M.Sc Psychology Syllabus - Surana college
M.Sc Psychology Syllabus - Surana college
M.Sc Psychology Syllabus - Surana college
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G.D.A Foundation<br />
SIUI]KANA CO]L]L]EG]E<br />
Centre for Post Graduate Studies<br />
#17, Tumkur -Mysore<br />
Ring Road, Kengeri Satellite Town, Kengeri Satellite Town,<br />
Bengaluru -<br />
560 060. I 080-28486382 tr 080-28486372<br />
Visit us : www.pg"surana<strong>college</strong>.edu.in , E-mail: pgcentre@surana<strong>college</strong>.edu.in<br />
W]E]LCOMt]E<br />
M.<strong>Sc</strong>. P.yefrobgy<br />
P.G Degree Course<br />
I Semester<br />
BATCH- tX (201 1-20 13)<br />
%)%t%)(r!($<br />
II
WELCOME NOTE<br />
Dear Student,<br />
Welcome to I semester of M.<strong>Sc</strong>., <strong>Psychology</strong>. (lX Batch 20lI-2013)<br />
"The thirst to know and understand these are the goods in life's rich hand" said<br />
an English poet, Sir William Watson. You have come to this campus (with high<br />
hopes) with a desire to iearn and acquire knowledge and you would receive the best<br />
from us.<br />
Today, <strong>Psychology</strong> has assumed new dimensions. Psychologists are needed<br />
in the society for counseling, teaching, therapy, assessment, training, research and<br />
evaluation<br />
You, as a psychology student, have to learn the tools and techniques to adapt<br />
yourself to the environment where you stay and become capable to help people in<br />
distress and who are in need of emotional support.<br />
In this semester, you will be offered additional modules for adding values to<br />
you and to empower you with additional skilis to become a good Psychologist.<br />
Srnt. Ilrchana <strong>Surana</strong>, Managing Trustee, G.D.A. Foundation, will be fully<br />
supporting your learning process.<br />
You, as a learner, should be sincere in taking up the academic tasks assigned<br />
to you. Erudite scholars' team assists you in your learning process. You should<br />
seize this opportunity to acquire knowledge and skiil for managing the future as a<br />
good psychologist as well as a 'true' human being.<br />
"Learning is an ornament in prosperity, a refuge in adversity" told<br />
Aristotle, the Greek philosopher. You have the potential to learn and achieve. Go<br />
on. Do not stop till you achieve your goal.<br />
Smt. Archana <strong>Surana</strong><br />
Managing Trustee<br />
Dr. V. Prabhu Dev<br />
Director<br />
Dr. Y.T. Balakrishna Acharya<br />
Prof. & HOD- M.<strong>Sc</strong> <strong>Psychology</strong>
About M.<strong>Sc</strong>., <strong>Psychology</strong> - I Semester<br />
<strong>Psychology</strong> is a behavioral science that obtains knowledge through systematic and<br />
objective methods of observation and experimentation. It is a study of cognitive,<br />
conative and affective activities of both human and animal behavior. Hence,<br />
psychologists try to understand the way people behave, think, feel, act, etc., The role of a<br />
psychologist i,s to "act as a window to oneself while being a door to others""<br />
In this semester you will be learning the following aspects in psychology.<br />
"Basic Cognitive Process" deals with the study of mental process involved in the<br />
acquisition, storage, retrieval and use of knowledge.<br />
"Biological Process - I" deals with the study of the biological basis of behavior<br />
and the relationship between brain and behavior.<br />
"Psychometry & Research Methods" provides comprehensive information about<br />
measurement techniques, research methods and psychological testing.<br />
"Computer Applications in <strong>Psychology</strong>" introduces the students to the basic<br />
elements of computer hardware and softrvare and the applications in psychology<br />
including document preparation, statistical analysis, laboratory control, and computer<br />
mediated psychological testing and so on.<br />
As parl of practicals we deal with experiments on Perception, Psychophysics and<br />
Memory.<br />
The Department along with academic programs enriches knowledge by<br />
conducting journal club to get exposure in research, Organizes workships, seminars etc to<br />
upadate knowledge.<br />
"'We reach backward to our parents and forward to our children and through<br />
their children to a future we will never see, but about which we need to care" -<br />
Carl Jung.<br />
Get started, do have perservence and take care of your future.<br />
Dr. Y.T Balakrishna Acharya<br />
Prof & HOD - M.<strong>Sc</strong>. <strong>Psychology</strong>
-l-'s<br />
I{}I BASIC COGNITIVE PROCE.SSES<br />
objecti'es: J-o lcarn about trre mentar processes invorverr in rl-., -^^..r:-.<br />
rerrie'ar anc use,of knor.n,rcdge-n," r1r;.'","i;;;;;;"..:tJ".,i_l n:}:ii"*,Jil:f;T,<br />
no*'defitte tlre clisciplinc: expetimental cog.nir;t.-oir".r..rogy: colniri..c ici.,rce wirh irs<br />
er:rpli:si:, nn crrfitl,utaljlrrriil cogrritrr.c nrocicling. arrd (<br />
:?'l;""'::!51:ll:"".i.1:; i:.[:'
Unit 5.<br />
conscious'css. Hist.ry. rrrnctions, cognitivc psl,chorogy and conscious.,jss.<br />
lc hours<br />
consciousness as a scientific construct. nrodein iheo.iei'of consciousness<br />
REF'ERENCE BOOKS:<br />
f"ri;:"l;"t ^<br />
( r99s)' Funda*renrals of cogrririo'. Lo'Jorr: ,{dcison \\/csre1,<br />
Fl,;T.j.^y":","rr'.nn' principles of Cognitive psychotogy r{i'sdatc, r.aurcncc<br />
::T::";:ftri:"'il:*y,:uo', (rees) Cog'iri,,e psvchorcgy r:, Lcirio. r.cu yc,ri:<br />
Glass' A'L':& F{olyoak"K"l' (19s6) cognition.2nd Ild.<br />
Haberlandt' Londo':<br />
K<br />
Pr.r,ricc-[{al!<br />
&' ( i]ool: Co<br />
-Haberlandl.G<br />
lg77) cogniti'e -r,if6otogr,. All-vn Bacon,<br />
rrti<br />
Inc. Singapore I'{ernational Siri".r, Ediri.r<br />
ia;;;;<br />
i-r_,ncic'<br />
Kinstch. w. (r 977). Jr4emorl, and cognition. New v".r., -,.rr" wiicy<br />
,:r:l<br />
& so's.<br />
Iill.;;f,N,"1';::l *jil'ffi i; * Harcou.t ;;. pubricatio', rndian Eciition:<br />
Solso. R-L- (2001). Ccgn-itive psychologl.<br />
i,',<br />
Ed. London: Atiyn & Baccn-<br />
;:toTf;*a t (1998)' cogniti'e Psvlirolog-v-.-'ru.-.*'""v".t, Harcourr Brace Coricge<br />
t:i::'<br />
ii:i,i
---t+s<br />
I02 BIOLOCICAL PROCESSES - I<br />
.2 BIOL.OGICAL PROCESSES_I<br />
I lnit l. Introduction to biological basis of behavior. Narure and scope of phl.siological<br />
psychologl,. N4ethods of study. Research techniques.<br />
Unit 2. Behavior genetics- Nature arrd scope- Metlrods of study and research techniqucs"<br />
Genetic principles and mechanism of animal and human behavior. chromosonral<br />
fllt'tctioris. hereditarv determinants cf trehavior. genetic correlates of behavior- e ugenics.<br />
genctic ei:gineering.<br />
Unit 3. Neuronal lrunctions: structure and types ol^neurons, conduclion and transmjssion.<br />
siructural chemical- electrical cor,:rponen{s of nervous system. Major divisions and<br />
functions of nenous s),s(€{n/ central autonon'ric nen'oLls svstems.<br />
Unir 4. Ccrrelates of lntemal Regulatory Bodily states: body temp€rature. digestive<br />
mechanisms- rnecha:iisms of pain. balancq and endocrinal systerns<br />
Unit 5. h{echanisms of Sensatioq Pe:ceptioa. and Movement: Structural.rchemical,<br />
eleitrical and,genetic correlates of vision, audition" olfaction" gfstatioru.and taqlite<br />
'','<br />
.<br />
sensation- Perceprual Processes- Moicr Functions:<br />
REFERENCE BOOKS:<br />
Baccn. A. (1998). Fhysiology of bel'raviour. McGraw Hill Intemational Edition.<br />
Fraacis Leukel { 1985). Introduc{ion to Physiological <strong>Psychology</strong>. Indian edition. Delhi<br />
CBS Publisher and distributors<br />
Neil R Carlson (1998), Phleiologyof behaviour, McGraw Hill Interaational Edition.<br />
Das G- (1997). Physiological Psycholcgy. King:,8oo[
I03 PSYCI-[OMETRY AND RESEARCH METI{ODS<br />
objectives: 'fhis paper is fiarned yi,l an objecti'e of inrroducing i4easuremenr<br />
techniques. Research methods and psychol"gi."ir.";;;<br />
Unit I_ Measurcme nt. Levels of me<br />
resring Narure. meaning und u,.'l;T"Tl;,1!1::,i;;::.&*:,,:T:::1,;rr;,11"J<br />
Psl,chological tesr. Erhicel issucs in use oftesrs.<br />
ll hours<br />
Unit 2. Test construc(ion. It.enr writi<br />
mcarting ortesr scores. Reriabirirl,",ll*;lllil ii"i,,:1":':"# lllii*l Norms t;:*:-"",'<br />
Unir 3: Apprication or tests. Educationar. occupationar and crinicar - counsering<br />
appiications' Types of tests' Individual tests. testi follP..:ur popurations, group re.sting.<br />
self-report and projective testing" Measuring interest ani attitudes. I2 hours<br />
unit 4- R-esearch methods' scientific research. Probrem. Ftypotheses. variables- process<br />
of research- planning. sample selection a"o .*rioil"n, analysis, interpretation. and<br />
repcrtiag' sau::ces of bias in researcfi- ethics or.o.."rr-<br />
12 hours<br />
fl:*Hi$ffif'<br />
Probabilitv and non-probabilitv sampte. Sampring rechniques<br />
Methods of data coilection . obsenatioru intervieq r'r(!' historli<br />
YrLIY' sociornetry,<br />
siinuiation rnearLaiysis.<br />
and games<br />
rife<br />
REFER.ENCE EOOKS:<br />
ffi';|trj.ffiina<br />
ffi<br />
12 hours<br />
(lee7) Fsvcholagical testing. 7ft Edition,6rdian reprinr)<br />
K D (1992)-'Experirnental daigns,in'rUetravioqral ,.ro."t, N.* O.ltt, Witey<br />
Kerlinger' N' 1t**e;-'Fouaditions cfGfravioural research. prentice Hall of tndia.<br />
kong'F- T. & Ausrin r(1996). rhe *3r9rr9tog1,R;*r.<br />
graduate students and narrauoot a guide<br />
research for<br />
assistants-_Deihi: sig. p"iiicarions tndia pvt.<br />
:<br />
Ltd.<br />
Mc Guigan' F'J' (1999)- Experimental Psychor.g]r r.a"rr,ods<br />
Prentice<br />
of research.<br />
Hall of lndia pvt New Delhi.<br />
.ttd', 5th<br />
: eJ<br />
edition.<br />
!;il[j:t:T',I;h$.?J]. Researcl methods Psvchorogv - a Hand Book" Derhi: Sage<br />
Singh' A'K' (1997)' Test measurement and research methods in Behavioural sciences.<br />
Patna: Bharathi Bhavan publishers and Distributors.
