha schools. Basic Methods of study. currenr
research in lndian Psycholcgy"
Unit 3. Self'and Cottsciousness- view points of Upanishads. Bhagavadgita. Buddhism and
Jainisrn and oilier lndian schools of thought.
Unit 4'Health - well b.,.r8- Human Development: Indian approaches to hcaldr and well
'being -yo& ayrrveda Coais of life - C-oncept of Purus*rartir:ls, personality devclopment
- concept of Ashramas.
!
t'
i'
E
A
Unit 5' Transpelsoeal appreaches - transpersonal phencmenon and ffirsciousnsss-
C'ongibution of William Janres, Jung, Christian mysrical tradition. Hinduism, guddhism.
Jainism in understanding transpersonal phcnomenJn"
REFERENCE BOOKS
1{jala, s. (19s3)" Psychotherapy Easr and west. Honesdale (pA): Himalayan
Intemational lnstitute"
Bergrnan, J.J. (Ed-) (1990). Nebraska symposium on motivation, 1989: Cross-cultural
perspectives (Vol. 37). Lincoln University of Nebraska press.
Berry, J.w.. Poortinga, ype H. & pandey. !- (lgg7). Handbook of cross-cultural
psvcholost' r' E{Ig* Y.! I
Theory *a *"tr,"o- so$;, Aiy. ilbi;;:An*r"* - --T----
3, d & 8 b', J.G. Miller. D. Sinh4 p-M" Greenfield).
Blou*ers,G.H.&TurtIe,A"M".(l9s7)"Psyclrology.movingeast.Boulder&I,onaon:
Westview Press-.
Brunner, J; (1990). Acts of meaning. cambridge, MA: Harvard university press.
Chakraborty, S.K' (1993). Managerial transformation by vatues. New Oeitri: Sage.
lhaudhury' H" (1975), Yoga psychology. In C.T. rua (-ga.), Transpersonal psyJt otogies.
London: Routledge & Kegar Paul. \. ' L d
9ol:n'L"C" (1998)" No ageing in India. Berkeley: University of Califomia
collins, A" (1991). press.
From Brahma to a blade of grass: Towards an Indian self
psychology. Journal of Indian
Philosophy, I 9, 143- I 89"
G".g. Pulin K"K" & Parikh, I"J. (1995)" crossroads of
l;,
culrure" Nerv Delhi: Sage.
t;
r'
Geertz, c. (1973). The interprctation of cultures" New york: Basic Books"
f.
I
I'leelas" P. & Lock, A. {Eds"). Indigenous psychologies: The antluopology of the self. i
London: Academic Press"
t'
i
IJcimann, B. (1964). Faceis of Indian thought. New york: Shirken Books.
29

Hiriyanna. M. (1912). The essentials of Indian philosophy. London; Alien & [Jnwrn"
Kakar. S. (1982). Shamans" mystics and doctors: A psychological enquir.y inteindia and
its healing traditions. Bombay: Oxford University Press.
Kakar, S. (1997). Culture and psyche. Delhi: Oxford University Press"
Kanungo, R.N. & Mendonca. M. (1994). Work motivation. New Delhi: Sage"
Rao, H.S.R. & Sinha" D. ( 1999). Management and cultural values" New Delhi: Sage.
Rao, H.S"R. & Sinha. D. (Eds.) (1997). Asian perspectives on psychology. New Delhi:
Sage.
Kinr. U. (2000). Special issue of Asian Journal of Social Psychologv cn Indigenous
Psychology
Misra. G. & Mohanty. A.K. (2001). Perspectives on indigenous psychology. New Delhi:
Sage.
Misra, G., Srivastava, A.K: & Gupta, S. (2000). C.ultural construction of childhood in
India: Some obsen'ations" lndian Psychological Abstracts and Review's,
,....
Pande, N. & Naidu" R.K. (1992). Anasakti and health: A study of non-attachment.
Psychology and Developing Societies. 4.89- lO4"
Pandey. G.C. (1984). Foundations of Indian culture- New Delhi: Books & Books.