--ts4t€e<br />
I 04: COI'v,tPtiT ER APPLICATIONS IN pSyCtJOLOGy<br />
Ii<br />
i :r j<br />
Ob.iecrives: The objective o1- this paper is to introduce rhe srudenrs to the basic ]lements<br />
of computer hardware/soflu,are and to give an overvieu, of the wa),s computers are used<br />
in psychology- The applications in psychology including docum.ni p."pu*rion- databasc<br />
managemenl. statistical analysis. laboratory/ expe rinre ntal control. simulation of<br />
behaviour and cognitive proccsses will be tbcused ufxln.<br />
Unit I' Conrputer Fundantcnkls: Compulers and thcir cvct,-rtron- geperations- t_\,pes -<br />
(personal- mar-nframe. mini and suFlcr computcr). Organisation and working o{- a<br />
computer. Flc*'-char{s- Compuler architecturc lundamentals (de finition and thcir<br />
purpose) Intcrnals-CPtJ. mcnron'. ntotherboard. disc drives. sysrem bus. plug-in cards:<br />
Extemals - I/0 devices- l-lardrvare issucs: 1'ypes of memory,- prinrary (RAM. ROM] an
ir,<br />
Experirnental psychology - Dcmonstration and use of any<br />
development and administration of- experiments<br />
clinical/child gtridance/organizarionar - Demonstrarion and<br />
Assessment<br />
computer program fbr<br />
use ol Computer aided<br />
REITERENCE BOOKS:<br />
Rajaraman v. (r999)- Fundamenrars of compurers. prenrice Hail. tndia..<br />
crumlish. chri.srian ( r99g). riic ABC.s of lnrerner BpB pubrications<br />
scorr- Richard' o. pc Lcarning rab rcaches 95. BpB pubricarion.<br />
Sanders- D. h. o.conrpures to-da1.. McGra*, B.st inter.aiionut Edirion<br />
Leon Q. Inrernet for everl,onc. Vikas publication<br />
Basandra. Suresh K. Compurers to_day. Galgotia publication.<br />
"N''fanovig.r'anik" softwarc deveroped by, psy-.o*. B_4, g0, sig. New Dcrhi_29<br />
t'<br />
.ll, ,<br />
IC
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IOsP EXPERIMENTS (}FI PERCEP'TION AND PSYCHOPHYSTC;<br />
I " Sustained and Focttssed attention<br />
?" Constancy Phenomenon - size / shape/ colour<br />
2. Depth perceprion<br />
4" Gestalt principlcs of perception<br />
5. Phi Phcnomenon<br />
6" Visual prcrcepticn test<br />
6, E{Tect o{-unfillcd and filled inrerv'als on (ime prerceprion<br />
7. Suhliminal perccprion<br />
8. Auditon,pcrccprion<br />
9. l{aptic perception<br />
10 scaling a ser of stimuri using paired compariscn and rank order<br />
t I. DL for lengrh using method cf average error<br />
lZ Weber's laq,.-rnethod of ccnstant stimuli<br />
13- Absolutc limcn {br scnsorv stimuli<br />
I4 Signal Detection<br />
L Serial position curve :<br />
2. l-evels of processing<br />
3 Semantic memory<br />
4. Effect of schema on memory<br />
TO6[' MEMORY ANF} LEARNING<br />
5. Priming<br />
6. Skill learning - mirror drawing / mazes<br />
7. Verbal Working memory - N Back task<br />
"8. Visuospatial Working memory<br />
9. Maircd vs- spaced learning<br />
l0- Corditioned refiex<br />
I I- <strong>Sc</strong>hedules of reinforcemenr<br />
12 Paircd Asscciate,learr:iag irsing peterso*'s rea*rii:g apparatus<br />
l3 Yerkes Multiple Choice<br />
l4 Insightful learning<br />
I5 Reys Auditory Verbal learning test<br />
Note: Any 9 experiments in gach paper will be selected every year by the Departmental<br />
council, with at least four in each area<br />
:,<br />
i.'<br />
t'<br />
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ll
il SEMESTIIR<br />
20I HIGHER COGNTTIVE PROCESSES<br />
IJnit l: Thinking: Categorization - nature; theories. natural caregories. problem soiving -<br />
definition. process: strategies and heuristics" lactors inlluencing problem soiving;<br />
creativity - nature ; c;'eative process; characteristics of creativc indivfor-,ais; assessnrent of<br />
creativity, factors affccting creatil,ity.<br />
12 5ours<br />
Unit 2 Reasoning and Decision Making: Reasoning. - naturc; condrtional r,eas
-F<br />
Unit l" Psychophysiology of<br />
and gcnetic correlates<br />
Unit 2. Psychophysiology of<br />
genetic correlates of language.<br />
202 BIOLOGICAL PROCESSES II<br />
Higher Mental Functions: Structural, chemical. electrical<br />
ol- learning. memory, and intelligence.<br />
l2 hours<br />
executive functions- Structural. chemical. electrical and<br />
thinking and problem solving<br />
12 hours<br />
Unit 3. Psychophysiology of affect and volitionmotives<br />
and<br />
genetic correlates of emotions-<br />
drive-s-<br />
Structural. chemical. electrical and<br />
I 2 hours<br />
unit 4" Psychophysiology of prsonality andconsciousness- Temperamental dimensions,<br />
perscnalily typolo&v- levels and states ofconsciousness_ l2 hours<br />
U1t 5. PlVchWhVsioJopr of ps5rchological dysfunctions_ Structural c*rsnical, electrical<br />
and geneticoorelates,oforganic. psychotic and neurotic disorders- : 12 hours<br />
REFEREI{CE BO{|KS:<br />
lacon, a (199s)' Physiology of behaviour. Mc Graw Hill International Edition. i.,i<br />
Francis Leukel 91985). lntroduction to physiological pry"notogy. Indian<br />
"a.<br />
n"ir,i cgs<br />
Publisher & distriburors<br />
Neil R' Carlson (1998)- Fhysiology of behaviour, McGraw Hill International Edition.<br />
P*.Gr (1997). Physiological psychology. King. Books. New Derhi.<br />
Levinthal (l 999, Introduction to physiological-psychotogy. e."nricc Hali of India.<br />
l3
203 EXPERIMENTAL DESIGNS AND PSYCHOLOGICAI- STAT'TSTICS<br />
objective: 1'his paper is framed with an objective of introducing research designs and the<br />
statistical methods for analysis of data"<br />
Unit l. Research design- Meaning. principles and purpose of research design. Adequate<br />
and inadequate designs. Between-group and within-group designs, Factorial designs"<br />
single case design<br />
l2 hours<br />
Unif 2: Experimental and non-experimental research. case study, sur\/ey,<br />
post facto studies" Qualitative research methodology.<br />
field study. cxl2<br />
hours<br />
Unit 3: Definition and nature of statistics" Descriptive statistics. lv{easures of ce'rral<br />
tendency and variability. Probability. Principles. characteristics and properties of normal<br />
probability curve.<br />
12 llours " " .- ' "<br />
unit 4" Levels of significance. Tests of significance - t, ANovA. ANCovA and<br />
MANovA - Parametric and non-parametric Gts - diflbrences - chi square and median<br />
,test.<br />
nhours<br />
Y,"tt {9tll:..Pt of correlation - types fPearson's product momenr correlarion. spearman<br />
Rho. Biserial and point Biseriau and uses- Regression, murtipr; ,;;;;;;i.''r*to. urra<br />
discriminant analysis- techniqueq interpretatior, *a application. f f frours<br />
REFERENCE BOOKS:<br />
Black' T. R (1998)- Quantitative research designs for social sciences. Thousand oaks,<br />
Sage<br />
Broota K D (1992)- Experimentat designs in behavioural research. New Delhi, Wiley<br />
Easern<br />
CooF TD & Campbell, D T(1929).euasi expcrimentation<br />
Kerlinger, N. (1996). Foundadons of behavioural research- Prentice Hall of India<br />
Edrryards- A K (1976). Experimental designs in psychological research- New york, Holt<br />
Garrett H E 0 statistics in Fsychology and Educaiion. vatits pfeffer &:Sons<br />
Jones' R'-A. (1985). Research methods in the social and behavioural sciences. Sunderland;<br />
Mass, Sinauer Association<br />
Leong"F" T" & Austin, l(1996). Thc <strong>Psychology</strong> Research Handbook: A guide for<br />
graduate students and research assistarits. Delhi: Sage Publications India pvt" Ltj"<br />
Mc Guigan, F.J" (1999). experimental <strong>Psychology</strong>: Methods of research- New Delhi,<br />
Prentice Hall of lndia Pvt .Ltd, 5th edition<br />
Newman. W L (1991). Social research nlethods, qualitative and euantitative" Boston,<br />
Allyn & Bacon.<br />
<strong>Sc</strong>hweiger, W.A.(1997). Research methods in <strong>Psychology</strong> - a Hand Book. Delhi: Sage<br />
Publication India Pvt. Ltd.<br />
Singh. A-K.(1997). Test measurement and research methods in Behavioural <strong>Sc</strong>iences.<br />
Patna: Bharathi Bhavan Publishers and Distributors<br />
1.1
F<br />
204: THEORIES OF PERSONALITY<br />
Unit l. Nature of personality - background and methodology -- **ning" historical<br />
foundations, need for personality theory. key concepts. major components of personality<br />
thecries, issues, dimensions for evaluation of personality- current status of research on<br />
personality<br />
l0 hours<br />
Unit 2. Psychoanal)4ical Theory Freud's views on personality" Neo Freudian<br />
approachcs-Adler, Jung, Horney, Suliivan. Rank- current status of research and<br />
applications<br />
14 hours<br />
tjnit 3. Behavioristic Theories- Warson, Bandura. Wolpe. Miller" Dollard - current status<br />
of research and applications<br />
12 hours<br />
Unit 4" Hurnanistic-Phenomenological and lnterpersonal approaches: Rogers, Kelly,<br />
Coldstein, Masloq Berne- curreril status of research and applications- l2 hours<br />
Unit 5. Fir:ld and Factor Analytical'iheory : Levin Guildford, Eysenck, Cattetl - current<br />
status cf rerarch and applications<br />
12 hours<br />
REFERENCE BOOKS<br />
Aikbn L R (t993). Personality: Theories. Research and Applications" New Jersey:<br />
Prentice Hall<br />
Gatchel R J & Mears F G (1982). Personality: Theory" Assessment and Research. New<br />
York: St Martin"s Press.<br />
Hall & Lindzay. Theories of Personality. Wiley Eastern.<br />
Hergenhan. Theori es of Personal i ry-'.<br />
Pervin L A" Personality: Theory and Rcsearch. Wiley Easternl5
2O5P THINKING<br />