Paranjpe, A.C- (1994)- Theoretical psycholory: Meeting of east and west. Nerv York:
Plenum.
Parar{pe, A.C. (1993}. Self and identity inmodem psychology anci Indizur thought- New
York: Plenum.
Sarzswathi" T-S- &Kaur, B. (1993). Human dcvelopment and fz.mily studies in lndia:
New Delhi: Sage.
,.':-
S?iraswathi, T.S. (1999). Culture, socialization and human dev.eloprnent. New Delhi:
Sage.
Sinha D. & Kao, H:S.R. (lgSSi. Social values and development- New Delhi: Sage-
Sinha D. (1965). The integration of modem psychology with Indian thought. Journal of
Humanistic Psychology. 5. 6 17.
Sintn,J.B"P. (l9S). Wo* culturc in ftrc &udian contexl New Delhi: Sage-
Sinha J.B.P. {1995}- The culturat cor*fxt of leadership and power. New Delhi: Sage.
Sinha, J-N. (1969). lndian epistemologyof perception- Calcutta: Sinlu Publicxion
House.
Sinhq J.N. (1969). Indian psychologr. Calcutta: Mukhopadhyaya.
Triandis, H.C. (1994). Culture and social'behavior. New York: McGraw Hill.
Wesr, M.A. (Ed.) (19S7). The psychologyof meditation..Oxford: Clarendon Press.
30

1e
rhe srudenr shourd .,"0..1ff,?yMuNIrY PsYCHoLoGY
co m m un i ry psycho r o gy rhe *.If*il :.f ?:';ffi *.tll,i Tlil.l,ilH:ffi
ffT,t
"ffii:lll.trl:#fJ: 'ethods 'r 'L,.i"g the psvch"i"ei*r consequences
Unir l; lntroduction: Definition of (.
orcommuniivp.v.r,orogu.o'.;n.ioi.xTft
lyJifi lr.i:'; jilI'J*.JJTF;ffi ::,':::
,l,1l,ll:::J::,:T.,:*Co**un;t' psychorog, _ .Jrler," epidemiorogy. generar systems
14 hours
Ljnit 2 concept of conimunity Menral Healttr.
comprehensive medical
communily
model vs.
menial
cMH model,
health ;;;;;;r,
techniques of d"u.rop*.nr
CMH _ Crisis and functions. interventiorr, Major
Conruiturio* Mental Health Education and
;;ff :*.Jr?rofessionars- cromsn*,itv *o,ii ;;;;"."*t in rnJa r deveropment
.uTit I a Aggression in the community -. definition" nature, theories
", ;::-
behaviour. Control and prcr,enrion ol aggression
b' violence defini+ion' airrtttnt ty[, oiuiot"no - domestic and group viorence, cffe*. ',
control and prevention" Ro! of com,nunity psychor;td-;";rXtl"].'L"uui* -',
t
i
F
t:
B
F-
!l
E
t
{"
!:
unit 4 a: crime and delinqrrcncy. Deiinition, types, causes * preventio" or"nrlS"hours
:
rehabil itation of criminuf r, ro.f .'of pJi"hologirt,
b' Froblem of alcoholism' Defini,L* typ.r. theories of arcohoiism" effects, methods of
treatment. prevention and rehabilitatic,n
unit 5: Problem o.f un-emrrgrment: de fining unernproymenf causes arrd ,J"*, effece of
unemployrnent rote ofpyddoeists ir, d;"s d;;;br.*
,
llif*t 3f agnrivari"nt - a.fr*Jon,tF"r, causes! pychorogical studies of effects of
poverty and deprivatiorL poverty alleviation p*g**;[.
12 hours
REFERENCE BOOKS:
3;{^"^ and specter" s s' An inko'duction ro communiry,.psychotogy, Ny. John wiley and Sons. tnc"
Hemistra' N w' Psvchology-and contemporary Fl3ble3s,.Monerary" california: Brookvcole co., 1g74.
lJ":p^y
(ree6). itirnu'i nr.u.;,ilp;I.il;s, New Derhi. sage pubrications.