l. Concept fbrmation<br />
2. Categorisation<br />
3. Effect of set on problem sorving - formation of set: shift of set<br />
4. Tower of Hanoi- problem solving<br />
5. Mazes<br />
6. Yerkes multiple choice<br />
7. Cognitive style - Embedded Figures Test<br />
8. Syllogistic reasoning ,<br />
9. Creativity<br />
I0. Cryptarithmetic<br />
I 1. Decision making<br />
12. Wisconsin Card Sorting Test<br />
Note: A-ny g experi*renl,s will be selected every yeat by the Departmental council<br />
I . Flemispherical comelates of cognitive abi I itiix<br />
2. Biological pnocess€s "<br />
3- Percepion<br />
4. Arousal<br />
5 Motivation -<br />
6. Decision Making<br />
7. Working memory<br />
8. Judgernent of facial expressions<br />
9. Froblem Solving<br />
l0f-angsage prccesshg" .,-'<br />
''<br />
ll ReasoninC<br />
t5
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tr?ffi?-,. ,<br />
il: it I<br />
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THIRD SEMESTER<br />
301 : THEORIES ()F LEARNING<br />
Unit l. Nature of learning theories. need for a theory" variables, laws of learning,<br />
problems and issues. detereminants of learning. applications of learning rescarch.<br />
l0 hours<br />
Unit 2- S-R Theories: Pavlov. Guthrie, Thorndike, Harlow, Skinner. current status of<br />
research and applications . 14 hours<br />
Unit 3. Drive Reduction Theories: Hull. Mowrer. Speirce. Miller, current status of<br />
research and applications<br />
12 hours<br />
Unit 4. Cognitive Thcories: Tolman. Gestalt theories. Kohler, Koffka cunent status of<br />
researc*l and applicati
302: LIFE SPAI{ DEVELOPMENT<br />
Unit I : Defining life.span development. science of life span development"-Methods and<br />
developmental research' Theories of human development '* brief description of Freudian"<br />
'cognitive (Piaget). contextual (vygotsky, Bronfenbrenner) theories. Genetics,<br />
environment and development. Pre natal and perinatal environment, hazards, risks.<br />
Infancy - principles of groMh, physical development<br />
12 hours<br />
Unit 2. Physical deveropment Lruprrrurr( across dLrLr5r the r.'e rife lrre_span and the psychorogicar psychological imprica(ions:<br />
implica(ions:<br />
Giowth during chirdhood. r1,urr _spurt<br />
during uurrrEi puberty" puucny" physicar pnystcal gro*4h gron4h and sexuar sexual marr<br />
appearance<br />
maturity,<br />
and struclure during adulthood" r"nopuur. and male climacteric- climacteric, slowing slowino<br />
down. disease. disability and death<br />
l2 hours<br />
Unit 3 Cognition:<br />
I<br />
i<br />
I<br />
| .1<br />
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I<br />
t<br />
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I<br />
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T<br />
f I<br />
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I<br />
i<br />
I<br />
f<br />
Development during adolescence' growth beyond formal operational stage* aging and<br />
cognitive skills' Intelligence, creativity, learning *J rn"*ory across the lifti. span.<br />
Language and moral devetopmenr, stages ; L;;"ge deveropmen{" ranguage<br />
development across the life span. theori"u of morat J"i.iop*"nf Changes in morat<br />
reasoning-<br />
12 hours<br />
Unit 4:<br />
12 hours<br />
H*g|T$r1f"1ryt.|t *l-"nE lovg and yinug., i"ti**y, *".il,,rr,<br />
m#:ry:1'.'i:g:T;,ryo"ss.b:r'*'liinr.;;.;i#friffil';,|ir;,<br />
1l I* vears, grandparcn ting, ser f identity. ierJe; iG; ;i |i ;;J'#ffiffiX,Til<br />
span.<br />
Unit 5 .<br />
.Educatioa school and scholastic achieveaent" adult learning, Iife long education. worlq<br />
prcpararion for wortq theories ofcarcer<br />
@i;pm;ilG;ft ;*i-;-#age.<br />
in rniddle work<br />
age - gerrcrativity, reirvnent in ord'age, fiAt;I;;;;= "'*'<br />
Saltes, P B & Brim o G (197s). ure span,nevelopment ard Behaviour. Ny: A^caitc-rnic<br />
Pless.<br />
(1993)-<br />
3yl4'J.c<br />
Adurt Deveropment and Aging: cA: Brooks/core pub. co:<br />
Hoffinarl [ois' Paris, <strong>Sc</strong>ott" & H* etizaueth] fiqgai. Developmenral psychology<br />
Today. Ed. McGraw-Hill-International Ed"<br />
Newman, c. (1998). Devetbpment through life: A psychological approach,<br />
Ted.Prentice Hall<br />
santrock, John w (1999) Life Span Development, 7rfr Edition. McGraw Hill<br />
IB
S*st--<br />
-lr<br />
SPECIALISATION: CHILD GUTDANCE<br />
g)3A CHILD DEVELOPMENT<br />
Objectives: The objective of this paper is to introduce the students to the catalysts of<br />
human growth. from conception to adolescence" It focuses on exploring the conditions of<br />
children's lives in which development unfolds and studies the drfferent aspects of normal<br />
development.<br />
Llnit IA: l- Introduction: Study of htrman development:. issues in child detelopment.<br />
milestones. developmental tasks, theoretical approaches to development<br />
psychodynamic. behavioural. humanistic. cognitive. etlnological, ecological" (individual<br />
theories will not bc taught)<br />
IB Techniques of Study. Longitudinal and cross sectional approaches. Case study.<br />
experimental method. survey. naturalistic observation. cross culrural. Ethical standards<br />
for human development research. Integration and interrelation among the various asp€cts<br />
ofdwelop,menr<br />
15 hours<br />
Unit 2: Nature. principles, theorctical perspectives and conditions affecting the bllowing:<br />
Physical Mcqrment - ?renatat deveiopmern Pa$eirrs {cephalo*audal/p,roxirnodistal):<br />
stages - iafancy. childhood. puberty<br />
Motor deelopment - Reflex axtd rhythmic motor behaviour, gross and".fine motor skills<br />
handedness<br />
Perceptuel development - Visual perception - visual acuity, visual prcferences,<br />
perception of faces. perceptual constancies, visual expectations: hearing. touch pain"<br />
rnulti- modal perception '<br />
15 hours<br />
Unit 3: Nature, principles, theoretical pers1ectives and conditions affecting the following:<br />
Cognitivc development - Theories.(Piaget Vygotsky; information processing lpprgach).<br />
Inteltigere - recent,advanes ia intdliggrce ,dreories {Sternberg's triarchic theory.<br />
Garrdnerls drcory of multiple intell igenccsl gifted chi ldren<br />
Mor*l developrnent, - Theories - Kddb€rg, moral behaviour during childhood and<br />
adolesceim,altmism.<br />
l0 hGurs<br />
Unit 4: Nature, principles, theoreticat perspectives and conditions affecting the following:<br />
Language development Stages in languqge development, behavioural and<br />
environmental influences.languagb development during infancy, early childhood. middle<br />
and late childhood.<br />
Socio-emotional development -Attachment temperament, emotional deprivation - social<br />
cognition, social skills<br />
l0 hours<br />
Unit 5: Nature, principles. theoretical perspectives and conditions aflecting the tbllorving:<br />
i<br />
l: ri<br />
t&<br />
E<br />
it<br />
t-t<br />
l'::"<br />
tF<br />
H<br />
s<br />
ffi<br />
E<br />
ii<br />
l"<br />
*:<br />
{:<br />
iir<br />
ti<br />
#<br />
s$F<br />
ll<br />
i:<br />
)-<br />
l9
f<br />
f<br />
I<br />
Self and identify; Concept and devclopmenr of' self in infancy and childhood<br />
Development of self-esteem. fdentity development in adolesccnce<br />
Gender - Development of gender identity - theories and processes" Gender role<br />
stereotyping in middle and late childhood Behavioural social and cognitive influences on<br />
genderstereotypes<br />
l0 hours<br />
REFERENCE BOOKS:<br />
s<br />
s<br />
Berk. L;( 1999). child De'elopmenr. 5'h ed. New york: Aliyn & Bacon.<br />
Fdldman Robert S & Roberls. Nancl' Eds.( 1997).Child Development. lst Ed. New york;<br />
Simon& <strong>Sc</strong>huster Co.<br />
I{ughes. Fergus. P.. Noppe" Lloyd.. and Noppe, lllene. C" (1995). child Developmenr" l,i<br />
Ed. Nerv York P. FI.<br />
Santrock J. W" (1998). Child Developmenr. McGraw-llill - Inrernarional Ed<br />
santrock.. J.w. (1999). Lif'e span Deveropmenr. 7rh Edition. McGraw :hill<br />
lntemational Ed.<br />
sroufe, l. Alan, coo.per..Roberl G.,& DeHart. G. B. (1996). child Devetopment; Its<br />
Nature and coursc. 3'o Edition. McGraw-Hill- Intemationd Ei.<br />
vander- Zanda.. & James. €- (lg9z). Human Develcpment. Ed, McGraw-Hill<br />
International Ed.<br />
r,<br />
I,<br />
I,<br />
20
3O4A CHILD ASSESSMENT<br />
Objectives: The paper is introduced to provide adequate information regirding the nature<br />
and techniques of psychological assessntent of children<br />
Unit I' Child guidance and Child-clinical psychologv. Meaning. nature. goals.<br />
Assessment of children" Special issues in child assessment. Process of assessrnent --<br />
Referral. planning. data gathel'ing. analvsis and interprctation" reporting. Nature, style.arrcl<br />
. content o{" rcport. I ?, hours<br />
Unit 2. Tcchniques of assessment. Quantilalive and qualitativc methods -'Case record.<br />
interview" ps-l'chological tests. checklists. rating scales. observation. role -plavphysiological<br />
nleasurcs. rlultinrodal-nrultimcthod ass3ssnrent. Ethics and contro'ersics.<br />
'<br />
l0 hours<br />
Unit 3- Asscssrrrent of cognitive functions. Nature" general consideratioas and assessment<br />
of intelligmce" illustrative tests - Stanford Binet.- Weschter scates" Tests of memorv.<br />
Neuropsychological assessment<br />
12 hours<br />
Unit 4-<br />
***.,.t<br />
ofaffbctive and lemperamental t-aits. Tests of tcrnperarnent. anxiety"<br />
personality tests -ieuestionnaires. scales and projective - evaluation. . 12<br />