:,lt't " P (1992)' controversiat Issues in sociat w.rr*. plri";" il; Dethi, Sage pubtications. rndia pvt"
Davar B ( 1999). Mentar hearth of tndian women. New Derhi" Sage pubrications.
i1i"I*X'lri":11,r:n'*'e S (rcssl" tiJ'"i ps.r'chorogv ""a-.r,r"gi"g
worrd Bangarore, prasaransa.
ffi1-9;#:.Nagpal A (Eds)' (1999) Ps.v'cholo.3v of povcrty and disadvanrases. New Derhi. Concepr
Sinha c' Tripathi R 9.u10
Misra G (Eds). (1998) Deprivarion: lts social roors and ps.r,ctroloeical
consequerlces" Nerv Delhi. Concept publishing cot,taanv.
Srinivasa Murthv & Barbara. J. gr*r" rrsgji;;;;;1;"r"nir' menrar hearrh-proceecrings of the rncro-US
synrposiLrrn. Biingalorc: N lNl TJANS
3t
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CHILD GUIDANCE
4O3A CHILD PSYCHOPATHOLOGY
This paper explores the nature, conditions and causes for development of pathology. The
mechanisms and processes underlying the emergence of mentai illness and dysfunction
are studied.
Unit 1: Developmental psychopathology - nature. models. causative factors-(biotogical
perspective. environmental perspective) Issues-multideterminism and interiJtion.
development pathways, risk. vulnerability and protective factors. l0 hours
Unit 2: Nature and causative factors for the following:: Tic and movement disorders,
Disorders of speech and language. developmental disorders -: Mental retardation,
Leaming disability. autism
t4 hours".
Unit 3: Nature and causative fadtors for the following: Anxiety disorders, phobias,
Schizophrenia Mood disorders - Depression- Suicide.
12 hours
Uait 4: Neff€ and causative factocs fu d€ following: ADHD. Oppositional deftant
disolders, Conduct disorders" emotional and behaviour disorders, l2 hours
Unit 5. Spesid issues in childhood and adolescencc
Nature and causative factors for the following : Substance related
disorders, gender identity and psychosexual disorders. physical abuse
abuse, children with AIDS. '
'' i 12 hours :
disorders.' Eating,,r
and neglect. sexual '
REFERENCE BOOKS:
Achenlach, Thou*o* M. {1982)- D'evelogncntal Psphopathology- 3d ed. New york:
Wiley.John B Sons, Irrc
Heilard w L {1996). Exceptiornt child{e& ss ga ohio: prentice Hall
--Mask E.'& Wtlfe,rD: A (1998), Abnormat Cftild,Pslaholosl, New york; Addison,
Wesley
ReinchmidL Helmut & Schrnidt, Manin. H. (1992). Developmental psychopath

_
:r;gffru
4O4A CHILD INTERVENTION PROCEDURES
Objectives: The paper is introduced to provide adequate information ibgarding the
intervention tcchniques in vogue for enhancing the psychological well-being of children"
---xffi
W
tr
F'
1.
,
:-
i
r
f
!
:
tlnit l. General principles of intervenlion" Development. nature of child therapl'. Types.
theoretical approaches, Professional issues- training. ethical issues. characteristics of
good child therapists. Child psychotherapy in India"
I2 hours
t
ī
Unit 2. Child psychoanalytic techniques" Methods of Anna ireud and Melanie Keline.
Other plal'and art therapies and other therapies hased on dynamic model- evaluation
I2 hours.
{-Jnit 3. Behavioural techniques. Operant and Classical models. Principles and techniqucs.
Systematic desensitization" l'ime out. Shaping. token economy, contingenc),
management. Modeling with children"
12 hourc
Unit 4. Cognitive therapies with children" Rational emotive with specific reference to
adolescents, coping skills" stress inoculation
Ufe skills tnaining. social skills training" Assertl$n- problem solving. psycho€ducational
stcills.