hours<br />
Uqit 5- Social behavior and Behavioral Problems" Assessment of social development,<br />
rnaturity and social competence. pro-social behavior and .skills. Behavior problem<br />
checklists. Uses and ev'aluation.<br />
12 hours<br />
: il<br />
.trril<br />
REFERENCE BOOKS<br />
Dularlc {1993)- <strong>Sc</strong>hool based prcventiur program for childrsr and adolescents. New<br />
Delhi: Sage Publication.<br />
fredheim-D.K. (l?99). The Child, Clinicat Documentation source book: A comprehensive<br />
fll*if<br />
offorrns and records for mentat health pracbes with children.,[-ondon: .iambridge<br />
Uninersity Press.<br />
Ginsburg" H. P. {1998}. Entering child's mind: The clinical interview in psychological research<br />
and practice. Tendon: Cambridge University press.<br />
M. (1997)" Assessing Child and Adolescent disorders: a'practic€ manual. New Delhi<br />
!ogh"gh"<br />
Sage Publication. \<br />
Howlin P. (Ed). (1998). Behavioural approaches to the treatment of children. New Delhi. Sage<br />
Publications<br />
Kapur, Malavika (1995)" Mental Health of lndian Children" New Delhi: Sage Publications.<br />
Kapur, Malavika (1997). Mental Health in Indian <strong>Sc</strong>hools" New Delhi. Sage Publicarions.<br />
Paltner, J. 0, (1983)" The psychological assessrnent of children New Yoric: John Wiley and Sons.<br />
Pfeiffer.SJ. (Ed). (1985)" Clinical Child <strong>Psychology</strong>" London: Grume and Stration [nc.<br />
Reeves.D. and Wedding p.(1990). The Clinical Assessment of Memory: A practical guide Nerv<br />
York: Springer Publishins Co.<br />
Sattler J.H"( 1986); Assessrnenr oiChildrcn. 3'd Ed" San Diego. Jerorne.M.sattler<br />
swanson. L, [{.arrd Vbiafirou.B.(19s2). Educational and ['sychological<br />
Exceptional Children. St.L-ouis: Tlre C.V. Mosb.1, Cornpanl'.<br />
Publisher<br />
Assessment of<br />
?t
CLTNICAL PSYCHOLOGY<br />
3O3B PSYCHOLOGICAL ASSESSMENT I<br />
Ot{ectives: This paper aims to sive a broad idea of the field of ctinical psychology and<br />
to familiarize the student with techniques used in collecting information about client and<br />
some of the lests available. r.r'ith specific reference to asslssment of cognition. Certain<br />
professional issues such as training. research and ethical stands are also included.<br />
Unit I. Introduction to clinical psychology.<br />
l0 hours<br />
Nature- scop€. role. history and current status. Professional issues. training. ethical<br />
sfandards. Clinicai psychologl, in tndia.<br />
Unit 2. Nature and purpose of clinical assessment.<br />
Referral sources- components or- assessment. planning-<br />
(qualitative. quantitative)- interpretalion- reporting- Factors<br />
Psychological report- purpose, narurc. style, common<br />
"r.oo"<br />
I 0 hours<br />
data gathering- analysis<br />
influencing assessrnent.<br />
Unit 3: Techniques of assessment"<br />
12 hours<br />
Nature, technique. merits and demerits of Case study, ctinical interview, observation.<br />
Behavioral assesstnent- Nature and diagnostic uses of Fsychological tests. Different types<br />
cf tqgs in clinicai practice - intedlfuc*ce" lnteresl aptitude. p"oor,*tity- interpermnal<br />
behaviour. Conhoversial issues in assessment_<br />
Unit 4. Clinical- use of adult inrelligentr tests.<br />
15 hours , _<br />
Nature of intelligenge, Types and uses of intelligence tests. Levels of interpretation.<br />
Illustrative tests- Stanfqrd Binet and Wechsler icales. Group tests of intelligence.<br />
Controversial issues in use of intelligence tests"<br />
Unit 5. Clinical assessment of Children's intelligence.<br />
12 hours<br />
Assessment of intelligence in infants and children - nature, general procedures and<br />
bory,. Der,rclopmental schedules, Drauing as a techniquc for *r**r*i<br />
special needs- learning disability, mental retardation" brain damage<br />
iur",, *itr,<br />
"t<br />
REFERSNCESOOKS<br />
Bellack A. S", &,Hersen, M. (19s0). Introduction to Clinical Psychologt.,Oxford: Oxford University<br />
New York press"<br />
John Wiley & Son<br />
Berastein, D-A- & Nietzel. M. T. (1980).Infroductioo to Clinical psychology. New york: McGraw Hill<br />
Carson, R. C. Pincka, S., & Eurcher, t.N. (1999). Abnormat piycfiologyind Mode; Uf". I f" J"-N"*<br />
York Addison Wesley Longman tnc.<br />
Choca' J. P. (1986). Manual for Clinical <strong>Psychology</strong> Trainees. New York: Brunner Mazel<br />
Gilbert l(1980). lnterpreting Psychological Test Data. Vok I & It. New york Van Vorsrrand Co,<br />
Coldstein' G & Hersen, M. (1984)" Handbook of Psychologicai Assessment New york: pergammnon<br />
Press.<br />
Hersen, M',Kazdin, A"E",& BellacK A. S. (1983). The Clinical <strong>Psychology</strong> Handbook. Ny: pergammon<br />
Press"<br />
Hunt' S. W". Clarkin. J" F.. & Reznikofi; M. (199 ll" Psvcholoeical Assessment, Diagnosis. and Trcarnrcnr<br />
Planning. l'' ed. New York: Brunner Maze<br />
Korchin S. J. (1986) lvlodc'rn C!inical Ps1'chology. fBS Publishers and Distributors.<br />
Sacuzzo D P & Kaplan" R M (l9S{). Clinical ps1 cl,clogy. fJosron: Allyn & Bacon lnc.<br />
Sanler, J N{. (1986). Assessment of children. 3"''d San Dicso; Jerome M <strong>Sc</strong>ttler publishcr.<br />
Walker.C.E-(199 l).Ed. Clinical <strong>Psychology</strong>. New yr,rk: plenunr prcss,<br />
Wolman, B. B.(1965)(cd.). Handbook of Clinical Psycholog-v. l.Jcw York: McCrarv Hill"
PRACTICALS 3O5A _ ASSESSMENT OF COGNITION<br />
i.<br />
d<br />
Part A: Administration<br />
I . Attention/concentration<br />
a. Knox-Cube Imitation test<br />
b. Colour cancellation test<br />
2. Memory: Benton's Vi-sual Relention test<br />
3. lntelligence: Seguin fbrm board<br />
4. Intelligence Malin's intelligence scale for children<br />
5. Intelligence: Coloure
3O-TB BEHAVIOUR DYSFUNCTION<br />
Unit l: Introtluction" Deftnition. historical_review" Changing attitudes and concepts of<br />
mental health and illness. Current views. Models for unld.itanding prf.noputtology.<br />
Psychoanall'tical. behavioral" interpersonal and humanistic" Need f:or- and' ,yp.r'of<br />
classification of mental disorders. DSM and ICD systems of classification. I4 hours<br />
Unit 2: An:riety und "rlrc-:s relutc
-<br />
!.#iff<br />
bq:-it i<br />
rf,ti<br />
' tt<br />
!i<br />
'il<br />
q<br />
,t<br />
ii<br />
1<br />
1<br />
PRACTICALS<br />
----<br />
i:Tf::H,Y,f,X, 3J<br />
.o<br />
"<br />
* 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<br />
l ' Assessment of attention using Knox cube Imitation T.est<br />
2. Assessm.nr of m.m;J,,,ril us;ng w..triJ.il"*no scale III<br />
3. Assessmenr of memd;;;;;;, using pGr Memory <strong>Sc</strong>ate<br />
4. Assessment of non_";;i;;;;;<br />
il,m*l:l**:ru,ff [_;il:,Fir#xffi ::T_ff [ii,y"ilr".,<br />
7 A sses s m e<br />
", r ili "<br />
;;''1il' f p r<br />
" [EtflX":?#<br />
i iX;; ; i ;<br />
;,i,",.,,<br />
8' Assessmrn'<br />
ry.lr"i"i;c-af<br />
9' computer .:,r.:":r" flnction ing assisted<br />
using NIMHA<br />
uirinir,-,iln Ns .nd<br />
barlerv<br />
interpretation of-rests<br />
Part B - Demonstration<br />
I " Intelligence tests : WAIS<br />
2" Intelligance tests _ Stanfond Bincr<br />
i. ffi;X-?,:if":,"# 6**' using the Bendcr Gestart test<br />
). Assessrnenf ofconcqp formaticrn _ Hauftnann Kaulinan<br />
r" {nterrqrtion techniqil : c;il"" ;;'i";*,'iril,'J,,., ni ng: Memory rraining,<br />
3O6PB<br />
- SCREENING A.I\{D :TEST ADIVI^NSTRATTON FOR CHILDREN<br />
PART A - Adminisrration.<br />
L Assessment of intelf ig.n;. using Seguin<br />
2. Assessmenr Form Board<br />
of inre' ilence ;il *r3e<br />
3' Assessmenr of vis'arl"*"ry.,!iqg<br />
i;;##ilJ. .",rr<br />
4' screeurng<br />
Bd;;;tj<br />
for leamingai"*riii **rrion<br />
ilt"s<br />
resr<br />
5' Asscssmeat NIMI{ANS<br />
of intetifilIni"Gg.,l,ry tA. for sLD<br />
using DnawA Man tesr<br />
9. /' f::yenr of personutity t_u.eh Cef<br />
{q'ssess*rent of oersonarity usingh.aven,s<br />
B' cornpure. controrled projetive assisied aJili;ff";d<br />
test<br />
inrerpreration of tests<br />
IAIT B - Demonsrration<br />
I" Case Hisl0rv *a Mentar Status exdrnination for chirdren<br />
2' screening for intetec,";iffi;.dusing NIMH prorocor<br />
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)<br />
iA;ttt*t"ation<br />
of oeuttopmtni quoti"nt using Deveropmentar screening resr (Bhararh<br />
6. Sociometrv<br />
2s
ORGANIZATIONA L PSYCHOLOGY<br />
PAPER 3.3C INDTJSTRIAL PSYCHOLOGY I<br />
The syllabus is designed fo equip students wirh the traditional role of a psychotogisr in<br />
organizations' with emphasis on the various personnel functions. u, *.it as recent trends.<br />
unit l'(a) scope of industrial psychology. historical development ' v'vHrrrvrlL<br />
Industrial<br />
and<br />
psychology<br />
current<br />
in lndia.<br />
starus.<br />
(b) Personnel selection - selection nrodels - techniques<br />
intervieq"<br />
ol' selectionrefbrence<br />
testing.<br />
letters- and other selection devises. strategies for retention .<br />
l5 hours<br />
Unit 2' Psychologica! proces::_ work: Imporrance i1, of perception,<br />
organization, percepruar<br />
social p€rception, impressron management.<br />
Personality and Attitudes:.an-tecedents. iriplications work<br />
of personality performance' and attitude<br />
Individual on<br />
differences - -dr.ii"*r Self-efli"i.""r<br />
optirnism.<br />
---'-'-"'r" L'rr'rru Intelligence.<br />
12 hours<br />