I? hsgrs
Unit 5" Intervention in family and groupc,rFarnily syst€m intervention. parental guidance
Community based intervention. Frewrtion of high risk behaviour. Mentat health program
in schools.
Children with special needs- abused. children with disability. streer. children, gifted
children, childr€n with HiV & AIDS
12 hours
l
l1
,ri
'.1
REFERENCES BOOKS
Dularlr- (1993]- School based prevention p{egra{n for children and adolescents. New Delhi Sage
Publicatbru
Fredheim.D.K. (1999). The ChiH Glinirxt Docrmrentatioo source book: A comprehensive
collection of forrns ,and records for rnental heal& pcacticcs r*'ith childrcn" {.ondon: 'Carnbridge
Univcrsity Press.
Hoghough" M. {1997). Asscssing Child and A&lescent disorders: a,practice manual. New Delhi
Sage Publication.
Howlin P. (Ed). {1998).'Behavioural approaches to tlre treatment of children. New Delhi. Sage
Publications. \
Jones, C. C. (1993). Family systerns therapy, Wiley
Kapur. Malavika (1995). Mental Health of lndian Children. New Delhi: Sage Publications"
Kapur. Malavika (1997). Mental Health in Indian Schools. Nerv Delhi. Sage Publications"
Lane,D & Miller,A (1992).Eds. Clrild & Adolescent tlrerapy" A hand book" Milton Keynes Open
Uni. Press.
Norcross. J.C (1980). Handbook of psy'chotherapy integration (Ed.) New York: Basic books
Pfeiffer.SJ" (Ed). ( 1985)" Clirrical Child Psychologv. London: Crune and Stlatton lnc.
Spicgler.lr4.D. (1997). Conternporary Behaviour Therapy" Nerv Delhi. Sage Pubcications,
Srransorr.L.l{.and Vhriafirou.B.(1982). Educational and Psl,chological Assessrnent of L,xceptional
Children. St.Louis: l-he C.V. Mosb1" Cotnpan;'"
JJ

l
. 4O5PA: ASSESSMENT / SCREENING AND INTERVENTION
! PART A: Administration
I t. Measurement of Achievement Motivation
i :. Assessment of career decision making/career planning
3. Assessment of abilities using wide Range Achievenient Test
4. Case Hisrorl'and Mental Sratus Examination
5. Screening for learning disabilit,v- using NIMHANS Index tor SLD
6- Screening for adjustment using the pre-adolescent adjustnrent inventory
' 7. Screening tbr ADtiD
i 8" Social Problenrs Solving Skills
9. Scrcening fbr neuropsychological problerns
10. Computer assisted administration and interpretation of tcsts
PART B: Demonstration
l. Screening for intelleetual deficicncy using NIMH protocot
2- Scrcening for Development psychopathology using DpcL - (Malavika Kapur)
3. Assessment of family interactions
4. Behaviounal Analysis
5" Behaviour Modi{ication tcchniques:
Systematic Desensitization:
Shaping
6. Dynamic appnraches:
Play therapy:
Transactional Analysis:
Role-play:
Psycho drama
i4

F
l.
C[,INICAL PSYCHOLOGY
4O3B PSYCHOLOGICAL ASSESSMENT IT
Objectives: This paper aims to give a broad idea of the field of clinical psychotogy and
to familiarize the student with techniques used in collecting information about client and
some of the test available of the tests available, with specific reference to assessment of
personality' Cerlain professional issues such as training. research and ethical stands are
also included-
Unit l" Assessment of personality- Inventories. Using questionnaires in clinical testing.
Advantages and limitations. illustrative tests - Personality- I6 pF. Diagnostic- MMpl"
Screening- GHQ. Evaluarion
Unit 2" Projective tests- Deflnition. nature. principles of pro.jection. {llustrative tests.
Rorschach. TAT and HFD" Clinical uses. Evaluation.
Unit 3- Assessrnent of s

I
--:*+:--'
{O4B PSYCHOLOGICAL INTERVENTTONS
Unit l ' Introduction to interventions" Definition of psychotherapy. Goals of intervention.
Professional issues- training, ethical issues, personal characteristics of therapists, future
of therapy.
B:Psychotherapy in India. Development and current
traditions in therapy.
status. Yoga and Buddhistic
l2 hours
!-init 2' Psychoanalytical therapies. Brief dynamic therapies" Indicaticns and evaluation
B: Neo Freudian approach. Ego analyical therapier. C*...nt status and evaluaticn.
l2 hours
unit 3. Humanistic approaghes- Rogerian and Gestart therapy
B: Group approaches. Nature of group therapy. utirity'evaruation.
general types, need and application.
Family therapy,
12 hours
Unit +' Behavior th"*py. Techniques based on classical , operant and modeling theories.
B: cognitive behavior therapy. Therapy based on work
"f
arrir, sL;; M.ichenbaum.
y"tl-s- c,olmunity bad intervcntion. Differ€nce between therapeutic
"llffit*"",o
hcal& models. Coneps of Prevdltion. Crisis lnte-rvention and Rehlbiii",i."-'
B: Speciat
iryl- Intervention in Mental retardatioq 1""*t* e*b1t,r;isrn, school
problems of chilitren
REFERENCE BOOKS
Aveline' M' d Shapiro- D-A. (1995) Eds, Research for psychotherapy pracrice. \\riiey.
Bellack, A-s-, Hersen M. & Kazdin, A"E. (19g3).' Internationar handhocrk of
behavioural rnodification and therapy. New york plmum press.
Bergin" A-E & Crarfiel4 s.L. (1994). Eds. Hardbook of psychoth.*py & behavioural
change.4ed NY: Witey.
Jores, C. C. (1993). Family Sys*ems tluepy: Wiley"
Lanc, D & Miller, A (t992). Eds. Chitd * edobscent therapy. A handbook" Milton
Keynes Open Uni. Press.
Norcross. J.C (1980). Handbook
books
of psychotherapy integration (Ed.) New york: Basis
Spiegler.M.D. (1997). ContemporaryBehaviour Therapy. I.lew Delhi, Sage pubcications.
Srinivasa l\{urthy & Barbara. J. Buras. (t992). i:at. Community mental healthproceedings
of the [ndo-US symposium. Bangalore: NIMHANS
Steven Jay Lynn & John P, G. (1985). Contemporary psychotherapeuric models and
methods, Ohio, Charles E. Menitt"
Wolberg. L.R. (1989). The technique of psychotherapy" Vol. I & II. Londc,n" Warburg
and Fleinemann"
36

4O5P B_ ASSESSMENT OF PERSONALITY AND INTERVENTION
TECHNIQUES
Part A - Administration
l - Assessment of adjustment using Beil"s Adjustment Inventory
2. Assessment of dimensions of personality using Epe
3- Assessment of personality traits using catell,s- l6pi questionnaire
4- Assessment of personarity using Neo Five Factors In.renrory
5. Screening subjects on the MMpl
6. Screening subjects on the Mpe
7. Screening subjects on the GHe-2g
8. Assessment of personality on the Rorschach Ink Btot Test
9- Assessmenr of inrerpersonar rerationships using the TAi
10" computer assisted administration and int..p..t tion of tests
Part B - Demonsfration
l. Case history taking and mental s€tus examination
2. Behavioural Anatysis
3. Jacobson's Relaxation techniques
4. Systernatic desensitization
5. Aversive therapy
i'ffd,trtrtr
8. Assertiveness training
9. Stress Management techniques
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37
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E
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I
ORGANIZATIONAL PSYCHOLOGY
PAPER 4O3C INDUSTRIAL PSYCHOLOGY TI
Unit l. Training - systems approach to training, training methods- human relations
training, laboratory training, simulated training, vestibule training, sensitivity training,
assessment centers, organizational training laboratory, determinants of training
effectiveness, measurement and evaluation of training effectiveness. 15 hours
Unit 2. Performance Appraisal -
need for objective evaluation of perfbrmance at rryork
place. techniques and methods of evaluation, ISO" 6 Sigma, qualitv circles" l0 hours
Unit 3. Work Envirorunenl Physical and Psychosocial Environment. Man Machine
Integration, Impact of envircnment on job performance and on the individual; perssn
Environment Fit Theory: Effect of environme:rtal factors on performance, fatigiie"
Determinants of ideal work envircnmenl Job satisfaction
12 hours
Unit 4. Application of Fsychological Principles to Marketing, Consumer Behavior.