unit 3' Motivation - conc€pt of .nnrk motivation. content and process theories of work<br />
i<br />
motivatiorL contempomry theories of work motivation,<br />
job<br />
motivating perfonnance<br />
&sigr, goat<br />
through<br />
setting. socio-rechnical system* Or"fi,, of wort iiftl 12 hours<br />
Unit 4' {-earning.- Principles of tearning in, the context of organization, reinfbrcement -<br />
reward and punishment systqms. Behavioral management and OB modifications.<br />
l0 hours<br />
Unit 5, Communicarion Skills<br />
interpcrsonal, fonaal and inforrral *ro*m*io.r;;;' ;;; in inreractive<br />
' communigStioq osmmunication rnedia<br />
"* .".*r*i-d. ";;;;-i#-;;;;'ffi:<br />
{2 hours<br />
REFERENCE BOOKS<br />
Berry. Lilly M. (199s). Psycholog! at work: An introducion ro organizational and<br />
Industrial<br />
. , 'Psycholcgy. Mc Graw Hill {nrernational.<br />
Disbol'e R'L', Smith C.S.. Houell w.C. (1994), Understanding Industrial organizational<br />
<strong>Psychology</strong>. New York: Harcourt Brace International"<br />
Dunnette. (ed)" ( I 98 I ) Handbook of Indr strial and Organizational psychology.<br />
Paul Hersey & Kenneth H Blanchard ,( lgg2). Manage"menr of organi-tionuiu.haviour 5<br />
ed PHI. New Delhi<br />
"<br />
26
-<br />
tffi<br />
-EF<br />
G<br />
:'<br />
i<br />
3O{C - I}RGANIZATTONAL. STRUCTURE AND ORGANIZATTONAL<br />
DEVELOPMENT .- I<br />
Objectives: The -<br />
course is designed to providc information regarding the structure of<br />
organizations and the nature of organizational behaviour to the student" The course<br />
equips ltre student to deal with the problems related to human relations and human<br />
activities in organizations.<br />
Unir I - The- Foundations. of organiz-ational Behaviour: Introduction to organizationat<br />
Behaviour-Historical Background: The Hawthorne Studies- Defining organizational<br />
Behaviour Theoretical framework organizational Behaviour Model. "foday,s<br />
organizations: lnformation technology, Organizational learning" The role of information<br />
Technology - Total Quality Management - Learning organizations. Contemporary<br />
challenges: diversity ani ethics. The n1ur9 of Diversiry"-tttan-aging Diversit.r,-Ethics and<br />
Ethics and Behaviour in organizations Social Perception-rmp...siJn Management.<br />
.<br />
15 hours<br />
Unit 2 - Macro Dynamics of organizational Behaviour: Gro,.rp D-vnamics Teams-The<br />
Nature of Grurys-TtF Dynamics of Informal Groups-The Dynamics of Formal Work<br />
G*oup5{sans in fv{odcrcl $/orkplace<br />
12 hours<br />
'Unit 3: Interrctive conflig and negotiation skills" lntra Individual Conllict interpersonal<br />
Co.nflict-Inter gmup B'draviour- and Confiict- org;nizutional conflicr. negoriation<br />
skills<br />
Unit 4: Stress: Causes' effects and coping strategies. The Meaning of Stress-The Causes<br />
of Stress. The Effects of stress-coping Strategies*for stress.<br />
r0 hours<br />
Unit 5: Leaderdrip ard Pou/tr B"*gryq and proess: Wtrat is kadership? - The<br />
uTtPofq-t|<br />
FdSq *dies'in I-eder:ship-Trditional rheories oi roJ"oliiru"o.*<br />
Ff{$ S?m$e{-* of lcdership. Leadership stfles. activities and skills: Leadership<br />
lf*: ,Ilf_,@ ard sivities of leadershipleader *ills. pouer *d p"liri", il;<br />
Meaning of Parrer- Political implications of power.<br />
l2hours<br />
REFERENCE BOOKS<br />
.<br />
Akshya Kqmar (1997) Organizational design and stnrctur€. Common Wealth publishers<br />
NewDelhi. :. . .;,<br />
Plg*i P. Sinha' T (1998)" Group Team Building and Organizational Development.<br />
Indian Society for Applied Behavioural <strong>Sc</strong>ience; Oeltri.<br />
Green berg J and Baron R(1999). Behaviour in organizarions" pHI New Delhi. 5,h ed<br />
Luthans. F (1998).. organizational Behaviour, geJ Invin Me Graw Hill.<br />
Robins s (1996). organizational behaviour. pHI. New Delhi. 7ed<br />
lr'liner J B- (1992)" Industrial organizational psychologl'. lv{cGrarv Hill. Inc.<br />
27
L<br />
rf<br />
;€<br />
in<br />
el<br />
's<br />
'n<br />
v<br />
d<br />
L€<br />
t;<br />
h<br />
al<br />
ORGANIZATIONAL PSYCHOLOGY<br />
3O5C ASSESSMENT OF INTELLIGENCE AI{D AP'I'ITUDES<br />
PART A - Administration<br />
I' Assessment of intelligence using the Raven's Standard Progressive Matrices<br />
2. Assessment of intelligence using Cattell's Culture Fair Test<br />
3. Assessment of Perforrnance Quotient using WApIS<br />
4. Assessment of verbal intelligence using the General mental Ability Test<br />
5. Assessment of aptitudes using the Differential Aptitude Test<br />
6. Assessment of mechanical compreheniion using the Mechanicai Comnrehension J-est<br />
7. Administration of <strong>Sc</strong>ientific Knowledge and Aptitutle test<br />
8. Assessment of clerical aptitude using the Minncsota Clerical aDt!.iudc rest<br />
9. Administration of the stenographic Aptitude Tesr<br />
10. Administration of the General aptitude test batrery<br />
I L Administration of the Minnesota paper form boards<br />
PART B - Dernonstration<br />
l. Collins and Dr:ever battery of intelligence test<br />
2. Army Alpha and Beta<br />
3. Otis scale<br />
4. Assessrnent of Manual Dexteriti€s: Turning and placing: SteaCiness tester: Eye-hand<br />
coordination:<br />
Twerrs ard finger dexterity: Two hand coordination: purdue pegboard: Hand tool<br />
dexterity<br />
:S<br />
I<br />
e<br />
n<br />
p<br />
e<br />
t<br />
3O6C ASSESSMENT OF PERSONALTTY AND INTER,ESTS<br />
PART A - Adrninistration'<br />
l. Assessment of personality ua*its using the 16 PF questionnaire<br />
2. Assessment of personality dimensions using Eysenck's Personality Inventory<br />
3. Asscsscrent of personality using the Kundu's Neumtic Personality Inventory<br />
4. Assessnent of adjusnrcnt using Bell's Adjusunent Invcntory<br />
5. Assessrnent of personality using Coniell's Medical tndex<br />
6. Administration of FIRO-B to ass Interpersonal Relationships<br />
7. Assessment of personality using EPPS<br />
8. Administration of the Motirrational Analpis test<br />
9. Assessment of interest using Chatterjirs non language preference record<br />
10. Administration of Thurston's interest schedule<br />
I l. Administration of Strong's Vocational lnterest Blank<br />
12. Administration of Neo-5 fbctors of personality<br />
PARTB-Demonstration<br />
I Management Games: Johari Windorv: Fish borvl: Role play: Encounter: Brain storming<br />
Stroking: Group Discussion: Win as much as vou can (co-operative vs. competitive<br />
behavioui)<br />
II Areas: Asscrtiveness: Strcss management: Time management: Corrflict resolution:<br />
Dccision making: Communication<br />
28
-<br />
'rns,<br />
FOURTH SEMESTER<br />
40i INDIAN AND TRANSPERSONAL PSYCHOLOGY .<br />
Unit I ' Definitions. nature, differentiation of concepts.indigenous" Indian, transpersonal<br />
psychology' relationship between culture anc psychilogy, emergence of Indigenous and<br />
non-westem perspectives 10 psychology.<br />
Unit 2. Major <strong>Sc</strong>hools of Indian <strong>Psychology</strong>: World views and methods of knou,ing in<br />
Upanishads- Sankhya. Dvaitha and Advaitha schools. Basic Methods of study. currenr<br />
research in lndian Psycholcgy"<br />
Unit 3. Self'and Cottsciousness- view points of Upanishads. Bhagavadgita. Buddhism and<br />
Jainisrn and oilier lndian schools of thought.<br />
Unit 4'Health - well b.,.r8- Human Development: Indian approaches to hcaldr and well<br />
'being -yo& ayrrveda Coais of life - C-oncept of Purus*rartir:ls, personality devclopment<br />
- concept of Ashramas.<br />
!<br />
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A<br />
Unit 5' Transpelsoeal appreaches - transpersonal phencmenon and ffirsciousnsss-<br />
C'ongibution of William Janres, Jung, Christian mysrical tradition. Hinduism, guddhism.<br />
Jainism in understanding transpersonal phcnomenJn"<br />
REFERENCE BOOKS<br />
1{jala, s. (19s3)" Psychotherapy Easr and west. Honesdale (pA): Himalayan<br />
Intemational lnstitute"<br />
Bergrnan, J.J. (Ed-) (1990). Nebraska symposium on motivation, 1989: Cross-cultural<br />
perspectives (Vol. 37). Lincoln University of Nebraska press.<br />
Berry, J.w.. Poortinga, ype H. & pandey. !- (lgg7). Handbook of cross-cultural<br />
psvcholost' r' E{Ig* Y.! I<br />
Theory *a *"tr,"o- so$;, Aiy. ilbi;;:An*r"* - --T----<br />
3, d & 8 b', J.G. Miller. D. Sinh4 p-M" Greenfield).<br />
Blou*ers,G.H.&TurtIe,A"M".(l9s7)"Psyclrology.movingeast.Boulder&I,onaon:<br />
Westview Press-.<br />
Brunner, J; (1990). Acts of meaning. cambridge, MA: Harvard university press.<br />
Chakraborty, S.K' (1993). Managerial transformation by vatues. New Oeitri: Sage.<br />
lhaudhury' H" (1975), Yoga psychology. In C.T. rua (-ga.), Transpersonal psyJt otogies.<br />
London: Routledge & Kegar Paul. \. ' L d<br />
9ol:n'L"C" (1998)" No ageing in India. Berkeley: University of Califomia<br />
collins, A" (1991). press.<br />
From Brahma to a blade of grass: Towards an Indian self<br />
psychology. Journal of Indian<br />
Philosophy, I 9, 143- I 89"<br />
G".g. Pulin K"K" & Parikh, I"J. (1995)" crossroads of<br />
l;,<br />
culrure" Nerv Delhi: Sage.<br />
t;<br />
r'<br />
Geertz, c. (1973). The interprctation of cultures" New york: Basic Books"<br />
f.<br />
I<br />
I'leelas" P. & Lock, A. {Eds"). Indigenous psychologies: The antluopology of the self. i<br />
London: Academic Press"<br />
t'<br />
i<br />
IJcimann, B. (1964). Faceis of Indian thought. New york: Shirken Books.<br />
29