Advertisenrent
12 hours
Unit 5. Behavioral Is*res: absenteeism, alcotrolisrn, attrition rate, gender differences,
rccidents; intsvention techniques for handliqrg Behavioral Issues compensation. 12 hours
R.EFERENCE BOOKS
Berry, Lilly M. (1998). Psychology at Work: An introduction to Organi:ational and
Industrial
:
Psychology'. Me Graw Hill International.
Disboye RL" Smith C.S.. Howefl W"C. (1994), Understandurg Industrial Organizational
Psyctologl" New Yorft: Harcoutt'tsrace lnternationat. -- , -' - . --
,
Dururete. {ed}. (1981) Harucbook of lrdnsuial and organizational Psychologr.
P.aut Hersey & Keneth H Blancturd {1992): Minagement of organizational behaviour 5
ed PHtr, New Delhi
i.,
38

4A4C ORGANIZATIONAT STRT]CTURE AND ORGANIZATIONAL
DEVELOPMENT _ TI
Unit I: Macro Perspective of organizational Behaviour: Background of the Role of
communication-communication Technology, Nonu.rual communication-Downward
Communication-Upward communication.
'r vv.rtrrurrrudrrurr-r
r0 houn
H;lir.Tcision rnaking: The nature of Decision making-Behaviourat Decision making-
Decision making techniques Creatiyity and Group Decision making. r0 hours
Unit 3: Organizatiorn! theory anc design Classical
Modifications of Bureaucratic Structuring_Modern
Organization Designsorgani,ation
Theory and Design:
Organization Theory: Modern
I2 hours
Unit 4' organiatimral cultrrc: N1* of organizational culture-creating and
Maintaining Culture. The Impact of culture on ttttrriutionut o.ga.rizational Behaviour *
'Global Communication -Motivation across cultures-Managerial leadership across
culurres
J'l-nit s' orgatizational €hansei Sd.devgtog*Tr, *. .;:;ing orlqnizations -
$lusrne change and organizational ir".r"pt*nt-Th. fu,"* to:r dg*i z,ational
Beheviour. r.r,
I4,hours
REFERENCE BOOKS
Akshya Kumar (l'997). organizational design and structure- common wealth !r eqr'r publishers
New Delhi
Pts*"i P' sinha T (199s)..Group ITT Building an d organizational Development.
Indian Sociery forApplied Bdravioi*al Science: D"fii"
g*tt betg J and Baron ryIgry),
Behaviour in organizationg pHI New Delhi. 5tr ed
_Lu1larrs F ( I 998).. organizatiotr.t g.r,u.'i"*, sd r#;; e; ;k -,.""''
R96ins s (1996)- orgaaizational behavrour" pHI, New Delhi. 7ed
MinerJ B. (1992)" Industriar organizational psychology" Mccraw Hill. Inc.
39

t
]"
i
PART A - Administration
l. Assessment of Job stress
2. Assessment of Burn out
3. Assessment ofjob satisfaction
4. Performance evaluation/how to supervise
5. Selection interviews
6. Perfofmance appraisal
7. Assessing work motivation
8, Assessing values using Rokeach's scale
9. Type A Behaviour
10. Assessment of Quality Wo.rk Life
PARTB -
I. Job Analysis - Semi skilled job
2. Job Analysis - Skilled job
3. Job Analysis - ProGssional Job
4. Cas€ Studies -C-oqrmunication
5. Case Studies - Motirration
6. Case Studies- lnterpersonal : rclations
7. Case Studies - I-eadership style
4O5PC SCREENING AND ASSESSMENT
40

SELF-FINANCING COURSE
tsANGALORE UNIVERSITY
DEPARTMENT OF PSYCHOLOGY
l" Name of the Course
M"Sc. Psychological Counselling
2. Duration of the Course
4 Semesters
3" Eiigibility:
:50 %o of marks in B.A-lB.Sc" Degree
having studied at least one paper in
Psychologr at the graduate level or B"Ed- or
PG Diploma in Counsctling with 50olo marks
in the aggregate
4. Intake
20
5. Admission
:Admission is made based on marks scored
in the qualifuing examinations and entrance
test and interview conducted by the
admission committee.
Two seats are earmarkd for Professionals,
sponsorcd by recognized institutions in dre
field of Cqnrsetling. Professionats in the
field of Counselling fulfilting the admission
requirements are consid€red for dmission.
Subject Code
PC
REGULATIONS:
1.0 Attendance: Each semester shall be taken as a unit, for purpose of calculating
attendance and a student shall be considered to have put in the required attendance for the
Semester, if he/she has attended not less than 75Y' of the number of working periods
(lectures, seminars and practicals taken together) during each semester.
2"0 Medium of Instruction: The medium of instruction shall be English. However a
candidate will be permitted to write the examination either in English or in Kannada"
3"0 Appearance for the Examination: r\ candidate shall apply for all the papers of a
semester rvhen he/she appears for the examination of that semestcr for the first time.
4.0 Schemr :f Examination:
4.1 Thcre shall be a Universit;; exarnination at the end of each semester" The duration o!-
thc theory examinations is I hours and practicals is 4 hours per batch of 4 - 6 students"

*
;l
The srudenrs are required ro submir rhe. practica, .".o:1-::
fe]awork
reporrs. ease study
reports, etc.. as per rhe schedure norified t il;';;iii.,.n,u, councir"
4'2 Every theory question paper ordinariry consist
-shall
of five questions with one
question for each unit' Ali questions are c.om.qursory. Each qu.r,ion'iii'*,u.,. sections
requiring both short and loni *t**.. ana witt tuu.'int.-at choice, deveroped to test
#il::H,*ilf' understanding skilts, ;;';;;" sk'rs. and articuration and
4.3
(i)
ln case of rheory papers the .internal
assessment. wiil be for 20 marks covering
resrs, attendance. seminar" assignm.""loi" f'. a..ia.o by the Bos.
('i)
IJffi:liractical
;il;;; concerned Bos win decide the ma*er or inremar
Gii) ffift*ental
shall notis in the first week of each seme$er. scheme of
(iv) ;;];ffT*** Fffi ilF,l-l:iifiTfi1ffi1m
secured by the candidates sha* be g"ot"rJ"""tn1noti". board.
(v) rb D+armcnrar c**"tt "*y
d;;;';il:'*u*minar ro cardidates u*ro
absent ilentsclves fordre tt"".'yr1vj"f f-" i;"il i, *n'inca *rar ttre absence
of tlrc candidate is on *fiJ e1"4ia". ff"**"" the Council wilt allow the
cantidatc to avait this provisi"i *,r,irrr*-ilil; of that semesrer,
(vi)
ffiffi;llfffi*:y'mu
u. *"i *o g".n ristrar(Evaruation) at
Lu ur'c commencernent of the particular ta-o,o **aminati

external villuer' tlie script shall bc rcf'crrccl 1o lhe tiriril valrr,:r arrtl thc averagc ol
the nearesl trvo sha, be c.nsidererl rbr the aw,aici oJ'r'ark:;.