Hiriyanna. M. (1912). The essentials of Indian philosophy. London; Alien & [Jnwrn"<br />
Kakar. S. (1982). Shamans" mystics and doctors: A psychological enquir.y inteindia and<br />
its healing traditions. Bombay: Oxford University Press.<br />
Kakar, S. (1997). Culture and psyche. Delhi: Oxford University Press"<br />
Kanungo, R.N. & Mendonca. M. (1994). Work motivation. New Delhi: Sage"<br />
Rao, H.S.R. & Sinha" D. ( 1999). Management and cultural values" New Delhi: Sage.<br />
Rao, H.S"R. & Sinha. D. (Eds.) (1997). Asian perspectives on psychology. New Delhi:<br />
Sage.<br />
Kinr. U. (2000). Special issue of Asian Journal of Social Psychologv cn Indigenous<br />
<strong>Psychology</strong><br />
Misra. G. & Mohanty. A.K. (2001). Perspectives on indigenous psychology. New Delhi:<br />
Sage.<br />
Misra, G., Srivastava, A.K: & Gupta, S. (2000). C.ultural construction of childhood in<br />
India: Some obsen'ations" lndian Psychological Abstracts and Review's,<br />
,....<br />
Pande, N. & Naidu" R.K. (1992). Anasakti and health: A study of non-attachment.<br />
<strong>Psychology</strong> and Developing Societies. 4.89- lO4"<br />
Pandey. G.C. (1984). Foundations of Indian culture- New Delhi: Books & Books.<br />
Paranjpe, A.C- (1994)- Theoretical psycholory: Meeting of east and west. Nerv York:<br />
Plenum.<br />
Parar{pe, A.C. (1993}. Self and identity inmodem psychology anci Indizur thought- New<br />
York: Plenum.<br />
Sarzswathi" T-S- &Kaur, B. (1993). Human dcvelopment and fz.mily studies in lndia:<br />
New Delhi: Sage.<br />
,.':-<br />
S?iraswathi, T.S. (1999). Culture, socialization and human dev.eloprnent. New Delhi:<br />
Sage.<br />
Sinha D. & Kao, H:S.R. (lgSSi. Social values and development- New Delhi: Sage-<br />
Sinha D. (1965). The integration of modem psychology with Indian thought. Journal of<br />
Humanistic <strong>Psychology</strong>. 5. 6 17.<br />
Sintn,J.B"P. (l9S). Wo* culturc in ftrc &udian contexl New Delhi: Sage-<br />
Sinha J.B.P. {1995}- The culturat cor*fxt of leadership and power. New Delhi: Sage.<br />
Sinha, J-N. (1969). lndian epistemologyof perception- Calcutta: Sinlu Publicxion<br />
House.<br />
Sinhq J.N. (1969). Indian psychologr. Calcutta: Mukhopadhyaya.<br />
Triandis, H.C. (1994). Culture and social'behavior. New York: McGraw Hill.<br />
Wesr, M.A. (Ed.) (19S7). The psychologyof meditation..Oxford: Clarendon Press.<br />
30
1e<br />
rhe srudenr shourd .,"0..1ff,?yMuNIrY PsYCHoLoGY<br />
co m m un i ry psycho r o gy rhe *.If*il :.f ?:';ffi *.tll,i Tlil.l,ilH:ffi<br />
ffT,t<br />
"ffii:lll.trl:#fJ: 'ethods 'r 'L,.i"g the psvch"i"ei*r consequences<br />
Unir l; lntroduction: Definition of (.<br />
orcommuniivp.v.r,orogu.o'.;n.ioi.xTft<br />
lyJifi lr.i:'; jilI'J*.JJTF;ffi ::,':::<br />
,l,1l,ll:::J::,:T.,:*Co**un;t' psychorog, _ .Jrler," epidemiorogy. generar systems<br />
14 hours<br />
Ljnit 2 concept of conimunity Menral Healttr.<br />
comprehensive medical<br />
communily<br />
model vs.<br />
menial<br />
cMH model,<br />
health ;;;;;;r,<br />
techniques of d"u.rop*.nr<br />
CMH _ Crisis and functions. interventiorr, Major<br />
Conruiturio* Mental Health Education and<br />
;;ff :*.Jr?rofessionars- cromsn*,itv *o,ii ;;;;"."*t in rnJa r deveropment<br />
.uTit I a Aggression in the community -. definition" nature, theories<br />
", ;::-<br />
behaviour. Control and prcr,enrion ol aggression<br />
b' violence defini+ion' airrtttnt ty[, oiuiot"no - domestic and group viorence, cffe*. ',<br />
control and prevention" Ro! of com,nunity psychor;td-;";rXtl"].'L"uui* -',<br />
t<br />
i<br />
F<br />
t:<br />
B<br />
F-<br />
!l<br />
E<br />
t<br />
{"<br />
!:<br />
unit 4 a: crime and delinqrrcncy. Deiinition, types, causes * preventio" or"nrlS"hours<br />
:<br />
rehabil itation of criminuf r, ro.f .'of pJi"hologirt,<br />
b' Froblem of alcoholism' Defini,L* typ.r. theories of arcohoiism" effects, methods of<br />
treatment. prevention and rehabilitatic,n<br />
unit 5: Problem o.f un-emrrgrment: de fining unernproymenf causes arrd ,J"*, effece of<br />
unemployrnent rote ofpyddoeists ir, d;"s d;;;br.*<br />
,<br />
llif*t 3f agnrivari"nt - a.fr*Jon,tF"r, causes! pychorogical studies of effects of<br />
poverty and deprivatiorL poverty alleviation p*g**;[.<br />
12 hours<br />
REFERENCE BOOKS:<br />
3;{^"^ and specter" s s' An inko'duction ro communiry,.psychotogy, Ny. John wiley and Sons. tnc"<br />
Hemistra' N w' Psvchology-and contemporary Fl3ble3s,.Monerary" california: Brookvcole co., 1g74.<br />
lJ":p^y<br />
(ree6). itirnu'i nr.u.;,ilp;I.il;s, New Derhi. sage pubrications.<br />
:,lt't " P (1992)' controversiat Issues in sociat w.rr*. plri";" il; Dethi, Sage pubtications. rndia pvt"<br />
Davar B ( 1999). Mentar hearth of tndian women. New Derhi" Sage pubrications.<br />
i1i"I*X'lri":11,r:n'*'e S (rcssl" tiJ'"i ps.r'chorogv ""a-.r,r"gi"g<br />
worrd Bangarore, prasaransa.<br />
ffi1-9;#:.Nagpal A (Eds)' (1999) Ps.v'cholo.3v of povcrty and disadvanrases. New Derhi. Concepr<br />
Sinha c' Tripathi R 9.u10<br />
Misra G (Eds). (1998) Deprivarion: lts social roors and ps.r,ctroloeical<br />
consequerlces" Nerv Delhi. Concept publishing cot,taanv.<br />
Srinivasa Murthv & Barbara. J. gr*r" rrsgji;;;;;1;"r"nir' menrar hearrh-proceecrings of the rncro-US<br />
synrposiLrrn. Biingalorc: N lNl TJANS<br />
3t<br />
tr<br />
i"'<br />
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I<br />
CHILD GUIDANCE<br />
4O3A CHILD PSYCHOPATHOLOGY<br />
This paper explores the nature, conditions and causes for development of pathology. The<br />
mechanisms and processes underlying the emergence of mentai illness and dysfunction<br />
are studied.<br />
Unit 1: Developmental psychopathology - nature. models. causative factors-(biotogical<br />
perspective. environmental perspective) Issues-multideterminism and interiJtion.<br />
development pathways, risk. vulnerability and protective factors. l0 hours<br />
Unit 2: Nature and causative factors for the following:: Tic and movement disorders,<br />
Disorders of speech and language. developmental disorders -: Mental retardation,<br />
Leaming disability. autism<br />
t4 hours".<br />
Unit 3: Nature and causative fadtors for the following: Anxiety disorders, phobias,<br />
<strong>Sc</strong>hizophrenia Mood disorders - Depression- Suicide.<br />
12 hours<br />
Uait 4: Neff€ and causative factocs fu d€ following: ADHD. Oppositional deftant<br />
disolders, Conduct disorders" emotional and behaviour disorders, l2 hours<br />
Unit 5. Spesid issues in childhood and adolescencc<br />
Nature and causative factors for the following : Substance related<br />
disorders, gender identity and psychosexual disorders. physical abuse<br />
abuse, children with AIDS. '<br />
'' i 12 hours :<br />
disorders.' Eating,,r<br />
and neglect. sexual '<br />
REFERENCE BOOKS:<br />
Achenlach, Thou*o* M. {1982)- D'evelogncntal Psphopathology- 3d ed. New york:<br />
Wiley.John B Sons, Irrc<br />
Heilard w L {1996). Exceptiornt child{e& ss ga ohio: prentice Hall<br />
--Mask E.'& Wtlfe,rD: A (1998), Abnormat Cftild,Pslaholosl, New york; Addison,<br />
Wesley<br />
ReinchmidL Helmut & <strong>Sc</strong>hrnidt, Manin. H. (1992). Developmental psychopath
_<br />
:r;gffru<br />
4O4A CHILD INTERVENTION PROCEDURES<br />
Objectives: The paper is introduced to provide adequate information ibgarding the<br />
intervention tcchniques in vogue for enhancing the psychological well-being of children"<br />
---xffi<br />
W<br />
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F'<br />
1.<br />
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:<br />
tlnit l. General principles of intervenlion" Development. nature of child therapl'. Types.<br />
theoretical approaches, Professional issues- training. ethical issues. characteristics of<br />
good child therapists. Child psychotherapy in India"<br />
I2 hours<br />
t<br />
ī<br />
Unit 2. Child psychoanalytic techniques" Methods of Anna ireud and Melanie Keline.<br />
Other plal'and art therapies and other therapies hased on dynamic model- evaluation<br />
I2 hours.<br />
{-Jnit 3. Behavioural techniques. Operant and Classical models. Principles and techniqucs.<br />
Systematic desensitization" l'ime out. Shaping. token economy, contingenc),<br />
management. Modeling with children"<br />
12 hourc<br />
Unit 4. Cognitive therapies with children" Rational emotive with specific reference to<br />
adolescents, coping skills" stress inoculation<br />
Ufe skills tnaining. social skills training" Assertl$n- problem solving. psycho€ducational<br />
stcills.<br />
I? hsgrs<br />
Unit 5" Intervention in family and groupc,rFarnily syst€m intervention. parental guidance<br />
Community based intervention. Frewrtion of high risk behaviour. Mentat health program<br />
in schools.<br />
Children with special needs- abused. children with disability. streer. children, gifted<br />
children, childr€n with HiV & AIDS<br />
12 hours<br />
l<br />
l1<br />
,ri<br />
'.1<br />
REFERENCES BOOKS<br />
Dularlr- (1993]- <strong>Sc</strong>hool based prevention p{egra{n for children and adolescents. New Delhi Sage<br />
Publicatbru<br />
Fredheim.D.K. (1999). The ChiH Glinirxt Docrmrentatioo source book: A comprehensive<br />
collection of forrns ,and records for rnental heal& pcacticcs r*'ith childrcn" {.ondon: 'Carnbridge<br />
Univcrsity Press.<br />
Hoghough" M. {1997). Asscssing Child and A&lescent disorders: a,practice manual. New Delhi<br />
Sage Publication.<br />
Howlin P. (Ed). {1998).'Behavioural approaches to tlre treatment of children. New Delhi. Sage<br />
Publications. \<br />
Jones, C. C. (1993). Family systerns therapy, Wiley<br />
Kapur. Malavika (1995). Mental Health of lndian Children. New Delhi: Sage Publications"<br />
Kapur. Malavika (1997). Mental Health in Indian <strong>Sc</strong>hools. Nerv Delhi. Sage Publications"<br />
Lane,D & Miller,A (1992).Eds. Clrild & Adolescent tlrerapy" A hand book" Milton Keynes Open<br />
Uni. Press.<br />
Norcross. J.C (1980). Handbook of psy'chotherapy integration (Ed.) New York: Basic books<br />
Pfeiffer.SJ" (Ed). ( 1985)" Clirrical Child Psychologv. London: Crune and Stlatton lnc.<br />
Spicgler.lr4.D. (1997). Conternporary Behaviour Therapy" Nerv Delhi. Sage Pubcications,<br />
Srransorr.L.l{.and Vhriafirou.B.(1982). Educational and Psl,chological Assessrnent of L,xceptional<br />
Children. St.Louis: l-he C.V. Mosb1" Cotnpan;'"<br />
JJ
l<br />
. 4O5PA: ASSESSMENT / SCREENING AND INTERVENTION<br />
! PART A: Administration<br />
I t. Measurement of Achievement Motivation<br />
i :. Assessment of career decision making/career planning<br />
3. Assessment of abilities using wide Range Achievenient Test<br />
4. Case Hisrorl'and Mental Sratus Examination<br />
5. <strong>Sc</strong>reening for learning disabilit,v- using NIMHANS Index tor SLD<br />
6- <strong>Sc</strong>reening for adjustment using the pre-adolescent adjustnrent inventory<br />
' 7. <strong>Sc</strong>reening tbr ADtiD<br />
i 8" Social Problenrs Solving Skills<br />
9. <strong>Sc</strong>rcening fbr neuropsychological problerns<br />
10. Computer assisted administration and interpretation of tcsts<br />
PART B: Demonstration<br />
l. <strong>Sc</strong>reening for intelleetual deficicncy using NIMH protocot<br />
2- <strong>Sc</strong>rcening for Development psychopathology using DpcL - (Malavika Kapur)<br />
3. Assessment of family interactions<br />
4. Behaviounal Analysis<br />
5" Behaviour Modi{ication tcchniques:<br />
Systematic Desensitization:<br />
Shaping<br />
6. Dynamic appnraches:<br />
Play therapy:<br />
Transactional Analysis:<br />
Role-play:<br />
Psycho drama<br />
i4
F<br />
l.<br />
C[,INICAL PSYCHOLOGY<br />
4O3B PSYCHOLOGICAL ASSESSMENT IT<br />
Objectives: This paper aims to give a broad idea of the field of clinical psychotogy and<br />
to familiarize the student with techniques used in collecting information about client and<br />
some of the test available of the tests available, with specific reference to assessment of<br />
personality' Cerlain professional issues such as training. research and ethical stands are<br />
also included-<br />
Unit l" Assessment of personality- Inventories. Using questionnaires in clinical testing.<br />
Advantages and limitations. illustrative tests - Personality- I6 pF. Diagnostic- MMpl"<br />
<strong>Sc</strong>reening- GHQ. Evaluarion<br />
Unit 2" Projective tests- Deflnition. nature. principles of pro.jection. {llustrative tests.<br />
Rorschach. TAT and HFD" Clinical uses. Evaluation.<br />
Unit 3- Assessrnent of s
I<br />
--:*+:--'<br />
{O4B PSYCHOLOGICAL INTERVENTTONS<br />
Unit l ' Introduction to interventions" Definition of psychotherapy. Goals of intervention.<br />
Professional issues- training, ethical issues, personal characteristics of therapists, future<br />
of therapy.<br />
B:Psychotherapy in India. Development and current<br />
traditions in therapy.<br />
status. Yoga and Buddhistic<br />
l2 hours<br />
!-init 2' Psychoanalytical therapies. Brief dynamic therapies" Indicaticns and evaluation<br />
B: Neo Freudian approach. Ego analyical therapier. C*...nt status and evaluaticn.<br />
l2 hours<br />
unit 3. Humanistic approaghes- Rogerian and Gestart therapy<br />
B: Group approaches. Nature of group therapy. utirity'evaruation.<br />
general types, need and application.<br />
Family therapy,<br />
12 hours<br />
Unit +' Behavior th"*py. Techniques based on classical , operant and modeling theories.<br />
B: cognitive behavior therapy. Therapy based on work<br />
"f<br />
arrir, sL;; M.ichenbaum.<br />
y"tl-s- c,olmunity bad intervcntion. Differ€nce between therapeutic<br />
"llffit*"",o<br />
hcal& models. Coneps of Prevdltion. Crisis lnte-rvention and Rehlbiii",i."-'<br />
B: Speciat<br />
iryl- Intervention in Mental retardatioq 1""*t* e*b1t,r;isrn, school<br />
problems of chilitren<br />
REFERENCE BOOKS<br />
Aveline' M' d Shapiro- D-A. (1995) Eds, Research for psychotherapy pracrice. \\riiey.<br />
Bellack, A-s-, Hersen M. & Kazdin, A"E. (19g3).' Internationar handhocrk of<br />
behavioural rnodification and therapy. New york plmum press.<br />
Bergin" A-E & Crarfiel4 s.L. (1994). Eds. Hardbook of psychoth.*py & behavioural<br />
change.4ed NY: Witey.<br />
Jores, C. C. (1993). Family Sys*ems tluepy: Wiley"<br />
Lanc, D & Miller, A (t992). Eds. Chitd * edobscent therapy. A handbook" Milton<br />
Keynes Open Uni. Press.<br />
Norcross. J.C (1980). Handbook<br />
books<br />
of psychotherapy integration (Ed.) New york: Basis<br />
Spiegler.M.D. (1997). ContemporaryBehaviour Therapy. I.lew Delhi, Sage pubcications.<br />
Srinivasa l\{urthy & Barbara. J. Buras. (t992). i:at. Community mental healthproceedings<br />
of the [ndo-US symposium. Bangalore: NIMHANS<br />
Steven Jay Lynn & John P, G. (1985). Contemporary psychotherapeuric models and<br />
methods, Ohio, Charles E. Menitt"<br />
Wolberg. L.R. (1989). The technique of psychotherapy" Vol. I & II. Londc,n" Warburg<br />
and Fleinemann"<br />
36
4O5P B_ ASSESSMENT OF PERSONALITY AND INTERVENTION<br />
TECHNIQUES<br />
Part A - Administration<br />
l - Assessment of adjustment using Beil"s Adjustment Inventory<br />
2. Assessment of dimensions of personality using Epe<br />
3- Assessment of personality traits using catell,s- l6pi questionnaire<br />
4- Assessment of personarity using Neo Five Factors In.renrory<br />
5. <strong>Sc</strong>reening subjects on the MMpl<br />
6. <strong>Sc</strong>reening subjects on the Mpe<br />
7. <strong>Sc</strong>reening subjects on the GHe-2g<br />
8. Assessment of personality on the Rorschach Ink Btot Test<br />
9- Assessmenr of inrerpersonar rerationships using the TAi<br />
10" computer assisted administration and int..p..t tion of tests<br />
Part B - Demonsfration<br />
l. Case history taking and mental s€tus examination<br />
2. Behavioural Anatysis<br />
3. Jacobson's Relaxation techniques<br />
4. Systernatic desensitization<br />
5. Aversive therapy<br />
i'ffd,trtrtr<br />
8. Assertiveness training<br />
9. Stress Management techniques<br />
i<br />
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37<br />
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ORGANIZATIONAL PSYCHOLOGY<br />
PAPER 4O3C INDUSTRIAL PSYCHOLOGY TI<br />
Unit l. Training - systems approach to training, training methods- human relations<br />
training, laboratory training, simulated training, vestibule training, sensitivity training,<br />
assessment centers, organizational training laboratory, determinants of training<br />
effectiveness, measurement and evaluation of training effectiveness. 15 hours<br />
Unit 2. Performance Appraisal -<br />
need for objective evaluation of perfbrmance at rryork<br />
place. techniques and methods of evaluation, ISO" 6 Sigma, qualitv circles" l0 hours<br />
Unit 3. Work Envirorunenl Physical and Psychosocial Environment. Man Machine<br />
Integration, Impact of envircnment on job performance and on the individual; perssn<br />
Environment Fit Theory: Effect of environme:rtal factors on performance, fatigiie"<br />
Determinants of ideal work envircnmenl Job satisfaction<br />
12 hours<br />
Unit 4. Application of Fsychological Principles to Marketing, Consumer Behavior.<br />
Advertisenrent<br />
12 hours<br />
Unit 5. Behavioral Is*res: absenteeism, alcotrolisrn, attrition rate, gender differences,<br />
rccidents; intsvention techniques for handliqrg Behavioral Issues compensation. 12 hours<br />
R.EFERENCE BOOKS<br />
Berry, Lilly M. (1998). <strong>Psychology</strong> at Work: An introduction to Organi:ational and<br />
Industrial<br />
:<br />
<strong>Psychology</strong>'. Me Graw Hill International.<br />
Disboye RL" Smith C.S.. Howefl W"C. (1994), Understandurg Industrial Organizational<br />
Psyctologl" New Yorft: Harcoutt'tsrace lnternationat. -- , -' - . --<br />
,<br />
Dururete. {ed}. (1981) Harucbook of lrdnsuial and organizational Psychologr.<br />
P.aut Hersey & Keneth H Blancturd {1992): Minagement of organizational behaviour 5<br />
ed PHtr, New Delhi<br />
i.,<br />
38
4A4C ORGANIZATIONAT STRT]CTURE AND ORGANIZATIONAL<br />
DEVELOPMENT _ TI<br />
Unit I: Macro Perspective of organizational Behaviour: Background of the Role of<br />
communication-communication Technology, Nonu.rual communication-Downward<br />
Communication-Upward communication.<br />
'r vv.rtrrurrrudrrurr-r<br />
r0 houn<br />
H;lir.Tcision rnaking: The nature of Decision making-Behaviourat Decision making-<br />
Decision making techniques Creatiyity and Group Decision making. r0 hours<br />
Unit 3: Organizatiorn! theory anc design Classical<br />
Modifications of Bureaucratic Structuring_Modern<br />
Organization Designsorgani,ation<br />
Theory and Design:<br />
Organization Theory: Modern<br />
I2 hours<br />
Unit 4' organiatimral cultrrc: N1* of organizational culture-creating and<br />
Maintaining Culture. The Impact of culture on ttttrriutionut o.ga.rizational Behaviour *<br />
'Global Communication -Motivation across cultures-Managerial leadership across<br />