5.5 Challenge Valuation
A student who desires ro chafienge thc marks arvarded to hir,r/her nrai- do so by
submitting an application along ."ith th" prescribed r".1"',r-."'li;;;r,r;. (Evaluation)
within I5 dal's after the unnorni.n.ent of tire results. Such canclidatJs shall be provicied
$'ith a Xerox copy of the ansuer hook after conccalins rh" no.n. of-tl-.e valuer-s
The answer scriptsfor rvhich challenge valuation isloughr for shall be serir to a'cther
extemal examiner' Thc average of rhe marks awarded inir,e challcnge 'aluation
an,l the
marks of thc earlier valuation l'v'hich is closer to rlrc challenged valualion sha!i be the final
award.
6.0 Classification of Successful Candidates
6'l Minimum for a pass in each pape,-slrall be 40olo (exam. proper
Assessment and Intcrna!
put together) and 5096 in aggregate of all the scnresrers pu( trrget6cr. -rhcr-e
shall be no separate nrinitna either for exam proper or for intcrnal assessnrenr.
6'2 {a) Successful candidates in each sernest€r shall be classified as folloqs:
i
ii
iii
'
(b)
i
II
llr
lv
First class :Those who obtain 60yo ardabove of the aggregate marks.
Second class :Rest of thc successful candida;;" obtain Sao/o andabo'e of
the aggrqgate marks
however. only the candidates uiho har,e passed the examination at the first
aPPearance's$all be eligible for the declaration of marks. The first nv*Lrc surr
be notrfied
-- ;---'^
';';. Announcement of resultq ctasses and ranks for the ;
course as a whclle.
' Ranks and classes shall be declared for the successful ;d,d;,;;;;;g
rsrsqrvo L.^rr!6 ttrL
performance in all the years put together
their total
First Class :All the successful candidates who secure 600,/o and above in their
total performance shail be decrared to have passed rh" M;;r. 'd.gr..
examination
-:--
in
- -
First Class .
S€r-nd Ctass :All the successful candidates who secure betrreen 5tr/o ark_ 6V/o
in their rotal perforrnance shail be decrared ,o hu" ;;" J;;;;.gr."
examination in second class
H91'ev-er' only candidats w*[o have passed each of the University examinations
at the first appearance shall be eligibll for the declaration"ir""k;. n; ilf'*.
ranks shall be notified.
1.0 Provisions for Repeaters
7.t
7.2
7"3
7.4
7.5
A candidate is allowed to carry all
subsequent semester/ semesters.
the previous uncleared papers to the
Such of those Candidates who have failed,/remained absenVopi to irnpr-ove in any
one or more papers (theory/practical/dissertatiorr,f) hencefbrth callei a:; repeaters.
shall apPear / inrprove in such paper/s durin,s tire tu,o immediat* successivc
examinations.
Examination for odd/even semestcr shail be ccnduci:cl rcspccrively at thc end c{"
oddleven semester (odd r,r'ith odd. cven with er.cn).
The candidatc shail take the exaniination as FCr thc syllabus and the schcmc of
exanrination in force during the subscquent appeill.ances"
A candidate rvho seeks improvement has to surrenc-ler the nrarks alrcadv sccur"ed
in the particular Paper/s and Marks car"cis of thar scnrester.

7"6
17
78
79
8.0
Inrprovemcnt is allo"ved ttrtlv in thcory. practical and disscrtation/project/field
u'ork papers" i-lowever" thc marks secured irr rhe previous atter'pt itott t.
retained if'the same is higher. There is no provision for improvenrent of internal
asscssment rnarks"
A carrdidate is permitted to appl)' firr improvenrent in an-u.. pripcr of-t6c panicular
se niestcr within 30 days lrom the date oi'announcemcrrt oi'results of the senlester.
A rcpeater (including a candidate who seeks irnprovenrent) shall not be elisible
IOr rant(,
A canciiciatc should corrtplele tire Master"s clcgrce examination i.r,ithi.4 ifiruri
acadeiiric vcars lloln tlrc vear of'adrlissiorr.
M isce llancous
An-r'othcr issue not envisaged above. shall be resolved bl,tlre Vice_chancellor in
consttltation $'ith thc appropriate bodies ol' tlre Ur.,ir,"rrii_r,. *fri.f-, J"f i't "'ii"",
and binding
4