culurres<br />
J'l-nit s' orgatizational €hansei Sd.devgtog*Tr, *. .;:;ing orlqnizations -<br />
$lusrne change and organizational ir".r"pt*nt-Th. fu,"* to:r dg*i z,ational<br />
Beheviour. r.r,<br />
I4,hours<br />
REFERENCE BOOKS<br />
Akshya Kumar (l'997). organizational design and structure- common wealth !r eqr'r publishers<br />
New Delhi<br />
Pts*"i P' sinha T (199s)..Group ITT Building an d organizational Development.<br />
Indian Sociery forApplied Bdravioi*al <strong>Sc</strong>ience: D"fii"<br />
g*tt betg J and Baron ryIgry),<br />
Behaviour in organizationg pHI New Delhi. 5tr ed<br />
_Lu1larrs F ( I 998).. organizatiotr.t g.r,u.'i"*, sd r#;; e; ;k -,.""''<br />
R96ins s (1996)- orgaaizational behavrour" pHI, New Delhi. 7ed<br />
MinerJ B. (1992)" Industriar organizational psychology" Mccraw Hill. Inc.<br />
39
t<br />
]"<br />
i<br />
PART A - Administration<br />
l. Assessment of Job stress<br />
2. Assessment of Burn out<br />
3. Assessment ofjob satisfaction<br />
4. Performance evaluation/how to supervise<br />
5. Selection interviews<br />
6. Perfofmance appraisal<br />
7. Assessing work motivation<br />
8, Assessing values using Rokeach's scale<br />
9. Type A Behaviour<br />
10. Assessment of Quality Wo.rk Life<br />
PARTB -<br />
I. Job Analysis - Semi skilled job<br />
2. Job Analysis - Skilled job<br />
3. Job Analysis - ProGssional Job<br />
4. Cas€ Studies -C-oqrmunication<br />
5. Case Studies - Motirration<br />
6. Case Studies- lnterpersonal : rclations<br />
7. Case Studies - I-eadership style<br />
4O5PC SCREENING AND ASSESSMENT<br />
40
SELF-FINANCING COURSE<br />
tsANGALORE UNIVERSITY<br />
DEPARTMENT OF PSYCHOLOGY<br />
l" Name of the Course<br />
M"<strong>Sc</strong>. Psychological Counselling<br />
2. Duration of the Course<br />
4 Semesters<br />
3" Eiigibility:<br />
:50 %o of marks in B.A-lB.<strong>Sc</strong>" Degree<br />
having studied at least one paper in<br />
Psychologr at the graduate level or B"Ed- or<br />
PG Diploma in Counsctling with 50olo marks<br />
in the aggregate<br />
4. Intake<br />
20<br />
5. Admission<br />
:Admission is made based on marks scored<br />
in the qualifuing examinations and entrance<br />
test and interview conducted by the<br />
admission committee.<br />
Two seats are earmarkd for Professionals,<br />
sponsorcd by recognized institutions in dre<br />
field of Cqnrsetling. Professionats in the<br />
field of Counselling fulfilting the admission<br />
requirements are consid€red for dmission.<br />
Subject Code<br />
PC<br />
REGULATIONS:<br />
1.0 Attendance: Each semester shall be taken as a unit, for purpose of calculating<br />
attendance and a student shall be considered to have put in the required attendance for the<br />
Semester, if he/she has attended not less than 75Y' of the number of working periods<br />
(lectures, seminars and practicals taken together) during each semester.<br />
2"0 Medium of Instruction: The medium of instruction shall be English. However a<br />
candidate will be permitted to write the examination either in English or in Kannada"<br />
3"0 Appearance for the Examination: r\ candidate shall apply for all the papers of a<br />
semester rvhen he/she appears for the examination of that semestcr for the first time.<br />
4.0 <strong>Sc</strong>hemr :f Examination:<br />
4.1 Thcre shall be a Universit;; exarnination at the end of each semester" The duration o!-<br />
thc theory examinations is I hours and practicals is 4 hours per batch of 4 - 6 students"
*<br />
;l<br />
The srudenrs are required ro submir rhe. practica, .".o:1-::<br />
fe]awork<br />
reporrs. ease study<br />
reports, etc.. as per rhe schedure norified t il;';;iii.,.n,u, councir"<br />
4'2 Every theory question paper ordinariry consist<br />
-shall<br />
of five questions with one<br />
question for each unit' Ali questions are c.om.qursory. Each qu.r,ion'iii'*,u.,. sections<br />
requiring both short and loni *t**.. ana witt tuu.'int.-at choice, deveroped to test<br />
#il::H,*ilf' understanding skilts, ;;';;;" sk'rs. and articuration and<br />
4.3<br />
(i)<br />
ln case of rheory papers the .internal<br />
assessment. wiil be for 20 marks covering<br />
resrs, attendance. seminar" assignm.""loi" f'. a..ia.o by the Bos.<br />
('i)<br />
IJffi:liractical<br />
;il;;; concerned Bos win decide the ma*er or inremar<br />
Gii) ffift*ental<br />
shall notis in the first week of each seme$er. scheme of<br />
(iv) ;;];ffT*** Fffi ilF,l-l:iifiTfi1ffi1m<br />
secured by the candidates sha* be g"ot"rJ"""tn1noti". board.<br />
(v) rb D+armcnrar c**"tt "*y<br />
d;;;';il:'*u*minar ro cardidates u*ro<br />
absent ilentsclves fordre tt"".'yr1vj"f f-" i;"il i, *n'inca *rar ttre absence<br />
of tlrc candidate is on *fiJ e1"4ia". ff"**"" the Council wilt allow the<br />
cantidatc to avait this provisi"i *,r,irrr*-ilil; of that semesrer,<br />
(vi)<br />
ffiffi;llfffi*:y'mu<br />
u. *"i *o g".n ristrar(Evaruation) at<br />
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<br />
the nearesl trvo sha, be c.nsidererl rbr the aw,aici oJ'r'ark:;.<br />
5.5 Challenge Valuation<br />
A student who desires ro chafienge thc marks arvarded to hir,r/her nrai- do so by<br />
submitting an application along ."ith th" prescribed r".1"',r-."'li;;;r,r;. (Evaluation)<br />
within I5 dal's after the unnorni.n.ent of tire results. Such canclidatJs shall be provicied<br />
$'ith a Xerox copy of the ansuer hook after conccalins rh" no.n. of-tl-.e valuer-s<br />
The answer scriptsfor rvhich challenge valuation isloughr for shall be serir to a'cther<br />
extemal examiner' Thc average of rhe marks awarded inir,e challcnge 'aluation<br />
an,l the<br />
marks of thc earlier valuation l'v'hich is closer to rlrc challenged valualion sha!i be the final<br />
award.<br />
6.0 Classification of Successful Candidates<br />
6'l Minimum for a pass in each pape,-slrall be 40olo (exam. proper<br />
Assessment and Intcrna!<br />
put together) and 5096 in aggregate of all the scnresrers pu( trrget6cr. -rhcr-e<br />
shall be no separate nrinitna either for exam proper or for intcrnal assessnrenr.<br />
6'2 {a) Successful candidates in each sernest€r shall be classified as folloqs:<br />
i<br />
ii<br />
iii<br />
'<br />
(b)<br />
i<br />
II<br />
llr<br />
lv<br />
First class :Those who obtain 60yo ardabove of the aggregate marks.<br />
Second class :Rest of thc successful candida;;" obtain Sao/o andabo'e of<br />
the aggrqgate marks<br />
however. only the candidates uiho har,e passed the examination at the first<br />
aPPearance's$all be eligible for the declaration of marks. The first nv*Lrc surr<br />
be notrfied<br />
-- ;---'^<br />
';';. Announcement of resultq ctasses and ranks for the ;<br />
course as a whclle.<br />
' Ranks and classes shall be declared for the successful ;d,d;,;;;;;g<br />
rsrsqrvo L.^rr!6 ttrL<br />
performance in all the years put together<br />
their total<br />
First Class :All the successful candidates who secure 600,/o and above in their<br />
total performance shail be decrared to have passed rh" M;;r. 'd.gr..<br />
examination<br />
-:--<br />
in<br />
- -<br />
First Class .<br />
S€r-nd Ctass :All the successful candidates who secure betrreen 5tr/o ark_ 6V/o<br />
in their rotal perforrnance shail be decrared ,o hu" ;;" J;;;;.gr."<br />
examination in second class<br />
H91'ev-er' only candidats w*[o have passed each of the University examinations<br />
at the first appearance shall be eligibll for the declaration"ir""k;. n; ilf'*.<br />
ranks shall be notified.<br />
1.0 Provisions for Repeaters<br />
7.t<br />
7.2<br />
7"3<br />
7.4<br />
7.5<br />
A candidate is allowed to carry all<br />
subsequent semester/ semesters.<br />
the previous uncleared papers to the<br />
Such of those Candidates who have failed,/remained absenVopi to irnpr-ove in any<br />
one or more papers (theory/practical/dissertatiorr,f) hencefbrth callei a:; repeaters.<br />
shall apPear / inrprove in such paper/s durin,s tire tu,o immediat* successivc<br />
examinations.<br />
Examination for odd/even semestcr shail be ccnduci:cl rcspccrively at thc end c{"<br />
oddleven semester (odd r,r'ith odd. cven with er.cn).<br />
The candidatc shail take the exaniination as FCr thc syllabus and the schcmc of<br />
exanrination in force during the subscquent appeill.ances"<br />
A candidate rvho seeks improvement has to surrenc-ler the nrarks alrcadv sccur"ed<br />
in the particular Paper/s and Marks car"cis of thar scnrester.
7"6<br />
17<br />
78<br />
79<br />
8.0<br />
Inrprovemcnt is allo"ved ttrtlv in thcory. practical and disscrtation/project/field<br />
u'ork papers" i-lowever" thc marks secured irr rhe previous atter'pt itott t.<br />
retained if'the same is higher. There is no provision for improvenrent of internal<br />
asscssment rnarks"<br />
A carrdidate is permitted to appl)' firr improvenrent in an-u.. pripcr of-t6c panicular<br />
se niestcr within 30 days lrom the date oi'announcemcrrt oi'results of the senlester.<br />
A rcpeater (including a candidate who seeks irnprovenrent) shall not be elisible<br />
IOr rant(,<br />
A canciiciatc should corrtplele tire Master"s clcgrce examination i.r,ithi.4 ifiruri<br />
acadeiiric vcars lloln tlrc vear of'adrlissiorr.<br />
M isce llancous<br />
An-r'othcr issue not envisaged above. shall be resolved bl,tlre Vice_chancellor in<br />
consttltation $'ith thc appropriate bodies ol' tlre Ur.,ir,"rrii_r,. *fri.f-, J"f i't "'ii"",<br />
and binding<br />
4